Term Information Course Change Information · 2017. 1. 13. · 5743 - Page 1 Term Information...

5743 - Page 1

Term Information

Course Change Information What change is being proposed? (If more than one, what changes are being proposed?)

Adding a course offering at the Lima campus.

What is the rationale for the proposed change(s)?

Lima will be offering the mild/moderate intervention specialist licensure-only program.

What are the programmatic implications of the proposed change(s)?

(e.g. program requirements to be added or removed, changes to be made in available resources, effect on other programs that use the course)?

None

Is approval of the requrest contingent upon the approval of other course or curricular program request? No

Is this a request to withdraw the course? No

General Information

Offering Information

COURSE CHANGE REQUEST5743 - Status: PENDING

Last Updated: Malone,Helen Irene01/04/2017

Effective Term Summer 2017

Previous Value Summer 2013

Course Bulletin Listing/Subject Area Educ Sts: Special Education

Fiscal Unit/Academic Org EHE Educational Studies - D1280

College/Academic Group Education & Human Ecology

Level/Career Graduate, Undergraduate

Course Number/Catalog 5743

Course Title Educational Assessment of Students With Mild/Moderate Disabilities

Transcript Abbreviation Assess Mild/Mod

Course Description Advanced training and specialized techniques in teaching methods for middle and secondary studentswith mild disabilities.

Semester Credit Hours/Units Fixed: 3

Length Of Course 14 Week, 12 Week, 8 Week, 7 Week, 6 Week, 4 Week

Flexibly Scheduled Course Never

Does any section of this course have a distanceeducation component?

No

Grading Basis Letter Grade

Repeatable No

Course Components Lecture

Grade Roster Component Lecture

Credit Available by Exam No

Admission Condition Course No

Off Campus Never

Campus of Offering Columbus, Lima

Previous Value Columbus

5743 - Page 2

Prerequisites and Exclusions

Cross-Listings

Subject/CIP Code

Requirement/Elective Designation

Course Details



Prerequisites/Corequisites Prereq: 5742 or EduPAES 5742; and admission to the Special Education program, or grad standing; orpermission of instructor.

Exclusions

Cross-Listings

Subject/CIP Code 13.0402

Subsidy Level Doctoral Course

Intended Rank Junior, Senior, Masters, Doctoral, Professional

Required for this unit's degrees, majors, and/or minors

Course goals or learningobjectives/outcomes

Through the course objectives, candidates will acquire competencies associated with norm-referenced, criterion-

referenced, and curriculum-based assessments, and they will learn conditions under which assessments should be

planned and conducted.

•

Previous Value

Content Topic List Assessment process in special education. Additional topics added include formal vs. informal assessment and

curriculum-based measurement: What is it and why do we use it?

•

Big ideas in assessment•Assessment of Reading - Part 1 (overview)•Assessment of Reading - Part 2 (application)•Assessment of math•Curriculum-based measurement in spelling and written expression•Assessment of intelligence and adapative behavior•Interpreting assessment results (examination of evaluation team reports)•Writing IEPs•Behavioral and emotional assessment•Transition assessment•Contemporary issues in assessment•

Attachments Konrad_5743_Syllabus_Autumn_2015-2.doc(Syllabus. Owner: Malone,Helen Irene)

•

Comments

5743 - Page 3



Workflow Information Status User(s) Date/Time StepSubmitted Malone,Helen Irene 01/04/2017 11:10 AM Submitted for Approval

Approved Malone,Helen Irene 01/04/2017 11:12 AM Unit Approval

Pending Approval

Achterberg,Cheryl L

Warnick,Bryan R.

Zircher,Andrew Paul

Odum,Sarah A.

01/04/2017 11:12 AM College Approval

Syllabus ES SPED 5743–Educational Assessment of Exceptional Learners–Autumn 2015 (Konrad) 1

Course Syllabus ES SPED 5743: Educational Assessment of Exceptional Learners (3 Credits)

Autumn Semester, 2015 Mondays, 7:05–9:45, Koffolt Lab, Room 330

Instructor: Dr. Moira Konrad Office: A358 PAES Building Email: [email protected] Office Hours: By appointment

Course materials and information are posted on Carmen. Please be sure your check this site often:

http://carmen.osu.edu/

2.0 Course Description/Rationale

Assessment is used to drive instruction. With data obtained from norm-referenced, criterion-referenced, curriculum-based, and functional assessments, teachers can determine variables that control student performance and identify student strengths and needs across a full range of academic and social behaviors. These data will allow teachers to make the most appropriate instructional decisions to help students reach their potential in all academic and social areas. Through the accomplishment of course objectives, candidates will acquire competencies associated with norm-referenced, criterion-referenced, and curriculum-based assessments, and they will learn conditions under which assessments should be planned and conducted. Also, candidates will gain competency with the interpretation and analysis of assessment information.

