1SED 5060 - Wayne State Universitycoe.wayne.edu/ted/ted_ss_2017/201705_sed5060_001_issad.pdf · 2SED 5060 Describe procedures for conducting assessments to address the individual

SED 5060 1

Division: Teacher Education

Program Area: Special Education

Course #: SED 5060

Course Title: Developing Observation and Assessment Skills

Section #: 18077

Term/Year: Spring/Summer 2017

Course Location: College of Education Room ROOM 189

Day: Thursday – Face to Face dates 5/11, 6/15, 7/13, 7/27- Mandatory Face to Face meetings

Online Weeks-Starts Sunday Ends on Saturday at 11:59 189 in EDUCATION from 6 pm -9pm

Week 1- Face to Face 5-11

Week 2- online 5-14 to 5-20

Week 3 –online 5-21 to 5-27

Week 4- online 5-28 to June 3rd

Week 5- online 6-4 to June 10

Week 6 Face to Face on Thursday 6-15

Week 7-online 6-18 to June 24th

Week 8 online 6-25 to July 1st

Week 9 online July -2 to July -8

Week 10 FACE to Face 7-13

Week 11 online July 16 to July 22

Week 12 Face to Face on Thursday 7-27

Classes End July 28th

Final Exam Due 8-3 Online

Time: Meets at COE

Instructor: Diana Issa

Office Hours: By apt

E-mail: [email protected]

Course Description: Investigation and application of appropriate evaluative techniques for use with learners

with mental impairments in an educational setting

Prerequisites – Must have completed SED 5030 with a passing grade

REQUIRED Texts: NOTE MUST BUY THE Enhanced E-text for this hybrid course. If you buy a used or

from another source you will not have the quizzes or videos that are necessary to complete this course.

ISBN: 9780134145013 Assessment in Special Education: A Practical Approach, Enhanced Pearson eText

with Loose-Leaf Version -- Access Card Package, 5th Edition

Pierangelo & Giuliani

©2017 | THIS IS A BOOK WITH INTERACTIVE VIDEOS and Quizzes DO NOT buy this text from Vital

Source

Unbound (saleable) with Access Card |

ISBN-13: 9780134145013 |

More info

Suggested retail price: $102.67 | Students, buy this product

Be sure the buy the correct text that is enhanced with the videos and online quizzes.

Outcomes

Describe types and characteristics of various assessment instruments and methods, including those

relevant to inclusive settings.

https://www.pearsonhighered.com/product/Pierangelo-Assessment-in-Special-Education-A-Practical-Approach-Enhanced-Pearson-e-Text-with-Loose-Leaf-Version-Access-Card-Package-5th-Edition/9780134145013.html

http://www.mypearsonstore.com/bookstore/product.asp?isbn=9780134145013&xid=PSED

SED 5060 2

Describe procedures for conducting assessments to address the individual strengths and needs of

students with cognitive impairments, including those relevant for inclusive settings.

Describe procedures for interpreting and communicating assessment results to all stakeholders.

Describe procedures for developing, implementing, and amending Individualized Education Programs

(IEPs), Individualized Family Service Plans (IFSPs), and transition plans for students with cognitive

impairments.

Identify the teacher’s role and responsibilities related to assessment and special education processes

regarding inclusion, Section 504, and special education processes (e.g., evaluations, IEP’s, RTI, etc.)

Create a lesson plan using Universal Design for Learning and use assessments various assessment

types.

Date Of

Class

Class activities Reading and or Videos To Be Read/

View

ed Prior to Class

Assignment Due Prior to Class

1st class

5-11

Face to

Face

Discuss Syllabus/

Introductions

Review Chapter 1- 20 Points

for Face To face

Read Chapter 1- Introduction to

Assessment- Foundational Concepts,

Laws and foundational information

Watch videos in text as class and

Discuss

Class 2

5-14

UNTIL

5-20

Chapter 1 and 2- Online Read Chapter 1 and 2, Watch Videos –

purpose of assessment

Complete Check for understanding

Quiz at the end of Chapter 1 and 2

Objective:

Application of assessment-related to

legislation and ethical considerations

when assessing a student with

disabilities, and to evaluate that plan.

Scenario:

Your third-grade student Latonya has a

intellectual disability. You realize that

your ethical duty as a teacher is to use

appropriate assessment for all students.

and want to ensure that Latonya and her

classmates are being appropriately

assessed. A major area you should focus

on regarding assessment is to maintaine

ethical behavior related to the students

themselves, their families, your school,

and your community.

1. For each part of your plan:

a. Explain how this part of the plan

addresses the issues in the scenario.

b. Give evidence from the chapter

supporting this item.

2. Describe and justify how your plan

will improve teaching and learning in the

scenario. Consider specific ways that

Latonya educational experiences would

have different before 1975. Then

compare and contrast differences

compared to today. List three specific

pieces of legislation and one to two ways

each has impacted the educational

SED 5060 3 opportunities you are able to provide to

Latonya. Next, list five provisions of the

Individuals with Disabilities Education

Improvement Act that inform your

assessment of Latonya and her

classmates.

3-

online

5-21 to

5-27

Chapter 3

Online Class

Read Chapter 3-Basic Statistical

concepts- Watch all Videos

Complete Check for Understanding at

the end of Chapter 3

Discussion board topic- 1 response by

Thursday and 2 replies to classmates

4

online

5-28 to

June 3rd

Chapter 4 Read chapter 4- Scoring Terminology

in assessment

Complete check for Understanding

Discussion board topic 1 response by

Thursday and 2 replies to classmates

5

online

JUNE-4

to June

10

Chapter 5 Part II – Special Education Process

and

Chapter 5 Response to Intervention

Complete Check for Understanding

Chapter 5

Discussion Topic 2

6 Face

to Face

THURS

DAY

6-15

FACE TO FACE DATE

Chapter 6 The Child Study

Team Review Chapters – 20

points for full participation in

class

Read and Watch All Videos Chapter 6,

7

Intro to IEP forms and PLAAFP,

Invitations and other forms.

http://www.resa.net/specialeducation/s

pedcompliance/forms/

Complete in class Scenario 3 for

credit -Watch these videos and

complete the module. Turn these in

prior to class

Complete these prior to class

http://iris.peabody.vanderbilt.edu/mod

ule/preref/challenge/#content.

Answer the following questions: What

is the pre-referral process? What are

the stages of the pre-referral process

and what do they involve?

https://www.youtube.com/watch?v=J5

CYWI-lQgY. Answer the

following questions: Who is included

on this school’s team? What is the

purpose of the pre-conferences? What

do the teachers like about the process

Complete Check for Understanding at

end of Chapter.

Scenario 2 an RTI system for a 5th

grade inclusive classroom -Objective:

To plan an effective RTI system for an

inclusive classroom and to evaluate the

plan.

Scenario:

You are teaching in a fully inclusive

classroom and you are the special

education teacher. You need to develop

an effective response-to-intervention

program to help provide individual

students with the support that they need.

Create a plan for implementing the

system in an efficient, consistent, and

effective way that provides measurable

results in student performance

improvements.

1. Write up a plan for implementing a

response-to-intervention program that

includes consideration of how you would

determine optimal assessment specificity

and frequency, and ways of measuring

rate of improvement. Reference concepts

http://www.resa.net/specialeducation/spedcompliance/forms/

http://www.resa.net/specialeducation/spedcompliance/forms/

SED 5060 4

from the chapter to support your

discussion.

