Education | Academic Assessment and Intervention
P592 | 5523 | Dr. Juile Byers


REQUIRED TEXTS:

Cole, S., Horvath, B., Chapman, C., Deschenes, C., Ebeling, D. G., &
Sprague, J. (2000). Adapting
Curriculum & Instruction in Inclusive Classrooms: A Teacher's Desk
Reference (2nd edition).
Bloomington, IN: Center on Education and Lifelong Learning.

Salvia, J. & Ysseldyke, J. E. (2001).  Assessment (8th edition).
Boston: Houghton Mifflin Company.

Thomas, A., & Grimes, J. (1995). Best Practices in School
Psychology-III. Washington, DC:  The National
Association of School Psychologists.

Book of Readings – purchase at Mr. Copy


COURSE PURPOSE:

The course is designed to introduce major approaches and techniques
for individual assessment and intervention with students experiencing
academic difficulties.  Emphasis will be placed on understanding
classroom instructional factors and conducting comprehensive
psychoeducational evaluations that are technically sounds and lead to
effective intervention strategies.  Course requirements focus on
practicing assessment procedures in the areas of general academic
achievement, reading, mathematics, written language, spelling, oral
language, listening comprehension, and adaptive behavior, including
the use of these procedures with culturally diverse backgrounds.  The
importance of assessing classroom ecology and linking assessment and
intervention will be stressed, along with effectively communicating
results to parents, teachers, and other professionals.

COURSE OBJECTIVES:

Develop a comprehensive assessment plan that utilizes a
problem-solving approach to determine a student's educational needs
which considers the interaction of student characteristics, classroom
variables, multiple sources of information, positive educational
outcomes, and research-based interventions.

Critically evaluate the reliability, validity, norms, and
standardization of current and newly-published assessment
tools/instruments.

Administer, score, and interpret frequently used measures of academic
achievement in reading, mathematics, written language, oral language,
listening comprehension, and adaptive behavior.

Identify the critical elements and procedures used in curriculum-based
assessment.

Use federal and state criteria for the identification of students with
disabilities.

Recognize factors that affect the general school performance and
assessment procedures utilized with students from culturally diverse
backgrounds and with students who have sensory impairments (vision,
hearing).

Identify and utilize curriculum and instructional adaptations that
meet the needs of students with diverse learning needs.

Recognize and evaluate effective instructional variables in classrooms
that produce improved academic achievement outcomes for students with
diverse learning needs.

Identify and utilize individual and group interventions that are
effective with students experiencing difficulty with reading, math,
written language, or other academic areas.

Utilize data collected during assessment to help teachers and parents
develop and monitor effective intervention plans.

Effectively communicate the results of academic assessment and
intervention in oral and written form that is responsive to the needs
and understanding of parents and teachers.

COURSE REQUIREMENTS:

Each student is expected to attend all class sessions, complete
reading assignment in advance, and be prepared to participate in class
discussion and activities.  Students are assigned articles/readings to
discuss for designated class sessions throughout the semester (see
Course Outline).  Supplemental readings may be assigned during the
semester to address specific issues as they arise within the course.

Each student will conduct practice administrations of 5 selected
assessment instruments and procedures.  A 2-page report should be
turned in with EACH of the protocols which presents background
information (i.e., school history, records review), test behavior,
description of instrument/tasks, test scores, and interpretation of
results.  Each practice administration is due on the assigned date.
Serious errors in administration, scoring, or interpretation will
require re-administration of a particular instrument to demonstrate
proficiency.

Due Date  Procedure

Jan 24 Wechsler Individual Achievement Test (WIAT) and Report

Jan 31 Wechsler Individual Achievement Test (WIAT) and Report

Feb 14 Woodcock-Johnson Test of Achievement – Third Edition (WJ-III)
and Report

Feb 21 Vineland Adaptive Behavior Scale (VABS) and Report

Feb 28 The Instructional Environment System – II (TIES-II) and Report

March 7 Woodcock-Johnson Test of Achievement – Third Edition (WJ-III)
and Report

March 28 Either:
Test of Written Language – Third Edition (TOWL-3) and Report
Oral and Written Language Scales (OWLS) and Report

Written review of 3 academic interventions: one each for reading,
math, and written language/spelling.  Each student will present a
reading intervention to the class, then present either a math or
written language intervention.

