EDSP 525/PSY 514—FALL 2015
Texas AMUniversity
Central Texas
EDSP 525:010/PSY 514 Appraisal of Exceptional Learners
Professor:Dr.Lisa Santiso
Email:
Office Hours:TBA
Phone: 972.938.6958
The goal of the Texas A&M University Central Texas Educational Diagnostician program is to develop in graduate students with skills necessary to assess and diagnose learning and social disabilities in school-aged children and adolescents including the administration, interpretation and articulation of academic, social and cognitive assessment data in order to assist parents and teacher to develop appropriate and legally compliant educational environments for exceptional learners.
1.0 Course Overview:
Standardized assessment of the academic achievement of students referred for, or currently receiving special education services, including test administration, analysis and reporting of scores and program planning.
2.0 Course Objectives related to student’s acquisition of skills:
Students will demonstrate their understanding of the following basic premises related to competence as an educational diagnostician:
- Understand formal and informal academic assessment as part of the diagnosis and placement of students with disabilities in special or general education classrooms.
- Accurately administer and score all tests presented in this course.
- Competently interpret the results of all assessment methods presented in this course.
- Compose accurate reports regarding the findings of assessments in a professional manner.
2.1 Student Learning Outcomes:
Upon completion of this course the studentwill: 1. demonstrate knowledge of the current issues and best practices in special education related to
- Further develop their understanding of the processes of learning and development and demonstrate their knowledge of the effects of disabilities on the academic learning of students through analysis of intelligence assessment data.
- Demonstrate an understanding of learning environments that are responsive to the academic strengths and needs of learners with disabilities.
- Select, administer and interpret standardized academic achievement assessment data in a form that is usable to classroom teachers, service providers and/or parents.
- Articulate and demonstrate the ability to accurately assess students from diverse backgrounds though consultation with other professionals and/or use of data collection systems using formal, informal and standardized data.
- Demonstrate an understanding ofthe application of academic assessment data to classroom instruction and learning environments.
- Articulate and demonstrate the ability to work collaboratively using a team approach.
- Articulate the role and responsibilities of an educational diagnostician in the Texas public schools including the knowledge to ensure educational excellence and equity for all learners with special needs.
- Articulate and demonstrate knowledge of ethical practice in the assessment of students with disabilities and those suspected of having disabilities.
2.2Student learning outcomes related to technology:
Standard I: Teachers use technology related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications.
Standard IV: Teachers communicate information in different formats and for diverse audiences.
2.3 Competency Goal Statements related to student skills and TExES competencies:
Competency 001: The educational diagnostician understands and applies knowledge of federal and state disability criteria and identification procedures for determining the presence of an educational need.
Competency 002: The educational diagnostician understands and applies knowledge of ethnic and cultural diversity for evaluation, planning, and instruction.
Competency 003: The educational diagnostician understands and applies knowledge of student assessment and evaluation, program planning, and instructional decision making.
Competency 004: The educational diagnostician selects and administers appropriate formal and informal assessments and evaluations.
Competency 005: The educational diagnostician applies skills for interpreting formal and informal assessments and evaluations.
3.0 Required Reading:
Salvia, J. (2012). Assessment in Special and Inclusive Education (12th ed.) ISBN: 9781111833411
Mather, N. (2015). Essentials of WJ IV achievement. ISBN: 9781118799154.
Optional Reading:
Fletcher, J. (2006). Learning Disabilities. ISBN: 9781593853709
4.0 Course Requirements:
4.1 Demonstrate professionalism100 Total Points
Students show professionalism when they: (a) attend all classes and observations on time and remain in class/observation for the duration, (b) are prepared for class discussions; (c) attend to class discussion (online and in class) and timelines for assignments, (d) are flexible to schedule changes; (e) respect the opinion and rights of others; (f) work collaboratively with colleagues, (g) and uphold the Code of Ethics for Educational Diagnosticians and abide by local, state, federal rules, regulations and policies.
All assignments should be turned in during the class periodon the day they are due or via email on days we do not meet. Assignments turned in after such times are considered late. Points will be deducted for each day the assignment is late. Discuss special circumstances with Dr. Santiso.
4.2Test Administration**:
Goal:
Work toward mastery of test administration and scoring. You will administer the following tests during
the course of the semester (subject to change):
- One WISC-IV and one WIAT - III -one child aged 6-0-0 to 11-11-15
- One WISC-IV and oneWIAT III - one child aged 12-0-0 to 16-11-30
- One WJIII-COG and one WJIII Achievement -one child aged 6-0-0 to 11-11-15 (May be the same child as #1)
- One WJIII-COG and one WJIII Achievement - one child aged 12-0-0 to 16-11-30 (May be the same child as #2)
- Two other tests as assigned
Protocols will be turned into instructor.Each testing protocol will be graded for appropriate completion, 10@ 20 points each (200 total points). Failure to submit a completed testing protocol with a copy of the signed parent permission slip will result in a reduction of your final grade in the class by one full letter grade.
