CPSE 420
Brigham Young University
Department of Counseling Psychology and Special Education
Fall Semester 2010
Section 1 Mild/Moderate
Course & Title: CPSE 420: Assessment/Evaluation of Students with Exceptional Needs 3 credit hrs.
Room & Time: Wed. 4:00-6:50 220 MCKB
Instructor: Barbara M. Smith, M.Ed.
340R MCKB
Office (801) 422-8396 Fax (801) 422-0198
Office Hours: Tues, Wed. 2-4, Fri.12-1, Open door policy or by appointment
Teaching Assistant: Julie Daye 801 556-0966 (cell with voicemail)
Required Text: Pearson Custom Text (2009). CPSE 420 Assessment and Evaluation of Exceptional Students. New York: Pearson Publishing.
Course Description:
This course is designed to prepare upper-division students to plan, conduct, and interpret educational assessments. Students will also acquire the knowledge to develop appropriate education programs to help exceptional children with learning and behavioral strengths and weaknesses. Students in this course will learn to provide information to the IEP team (teachers, parents, school administrators, etc.) in the development and implementation of individualized education programs. This course is designed to meet the assessment requirements for the Utah State Special Education teaching licensure for Mild/Moderate and Severe. It is designed also to meet the knowledge and skill standards as outlined in the NCATE curriculum guidelines for basic and advanced programs in special educations as prepared by the Council for Exceptional Children.
Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims INTASC Evaluation Standards
Core Course Outcomes / Council for Exceptional Children / Conceptual Framework Aims / INTASC Evaluation Standards / AssessmentCEC
Standard / CF 1: Embrace and Apply the Moral Dimensions of Teaching
· Practicing nurturing pedagogy
· Providing access to knowledge
· Enculturating for democracy
· Ensuring responsible stewardship of the schools
CF2: Demonstrate Academic Excellence
CF3: Model Collaboration
CF4: Act with Social Competence / S1: Subject Matter
S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments
S6: Communication
S7: Planning Instruction
S8: Assessment
S9: Reflection and Professional Development
S10: Collaboration, Ethics, & Relationships
Demonstrate an understanding of the basic terminology used in an assessment. / CC/CG.3.K1
CC8K1, GC8K1, IC8K1 / CF1, CF2 / S8 / Final, Test Administration, Chapter Study Guides
Discuss the ethical concerns related to assessment. / GC3S1, CC8K4,
GC8K3 / CF1, CF3, CF4 / S8, S10 / Professionalism Evaluation, Test Administration
Outline legal provisions, regulations and program standards regarding assessment. / CC8K5, CC1K6, IC8K2 / CF1, CF4 / S8, S10 / Final, Chapter Study Guides
Identify the procedure used for screening, pre-referral, referral, and classification. / CC8K3 / CF2, CF4 / S8 / Final
Describe the application and interpretation of assessment scores, including grade score vs. standard score, percentile rank, age/grade equivalents, and standings. / CC8S5 / CF2, CF4 / S8 / Final, Chapter Study Guides
Identify, administer, select and describe the different types of non-biased assessments using appropriate technology when necessary / CC8S2, CC8S3, IC8S3 / CF2 / S8 / Test Administration, Final, Chapter Study Guides
Discuss the components of and procedures for curriculum-based, portfolio, authentic, and functional assessment (informal test procedures), and apply these to different categories of exceptional children (e.g., L.D., E.D, & I.D.). / GC8S2, IC3K2, IC8S2 / CF1, CF4 / S3, S5, S8 / Test Administration, Final, Chapter Study Guides
Discuss the influence of diversity on assessment, eligibility, programming and placement of exceptional learners. / CC8S6, CC1K5, CC1K5, CC8K2, IC2K1,
IC8S6 / CF1, CF4 / S3, S8, S10 / Chapter Study Guides, Class Discussion
Describe the relationship between assessment and placement decisions. / GC3S1, IC1K1, CC8S5 / CF2, CF4 / S8 / Test Administration, Final, Chapter Study Guides, Case Study
Outline, develop or modify methods used for monitoring student progress. / CC8S4, IC8S4 / CF1, CF4 / S8 / Final
Content:
Students will demonstrate administration competence for at least 6 selected assessment measures specifically used for the identification, classification, and placement of students into programs for exceptional children (e.g., learning disabled, emotionally disturbed, intellectual disabled, ELL, multicultural, autistic, etc.) and for educational programming purposes. Students may participate in demonstrating formal and informal assessment measures to other members of the class as part of the learning process. Students will demonstrate competence in the administration of formal assessment measures and then will conduct a minimum of 1 assessment on a child or adult specific to identifying strengths and weaknesses in student academic, intellectual, social, and behavioral skills.
