Assessment

Course Details

Course Number: 4123  Section Number: 70

Spring 2011

Location: Dillard College of Business Administration

Classroom Number: 129

Days & Times:

 

Wednesday 5:30-8:20



Course Attachments

Textbooks

MSU Faculty Member
Dr. Edward Schultz   
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Course Objectives

 

 

Objectives The candidate will meet the following Special Educations Standards all beginning Special Education Teachers of Candidates in Individualized General Curriculums in Texas.

 

 

Assessment

Comp #

Foundations Strand

Written product

1.4k

issues in definition and identification procedures for individuals with disabilities, including individuals from culturally and/or linguistically diverse backgrounds;

Exam

1.8k

assurances and due process rights related to assessment, eligibility,placement, and services;

Written Product

1.3.s

articulate the factors that influence the overrepresentation of minority students in programs for individuals with disabilities.

Exam

2.4k

liability issues related to working with individuals with disabilities; and

Exam

2.5k

how to maintain the confidentiality of medical and academic records and respect for the privacy of individuals with disabilities.

Exam

2.5s

exercise objective professional judgment in the practice of the profession;

Exam

2.7s

comply with local, state, and federal monitoring and evaluation requirements;

Exam

2.9s

safeguard confidentiality with regard to students with disabilities (e.g., by maintaining the confidentiality of electronic correspondence and records; ensuring the confidentiality of conversations; training related parties, such as parents/guardians and consultants, to maintain confidentiality);

Exam

2.10s

participate effectively in the identification, diagnosis, placement, and ongoing service of students with disabilities; and

Exam

2.11s

demonstrate advocacy skills and competencies needed to support educational services delivered to students in the least restrictive environment and in the community

Written product

3.2k

typical concerns of parents/guardians of individuals with disabilities and appropriate resources and strategies to help parents/guardians deal with these concerns;

Written product

3.4k

the types of information generally available from parents/guardians, school officials, the legal system, and community service agencies;

Written product

3.6k

ethical practices for confidential communication about individuals with disabilities.

 

 

 

Assessment

Comp#

Assessment Strand

Exam

5.1k

state and federal laws (e.g., IDEA, Title I) that require the assessment of the progress of all students toward state standards;

Exam

5.2k

basic terminology used in assessment (e.g., validity, reliability, norm referenced assessment, criterion-referenced assessment);

Exam

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;

Exam

5.4k

criteria used to determine eligibility for special education services;

Exam

5.5k

the processes used for screening, prereferral, intervention, referral, and determining eligibility for special education services;

Exam

Class Act.

5.6k

the appropriate application and interpretation of scores, including standard scores, percentile ranks, and age/grade equivalents;

Exam

5.7k

the purpose, appropriate uses, and limitations of various types of assessment instruments;

Exam

5.8k

methods for monitoring the daily progress of individuals with disabilities; and

Exam

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

Exam

5.1s

collaborate with parents/guardians and with other school and community personnel involved in the assessment of individuals with disabilities;

Exam

5.2s

document ongoing student progress and maintain accurate records;

Written product

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;

Exam

5.4s

gather background information regarding academic, medical, and family history;

Exam

Class Act.

5.5s

use various types of assessment procedures appropriately;

Exam

Class Act.

5.6s

interpret information from formal and informal assessment instruments and procedures, including the interpretation of various types of scores;

Exam

Class Act.

Written product

5.7s

report assessment results to individuals with disabilities, parents/guardians, administrators, and other school and community personnel using appropriate communication skills;

Exam

Written product

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;

Exam

5.9s

develop individualized assessment strategies to evaluate the results of instruction;

 

 

 

Assessment

Comp#

Intervention and Planning Strand

Exam

4.3s

apply knowledge of human development and disabilities to plan and

implement appropriate curriculum with appropriate modifications and adaptations; and

Written Product

6.9k

how to use Individual Educational Plan (IEP) objectives to plan educational setting and instruction.

Exam

6.4s

incorporate evaluation, planning, and management procedures that match student needs with a variety of instructional environments;

Exam

8.1k

the range and variety of assistive technology, devices, services, and resources;

Exam

8.2k

state and federal laws pertaining to the acquisition and use of assistive technology;

Exam

8.3k

how to access school and community resources for meeting the assistive technology needs of individual students;

Exam

8.1s

link individual student needs with appropriate assistive technology, devices, and services;

Exam

8.2s

find and access school and community resources on assistive technology;

Exam

8.3s

make informed decisions with regard to types and levels of assistive technology, devices, and services (e.g., “no tech,” “low tech,” and “high tech”) and support the implementation of those devices and services based on individual needs;

Exam

8.4s

participate in the selection and implementation of augmentative or alternative communication devices and systems for use with students;

Exam

10.3k

how to evaluate and use assessment results to design, monitor, and modify instruction to improve student learning;

Exam

10.9k

the role of the Texas Essential Knowledge and Skills (TEKS) in the

development of the Individual Educational Plan (IEP) for individuals with disabilities; and

Exam

10.1s

sequence, implement, evaluate, and measure student progress toward individual learning objectives;

Exam

Class Act.

10.4s

evaluate, select, adapt, and use instructional strategies and materials

according to characteristics of the student;

Exam

Class Act.

12.7s

use a wide variety of assessment methods to monitor students’ understanding and adapt mathematics instruction based on the individual strengths and needs of students with disabilities.


Course Expectations

 

Assignments:All written work must follow APA guidelines as specified in the 5th edition of the Publication Manual of the American Psychological Association (2001). Candidates will be given written instructions and rubric for each assignment.

 

  1. Mid-term (3/10/10) and Final Exam (5/12/10)-the final will be delivered online. You will have a window of time to take it-
  2. RTI Module-Instructions will be posted on WebCT  
  3. IEP Module -Instructions will be posted on WebCT
  4. Curriculum-Based Measurement Module -Instructions will be posted on WebCT
  5. Law Portfolio

Grading Standards

 

Grading Procedures: Grades will be averaged together and culated by he following weights.

 

  1. Mid-Term (20%), Final (Comprehensive) (20%)
  2. RTI Modules (20%)
  3. CBM Module (20%)
  4. IEP Module (10%)
  5. Law Portfolio (10%)

Submission Format PolicyNote: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

late work is not accepted


Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

 

Attendance Policy

Upon your second absence from an undergraduate education course, your final grade will be lowered by one letter grade. In addition, it is unprofessional to miss any field assignment. Therefore in the case of absences from field experiences, not only will the grade penalty apply, but also you will be required to discuss with your professor(s) the most appropriate way to make up that absence.

 

Upon the third absence you will be dropped from the course. In extreme circumstances (e.g. documented medical emergency), your continued participation the course will be determined in a scheduled meeting with your professor(s).

 

Excessive tardiness (determined by the professor) can be defined as an absence and subject to the absentee policy.


Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.