3.0 Knowledge, skills, and dispositions

The purpose of this course is to help candidates… recognize basic terminology used in assessment recognize ethical concerns related to assessment identify the broad range of norm-referenced and criterion-referenced assessment instruments

available for students with exceptionalities administer assessments interpret and analyze assessment information, considering students’ cultural, linguistic, and

gender differences make instructional recommendations based on assessment data, considering students’ cultural,

linguistic, and gender differences develop useful assessment reports determine legal provisions, regulations, and guidelines regarding assessment of individuals incorporate strategies that consider the influence of diversity on assessment, eligibility,

programming, and placement of individuals with exceptional learning needs define “value-added analysis” and describe how various methods of assessment, including

curriculum-based measurement, support a value-added analysis approach to analyzing student achievement data

Upon completion of the course, the successful candidate will be able to…


I. Name and describe four “big ideas” associated with assessment of exceptional learners.

II. Examine various instruments and name the skills assessed by those instruments. III. Determine reliability and validity information for various assessment instruments. IV. Administer assessments following appropriate protocols. V. Interpret and analyze assessment data considering cultural, linguistic, and gender

differences. VI. Identify the principles and procedures involved in functional behavior assessment.

VII. Integrate assessment data into an individualized education program (IEP) with and without a transition component.

VIII. Write instructional objectives based on assessment data.

4.0 Relationship to Other Courses/Curricula No other course within OSU provides coverage of norm-referenced, criterion-referenced, and curriculum-based assessment across school-age populations for students with mild to moderate disabilities. Other courses within Education Studies examine issues for early childhood assessment and assessment of students with moderate to intensive disabilities; however, the present course does not overlap with these courses.

5.0 Off-Campus Field Experience

Candidates will conduct several assessments (curriculum-based measurement) of a student (K through 8) who has an identified disability or is academically at-risk and write an assessment report according to the directions in the syllabus. If you do not have access to a student, you should contact me early in the semester, so I can assist you with arrangements.

6.0 Diversity

The Department of Educational Studies is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the Department seeks to develop and nurture diversity, believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. This course will include the study of diversity as it relates to exceptionality. Specifically, candidates will learn about the diverse needs of individuals with disabilities, strategies for addressing these needs in the context of assessment and instructional decision-making, and ways to engage students and families from all backgrounds.

7.0 Technology Candidates will be exposed to technology in a variety of ways. All lectures will use PowerPoint. Candidates will be required to access a web-based course management system (i.e., Carmen) to download course materials. In addition, candidates will learn about technology available to assist in the assessment of students with disabilities, as well as web-based resources to facilitate curriculum-based measurement.

8.0 Topical Outline/Course Calendar

Each week remember to bring the following: SAFMEDS materials (flashcards, data sheet, graph) dry erase board guided notes/study guide questions dry erase marker additional assignments that are due eraser (or paper towels) course packet digital timer


Date (objectives)

To Prepare for Class Today: (Items in bold will be collected)

Topics and Tasks for Today’s Class

Session 1 August 31

(I)

• Course overview • Big ideas in assessment, history,

assessment process, ethics September 7

No class (Labor Day) • No class (Labor Day)

Session 2 September 14 (I, II, III, IV, V)

Read Chapter 1 of Overton (2006) Complete guided notes (GN) and

study guide (SG) packet #1 Download SAFMEDS materials

and create flashcards Take on-line Quiz #1

• Curriculum-based measurement (CBM) overview

• CBM in early literacy and early numeracy

• Baseline SAFMEDS

Session 3 September 21

(I, II, III, IV, V)

Read Wright (n.d.), Langdon (2004), Shinn & Shinn (2002a), and Clark & Shinn (2002)

Complete GN and SG packet #2 2 SAFMEDS timings Take on-line Quiz #2 Study for in-class Quiz #1 Complete FIP Modules 1 and 2

• CBM in reading • SAFMEDS timing • In-class Quiz #1 (includes

questions from FIP modules)

Session 4 September 28

(I, II, III, IV, V)

Read Scott & Weishaar (2003), Shinn & Shinn (2002b), and Shinn & Shinn (2002c)

Complete GN and SG packet #3 2 SAFMEDS timings Take on-line Quiz #3

• CBM in math • SAFMEDS timing

Session 5 October 5

(I, II, III, IV, V, VII)

Read AIMSweb (2010) and AIMSweb (2009)

Complete GN and SG packet #4 2 SAFMEDS timings Take on-line Quiz #4 Study for in-class Quiz #2 Complete FIP Modules 3 and 4

• CBM in spelling and written expression

• Writing up assessment results • SAFMEDS timing • In-class Quiz #2 (includes

questions from FIP modules)

Session 6 October 12

(I, II, III, IV, V, VIII)

Read Shinn & Shinn (2002d) and Powell-Smith & Shinn (2004)

There is no GN and SG packet #5 2 SAFMEDS timings Take on-line Quiz #5

• Intelligence and adaptive behavior • Brief overview of discrepancy

model • SAFMEDS timing


(I, II, III, IV, V)

