CALIFORNIA STATE UNIVERSITY, FULLERTON College of Education Department of Special Education Sped 520: Assessment in Special Education Spring 2015

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1 CALIFORNIA STATE UNIVERSITY, FULLERTON College of Education Department of Special Education Sped 520: Assessment in Special Education Spring 2015 Location: CP125 Day and Time: Tuesday 9-11:45; Thursday 1-3:45 Instructor: Dr. Kristin K. Stang Office: CP Phone: (657) Office hours: Tuesday 12-1 and others by appointment Technical support: (657) Table 1: Education Unit Conceptual Framework

2 2 PROFESSIONAL DISPOSITIONS EXPECTED OF CANDIDATES Faculty model and encourage all candidates to reflect dispositions that represent the values and attitudes expected of professionals in the field of education. These dispositions are based on the Education Unit s conceptual framework and encompass several behavioral indicators within the three program outcomes. As candidates move through their programs it is expected they demonstrate these dispositions. Please review the full list of dispositions found at the faculty documents section of the COE website.. RESPONSE TIME Faculty will respond to student inquiries within 24 hours. COURSE DESCRIPTION Prerequisites: SPED 488 for credential students; SPED 501 for master's students. Critically examines the application of measurement and data analysis in the K-12 classroom. Units: (3] STUDENT LEARNING GOALS AND RELATED OBJECTIVES Our programs are informed by ISTE and/or International Council for Exceptional Children Standards. More information on these standards can be found at and Students will understand: The various aspects of assessment as a process. (CC8K1,K2,K3; GCK1,K2,K3; CCS10) Testing and measurement as very essential components of the ongoing assessment process. (CC8K1, K5; CC8S8,S9; GC8K1,K2,K3) The role of the educator in the appropriate utilization of assessment data. (CCIK5,K6) Issues of appropriate and inappropriate selection and utilization of assessment tools and data. (CC8K4; CC8S1,S2,S3,S4) Interpretation of assessment data to plan instruction based on student needs (GC1K5,K8; CC8S5,S6,S7; CC9S6,S7) Issues related to testing, measurement and considerations of contextual, cultural and linguistic diversity. (GC1K1,K5; CC9S6) Students will be able to: Demonstrate competence in the administration, scoring and interpretation of specific tests. (CC7S4; GC8S2,S3,S4) Demonstrate competence in the utilization of assessment data in the development of an IEP. Demonstrate competence in the selection, utilization and analysis of assessment data for the planning of preventive, remedial and/or compensatory instruction. (CC7K3; CC7S1,S2,S3; CC8S8,S9) Describe technical, administrative and normalization facets of assessment instruments. Demonstrate comprehension of specific terms and concepts related to testing and assessment.(gc1k1,k6,k8) Interpret and communicate assessment data to others in oral and written form.(cc5s6, CC8S7, CC10S2) Explain initial, formative, and summative assessment information (including performance based assessment) to identify students language proficiencies and to develop effective instruction that promotes students access to and achievement in the academic content standards. (e.g., development of content and language objectives, flexible strategic grouping structured oral interaction).

3 3 REQUIRED TEXTS Pierangelo, R. & Giuliani, G.A. (2012). Assessment in special education: A practical approach (4th ed.). Boston: Pearson Education, Inc Additional and online readings provided through TITANium include resources from: IRIS Center for Training Enhancement Resources available at CAST (Center for Applied Special Technology) Universal Design for Learning (UDL) Online modules available at OTHER REQUIRED MATERIALS Students will be required to read and participate in other activities that will be posted through the class TITANium site. These may include pdf version articles, viewing of multimedia units, and posting and uploading documents. RECOMMENDED MATERIALS Students will need a simple calculator for use during the first 5 lectures. ATTENDANCE For each class session missed beyond 1 freebie, 10 points will be deducted up to 20 points. It is your responsibility to ensure that you have signed the attendance sheet. GRADING POLICY AND GRADING STANDARDS FOR THE COURSE Each student should become familiar with the university catalog since it is the official policy document of the university and states the condition under which a student will be awarded his or her degree. During exams cellular and smart phones/tablets or computers may not be used. Attendance Participation activities Quizzes Test Critique Case Study Total possible 20 points 50 points 2 X 50 points =100 points 65 points 65 points 300 points GRADING SCALE A 270 to 300 B 240 to 269 C 210 to 239 D 180 to 210 F <180 EXTRA CREDIT AND PLUS/MINUS OPTIONS The plus/minus grading system will not be used for this course and no extra credit will be available.

