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SPED 534 –
Instructor: Nancy Lucio
Office: TBA
Phone: (760) 351-6694
Office Hours: By appointment only
Email: nlucio@mail.sdsu.edu
Room: Calexico Campus
Time: Wednesday 7:25 – 10:05 p.m.
Department of Special Education Mission Statement
The mission of the Department of Special education is to develop the untapped potential of individuals with disabilities, talents, and diverse backgrounds and to make a significant positive impact on the learning and life environments of people with exceptionalities.
Course Description
California Teaching Credential Standards Addressed by this Course:
Credential-Specific M/M: #18 Assessment of Students

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Course Materials
Required text:
McLoughlin & Lewis (2008). Assessing Students with Special Needs.” 7 th Edition
This class provides a basic introduction to assessing students for special education. It is designed to provide an understanding of what teachers of special education students need to know so they may assess students appropriately and to have an understanding of what constitutes legal and high quality assessment practices.
The class meets the legally mandated requirement that special education teachers be professionally qualified to administer standardized norm referenced tests. It also provides training in the administration of informal assessment methods as well.
Additionally, students are introduced to basic statistical measurement concepts which are important for understanding standardized norm referenced assessment instruments and informal assessment methods and materials used in both special education and general education. Using hands-on practice students learn how to administer, score and interpret assessment results.
Student outcomes for the class are the following:
Knowledge
Demonstrate knowledge of basic terminology used in assessment.
Demonstrate knowledge of basic descriptive statistics.
Demonstrate knowledge of the legal provisions and ethical principles regarding assessment of individuals with disabilities.
Demonstrate knowledge of the screening, pre-referral, referral, and classification procedures used in special education.
Demonstrate knowledge of the benefits and limitations of a variety of assessment instruments.
Demonstrate knowledge of, and be able to differentiate between, types of assessment (e.g., informal and formal, curriculum-based, and norm-referenced) and explain the rationale for each.
Demonstrate knowledge of assessment (interpretation of CELDT) and instructional practices for students from culturally and linguistically diverse backgrounds & communities, and can communicate effectively with parents and families.

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Demonstrate the ability to implement and utilize Curriculum Based Measurement for screening, diagnosis, academic progress measurement and instructional effectiveness evaluation.
Skill
Demonstrate proficiency in the administration, scoring, and interpretation of results from commonly used nonbiased formal (standardized) and informal
(curriculum-based) assessments, especially Curriculum Based Measurement.
Demonstrate proficiency in the use of assessment information in making eligibility, program, and placement decisions for individuals with exceptional needs, including those from culturally and linguistically diverse backgrounds.
COURSE EXPECTATIONS
Attendance: This class covers a large amount of material and portions of the class are experiential, thus regular attendance is important. It is not possible to make up missed in-class activities which provide practice and experience essential to gaining competence in topic areas presented.
Student Conduct: Students preparing to become special educators are expected to conduct themselves ethically consistent with the Council for Exceptional
Children (CEC) Code of Ethics and Standards of Professional Practice as well as with SDSU’s Statement of Student Rights and Responsibilities. [Note: the former can be found on the Council for Exceptional Children webpage : http://www.cec.sed.org/ps/code.html
and latter can be found on the SDSU webpage: http://www.sa.sdsu.edu/srr/statement/index.html
].
In this course each student is expected to contribute to a positive learning environment by being on time to class; not leaving class early; turning off cell phones and electronic devises prior to class; participating in all class-related interactions, treating others in a manner that is courteous and that promotes mutual respect and equality of others; and saving side conversations during lecture until break time or an appropriate time during class. Lack of regard for any of the forgoing may impact the students ’ grade.
Further, students are expected to exhibit academic conduct that reflects the highest levels of honesty and integrity. The Student Disciplinary Procedures for the California State University specifically prohibit cheating or plagiarism and provide that such acts may result in a student being expelled, suspended, placed on probation, or given a lesser sanction.

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Grading:
Late work will not be accepted.
All assignments are to be turned in using Task stream no later than one hour prior to class meeting on assignment due date.
Quizzes and Test: See tentative schedule
Assignments: Miscellaneous assignments are assigned during the class. See below for point values.
Scoring:
Quizzes (2)
Midterm
Final
20
25
40
CMB Report presentation 30
Comp. Scoring Rep. 25
Assessment Report 30
SAFMEDS 20
Participation 10 TOTAL POINTS = 200 pts.
SAFMEDS Points: 20 – or more correct = 20 Pts.
17
– 19 correct =
18 Pts.
16 – 13 correct = 15 Pts.
12 – or less correct = 10 Pts.
Penalties for Absences: One absence, one late, one early excusal. Three point deduction for each instance thereafter.
If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as soon as possible. Please note that accommodations are not retroactive, and that accommodations based upon disability cannot be provided until you have presented your instructor with an accommodation letter from Student Disability
Services. Your cooperation is appreciated.

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SPECIAL NOTES
*Taskstream will be used as a means to assign and submit all assignments.
Class handouts and power point presentation will be made available via
Taskstream.
*Exams and quizzes will only be offered as scheduled.
*Please notify the instructor of any special considerations or accommodations.

