Individual Diagnostician Assessment I

Course Details

Course Number: 6613  Section Number: x10

Fall 2012

Location: Online

Days & Times:

Internet

Course Attachments

Syllabus   SPED 6613 Fall 2012 Schultz-20120828-150954.doc

Textbooks
MSU Faculty Member
Dr. Edward Schultz   
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Course Objectives

 

Competency 001

The educational diagnostician understands and applies knowledge of federal and state disability criteria and identification procedures for determining the presence of an educational need.

 

The beginning educational diagnostician:

  • Knows how to access information on the cognitive, academic, communicative, physical, social, and emotional characteristics of individuals with various disabilities.
  • Knows how to use various types of assessment and evaluation procedures to identify students with disabilities and determine the presence of an educational need.
  • Knows how to gather and use background information regarding the educational/developmental (e.g., behavioral, social, academic), medical, and family history of individuals with disabilities.

 

Competency 002

The educational diagnostician understands and applies knowledge of ethnic, cultural, linguistic, and socioeconomic diversity for evaluation, planning, and instruction.

 

The beginning educational diagnostician:

  • Uses strategies and procedures that are responsive to the diverse backgrounds and particular disabilities of individuals in relation to evaluation, programming, and placement and that ensure nonbiased results.

 

Domain II—Assessment and Evaluation

 

Competency 003

The educational diagnostician understands and applies knowledge of student assessment and evaluation, program planning and instructional decision making.

 

The beginning educational diagnostician:

  • Demonstrates knowledge of the characteristics and needs of individual students in relation to assessment and evaluation for their least restrictive placement within a continuum of services.
  • Uses assessment and evaluation information to assist in identifying realistic expectations for educationally relevant behavior (e.g., vocational, functional, academic, social) in various settings.
  • Interprets and uses assessment and evaluation information to plan individualized programs, make instructional decisions, and support ongoing review. 

 

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.

 

 

 


Course Expectations

 

Field Experiences/Assignments:

  1. Woodcock Johnson Cognitive Battery-3rd Edition (WJIII) (6total) Administered, scored, brief report to six (6) school-aged children. (One student needs to be 3-5 years old). Of the 6, 4 will be standard battery only and 2 will be standard and extended battery.
  2. Wechsler Intelligence Scale for Children-4th Edition (WISC-IV) (4total): Administered, scored, report* to four (4) school-aged (6-16) children. .
  3. Video-Tape/Self-reflection (one assessment of your choice) 5 subtests will need to be recorded.
  4. Midterm (text Ch. 1-6) and Final (text Ch. 6-10, and 19) this will be over the text, extensive other readings, assignments, and video lectures.
  5. Assignments Weekly-Instructions will be provided  (10 total)
  6. Practicum Portfolio

 


Grading Standards

 

Grading Procedures

 

10 Cognitive Assessments (Admin., Scored, Report*) 30 pts each               300 Points

Video-tape/Reflection                                                                                                25 Points

Midterm (text Ch. 1-6 and other readings)                                                     75 Points

Final (text Ch. 6-10, and 19 and other readings)                                            75 Points

Weekly Activities                                                                                           100 Points

Practicum Portfolio                                                                                         50 Points        

_____________________________________________________________________

                                                                                                Total    Points  625 Points


Submission Format Policy

word documents only



Note: 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

no late work 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

Internet


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.