Syllabus


 * __Holy Family University__ **

** __SPEN 303__ **


 * __ Collaboration and Assessment __**
 * __ Patricia Williams, Ph.D. __**

**__I. Required Text __**
Assessing Students with Special Needs: Mcloughlin, 7’th ed.

Better IEPs: Bateman, 4th ed. Readings from the Human Development Literature as assigned by the instructor.

II. Course Description
This course will provide students with introductory information about special education and it’s role in: · Assessment Past and Present · Purposes of Assessment · Types of Assessment Procedures · Students with Special Needs · Collaboration and the Team Approach · A Framework for Special Education Assessment

**__III. PDE Competencies: Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting (AASD)__**
==== __Pennsylvania Department of Education Standards/ Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting are met through this course as well as Council for Exceptional Children (CEC) Special Education Teacher Competencies. Attached is a complete listing of the course objectives that are linked to each of these competencies and standards.__ ====

__**IV.** **Course Objectives** __
At the end of this course the student will be able to:

1) Identify theories, philosophies, legislation and litigation that provide the basis for special education practice. 2) Define major terms and concepts related to special education. 3) Become familiar with assessments used in determining educational needs of children with special needs. 4) Identify a typical development pattern in individuals from birth to 21 years of age. 5) Recognize the similarities and differences between the cognitive, physical, cultural, social and emotional needs of students with different disabilities who are eligible for special education and typical learners. 6) Identify general characteristics and educational needs of children with different disabilities who are eligible for special education. 7) Become familiar with the characteristics and effects of the cultural and environmental milieu of the child and the family. 8) Recognize the importance of communication and collaboration, which promotes effective interaction with students, parents, school personnel and community members. 9) Describe the roles of teachers, administrators and related service staff. 10)Identify the role of regular education and it’s place in supporting education for students with disabilities. 11)Demonstrate the skills necessary to collaborate with regular classroom teachers, parents/caregivers and other school and community personnel to integrate students into various learning environments. 12)Examine federal, state and local agencies that support people with disabilities and their families. 13)Specify the components of transition and its importance in developing effective education for students as they move from school to adulthood.

**__V. Course Requirements__**
1) Interview, Field Observation and Observation Report- 10 points 2) Curriculum Based Assessment Project – 10 points 3) Norm-Referenced Testing Project – 10 points 4) Class Participation- 10 Points 5) Weekly assignments – 30 points 6) Midterm and Final Examination- 30 points (15 each)


 * Observation- ** Each student will conduct a 20 hour field observation/experience in a classroom that is designated as a special education classroom or that serves students who are identified as in need of special education services. The observation will include a brief interview with the classroom teacher. From the interview and observation a report and log will be completed. The report will be presented to the class. The log will be turned in at the end of the semester. See attached guidelines.

__ **Curriculum-Based Assessment Project** The curriculum based-assessment project (CBA Project) involves developing and field testing a curriculum-based assessment instrument (CBA instrument). CBA is an approach in which teachers measure educational performance based-on the progress of their students in the curriculum in their classrooms and the students' individual IEP goals and objectives. CBA does not rely on student performance as measured by formal, standardized, norm-referenced tests. Instead, CBA uses class tests, homework assignments, classwork, and teacher impressions (based on direct observation) to make assessment decisions. __ __Common CBA instruments include teacher-made checklists that measure specific skills such as the academic skills of reading, spelling, and math. Examples of checklists and other types of CBA appear in the class text. Other commonly used CBA tools include observations of behavior, rating scales, and error pattern analysis. Examples of these types of CBA appear throughout the textbook. After you have reviewed various types of CBA, you will need to select the CBA procedure that you want to use for your project. __ __Finally, you will create your own CBA which you will field test with three students. For example, you may decide to create and try out a reading skills checklist. The chapter in the class text on assessing reading achievement includes several examples of reading skills checklists. If you decide to use a reading skills checklist, you should use the examples in this chapter as a guide for developing your checklist. Alternatively, you may wish to develop an error pattern analysis procedure for measuring math skills. __ __After you have developed your CBA, you will have the opportunity to conduct an informal field test of the instrument with three students. You will present the results of your CBA Project in a brief two-three page paper.__