7-

Online

class

6-18

until 6-

24

CHAPTER, 7 and

8_Multidisplinary Team

AND PARENT Consent

READ CHAPTER 7 AND 8 WATCH

ALL VIDEOS

COMPLETE CHECK FOR

UNDERSTANDING Chapter 7 and 8

Scenario4/ Module Assignment -

Complete the ABC analysis.

http://iris.peabody.vanderbilt.edu/wp-

content/uploads/pdf_activities/independe

nt/IA_Conduct_an_ABC_Analysis.pdf

Discussion topic 3

8 online

6-25 to

July 1st

CHAPTER 9 and 10 Watch all Videos

IEP Forms

Check for Understanding Both Quiz 9

and 10

Scenario-5 Objective:

To make a plan for identifying the

possible special-education needs of

elementary students and to evaluate the

plan.

Scenario:

You are teaching in a fully inclusive

class that promotes a sense of belonging

and equality regardless of learning

variability. You are the teacher of a 2nd

grade reading and writing class. There

are a few students that are struggling

with the content but have not been

previously identified as having special

needs. Alexa can write fluently, but

rarely speaks. You cannot tell how much

of what you say in class she actually

hears or understands, and have found

http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Conduct_an_ABC_Analysis.pdf



SED 5060 5 that she responds best to written

directions. Eddie seems to have

persistent difficulties with reading and

writing, but you have learned from his

other teachers that he does well at math.

Frank is academically behind all of his

peers in all of his classes, and you

suspect he might have a learning

disability or intellectual disability. You

know that being able to benefit from

special education services is not

sufficient for eligibility, so you will need

to demonstrate a specific need for each

of these students. Write a plan on how

you would identify each of the students

as having special-education needs. Next,

describe how you would put together a

multidisciplinary team (MDT) for each

of the student cases, and outline what the

MDT would need to do to determine

eligibility. Who would be included on

your team? Finally, include in your plan

a list of possible issues that you may

encounter in determining eligibility in

special education for these students, and

how you might deal with such problems.

Reference concepts from the chapter to

support your discussion.

9

Week 9

online

July -2

to July -

8

Chapter 11 and 12 Watch Videos and Read Chapter 9 and

10

11 and 12- Watch all Videos and read

Chapter 11 and 12 Assessing Behavior

and perpetual abilities

Scenario 6-

Scenario: Grades 1st grade Assessment

Considerations

Objective:

To understand how assessment in social,

cultural and educational context and to

develop strategies in development of

student assessments.

Scenario1:

You are a 1st-grade teacher, and your

students include both those with

disabilities and those who are typically

developing. Your district is in a

relatively homogeneous middle-class

city in Shelby Township, Michigan. You

are about to start the school year and end

your summer break. You have not met

any of your students but you are

beginning to plan assessments that will

meet the needs of all learner variability.

Your mentor/ colleague Youssouf

reminds you that individual differences

in your students' skills, abilities, and

behaviors can require different levels of

SED 5060 6 support as you help them succeed in their

work. You and Youssouf meet for coffee

and discuss assessment. Your discussion

centers on best practices in assessment.

Finally, remembering some comments

from parents in the past few years that

questioned the need for "so many"

assessments. You and your mentor

teacher Youssouf decide to prepare

information for parents about why

assessment is important in a variety of

contexts.

1. Write a plan for how you will account

for at least five types of individual

differences as you plan assessments for

the students in your classroom. Next, list

seven themes that are important to

understand as you and your colleagues

seek to engage in best practices in

assessment. Finally, prepare a 10- to 12-

slide PowerPoint presentation that

articulates why assessment is important

in special and inclusive education, as

well as in school and society. Reference

concepts from the chapter to support

your plan.

10

Week

10

FACE

to Face

7-13

Chapter 13 and 16-

Determining if a disability

Exists

Read chapter 13 and 16

Check for Understanding Quiz 13 and 16

Discussion Board 4

11

Week

11

online

July 16

to July

22

Online Chapter 16, 17 Check for Understanding Chapter 16 and

17

Discussion Board 4 continued

12

Week

12 Face

to Face

on

Thursda

y 7-27

Face To Face 7-27

Chapter 17-20- Determining if a

disability exists

What assessments are used

Turn in Comprehensive Individualized

assessment and remediation plan

Turn in All checks for understanding at

the end of each chapter

13 Classes end 7-28

SED 5060 7 13 Final Exams 8-3 Final exam TURN IN LESSON PLAN WITH

ASSESSMENTS/ rubrics

Total points- 225 total points

Graduate students are responsible for 1 additional assignment to be agreed on by the instructor and student.

Assignments 1-: (40 total points)

Comprehensive individualized assessment and remediation plan.

Part 1 Review and summary of individual student (20 points):

Choose a student in the class where you are currently teaching or during your 10 hour (2 full days) -field

experience. If possible review the student’s full IEP. If teacher will not allow this student will use a case

that will be assigned. Write a summary of the findings including biographical information (change name to

observe confidentiality) the results of the clinical findings- testing results, and recommendations.

Part 2 Assessment: You will choose three assessment tools, write a brief summary of what each

instrument is supposed to test and then administer them to a student, analyze the results and then write a

perspective plan of strategies and interventions.

Part 3 Write an Individualized Education Plan (20 points). This will include present levels of

performance for each targeted area, as well as benchmarks for each area of remediation with corresponding

objectives. Writing appropriate benchmarks and objectives will be covered in class. Additionally,

formulate individualized recommendations for:

Classroom environment

Instruction

Academic and behavioral management, accommodations and adaptations,

Assignment 2 Assignment 2- (30 points) Scenarios to be assigned by instructor- 7 scenarios to be assigned. Diane- The

scenarios are at the bottom of the syllabus.

Assignment 3- (25 points)- WSU lesson plan using UDL and differentiated instruction- (must be made for this

class and topic to be assigned by instructor) use 3 common core standards with 1 measurable goal for each and

1 assessment for each standard. You will design a lesson using the Wayne State lesson plan format that will be

provided. You must provide accommodations, adapt and differentiate instruction for an inclusive classroom.

You must also use Universal Design for Learning and Differentiate instruction for select students. You must

include pre-assessments, formative and summative assessments, as well as description and examples of

materials used in the lessons.

Assignment 4- (25 points for all) for all Checks of Understanding at the end of the chapters-1 per chapter

Participation on the 4 face to face classes are required. 10 each total is (40 points)- Face To Face classes

are Mandatory- Participation per week- 10 points per week -Participation in class is worth 10 points per class.

Participation requires active engagement with the class discussion, activities, and content. Active engagement

requires respectful focus on one’s colleagues and attention to the topic at hand throughout the full class

session. It also shows that you have done the readings. Simply showing up does not entitle you to full points.

There must be evidence of reading the content and meaningful contribution.

Assignment 5 –25 - Complete field experiences and reflective narratives in a special education classroom

setting with a minimum of 10 hours. Maintain a log with reflections of your experience and submit this weekly

via Blackboard. Moderate-Severe disability field placement - such as Judson Center, Bochevan. Must submit

proof of hours.

Assignment 6-Discussion Board topics 10 points each x 4 (40 points)

http://www.resa.net/specialeducation/spedcompliance/

http://www.resa.net/specialeducation/spedcompliance/

SED 5060 8 http://www.resa.net/specialeducation/rti/

Assignment 7 –7 scenarios at 15 points each scenarios =105 points

All assignments must be turned in. All assignments and discussion topics must be completed and turned in

to pass this course.

4- Face to Face classes are mandatory.

GRADING SCALE

Teacher Education Grading Policy

The Teacher Education faculty members strive to implement assessment measures that reflect a variety of

strategies in order to evaluate a student's performance in a course. For undergraduates and post- bachelor

students’ C grades will be awarded for satisfactory work that satisfies all course requirements; B grades will be

awarded for very good work, and A grades will be reserved for outstanding performance. [For graduate

student’s B grades will be awarded for satisfactory work that satisfies all course requirements; B+, grades will

be awarded for very good work, and A grades will be reserved for outstanding performance.] Please note that

there is a distribution of grades from A-F within the College of Education and that plusses and minuses are

recorded and distinguish distinct grade point averages.

