I. Descriptive Information

A. Course Number and Title: EDEX 790-Introduction to Assessment in Special Education.

B. Catalog Description: Concepts and methods of assessment in special education with emphasis on administering, scoring, and interpreting standardized educational tests.

C. Course Credit: Three (3) semester hours.

D. Prerequisites: EDEX 523 and EDRM 700/723 or Consent of instructor and admission to the Programs in Special Education.

E. Intended Audience: Students entering the field of education, in particular, those entering the field of special education.

F. Instructor: Dr. Cheryl Wissick 235 D Wardlaw & P. Michael Kelly
Office phone: 777-8859 Email: drwissickusc@gmail.com and
Course Syllabus: http://www.ed.sc.edu/caw/edex790.html
Calendar 2012 Fall

II. Statement of Course Goals and Objectives

A. Goals: To provide candidates with the foundation for understanding the assessment process and prepare students to be a professional educator as a leader in assessment. Candidates will focus on the educational assessment methods and procedures used in decision making and program planning for students with exceptional learning needs and from culturally or linguistically diverse backgrounds. Students will learn the aspects of the assessment process that represent a commitment to integrity, intellectual spirit, justice and stewardship.

B. Objectives (refer to knowledge and skills CEC standard 8, listed at the end of this document): The student will:

1. Develop a knowledge of the basic and current issues in assessment: terminology, purposes, procedures, due process, assurances, legal provisions, regulations, ethical concerns, parental concerns, program standards, state-wide testing, accommodations, and alternate assessment.
2. Explain the steps in the assessment process (screening, prereferral, referral and classification) that reflect current practices and the responsibilities/roles of parents, students, teachers, and other professionals the process including the importance of collaboration.
3. Analyze and evaluate theoretical models of and approaches to assessment, including the use and limitations of each type of assessment instrument in regards to learning disabilities, mild mental disabilities or emotional behavioral disabilities.
4. Determine appropriate application and interpretation of scores, including grade score versus standard scores, percentile ranks, age/grade equivalents and standings.
5. Incorporate strategies that consider the influence of diversity and type of disability on assessment, eligibility, programming, and placement of individuals with exceptional learning needs.
6. Learn techniques to incorporate social emotional skills into assessment and instruction that consider understanding of culture, disability and diversity as well as current critical issues such as bullying.
7. Analyze and interpret results of informal assessment measures including methods for monitoring progress.
8. Complete educational assessment of a student with a mild disability. This will include:
   • collaboration with teachers,
   • creation and maintenance of records,
   • compiling of background information regarding academic history,
   • establishment and maintenance of rapport with learners,
   • administration, scoring, computerized scoring and interpretation of formal assessment instruments,
   • modification of existing assessment tools to accommodate the unique abilities of the individual student;
   • determination of current level of functioning,
   • discussion of the results with teachers,
   • suggestions for instructional plans or modifications to current program,
   • consideration of ethical practices for confidential communication,
   • and completion of a written report.

III. Required Text

Pavri, S. (2012). Effective assessment of students: Determining responsiveness to instruction. New York: Pearson.
ISB10: 0-13-714780-5

IV. Academic Course Requirements

Academic Responsibility: Students should read the University policy with regard to Academic Responsibility. Violations could result in permanent expulsion from the University. In general, all work from others must be properly referenced, and projects completed for other courses should not be submitted for credit in this course. The full policy can be found at http://www.sc.edu/academicintegrity/. All candidates are required to have a valid email account that will allow them to send and receive documents. It is also the candidate's responsibility to make sure that the email address listed in Blackboard is one that will be used and checked FREQUENTLY. Although this is not a web-based course, some of the sessions will be held online in a web based format and therefore some of the communication between the instructor and students will take place through email.

• Course In-class and On-line Activities: Students will complete in-class and On-line Blackboard and IRIS projects. Students who are present and participate will receive credit for class discussions, Observation Practice, Test Scoring, IEP development, Psychological Interpretation, State Standards, MAPS & PACT overview (2 points per class).
Maximum point total = 26 POINTS

• Course On-line Activities & Quizzes: Students will complete CBM Practice, IRIS modules, Evaluation of a Psychological, Project Mainstep Reading and Quizzes. Six activities worth 5 points and one is worth 10 points (7 total activities).
Maximum point total = 40 POINTS

