EDSP 409 Assessment Strategies and Curricular Modifications for Individuals with Special Learning Needs in Diverse Settings (4 units)

CALIFORNIA STATE UNIVERSITY, LOS ANGELES

Charter College of Education
Division of Special Education

Description • Student Outcomes • Topic Outline • Evaluation
Assignments • Grading Procedures

Instructor: John Venn
Class Location: KHB-2015

Office: KH C1035
Class Day/Time: Tuesday, 4:20 - 7:55 pm

Telephone: (323) 343-4427

Email: jvenn@calstatela.edu

Office Hours: Tues 1:00 - 4:20, Wed 1:00 - 5:00, and by appointment

Call Number: 11981, Section 01

1. Description:

Prerequisites or Co-Requisites: EDSP 300 or EDSE 401, 421; EDSP 400. This course covers principles, procedures, interpretation, communication, and application of various formal and informal assessment techniques for individuals with exceptional needs in diverse educational settings. The course includes the use of assessment data to develop IEPs and to select appropriate curriculum.

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2. Professional Statements:

A. Vision, Mission and Conceptual Framework for Professional Preparation

The Charter College of Education faculty members have adopted the vision of “promoting an inclusive environment to support caring professional educators for the future, so that all learners achieve their fullest potential.” The College also promotes the following mission: “through the unique opportunities provided by its charter status, the College of Education at California State University, Los Angeles, enables educators to meet high standards and ensure the maximum learning and achievement potential of culturally and linguistically diverse urban learners.” This mission is reflected in this course by the course content, performance standards, lecture topics, and textbook chapters.

B. Statement of Reasonable Accommodation

The Charter College of Education faculty members fully support the Americans with Disabilities Act (ADA). The members of the faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Students with Disabilities (OSD) who needs and requests accommodation. The faculty member may wish to contact the OSD to verify the presence of a disability and confirm that accommodation is necessary. The OSD will arrange and provide for the accommodation.

Reasonable accommodation may involve allowing a student to use an interpreter, note taker, or reader; accommodation may be needed during class sessions and for administration of examinations. The intent of the ADA in requiring reasonable accommodation is not to give a particular student an unfair advantage over other students, but simply to allow a student with a disability to have an equal opportunity to be successful.

C. Student Conduct

The Charter College of Education faculty view student conduct as a serious matter. Faculty members assume all students will conduct themselves as mature campus community citizens and will conduct themselves in a manner congruent with university policies and regulations. Inappropriate conduct is subject to discipline as provided for in Title 5, California Code of Regulations (see Student Conduct: Rights and Responsibilities, and Student Discipline, CSLA General Catalog). Academic honesty is expected of all Charter College students, in accordance with University policy. There are established university reporting procedures if a student is suspected of committing an academically dishonest act.

D. Technology

For formal admission to credential, certificate, or Masters Degree programs in the Charter College of Education, each student must:

1. Own or have ample access to a computer (ex. in CSULA computer labs, or at home or work)

2. Have general knowledge or operation and care of a computer, computer hardware/software, and be able to implement some basic troubleshooting techniques (ex. check connections, restart the computer, etc.)

3. Have an email account (available free of charge to all CSULA students)

4. Have a basic understanding of how to use the Internet

Students should anticipate that their use of these skills will be integrated within courses in their programs. Students who fail to meet any of the above expectations are strongly advised to take an introductory computers course before they are formally admitted to the Charter College of Education.

3. Student Outcomes– Content Standards, Performance Standards

This course is required in all Level I Education Specialist credential areas. Those core Level I standards marked with an asterisk are covered in depth in this course. These competencies are as follows:

Standard 10 - Legal, Professional, and Ethical Standards
Standard 11 - Educational Policy and Perspectives
Standard 12* - Educating Diverse Learners with Disabilities
Standard 16* - Effective Communication & Collaborative Partnerships
Standard 17* - Assessment, Curriculum, and Instruction

Standard 17 - Assessment, Curriculum, and Instruction

Each candidate demonstrates knowledge of basic principles and strategies of assessment, curriculum, and instruction that are appropriate for individuals with diverse backgrounds, varying language and cognitive abilities, and special needs. Each candidate demonstrates appropriate use of principles and strategies for planning, recommending services, and implementing instruction, including the use of supplementary aids, services, and technology for individuals with disabilities.