Complete GN and SG packet #6 (no readings this week)

2 SAFMEDS timings Take on-line Quiz #6

• Achievement testing • Reading assessment • Writing IEPs • SAFMEDS timing


Read Stecker (n.d.) and Etscheidt (2006)

• Reading assessment (cont’d) • SAFMEDS timing


(I, II, III, IV, V) Complete GN and SG packet #7 2 SAFMEDS timings Take on-line Quiz #7 Complete graphs/goals

• Writing IEPs based on Assessment Reports

• Graphs/Goals

Session 9 November 2

(I, II, III, IV, V)

There is no GN and SG packet #8 2 SAFMEDS timings Take on-line Quiz #8 Study for in-class Quiz #3 Complete FIP Module 5

• Math assessment • Assessment of expressive language

(written and oral) • SAFMEDS timing • In-class Quiz #3 (includes

questions from FIP modules) Session 10

November 9 (VI)

Read Jones (2001) and Pemberton et al. (2006)

Complete GN and SG packet #9 2 SAFMEDS timings Take on-line Quiz #9

• Behavioral/emotional assessment • Functional behavior analysis • SAFMEDS timing •

Session 11 November 16 (V, VII, VIII)

Readings to be announced Complete GN and SG packet #10 2 SAFMEDS timings Take on-line Quiz #10 Complete IEP based on student

assessed

• Transition assessment • Transition component of IEP • SAFMEDS timing • IEPs due


Read Wehman Chapters 1–3 Read Edith case study Complete GN and SG packet #11 2 SAFMEDS timings Take on-line Quiz #11 Complete learning targets

assignment

• Case studies for transition planning • Assessment and diagnosis for

emergent bilinguals • Identifying LD (discrepancy model

vs. RTI) • Current issues in assessment

(NCLB, value-added) • SAFMEDS timing • Learning targets assignment due


Read Wehman Chapters 4–6 Additional readings TBA Complete GN and SG packet #12 2 SAFMEDS timings Take on-line Quiz #12

• Catch up day • SAFMEDS timing

Session 14 December 7

No readings, no GN/SG, no on-line quiz

2 SAFMEDS timings Complete SAFMEDS graph and

data sheet Complete extra credit

assignments

• Extra credit assignments due • Case studies for transition planning

(in-class group work session) • Final SAFMEDS timing

(SAFMEDS due)

Final Exam (See University Exam Schedule)

No readings, no GN/SG, no on-line quiz

Complete transition IEP (group)

• Transition IEP due


9. Course Requirements/Evaluation

Requirements:

9.1 Guided notes, readings, study guide questions, and learning modules. You are required

to download and print weekly guided notes/study guide questions from the Carmen website, bring them to class, complete the guided notes during the class session, and complete the study guide questions while reading outside of class. If you miss a class, you are responsible for contacting a class member for missed lecture notes. In addition to articles and chapters, you will also complete five on-line learning modules (http://portal.battelleforkids.org/ohio).

9.2 On-line quizzes. Beginning after the first class session, there will be a short on-line quiz (on

Carmen) each week covering the information from that week’s lecture and assigned readings. These quizzes are open-book/open-note quizzes. However, they are timed quizzes, so you should not rely solely on your articles/notes because there will not be enough time to look up every answer. A missed on-line quiz cannot be made up under any circumstances.

9.3 In-class quizzes. Over the semester, there will be three in-class quizzes. These quizzes will

cover information from lectures and assigned readings, with a focus on application and analysis. A missed quiz may only be made up under extraordinary circumstances, and documentation (e.g., doctor’s note) will be required.

9.4 SAFMEDS (See Appendix A). “Say All Fast a Minute Every Day Shuffled” (SAFMEDS) is

a flashcard procedure designed to help students become fluent in basic concepts and definitions. This procedure will be explained and modeled in class. Download SAFMEDS material from the Carmen website and create the flash cards before the second class session. The data collection sheet and graph will be collected at the last class session. See Appendix A of this syllabus for more specific details.

9.5 In-class exercises and simulations. Over the course of the semester, there will be several in-

class activities. Participation is essential, given that these exercises will provide you with opportunities to practice administering and interpreting assessments and will help you apply and synthesize the content covered in class and in readings. You must be present to participate in these activities. If you are absent, these points cannot be made up.

9.6 Baseline graphs and IEP goals based on assessments (See Appendix B). You will

administer curriculum-based measurement probes in four different academic areas (e.g., oral reading fluency, spelling, written expression, etc.). You will need to download the appropriate materials from the AIMSweb site to administer and score these probes. The minimum requirement is to collect data for and graph three baseline probes for each of the four different areas you are assessing. Therefore, you will have four different graphs, each with at least three baseline data points. After you have graphed your baseline data, you will write an IEP goal for each of the areas, draw corresponding aimlines on your graphs, and write a rationale for the goals you set. More specific guidelines for the report are detailed in Appendix B of this syllabus.

