Syllabus

Master of Science in Education

EDU 722: Special Education Assessment in Inclusion Settings – Spring B 2020

Credits - 3

Description

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. Assessment results are integrated with research to communicate and plan instruction. 

Materials

Learning Objectives and Outcomes

The objectives for this course correspond with InTASC Model Core Teaching Standards, as listed below. In addition, student learning outcomes supporting the course objectives will be specified at the beginning of the week for each module. 

• identify the role of assessment in the special education process using a logical step by step approach. (INTASC 2, 6)
• describe the RTI process and the foundational role assessment plays in this educational approach. (INTASC 2, 6)
• describe and evaluate a range of assessment tools including those used for universal screening, progress monitoring, and diagnostic purposes. (INTASC 2, 6)
• examine how assessment practices consider an ecological structure (i.e. micro, meso, exo, macro) for struggling learners and make recommendations based on conclusions. (INTASC 2, 6)
• propose recommendations for a school-wide assessment system based on a review and evaluation of current systems. (INTASC 2, 6, 10)
• participate as active and contributing members of an academic learning community to learn new content and further understanding of special education assessment in inclusion settings. (INTASC 9, 10)

Assignments

Discussion Board – Students will respond to prompts related to course materials and engage with colleagues in the course to support understanding and the co-construction of knowledge. There are two Whole Class and five Small Group discussions in this course.  

Special Education Evaluation Analysis – In this assignment, students will read and analyze sample psychological and academic evaluation reports for a hypothetical new student entering their school, and write a research-based reflection describing how the information would impact their professional work within their own school or classroom. 

Special Education Referral and RTI Process Essay – Students will examine the Special Education and RTI referral process used in their schools, and write a 3-5 page essay in which they describe and evaluate the procedures with reference to course reading and current research. 

Assessment Tool Analysis – Students will evaluate a variety of academic assessment tools for use within their classroom or school, including tools used for Curriculum Based Measurement (CBM), screening, and progress monitoring. 

Functional Behavioral Assessment Presentation – Students will create a presentation to educate their peers on the use and importance of Functional Behavioral Assessments (FBA’s) within their school’s Multi-Tiered System of Support (MTSS). Students will identify barriers to successful implementation of FBA’s, and will propose recommendations to ensure they are implemented with fidelity.

School Board Presentation: Recommendations for Special Education Assessment – In this culminating assignment, students will create a presentation to the school board proposing recommendations to overhaul their school’s assessment system, submitted as a slideshow with audio narrative. Drawing from course readings, resources and assignments, students will include recommendations for specific assessment tools for universal screening, academic progress monitoring, and behavioral and diagnostic assessment, supported by a research-based rationale for use within their own school environment. 

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Points - 100 total
7 Discussion Boards (4 pts. each)	28 points
Special Education Evaluation Analysis	10 points
Special Education Referral and RTI Process Essay	10 points
Assessment Tool Analysis	10 points
Functional Behavioral Assessment Presentation	10 point
School Board Presentation	32 points

Grade Scale

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