LEARNING & PRESCRIPTIVE ASSESSMENT TECHNIQUES ...

1SPEC 555: LEARNING & PRESCRIPTIVE ASSESSMENT TECHNIQUESINSTRUCTOR: Dr. Carol D. MeansPHONE/EMAIL: 473-8500 (o)means@wvwc.eduOFFICE: 21 Administration Building304-296-2965 (h)khmeans@earthlink.netOFFICE HOURS: 9-10 AM -- M-FREQUIRED TEXT: Overtone, T. (2006). Assessment in Special Education (5 th ed.).New York: Merrill.ADDITIONAL MATERIALS: Test Protocol MaterialsAPPLICATION OF DEPARTMENT THEME: The "Teacher as Active Learner andDecision Maker" is the central theme around which the knowledge base for educationstudents is organized. The special educator makes numerous daily decisions all of whichare determined by prior knowledge and experience. To be an effective decision makerthe teacher must be an active learner, an individual who constantly seeks to improvethrough developmental and educational opportunities. The educational theme has fivecomponents:I. CULTURAL, SOCIAL AND SCHOOL-CLASSROOM CONTEXTSII. INDIVIDUAL DIFFERENCES AND DIVERSITYIII. INSTRUCTION AND LEARNINGIV. PROFESSIONAL, PERSONAL, ETHICAL ROLESV. EVALUATION AND DECISION-MAKINGEach of these components provides the framework within which essential knowledge forthe beginning teacher is contained. Each component provides an area of focus that is anessential part of the teacher preparation program at WVWC. EDUC 5XX will provideemphasis mainly upon components I, II, III, IV, & V.ACCREDITATION: In compliance with state and national requirements and guidelinesthis syllabus has been coded to acknowledge the elements of the standards that areembedded in the objectives, requirements, and activities of this course. The state of WestVirginia requires that teacher education graduates pass the Praxis II content area examsspecified in state Policy 5100 for licensure. The state of West Virginia also requires thatcurriculum for content area programs are designed to address the standards of nationalassociation in that content area. Therefore, in the following student outcomes,requirements, and activities are references to:• Praxis II Principles of Learning and the Learning Process K – 6, 5 – 9, and 7 – 12(PLLP)• Praxis II Education of Exceptional Students: Core Content Knowledge (#10353)(CORE)• Praxis II Education of Exceptional Students: Mild/Moderate Disabilities (#10542)(MMD)

2• Policy 5100 Interstate New Teacher Assessment and Support Consortium(INTASC)• Policy 5100 Professional Listening Skills (LIST)• Policy 5100 Speaking Skills (SPEK)• International Standards for Technology Education (ISTE)CLASS ATTENDANCE: Every student is exted to be on time and to ATTEND allclasses. It is each student's responsibility to make arrangements to obtain notes andassignments that are given during any class period that is missed.SUBMITTING ASSIGNMENTS: Maximum points will NOT be assigned to anyactivity that is not submitted by 4:30 pm on the designated date. Ten percent (10%) willbe deducted from the total earned points for the assignment for each calendar day thatthe assignment is late. Placing the assignment under the door of the office will halt thelate penalty on that date since incoming assignments are checked daily. If an activity isdue on a date when the student cannot turn it in himself, the student must find an alternatemeans to have the assignment submitted at the required time (e.g. hand it in prior to thedue date via friend, classmate, etc.) Exceptions are made only in cases of extreme emergency.INCOMPLETE: Requesting an incomplete (I) for this course is discouraged and is tobe preceded by a conference with the instructor. The purpose of the conference is to gainthe permission of the instructor, and if approval is given to discuss both the conditions ofthe awarding of the grade I and the subsequent removal.METHODS: This course will be taught using a combination of the following methods:case studies, problem solving, review of research, interpretation of data, test examinations,peer review, independent study and projects.ACADEMIC INTEGRITY: The instructor follows the College's academic integritypolicy as stated in the WVWC 2006-2007 Student Handbook including the following:1. The College considers academic dishonesty a serious offense....The penalties for violation ofacademic standards are applied in the context of our firm stance on academic integrity....2. Violations ofAcademic Integrity - a. Cheating on tests, examinations, quizzes; b. Plagiarism on writtenassignments; c. Collaboration without the instructor’s consent on individual assignments intendedto be performed outside the classroom; d. Submitting work for one course which has already beensubmitted for another course without the explicit permission of the instructors involved; e. Selling orpurchasing papers or other assignments for submission to meet course requirements.... An instructorhas the right to discipline a student if he/she has justifiable evidence that the student has violated thedefinitions of academic integrity in this Code or in further elaboration of course materials....A minimumexted penalty for offense is failure in the assignment or in the course.... “ (WVWC Student Handbook,available on line at http://www.wvwc.edu/stu/StudentHandbook/handbook.htm#rights)..STUDENT OUTCOMES: The student will