Students are to review a recent research article on a selected
intervention strategy.  A 2-page written review should summarize the
use and effectiveness of the selected intervention, along with 2 or 3
additional references on the topic.  Written reviews must be completed
by the assigned day for classroom presentation and copies made
available to all class participants.

DUE DATES TO BE ASSIGNED:Reading:      Feb 26, Feb 28
Wrtn. Lang:  March 19
Math:        March 26

Completion of one take-home exam.  DUE DATE:  April 12 by 5 p.m.

COURSE GRADING:

Practice Administrations & Reports 25%

Reviews of Intervention Strategies 25%

Take-Home Exam 25%

Class Participation 25%

COURSE OUTLINE
P592:  Academic Assessment & Intervention
Spring 2001

DATE   TOPIC

Jan 8 Overview of Course Content and Requirements
READING:  SY Chapter 1

Jan 10 Procedures for Evaluating a Test:  WJ-III and WIAT
READING:  SY Chapters 6,7 & 8; pgs. 416-418, 608-615

Jan 15 CLASSES DO NOT MEET

Jan 17 Assessing General Academic Achievement &
Adapting Assessment to Accommodate Disabilities
READING:  SY Chapters 9 & 20

Jan 22 Written Communication & Report Writing
READING:  SY Chapter 5; Ross-Reynolds (1990); Stone (1995- BP71)

Jan 24 Legal & Ethical Issues in Assessment
READING:  SY Chapters 3 & 14; APA/NASP Codes of Ethics
Protocol and Report Due

Jan 29 Identification of Mild Disabilities: Current Conceptualizations
of LD and MR
READING:  Kavale & Forness (199  ); Flanagan et al. (2000);
Spear-Swerling & Sternberg (1998); Polloway et al. (1997)

Jan 31 Identification of Mild Disabilities: Current Conceptualizations
of LD and MR
READING:  SY Chapter 15; Gresham et al. (1995); Artiles et al. (1998).
Protocol and Report Due

Feb 05 Adaptive Behavior
READING:  SY Chapter 26; Harrison & Robinson (1995-BP64); Reschley &
Ward (1991)

Feb 07 Assessing Classroom Ecology
READING: Roberts (1995-BP58); Shinn & McConnell (1994)


Feb 12 Assessing Classroom Ecology:  TIES-II
READING:  SY Chapter 11

Feb 14 Reading Instruction
READING:  Foorman (1995); Gersten & Dimino (1993); Adams & Henry
(1997); McGill-Franzen & Allington (1991)
Protocol and Report Due

Feb 19  Assessing Reading Skills:  Norm-Referenced Measures
READING:  SY Chapter 21; Aaron (1995)

Feb 21Assessing Reading Skill:  CBA and CBM
READING:  Gickling & Rosenfield (1995-BP50)Shinn (1995-BP48); Fuchs &
Fuchs (1998)
Protocol and Report Due

Feb 26 Reading Interventions: Early Literacy & Phonological Awareness
READING:  Good et al. (1998); Englert et al. (1998);
Spear-Swerling & Sternberg (1996)

Feb 28 Reading Interventions:  Comprehension
READING:  Mastropieri & Scruggs (1997)
Protocol and Report Due

Mar 05 Language Minority Children & Special Education
READING:  Gersten & Woodward (1994); Lopez (1995-BP94)

Mar 07 Assessing Oral Language & Listening Comprehension
Assessing Written Language/Spelling
READING:  SY Chapter 23; Baker & Hubbard (1995-BP61)Protocol and
Report Due