Undergraduate

A = 93 – 100 B- = 80 – 82 D+ = 69-67

A- = 90 – 92 C+ = 77 – 79 D = 66-64

B+ = 87 – 89 C = 73 – 76 D- = 63-60

B = 83 – 86 C- = 72-70 F = 59 or below

Graduate

A = 93 – 100 B+ = 87 – 89 C+ = 77 – 79

A- = 90 – 92 B = 83 – 86 C = 73 – 76

B- = 80 – 82 F = 72% or below

All work is expected to be grammatically and mechanically correct. All written work completed outside of

class should be typed and proofread carefully before submission. Late work may be penalized. All

Assignments must be turned in.

All work is due on time. Points will be deducted for late work.

Technology Use

Telephone, computer, and other technology use not permitted in class unless you require an ADA

accommodation.

Written Assignments

All written assignments (except for in-class assignments) must be submitted via safe assign. They must be

typed, double spaced, 12-point font, 1 inch margins. Spelling, grammar, and other writing mechanics

must be correct. Assignments with poor spelling, grammar, etc., will be returned for revision and will

be counted as late.

Technology Use

Phone, computer and other technology are not permitted in class unless you require an ADA accommodation.

The exception will be the days we work on them as part of a class project.

http://www.resa.net/specialeducation/rti/

SED 5060 9 Email Communication-By policy, I must use the WSU email system for all communications. This means you

will need to check your WSU mail on a regular basis.

Best way to reach me is through email

Original work

All work must be original and not done for another class

Online Component

Class Attendance and Participation This is a fast-paced course that requires engagement. Make sure to review the due dates for the assignments to

orient yourself to the flow of learning. You are expected to log into the course site on the first day of each

learning unit to access the new learning unit, orient yourself to the due dates for the week, and plan your time.

Online courses can be deceiving. Often new online learners expect them to be easier than face-to-face classes

and are surprised to learn how challenging they can be. If you find yourself need assistance, it is your

responsibility to reach out for extra help. I am here to help you as needed, but I need you to maintain open

communications with me throughout the class. Ensure that you have approximately 9 hours per week to

spend on this course. Nature of Course Delivery

Learning activities include the following: Small group activities and assignments that require collaboration off

line to complete assignments that may require you to meet your partners virtually or in person, by skype or by

Google Hangout

Learner Expectations

Community Ground Rules

1. Consider yourself a member of a community. A community is a group of individuals, working together

to support a common goal or interest. We are working together to support the successful achievement

of our learning outcomes.

2. Log-in and participate regularly to group conversations and activities.

3. Treat the diverse contributions made by other community members with respect.

4. Have patience and a sense of humor with technology.

5. Be a learner. Keep an open mind when introduced to new ideas that may challenge your perceptions.

6. Ask for help when you need it, and assist others when possible.

7. Understand that communications shared through text have higher likelihood of being misinterpreted

than spoken words. Therefore, when you type a thought or comment, read it carefully before

submitting it. If you question the way it is worded, read it aloud. If you still question the way it’s

phrased, re-write it.

8. Contribute regularly to group dialogue, including discussion board postings, replies, and other group

activities. The contributions of each individual plays a role in the collective strength and diversity of

our community.

9. If, at any time, you feel that any of these ground rules has been violated by a member of our

community, you are encouraged to bring your concern directly to me. Clearly identify which group

rule has been violated and included specific evidence of the violation in your email or phone call. Your

concerns will be addressed promptly and in an individualized manner.

Source: Community Ground Rules

Online Netiquette

Check Blackboard and your WSU email daily.

Never share your ID and password with anyone.

Respect others and keep an appropriate tone, even when their opinions differ from your own.

Capitalize only to highlight an important point or to distinguish a title or heading. An entire word or

sentence in caps is often considered shouting and is strongly discouraged.

Avoid negativity and inappropriate materials. If you wouldn’t say it in person, don’t say it online.

Double check your grammar and spelling mistakes. The way we write is the way we portray

ourselves.

Avoid slang, abbreviations, and the use of emoticons.

https://docs.google.com/document/d/1HSHuPl6CeZgkf5j3NIZStodtWE-zdEHJ0VTnSMyFlVE/pub

SED 5060 10

Respect others’ time and privacy, and avoid sending unnecessary emails.

Stick to the point, and focus on making a clear and relevant contribution.

Guidelines and Rubric for Online Discussion Boards

In this class, online discussions will count towards your Assignments grade in the course (see syllabus). The

purpose of the discussion board is to frame and promote collaborative learning. Active and regular

participation is not only important for me to see, but also important for you in learning the course content and

in developing your thoughts and positions on various topics.

The three cardinal rules for Discussion Boards:

1. Please remember that the cultural of mutual respect that is part of this course extends into the virtual

classroom environment.

2. Participation in these discussion boards is required.

3. Participation alone is not enough; a thoughtful and meaningful approach in your posts is required.

(Quality counts!)

The total of your participation in a single discussion board question (topic) will be graded on a ten-point scale.

Here is the protocol for posting and contributing to an online discussion:

a. You are expected to participate on at least 2 different days Individually. Students are to post a

response to the question and reply to 2 classmates.

b. You should introduce the response to the Discussion topic.

c. Posting should be a minimum of two short paragraphs. Word totals for each post should be in the

200-300 words range. Whether you agree or disagree explain why with supporting evidence and

concepts from the readings or a related experience. Include a reference, link, or citation when

appropriate.

d. Be organized in your thoughts and ideas.

e. Incorporate correlations with the assigned readings or topics.

f. Stay on topic.

g. Provide evidence of critical, college-level thinking and thoughtfulness in your responses or

interactions. Avoid summarizing.

h. Contribute to the learning community by being creative in your approaches to topics, being

relevant in the presented viewpoints, and attempting to motivate the discussion.

i. Be aware of grammar and sentence mechanics.

j. Use proper etiquette. Remember that being respectful is critical.

SED 5060 11 Discussion Rubric: You must respond to the question and then respond to two different people.

Participating is measured by posting on 2 different days. You should make a minimum of 3 postings in total:

one new thread and 2 thoughtful responses to different members. Your participation will be graded on a ten-

point scale as follows.

A Discussion (9-10 points) – participated 2 times (not including initial post), minimum of 2 posts

A-level postings:

Are made in a timely fashion, giving others an opportunity to respond.

Are thoughtful and analyze the content or question asked.

Make connections to the course content and/or other experiences.

Extend discussions already taking place or pose new possibilities or opinions not previously voiced.

Are from participants aware of the needs of the community, motivate group discussion, and present a

creative approach to the topic.

*If these criteria are met but the 100-200-word count is not met, the score will drop two points.

B Discussion (8-9 points) – participated 2 times, minimum of 2posts

B-level postings:

Are made in a timely fashion, giving others an opportunity to respond.

Are thoughtful and analyze the content or question asked.

Make connections to the course content and/or other experiences, but connections are unclear, not firmly

established or are not obvious.

Contain novel ideas, connections, and/or real-world application but lack depth, detail and/or

explanation.

Are from participants who interact freely and occasionally attempt to motivate discussion.


C Discussion (7-8 points) – participated 2 time, minimum of 2 posts

C-level postings:

Are usually, but not always, made in a timely fashion.

Are generally accurate, but the information delivered is limited.

Make vague or incomplete connections between class content and posting by other students.

Summarize what other students have posted and contain few novel ideas.

Show marginal effort to become involved with group.


D Discussion (6-7 points) – participated 1 time, minimum 2 posts

D level postings:

Are not made in timely fashion, if at all?

Are superficial, lacking in analysis or critique.

Contribute few novel ideas, connections, or applications.

May veer off topic.

Show little effort to participate in learning community as it develops.


F Discussion (0 points).

Participant was rude or abusive to other course participants. In this case, the number and quality of

other posts is irrelevant.

