Department of Counseling Psychology and Special Education

CPSE 420

Brigham Young University

Department of Counseling Psychology and Special Education

Fall Term 2007

Evening Section-Severe

Course & Title: CPSE 420: Assessment, Diagnosis, and Evaluation

Course Credit: 3 hours

Room & Time:

W 4:00-6:50 230 MCKB

Instructor:

Severe: Katie Steed, M.S.

237 C MCKB

422-1408

Fax Number: (801) 422-0198

Office Hours:

Mondays and Wednesdays 3-4pm (Block 1): Open door policy

Teaching Assistants: Temma Harris

Required Texts:

Venn, J. (2004). Assessing students with special needs (4th ed.). New York: Merrill Publishing.

Gibb, G., S., & Dyches, T. T. (2007). Guide to writing quality individualized education programs:

What’s best for students with disabilities? Boston: Allyn & Bacon.

Course Description:

This course is designed to prepare upper-division students to plan, conduct, and interpret educational assessments to determine learning and behavior strengths and weaknesses that can be used in developing appropriate educational programs for exceptional children. Students in this course will learn to provide information to the IEP team (teachers, parents, school administrators, etc.) in the development and implementation of individualized education programs. This course is designed to meet the assessment requirements for the Utah State Special Education teaching licensure for Mild/Moderate and Severe. It is designed also to meet the knowledge and skill standards as outlined in the NCATE curriculum guidelines for basic and advanced programs in special educations as prepared by the Council for Exceptional Children.

Prerequisites:

· Admission to the teacher licensure or undergraduate programs in special education or permission of the instructor.

Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards

Core Course Outcomes / Council for Exceptional Children / Conceptual Framework Aims / INTASC Evaluation Standards / Assessment
CEC
Standard / CF 1: Embrace and Apply the Moral Dimensions of Teaching
·  Practicing nurturing pedagogy
·  Providing access to knowledge
·  Enculturating for democracy
·  Ensuring responsible stewardship of the schools
CF2: Demonstrate Academic Excellence
CF3: Model Collaboration
CF4: Act with Social Competence / S1: Subject Matter
S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments
S6: Communication
S7: Planning Instruction
S8: Assessment
S9: Reflection and Professional Development
S10: Collaboration, Ethics, & Relationships
Demonstrate an understanding of the basic terminology used in an assessment. / CC/CG.3.K1
CC8K1, GC8K1, IC8K1 / CF1, CF2 / S8 / Final, Test Administration, Chapter Study Guides
Discuss the ethical concerns related to assessment. / GC3S1, CC8K4,
GC8K3 / CF1, CF3, CF4 / S8, S10 / Professionalism Evaluation, Test Administration
Outline legal provisions, regulations and program standards regarding assessment. / CC8K5, CC1K6, IC8K2 / CF1, CF4 / S8, S10 / Final, Chapter Study Guides
Identify the procedure used for screening, pre-referral, referral, and classification. / CC8K3 / CF2, CF4 / S8 / Final
Describe the application and interpretation of assessment scores, including grade score vs. standard score, percentile rank, age/grade equivalents, and standings. / CC8S5 / CF2, CF4 / S8 / Final, Chapter Study Guides
Identify, administer, select and describe the different types of non-biased assessments using appropriate technology when necessary / CC8S2, CC8S3, IC8S3 / CF2 / S8 / Test Administration, Final, Chapter Study Guides
Discuss the components of and procedures for curriculum-based, portfolio, authentic, and functional assessment (informal test procedures), and apply these to different categories of exceptional children (e.g., L.D., E.D, & I.D.). / GC8S2, IC3K2, IC8S2 / CF1, CF4 / S3, S5, S8 / Test Administration, Final, Chapter Study Guides
Discuss the influence of diversity on assessment, eligibility, programming and placement of exceptional learners. / CC8S6, CC1K5, CC1K5, CC8K2, IC2K1,
IC8S6 / CF1, CF4 / S3, S8, S10 / Chapter Study Guides, Class Discussion
Describe the relationship between assessment and placement decisions. / GC3S1, IC1K1, CC8S5 / CF2, CF4 / S8 / Test Administration, Final, Chapter Study Guides, Case Study
Outline, develop or modify methods used for monitoring student progress. / CC8S4, IC8S4 / CF1, CF4 / S8 / Final

This course relates to the Learning Outcomes on Assessment.

Course Expectations:

·  Students will arrive on time and attend every class until class is dismissed. Any exceptions will be

deemed excused or not excused by the professor with a point reduction for being tardy or late. Professional conduct requires that you contact the professor before class if you will miss or arrive late. It is considered unprofessional to allow your cell phone to interrupt class.

· Complete all requirements and activities outlined for this course within the prescribed time period and by the due date. Assignments are due at the beginning of class. Please do not work on assignments during class. Late assignments will lose 10% for each day they are late

·  At the discretion of the professor, some assignments, such as test protocols, may be corrected

and turned in a second time. The stipulation is this: it must be resubmitted within a week of the day it was handed back to the class and you can only regain a maximum of half of the points you lost. So, please work to get it correct at first.

