UIC - WordPress.com...Abilities, Woodcock-Johnson-IV Test of Achievement. Students may be trained to administer the following Students may be trained to administer the following standardized

UIC

Sped576 Spring 2018 1

Educational Internship in Assessment SPECIAL EDUCATION 576

University of Illinois at Chicago Spring 2018

3 Credit Hours (90 field work hours)

Instructors: Cota, Laura Prola, Andrea

Contact Information: [email protected] (808) 798-1129 [email protected] (815) 341-1206

Class Day/Time: T 5:00-8:00 p.m. Class Location: ETMSW 1433

Clinic GA: Elizabeth Cambray-Engstrom Office Location: ETMSW 1439

E-mail: [email protected] Office hours: By appointment only

Clinic Director: Dr. Norma Lopez-Reyna ([email protected]) Office Phone: TEST DAYS-- 312.413.0387

Clinic Website: http://education.uic.edu/research#uic-assessment-clinic

INSTRUCTIONAL COURSE SITE: https://assessmentclinicuic.wordpress.com/

Course Description: This course is an internship experience in an assessment clinic for special education

majors. Throughout the semester, you will gain experience in evaluating a school-age child to determine the

child’s learning profile and eligibility for special education services. This internship is designed to be a bridge

between theory and practice, as you will apply what you have learned through courses in the program and your

personal and professional experiences. Within the framework of an

assessment cycle (otherwise known as data-based decision making or

professional noticing), you will learn to use formal and informal

measures to gain the maximum understanding of a student’s skills,

abilities, and approaches to learning; learn appropriate use and

interpretation of a battery of formal and informal measures; learn how

to create a student learning profile; learn to interview family, student

and teachers for a complete developmental and academic history of a

student; develop the necessary skills for preparing a professional case

study report with instructional recommendations; and learn about

professional and ethical considerations for assessing students and

conducting a conference with parents/guardians of a student.

Assessments will be completed for students with a range of disabilities including learning disabilities and

learning difficulties; behavioral issues including attention deficit disorder and poor school performance; mild

developmental delays; and other issues impeding successful learning.

Course Information: Prerequisite(s): SPED 462 or the equivalent or consent of the instructor.

Fieldwork required; 90 CTE hours must be logged by you. https://cte.uic.edu/early-field-experiences/

READINGS & MATERIALS

• Binder & DVD: students will be provided a course binder, which includes course information,

Powerpoints, and handouts. Students will also be provided with a DVD of all the video lectures required.

• Materials: throughout the semester, students will check out standardized test materials, tape recorders,

and resource books.

• All interns must have access to and complete clinic reports in Word. (Available for free through

UIC Webstore. https://webstore.illinois.edu/shop/category.aspx?zcid=133 )

mailto:[email protected]



tel:312.413.0387

http://education.uic.edu/research

https://assessmentclinicuic.wordpress.com/

https://cte.uic.edu/early-field-experiences/

https://webstore.illinois.edu/shop/category.aspx?zcid=133

Live observation date: 2/3 & 2/10 Parent Conference: 5/8 INTERN TESTING DATES-SATURDAYS: 2/17-3/17


RESOURCES

Suggested Reading: American Psychological Association (APA) Publication Manual, 6th Edition. -- Can

be purchased online or check out the link for APA format information:

www.owl.english.purdue/owl/resources/560/01

Writing Resources: The UIC Writing Center is located in Burnham Hall; call 312/413-2206 for their

hours. Technology Resources & Computer lab: The UIC Educational Technology Laboratory is located on the second floor of

EPASW, but you must first activate your account at SEL Room #2267, phone #: 312/413-0003.

FIELD EXPERIENCE

Interns will gain experience with conducting a full case study evaluation, which involves administering

standardized and informal assessments to a school-aged child (provided by the clinic). Interns will be trained in

the proper administration of the following standardized measures: Woodcock-Johnson-IV Test of Cognitive

Abilities, Woodcock-Johnson-IV Test of Achievement. Students may be trained to administer the following

standardized assessments: KeyMath, Slingerland Test of Specific Language Disabilities, and Clinical Evaluation

of Language Fundamentals-5. It also includes interviewing guardians, teachers and the student; possibly

observing the child at school; and

reviewing student records. Additionally,

interns will engage in discussions about

data during data meetings, reflect on their

own performance via videotape analysis,

and analyze the student’s performance.

Interns will gain experience

communicating assessment results to

peers, families and students.

METHODS OF INSTRUCTION The course is a lab format that utilizes a

flipped model for classes such that

interns are provided with a mix of online

and in-person lectures, discussion, and

hands-on experiences with assessments

(both formal and informal) that then lead

to an authentic experience evaluating a child for special education services. This internship is designed to be a

bridge between theory and practice. Readings and online video lectures are essential for productive in-class

discussions and activities and in making the link between theory and practice. In class, we will discuss the

reading, practice the tests addressed in the lecture and engage in appropriate activities.

COURSE OBJECTIVES

Students will be able to:

1. Engage in data-based decision making by:

a. Developing an appropriate assessment plan based on the child’s identified needs

b. Accurately administering and interpreting assessments (informal & formal)

c. Analyzing the student’s learning performance

d. Developing the student’s learning profile, which includes strengths, abilities, interests, strategies

& needs

e. Using data collected (evidence) to plan next steps for assessment, instruction,

accommodations/modifications, and interventions at the clinic, school, and home

2. Engage in discussions about data with colleagues.

http://www.owl.english.purdue/owl/resources/560/01



3. Effectively communicate assessment results in writing and verbally to a team of colleagues, the family,

and the student.

STRATEGIES FOR SUCCESS IN THIS COURSE

• Take notes on all readings, assigned online lectures, and online modules (notes include annotations and

highlighting on articles, summarizing key points, and remaining questions) and bring these to class to use

during in-class activities and discussions or to ask the instructors individually.

