Educational and Psychological Measurements in Special Education

An intensive Professional Qualification Program

Purpose: The course is designed to refine educator’s skills in formal and informal measurement and diagnostic techniques. The course will provide instructional experiences that will bring an expansion of:

a. The theoretical concept of assessment; b. Practice with formal assessment instruments; c. Utilizing assessment data to program specifically for the special

needs student; d. Interpreting assessment data in conferences with teachers and

families.

Course Objectives: Trainees will demonstrate the ability to objectively observe, record and

maintain student behavior records, to describe the intent and content of specific formal instruments and authentic data sources, collect and maintain a diagnostic record, analyze and

report authentic assessment information, refine their diagnostic skills in the administration of specific formal and authentic tests/approaches in each area of development, and

communicate about options for programs and services that may be required or needed by a

child or family at the next level and assist in facilitating a transition.

Graduate Credit will also be offered to those interested by the University of Indianapolis and SUNY For registration, further information and fees please visit http://www.acs.gr/assess-prg-2013

Dates: June 19-28, 2013

Open to: Psychologists, Counselors, Special Educators, and interested teachers and other professionals

Place: ACS Athens Conference Room

Instructors: Dr. Imran Riaz, psychologist and adjunct professor in SPED, Dr. Michael Castleberry, consulting diagnostician; a professor at George Washington University

Place of Class/ Seminar: ACS ATHENS, ATHENS, GREECE

Course: Educational and Psychological Measurements in Special Education

Schedule

Morning session: 9:00 – 12:00 noon Afternoon session: 1:00 – 3:00 p.m.

Wednesday, June 19, 2013

Thursday, June 20, 2013

Friday, June 21, 2013

Monday, June 24 NO CLASS: WHIT MONDAY HOLIDAY

Tuesday, June 25, 2013

Wednesday, June 26, 2013

Thursday, June 27, 2013

Friday, June 28, 2013

Contact Info:

Christiana Perakis perakisc@acs.gr or +210 6393200 ext 235

Registration Info: http://www.acs.gr/assess-prg-2013

Educational and Psychological Measurements in Special Education

COURSE PURPOSE

This course is designed to refine the educator’s skills in formal measurement and informal and diagnostic techniques. The course will provide instructional experiences that will bring an expansion of:

a. the theoretical concepts of assessment

b. practice with formal assessment instruments (see list below)

c. utilizing assessment data to program specifically for the special needs student

d. interpreting assessment data in conferences with teachers and families.

Course Objectives:

1. Trainees will demonstrate the ability to objectively observe, record, and maintain

student behavior records;

Evidence: IEP assignment

2. Trainees will demonstrate the ability to describe the intent and content of specific formal instruments and authentic data sources integrated in the assessment battery utilized with special needs children that address:

a. cognitive abilities

b. content area academic achievement abilities

c. social and emotional development

d. fine, gross, and perceptual-motor abilities

e. adaptive behavior strategies and techniques

Evidence: performance on mid-term examination

3. Trainees will demonstrate the ability to collect, maintain a diagnostic record, analyze, and report authentic assessment information in written and narrative format for the purpose of educational programming and placement;

Evidence: diagnostic report performance

4. Trainees will refine their diagnostic skills in the administration of specific formal and authentic tests/approaches in each area of development;

Evidence: administration of reports/examination of report protocols

5. Trainees will demonstrate the ability to modify or adapt tests/test items based upon testing need and specific child characteristics;

Evidence: report narrative/examination of report protocol

6. Trainees will have the ability to participate as a team member and collaborate with other related service professionals and families in the sharing and interpretation of formal and authentic assessment information related to educational programming and placement;

Evidence: review of teaming section of notebook

7. Trainees will demonstrate the knowledge of and ability to communicate about options for program and services that may be required or needed by a child or family at the next level and assist in facilitating a transition:

Evidence: review of family section of notebook

Course Requirements:

1. Daily classroom attendance

2. Participation in class exercises and discussion

3. Completion of assignments by due date

4. Have your own lap top to work in class

Course Grading Criteria:

Written Reports (2) 50%

Participation 20%

In-class assignments 20%

Final Exam 10%

Course Format:

1. Lecture

2. Discussion

3. Simulations

4. Demonstrations

Readings/Resouces/Materials:

Salvia and Ysseldyke Assessment in Special and Inclusive Education, 10/11th Editions

Selected Handouts to be sent to you after registration.

Wi-Fi: Internet connection available throughout the course

Review of Diagnostic Testing/Reports:

Psycho-educational reports will be presented for review and interpretation

Tests Utilized:

Wechsler Pre-school Primary Scale of Intelligence, fourth edition

Wechsler Scale of Intelligence for Children, Fourth Edition

Wechsler Adult Scale of Intelligence, fourth edition

Woodcock-Johnson Tests of Achievement, Third Edition

Woodcock-Johnson Tests of Cognitive Abilities

Woodcock Reading Mastery Tests, Revised

Gray Oral Reading Tests, Fourth Edition

Gray Silent Reading Tests

Nelson-Denny Reading Test

Key Math Diagnostic Tests

Developmental Test of Visual-Motor Integration

Test of Visual Perception, Non-motor (revised)

Bender Gestalt Test

Comprehensive Test of Phonological Processing’

Clinical Evaluation of Language Fundamentals

Test of Language Development

Test of Word Find

Peabody Picture Vocabulary Test

Test of Written Language, Fourth Edition

Course Sessions

DATE TOPIC ASSIGNED READINGS

Day 1 a.m. Course Introduction and S&Y, Part I;