__ **Norm-Referenced Testing Project** The norm-referenced testing project (NRT Project) consists of a two-three page case-study report that you will write based-on your research of the assessment. __ __You will select a particular test to use for the subject of the research paper from among a variety of available tests. For example, commonly used achievement tests include the Peabody Individual Achievement Test - Revised, the Keymath Diagnostic Arithmetic Test - Revised, and the Weschler Individual Achievement Test. You may read about these and other norm-referenced achievement tests in the class text (chapters 14-17).__ __You will write a report that explains the test preparation, procedures for administration and reporting results, as well as providing recommendations for remediation.__


 * In Class Assignments and Class Participation- ** During the semester assignments and projects will be given during class time. These assignments can only be completed during class time. If you are absent from, class the assignments can not be made up.

**__VI Policies__**
A. ** Disability Accommodations ** : any student who has a need for an accommodation based on the impact of a physical/psychological, and/or learning disability **must** contact the Disability Services Office at 215-637-7700 (x3231), located at the Northeast Philadelphia Campus, Campus Center, room 222. Please contact this office as soon as possible, as eligibility determination requires submission of documentation by the student and review by the Disability Eligibility Committee prior to any accommodation authorization. Accommodations for individual students **can not be provided by the instructor** without letters of authorization from the Disabilities Services Office.

B. Late assignments will result in one grade deduction per week that the assignment is late.

C. Grading- This course follows the Holy Family University Code for grading. Consult the student handbook for further information.

D. ** Academic Honesty: ** the University’s policy on academic honesty is available for review in the current //Undergraduate Catalog and Graduate Catalog.// Both of these documents are available in print (School Office) and on the University’s website: [|http://www.holyfamily.edu]. Violations of the University’s standards in any form (including but not limited to plagiarism) as described therein or otherwise identified will not be tolerated. Proven incidents of academic dishonesty are subject to progressive sanctions. Responsibility for knowing and understanding the University’s position and policies on academic integrity rests with each student.

Alper, S., Ryndak, D.L. and Schloss, C.N. __Alternative Assessment of Students with Disabilities in Inclusive Settings__. Needham Heights, Massachusetts: Allyn and Bacon, 2001.
 * VII. Bibliography (suggested reading) **

Ashlock, R.B. __Error Patterns in Computation__. Columbus Ohio: Charles E. Merrill, 4th ed., 1990.

Bracey, G.W. “Thinking about Tests and Testing: A Short Primer in Assessment Literacy.” Washington, D.C American Youth Policy Forum, 2000.

Brady, L., Kennedy, K., and Marsh, C. __Curriculum and Assessment__. Sydney: Pearson, 2003.

LeGrange, L. and Reddy, C. __Continuous Assessment__. Kenwyn: Juta & Company, 2000.

Lerner, J. __Learning Disabilities__. Boston: Houghton Mifflin, 2003.

McLoughlin, J.A. and Lewis, R.B. __Assessing Students with Special Needs__. Upper Saddle River, New Jersey: Pearson/Prentice Hall, 5th ed., 2001.

Nitko, A.J. __Educational Assessment of Students__. Upper Saddle River, New Jersey: Pearson/Prentice Hall, 4th ed., 2004.

Olson, L.L. and Platt, J.C. __Teaching Students and Adolescents with Special Needs__. Upper Saddle River, New Jersey: Pearson, Merrill/Prentice Hall, 4th ed., 2004.

Sieborger, R. and Macintosh, H. __Transforming Assessment__. Lansdowne: Juta, 2002.

Vaughn, S., Bos, C.S. and Schumm, J.S. __Teaching Exceptional Diverse and At-Risk Students__. Boston: Pearson Education Inc., 2003.

Venn, J.J. __Assessing Students with Special Needs__. Upper Saddle River, New Jersey: Prentice Hall, 2nd ed., 2000.

