WAYLAND BAPTIST UNIVERSITY
DIVISION OF EDUCATION
VIRTUAL CAMPUS
Mission: Wayland Baptist University exists to educate students in an
academically challenging and distinctively Christian environment for
professional success, lifelong learning and service to God and humankind.
Course Number and Title: EDSP 3308VC01- Assessment of Student with
Special Needs
INSTRUCTOR’S NAME/ OFFICE HOURS/ OFFICE NUMBER(S), AND
EMAIL ADDRESS:
Instructor:
Dr. Tamara Moore-Callahan
Office Address:
Clovis Campus, 121 E. 4th Street, Clovis, NM. 88101
Office Phone:
575-763-0535
Office hours:
By appointment
Email address:
callahant@wbu.edu
Course Description- Emphasis is placed on the type of testing and the
development of IEP’s for special education instruction. Skills and techniques are
developed to assist classroom teachers with the instruction of special education
students based on the assessment data obtained in the evaluation process. A
field based component is an integral part of the course. Successful completion of
field experience hours is required for course credit. Minimum field hours
required: 6
Prerequisites: EDSP 3304
Term and Dates: Summer 2012 (May 21- August 4, 2012)
Required Resource Materials
A. Cohen, L. G. & Spenciner, L. J. (2011). Assessment of children and
youth with special needs. 4th ed. Columbus, Ohio: Merrill.
ISBN: 978137054534
B. Access to: WBU Learning Resources www.wbu.edu/lrc
Attendance Requirements: Student enrolled in the University’s Virtual
Campus should make every effort to participate fully in the class. In order to
make up incomplete work, the student must explain the reason for the deficiency
to the instructor, who will then determine whether the omitted work may be
made up. When a student shows a lack of participation considered by the
instructor to be excessive, the instructor will so advise the student. Any student
who misses 25 percent or more of the class assignments will receive a grade of F
in the course. Additional participation policies for each course, as defined by the
instructor in the course syllabus, are considered a part of the university’s
attendance policy.
Class time/Method of Instruction: Virtual Campus online instruction via
Blackboard
Course Outline and Competencies: Competencies based on Special
Education Standards from the State of Texas: Standard V. The special education
teacher understands formal and informal assessment procedures and knows how
to evaluate student competencies to make instructional decisions.
The beginning special education teacher knows and understands
5. 1k state and federal laws (e.g., IDEA, Title 1) that require the
assessment of the progress of all students toward state standards;
5. 2k basic terminology used in assessment (e.g., validity, reliability,
norm-referenced assessment, criterion-referenced assessment).
5. 3k ethical concerns related to assessment, including legal provisions;
regulations, and guidelines regarding unbiased assessment and the
use of psychometric instruments and instructional assessment
measures with individuals with disabilities;
5. 4k criteria used to determine eligibility for special education services;
5. 5k the processes used for screening, pre-referral, intervention,
referral, and determining eligibility for special education services;
5. 6k the appropriate application and interpretation of scores, including
standard scores, percentile ranks, and age/grade equivalents;
5. 7k the purpose, appropriate uses, and limitations of various types of
assessment instruments;
5. 8k methods for monitoring the daily progress of individuals with
disabilities, and
5. 9k the reciprocal nature of assessment and instruction and how to
evaluate assessment results to design, monitor, and modify
instruction for individuals with disabilities.
Student Learning Outcomes:
1. The student will read state and federal laws regarding Special
Education Assessment, memorizing basic terminology used in
these types of procedures and identifying specific ethical
concerns regarding such practices.
a. Exams
b. Chapter Questions
2. The student will collect date on the various types of assessment
instruments available for use by special educators and compile a
notebook of test reviews. Test review information should
include test name, author, publisher, general test description;
standardization information; reliability/validity information, any
relevant information about the test, and personal feelings about
the test instrument.
a. Notebook of Test Reviews
3. The student will compile a reference list of 15 modifications to
be used for each of the 13 exceptionalities as defined by IDEA.
a. Exams
The beginning special education teacher is able to:
5.1s
collaborate with parents/guardians and with other school and
community personnel involved in the assessment of individuals with
disabilities
5. 2s document ongoing student progress and maintain accurate records.
