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SPED 716
Southeastern Louisiana University
SPECIAL EDUCATION 716
Supervised Internship IN Evaluation of Individuals With Exceptionalities
FALL, 2013
Credit hours: Three (3) credit hours
Course Description:
This is a supervised internship with individuals with exceptionalities. Emphasis is placed on evaluation and implications for educational intervention through development of individualized assessment/intervention plans. Field experience component required.
Course Textbook:
A variety of textbooks and other materials related to assessment are available for student use in the library in addition to on-line articles.
Required:
Pupil Appraisal Handbook, Bulletin 1508. Can be downloaded from the Louisiana State Department of Education's web site: http://www.doe.state.la.us/lde/eia/2887.html
Recommended Textbook:
McLoughlin, J. A., & Lewis, R. B. (2008). Assessing Students with Special Needs (7th Ed.).
Upper Saddle River, NJ: Merrill/Pearson Education
Prerequisites:
EPSY 605 OR SPED 686, SPED 612, 613, 614, 608/708, 710 or prior approval of department head and special education certification.
Statement of Conceptual Framework:
In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare candidates for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of the Learner (KL), Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the development of effective professionals. Diversity (D) is an integral part of each component, and Technology (T) is emphasized throughout all programs in the educational unit.
Course Objectives:
By the conclusion of this course, the student will have developed knowledge and understanding of:
1. National and State education laws and regulations (ACC1K4) CK, KL,
2. Laws and policies related to assessing individuals with exceptional learning needs. (ED1 K1) CK, KL, D, PS
3. Emerging issues and trends that impact assessment. (ED1 K2) CK, KL, SM, PS, D, T
4. Assessment procedures that address all disabilities. (ED2K1) CK, KL, SM, PS, D, T
5. Variability of individuals within each category of disability. (ED2K2) CK, KL, D
6. Best practices in research based assessment. (ED3 K1) CK, KL, D, T
7. Resources and methods that address student learning, rates and learning styles. (ED3 K2) CK, KL, SM, D, T
8. Organizations and publications relevant to the field of educational diagnosticians (ED5 K2) CK, D, T, PS
9. Ethical considerations relative to assessment. (ED5 K3) CK, D,
10. Roles of various agencies within the community. (ED6 K1) CK, KL, PS, D, T
Learner Outcomes:
By the conclusion of this course, the student will be able to:
1. Promote a free appropriate public education in the least restrictive environment. (ACC1 S1) CK, KL, SM, PS, D, T
2. Promote high expectations for self, staff, and individuals with exceptional learning needs. (ACC1 S2) CK, KL, SM, PS,
3. Design and evaluate procedures for effective participation in school, system, and statewide assessments. (ED1 S1) CK, KL, SM, PS
4. Connect educational standards to specialized instructional services. (ACC2 S2) CK, KL, PS, D
5. Synthesize information from multiple perspectives in developing a program assessment plan. (ED2 S1) CK, KL, D, T
6. Evaluate and modify instructional practices in response to ongoing assessment data. (ACC3 S2) CK, KL, SM, PS, D, T
7. Evaluate assessment techniques based on learning theories. (ED3 S1) CK, KL, SM, D,T
8. Report the assessment of students’ performance and evaluation of instructional programs. (ACC4 S4) CK, KL, SM, D, T
9. Select and use formal and informal observation measures. (ED4 S1) CK, KL, SM, D, T
10. Select and use formal and informal functional assessment measures. (ED4 S2) CK, KL, SM, D, T
11. Assess basic academic skills formally and informally. (ED4 S3) CK, KL, SM, D, T
12. Select, administer, and score assessment instruments accurately (ED4 S4) CK, KL, SM, D, T
13. Analyze error patterns. (ED4 S5) CK, KL, SM,
14. Prepare comprehensive assessment reports. (ED4 S6) CK, KL, SM, PS, D, T
15. Employ assistive technology in the assessment process. (ED4 S7) CK, KL, SM, D, T
16. Select accommodations and modifications based on assessment results. (ED4 S8) CK, KL, SM, D, T
17. Facilitate progress monitoring. (ED4 S9) CK, KL, SM, D
18. Use progress monitoring data to develop and revise individual goals. (ED4 S10) CK, KL, SM, PS, D
19. Model ethical behavior and promote professional standards. (ACC5 S1) CK, KL, PS, D
20. Use ethical and legal discipline strategies. (ACC5 S3) CK, KL, SM, PS, D
21. Respect individual privacy and confidentiality. (ED5 S1) CK, KL, D
22. Participate in professional development activities. (ED5 S2) CK,
23. Cite all sources of reported information. (ED5 S3) CK, T
24. Inform individuals of the purpose of evaluation, rationale and timelines for completion. (ED5 S4) CK, KL, SM, PS, D,
25. Provide assessment results in a clear, cohesive and timely manner (ED5 S5) CK, KL, SM, D
26. Update skills necessary to provide effective assessment (ED5 S6) CK, KL, SM, PS, D, T
27. Apply strategies to resolve conflict and build consensus. (ACC6 S2) CK, KL, SM D
28. Communicate with team members to determine assessment needs. (ED6 S1) CK, KL, SM, D
29. Communicate with team members to review assessment results. (ED6 S2) CK, KL, SM, D
30. Assist with pre referral interventions and strategies. (ED6 S3) CK, KL, SM, D, T
31. Assist teachers in interpreting data including large scale and individual assessments. (ED6 S4) CK, KL, SM, D, T
32. Use interagency collaboration in planning intervention. (ED6 S5) CK, KL, SM, D
Course Outline:
I Introduction
1. Explanation of course requirements
Explanation of internship projects
2. Explanation of required instructor observations
3. Discussion of duties of assigned internship supervisor
4. Discussion of project due dates
II Site observation by the instructor
1. Observation One during the 5th /6th week of the semester (wks of Sept. 16th & Sept. 23rd )
2. Observation Two during the 9th/10th week of the semester (wks of Oct. 14th & Oct. 21st)
3. Observation Three during the 12th/13th week of the semester (wks of Nov. 11th & Nov. 18th)
III Internship meetings with instructor
1. Explain course requirements and Bulletin 1508
2. Writing evaluation reports and scoring test protocols
3. Turn in first evaluation and discussion of internship progress
4. Turn in second evaluation and discussion of internship progress
5. Turn in third and final evaluation, RtI project, school building level committee project and reflection of internship.
