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UIC
Sped576 Spring 2018 1
Educational Internship in Assessment SPECIAL EDUCATION 576
University of Illinois at Chicago Spring 2018
3 Credit Hours (90 field work hours)
Instructors: Cota, Laura Prola, Andrea
Contact Information: [email protected] (808) 798-1129 [email protected] (815) 341-1206
Class Day/Time: T 5:00-8:00 p.m. Class Location: ETMSW 1433
Clinic GA: Elizabeth Cambray-Engstrom Office Location: ETMSW 1439
E-mail: [email protected] Office hours: By appointment only
Clinic Director: Dr. Norma Lopez-Reyna ([email protected]) Office Phone: TEST DAYS-- 312.413.0387
Clinic Website: http://education.uic.edu/research#uic-assessment-clinic
INSTRUCTIONAL COURSE SITE: https://assessmentclinicuic.wordpress.com/
Course Description: This course is an internship experience in an assessment clinic for special education
majors. Throughout the semester, you will gain experience in evaluating a school-age child to determine the
child’s learning profile and eligibility for special education services. This internship is designed to be a bridge
between theory and practice, as you will apply what you have learned through courses in the program and your
personal and professional experiences. Within the framework of an
assessment cycle (otherwise known as data-based decision making or
professional noticing), you will learn to use formal and informal
measures to gain the maximum understanding of a student’s skills,
abilities, and approaches to learning; learn appropriate use and
interpretation of a battery of formal and informal measures; learn how
to create a student learning profile; learn to interview family, student
and teachers for a complete developmental and academic history of a
student; develop the necessary skills for preparing a professional case
study report with instructional recommendations; and learn about
professional and ethical considerations for assessing students and
conducting a conference with parents/guardians of a student.
Assessments will be completed for students with a range of disabilities including learning disabilities and
learning difficulties; behavioral issues including attention deficit disorder and poor school performance; mild
developmental delays; and other issues impeding successful learning.
Course Information: Prerequisite(s): SPED 462 or the equivalent or consent of the instructor.
Fieldwork required; 90 CTE hours must be logged by you. https://cte.uic.edu/early-field-experiences/
READINGS & MATERIALS
• Binder & DVD: students will be provided a course binder, which includes course information,
Powerpoints, and handouts. Students will also be provided with a DVD of all the video lectures required.
• Materials: throughout the semester, students will check out standardized test materials, tape recorders,
and resource books.
• All interns must have access to and complete clinic reports in Word. (Available for free through
UIC Webstore. https://webstore.illinois.edu/shop/category.aspx?zcid=133 )
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 2
RESOURCES
Suggested Reading: American Psychological Association (APA) Publication Manual, 6th Edition. -- Can
be purchased online or check out the link for APA format information:
www.owl.english.purdue/owl/resources/560/01
Writing Resources: The UIC Writing Center is located in Burnham Hall; call 312/413-2206 for their
hours. Technology Resources & Computer lab: The UIC Educational Technology Laboratory is located on the second floor of
EPASW, but you must first activate your account at SEL Room #2267, phone #: 312/413-0003.
FIELD EXPERIENCE
Interns will gain experience with conducting a full case study evaluation, which involves administering
standardized and informal assessments to a school-aged child (provided by the clinic). Interns will be trained in
the proper administration of the following standardized measures: Woodcock-Johnson-IV Test of Cognitive
Abilities, Woodcock-Johnson-IV Test of Achievement. Students may be trained to administer the following
standardized assessments: KeyMath, Slingerland Test of Specific Language Disabilities, and Clinical Evaluation
of Language Fundamentals-5. It also includes interviewing guardians, teachers and the student; possibly
observing the child at school; and
reviewing student records. Additionally,
interns will engage in discussions about
data during data meetings, reflect on their
own performance via videotape analysis,
and analyze the student’s performance.
Interns will gain experience
communicating assessment results to
peers, families and students.
METHODS OF INSTRUCTION The course is a lab format that utilizes a
flipped model for classes such that
interns are provided with a mix of online
and in-person lectures, discussion, and
hands-on experiences with assessments
(both formal and informal) that then lead
to an authentic experience evaluating a child for special education services. This internship is designed to be a
bridge between theory and practice. Readings and online video lectures are essential for productive in-class
discussions and activities and in making the link between theory and practice. In class, we will discuss the
reading, practice the tests addressed in the lecture and engage in appropriate activities.
COURSE OBJECTIVES
Students will be able to:
1. Engage in data-based decision making by:
a. Developing an appropriate assessment plan based on the child’s identified needs
b. Accurately administering and interpreting assessments (informal & formal)
c. Analyzing the student’s learning performance
d. Developing the student’s learning profile, which includes strengths, abilities, interests, strategies
& needs
e. Using data collected (evidence) to plan next steps for assessment, instruction,
accommodations/modifications, and interventions at the clinic, school, and home
2. Engage in discussions about data with colleagues.
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 3
3. Effectively communicate assessment results in writing and verbally to a team of colleagues, the family,
and the student.
STRATEGIES FOR SUCCESS IN THIS COURSE
• Take notes on all readings, assigned online lectures, and online modules (notes include annotations and
highlighting on articles, summarizing key points, and remaining questions) and bring these to class to use
during in-class activities and discussions or to ask the instructors individually.
• When watching the online lectures that address administration of specific tests, set up your space to take
notes on the Powerpoint handout or notes tables for specific tests, look at the test easel and protocol for
the test that is being discussed, and create post-its with directions to yourself during testing to place
directly on the easel pages.
• Be ready to discuss, collaborate, and work during every class. We’ll be practicing these tests as well as
discussing the readings and working on your case study report.
• Start working on writing the report and other work early and email drafts to your supervisor for detailed
feedback on content and format. Let your supervisor know your progress and what you’d like feedback.
• If you’re confused, email me! We can meet outside of class to help guide you back on course.
• Visit key special education websites that can provide you with guidance on the topics we discuss o Vanderbilt IRIS modules: http://iris.peabody.vanderbilt.edu/iris-resource-locator/
• Modules provide detailed and insightful information on topics such as self-regulated
strategies, assistive technology, assessment, disability, and behavior management.
