University of North Texas College of EducationPrograms in Special Education

NCATE AccreditedEDSP 4320.001: Educational Assessment of Exceptional Learners

T, R--WH 115; Fall 2013

Dr. Mary Bailey Estes Matthews Hall, 304-F(940) 565-2579Email me through BlackboardOffice hours: Tuesday: 2:00-4:30 PM

Wednesday: 10:30-12:00 PM; 1:00 -5:00 PM Thursday: 2:00-4:00 PMThe University of North Texas makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time; however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the Office of Disability Accommodation website at http://www.unt.edu/oda. You may also contact them by phone at 940.565.4323.

1.0 Course Description

3 hours. Knowledge of basic testing procedures and terminology as related to the exceptional learner. Interpretation and utilization of test data in developing individual educational plans.  Introduction to norm-referenced assessment, curriculum-based assessment, and informal or alternative assessment practices.

2.0 CEC Standards:

The competencies for this course are taken from the CEC Common Core of Knowledge and Skills and the Competencies required for successful completion of the Pedagogy and Professional Responsiblities (PPR) TExES exam. I. PHILOSOPHICAL, HISTORICAL, AND LEGAL FOUNDATIONS OF SPECIAL EDUCATION

4. Assurances & due process rights related to assessment, eligibility & placement for students who are culturally and/or linguistically diverse. (CEC)

II. CHARACTERISTICS OF LEARNERS

12. Characteristics & effects of the cultural & environmental milieu of the child & the family (e.g., cultural diversity, socioeconomic level, abuse/neglect, substance abuse, etc.). (CEC)

III. ASSESSMENT, DIAGNOSIS, & EVALUATION

16. Basic terminology used in assessment. (CEC)

17. Ethical concerns related to assessment. (CEC)

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18. Legal provisions, regulations, & guidelines regarding student assessment. (CEC)

19. Typical procedures used for screening, prereferral, referral, classification. (CEC)

20. Appropriate application & interpretation of scores, (e.g., grade scores vs. Standard score, percentile ranks, age/grade equivalents, & stanines). (CEC)

21. Appropriate use & limitations of each type of assessment instruments. (CEC)

22. Influence of diversity on assessment, eligibility, programming, & placement of exceptional learners. (CEC)

23. The relationship between assessment & placement decisions. (CEC)

25. Collaborate with parents & other professionals involved in the assessment of students with individual learning needs. (CEC)

27. Gather background information regarding academic, medical, & family history. (CEC)

28. Use various types of assessment procedures (e.g, norm-referenced, curriculum-based, work samples, observations task analysis) appropriately. (CEC)

29. Interpret formal & informal assessment instruments & procedures. (CEC)

30. Report assessment results to students, parents, administrators & other professionals using appropriate communication skills. (CEC)

IV. INSTRUCTIONAL CONTENT & PRACTICE

43. Interpret & use assessment data for instructional planning. (CEC)

44. Develop and/or select assessment measures & instructional programs & practices which respond to cultural, linguistic, & gender differences. (CEC)

V. PLANNING & MANAGING THE TEACHING & LEARNING ENVIRONMENT

61. Research based best practices for effective management of teaching & learning. (CEC)

VI. MANAGING STUDENT BEHAVIOR & SOCIAL INTERACTION SKILLS

76. Strategies for preparing students to live harmoniously & productively in a multiclass, multiethnic, multicultural, multinational world. (CEC)

VII. COMMUNICATION & COLLABORATIVE PARTNERSHIPS

89. Ethical practices for confidential communication to other about individuals with exceptional learning needs. (CEC)

VIII. PROFESSIONALISM AND ETHICAL PRACTICES

101. Promote & maintain a high level of competence and integrity in the practice of the profession. (CEC)

102. Exercise objective professional judgment in the practice of the profession. (CEC)

103. Demonstrate proficiency in oral & written communication. (CEC)

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104. Engage in professional activities which may benefit exceptional individuals, their families &/or colleagues. (CEC)

105. Comply with local, state, provincial, & federal monitoring & evaluation requirements. (CEC)

106. Use of copyrighted educational materials in an ethical manner. (CEC)

107. Practice within the CEC Code of Ethics & other standards & policies of the profession.(CEC)

2.1 State Standards as Measured With the TExES EC-12 PPR:

Domain I: Designing instruction and assessment to promote student learning.Competency 001: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning.A. Knows the typical stages of cognitive, social, physical and emotional development of

students in early childhood through grade 12.B. Recognizes the wide range of individual developmental differences that characterize

students in early childhood through grade 12 and the implications of this developmental variation for instructional planning.