Final Letter Grade Calculation:
The final letter grade will be calculated by dividing the earned points by the maximum number of points possible to attain a percentage. The percentage equivalents are as follows:
93 - 100% A
85 - 92% B
77 - 84% C
66 - 76% D
0 - 65% F
Late Work/Make Up work:
All late work will reduce the earned score by twenty per cent daily of the maximum possible points for the assignment. Work not received after 3 days will earn a score of zero (0). All work must be completed in order to receive any credit for the course. A missing assignment results in zero points.
Last Day to Drop a Class; Graduation Application Deadlines;
The last day to drop a class or resign from the university without grade penalty is Friday, Oct.25th at 12:30 p.m. Students are responsible for completing required forms when they find it necessary to discontinue University work prior to the end of the semester. Failure to do so will result in a grade of “F” in the course.
The last day to file application for graduation for fall 2013 is Monday, September 16th. No application will be accepted after this date. It is also the last day to file application for Graduation spring 2014 without late penalty.
Email:
According to university policy, only Southeastern Louisiana University e-mail addresses are allowed and will be used.
Attention:
***All students must demonstrate proficiency in written composition as written communication skills are basic to teaching. The essay component of examinations will be graded on correctness of grammatical usage, word choice, and spelling as well as content.
***If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Student Life, Room 111, Student Union.
Professional Standards of Behavior:
Students are expected to maintain professional standards of behavior at all times when fulfilling course requirements. Thought should be given to appropriate attire during visits to school setting requirements. Confidentiality should be maintained at all times.
*** According to university policy, the classroom is not a place for children and therefore these should not be in the classroom. Students are not to bring their family members for day care of babysitting.
Free discussion, inquiry, and expression is encouraged in this class. Classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular phones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as “crossing the civility line.” In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required.
Attendance
Attendance is required. To be excused from class, advanced permission must be obtained from the instructor or a score of '0' will result.
Regular class attendance is strongly encouraged, and roll will be taken. The instructor reserves the right to determine when a student's absences are excessive. Excessive absences may negatively affect the student's grade in the course.
Content/Schedule Change: The instructional schedule reflects expected class progress in course subject matter and is considered tentative. The schedule is subject to change in content and scope at the instructor's discretion. Dates for assignments due remain as scheduled unless otherwise notified.
Honesty/Integrity: The policy on Academic Honesty as described in the 2009-2010 General Catalogue will be followed.
PLAGIARISM
The following information is very important and should be read thoroughly as you will be held
accountable for the content.
Plagiarism is defined as: “…using another’s work without giving credit. You must put other’s words
in quotation marks and cite your source(s) and must give citations when using others’ ideas, even if those ideas are paraphrased in your own words…using words, ideas, computer code [or any type of internet information] or any work by someone else without giving proper credit is plagiarism. Any
time you use information from a source, you must cite it.”
Avoiding plagiarism: Mastering the art of scholarship. Retrieved from
http://sja.ucdavis.edu/avoid/htm April 11, 2003.
The examples listed below were taken verbatim from the following website: http://www.indiana.edu/~wts/wts/plagiarism.html
Examples:
This is the original text from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890’s by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam-powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization and the growth of large cities (like Fall River, Massachusetts, where the Bordens lived), which became the centers of production as well as of commerce and trade.
Unacceptable paraphrasing:
The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production.
Why is this plagiarism?
1. The writer only changed a few words around.
2. The writer did not cite the source for any of the ideas or facts.
3. Additionally, the above paragraph really changes the intended sense of the original paragraph in several places.
Acceptable paraphrasing:
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the U.S., they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (p. 1, Williams).
References SPED 716
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Behman, E.H. (2006). Can content-specific reading tests help identify students in need of learning assistance? Journal of Developmental Education. 29(3) 42.
Cook, L., Eignor, D., Sawaki, Y., Steinberg, J. & Cline, F. (2010). Using factor analysis to
investigate accommodations used by students with disabilities on an English-language
arts assessment. Applied Measurement in Education, 17(1), 187-203.
Glutting, J.J., Watkins, M.W., Konold, T.R., & McDermott, P.A. (2006). Distinctions,
without a difference: The utility of observed versus latent factors from the WISC-
IV in estimating reading and math achievement on the WIAT-II. The Journal of
Special Education. 40(2) 03-115.
Gritzmacher, H. L. & Gritzmacher, S. C. (2010). Referral, assessment, and placement practices
used in rural school districts with native American students in special education. Rural
Special Education Quarterly, 29(2), 4-11.
Lindstrom, J.H. (2010). Mathematics assessment accommodations: Implications of differential
boost for students with learning disabilities. Intervention in School and Clinic 46(1). 5-
21.
Mechling, L.C., & Bishop, V. A. (2011). Assessment of computer-based preferences of students
with profound multiple disabilities. The Journal of Special Education, 45(1), 15-26.