KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INED 7730/MAT Special Education IGC & MEd Inclusive Education
Department INED
Degree Title (if applicable) MAT SPED/MEd Inclusive Education
Proposed Effective Date Summer 2013
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
X Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new
number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program.
Current catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Jennifer Heckert
Faculty Member
9/9/11___
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
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KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number INED 7730
___
Course Title Assessment of Diverse Learners
___
Class Hours 3 ____Laboratory Hours___0____Credit Hours____3____
Prerequisites Admission to M.Ed. program or graduate add-on program.
___
Description (or Current Degree Requirements)
This course covers standardization, issues, and vocabulary in assessment. Candidates develop
competencies in administration and interpretation of norm-referenced tests and development,
administration and interpretation of criterion-referenced, curriculum-based, observation, checklist/rating
scale, authentic and informal assessments. Special emphasis is placed upon development of case studies
to address language proficiency levels of students who are culturally and linguistically diverse and/ or
those students who are classified as displaying mild or moderate disabilities.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____INED 7730____________________________
Course Title ___Assessment of Diverse Learners_____
__
Class Hours
3 ____Laboratory Hours___0____CreditHours______3__
Prerequisites Admission to MAT or M.Ed program or graduate add-on program
Description (or Proposed Degree Requirements)
This course focuses on assessment practices aligned with legislative demands in special education.
Candidates develop competencies in administration, development, and interpretation of normreferenced, criterion-referenced, curriculum-based, observation, checklists/rating scales, authentic and
informal assessments. Special emphasis is placed upon completion of case studies to apply progress
monitoring skills to address academic and behavioral levels of students with disabilities and/or who are
culturally and linguistically diverse.
III.
Justification
Simple editing. Update connection to legal implications and research. Delete some
redundant language and information related to language levels to focus on academic and
behavioral skills of students with disabilities. Update description content to more
accurately reflect content of current course.
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IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
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VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
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VII Attach Syllabus
KENNESAW STATE UNIVERSITY
Inclusive Education Department
INED 7730
I.
COURSE NUMBER/SECTION: INED 7730
II.
COURSE TITLE: Assessment for Diverse Learners
III.
PROFESSOR:
IV.
CLASS MEETINGS:
V.
OFFICE HOURS:
VI.
REQUIRED TEXTS & RESOURCES:
Overton, T. (2012). Assessing learners with Special needs: An applied approach (7th ed.). Upper Saddle River, NJ:
Merrill.
Candidates will also be required to read other related resources that include scholarly articles and documents to supplement
the course texts.
Recommended Text:
American Psychological Association. (2001). Publication manual of the American Psychological Association (6th
ed.). Washington, DC: Author.
Pierangelo, R., & Giuliani, G. (2006). The special educator’s comprehensive guide to 301 diagnostic tests. San
Francisco, CA: Jossey-Bass.
Additional Materials/Resources:
Galileo password: The current GALILEO password is ***. Remember, passwords must be entered in all
lowercase characters.
To access the latest GALILEO password, follow these instructions from the Library Administrator. All password
changes are posted on the library's web pages at http://130.218.75.39/secure/galileopw.htm — this is linked our
main web pages under "find a database password for off-campus access." The page is always updated when the
password changes. If you are on campus, the page will display with no authentication required; if you are offcampus, the pw lookup page will ask for authentication to verify that you are a KSU student or employee. Use your
netID here.
You can also lookup the current password through the library's online catalog at https://gil.kennesaw.edu/ under
"Get Galileo Password." This system will request your "institution ID" — use your KSU # here.
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Additional course materials may also be available online in GeorgiaVIEW Vista
Chalk and Wire ePortfolio Account: Beginning Summer 2007, all newly admitted teacher education candidates are
required to purchase a Chalk and Wire ePortfolio account. This web-based application will be used in multiple courses
throughout your program, but you will only need to purchase your account ONE time since the accounts are good for five
years. Accounts can only be purchased through the KSU Bookstore. For additional information on how to purchase the
account, the purpose of Chalk and Wire, and training opportunities please visit our website at
www.kennesaw.edu/education/chalkandwire/
CATALOG DESCRIPTION: This course focuses on assessment practices aligned with
legislative demands in special education. Candidates develop competencies in administration,
development, and interpretation of norm-referenced, criterion-referenced, curriculum-based,
observation, checklists/rating scales, authentic and informal assessments. Special emphasis is
placed upon completion of case studies to apply progress monitoring skills to address
academic and behavioral levels of students with disabilities and/or who are culturally and
linguistically diverse.
VII.