• When watching the online lectures that address administration of specific tests, set up your space to take

notes on the Powerpoint handout or notes tables for specific tests, look at the test easel and protocol for

the test that is being discussed, and create post-its with directions to yourself during testing to place

directly on the easel pages.

• Be ready to discuss, collaborate, and work during every class. We’ll be practicing these tests as well as

discussing the readings and working on your case study report.

• Start working on writing the report and other work early and email drafts to your supervisor for detailed

feedback on content and format. Let your supervisor know your progress and what you’d like feedback.

• If you’re confused, email me! We can meet outside of class to help guide you back on course.

• Visit key special education websites that can provide you with guidance on the topics we discuss o Vanderbilt IRIS modules: http://iris.peabody.vanderbilt.edu/iris-resource-locator/

• Modules provide detailed and insightful information on topics such as self-regulated

strategies, assistive technology, assessment, disability, and behavior management.

• MathVids: http://www.coedu.usf.edu/main/departments/sped/mathvids/index.html

• Provides videos and descriptive information about math assessment, particularly dynamic

assessment.

• Websites to help with providing recommendations to improve student learning

• Cognitive Connections Executive Function Practice:

http://cognitiveconnectionstherapy.com/Resources/Links.aspx

• Progressive Phonics: http://www.progressivephonics.com/

• Book Adventure: http://www.bookadventure.com/Home.aspx

• Do2Learn: http://www.do2learn.com/

• National Library of Virtual Manipulatives: http://nlvm.usu.edu/en/nav/vlibrary.html

• Storybird: http://storybird.com/books/about-us-a-peek-inside-storybird/

• Learning Toolbox tools and resources to enable students with learning difficulties to be

better learners: http://coe.jmu.edu/Learningtoolbox/

• Center for Parent Information and Resources: http://www.parentcenterhub.org/resources/

• LD online: www.ldonline.org

• Teaching Channel: www.teachingchannel.org

• Reading Rockets: www.readingrockets.org

• ReadWriteThink: http://www.readwritethink.org/

• Read Works: www.readworks.org

http://iris.peabody.vanderbilt.edu/iris-resource-locator/

http://www.coedu.usf.edu/main/departments/sped/mathvids/index.html

http://cognitiveconnectionstherapy.com/Resources/Links.aspx

http://www.progressivephonics.com/

http://www.bookadventure.com/Home.aspx

http://www.do2learn.com/

http://nlvm.usu.edu/en/nav/vlibrary.html

http://storybird.com/books/about-us-a-peek-inside-storybird/

http://coe.jmu.edu/Learningtoolbox/

http://www.parentcenterhub.org/resources/

http://www.ldonline.org/

http://www.teachingchannel.org/

http://www.readingrockets.org/

http://www.readwritethink.org/

http://www.readworks.org/



Procedures for completing the case study evaluation

Step 1 Understand the student holistically to create an appropriate assessment plan & develop rapport

Step 2 Complete a flexible & appropriate testing plan to target the areas of concern

Step 3

Interpret the data and respond: Confirm the learner profile & plan next step



CLINIC TESTING DAYS Please review these guidelines.

It is essential that everyone be present on testing days during your assigned session. The

actual testing session with children is scheduled for a 2-hour time block. Interns must

arrive 30 minutes before their testing session as well as remain for 90 minutes following

their session. You must be present for all 6 testing days to receive fieldwork hours.

Missing 1 testing day will result in an automatic half-grade reduction (20 points),

excluding religious holidays. Exceptions may be made for extenuating circumstances

if discussed with instructors.

o Before Testing Sessions: Prepare materials, setup for the session in your testing room, and collaborate

with your group about the post testing schedule. Instructor will be available for last minute questions.

o During Testing Sessions: While your partner is testing your student, you are responsible for observing

your partner and the other student in your testing team. Practicing of tests should be completed before

class, not while you wait.

o After Testing sessions: Clinic groups (all intern teams in the session) will meet together for 90 minutes

to debrief. We will review the day, plan for the next testing session and update student learning profile

charts.

o Test Materials: Some tests require photocopies and the copy machine is available for clinic use, but you

must be prepared with copies before your testing day as occasionally meetings or mechanical problems

make it difficult. You are responsible to copy materials and be prepared on testing days. Ask the

instructor or GA for the copy code.

o Scoring tests: Please note that ALL RAW SCORES must be checked and initialed by clinic instructors

before they can be run or interpreted.

CASE STUDY REPORT DRAFTS (Drafts of your report must be emailed to your testing supervisor on scheduled due dates; always turn in

previous edited drafts with your new draft as well as corresponding test protocols)

Draft One: Due Tuesday, February 21: Introductory sections (Reason for referral;

assessment instruments, developmental and background history; behavioral observations; cognitive

section (WJ Cog) & appendix of test scores (WJ Cog. table).

Draft Two: Due Tuesday, March 14: ALL previous edits + all tests administered, section

summaries & AND APPENDIX OF SCORES.

Draft Three: Due Tuesday, April 18: Complete report including ALL previous edits + overall

Summary and Recommendations

Final Report: Due Friday, May 5: (Finals Week) All edits & a final copy of the report edited

& reviewed by interns- emailed to your supervisor (no paper drafts required).

NOTE: You are provided a template, directions and examples of written sections so please note that you are

graded on all drafts you write. Your current draft will be accessed and LOCKED on the due date.

An electronic version of the final report, all documents concerning your case (test protocols, observations,

work samples, parent permission, etc.), and all clinic tests/materials must be turned in before a grade will be

assigned. If any are not ready by May 5h , a Deferred grade will be assigned until every item is returned.