Course Expectations:
· Students will arrive on time and attend every class until class is dismissed. Any exceptions will be
deemed excused or not excused by the professor with a point reduction for being tardy or late. Professional conduct requires that you contact the professor before class if you will miss or arrive late. It is considered unprofessional to allow your cell phone to interrupt class.
· Complete all requirements and activities outlined for this course within the prescribed time period and by the due date. Assignments are due at the beginning of class. Please do not work on assignments during class. Late assignments will lose 10% for each day they are late.
· At the discretion of the professor, some assignments such as test protocols may be corrected and then
turned in a second time. The stipulation is this: these assignments must be resubmitted within a week of the day it was handed back to the class and can only regain a maximum of half of the points lost. So, it is in the best interest of the student to get it correct the first time.
· Complete all in-class assignments.
· Participate actively in all learning activities, including class discussions, within the class.
· Interact in a professional manner with all students and parents that you work with as a part of the learning activities for this course following the professionalism rubric.
· Complete assigned readings before class.
· No extra credit will be offered in this course.
· Professor reserves the right to modify the syllabus or schedule as needed during the semester.
Methodologies/Teaching Strategies:
This is a knowledge and skills-based course. The emphasis will be on the distribution of declarative and procedural knowledge. Students will be given lecture and discussion type activities related to the foundation and/or fundamentals of the educational assessment process. Students will then procedurally learn to administer formal and informal assessment devices and measures. In addition they will learn assessment techniques and demonstrate competence of the use of educational assessment devices, both formal and informal. After students have demonstrated confidence in the use and interpretation of tests, they will then be asked to apply their knowledge and demonstrate their assessment skills. Students will be assessed relative to the level of skill that they demonstrate on the objectives for this particular course.
Evaluation:
A variety of evaluation procedures will be used. Students will procedurally demonstrate an understanding of tests, test procedures, testing skills, and their understanding of administering, scoring and interpreting tests, and suggesting appropriate educational recommendations. Students will also demonstrate knowledge through quizzes and exams.
Assignments:
· Demonstrate, administer, and interpret selected formal/informal educational assessment measures.
· Plan and conduct one comprehensive educational assessment on a child or adult and write at least one report based on the assessment results including recommendations for remediation.
· Complete a midterm and final exam over course materials.
· Complete all reading assignments.
· Complete chapter study logs. These must be submitted at the beginning of class to receive full credit.
· Complete in-class assessment reviews.
· Professionalism: Students will be evaluated regarding their professionalism.
· Conduct an interview or observe a current licensed special educator.
Bibliography:
Ø Braaten, S. (1998). Behavioral Objective Sequence. Champaign, IL: Research Press.
Ø Howell, K., Fox, S. and Morehead, M. (2000). Curriculum-Based Evaluation: Teaching and Decision Making. Belmont, CA: Wadsworth Publishing.
Ø McClean, M., Bailey, D., & Wolery, M. (1996). Assessing infants and preschoolers with special needs. New York: Prentice Hall Publishing.
Ø McLoughlin, J. A., & Lewis, R. (2001). Assessing students with special needs. Upper Saddle River, NJ: Prentice Hall.