PURPOSE/RATIONALE: This course will establish foundational knowledge concerning terminology and
conditions inherent to the assessment process, with an emphasis on the use of both quantitative and qualitative data. The
purpose of the course is to prepare prospective K-12 special education teachers to become effective facilitators in the
teaching/learning process for preschool, elementary, middle and/or secondary populations. The competencies in this
course are derived from the requirements of the Professional Standards Commission (PSC licensure body for Georgia)
for teachers of students with disabilities and the national standards of the Council for Exceptional Children. In addition,
and as part of their professional responsibilities, teachers of students with disabilities need to know the legislative and
litigative implications of the demands of their practice in the identification of students with mild disabilities.
.
VIII.
UNIVERSITY POLICIES:
Academic Integrity
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic
honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents
of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which
includes with an "informal resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which
may subject a candidate to the Code of Conduct's minimum one semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy. Any strategy, which has the
appearance of improving grades without increasing knowledge, will be dealt with in accordance with the University's policy
on academic honesty. In addition, students in the graduate program in special education are held accountable by the Georgia
Professional Code of Ethics for Educators (http://www.doe.k12.ga.us/informationresources/ethics.html) and the
Council for Exceptional Children's (CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
Academic Honesty Statement
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Any work that students present in fulfillment of program or course requirements should reflect their
own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated
these expectations will be subject to disciplinary action.”
Human Dignity
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The University has formulated a policy on human rights that is intended to provide a learning environment, which recognizes
individual worth. That policy is found in the KSU Graduate Catalog. It is expected, in this class, that no Professional should
need reminding but the policy is there for your consideration. The activities of this class will be conducted in both the spirit
and the letter of that policy.
Disruptive Behavior
The University has a stringent policy and procedure for dealing with behavior with disrupts the learning environment. Consistent
with the belief that your behavior can interrupt the learning of others, behavior that fits the University's definition of disruptive
behavior will not be tolerated. (See Campus Policies and Procedures in KSU Graduate Catalog.)
Confidentiality – FERPA
The federal Family Educational Rights and Privacy Act of 1974 (FERPA) regulates access to, and disclosure of student
information. FERPA serves to assure record access by covered students and their guardians and to prevent disclosure from
those records of personally identifying information to unprivileged parties without the written consent of affected students
and their guardians. Disclosure of confidential information is NOT to occur. To protect the confidentiality of student
information, no identifying information is included when KSU candidates present written or oral reports.
IX.
COLLEGE OF EDUCATION INFORMATION:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among
candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to
facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction,
and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework,
expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders
must embrace the notion that teaching and learning are entwined and that only through the implementation of validated
practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the
college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in
the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four
phases: pre-service, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the
teacher education faculty at KSU believes that the concept of expertise is central to preparing effective
classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have
achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state
but a process of continued development.
Though certain historical discoveries and events in special education do not change, each passing day alters the knowledge base in
the areas of research, legislation, societal change, and litigation, requiring teachers to be informed consumers of instructional
research. The baseline knowledge of this course is derived from the interaction of the knowledge and skills of the candidate with
the required test; the professional literature; and observations of students with disabilities in local school settings.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
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effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under
Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their academic program. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance
plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
INITIAL TEACHER EDUCATION OUTCOMES
INITIAL TEACHER EDUCATION OUTCOMES AND PROFICIENCIES (REVISED FALL 05)
Outcome 1: Subject Matter Experts
1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.
1.2: Candidate represents content accurately.
1.3: Candidate connects content to other disciplines and applies it to common life experiences.
1.4: Candidate uses pedagogical content knowledge effectively.
Outcome 2: Facilitators of Learning
2.1 Candidate demonstrates knowledge of how learners develop, learn and think.
2.2: Candidate successfully motivates students to learn.
2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum.
2.4: Candidate creates effective, well-managed and active learning environments.
2.5: Candidate creates environments that reflect high expectations for student achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective instruction that positively impacts the learning of all students.
2.8: Candidate uses a variety of methods, materials, and technologies.
2.9: Candidate utilizes a variety of strategies to assess student learning.
2.10: Candidate uses the results of assessments to improve the quality of instruction.
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Outcome 3: Collaborative Professionals
3.1: Candidate communicates effectively orally and in writing.
3.2: Candidate reflects upon and improves professional performance.
3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community
members.
3.4: Candidate displays professional and ethical behavior.
I.
INED COURSE SPECIFIC INFORMATION
In this Master of Arts in Teaching program, the program is committed to integrating the following themes into each course.
