For a Fair Selection - pace.edu · School of Education ED 671: Diagnostic Assessment, Evaluation and Educational Planning (3 credits) Fall 2020-Online Course Monday 4:30-7:30pm Professor:

School of Education

ED 671: Diagnostic Assessment, Evaluation and Educational Planning (3 credits)

Fall 2020-Online Course

Monday 4:30-7:30pm

Professor: Jennifer Pankowski, EdD Email: [email protected]

Office Location: 163 William St. 11th floor Office Hours: appointments via Zoom

Office Phone: 212-346-1059 Emergency phone: 212-346-1512 (I get a voicemail via

email)

Pace University School of Education Theme:

All educators are thoughtful and reflective professionals who are committed to promoting a standard of excellence

in their teaching, a promotion of justice and tolerance in their actions, and the development of a community of

caring and responsible learners within the classroom where each student is able to be successful.

Course Description:

This course is an applied course in standardized and curriculum-based assessment, functional behavioral assessment,

as well as multidisciplinary diagnosis, evaluation and instructional planning for students who are suspected or

confirmed to have disorders or disabilities that negatively impact their ability to learn or maintain appropriate

classroom and/or social behavior. This course also covers developmental assessment as it relates to making

appropriate educational plans. This is a required course for those seeking certification in Teaching Students with

Disabilities (early childhood, childhood, middle childhood and adolescent levels). Professional Seminars and field

experiences accompany this course.

Prerequisites: ED 670/TCH 302 or equivalent

For a Fair Selection you will ALL take

the same test: Please Climb That Tree!!

This course is designated Online: This means course delivery is fully remotely with no on-campus components.

This course is Synchronous (SYNC): meaning it is taught online in real time using Zoom. Students will be required

to participate at set times from their own home/residence hall or remote location.

Pace University COVID-19 Safety:

CDC guidelines and University policy require proper face covering use in all classrooms, conference rooms,

hallways, elevators, and other common areas. Face coverings are required even if you are more than 6 feet from

another individual in a common indoor area. We must work together to protect others and ourselves from the

transmission of COVID-19. Any student entering class without a face covering will be asked to: a) don a face

covering or b) go to Security to obtain a face covering if the student does not have one. Students who do neither of

these things will be asked to leave class and they will be marked absent for the session. Students are expected to be

familiar with the current COVID-19 regulations, which are posted on the Return to Campus website. See also up-to-

date policies and announcements here and more information about Pace University’s response to COVID-19.

Essential Questions:

1. What factors influence educational decisions pertaining to a student’s eligibility, placement and instruction

in special education?

2. How can assessment data be used to understand student learning as well as the effectiveness of instruction?

3. What responsibilities does an individual assume when gathering or using assessment data to make

educational decisions?

Course Goals and Objectives:

Course Goals

1. To understand and use formal and informal assessment strategies to evaluate and ensure continuous

intellectual, social and physical development (CEC CC 8.1).

2. To understand the legal provisions and ethical principles involved in assessing children and

adolescents (CEC CC 8.1).

3. To understand the limitations of tests and the influence of other factors in the evaluation of students

(CEC CC 8.1).

4. To understand issues in the identification of students with disabilities, including those from culturally

and linguistically diverse backgrounds (CEC CC 1.1).

5. To understand the educational characteristics and implications of various disabilities (CEC CC 2.1).

6. To understand the concerns of family members of individuals with disabilities (CEC CC 10.1).

Learning Objectives

1. To administer nonbiased formal and informal assessments (CEC CC 8.1.3).

2. To interpret information from formal and informal assessments (CEC CC 8.2.5).

3. To use assessment information to make recommendations regarding eligibility and supports and

services needed for learning and inclusion in various settings (CEC CC 8.2.6, CEC CC 5.2.2).

4. To use assessment information to plan, evaluate, and modify instruction for students with disabilities

(CEC CC 8.2.8, CEC CC 5.2.7).

5. To communicate assessment results and recommendations effectively orally and in writing to all

stakeholders, including parents (CEC CC 8.2.7, CEC CC 9.2.8).

6. To demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status,

and sexual orientation of individuals (CEC CC 9.2.6).

7. To collaborate with families and other professionals in the assessment of children and adolescents

(CEC CC 10.2.2).

Required Text: (I recommend purchasing via Amazon)

• Cohen, L. G., & Spenciner L.J. (2015). Assessment of Children & Youth with Special Needs (5th ED.

