Indiana University-Purdue University Fort Wayne
School of Education, Department of Professional Studies
EDUC K371 Assessment and Individual Instruction
EDUC M301 Field Experience
Summer I 2010
Instructor: Jane M. Leatherman, PhD
Office Phone: 260-481- 5742
Office
240 F Neff Hall
Office Hours: Mondays, Tuesdays, and
Thursdays 1:30 pm – 3:30 pm; Or by
appointment
Email: leatherj@ipfw.edu
Fax: 260-481-5408 (Attention Dr.
Leatherman)
Class Mondays, Tuesdays, and Thursdays Location: NF 251
7:00- 9:20 pm May 17- June 24th
Dr. Leatherman’s Philosophy of Teaching and Learning: In this course you will participate in
whole group discussions, small group discussions and activities, and activities to connect the text
and research to real-life applications. An outline of the chapters’ notes is available on
Blackboard; to serve as a guide to assist you in preparing for each class session and to allow for
interaction during class. My ultimate goal is to assist you to be a nurturing, professional,
educated, reflective, and responsible teacher.
Course Description:
EDUC K371/M301 Emphasizes the collection and use of formal and informal assessment
information for designing the content of individual educational plans for handicapped children in
various academic areas such as reading and mathematics.
Textbook:
Overton, T. (2009). Assessing Learners with Special Needs: An Applied Approach
(6th ed.). Upper Saddle, NJ: Prentice Hall/Merrill.
Cross-indexing Course Objectives
As the State of Indiana and the IPFW SOE have altered its certification/licensing requirements to
more adequately reflect national standard, course objectives and activities are expected to reflect
these changes. This syllabus reflects those standards.
Course Objectives and Associated Standard(s):
Throughout the course students will:
1. Comprehend relevant legislation related to assessment. INDOE Standard: 1, 3; CEC 1, 8; CF:
Habits of Mind, Pedagogy, Knowledge, Experience
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2. Describe, analyze, and demonstrate major diagnostic test strategies and interpret data. OELD
Standard: 2, 3; CEC 1, 8; CF: Habits of Mind, Pedagogy, Knowledge, Experience
3. Demonstrate an ability to use formal and informal assessment procedures and interpret results.
INDOE Standard: 3, 8, 10; CEC 1, 8; CF: Habits of Mind, Pedagogy, Knowledge,
Experience
4. Demonstrate an ability to combine assessment data into a case study summary. INDOE
Standard: 2,3,4,5,6,7,9,10; CEC 2,4,8; CF: Habits of Mind, Pedagogy, Knowledge,
Experience
5. Demonstrate knowledge and sensitivity for special needs testing, including ability level,
cultural, and SES issues. INDOE Standard: 2, 3, 5, 6, 10; CEC 1, 3, 8; CF: Habits of
Mind, Pedagogy, Knowledge
Describe and discuss the legal and ethical considerations in assessment. INDOE Standard: 3;
CEC: 1, 8, 9; CF: Habits of Mind, Pedagogy, Knowledge
7. Demonstrate ability to select assessment methods and instruments to meet individual needs of
students. INDOE Standard: 3; CEC: 1, 3, 8; CF: Habits of Mind, Pedagogy, Knowledge,
Experience
INDOE Standards
The educator of students with exceptional needs:
1. Is well-versed in the history, philosophy, and foundations of special education as well as in
current laws and contemporary issues in the field and uses this knowledge to enhance educational
opportunities for all students.
2. Is knowledgeable of human growth and development and uses this knowledge to provide
meaningful learning opportunities.
3. Is competent in selecting, administering, and interpreting a variety of formal and informal
assessment strategies and utilizes this information to design, implement and evaluate instruction
and to guide students in self-assessment.
4. Recognizes that optimal learning relates new information to the students’ prior experiences and
knowledge.
5. Is cognizant of the importance of an active learning environment and designs a setting which
fosters and enriching, nurturing and safe climate where diversity and risk-taking are valued.
6. Understands the developmental nature of learning and uses multiple approaches and strategies to
provide a variety of activities and opportunities to facilitate student success.
7. Understands the importance of teaching appropriate social skills and effectively applies and
models these strategies in interactions with students, families, and colleagues.
8. Understands reflective practices and the importance of ongoing professional development and
applies the knowledge gained to promote both student growth and professional outreach.