9.7 Learning targets assessment plan (See Appendix C). You will work with a small group to

develop an assessment plan for some learning targets derived from the Ohio Learning Standards.

http://portal.battelleforkids.org/ohio


9.8 IEP (See Appendix D). After you have developed your goals and graphs, you will develop portions of an IEP for the student you assessed. More details about this assignment will be posted on Carmen.

9.9 Transition IEP (See Appendix E). You will work in small groups to develop a transition IEP based on a fictional student (case study). There will some time in class to work on this; however, it is expected that you will work on this outside of class as well.

Grading: Weekly on-line quizzes (2 pts. each x 12 quizzes) 24 points In-class quizzes (10 pts. each x 3 quizzes) 30 points SAFMEDS (1 pt. each week for graphing x 13 weeks + 3 pts. for mastery) 16 points In-class exercises (1 pt. each week x 14 weeks) 14 points Baseline graphs and IEP goals 16 points Learning targets 34 points IEP 30 points Transition IEP 16 points

TOTAL: 180 points Extra credit points possible (see below)

Description of response to intervention up to 5 points

Letter grade scale

A (94-100%) 169-180 points C 74-76% 133-137 points A- (90-93%) 162-168 points C- 70-73% 126-132 points B+ (87-89%) 156-161 points D+ 67-69% 120-125 points B (84-86%) 151-155 points D 64-66% 115-119 points B- (80-83%) 144-150 points E Below 64% 0-114 points C+ (77-79%) 138-143 points

10. Text/Required Materials

10.1 University Student Package from AIMSweb (http://www.aimsweb.com/wp-content/uploads/aimsweb_univ_student.pdf)

10.2 Wehman, P. (2011). Essentials of Transition Planning. Baltimore, MD: Paul H. Brookes Publishing Co.

10.3 Articles downloaded from Carmen (see Appendix F) 10.4 Course packet from UniPrint 10.5 60 index cards and graph paper & data collection sheet (downloaded from Carmen) 10.6 Guided notes and study guide questions (downloaded from Carmen each week) 10.7 Small dry-erase board, dry-erase marker, and cleaning materials (paper towels or eraser) 10.8 Digital timer 10.9 Subscription to FIP Modules (http://portal.battelleforkids.org/ohio) 10.10 Subscription to Tk20 (for all students!); if you have subscribed as part of another course,

you do not need to subscribe again—it is a one-time subscription

Tk20 is a tool to help you create a record of your accomplishments toward your teaching license. With Tk20, you will be able to create portfolio of your work. The university will also use the database for program accreditation and to verify student progress for licensure. All special education undergraduate students will need to register for Tk20 by then end of

http://www.aimsweb.com/wp-content/uploads/aimsweb_univ_student.pdfhttp://www.aimsweb.com/wp-content/uploads/aimsweb_univ_student.pdfhttp://portal.battelleforkids.org/ohio


the first term of your junior year. The cost is $100.

Subscribe directly to Tk20 on-line at https://osu.tk20.com by clicking on “Click here to register your account” or first purchase the subscription packet (ISBN #0-9774408-1-8) at the Barnes and Noble Ohio State University Bookstore and follow the subscription instructions after clicking on “Click here to register your account” on the web site. Subscriptions may take 2-3 days to activate, so make sure you subscribe in time to orient yourself to Tk20 and understand the steps to submitting your assignment. Please see assignment instructions for more details. See Appendix G to find out more about submitting your assignment (IEP) on Tk20.

11. Statement of Student Rights Any student with a documented disability who may require special accommodations should self-identify to the instructor as early in the semester as possible to receive effective and timely accommodations. Please be sure your disability is documented at the Office for Disability Services (614-292-3307) in room 150 Pomerene Hall.

12. Academic Dishonesty

Academic dishonesty will not be tolerated in this course. All cases of suspected academic dishonesty will be formally referred to the University’s Committee on Academic Misconduct. This action is required of all instructors as outlined in the Graduate Faculty Handbook. The University’s Office of Academic Affairs outlines ten suggestions for preserving academic integrity: http://oaa.osu.edu/coam/ten-suggestions.html

13. Extra Credit Option: Response to Intervention Report

Following collection of three CBM baseline points, candidates who wish to earn extra credit may implement an intervention and continue to collect data to measure student progress and response to this intervention. To earn the extra credit points, a minimum of six intervention probes must be plotted over at least three weeks. The extra credit portion should include the following: a. a graph illustrating the baseline points (connected), a vertical line indicating where

intervention began, and a minimum of six intervention data points (connected) (1 pt.) b. a written description of the intervention (be sure it is evidence-based) (1 pt.) c. a written description of the student’s response to intervention (1 pt.) d. written recommendations for improving response to intervention (if intervention does not

appear to be working) or for next steps (if student is responding well to intervention) (2 pts.)

