Iowa State University SpEd CLASSROOM ASSESSMENT FOR SPECIAL EDUCATION 3 credits Course Syllabus for Spring 2011

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1 Iowa State University SpEd CLASSROOM ASSESSMENT FOR SPECIAL EDUCATION 3 credits Course Syllabus for Spring :10 5:00 Wednesdays Room N102 Lagomarcino Instructor: Dr. Anne Foegen N162D Lagomarcino Office - (515) FAX - (515) afoegen@iastate.edu Office Hours for Dr. Foegen: Wednesdays, 12:-2:00 pm or by appointment Teaching Intern: Ms. Subha Singamaneni N151 Lagomarcino Office - (515) lakshmi7@iastate.edu Required Text and Materials Text: Overton, T. (2009). Assessing learners with special needs: An applied approach (6 th Ed.) Upper Saddle River, NJ: Merrill/Pearson. Additional course materials will be provided by the instructor through the course website. Students are expected to check the WebCT page for the course regularly. Course Description Formal and informal diagnostic instruments. Determination of special education needs. Planning, adaptation, and evaluation of instructional programs for students with mild/moderate disabilities. Course Goal Students will gain experience administering, interpreting, and evaluating formal and informal assessment instruments. In addition, students will gather and evaluate progress monitoring data, conduct a systematic observation of behavior, and explore the foundations and implementation of functional behavioral assessment. Students will gain knowledge and skills associated with the Big Ideas of assessment (see pp. 6-7). Students with Special Needs Students with documented disabilities that affect their ability to participate fully in the course or require special accommodations for examination administration are encouraged to speak with the instructor so that appropriate accommodations can be arranged. Course Policies This course incorporates the Department of Curriculum and Instruction s Shared Behavioral Expectations. These will be discussed the first day of class. Students are encouraged to raise any questions they may have regarding these expectations. Evaluation of students with respect to these Behavioral Expectations will fall under the Participation and Professionalism points unless indicated otherwise below. Be there/stay there. All students are expected to attend all class sessions. Absences do not relieve you of meeting course requirements. Due to the structure of this course, it is important for students to attend class sessions. If you must miss a class, it is your responsibility to obtain the requirements/assignments/ information given during that time. If you must be gone, contact the instructor before the class meeting (except in an emergency). Be prepared. It is expected that individuals will be prepared to participate within each class period by reading or viewing assigned material before class, and turning in assignments when they are due. All exams and assignments are due on the dates indicated. Changes to the printed due dates may occur because of conflicts and/or schedule changes. Unless arrangements have been made with the instructor before the due date, a drop of 10% of the total points may be expected for a late assignment or exam. If the late work is not turned in directly to the instructor, it should be dated and initialed by one of the department secretaries before being placed in the instructor s mailbox. SpEd 365 Syllabus Spring

2 All written assignments must be typed, double-spaced, and paginated unless otherwise indicated by the instructor. Be engaged Students are encouraged to complete class readings and participate in class discussions by applying their critical thinking skills. As you read/listen/discuss, ask questions about what you re learning. Feel free to disagree and present alternative views; be prepared to support your arguments in a professional manner. Students are expected to be actively involved in class sessions, including discussion and small group activities. Students are expected to be on task and focused on the class during class time; digital technology (phones, laptops) should only be used during class for instructionally relevant purposes. Be respectful Interact with the instructor and classmates in a respectful manner. Be ethical/professional Professionalism in written and oral communication skills will be expected at all times! Complete course assignments and engage in class discussions in a way that reflects the ethical principles associated with educational assessment. Students are advised of the University s policy on academic dishonesty. Academic dishonesty occurs when a student uses or attempts to use unauthorized information in the taking of an exam; or submits as his or her own work, themes, reports, drawings, laboratory notes, or other products prepared by another person; or knowingly assists another student in such acts or plagiarism. Such behavior is abhorrent to the university, and students found responsible for academic dishonesty face expulsion, suspension, conduct probation, or reprimand. Iowa State University Bulletin, , p. 45. Students are advised to pay particular attention to the information on plagiarism provided in the Bulletin ( Iowa State Teacher Education Standards For Special Education This course targets one of the Iowa Department of Education s requirements for the Instructional Strategist I: Mild/Moderate special education endorsement: State Requirement Course Objectives Activities Assessment, diagnosis and evaluation Legal provisions, regulations and guidelines regarding unbiased assessment and the use of psychometric instruments and instructional assessment measures with individuals with disabilities. Application of assessment results to individualized program development and management, and the relationship between assessment and placement decisions. Knowledge of any specialized strategies such as functional behavioral assessment and any specialized terminology used in the assessment of various disabling conditions. define and apply basic measurement principles define and discuss the purposes and process of assessment. describe and apply legal and ethical provisions for assessment, including culturally responsible assessment practices critique formal and informal assessment instruments. administer, score, and interpret standardized, normreferenced, and/or criterion referenced tests. gather and interpret progress monitoring (curriculum-based measurement) data. describe and discuss issues and trends in special education assessment. describe formal and informal assessment practices, materials, and instruments in the areas of reading, written expression, and mathematics. describe formal and informal procedures and instruments for assessing intelligence, achievement, behavioral/emotional status, and adaptive behavior. conduct and interpret direct observations of behavior. describe and apply the process of functional behavioral assessment to case studies involving students with challenging behaviors select and interpret appropriate assessment procedures for determining eligibility for special education services. select, administer, and interpret appropriate assessment procedures for IEP development and educational programming. Exams RtI Project Standardized tests 1 and 2 Teaching & Learning Project Behavior Observation Projects Behavior Change Project FBA/BIP Project Response to Intervention Project Reading checks SpEd 365 Syllabus Spring