• MathVids: http://www.coedu.usf.edu/main/departments/sped/mathvids/index.html
• Provides videos and descriptive information about math assessment, particularly dynamic
assessment.
• Websites to help with providing recommendations to improve student learning
• Cognitive Connections Executive Function Practice:
http://cognitiveconnectionstherapy.com/Resources/Links.aspx
• Progressive Phonics: http://www.progressivephonics.com/
• Book Adventure: http://www.bookadventure.com/Home.aspx
• Do2Learn: http://www.do2learn.com/
• National Library of Virtual Manipulatives: http://nlvm.usu.edu/en/nav/vlibrary.html
• Storybird: http://storybird.com/books/about-us-a-peek-inside-storybird/
• Learning Toolbox tools and resources to enable students with learning difficulties to be
better learners: http://coe.jmu.edu/Learningtoolbox/
• Center for Parent Information and Resources: http://www.parentcenterhub.org/resources/
• LD online: www.ldonline.org
• Teaching Channel: www.teachingchannel.org
• Reading Rockets: www.readingrockets.org
• ReadWriteThink: http://www.readwritethink.org/
• Read Works: www.readworks.org
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 4
Procedures for completing the case study evaluation
Step 1 Understand the student holistically to create an appropriate assessment plan & develop rapport
Step 2 Complete a flexible & appropriate testing plan to target the areas of concern
Step 3
Interpret the data and respond: Confirm the learner profile & plan next step
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 5
CLINIC TESTING DAYS Please review these guidelines.
It is essential that everyone be present on testing days during your assigned session. The
actual testing session with children is scheduled for a 2-hour time block. Interns must
arrive 30 minutes before their testing session as well as remain for 90 minutes following
their session. You must be present for all 6 testing days to receive fieldwork hours.
Missing 1 testing day will result in an automatic half-grade reduction (20 points),
excluding religious holidays. Exceptions may be made for extenuating circumstances
if discussed with instructors.
o Before Testing Sessions: Prepare materials, setup for the session in your testing room, and collaborate
with your group about the post testing schedule. Instructor will be available for last minute questions.
o During Testing Sessions: While your partner is testing your student, you are responsible for observing
your partner and the other student in your testing team. Practicing of tests should be completed before
class, not while you wait.
o After Testing sessions: Clinic groups (all intern teams in the session) will meet together for 90 minutes
to debrief. We will review the day, plan for the next testing session and update student learning profile
charts.
o Test Materials: Some tests require photocopies and the copy machine is available for clinic use, but you
must be prepared with copies before your testing day as occasionally meetings or mechanical problems
make it difficult. You are responsible to copy materials and be prepared on testing days. Ask the
instructor or GA for the copy code.
o Scoring tests: Please note that ALL RAW SCORES must be checked and initialed by clinic instructors
before they can be run or interpreted.
CASE STUDY REPORT DRAFTS (Drafts of your report must be emailed to your testing supervisor on scheduled due dates; always turn in
previous edited drafts with your new draft as well as corresponding test protocols)
Draft One: Due Tuesday, February 21: Introductory sections (Reason for referral;
assessment instruments, developmental and background history; behavioral observations; cognitive
section (WJ Cog) & appendix of test scores (WJ Cog. table).
Draft Two: Due Tuesday, March 14: ALL previous edits + all tests administered, section
summaries & AND APPENDIX OF SCORES.
Draft Three: Due Tuesday, April 18: Complete report including ALL previous edits + overall
Summary and Recommendations
Final Report: Due Friday, May 5: (Finals Week) All edits & a final copy of the report edited
& reviewed by interns- emailed to your supervisor (no paper drafts required).
NOTE: You are provided a template, directions and examples of written sections so please note that you are
graded on all drafts you write. Your current draft will be accessed and LOCKED on the due date.
An electronic version of the final report, all documents concerning your case (test protocols, observations,
work samples, parent permission, etc.), and all clinic tests/materials must be turned in before a grade will be
assigned. If any are not ready by May 5h , a Deferred grade will be assigned until every item is returned.
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 6
Course Expectations (440 possible points):
1. Class Preparation & Participation (60 points; 2 points per class w/ 1 free class & 6
points/quiz)
The course begins with evening classes that prepare the interns for test administration and
report writing. Lecture nights will follow a standard format: meet in case teams, discuss reading,
practice tests, and in-class readings on characteristics of disabilities. To prepare for class, the
interns will be required to complete one reading and watch one or two recorded lectures at home
(initial review of the standardized test discussed in the video lecture is recommended). For class
time to run smoothly and benefit all students, it is each intern’s responsibility to watch lectures
and complete the reading at home. Without this commitment, class time will not be effective.
Following testing days, classes will focus on guiding teams in developing a profile for their
child, writing a case study report, and presenting their case. Missing 1 testing day will result in an
automatic half-grade reduction (20 points); excluding religious holidays. Exceptions may be made
for extenuating circumstances if discussed with instructors.
2. Evaluation Process (220 points)
Interns will work in teams of 2 or 3 to administer a battery of tests to a single child. You
will be sharing the workload, which requires collaboration. For successful collaboration, interns
must share with their team any information learned about the child through interviews,
observations and testing. This sharing of information within a group is essential to a holistic
assessment and complete case analysis. Additionally, standardized tests are challenging to
administer; therefore, to ensure valid testing procedures, interns will practice these tests to the
point of mastery. If you need additional help with testing, the instructors are available to meet
with you; do not hesitate to contact either instructor, especially before testing begins. Your
evaluation includes:
a. Teaming & Collaboration (12 points)
b. Preparedness & Professionalism (12 points)
c. Informal Data Collection (40 points): interviews, observations, work samples
d. Formal Test Administration & Scoring (40 points)
e. Dynamic Assessment (24 points)
f. Feedback to Colleagues (12 points): testing day peer observations
g. Student Learning Profile Meeting (32 points): present case to instructor
h. Communicating Results to the Family (24 points): with revised handout)
i. Feedback to Student (24 points): format of choice: video, written, in-person)
3. Data Meetings (60 points; 20 points each)
In case teams, interns will present their child’s case to colleagues through 3 formats:
a. Descriptive Review of the child (present child & examine work samples)
b. Collaborative Assessment Conference (professional noticing of student performance)
c. Case presentation (within a Fishbowl discussion, present child’s learning profile)
4. Case Study Report (148 points)
Interns will write one joint case study report for the child they test. A template is provided. The
report will be written in four drafts. Drafts that have not addressed previous edits will be
returned and a late grade will be awarded.