The extra credit report is separate from the assessment written report (see course calendar).

14. Other Information 14.1 Assignments are due at the beginning of the class session on the day it is due. A 10%

deduction will be taken for each class session that the assignment is late. 14.2 All work should of professional quality (i.e., neat and edited for errors and typos).

Directions should be followed carefully. If you do not understand the requirements of an assignment, it is your responsibility to ask for help prior to the due date of the assignment. Assignments that do not appear professional will be returned to you. Deductions will be made according to the late assignment penalty described above (i.e., 10% deduction each class session).

https://maverick.hec.ohio-state.edu/exchweb/bin/redir.asp?URL=https://osu.tk20.com/http://oaa.osu.edu/coam/ten-suggestions.html


14.3 I will communicate with students through OSU email. It is your responsibility to check this email on a regular basis.

14.4 The instructor reserves the right to make adjustments to the assignments, grading procedures, or calendar. A change will only be made when the instructor feels the change will be in the best interest of the students in the class and/or the children you will teach. Changes to the syllabus will be explicitly described to students in class and posted on Carmen as announcements.

14.5 As a student in this course, you are expected put forth a great deal of effort and to take responsibility for your learning. However, grades are based on performance, not effort. Although hard work is admirable, it is not what will determine your grade. Instead, your grade will be based on your mastery of course objectives as defined by predetermined performance standards. These standards will be made conspicuous to maximize your ability to earn a good grade, and more importantly, to acquire the knowledge and skills taught in this course.


Appendix A: SAFMEDS (Due on Last Day of Class)

Dr. Ogden R. Lindsley developed the SAFMEDS procedure as a way to help students become fluent (accurate AND fast) in basic concepts, definitions, and/or terms. The acronym stands for Say All Fast a Minute Every Day Shuffled. Each letter reminds you of an important part of the procedure:

• Say: You should say the responses out loud. • All: You will work with the entire deck of cards as a unit. • Fast: In the timed sessions, work through the cards as quickly as possible. • Minute: The timed sessions are brief: one minute. • Every Day: Do the brief, timed sessions every day, at least once a day (although you will only be

required to graph them three times each week). • Shuffled: Be sure to shuffle the cards before each timing.

Procedures 1. After the first class, download and print out the following from the Carmen website:

• SAFMEDS terms and definitions • SAFMEDS data sheet • SAFMEDS graph

2. Create 60 flashcards on index cards—write a definition on one side of each card and the corresponding term on the other side.

3. Bring all these materials to the second class session. There is no need to study the flashcards before the second class. Just be sure to bring them!

------------------------------------------------------------------------------------------------------------------------------- 4. During the second class, you will participate in a baseline timing. This will be explained in class. 5. Each week after that you will participate in a SAFMEDS timing during each class. 6. In between classes, you are expected to study the cards and to graph two additional timings. 7. In addition to the one-minute timings, you may study the cards as much as you need to.

How Will I Be Evaluated on My SAFMEDS?

SAFMEDS are worth 16 points. Here is how points are distributed:

• One point for each week that is correctly recorded and graphed o Three data points on your data sheet and on your graph each week—one point will be

collected in class, and the other two will be collected outside of class o Three signatures on your data sheet each week—the in-class data will be signed by

your partner, and your out-of-class data will be signed by you In-class signatures indicate that your partner watched you shuffle the cards and

name the terms during the one-minute timing. Your partner’s signature also verifies that you accurately counted and recorded the number of terms you named correctly.

Out-of-class signatures indicate that you shuffled the cards, timed yourself for exactly one minute, and honestly and accurately recorded and graphed the number of terms you named correctly during that one minute.

o 1 point x 13 weeks = 13 points • Three points for mastery of the material

o If at least one of your last three in-class data points (in-class timings during session 11, 12, or 13) is at 35 or higher, you will receive these points.


Appendix B: Baseline Graphs and IEP Goals

You will administer curriculum-based measurement probes in four different academic areas (e.g., oral reading fluency, spelling, written expression, etc.). Procedures

1. Decide what four areas you will measure (i.e., four academic behaviors you will count). Be sure you have a strong rationale for selecting the areas you’ve selected.

2. Download the corresponding administration/scoring manuals from the AIMSweb site. DO NOT PRINT the entire documents, as this will be several hundred pages! Instead just print the pages you’ll need to administer and score the probes.

3. Read the manuals very carefully to be sure you understand how to administer and score each assessment. I would also suggest practicing the administration procedures (preferably with someone else—classmate, friend, family member).

4. Download three progress monitoring probes for EACH of the four areas you’re assessing. 5. Administer the probes. Spread these out over the course of about a week. You may, if your

student can handle it, administer all four different areas on one day (with breaks in between each probe), but do not administer two of the same type of probe on the same day.