Course Expectations (440 possible points):

1. Class Preparation & Participation (60 points; 2 points per class w/ 1 free class & 6

points/quiz)

The course begins with evening classes that prepare the interns for test administration and

report writing. Lecture nights will follow a standard format: meet in case teams, discuss reading,

practice tests, and in-class readings on characteristics of disabilities. To prepare for class, the

interns will be required to complete one reading and watch one or two recorded lectures at home

(initial review of the standardized test discussed in the video lecture is recommended). For class

time to run smoothly and benefit all students, it is each intern’s responsibility to watch lectures

and complete the reading at home. Without this commitment, class time will not be effective.

Following testing days, classes will focus on guiding teams in developing a profile for their

child, writing a case study report, and presenting their case. Missing 1 testing day will result in an

automatic half-grade reduction (20 points); excluding religious holidays. Exceptions may be made

for extenuating circumstances if discussed with instructors.

2. Evaluation Process (220 points)

Interns will work in teams of 2 or 3 to administer a battery of tests to a single child. You

will be sharing the workload, which requires collaboration. For successful collaboration, interns

must share with their team any information learned about the child through interviews,

observations and testing. This sharing of information within a group is essential to a holistic

assessment and complete case analysis. Additionally, standardized tests are challenging to

administer; therefore, to ensure valid testing procedures, interns will practice these tests to the

point of mastery. If you need additional help with testing, the instructors are available to meet

with you; do not hesitate to contact either instructor, especially before testing begins. Your

evaluation includes:

a. Teaming & Collaboration (12 points)

b. Preparedness & Professionalism (12 points)

c. Informal Data Collection (40 points): interviews, observations, work samples

d. Formal Test Administration & Scoring (40 points)

e. Dynamic Assessment (24 points)

f. Feedback to Colleagues (12 points): testing day peer observations

g. Student Learning Profile Meeting (32 points): present case to instructor

h. Communicating Results to the Family (24 points): with revised handout)

i. Feedback to Student (24 points): format of choice: video, written, in-person)

3. Data Meetings (60 points; 20 points each)

In case teams, interns will present their child’s case to colleagues through 3 formats:

a. Descriptive Review of the child (present child & examine work samples)

b. Collaborative Assessment Conference (professional noticing of student performance)

c. Case presentation (within a Fishbowl discussion, present child’s learning profile)

4. Case Study Report (148 points)

Interns will write one joint case study report for the child they test. A template is provided. The

report will be written in four drafts. Drafts that have not addressed previous edits will be

returned and a late grade will be awarded.



Policies & Procedures 1. Instructor Contact- As much as we want to support you 24 hours a day, 7 days a week, we are people too.

Please be mindful of our personal lives as we have given you our direct contact information. Only contact us

via phone/text weekdays from 8am-5pm, emails are always welcome. Please limit texting us on weekends

unless it is an emergency. We will try to respond to you within 24 hours during the weekdays.

2. Attendance policy: Regular class attendance and participation in class, small group and collaboration are

required. If you miss a class or are tardy, discuss with the instructors how to make up the missed work. Class

attendance, quality of student contributions in class, overall behavior towards instructors and classmates (e.g.,

punctuality, respectfulness) will impact your success in this course. If a student must miss a class, he or she

must contact the instructor prior to the start of that class. Excessive absences (i.e., three absences or more) or

tardiness will require a meeting with the professor to discuss a plan to make up the missed work, otherwise

it will result in a lowered final course grade, regardless of point total.

3. We make ourselves available to students via email, phone, and in-person in order to support students as they

develop their teaching skills and understanding of how to effectively engage with colleagues in discussions

around data. Therefore, please contact us to discuss any areas for which you require support. Additionally,

feel free to email us any assignments at least 3 days prior to their due date in order to receive detailed

formative feedback.

4. Extra credit policy: there will be no opportunities for extra credit in this course given the clinical nature of

the course.

5. Late policy: Students must complete their assignments and submit each on the deadline specified. Each

assignment is due by midnight on the specific due date. Any variation from established due dates must be

negotiated with the course instructor 48 hours prior to the specified due date. Two points per day will be

deducted for late assignments.

6. Redoing Assignments: Based on the format of the assignments for this course, you will not be able to redo

any assignments.

7. An Incomplete for the Course: If you are unable to complete a majority of the required coursework during

this semester, then you may request an incomplete for the course. You will need to make up any classes

missed (either by attending the class in the next semester or discussing a plan of action with us) and complete

the necessary assignments.

8. APA format: Each assignment must be typed and adhere to APA (6th edition) writing guidelines, unless

otherwise specified. Be sure to proofread your final draft and edit as needed. While content is most important,

your final product should reflect the writing quality of a professional educator. For further support, visit the

Purdue Online Writing Lab (OWL): https://owl.english.purdue.edu/owl/resource/560/01/.

9. Cell Phone Policy: Please turn all cell phones off during class. Recognizing the occasional need for

communication during family emergencies, vibrate mode is suggested. Be respectful of the teaching/learning

environment by taking the call out of class and not texting in class.

10. Laptop/iPad Use Policy: Laptop/iPad use during class must be limited to work related to the class session in

progress. If you are using your laptop/iPad to send/receive email, check websites, etc. in ways that are

disruptive to the class or disrespectful to the professor, you will not be allowed to use your laptop/iPad for the

remaining class sessions.

https://owl.english.purdue.edu/owl/resource/560/01/



UIC Academic Integrity Policy “As an academic community, the University of Illinois at Chicago is committed to providing an environment in

which research, learning, and scholarship can flourish and in which all endeavors are guided by academic and

professional integrity. All members of the campus community—students, staff, faculty, administrators—share the

responsibility of insuring that these standards are upheld so that such an environment exists. Instances of

academic misconduct by students, and as defined herein, shall be handled pursuant to the Student Disciplinary

Policy. Academic dishonesty includes, but is not limited to: cheating, fabrication, facilitating academic

dishonesty/plagiarism, bribes/favors/threats, examination by proxy, grade tampering and non-original works.” http://www.uic.edu/ucat/catalog/GR.shtml#qa

Office of Disability statement: UIC strives to ensure the accessibility of programs, classes, and services to students with disabilities. Reasonable

accommodations can be arranged for students with various types of disabilities, such as documented learning

disabilities, vision or hearing impairments, and emotional or physical disabilities. If you need accommodations

for this class, be sure to register with the Office of Disability Services, 1190 SSB, 413-2183, and let your

instructor know your needs.

