SYLLABUS- EDT 575
I. Course Description and Information
ASSESSMENT: MILD/MODERATE: This course is the study of the multidisciplinary
use of assessment devices and techniques in the diagnosis, planning and evaluation of the
special needs learner and the development of individual education plans. Prerequisites:
EDT 570, EDT 572
3 sem. hrs.
Instructors:
Stephen Richards
Stephen.Richards@notes.udayton.edu 937-229-4511
Office Hours: Thursdays 3:30-4:30 and by appointment
Syllabus Reference to EDT Theme and SOEAP Theme
The School of Education and Allied Professions in conjunction with the University of Dayton's
Vision 2005 has adopted a school wide theme of "Building Learning Communities Through
Critical Reflection." The goal for the faculty in the School of Education and Allied Professions
is to become a learning community of its own, model that learning community, and mentor
others in their quest for a learning community. This can happen when we work with the human
services within the larger communities of public, Catholic and private learning institutions.
The University of Dayton's Department of Teacher Education has adopted a theme that is
integrated throughout our entire program of study. The theme of "Teacher as Reflective
Decision Maker in a Pluralistic Society" is an appropriate choice, considering the complex
needs of students from many different backgrounds and the demand that teachers have as much
preparation for this challenge as possible.
The department adopted this theme in accordance with the University's Marianist Mission
Statement, which encourages student to take an active role in improving the state of the larger
community. This attitude is encouraged when professors and teachers embrace and model
qualities of character embodied in the Marianist tradition. These values, found as well in
student centered classrooms, include faith, community, mission, inclusivity, respect,
acceptance, empathy, authenticity, service, compassion, a sense of humor, expectancy of good,
concern for the total development of the child, and commitment of be professional minded.
SYLLABUS Disability STATEMENT
To request academic accommodations due to a disability, please contact the
Office for Students with Disabilities, 002 Albert Emanuel Hall, (937) 229-3684. If you
have a self-identification form from the Office for Students with Disabilities indicating
that you have a disability, which requires accommodation, please present it to me so we
can discuss the accommodations you might need in class.
II. Course Objectives
This course is designed to meet Standard 8 – Assessment - in the CEC Common Core and
Individualized General Curriculum standards. These standards are also aligned with the
Ohio standards for teacher preparation.
Common Core Standards in Knowledge and Skills:
Knowledge:
CC8K1
Basic terminology used in assessment.
CC8K2
Legal provisions and ethical principles regarding assessment of
individuals.
CC8K3
Screening, pre-referral, and classification procedures.
CC8K4
Use and limitations of assessment instruments.
CC8K5
National, state or provincial, and local accommodations and
modifications.
Skill:
CC8S1
Gather relevant background information.
CC8S2
Administer nonbiased formal and informal assessments.
CC8S3
Use technology to conduct assessments.
CC8S4
Develop or modify individualized assessment strategies.
CC8S5
Interpret information from formal and informal assessments.
CC8S6
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.
CC8S7
Report assessment results to all stakeholders using effective
communication skills.
CC8S8
Evaluate instruction and monitor progress of individual with exceptional
learning needs.
CC8S9
Develop or modify individualized assessment strategies.
CC8S10
Create and maintain records.
Individualized General Curriculum Knowledge and Skills:
Knowledge:
GC8K1
Specialized terminology used in the assessment of individuals with
disabilities.
GC8K2
Laws and policies regarding referral and placement procedures for
individuals with disabilities.
GC8K3
Types and importance of information concerning individuals with
disabilities available from families and public agencies.
GC8K4
Procedures for early identification of young children who may be at risk
for disabilities
Skill:
GC8S1
Implement procedures for assessing and reporting both appropriate and
GC8S2
GC8S3
GC8S4
GC8S5
problematic social behaviors of individuals with disabilities.
Use exceptionality-specific assessment instruments with individuals with
disabilities.
Select, adapt and modify assessments to accommodate the unique abilities
and needs of individuals with disabilities.
Assess reliable method(s) of response of individuals who lack typical
communication and performance abilities
Monitor intragroup behavior changes across subjects and activities
III. Topics to be covered: Due process rights; Legal provisions for assessment;
Standardized testing; Formal and informal assessment (Types, limitation, bias); Basic
assessment terminology; Diversity’s influence on assessment, application, and
interpretation of scores; Pre-referral & referral procedures (IAT, IBMFE);
Assessment/placement relationship; Assessment, diagnosis, and evaluation issues
(Teaming, tracking progress, data from a variety of tools (i.e., academic, adaptive
behavior, etc.), writing reports, reporting results orally); Alternative assessment
techniques (portfolio, demonstration, etc.); Ethical practices.