Looseleaf format), Boston, MA: Pearson

You can purchase the textbook in several formats

Additional Required Readings and Resources:

• Articles – presented in class and on Blackboard

• Download the following off the New York State Education Department Website: www.nysed.gov

o New York State Education Department: Individual Evaluations and Eligibility Determinations for

Students with Disabilities

o New York State Education Department: Special Education In New York State for Children Ages

3-21: A Parent’s Guide

Dispositions Policy: (Students need be familiar with the SOE handbook and statement on Dispositions)

1. Candidates value critical thinking and self-directed learning. (Pace Theme 1, D3)

2. Candidates see parents and communities as partners in their students’ education. (Pace Theme 2, D8)

3. Candidates believe that all students can learn and are persistent in developing teaching and learning

activities that enable them to do so. (Pace Theme 4, D1)

4. Candidates are committed to professional development in content and pedagogical knowledge. (Pace

Theme 4, D2)

5. Candidates believe that students’ developmental processes, learning style, cultural backgrounds are

deserving of respect and can be utilized in teaching and learning strategies. (Pace Theme 4, D4)

6. Candidates are committed to helping students take responsibility for their own learning. (Pace Theme 4,

D6)

Course Grading Policy:

Grades for this course will be determined through a number of assignments. I recognize that different kinds of

assignments feed into the strengths of different students, and I work to provide a range of opportunities for you to

show what you’ve learned. Assignments are expected on time and in the format indicated in the assignment

instructions, if you are having difficulty with an assignment, it is your responsibility to reach out to me in a timely

manner so as I may support you.

Course Grading:

A 95-100 C+ 77-79

A- 90-94 C 73-76

B+ 87-89 C- 70-72

B 83-86 D 63-66 (D’s are not given in the graduate program)

B- 80-82 F Below 60

Assignments and Break Down of Final Grade:

Assignment Points Towards

Final Grade

Due Date

1. Attendance, Preparation, Participations and Dispositions

Rubric (responsiveness to emails, timely posting of all

assignments, tone towards instructor and classmates), Zoom

Etiquette

20 Ongoing

throughout

semester

2. Reading Response and Journals (5 points each 3 postings) 15

3. Communicating with parents regarding a student’s assessment

data

15

4. Formal Individualized Test Report-Case Study 15

5. Curriculum Based Assessment Project 15

6. Collaborative Problem Solving Project-Using CBA 20

Total 100%

Assignments and Rubrics

1. Attendance, Preparation, Participation, and Dispositions Rubric:

This course requires active and thoughtful involvement in all discussions and online. In accordance with the

expectations of the School of Education, each student must demonstrate participation for each class, arrive for each

class, turning in assignments s on time, complete all assignments, be ready and willing to discuss readings, cases,

and field observations, and be willing to reflect on new and different points of view. Written assignments and

blackboard postings must be completed on time and you should be prepared to discuss all readings in class.

Attending classes and being an active participant will increase learning and create a supportive professional

community for all. Active participation and consistent attendance will earn full credit.

Zoom Etiquette: Because we will at time be using Zoom for class meetings and individual meetings, please

observe the following during zoom participation.

• To help keep background noise to a minimum, make sure you mute your microphone when you are not

speaking.

• Be mindful of background noise when your microphone is not muted, avoid activities that could create

additional noise, such as shuffling papers.

• Position your camera properly, if you choose to use a web camera, be sure it is in a stable position and

focused at eye level, if possible. Doing so helps create a more direct sense of engagement with other

participants.

• Limit distractions, you can make it easier to focus on the meeting by turning off notifications, closing or

minimizing running apps, and muting your smartphone.

• Avoid multi-tasking. You'll retain the discussion better if you refrain from replying to emails or text

messages during the meeting and wait to work on that PowerPoint presentation until after the meeting

ends.

• Prepare materials in advance. If you will be sharing content during the meeting, make sure you have the

files and/or links ready to go before the meeting begins

• Appropriate Clothing should always be worn.

Rubric

Exceeds Standards Meets Standards `Does Not Meet Standards

Attendance

Attends every class, arriving

on time.

Misses no more than one class, seldom

late

Misses two or more classes, often

comes late

Preparation

Demonstrates being prepared

for every class by handling in

work on time and consistently

citing accurately and

appropriately from the

readings during discussion.

Demonstrates being prepared for most

classes by handing in work on time and

often citing accurately and appropriately

from the readings during class

discussions.

Is not prepared for classes; often

hands work in late and seldom cites

accurately and appropriately from

the readings during class

discussions.

Participation

in class

Consistently participates

actively in person, both by

listening closely and by

offering informed comments

Usual participates actively in person,

both by listening closely and by offering

informed comments

Seldom participates in person;

seldom listens closely or offers

informed comments

Dispositions

Consistently respects others’

opinions and is open to

changing own ideas. Sees

more than one perspective

even if she or he disagrees.

Typically shows respect for others’

opinions and is usually open to changing

own ideas. Can see more than one

perspective.

Seldom respects others’ opinions

and is not very open to changing

own ideas. Cannot see more than

one perspective when she or he

disagrees with alternate

perspectives.

Zoom

Etiquette

Consistently mindful of zoom

etiquette and does not need to

be redirected during sessions

Typically shows good zoom etiquette,

however at times needs redirection in

terms of speaking in turn or turning on

camera/muting when not speaking

Seldom respectful during zoom

meetings, often multi-tasking or

speaking over other

2. Journals

A discussion board will be used as a platform for dialogue on the readings and discussion. You are expected to post

3 times during a discussion. Your original post and response to 2 classmates. Please be respectful of others and post

timely.

