University of Oregon College of Education. Cynthia Herr, Ph.D. 368 HEDCO Education Building Tuesdays 10:30 11:30, others by appointment

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1 1 University of Oregon College of Education Course Number/CRN: SPED 610/42714 Summer, 2011 Course Title: Instructor/Office: Office Hours: Contact Information: Time and Location: Credits: Assessment in Special Education Cynthia Herr, Ph.D. 368 HEDCO Education Building Tuesdays 10:30 11:30, others by appointment Blackboard site: Tues., Thurs. 8-9:50; 76 EDUCATION 3 credits, Graded for majors Course Description: This course provides students with knowledge of current concepts and issues in the area of assessment in special education, with knowledge and practice in administering a standardized assessment as well as curriculum based assessments. Current issues in assessment such as assessing students from diverse backgrounds and response to intervention (RTI) will be covered. Course Website: This course in listed on the Blackboard website at At that site, you will be able to access this course syllabus (in case you don t have your syllabus handy), find out your scores on assignments, get up-to-date announcements concerning the course (e.g., instructor absence, corrections, etc.), download handouts for a class lectures and communicate with the instructor and/or your classmates. I encourage you to check this site regularly. You will need to log on with your Oregon address (uoregon) the first time you log on. Required Texts: Hosp, M. K., Hosp, J. L., and Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York, NY: Guilford. Cohen, L. G., & Spenciner, L. J. (2011). Assessment of children and youth with special needs. Boston, MA: Pearson. Additional Required Readings (posted on Blackboard) Cummings, K. C., Atkins, R., Allison, R., & Cole, C. (2008). Response to intervention: Investigating the new role of special educators. TEACHING Exceptional Children, 40(4),

2 2 NCCRESt (2005). Cultural considerations and challenges in response-to-intervention models: An NCCRESt position statement. Oregon Department of Education. (2007). Special education assessment process for culturally and linguistically diverse (CLD) students: 2007 revision. Salem, OR: Oregon Department of Education. IRIS Modules You will also be required to access the IRIS Center and complete a number of the modules related to diversity, assessment, and response to intervention. There are also many info briefs and a number of podcasts on the IRIS site that are recommended but not required. However, you may find some of these materials helpful in completing some of the course assignments. To access the IRIS Modules, click on the IRIS Center link on the course blackboard home page. The link will take you to the IRIS Center. Then click on Resources. When the Resources page comes up, click on the Assessment, Diversity, or RTI in the Pick One column, then click on Modules in the Select column, and then click on the required module in the Link to Resources column. When the module loads, simply follow the directions for doing each part of the module. Be prepared to discuss these modules in class. Diversity Modules Required: Cultural and Linguistic Differences: What Teachers Should Know Teaching and Learning in New Mexico: Considerations for Diverse Student Populations RTI Modules Required: RTI (Part 1) RTI (Part 2) RTI (Part 4) RTI (Part 5) Assessment Modules Required: Classroom Assessment (Part 1) Classroom Assessment (Part 2) Course Objectives: Upon completion of this course, the student will be able to: 1. explain the various reasons why professionals assess students who receive special education services; 2. define common assessment terms such as norm-referenced, criterion-referenced, norms, reliability, validity, and curriculum-based measurement.

3 3 3. discuss basic statistics (mean, median, mode, standard deviation, correlation) and standardized scores commonly used in assessment reports and be able to locate resources that can be helpful in learning to interpret such statistics and scores. 4. discuss the issues, concerns, and recommended procedures for assessing culturally and linguistically diverse students. 5. correctly administer and score selected subtests of the Woodcock -Johnson III Tests of Achievement, standard battery. 6. correctly score curriculum-based measures of reading, math, spelling and writing; 7. explain the steps of the responsive instruction model and the role that assessment plays in that model. 8. explain the elements of a 3 tier Response to Intervention (RTI) model. Course Format: The following activities are used to present the course content: lectures, class discussion, modeling of test administration, and in-class activities. Grading: Grades are based on a percentage of points earned. I will award +/- grades. A grade of Incomplete will not be given automatically to accommodate a student's failure to complete the requirements of this course during the term. I will assign a grade of Incomplete (I) only under special circumstances (consistent with University and College policy). A formal, written contract between the student and the instructor will be completed in the event that the instructor believes that a grade of Incomplete is appropriate. Students majoring in special education must take this class on a graded basis. Percent Points Grade Percent Points Grade A+/P C+/NP A /P C /NP A-/P C-/NP B+/P D / NP B /P below 70 <140 F /NP B-/P

