Tennessee State University

Department of Teaching and LearningEDSE 5560

Psycho-Education Diagnosis Exceptional Child

Instructor: XXXXXXXXXXPhone: XXXXXXXXXXE-mail: XXXXXXXXXXOffice Location: XXXXXXXXXX Class Days/Times: XXXXXXXXXXOffice Hours: XXXXXXXXXX

Pre-requisites

EDSE 5530 AND 5580

Required Text(s)

Overton, Terry. (2012). Assessing Learners with Special Needs. Merrill Prentice Hall 7th Edition

Catalog Description

Administration and interpretation of various psychological and educational assessments instruments. Students will be involved in actual evaluation, administration, and interpretation of tests. Test results will be used to develop and individualized educational program (IEP).

Field ExperienceThe field experience component of this course consists of interviews, interactions with disabled

persons and structured observations. Each student will be in the field a minimum of 15 contact hours. You are required to have liability insurance before you begin your observations. The insurance is obtainable through membership in the Student Chapter of the Tennessee Education Association (STEA). Dr. Celeste Williams and Ms. Jackson are the TSU contact persons for programs, collect a variety of field experiences at the kindergarten, elementary, and secondary levels and in a variety of Special Education settings including but not limited to: inclusion, resource, and consultant. If you are teaching, please consult with me about other site options.

communicate your findings both orally and written. All students completing observations in Metro/ Davidson County must complete background

checks before visiting the schools. This information can be obtained by calling 1-877-862-2425 or at www.tnprints.com. This must be completed within the 1st two weeks of class.

STUDENTS ARE REQUIRED TO OBTAIN LIABILITY INSURANCE BEFORE GOING TO PUBLIC SCHOOLS FOR OBSERVATION.

Course Proficiencies (*Course proficiencies are based on the seven (7) Key Performance Areas which have identified by the Professional Education Unit. The complete listing of Key Performance Areas is available at www.tnstate.edu/coeweb -> student resources -> key performance areas.)

Course Proficiencies (Content Knowledge, Skills, Dispositions)

Content Knowledge

KS2. Maximize Learning: Encourage critical thinking, problem solving, active inquiry, and cultural pluralism; and differentiate learning opportunities for diverse needs, using human, literary, and technology resources effectively.

D2. Maximize Learning: Provide quality education to all learners, encourage critical thinking and self efficacy, and believe in and help all to succeed.

KS3. Evaluate: Systematically assess and evaluate learners’ diverse abilities; and in teaching and learning, reflect, adjust for diverse needs, and repeat the process.

D3. Evaluate: Facilitate ongoing learning through reflection and assessment.

CEC knowledge and Skill Standard 1 (Foundations)I. Through test questions, video assessment of test administration, and presentations,

students will demonstrate knowledge of the following:A. Basic concepts and terminology, e.g., basal, ceiling, raw scores, standard scores,

reliability, validity, test bias against certain minority populations, formal vs. Informal instruments, criterion-referenced and norm-referenced tests, and standard error of measurement.

B. Developmental nature of skills hierarchy in educational, cognitive, language, social, self-help, and perceptual-motor areas.

C. Commonly used assessment instruments and procedures.

CEC knowledge and Skill Standard 2 (Development and Characteristics of Learners), 5 (Learning Environments and Social Interactions), and 8 (Assessment)

II. To acquaint the students with techniques for screening and for assessing children and youth with known or suspected handicapping conditions, students will demonstrate skill in administering and interpreting:

A. Formal and informal measures of intelligence, e.g., Peabody Picture Vocabulary Test, adaptive behavior scales (Vineland, TARC) and others.

B. Formal and informal measurers of academic achievement, e.g., informal reading, math and spelling inventories, Wide Range Achievement Test, Peabody Individual Achievement Test. Key Math Diagnostic Test, and others.

C. Formal and informal measures of social, self-help and adaptive behavior, e.g., Vineland Social Maturity Scale, AAMD Adaptive Behavior Scale. Parent and teacher interviews and behavior rating scales, data based observation techniques, and others.