·  Complete all in-class assignments and activities.

· Participate actively in all learning activities within the class.

· Participate actively in class discussions.

· Interact in a professional manner with all students and parents that you work with as a part of the learning activities for this course following the objective outlined on the professionalism rubric.

·  Complete assigned readings before class.

·  No extra credit will be given.

Content:

Students will demonstrate administration competence for at least 6 selected assessment measures specifically used for the identification, classification, and placement of students into programs for exceptional children (e.g., learning disabled, emotionally disturbed, intellectual disabled, ELL, multicultural, autistic, etc.) and for educational programming purposes. Students may participate in demonstrating formal and informal assessment measures to other members of the class as part of the learning process. Students will demonstrate competence in the administration of formal assessment measures and then will conduct a minimum of 1 assessment on a child or adult specific to identifying strengths and weaknesses in student academic, intellectual, social, and behavioral skills.

Methodologies/Teaching Strategies:

This is a knowledge, skills-based, and practical experience course. The emphasis will be on the distribution of declarative and procedural knowledge. Students will be given lecture and discussion type activities related to the foundation and/or fundamentals of the educational assessment process. Students will then procedurally learn to administer formal and informal assessment devices and measures, as well as learn assessment techniques and demonstrate competence of the use of educational assessment devices, both formal and informal, as well as their understanding of the assessment process. After students have demonstrated confidence in the use and interpretation of tests, they will then be asked to apply their knowledge and demonstrate their assessment skills. Students will be assessed relative to the level of skill that they demonstrate related to the objectives for this particular course.

Evaluation:

A variety of evaluation procedures will be used. Students will procedurally demonstrate an understanding of tests, test procedures, testing skills, and their understanding of administering, scoring and interpreting tests, and suggesting appropriate educational recommendations. Students will also demonstrate knowledge through the quizzes and the final exam.

Assignments:

· Demonstrate, administer, and interpret selected formal/informal educational assessment measures.

· Plan and conduct one comprehensive educational assessment on a child or adult and write at least one report based on the assessment results to include recommendations for remediation.

· Complete a midterm and final over course materials.

· Complete all reading assignments.

· Complete chapter study guides. Must be submitted in type at the beginning of class to receive full credit.

·  Complete in-class assessment reviews.

·  Professionalism: You will be evaluated for in-class professionalism.

·  There will not be any extra credit offered in this course unless specifically stated by the instructor.

Bibliography:

Students are referred to the following texts and materials as foundational reading for this course:

·  Braaten, S. (1998). Behavioral Objective Sequence. Champaign, IL: Research Press.

·  Breen, M. J., and Fiedler, C. R. (1996). Behavioral Approach to Assessment of Youth with Emotional/Behavioral Disorders. Austin, TX: ProEd.

·  Howell, K., Fox, S. and Morehead, M. (2000). Curriculum-Based Evaluation: Teaching and Decision Making. Belmont, CA: Wadsworth Publishing.

·  McClean, M., Bailey, D., & Wolery, M. (1996). Assessing infants and preschoolers with special needs. New York: Prentice Hall Publishing.

·  McLoughlin, J. A., & Lewis, R. (2001). Assessing students with special needs. Upper Saddle River, NJ: Prentice Hall.

·  Overton, T. (2003). Assessing learners with special needs: An applied approach. New York: Merrill Publishing.

·  Pierangelo, R., & Giuliani, G. (1998). Special educator’s guide to 109 diagnostic tests. New York: Center for Applied Research in Education.

·  Salvia, J., and Ysseldyke, J. E. (2001). Assessment (8th Edition). Boston, MA: Houghton Mifflin Company.

·  Vernon, A. (1993). Developmental Assessment & Intervention with Children & Adolescents. Cedar Falls, Iowa: American Counseling Association.

·  Wilder, Jackson, & Smith

·  Wilder, L. K., & Sudweeks, R. (in press).

Learning Activities:

Students during the course will:

1. Become familiar with a number of selected formal and informal assessment measures designed for use in education.

2. Discuss and demonstrate selected formal and informal assessment measures to other members of the team/Teaching Assistant/Professor.

3. Participate in planning and conducting one educational assessment on a child or adult.

4. Participate in scheduling and conducting parent interviews.

5. Complete readings, study guides, assignments, and examinations.

Requirements:

150 points 1. Demonstrate administrative, scoring, and interpretive competence for selected
education assessment measures

35 points 2. Complete in-class assessment reviews

40 points 3. Plan and conduct one educational assessment on a child or adult and

35 points 4. Write one case report based on the assessment results to include recommendations for remediation

60 points 5. Complete Chapter Study Guides 12 @ 5 pts each

15 points 6. Assessment Plan

15 points 7. Case Study Oral Presentation

10 points 8. Professionalism

30 points 9. Complete IEP Workbook

25 points 10. Mid-term

65 points 11. Final Exam

490 Total Points

Grades:

A 96-100% D+ 67-69%

A- 90-95% D 64-66%

B+ 87-89% D- 60-63%

B 84-86% E below 60%

B-  80-83%

C+ 77-79%

C 74-76%

C-  70-73%

Preventing Sexual Harassment:

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5989 (24-hours); or contact the Honor Code Office at 422-2847.