Attention to Special Education Principles:

The Four Principles are listed below. (1) Learning about teaching is embedded in scholarly understanding and activities. It requires the ability to think

about teaching and students’ learning through multiple lenses with particular attention to behaviorism;

information processing; socio-cultural perspectives; and development.

(2) Central to learning about teaching is learning about effective instruction for students with disabilities with an

understanding of the interactive influences of culture, language, gender and ability. The student is viewed as

the center of the teacher’s thinking and decision-making regarding teaching and learning.

(3) Learning to teach requires active learning – the construction of meaningful understandings – not only about

the educational needs of students and how to advance students’ learning, but also about the moral and ethical

dilemmas that often confront special educators in their role as teacher. Learning to teach requires analysis,

examination, a reflective stance, and a commitment to life-long learning.

(4) Learning about teaching is learning to work collaboratively with families and professionals in the school and

community for the dual purpose of (a) designing and offering programs that meet the needs of the students

and (b) advocating for the student’s rights to receive appropriate services.

Alignment with the Council on Teacher Education’s Conceptual Framework: The UIC Conceptual Framework offers an overarching guide to the design of personnel preparation programs at

the University. The Framework consists of three fundamental beliefs: UIC educators are committed; UIC

educators are knowledgeable; and UIC educators are effective. The Special Education Principles provide a

detailed and specific explanation of Committed, knowledgeable, and effective as they relate to the preparation of

future special education teachers.

UIC- College of Education Conceptual Framework

The manner in which the UIC Conceptual Framework offers the umbrella ideas for these principles is clear. The

first College tier, “UIC Educators are Committed,” guides special education principle three: “Learning to teach

requires active learning.” Special education faculty at UIC support a commitment to life-long learning among

teacher candidates, as they engage in the UIC intellectual community and as they move into the professional

teaching world. The second College tier, “UIC Educators are Knowledgeable,” guides special education principle

one: “Learning about teaching is embedded in scholarly understandings and activities.” The field of education is

replete with competing perspectives, and special educators must negotiate them all in the range of settings where

they teach. Thus, teacher candidates in special education at UIC will be both well versed in these perspectives and

able to apply them to their own teaching. The third College tier, “UIC Educators are Effective,” guides special

education principles two and four, respectively: “Central to learning about teaching is learning about effective

instruction,” and “Becoming a teacher is learning to work collaboratively with families and professionals in the

http://www.uic.edu/ucat/catalog/GR.shtml



school and community.” The ultimate goal and bottom line of teaching is effectiveness; to that end, UIC teacher

candidates in special education will work toward the development of an exemplary practice coupled with a

dispositional stance that, together, provide the foundation for accomplished teaching and successful learning for

all students.

Illinois State Standards Addressed

COMMON CORE STANDARDS FOR ALL SPECIAL EDUCATION TEACHERS

Standard 2. Characteristics of Learners: The competent special education teacher understands how disabilities

impact the cognitive, physical, emotional, social, and communication development of an individual and provides

opportunities that support the intellectual, social, and personal development of all students.

*CC2M – the effects of second language acquisition on communication patterns

Standard 3. Assessment: The competent special education teacher understands the educational assessment process

and uses various assessment strategies to support the continuous development of all students, ages 3-21.

CC3A – assessment as an education process

CC3B – terminology used in assessments

CC3C – legal provisions, regulations, and guidelines regarding assessment of individuals with disabilities

CC3D how to interpret information obtained from standardized tests including age/grade scores, standard scores,

percentile ranks, stanines, measures of central tendency, standard deviations, and standard error of measurement

*CC3E – strategies for modifying and adapting formal tests

CC3F – strengths and limitations of various assessment tools

CC3G – influences of disabilities, culture, and language on the assessment process

CC3H – a variety of procedures for identifying students’ learning characteristics and needs, monitoring student

progress, and evaluating learning strategies and instructional approaches

CC3K – gathers background information regarding academic history

CC3L – collaborates with families and other professionals in conducting individual assessment and reporting of

assessment results

CC3M – interprets information from formal and informal assessment instruments and procedures

*CC3N – develops individualized assessment strategies for instruction and uses appropriate procedures for

evaluating results of that instruction

CC3O – uses performance data and information from teachers, other professionals, individuals with disabilities,

and parents collaboratively to make or suggest appropriate modifications in learning

Standard 7. Collaborative relationships: The competent special education teacher uses knowledge of effective

written, verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive

interaction among professionals, parents, paraprofessionals, and students.

CC7C – ethical practices for confidential communication to others about individuals with disabilities

LEARNING BEHAVIOR SPECIALIST I STANDARDS

Standard 3. Assessment: The competent special education teacher understands the educational assessment process

and uses various assessment strategies to support the continuous development of all students, ages 3-21.

LBS3E – the uses and limitations of informal and formal assessments

*LBS3K – adapts formal assessment devices to accommodate a student’s mode of communication and response

*also addressed in other course and practicum work in the program.



References

Readings are based on journal articles, policy documents and chapters from

books.

Collaboration Edwards, C. C. & Da Fonte, A. (2012). The 5-point plan: Fostering successful

partnerships with families of students with disabilities. TEACHING Exceptional

Children, 44(3) 6-13.

Educational Evaluations Danielson, L. & Rosenquist, C. (2014). Introduction to the TEC special issue on data-based individualization.

Teaching Exceptional Children, 46 (4), 6-12.