D. Curriculum based assessment (developmentally appropriate).E. Life-space analysis and ecological assessment.

CEC knowledge and Skill Standard 2 (Development and Characteristics of Learners), 5 (Learning Environments and Social Interactions), and 8 (Assessment)

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III. To provide students with practice in conducting and educational assessment of a child or youth with known or suspected exceptionalities and translating the results in to an appropriate educational plan:

A. Students will demonstrate the following skills:1. Screening and administering appropriate assessment instruments.2. Selecting and administering appropriate assessment instruments.3. Sharing assessment procedures and synthesis of results in a real or simulated

M-team (multidisciplinary) meeting. Both written and oral reports are required.4. Developing appropriate IEP educational goals based on synthesis of

consultation and assessment: students’ level of functioning, strengths and weaknesses, preferred learning styles, programming strategies, least restrictive educational setting (from continuum of service options), reinforcement preferences, and articulation with other programs and services.

5. Making appropriate professional referrals.6. Effective leadership/membership on M-team, shared decision-making.

CEC knowledge and Skill Standard 1 (Foundations) IV. To provide students with practical knowledge of the referral process and with due process procedures necessary to assure children and families of legal, civil and social rights.

CEC knowledge and Skill Standard 2 (Development and Characteristics of Learners) and 8 (Assessment) V. To acquaint students to modifications necessary to the assessment of minority populations.

CEC knowledge and Skills Standard 1 (Foundations), 7 (Instructional Planning), 10 (Collaboration)

VI. To refine and advance students research skillsVII. Through projects, IEP’s, M-team simulations, and tests, students must demonstrate critical

thinking skills, problem-solving skills, creativity, and leadership skills.VIII. Through projects, simulations, and tests, students will demonstrate research skills and the

application of knowledge gleaned from research to address individual student’s problems.IX. Through M-team simulations, students will demonstrate the ability to interpret and

communicate results of formal and informal student assessment to students, parents, other teachers, and administrators.

X. Though presentations, test administrations, video assessments, IEP’s, and exams, students will demonstrate the ability to assess, diagnose, and monitor exceptional learners using a variety of developmentally appropriate curriculum based assessments; ability to collect, interpret, synthesize and report results of tests and diagnostic measures for use in determining students’ skills in academic and vocational areas.

XI. Ability to interpret and report assessment information orally and in writing to students, parents, teachers, and appropriate others; ability to make appropriate professional referrals.

XII. Ability to determine the appropriate level within the continuum of services for each student using state procedures.

XIII. Ability to interpret and incorporate information from assessments into Individualized Education Program (IEP) objectives; ability to write and sequence annual goals and short-term goals that are ambitious and realistic, emphasizing parent involvement, values, and choice.

XIV. Ability to synthesize assessment/consultative information from related service personnel into instructional programming strategies.

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Skills and Requirements

1. Each student must administer, score and interpret a psycho-educational assessment instrument. Student must submit a complete summary report with protocols. Individualized Educational Program goals sheet prescriptions and give an oral presentation of your results. You can use someone in class. Due: October 3, 2012 - 50 possible points

Expected Criteria

Total Possible Points

Excellent25 points

Acceptable15

Marginal10 points

Unacceptable5-0 points

Complete and draft summary of psycho-educational assessment instrument which student should administer

25 maximum points

Superior assessment which includes all necessary protocols in the selected test. Free from spelling and grammatical errors. The assessment is comprehensive

Good assessment which includes all or most necessary protocols in the selected test. May have minor grammatical or spelling errors

Included some information, but failed to be comprehensive. Does not have significant spelling/grammatical errors, but does contain errors

Incomplete assessment which omits vital information. Document reveals deficits in spelling/grammar

Oral Presentation of results

25 maximum points

Student shows excellent preparation and creativity. Student included all the pertinent information and was able to address any questions posed.