IV. Student Evaluation Criteria:
A. Attendance – Every class is important. Students are expected to arrive on-time and to
stay until class is dismissed. Absence in 2 classes (approx. 5.5 hrs.) may result in the
student’s grade will be lowered one letter (i.e., From A to B; B to C). Three or more
absences may result in failure. Two or more tardies or leaving early may be
considered equivalent to one absence.
B. Class reflections (30 pts.) - Students will respond to a critical reflection question(s) at
periodic intervals. Reflections cannot be made-up for sessions missed.
C. Assessment Instrument Presentations (50 points): Students will obtain a published
norm-referenced, standardized assessment instrument from their school or the UD
CMC (instructor will approve/assign instruments) and present the instrument to the
class including:
1. Overview of the instrument, its purposes, for whom it is designed, and who may
administer the instrument
2. A description and explanation of the items and administration procedures
3. A substantive demonstration of administration including how to score the
instrument
4. A description and explanation of types of scores obtained and their meanings
5. Two students may work together on a single instrument but each will receive
the same point total out of the possible 50 points for this presentation.
D. Case Study & IEP (100 pts.) – The following guidelines are to be used:
1. Develop a case study.
a. Identify a student for use as your case study.
b. Develop a rationale for what you need to know about the student (e.g., based
on age, grade level, disability or other relevant characteristics)
c. Obtain information from parent(s) or teacher regarding background and other
relevant data.
d. Conduct an interest inventory/survey on your student.
e. Administer at least one formal (norm-referenced, standardized), two informal
(criterion referenced and/or teacher-made), and an assessment of
vocational/career skills, behavioral skills, communication skills, or other
appropriate instrument for your individual student. Other data may include
class work, observational data, achievement test results, and any other
appropriate source of information. Include a rationale for your choices for
assessment procedures/instruments. Describe the results of your data
gathering.
2. Develop an IEP Present Levels of Performance based on the data gathered.
Develop 2 goals with a minimum of 3 objectives each based on present levels.
Include your assessment procedures section of the IEP as well.
3. Develop progress monitoring forms/methods to be used with IEP goals/objectives.
4. Create a handout/narrative (3-4 pages) that includes a description of your student,
the rationale for what you needed to know, what you learned about the student's
strengths and needs, the IEP goals/objectives, and your progress monitoring forms.
5. Present your case study IEP to the class (20 points).
E. Midterm & Final Examination (50 points each). The exam will revolve around supply
answer items that require application and demonstration of knowledge, skills, and
dispositions.
Grade Scales and Policies
A = 95% - 100%
A- = 90-95%
B+ = 87% - 89%
B = 83-87%
B- = 80-83%
C = 70% - 79%
F = Below 70%.
1. It is the student’s responsibility to study materials provided, read the text as
directed and to come to class prepared. Lectures and in-class activities will
clarify and expand materials and text. Powerpoint presentations are available
on the website.
2. It is the student’s responsibility to notify the instructor if s/he is unable to attend
class.
3. All assignments are due on the dates listed. Late assignments are lowered
one letter grade per day late, unless special arrangements are made with
the instructor. One-half letter grade will be deducted for any assignments
not turned in at the beginning of class but submitted on the same day of
class. No assignments will be accepted after the last class.
4. All assignments are expected to be of professional quality. Written materials
should be free of grammatical errors, spelling errors, etc. Points will be
deducted for these errors.
V.
Teaching Methods: Lecture/discussion, small group activities,
demonstrations/presentations, in-class research.
VI.
Instructional Technology: Students are expected to word process
documents/assignments. There may be websites and addresses you will be instructed to
visit. The Ohio Dept. of Education website will be used in class to review specific rules
and procedures for assessment in Ohio.
VII.
Field Experiences: 20 hours required and see Assignments for those requiring
contact with public school students.
VIII. Required Texts:
Pierangelo, R., & Guiliani, G.A. (2006). Assessment in special education.
Boston, MA: Allyn & Bacon.
IX.
Date of Syllabus Revision: January, 2006