Rubric

Exceeds Standards Meets Standards Does not meet Standards

Clarity,

comprehensiveness

and timeliness.

All ideas chosen from the

readings are significant. The

information is clear and

accurate. The posting was made

on time.

Most of the ideas chosen from

the readings are significant. The

ideas are clear and almost all are

accurate. The posting was made

on time.

Few of the ideas chosen from the

readings are significant. The

posting was not made on time.

Depth of response The response is clear and

comprehensive. The response

reflects a rich understanding of

the topic and its relation to

educational policies and

instructional practices.

Connections to one’s own

philosophy or practice are

meaningful and insightful.

The response reflects rich

understanding of the topic under

investigation and its relation to

educational policies, and

instructional practices.

Connections to one’s own

philosophy or practice are

meaningful.

The response reflects only minimal

understanding of the topic and its

relation to educational policies,

and instructional practices.

Connections to one’s own

philosophy or practice are illogical

or lack insight.

Quality of writing The response is extremely well

organized and supports the

presenting thesis or argument.

The response is well edited,

grammatically correct, and free

of spelling

The response is fairly well

organized and generally supports

the presenting thesis or

argument. The paper is edited,

with almost no errors in

grammar or spelling.

The response is not well organized

or is not free of errors in grammar

or spelling.

3. Communicating with parents regarding a student’s Assessment Data

You will be provided with several videos involving a teacher meeting with a parent to discuss a student’s data and

assessment results, you will respond to these videos via a series of prompts to determine the efficacy of the teacher’s

meeting. You will use the rubric below to help you evaluate each teacher in each video.

After you complete the modules you will respond in a 1-2 narrative paper describing:

a. A plan to address delivering potentially difficult news

b. 1-2 strategies from the readings you would use and why

c. How you would follow up with that parent

Rubric for Evaluating Candidate Performance on Assessment Conference Task

Exceeds expectations Meets expectations Below expectations

Opening Meets expectations plus:

Praises parent’s interest in

child’s progress.

Introduces self and greets parent; Thanks

parent for their time; Makes positive

comments about student; States purpose of

conference.

Fails to introduce self or allow

parent to introduce self; Fails to

thank parent or state purpose of

conference.

Sharing

information

Meets expectations plus:

Demonstrates strong

content knowledge and

understanding of the skills

assessed by the test and

local assessments used by

the teacher.

Clearly and accurately explains the student’s

academic performance level as measured by

the most recent standardized test.

Correctly identifies student strengths and

areas for improvement as measured by the

test.

Correctly puts child’s performance in a

normative context (e.g., explains student

performance relative to success rates by

school, district).

Clearly and accurately explains the initial

steps of the pre-referral process (sharing

concern with family, gathering information

from family, collaboration with other school

personnel).

Explanation of child’s assessment

data or other information is

inaccurate, jargon-laden and/or

vague or incomplete.

Gathering

information

Meets expectations plus:

Asks partnership-oriented

questions (e.g., How can

we…? Do you have any

advice for me? What works

for you at home?)

Asks student-centered questions pertinent to

the student’s academic performance (e.g.,

Does this sound like your child? What is hard

or easy for your child?).

Asks student-centered questions that

demonstrate a genuine interest in the child as a

person (e.g., What do you wish every teacher

knew about your child? What are your child’s

aspirations? What will your child work hard

for?)

Asks superficial questions or asks

no questions at all; Does not listen

to parent questions / talks over

parent questions; Fails to take notes

on parent’s comments.

Action plan Meets expectations plus:

Establishes a protocol for

how and when parent and

teacher will continue

communicating.

Suggests appropriate next steps using

information provided by the parent (i.e.,

conversation has tone of partnership).

Establishes a time frame for when the parent

and teacher will next communicate.

Does not outline next steps for

staying in touch or Offers a vague

plan for the future.

Accept

emotions

Meets expectations plus:

Non-verbals indicate

understanding, active

listening and compassion.

Expresses empathy for parents’ possible

emotions including confusion and anxiety.

Lacks empathy; Does not

acknowledge emotions related to

testing or child’s academic

achievement.

Maintain

positive

relationship

Meets expectations plus:

Keeps the conversation

focused on the student’s

well-being.

No matter the parent’s demeanor or actions,

remains calm, professional (tone of voice and

body language do not communicate

defensiveness, anxiety or blame). Expresses

Displays unprofessional behavior

including anger or

anxiety/uncertainty.

positive expectations for the student’s

educational process.

Manage flow

(7 points)

Meets expectations plus:

States time frame for

conversation at outset

Uses time well (moves

seamlessly from one

phase of the conversation

to the next).

Shows preparation, organization

Makes good use of time (i.e., covers all major

points in the allotted time frame).

Fails to keep conversation on track;

Goes over allotted time or well

under allotted time.