Student is well prepared. Presentation includes all pertinent information. Student is able to address questions posed.

Student shows good or average preparation and/or omitted some pertinent information. Student may be able to address some questions.

Poor preparation and/or presentation shows lack of familiarity with assessment instrument

2. Each student will give a 60 minute presentation on the diagnosis of a specific disability or exceptionality. The presentation can include any combination of the following techniques: lectures, films, guest speaker, demonstration and/or handouts. The report must be submitted the day of presentation. Due: November 7, 2012– 100 possible points

Expected Criteria

Excellent100-90

Acceptable89-80

Marginal70-79

Unacceptable60 or below

Presentation Presentation is detailed and well developed. Student’s presentation shows knowledge and understanding of subject matter, including assessments for the specific disability or exceptionality. Student used a variety of mediums to create a dynamic classroom environment

Presentation is good or well developed. Student shows solid familiarity regarding diagnosis or disability and is knowledgeable about assessment instrument. Presentation is creative

Completed presentation which included information about assessment instrument.

Completed presentation, but did not demonstrate significant preparation. Had little to no knowledge regarding assessment instrument.

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3. Midterm, final written test and other examinations, on testing concepts and pass a practical examination which includes the demonstration of various assessment instruments.

(200 points per test or examination)

Midterm: October 24, 2012

4. Complete a research paper. Students will select a test, analyze the research finding and develop a written research paper (minimum 11 pages) and oral report. The paper must be in the area of special education and include psycho-educational assessment instruments. Topics must be pre-approved by September 12, 2012 and Research paper Due: October 17, 2012 – 100 possible points grading will follow the instructor’s rubric.

Category Acceptable100-85

Marginal84-75

Unacceptable74-0

Writing Style Well developed, coherent paragraphs, page numbers, and cover page with writer’s informationDocument follows APA format.

Fair to good paragraph development, cover page, writer information, and no page numbers. Document follows APA format

Writes underdeveloped paragraphs, no writer information on cover page, and no page numbers. Document does not follow APA format.

MechanicsSpelling/Grammar

Conforms to rules of spelling/grammar without error

Writes with no more than one spelling/ grammatical error

Reveals deficits in spelling/grammarThree or more errors

Style: Structure, rhetoric, and languageIs the language used appropriate to the discipline? Is the paper thematically structured?What are the key challenges for administering psycho-educational assessment instruments?

The paper has a guiding structure and/or theme that engages the reader and organizes the goals, methods, and assessments articulated in the paper. Specific rich examples are used to bolster statements of goals, methods and assessments. The topic area is fully developed.

The paper has a structure and/or theme that is not connected to the ideas actually discussed in the paper, or, organizing structure is weak and does not resonate within the disciplinary context. Examples are used but seem generic. The paper fails to fully identify the key challenges for administering the assessments.

No overall structure present. Paper is a collection of disconnected statements about teaching and assessments. Jargon is used liberally and not supported by specific definitions or examples. Needs much revision. Assessments are not fully addressed

Quality of Research paper Research paper is specific and goes beyond the general area. Paper is comprehensive and specific and demonstrates a clear understanding of the subject matter.

Research paper is general and the paper appears superficial. Student has basic understanding of subject matter.

Research paper is unfocused or incomplete. Paper demonstrates poor understanding of subject matter.

5. Students will read and interpret three (3) fictitious psychological articles and complete abstract of the articles. The abstracts should identify specific needs to address in assessment, i.e., reading, math, etc. The articles will also follow the APA style Due: September 19, 2012 (50 possible points)

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Category Acceptable50

Marginal40

Unacceptable30 or below

Writing Style Well developed, coherent paragraphs, page numbers, and cover page with writer’s informationDocument follows APA format, including introduction and methodology, summary, conclusion and personal reaction

Fair to good paragraph development, cover page, writer information, and no page numbers. Document follows APA format

Writes underdeveloped paragraphs, no writer information on cover page, and no page numbers. Document does not follow APA format.