OR

Participant failed to meet the basic criteria for the “Discussion”.

Note- All assignments must be completed to pass this course

SED 5060 12 Rubric for Scenarios

Responses

Show

Student’s

understanding

about the

chapter

concepts

0- Not

evident

No

application

of any

learned

content

1-

Beginning

Minimal content

learned

2

accomplished

Skilled application

of new content

3

Exemplary

Mastered the

content in the

scenario

3

Responses

show the

students

ability to

analyze

concepts

separately and

form new

ideas, and

establish new

relationships

surrounding

these ideas

0- No

attention

to

Grammar

and

spelling

1- Minimal

attention to

grammar

and spelling

2- Skillful

3 Exemplary 3

Students

reflection

shows the

attention to

grammar,

punctuation

and spelling

0 1 2 3 3

Student’s

responses

show ability to

create a clear,

concise,

relevant and

engaging

assignment

0 1 2 3 3

Responses

show

student’s

understanding

of assessment

in schools

0 1 2 3 3

Learning from Each Other

In this course, you will not be a passive learner. In order for this course to be successful, you will need to

interact with each other and me. My role is to facilitate interactions in the course, but your participation is

required. As a “knowledge-generator”, you will be responsible for constructing and managing your own

learning. This will make you an active partner in generating knowledge. Therefore, as you are learning, so are

your peers. We all must be committed to this new learning environment and need to establish purposeful

connections. The success of this course depends on the quality of our interactions.

Snow/Instructor illness

Please check your email prior to class each week

SED 5060 13 UNIVERSITY POLICIES

Students with Disabilities

If you have a documented disability that requires accommodations, you will need to register with Student

Disability Services (SDS) for coordination of your academic accommodations. The Student Disability Services

(SDS) office is located at 1600 David Adamancy Undergraduate Library in the Student Academic Success

Services department. SDS telephone number is 313-577-1851 or 313-577- 3365 (TDD only). Once you have

your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your

special needs. Student Disability Services mission is to assist the university in creating an accessible

community where students with disabilities have an equal opportunity to fully participate in their educational

experience at Wayne State University. Please be aware that a delay in getting SDS accommodation letters for

the current semester may hinder the availability or facilitation of those accommodations in a timely manner.

Therefore, it is in your best interest to get your accommodation letters as early in the semester as possible. To

learn more about your rights and responsibilities as a student with disabilities, please

http://studentdisability.wayne.edu/rights.php.

Plagiarism is a Major Offense

Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or presenting

outside information as if it were your own by not crediting authors through citations. It can be deliberate or

unintended. If you're in doubt about the use of a source, cite it. Students caught plagiarizing information from

other sources will receive a failing grade in the course. University policy states that students can be subject to

multiple sanctions, from reprimand to expulsion as a consequence of academic dishonesty. To enforce this

policy, all outside references must be submitted with assignments. All work must be created for this course and

cannot be reused from another course.

Religious Observance Policy

Because of the extraordinary variety of religious affiliations represented in the University student body and

staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy,

however, to respect the faith and religious obligations of the individual. Students who find that their classes or

examinations involve conflicts with their religious observances are expected to notify their instructors well in

advance so that alternative arrangements as suitable as possible may be worked out.

University Withdrawal Policy

Students who withdraw from a course will receive a grade of WP, WF, or WN. The last day to withdraw from

this course can be found at: http://reg.wayne.edu/faculty/deadlines.php

*WP will be awarded if the student is passing the course (based on work due to date) at the time the

withdrawal is requested

*WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal

is requested

*WN will be awarded if no materials have been submitted, and so there is no basis for a grade Students must

submit their withdrawal request on-line through Pipeline. The faculty member must approve the withdrawal

request before it becomes final, and students should continue to attend class until they receive notification via

email that the withdrawal has been approved. Withdrawals can be requested at any point from the fifth week of

class through the study day. Please review the university’s Withdrawal Policy at: -

http://reg.wayne.edu/students/policies.php.

Incomplete Grade Policy

The mark of "I" (Incomplete) is given to a student when s/he has not completed all of the course work as

planned for the term and when there is, in the judgment of the instructor, a reasonable probability that the

student will complete the course successfully without again attending regular class sessions.

SED 5060 14 UNIVERSITY RESOURCE

The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for students.

The Writing Center serves as a resource for writers, providing tutoring sessions on the range of activities in the

writing process. The Writing Center is not an editing or proofreading service; rather, students are guided as

they engage collaboratively in the process of academic writing, from developing an idea to correctly citing

sources. To make an appointment, consult the Writing Center website: http://www.clas.wayne.edu/writing/.

CLASS SCHEDULE, READINGS, & ASSIGNMENTS

*** Please note that the class schedule, required course assignments, required course readings, and/or due

dates for required assignments may be modified with advance notice from the instructor. ***

SED 5060 15

Handout

Top 10 UDL Tips for Assessment

In CAST’s Universal Design for Learning: Theory and Practice, assessment is defined as “the process of

gathering information about a learner’s performance to make educational decisions” (Salvia & Ysseldyke,

2009). Universal Design for Learning (UDL) encourages “assessment by design,” but what does that mean

specifically for educators? How can you use the UDL framework to design and reflect on assessments?

Build communities of practice that support curricular modifications from assessment data

Both formative and summative assessments can be used to reflect on the purpose and effectiveness of

instructional materials and learning strategies. Collaborating with colleagues around these topics to collect and

analyze data, discuss outcomes, examine challenges, and recommend solutions can

be both effective and empowering. Ask yourself:

How do I collaborate with other educators to design effective instruction and curricular materials that

support the targeted learning goals as measured through the assessments?

In what ways do I adjust my instruction or curricular decisions after evaluating assessment results/

data?

Reflect on summative assessments for future lesson design

Summative assessments focus on learner performance after instruction has occurred, such as unit exams, state

summative tests, final project artifacts, or chapter summaries. They are often used for accountability purposes,

criterion for admittance, or to compare learner performance. Summative

assessments can also be used to reflect on ways to improve teaching strategies and to further design goal-

directed learning environments.

Ask yourself:

What kinds of summative assessments am I using to measure my learners’ learning outcomes? Are

there barriers to accessibility?

What are the summative assessments measuring and how can that data be used to inform my future

instructional design?

Involve learners in their learning progress through assessment data

Communicate with learners about their progress towards the intended learning goals through formative

assessment data, mastery-oriented feedback, and providing guidance for possible adjustments or new strategies

that may support the intended skill. This allows learners to become

active advocates and take ownership their learning. Ask yourself:

Have I offered timely, goal-related feedback on the assessment?

Have I offered learners the opportunity to assess individual learning progress and process (for?

example, through regular check-ins)?

Have I shared options, strategies, and background knowledge needed to build the necessary skills?

and expertise for achieving the targeted learning goals?

Use and share rubrics to clarify expectations

Rubrics are effective in making the goals and expectations of an assignment explicit. They can serve as a

baseline of what is expected and can even include room for students to add goals they have for a given

assignment. Clear communication of expectations through a rubric can allow for consistent

measurement of the intended goal. Ask yourself:

Does the rubric align to the intended skills or knowledge?

Have components that are not tied to the goal been removed or reduced in my rubric?

Are there opportunities for choice within the rubric to engage learners in the assignment?

Support learner variability through flexible assessments using UDL Guidelines

To ensure accurate assessment of a skill or knowledge, consider the UDL principles (engagement,

representation, action & expression) when designing your assessments. Flexible options available in an

assessment can enhance access, support learner performance, and reduce possible perceived

threats. Ask yourself:

SED 5060 16 Is it possible to include choice in how my assessment is represented, how my learners can show what

they know, or how my learners engage in the assessment process?

How do the flexible options still support the intended learning objectives that need to be measured?