The descriptions below describe how this course will address culture and diversity, effective use of technology, universal
design for learning, response to intervention and field experiences.
Course Specific Diversity:
The KSU MAT program recognizes the following definition of culturally responsive teaching:
Culturally responsive teaching incorporates the cultural knowledge, prior experiences, and performance styles of
diverse students to make learning more appropriate and effective for them. Culturally responsive teaching builds bridges
between school and home experiences, builds relationships with diverse families, and uses a wide variety of instructional
strategies (Gay, 2000).
This course will address diversity and culturally responsive teaching by guiding candidates to identify unique needs
of diverse students, after which they can design their instruction or intervention to meets the needs of the students. They will
also learn to conduct culturally responsive formative and summative assessments.
Course Specific RtI:
The National Center on Response to Intervention (NCRTI) suggests a definition of RtI that reflects what is currently known
from research and evidence-based practice. The KSU MAT in SPED program recognizes the following definition of
Response to Intervention (RtI):
RtI integrates assessment and intervention within a multi-level prevention system to maximize student achievement
and to reduce behavioral problems. With RtI, schools use data to identify students at risk for poor learning outcomes, monitor
student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending
on a student’s responsiveness, and identify students with learning disabilities or other disabilities.
Additionally, the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; P.L. 108-446) permits
educators to use RtI as a substitute for, or supplement to, IQ-achievement discrepancy to identify students with a specific
learning disability (SLD).
This course will provide guidance and practice to conduct assessments in Tier 1 of the RTI (e.g., screening and
diagnostic assessment) to identify the focus for the Tier 2 intervention, progress monitoring during Tier 2, and data-based
decision making. Candidates will also experience designing and constructing specially-designed instruction for Tier(s) 3-4.
Course SpecificTechnology:
This course will focus on technology by requiring the use of spreadsheet and graphing software
to document the progress monitoring data. Candidates will tabulate the data in a spreadsheet file and
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transform it to a graph to show the progress of their students’ academic performance. Then, they will use
diverse analysis devices on the graph to analyze the data.
Course Specific Universal Design for Learning Strategies:
According to the Center for Applied Special Technology (CAST), “Universal Design for
Learning is a set of principles for curriculum development that give all individuals equal opportunities to
learn. Universal Design for Learning provides a blueprint for creating instructional goals, methods,
materials, and assessments that work for everyone - not a single, one-size-fits-all solution but rather
flexible approaches that can be customized and adjusted for individual needs” (CAST, 2011, ¶1).
In this course, candidates will examine diverse ways to assess students’ achievement and
performance. Thus, they will learn to utilize multiple means of expression for their students’ learning.
Course Specific Research Focus:
In this course, candidates will examine diverse measurement units and data-collection methods
as a foundation of future research studies. Also, through the progress monitoring project, they will
practice using a simple A-B design, which they will expand to more experimental designs such as A-BA-B or multiple-baseline designs.
Course Specific Field Experience:
Statement for Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of
special education field-based experiences directed at the improvement of teaching, learning, and school leadership. You are
encouraged to explore every opportunity to complete field experiences that require you to apply course work, analyze P-12
student learning, and reflect on your practice in the context of special education theories on teaching and learning.
You are also required to complete your field experiences in diverse settings with diverse populations. In addition, you are
required to complete your field experiences at all P-12 school levels (P-2, 3-5, 6-8, and 9-12). In order to meet these
requirements, you should complete several of your field experiences in diverse settings. You are required to document in
your field-experience log the diverse settings and various P-12 school levels in which you complete your field experiences.
You are required to work with male and female P-12 students from different socioeconomic groups and at least two
ethnic/racial groups. You should work with English language learners in addition to students with disabilities during at least
one of your field experiences. You are required to log your hours and reflect on what you have learned. The field-based
documentation may serve as artifacts in your professional portfolio.
This course will not include a field experience.
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WebCT Vista will be the primary communication tool used for emails, announcements, collaborative discussions,
access to course materials, and grade results. It is a good idea to check our course WebCT Vista area at least twice a
week.
KSU Student Email:
Kennesaw State University mandated that all official university communication would be delivered via the KSU student
email system. Effective this semester (Fall 2005), all candidates seeking degrees from the Department of Inclusive Education
will be required to use their KSU student email accounts as the primary communication mode. Program updates, information
from faculty, and other important university communication will be sent to your KSU student email account. You are
expected to check this email at least several times a week, and to use this email account when sending email to departmental
faculty. The KSU student email is a web based system that is accessible both on and off campus.