F. Uses knowledge of cognitive changes in students in early childhood through adolescence (e.g., from an emphasis on concrete thinking to the emergence and refinement of abstract thinking and reasoning, increased ability to engage in reflective thinking, increased focus on the world beyond the school setting) to plan developmentally appropriate instruction and assessment that promote learning and development.

Domain I: Competency 003: The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.A. Understands the significance of the Texas Essential Knowledge and Skills (TEKS)

and of prerequisite knowledge and skills in determining instructional goals and objectives.

B. Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g., clarity; relevance; significance; age-appropriateness; ability to be assessed; responsiveness to students’ current skills and knowledge, background, needs and interests; alignment with campus and district goals).

C. Uses assessment to analyze students’ strengths and needs, evaluate teacher effectiveness and guide instructional planning for individuals and groups.

D. Understands the connection between various components of the Texas statewide assessment program, the TEKS and instruction and analyzes data from state and other assessments using common statistical measures to help identify students’ strengths and needs.

Domain III: Implementing effective, responsive instruction and assessment. Competency 007: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts.

Domain III: Competency 010: B. Creates assessments that are congruent with instructional goals and objectives and

communicates assessment criteria and standards to students based on high expectations for learning.

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E. Responds flexibly to various situations (e.g., lack of student engagement in an activity, the occurrence of an unanticipated learning opportunity) and adjusts instructional approaches based on ongoing assessment of student performance.

Domain IV: Fulfilling professional roles and responsibilities Competency 011: The teacher understands the importance of family involvement in

children’s education and knows how to interact and communicate effectively with families.

C. Interacts appropriately with all families, including those that have diverse characteristics, backgrounds and needs.

D. Communicates effectively with families on a regular basis (e.g., to share information about students’ progress) and responds to their concerns.

State Standards as Measured by the EC-12 Special Education TExES:

Standard V: The special education teacher understands formal and informal assessment procedures and knows how to evaluate student competencies to make instructional decisions.

5.3s Demonstrate responsiveness to cultural and other factors (e.g., ethnicity, language, religion gender, personal beliefs, nature and severity of disability) by matching appropriate assessment strategies to the characteristics and needs of individual students.

5.4s Gather background information regarding academic, medical, and family history.

5.5s Use various types of assessment procedures appropriately.5.6s Interpret information from formal and informal assessment instruments and

procedures, including the interpretation of various types of scores.5.7s Report assessment results to individuals with disabilities, parents/guardians,

administrators, and other school and community personnel using appropriate communication skills.

5.8s Use information from teachers, other school and community personnel, individuals with disabilities, and parents/guardians to make or suggest appropriate accommodations/modifications to learning environments.

5.9s Develop individualized assessment strategies to evaluate the results of instruction.

5.10s Use assessment information to help make instructional decisions and plan individual programs that result in appropriate placement and intervention for all individuals with disabilities, including those from culturally and/or linguistically diverse backgrounds.

5.11s Evaluate supports needed for access to the general curriculum and integration into various programs and environments.

5.12s Design ecological inventories, portfolio assessments, task analyses, and functional assessments to accommodate the unique abilities and needs of individuals with disabilities.

3.0 Required Readings:

Cohen, L. G. & Spinciner, L. J. (2011). Assessment of children and youth with special needs (4th ed.). New York: Longman.

Additional readings and handouts may be available through the website. In addition to the textbook, students are responsible for all materials handed out in class and all materials assigned through the website.

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4.0 Course Expectations

Tk20: This course contains an assignment that will be uploaded and assessed in the UNT Tk20 Assessment System. This will require the one time purchase of a Tk20 account. Student subscriptions will be effective for seven years from the date of purchase. Key assessments must be uploaded into the Tk20 system for instructors to assess. Please go to the following link for directions on how to purchase Tk20. http://www.coe.unt.edu/tk20. This is necessary to maintain UNT’s NCATE accreditation. Announcements concerning Tk20 will also be posted to this website.

Each student is expected to attend class. One or more unexcused absences will cause the student to be assigned a 10% reduction in grade per absence. If you know you will be absent, please consult the instructor in advance. Special circumstances of any kind should be discussed with the professor.

All assignments are to be turned in during the class period on the day they are due. Assignments turned in after this time are considered late. No late assignments will be accepted.  Special circumstances should be discussed with the professor.

Students are asked to turn off or silence their cell phones before class begins. Texting during class is frowned upon by the instructor, who can always tell when texting is occurring. DON’T TEXT IN CLASS.

If you use a laptop or notebook computer to take notes, be aware that the instructor can also tell when you are actually reading email or Facebook, again, by your expression. This is frowned upon!!

Three quizzes will be given during the course, in addition to the final exam (for a total of 4 tests). Each will cover the material from the chapters and classes since the last quiz. The information assessed is not cumulative. There will be a comprehensive final examination covering all material covered during the semester.