4 4 Evaluation Activities Due Date Points In-class Graded Activities Varies 25 Information Card 6/24 10 RTI Assignment 7/1 30 Case Study 1 7/6 25 Case Study 2 7/13 25 CBM Quiz 7/15 15 Case Study 3 7/27 25 WJ-III Quiz 8/12 45 TOTAL 200 Course Expectations: 1. Attendance, being prepared by completing the readings and activities listed on the syllabus before class, and class participation are very important for you to benefit from this class. Class discussions and activities depend upon you being thoroughly familiar with the readings and previous class material. Bring assigned readings to the appropriate class (i.e., the readings assigned for that class period). If you miss class, arrange to get notes from another student in class. 2. Please do not plagiarize in your writing. Please read the University of Oregon s policies around academic writing, plagiarism, and computer use. These policies are posted on Blackboard under Course Information, UO General Information, Course Policies. You are responsible for knowing the content of these policies. 3. Type (i.e., word process) all assignments unless otherwise specified in the assignment directions. Proofread your papers for spelling and mechanics. (HINT: Use the spell check and grammar check features of your word processor).there are computer labs on campus that are available for student use. 4. Type all papers in APA format (5 th edition) using a 12 point font and 1 inch margins on all sides. Double space your paper and print on only one side of a page. Follow APA style rules. Either purchase the APA Manual at the bookstore, or go to the following website for information: 5. Assignments are due at the beginning of class on the dates listed in this syllabus. Late papers are strongly discouraged and will not be accepted and will receive no credit unless you have prior written consent from the instructor. If you wish permission to turn in an assignment late, please me at least 24 hours in advance of when the assignment is due. I will respond by , and I will keep a copy of your request and my response as a record that you received permission to turn in the paper late. A late penalty of 10% per 24 hour late period will be applied to any late assignment regardless of reason or the fact that you received written permission to turn the assignment in late.

5 5 6. In-class behavior: Please be considerate of your classmates, the instructors, and guest lecturers. This includes arriving on time for class and staying for the entire period. Listen carefully when someone else is speaking, do not engage in side conversations during lectures and discussions, stay on-task during small group activities, and respect each person s opinions even if you don t agree with those opinions. Let s all try to treat each other with the respect and dignity that we would like to be accorded. 7. Cell phone use is prohibited in class. If you must carry a cell phone/pager so that you can be contacted in case of an emergency, please set the phone/pager on vibrate if possible. If you absolutely must respond to a call or page, please step out into one of the hallways while you make your call so that you do not disturb the class. Class Policies: Appropriate Language People with disabilities are just that: people who happen to have physical, sensory, behavioral, or intellectual disabilities. Please avoid phrases like the handicapped, EH kids, severely retarded, or other statements that highlight the disability rather than the individual. Instead, speak and write in a way that puts people first, for example, the student with a severe disability, the program for students with behavior disorders. This small change emphasizes the humanity and individuality of the person and clarifies that disability is only one of many characteristics (and not necessarily the most important!) that people can possess. Students and the instructor are expected to use appropriate language in class discussions and written work. Let us gently help each other reach this important standard. Diversity It is the policy of the University of Oregon to support and value diversity. This requires that we: 1. respect the dignity and essential worth of all individuals. 2. promote a culture of respect throughout the University community. 3. respect the privacy, property, and freedom of others. 4. reject bigotry, discrimination, violence, or intimidation of any kind. 5. practice personal and academic integrity and expect it from others. 6. promote the diversity of opinions, ideas and backgrounds which is the lifeblood of the university. Documented Disability Appropriate accommodations will be provided for students with documented disabilities. If you have a documented disability and require accommodation, arrange to meet with the course instructor within the first two weeks of the term. The documentation of your disability must come in writing from the Disability Services in the Office of Academic Advising and Student Services. Disabilities may include (but are not limited to) neurological impairment, orthopedic impairment, traumatic brain injury, visual impairment, chronic medical conditions, emotional/psychological