Mather, N. & Wendling, B. J. (2005). Linking cognitive assessment results to academic interventions for students

with learning disabilities. In D. P. Flanagan & P. L. Harrison (Eds.). Contemporary intellectual

assessment: Theories, Tests, and Issues (2nd ed.) (pp. 269-294). New York, NY: The Guilford Press.

Web Links Chicago Public Schools Office of Diverse Learners and Supports-

http://cps.edu/SiteCollectionDocuments/odlss_IndividualEducationPlan.pdf

Dynamic Assessment Allsopp, D. H., Kyger, M. M., Lovin, L., Gerretson, H., Carson, K. L., & Ray, S. (2008). Mathematics dynamic

assessment: Informal assessment that responds to the needs of struggling learners in mathematics.

TEACHING Exceptional Children, 40(3), 6-16.

Lauchlan, F & Carrigan, D. (2013). Improving learning through dynamic assessment: A practical classroom

resource. London, England: Jessica Kingsley Publishers.

Macrine, S. L. (2008). Dynamic assessment and remediation approach: Using the DARA approach to assist

struggling readers. Reading & Writing Quarterly, 24, 52-76.

Team Meetings Bedford, P. & Hollinger, R. (2006). Using a structured protocol for analyzing and learning from student work.

Wisconsin Teacher of Mathematics, Winter. 15-21.

Marten, S. & Spielman, J. (July 2005). Modified descriptive review as a tool for reflection and professional

inquiry. Language Arts, 82(6), 452-461.

Collaborative Assessment Conference

• (Coalition of Essential Skills): http://www.essentialschools.org/resources/60

• Bedford, P. & Hollinger, R. (2006). Using a structured protocol for analyzing and learning from student

work. Wisconsin Teacher of Mathematics, Winter, 15-21.

Fishbowl Discussion: http://www.learner.org/workshops/tml/workshop3/teaching2.html

http://www.essentialschools.org/resources/60

http://www.learner.org/workshops/tml/workshop3/teaching2.html



edTPA Overview

This internship will focus on developing your educational assessment skills that will be measured during

your student teaching internship through the teacher performance assessment (edTPA).









UIC Sped576 Course Rubric Spring 2018 16

UIC Special Education 576

Internship in Assessment


Sped 576 Internship in Assessment NOTE: the schedule is tentative and subject to change based on the needs of the students

Date Session Format

Topic Video Lecture Due

Readings Due Assignments Due/Materials

January 16

Class 1

1) Syllabus/Intros 2) Assessment Review 3) Assign Intern Teams 4) Collaboration Agreement 5) Cases: Getting to know you packets for clients

Mandatory Reading: 1) Comprehensive Assessment Article LD ONLINE NJCLD 2) Read Background of ANDREW Case study: pgs: 1-9

BRING: laptops to upload study guides and access box

January 23

Class 2 Tentative Parent Interviews @ 6:00pm

1) Writing Workshop #1a-(writing the intro & starting Running Recommendations) 2) Parent Interview 3) Collaborative Writing/Organizing of Background History

Video Lecture Due: 1) Cognitive Lecture

Mandatory Reading:

1) Edwards & Dufont 2012, The 5 Point Plan 2) Read Cognitive Section of ANDREW Case study: pgs: 10-19

Due:

1) QUIZ: Online Quiz #1 (cognitive)

BRING:

1) LARGE BAG 2) Resource Binder 3) Organized Case

study binder (will be CHECKED)

January 30

Class 3

1) Cognitive Processing Jigsaw 2) Data Team Meeting 1 Intro: “Descriptive Review” 3) Learn to Coach 4) Peer Feedback on background history 5) Collaborative Writing of Background Section

Video Lectures DUE:

1) “Interpreting

the Cognitive

“Video.

Mandatory Reading: 1) Assigned sections of Shrank, Decker, & Garruto 2016 2) Marten & Spielman (2005).

DUE: 1) Cog Processing

jigsaw worksheet/ notes

2) Background history for peer review-1 HARD COPY

BRING: 1) laptops

2) binders

February 3 Saturday

***** Live Clinic observation ***** Attend your scheduled time: 7:45-11(children test from 8:00-10:30am)

DUE: COGNITIVE SUBTEST SELF-STUDY SECTIONS SPECIFIC TO YOUR PROCESSING AREA

February 6

Class 4

Data Team Meeting #1: Descriptive Review- forming guiding questions

1) Writing Workshop #1b (examples of tables) 2) Data Team Meeting #1 3) Practice/ Mock Testing (deliver the testing plans, see testing schedules) 4) Collaborative Writing

Video Lectures

Due:

1) Review

“Interpreting

the Cognitive”

2) Two Intro

Lectures

3) Tutorial of

YOUR

subtests.

PRACTICE YOUR

TESTS!

PRACTICE YOUR

TESTS!

If you think you’ve

practiced enough, go

one more hour.

Data Meeting #1 DUE:

1) QUIZ: Online Quiz #2 BRING:

1) laptops

2) binders 3) testing materials for

practice


February 10 Saturday

***** Cognitive 2***** Attend your scheduled time: 7:45-11(children test from 8:00-10:30am)

DUE: COGNITIVE SUBTEST SELF-STUDY SECTIONS SPECIFIC TO YOUR PROCESSING AREA BRING TESTING SCHEDULE FOR YOUR TESTING DAY

February 13

Class 5

1) Writing Workshop #2 (Cog summary) 2) Collaborative Write-Cognitive Tables 3) Test Day Prep 4) PRACTICE

Video Lecture 1) Two Intro Lectures to Academic Areas 2) Video Tutorial of YOUR subtests

PRACTICE YOUR

TESTS!

PRACTICE YOUR

TESTS!

If you think you’ve

practiced enough, go

one more hour.