31. determine which assessments to implement for screening, diagnosis, placementand making instructional decisions mild-moderate disabilities. MMD VIII 1.1:Praxis Sped Core III 1.1-1.3: INTASC VIII- 1-3: PLLP II 2.1-2.2, 3.1-3.52. determine individual learning differences and its impact on the student.MMD III 1.1, 2.13. discuss the development and characteristics of mild disabilities for etiology,physical, and psycho-social domains. MMD II 1.1-1.54. discuss the relevant laws, policies, and models regarding referral and placementprocedures for children/adults with mild-moderate disabilities. MMD VIII 1.1-1.9: Praxis Sped Core II- 1.1-1.5; 2.1-2.6; 3.1-3.6: PLLP I- 2.1-2.65. gather and evaluate the kinds of information available from families/caregiversand public agencies within the local cultural context. MMD VIII 1.3: PraxisSped Core II- 2.2: INTASC III- 1-3; V- 1-46. implement procedures for assessing and reporting both appropriate andproblematic social behaviors. MMD VIII 2.1: Praxis Sped Core III- 2.1, 2.5:INTASC II- 1-37. use exceptionality-specific reliable and valid assessment instruments withindividuals with disabilities. MMD VIII 2.2: Praxis Sped Core III 3.1-3.3:INTASC VIII- 1-38. select, adapt and modify assessments to accommodate the unique abilities andneeds of persons with mild-moderate disabilities MMD VIII 2.3: Praxis SpedCore III- 4.1-4.2: ISTE I, II, III-1-2: INTASC IV-1-39. assess reliable methods of response for persons who lack typical communicationand performance abilities. MMD VIII 2.4: Praxis Sped Core III- 4.1: INTASCVI- 1-410. use the clinical teaching model to assess behavior and academic changes acrosssubjects and activities. MMD VIII 2.5: Praxis Sped Core III- 2.1- 2.5ISTE IV-1-3: INTASC VIII- 1-311. discuss classroom management systems which include behavioral analysis,behavioral interventions, behavioral intervention plans, data-gatheringprocedures, and curriculum-based assessment (measurement), and selfmanagementstrategies. Praxis Sped Core III- 4.2: ISTE V- 2-412. evaluate and reflect on the ethical responsibilities needed for confidentiality issuesand advocacy for appropriate services for individuals with disabilities. MMD IX

41.1, 2.2; X 2.1-2.4: Praxis Sped Core III- 4.3; 5.1, 5.3: ISTE VI- 2-5: INTASCIX- 1-313. discuss the roles of professional groups and referral agencies in identifying,assessing, and providing services to persons with disabilities. MMD X 1.1-1.3:Praxis Sped Core III- 5.1-5.3: ISTE V- 1-4: PLLP IV- 1.1-1.3; 2.1-2.414. compare, contrast, and evaluate transition to adulthood services that encouragefull community participation. MMD X 2.4: Praxis Sped Core III- 5.1, 5.3ISTE VI- 1-5: INTASC X- 1-3: PLLP IV- 1.1-1.3, 2.1-2.4LEARNING ACTIVITIES & ASSIGNMENTS:Assignment Total Pts. Possible Points Earned1. Teacher-made Test # 1 20 _____________2. Teacher-made Test # 2 20 _____________3. PowerPoint # 1 20 _____________4. PowerPoint # 2 20 _____________5. PowerPoint # 3 20 _____________6. Exam # 1 100 _____________7. Exam # 2 100 _____________8. Exam # 3 100 _____________9. Exam # 4 100 _____________10.. Case Study 100 _____________11. IEP 100 _____________12. 17 Assessments 350 _____________+_________________________Total Points 1000 Pts. EarnedGRADING SCALE:****Departmental grading scale for the Master’s Degree Program:GRADING SCALE: 100% - 92% = A 1000 to 920 points91.9% - 90% = A- 919.9 to 900 points89.9% - 88% = B+ 899.9 to 880 points87.9% - 82% = B 879.9 to 820 points81.9% - 80% = B- 819.9 to 800 points