Ø Overton, T. (2003). Assessing learners with special needs: An applied approach. New York: Merrill Publishing.
Ø Pierangelo, R., & Giuliani, G. (1998). Special educator’s guide to 109 diagnostic tests. New York: Center for Applied Research in Education.
Ø Salvia, J., and Ysseldyke, J. E. (2001). Assessment (8th Edition). Boston, MA: Houghton Mifflin Company.
Ø Vernon, A. (1993). Developmental Assessment & Intervention with Children & Adolescents. Cedar Falls, Iowa: American Counseling Association.
Ø Zirkel, P. A. (2006). The Legal Meaning of specific Learning Disability for special Education Eligibility. Available from the Council for Exceptional Children at www.ced.sped.org
Requirements:
150 points 1. Demonstrate administrative, scoring, and interpretive competence for selected
education assessment measures (see next page).
30 points 2. Complete in-class assessment reviews
40 points 3. Conduct one educational assessment on a child or adult
35 points 4. Write one case report based on the assessment results and include recommendations
65 points 5. Complete chapter study guides 13 @ 5 pts each
10 points 6. WJIII pass off
05 points 7. Assessment Plan
15 points 8. Case Study Oral Presentation
10 points 9. Professionalism (PIBS)
10 points 10. Interview/Observe a severe teacher
30 points 11. Mid-term
70 points 12. Final Exam
470Total Points
Grades:
A 96-100% B- 80-83 % D+ 67-69%
A- 90-95% C+ 77-79% D 64-66%
B+ 87-89% C 74-76% D- 60-63%
B 84-86% C- 70-73% E below 60
Professionalism Categories: (please see PIBS for complete details)
Personal Integrity Flexibility Punctuality
Respect for Authority Dress and Grooming Responsibility
Learning Community Initiative
Commitment/Loyalty Attendance
Learning Outcomes http://learningoutcomes.byu.edu
ABCTIP
Assessment Professional Practice
Collaboration Interpersonal Relations
Policies and general information
http://education.byu.edu/cpse/documents/general%20syllabi%20department%20information%20%28Repaired%29.pdf
Mission Statement of the BYU Special Education Programs
Students with Disabilities
Statement on Diversity
Preventing Sexual Harassment
CSE 420 REQUIREMENTS
Assignment / Pts. Earned / Pts. PossibleMidterm Exam / 30
VMI / 10
BVAT / 25
KTEA / 25
BOS / 20
WJIII Cognitive / 35
WJIII Achievement / 35
Pass Off WJIII Achievement / 10
Interview a current licensed special educator / 10
UNIT Assessment Review / 5
PPVT Assessment Review / 5
BASC Assessment Review / 5
Brigance Assessment Review / 5
WISC IV Assessment Review / 5
Assessment Plan / 5
Chapter Study/Reading Guides / 65
Educational Assessment in Clinic / 40
Case Study Written Report / 30
Case Study Oral Presentation / 15
Professionalism / 10
Final Exam / 70
TOTAL / 470
CPSE 420 Section 1
Discussion, Assignment & Readings Tentative Schedule
Week Due / Class Discussion / Test/Assignment Due / Readings DueWeek 1 (Sept. 1) / Introduce syllabus and course expectations. Introductions. Form teams. Categories of special education. Why we assess? Define and describe assessment (Ch. 1) Pillars of Assessment. / Read Chapters 1 (Defining and Describing the Assessment of Students…) and 2 (Steps in the Assessment Process). Complete Study Guides
Week 2 (Sept. 8) / What is intelligence? Test Scores and what they mean. Assessment Terminology. Pre-referral/referral process. Eligibility for OI. Visual/Auditory Processing Problems/Learning Styles /Motor Proficiency. Learn the VMI. / Read Chapters 5 (What Test Scores Mean) and 9 (Assessing Perception, etc.) in the Venn textbook. Complete chapter study guides at the end of each chapter.