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SPED 534
Classroom Assessment of Students with Mild/Moderate Disabilities
Date
TENTATIVE SCHEDULE
Topic Readings Assignments Due
1 08/27
-Course overview
-Principles of assessment
-Confidentiality
-Basic terminology
2 09/03
-Screening, pre-referral, referral, and classification procedures used in SPED
- Assessment Process
-RtI. Part I (IRIS Module)
3 09/10 -Selecting assessment tools &
Interpreting assessment results
-Standardized test
-Easy CBM introduction
4 09/17 -Addressing needs of EL students: Programs and services
– Overview of interpreting the
California English Language
Development Test (CELDT)
Bateria and Woodcock-Munoz
Language Survey
5 09/24
-Academic achievement
-Intellectual performance and adaptive behavior
-Learning disabilities
-Considerations for Diverse
Student Population (IRIS
Module)
6 10/01
-Classroom assessments
CBM
– Progress Monitoring
WJIII-Overview
7 10/08 No Formal Meeting
Online assignment
8 10/15
MIDTERM
CBM
Cont’
– Progress Monitoring
---
Chapters 1, 2
& 15
-Chapter 3, 4
& 5
-CELDT
Manual
-ELD
Standards
Chapter 13
Chapter 6, 7
& 8
Reading assigned---
RTI Part I due
Quiz 1
CBM Manual
Chapter 10,
11 & 12
IRIS Module
RTI Part 2
- RTI Part 2 due
-Preliminary assessment
report data
CBM Manual MIDTERM

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9 10/22
Presentation:
CBM Data Collection
10 10/29 Parents and families Chapter 14 &
Transition Planning
11 11/05
WJ III: Subtest Demonstrations
16
12 11/12
WJ III: Testing Observations
13 11/19 WJ III Computerized Scoring
Report
14 11/26
Individualized Education Plan
CBM Data Collection
Assignment Due
Quiz 2
-Computerized Scoring
Report Due
15 12/03
16 12/10
Assessment Report presentation
FINAL EXAM
Assessment
Report CBM/
CELDT WJ-III
SAFMEDS
FINAL EXAM
HOW YOUR FINAL COURSE GRADE IS CALCULATED
Grade scores are calculated using the following percentages:
A = 90 - 100 %
B = 80 - 89 %
C = 70 - 79 %
NOTE: The top three numbers in each grade category (except for “A”) earn a plus designation and the bottom three earn a minus designation.
D = 60 - 69 %
F = 59 - or less
COURSE ASSIGNMENTS:
READINGS: See course calendar. Readings, except for the first class, are to be done prior to class. Additional readings may be assigned by the instructor.
ASSESSMENT REPORT PRESENTATION: The assessment report will include subjects demographic information, a computerized scoring report, (scoring report is required based on testing results using the WJIII). The report will summarize test results, provide test profiles & tables and include your comments regarding the administration of the test, as well as recommendations based on assessment results. Information will be presented in class during an 8-10 minute presentation.

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CBM DATA COLLECTION ASSIGNMENT: This assignment is designed to help you develop proficiency in administering CBM probes and to provide a better understanding of the range of scores you will encounter in measuring reading and basic math fact fluency. It also helps you develop an appreciation for the kinds of information that can be derived from the scores you obtain.
You are to collect oral reading and basic math fact fluency data from a minimum of 4 individuals (5 for each skill area). Subjects must be of school age preferably of various grade levels, if possible. Include one adult (not necessarily a student) at least 20 years of age in each group. Use the same reading or math probe for each individual – Do not try to individualize.
We will be utilizing EASYCBM for this assignment, it is a free online resource.
Once all data are collected, construct two bar graphs , one for each skill, illustrating the obtained reading/math fact score of each individual arranged according to age, youn gest on the left. Use ¼ inch graph paper in the landscape position. The left side (y-axis) should indicate the correct number items while the bottom (x-axis) indicates your subjects by age.
With your charts include your typed responses to each of the following questions.
Use your experiences collecting the data for this assignment and knowledge gained in the class in your responses.
RESPOND TO THE FOLLOWING QUESTIONS FOR DATA COLLECTION ASSIGNMENT
1. What are at least two reasons why the data you collected might not represent the reading or math abilities of the individuals you assessed?
2. What factors might account for the variation among scores of the individuals you assessed.
3. Why is it important to more concerned with student correct responses rather than errors?
4. What clues in you data can you find that what you measured is a developmental skill?
5. What were the attitudes toward the assessment procedure among those you assessed?
6. How might you discern which of the three basic learning stages each of the individuals assessed is in?

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7. As the assessor, what do you feel was the most difficult part of this type of assessment?
8. In what ways do you feel that your assessments support or do not support the positive correlation between response rate and correct responses and the negative correlation between response rate and errors?
9. What are three ways you could involve students in regular CBM assessment in your class?
PRESENTATION OF DATA COLLECTION ASSIGNMENT
You are required to present the results of your CBM assessment assignment.
You will be given 5 to 8 minutes to make your oral/visual presentation. You’re your power point presentation ready for displaying. Most importantly, rehearse your presentation so you are familiar with it and able to deliver it within the allotted time. This requires organizing your presentation carefully so it flows in a logical sequence and is clear to the audience. Anticipate possible questions that may arise so you are prepared to respond. You may use any notes or other type of assistance to help you in your presentation. All documentation will be submitted via Taskstream on date specified by instructor. Project grading rubric will be provided prior to project completion.
This is an acronym for "Say All Facts a Minute Each Day - Shuffle." The instructor will provide separate information on this project. The goal here is to be able to say 31 facts regarding CBM in one minute. This is a learning technique to help students attain proficiency with primary course related information and to demonstrate important general learning concepts. Additionally, the assignment illustrates basic practical learning principles regarding frequency measurement and