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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Assessment and Diagnosis in Special Education
EEND and MEDU-642

  • Template 2015
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/20/2020

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Provides the candidate with the formal and informal assessment techniques useful for the assessment of special needs learners.  Individually administered achievement, aptitude, and information processing tests will be examined in detail.  The course will present information concerning report writing, diagnostic and prescriptive planning.  Also, methods of interpreting evaluation data, identifying patterns, and presenting results to a consumer in an understandable and clearly written form will be examined.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Understand that students with disabilities have unique learning styles and how the use of different assessment instruments is crucial for developing an appropriate educational program for students with disabilities to succeed in school.

Serving the Community

Understand how to communicate assessment data to students, teachers, parents, administrators, and community members.

Finding Our Professional Selves

Students will begin to cultivate an attitude of professionalism by exhibiting the following behaviors: preparedness, neatness, organizational skills, poise, leadership, self-motivation, responsibility, promptness, professional curiosity, and proper oral and written communication skills.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

1.0   Candidates understand assessment as an educational process, as well as the uses and limitation of informal and formal assessments, and strengths and weaknesses of various assessment tools. (IPTS, 7A; CEC: 4.1; NB, 3)

1.1   Match appropriate assessment procedures to purposes of assessment.

1.2   Identify strengths and weaknesses of various assessment tools.

2.0   Candidates understand legal provisions, regulations, and guidelines regarding assessment of individuals with disabilities. (IPTS, 7H; CEC, 4.2, 4.3 ; NB, 3)

2.1   Gather background information regarding academic history.

2.2   Identify students’ educational priorities by developing and conducting an individualized inventory of the student’s home, community, social, and vocational environments and integrated curriculum needs.

3.0   Candidates understand the terminology used in assessments, as well as how to interpret information obtained from standardized tests including age/grade scores, standard scores, percentile ranks, stanines, measures of central tendency, standard deviations, and standard error of measurement. (IPTS,7D; CEC, 4.2 ; NB: 3)

3.1   Interpret information from formal and informal assessment instruments and procedures.

3.2   Create and maintain accurate records.

3.3   Conduct, interpret, and explain diagnostic information for classroom teachers, parents, and other specialists to plan instructional programs.

3.4   Collaborate with families and other professionals in conducting individual assessment and reporting of assessment results.

4.0   Candidates will understand strategies for modifying and adapting formal tests. (IPTS:; CEC,4.2; NB,3)

4.1   Evaluate learning environments and match necessary supports to individual learners’ needs.

5.0   Candidates understand influences of disabilities, culture, and language on the assessment process. (IPTS; CEC,4.1 ; NB,3)

5.1   Gather background information regarding academic history.

6.0   Candidates understand a variety of procedures for identifying students’ learning characteristic and needs, monitoring student progress, and evaluating learning strategies and instructional approaches. (IPTS; CEC 4.2, 4.3 ; NB, 3)

6.1   Analyze performance data and information from teachers, other professionals, individuals with disabilities, and parents collaboratively to make or suggest appropriate modification in learning environments, curriculum and/or instructional strategies.

7.0   Candidates understand accommodations and modifications of national, state and local assessments, and the Illinois Alternative Assessment. (IPTS; CEC 4.2; NB 3)

7.1   Adapt group academic and statewide assessments for students with disabilities.

8.0   Candidates understand strategies for assessing individual learning characteristics and modes of communication. (IPTS; 7E; CEC 4.1, 4.2 , NB 3)

8.1   Assess reliable method(s) of response in individuals who lack typical communication and performance abilities.

8.2   Adapt formal assessment devices to accommodate a student’s mode of communication and response.

9.0   Candidates understand strategies for assessing students’ skills within curricular areas including academic, social and vocational. (IPTS 7E; CEC 4.1, 4.2 ; NB 3)

9.1   Assess the extent and quality of an individual’s access to the general curriculum.

9.2   Monitor a student’s progress through the general curriculum.

10.0   Candidates understand strategies for assessing learning environments and conducting functional behavioral assessments within the environment. (IPTS; CEC 4.2; NB 3)

10.1   Design and implement functional assessment procedures.

Materials

Overton, T. (2016). Assessing learners with special needs: An applied approach, (8th ed.). Upper Saddle River, NJ: Pearson Publishers. 

Hosp, M. K., Hosp, J. L., & Howell, K. W. (2017). The ABC’s of CBM: A practical guide to curriculum-based measurement. (2nd Ed.)  New York:  Guilford Press.  

Assignments

Discussion Questions and Responses

Candidates will post individual responses to weekly discussion questions and share feedback with online candidates.

1.0   Candidates understand assessment as an educational process, as well as the uses and limitation of informal and formal assessments, and strengths and weaknesses of various assessment tools.( IPTS 7A; CEC 4.1; NB,3)

1.1   Match appropriate assessment procedures to purposes of assessment.

1.2   Identify strengths and weaknesses of various assessment tools.

3.1   Interpret information from formal and informal assessment instruments and procedures.

3.2   Create and maintain accurate records.

3.3   Conduct, interpret, and explain diagnostic information for classroom teachers, parents, and

other specialists to plan instructional programs.

3.4   Collaborate with families and other professionals in conducting individual assessment and reporting of assessment results.