4. Formal Individualized Test Report

You will interpret standardized formal tests given to a student (case study provided for your grade level by the

instructor) with learning needs or disabilities. APA format with 4-5 scholarly references are expected as well as 5-7

pages. When writing your final report, include test guidelines please include the following sections and reflect on the

rubric for this assignment.

Written sections include:

1. Background knowledge of the student

2. Purpose of the Assessment

3. Body of Assessment Report including test scores, item analysis, developmental milestones/age

equivalents, etc.

4. Summary of your findings and significance of test data

5. Recommendations for teachers for programming and instruction

6. Reflection and Summary Remarks

Rubric

EXCEEDS EXPECTATIONS MEETS

EXPECTATIONS

DOES NOT MEET EXPECTATIONS

Purpose

The purpose of the assessment

is well presented and clearly

delineated.

The purpose of the

assessment is presented

but not clearly delineated

The purpose of the report is barely

presented and is not clearly delineated.

Background The student’s background is

clearly summarized in a

coherent manner and contains

all pertinent information,

including a detailed

educational history.

The student’s background

is summarized but is not

coherently present or does

not contain all pertinent

information.

The student’s background is barely

present and is not clearly delineated.

Body of Report

The report presents the test

data in a clear and coherent

manner. The report refers to

the scores and explains the

significance of each score.

The body of the report seeks to

address the stated purpose of

the assessment in a

comprehensive manner.

The report presents the

test data but not always in

a clear and/or coherent

manner. The report fails

to explain the significance

of each score. The body

of the report does not

necessarily address the

stated purpose of the

assessment in a

comprehensive manner.

The report presents the test data in an

incoherent or unclear manner. The

report fails to include all of the scores

and/or does not explain the significance

of scores. The assessment device

selected does not address the stated

purpose of the assessment in a

comprehensive manner.

5. Curriculum Based Assessment Project:

Curriculum-based assessment of progress has been found to noticeably affect academic achievement when the

results are used to modify instructional planning. CBA is a means of tracking educational progress through direct

assessment of academic skills in reading, mathematics, writing and spelling. CBA probes are created to match

curriculum objectives and are administered under timed, standardized conditions. It is created to be administered

quickly, can be given frequently and are sensitive to short-term student gains. You do not have to give the actual

assessment; just create one and design/submit a presentation with your group.

Assignment Guidelines

Part1:

• Provide a description of a student for whom you will be developing your assessment, if possible, include

age, grade, type of classroom setting, cognitive, social and behavior skill levels of the student.

• Select an academic area to assess.

• Identify the instructional material you will use to develop the content of your CBM.

Part 2:

1. Create a sample of the CBA probe that you will use with the student.

2. Describe how you will report student responses to the assessment.

3. Identify how you will use results.

Rubric

EXCEEDS EXPECTATIONS MEETS EXPECTATIONS DOES NOT MEET

EXPECTATIONS

Research of

topic

The presentation is a comprehensive

review of the topic including definition,

prevalence, assessment and learning and

social-emotional characteristics. The

information is accurate and demonstrates

an extended knowledge of the subject.

The presentation is an adequate

review of aforementioned areas.

The information is generally

accurate and substantiated by

research.

The presentation represents a

minimal review of

aforementioned areas. The

information presented is

sometimes inaccurate and

often not substantiated.

Recommendatio

ns/ Summary

Remarks

The concluding remarks

summarize the content of the

report and reflect a

comprehensive understanding

of the issues. Several

meaningful recommendations

for follow-up and/or the

classroom teacher are included

in the report.

The concluding remarks

summarize the content of

the report and reflect an

adequate understanding of

the issues. Several

recommendations for

follow-up and/or the

classroom teacher are

included in the report.

The concluding remarks do not

adequately summarize the content of the

report and does not reflect adequate

understanding of the issues.

Recommendations for classroom

teachers are either inappropriate or

ineffective.

Organization/

Format/

Mechanics

The ideas are extremely well-

organized. The report follows

guidelines for writing and

assessment report. The

writing shows no errors in

grammar, syntax, and usage, as

well as in spelling and

punctuation.

The ideas are well-

organized. The report

follows guidelines for

writing an assessment

report. The writing

shows minimal errors in

grammar, syntax, and

usage, as well as in

spelling and punctuation

The writing is not well-organized. The

report does not follow the guidelines for

writing an assessment report. The

writing shows frequent errors in

grammar, syntax, and usage, as well as

in spelling and punctuation, which

interrupt the reader’s flow.

Educational

Practices

The presentation provides comprehensive

information about CBA instructional

practices.

The presentation provides an

adequate amount of information

about CBA instructional practices.

The presentation provides

minimal information about

CBA instructional practices.

Organization

The presentation is extremely well

organized. The information flows

naturally and the listener can learn about

the nature of the disability with ease.

The presentation is organized in a

coherent manner. The information

flows naturally and the listener can

learn about the nature of the

disability with ease.

The presentation is sometimes

not well organized in a

coherent manner. The

information is sometimes

confusing to the listener.