MechanicsSpelling/Grammar

Conforms to rules of spelling/grammar without error

Writes with no more than one spelling/ grammatical error

Reveals deficits in spelling/grammarThree or more errors

Quality of Abstract Abstract is comprehensive in its discussion of assessment instruments as it relates to exceptional children

Abstract discusses assessment instruments but is not comprehensive.

Discussion of assessment instruments is poor or superficial.

6. Class attendance and participation. (5%).

7. Approved Research Project which involves statistical analysis. Due: October 17, 2012 (100 possible points). All topics must receive prior approval from Professor.

Category Acceptable100-85

Marginal84-75

Unacceptable74-0

Writing Style Well developed, coherent paragraphs, page numbers, and cover page with writer’s informationDocument follows APA format.

Fair to good paragraph development, cover page, writer information, and no page numbers. Document follows APA format

Writes underdeveloped paragraphs, no writer information on cover page, and no page numbers. Document does not follow APA format.

MechanicsSpelling/Grammar

Conforms to rules of spelling/grammar without error

Writes with no more than one spelling/ grammatical error

Reveals deficits in spelling/grammarThree or more errors

Style: Structure, rhetoric, and languageIs the language used appropriate to the discipline? Is the paper thematically structured?What are the key challenges for administering psycho-educational assessment instruments?

The paper has a guiding structure and/or theme that engages the reader and organizes the goals, methods, and assessments articulated in the paper. Specific rich examples are used to bolster statements of goals, methods and assessments. The topic area is fully developed.

The paper has a structure and/or theme that is not connected to the ideas actually discussed in the paper, or, organizing structure is weak and does not resonate within the disciplinary context. Examples are used but seem generic. The paper fails to fully identify the key challenges for administering the assessments.

No overall structure present. Paper is a collection of disconnected statements about teaching and assessments. Jargon is used liberally and not supported by specific definitions or examples. Needs much revision. Assessments are not fully addressed

Quality of Research paper Research paper is specific and goes beyond the general area. Paper is comprehensive and specific

Research paper is general and the paper appears superficial. Student has basic understanding of

Research paper is unfocused or incomplete. Paper demonstrates poor understanding of subject

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and demonstrates a clear understanding of the subject matter.

subject matter. matter.

DispositionsStudents taking courses offered in the Tennessee State University, Department of Teaching and

Learning are expected to…

VIII. Exhibit personal management behaviors valued by the professional educational community. Examples of associated behaviors include, but not limited to:

Adhering to the Tennessee State University Student Conduct Code (e.g. with regard to controlled substances)

a. Being present, punctual, and prepared for professional activities and university courseworkb. Responding constructively to assessments by supervisors or others and making changes to

address legitimate concerns.c. Demonstrate professional conduct. Examples of associated behaviors include, but are not

limited to:1. Respecting the intellectual property of others by giving credit and avoiding plagiarism.2. Maintaining ethical and legal behaviors in their interactions with others3. Adhering to accepted standards of truthfulness and honesty as stated in Tennessee

State University’s Student Code of Conduct, practicum guidelines, and course syllabi.4. Using language free of profanity and malicious statements toward any individual or

groups.

d. Demonstrates a commitment to professional development. Examples of associated behaviors include, but are not limited to:

1. Demonstrating knowledge of educational trends and practices and their applications to educational situations.

2. Demonstrating a willingness to adapt instruction to “best practices.”3. Exhibiting an interest in professional educational organizations and associations.

Portfolio Information (Artifact, Scoring Rubric)

Artifact(s) for PortfolioNote: CUMMULATIVE PORTFOLIOS are required for all students preparing to become certified

teachers. The portfolio should include: 1) records of classroom observations and participation - description of what was learned, observations, journals, etc.; 2) samples of student’s work (student teaching/internship) either group or individual; 3) pertinent notes, exam papers, etc. from TSU classes; 4) strategies employed in teaching preK-12 students or simulated lessons within the various TSU classes; 5) unit plans with notes on implementation.