To access your KSU Student Email:
 Go to http://students.kennesaw.edu/
 Click Email
 Enter your KSU NetID (contained on your Student ID)
 Enter your password
 Select a language
 If you experience problems with your KSU student email after initially activating your NetID and accessing your
account please contact KSU Service at 770-423-6999.
QUALITY OF WRITING:
It is expected that all candidate work will include full sentences, paragraphs of appropriate length, and formal
English grammar conventions. To facilitate completion of quality work, candidates will do the following:
 Change the setting on their computer(s) so that Word recognizes formal rather than standard (colloquial)
English. See Vista homepage for details;
 Determine the reason for green or red wavy lines under text in Word documents and make applicable
corrections prior to handing in work;
 Read all documents with a critical eye to ensure that grammar conventions are followed;
 Use APA (5th ed) format for all coursework; and
 If multiple drafts are permitted or expected in a course, candidates will incorporate corrections and
information from instructor comments into all revised work.
There are two writing resources available on campus:


The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing
assistants work with you throughout the writing process on concerns such as topic development, revision,
research, documentation, grammar, and mechanics. Rather than edit your paper for you, writing
assistants will help you learn strategies to become a better writer on your own. For more information or
to make an appointment (appointments are strongly encouraged), visit
http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English Building.
For non-native speakers of English, there is also the ESL Study and Tutorial Center which is part of
University College/Department of University Studies. The Center is a free service that provides tutoring
in writing, reading, and pronunciation. Hours are Monday-Thursday 9:00-5:00 pm in Library Room 442.
Professional Portfolio Narrative:
A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio
narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the
candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which includes descriptive,
analytic and reflective writing in which you reflect on each proficiency and how you make the case that the evidence you
have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The
narrative should be comprehensive, documenting research-based best practices.
Statement for School-Based Activities
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
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presenting at professional conferences, actively serving on or chairing school-based
committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in education-related
community events. As you continue your educational experiences, you are encouraged to
explore every opportunity to learn by doing.
X.
COURSE OBJECTIVES:
The masters program in Inclusive Education Special Education concentration is based on three sets of standards. As a result,
candidates in this program must demonstrate mastery of the national initial level knowledge and skill standards established
by the Council for Exceptional Children for Special Education Teachers of Individuals With Exceptional Learning Needs in
Individualized General Education Curricula (IGC). Additionally, candidates this program are required to meet the Georgia
Professional Standards Commission standards outlined in Rule 505-3-.30 Special Education General Curriculum Program.
Finally, candidates in this program must also demonstrate mastery of the KSU Professional Teacher Education Unit
Institutional Standards (PTEU Outcomes and Proficiencies) and much of the program is built upon the National Board
Professional Teaching Standards.
At the end of this course of instruction, candidates will:
1. Demonstrate an understanding of terminology, definitions, and issues in assessment practices as mandated by IDEA 2004.
2. Clarify issues in determining the needs of linguistically, culturally, and socioeconomically diverse students.
3. Discuss possible factors that lead to the overrepresentation of linguistically, culturally, and socioeconomically diverse
students.
4. Demonstrate an understanding of legal and educational procedures in special education such as screening, prereferral
intervention, referral, evaluation, classification, IEPs, and placement.
5. Explain issues and practices of the response to intervention (RTI) model for early identification of students with incipient
learning needs.
6. Identify advantages and disadvantages of diverse assessment instruments and procedures.
7. Identify various strategies for test-taking and test accommodations, adaptations and modifications, taking into
consideration system-wide and classroom assessments.
8. Elucidate issues and practices in legal and educational accountability of special education for students with special
needs.
Skills
9. Assess and determine optimal learning environments for instruction and special education placement.
10. Conduct diagnostic assessment to determine the strengths and needs of individual students as the background and
baseline level of students’ learning for constructing IEPs and instructional design.
11. Develop an assessment plan that includes formative assessment procedures to measure the progress of individual
students’ learning and behavior.
12. Interpret assessment results to make informed and data-based decisions in eligibility, program implementation, and
placement for students with special needs.
13. Summarize and report assessment results for efficient decisions in eligibility and IEP development.
14. Determine psychometric adequacy of assessment procedures in designing and selecting appropriate instruments and
procedures.
15. Use behavioral assessment procedures to diagnose students’ behavioral needs and to monitor progress as an intervention
is implemented.
Dispositions
16. Conduct assessment procedures based on legal provisions and ethical principles.
17. Consider possible cultural and linguistic limitations of assessment procedures to prevent biases in determining eligibility
and instructional needs.
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XI.
ALIGNMENT OF OBJECTIVES TO ASSIGNMENTS TO ASSESSMENTS
Course Objectives
1.