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 7
Policies & Procedures 1. Instructor Contact- As much as we want to support you 24 hours a day, 7 days a week, we are people too.
Please be mindful of our personal lives as we have given you our direct contact information. Only contact us
via phone/text weekdays from 8am-5pm, emails are always welcome. Please limit texting us on weekends
unless it is an emergency. We will try to respond to you within 24 hours during the weekdays.
2. Attendance policy: Regular class attendance and participation in class, small group and collaboration are
required. If you miss a class or are tardy, discuss with the instructors how to make up the missed work. Class
attendance, quality of student contributions in class, overall behavior towards instructors and classmates (e.g.,
punctuality, respectfulness) will impact your success in this course. If a student must miss a class, he or she
must contact the instructor prior to the start of that class. Excessive absences (i.e., three absences or more) or
tardiness will require a meeting with the professor to discuss a plan to make up the missed work, otherwise
it will result in a lowered final course grade, regardless of point total.
3. We make ourselves available to students via email, phone, and in-person in order to support students as they
develop their teaching skills and understanding of how to effectively engage with colleagues in discussions
around data. Therefore, please contact us to discuss any areas for which you require support. Additionally,
feel free to email us any assignments at least 3 days prior to their due date in order to receive detailed
formative feedback.
4. Extra credit policy: there will be no opportunities for extra credit in this course given the clinical nature of
the course.
5. Late policy: Students must complete their assignments and submit each on the deadline specified. Each
assignment is due by midnight on the specific due date. Any variation from established due dates must be
negotiated with the course instructor 48 hours prior to the specified due date. Two points per day will be
deducted for late assignments.
6. Redoing Assignments: Based on the format of the assignments for this course, you will not be able to redo
any assignments.
7. An Incomplete for the Course: If you are unable to complete a majority of the required coursework during
this semester, then you may request an incomplete for the course. You will need to make up any classes
missed (either by attending the class in the next semester or discussing a plan of action with us) and complete
the necessary assignments.
8. APA format: Each assignment must be typed and adhere to APA (6th edition) writing guidelines, unless
otherwise specified. Be sure to proofread your final draft and edit as needed. While content is most important,
your final product should reflect the writing quality of a professional educator. For further support, visit the
Purdue Online Writing Lab (OWL): https://owl.english.purdue.edu/owl/resource/560/01/.
9. Cell Phone Policy: Please turn all cell phones off during class. Recognizing the occasional need for
communication during family emergencies, vibrate mode is suggested. Be respectful of the teaching/learning
environment by taking the call out of class and not texting in class.
10. Laptop/iPad Use Policy: Laptop/iPad use during class must be limited to work related to the class session in
progress. If you are using your laptop/iPad to send/receive email, check websites, etc. in ways that are
disruptive to the class or disrespectful to the professor, you will not be allowed to use your laptop/iPad for the
remaining class sessions.
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 8
UIC Academic Integrity Policy “As an academic community, the University of Illinois at Chicago is committed to providing an environment in
which research, learning, and scholarship can flourish and in which all endeavors are guided by academic and
professional integrity. All members of the campus community—students, staff, faculty, administrators—share the
responsibility of insuring that these standards are upheld so that such an environment exists. Instances of
academic misconduct by students, and as defined herein, shall be handled pursuant to the Student Disciplinary
Policy. Academic dishonesty includes, but is not limited to: cheating, fabrication, facilitating academic
dishonesty/plagiarism, bribes/favors/threats, examination by proxy, grade tampering and non-original works.” http://www.uic.edu/ucat/catalog/GR.shtml#qa
Office of Disability statement: UIC strives to ensure the accessibility of programs, classes, and services to students with disabilities. Reasonable
accommodations can be arranged for students with various types of disabilities, such as documented learning
disabilities, vision or hearing impairments, and emotional or physical disabilities. If you need accommodations
for this class, be sure to register with the Office of Disability Services, 1190 SSB, 413-2183, and let your
instructor know your needs.
Attention to Special Education Principles:
The Four Principles are listed below. (1) Learning about teaching is embedded in scholarly understanding and activities. It requires the ability to think
about teaching and students’ learning through multiple lenses with particular attention to behaviorism;
information processing; socio-cultural perspectives; and development.
(2) Central to learning about teaching is learning about effective instruction for students with disabilities with an
understanding of the interactive influences of culture, language, gender and ability. The student is viewed as
the center of the teacher’s thinking and decision-making regarding teaching and learning.
(3) Learning to teach requires active learning – the construction of meaningful understandings – not only about
the educational needs of students and how to advance students’ learning, but also about the moral and ethical
dilemmas that often confront special educators in their role as teacher. Learning to teach requires analysis,
examination, a reflective stance, and a commitment to life-long learning.
(4) Learning about teaching is learning to work collaboratively with families and professionals in the school and
community for the dual purpose of (a) designing and offering programs that meet the needs of the students
and (b) advocating for the student’s rights to receive appropriate services.
Alignment with the Council on Teacher Education’s Conceptual Framework: The UIC Conceptual Framework offers an overarching guide to the design of personnel preparation programs at
the University. The Framework consists of three fundamental beliefs: UIC educators are committed; UIC
educators are knowledgeable; and UIC educators are effective. The Special Education Principles provide a
detailed and specific explanation of Committed, knowledgeable, and effective as they relate to the preparation of
future special education teachers.
