Syllabus

Course Code ED623 (Online)

Arcadia University Education Semester Peggy Hickman E-mail: hickmanp@arcadia.edu Work Phone: 267-218-1419 Skype: peggy.hickman4 Fax: 215-572-4075 Office Hours: By appointmentPlease do not hesitate to set up an appointment to meet in person or to talk via phone/skype (Dr. Hickmans skype ID is peggy.hickman4) if that will help with any questions or thoughts you have !!!!

Policy regarding feedback: I will return emails within 48 hours and grade your assignments within a week.

Welcome! This course is part of a four-course sequence for those interested in obtaining the ESL Program Specialist Certificate in Pennsylvania. It is also required for students obtaining Reading Specialist Certification, and for graduate students obtaining Special Education Certification through Arcadia. Students who receive this certificate must also have Instructional I certification in order to be an ESL teacher in Pennsylvania. This course focuses on multiple forms of assessment utilized with culturally and linguistically diverse (CLD) students, and examines the role of the context and the purpose of communication in linguistic and literacy performance. It focuses both on large-scale assessments as well as classroom-based assessments and assessment accommodations geared toward CLD students, and in particular, English Language Learners (ELLs). Students will also examine issues of assessment from a social and historical perspective to see the ways that cultural bias and testing ideologies influence assessment procedures currently and historically. The course also examines issues of norming and validity in relation to tests for ELLs. It addresses assessment that focus on evaluating language as well as those that look at academic achievement and content knowledge. This course also includes a focus on the cultural, linguistic, placement, and instructional issues that arise when assessing and developing

individual education and intervention plans for students who may have specific and diverse learning needs. The course will challenge you through real-world, problem-based scenarios. Please try to make connections between what is taking place in your classroom to the content being discussed. If you are not currently teaching, I would like you to address issues as if you were actually teaching in a classroom. This course also requires 12 hours of fieldwork across the semester.

Required Materials

Please only use your Arcadia email address for communication for this course. Other addresses tend to get caught in the University SPAM folder and cause problems with communication. If you are unsure of your Arcadia email address, ID and password, please contact the IT helpdesk: helpdesk@arcadia.edu or 215-572-2898. Since this course is being delivered online, your computer system will need to meet specific hardware and software requirements. You will find a complete listing of hardware and software needs at http://student.arcadia.edu/online . For this course, you will need to have access to Microsoft Office (all of my documents are in MSOffice 2007). Additionally, we will be using other software packages, but Ive tried to utilize free programs. The URLs for those programs will be provided in the course at the appropriate location. 1 Headset w/ microphone, they range in price from $9.99-$29.99. 2 Download Conferencing Software from Wimba to test out your system, it will ask you to do this when you listen to the first podcast. You will need the latest edition of Java to run the Wimba tools: during the Wimba Software Test, it will ask you if you want the latest edition to be installed, and will do it for you.

Minimum Technical Skills Expected The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate websites. 1. 2. 3. 4. The ability to use your Arcadia e-mail address to send and receive e-mails. The ability to learn My Arcadia features found in the Tutorials section of the course, as needed. The ability to use word processing software to read, author, edit and save documents. The ability to use a search engine, like Google, to find information on the web.

Technical Support If you experience any difficulties with accessing the course or email please contact the IT helpdesk 215.572.2898. If you encounter a problem with an assignment or content in the course please contact me.

Resources available In compliance with the Arcadia University policy and equal access laws, appropriate academic accommodations can be made for students eligible for such support. Students are encouraged to register with the Disability Services Office. Please contact either Kathryn Duffy (215-572-2122) or Linda Pizzi (215-572-4068) to verify your eligibility for appropriate accommodations. You can also reach the Disability Support Services website at http://www.arcadia.edu/academic/default.aspx?id=15850. Please speak to me about any requests for academic accommodations or other concerns as early in the semester as possible.