Rationale

Educators must understand the complementary nature of the relationship among ongoing assessment, data collection, and instructional planning. First-hand experience with a variety of instructional and assessment strategies, activities and materials creates many possibilities for prospective teachers to develop their own pedagogical style. The experience establishes an essential foundation for the subsequent study and use of effective teaching methods and new technologies.

Note: This course may address discipline-specific standards as well.

In addition to the Level I Standards above, the class includes the following standards:

Content Standard #1: The student will demonstrate familiarity with assessment techniques and activities used by special educators.

Performance Standards
1.1 distinguish between informal and formal assessment techniques and understand their appropriate use in developing, implementing, and evaluating the IEP

1.2 differentiate key concepts of formal assessment, including raw score, standard score, percentile rank, age and grade equivalents, and standard error of measurement

1.3 develop appropriate informal teacher-made assessments for measuring student learning and behavior

1.4 use appropriate formal assessments for measuring student learning and behavior.

1.5 collect, analyze, and summarize assessment data

1.6 Synthesize results of formal and informal assessments in writing an educational assessment report

1.7 apply assessment data in the development of appropriate

educational goals and objectives

Content Standard #2: The student will demonstrate an understanding of assessment and educational planning for students with special needs.

Performance Standards

2.1 identify the roles of interdisciplinary team members

2.2 attend to student language, cultural, and social concerns in the team process.

2.3 identify and apply ethical practices in assessment

2.4 demonstrate the knowledge and skill necessary to encourage successful participation of students in diverse educational settings

Content Standard #3: The student will demonstrate knowledge of general curricular considerations.

Performance Standards
3.1 investigate the impact of linguistic and cultural variables on learning

3.2 identify core academic grade level standards and benchmarks that the student may work toward

Content Standard #4: The student will demonstrate the ability to effectively communicate assessment results with parents and school personnel.

Performance Standards
4.1 discuss assessment results in terms easy for a layperson to understand

4.2 respond to questions form parents and others about a student’s ability using assessment results

Content Standard #5: The student will demonstrate knowledge of federally mandated education plans for students with special needs.

Performance Standards
5.1 distinguish essential components of the IEP, IFSP, and ITP

5.2 develop goals based on assessment data and present levels of performance data.

5.3 write behavioral objectives

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4. Evaluation

Deadlines - All deadlines are firm and non-negotiable. Please plan ahead so that you meet the due dates for assignments. Late assignments will lose 5% of their point values per day. No assignments will be accepted after the final class meeting.

Vocabulary Quiz - There will be a vocabulary quiz during the second class meeting. The quiz will cover several of the most frequently used terms in assessment. The vocabulary terms will be distributed during the first class meeting.

Case Study - The case study provides the opportunity to apply and refine the pedagogical knowledge and skills in this course. These skills include

giving and interpreting a norm-referenced test (Case Study Part I – Norm Referenced Testing),

selecting, giving, and interpreting curriculum-based assessments (Case Study Part II – Curriculum-Based Assessment), and

using results to develop IEP goals and objectives matching student needs and state standards.

Midterm Exam – The midterm exam will be an objective, multiple-choice test including the content covered in the first half of the course.

Final Exam – The final exam will be an open-book essay. The final exam question will be shared prior to giving the test.

IEP Goals – IEP goals and objectives/benchmarks will be written based-on scenarios provided in class.

Class Participation - Students will have many opportunities to participate in class through discussion, group activities, seminars, workshops, presentations, and other activities. Attendance is also a required element of participation.

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5. Grading Procedures

Assignment
Percent of Final Grade

Vocabulary Quiz 10
Case Study Part I – Norm-Referenced Testing 20
Case Study Part II – Curriculum-Based Assessment 20
Midterm Exam 20
Final Exam 10
IEP Goals and Objectives 10
Class Participation (including attendance)* 10

* Excessive absences will result in reduction of the final grade.

Note: A grade of Incomplete (I) will be granted only in accordance with the University policy. See the General Catalog for details.

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6. Required Texts

Venn, J.J. (2004). Assessing students with special needs, Third edition. Upper Saddle River, NJ: Merrill.