6. Score the probes. 7. Plot scores as baseline data on four separate graphs. 8. Set a spring goal for each area. 9. Connect the median baseline score to the goal. 10. Write a 12-week goal and an annual IEP goal (for next fall) for each of the four areas assessed. 11. Write a rationale for each of the goals set. 12. Use the following format for turning in this assignment

Your Name ES SPED 5743

Baseline Data and Goals for ______ (Student’s Fictitious Name) Date

Identifying Data Name: (Fictitious) Dates of Testing: DOB: Chronological Age at Time of Testing: Grade level: Examiner: Area #1 (e.g., Oral Reading Fluency) [Insert Graph] Present level: When given…, 12-week Goal: When given…,


IEP Goal (Fall): When given…, Rationale: Area #2 (e.g., Written Expression: Correct Writing Sequences) [Insert Graph] Present level: When given…, 12-week Goal: When given…, IEP Goal (Fall): When given…, Rationale: Repeat for All Four Areas… How Will I Be Graded? Baseline Data and IEP Goals are worth 16 points. Here is how the points will be distributed: - 2 points for each graph x 4 graphs = 8 points - 1 point for each 12-week goal x 4 12-week goals = 4 points - 1 point for each fall/annual/IEP goal x 4 fall/annual/IEP goals = 4 points


Appendix C: Learning Targets

You will work with a small group on this assignment. You and your group members will be required to apply the information you have learned from the FIP modules (http://portal.battelleforkids.org/FIPOhio/your-learning/foundations-of-fip). Part I:

1. Complete a template (provided on Carmen) to identify appropriate types of learning targets. 2. Create a plan for assessing student progress on each target both during and after instruction by (a)

identifying an assessment method designed for the whole group of students and (b) providing a brief description of what students do in response to what kind of prompt (instructional antecedent/arrangement). Your response should by typed into the text boxes in the template provided.

Part II: Choose one of the learning targets from your template and develop a Student Mastery Tracker for a class of 25 students. The mastery tracker should be a practical way to record the information obtained from the specific assessment of your choice for all the students. For specific requirements for the layout of the mastery tracker, refer to the rubric. The template and rubric for this assignment will be posted to Carmen.

http://portal.battelleforkids.org/FIPOhio/your-learning/foundations-of-fip


Appendix D: Individualized Education Program

This assessment is consider “high stakes” as it serves as a gateway in our program. You must earn a passing score on this assignment to continue in the special education licensure program. If you do not reach the passing criterion on your first attempt, you will be given an opportunity to incorporate the feedback and resubmit. However, the grade you receive will remain the same, so it is in your best interest to submit your best work on your first attempt and to seek assistance if you are having difficulty with the assignment. Once you reach the passing criterion, you must submit your IEP to Tk20. After you have collected your assessment data, you will develop portions of an IEP for the student you assessed. Procedures 1. Use the IEP forms posted on Carmen to write an IEP for the student you assessed. The IEP must be

typewritten directly on the forms provided. 2. Choose two areas you assessed (one academic, one non-academic) to develop a goal, objectives,

services, and LRE. (Please remember that normally this would be done as part of an IEP team meeting, but for the purposes of this course, you will do this independently.)

3. Use the scoring rubric, resources posted on Carmen, and Ohio’s IEP annotations (http://www.esc-cc.org/Downloads/iep_annotations_10_09_revised.pdf) to guide you through the IEP steps and to determine which steps to skip as they are not needed for this assignment.

4. Write a 2–3 page essay to explain your rationale for the goals you selected, the criteria you set, and the services you chose.

a. Use the following headings in your essay, and respond to the corresponding prompts. i. Goals and Criteria

1. Why did you select the goals you chose? How are these goals going to promote the well-being of the student? Use assessment data to justify your selection.

2. How did you determine your criteria for your goals and benchmarks/objectives? Be very explicit about the process you used.

ii. Services and LRE 1. Why did you select the services you identified for this student? Again, use

assessment data to justify your selection. 2. Why did you select the service delivery environment(s) you identified for

this student? Again, use assessment data to justify your selection. iii. Collaborative Implementation

1. How will you communicate with and guide others (e.g., paraprofessionals, volunteers, tutors) in implementing this IEP?

2. Explain how you will serve as a collaborative resource to your colleagues (including those listed above as well as general education teachers) as you implement this IEP.

3. Explain how your collaboration plan (described in #1 and #2 above) promotes the well-being of this student across a range of settings and collaborators.

5. Turn in a hard copy of the IEP with your essay as a separate document.

http://www.esc-cc.org/Downloads/iep_annotations_10_09_revised.pdfhttp://www.esc-cc.org/Downloads/iep_annotations_10_09_revised.pdf


Appendix E: Transition IEP

You will be assigned to a small group. Your group will work collaboratively to develop a transition IEP for a student who will be described in a detailed case study. You will have some time to work on this in class; however, you will also need some out-of-class time to sufficiently complete the assignment. I would suggest that you get a time on your calendars to work on this early in the semester. You will not have to develop the entire IEP; however, you do need to do Steps 1 through 5 and planning for Step 6.