Writing Center The Arcadia University Writing Center operates on a collaborative, peer-to-peer tutoring model aimed at making better writers, not just better writing. Through open-ended talk, inquiry and writing, we help others better understand their own idiosyncratic writing processes. We believe when students understand themselves as writers, they can adapt responsibly to a wide variety of rhetorical situations across the disciplines. Students from ALL disciplines, and at ALL stages of the writing process (prewriting, drafting, revising) come to the Writing Center to meet with trained consultants. There are also consultants on staff who have received additional training in how to support ESOL writers. You can schedule an appointment by calling (215-572-4051), dropping by the Writing Center (Landman Library, Lower Level), emailing writingcenter@arcadia.edu or by filling out our scheduling form, and a consultant will email you to confirm your appointment. Here is the link http://www.arcadia.edu/writingcenter-appt-form/ Introduction Course Objectives Throughout this course, students will a) Understand different types of assessments, their purposes and uses, and issues related to appropriateness of use with diverse populations; b) Understand how special and general education law influences student assessment; c) Understand the nature of formal team collaboration with varied educational professionals in educational settings to problem-solve related to student difficulties; d) Understand the nature of literacy development with ELLs and CLD students and be able to apply this understanding to evaluating student performance; e) Understand the relationship between culture and test/assessment construction; f) Understand the relationship between culture and test/assessment approaches and implementation; g) Understand and analyze the relationship between students background experiences and culture, and test/assessment performance;

h) Evaluate student performance on a variety of assessments, with team members, to problemsolve and develop recommendations for instruction and placement; i) Understand the current problems with disproportionate placement of CLD students into special and gifted education programs in public schools; j) Learn how to determine disproportionality within specific school settings; k) Become familiar with Response to Intervention/Instruction (RTI) Models in schools; l) Develop a clear rationale for implementing Response to Intervention/Instruction programs in schools serving CLD students and ELLs; and m) Understand the nature of state accountability assessments and how they influence decisionmaking with regard to ELLs, among other skills and competencies.

This course also meets the following competencies, delineated by the Pennsylvania Department of Education: Assessment Competencies A: Use multiple and appropriate formative and summative assessment measures for a variety of purposes B: Apply appropriate testing practices for ELLs C: Recognize and share state-allowed testing accommodations for ELLs and varying proficiency levels D: Identify and use multiple assessment resources and measures to make informed decisions concerning an ELLs progression through a language instruction program, observing all applicable national and state requirements. E: Implement a variety of assessment tools as part of classroom instruction, planning for classroom practice of each technique, to record progress towards ELLs English language proficiency and academic achievement F: Inform parents/families, using their preferred mode(s) of communication of federal and statemandated testing and the implications of such testing for ELLs in a language instructional program. G: Identify accountability measures and assessment targets in order to analyze real-time ELL data in order to make programmatic and instructional adjustments H: As part of an instructional planning team, analyze data from various ELL groups to evaluate the effectiveness of an ESL Program or language teaching methodology I: Identify and use a variety of resources and research, including native-language assessment and accommodated assessments, to inform decisions about language differences, giftedness, learning disabilities or other qualities of ELLs that would entitle them to participation in school programs. J: Understand and share multiple measures of assessment data, collected over time, to document ELL growth and progress before considering a referral to a special education or other remedial program.

K: Evaluate and share data, including strengths and weaknesses of each model, with parents/family and other members of a team making informed decisions on referral of an ELL for special education or gifted services. Course Requirements and Assignments Class participation, scholarship and academic honesty will have an effect on the final evaluation. If you experience difficulty at any point in the class (i.e. with project understanding, working with groups, etc), please notify me immediately. If you experience any computer-related difficulties, please contact the Arcadia University IT department: helpdesk@arcadia.edu or 215-572-2898. Conventional rules of plagiarism apply to all assignments. Plagiarism violates the Student Code of Academic Responsibility at Arcadia University. Descriptions of what constitutes plagiarism can be found in the Student Code of Academic Responsibility, on the Arcadia University/MyArcadia website (campus tab, Office of Student Affairs section, Forms and Guidelines link; it is also posted in the Course Documents link on our course Blackboard site). Consequences of plagiarism are strict and immediately enforced. If you are unsure if something you have written constitutes plagiarism, please check with me. Anyone caught plagiarizing will receive an F for an assignment and will have their final course grade reduced by one letter grade. More than one incidence of plagiarism will result in an F for the course and possible disenrollment from the University. Permission for completing assignments on a date other than the due date is only granted for unusual (i.e., emergency) circumstances, and only if notified before the due date. If an extension has not been granted by me, formally in writing, grades on assignments will be lowered because of lateness. This class will be considered a professional environment, and you are expected to act as a professional: respectful of classmates and the professor, offer insight and ideas, and participate meaningfully, as you would in any other professional environment. In order to remove bias from language, you are expected to refer to peoples race and ethnicity, sexual orientation, and abilities and disabilities following person-first language, detailed in the APA Style guidelines available at http://books.apa.org/books.cfm?id=4200066. Students with special needs: Students with special needs are invited to contact me regarding accommodation for any type of physical or learning disability (instructional modifications or accommodations, materials in alternate formats, etc.). For information about Arcadia Universitys academic accommodations or modifications, contact Linda Pizzi (Director) at the Education Enhancement Center (215-572-4086). Students desiring additional support with regard to learning are encouraged to contact the Education Enhancement Center/Writing Center (215-572-4086) for individual student assistance.