2.
Knowledge Objectives
Demonstrate an
understanding of
terminology, definitions, and
issues in assessment
practices as mandated by
IDEA 2004.
Clarify issues in
determining the needs of
linguistically, culturally, and
socioeconomically diverse
students.
3.
Discuss possible factors
that lead to the
overrepresentation of
linguistically, culturally, and
socioeconomically diverse
students.
4.
Demonstrate an
understanding of legal and
educational procedures in
special education such as
screening, prereferral
intervention, referral,
evaluation, classification,
IEPs, and placement.
5.
Explain issues and
practices of the response to
intervention (RTI) model for
early identification of
students with incipient
CEC Standards
PTEU Institutional
Proficiencies
Assessments
IGC1K1 - Definitions and issues
related to the identification of
individuals with exceptional
learning needs
ICC8K1 - Basic terminology
used in assessment
ICC1K4-Rights and
responsibilities of individuals
with exceptional learning
needs, parents, teachers, and
other professionals, and
schools related to exceptional
learning needs.
IGC1K7 - Factors that influence
the over-representation of
culturally/linguistically diverse
individuals with exceptional
learning needs in programs for
individuals with exceptional
learning needs.
ICC8K3 - Screening, prereferral,
referral, and classification
procedures.
IGC8K2 - Laws and policies
regarding referral and placement
procedures for individuals with
exceptional learning needs.
IGC8K4 - Procedures for early
identification of young children
who may be at risk for
exceptional learning needs.
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6.
7.
8.
learning needs.
Identify advantages and
disadvantages of diverse
assessment instruments and
procedures.
Identify various
strategies for test-taking and
test accommodations,
adaptations and
modifications, taking into
consideration system-wide
and classroom assessments.
Elucidate issues and
practices in legal and
educational accountability of
special education for students
with special needs.
Skills
9. Assess and determine
optimal learning
environments for
instruction and special
education placement.
10. Conduct diagnostic
assessment to determine
the strengths and needs
of individual students as
the background and
baseline level of
students’ learning for
constructing IEPs and
instructional design.
11. Develop an assessment
plan that includes
formative assessment
procedures to measure
the progress of
individual students’
learning and behavior.
ICC8K4 - Use and limitations of
assessment instruments.
ICC8K5 - National, state or
provincial, and local
accommodations and
modifications.
IGC8K2 - Laws and policies
regarding referral and placement
procedures for individuals with
exceptional learning needs.
ICC5K1 - Demands of learning
environments.
ICC8S1 - Gather relevant
background information
ICC8S4 - Develop or modify
individualized assessment
strategies.
ICC8S8 - Evaluate instruction
and monitor progress of
individuals with exceptional
learning needs.
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12. Interpret assessment results
to make informed and databased decisions in eligibility,
program implementation, and
placement for students with
special needs.
13. Summarize and report
assessment results for
efficient decisions in
eligibility and IEP
development.
ICC8S5 - Interpret information
from formal and informal
assessments.
ICC8S6 - Use assessment
information in making eligibility,
program, and placement
decisions for individuals with
exceptional learning needs,
including those from culturally
and/or linguistically diverse
backgrounds.
ICC8S7 - Report assessment
results to all stakeholders using
effective communication skills.
14. Determine psychometric
adequacy of assessment
procedures in designing and
selecting appropriate
instruments and procedures.
ICC8S9 - Create and maintain
records.
IGC8S3 - Select, adapt and
modify assessments to
accommodate the unique abilities
and needs of individuals with
exceptional learning needs.
15. Use behavioral assessment
procedures to diagnose
students’ behavioral needs
and to monitor progress as an
intervention is implemented.
IGC8S4 - Assess reliable
method(s) of response of
individuals who lack typical
communication and performance
abilities.
IGC8S1 - Implement procedures
for assessing and reporting both
appropriate and problematic
social behaviors of individuals
with exceptional learning needs.
IGC8S5 - Monitor intragroup
behavior changes across subjects
and activities.
Dispositions
16. Conduct assessment
procedures based on legal
provisions and ethical
principles.
ICC8K2 - Legal provisions and
ethical principles regarding
assessment of individuals.
15
17. Consider possible cultural
and linguistic limitations of
assessment procedures to
prevent biases in determining
eligibility and instructional
needs.
ICC8S2 - Administer nonbiased
formal and informal assessments.
ICC8S6 - Use assessment
information in making eligibility,
program, and placement
decisions for individuals with
exceptional learning needs,
including those from culturally
and/or linguistically diverse
backgrounds.
