University of North Texas College of Education

Programs in Special Education

NCATE Accredited

EDSP 4320.001: Educational Assessment of Exceptional Learners

WH 115; Fall 2012

Dr. Mary Bailey Estes Matthews Hall, 322-E

(940) 565-2579

Email me through WebCT

Office hours: Tuesday: 2:00-4:30 PM

Wednesday: 10:30-12:00 PM; 1:00 -5:00 PM

Thursday: 2:00-4:00 PM

The University of North Texas makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, theODA will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time, however,ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the Office of Disability Accommodation website at http://www.unt.edu/oda. You may also contact them by phone at 940.565.4323.

1.0  Course Description
3 hours. Knowledge of basic testing procedures and terminology as related to the exceptional learner. Interpretation and utilization of test data in developing individual educational plans. Introduction to norm-referenced assessment, curriculum-based assessment, and informal or alternative assessment practices.
2.0 CEC Standards:
The competencies for this course are taken from the CEC Common Core of Knowledge and Skills and the Competencies required for successful completion of the Pedagogy and Professional Responsiblities (PPR) TExES exam.
I. PHILOSOPHICAL, HISTORICAL, AND LEGAL FOUNDATIONS OF SPECIAL EDUCATION
4. Assurances & due process rights related to assessment, eligibility & placement for students who are culturally and/or linguistically diverse. (CEC)
II. CHARACTERISTICS OF LEARNERS
12. Characteristics & effects of the cultural & environmental milieu of the child & the family (e.g., cultural diversity, socioeconomic level, abuse/neglect, substance abuse, etc.). (CEC)
III. ASSESSMENT, DIAGNOSIS, & EVALUATION
16. Basic terminology used in assessment. (CEC)
17. Ethical concerns related to assessment. (CEC)
18. Legal provisions, regulations, & guidelines regarding student assessment. (CEC)
19. Typical procedures used for screening, prereferral, referral, classification. (CEC)
20. Appropriate application & interpretation of scores, (e.g., grade scores vs. Standard score, percentile ranks, age/grade equivalents, & stanines). (CEC)
21. Appropriate use & limitations of each type of assessment instruments. (CEC)
22. Influence of diversity on assessment, eligibility, programming, & placement of exceptional learners. (CEC)
23. The relationship between assessment & placement decisions. (CEC)
25. Collaborate with parents & other professionals involved in the assessment of students with individual learning needs. (CEC)
27. Gather background information regarding academic, medical, & family history. (CEC)
28. Use various types of assessment procedures (e.g, norm-referenced, curriculum-based, work samples, observations task analysis) appropriately. (CEC)
29. Interpret formal & informal assessment instruments & procedures. (CEC)
30. Report assessment results to students, parents, administrators & other professionals using appropriate communication skills. (CEC)
IV. INSTRUCTIONAL CONTENT & PRACTICE
43. Interpret & use assessment data for instructional planning. (CEC)
44. Develop and/or select assessment measures & instructional programs & practices which respond to cultural, linguistic, & gender differences. (CEC)
V. PLANNING & MANAGING THE TEACHING & LEARNING ENVIRONMENT
61. Research based best practices for effective management of teaching & learning. (CEC)
VI. MANAGING STUDENT BEHAVIOR & SOCIAL INTERACTION SKILLS
76. Strategies for preparing students to live harmoniously & productively in a multiclass, multiethnic, multicultural, multinational world. (CEC)
VII. COMMUNICATION & COLLABORATIVE PARTNERSHIPS
89. Ethical practices for confidential communication to other about individuals with exceptional learning needs. (CEC)
VIII. PROFESSIONALISM AND ETHICAL PRACTICES
101. Promote & maintain a high level of competence and integrity in the practice of the profession. (CEC)
102. Exercise objective professional judgment in the practice of the profession. (CEC)
103. Demonstrate proficiency in oral & written communication. (CEC)
104. Engage in professional activities which may benefit exceptional individuals, their families &/or colleagues. (CEC)
105. Comply with local, state, provincial, & federal monitoring & evaluation requirements. (CEC)
106. Use of copyrighted educational materials in an ethical manner. (CEC)
107. Practice within the CEC Code of Ethics & other standards & policies of the profession.(CEC)

2.1 State Standards as Measured With the TExES EC-12 PPR:

Domain I: Designing instruction and assessment to promote student learning.