6 6 disabilities, hearing impairment, and learning disabilities. For more information on Disability Services, please see Conflict Resolution The mission of the College of Education is to Make educational and social systems work for all. Several options, both informal and formal are available to resolve conflicts for students who believe they have been subjected to or have witnessed bias, unfairness or other improper treatment. Within the College of Education, you can contact: Surendra Subramani, Interim Diversity Coordinator: or Outside the College, you can contact: UO Bias Response Team: or UO Conflict Resolution Services or UO Affirmative Action and Equal Opportunity or Grievance Policy A student or group of students of the College of Education may appeal decisions or actions pertaining to admissions, programs, evaluation of performance and program retention and completion. Students who decide to file a grievance should follow the student grievance procedure, or alternative ways to file a grievance outlined in the Student Grievance Policy ( or enter search: student grievance.

7 7 Class Content, Schedule, and Assignments Week/ Dates 1 6/21, 6/23 2 6/28, 6/30 3 7/5, 7/7 4 7/12, 7/14 5 7/19, 7/21 6 7/26, 7/28 7 8/2, 8/4 8 8/9, 8/11 Tuesday Syllabus Get Acquainted Information Card The Responsive Instruction Model Culture and Assessment Readings: C & S: Chap. 3 & 4; Oregon Dept. of Education (2007); NCCRESt (2005); IRIS Modules on Diversity CBM for Reading Readings: HHH: Chap. 3 & 4; IRIS Module: Classroom Assessment (Part 2) Case Study 1 Due CBM for Math Readings: HHH: Chap. 7 Case Study 2 Due NO CLASS Work on Case 3 individually Share WJ-III manual for reading assignment Readings: WJ-III Manual: Chap. 1-4 Reliability, Validity, and Statistics, Oh My! Readings: C & S: Chap. 5 6 Case Study 3 Due WJ-III Reading continued Written and Oral Language Assessment WJ-III Written Language, subtests 7, 8, & 11 (review in manual chap. 4) Readings: C & S: Chap. 12 & 13 Finish WJ-III Math Assessment What Do We Do with All This Information? Sharing Assessment Information Readings: C & S: Chap. 7 Thursday Response to Intervention (RTI) Readings: C & S: Chap. 1 & 2; IRIS Modules on RTI: Cummings et al. (2008) Information Card Due Introduction to Curriculum Based Assessment Readings: HHH: Chap. 1 & 2; IRIS Module: Classroom Assessment (Part 1) RTI Assignment Due CBM for Spelling and Writing Readings: HHH: Chap. 5 & 6 Sign out WJ-III materials Charting and Graphing Data Decision Making Where do we go from here? Readings: HHH: Chap. 8 & 9 CBM Quiz NO CLASS Work on Case 3 individually Share WJ-III manual for reading assignment Readings: WJ-III Manual: Chap. 1-4 Achievement Tests including WJ-III Reading Assessment WJ-III Subtests 1, 2, & 9 (review in manual ch. 4) Readings: C & S: Chap. 10 & 11 Mathematics Assessment WJ-III Written Language subtests continued WJ-III Math subtests 5, 6, & 10 (review in manual chap. 4) Readings: C & S, Chap. 14 Final Exam 8 AM WJ-III Scoring and Interpretation C & S = Cohen & Spenciner HHH = Hosp, Hosp, & Howell WJ-III Manual