Future

Planning

Considerations for future planning are

thoroughly considered and reflect

meaningful issues.

Considerations for future planning

are considered and reflect issues.

Considerations for future

planning are not considered or

minimally considered and do

not reflect meaningful issues.

4. Collaborative Problem Solving Assignment and group presentation: Assignment (Standards 2, 5, 6, 7)

To optimize learning and development for individuals with exceptionalities, multiple team members need to come to

consensus on various decisions involved in individualized program planning. Consensus requires that all team

members are comfortable and agree with the final decisions and subsequent action plan. Candidates will have an

opportunity to engage in a simulated collaborative meeting in order to come to consensus on a learning or behavioral

need using a tiered level of support decision framework for a particular individual with an exceptionality,

considering the cultural and linguistic characteristics of the individual and his/her family.

In teams of four (4) or five (5), candidates will complete the following:

I. Scenario Identification: Identify a child or youth with exceptionalities who is in need of a team decision

to address a learning or behavioral need. Candidates can either use (1) a specific scenario from their

placement, which must be pre-approved by the instructor, or (2) a scenario provided by the instructor.

II. Team Member Identification: Each team member will be assigned to one of the following roles: (1)

Special Educator, (2) General Educator, and (4) at least two Related Service Provider(s) which, depending

on the needs of the child/youth, could include a Psychologist, Reading Specialist, Social Worker, Speech-

Language Pathologist, ELL Teacher, Occupational Therapist, and/or Physical Therapist. Other candidates

in the class will play the role of the student and family members, whose characteristics and interaction

patterns will be provided.

III. Pre-Collaboration Planning: Outline and complete the tasks that need to be accomplished prior to the

collaborative meeting. Candidates will:

1) Create the agenda for the meeting.

2) Determine how the professional team members will (a) share the purpose of the meeting with the

family members, (b) elicit from the family members their expected outcomes for the meeting and

related agenda items, and (c) support the family members in preparing to be a full participant in the

teaming process.

3) Identify how the child/youth’s thoughts and perspectives will be attained and used during the meeting

to promote self-determination.

4) Identify the meeting chair and outline the responsibilities of the chair.

5) Identify the meeting recorder and design a format for recording meeting minutes including the

decisions made to meet the needs of the particular child/youth (e.g., placement, adaptations,

interventions) persons responsible and follow up tasks and activities to ensure ongoing communication

and accountability.

The meeting agenda, including assigned roles, and format for the recording minutes will be submitted

by the team prior to the simulation.

IV. Role Investigation: Each candidate will individually research their assigned disciplinary role, including

their professional responsibilities, positions, and perspectives related to learning and behavior decisions to

be made. This research will include organization websites and journal articles specific to their role and

related to the recommendation to be suggested for team consideration. Specifically, each candidate will

create a one to two page description of (1) their role, (2) the programming decision they will advocate for

with regard to the specific scenario, citing the organizational websites and journal articles that support the

position taken, and (3) potential school and community resources that would support the team in achieving

the position taken. This position statement will be submitted prior to the simulated team meeting.

V. Meeting Simulation: Collaborate during a simulated meeting during class that results in decisions, made

by consensus, which will best support the needs of the student with exceptionalities. During this simulation,

candidates:

(1) Introduction. Begin the meeting by introducing team members, describe each position relative to the

discipline and child, review the meeting agenda and expected outcomes, and identify the need for

confidentiality.

(2) Problem Solving/Consensus Building Approaches. Collaboratively identify the problem being

addressed, brainstorm possible solutions, come to consensus on decisions, including follow-up tasks

and the team member responsible for completing those tasks.

(3) Communication Approaches. Utilize effective communication and conflict resolution strategies to

ensure that all perspectives are considered and included in the decisions made.

(4) Culturally Responsive Strategies. Ensure meeting interactions are aligned with the family’s

individual culture and support family participation in the meeting in a way that the family feels

comfortable and confident to do so.

(5) Decision Considerations. Ensure any decisions identified during the meeting process consider ethical

standards, comply with IDEA (including the least restrictive/natural environment provision), are age

appropriateness, evidence-based, and consistent with family’s individual culture and preferences.

Collectively, the decisions should make a coherent whole and be reasonable to implement.

(6) Effectiveness Determination. Identify how the team will determine whether the decisions made are

effective in addressing the individual’s learning or behavioral need.

VI. Meeting Reflection: Write a 2-3-page written reflection of both the simulation process of coming to

consensus and the teaming process in completing this assignment. Candidates should describe:

(1) Their behaviors and other factors that contributed to their effectiveness as a collaborative team member

(e.g., affective responses, attention to effective communication strategies, contribution to group

process and consensus building). Candidates should include their own perspective as an emerging

special education professional and the perspective of the role they assumed.

(2) What they learned about collaborating in general, including what they would do the same and

differently in future collaborations.

In summary, individual candidates will submit:

(1) A written description of their disciplinary role and recommendation(s) as described in Step IV (submitted

prior to collaborative meeting).