5. 3s demonstrate responsiveness to cultural and other factors (e.g.,
ethnicity, language, religion, gender, personal beliefs, nature and
severity of disability) by matching appropriate assessment
strategies to the characteristics and needs of individual students;
5. 4s gather background information regarding academic, medical, and
family history;
5. 5s use various types of assessment procedures appropriately;
5. 6s interpret information from formal and informal assessment
instruments and procedures, including the interpretation of various
types of scores;
5. 7s report assessment results to individuals with disabilities,
parents/guardians, administrators, and other school community
personnel using appropriate communication skills;
5. 8s use information from teachers, other school and community
personnel, individuals with disabilities, and parents/guardians to
make or suggest appropriate accommodations/modifications to
learning environments;
5. 9s develop individualized assessment strategies to evaluate the results
of instruction;
5.10s use assessment information to help make instructional decisions
and plan individual programs that results and/or linguistically
diverse backgrounds;
5. 11s evaluate supports needed to access to the general curriculum and
integration into various programs and environments; and
5. 12s design ecological inventories, portfolio assessments, task analyses,
and functional assessments to accommodate the unique abiltieis
and needs o individuals with disabilities,
Student Learning Outcomes:
1. The student will attend a minimum of six (6) Field Experience
hours and collect notes to document his/her experiences.
a. Field Experience Observations
2. The student will develop four (4) individualized assessment
instruments
to evaluate the results of their personal instruction that will
specifically
address students with disabilities.
a. Individualized Assessments
b. Test Administration
Academic Course Requirements:
A. Discussion Board Topic/ Response Participation (10 @ 10 pts.
each). There will be a question posted each week in the discussion
Board dealing with the chapter(s) assigned for that week. Each student
will submit a response to the question and then post a response to at
least two other student’s submission for that week.
B. Successful completion of weekly questions (10 @ 15 pts. each).
Each week, chapter questions will be assigned based on chapter
readings.
C. Test Creation (4@ 75 pts. each) Create a test and scoring rubric for
Reading, Math, Language Arts and Spelling to be administered to a
student.
D. Test Administration/Assessment Report (4@ 75 pts. each)Administer tests created for Reading, Math, Language Arts and
Spelling to a student and write an assessment report.
E. Field Experience Observations (1 @ 50 pts.)- Students will spend a
minimum of 6 hours in field-based experience. Guidelines for
observations will be provided.
F. Notebook of Test Reviews (1 @ 100 pts.) Rubric for test reviews
will be provided.
G. Midterm Exam (100 pts.)- The midterm exam will cover
reading/lectures and chapter questions from the first half of the
course. The midterm exam will be in multiple choice format.
H. Final Exam (100 pts.)- The final exam will cover reading/lectures and
chapter questions from the second half of the course. The final exam
may include true/false, multiple choice, and short answer format.
Total Possible Points- 1200
1200-1080= A
1079- 959= B
958- 838= C
837- 717= D
716 & less F
Learning Modules: Learning Modules have been set up for each week of the
course. These modules contain your reading assignments, weekly assignments,
discussion board writing prompts, and other valuable information for the week.
Assignment Submission: The Weekly Submission menu item contains the
links to use when submitting assignments. To submit your work, click on the link
that corresponds to the assignment that you are submitting. When submitting an
assignment, please save the document as an doc or docx file before submitting
the document. All work must be submitted by the deadline posted.
System Requirements: Online courses require that the student have:
IBM Computers and IBM Compatibles with Windows Operating
System:
Pentium Processor or better (Pentium 100 or better recommended),
32 MB RAM (32 MB or more recommended), Hard disk drive with
minimum of 50 MB free (70 MB or higher free space
recommended), 56k or higher recommended, 256 color monitor,
Windows operating system.
Compatible Word Processing programs:
1. Microsoft Word (either singly or as part of Microsoft Office) or
2. Word Perfect: Must save work as Rich text Format or
3. Open Office: download free at www.opeoffice.org
Note: Microsoft Works is not supported)
Internet Browsers:
1. Internet Explorer 6 or higher
2. Netscape
3. Firefox
4. Safari
Please check the Computer Personal settings link at the bottom of the
Blackboard login page for specific requirements for Blackboard.
Academic Honesty: University student are expected to conduct themselves
according to the highest standards of academic honesty. Academic misconduct
for which a student is subject to penalty includes all forms of cheating, such as
illicit possession of examinations or examination materials, forgery, or plagiarism.