Procedures - Carefully read the case study. - Determine what information you have and what information you may still need for this student. - Complete Steps 1–5 of the IEP, including the demographics page. Use the same IEP template you

use for your CBM IEP. Be sure to use all the information provided in the case study. You may not exclude information regarding the student; however, you may add additional information if needed to complete the IEP. For instance, you may add fictional assessment data if there is not enough data provided in the case study. You will not need to add too much; most of the information needed is provided in the case study.

- Complete the planning table for Step 6. Use the template provided on Carmen. Be sure to include a row for every disability-related need identified for the student. This includes academic goals.

How Will I Be Graded? The Transition IEP is worth 16 points. Everyone in the group will receive the same grade. Please work together. Everyone should contribute time and effort! Here is how the points are distributed. See Carmen for a more detailed description of each criterion.

Criteria/IEP Sections Points Demographics and Special Instructional Factors (Step 2) sections are complete (page 2). 1

Future Planning (Step 1) section is complete (page 2). 2

The Profile (Step 3, page 2) is complete. 2

Postsecondary transition (Step 4) section is complete (page 2). 1

Postsecondary transition services: Postsecondary education and training section (Step 5, part 1, pages 2–3) is complete. 2

Postsecondary transition services: Employment section section (Step 5, part 2, page 3) is complete. 2

Postsecondary transition services: Independent living section (Step 5, part 3, page 3) is complete. 2

Planning table for IEP Step 6 (annual goals) is complete. 4

Subtotal

16

Deductions will be taken for errors in grammar, spelling, or punctuation; messiness; etc.


Appendix F: Required Readings (in order assigned) Overton, T. (2006). Assessing learners with special needs: An applied approach (Chapter 1 only).

Upper Saddle River, NJ: Pearson. Clark, B., & Shinn, M. R. (2002). Test of early numeracy: Administration and scoring of early numeracy

measures for use with AIMSweb. Eden Prairie, MN: EdFormation, Inc. Langdon, T. (2004). DIBELS: A teacher-friendly basic literacy accountability tool for the primary

classroom. TEACHING Exceptional Children, 37(2), 54-58. Shinn, M. M., & Shinn, M. R. (2002a). AIMSweb® training workbook: Administration and scoring of

early literacy measures for use with AIMSweb. Eden Prairie, MN: EdFormation, Inc. Wright, J. (n.d.). Curriculum-based measurement: A manual for Teachers (Chapters 1 and 3 only).

Intervention Central. Retrieved December 29, 2006, from http://www.interventioncentral.com Scott, V. G., & Weishaar, M. K. (2003). Curriculum-based measurement for reading progress.

Intervention in School and Clinic, 38, 153-159. Shinn, M. R., & Shinn, M. M. (2002b). AIMSweb® training workbook: Administration and scoring of

reading curriculum-based measurement (R-CBM) for use in general outcome measurement. Eden Prairie, MN: EdFormation, Inc.

Shinn, M. R., & Shinn, M. M. (2002c). AIMSweb® training workbook: Administration and scoring of

reading maze for use in general outcome measurement. Eden Prairie, MN: EdFormation, Inc. AIMSweb (2010). AIMSweb® mathematics computation administration and technical manual.

Bloomington, MN: NCS Pearson. AIMSweb (2009). AIMSweb® mathematics concepts and applications administration and technical

manual. Bloomington, MN: NCS Pearson. Powell-Smith, K. A., & Shinn, M. R. (2004). Administration and scoring of written expression

curriculum-based measurement (WE-CBM) for use in general outcome measurement. Eden Prairie, MN: EdFormation, Inc.

Shinn, M. R., & Shinn, M. M. (2002d). AIMSweb® training workbook: Administration and scoring of

spelling curriculum-based measurement (S-CBM) for use in general outcome measurement. Eden Prairie, MN: EdFormation, Inc.

Etscheidt, S. K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams.

TEACHING Exceptional Children, 38(3), 55-60. Stecker, P. M. (n.d.). Monitoring student progress in individualized educational programs using

curriculum-based measurement. Washington, DC: National Center on Student Progress Monitoring. Retrieved December 31, 2006, from http://www.osepideasthatwork.org/parentkit/Monitoring_Student_Progress_in_IEPs_ Using_CBM.rtf


Jones, C. J. (2001). Teacher-friendly curriculum-based assessment in spelling. TEACHING Exceptional

Children, 34(2), 32-38. Pemberton, J. B., Rademacher, J. A., Tyler-Wood, T., & Cereijo, M. V. P. (2006). Aligning assessments

with state curriculum standards and teaching strategies. Intervention in School and Clinic, 41, 283-289.

Ardoin, S. P., Witt, J. C., Connell, J. E., & Koenig, J. L. (2005). Application of a three-tiered response to

intervention model for instructional planning, decision making, and the identification of children in need of services. Journal of Psychoeducational Assessment, 23, 362-380.

Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention:

Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157-171.

Harry, B., Klingner, J. K., Cramer, E. P., & Sturges, K. M. (2007). Emotional/behavior disorder,

learning disability, or English-language learner? Case studies of minority student placement in special education. New York, NY: Teachers College Press.

Salend, S. J., & Taylor, L. S. (2002). Cultural perspectives: Missing pieces in the functional assessment

process. Intervention in School and Clinic, 38, 104-112. Wehman, P. (2011). Essentials of Transition Planning. Baltimore, MD: Paul H. Brookes Publishing Co.


Appendix G: Submitting Your IEP on Tk20

To complete an Assignment within Tk20, you must first log into the system at http://osu.tk20.com.

I. Viewing the Assignment

• Look at the Pending Tasks section in the Home tab.

• Click on the link that says, “You have Pending Coursework.”

• You will see a list of all Pending Tasks for your courses.

• Click on the link to the Assignment you’d like to view.

• You will see the following sub-tabs will appear with the Assignment:

will appear as the title of this sub-tab

This sub-tab gives the instructions for the Assignment, the course and the due date.

Standards

This sub-tab allows you to view the standards that you must meet in this Assignment.

Attach Artifacts

This is where you will attach your Artifact(s) to complete the Assignment.

Assessments

In this sub-tab, you can view the assessment instrument that the instructor will use to evaluate the Assignment.

Once you view the Assignment details, then you are ready to create your Artifact for the Assignment.

II. Creating an Artifact

• Click on the Artifacts tab.

• On the left menu click Create.

• From the drop down menu select the type of Artifact you want to create (i.e. Lesson Plan, Teacher Work Sample, Essay). Your instructors will probably tell you what type of Artifact to create. If not, select the type that most closely describes what you’re attaching.

• Type in a Title for your Artifact. The Description is optional.

• To attach your work to the Artifact, click on the Documents sub-tab.

• Click Add New.

• Click Browse. Search for the file that you want to attach.

• Once you have found the file click Open and type in a title for that document.

http://osu.tk20.com/


• Click Upload. A small window will appear with the status of your upload. It will disappear once it’s 100% complete.

• Follow the same steps above if you want to add more files your Artifact.

• When you are done uploading all of your files, don’t forget to click SAVE!

Note: This Artifact is in your personal work area and is not visible to or shared with anyone else, unless you attach the Artifact to something. In Step III below, you will learn how to attach your Artifact to your Assignment.

III. Attaching the Artifact to the Assignment and Submitting the Assignment

• Click on “You have Pending Coursework” under the Pending Tasks section of the Home tab.

• Click on the link to the Assignment you want to work on.

• Click on the Attach Artifacts sub-tab within the Assignment.

• Click Add New. Select the type of Artifact that you plan on attaching. If you’re not sure, click “View All.”

• Check the box next to the Artifact that you would like to attach to the Assignment. Then click Add.

• If you are not ready to submit the Assignment, then click Save to come back and complete the Assignment later.

• If you’re ready to send the Assignment to your instructor, click Submit.

• Once the Assignment has been submitted, the task will disappear from the Pending Tasks box and your professor will have a message in his/her Pending Tasks box showing that you submitted the Assignment.

IV. Help Resources

Online tutorials

Tk20 has step-by-step tutorials located on your log-in page. On the right side of the screen next to the Administrator’s contact information, click on the Tutorials sub-tab. You will see a listing of all of the tutorials that we provide. Click on the link for the one you’d like to view.

Student Guide

Tk20 has user guides for both students and faculty members. To access the Student Guide, go to:

http://www.tk20.com/support/studenthelp.html

http://www.tk20.com/support/studenthelp.html

CourseRequest_1034019Konrad_5743_Syllabus_Autumn_2015-2Course SyllabusCourse materials and information are posted on Carmen. Please be sure your check this site often:http://carmen.osu.edu/UEach weekU remember to bring the following:Letter grade scale1. After the first class, download and print out the following from the Carmen website: SAFMEDS terms and definitions SAFMEDS data sheet SAFMEDS graph2. Create 60 flashcards on index cards—write a definition on one side of each card and the corresponding term on the other side.3. Bring all these materials to the second class session. There is no need to study the flashcards before the second class. Just be sure to bring them!-------------------------------------------------------------------------------------------------------------------------------4. During the second class, you will participate in a baseline timing. This will be explained in class.5. Each week after that you will participate in a SAFMEDS timing during each class.6. In between classes, you are expected to study the cards and to graph two additional timings.7. In addition to the one-minute timings, you may study the cards as much as you need to.How Will I Be Evaluated on My SAFMEDS?Your NameES SPED 5743Baseline Data and Goals for ______ (Student’s Fictitious Name)DateI. Viewing the AssignmentII. Creating an ArtifactIII. Attaching the Artifact to the Assignment and Submitting the AssignmentIV. Help Resources

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