(2) A 2-3-page written reflection of the experience, as described in step VI.

Each team will submit:

(1) The pre-collaboration meeting notes, which should include (a) an agenda(b) plan for gathering child and

family perspectives, (c) chair assignment and responsibilities, and (d) an outline for recording minutes and

identification of the recorder, as described in Step III.

(2) Meeting minutes completed during the simulated conference, including decisions made and follow-up

activities.).

COLLABORATIVE PROBLEM SOLVING RUBRIC (Standards 2, 5, 6, 7)

Exceeds Proficiency Meets Proficiency Does Not Meet Proficiency

Family-Professional

Collaboration

Effectively supports

and partners with

families as active

members of the

collaboration team,

recognizing the role of

the family throughout

the life of the individual

with exceptionalities.

(5.5., 6.3, 7.1. 7.3)

Candidate demonstrates an

understanding as how the family’s

culture and language interact with

the delivery of special education

services for their child. In planning

and decision making. Candidate

aligns interactions with the

family’s culture and preferences

and actively supports their

participation in the meeting in a

way that each family member feels

comfortable and confident,

Candidate’s approach is consistent

with the theory and elements of

effective collaboration.

Candidate demonstrates a basic

understanding as to how the

family’s culture and language

interact with the delivery of special

education services. In planning

and decision making, candidate

aligns interactions with the

family’s culture and preferences

and supports participation at the

meeting in a way that each family

member feels comfortable and

confident. Candidate’s approach is

consistent with the theory and

elements of effective collaboration.

Candidate barely uses

information about family’s

language, culture, and priorities

in meeting planning and

decisions.

Candidate does not ensure

family’s concerns and

preferences are fully

considered. Candidate

creates a superficial relationship

with the family and does not

actively support their

participation. Candidates’

approach does not adequately

reflect the theory or elements of

effective collaboration.

Interdisciplinary

Collaboration

Accurately reflects the

perspectives and

supports provided by

interdisciplinary team

members to create

environments to engage

individuals with

exceptionalities in

meaningful learning

activities and social

interactions. (2.1, 6.2,

7.1, 7.2, 7.3)

During planning, candidate

provides a comprehensive written

description of the roles and

responsibilities of the discipline,

and offers discipline specific

recommendations, citing the

professional organization and at

least 2 journal articles. During

meetings, candidate clearly

specifies his or her professional

role and presents his or her

suggestion(s), taking into

consideration the perspectives of

others. He or she shares ideas

about, school and community

resources and demonstrates a

willingness to be a resource to

others.

During planning, candidate

provides a description of the

responsibilities of the discipline

and offers a discipline specific

recommendation citing the

professional organization and at

least 1 journal article. During

meetings, candidate specifies his or

her professional role and presents

his or her recommendation, taking

into consideration the perspectives

of others. Candidate identifies

school and community resources

and is willing to serve as a

resource to others.

Candidate minimally describes

the roles and responsibilities, of

their discipline in writing or at

the meeting. Candidate

minimally describes the

recommendation and/or does

not provide supporting

references.

During meetings, candidate

either advocates without

compromise or cedes judgment

to others.

Candidate does not identify any

needed resources or identifies

resources that are inconsistent

with the students’ or family’s

goals or preferences.

Oral and Written

Communication

Uses the theory and

elements of effective

communication when

collaborating with

family and school

personnel to make

programmatic decisions

to promote the well-

being of individuals

with exceptionalities.

(7.1)

Candidate consistently uses

effective communication and

conflict resolution strategies that

ensure that all perspectives are

considered and included in the

decisions made. Candidate uses

active listening techniques and

avoids ineffective techniques,

including closed-ended and leading

questions.

Candidate communicates in ways

that all team members understand

and avoids using jargon.

Candidate uses effective

communication and conflict

resolution strategies that ensure

that all perspectives are considered

and included in the decisions

Candidate uses many active

listening and avoids most

ineffective techniques, including

closed-ended and leading

questions.

Candidate communicates in ways

that all team members understand,

including avoiding jargon.

Candidate uses ineffective

communication and conflict

resolution strategies that do not

ensure that all perspectives are

considered and include.

Candidate uses few active

listening techniques and uses

many ineffective techniques.

Candidate communicates in

ways that may not be

understood including the use of

jargon. .

Problem

Solving/Consensus

Building

Uses effective problem

solving and consensus

building approaches

when collaborating

with others in making

programmatic decisions

involving individuals

with exceptionalities.

(7.1, 7.3)

Candidate actively initiates

effective collaboration to identify,

clarify and gain consensus on the

problem and brainstorm possible

solutions. Candidate initiates and

contributes to effective consensus

building so that the perspectives of

all team members are considered.

Candidate uses effective

collaboration to identify, clarify,

and gain consensus on the problem

and brainstorm possible solutions.

Candidate actively participates in

effective consensus building so

that the perspectives of all team

members are considered

Candidate minimally uses

effective collaboration to

identify and clarify the problem

and brainstorm possibly

solutions.