3 interpret professional literature related to assessment. SpEd 365 Syllabus Spring

4 Course Requirements for SpEd 365: Requirement Points Due Exams (150 points) Three (3) examinations over lectures, readings, and discussions. Exams may consist of multiple choice, short answer, essay items or case studies, and may be individual, small group or take home. All exams will be open note/open book. Exam results will be discussed in class, with information provided about common errors and general concerns. Students who have specific questions about their exams are encouraged to see the instructor during office hours or before/after class. Students who wish to argue for additional points must submit a written explanation describing why they feel additional points should be awarded. E 1: 50 E 2: 50 E 3: 50 2/2 3/9 4/13 Response to Intervention Project (20 points) The student will work with case study materials in both group and individual formats to make decisions about students needs and appropriate programming within a Response to Intervention model. Activities will begin in class (for the group portion) and be completed individually. Standardized Test Administration (70 points) The student will administer two standardized, norm-referenced tests. One will be administered to a classmate, with the process observed by the instructor. The second will be administered to a child. The student will submit the scored test protocol and a written report of the results. Behavioral Observation Projects (40 points) The student will apply behavioral observation concepts and methods discussed in class to write an operational definition of a target behavior, gather data on this behavior, and interpret the results of the observation data. Behavioral Change Project ( points) The student will work with a case study to interpret and evaluate behavioral data and recommend future strategies to improve behavior. The case will simulate the type of project the student will be expected to implement in his/her practicum experience in Block III. Teaching and Learning Project ( points) The student will work with a case study to interpret and evaluate academic data and recommend future instructional activities. The case will simulate the type of project the student will be expected to implement in his/her practicum experience in Block III. Functional Behavioral Assessment Project ( points) The student will work with a case study to analyze the process of functional behavioral assessment and incorporate the case information into Iowa s FBA forms. This project will use the same case study as is used for the Behavior Intervention Plan project in 436. Reading Checks (100 points) To encourage the student to be prepared for class by doing the required reading, Reading Checks will be given in conjunction with each reading assignment. These will include brief quizzes over the readings. Each Reading Check will be worth 10 points. The student will be able to drop his/her lowest two scores on the Reading Checks. No makeup Reading Checks will be allowed for absences. Participation and Professionalism (10 points) Participation/professionalism points will be awarded at the discretion of the instructor, based on the student s demonstration of the department s Shared Behavioral Expectations. Final Examination (100 points) The student will take a comprehensive final examination. The exam may consist of multiple choice, short answer, essay items or case studies, and may be individual, small group or take home. RTI for 365: 20 Obs: 10 SNRT 1: SNRT 2: Obs. 1: 10 Obs 2: BCP for 365: TLP for 365: 2/16 TBD 3/2 4/6 2/18 3/25 3/28** (Mon.) 4/11** (Mon.) FBA: 4/29 RC: 100 (drop 2 lowest scores) PP: 15 Final: 100 across semes -ter across semes -ter 5/2 SpEd 365 Syllabus Spring

5 Evaluation/Grading Exams 50 points each) 150 Response to Intervention Project 20 Standardized Test Observation and Tests 1 and 2 70 Behavior Observation Projects 40 Behavior Change Project Teaching and Learning Project Functional Behavioral Assessment Project Reading Checks 100 Participation and Professionalism Points 15 Final Exam 100 Total Points Grading Scale: 585 Points Possible Gr. Percent Points Gr. Percent Points A C A C B D B D B D C F Below 63 < 369 SpEd 365 Syllabus Spring