Association of California School Administrators & California Association of Resource Specialist and Special Education Teachers, (2002). Handbook of goals & objectives related to essential state of California content standards. http://carsplus.org/acsa-cars_publication.html

7. Topic Outline

Date Topic Assignment

9-30 Course Overview

Discussion of IEPs and Assessment

Review of Key Assessment Terminology

10-7 Test Review Seminar

Norm Referenced Testing

Vocabulary Quiz

Preview of Curriculum Based Assessment
Read Chapter 14 and Preview Chapters 15 –17

10-14 Test Administration & Scoring Workshop

Read Chapters 15 & 16

10-21 Curriculum-Based Assessment
Read Chapter 17

Part I NRT Project Proposals Due

10-28 Review for the Midterm

Intelligence Testing
Read Chapter 7

11-4 Midterm Exam Review II

Midterm Exam

11-11 Assessment Overview
Read Chapters 1 & 2

11-18 Test Scores and What They Mean
NRT Projects Due

Read Chapter 4 pages 85-98 & Chapter 5

11-25 Portfolio Assessment

Assessing Students with Severe Disabilities

The Professional Development Portfolio
Read Chapter 18

12-2 CBA Project Presentations
CBA Projects Due

12-9 Final Exam

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8. Suggested Supplemental Readings

Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (1997). How to develop a professional portfolio: A manual for teachers. Needham Heights, MA: Allyn & Bacon.

Destefano, L, Shriner, J.G., & Lloyd, C.A. (2001). Teacher decision making in participation of students with disabilities in large-scale assessment. Exceptional Children, 68, 7-22.

Overton, T. (2002). Assessment in special education: An applied approach. (4th. Ed.). Upper Saddle River, NJ: Merrill.

ASSIGNMENTS

Case Study

General Guidelines

1. The case study is submitted in two parts. Part I involves giving a norm-referenced test and preparing a report. Part II focuses on curriculum based assessment and analysis, and developing IEP goals.

2. For each part you are expected to adhere to the following minimum writing standards:

· use standard written English,

· use a word processor, and

· follow APA style.

3. Select a student easily accessible to you. The student should have identified special needs. This assessment can be useful in preparing for annual or three-year reviews. Keep this in mind when selecting your student. You should obtain permission from the student’s parents prior to conducting the assessment.

4. You are required to adhere to all legal mandates of the Individuals with Disabilities Education Act (P.L. 105-17) regarding assessment of culturally and linguistically diverse students. Give careful consideration to this when selecting your student.

Case Study Proposal
There are no points for this proposal, but it is necessary before giving the norm-referenced test. You proposal may be informal and handwritten, and it should include the following information:

· the student’s age, grade, placement, primary language, and disability; and

· the name of the standardized, norm-referenced test you plan to administer.

Case Study Part I: Norm-Referenced Testing
Include at least the following components in your plan (using these headings).

Description of the Student

Your description should include all the basic details: chronological age (at the time of standardized assessment) grade, gender, classroom assignment, disability designation(s), known strengths and needs, cultural and linguistic background, family context, and personal/family background. You should describe only instructionally relevant information and all information must be data-based with low inference statements made.

Description of the Learning Environment

Describe the learning environment in which the student currently is placed. Include such information as the learning climate, type of placement, number of students and adult/student ratio, classroom organization (physical setting, daily instruction, etc.), classroom management and other related issues. Again, present the instructional relevant facts that apply to the individual student’s educational needs.

Student’s Strengths and Needs

Name the standardized assessment tool that you administered to the child. Provide a table of test results including both subtest and composite scores. Examples will be provided.

Describe (in a data-based manner) what you know about the student’s strengths and needs based on the norm-referenced test administered. Be sure your description is instructionally relevant (that is, your data are useful for making instructional decisions). Use a subheading for each area assessed. It is also appropriate to discuss the student’s test taking behavior in this section. Rather than discussing each subtest separately, integrate all information from subtests in the same domain. For example, the following subtests of the Woodcock Johnson III: “passage comprehension,” “letter-word identification” and “reading fluency” should all be addressed in one section called “reading.” Include a copy of the completed protocol for two subtests in the appendix.

Areas for Further Assessment

Based on your perceptions of your student’s achievement and the results of the academic achievement battery, identify the three most critical areas (i.e. sight vocabulary, basic computation, paragraph writing, spelling, etc.) for further informal, curriculum-based assessment. Provide a rationale for selecting these areas and clearly justify your selection of these three areas as most critical.