Due: 1) Case Study Background Section DUE- 1 HARD COPY

2) QUIZ: Online quiz #3 BRING:

1) laptops


practice

February 17 Saturday

***** INTERN TESTING DAY 1***** 7:30-11:30(children test from 8:00-10:30am)

BRING TESTING SCHEDULE FOR YOUR TESTING DAY

February 20

Class 6

1) Creating a Learner Profile (Douglas) 2) Review Draft 1 Checklist 3) Peer Review Cog. Summary 4) PRACTICE 5) Collaborative Write 6) Working on Case Learner Profiles 7) PRACTICE--Test Workshops-CRI, CELF, Slingerland

PRACTICE YOUR

TESTS!

PRACTICE YOUR

TESTS!

PRACTICE YOUR

TESTS!

Mandatory Reading:

Chapter 7

Due: FULL Cognitive Summary for peer review-1 HARD COPY BRING:

1) laptops


practice

February 24

***** INTERN TESTING DAY 2*****

7:30-11:30(children test from 8:00-10:30am) BRING TESTING SCHEDULE FOR YOUR TESTING DAY

February 27

Class 7

1) Data Team Meeting 2 Intro: “Collaborative Assessment Conference” 2) Dynamic Assessment Lecture

3) Collaborative Profiling & Writing w/ Results from Intern Testing Days

Video Lecture 1) Video Tutorial: Researching Disabilities

Mandatory Reading: 1) Compton 2012- Cognitive and Academic Profiles of Reading and Mathematics LD

2) Bedford & Hollinger (2006)

PRACTICE YOUR

TESTS!

DUE: Draft 1 (Introduction

Revised & Cognitive

Section/Summary) BRING:

1) laptops


practice

March 3 *****Intern Testing day 3***** 7:30-11:30(children test from 8:00-10:30am)


March 6

Class 8

1) Data Team Meeting #2:

“Collaborative Assessment

Conference”

Video Lecture 1) Tutorials

Applicable to your test day

Mandatory Reading: 1) Lauchlin & Carrigan Section 2

DUE:

QUIZ: Online Quiz #4

Student work sample &

prep for CAC


Data Team Meeting #2: “Collaborative Assessment Conference” CAC w/ Student Work Sample

3) Collaborative Writing:

Results from Intern Testing Days

4) Dynamic Assessment Protocol

Due at the end of class.

5) PRACTICE

2) Intro to Affective Measures 3) All Affective Tutorials

PRACTICE YOUR

TESTS!

BRING:

1) laptops


practice

March 10 ***** INTERN TESTING DAY 4***** 7:30-11:30(children test from 8:00-10:30am)


March 13 Tuesday

Class 9

1) Peer Review of Draft 2-

Academic Summaries

2) Profile & Interpretation

3) Collaborative Writing: Edits

to Academic Summaries

TBD based on student needs

DUE: 1) Draft 2 for Peer Review--Academic Summaries- 1 HARD COPY

2) QUIZ: Online Quiz #5 BRING:

1) laptops


practice

March 17 ***** TESTING DAY ***** 7:30-11:30(children test from 8:00-10:30am)


March 20

Class 10

1) Introduction to IEP’s

2) Practice Writing IEP Goals

3) Writing Workshop 3a

Researching Interventions/

Writing Recommendations (3

due by the end of class 2

recommendations in your area of

need)

4) Collaborative Writing

Website Exploration: http://cps.edu/Pages/DiverseLearners.aspx SPECIFICALLY: Development and Implementation of IEP: http://cps.edu/SiteCollectionDocuments/odlss_IndividualEducationPlan.pdf

DUE:

1) DRAFT 2 (edits, all

tests, and summaries)

BRING: 1) laptops


practice

March 27 ***SPRING BREAK***

April 3

Class 11

1) Report Writing Workshop

#3b-Writing the Summary &

Recommendations

2) Data Based Decision Making

& Evidenced Based Practice

Lecture


Mandatory Reading: 1) Danielson & Rosenquist (2014) 2) Facilitating the Effective Implementation: Cook, Cook, Cook, & Shepher

1) QUIZ: Online Quiz #6

http://cps.edu/Pages/DiverseLearners.aspx

http://cps.edu/Pages/DiverseLearners.aspx




April 10

Class 12

1) Interventions Research &

Writing


3) Student Profile Meetings**

4) Begin the Parent Handout

(During class, each team will have

30 minutes with the instructor to

discuss their profiles)

Video Lecture 1) Researching Individualized Supports

Due:

1) Draft 2 EDITS

completed & Appendix of

Scores

BRING: 1) laptops


practice

April 17

Class 13

1) Prepare Student Feedback

2) Parent Handout

3) Peer Review of Draft 3

4) for DVD

Mandatory Reading Blog Post: http://www.learner.org/workshops/tml/workshop3/teaching2.html.

DUE:

1) Draft 3 COMPLETE

for peer review-

1 HARD COPY

BRING:

1) laptops

2) binders

April 24

Class 14 Data Team

Meeting #3-

“Fishbowl-Family

Meeting”


2) Resource and Intervention Creation

Data Team Meeting #3-“Fishbowl-Family Meeting”

DUE:

1) DRAFT 3 DUE

2) Draft Parent Handout

May 1

Class 15

Collaborative Writing WORKSHOP

May 8

FINALS Class

PARENT CONFERENCE & Student Feedback Recording Times are TBD

DUE:

1) Revised handout

2) ALL MATERIALS

3) Digital message to

student on results

MAY 9

Draft 4 (Final) Due—Hard copy & digital copy due by 5pm

or sooner. Digital copy due in box.

Final Draft should be compiled into one document with the summary score tables

as an appendix. All recommendation handouts should also be in the appendix.