Mar 12/14 SPRING BREAK

Mar 19 Written Language/Spelling Interventions - Presentations

Mar 21 Mathematics Instruction & Assessment
READING:  SY Chapter 22; Carnine et al. (1994); Miller & Mercer (1997)

Mar 26Math Interventions - Presentations

Mar 28 Adapting Curriculum & Instruction for Diverse Learners
READING:  Baker et al. (1998); Cole et al. (2000); Switlik (1997)
Protocol and Report Due

Apr 02 Adapting Curriculum & Instruction – Case Study

Apr 04 Grade Retention: Current Practices & Alternatives
READING:  Rafoth & Carey (1995-BP37)

Apr 09 Grading & Homework Practices
READING:  Strein (1997); Keith & DeGraff (1997)

Apr 11 Early Childhood Assessment & Intervention
READING:  SY Chapter 28

Apr 16/18 NO CLASS – NASP CONVENTION

Apr 23 Assessment of Special Populations (Vision Impairment & Hearing
Impairment)
READING:  SY Chapter 19

Apr 25 Assessment of Perceptual-Motor Skills
READING:  SY Chapter 24


READING LIST
P592: Academic Assessment & Intervention
Spring 2001

Aaron, P.G. (1995). Differential diagnosis of reading disabilities.
School Psychology Review, 24,
345-360.

Adams, M.J., & Henry, M.K. (1997). Myths and realities about words and
literacy. School Psychology
Review, 26, 425-436.

Artiles, A.J., Aguirre-Munoz, Z., & Abedi, J. (1998). Predicting
placement in learning disabilities programs:
Do predictors vary by ethnic group? Exceptional Children, 64, 543-559.

Baker, S., & Hubbard, D. (1995). Best practices in the assessment of
written expression. In A. Thomas & J. Grimes (Eds.), Best practices in
school psychology-III. Washington, DC: The National
Association of School Psychologists.

Baker, S., Kameenui, E.J., & Simmons, D. (1998). Characteristics of
students with diverse learning needs. In E. Kameenui & D. Carnine
(Eds.), Effective teaching strategies that accommodate
diverse learners (pp. 19-44). Columbus, OH: Merrill/Prentice Hall.

Carnine, D., Jones, E.D., & Dixon, R.C. (1994). Mathematics:
Educational tools for diverse learners. School Psychology Review, 23,
406-427.

Englert, C.S., Mariage, T.V., Garmon, M.A., & Tarrant, K.L. (1998).
Accelerating reading progress in early in early literacy project
classrooms. Remedial and Special Education, 19, 142-159.

Flanagan, D.P, & McGrew, K.S., & Ortiz, S.O. (2000). The Wechsler
intelligence scales and Gf-Gc theory (pp. 375-391). Boston: Allyn &
Bacon.

Foorman, B.R. (1995). Research on "The Great Debate": Code-oriented
versus whole language approaches to reading instruction.  School
Psychology Review, 24, 376-392.

Fuchs, L.S., & Fuchs, D. (1998). Treatment validity: A unifying
concept for reconceptualizing the identification of learning
disabilities. Learning Disabilities Research & Practice, 14, 204-219.

Gersten, R. & Dimino, J. (1993). Visions and revisions: A special
education perspective on the whole language controversy. Remedial and
Special Education, 14(4), 5-13.

Gersten, R. & Woodward, J. (1994). The language minority student and
special education: Issues, trends, and paradoxes. Exceptional
Children, 60, 310-322.

Gickling, E.E., & Rosenfield, S. (1995). Best practices in
curriculum-based assessment.  In A. Thomas & J. Grimes (Eds.), Best
practices in school psychology – III. Washington, DC: The National
Association of School Psychologists.

Good, R.H., Simmons, D.C., & Smith, S.B. (1998). Effective academic
interventions in the United States: Evaluating and enhancing the
acquisition of early reading skills. School Psychology Review, 27,
45-56.

Gresham, F.M., MacMillan, D.L., & Siperstein, G.N. (1995). Critical
analysis of the 1992 AAMR definition: Implications for school
psychology. School Psychology Quarterly, 10, 1-19.