Competency 001:

The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning.

A.  Knows the typical stages of cognitive, social, physical and emotional development of students in early childhood through grade 12.

B.  Recognizes the wide range of individual developmental differences that characterize students in early childhood through grade 12 and the implications of this developmental variation for instructional planning.

F. Uses knowledge of cognitive changes in students in early childhood through adolescence (e.g., from an emphasis on concrete thinking to the emergence and refinement of abstraft thinking and reasoning, increased ability to engage in reflective thinking, increased focus on the world beyond the school setting) to plan developmentally appropriate instruction and assessment that promote learning and development.

Domain I: Competency 003:

The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.

A.  Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives.

B.  Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g., clarity; relevance; significance; age-appropriateness; ability to be assessed; responsiveness to students’ current skills and knowledge, background, needs and interests; alignment with campus and district goals).

C. Uses assessment to analyze students’ strengths and needs, evaluate teacher effectiveness and guide instructional planning for individuals and groups.

D. Understands the connection between various components of the Texas statewide assessment program, the TEKS and instruction and analyzes data from state and other assessments using common statistical measures to help identify students’ strengths and needs.

Domain III: Implementing effective, responsive instruction and assessment. Competency 007: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.

Domain III: Competency 010:

B. Creates assessments that are congruent with instructional goals and objectives and communicates assessment criteria and standards to students based on high expectations for learning.

E. Responds flexibly to various situations (e.g., lack of student engagement in an activity, the occurrence of an unanticipated learning opportunity) and adjusts instructional approaches based on ongoing assessment of student performance.

Domain IV: Fulfilling professional roles and responsibilities

Competency 011: The teacher understands the importance of family involvement in children’s education and knows how to interact and communicate effectively with families.

C. Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs.

D. Communicates effectively with families on a regular basis (e.g., to share information about students’ progress) and responds to their concerns.

3.0 Required Readings:

Cohen, L. G. & Spinciner, L. J. (2011). Assessment of children and youth with special needs (4th ed.). New York: Longman.

Additional readings and handouts will be available through the WEB. In addition to the textbook, students are responsible for all materials handed out in class and all materials assigned through the WEB.
4.0 Course Expectations

Tk20: This course contains an assignment that will be uploaded and assessed in the UNT Tk20 Assessment System. This will require the one time purchase of a Tk20 account. Student subscriptions will be effective for seven years from the date of purchase. Key assessments must be uploaded into the Tk20 system for instructors to assess. Please go to the following link for directions on how to purchase Tk20. http://www.coe.unt.edu/tk20. This is necessary to maintain UNT’s NCATE accreditation. Announcements concerning Tk20 will also be posted to this website.

Each student is expected to attend class. One or more unexcused absences will cause the student to be assigned a 10% reduction in grade per absence.If you know you will be absent, please consult the instructor in advance. Special circumstances of any kind should be discussed with the professor.
All assignments are to be turned in during the class period on the day they are due. Assignments turned in after this time are considered late. No late assignments will be accepted. Special circumstances should be discussed with the professor.

Students are asked to turn off or silence their cell phones before class begins. Texting during class is frowned upon by the instructor, who can always tell when texting is occurring. DON’T TEXT IN CLASS.

If you use a laptop or notebook computer to take notes, be aware that the instructor can also tell when you are actually reading email or Facebook, again, by your expression. This is frowned upon!!
Three quizzes will be given during the course, in addition to the final exam (for a total of 4 tests). Each will cover the material from the chapters and classes since the last quiz. The information assessed is not cumulative. There will be a comprehensive final examination covering all material covered during the semester.
4.2 Case Study Report