SPED 576 COURSE REQUIREMENTS

Your grade for this course will be based on the following:

Assignment/Activity Due Date

1. Class Preparation & Attendance Ongoing

Online Quizzes *Refer to Syllabi Schedule

2. Evaluation process

Teaming & Collaboration Ongoing

Preparedness & Professionalism Ongoing

Informal Data Collection Ongoing

Formal Test Administration & Scoring Ongoing

Dynamic Assessment Ongoing

Feedback to Colleagues Testing days and Peer

Review Days

Student Learning Profile Ongoing

Feb. 6, March 6, April 24

Communicating Results to Family May 8

Feedback to Student May 8

3. Data Meetings

Meeting #1: Descriptive Review of the Child February 6

Meeting #2: Collaborative Assessment

Conference March 6

Meeting #3: Case Presentation (fishbowl format) April 24

4. Case Study Report

Draft 1 February 27

Draft 2 March 20

Draft 3 April 24

Draft 4 (final) May 9

SPED 576 GRADING SCALE

474 possible points

A= 93-100% (440-474 points)

B= 86-92% (407-439 points)

C= 79-85% (374-406 points)

<79% = Course Failure (less than 374 points)


Intern Name: ____________________________ Date: __ ___

COURSE RUBRIC

Evaluation Source Scoring Criteria Total Points

Attendance and

Participation

Attends and participates in all classes and testing sessions

Arrives on time

___/30 pts (2 per class)

Blackboard Quizzes

___/36 pts (6 points each)

/66

Evaluation Process

See Data Collection rubrics (p. 2)

Teaming & Collaboration: ___/ 16 points

Preparedness & Professionalism ___/ 12 points

Informal Data Collection ___/ 32 points

Formal Test Administration & Scoring ___/ 32 points

Dynamic Assessment ___/ 24 points

Feedback to Colleagues ___/ 12 points

Student Learning Profile ___/ 32 points

Communicating Results to Family ___/ 24 points

Feedback to Student ___/ 16 points

/200

Data Meetings

See Data Meeting rubrics (p. 3)

Data meeting 1 (Descriptive Review of Child): ___/ 20 points

Data meeting 2 (Collaborative Assessment Conference): ___/ 20 points

Data meeting 3 (Case presentation): ___/ 20 points

/60

Case Study Report

See Case Study Report rubrics (p. 4)

Draft 1 (Intro sections & cognitive results): ___/ 32 points

Draft 2 (All test results): ___/ 40 points

Draft 3 (Complete report): ___/ 56 points

Draft 4 (Final draft): ___/ 20 points

/148

Total = ________ / 474

Grade: _______

A= 93-100% (440-474 points)

B= 86-92% (407-439 points)

C= 79-85% (374-406 points)

<79% = Course Failure (less than 374 points)


Evaluation Process

Categories 4 3 2 1 Points

Teaming and

Collaboration

CC3L, CC3N

Consult with team members

in selection & administration

of tests, interpretation of

results, and development of

learner profile

Evidence of consultation,

but often working

independently that leads

to some disorganization

or inaccurate conclusions

Minimal collaboration or

discussion that leads to

disconnected testing and

conclusions

Worked independently

throughout most of the

process of testing and

interpretation, which

negatively impacts case

/16

Preparedness &

Professionalism

CC7C, CC3L

Appropriate attire, fully

prepared for test

administration, appropriate

rapport with child & parent

Most of ‘4’ but lacking in

1 aspect of criteria or is

unprepared only once

Is inconsistent in

professional conduct or

in preparedness for test

administration

Is often not prepared or

not demonstrating

professional conduct

/12

Informal data

collection (interviews,

observations, records

review)

CC3K, CC3G, CC7C

Submitted informal data

notes from interviews and

other informal data. Notes

are recorded in an organized

manner & are objective.

Explores pertinent issues

further; collects all necessary

paperwork & work samples

Completes as for ‘4,’ but

late due to lack of

planning (not delay on

part of family) & shows

some lack of preparation

or some components not

be thoroughly discussed

Completes brief informal

assessments or subjective

that does not allow reader

to gain a sufficient

understanding of child

and family

Both brief and highly

subjective

/32

Formal Test

Administration &

Scoring

CC3D, CC3H, CC3E,

LBS3K

Developed rapport w/ child,

manipulated materials with

ease, accurately recorded raw

& derived score, appropriate

& adequate accommodations

Some difficulty with

rapport, miss-scored

some items or derived

scores, did not make all

needed adjustments

Completed

administration without

invalidating results, but

made significant errors in

administration and/or

scoring

Invalidated at least one

subtest due to lack of

preparation with regard

to procedure and/or

scoring

/32

Dynamic Assessment

CC3E, CC3H, CC3N,

LBS3K

Planned and performed

informal dynamic

assessment(s) in the area of

need that addressed the

student’s level of

understanding &

misunderstanding;

assessment led to effective

ideas for interventions

Dynamic assessment was

planned and moderately

effective in gathering the

necessary data to lead to

specific and effective

interventions.

Dynamic assessment was

either not in the child’s

area of need or poorly

planned, leading to

ineffective intervention

ideas.

Did not administer a

dynamic assessment

/24

Feedback to

Colleagues

(Peer Observations)

CC7

Completed all peer

observations for each group,

engaged in discussions with

peers about the cases, &

provided useful, professional

information.

Completed peer

observations for each

session and engaged with

peers, but gave general

comments or did not

complete all observations

Completed observations

intermittently that

included useful feedback

to peer and/or engaged

minimally with peers

about the case

Completed observations

inconsistently & did not

regularly provide useful

feedback

/12

Student Learning

Profile Meeting

Prepares a clear and holistic

case of strengths and needs

with connections drawn

across formal & informal

data. Presents a strong case

for or against a profile of a

disability.

Presents a mostly holistic

learning profile with some

inaccuracies or data

missing and/or case

for/against a disability

profile is weak.

Presents jargon-free case

of disconnected skills

without synthesizing

across in/formal data

and/or profile for/against

disability profile is not

based on evidence.

Presents a case of mostly

test scores that is

disconnected and/or

does not present a case

for/against a disability

profile.

/32

Communicating

Results to Families

(Parent meeting)

The meeting with the

student’s family effectively

engaged the family

respectfully, addressed the

parents’ concerns, and

responded to the parents’

questions. Handout was

clear, organized & accurate.