9. Is aware of the need to collaborate with families, school colleagues, and the larger community to
support students’ learning and well being and actively cultivates these partnerships.
10. Demonstrates an awareness of a wide array of community resources and accesses these services
to support students’ needs.
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NCATE/CEC Standards
Standard 1: Foundations
Special educators understand the field as an evolving and changing discipline based on philosophies,
evidence-based principles and theories. relevant laws and policies, diverse and historical points of view,
and human issues that have historically influenced and continue to influence the field of special education
and the education and treatment of individuals with exceptional needs both in school and society. Special
educators understand how these influence professional practice, including assessment, instructional
planning, implementation, and program evaluation. Special educators understand how issues of human
diversity can impact families, cultures, and schools, and how these complex human issues can interact
with issues in the delivery of special education services. They understand the relationships of
organizations of special education to the organizations and functions of schools, school systems, and other
agencies. Special educators use this knowledge as a ground upon which to construct their own personal
understandings and philosophies of special education.
Standard 2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings. Special
educators understand the similarities and differences in human development and the characteristics
between and among individuals with and without exceptional learning needs (ELN)'. Moreover, special
educators understand how exceptional conditions can interact with the domains of human development
and they use this knowledge to respond to the varying abilities and behaviors of individual's with ELN.
Special educators understand how the experiences of individuals with ELN can impact families, as well as
the individual's ability to learn, interact socially, and live as fulfilled contributing members of the
community.
Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individual's learning
in school and throughout life. Special educators understand that the beliefs, traditions, and values across
and within cultures can affect relationships among and between students, their families, and the school
community. Moreover, special educators are active and resourceful in seeking to understand how primary
language, culture, and familial backgrounds interact with the individual's exceptional condition to impact
the individual's academic and social abilities, attitudes, values, interests, and career options. The
understanding of these learning differences and their possible interactions provide the foundation upon
which special educators individualize instruction to provide meaningful and challenging learning for
individuals with ELN.
Standard 4: Instructional Strategies
Special educator’s posses a repertoire of evidence-based instructional strategies to individualize
instruction for individuals with ELN. Special] educators select, adapt, and use these instructional
strategies to promote challenging learning results in general and special curricula and to appropriately
modify learning environments for individuals with ELN. They enhance the learning of critical thinking,
problem solving, and performance skills of individuals with ELN and increase their self-awareness, selfmanagement, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the
development, maintenance, and generalization of knowledge and skills across environments, settings, and
the lifespan.
Standard 5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with ELN that foster cultural
understanding, safety and emotional well being, positive social interactions, and active engagement of
individuals with ELN. In addition, special educators foster environments in which diversity is valued and
individuals are taught to live harmoniously and productively in a culturally diverse world. Special
educators shape environments to encourage the independence, self-motivation, self-direction, personal
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empowerment, and self-advocacy of individuals with ELN. Special educators help their general education
colleagues integrate individuals with ELN in regular environments: an engage them in meaningful
learning activities and interactions. Special educators use direct motivational and instructional
interventions with individuals with ELN to teach them to respond effectively to current expectations.
When necessary, special educators can safely intervene with individuals with ELN in crisis. Special
educators coordinate all these efforts and provide guidance and direction to paraeducators and others,
such as classroom volunteers and tutors.
Standard 6: Language
Special educators understand typical and atypical language development and the ways in which
exceptional conditions can interact with an individual's experience with and use of language. Special
educators use individualized strategies to enhance language development and teach communication skills
to individuals with ELN Special educators are familiar with augmentative, alternative, and assistive
technologies to support and enhance communication of individuals with exceptional needs. Special
educators match their communication methods to an individual’s language proficiency and cultural and
linguistic differences. Special educators provide effective language models, and they use communication
strategies and resources to facilitate understanding of subject matter for individuals with ELS whose
primary language is not English.
