Assessment approaches for identifying students with disabilities and assessing progress toward learning goals and standards are addressed. Students examine a variety of formal and informal procedures for use in the assessment of the instructional and behavioral needs including curriculum-based assessment, observations, and continuous and periodic assessments of instruction and behavior. Participants will be expected to have access to and administer selected standardized formal and informal instruments to K-12 students with disabilities.
Course Objectives This course will provide information regarding… |
Learning Outcome Upon completion of this course, teachers will be able to… |
UNE Guiding Principles |
INTASC |
Evaluation |
Formal and information assessment procedures |
Identify and describe a variety of assessment procedures |
CD RS RM |
2, 6 |
Formal Assessment Procedures Quiz Behavior Case Study |
Research-based issues |
Describe a research based issue in assessment of students with disabilities |
RM |
2, 6 |
Research Review |
Response to Intervention |
Describe Response to Intervention Procedures |
CD RS |
2, 6 |
RtI Process Essay Intervention Analysis |
Assessment and data collection of behavior |
Describe various methods of collecting behavior assessment data |
CD CH |
2, 6 |
Behavior Case Study |
Guiding Principles of the Conceptual Framework of the Department of Education
Discussion Questions
This course has several discussions you are required to participate in. The discussions may ask you to discuss an issue related to the week’s content or post your assignment and comment on others.
Research Review Assignment
This assignment requires you to identify a topic in special education assessment and write a brief synthesis.
Formal Assessment Procedures Quiz
This is an open-book assessment on the content regarding formalized standardized assessment procedures.
RtI Process Essay
You will have the opportunity to choose whether to review the RtI process utilized by your school, or more carefully examine the origins of Response to Intervention.
Intervention Analysis
You have an opportunity to learn more about specific diagnostic measures utilized to assess either reading or mathematics. This assignment will also enable you to check out a terrific website called “What Works Clearinghouse.”
Behavior Case Study
This assignment requires you to analyze a case study and provide recommendations and answers to questions.
Your grade in this course will be determined by the following criteria:
Assignment | Points - 100 total |
---|---|
Discussion Board Threads (whole class and small group) | 3 points each - 21 points |
Research Review | 20 points |
Formal Assessment Procedures Quiz | 14 points |
RtI Process Essay | 15 points |
Intervention Analysis | 15 points |
Behavior Case Study | 15 points |
Grade | Points Grade | Point Average (GPA) |
A | 94 – 100% | 4.00 |
A- | 90 – 93% | 3.75 |
B+ | 87 – 89% | 3.50 |
B | 84 – 86% | 3.00 |
B- | 80 – 83% | 2.75 |
C+ | 77 – 79% | 2.50 |
C | 74 – 76% | 2.00 |
C- | 70 – 73% | 1.75 |
D | 64 – 69% | 1.00 |
F | 00 – 63% | 0.00 |
This schedule is meant to give you a bird’s eye view. The activities and assignments may change at the discretion of the instructor.
Topics |
Readings |
Discussion Initial posts due by Wed. each week. Responses due by Sun. |
Assignments due |
Week 1: Jan. 6 – Jan. 10 |
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Introduction |
Course materials (Getting Started, Syllabus, etc.) Chapter 2 |
Introduction |
None |
Week 2: Jan. 11 – Jan. 17 |
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Disproportionality in Special Education |
Chapter 22 Article: Fairness in Assessment of English Learners (Abedi & Levine, 2013) |
Disproportionality |
None |
Week 3: Jan. 18 – Jan. 24 |
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Formal, standardized assessment procedures |
Chapter 4 Chapter 5 Chapter 11 Chapter 15 |
None |
Formal Assessment Procedures Quiz Jan. 24 |
Week 4: Jan. 25 – Jan. 31 |
|||
Classroom-Based Assessments |
Curriculum-Based Measurements
|
CBM question |
Research Review Jan. 31 |
Week 5: Feb. 1 – Feb. 7 |
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Response to Intervention I |
Chapter 24 |
RtI |
RtI Process Essay Feb. 7 |
Week 6: Feb. 8 – Feb. 14 |
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Response to Intervention II |
Option 1: Diagnostic Reading Measures
|
Option 1: Elementary teachers Option 2: Secondary teachers |
Reading Intervention Analysis Feb. 14 |
Option 2: Diagnostic Math Measures
|
Intervention Analysis (Math or Reading) Feb. 14 |
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Week 7: Feb. 15 – Feb. 21 |
|||
Behavior |
Chapter 6 |
Behavior Assessment |
Behavior Case Study Feb. 21 |
Week 8: Feb. 22 – Feb. 28 |
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Course Wrap-Up |
none |
Wrap up Closes Friday Feb. 28 |
None |
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Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
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Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
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The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.