16
XII.
COURSE REQUIREMENTS/ ASSIGNMENTS:
1.
IEP Construction Assignment (50 points): The purpose of this assignment is to allow you to demonstrate
your ability to prepare an Individualized Education Program (IEP). Candidates will be required to
work in small groups to develop an IEP based on an educational evaluation report of a student with a
high-incidence disability. The instructor will provide the educational evaluation report to each group in
class. The IEP must address all major relevant (academic and behavioral) areas of needs including
organizational or study skills. For each area, specify annual goals and for each goal four to six shortterm objectives. A list of accommodations must also be included. Transition goals will need to be
provided by candidates in the secondary program. More detailed instructions will be provided during
the class prior to the project. A rubric that includes specific expectations is provided at the end of this
syllabus.
2.
Progress Monitoring Case Study Project (125 points total):
The purpose of this project is to determine candidates’ skills and knowledge on using curriculum-based
assessment (CBA) as students’ progress monitoring for the Response to Intervention practice. Although the
project primarily focuses on the formative assessment, candidates will also perform a brief diagnostic
assessment.
Instructions
Each student is to complete one case study on a target student. In this course, this assignment will be
uploaded and graded on Chalk & Wire. Please see the professor or Chalk & Wire manual for
instructions. This project will be graded according to the rubric provided in class. The assignment rubric will
be provided separately. Your case study must include the following :
A. Target student identified/descriptive data reported (15 points):
 Begin with the reason why the student was referred for the evaluation
 Next, provide Demographic/Historical Information on student
 Write a 1-3 page description of the student. The question that needs to be answered is: What is the
nature of the school performance problem of this student?
B. Diagnostic Assessment (30 pts.):
 Describe the instruments and procedures for your diagnostic assessment.
 Interpret the results on standardized tests including CRCT for the previous year.
 Conduct your diagnostic assessment if existing assessment results aren’t sufficient: This may or may
not be formal assessment such as standardized testing.
 Logically distill the diagnostic assessment results and generate a curriculum-based measurement for
the next step: Progress monitoring data collection.
 To determine your curriculum-based measurement (CBM), refer to the resources at AIMSweb
(http://www.pearsonassessments.com/pai/ca/cahome.htm), Curriculum-Based Measurement in
Reading and Math (http://kc.vanderbilt.edu/site/services/education/page.aspx?id=445), and/or Yearly
ProgressPro (http://www2.ctb.com/products_services/ypp/index.html).
C. CBM (Curriculum-Based Measurement) Data Collection (50 pts.):
 After collecting three baseline data points, determine the goal (aim) and the aimline.
 Collect data daily using the CBM procedure after you conclude your instruction.
 Your daily data collection should be brief (1-3 minutes).
 Chart the data on a graph.
 Use the charting conventions.
 Conduct this data collection for at least 4 weeks (at least two times per week).
 Describe your instruction or intervention.
D. Making Decisions (20 pts.):
17






Beginning at 4 weeks into the instruction or earlier, you will make an instructional
decision.
The decision should be timely, not too soon and more importantly, not too late.
You may make the decision multiple times as needed.
Use the trend line and the three-point rule to make the decision.
Refer to the aim line.
Describe the decision clearly.
E. Reflection (10 pts.):



Write evaluative statements regarding the student’s progress on the CBM.
Write about the student’s behavior and performance during the CBA period.
Write about your personal advantages and disadvantages on the use of CBA.
A rubric will be provided for self-check and summative grading purposes.
3.
Content Mini-Quizzes (14x5 points totaling 70 points):
The purpose of the Content Mini-Quizzes is to formatively assess your understanding of key concepts covered
in each class session. The Content Mini-Quizzes will consist of five multiple choice items worth 1 point a
piece and will be administered each week. Each of these quizzes will be posted on Monday following the first
week of the semester. You will take the quiz on GeorgiaView Vista.
4.
Proficiency Exam (1@50 points totally 50 points ):
The purpose of the proficiency exam is to assess candidate content knowledge in special education as
identified by the CEC knowledge standards. In this course, the Proficiency Exam will specifically focus on the
knowledge related elements from Standard 8: Assessment. A 25 item cumulative end of course closed book
summative assessment containing a combination of multi-choice, short answer, matching and/or fill-in-the
blank items A review of concepts covered in the Content Mini-Quizzes as well as CEC Individualized General
Curriculum Standard 8 elements will be a highly effectively way to prepare for this exam. This assessment
strategy models a typical teacher-made summative assessment.
5.