UIC- College of Education Conceptual Framework
The manner in which the UIC Conceptual Framework offers the umbrella ideas for these principles is clear. The
first College tier, “UIC Educators are Committed,” guides special education principle three: “Learning to teach
requires active learning.” Special education faculty at UIC support a commitment to life-long learning among
teacher candidates, as they engage in the UIC intellectual community and as they move into the professional
teaching world. The second College tier, “UIC Educators are Knowledgeable,” guides special education principle
one: “Learning about teaching is embedded in scholarly understandings and activities.” The field of education is
replete with competing perspectives, and special educators must negotiate them all in the range of settings where
they teach. Thus, teacher candidates in special education at UIC will be both well versed in these perspectives and
able to apply them to their own teaching. The third College tier, “UIC Educators are Effective,” guides special
education principles two and four, respectively: “Central to learning about teaching is learning about effective
instruction,” and “Becoming a teacher is learning to work collaboratively with families and professionals in the
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 9
school and community.” The ultimate goal and bottom line of teaching is effectiveness; to that end, UIC teacher
candidates in special education will work toward the development of an exemplary practice coupled with a
dispositional stance that, together, provide the foundation for accomplished teaching and successful learning for
all students.
Illinois State Standards Addressed
COMMON CORE STANDARDS FOR ALL SPECIAL EDUCATION TEACHERS
Standard 2. Characteristics of Learners: The competent special education teacher understands how disabilities
impact the cognitive, physical, emotional, social, and communication development of an individual and provides
opportunities that support the intellectual, social, and personal development of all students.
*CC2M – the effects of second language acquisition on communication patterns
Standard 3. Assessment: The competent special education teacher understands the educational assessment process
and uses various assessment strategies to support the continuous development of all students, ages 3-21.
CC3A – assessment as an education process
CC3B – terminology used in assessments
CC3C – legal provisions, regulations, and guidelines regarding assessment of individuals with disabilities
CC3D how to interpret information obtained from standardized tests including age/grade scores, standard scores,
percentile ranks, stanines, measures of central tendency, standard deviations, and standard error of measurement
*CC3E – strategies for modifying and adapting formal tests
CC3F – strengths and limitations of various assessment tools
CC3G – influences of disabilities, culture, and language on the assessment process
CC3H – a variety of procedures for identifying students’ learning characteristics and needs, monitoring student
progress, and evaluating learning strategies and instructional approaches
CC3K – gathers background information regarding academic history
CC3L – collaborates with families and other professionals in conducting individual assessment and reporting of
assessment results
CC3M – interprets information from formal and informal assessment instruments and procedures
*CC3N – develops individualized assessment strategies for instruction and uses appropriate procedures for
evaluating results of that instruction
CC3O – uses performance data and information from teachers, other professionals, individuals with disabilities,
and parents collaboratively to make or suggest appropriate modifications in learning
Standard 7. Collaborative relationships: The competent special education teacher uses knowledge of effective
written, verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive
interaction among professionals, parents, paraprofessionals, and students.
CC7C – ethical practices for confidential communication to others about individuals with disabilities
LEARNING BEHAVIOR SPECIALIST I STANDARDS
Standard 3. Assessment: The competent special education teacher understands the educational assessment process
and uses various assessment strategies to support the continuous development of all students, ages 3-21.
LBS3E – the uses and limitations of informal and formal assessments
*LBS3K – adapts formal assessment devices to accommodate a student’s mode of communication and response
*also addressed in other course and practicum work in the program.
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 10
References
Readings are based on journal articles, policy documents and chapters from
books.
Collaboration Edwards, C. C. & Da Fonte, A. (2012). The 5-point plan: Fostering successful
partnerships with families of students with disabilities. TEACHING Exceptional
Children, 44(3) 6-13.
Educational Evaluations Danielson, L. & Rosenquist, C. (2014). Introduction to the TEC special issue on data-based individualization.
Teaching Exceptional Children, 46 (4), 6-12.
Mather, N. & Wendling, B. J. (2005). Linking cognitive assessment results to academic interventions for students
with learning disabilities. In D. P. Flanagan & P. L. Harrison (Eds.). Contemporary intellectual
assessment: Theories, Tests, and Issues (2nd ed.) (pp. 269-294). New York, NY: The Guilford Press.
Web Links Chicago Public Schools Office of Diverse Learners and Supports-
http://cps.edu/SiteCollectionDocuments/odlss_IndividualEducationPlan.pdf
Dynamic Assessment Allsopp, D. H., Kyger, M. M., Lovin, L., Gerretson, H., Carson, K. L., & Ray, S. (2008). Mathematics dynamic
assessment: Informal assessment that responds to the needs of struggling learners in mathematics.
TEACHING Exceptional Children, 40(3), 6-16.
Lauchlan, F & Carrigan, D. (2013). Improving learning through dynamic assessment: A practical classroom
resource. London, England: Jessica Kingsley Publishers.
Macrine, S. L. (2008). Dynamic assessment and remediation approach: Using the DARA approach to assist
struggling readers. Reading & Writing Quarterly, 24, 52-76.
Team Meetings Bedford, P. & Hollinger, R. (2006). Using a structured protocol for analyzing and learning from student work.
Wisconsin Teacher of Mathematics, Winter. 15-21.
Marten, S. & Spielman, J. (July 2005). Modified descriptive review as a tool for reflection and professional
inquiry. Language Arts, 82(6), 452-461.
Collaborative Assessment Conference
• (Coalition of Essential Skills): http://www.essentialschools.org/resources/60
• Bedford, P. & Hollinger, R. (2006). Using a structured protocol for analyzing and learning from student
work. Wisconsin Teacher of Mathematics, Winter, 15-21.
Fishbowl Discussion: http://www.learner.org/workshops/tml/workshop3/teaching2.html
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 11
edTPA Overview
This internship will focus on developing your educational assessment skills that will be measured during
your student teaching internship through the teacher performance assessment (edTPA).