(Plagiarism is the presentation of someone else’s work as one’s own work. See
current Wayland Baptist University Catalog for penalties that may be applied to
individual case of academic dishonesty.)
Evaluation: University Grading System:
A
B
C
D
F
90-100
80-89
70-79
60-69
below 60
CR
NCR
I
W
WP
for Credit
WF
Withdrawal Failing
No Credit
X
No grade given
Incomplete IP
In progress
for withdrawal
Withdrawal Passing
A grade of “CR” indicates that credit in semester hours was granted but no grade
or grade points were recorded.
*A grade of “Incomplete” is changed if the work required is completed prior to
the date indicated in the official University calendar of the next long term, unless
the instructor designates an earlier date for completion. If the work is not
completed by the appropriate date, the I is converted to the grade of F. An
incomplete notation cannot remain on the student’s permanent record and must
be replaced by the qualitative grade (A-F) by the date specified in the official
University calendar of the next regular term.
Student Email Accounts: The University has set up a Wayland Baptist
University.wbu.edu email account for each of you. If you have not done so
already, activate this email account ASAP. This is the email address I will use to
communicate with you. If I need to notify you of information during a time when
Blackboard is down or for other various reasons, this is how I will contact you.
PERSONS WITH DISABILITIES: It is University policy that no otherwise
qualified person with disabilities be excluded from participation in, be denied the
benefits of, or be subject to discrimination under any educational program or
activity in the University. It is the responsibility of the student to disclose and to
provide documentation pertaining to the disability so that appropriate
modifications may be made.
EDSP 3308 – Online via Blackboard
Tentative Course Outline—I reserve the right to amend the tentative course outline as needed during the
course.‫٭‬
Date/Week
Classwork
Reading Assignment
Products Due
May 21-27
Introduction – Syllabus
Understanding Assessment
Response to Intervention
Read Ch. 1 & 2
May 28-
Assessment Framework
Read Ch. 3 & 4
*Answer Ch. 1 & 2
Questions & Submit
*Respond to
Discussion Board
question #1
*Begin looking for a
site to conduct Fieldbased Experience
*Answer Ch. 3 & 4
June 3
Involving Families
June 4-10
Reliability and Validity
Developing Technical Skills
Read Ch. 5 & 6
June 11-17
Test Interpretation and Report Writing
Read Ch. 7
Submit Test #1
June 18 24
June 25July 1
*TAKE MID-TERM ON OR BEFORE
JUNE 24!!!!
Observing, Interviewing, and
Conferencing
Behavior (adaptive and problem
behaviors)
July 2-8
Achievement: Overall Performance
Reading
Written Language
Questions & Submit
*Respond to
Discussion Board
question #2
*Begin Notebook for
Test Reviews
*Answer Ch. 5 & 6
Questions & Submit
*Respond to
Discussion Board
question #3
*Create Test #1Reading- Administer
test/write report
*Answer Ch. 7
Questions & Submit
*Study for Mid-Term
Exam
*Respond to
Discussion Board
question #4
*
Read Ch. 8 & 9
*Answer Ch. 8 & 9
Questions & Submit
*Respond to
Discussion Board
question #5
*Create Test #2- MathAdminister test/write
report
Read Ch. 10
Read Ch. 11
Read Ch. 12
*Answer Ch. 10, 11 &
12 Questions & Submit
*Respond to
Discussion Board
question #6
Submit Test #2
July 9-15
Oral Language
Mathematics
Performance-based, Authentic, and
Portfolio Assessments
Read Ch. 13
Read Ch. 14
Read Ch. 15
July 22-29
Cognition
Young Children
Read Ch. 16
Read Ch. 17
*Answer Ch. 13,14 and
15 Questions & Submit
*Respond to
Discussion Board
question #7
*Create Test #3Language ArtsAdminister test/write
report
*Answer Ch. 16, 17 and
18 Questions & Submit
Transition
Read Ch. 18
Submit Test #3
July 30Aug 4
COMPLETE THE FINAL EXAM ON OR
BEFORE AUGUST 4TH, 2012!
*Respond to
Discussion Board
questions #8 and #9
*Create Test #4Spelling- Administer
test/write report
Submit Test #4
*Discussion Board
Submit Field
question #10
Experience
Observations
Submit Notebook of
Test Reviews, and Final
Exam by 11:59.59pm
CST August 4th