University of Texas at El Paso Application of Assessment for the Delivery of instruction for “At Risk Students” EDPC 5348 Summer 2014 Instructor: Beverley Argus-Calvo Ph.D Office: Educ 713 Phone: (915) 747-5266 Email: bcalvo@utep.edu Office hours: BY APPOINTMENT ONLY – SUMMER 2009 Course Description: Pre-internship course Includes supervised practice of testing procedures, writing full individual evaluations and side by side comparison of federal and state regulations for identifying and serving “at risk students” in special education Prerequisites: EDPC 5334, EDPC 5336, EDPC 5337, and EDPC 5344 each with a grade of “B” or better and departmental approval * Regular meeting with university faculty to establish progress and learn from the experience of classmates is required Required Textbooks: Woodcock-Johnson III: Reports, Recommendations, and Strategies [with CD Rom] Nancy Mather Lynne E Jaffe ISBN: 978-0-471-41999-0 ©2002 528 pages http://he-cda.wiley.com/WileyCDA/HigherEdTitle/productCd-0471419990.html Essentials of Cross-Battery Assessment, 3rd Edition Dawn P Flanagan, St John's University, Jamaica, New York Samuel O Ortiz, St John's University, Jamaica, New York Vincent C Alfonso, Fordham University, New York, New York ISBN: 978-0-471-75771-9 ©2007 432 pages http://he-cda.wiley.com/WileyCDA/HigherEdTitle/productCd-0471757713.html EDPC 5348/5375 Summer 2014 Reference Websites: Critical Website: http://alpha.fdu.edu/psychology/woodcock_index.htm Cross Battery Testing: http://www.crossbattery.com/ (Legal Framework) http://framework.esc18.net/ (Educational Diagnostician Standards) http://www.sbec.state.tx.us/SBECOnline/standtest/edstancertfieldlevl.asp (General information) http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage? sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch= 239&rl=83 EDPC 5348/5375 Summer 2014 Course Objectives (from: Standards for Educational Diagnosticians) Students will: Gain experience in the use and interpretation of various types of assessment and evaluation procedures to identify students with disabilities and determine educational need Discuss how diversity in ethnic, cultural and linguistic backgrounds of students influences evaluation decisions and instructional recommendations Demonstrate ability to translate the characteristics and needs of the learner into appropriate decisions for least restrictive placement within a continuum of services Demonstrate ability to apply the characteristics and needs of the learner gained from accurate interpretation of comprehensive evaluation results to planning individualized programs, writing goals and objectives, and fostering realistic expectations of the student on the part of parents and teachers Review information on the models that provide the basis for special education evaluations and how evaluation procedures relate to educational planning Demonstrate ability to modify curriculum content, select and adapt instructional methods and materials, and provide accommodations for students with disabilities Demonstrate ability to score assessment and evaluation instruments accurately Review skills relating to measurement and statistical methods, including interpretation of various types of derived scores, basic statistical terminology and concepts, and terminology and concepts associated with test standardization and sources of error Demonstrate knowledge of how to select assessment procedures on the basis of technical quality, and how to select and modify assessment procedures to minimize bias 10 Review the uses and limitations of various types of assessment instruments (norm referenced and criterion referenced) and observation techniques (anecdotal, frequency, temporal) 11 Review methods used for academic and nonacademic assessment (vocational, developmental, assistive technology, motor skills) 12 Discuss procedures for screening, pre-referral, referral, and eligibility 13 Review rights and responsibilities of parents, teachers, schools, and other professionals in relation to assessment and educational planning 14 Discuss the roles of team members, including the student, in program planning 15 Review applicable laws, rules, regulations, procedural safeguards, due process, and ethical considerations that govern assessment, eligibility, placement, educational planning, plan implementation, and the role of the educational diagnostician 16 Discuss ways to relate assessment information to the preparation of students for vocational settings EDPC 5348/5375 Summer 2014 17 Review concepts of behavior intervention (least intrusive intervention), expectations for social behavior, social skills curricula, and cognitive behavioral strategies 18 Review the qualifications necessary to administer and interpret various instruments and procedures 19 Be familiar with organizations and publications relevant to the field of educational diagnosis 20 Discuss how families support the educational process, how to encourage active family participation, address family concerns, foster respectful relationships between family and school, and obtain background information from families to complete a comprehensive evaluation 21 Demonstrate skills for effective communication and collaboration in a variety of contexts 22 Demonstrate ability to keep accurate records of assessments, maintain and store eligibility folders, manage time effectively, and use technology in all aspects of the diagnostician role Overall Internship Requirements Case studies: Assemble evaluation case studies according to Internship mentors Cases will included assessments conducted in the school districts under the supervision of your assigned mentors These cases must be completed according to presented guidelines and will be turned in for comments as they are completed Feedback will be provided on an ongoing basis Turn in each case study immediately after it has been completed completed cases (reviewed and approved) must be turned in by the end of Summer II – July 29 for course completion requirements If cases are not completed you will receive the grade you have earned until this date This grade will be changed once you have completed the cases and reports are acceptable of these reports must be in non-district format Case presentations: Each of you will present an assessment orally to the class in the form of a case study Choose an interesting assessment you have completed that presents challenges from which we can all learn Distribute copies of print outs of testing protocols (if possible), notes (see checklist) from parent/teacher interviews and student observations, and the narrative report (not the district report) to me and each of your classmates the week before you present the case Case presentations will be one of the primary ways we’ll address course objectives from now until the end of the Fall semester For each case presentation, your classmates will complete the Critique/Comments Guidelines sheet found at the end of this syllabus to facilitate discussion and learning from your presentation Your case presentation should include: • review of referral file: • assessment plan: your thoughts about why you selected the particular tests you used For each test, include specific information about age EDPC 5348/5375 Summer 2014 • • • appropriateness of the test, recency of norms, reliability and validity, ease of administration, time required to administer, qualifications of examiners needed to administer the test, and limitations associated with the test’s use You’ll find that information in the test manual For observations and parent/teacher interviews, discuss limitations associated with those techniques Finally, discuss possible sources of bias in your assessment procedure and how you addressed them Proposed instructional strategies comprehensive narrative report: include complete protocols for tests (to instructor) you administered when possible Make copies of the narrative report to distribute to classmates the week before your presentation so that we can read your report Be sure to include interviews with the parent and teacher or other pertinent information in your final report Follow the guidelines that I have provided in the past Portfolio: Begin to work on your Portfolio This will be due the sometime during the last week of October, Fall 2013 semester (Last day to register for Comps) To help you along with its preparation, you will be expected to begin to compile the necessary information More details will be provided, Fall 13 Note: This syllabus is tentative as field work will be determined once we have met with District SPED Directors Readings will be determined on areas of need and issues presented during testing sessions EDPC 5348/5375 Summer 2014 ... http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage? sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch= 239&rl=83 EDPC 5348/ 5375 Summer 2014 Course Objectives (from: Standards for Educational Diagnosticians) Students will:... relate assessment information to the preparation of students for vocational settings EDPC 5348/ 5375 Summer 2014 17 Review concepts of behavior intervention (least intrusive intervention), expectations... the particular tests you used For each test, include specific information about age EDPC 5348/ 5375 Summer 2014 • • • appropriateness of the test, recency of norms, reliability and validity, ease