Eliminate unnecessary barriers in assessments

Assessments often have additional barriers or challenges for students that are not connected with the intended

learning goal. Where possible, remove the barriers that do not tie to the learning goals you want to measure.

Ask yourself:

What are the targeted skills or understandings this assessment is intended to measure?

What may be preventing learners from showing what they know in my assessment?

© CAST 2015

Include frequent formative assessments

Formative assessments are ongoing and frequent ways to measure learners’ progress toward the targeted

learning goal. Data from formative assessments should influence instructional decisions.

Examples of formative assessments might include reflection questions on exit tickets, “do now” questions,

portfolio collections, journal entries, or quick polls with individual whiteboards or

Plickers. Formative assessments can be used to determine which learning environments are effectively

supporting learners towards achieving the intended goals.

Ask yourself:

How do I use information from formative assessments to adjust future instruction?

If my learners are not achieving the intended goal, how will I redesign my instruction?

Assess engagement as well as content knowledge

Assessing student engagement in the learning process can support metacognitive reflection about students’

own learning. Engagement is essential for the learning process, so learning how to use resources strategically

towards given demands in a task can encourage resourceful, goal-driven,

purposeful learning. Consider a resource such as the Mood Meter to build vocabulary and reflection around

emotion and engagement.

Ask yourself:

How have I assessed student engagement during the learning process?

What strategies or supports helped a learner persist through a challenge to engage in the learning?

Offer authentic opportunities for assessment

Offering relevant, authentic options for assessment can help learners transfer usable knowledge and understand

the “what,” the “how,” and the “why” of their learning.

Ask yourself:

In what ways do my assessments engage learners in understanding the authenticity and relevance of

the content?

How am I providing opportunities for learners to apply new knowledge to novel situations and

authentic experiences?

Align assessments to learning goals

When the learning goals are clear, assessments allow educators and learners to observe and measure whether

learners have achieved the intended goal. Consider designing assessments alongside learning goals so that you

can ensure you are measuring the intended goals of your

lesson. Ask yourself:

Are my learning objectives/goals clear?

Does my assessment reflect and measure the intended learning goals, or are there additional?

components or skills that are also being measured by my assessment?

© CAST 2015

Additional resources for UDL and assessment:

Establish learning goals that allow authentic assessment of every learner’s progress (Source: UDL-

IRN Instructional Planning Process).

Design assessments with learner variability in mind (Source: UDL On Campus).

Use assessments that focus on the specific knowledge and skills you are teaching (Source: A Policy

Reader in Universal Design for learning by David Gordon, Jenna Gravel, and Laura Schifter).

Offer alternatives for learners to demonstrate their learning (Source: Maryland Learning Links).

Use assessments to measure both product and process (Source: Universal Design for Learning: Theory

and Practice by Anne Meyer, David H. Rose, and David Gordon).

Encourage choice by using rubrics to evaluate student work (Source: Universal Design for Learning in

British Columbia).

SED 5060 17 Use formative assessment to evaluate learning as it is occurring (Source: Southeast Comprehensive

Center at SEDL)

Use summative assessments to evaluate the ‘big picture’ effectiveness of the curriculum (Source:

Universal Design for Learning: Theory and Practice by Anne Meyer, David H. Rose, and David

Gordon).

Explore affective growth through learner reflection (Source: UDL Quick Tips from the ACCESS

Project at Colorado State University).

Offer learners constructive, timely feedback (Source: TEAL, Just Write! Guide) Reference:

.

© CAST 2015

Addressing the Variability of Learners in Common Core-Aligned Assessments: Policies, Practices, and

Universal Design for Learning

Introduction

Monitoring and assessing the achievement of students is a key component of the curriculum at any instructional level.

Because these measures have implications for important educational decision-making, it is essential that the measures

are (1) accurate, (2) useful for subsequent educational planning and (3) sufficiently timely to benefit each student. The

creation of the Common Core aligned PARRC and SBAC assessments has captured national attention in two primary

areas. First, even though formative assessment procedures are stated components of both of these assessment design

and development consortia, their primary emphasis has been on the establishment of large-scale summative

instruments, which are likely to be implemented in many states as high stakes tests, used as a determinant for grade-

level promotion and high school graduation. Second, these summative measures are designed, from the outset, to be

delivered in digital formats, a different medium from the paper and pencil versions with which students and educators

have more familiarity.

Viewing these challenges within the framework of Universal Design for Learning (UDL) and its emphasis on

providing students with multiple means of engagement, representation, and action and expression, some key issues

emerge: First, instruction and assessment share dependencies within the curricular cycle, and expansions or

constrictions in one area affects the other. Second, the real-time, more formative, achievement monitoring that is

increasingly a component of digital curriculum resources and the systems that deliver them, when combined with

learning analytics and large data set trend analysis, provides previously unavailable opportunities for applying

pedagogical interventions at the point of instruction. These data-driven monitoring capabilities, the subject of

considerable attention and investment by the United States Department of Education’s Office of Educational

Technology and highlighted in the 2010 National Education Technology Plan (2010), promote the benefits of

embedded, real-time, versus extrinsic approaches to assessment.

With the above issues and the framework of Universal Design for Learning in mind, CAST has identified five critical

factors that should be addressed from the outset by PARCC and SBAC when creating assessments, both formative and

summative:

1. Move away from apparent exclusive focus on summative measures and prioritize formative assessments as

part of the assessment instruction cycle.

2. Capitalize on the use of technology-based assessments to ensure that the benefits—flexibility, real-time

monitoring of student progress and the promotion of access for all students—are realized.

3. Consider the impact of assessment on classroom instruction in order to facilitate rather than constrain the

modification of instruction based on student performance.

4. Be mindful of the potential negative effects of computer-adaptive testing (CAT) on all subgroups,

including students with disabilities and English Language Learners.

5. Ensure—for all students—accuracy, reliability, and precision with respect to intended constructs.

SED 5060 18 Critical Factors

(1) Move away from apparent exclusive focus on summative measures and prioritize formative assessments as

part of the assessment instruction cycle.

In contrast to summative assessment procedures, which provide a single snapshot of student

performance at the end of an instructional episode, formative assessment allows educators to evaluate

student understanding of knowledge and skills in an ongoing and embedded manner in preparation for

college and career-ready standards.

It is important for the common core assessment consortia to prioritize and address formative

assessment in a meaningful way rather than repurposing large-scale assessment items for occasional

interim summative measurement. Referring to mastery measurements as formative is misleading.

Teachers, all students (including students in the 1%, students previously in the 2%, and those

considered gifted and talented), administrators, and parents benefit from the data collected in well-

designed formative assessment.

The formative assessment process provides information about performance during the instructional

episode so that modifications, changes, and alterations in instruction can be made to support

achievement toward the instructional goals.

All assessment data collected by states should be used to inform and improve learning and

instructional practices for all students.

Well-developed and implemented formative assessments can lead to improvements in each learner’s

attention to and analysis of his/her own learning process and products.

Without established and well implemented formative assessment procedures, educators, students, and

parents may not be adequately informed about progress toward a goal—in other words, they may not

be informed until after it is too late to support or change instruction. For this reason, CAST supports

formative assessment, specifically that of progress monitoring.

(2) Capitalize on the use of technology-based assessments to ensure that the benefits—flexibility, real-time

monitoring of student progress and the promotion of access for all students—are realized.

Digitally based assessments have the capability and flexibility to facilitate access to the assessment

and to the general education curriculum for students with sensory, physical, and learning disabilities.

The development and administration of such assessments should be designed and implemented to

ensure that they are effectively facilitating access.

Policies and procedures with respect to the use of assistive technology (AT) during assessment should

ensure that they do not impede the availability of these supports for students who need them. Technical

standards for interoperability between Common Core assessments and AT devices need to be

established. These standards could be used as criteria against which a wide range of assistive

technologies could be evaluated.