Standard 7: Instructional Planning
Individualized decision-making and instruction is at the center of special education practice. Special
educators develop long-range individualized instructional plans anchored in both general and special
curricula. In addition special educators systematically translate these individualized plans into carefully
selected shorter-range goals and objectives taking into consideration an individual's abilities and needs,
the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional
plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through
maintenance and generalization. Understanding of these factors as well as the implications of an
individual's exceptional condition, guides the special educators selection, adaptation and creation of
materials, and the use of powerful instructional variables. Instructional plans are modified based on
ongoing analysis of the individual's learning progress. Moreover, special educators facilitate this
instructional planning in a collaborative context including the individuals with exceptionalities, families,
professional colleagues, and personnel from other agencies as appropriate. Special educators also develop
a variety of individualized transition plans, such as transitions from preschool to elementary school and
from secondary settings to a variety of postsecondary work and learning contexts. Special educators are
comfortable using appropriate technologies to support instructional planning and individualized
instruction.
Standard 8: Assessment
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
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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.
Standard 9: Professional and Ethical Practice
Special educators are guided by the profession's ethical and professional practice standards. Special
educators practice in multiple roles and complex situations across wide age and developmental ranges.
Their practice requires ongoing attention to legal matters along with serious professional and ethical
considerations. Special educators engage in professional activities and participate in learning communities
that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special
educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special
educators are aware of how their own and others attitudes, behaviors, and ways of communicating can
influence their practice. Special educators understand that culture and language can interact with
exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their
families. Special educators actively plan and engage in activities that foster their professional growth and
keep them current with evidence-based hest practices. Special educators know their own limits of practice
and practice within them.
Standard 10: Collaboration
Special educators routinely and effectively collaborate with families, other educators, related service
providers, and personnel from community agencies in culturally responsive ways. This collaboration
assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special
educators embrace their special role as advocate for individuals with ELN. Special educators promote and
advocate the learning and well being of individuals with ELN across a wide range of settings and a range
of different learning experiences. Special educators are viewed as specialists by a myriad of people who
actively seek their collaboration to effectively include and teach individuals with ELN. Special educators
are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN.
Special educators use collaboration to facilitate the successful transitions of individuals with ELN across
settings and services.
SOE Conceptual Framework (Adopted 2/9/00): A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our programs:
1. Democracy & Community
Effective educators (1), such as teachers, counselors, and administrators need to be a part of a
dynamic educational community as a model for the climate of community they hope to create.
To do this, these educators need an understanding of the moral, cultural, social, political, and
economic foundations of our society. Consequently, the SOE should foster a democratic, just,
inclusive learning community among its students, faculty, and staff, and with all other
stakeholders in the educational enterprise.
2. Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical
reflection in all endeavors. Within the context of a compassionate, caring community, educators
foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging,
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critiquing, questioning, and evaluating. Consequently, the SOE must integrate critical habits of
mind in all aspects of the teaching/learning process.
3. Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple
roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators
appreciate and are receptive to the diverse perspectives, modes of understanding, and social
circumstances that they and their students bring to the educational setting. Consequently, the
SOE needs to prepare educators to understand and use pedagogy creatively and thereby ensure
active learning, conceptual understanding, and meaningful growth.
4. Knowledge
Effective educators need to be well-grounded in the content which they expect to teach.
Educators need to understand how knowledge is constructed, how the processes of inquiry are
applied, how domains of knowledge are established, how disciplines can be integrated and most
effectively communicated to their students. Educators also need understanding of themselves, of
communities in which they intend to teach, and of students. Consequently, the SOE should
immerse educators in nurturing learning communities that deepen knowledge, and encourage
ongoing intellectual, emotional, and personal growth.
5. Experience
Effective educators learn their craft through experiences in actual educational settings. Through
on-site campus activities and field-based experiences students will observe and emulate
exemplary teaching and learning. These educators will practice, collaborate, and interact with
practitioners and their students. Consequently, he SOE must integrate field and/or clinical
experiences that reflect the diversity of educators, students, and schools into all aspects of the
curriculum, and help educators to assess and reflect on those experiences.
6. Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and
inspire students to do likewise. Educators are enriched by the convergence of knowledge,
theory, and practice as they optimistically face the educational challenges of the twenty-first
century. Consequently, the SOE must provide opportunities for educators to develop as leaders
in their profession and in their communities.
Course Policies:
The instructor adheres to all university standards including attendance, testing, cheating/
plagiarism, withdrawals, incompletes, and other published university practices. Students are
expected to be familiar with these standards of practice.
Be respectful of your classmates and the instructor by following these expectations.
1. Do not converse with others during lecture time or while others are speaking.
2. Turn off all cell phones; do not text message during class.
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3. If you must arrive after class has begun or leave once class has stated, please do so quietly.