Expectations and General Information:

1) Academic Integrity - You are responsible for what you achieve in this class; therefore neither cheating nor plagiarism will be tolerated. Any material taken from another work must be documented, and in no case should one represent another’s work as one’s own, this includes information received from others during examinations or submitting another’s assignments,

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papers, etc. as one’s own. Students involved in collaborative research, to avoid questions of plagiarism, should exercise extreme caution. If in doubt, students should check with the major professor. In addition to the other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an “F” or a zero for the exercise or examination, or to assign an “F” in the course.

2) Classroom conduct – The instructor has the primary responsibility for control over classroom behavior and maintenance of academic integrity, and can order temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct in violation of the general rules and regulations of the institution.

3) Official Course Enrollment - Students who are not on the official class roll may not remain in class. These students must leave class and may not return to class until they enroll in the course and their names show up on the official class roster. Please make sure you are in the correct section.

4) Disabled Student Services – Any student who has a condition which might interfere with his/her performance in class is required to contact the office of Disabled Student Services. This office is located in room #117 Floyd Payne Student Center. The phone number is 963-7400. They will provide you with a document stating what type of classroom accommodations, if any, are to be made by the instructor. The student is to give a copy of this document to the instructor no later than the end of the second week of class. Failure to do so will result in the instructor making no special accommodations of any kind.

5) Attendance and participation are required. Only one absence is permitted. Excessive absences will affect your final grade. Being late or leaving early on a regular basis will affect your final grade.

6) All assignments (except observation journal) should be typed/word processed (double-spaced). I do not accept work that is handwritten.

7) Changes in the syllabus: The instructor reserves the right to make whatever changes needed to protect the integrity of the course and to make maximum advantage of unplanned learning opportunities.

8) Plagiarism or any other form of cheating cannot be tolerated. Any student participating in such activities may expect to receive an F. Assignments submitted to fulfill requirements in another class may not be submitted to fulfill the requirements of this class. Students submitting the same assignment as a classmate by rearranging the paragraphs or sentences are considered to be cheating and in use of plagiarism.

9) Group participation is also required since both collaboration and community building are an integral part of successful classroom management. Notify me within two weeks of any problems that cannot be resolved within the group. Peers in the school can also add depth and interest as part of the learning community.

10) Copies of Assignments: Each student is responsible for maintaining copies of all completed assignments. Because humans and computers are not error-proof, I advise that you save often when writing papers, and once completed, save one copy to disk and one as a hard copy including all your draft copies, as I may request you to provide them along with the final copy.

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11) Classroom Civility and Code of Conduct: Please be courteous to others by discontinuing the use of electronic devices such as pagers, cell phones, and any other personal electronic device which can cause a disruption to the class. Please be conscious of how your behavior contributes to, or detracts from, creating a respectful and professional learning environment. Further, many of the course discussions draw from personal experience. Remember that you are always in control of the depth and degree of personal information you disclose. It is important that we all agree not to disclose what other students share in class without their permission.

12) Late Assignments: Assignments are due at the beginning of class on the date assigned. Late assignments will be accepted; however, a penalty of three (3) points per day will be assessed to the final grade of that assignment. (These points cannot be made up through revisions). If you are absent when an assignment is due, it is your responsibility to send, deliver, or FAX your assignment, or turn it in the following day. No work will be accepted beyond ten (10) days after the due date. Do not wait until the next class to turn in your work, as this will substantially decrease your grade. All due dates and exams are not subject to change without involvement of a group process.

13) A passing grade is not guaranteed. All work must be satisfactorily completed to receive credit for the course. No assignment is optional except Book Reviews.

14) Please feel free to call at anytime you have a question concerning class or an assignment. I am here to work with you and to help make the experience meaningful. Together we can make a difference for children with disabilities.

Grading System

GRADING

Each assignment will be graded on a point basis. After the points are calculated a letter grade will be assigned according to the following scale: A = 90 – 100%, B = 80-89%, C = 70-79%, D = 60-69%, below 60% = F. Students are expected to be in class at the assigned time.