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 12
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 13
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 14
Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17
Sped576 Spring 2018 15
UIC Sped576 Course Rubric Spring 2018 16
UIC Special Education 576
Internship in Assessment
UIC Sped576 Course Rubric Spring 2018 17
Sped 576 Internship in Assessment NOTE: the schedule is tentative and subject to change based on the needs of the students
Date Session Format
Topic Video Lecture Due
Readings Due Assignments Due/Materials
January 16
Class 1
1) Syllabus/Intros 2) Assessment Review 3) Assign Intern Teams 4) Collaboration Agreement 5) Cases: Getting to know you packets for clients
Mandatory Reading: 1) Comprehensive Assessment Article LD ONLINE NJCLD 2) Read Background of ANDREW Case study: pgs: 1-9
BRING: laptops to upload study guides and access box
January 23
Class 2 Tentative Parent Interviews @ 6:00pm
1) Writing Workshop #1a-(writing the intro & starting Running Recommendations) 2) Parent Interview 3) Collaborative Writing/Organizing of Background History
Video Lecture Due: 1) Cognitive Lecture
Mandatory Reading:
1) Edwards & Dufont 2012, The 5 Point Plan 2) Read Cognitive Section of ANDREW Case study: pgs: 10-19
Due:
1) QUIZ: Online Quiz #1 (cognitive)
BRING:
1) LARGE BAG 2) Resource Binder 3) Organized Case
study binder (will be CHECKED)
January 30
Class 3
1) Cognitive Processing Jigsaw 2) Data Team Meeting 1 Intro: “Descriptive Review” 3) Learn to Coach 4) Peer Feedback on background history 5) Collaborative Writing of Background Section
Video Lectures DUE:
1) “Interpreting
the Cognitive
“Video.
Mandatory Reading: 1) Assigned sections of Shrank, Decker, & Garruto 2016 2) Marten & Spielman (2005).
DUE: 1) Cog Processing
jigsaw worksheet/ notes
2) Background history for peer review-1 HARD COPY
BRING: 1) laptops
2) binders
February 3 Saturday
***** Live Clinic observation ***** Attend your scheduled time: 7:45-11(children test from 8:00-10:30am)
DUE: COGNITIVE SUBTEST SELF-STUDY SECTIONS SPECIFIC TO YOUR PROCESSING AREA
February 6
Class 4
Data Team Meeting #1: Descriptive Review- forming guiding questions
1) Writing Workshop #1b (examples of tables) 2) Data Team Meeting #1 3) Practice/ Mock Testing (deliver the testing plans, see testing schedules) 4) Collaborative Writing
Video Lectures
Due:
1) Review
“Interpreting
the Cognitive”
2) Two Intro
Lectures
3) Tutorial of
YOUR
subtests.
PRACTICE YOUR
TESTS!
PRACTICE YOUR
TESTS!
If you think you’ve
practiced enough, go
one more hour.
Data Meeting #1 DUE:
1) QUIZ: Online Quiz #2 BRING:
1) laptops
2) binders 3) testing materials for
practice
UIC Sped576 Course Rubric Spring 2018 18
February 10 Saturday
***** Cognitive 2***** Attend your scheduled time: 7:45-11(children test from 8:00-10:30am)
DUE: COGNITIVE SUBTEST SELF-STUDY SECTIONS SPECIFIC TO YOUR PROCESSING AREA BRING TESTING SCHEDULE FOR YOUR TESTING DAY
February 13
Class 5
1) Writing Workshop #2 (Cog summary) 2) Collaborative Write-Cognitive Tables 3) Test Day Prep 4) PRACTICE
Video Lecture 1) Two Intro Lectures to Academic Areas 2) Video Tutorial of YOUR subtests
PRACTICE YOUR
TESTS!
PRACTICE YOUR
TESTS!
If you think you’ve
practiced enough, go
one more hour.
Due: 1) Case Study Background Section DUE- 1 HARD COPY
2) QUIZ: Online quiz #3 BRING:
1) laptops
2) binders 3) testing materials for
practice
February 17 Saturday
***** INTERN TESTING DAY 1***** 7:30-11:30(children test from 8:00-10:30am)
BRING TESTING SCHEDULE FOR YOUR TESTING DAY
February 20
Class 6
1) Creating a Learner Profile (Douglas) 2) Review Draft 1 Checklist 3) Peer Review Cog. Summary 4) PRACTICE 5) Collaborative Write 6) Working on Case Learner Profiles 7) PRACTICE--Test Workshops-CRI, CELF, Slingerland
PRACTICE YOUR
TESTS!
PRACTICE YOUR
TESTS!
PRACTICE YOUR
TESTS!
Mandatory Reading:
Chapter 7
Due: FULL Cognitive Summary for peer review-1 HARD COPY BRING:
1) laptops
2) binders 3) testing materials for
practice
February 24
***** INTERN TESTING DAY 2*****
7:30-11:30(children test from 8:00-10:30am) BRING TESTING SCHEDULE FOR YOUR TESTING DAY
February 27
Class 7
1) Data Team Meeting 2 Intro: “Collaborative Assessment Conference” 2) Dynamic Assessment Lecture
3) Collaborative Profiling & Writing w/ Results from Intern Testing Days
Video Lecture 1) Video Tutorial: Researching Disabilities
Mandatory Reading: 1) Compton 2012- Cognitive and Academic Profiles of Reading and Mathematics LD
2) Bedford & Hollinger (2006)
PRACTICE YOUR
TESTS!
DUE: Draft 1 (Introduction
Revised & Cognitive
Section/Summary) BRING:
1) laptops
2) binders 3) testing materials for
practice
March 3 *****Intern Testing day 3***** 7:30-11:30(children test from 8:00-10:30am)
BRING TESTING SCHEDULE FOR YOUR TESTING DAY
March 6
Class 8
1) Data Team Meeting #2:
“Collaborative Assessment
Conference”
Video Lecture 1) Tutorials
Applicable to your test day
Mandatory Reading: 1) Lauchlin & Carrigan Section 2
DUE:
QUIZ: Online Quiz #4
Student work sample &
prep for CAC
UIC Sped576 Course Rubric Spring 2018 19
Data Team Meeting #2: “Collaborative Assessment Conference” CAC w/ Student Work Sample
3) Collaborative Writing:
Results from Intern Testing Days
4) Dynamic Assessment Protocol
Due at the end of class.
5) PRACTICE
2) Intro to Affective Measures 3) All Affective Tutorials
PRACTICE YOUR
TESTS!