The Online Aspect of this Course:

This course is being presented in an online fashion. It is important that you login on a regular basis (daily if possible) and work on a consistent basis to complete your requirements. Since we are not meeting face-to-face, it will be imperative that you participate in the discussion forums by replying to the postings of your classmates. You will need to be self-motivated and try to stay as organized as possible; developing a schedule would be a good idea. We also suggest that you login in the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste into the forum. Please be sure to communicate with your instructor/professor/guest lecturers in a professional manner: e.g., when sending emails be sure to put information in the subject line, and use professional language in the email (no text messaging formats please!). All emergencies or other unexpected circumstances aside, weI will endeavor to provide feedback/grades for assignments within a week of their submission. Further, you should expect a response to any email correspondence to us within a 24-48 hour period. If an urgent response is needed, please note that in the subject line of a private email to one of us. Individual, private email is the quickest way for us to get your message. Discussion Etiquette In this course, we welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field. Diversity of viewpoints is always welcomed. At times, some of you will not agree on the positions that are taken by your colleagues/classmates. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the forum and we will address the issue with the author of the content. Please follow the following strict guidelines for posts and all electronic communication within this course:

Never post, transmit, promote, or distribute content that is known to be illegal. Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or otherwise potentially offensive.

Guidelines, Tips for Effective online posting, discussion, and communication: **Postings should be evenly distributed during the discussion period (not concentrated all on one day or at the beginning and/or end of every posting timeframe) **Avoid postings that are limited to I agree or great idea, etc. If you agree (or disagree) with a posting then say why you agree by supporting your statement with concepts from the reading or by bringing in a related example or experience. **Address the questions as much as possible.

**Try to use quotes from the readings that support your postings. Include page numbers and author/titles of the articles when you do that, to avoid plagiarism concerns **Build on others responses to validate their thoughts while also expressing your own which may be different from their point of view. **Bring in related prior knowledge (work experience, prior course work, readings, etc.) **Use proper etiquette and professional language How do I get people to read my posts? 1. Think of the discussion posts as a dialogue, not a writing exercise. You want to engage yourself in a discussion about the posted topic 2. You might elaborate one single idea and keep your message to one or two paragraphs. Texts longer than that are harder to follow on discussion boards. Of course, better-formulated and clear posts attract more attention. 3. Before you post think about the assignment and take mental or physical notes before you read other responses. 4. Turn your thoughts into questions for others, rather than always asserting your own view. This generates much more interesting and in-depth dialogue and thinking. 5. If you are the first to post, do so with a careful analysis and open-ended questions that invite dialogue. 6. It helps other readers if you include a specific quotation from the message you respond to (xx said, ), rather than the entire post you are responding to, or no reference to the post at all. 7. Choose your subject title carefully. Titles such as Assignment 1 are far less compelling than content-related posts. 8. Once you have posted, check back to see if anyone has responded to you! Get and keep the dialogue going!!! All written assignments will be graded according to the following criteria (as well as other, specific criteria delineated with each assignment): Please note that an A grade indicates the student has gone well above the basic requirements for the assignment/course and has furthered his/her own and others thinking in new ways beyond the assignments. 1. Timeliness of submission. 2. Completeness, and going above and beyond the basic requirements for the assignment 3. Presentation (readability, neatness, SPELLING and grammar (use spell-check and grammar check on the computer!) 4. Following directions and attending to all parts of the assignment 5. In order to possibly receive an A, written work must include the following: Specific ties to (including cites for) information gained through online discussions and in readings Detail Examples provided wherever and whenever appropriate Personal insight and reflective thought Creative thinking and problem-solving