Educational Leadership Exceptional Children Exceptional Children Quarterly Exceptional Parent Focus on Exceptional Children Journal of Applied Behavior Analysis Journal of Learning Disabilities Journal of Reading Journal of Special Education Learning Disabilities Quarterly Learning Disabilities Research and Practice Reading Research Quarterly The Reading Teacher Remedial and Special Education Teaching Exceptional Children
 * Journals:**

http://www.natd.org/assessmentandevalresources.htm http://www.ncrel.org/sdrs/areas/as0cont.htm http://psychology.about.com/od/testing/ http://pareonline.net/ http://home.gwu.edu/~kkid/testing.html http://nces.ed.gov/nationsreportcard/ http://www.psychoeducational.com/ http://epaa.asu.edu/epaa/v3n6.html http://rapidintellect.com/AEQweb/ontass
 * Web Sites:**


 * VII. Course Objectives by Grading Instruments and Evaluation Methods **

__IIIE__ || __CC1K1__ __CC1K2__ __CC1K3__ __CC1K4__ || __Class Participation__
 * ** __Course Outcome Objectives__ ** || ** __PDE/ AASD Competencies__ ** || ** __CEC Standard__ ** || ** __Evaluation Methods__ ** || ** __Grading Instruments__ ** ||
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Identify theories, philosophies, legislation, and litigation that provide the basis for special education practice.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IA, IB, IC__

__Reference Manual__

__Final Examination__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Observation (Instructor notes)__ __Rubric for manual guidelines__

__Correct/Incorrect on Final Examination__ || __IIE1, IIG2__ __IIIE__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__GC1K1__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Class Participation__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Define terms and concepts related to special education.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IA__

__Reference Manual__

__Final Examination__

__Disability Review__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Observation (Instructor notes)__ __Rubric for manual guidelines__ __Correct/Incorrect on Final Examination__

__Rubric for Disability Review__ || __IIA3, IIA5, IIE1, IIF, IIG6__ __IVB__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__CC1K5__ __CC1K10__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Disability Review__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Rubric for Disability Review__ || __IIA5, IID, IIE2__ __IVB, IVF__ ||  || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Disability Review__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Rubric for Disability Review__ || __IIG6, IIG7, IIG8__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__CC1K7__ __CC1K8__ __CC1K9__ __CC1K10__ __CC753__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Class participation__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Recognize the similarities and differences between the cognitive, physical, cultural, social and emotional needs of students with different disabilities who are eligible for special education and typical learners.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IA__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Identify general characteristics and educational needs of children with different disabilities who are eligible for special education.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IA__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Identify typical development patterns in individuals from birth to 21.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IIA2, IIA5, IIB, IIE1, IIE2__ ||  || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Disability Review__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Rubric for Disability Review__ ||
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Become familiar with the characteristics and effects of the cultural and environmental milieu of the child and the family.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IC__

__Interview and Observation Report__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Instructor observation and notes__

__Rubric for Interview and guidelines for report__ || __CC1K1__ __CC10K3__ __CC10S9__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Class participation__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Describe the roles of teachers, administrators and related service staff.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IIG4__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__CC7S2__

__Interview and Observation Report__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Instructor observation and notes__

__Rubric for Interview and guidelines for report__ || __CC10S7__ __CC10S9__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Class participation__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Recognize the importance of communication and collaboration, which promotes effective interaction with students, parents, school personnel and community members.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IIG2, IIG5__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__CC10K1__

__Interview and Observation Report__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Instructor observation and notes__

__Rubric for Interview and guidelines for report__ || __LD10K1__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Class participation__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Identify the role of regular education and it’s place in supporting education for students with disabilities.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IIG2, IIG4__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__CC10S9__

__Interview and Observation Report__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Instructor observation and notes__

__Rubric for Interview and guidelines for report__ || __IIC__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__CC10S6__ __CC10S8__ __CC10S9__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Class participation__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Demonstrate the skills necessary to collaborate with regular classroom teachers, parents/caregivers and other school and community personnel to integrate students into various learning environments.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IIG1, IIG4, IIG5__

__Interview and Observation Report__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Instructor observation and notes__

__Rubric for Interview and guidelines for report__ || __LD10S6__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Reference Manual__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Rubric for Reference Manual__ || __IIIE__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__LD10K2__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Reference Manual__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Examine federal, state and local agencies that support people with disabilities and their families.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IIG8__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__GC4K1__
 * <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Specify the components of transition and it’s importance in developing effective education for students as they move from school to adulthood.__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__IIG4__

__Class Participation__ || <span style="display: block; font-family: Arial; text-align: left; text-decoration: none; textunderline: none;">__Rubric for Reference Manual__