BRING:
1) laptops
2) binders 3) testing materials for
practice
March 10 ***** INTERN TESTING DAY 4***** 7:30-11:30(children test from 8:00-10:30am)
BRING TESTING SCHEDULE FOR YOUR TESTING DAY
March 13 Tuesday
Class 9
1) Peer Review of Draft 2-
Academic Summaries
2) Profile & Interpretation
3) Collaborative Writing: Edits
to Academic Summaries
TBD based on student needs
DUE: 1) Draft 2 for Peer Review--Academic Summaries- 1 HARD COPY
2) QUIZ: Online Quiz #5 BRING:
1) laptops
2) binders 3) testing materials for
practice
March 17 ***** TESTING DAY ***** 7:30-11:30(children test from 8:00-10:30am)
BRING TESTING SCHEDULE FOR YOUR TESTING DAY
March 20
Class 10
1) Introduction to IEP’s
2) Practice Writing IEP Goals
3) Writing Workshop 3a
Researching Interventions/
Writing Recommendations (3
due by the end of class 2
recommendations in your area of
need)
4) Collaborative Writing
Website Exploration: http://cps.edu/Pages/DiverseLearners.aspx SPECIFICALLY: Development and Implementation of IEP: http://cps.edu/SiteCollectionDocuments/odlss_IndividualEducationPlan.pdf
DUE:
1) DRAFT 2 (edits, all
tests, and summaries)
BRING: 1) laptops
2) binders 3) testing materials for
practice
March 27 ***SPRING BREAK***
April 3
Class 11
1) Report Writing Workshop
#3b-Writing the Summary &
Recommendations
2) Data Based Decision Making
& Evidenced Based Practice
Lecture
2) Collaborative Writing
Mandatory Reading: 1) Danielson & Rosenquist (2014) 2) Facilitating the Effective Implementation: Cook, Cook, Cook, & Shepher
1) QUIZ: Online Quiz #6
UIC Sped576 Course Rubric Spring 2018 20
April 10
Class 12
1) Interventions Research &
Writing
2) Collaborative Writing
3) Student Profile Meetings**
4) Begin the Parent Handout
(During class, each team will have
30 minutes with the instructor to
discuss their profiles)
Video Lecture 1) Researching Individualized Supports
Due:
1) Draft 2 EDITS
completed & Appendix of
Scores
BRING: 1) laptops
2) binders 3) testing materials for
practice
April 17
Class 13
1) Prepare Student Feedback
2) Parent Handout
3) Peer Review of Draft 3
4) for DVD
Mandatory Reading Blog Post: http://www.learner.org/workshops/tml/workshop3/teaching2.html.
DUE:
1) Draft 3 COMPLETE
for peer review-
1 HARD COPY
BRING:
1) laptops
2) binders
April 24
Class 14 Data Team
Meeting #3-
“Fishbowl-Family
Meeting”
1) Collaborative Writing
2) Resource and Intervention Creation
Data Team Meeting #3-“Fishbowl-Family Meeting”
DUE:
1) DRAFT 3 DUE
2) Draft Parent Handout
May 1
Class 15
Collaborative Writing WORKSHOP
May 8
FINALS Class
PARENT CONFERENCE & Student Feedback Recording Times are TBD
DUE:
1) Revised handout
2) ALL MATERIALS
3) Digital message to
student on results
MAY 9
Draft 4 (Final) Due—Hard copy & digital copy due by 5pm
or sooner. Digital copy due in box.
Final Draft should be compiled into one document with the summary score tables
as an appendix. All recommendation handouts should also be in the appendix.
UIC Sped576 Course Rubric Spring 2018 21
SPED 576 COURSE REQUIREMENTS
Your grade for this course will be based on the following:
Assignment/Activity Due Date
1. Class Preparation & Attendance Ongoing
Online Quizzes *Refer to Syllabi Schedule
2. Evaluation process
Teaming & Collaboration Ongoing
Preparedness & Professionalism Ongoing
Informal Data Collection Ongoing
Formal Test Administration & Scoring Ongoing
Dynamic Assessment Ongoing
Feedback to Colleagues Testing days and Peer
Review Days
Student Learning Profile Ongoing
Feb. 6, March 6, April 24
Communicating Results to Family May 8
Feedback to Student May 8
3. Data Meetings
Meeting #1: Descriptive Review of the Child February 6
Meeting #2: Collaborative Assessment
Conference March 6
Meeting #3: Case Presentation (fishbowl format) April 24
4. Case Study Report
Draft 1 February 27
Draft 2 March 20
Draft 3 April 24
Draft 4 (final) May 9
SPED 576 GRADING SCALE
474 possible points
A= 93-100% (440-474 points)
B= 86-92% (407-439 points)
C= 79-85% (374-406 points)
<79% = Course Failure (less than 374 points)
UIC Sped576 Course Rubric Spring 2018 22
Intern Name: ____________________________ Date: __ ___
COURSE RUBRIC
Evaluation Source Scoring Criteria Total Points
Attendance and
Participation
Attends and participates in all classes and testing sessions
Arrives on time
___/30 pts (2 per class)
Blackboard Quizzes
___/36 pts (6 points each)
/66
Evaluation Process
See Data Collection rubrics (p. 2)
Teaming & Collaboration: ___/ 16 points
Preparedness & Professionalism ___/ 12 points
Informal Data Collection ___/ 32 points
Formal Test Administration & Scoring ___/ 32 points
Dynamic Assessment ___/ 24 points
Feedback to Colleagues ___/ 12 points
Student Learning Profile ___/ 32 points
Communicating Results to Family ___/ 24 points
Feedback to Student ___/ 16 points
/200
Data Meetings
See Data Meeting rubrics (p. 3)
Data meeting 1 (Descriptive Review of Child): ___/ 20 points
Data meeting 2 (Collaborative Assessment Conference): ___/ 20 points
Data meeting 3 (Case presentation): ___/ 20 points
/60
Case Study Report
See Case Study Report rubrics (p. 4)
Draft 1 (Intro sections & cognitive results): ___/ 32 points
Draft 2 (All test results): ___/ 40 points
Draft 3 (Complete report): ___/ 56 points
Draft 4 (Final draft): ___/ 20 points
/148
Total = ________ / 474
Grade: _______
A= 93-100% (440-474 points)
B= 86-92% (407-439 points)
C= 79-85% (374-406 points)
<79% = Course Failure (less than 374 points)
UIC Sped576 Course Rubric Spring 2018 23
Evaluation Process
Categories 4 3 2 1 Points
Teaming and
Collaboration
CC3L, CC3N
Consult with team members
in selection & administration
of tests, interpretation of
results, and development of
learner profile
Evidence of consultation,
but often working
independently that leads
to some disorganization
or inaccurate conclusions
Minimal collaboration or
discussion that leads to
disconnected testing and
conclusions
Worked independently
throughout most of the
process of testing and
interpretation, which
negatively impacts case
/16
Preparedness &
Professionalism
CC7C, CC3L
Appropriate attire, fully
prepared for test
administration, appropriate
rapport with child & parent
Most of ‘4’ but lacking in
1 aspect of criteria or is
unprepared only once
Is inconsistent in
professional conduct or
in preparedness for test
administration
Is often not prepared or
not demonstrating
professional conduct
/12
Informal data
collection (interviews,
observations, records
review)
CC3K, CC3G, CC7C
Submitted informal data
notes from interviews and
other informal data. Notes
are recorded in an organized
manner & are objective.