E-portfolio Narratives (2 @ 15 points each totaling 30 points):
The purpose of the Introductory Narratives is to specifically make a case for how the piece of evidence you’ve
selected actually demonstrates that you’ve met the corresponding proficiency. Preceding each piece of
evidence used to document your performance, you are required to provide an introductory narrative that
follows the National Board Writing process that includes description, analysis and reflection. This introductory
narrative should be a concise, comprehensive reflection documenting research-based best practices and
indicating how your evidence supports the proficiency at a Level 3 or Level 4 on the Rubric for Evaluation of
Introductory Narratives.
Instructions:
 Specific instructions as well as supplementary resources relating to the ePortfolio requirements and
sample ePortfolio Introductory Narratives are available in our GeorgiaVIEW online course.
XIII.
EVALUATION AND PERFORMANCE ASSESSMENT:
Assignment
IEP Construction
Possible
Points
50
Assignment Weight
Course Objectives
15.9%
4, 6, 10, 12, 13, 15
1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 14, 15, 16
Content Mini-Quizzes
60
19%
Proficiency Exam
50
15.9%
18
Progress Monitoring Case Study
(125):
 Identifying target student
 Diagnostic assessment
 CBM data collection
 Making decisions
 Reflection
Class Participation & In-Class
Activities
E-Portfolio Narratives (2 @ 15
points each)
Total Points Possible
XIV.
39.7%
9, 10, 11, 12, 13, 16
15
30
50
20
10
30
9.5%
315
GRADING SCALE:
In accordance with the KSU grading policies, this course uses a 10 point grading scale.
Letter Grade
% Range
Total Points
A
90-100%
284-315
B
80-89%
252-283
C
70-79%
220.5-251
D
60-69%
189-220
F
Below 60%
Below 188
GRADING AND STUDENT EVALUATION POLICIES:
1.
Proficiency in both e-mail use (sending/receiving) and Internet navigation (accessing Web
sites/URLs/links) are necessary so as to enable you to fully concentrate on the research material
for the course.
2.
It is each student’s responsibility to secure dependable access to computing equipment and/or
facilities in advance of the beginning of the course.
3.
Assignments submitted after the announced due dates (please see earlier listing) will be subject
to the following "lateness penalty:" one point will be deducted for each day that the assignment
is late (and please see following point);
4.
Assignments that are a week or more late will not be accepted or graded. The recorded
grade for such assignments will be zero points unless prior permission has been granted. An
extension WILL NOT be granted if the candidate does not contact the professor prior to the
assignment’s due date.
XV.
Week
1
COURSE OUTLINE
Topic
Basic context of assessment
 Instructor Introductions
 Overview of course syllabus
 Definition and basic concepts of assessment
 Special education legal procedures
 Assessment and decision-making framework
Readings and Assignments Due
Overton, Chapter 1
19
2
3
4
5
6
7
8
9
10
11
 Selecting appropriate methods of assessment
Explain Case Study Parts A & B
Diagnostic Assessment for Prereferral and
Eligibility Decisions
 Explain RTI
 Screening prior to RTI
 Diagnostic assessment prior to RTI
 Summary of assessment
 Eligibility decisions
Explain data collection for Case Study Part C
Basic Concepts of Measurement: How to measure
 Types of numerical data,
 Methods of collecting data by direct
observation
Response to intervention and progress
monitoring
Curriculum-based assessment for progress
monitoring Part I: Planning and using CBM
Overton, Chapter 7
Quiz #1 on previous class content
(PCC) including reading
assignments
Overton, Chapter 3 (pp. 81-84)
Chapter 9 (pp. 277-283)
Quiz #2 on PCC
Case Study Project Part A due
Overton, Chapters 6 & 7
Quiz #3 on PCC
Overton, Chapters 6 & 7
Quiz #4 on PCC
Formative Assessment to Evaluate Instruction
and Intervention:
 CBA Part II: Data analysis and decision
making
 Precision teaching
Diagnostic assessment for diagnostic and
summative assessment
 Methods of collecting data in academic
performance
 Using standardized testing (W-J)
 Norm-referenced and criterion-referenced
tests
 Test construction (teacher-made tests)
 Test construction (Group Project),
Descriptive statistics
 Descriptive statistics (cont.)
Quiz #5 on PCC
Case Study Part B due
Descriptive statistics (cont.)
 Descriptive statistics (cont.)