Students are required to complete one case study. You will not be able to test any family members (e.g., husband, sibling, child, niece). All students will have the opportunity to administer, score, and analyze the following 4 tests:
1) Key Math--R
2) Woodcock Reading Mastery Test--Revised
3) Slosson Intelligence Test --Revised
4) Scales of Independent Behavior-Revised
These tests will be given to a student ranging in age from three to seventeen years old. When administering the assessments, examinees must administer all subtests within the battery. Protocols will be graded for calculating raw scores, standard scores, percentiles, 95% confidence intervals (WRMT 68% confidence intervals), basals, ceilings, and chronological ages correctly; documenting behavioral observations; noting correct and incorrect answers; and general standardization assessment procedures. Make sure to interview the parent of the child in order to gain insightful information regarding behavior, academics, hobbies, etc. The same student must be used for all four assessments. All students must be between the ages of 9-14 years, the Slosson, Key Math-R, Woodcock Reading Mastery Tests – Revised and Scales of Independent Behavior - Revised will be administered. Yes, younger and older ages meet the age requirements of these tests, but you will encounter specific subtests not applicable to very young or old children. Therefore, you must test children within the age range of 9-14 years. Furthermore, a minimum of five curriculum based assessments will be included giving additional information about each child.

Students will write one case study report based on the assessments administered. Reports should integrate information from the curriculum based assessments, interview, clinical observations, and test data and interpretations. Students will be expected to identify strengths/weaknesses; modifications and recommendations supported by test interpretation and provided with enough information for implementation; and use proper spelling, grammar and sentence structure. In addition, you must include a short paragraph of what you might say to parents at an ARD (Admission, Review, and Dismissal) meeting. Make sure to reference the assessment rubric.

4.3 Grading Scale

Exam 1 100 points possible, worth 15% of your semester grade

Exam 2 100 points possible, worth 15% of your grade

Exam 3 100 points possible, worth 15 % of your grade

Final Exam 100 points possible, worth 15 % of your grade

Case Study 100 points possible, worth 40% of your grade

*Please note attendance policy.

90-100 points = A

80-89.9 points = B

70-79.9 points = C

60-69.9 points = D

< 60 points = F

**Remember, all assessments must be turned in with original scoring protocols, computer scorings, all forms (e.g., parent permission, background history, testing observations per assessment), curriculum based assessments and written report. Assessment report must be organized in a professional manner (see template).

Class Schedule

(Subject to Change)

Date / Topics/Chapters
August 30 / Introductions, Review of Syllabus and Course Expectations
September 4 / Chapter 1: Understanding Assessment
September 6 / Chapter 2: IDEA and Response to Intervention (RTI)
September 11 / Chapter 3: Assessment Framework
September 13 / Test Checkout Procedures (After meeting in WH 115, we will move to MH 316)
September 18 / Reliability and Validity
Administration of Slosson Intelligence Test (SIT)
**Ready to administer SIT in the field
September 20 / Administration of Scales of Independent Behavior (SIB)
**Ready to administer SIB-R in the field
September 25 / Parent Information Forms due
Chapter 6: Developing Technical Skills
September 27 / No class today.
October 2 / Chapter 8: Observing, Interviewing, and Conferencing
October 4 / Exam #1 (Chapters 1, 2, 3, 5, 6)
October 4 / Chapter 15: Performance-Based, Authentic, and Portfolio Assessments
Administration of KeyMath
**Ready to administer KeyMath assessment in the field
October 9 / Administration of Woodcock Reading Mastery Tests (WRMT)
**Ready to administer WRMT assessment in the field
October 11 / Chapter 7: Test Interpretation and Report Writing
October 16 / Chapter 10: Achievement: Overall Performance
October 18 / Exam #2 (Chapters 7-8, 10, 15)
October 23 / Chapter 9: Behavior in the Classroom
October 25 / Chapter 11: Reading
October 30 / Chapter 12: Written Language
November 1 / Chapter 13: Oral Language
November 6 / Chapter 14: Mathematics
November 8 / Chapter 16: Cognitive Development
November 13 / Curriculum Based Assessment
November 15 / Exam #3 (Chapters 9, 11-14, 16)
November 20 / Case study report due
Scan and upload to TK20 system for grading
November 22 / No class today…Happy Thanksgiving! J
November 27 / Chapter 17: Assessment of Young Children
November 29 / Chapter 4: Families
All tests must be returned in similar condition as when checked out prior to receiving a grade in this class. Assessment kits due to Alecia Adams () in MH 316.
December 4 / Chapter 18: Youth in Transition
December 6 / Review for Final Exam
December 11 / No class today
December (check schedule) / Final exam (Comprehensive)

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