Proposed Instruments and Procedures - Describe the specific procedures, methods, directions, rationale and instruments to be used to assess the three areas of need. Attach copies of the actual assessment tools, methods, or instruments you will use within the Appendices.

Case Study Part Two II: Final Report with Curriculum-Based Assessment Results

Your report should include the following components, beginning with the following headings:

Title Page

Table of Contents

Include Case Study Part I, except for the “Areas for Further Assessment” section.

Administration

Describe the specific administration procedures, directions, conditions, assessment tasks, environment(s), student response mode, and error/performance summary sheets used for the informal assessments you administered.

Data Analysis and Interpretation

Describe the student’s strengths and needs in each area that was assessed. You may compare informal assessment results to those found on the norm-referenced assessment. Focus on skills rather than numbers and describe what you might actually see the student do. Look for patterns in the data, rather than just focusing on general trends. The more precision with which you analyze your data, the more information you have on which to base your instructional decisions. Completed data sheets/forms, worksheets, tests, etc. used to collect data for this section must be included in an appendix.

Instructional Interventions

For each area assessed, write one long-term goal and two (2) benchmarks needed to meet that goal. These should be goals and benchmarks that would appropriately appear on an IEP.

For each goal, identify the types of learning activities, models of instruction, curriculum modifications, and sample materials that might be needed to teach to the benchmark. Provide a rationale for these instructional decisions. Identify the state standards that the goal addresses. This section requires approximately two paragraphs per goal.

Critical Reflection

Critically reflect on the process of conducting this case study, addressing at least the following questions:

· What worked especially well when assessing the student?

· What challenges did you encounter when completing the assessment?

· What would you do differently next time you assess this student?

· What challenges did you encounter when completing this case study process?

· What are some of your general thoughts and reflections on this assessment and case study process?

Appendices

Include in a series of labeled (ie: Appendix A, etc.) appendices, provide:

· Copies of your assessment tools (make sure to refer to these as you discuss in text)

· Copies of Data Summary sheets, check lists, tables, graphs, etc.

IEP Goals
Purpose:

The purpose of this assignment is to provide you with practice writing excellent IEP goals and objectives.

Description:

The IEP goal assignments require writing one goal and two benchmarks, based upon a scenario provided to you. Scenarios on which the goals are to be based will be shared in class. The goal and objectives must have the following components:

When: date for mastery
Who: student
Does what: observable behavior/skill
Given what: conditions for performing skill
How much: criterion for mastery
How measured: performance data.

Norm-Referenced Test Review

Purpose:

This class assignment will provide you with an opportunity to analyze the technical adequacy and content of a norm-referenced test used in some aspect of the educational system.

Assignment:

Following the directions below, students will work in small groups to review and critique a specific test. Each group will have a different test to review. After the small group reviews have been completed, each group will present their test to the class.

Directions for the Groups:

Follow the Assessment Instrument Review Guide from Figure 6-2 on page 151 of the class text and as a group answer each question thoroughly. Each student should be able to give an informal five minute presentation about the test. Each group member should be prepared to discuss the major points of the critique and give classmates a "feel" for what the test is and when it might be appropriately used. In order to properly evaluate a test, you will first skim the technical manual of the test. A close inspection of the actual test will also be necessary. You may also have an opportunity to read about the test in Mental Measurements Yearbook. These reference book is in the reference section of the CSULA library.

References

Plake, B.S., & Impara, J.C. (Eds.). (2001). The fourteenth mental measurements yearbook. Lincoln, NB: Buros Institute of Mental Measurement, University of Nebraska Press.

Professional Portfolio Development

You will have an opportunity to begin developing your professional portfolio in preparation for your student teaching practicum and for the induction phase of your credential program. You will use your professional portfolio during your final quarter of student teaching and during the Level II induction phase of your credential program to demonstrate the competencies required for a state issued Educational Specialist credential. We will discuss the process of developing your portfolio near the end of the class. In subsequent courses (e.g. EDSP 450) you will be required to develop your portfolio further by organizing your portfolio material according to the guidelines that will be distributed in class. Save your assignments from your credential program. Also save material from your professional development activities such as letters of recommendation, certificates of participation in seminars and workshops, and pictures of special projects you have created for your students. These materials may be useful as you continue to develop your portfolio.

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