4.0   Candidates will understand strategies for modifying and adapting formal tests. (IPTS; CEC 4.2; NB:

4.1   Evaluate learning environments and match necessary supports to individual learners’ needs.

5.0   Candidates understand influences of disabilities, culture, and language on the assessment process. (IPTS; CEC: 4.1 ; NB 3)

5.1   Gather background information regarding academic history.

6.0   Candidates understand a variety of procedures for identifying students’ learning characteristic and needs, monitoring student progress, and evaluating learning strategies and instructional approaches.( IPTS; CEC 4.2, 4.3 ; NB 3)

6.1   Analyze performance data and information from teachers, other professionals, individuals with disabilities, and parents collaboratively to make or suggest appropriate modification in learning environments, curriculum and/or instructional strategies.

Quizzes and Note Sheet

Course Quizzes and Assessment Note Sheet contain information that is reviewed from course texts and additional resources.

2.0   Candidates understand legal provisions, regulations, and guidelines regarding assessment of individuals with disabilities. (IPTS 7H; CEC 4.2, 4.3 ; NB 3)

2.1   Gather background information regarding academic history.

2.2   Identify students’ educational priorities by developing and conducting an individualized inventory of the student’s home, community, social, and vocational environments and integrated curriculum needs.

IEP Challenge

The IEP Challenge Assignment consists of reviewing scenarios containing a variety of assessments, writing an appropriate goal, and listing appropriate assessments for tracking student achievement.

1.0   Candidates understand assessment as an educational process, as well as the uses and limitation of informal and formal assessments, and strengths and weaknesses of various assessment tools. (IPTS 7A; CEC: 4.1; NB 3

1.1   Match appropriate assessment procedures to purposes of assessment.

1.2   Identify strengths and weaknesses of various assessment tools.

Reliability and Validity

The Reliability and Validity assignment focuses on reading assessment scores, explaining how results can be accurately shared with parents/staff, and identifying appropriate recommendations based upon data-driven decision making.

3.0   Candidates understand the terminology used in assessments, as well as how to interpret information obtained from standardized tests including age/grade scores, standard scores, percentile ranks, stanines, measures of central tendency, standard deviations, and standard error of measurement. (IPTS 7D; CEC: 4.2 ; NB 3)

3.1   Interpret information from formal and informal assessment instruments and procedures.

Accommodations

The Accommodations and Assessment assignment asks each candidate to submit an assessment and provide appropriate accommodations toward the selected assessment.

7.0   Candidates understand accommodations and modifications of national, state and local assessments, and the Illinois Alternative Assessment. (IPTS; CEC 4.2 ; NB 3)

7.1   Adapt group academic and statewide assessments for students with disabilities.

8.0   Candidates understand strategies for assessing individual learning characteristics and modes of communication. (IPTS 7E; CEC 4.1,4.2 ; NB 3)

8.1   Assess reliable method(s) of response in individuals who lack typical communication and performance abilities.

8.2   Adapt formal assessment devices to accommodate a student’s mode of communication and response.

Behavior Scenario

The Behavior Scenario Assignment requires each candidate to create a scenario and submit an appropriate assessment that can be used to collect data

10.0   Candidates understand strategies for assessing learning environments and conducting functional behavioral assessments within the environment. (IPTS: ; CEC: 4.2 ; NB: 3)

10.1   Design and implement functional assessment procedures.

Transition

The Transition assignment asks each candidate to select a presented scenario and create appropriate learning/behavior goals using course text and additional resources.

9.0   Candidates understand strategies for assessing students’ skills within curricular areas including academic, social and vocational. (IPTS 7E; CEC 4.1, 4.2 ; NB 3)

9.1   Assess the extent and quality of an individual’s access to the general curriculum.

9.2   Monitor a student’s progress through the general curriculum.

Final Project

The Final Project asks each candidate to administer a variety of CBM’s to an individual student (parent permission is mandatory).   Results from the assessment process will be graphed and several recommendations will be provided to support instructional needs.

3.1   Interpret information from formal and informal assessment instruments and procedures.

3.2   Create and maintain accurate records.

3.3   Conduct, interpret, and explain diagnostic information for classroom teachers, parents, and other specialists to plan instructional programs.

3.4   Collaborate with families and other professionals in conducting individual assessment and reporting of assessment results.

4.0   Candidates will understand strategies for modifying and adapting formal tests. (IPTS; CEC 4.2; NB 3)

4.1   Evaluate learning environments and match necessary supports to individual learners’ needs.

5.0   Candidates understand influences of disabilities, culture, and language on the assessment process. (IPTS; CEC: 4.1 ; NB 3)

5.1   Gather background information regarding academic history.

6.0   Candidates understand a variety of procedures for identifying students’ learning characteristic and needs, monitoring student progress, and evaluating learning strategies and instructional approaches. (IPTS; CEC 4.2, 4.3 ; NB 3)

6.1   Analyze performance data and information from teachers, other professionals, individuals with disabilities, and parents collaboratively to make or suggest appropriate modification in learning environments, curriculum and/or instructional strategies.

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders: DSM-IV (4th Ed.). Washington, DC: Author.

American Psychiatric Association. (1999). Standards for educational and psychological testing. Washington, DC. Author.

Kearney, C. A. (1999). Casebook in childhood behavior disorders. Belmont, CA: Wadsworth.

Salvia, J., & Yssedlyke, J. (1995). Assessment in special and remedial education (6th Ed.). Boston: Houghton Mifflin.

Sattler, J. M. (1992). Assessment of children (3rd Ed.). San Diego: Author.

Yssedlyke, J. & Algozzine, B. (2006). Effective assessment for students with special needs: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.