__Instructor observation and notes__ ||

**__VIII. Course Schedule__**
1/16 || Introduction/Review Syllabus ||  || Read Ch.1 ||
 * ** Class ** || ** Topic ** || ** Reading Due ** || ** Assignment ** ||
 * #1
 * #2

1/23

VIRTUAL || · What Is Assessment? · Assessment Past and Present · Purposes of Assessment · Types of Assessment Procedures · Students with Special Needs · Collaboration and the Team Approach · A Framework for Special Education Assessment || ** Chapter 1: Special Education Assessment  ** || Read Ch.2 ||
 * 3

1/30 || <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: 'Arial Unicode MS';">· Types of Decisions <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Steps in the Assessment Process <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Identification and Referral <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Determination of Eligibility <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Program Planning <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Program Implementation and Monitoring || ** Chapter 2: The Assessment Process  ** || Read Ch. 3 ||
 * 4

2/6

VIRTUAL || <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: 'Arial Unicode MS';">· Council of Exceptional Children's (CEC) Professional Standards <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Criteria for the Selection of Assessment Tools <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Evaluating Technical Quality <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Test Scores and Other Assessment Results <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Promoting Nonbiased Assessment || **Chapter 3:**
 * Selection of Assessment Tools** || Read Ch. 4 ||
 * #5

2/13 || <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-family: 'Arial Unicode MS'; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: 'Arial Unicode MS';">· Preparation for Testing <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Test Administration <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Observation of Test Behavior <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Scoring the Test <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Interpreting Test Results <span style="color: black; font-family: Symbol; font-size: 10pt; mso-ansi-language: EN; mso-bidi-font-size: 9.0pt;">· Computers as Tools for Assessment || ** Chapter 4: Standardized Tests  ** || Read Ch. 5


 * Curriculum based assessment project due 2/20 ** ||
 * #6

2/20

VIRTUAL || * Advantages of Informal classroom Assessments
 * Difference between Informal and Formal Measures
 * Types of Classroom Assessments
 * Observation, Work Sample Analysis, and Task Analysis
 * Informal Inventories and Classroom Tests and Quizzes
 * Criterion-Referenced Tests, Diagnostic Probes, and Diagnostic Teaching
 * Curriculum-Based Measurement
 * Checklists and Rating Scales
 * Questionnaires and Interviews
 * Portfolio Assessment
 * Interpreting Classroom Assessment Results || **Chapter 5: Classroom Assessment**

**Curriculum based assessment project due 2/20** || Read Ch.6

short class then exam || MIDTERM EXAM || MIDTERM ||  || week off! || SPRING BREAK || SPRING || ** BREAK ** ||
 * Norm referenced project due 3/12 ** ||
 * 2/27
 * 3/5
 * #7

3/12

VIRTUAL || * Considerations in Assessment of Academic Achievement
 * Sources of Information about School Performance
 * Group Tests of Academic Achievement
 * Test Accommodations
 * Individual Tests of Academic Achievement
 * Peabody Individual Achievement Test—Revised/Normative Update
 * Woodcock-Johnson III Tests of Achievement
 * Wechsler Individual Achievement Test—Second Edition
 * Wide Range Achievement Test—Fourth Edition
 * Diagnostic Achievement Battery—Third Edition
 * Hammill Multiability Achievement Test
 * Criterion-Referenced Tests
 * Curriculum-Based Measurement Strategies || **Norm referenced project due 3/12**


 * Chapter 6: Academic Achievement ** || Read Ch. 7 ||
 * #8

3/19 guest speaker || * Considerations in Assessment of Learning Aptitude Adaptive Behavior Measures || ** Chapter 7: Intellectual Performance and Adaptive Behavior  ** || ** Read Ch.8 ** ||
 * Sources of Information about Learning Aptitude
 * Group Tests of Intellectual Performance
 * Individual Tests of Intellectual Performance
 * Nonverbal Measures of Intelligence
 * Nonbiased Assessment of Learning Aptitude
 * 9