In cases where construct validity is not likely to be violated, the assessment consortia and state

implementers should not limit the use of AT by authorizing only specific assistive technologies in the

assessment process. Denying students, the opportunity to use technology and AT will not help in the

preparation for college and careers.

Any process used for authorizing appropriate access and accommodations for individual students,

including the development of student profiles, should include clearly established protocols,

procedures, and training. In addition, those making accommodation decisions for students with

disabilities, including those previously designated to participate in the modified assessment based on

modified achievement standards (2%), must be adequately trained.

SED 5060 19

It is important for states to consider the participation needs of students from all disability categories in

the assessment design to help ensure that appropriate navigation and access is available throughout the

entire assessment (e.g. single switch technology for students with physical disabilities). Since the

major goal of the Common Core aligned assessments is to provide stakeholders with reliable and valid

information that accurately describes and predicts students’ readiness for career and college, the

decision to exclude specific disability categories such as blind and visually impaired students is

disturbing. For this reason, CAST believes that students from all disability categories should be

included in field tests and validation studies of assessments.

(3) Consider the impact of assessment on classroom instruction in order to facilitate rather than constrain the

modification of instruction based on student performance.

Best practice suggests that assessment accommodations align with those accommodations that the

student receives during classroom instruction.

There is a danger of overly restrictive assessment policies and procedures driving instructional

practices, including materials and tools (e.g., accessible instructional materials), used by students in

the classroom. In particular, limited assessment practices could adversely impact the instructional

decision-making process of the IEP team.

Schools and/or teachers may not allow certain accommodations for instruction because these

accommodations are not allowed on the assessment—for example, a state was not able to provide

computer based writing tests and therefore determined that all writing instruction in classrooms should

be using paper and pencil in order to parallel the annual high stakes assessment.

Limited assessment practices can potentially create a conflict between the use of technology in

instruction and availability on assessments, ultimately preventing schools from becoming more

innovative in their use of multimedia tools to support all learners.

All accommodations and supports provided during assessment need to be taught and practiced prior to

use. Additionally, use of accommodations and supports should be made an essential component of

training for teachers/administrators prior to assessment administration.

If accommodations on assessments are inappropriately limited, these policies may inadvertently

restrict the number of students who are found eligible to receive and benefit from the same

accommodations during classroom instruction, in violation of their rights under IDEA and Section

504. Because of the potential impact of assessment on instruction, CAST firmly believes that the

determination of assessment accommodations should be carefully addressed.

(4) Be mindful of the potential negative effects of computer-adaptive testing (CAT) on all subgroups,

including students with disabilities and English Language Learners.

There is a lack of research on the accuracy and viability of CAT on the various categories of students

with disabilities (Laitusis et al., 2011); the majority of benefits for students with disabilities ascribed to

CAT appear to be based on assumptions unsupported by existing research data.

A down-leveling of test items following an item failure could result in the presentation of out-of-level

items based on standards from a lower grade. This could render the assessment out of compliance with

the ESEA requirement to measure student performance against the expectations for a student’s grade

level (Way, 2006; U.S. Department of Education, 2007). Such a result could also have the effect of

violating the student’s rights under IDEA and Section 504. Research suggests that maintaining

alignment with content standards may be more successful if the adaptation occurs at the testlet/subtest

level, rather than at the item level (Folk & Smith, 2002).

Students with uneven skill sets may fail basic items and never have the opportunity to exhibit skills on

higher-level tasks; this is particularly relevant to various students with disabilities who may exhibit

SED 5060 20 idiosyncratic and uneven academic skills (Thurlow, et al., 2010; Almond, et al., 2010; Kingsbury &

Houser, 2007).

CAT approaches are reported to be efficient and accurate when item responses are limited to multiple

choice and short answers (Way, 2006), while the accuracy and efficiency of more varied response

types may pose significant challenges to adaptive algorithms, and hence to validity.

The majority of CAT systems deployed to date may not allow or may significantly restrict a student’s

ability to return to a previous item to review or change a response (Way, 2006), further narrowing the

range of test-taking strategies a student may employ. Some solutions to the application of a review and

change strategy for CAT have emerged (Yen, 2012; Papanastasiou & Reckase, 2007).

For all these reasons, CAST believes that computer adaptive testing for all students must be carefully

constructed and monitored.

(5) Ensure—for all students—accuracy, reliability, and precision with respect to intended constructs.

The item and task development process of the Common Core aligned assessments should ensure

precision with respect to the identification of intended constructs associated with individual

assessment items. CAST believes that without this precision, items or tasks will measure construct

irrelevant information for certain students and, as a result, the inferences that are drawn from the

assessment scores for these students will be invalid, in violation of students’ rights under IDEA and

Section 504.

With respect to reading, precision of item constructs will allow a sub skill such as decoding to be

measured separately from higher level reading comprehension. With today’s widely available

technologies, students can independently demonstrate achievement of high levels of reading

comprehension without having to decode specific elements of text. This logic applies to other content

areas as well, for example basic calculation in contrast to higher level mathematical reasoning skills.

Sincerely,

Peggy Coyne, Eddy, Research Scientist

Tracey E. Hall, PhD, Senior Research Scientist

Chuck Hitchcock, MEd, Chief of Policy and Technology

Richard Jackson, EdD, Senior Research Scientist/Associate Professor, Boston College

Joanne Karger, JD, EdD, Research Scientist/Policy Analyst

Elizabeth Murray, ScD, Senior Research Scientist/Instructional Designer

Kristin Robinson, M. Phil, MA, Instructional Designer and Research Associate

David H. Rose, EdD, Chief Education Officer and Founder

Skip Stahl, MS, Senior Policy Analyst

Sherri Wilcauskas, MA, Senior Development Officer

Joy Zabala, EdD, Director of Technical Assistance

References

Almond, P., Winter, P., Cameto, R., Russell, M., Sato, E., Clarke-Madura, J., ... Lazarus, S. (2010). Technology-

enabled and universally designed assessment: Considering access in measuring the achievement of students

with disabilities—A foundation for research. Journal of Technology, Learning, and Assessment,10(5).

Retrieved from http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1605

Salvia (2017)

Kingsbury, G. G. & Houser, R. L. (2007). ICAT: An adaptive testing procedure to allow the identification of

idiosyncratic knowledge patterns. In D. J. Weiss (Ed.). Proceedings of the 2007 GMAC Conference on

Computerized Adaptive Testing.

http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1605

SED 5060 21

Laitusis, C. C., Buzick, H. M., Cook, L., & Stone, E. (2011). Adaptive Testing Options for Accountability

Assessments. In M. Russell & M. Kavanaugh (Eds.), Assessing Students in the Margins: Challenges,

Strategies, and Techniques. Charlotte, NC: Information Age Publishing.

Papanastasiou, E. C., & Reckase, M. D. (2007). A "rearrangement procedure" for scoring adaptive tests with review

options. International Journal of Testing, 7(4), 387-407.

U.S. Department of Education, Office of Educational Technology. (2010). Transforming American education:

Learning powered by technology. National Education Technology Plan 2010. Washington, DC: Author.

Retrieved from http://www.ed.gov/sites/default/files/netp2010.pdf.

Way, W. D. (2006). Practical questions in introducing computerized adaptive testing for K–12 assessments. PEM

Research Reports. Iowa City, IA: Pearson Educational Measurement.

.