579.9% - 78% = C+ 799.9 to 780 points77.9% - 72% = C 779.9 to 720 points71.9% - 70% = C- 719.9 to 700 points69.9% - 68% = D+ 699.9 to 680 points67.9% - 62% = D 679.9 to 620 points61.9% - 60% = D- 619.9 to 600 pointsBelow 60% = F599.9 to -0- pointsTENTATIVE SCHEDULE: The instructor reserves the right to modify this schedule and/or syllabusas needed to fulfill the requirements of the course. The schedule, policies, and assignments aresubject to change in the event of extenuating circumstances or by mutual agreement between theinstructor and the students.Week Reading Topics Assignments StudentOutcomes1 Ch. 1 Orientation, Course Assessment 1,2OverviewCase Study2 Ch. 2 Laws, Ethics &Issues3 Ch. 5 Curriculum-BasedMeasurement/Assessment4 Ch. 3 DescriptiveStatisticsDevelopmentIDEA &AssessmentsCase StudyScenarioAssessmentInformal TestsAssessmentReview &Study forExam I5 Ch. 1, 2, 3, 5 AssessmentReview6 Ch. 4 Reliability &Validity7 Ch. 6 Assessment ofBehavior8 Ch. 6 Assessment ofBehavior9 Ch. 7 Norm-ReferencedAssessment10 Ch. 8 AcademicAssessment11 Ch. 9 Measures ofIntelligence andAdaptive BehaviorAssessment3, 4, 5 Teacher-madeTestCha. 2 WebActivities6, 7, 8 Teacher-madeTest4, 5 Ch. 3 WebActivities1-8Exam IAssessment 5, 6, 7 Slosson &WRATPresentationsCh. 4 WebActivities DueAssessment 9 BASCCh. 6 WebActivities DueAssessment 9 Draw-A-PersonPIATAssessment 4, 5 Norm-ReferencedTestsCh. 7 WebAssessmentStudy forExam II3, 4, 5, 6, 8 PIATDAPActivities DueKey MathAssessment 3, 4, 5 Ch. 9 WebActivities DueExam II

612 Ch. 10 Assessment inEarly Childhood13 Ch. 11 Case StudyDiscussion w/ IEP14 Ch.11 InterpretingAssessment forEducationalIntervention15 Study for FinalExamAssessment 1, 2, 3, 4 TOALTOMALegal IssuesAssessment ofInfantsAssessment 10, 11, 12 WoodcockAchieveBatteryError AnalysisAssessment 11, 12 Ch. 11 WebActivities Due1-12 Notebook,Case Study,IEPFinalExaminationBIBLIOGRAPHYAlvarado, C.G. (2001). Best practices in sial education assessment of culturally andlinguistically diverse students. Available email: cris.alvarado@juno.com.American Educational Research Association (AERA) (1999). American PsychologicalAssociation (APA) & National Council on Measuring in Education (NCME).Fuchs, L., Fuchs, D.,. Benowitz, S., & Barringer, K. (1987). Norm-referenced tests: Arethey valid for uses with handicapped students? Exceptional Children, 54, 263-271.Lerner, J. & Kline, F. (2007). Learning disabilities and related disorders(10 th ed.).Boston: Houghton-Mifflin.Marston, D., Mirkin, P. & Deno, S. (1984). Curriculum-based measurement:alternative to traditional screening, referral, and identification. The Journal ofSpecial Education, 18 (20), 109 -117.Office of Sial Education and Rehabilitative Services (2000). Questions and answersProvisions in the Individuals with Disabilities Act Amendments of 1997 relatedTo students with disabilities and state and district wide assessments.Washington, DC.Thoma, C, Rogan, P. & Baker, S. (2001). Student involvement in transition planning:Unheard voices. Education and Training in Mental Retardation andDevelopmental Disabilities, 36 (1), 16-29.

7Turnbull, R., Turnbull, A. Shank, M., & Leal, D. (2002). Exceptional lives: SpecialEducation in today’s school (3 rd ed.). NJ: Merrill/ Prentice Hall.Valles, E. (1998). The disproportionate representation of minority students in specialEducation: Responding to the problem. Journal of Special Education, 32(1),52-54.SPEC 5 XX GRADING SHEET FOR DIAGNOSTIC ASSESSMENTSName ___________________________Assessment Total Possible Points Points EarnedIncomplete Sentence Test 10 ____________Learning Styles Inventory 10 ____________Interest Inventory 10 ____________Slosson/SORT 10 ____________.WRAT-R 10 ____________Draw-A-Person 10 ____________Brigance K & 1 Screen II 40 ____________PIAT 25 ____________BASC/ Beh. Rating Scales 20 ____________Key Math-R 30 ____________TOMA 10 ____________TOAL 15 ____________

8TORC 20 ____________TOWL 15 ____________TWS-3 15 ____________Woodcock Reading Mastery 20 ____________Woodcock Johnson Achieve Battery 55 ____________SUB-TOTAL 325 ____________SPE 5XX: GRADING SHEET FOR ASSIGNMENTS & PROJECTSName __________________________Assignment Total Possible Points Points EarnedTeacher-Made Test # 1 20 __________________Teacher-Made Test # 2 20 __________________PowerPoint # 1 20 __________________PowerPoint # 2 20 __________________PowerPoint # 3 20 __________________Exam # 1 100 __________________Exam # 2 100 __________________Exam # 3 100 __________________

9Exam # 4 100 __________________Case Study 75 __________________IEP 100 _________________SUB-TOTAL 675 _________________TOTAL PTS POSSIBLE 1000 _________________