6 Tentative Calendar for SpEd 365 Session/ Date Topics Readings Assignment Due 1. Jan. 12 Course overview Assessment purposes & process Ch. 1, 2 RC 1 (for practice!) due by 1/17 5 pm Legal & ethical foundations Vocabulary intro 2. Jan. 19 Descriptive statistics, Types of scores, Measurement concepts Ch. 3 RC 2 3. Jan. 26 Technical characteristics: Reliability and validity Standardized tests: Administration and scoring Ch. 4 Ch. 5, pp RC 3 4. Feb. 2 Intelligence, Adaptive Behavior Exam 1 Ch. 9 RC 4 Exam 1 5. Feb. 9 Response to Intervention RtI ARTICLES RC 5 6. Feb. 16 Observational assessment SNRT 1 Scoring Day 7. Feb. 23 Observation CBM Ch. 8, pp RC 6 RTI Project Ch. 6, pp RC 7 Behavior Observation 1 8. Mar. 2 CBM CBM articles RC 8 SNRT 1 9. Mar. 9 Catch-up topics Exam 2 Exam 2 Mar SPRING BREAK - NO CLASSES! 10. Mar. 23 CBM: Technology Options Behavior Observation MONDAY March 28 Functional Behavioral Assessment FBA ARTICLES RC 9 Behavior Change Project 12. Apr. 6 Assessing Academic Achievement GUEST SPEAKER 13. Apr. 13 Assessing Behavior and Emotional Status Exam Apr. 20 IEPs, Large Scale Tests, Accommodations English Language Learners 15. Apr. 27 Transition Assessment Review for Final Ch. 6, pp Ch. 7 Ch. 8, pp RC 11 Exam 3 Ch. 5, pp ELL ARTICLES RC 10 SNRT 2 [NOTE: Teaching & Learning Project due 4/11 in SpEd 436] RC 12 Ch. 10, pp RC 13 May 2 Mon. Final Exam-TENATIVE 2:15 4:15 pm SpEd 365 Syllabus Spring

7 Big Ideas for Assessment SpEd 365 Spring 2011 Class Session Topic Reading (Chap. #) Project Big Idea 1: What are the foundations of assessment as a discipline? Key vocabulary and concepts General purposes of assessment Legal foundations Ethical principles 1 (+ vocab Assessment purposes and process 1 throughout) Models of assessment Legal foundations 2 Ethical principles Assessed on Exam(s) Big Idea 2: How do norm-referenced tests fit into the assessment process? Understanding assessment results (scores, statistics, measurement) Evaluating SNRTs (technical characteristics) Administration and scoring procedures Interpretation guidelines Reporting assessment results 2 Descriptive statistics, types of scores, 3 SNRT 1 measurement concepts; 1, 2 3 Technical Characteristics/adequacy: reliability, validity, norm groups, measurement error SNRT administration and scoring Interpreting results 5 (p ) SNRT 1, 2 4 Writing assessment results SNRT 1, 2 -- Big Idea 3: How can teachers assess student behavior? Strategies and techniques for direct observation of behavior Indirect assessment of behavior and emotional status Functional behavioral assessment (FBA) 6, 7 Direct observation of behavior 8 Behavior 2 (p ) Obs. 1, 2 Behavior Change 11 Functional behavioral assessment FBA FBA 3 13 Indirect assessment of behavior, emotional status, attention Articles 8 (p ) SpEd 365 Syllabus Spring

8 Class Session Topic Reading (Chap. #) Project Big Idea 4: How can teachers monitor student progress? Curriculum-based measurement Strategies for evaluating student data Monitoring progress in behavior 7, 8, 10 General concepts 6 Teaching Measures for reading, math, written exp. (p ) & Administration and scoring CBM Learning Graphing and data interpretation Articles Charting progress in behavior Big Idea 5: How can teachers assess academic achievement? Comprehensive achievement tests Diagnostic tests 12 Informal assessment methods Informal assessment methods (CRT, CBA, error analysis, teacher made tools) 6 (p ) Assessed on Exam(s) Assessing academic achievement 7 3 Big Idea 6: What other aspects of assessment impact special education teachers today? 4 Assessing intelligence and adaptive 9 2 behavior 5 Response to intervention (RTI) RTI RTI 2 articles 14 Large scale testing accommodations 5 Final (p ) 14 English language learners (ELLs) Final 15 Transition assessment 10 (p ) Final SpEd 365 Syllabus Spring