Exams, written and oral assignment will be graded on a point basis and a letter grade assigned. The following represents the maximum number of available points

Psycho-educational assessment instrument 50 60 minute presentation 100Midterm, final written test and other examinations 600Research paper 100Research project with statistical analysis 100Attendance and Participation 50Three (3) Psychological Articles 50

1050 possible points

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Student Name: _______________________

Summary

Requirement Actual Score Total Date

Research Paper

Psycho-educational assessment instrument

Oral Presentation

Research Project (statistical analysis)

ExaminationsExamination IMid-term ExamExamination II

Final ExamResearch Abstracts – APA StyleClass Attendance and ParticipationTotal

Research Topic Approval Submitted ____yes _____no Date

Book Proposal Approval Submitted ____yes _____no Date

Research Paper Progress Reported Submitted ____yes _____no Date

Number of absences_______________

Number of Tardiness_______________

EDSE 5560Fall 2012

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Additional Information

Course/Instruction EvaluationStudents will be given the opportunity to evaluate the course utilizing the university’s course

evaluation form. Responses will be evaluated and modifications will be made for course improvement when needed. In addition, the instructor would appreciate ideas and feedback concerning the course and instructor after completing final exam.

Note: Changes in class schedule and requirements are occasionally necessary. The professor reserves the right to make whatever changes are necessary to maintain course flow and integrity.

Methods of InstructionThe method of instruction for this course will include a variety of techniques. Instructional techniques

include lectures, demonstrations, presentations, hands-on activities, cooperative learning, and educational games/activities to increase motivation and retention of the information. Audio-visual aids will be an integral part of the course.

Relationship to Programs: The special education pre-service learning experiences include courses in the College of Arts and Sciences, as well as courses in the College of Education. The general education core via the College of Arts and Sciences expands and broadens the students’ understanding of the humanities, natural and social sciences, communication and mathematics. The professional core via the College of Education prepares students in the areas of reading, curriculum development, foundations of education and human growth and development. This interdisciplinary and transdisciplinary approach enables the special education pre-service student to become effective teachers of exceptional children in various settings.

Program Philosophy: The special education program is constructed to reflect the philosophy of the laws, federal and state standards, and best practices from field research, which are expected to enhance learning among exceptional students. Courses and experiences are designed to enable graduates to serve mild/moderately disabled students in various capacities (consultant teacher, resource teacher, inclusion teacher, liaison teacher) and settings (public schools, alternative schools, mental health centers, group homes, hospitals, juvenile detention centers) both public and private.

I RESERVE THE RIGHT TO MODIFY THIS COURSE SYLLABUS AT ANY TIME.

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Oral Report Guidelines

1. Information: _________________________________

2. Visualization: _________________________________

3. Charts: _________________________________

4. Handouts: _________________________________

5. Presentation: _________________________________

6. Video: _________________________________

7. Speaker: _________________________________

8. Bulletin Board: _________________________________

9. Demonstration: _________________________________

10. Quiz: _________________________________

*****BE CREATIVE!!!!****

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Critiques of Readings: A critique is a critical estimate of a work in comparison with accepted standards. Experience in developing critiques is required for one or more of the following reasons:

1. Extensive critical reading helps the student achieve a more comprehensive understanding of the concepts included in the course.

2. Critical analysis of what is read aids one in becoming amore discerning consumer of literature in the field.

3. Evaluations of what is read assist the student in the comprehension of the implications of the reading content to his particular course interest and concerns.

4. The written critique helps the student develop the art of effective communication.

Guidelines to Writing Critiques: A written critique includes a minimum of four essentials: (1) Identification of the material; (2) Abstract of author’s major ideas, point of view, and contentions in brief; (3) Critical evaluation of central ideas, contention, and points of view (most important); and (4) Analysis of implications for the particular course, field of interest, or for education.