Moderately effective

meeting as the parents

were not engaged

completely, most

questions were answered

and most concerns were

addressed. Handout had

some jargon.

The meeting was

minimally effective in

addressing concerns,

questions and respect.

Handout had some

inaccuracies and/or

contradictions.

The meeting was not

effective in supporting

the family or addressing

specific concerns.

Handout was unclear

and had major

inaccuracies.

/24

Feedback to the

Student

(video, written, or oral)

Provided feedback (verbal, video

or written) that addressed the

student’s strengths & needs and

offered appropriate ideas that

supported the student

academically at his/her level.

Feedback either did not

address the student’s full

profile or did not provide

ideas for support at

his/her level.

Feedback was not

detailed and unclear and

was at his/her level.

Feedback to the student

was not provided. /16

Assessment Process Total: /200


Data Meetings


Data Meeting 1: Descriptive Review of Student

Process

The meeting was prepared well,

collaborative and effectively run. While

the team provided insight into their case,

they also listened openly to peer questions,

comments & ideas.

Some preparation and

collaboration was apparent, as it was

moderately effective. Some insight

was provided with some openness

to peer ideas.

Minimal preparation and

collaboration; the meeting was

minimally effective. The team

either did not provide insight

or did not listen to peers.

No preparation or

collaboration was

evident. The team did

not listen to peers or

provide insight.

/8

Content

The information presented in the meeting

was accurate, detailed, and insightful.

Evidence was effectively cited and utilized

to build an organized & focused case.

The information presented was

moderately accurate, detailed &

insightful. Evidence was somewhat

cited as well as moderately

organized & focused.

The information presented

had some major inaccuracies,

lacked detail & insight.

Evidence was minimally cited

and somewhat disorganized.

The information

presented was

inaccurate, disorganized

and general. Evidence

was not cited. /8

Peer feedback

Provided effective support for peers when

peers presented their case (i.e.,

participated when necessary, asked

questions, offered ideas, actively listened).

Provided moderate support to

peers. Provided minimal support to

peers. Did not provide support

to peers. /4

Data Meeting 2: Collaborative Assessment Conference (CAC)

Process





comments & ideas.





to peer ideas.






No preparation or

collaboration was



provide insight.

/8

Content















The information

presented was



was not cited. /8

Peer feedback








to peers. /4

Data Meeting 3: Case Presentation (fishbowl)

Process





comments & ideas.





to peer ideas.






No preparation or

collaboration was



provide insight.

/8

Content















The information

presented was



was not cited. /8

Peer feedback








to peers. /4

Data Meetings: /60


Case Study Report >


Draft 1: Introductory Sections & Cognitive Results

Content

CC3G, CC3K

Background and observation

(daily routine), academic history

are clearly and accurately

discussed. WJ Cognitive

section is complete with an

objective summary.

Most content included,

needs more

information/clarification

in any area. Writing was

not completely objective.

An entire section is

missing or needs

considerable revision.

Heavy use of jargon

(i.e., subtest names).

At least half of the

following sections are

missing: background,

observation, academic,

WJ cognitive.

/28

Organization/

Mechanics

Strict adherence to prescribed

format, including accurate

spelling and grammar

Mostly adhered to

prescribed format

evident, spelling and

grammar.

Lack of adherence to

format, spelling and

grammar

Substantial revisions

needed in: format,

spelling/grammar

/4

Draft 2: Complete introductory and results sections

Address previous edits All previous edits are addressed

appropriately.

Most edits are

addressed.

Some edits are

addressed.

No previous edits are

addressed.

/8

Content

CC3B, CC3C, CC3D,

CC3E, CC3F, CC3G,

CC3H, CC3M, CC3N,

CC7C, LBS3E, LBS3K

Uses correct assessment

terminology; Accurately reports

scores from measures used;

Mentions strengths, cites

relevant examples, accurately

interprets test performance and

writes concise section

summaries that accurately

describe skills using little jargon

Reports scores, but may

not be consistent across

measures; Inconsistency

between report and

scores. Occasionally

misinterprets scores.

Some relevant examples

included. Uses jargon.

Not all measures

reported; Lacks

appropriate

examples,

consistently

misinterprets scores.

Some contradictions

in interpretations.

Report evidences lack of

understanding of test

score and report

procedures. Evidences

lack of understanding in

interpreting test

performance.

/28

Organization/

Mechanics




Mostly adhered to

prescribed format


grammar.



grammar


needed in: format,

spelling/grammar /4

Draft 3: Complete repot

Address previous edits All previous edits are addressed

appropriately.

Most edits are

addressed.

Some edits are

addressed.


addressed.

/8

Summary

CC3M

Summary is coherent, concise,

& clear in describing student’s

abilities, learning styles,

language, and needs in

academic, social, and behavior

domains

Some of summary

components are missing

or show slight

contradictions within the

summary or test results

Summary is not

holistic in its

reporting of results

across artifacts

A retelling of various

scores, lacks cohesion,

not a summary

/28

Recommendations

CC3A, CC3M, CC3N,

CC3O

Provides realistic

recommendations to school,

parent, and child that reflect

academic and social needs of

the student; includes detailed

strategies & descriptions when

needed that are child specific

Lists recommendations

for appropriate people,

but lacks specificity in

strategies to be used for

that particular child

Recommendations

are general and do

not address areas of

need.

Recommendations are

generic and not child

specific, not enough

recommendations

included, may be

missing entire areas

/16

Organization/

Mechanics




Mostly adhered to

prescribed format


grammar.



grammar


needed in: format,

spelling/grammar /4

Draft 4: Final Report

Address previous edits

All previous edits (intro, results,

summary & recommendations)

are addressed appropriately.

Most edits are

addressed.

Some edits are

addressed.


addressed.

/20

Case Study Report: /148