Chapter 3
Quiz #7 on PCC
Diagnostic Assessment for Instruction:
 analysis of student work samples
 portfolio assessment
 task analysis,
 error analysis
Diagnostic Assessment of Behavior for Eligibility
and Instruction:
 Functional behavioral assessment
Diagnostic Assessment of Behavior for Eligibility
Chapter 6 (pp. 186-187)
Quiz #8 on PCC
Overton, Chapters 8
Chapter 3
Quiz #6 on PCC
Last day to withdraw without
academic penalty Oct. 12
Overton, Chapter 9
Quiz #9 on PCC
Chapter 9
20
and Instruction:
 Functional behavioral assessment (cont.)
12
Concept of correlation as a prerequisite for
validity and reliability
13
Basic concepts of assessment: validity and
reliability
Essential Components of IEPs
Instructions for IEP construction
Constructing group IEPs
14
15
16
Thanksgiving Break
Assessment for Accountability:
 Testing Accommodations
 Alternate assessment
 Ethical issues
Final Proficiency Exam
Quiz # 10 on PCC
Case Study Part C due
Overton, Chapter 4
Quiz # 11 on PCC
Overton, Chapter 4
Quiz #12 on PCC
Case Study Part D & E due
Quiz #13 on PCC (Due at 11:59 on
4/19)
Group IEP due
The entire Case Study due on
Chalk and Wire
Portfolio narratives due
XVI.
REFERENCES:
Kubiszyn, T., & Borich, G. (2005). Educational testing and measurement: Classroom application and practice
(7th ed.). New York: Wiley amd Sons.
La Paro, K.M. & Pianta, R.C. (2000). Predicting children's competence in the early school years: A meta-analytic
review. Review of Educational Research, 70(4),443-484.
Linn, R.L. (2000). Assessments and accountability. Educational Researcher, 29(2),4-16.
Manset, G., & Washburn, S. (2000). Equity through accountability? Mandating minimum competency exit
examinations for secondary students with learning disabilities. Learning Disabilities Research & Practice,
15(3), 160-167.
Meyer, G.J., Finn, S.E., Eyde, L.D., Kay, G.G, Moreland, K.L., Dies, R.R., Eisman, E.J., Kubiszyn, T.W., & Reed,
G.M. (2001). Psychological testing and psychological assessment: A review of evidence and issues.
American Psychologist, 56(2), 128-165.
Osborn, A.G. & Russo, C.J. (2003). Special education and the law: A guide for practitioners. Thousand Oaks,
CA: Corwin Press.
Pierangelo, R., & Giuliani, G. (2006). The Special Educator’s Comprehensive Guide to 301 Diagnostic Tests
(Revised and Expnanded Edition). San Francisco, CA: Jossey-Bass.
Pitoniak, MJ. & Royer, 1.M. (2001). Testing accommodations for examinees with disabilities: A review of
psychometric, legal, and social policy issues. Review of Educational Research, 71 (1), 53-104.
Reutzel, D. R., & Cooter, Jr., R. B. (2007). Strategies for reading assessment and instruction (3rd ed.). Upper
Saddle River, NJ: Merrill.
Richey, K. D. (2008). Assessing letter sound knowledge: A comparison of letter sound fluency and nonsense word
fluency. Exceptional Children, 74(4), 487-508.
Salend, S.J. (2001). Evaluating individual and programmatic progress. In Creating Inclusive classrooms: Effective
and Reflective Practices (4th Ed., pp. 411-452.) Upper Saddle River, NJ: Merrill Prentice-Hall.
Stecker, P. M., & Fuchs, L. S. (2000). Effecting superior achievement using curriculum-based measurement: The
21
importance of individual progress monitoring. Learning Disabilities Research & Practice, 13(3), 128-134.
Sternberg, R.J. (2004). Culture and intelligence. American Psychologist, 59(5), 325-338
Thompson, S.J., Quenemoen, R.F., Thurlow, M.S., & Ysseldyke, J.E. (2001). Alternate assessments for students
with disabilities. Thousand Oaks, CA: Corwin Press.
Thurlow, M.L., Elliott, J.L., & Ysseldyke, J.E. (2003). Testing students with disabilities: Practical strategies for
complying with district and state requirements (2nd ed.). Thousand Oaks, CA: Corwin Press.
Towles-Reeves, E., Kleinert, H., & Muhomba, M. (2009). Alternate assessment: Have we learned anything new?
Exceptional Children, 75(2), 233-252.
Yeh, S.S. (2001). Tests worth teaching to: Constructing state-mandated tests that emphasize critical thinking.
Educational Researcher, 30(9), 12-17.
Yovanoff, P., & Tindal, G. (2007). Scaling early reading alternative assessments with statewide measures.
Exceptional Children, 73(2), 184-201.
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