4.2 Case Study Report

Students are required to complete one case study. All students will have the opportunity to administer, score, and analyze the following 4 tests: 1) Key Math--R

2) Woodcock Reading Mastery Test--Revised

3) Slosson Intelligence Test --Revised

4) Scales of Independent Behavior-Revised

These tests will be given to a student ranging in age from six to seventeen years old. When administering the assessments, examinees must administer all subtests within the battery. Protocols will be graded for calculating raw scores, standard scores, percentiles, 95% confidence intervals (WRMT 68% confidence intervals), basals, ceilings, and chronological ages correctly; documenting behavioral observations; noting correct and incorrect answers; and general standardization assessment procedures. Make sure to interview the parent of the child in order to gain insightful information regarding behavior, academics, hobbies, etc. The same student must be used for all four assessments. The Slosson, Key Math-R, Woodcock Reading Mastery Tests – Revised and Scales of Independent Behavior - Revised will be administered.

Students will write one case study report based on the assessments administered. Reports should integrate information from the interview, clinical observations, and test data and interpretations. Students will be expected to identify strengths/weaknesses; modifications and recommendations supported by test interpretation and provided with enough information for implementation; and use proper spelling, grammar

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and sentence structure. In addition, you must include a short paragraph of what you might say to parents at an ARD (Admission, Review, and Dismissal) meeting.

Plagiarism will not be tolerated. There is a model case study posted to the course website for your benefit; however, under no circumstances are you to save that model to your word processor and insert your own material! You may use similar tables to report test results, and you may use similar headings; however, any wording that sounds familiar will result in a lowered grade, and may result in a report to the university’s Office of Academic Integrity. The case study is to be written in YOUR words! 4.3 Grading Scale

Exam 1 100 points possible, worth 15% of your semester gradeExam 2 100 points possible, worth 15% of your gradeExam 3 100 points possible, worth 15 % of your gradeFinal Exam 100 points possible, worth 15 % of your gradeCase Study 100 points possible, worth 40% of your grade*Please note attendance policy.

90%-100% = A80%-89.9% = B70%-79.9% = C60%-69.9% = D< 60% = F**Remember, all assessments must be turned in with original scoring protocols, computer scorings, all forms (e.g., parent permission, background history, testing observations per assessment), curriculum based assessments and written report. Assessment report must be organized in a professional manner (see template posted to course website). Grade will be “F” if materials are not returned.

4.4 SETE

The Student Evaluation of Teaching Effectiveness (SETE) is a requirement for all organized classes at UNT. This short survey will be made available to you at the end of the semester and provide you a chance to comment on how this class is taught.  I am very interested in the feedback I get from students, as I work continually to improve my teaching. I consider the SETE to be an important part of your participation in this class.

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Class Schedule

(Subject to Change)

Date Topics/ChaptersAugust 29 Introductions, Review of Syllabus and Course ExpectationsSeptember 3 Chapter 1: Understanding Assessment September 5 Chapter 2: IDEA and Response to Intervention (RTI)September 10 Chapter 3: Assessment Framework September 12 Test Checkout Procedures (After meeting in WH 115, we will move to MH 316)September 17 Chapter 5: Reliability and Validity September 19 Administration of Slosson Intelligence Test (SIT)

**Ready to administer SIT in the field September 24 Exam #1 (Chapters 1, 2, 3, 5, and SIT)

Parent Permission and Information Forms due

September 26 No class October 1 Chapter 6: Developing Technical Skills October 3 Chapter 8: Observing, Interviewing, and Conferencing October 8 Chapter 15: Performance-Based, Authentic, and Portfolio AssessmentsOctober 10 Administration of Key Math

**Ready to administer Key Math assessment in the fieldOctober 15 Exam #2 (Chapters 6, 8, 15 and Key Math)

**Ready to administer Key Math assessment in the field October 17 Chapter 7: Test Interpretation and Report Writing

October 22 Administration of Woodcock Reading Mastery Test

**Ready to administer Woodcock in the field October 24 Chapter 9: Behavior in the ClassroomOctober 29 Chapter 10: Achievement: Overall Performance October 31 Chapter 12: Reading and Written Language November 5 Chapter 13: Oral Language November 7 Chapter 14: Mathematics November 12 Exam #3: (Chapters 9, 10, 12, 13, 14 and Woodcock Reading)November 14 Chapter 16: Cognitive Development November 19 Assessment of Young ChildrenNovember 21 Curriculum Based Assessment November 26 Chapter 4: Families

December 3 Case study report due Scan and upload to TK20 system for grading Review for Final Exam

December 5 All tests must be returned in similar condition as when checked out prior to receiving a grade in this class. Assessment kits due now to Dr. Estes.

December 12 Final Exam –Comprehensive (Check UNT calendar for time!)

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