Candidate minimally

participates in effective

consensus building so that not

all team members’ perspectives

are considered.

Collaborative Decision

Making

Ensures decisions

consider ethical

standards, the principles

of IDEA, and the

current evidence-base

and are consistent with

the abilities, interests,

cultural and language

experiences of the

individual.

(5.1, 5.5., 6.1, 6.3, 7.2,

7.3)

Candidate takes a leadership role

in ensuring that the team upholds

ethical standards. and considers the

abilities, interests and cultural and

linguistic background of the

student. Candidate weighs

potential decisions against IDEA,

including the principle of least

restrictive considers the evidence

base behind possible decisions,

Candidate ensures that the team

consider whether the suggestions

decided on are coherent and

reasonable to implement.

Candidate considers family rights

related to possible decisions and

upholds ethical standards and

considers the abilities, interests and

cultural and linguistic background

of the student in decisions to

promote his or her well-being

across multiple settings and

experiences. Candidate weighs

potential decisions against IDEA

and considers the evidence base

behind possible decisions.

Candidate considers whether the

suggestions decided on are

coherent and reasonable to

implement.

Candidate fails to consider

family rights and/or laws and

policies. Candidate fails to

uphold ethical standards when

collaborating.

Candidate fails to consider

principles of least restrictive

environment. Candidate does

not participate in a discussion

on the evidence base of the

decisions considered and does

not consider the coherence or

implementation of the decisions

made

Reflection

6.1

Candidate accurately and

insightfully evaluates his or her

ability to effectively collaborate

with families, general educators,

related service providers, and

others. Candidate reflects on what

he or she needs to know or do

differently to collaborate more

effectively.

Candidate his or her ability to

effectively collaborate with

families, general educators, related

service providers, and others.

Candidate reflects on what he or

she needs to know or do differently

to collaborate more effectively.

Candidate provides no, or a

cursory self-evaluation of their

ability to effectively

collaborate.

Candidate does not adequately

identify what he or she needs to

know or would do differently to

strengthen future collaborations.

Tentative Schedule

Please note that since this is a process course, the schedule is flexible and may need to change during the course of the semester.

Date Topic Readings to Be Discussed on This Day, you should

have these read prior to Class

Assignment due

Week 1:

8/24

Review Syllabus + Historical Perspective

Review of Disabilities;

Intro. To Assessment

Week 2:

8/31

Parent’s Guide/ Evaluation and Eligibility

Document the CSE Process- Steps in

Assessment Eligibility Criteria

Quality Indicator Review and Resource Guides for

Special Education Instructional Practices

Week 3:

9/7-online

no Zoom

Selection of Assessment Tools;

Measurement Terms;

Diversity

Chapter 3: Assessment Framework (pp. 40-56)

Week 4:

9/14

Informal, Formal, and Curriculum-Based

Assessments

The Difference Between Formal & Informal

Assessments

Chapter 10: Overall Performance (pp. 212-214)

We will discuss what your informal and formal

assessments could/should look like for ideal student

outcomes for both student performance and teacher

observation.

Week 5:

9/21

Standardized Tests: Test Admin. and Scoring Blackboard Module Week 5

Standardized Tests PPT

Scoring Tests PPT

Behavior PPT

Journal #l

Based on our in-class assessment/unit planning

workshop and your PPT overviews, consider the various

assessments and which 2-3 would be best for one of

your focus students. How and why?

Hint: The key to relevant and accurate assessment is a

variety of assessment tools!

Week 6:

9/28

Online no

Zoom

Learning Aptitude

Considerations;

Group and Individual Assessments + School

Performance,

Individual Ach. Tests,

Spec. Learning Abilities and Strategies

Chapter 10: Overall Performance (pp. 201-220) Communicating with Parents About Student’s

Assessment Data Module Due

Session 7:

10/5

Reading, Writing, and Math Assessments Chapter 11: Reading (pp. 223-243)

Chapter 12: Written Language (pp. 246-263)

Chapter 14: Mathematics (pp. 286-300)

Journal #2

Briefly describe your focus student. Which of these

subject areas do they need to be assessed and monitored

in most? What approach would you take in assessing

said student and why?

Session 8:

10/12

Online no

Zoom

Speech and Language Disorders + Speech and

Language Assessment

Chapter 13: Oral Language (pp. 264-285) Read over the case studies, as we will start to discuss

these during the latter part of today’s class.

Session 9:

10/19

Case Study Work Collaborative Problem Solving Project

Submit the roles each member of the group will take

in the presentation. Only one submission of the roles

is required per group.

Session 10:

10/26

Case Study

Presentations

Presentations in Class Today!

Session 11:

11/2

Using Portfolio-Based, Authentic, and Portfolio

Assessments

Responding to Diversity

Chapter 15: Performance-Based, Authentic, and

Portfolio Assessments (pp. 302-323)

Journal #3:

Design a performance-based assessment for your class.