3/26 || * Considerations in the Assessment of Learning Disabilities week off || EASTER BREAK || EASTER ||  ||
 * Sources of Information about Specific Learning Abilities
 * Screening for Sensory Impairments
 * Screening for Learning Disabilities
 * Discrepancy Analysis for Identification of Learning Disabilities
 * The Response-to-Intervention Approach to Identification of Learning Disabilities
 * Measures of Perceptual-Motor Skills and Other Specific Learning Abilities
 * Test Batteries for Specific Ability Assessment
 * Assessment of Learning Strategies
 * Answering the Assessment Questions || ** Chapter 8: Learning Disabilities  ** || ** Read Ch.9 ** ||
 * 4/3
 * #10

4/10 || * Considerations in Assessment of Classroom Behavior
 * Sources of Information about Classroom Behavior
 * Behavior Rating Scales and Checklists
 * Direct Observation
 * Functional Behavioral Assessment
 * Attention Deficits and Hyperactivity
 * Self-Concept and Peer Acceptance
 * School Attitudes and Interests
 * The Learning Environment
 * Answering the Assessment Questions || ** Chapter 9: Classroom Behavior and Behavioral Disorders  ** || Read Ch.10 ||
 * #11

4/17 || * Considerations in Assessment of Reading Informal Reading Inventories || ** Chapter 10: Reading  ** || Read Ch.15 ||
 * Woodcock Reading Mastery Tests—Revised/Normative Update
 * Gray Oral Reading Tests—Fourth Edition
 * Test of Reading Comprehension—Third Edition
 * Measures of Phonemic Awareness and Phonological Processing
 * Reading Fluency Measures
 * #12

4/24 || * Considerations in the Assessment of Young Children
 * Screening
 * Ecological Assessment, Family Interviews and Rating Scales, Observation, and Play-Based Assessment
 * Curriculum-Based and Criterion-Referenced Assessment
 * Norm-Referenced and Dynamic Assessment
 * School Readiness
 * Program Plans, Goals, and Objectives || ** Chapter 15: Early Childhood Assessment  ** || ** Observations due ** ||
 * #13

5/1 || FINAL EXAM || FINAL || EXAM ||

** SPEN 303: **

**__Interview and Field Observation Guidelines__**

**__Interview Topics__**

Type of School Observation was Conducted In (Public, Private, Charter, Technical, Parochial):

Type of Class (Inclusive, Self-Contained, Regular Education, Resource Room):

Number of Special Education Students/Number of Regular Education Students:

Exceptionalities in the Class:

Instructional Methods:

Classroom Management/Behavioral Interventions:

Teacher Views on Inclusion, Technology and Diversity:

Develop 2 of your own questions

The summary should be based on your reflection log. The log will be turned in at the end of the semester and should include entries from each visit. The journal log entries should reflect your observations and your thoughts about those observations.
 * __Summary of Experience__**


 * Observation Project Rubric: 20 points **

(5 points) || No interview included || Gathered response to less than half of questions || Gathered response to most questions || Gathered satisfactory response to all questions || Gathered thorough response to all questions || (5 points) || No report included || Minimal report included || Report lacks sufficient detail || Satisfactory report || Thorough and complete report || (5 points) || No log included || Minimal log included || Log lacks sufficient detail || Satisfactory log || Thorough and complete log ||
 * || 0 points || 2 points || 3 points || 4 points || 5 points ||
 * Interview with classroom teacher included in observation
 * Observation Summary
 * Observation log
 * Presentation of report (5 points) || Did not present || Presentation needed more information || Satisfactory info but not professionally presented || Satisfactory information and presentation || Information presented thoroughly and professionally ||

Comments:

Disability Review Rubric: 20 points
(4 points) || Did not include || Minimal inclusion || Some inclusion of education/treatment || Full description of education/treatment || /technology || Good use of materials/handouts/ technology ||  ||
 * || 0 points || 2 points || 3 points || 4 points ||
 * Prevalence (2points) || Did not include || Satisfactory inclusion ||  ||   ||
 * Definition (3 points) || Did not include || Minimal inclusion || Fully included ||  ||
 * Characteristics (4 points) || Did not include || Minimal inclusion || Inclusion of some characteristics || Full description of characteristics ||
 * Education/Treatment
 * Prognosis/long-term options (4 points) || Did not include || Minimal inclusion || Some inclusion of prognosis/options || Full description of prognosis/options ||
 * Materials/handouts/technology use (3 points) || Did not use || Some use of materials/handouts

Comments: _

Foundations in Inclusive Education for All Learners

**Reference Manual**
Reference Title:

Source of Reference:

Date Reference Located:___Date of Reference:___

Review:


 * __ Other Information: __**

Reference Manual Rubric: 25 points

 * || 0 points || 2 points || 3 points || 4 points || 5 points ||
 * Disability reviews (5 points) || Review and information not included || Minimal review and information || Some review and information || Satisfactory review with all information included || Thorough review with all information included ||
 * Online references (5 points) || Review and information not included || Minimal review and information || Some review and information || Satisfactory review with all information included || Thorough review with all information included ||
 * Peer-reviewed journal articles (5 points) || Review and information not included || Minimal review and information || Some review and information || Satisfactory review with all information included || Thorough review with all information included ||
 * Library searches (5 points) || Review and information not included || Minimal review and information || Some review and information || Satisfactory review with all information included || Thorough review with all information included ||
 * Professional presentation (5 points) || No presentation || Presentation needed more information || Satisfactory info but not professionally presented || Satisfactory information and presentation || Information presented thoroughly and professionally ||

Comments: _


 * Pennsylvania Department of Education : Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting (Attached)**

Council for Exceptional Children Professional Standards for Special Education Teachers__ CC1K1 Models, theories, and philosophies that form the basis for special education practice. CC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation. CC1K3 Relationship of special education to the organization and function of educational agencies. CC1K4 Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. CC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. CC1K6 Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. CC1K7 Family systems and the role of families in the educational process. CC1K8 Historical points of view and contribution of culturally diverse groups. CC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them. CC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and school. CC7S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. CC7S3 Involve the individual and family in setting instructional goals and monitoring progress. CC7S4 Use functional assessments to develop intervention plans. CC7S5 Use task analysis. CC7S6 Sequence, implement, and evaluate individualized learning objectives. CC7S7 Integrate affective, social, and life skills with academic curricula. CC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. CC8K1 Basic terminology used in assessment. CC8K2 Legal provisions and ethical principles regarding assessment of individuals. CC8K3 Screening, prereferral, referral, and classification procedures. CC8K4 Use and limitations of assessment instruments. CC8K5 National, state or provincial, and local accommodations and modifications. CC8S1 Gather relevant background information. CC8S2 Administer nonbiased formal and informal assessments. CC8S3 Use technology to conduct assessments. CC8S4 Develop or modify individualized assessment strategies. CC8S5 Interpret information from formal and informal assessments. CC8S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/orlinguistically diverse backgrounds. CC8S7 Report assessment results to all stakeholders using effective communication skills. CC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs. CC8S9 Develop or modify individualized assessment strategies. CC8S10 Create and maintain records. CC10K1 Models and strategies of consultation and collaboration. CC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. CC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. CC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members. CC10S2 Collaborate with families and others in assessment of individuals with exceptional learning needs. CC10S3 Foster respectful and beneficial relationships between families and professionals. CC10S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. CC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. CC10S6 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings. CC10S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities. CC10S8 Model techniques and coach others in the use of instructional methods and accommodations. CC10S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs. CC10S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds. GC1K1 Definitions and issues related to the identification of individuals with disabilities. GC1K2 Models and theories of deviance and behavior problems. GC1K3 Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice. GC1K4 The legal, judicial, and educational systems to assist individuals with disabilities. GC1K5 Continuum of placement and services available for individuals with disabilities. GC1K6 Laws and policies related to provision of specialized health care in educational settings. GC1K7 Factors that influence the over-representation of culturally/linguistically diverse students in programs for individuals with disabilities. GC1K8 Principles of normalization and concept of least restrictive environment. GC1K9 Theory of reinforcement techniques in serving individuals with disabilities. GC4K1 Sources of specialized materials, curricula, and resources for individuals with disabilities. GC4K2 Strategies to prepare for and take tests. GC4K3 Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities. GC4K4 Prevention and intervention strategies for individuals at risk for a disability. GC4K5 Strategies for integrating student-initiated learning experiences into ongoing instruction. GC4K6 Methods for increasing accuracy and proficiency in math calculations and applications. GC4K7 Methods for guiding individuals in identifying and organizing critical content. adulthood that encourages full community participation. LD10K1 Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities. LD10K2 Services, networks, and organizations that provide support across the life span for individuals with learning disabilities.