 Connections to your practice, to other course content, and to learning from other courses. Below you will find a description of each requirement and assignment. More detail for each assignment, and grading rubrics, will be presented when they are first introduced. They will represent the following percentages of your final grade: 1. Respectful Class Attendance and Participation 2. In-class Activities/Cases (see below) 3. Fieldwork Total: 20pts 80pts 100pts 200pts

Requirement 1. Class Attendance and Participation Class attendance and participation is highly valued--it represents 20% of your final grade! In order to participate meaningfully, you are required to critically read the materials prior to online activities. It becomes very obvious to the instructor and your classmates, especially in an online environment, when you have not done the assigned readings, both in the level of your participation and the depth of your participation. YOU MUST READ AND PARTICIPATE TO LEARN IN THIS CLASS!! You must also attend to online activities in order to participate. Also included in this grade are self- and group-evaluations of performance/participation in group projects and active, thoughtful, and insightful participation in large and small group discussions. A rubric for grading this requirement will be posted in the Blackboard site and emailed to participants. Requirement 2. Participation in Activities (80 pts) There are a variety of activities you will be participating in for each unit. They include: 1. Discussing topics and questions in class 2. Case Work: All students will complete case work individually. Students will participate in discussions and problem-solving with their classmates around a particular scenario. 3. Course tasks: Each week will include in-class assignments that must be completed. Details will be provided each week. Details will be provided with the case work scenario, regarding tasks and grading. Scenario responses will be graded *individually* in relation to equitable work by each member of the group, on a scale from 1-75, or 1-100, depending on the scenario. Final points will be the score divided by ten (e.g., if earning 80/100 points, course points toward final grade will be 8). (PDE competencies: A: Use multiple and appropriate formative and summative assessment measures for a variety of purposes;B: Apply appropriate testing practices for ELLs; C: Recognize and share state-

allowed testing accommodations for ELLs and varying proficiency levels; D: Identify and use multiple assessment resources and measures to make informed decisions concerning an ELLs progression through a language instruction program, observing all applicable national and state requirements; E: Implement a variety of assessment tools as part of classroom instruction, planning for classroom practice of each technique, to record progress towards ELLs English language proficiency and academic achievement; F: Inform parents/families, using their preferred mode(s) of communication of federal and state-mandated testing and the implications of such testing for ELLs in a language instructional program; G: Identify accountability measures and assessment targets in order to analyze real-time ELL data in order to make programmatic and instructional adjustments; H: As part of an instructional planning team, analyze data from various ELL groups to evaluate the effectiveness of an ESL Program or language teaching methodology; I: Identify and use a variety of resources and research, including native-language assessment and accommodated assessments, to inform decisions about language differences, giftedness, learning disabilities or other qualities of ELLs that would entitle them to participation in school programs; J: Understand and share multiple measures of assessment data, collected over time, to document ELL growth and progress before considering a referral to a special education or other remedial program.) Requirement 3: Fieldwork (total:100 pts) Each student will participate in 12 hours of fieldwork with a K-12 ESL student. Details are provided in the fieldwork guide. Total fieldwork reflection points: 60 Total Child Study points: 40 (PDE competencies: A: Use multiple and appropriate formative and summative assessment measures for a variety of purposes;B: Apply appropriate testing practices for ELLs; C: Recognize and share stateallowed testing accommodations for ELLs and varying proficiency levels; D: Identify and use multiple assessment resources and measures to make informed decisions concerning an ELLs progression through a language instruction program, observing all applicable national and state requirements; E: Implement a variety of assessment tools as part of classroom instruction, planning for classroom practice of each technique, to record progress towards ELLs English language proficiency and academic achievement; G: Identify accountability measures and assessment targets in order to analyze real-time ELL data in order to make programmatic and instructional adjustments; H: As part of an instructional planning team, analyze data from various ELL groups to evaluate the effectiveness of an ESL Program or language teaching methodology; I: Identify and use a variety of resources and research, including native-language assessment and accommodated assessments, to inform decisions about language differences, giftedness, learning disabilities or other qualities of ELLs that would entitle them to participation in school programs; J: Understand and share multiple measures of assessment data, collected over time, to document ELL growth and progress before considering a referral to a special education or other remedial program.) ALL ASSIGNMENTS ARE DUE SUNDAY AT 11:59PM (MIDNIGHT ), THE LAST DAY OF THE

UNIT, UNLESS OTHERWISE SPECIFIED.