• Student Assessment Report 1- Observations & CBM: Each candidate will select one student for assessment. The assessments MUST be administered to ONE student between the ages of 8 and 16 with a MILD disability, who is encountering academic school problems and performing below grade level. Each candidate will observe the student at least two times in two different settings. Observation protocols will be discussed in class
All reports are to be completed in MS Word (.doc or .docx format) and submitted as email attachment. Label is <lastname>report1. (example: wissickreport1)
The report should incorporate the following information into a narrative format as these forms do not have to be submitted:
Observation form Examples:  http://www.ed.sc.edu/caw/observe.html
Student information Form Examples:  http://www.ed.sc.edu/caw/studentinfo.html
Curriculum Based Measurement - data from three different reading, writing or math probes. Rationale for CBM selection and description of the measures selected, goal and graph with baseline and aimline.
Student Report 1: http://www.ed.sc.edu/caw/790studentreport1.html
Maximum point total = 30 POINTS

• Student Assessment WJIII Protocols : Each candidate will administer, score, and interpret the results of the WJIII. The candidate will administer at least TWO full sections of Broad Reading, Broad Mathematics or Broad Written Language; with three sub-tests per area. The candidates will turn in the WJIII report forms and the student response booklet to be assessed for correct administration and scoring with basal and ceiling appropriately calculated. The report forms must have all the total scores calculated. Once reviewed, the candidates will then be allowed to use the Compuscore to complete the scoring of the report. Turn in protocols in class.
Maximum point total = 15 POINTS

• Student Assessment Final Report & Corrections from Report 1. After scoring the WJIII, the candidates will interpret the results of the WJIII. The report will include descriptions and interpretation of at least two full sections of Broad Reading, Broad Mathematics or Broad Written Language; with three sub-tests per area. Based on the original CBM probes the candidate will administer at least 5 additional (weekly) probes on that same skill. Each candidate will prepare a complete Educational Assessment Report summarizing the results and how the results compare or contrast with the CBM and observation results. Discuss the probes from the CBM assessments. The final report must contain corrections from the first report and include an IEP based on the assessments and the CBM results. Submit the final report as an email attachment labeled with your last name first (<lastname>790finalreport)
Student Report Final: http://www.ed.sc.edu/caw/studentreport_final.html
Maximum point total = 35 POINTS

• Interpretation and review of Psychological report (Due November 21): Candidates will be given a psychological and educational testing report to interpret. Based on reports students are required to write present level of performance and suggested IEP goals related to standards. This serves as the Midterm/final exam. Label your exam with your last name (<lastname>790finalexam)
Maximum point total = 25 POINTS

• Article Review: Each student will review one recent article related to assessment of students with mild disabilities.  Articles should be selected from Exceptional Children, RASE, Learning Disabilities Research and Practice, Journal of Learning Disabilities by the instructor and each student will choose one article. The article will be presented to the class via a Power Point presentation and posted on Blackboard. Dates & Topics: Article selection and approval by September 24, Power Point posted the week before you do your presentation. Presentations will be done during the last class sessions.
Article information : http://www.ed.sc.edu/caw/article790.html
Maximum point total = 24 POINTS (20 for review/4 for presentation)

• Final Course Evaluation: Completion of USC College of Education online course evaluation form
Maximum point total = 5 POINTS

V.  Administrative Course Requirements Including Specification of Policies Related to Such Matters as Attendance and Late Assignments

A. The student is expected to complete all course requirements at the assigned time. Unless prior arrangements are made, late assignments will receive a 4-point deduction for each week the assignment is late which will be subtracted from the final course point total.

B. The student is expected to attend each class session, be present at the scheduled time (4:30 p.m.), and "participate" in class and discussions.

C.  Attendance is governed by the current USC Student Handbook & Policy Guide. If a student is absent for more than two class sessions or late for more than three sessions, the final grade will be lowered.

D.  Any students needing accommodations to the requirements of this course or special modifications, are encouraged to visit Student Disability Services.

E.  Other Considerations

The test materials used in this course are very expensive.  It is imperative that they be used with care and returned at the requested time.  Any notes or stray pencil marks must be erased.  Students will be charged full price if the test is not returned in the condition in which it was issued.

A = 184 - 200

B+= 176-183

B = 161 - 175

C+=156-160

C = 140 - 155

D = Below 140
 

VII. - Topics -

Assessment of students with disabilities and exceptional learning needs (ELN)
Considerations in assessment of Families and children with diverse cultural and linguistic needs
Overview of due process and ethical principles in assessment
Interpretation of Psychological report
Response to Intervention
Curriculum Based Measurement
Formal Vs. Informal Assessment
Development of skills in administration of formal assessments
Overview of methods for social emotional assessment
Individual Educational Program
Impact of standards and high stakes assessment on students with disabilities and cultural and linguistics differences
Sources of materials for assessments, matching assessment to instruction, social emotional growth, bullying prevention.

