Individual Diagnostician Assessment II

Competency 004

The educational diagnostician selects and administers appropriate formal and informal assessments and evaluations.

The beginning educational diagnostician:

• Applies knowledge of basic terminology and statistical concepts (e.g., standard error of measurement, mean, standard deviation) used in assessment and evaluation.
• Demonstrates knowledge of standards for test norming, reliability, and validity; procedures used in standardizing instruments; and sources of measurement error.
• Demonstrates knowledge of how to select and use assessment and evaluation materials based on technical quality and individual student needs (e.g., communication, physical and other disabilities).
• Applies knowledge of the uses and limitations of various types of assessment instruments (e.g., norm-referenced, criterion-referenced) and observation techniques (e.g., anecdotal, frequency, temporal).
• Applies knowledge of procedures for screening, prereferral, referral, and eligibility.
• Demonstrates the ability to score assessment and evaluation instruments accurately, and to create and maintain evaluation reports according to federal and state guidelines.
• Knows how to collaborate effectively with families and with other professionals in assessing and evaluating individuals with disabilities.

Competency 005

The educational diagnostician applies skills for interpreting formal and informal assessments and evaluations.

The beginning educational diagnostician:

• Analyzes the uses and limitations of various types of formal and informal assessment and evaluation data.
• Demonstrates knowledge of the appropriate application and interpretation of derived scores (e.g., standard scores, percentile ranks, age and grade equivalents, stanines, T-scores, z-scores) 
• Uses performance data and information from teachers, other professionals, the student, and the student’s parents/guardians to recommend appropriate modifications and/or accommodations within learning environments.
• Recognizes the need to monitor the progress of individuals with disabilities.

Domain III—Curriculum and Instruction

Competency 006

The educational diagnostician understands appropriate curricula and instructional strategies for students with disabilities.

The beginning educational diagnostician:

• Demonstrates knowledge of curricula for the development of motor, cognitive, academic, social, language affective, career, and functional skills for students with disabilities.
• Demonstrates knowledge of individualized assessment strategies for instruction (e.g., authentic assessment, contextual assessment, curriculum-based assessment).
• Demonstrates knowledge of a variety of instructional strategies, technology tools, and curriculum materials to address the individual needs and varied learning styles of students with disabilities within the continuum of services.

Domain IV—Foundations and professional Roles and Responsibilities

Competency 008

The educational diagnostician understands and applies knowledge of professional practices, roles, and responsibilities and the philosophical, legal, and ethical foundations of evaluation related to special education.

The beginning educational diagnostician:

• Knows how to comply with local, state, and federal monitoring and evaluation requirements.
• Applies knowledge of issues, assurances, and due process rights related to evaluation, eligibility, and placement within a continuum of services.
• Knows qualifications necessary to administer and interpret various instruments and procedures.
• Knows organizations and publications relevant to the field of educational diagnosis, and demonstrates awareness of the importance of engaging in activities that foster professional competence and benefit individual with exceptional learning needs, their families, and/or colleagues.

Competency 009

The educational diagnostician develops collaborative relationships and demonstrates skills for scheduling, time management, and organization.

• Knows how to keep accurate and detailed records of assessments, evaluations, and related procedures (e.g., ARD/IEP meetings, parent/guardian communications and notifications).
• Applies knowledge of legal and regulatory timelines, schedules, deadlines, and reporting requirements and methods for maintaining eligibility folders and for organizing, maintaining, accessing, and storing records.

10 Individual assessments* (Admin., Scored, Report*) 20 pts each 200 Points

Midterm and Final                                                                       100 Points

Class Activities (10 x10)                                                              100Points

Video/Self-Critique                                                                    50 Points                        

Grading Procedures

10 Individual assessments* (Admin., Scored, Report*) 20 pts each 200 Points

Midterm and Final                                                                       100 Points

Class Activities (10 x10)                                                              100Points

Video/Self-Critique                                                                    50 Points                        

90-100% -A, 80-89% -B, 70-79%, C, below 70%-F

late work not accpted

Attendance Policy

Students are expected to attend each class session. Since this is an online course, attendance is equivalent to participation. We can record the video classes in classes, so do not panic if you have to miss for a good reason. I understand all of you are busy professionals and attendance at “open house” and “parent nights” are mandatory.