Students With Disabilities:

Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Student with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you fell you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422-5895, D-282 ASB.

Statement on Diversity:

The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and background.

CPSE 420 Evening Section

Discussion, Assignment & Readings Tentative Schedule

Week Due / Class Discussion / Test/Assignment Due / Readings Due
Week 1 (Sep. 5) / Introduce syllabus and course expectations. Ice-breaker activities. Categories of special education. Form teams.
Week 2 (Sept. 12) / Why we Assess. What is Intelligence. Pillars of Assessment. Test Scores and what they mean. Assessment Terminology. Pre-referral/referral process. Eligibility through Assessment
Eligibility for OHI / Read Chapters 1 and 2 of Venn text Complete chapter study guides
Week 3 (Sept. 19) / Review IEP Process/Write Present Level of Academic and Functional Performance/IEP Goals. IEP (Pre-referral) process. Parts of an instructional objective. Guide to Writing Quality IEPs. Complete workbook. Goalview / IEP Workbook / Read Chapter 6 (Selecting and Using Assessment Instruments) Complete Study Guide
Week 4 (Sept. 26) / Criterion Referenced Assessment and Curriculum-Based Assessment. Learn Brigance. Rubric & Portfolio Assessments
Eligibility for MD / Read Chapter 18 (Portfolio Assessment).
Complete chapter study guides.
Week 5 (Oct. 3) / Ecological Inventories
UAA Teacher made tests. Alternative grading. Inclusive Education. Task Analysis. Administer, score, and interpret the CARS. Eligibility for Autism. Go over clinic testing procedures. / Brigance / Read Chapter 3 (Inclusive Assessment) Complete Study Guide
Week 6 (Oct. 10) / Adaptive Behavior Assessment. Interpret the Vineland. Eligibility for ID. Administer, score, and interpret the SIB-R. Compuscore / Ecological Inventory
CARS Due
Vineland assessment review / Read Chapter 12 (Assessing Adaptive Behavior)
Complete chapter study guides.
Week 7
(Oct. 17) / Behavioral Assessment. Eligibility for ED. Interpret the BASC& Connors. Learn the BOS. Go over compuscore of -SIB-R
Meet in the WILK 3211 / SIB-R
SUBMIT CASE-STUDY ASSESSMENT PLAN
Burks & Connors Assessment Reviews. / Read Chapter 11 (Assessing Behavior)
Complete chapter study guides.
Week 8
(Oct. 24) / WJ III Achievement Battery. Learn the WJ III Achievement. Administer, score, and interpret. / BOS Due
Check out WJ III Achievement kit —1 per team
Midterm online-taken before 3pm Oct. 24 / Read Chapter 14 (Academic Assessment) Complete Study Guide
Week Due / Class Discussion / Test/Assignment Due / Readings Due
Week 9 (Oct. 31) / WJ III Achievement Battery. Share case studies. / WJ III Achievement: Tests: _____
Test the same student for the WJ III Cognitive and the Achievement Battery / Read Chapter 5 (What Test Scores Mean) Complete Study Guide
Week 10 (Nov. 7): / Woodcock-Johnson III Cognitive Battery. Measurement Concepts.
(Dr. Marc Steed) / Check out WJ III Cognitive kit —1 per team.
Begin clinic testing. / Read Chapter 7 (Assessing Intelligence). Complete Study Guide
Week 11 (Nov. 14) / Woodcock-Johnson III Cognitive Battery. Administer, score, and interpret the standard battery. Eligibility for TBI. Interpreting the WISC IV.
(Dr. Marc Steed) / WJIII Cognitive Subtests: ____
Test the same student for the WJ III Cognitive and the Achievement Battery
November 21st: / November 21st: NO CLASS HAPPY THANKSGIVING!!!
Week 12 (Nov. 28) / Visual/Auditory Processing Problems/Learning Styles/Motor Proficiency. Interpret the VMI Interpret PPVT Eligibility for LD/3 tier approach/Response to Intervention (Barbara Smith) / WJIII Cognitive Subtests: 1-7
Protocols due.
VMI/PPVT assessment review / Read Chapter 9 (Assessing Perception, etc.)
Complete chapter study guides.
Week 13
(Dec. 5) / Language and Bilingual Assessment . (Suraj Syal) Disproportionate representation. Language Interviews. Eligibility for CD
Exposure to UNIT/Leiter
COMBINED class in WILK 3211 4:30 / Submit case-study reports for feedback if wanted
UNIT/ Leiter assessment reviews / Read Chapter 10 (Language and Bilingual Assessment). Complete chapter study guides.
Week 14 (Dec. 12) / Case-study Reports Due. Case-study Oral Presentations. Review for final / Case-study Reports Due Case Study Oral Presentations
FINAL
Wednesday, December 19
5:45 p.m. to 7:45 p.m.

CSE 420 REQUIREMENTS