VIII. Mode of Instruction

CEC Standard 8: Assessment

The Skills in this class address the knowledge and skills required by CEC for all special educators.

Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments.

Knowledge:
CC8K1 Basic terminology used in assessment.
CC8K2 Legal provisions and ethical principles regarding assessment of individuals.
CC8K3 Screening, pre-referral, referral, and classification procedures.
CC8K4 Use and limitations of assessment instruments.
CC8K5 National, state or provincial, and local accommodations and modifications.
Common core Skills:
CC8S1 Gather relevant background information.
CC8S2 Administer nonbiased formal and informal assessments.
CC8S3 Use technology to conduct assessments.
CC8S4 Develop or modify individualized assessment strategies.
CC8S5 Interpret information from formal and informal assessments.
CC8S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds.
CC8S7 Report assessment results to all stakeholders using effective communication skills. CC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs.
CC8S9 Develop or modify individualized assessment strategies.
CC9S10 Create and maintain records.

Specialty Knowledge for Behavior Disorders
BD8S1 Prepare assessment reports on individuals with emotional/behavioral disorders based on
behavioral-ecological information.
BD8S2 Assess appropriate and problematic social behaviors of individuals with emotional/behavioral disorders.
BD8S3 Monitor intragroup behavior changes from subject to subject and activity to activity applicable to individuals with emotional/behavior disorders.
Specialty Skills for Behavior
BD8S1 Prepare assessment reports on individuals with emotional/behavioral disorders based on
behavioral-ecological information.
BD8S2 Assess appropriate and problematic social behaviors of individuals with emotional/behavioral disorders.
BD8S3 Monitor intragroup behavior changes from subject to subject and activity to activity applicable to individuals with emotional/behavior disorders.

Specialty Knowledge for Learning Disabilities
LD8K1 Terminology and procedures used in the assessment of individuals with learning disabilities.
LD8K2 Factors that could lead to misidentification of individuals as having learning disabilities.
LD8K3 Procedures to identify young children who may be at risk for learning disabilities.
Specialty Skills for Learning Disabilities
LD8S1 Choose and administer assessment instruments appropriate to the individual with learning disabilities.

Specialty Knowledge for ID - Intellectual Disabilities/ Developmental Disabilities
DD8K1 Specialized terminology used in the assessment of individuals with mental retardation/
developmental disabilities.
DD8K2 Environmental assessment conditions that promote maximum performance of individuals with mental retardation/developmental disabilities.
DD8K3 Adaptive behavior assessment.
DD8K4 Laws and policies regarding referral and placement procedures for individuals with mental retardation/developmental disabilities.
Specialty Skills for DD
DD8S1 Select, adapt, and use instructional assessment tools and methods to accommodate the abilities and needs of individuals with mental retardation/developmental disabilities.

Specialty Knowledge for Independence
IC8K1 Specialized terminology used in the assessment of individuals with disabilities.
IC8K2 Laws and policies regarding referral and placement procedures for individuals with disabilities.
IC8K3 Types and importance of information concerning individuals with
disabilities available from families and public agencies.
Specialty Skills for Independence
IC8S1 Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities.
IC8S2 Use exceptionality-specific assessment instruments with individuals with disabilities.
IC8S3 Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with disabilities.
IC8S4 Adapt and modify assessments to accommodate the unique abilities and needs of individuals with disabilities.
IC8S5 Develop and use a technology plan based on adaptive technology assessment..
IC8S6 Assess reliable method(s) of response of individuals who lack typical communication and performance abilities.
IC8S7 Monitor intragroup behavior changes across subjects and activities.

CEC Code of Ethics for Educators of Persons with Exceptionalities
We declare the following principles to be the Code of Ethics for educators of persons with exceptionalities. Members of the special education profession are responsible for upholding and advancing these principles. Members of The Council for Exceptional Children agree to judge and be judged by them in accordance with the spirit and provisions of this Code.
1. Special education professionals are committed to developing the highest educational and quality of life potential of individuals with exceptionalities.
2. Special education professionals promote and maintain a high level of competence and integrity in practicing their profession.
3. Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects.
4. Special education professionals exercise objective professional judgment in the practice of their profession.
5. Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities.
6. Special education professionals work within the standards and policies of their profession.
7. Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession.
8. Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.

The Council for Exceptional Children. (1993). CEC Policy Manual, Section Three, part 2 (p. 4). Reston, VA: Author. Originally adopted by the Delegate Assembly of The Council for Exceptional Children in April 1983