SE358 ASSESSMENT OF STUDENTS WITH EXCEPTIONAL LEARNING NEEDS Course Syllabus - Jane Bogan

Late work will generally not be accepted. If there is an extenuating situation like you have a medical issue that prevents you from completing the assignment, you will need to communicate that to me prior to the deadline for the assignment and we will work something out. I will be closing assignments at the due date and once it is closed it will not be re-opened for assignment submission.

If you neglect to turn in more than 3 minor (10 points or less each) or 2 major (more than 10 points each) with no communication or valid reason (e.g. significant medical issue, etc.), I will submit your name to Academic Success for being at risk for not passing the class. 

In this course, you will be learning about the use of assessment in the field of special education. There will be an emphasis on the exceptional learning needs of students and how assessment tools can provide information about best instructional practices and settings. Additionally, I would strongly encourage you to write and speak using "person-first language" where the person precedes the disability (Retrieved Aug. 11, 2023 from https://www.nih.gov/nih-style-guide/person-first-destigmatizing-language#:-:text=Describe%20what%20the%20person%20%E2%80%9Chas,a%20person%20who%20is%20bipolar). Using person-first language in writing or speaking, we would write or say "the child with a learning disability" rather than "the learning disabled child". The only exception this standard is when referring to a deaf person. Many deaf people have long felt that deafness is part of who they are and prefer to not have person-first language applied to them.

As you may have seen, AI has become relatively popular in the last few months with several different types of AI to provide things such as images, music, art, and writing. In my class, I expect assignments to be a demonstration of your knowledge, not the knowledge of an AI program. The content of this course is tested by the state of Ohio on the content OAE exam and if you are using AI to complete the assignments, it will not benefit you on the OAE or in your career as an educator. I would expect you to be mature and professional and to complete your own assignments using the knowledge you have gained in your time in the Wilmington College education program. If you are confused about the assignment, you are welcome to come to Office Hours or set up an appointment to meet with me and we can walk through the task together to ensure you understand what you need to do.

The following are the parts of the OAEs that cover content from this course. These are the subdomains and specific bits of knowledge that you will need to know from this class for the OAEs.

058 Primary Ed Intervention Specialist Test Framework:

0003 Understand formal and informal assessment instruments and procedures for evaluating strengths and needs of students

with disabilities in grades PK–5.

Includes:

1.       Demonstrate knowledge of measurement principles, types, and characteristics of formal and informal assessments (e.g. validity, reliability, diagnostic, formative and summative assessments, screenings, rubrics, observations, checklists, portfolio and alternative assessments). Weeks 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14

2.       Apply knowledge of methods and practices of gathering formal and informal assessment data from multiple sources to inform appropriate educational decisions, including maintaining ongoing data collection to analyze students' progress toward measurable outcomes (e.g., developing and evaluating interventions, goals, and objectives; progress-monitoring progress monitoring behavior and academic progress and appropriate eligibility decisions). Weeks 3, 6, 7, 8, 9, 10, 11, 12, 13, 14

3.       Analyze diagnostic, formative, and summative data (e.g., academic and/or behavior data) to plan, differentiate, and adjust targeted instruction, interventions, and goals and to monitor progress. Weeks 3, 8, 9, 10, 11, 12, 13, 14

4.       Demonstrate knowledge of procedures for developing informal assessments and gathering ongoing informal assessment data to support all areas of the curriculum for students with disabilities (e.g., examples of progress monitoring, data collection methods, task analysis, classroom data collection systems, self-assessment). Weeks 3, 7       

5.       Apply knowledge of strategies and procedures for administering assessments, including strategies for the use of technology-based assessments and adaptations, and practices for administering standardized assessments. Weeks 6, 9, 12

6.       Apply knowledge of strategies for modifying and adapting assessments, including the use of assistive technology, to accommodate individual students' abilities and needs, including those of students from diverse backgrounds, and the implications of modifications and adaptations to assessment validity and reliability. Weeks 5, 10

7.       Apply knowledge of the appropriate uses and limitations of various types of assessments for evaluating students with disabilities, including strategies for selecting and administering nonbiased assessments and assessment practices (e.g. accessibility, legal and ethical assessment issues, responsible assessment practices). Weeks 2, 3, 9, 10, 11, 12, 13, 14

043 Special Education:

0003 Understand procedures for selecting, adapting, modifying, designing, and using various types of formal and informal assessments.

Includes:

1.       Demonstrate knowledge of basic assessment terminology and the characteristics, uses, and limitations of various types of formal, informal, and alternative assessments. Weeks 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14

2.       Apply knowledge of strategies for selecting, adapting, and modifying multi-level assessments (e.g., Response to Intervention) to identify students at risk, provide evidence-based interventions and instruction, and monitor student progress. Weeks 3, 8

3.       Apply knowledge of strategies and procedures for administering assessments, including strategies for using technology and procedures to avoid bias during the assessment process. Weeks 2, 3, 6, 7, 9, 10, 11, 12, 13, 14

4.       Apply knowledge of how to collect, organize, interpret, and evaluate assessment data to inform and improve instruction and interventions. Weeks 3, 7, 9, 10, 11, 13

This will be a flipped classroom. It is very important that you read the chapter, watch the lecture, and take notes outside of class. When you are in class, I will be making the assumption that you have at least a basic understanding of the content of the chapter. However, and this is very important, if you have questions about anything from the chapter or lecture, it will be very important to ask those questions in class so I can clarify. If you have that question, there is a good chance that someone else in class also has that question but if everyone assumes that someone else will take the risk and ask, I won't know the actual question to be able to help you! I don't mind going over things to clarify questions at all - it doesn't take time away from class, it's relevant to the topic, and it helps you be more prepared for the classroom. When you are in class on Mondays, we'll start to hit the high points of what's in the chapter, why it's important, if there are important terms to know, etc. We'll start to look through the packet for the chapter. Wednesdays and Fridays to start with will be devoted to the chapter packet activities. There will be some things we will do together, there will be some things you will work on independently, and there will be some things you will do with just a partner. One thing I want to do consistently is to grade your packets as you complete the sections. So, there may be times when you are working independently or at the end of class, I'll have you come up and I'll look at what you have in your packet so I can grade it right then and put the grade right into Blackboard. If you get completely confused by the assignment, I'll give you a chance to redo it on your own time and resubmit for grading but we'll discuss that in a private conversation and I'll go back over what you needed to do for the assignment. As we get into the semester, some Fridays will be put aside for your big project for the semester. We'll go over some parts of it together, I'll give you some work time in class so you can ask questions as you need to, and we'll have regular check-ins so you are on track for a successful completion at the end of the semester.

For the first couple of weeks, I'll be more hands-on with you in terms of walking through the packet because I want you to understand what you need to do for each part of the packet. Packets will always be due at the end of class on Fridays. We'll use our classtime on Wednesday and Friday to go over information and then to work on the packet. Packets are not homework unless you are redoing a part that you were confused on or unless you don't get everything finished on Friday (with a show of good faith effort). Also, if you miss class, you can work through some activities in the packet on your own and have me check over them when you return to class. As you get comfortable with the packets, I will start to lessen the hands-on support for the whole class and just be there if you need individual support.

One goal I'm hoping to achieve with you this semester is to increase the discussion in our classes. When we are going over parts of the packet together, I want to have conversations about what your answers to the questions were and to have others share their agreement or disagreement and why. I want you all to be able to learn from each other and to work with each other to understand the information that we are learning each week. So, please don't hesitate to share your answers because we want to understand your perspective and why you thought the way you did. A lot of what we will do will have multiple right answers so as long as you can justify why you thought the way you did, there's a good chance you will be right on target.