Chapter 2 assignment Task Analysis

Table of Contents:

1. Blank Task Analysis

2. Brushing Teeth

3. Using the Bathroom

4. Setting the Table

5. Peer Play with Trains

6. Tying Shoe (1)

7. Tying Shoe (2)

8. Dialing 911

9. Washing Hands (1)

10. Washing Hands (2)

11. Cutting Paper

12. Using Dictionary (1)

13. Using Dictionary (2)

14. Locating Website

15. Purchasing Item in Grocery Store

16. Alternative Task Analysis Format

17. Prerequisite and Long Term Planning Goal Example

18. Bathroom Visual Supports

Austin, K. M. (2011). Task analysis supplement. Richmond, VA: Virginia National Professional Development

Center on Autism Spectrum Disorders Summer Institute.

http://www.ed.gov/sites/default/files/netp2010.pdf

SED 5060 22 Student: ____________________ Target Skill: _____________________

Prompt: _______________________

Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced, record

the level of independence for each step of the behavior. Use the following symbols for your records:

I Independent, Correct V Verbally Prompted

M Modeled, Gesture P Physically Prompted

Step Description of Step Date: Date: Date: Date: Date:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

Student: ____________________ Target Skill: __Brushing Teeth______

Prompt: _”Brush your

teeth”_______






1. Obtains materials

2. Takes cap off toothpaste

3. Puts paste on brush

4. Replaces toothpaste cap

5. Wets brush

6. Brushes left outer surfaces

7. Brushes front outer surfaces

8. Brushes right outer surfaces

9. Brushes lower right chewing surfaces

10. Brushes lower left chewing surfaces

11. Brushes upper left chewing surfaces

12. Brushes upper right chewing surfaces

13. Brushes upper right inside surfaces

14. Brushes upper front inside surfaces

15. Brushes upper left inside surfaces

16. Brushes lower left inside surfaces

17. Brushes lower front inside surfaces

18. Brushes lower right inside surfaces

19. Spits out excess toothpaste in sink

1

2

SED 5060 23 20. Turns on water

21. Fills cup with water

22. Rinses mouth

23. Rinses toothbrush

24. Turns off water

25. Wipes mouth and hands with towel

26. Returns materials

2

SED 5060 24 Student: ____________________ Target Skill: _Using the Bathroom___

Prompt: _”Go to the bathroom”____






1. Goes to the bathroom

2. Closes bathroom door

3. Pulls down pants

4. Pulls down underwear

5. Sits on toilet

6. Voids in toilet

7. Reaches for toilet paper holder

8. Takes 5 pieces of toilet paper

9. Wipes with toilet paper

10. Drops paper in toilet

11. Stands up

12. Pulls up underwear

13. Pulls up pants

14. Flushes toilet

15. Washes hands

16. Exits bathroom

3

SED 5060 25 Student: ____________________ Target Skill: _Setting the Table______

Prompt: _”Set the table”__________






1. Gathers Supplies

2. Puts down the placemat

3. Puts the large plate in the center of the

placemat

4. Puts the small plate in the upper left

hand side of the placemat

5. Put the butter knife on the small plate

6. Places the napkin to the left of the large

plate

7. Puts the knife and spoon to the right of

the large plate

8. Puts the fork to the left of the large plate

on the napkin

9. Puts the dessert spoon and fork

horizontally at the top of the large plate

10. Puts the glass to the upper right of the

large plate near the tip of the knife

Student: ____________________ Target Skill: _Play Activity with Trains

Prompt: _”Time for trains”_________

Describe each step, in order, for the behavior. Then, for each date on which the behavior is

practiced, record the level of independence for each step of the behavior. Use the following

symbols for your records:




1. Asks peer to play

2. Tells peer, “Let’s play trains”

3. Gives peer at least two tracks

4. Tells peer, “Let’s make a train”

5. Asks peer for train pieces

6. Puts train pieces together with peer’s

pieces

7. Asks peer for animals to put on train

8. Moves train around track

9. Tells peer, “Your turn!”

4

SED 5060 26

10. Tells peer, “That was fun!”

5

SED 5060 27 Student: ____________________ Target Skill: _Tying Shoes (Short)____

Prompt: _”Tie your shoe”_________






1. Grabs one lace in each hand

2. Pulls the shoe laces tight with a vertical

pull

3. Crosses the shoe laces

4. Pulls the front lace around the back of

the other

5. Puts that lace through the hole

6. Tightens the laces with a horizontal pull

7. Makes a bow

8. Tightens the bow

Student: ____________________ Target Skill: _Tying shoes (long)_____

Prompt: _”Tie your shoe”__________

Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced,

record the level of independence for each step of the behavior. Use the following symbols for your

records:




1. Pinches the laces

2. Pulls the laces to tighten

3. Hangs the ends of the laces from the

corresponding sides of the shoe

4. Picks up the laces in the corresponding

hands

5. Lifts the laces above the shoe

6. Crosses the right lace over the left one

to form a tepee

7. Brings the left lace toward the student

8. Pulls the left lace through the tepee

9. Pulls the laces away from one another

6

SED 5060 28 to tighten

10. Bends the left lace to form a loop

11. Pinches the loop with the left hand

12. Brings the right lace over the fingers

and around the loop

13. Pushes the right lace partially through

the hole to create second loop

14. Pulls the loops away from one another

to tighten

Student: ____________________ Target Skill: _Dialing 911__________

Prompt: _”Help! Call 911!”_________






1. Locates the phone receiver

2. Picks up the receiver

3. Puts receiver to ear

4. Listens for dial tone

5. Uses pointer finger to press the “9”

button

6. Uses pointer finger to press the “1”

button

7. Presses the “1” button again

8. Waits for the person to answer

9. Tells the person “There is an

emergency”

10. Gives address

11. Listens to emergency personnel

12. Answers questions

13. Leaves phone off the hook unless told

by the 911 operator to hang up

Student: ____________________ Target Skill: _Washing Hands (short)_

Prompt: _”Wash your hands”_______






1. Turns on cold water

2. Turns on hot water

3. Places hands under water

4. Places one hand under & one hand on

7

SED 5060 29 soap dispenser

5. Pushes pump down

6. Rubs soap between hands

7. Rubs back of right hand

8. Rubs back of left hand

9. Rinses hands

10. Turns off hot water

11. Turns off cold water

12. Finds paper towels

13. Dries palms of both hands

14. Dries backs of both hands

15. Throws away towels

Student: ____________________ Target Skill: _Washing hands (long)__

Prompt: _”Wash your hands”_______

Describe each step, in order, for the behavior. Then, for each date on which the behavior is practiced,

record the level of independence for each step of the behavior. Use the following symbols for your

records:




1. Places right hand on cold water handle

2. Turns on cold water

3. Places left hand on hot water handle

4. Turns on hot water

5. Places right hand on soap pump

6. Places left hand under soap pump

7. Pushes pump down twice

8. Rubs soap between hands for 3 seconds

9. Rubs back of right hand for 3 seconds

10. Rubs back of left hand for 3 seconds

11. Places both hands together under water

12. Rubs palms together under water for 3

seconds

13. Places one hand on top of other hand

under water and rubs for 3 seconds

14. Rubs opposite hand on top of other

hand under water and rubs for 3 seconds

15. Places left hand on hot water handle

16. Turns off hot water

17. Places right hand on cold water handle

18. Turns off cold water

19. Locates paper towel holder

20. Grabs 2 paper towels

21. Rubs palms of both hands

8

9

SED 5060 30 22. Rubs back of one hand

23. Rubs back of other hand

24. Locates trash can

25. Throws paper towels in trash

9

SED 5060 31 Student: ____________________ Target Skill: _Cut paper in half_____

Prompt: __”Cut”_________________






1. Picks up scissors with non-dominant

hand

2. Puts dominant hand thumb in small hole

3. Puts dominant hand middle fingers in

large hole

4. Positions dominant hand thumb up

5. Picks up paper with non-dominant hand

6. Orients paper so line is aligned with the

scissors

7. Snips on line

8. Stops before scissors are fully closed

9. Opens scissors and moves forward

10. Repeats 7,8, & 9 until paper is cut in

half

10

SED 5060 32 Student: ____________________ Target Skill: Look up word in

dictionary (version 1)