Give a brief description of your class and why this

would be the ideal assessment for this particular group.

Session 12:

11/9

Writing a Formal Individualized Test Report Sample Test Report Written Documentation from CPS Due

Session 13:

11/16

Curriculum-Based Classroom Assessment

Recap for Project

CBM Assessment Overview Video Online Formal Report due on Blackboard by 12/6

at 11:59pm

Session 14:

11/23

Transition Plan

Sample Transition Plan Materials

Online CBA due on Blackboard

University Policies and Resources

Academic Integrity:

Students in this course are required to adhere to Pace University's Academic Integrity Code. The Academic Integrity

Code supports honesty and ethical conduct in the educational process. It educates students about what constitutes

academic misconduct, helps to deter cheating and plagiarism, and provides a procedure for handling cases of

academic misconduct. Students are expected to be familiar with the Code, which can be found under

"University Policies" in the Student Handbook. Individual schools and programs may have additional standards

of academic integrity. Students are responsible for familiarizing themselves with the policies of the

schools, programs, and courses in which they are enrolled.

Procedure for Students with Disabilities Who Wish to Obtain Reasonable Accommodations for a Course:

The University's commitment to equal educational opportunities for students with disabilities includes providing

reasonable accommodations for the needs of students with disabilities. To request a reasonable accommodation for a

qualified disability a student with a disability must self-identify and register with Student Accessibility Services for

his or her campus. No one, including faculty, is authorized to evaluate the need for or grant a request for an

accommodation except Student Accessibility Services. Moreover, no one, including faculty, is authorized to contact

Student Accessibility Services on behalf of a student. For further information, please see Resources for Students with

Disabilities page.

Technological Resources:

• List of all Pace Information Technology Services.

• For assistance with a technological concern (Blackboard, Internet, Computer, etc.), contact the Pace

Helpdesk at 914-773-3648 or create a help desk ticket.

Sex-Based Misconduct Policy and Procedure:

Pace University is committed to providing a safe environment for every member of its community and to ensuring

that no student, faculty or staff member is excluded from participation in or denied the benefits of any University

program or activity on the basis of sex. Accordingly, the University prohibits the following forms of Sex-Based

Misconduct: sexual assault, sexual harassment, gender-based harassment, dating violence, domestic violence, sexual

exploitation and stalking.

You should be aware I am a non-confidential resource and have an obligation to report any information about sexual

assault with the University’s Title IX/Affirmative Action Officer, Ms. Lisa Miles (163 Williams Street, Room 1017,

212-346-1310, [email protected]). The Title IX/Affirmative Action Office is responsible for investigating violations

of the sexual misconduct policy. For more information about the Pace University sexual misconduct policy, see the

Sex-Based Misconduct Policy and Procedure (PDF).

Members of the University community who believe that they have been subjected to Sex-Based Misconduct are

encouraged to report such incidents to the University and, where applicable, to local law enforcement. Confidential

resources include the University Counseling Centers, Offices of Sexual and Interpersonal Wellness and

University Healthcare. Contact information for those offices may be found in the self-care section below.

Self-Care:

Your academic success in this course and throughout your college career depends heavily on your personal health and

well-being. Stress is a common part of the college experience, and it often can be compounded by unexpected life

changes outside the classroom. The Pace Community strongly encourages you to take care of yourself throughout the

term, before the demands of midterms and finals reach their peak. Please feel free to talk with me about any difficulty

you may be having that may impact your performance in this course as soon as it occurs and before it becomes

unmanageable. Please know there are a number of other support services on campus that stand ready to assist you. I

strongly encourage you to contact them when needed.

SOLO:

A Blackboard community has been created to provide students with an orientation of using Blackboard called Student

Online Learning Orientation aka SOLO. I encourage each of you to access SOLO as it contains various tutorials,

videos, and how-tos that may minimize frustration and confusion that you may experience as on online learner. You

will be able to find SOLO under the “Organizations” tab in Blackboard. Please let me know if you are not able to

access it.

Department Pleasantville New York City

Counseling Center 914-773-3710 212-346-1526

Dean for Students Office 914-773-3351 212-346-1306

Health Care Unit 914-773-3760 212-346-1600

Residential Life 914-923-2791 212-346-1295

Student Development and Campus Activities 914-773-3861 212-346-1590

Office of Multicultural Affairs & Diversity Programs 914-773-3775 212-346-1563

Sexual Assault Prevention & Education 914-597-8783 212-346-1931

Academic Advisement

Advising Center for exploring Majors 914-773-3847 212-346-1798

CAP Program 914-773-3682 212-346-1997

College of Health Professions 914-773-3961 914-773-3552

Dyson College 914-773-3781 212-346-1518

International Student / Scholars 914-773-3425 212-346-1368

Lubin School of Business 914-773-3531 212-618-6550

Pforzheimer Honors College 914-773-3941 212-346-1697

Seidenberg School 914-773-3254 212-346-1864

Study Abroad 914-773-3447 212-346-1368