Explores pertinent issues
further; collects all necessary
paperwork & work samples
Completes as for ‘4,’ but
late due to lack of
planning (not delay on
part of family) & shows
some lack of preparation
or some components not
be thoroughly discussed
Completes brief informal
assessments or subjective
that does not allow reader
to gain a sufficient
understanding of child
and family
Both brief and highly
subjective
/32
Formal Test
Administration &
Scoring
CC3D, CC3H, CC3E,
LBS3K
Developed rapport w/ child,
manipulated materials with
ease, accurately recorded raw
& derived score, appropriate
& adequate accommodations
Some difficulty with
rapport, miss-scored
some items or derived
scores, did not make all
needed adjustments
Completed
administration without
invalidating results, but
made significant errors in
administration and/or
scoring
Invalidated at least one
subtest due to lack of
preparation with regard
to procedure and/or
scoring
/32
Dynamic Assessment
CC3E, CC3H, CC3N,
LBS3K
Planned and performed
informal dynamic
assessment(s) in the area of
need that addressed the
student’s level of
understanding &
misunderstanding;
assessment led to effective
ideas for interventions
Dynamic assessment was
planned and moderately
effective in gathering the
necessary data to lead to
specific and effective
interventions.
Dynamic assessment was
either not in the child’s
area of need or poorly
planned, leading to
ineffective intervention
ideas.
Did not administer a
dynamic assessment
/24
Feedback to
Colleagues
(Peer Observations)
CC7
Completed all peer
observations for each group,
engaged in discussions with
peers about the cases, &
provided useful, professional
information.
Completed peer
observations for each
session and engaged with
peers, but gave general
comments or did not
complete all observations
Completed observations
intermittently that
included useful feedback
to peer and/or engaged
minimally with peers
about the case
Completed observations
inconsistently & did not
regularly provide useful
feedback
/12
Student Learning
Profile Meeting
Prepares a clear and holistic
case of strengths and needs
with connections drawn
across formal & informal
data. Presents a strong case
for or against a profile of a
disability.
Presents a mostly holistic
learning profile with some
inaccuracies or data
missing and/or case
for/against a disability
profile is weak.
Presents jargon-free case
of disconnected skills
without synthesizing
across in/formal data
and/or profile for/against
disability profile is not
based on evidence.
Presents a case of mostly
test scores that is
disconnected and/or
does not present a case
for/against a disability
profile.
/32
Communicating
Results to Families
(Parent meeting)
The meeting with the
student’s family effectively
engaged the family
respectfully, addressed the
parents’ concerns, and
responded to the parents’
questions. Handout was
clear, organized & accurate.
Moderately effective
meeting as the parents
were not engaged
completely, most
questions were answered
and most concerns were
addressed. Handout had
some jargon.
The meeting was
minimally effective in
addressing concerns,
questions and respect.
Handout had some
inaccuracies and/or
contradictions.
The meeting was not
effective in supporting
the family or addressing
specific concerns.
Handout was unclear
and had major
inaccuracies.
/24
Feedback to the
Student
(video, written, or oral)
Provided feedback (verbal, video
or written) that addressed the
student’s strengths & needs and
offered appropriate ideas that
supported the student
academically at his/her level.
Feedback either did not
address the student’s full
profile or did not provide
ideas for support at
his/her level.
Feedback was not
detailed and unclear and
was at his/her level.
Feedback to the student
was not provided. /16
Assessment Process Total: /200
UIC Sped576 Course Rubric Spring 2018 24
Data Meetings
Categories 4 3 2 1 Points
Data Meeting 1: Descriptive Review of Student
Process
The meeting was prepared well,
collaborative and effectively run. While
the team provided insight into their case,
they also listened openly to peer questions,
comments & ideas.
Some preparation and
collaboration was apparent, as it was
moderately effective. Some insight
was provided with some openness
to peer ideas.
Minimal preparation and
collaboration; the meeting was
minimally effective. The team
either did not provide insight
or did not listen to peers.
No preparation or
collaboration was
evident. The team did
not listen to peers or
provide insight.
/8
Content
The information presented in the meeting
was accurate, detailed, and insightful.
Evidence was effectively cited and utilized
to build an organized & focused case.
The information presented was
moderately accurate, detailed &
insightful. Evidence was somewhat
cited as well as moderately
organized & focused.
The information presented
had some major inaccuracies,
lacked detail & insight.
Evidence was minimally cited
and somewhat disorganized.
The information
presented was
inaccurate, disorganized
and general. Evidence
was not cited. /8
Peer feedback
Provided effective support for peers when
peers presented their case (i.e.,
participated when necessary, asked
questions, offered ideas, actively listened).