Unit Schedule

Tentative Course Outline: *This course schedule will serve as a tentative guide for topics to be discussed. Changes may occur given student interest, need, or other variables noted by the professor. Activities, Objectives, etc will be posted in the Unit folders on Blackboard beginning at 5 pm the day the Unit begins.

Unit

Dates/

Topic

Text/Article Readings Due for this Unit Due by Thursday, Jan. 17, 11:59 pm: Introduction in Bb discussion board 1, also please post to at least two other students posts!

January 14-20

*Introduction to course * Introduction to Blackboard

Due by Sunday, Jan. 20, 11:59 pm: a private email to Dr. Hickman (hickmanp@arcadia.edu) noting your reading of the syllabus and plagiarism guidelines posted in the course documents link, and your commitment to abide by them.

Also: Check Unit 1 link on Blackboard for other assignments, including posts and responses on the Discussion Board, Unit 1.

January 21-Jan 27

*Assessment Basics: Purposes,

TEXTS:

(varied due dates for assignments related to each topic apply, please check assignments carefully!)

types, descriptions, functions, processes, validity/reliability and relationship to the instructional cycle (in general and in relation to English language learners and CLD students)

*Gottlieb, chapter 1 *Hamayan et al., chapter 1

*Overview of Special Education Processes, including assessment and identification

*History, general and special educational law, and contextual factors in the assessment of CLD students

Jan 28-Feb 10 (varied due dates for assignments related to each topic apply, please check assignments carefully!)

* IDEA and NCLB as cultural documents *Acculturation and School Functioning *Second language development and acquisition (quick review/overview) *Oral Language Proficiency Assessments *TESOL Standards (6) *PDE ESL/literacy standards and instruction for ELLs (link)

TEXTS: Hamayan et al., chapters 8, 9 and 11

Gottleib, ch. 3

DUE: Reflection 1 Fieldwork

Feb 11-Feb 24

*Developing Effective Instructional and Learning Environments

TEXTS: Gottleib, ch. 2, 4-7 Hamayan et al., chapter 5, 10

*Case: Xiao Yan pts. 1 & 2

Feb. 25-March 3

*Science and math assessment with ELLs

Articles: Luykx, Lee, Mahotiere, et. al., 2007 (in course documents file) Cuevas, 1984 (in course documents file) Khisty, 1995 (in course documents file) Ladson-Billings, 1995 (in course documents file)

DUE: Reflection 2 Fieldwork

March 4-March 10

*Cultural reciprocity and working with parents/community in assessment

TEXT: Hamayan et al., chapters 6 & 7

*Case Mr. North

DUE: Reflection 3 Fieldwork

March 10-17, 2013: Spring Break

March 18-24

*Large-scale accountability assessments and bilingual students

TEXT: Gottlieb, chapter 8

*Testing Accommodations (PDE Accommodations Guidelines)

DUE: Reflection 4 Fieldwork

*High-stakes testing and ELLs

*Letter to the Principal Activity

March 25-April 7 (varied due dates for assignments related to each topic apply, please check assignments carefully!)

*Working with ELLs with diverse academic and learning needs

TEXT: Hamayan et al., Chapters 2 & 3

*Early/pre-referral intervention Processes and Teams: SST, RTI and ELLs

Articles:

*Assessment of learning disabilities: Considerations relative to language difference

NCCREST position statement (handout in course documents file)

DUE: Reflection 5 Fieldwork *Cases: Chinese Student; Isabel

April 8-April 14

*Determining disproportionate representation

Articles: Online readings

*Assessments of (dis)ability and giftedness: Considerations for ELLs

Hasp & Hosp, 2001 (course documents file)

DUE: Reflection 6 Fieldwork

10

April 15-April 21

*Assessment of Behavior: Cultural Considerations and the dilemma of disproportionate representation

TEXT: Hamayan et al., chapter 12

*Culture and Functional Behavior Assessments

Articles: Salend and Taylor, 2002 (in course documents file)

*Case: Edith Wang, McCart, & Turnbull, 2007 (in course documents file)

11

April 22-April 28

*Child Study Presentations* via Voicethread

DUE April 22: Child Study (complete) uploaded and voice presented via Voicethread (www.voicethread.com)