Arriving late or leaving early may affect your attendance and participation.
Late Assignments: All assignments must be turned in at the designated date (see schedule
below). Any late assignments that have not been cleared through Dr. Leatherman will be
deducted five points per class day. Late assignments discussed with Dr. Leatherman are still
subject to point deductions, depending on the circumstances. There will be no exceptions. No
assignments will be accepted after the final exam date indicated on the course syllabus.
Attendance is expected at each class. This is an interactive 6-week course. Because of the
nature of the course, and the low number of students enrolled, your contribution is vital to the
success of the course and the learning environment for you and your classmates. Make every
effort to attend each class. Be aware that you are responsible for all course content including
readings, class discussions, in-class activities, and assignments. Your course grade will be
affected for absences of more than 1 class period.
The instructor reserves the right to change the contents of the course syllabus and activities, as
needed, to enhance student learning.
If you have or develop a disability, inform the course instructor. Modifications can be made. You
may wish to contact Services for Students with Disabilities in WU 118 & 218 or call 481-6657.
If you needed assistance in writing, contact The Writing Center, Kettler Hall G35.
Class Requirements:
All assignments must be typed double-spaced, and single-sided unless otherwise stated.
Assignments with multiple pages must be stapled together – no plastic folders. All assignments
are due at class time on the due date unless otherwise noted in class or on the syllabus. Grades
for written assignments will be based on the completeness and accuracy of your information as
well as organization, grammar, and professional writing style. The following course
requirements will determine your grade:
Assignment Descriptions:
Exams (100 points)
There will be two (2) exams covering the course material. The exams will be a combination of
multiple choice, short answer, essay and take-home questions.
Cultural Bias in Testing Paper (50 points) A 3-4 page typed double spaced paper in APA format.
Present research data to address the issue of cultural bias in testing. You should include at least 2
research-based references.
Assessment Case Study (175 points) – work with a student with mild disabilities. Complete
assessments, a lesson plan and a written report.
Reflection on the Assessment and lesson plan based on the CEC standard #8 Assessment (format
provided).
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Synthesis Paper on Diversity in Research and Practice and Reflection (75 pts)
In a 2-3 page typed paper combine knowledge and experiences related to diversity from the
Assessment Case Study and the Cultural Bias in Testing Paper. Include at least 1 research-based
references.
Reflection based on diversity in research and practice on 2 areas of the Conceptual Framework
(format provided).
Grading System
Course Requirements
Test I
Test II
Cultural Bias in Testing Paper
Assessment Case Study and Reflection (CEC)
Synthesis Paper on diversity in research and practice
Reflection on Conceptual Framework (CF)
Total Possible Points
Course Grade
Grades will be calculated using the following scale:
A, A+ = 376- 400
A- = 375 – 360
B+ = 359- 346
B = 345-332
B- = 331 – 316
C+ = 315- 302
C = 301 - 287
C- = 286-274
D+ = 273- 261
D= 260- 248
F= < 247
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Points
50 pts
50 pts
50 pts
175 pts
75 pts
400 pts.
Tentative Schedule EDUC K371
Date
5/17
Topic
Course overview
Overton
5/18
5/20
Introduction to Assessment
Laws, ethics, and cultural issues
Chpt 1
5/24
Article 7 and Response to Interventions
Curriculum-based Assessments
5/25
Curriculum-based Assessments
5/27
Descriptive Statistics
5/31
6/1
NO Class
Reliability and Validity
6/3
Chpt 2
Handouts
Chpt 6
Chpt 6
Chpt 3
Norm referenced assessment
6/8
Diagnostic assessment
Cultural Bias in Testing
Paper due
Memorial Day Holiday
Chpt 4
Test 1 (chapters 1,2, 3, 4,
6, handouts)
Test 1
6/7
Assignment due
Chpt 5
Chpt 7
6/10
Educational Achievement
6/14
6/15
Chpt 7
6/17
NO Class
Interpreting assessments for Educational
Interventions
Assessment of Behaviors
6/21
Intelligence and adaptive behavior
6/22
6/24
Complete Case Study
Chpt 11
Chpt 8
Case Study Assignment
Due
Chpt 9
Test 2 (chapters 5, 7, 8, 9,
11)
Synthesis paper/Reflection
on Diversity
Test 2
Synthesis paper and reflection
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