Week 3 (Sept. 15) / Behavioral Assessment. Eligibility for ED. Learn the Behavioral Objective Sequence. Exposure to BASC. Exposure to Connors. / VMI (with rubric). / Read Chapter 11 (Assessing Behavior). Complete Study Guide
Week 4 (Sept. 22) / Woodcock-Johnson III Achievement Battery. Learn the WJ III Achievement. Administer, score, and interpret. / BOS. Check out WJ III Achievement kit—1 per team.
Assessment Reviews. / Read Chapter 14 (Academic Assessment). Complete Study Guide.
Week 5 (Sept. 29) / Woodcock-Johnson III Achievement Battery. Administer, score, and interpret the standard battery. Compuscore. Estimator. Case Study. Eligibility for TBI. / WJ III Achievement Subtests: #1,2,4,11
Test the same student for the WJ III Achievement and the Cognitive Battery. / Read Chapter 6 (Selecting and Using Assessment Instruments). Complete Study Guide.
Week 6 (Oct. 6) / Woodcock-Johnson III Cognitive Battery.
Learn the WJIII Cognitive Battery.
Eligibility requirements for SLD.
Measurement concepts. / WJ III Achievement Subtests: #1,8,9,13
Compuscore. Case Study. / Read Chapter 4 (Practical Measurement Concepts). Complete Study Guide.
Week 7
(Oct. 13) / WJ III Cognitive Battery. Administer,
score, and interpret the standard battery. Interpreting the WISC IV. Exposure to UNIT. Examine case studies. / WISC IV or UNIT Assessment Review.
Check out WJ III Cognitive kit—1 per team. / Read Chapter 7 (Assessing Intelligence). Complete Study Guide.
Week 8
(Oct. 20) / Early Childhood Assessments.
Eligibility for Developmental Delay.
Review case study. Plan clinic testing.
Exposure to UNIT & WISC.
Midterm exam / WJIII Cog. Subtests: 1-7 Test the same student for the WJ III Achievement and the Cognitive Battery. / Read Chapter 8 (Developmental Assessment) Complete Study Guide.
Week Due / Class Discussion / Test/Assignment Due / Readings Due
Week 9
(Oct. 27) / Language and Bilingual Assessment.
Eligibility for CD. Interpret PPVT. Disproportionality – causes, eligibility, programming and placement, ESL Standards (Web). Language Interviews. / WJIII Cognitive Subtests: #1-7 due. Compuscore. / Read Chapter 10 (Language and Bilingual Assessment).
Complete Study Guide.
Week 10 (Nov. 3) / ELLs referred to special education. BVAT and parent interview. Clinic testing procedures and written reports. / PPVT Assessment Review.
Submit Case-study Assessment Plan.
Clinic testing.
Week 11 (Nov. 10) / Kaufman Test of Educational Achievement-ll. Learn to administer, score and interpret the KTEA ll. Eligibility for ID. Exposure to Vineland and Brigance.
Formal written report format. / BVAT. / Read Chapter 12* (Assessing Adaptive Behavior.) Complete Study Guide.
Week 12
(Nov. 17) / Response to Intervention,
Age Appropriate Transition Assessments Review IEP Process/Write Present Level of Performance/IEP Goals. . / KTEA-II.
Assessment Reviews. / Read Chapter 3 (Inclusive Assessment).
Complete Study Guide.
Nov. 24 / NO CLASS –
HAPPY THANKSGIVING!!!
Week 13
(Dec. 5) / Criterion Referenced Assessment and Curriculum-Based Assessment. Learn Rubrics, Portfolio Assessments, Rating Scales / Submit written case-study reports for feedback. / Read Chapter 18 (Portfolio Assessment). Complete Study Guide.
Week 14 (Dec. 12) / Case Study Oral Presentations.
Review for the Final Exam. / Final written case-study reports. / Group Class Presentation
Week 15
(Dec. 20) / FINAL
Wednesday, December 15
5:45-7:45 220 MCKB
Rubrics for the Course