The first thing to look for in an identified reading is the author’s major ideas and contentions, as well as, try to determine the author’s justification for his contentions. Review the supporting data presented. Examine logic that supports the author’s conclusions. Seek similarities and differences between what is being propounded by the writer and ideas held by other writers. Supporting data from other sources can help your analysis, check author’s assumptions and internal consistency.

In summary – What is the gist of contents of the article, pamphlet, or book? Can it be stated in a few paragraphs? What does it mean? What are the implications?

An outline (Use good biographical form, e.g. Campbell)I. Author – Title – SourceII. Abstract of major ideas (brief-one paragraph) What the author saysIII. Critical evaluation of major ideaa. Analysis of Basic Assumptionsb. Degree of relationship of conclusions to datac. Substantiation of ideas by good logic-internald. Adequacy of supporting arguments and reasoninge. Relationships to ideas of other writers-externalIV. Implicationsa. Meanings of ideas in relation of central course conceptsb. Relevance of ideas to education

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WEEKLY CALENDARSCHEDULE OF TOPICS:

WEEKLY TOPICWeek 1. Open Class: Requirements, Introduction, Activities and Video

-Aug 29, 2012Week 2. Introduction to assessment- Chapter1

Week 3. Legal and Ethical Considerations in Assessment

Law and Issues - Chapter 2

The Assessment of Students, Basic Considerations, Definition

Week 4. An Introduction to Norm-Referenced Assessment -Chapter 5

Examination – Chapter 1, 2, & 5 October 10, 2012Week 5. Descriptive Statistics and Reliability and Validity Chapter 3, 4

Assignment using testing mechanics due from Chapters 3, 4

Computer Lab (Practical Problems)

Week 6. Tests of Educational Achievement Explanations of Various Test. Chapter-6 &7of text.

1. Students are required to bring in an educational test and present its usage - and

Summarize the research finding about the following test:

A. Woodcock Johnson Tests of Achievement.

B. Peabody Individual Achievement Test.

C. Kaufman Test of Educational Achievement -Comprehensive form.

D. Wechsler Individual Achievement Test.

E. Wide-Range Achievement Test Revision 3.

F. Woodcock McGrew-Werder Mini-Battery of Achievement.

2. What are the ethical legal questions to consider when making a decision about when to use a screening instrument or a comprehensive instrument to test achievement?

• Resources outside of your text should be used in responding to these questions.

Fall Break October 15-16Week 7. Chapter8 &9. Student Group Presentation and example of applications assessment

strategies and activities.

Week 8. Midterm Examination/ as scheduled October 24, 2012

Week 9. Assessment of Behavior- Chapter 9. Student presentation

Week 10. Student Presentation on Diagnostics Instruments Used in Assessing Students.

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Student presentation on diagnostics instruments used in assessing student related to Chapters 9,-11 with additional resources (October 31- November 14, 2012)

Week 11. Examination

. Chapter 10, Student presentations

All assignments due on October 31, 2012Week 12. Student presentations,

Week 13. Interpreting Assessment for Educational Intervention. Chapter 12 & 13.

Week 14. Review & Case Studies

Final Examination Part 1 – November 28, 2012Final Examination Part 2 –December 5, 2012

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Bibliography

Carter, E.A. (1997). Technology in assessment. Diacinostigue, 22 237-239.

Drasgow, E. & Yell, M.L. (2001). Functional behavioral assessments: Legal requirements and challenges. School Psychology Review, 30 239-251.

Flanagan, D.P., & Harrison, P.L. (2005). Contemporary intellectual assessment: Theories, tests, and issues (2nd ed.). New York: Guilford Press.

Kampfer, S., Horvath, L., Kleinert, H., & Kearns, J. (2001). Teachers’ perceptions of one state’s alternative assessment: Implications for practice and preparation. Exceptional Children, 67(3), 361-374

Karayan, S. & Gathercoal, P. (2003). Service-learning: Empowering students with special needs. Academic Exchange Quarterly, 7, 151-1 57.