Overview Chs. 15-18

Day 1 p.m. Review of achievement tests;

Day 2 a.m. Presenting test data; S&Y, Part II

Day 2 p.m. Report Format

Day 3 a.m. Review of diagnostic reports S&Y, Part III

Report recommendations/guiding instruction

Day 3 p.m. Presentation of reports

Day 4 a.m. Data Interpretation/Presentation of Assessment Information for Families

Day 4 p.m. Conferencing and Team Meetings cont.; Summary

Day 5 a.m. Testing, observations, and feedback for all students

Day 5 p.m. Presentation of Testing Results and Reports

Day 6 Review Session and Exam

Day 7 Summary and Conclusions

Course Assignments:

1 and 2 Due:

These assignments require you to complete two diagnostic evaluations, one on each of the above dates.

You will: obtain background information; select the appropriate tests; administer, score and interpret the test; and write a report, and complete an IEP section for the content area covered by the test administered. The report should include conclusions, recommendations, and specific prescriptive techniques and methods for the classroom teacher.

Complete the written assignment and bring to class five (5) copies of the report for use in group presentations. This assignment is highly individualized and will be further delineated in discussions with the course instructor.

Cost: 400 € if also attending the 8th annual LD conference on April 18-20, 2013 at

ACS Athens http://www.acs.gr/ldc-main-2013

450 € if registered by April 20, 2013

500 € if registered between April 21st and May 15, 2013

600 € if registered between May 16th and June 15, 2013

700 € if registered after June 15, 2013

THERE IS LIMITED SPACE FOR THIS CLASS! PRIORITY WILL BE GIVEN TO THOSE

THAT REGISTER AND MAKE THEIR FULL PAYMENT WITHIN THE GIVEN TIME FRAME.

Benchmark Assessment Report Rubric

Standard/Benchmark: Participant will communicate assessment procedures and results in descriptive, synthesized, and integrative reports.

Performance Element Unacceptable 1-10 points

Acceptable 1-10 points

Target

1-10 points

Comments:

Clarity Rationale for report

not stated/unclear;

report background

data absent or

minimal; absent or

minimal

presentation of test

background; lack of

detail in reporting

test results; lack of

integration between

testing data and

conclusions/recom

mendations; content

uses

jargon/terminology

that is not

explained.

Evidence of a

rational for report;

some report

background data;

some test data

presented; tables

or other

presentation of

scores;

interpretative

guide for scores;

clear presentation

of test results;

evidence of

connection

between test data

and

conclusions/recom

mendations; all

terms/jargon

explained

Detailed rationale

for report;

background data

thoroughly

presented; test

report data charted

and explained

clearly; test scores

charted and

explained clearly;

test performance

and results are

clear, detailed,

precise;

conclusions evolve

from test data;

recommendations

relevant, precise;

all essential

components of

report present;

information in

report clear to all

levels of

sophistication re

testing data

Organization Limited evidence of

report plan; lack of

evolution in report

format (appears

haphazardly

organized); few or

no transitions

between report

sections; limited

evidence of critical

data to support

recommendations/

conclusions

Report evidences

an organized plan;

clear evidence of

internal structure

(section headings,

numerical

headings, etc);

evidence of

transitions

between sections;

conclusions

evidence

organized plan and

presentation; all

essential

components

present to some

degree

Clear evidence of

plan of

presentation in

report; clearly

presented structure

and organization

relevant to data

being reported;

evidence of

leading reader

through report

with essential

information

presented clearly

and concisely;

easy access to all

sections of report;

clear presentation

of all essential

components of

report

Content Limited evidence of

essential report

sections

(biographical data,

background,

rationale, test

information,

presentation of

results, conclusions,

summary,

recommendations,

charting of scores,

etc); lack of

meaningful

presentation of

content; lack of

sufficient detail to

pull content data

together; lack of

coherence in total

response

Most information

presented in clear,

straightforward

manner; some of

the essential issues

in background

and/or test data

delineated; some

evidence of critical

thinking in

analysis of test

data; evidence of

integration of test

results and

conclusions and/or

summary; report

has essential

components

present;

presentation of

content is coherent

All information

presented clearly,

directly in a

professionally

exemplary

manner; central

issues identified,

supported in test

data reporting and

conclusions and/or

summary; detailed

descriptions of test

behavior/performa

nce; evidence of

critical thinking in

summary and

conclusions;

professionally

presented report in

each critical

content area

Professional

Writing

Errors/mistakes in

information

presented; lack of

organization/plan in

content

presentation;

limited evidence of

critical thinking in

test interpretation;

minimal

examination of

issues resulting

from test data; bias

evident in narrative

response; errors in

written presentation

(grammar,

punctuation); errors

in document

Sufficient data

presentation to

support summary

and/or

conclusions; some

evidence of critical

thinking; evidence

of a presentation

plan within

sections of report;

examination of

some of the critical

areas; mostly bias-

free language;

consistent writing

style throughout

report; accurate

and clear reporting

of information;

error-free

document

All essential

information

presented clearly

in an organized

manner; report

background and

purpose evident at

beginning of

report; critical

thinking evident in

information

presenting,

interpreting, and

concluding results

from test data; all

terms/information

explained clearly

and precisely;

report presented in

unbiased manner

with language

appropriate for

particular test and

report purpose;

fluent writing style

evident throughout

report; correct,

accurate,

professionally

presented

document.

For more information: http://www.acs.gr/assess-prg-2013 or send an email to perakisc@acs.gr