4.3 Test Interpretation of intelligence and academic achievement
Goals:
1. Competently interpret the results of all assessment methods presented in this course.
2. Compose accurate reports regarding the findings of assessments in a professional manner.
Test Interpretation reports
1.A brief report explaining each subtest and interpreting the scores. 2 @ 50 points each
4.4 Test Reporting--Assessment Comprehensive reports
- WISC-IV + WIAT - III (150 points)
- WJIII-COG + WJIII Achievement using the cross battery assessment approach(150 points).
- Other instruments may be used for the comprehensive reports if approved by Dr. Santiso.
Who to test?
Students must recruit testing subjects. Parents of testing subjects must sign a consent form.
Consent form will be provided in class. Children shouldNOT be tested if they are receiving
special education services or if it is anticipated that they will be recommended for special
education services over the next two years.
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Feedback to examinees? No persons, except you and the instructor are to know the scores of any test given as part of this course. You must inform examinees that you will make NO recommendations for psychological, medical, or educational treatment to the examinees or their parents/guardians on the basis of your evaluation. You will make these recommendations in your report to the instructor. No one outside of this class is to see your report or information contained in your report. The information you collect is confidential and not to be discussed with anyone outside this class. To help ensure confidentiality, use only first names on all protocols and reports. Fictitious identifying information should be used on reports. You can provide general feedback to the parents after consulting with instructor about the results.
Serious? Violation of any of the above directions will result in dismissal from this course.
4.5 Videos Students are required to submit a video recording of fourtest administrations. Videos should be destroyed after grading to ensure confidentiality.
The videos you submit are worth 50 points each for a total of 200 points. Your performanceon the video will be graded for accuracy of administration and professionalism (handout with more details is forthcoming). Any video with a grade less than 80% may be redone for a new grade.
4.6Final Exam: (100 points)
5.0 Evaluation Summary
4.1 Professionalism 100points
4.2 Protocols (10@ 20 pts. each) 200 points
4.3 Test Interpretation Reports (2 @ 50 pts. each) 100 points
4.4 Comprehensive Reports 300 points
4.5 Videos200 points
4.6 Final Exam 100 points
Total Class Points 1000points
100 - 90% = A
89-80% = B
79-70% = C
69-60% = D
<60 = F
6.0Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork. Professors cannot drop students; this is the responsibility of the student. The record’s office will give a deadline for which the form must be returned, completely signed. Once you return the signed form to the records office and wait 24 hours, please confirm that you are no longer enrolled. If you are still enrolled, FOLLOW-UP with the records office immediately. You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive an F in the course.
7.0 Academic Honesty
Texas A&M University Central Texas expects all students to maintain high standards of personal and scholarly conduct. Students guilty of academic dishonestly are subject to disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials. The faculty member is responsible for initiating action for each case of academic dishonestly.
**The testing materials used in this course are “secured” psychological tests. Showing or discussing in detail the content of these tests with anyone who is unqualified to do so (e.g., has not taken or is not taking a graduate assessment course) is unethical and a violation of professional practice standards and will result in expulsion from this course.**
8.0 Disability Services
At Texas A&M University – Central Texas, we value an inclusive learning environment where every student has an equal chance to succeed and has the right to an education that is barrier-free. The Office of Disability Support and Access is responsible for ensuring that students with a disability enjoy equal access to the University's programs, services and activities. Some aspects of this course or the way the course is taught may present barriers to learning due to a disability. If you feel this is the case, please contact Disability Support and Access at (254) 501-5831 in Warrior Hall, Ste. 212. For more information, please visit their website at Any information you provide is private and confidential and will be treated as such.
9.0 Library Services
Information Literacy focuses on research skills that prepare individuals to live and work in an information-centered society. Librarians will work with students in the development of critical reasoning, ethical use of information, and the appropriate use of secondary research techniques including: exploring information resources such as library collections and services, Identify sources such as subject databases and scholarly journals, executing effective search strategies, retrieving, recording, and citing relevant results correctly, and interpreting search results and deciding whether to expand the search. Library Resources are outlined and accessed through the web page.
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EDSP 525/PSY 514—FALL 2015
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EDSP 525/PSY 514—FALL 2015
10.0Absence Policy
Any absence, excused or unexcused, beyond one absence will result in a 15 point reduction in professionalism points. It is very important that you notify me prior to any absence when possible and it will be your responsibility to make contact for missing information or assignments.
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