MacMillan, D.L., Gresham, F.M., Bocian, K.M., & Siperstein, G.N. (1997). The role of assessment in qualifying students as eligible for special education: What is and what’s supposed to be. Focus on Exceptional Children, 30 1-18.

McConnell, M.E., Hilvitz, P.B., & Cox, C.J. (1998). Functional assessment: A systematic process for assessment and intervention in general and special education classrooms. Intervention in School and Clinic, 34 10-20.

Miller, D.C. (2007). Essentials of school neuropsychological assessment. New York: John Wiley & Sons, Inc.

Reschly, D.J. (2002). Change dynamics in special education assessment: Historical and contemporary patterns. Peabody Journal of Education, 77 117-136.

Sandall, S., Hemmeter, M.L., Smith, B.J., McLean, M.E. (2005). DEC recommended practices: A comprehensive guide for practical approaches in early intervention/early childhood. Copyright 2005 by the Division of Early childhood (DEC) of the Council for Exceptional Children (CEC). Longmint, CO: Sopris West

Spinelli, Cathleen G., (2002). Classroom Assessment for Students with Special Needs in Inclusive Settings. New Jersey: Pearson Education.

Thompson, S.J., Morse, A.B., Sharpe, M., & Hall, S. (2005). Accommodations manual: How to select, administer, and evaluate use of accommodations for instruction and assessment of students with disabilities, 2nd edition. Washington,D.C: Council of Chief state School Officers

Yeh, S.S. 92006). High stakes testing: Can rapid assessment reduce the pressure? Teachers College Record, 108(4), 621-661.

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OBSERVATION AND PARTICIPATION LOGSPECIAL EDUCATION SETTING

TSU STUDENT’S NAME: _________________________________________________

TIME: ________ to __________ DATE: _____________________________________

SCHOOL: ______________________________________________________________

SPECIAL EDUCATION CLASS/LEVEL: ____________________________________

Directions: Complete this form by fully answering each question with specific information and documentation. On each of your observation visits, a different form must be completed with information specific to that day. All questions must be answered on each of the forms that you complete. You cannot use one form for the total 15 hours. Repetition of the same statements on each form that you complete will result in a reduction in grade. It is expected that you will look critically at each of your observations and respond to the questions according to the specifics of the particular day. Logs that are illegible will not be read and will result in a zero grade for the assignment. You may need to add additional pages to fully respond to specific questions.

1. Basic demographic information:Type of disability and program: Number of children and adults: Location of classroom within the building: Geographic location of the building: within the city

2. What was the title/topic of the lesson? You must describe the day by time segments indicating what was taught during each period.

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3. What was the teaching method/strategies used for? You must respond to each lesson taught over the course of the day.

a. Presenting content? (Check, and explain, as many as apply)

Direct instruction Learning centers Technology Cooperative groups Interdisciplinary Other (describe)

b. Addressing the individualized needs of students with disabilities?

C. Assessing Prior Knowledge?

D. Monitoring and adjusting instructions?

4. What instructional materials were used? (Give specific titles and subjects for each lesson taught)

5. What diversity was observed in the classroom? (check as many as apply; explain your check marks, and indicate numbers of students)

Multiage Cultural (Ethnicity) Physical Academic Gender

6. Describe provisions made by the teacher to accommodate for each of the above checked diversity among learners.

7. Describe the physical classroom environment to include a diagram. What is your critique of the physical classroom environment?

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8. Describe the types of adaptations the teacher uses for the students in the classroom. Relate your response to the textbook discussion of the resource.

9. Describe the teacher's communication techniques. Was the teacher effective with the technique? Why or Why not? You must have a different response for each observation day.

10. What aspects of Assessing learners with special needs occurred during this observation..

This section is to be completed by the teacher in whose classroom the observation took place.

________________________________ observed in my classroom on______________ (TSU Student’s name) (Date)

from ______________ to ______________, ____________________________ (Time) (Time) (Teacher’s signature)

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