Provided moderate support to
peers. Provided minimal support to
peers. Did not provide support
to peers. /4
Data Meeting 2: Collaborative Assessment Conference (CAC)
Process
The meeting was prepared well,
collaborative and effectively run. While
the team provided insight into their case,
they also listened openly to peer questions,
comments & ideas.
Some preparation and
collaboration was apparent, as it was
moderately effective. Some insight
was provided with some openness
to peer ideas.
Minimal preparation and
collaboration; the meeting was
minimally effective. The team
either did not provide insight
or did not listen to peers.
No preparation or
collaboration was
evident. The team did
not listen to peers or
provide insight.
/8
Content
The information presented in the meeting
was accurate, detailed, and insightful.
Evidence was effectively cited and utilized
to build an organized & focused case.
The information presented was
moderately accurate, detailed &
insightful. Evidence was somewhat
cited as well as moderately
organized & focused.
The information presented
had some major inaccuracies,
lacked detail & insight.
Evidence was minimally cited
and somewhat disorganized.
The information
presented was
inaccurate, disorganized
and general. Evidence
was not cited. /8
Peer feedback
Provided effective support for peers when
peers presented their case (i.e.,
participated when necessary, asked
questions, offered ideas, actively listened).
Provided moderate support to
peers. Provided minimal support to
peers. Did not provide support
to peers. /4
Data Meeting 3: Case Presentation (fishbowl)
Process
The meeting was prepared well,
collaborative and effectively run. While
the team provided insight into their case,
they also listened openly to peer questions,
comments & ideas.
Some preparation and
collaboration was apparent, as it was
moderately effective. Some insight
was provided with some openness
to peer ideas.
Minimal preparation and
collaboration; the meeting was
minimally effective. The team
either did not provide insight
or did not listen to peers.
No preparation or
collaboration was
evident. The team did
not listen to peers or
provide insight.
/8
Content
The information presented in the meeting
was accurate, detailed, and insightful.
Evidence was effectively cited and utilized
to build an organized & focused case.
The information presented was
moderately accurate, detailed &
insightful. Evidence was somewhat
cited as well as moderately
organized & focused.
The information presented
had some major inaccuracies,
lacked detail & insight.
Evidence was minimally cited
and somewhat disorganized.
The information
presented was
inaccurate, disorganized
and general. Evidence
was not cited. /8
Peer feedback
Provided effective support for peers when
peers presented their case (i.e.,
participated when necessary, asked
questions, offered ideas, actively listened).
Provided moderate support to
peers. Provided minimal support to
peers. Did not provide support
to peers. /4
Data Meetings: /60
UIC Sped576 Course Rubric Spring 2018 25
Case Study Report >
Categories 4 3 2 1 Points
Draft 1: Introductory Sections & Cognitive Results
Content
CC3G, CC3K
Background and observation
(daily routine), academic history
are clearly and accurately
discussed. WJ Cognitive
section is complete with an
objective summary.
Most content included,
needs more
information/clarification
in any area. Writing was
not completely objective.
An entire section is
missing or needs
considerable revision.
Heavy use of jargon
(i.e., subtest names).
At least half of the
following sections are
missing: background,
observation, academic,
WJ cognitive.
/28
Organization/
Mechanics
Strict adherence to prescribed
format, including accurate
spelling and grammar
Mostly adhered to
prescribed format
evident, spelling and
grammar.
Lack of adherence to
format, spelling and
grammar
Substantial revisions
needed in: format,
spelling/grammar
/4
Draft 2: Complete introductory and results sections
Address previous edits All previous edits are addressed
appropriately.
Most edits are
addressed.
Some edits are
addressed.
No previous edits are
addressed.
/8
Content
CC3B, CC3C, CC3D,
CC3E, CC3F, CC3G,
CC3H, CC3M, CC3N,
CC7C, LBS3E, LBS3K
Uses correct assessment
terminology; Accurately reports
scores from measures used;
Mentions strengths, cites
relevant examples, accurately
interprets test performance and
writes concise section
summaries that accurately
describe skills using little jargon
Reports scores, but may
not be consistent across
measures; Inconsistency
between report and
scores. Occasionally
misinterprets scores.
Some relevant examples
included. Uses jargon.
Not all measures
reported; Lacks
appropriate
examples,
consistently
misinterprets scores.
Some contradictions
in interpretations.
Report evidences lack of
understanding of test
score and report
procedures. Evidences
lack of understanding in
interpreting test
performance.
/28
Organization/
Mechanics
Strict adherence to prescribed
format, including accurate
spelling and grammar
Mostly adhered to
prescribed format
evident, spelling and
grammar.
Lack of adherence to
format, spelling and
grammar
Substantial revisions
needed in: format,
spelling/grammar /4
Draft 3: Complete repot
Address previous edits All previous edits are addressed
appropriately.
Most edits are
addressed.
Some edits are
addressed.
No previous edits are
addressed.
/8
Summary
CC3M
Summary is coherent, concise,
& clear in describing student’s
abilities, learning styles,
language, and needs in
academic, social, and behavior
domains
Some of summary
components are missing
or show slight
contradictions within the
summary or test results
Summary is not
holistic in its
reporting of results
across artifacts
A retelling of various
scores, lacks cohesion,
not a summary
/28
Recommendations
CC3A, CC3M, CC3N,
CC3O
Provides realistic
recommendations to school,
parent, and child that reflect
academic and social needs of
the student; includes detailed
strategies & descriptions when
needed that are child specific
Lists recommendations
for appropriate people,
but lacks specificity in
strategies to be used for
that particular child
Recommendations
are general and do
not address areas of
need.
Recommendations are
generic and not child
specific, not enough
recommendations
included, may be
missing entire areas
/16
Organization/
Mechanics
Strict adherence to prescribed
format, including accurate
spelling and grammar
Mostly adhered to
prescribed format
evident, spelling and
grammar.
Lack of adherence to
format, spelling and
grammar
Substantial revisions
needed in: format,
spelling/grammar /4
Draft 4: Final Report
Address previous edits
All previous edits (intro, results,
summary & recommendations)
are addressed appropriately.
Most edits are
addressed.
Some edits are
addressed.
No previous edits are
addressed.
/20
Case Study Report: /148