4 LATE ASSIGNMENTS In class assignments cannot be made up. Where noted in the syllabus, major assignments can be submitted up to one week late ONLY and will receive a grade penalty (-30%). Unless noted in the syllabus, all assignments are due at the START of class, and anything submitted after the start on the due date will be considered late. 4 ASSIGNMENT DESCRIPTIONS 1. Attendance: 20 points. For each class session missed beyond 1 freebie, 10 points will be deducted up to 20 points. It is your responsibility to ensure that you have signed the attendance sheet. 2. Classroom activities: discussions and in and out of class assignments: 50 points Students are expected to attend class and to participate in class activities and discussions. During the semester, 5 in-class quick writing assignments will be given and collected (25 points). 5 brief in-class and/or take home assignments surrounding test scoring will be assigned (25 points). Late quick writes and test scores will not be accepted. 3. Quizzes: 2 X 50 points each = 100 points There will be two major quizzes as a part of this course. Each quiz will be worth 50 points. The first quiz will be covering important statistical tools as well as important assessment definitions and terms. The first closed book quiz will be taken in-class. The second quiz will cover test and administration issues. This take home test will be comprised of 5 short essays available on blackboard and due the beginning of the class session on the syllabus. The second quiz is open-note and open book. There will be an additional cultural literacy assessment/quiz that will be pointed as a quick write. 4. Test Critique--65 Points For the test critique, you will be asked to choose a formal assessment that was presented in class, or you may choose an assessment that you can access in your school site as long at is pre-approved. Tests will be available for you to checkout in the Pollack Library reserve section. You will be required to write a 5 to 7 page critique of that test. See syllabus for the due date. Assignment details and rubric will be provided. To achieve full credit, the critique must be free of grammatical and spelling errors, must meet APA style, and must include citations and references when appropriate

5 5. Case Study and Presentation 65 Points 5 The final exam will be a case study analysis. You will be asked to examine student s case history and testing profile, or you may choose one from the course instructor. You will be required to make a presentation in a group format during class, discussing the results in terms of identification for special education, placement, and programming, and submit a 5-7 page paper detailing your recommendations. This is due at the time of your final exam. Assignment details and rubric will be provided. To achieve full credit, the case study must be free of grammatical and spelling errors, must meet APA style, and must include citations and references where appropriate. **In class assignments cannot be made up. Major assignments can be submitted up to one week late ONLY and will receive a grade penalty (-30%)** TECHNICAL REQUIREMENTS Students will be required to have access to the internet, campus portal, TITANium, and will be required to participate in multi-media units, retrieve and access material from the web, and produce and upload documents for submission. UNIVERSITY INFORMATION Titanium As a registered student you are enrolled in Titanium. You may access Titanium for all your classes by clicking on your student portal, found on the CSUF website. Problems? Contact (657) If you still need more help, contact (657) Check Titanium weekly, the night before class, for any pertinent or last minute, updated information. Students with Special Needs Please inform the instructor during the first week of classes about any disability or special needs that you may have that may require specific arrangements related to attending class sessions, carrying out class assignments, or writing papers or examinations. According to California State University policy, students with disabilities must document their disabilities at the Disability Support Services (DSS) Office in order to be accommodated in their courses. Academic Dishonesty Policy Academic dishonesty includes such things cheating, inventing false information or citations, plagiarism, and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show a possession of a level of knowledge or skill which he/she in fact does not possess. Cheating is defined as the act of obtaining or attempting to obtain credit for work by the use of any dishonest, deceptive, fraudulent, or unauthorized means. Plagiarism is defined as the act of taking the work of another and offering it as one s own without giving credit to that source. An instructor who believes that an act of academic dishonesty has occurred (1) is obligated to discuss the matter with the student(s) involved; (2) should possess reasonable evidence such as documents or personal observation; and (3) may take whatever action (subject to student appeal) he/she deems appropriate, ranging from an oral reprimand to an F in the course. Additional information on this policy is available from University Policy Statement found at the UPS section of the Academic Senate website.

6 Two week plan for distant instruction should on-campus instruction be interrupted In case of instruction interruption, please check the course website for weekly instructional activities, which may include multimedia presentations, discussion forums, group work (to be conducted via Titanium groupings), and text and electronic readings. For additional information, please call the California State University, Fullerton Campus Operation and Emergency Closure Information Line: Emergency Contact In the event of emergency, contact the University Police at (657) Additional information can be found at the CSUF Emergency Preparedness website. Library Support Pollak Library Assistance available for Online Students with online instruction guidelines are available on the CSUF library website. Policy on Retention of Student Work Student work will be retained until the start of the same term (Fall, Inter, Spring, Summer), during the following academic year. TENTATIVE SCHEDULE SPED 520 Lecture 1: Tuesday, 1/20, 9-11:45 s o 1a, b, 2b, c, d, 3b Topics o Course Overview o Test Overview o Learn Definitions and Terms o Define Formative/Summative Assessment o Understand Legal History o Differentiate Assessment/Testing o Readings must be done PRIOR to the class meeting! o Chapter 2 o Purchase textbook o Please bring a simple calculator to each class Lecture 2: Thursday, 1/22, 1-3:45 s o 1a, c, 2b, d, 3b Topic(s) o Assessment: History and Process o Describe Historical trends, issues, and terminology o Use Statistical Tools

7 7 o Chapters 1 and 3 Lecture 3: Tuesday, 1/27, 9-11:45 o 1a, b, 2a, b, c, d, 3a, b Topic o Assessment Considerations: The Examiner and the Student o Understand Rapport, training, and roles (CST/MDT) o Calculate chronological age, understanding scoring terminology o Use and Understand Norms o Describe Demographic Information o In class quiz preparation o Chapter 5 2