Prompt: _”Look up this word”____






1. Point to target word

2. Opens dictionary to first page in section

corresponding to first letter

3. Determines if word is within range of

guide words

4. If no, turns pages until target word is

within guide word range

5. With word in guide word range, runs

finger down page and stops at target

word

6. Copies a definition of target word

11

SED 5060 33 Student: ____________________ Target Skill: Look up word in

dictionary (version 2)

Prompt: _”look up this word”_____






1. Underlines first letter in target word

2. Turns to first page of dictionary starting

with first letter

3. Underlines second letter of target word

4. Turns pages of dictionary until first

word with first and second letter is

located

5. Repeats steps 3 & 4 for subsequent

letter until target word is located

6. copies a definition of target word

12

SED 5060 34 Student: ____________________ Target Skill: _Locate website_______

Prompt: _”You can use the internet”






1. Presses the computer power button

2. Presses the monitor power button

3. Places hand on the mouse

4. Moves the cursor with the mouse until it

points to the Internet Explorer icon

5. Double clicks the Internet Explorer icon

6. Moves the cursor with the mouse to the

Google search box

7. Left clicks in the box

8. Types in the search topic of interest

9. Hits the “enter” button on the keyboard

10. Places hand back on the mouse

11. Moves the cursor with the mouse down

to the website of choice

12. Single clicks on the website of choice

Student: ____________________ Target Skill: Purchase item at Grocery Store

Prompt: _”Go Buy ____”_________

Describe each step, in order, for the behavior. Then, for each date on which the behavior is

practiced, record the level of independence for each step of the behavior. Use the following

symbols for your records:




1. Walks to store’s entrance door within 1

minute of start

2. Pauses at entrance door until the

automatic door opens

3. Goes through the door(s)

4. Walks in the store

5. Obtains grocery basket

6. Looks around the store

7. Walks in the direction of the item

8. Locates the section (e.g. dairy section in

aisle 20)

9. Locates the item (e.g. milk)

10. Locates the correct brand (e.g. Purity)

11. Locates correct size (e.g. 1 gal.)

12. Selects correct type (e.g. 2%)

13

SED 5060 35

13. Goes directly to the cashier to pay for

the item

14. Looks for an available cashier

15. Goes to that lane

16. Waits in line for his/her turn

17. Moves up with the line

18. Puts item on the counter

19. Waits for his/her turn

20. Attends to clerk telling the amount of

the purchase

21. Takes money out of his/her pocket or

wallet

22. Hands appropriate combination of bills

to clerk

23. Waits for clerk to put money in cash

register

24. Takes the change from the clerk

25. Places change in his or her pocket or

wallet

26. Tells clerk “Thank you”

27. Picks up packages from clerk

28. Walks to the store’s exit door within 1

minute of getting package from clerk

29. Exits store

14

14

SED 5060 36 Student Name: ____________________________________ Grade: __________________

Instructional Task:

_____________________________________________________________________________________

_____________________________________________________________________________________

Student Performance:

_____________________________________________________________________________________

KEY: I – Independently V – Verbal/signed prompt M – Modeled prompt

T – Touch Cue PP- Partial Physical prompt F – Full physical

Task Analysis Steps:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Task Analysis/Level of Prompting Data Sheet (10 steps)

Blank Data Sheet

Instructions: List task analyzed skill steps in order starting with step 1 at the bottom of the data sheet. Data is

collected from bottom to top of the column by coding level of prompts required for learner to produce a

correct response at each step. Once data are collected, teacher can graph data right on the table by counting

# of independent responses for the task analyzed skill and marking at the corresponding step # (see completed

example on page 16).

Student:________________ Instructor:______________ Location: _____________

Objective: _____________________________________________________________

Notes:

Dat

es

15

SED 5060 37

Prompt codes: I independent / V verbal cue / G gesture / P physical assist

Steps:

19.

18.

17.

16.

15.

14.

13.

12.

11.

10.

9.

8.

7.

6.

5.

4.

3.

2.

1.

Date:

Adapted from: Alberto & Troutman, 2006

Example of Task Analysis Prerequisites and Long Term Planning

Objective: Given a pair of scissors and a 10cm x 10cm sheet of paper with a 0.5cm line bisecting it, the learner

will cut the paper in half without deviating from the line. Criterion: 3/3 trials on 3 consecutive days.

Components of Task

(1) Picks up scissors with non-dominant hand.

(2) Puts dominant hand thumb in small hole.

(3) Puts dominant hand middle finger in large hole.

(4) Positions dominant hand thumb up.

(5) Picks up paper.

(6) Orientates paper so line is parallel to scissors.

(7) Snips on line.

(8) Stops before scissors fully closed.

(9) Opens scissors and moves forward.

(10) Repeats (7), (8) and (9) until paper is cut in half.

Hypothetical order of difficulty:

(1) Picks up scissors.

(2) Snips (paper held by instructor).

(4) Snips and holds paper.

(3) Opens scissors.

(4) Places scissors on dominant hand.

16

SED 5060 38 (5) Stops before fully closed.

(6) Opens scissors and moves forward.

(7) Continuously cuts through paper.

Task Complexity

(1) Cuts 5cm square with 1cm thick line.

(2) Cuts 10cm square with 1cm thick line.

(3) Cuts 5cm square with 0.5cm thick line.

(4) Cuts 10cm square with 0.5cm thick line.

Prerequisites (This sequence is based on a developmental model and considers the developmental prerequisites

for the skill):

(1) Brings hands to middle of body.

(2) Reaches, grasps, and holds two objects simultaneously.

(3) Brings thumb and finger together in opposition to pick up object.

(4) Moves thumb and finger apart in opposition to release object.

(5) Holds paper without crushing while another person cuts with scissors.

(6) Snips paper while held by instructor.

(7) Holds paper and snips.

(8) Holds paper, cuts (without fully closing scissors and pushes paper forward).

17

SED 5060 39

18

SED 5060 40

Sources

Many of the task analysis examples were compiled from the following sources:

Carter, M., & Kemp, C. R. (1996). Strategies for task analysis in special education. Educational

Psychology, 16(2), 155.

Goodson, J., Sigafoos, J., O’Reilly, M, Cannella, H., & Lancioni, G.E. (2006). Evaluation of a video-based

error correction procedure for teaching a domestic skill to individuals with developmental disabilities.

Research in Developmental Disabilities, 28, 458-467.

Liber, D., Frea, W., & Symon, J. (2008). Using time-delay to improve social play skills with peers for children

with autism. Journal of Autism and Developmental Disorders, 38, 312-323.

Matson, J., Taras, M., Seven, J., Love, S., & Fridley, D. (1990). Teaching self-help skills to autistic and

mentally retarded children. Research in Developmental Disabilities, 11, 361- 378.

McIntyre, T. (2011). Task Analysis. Retrieved from http://behavioradvisor.ipower.com/TaskAnalysis.html

Miguel, S. (2008). Potty/toilet sequence (Boy). Retrieved from

http://www.boardmakershare.com/Community/FriendsProfile/1444/Sheila

Miguel, S. (2008). Potty/toilet sequence (Girl). Retrieved from


Ponte, W. (2006). Autism: A sample task analysis in ABA. Retrieved from

http://www.mothering.com/education/autism-sample-task-analysis-aba

Szidon, K., & Franzone, E. (2010). Task Analysis: Online Training Module. (Madison, WI: National

Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of

18

http://behavioradvisor.ipower.com/TaskAnalysis.html



http://www.mothering.com/education/autism-sample-task-analysis-aba

SED 5060 41 Wisconsin). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules,

www.autisminternetmodules.org. Columbus, OH: OCALI.

1SED 5060 - Wayne State Universitycoe.wayne.edu/ted/ted_ss_2017/201705_sed5060_001_issad.pdf · 2SED 5060 Describe procedures for conducting assessments to address the individual

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