Harrison, P.L., & Robinson, B. (1995). Best practices in the
assessment of adaptive behavior. In Thomas & J. Grimes (Eds.), Best
practices in school psychology – III. Washington, DC: The
National Association of School Psychologists.

Kavale, K.A., & Forness, S.R. (1995). The nature of learning
disabilities: Critical elements of diagnosis and classification
(pp.140-186, 287-291). Mahwah, NJ: Lawrence Erlbaum Associates.

Keith, T.Z., & DeGraff, M. (1997). Homework. In G. Bear, K. Minke, &
A. Thomas (Eds.), Children's needs II: Development, problems, and
alternatives (pp.477-487). Washington, DC: The National
Association of School Psychologists.

Lopez, E.C. (1995) Best practices in working with bilingual children.
In A.Thomas & J. Grimes (Eds.), Best practices in school psychology –
III. Washington, DC: The National Association of School
Psychologists.

Mastropieri, M.A., & Scruggs, T.E. (1997). Best practices in promoting
reading comprehension in students with learning disabilities:
1976-1996. Remedial and Special Education, 18, 197-213.

McGill-Franzen, A., & Allington, R.L. (1991). The gridlock of low
reading achievement: Perspectives on practice and policy. Remedial and
Special Education, 12(3), 20-30.

Miller, S.P., & Mercer, C.D. (1997). Educational aspects of
mathematics disabilities. Journal of Learning
Disabilities, 30, 47-56.

Polloway, E.A., Patton, J., Smith, T., & Buck, G. (1997). Mental
retardation and learning disabilities: Conceptual and applied issues.
Journal of Learning Disabilities, 30, 297-308.

Rafoth, M.A., & Carey, K. (1995). Best practices in assisting with
promotion and retention decisions. In A.Thomas & J. Grimes (Eds.),
Best practices in school psychology – III. Washington, DC: The
National Association of School Psychologists.

Reschley, D.J., & Ward, S.M. (1991). Use of adaptive behavior measures
and overrepresentation of black students in programs for students with
mild mental retardation. American Journal of Mental
Retardation, 96, 257-268.

Roberts, M.L. (1995). Best practices in assessing environmental
factors that impact student performance. In A.Thomas & J. Grimes
(Eds.), Best practices in school psychology – III. Washington, DC: The
National Association of School Psychologists.

Ross-Reynolds, G. (1990). Best practices in report writing. In A.
Thomas & J. Grimes (Eds.), Best practices in school psychology-II.
Washington, DC: The National Association of School
Psychologists.

Shinn, M.R. (1995). Best practices in curriculum-based measurement and
its use in a problem-solving model. In A.Thomas & J. Grimes (Eds.),
Best practices in school psychology – III. Washington,
DC: The National Association of School Psychologists.

Shinn, M.R., & McConnell, S. (1994). Improving general education
instruction: Relevance to school Psychologists. School Psychology
Review, 23, 351-371.

Spear-Swerling, L., & Sternberg, R.J. (1996). Off-track: When poor
readers become learning disabled. Boulder, CO: Westview Press.

Spear-Swerling, L., & Sternberg, R.J. (1998). Curing our ‘epidemic' of
learning disabilities. Phi Delta Kappan, 79, 397-401.

Stone, B.J. (1995). Best practices in the use of standardized
assessments. In A.Thomas & J. Grimes (Eds.), Best practices in school
psychology – III. Washington, DC: The National Association of
School Psychologists.

Strein, W. (1997). Grades and grading practices. In G. Bear, K. Minke
& A. Thomas (Eds.), Children's needs II: Development, problems, and
alternatives (pp. 467-475). Washington, DC: The National
Association of School Psychologists.

Switlick, D.M. (1997). Curriculum modifications and adaptations. In D.
Bradley, M. King-Sears, & D. Switlick (Eds.). Teaching students in
inclusive settings. Boston: Allyn & Bacon.