8 Lecture 4: Thursday, 1/29, ** ONLINE CLASS ** o 1a, b, 2a, c, d, 3a, b 8 Topic o The Assessment of Oral Language and Culturally Competent Assessment Specific : o Understand Culturally Competent Assessment o Develop Cultural Competence o Examine Expressive/Receptive Language Tests Chapter 13 and 15 o Requirements for online unit posted on TITANium and must be submitted by 11:55pm, 1/29 Lecture 5: Tuesday, 2/3, 9-11:45 o 1a, b, 2b, c, d, 3b General Topic o In Class QUIZ closed book covering Lectures 1-3 o Assessment Models for Qualification Specific o Complete IN CLASS QUIZ o Examine Models for Qualification/Eligibility o Examine and Understand Pre Referral and Referral Process o Examine Intelligence Tests o Chapters 7 and 10 o In class QUIZ on statistical tools and definitions/terms Lecture 6: Thursday, 2/5, 1-3:45 o 1a, b, 2a, c, d, 3a, b Topic o Assessment Considerations: Introduction to Formal Assessment Specific o Understand Validity/Reliability o Examine Response to Intervention 3

9 9 o Differentiate Group and Individual Assessment o Describe Formal and Informal Assessment o Chapters 4 and 6 Lecture 7: 2/10, Tuesday, 9-11:45 o 1a, b, 2a, b, c, d, 3b Topic o The Assessment of Social-Emotional and Adaptive Behaviors o Examine Intelligence Testing--continued o Understand and Define Adaptive and Social Emotional Behavior o Examine/Evaluate Assessment Tools o Use Behavior Checklists o Explore Functional Behavioral Assessment Frameworks o Chapters 11 and 12 Lecture 8; 2/12, Thursday, 1-3:45 o 1a, b, 2a, b, c, d, 3a, b Topic o The Assessment of General Achievement o Team member roles and responsibilities o Examine Large Scale Achievement Tests (i.e., WIAT, WJ-III) o Define Role of the Special Educator o Examine Role of the parents and school based team o Chapter 8-9 Lecture 9: 2/17, ONLINE UNIT o Show evidence of knowledge base of key content from lectures 4-7 o Take home test due (open note and book) to TITANium by 11:55pm, 2/17 o Review test critique assignment o Review test observation assignment 4

10 Lecture 10; Thursday, 2/19; 1-3:45 o 1a, b, 2a, b, c, d, 3a, b 1 Topics o The Assessment of Reading and Written Language and Mathematics o Examine Tools o Evaluate Subareas Assessed o Experience Test Manuals o Complete Sample Test Administration Chapter 9 Additional Reading Posted on Titanium Lecture 11; 2/26, ***ONLINE UNIT*** o 1a, b, c, 2a, b, c, d, 3a, b Topics o Criterion Referenced Tests o CBA/CBM o Portfolio o Determine Tools/Needs for Data Analysis o Learn About Using the Data (CBA/CBM): IRIS Classroom Assessment Part 1: An introduction to Monitoring Academic Achievement in the Classroom o Examine Requirements for Developing Portfolio Assessment o Chapter o Additional Reading Posted on Titanium o Requirements for online unit posted on TITANium and must be submitted by 11:55 2/26 Lecture 12: Thursday, 3/5, 1-3:45 o 1a, b, 2b, c, d Topic o Observation, Interview, MAPS, Circle of Friends o Explore Observation Tool Development o Examine Environmental Ecology Assessment 5

11 1 o Experience Using and Creating MAPS o Using and Creating Circle of Friends o Using Self Determination Scales (i.e., AIR/ARC) o Additional Reading Posted on Titanium Lecture 13; 3/12, Thursday, 1-3:45 o 1b, 2b, c, d, 3a, b Topics o State and School Wide Assessments o Monitoring IEP Progress o Explore Common Core o Understand Smarter Balance o Examine Administration and Data Analysis; Role of Special Educator o Understand, Define, and Identify Variations, Accommodations, and Modifications o Additional Reading Posted on Titanium Lecture 14; 3/19, Thursday 1-3:45 Topics o Planning and Intervention o Interpreting the Results o Discuss/Determine Preventative, remedial and/or compensatory instruction o Understand Utilization of Assessment Data for IEP goals and progress o Chapters 17 and 18 o Formal Test Critique due via hard copy by 1:00 pm o Print out and bring to class the posted blank IEP and Pysch. Report Lecture 15, 3/26, Thursday, 1-3:45 : o 1b, 2b, c, d, 3a, b Topics o Presenting the Results Oral and Written Reports o Writing Reports o Universal Design o Develop Skills for Interpreting the data 6

12 1 o Examine Strategies for Communicating the data with teachers, students, and families o Understand Guidelines for Writing the report Chapter 18 Additional Reading Posted on Titanium *****Happy Special Education Teacher Candidate Experience***** Lecture 16, Thursday, 5/14, FINAL TIME 2:30-4:20 o Case Study Oral Presentation (no formal power point required) o CASE STUDY DUE via hard copy at 2:

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