Carmen McQueen

FRIT 7231
Key Assessment

Part I: Identification of Learning Problem

General Audience
The audience for this online learning module consists of the special education teachers and the
speech-language pathologists within the John Doe County School system. This county currently
employs about sixty-five special education teachers and seven speech-language pathologists. For
the upcoming school year (2014-15), this will be a diverse population in regards to experience in
the schools. While no turnover is expected in regards to the speech-language teachers, John Doe
County Schools will be hiring approximately sixteen new special education teachers. Therefore,
the audience for this learning environment will range from no experience in John Doe County
Schools (and perhaps no teacher experience at all) to those with 25 or more years of experience
in this school district. The education level of learners will be varied also, with some learners
holding a bachelors degree, most holding a masters degree, and a few holding a specialists
degree. This district does not have any doctoral level special education or speech-language
pathologists, although this could change depending on the new teachers hired.
Problem Identification
Special education regulations require a students eligibility be addressed every three years. A
team, minimally consisting of a parent, special education teacher, general education teacher,
school psychologist, and a representative of the school administration, meets to determine if
there is sufficient information and data to continue the childs eligibility (redetermination) or
whether additional data needs to collected through an evaluation by the school psychologist to
determine whether the student continues to meet eligibility criteria (re-evaluation). For the 201415 school year, John Doe County Schools will introduce a new procedure for this
redetermination/re-evaluation process. This new procedure will require training to address
differences in teacher and speech-language pathologist preparation for upcoming cases, changes
in paperwork, and changes in the order that meetings should be conducted. For most learners,

this will require relearning procedures (current teachers) and for some learners this will be all
new information (new hires).
Instructional Goals

Learners will be able to correctly identify upcoming cases for redetermination/reevaluation.

Learners will be able to adequately prepare for an updated redetermination/re-evaluation
meeting.
Learners will be able to correctly identify paperwork required for the redetermination/reevaluation process.
Learners will become familiar with the new agenda for redetermination/re-evaluation
meetings.
Part II: Learner Analysis

Introduction
The learners for this online environment will be comprised of sixty-five special education
teachers and seven speech-language pathologists. Data regarding this group of learners was
derived from a subject matter expert. Of these seventy-two professionals, 93% are females, 7%
are minorities. Additionally, 78% have previous experience in the current county.
Entry Characteristics

Learners must possess basic computer skills.

Prior Experience
78% of the learners have prior experience in John Doe County Schools with the reevaluation/redetermination process. While this learning environment will be teaching a new
process, some of the tasks will be the same or similar. Therefore, the majority of learners have
experience gathering many pieces of the needed data in order for the team to make an eligibility
decision. Similarly, although there will be some changes in the order of reevaluation/redetermination meetings, the majority of the learners have prior experience running
special education meetings for this county. Additionally, John Doe County Schools uses an
electronic special education management system called SEMS. This program will continue to be
used in the new process and the fact that the majority of learners have experience with this
program will be helpful in this learning environment.

Potential Misconceptions
The following potential misconceptions regarding the new process for the reevaluation/redetermination process are possible:

Learners may feel the new process will entail more work.
Learners may be concerned that an eligibility determination is being made outside of the
committee meeting.
Learners may have the misconception that a childs eligibility cannot be redetermined
more than one time.
Learners may have the misconception that rating scales are a requirement for a
redetermination.

Attitude Toward Content and Academic Motivation

As with any large group, the attitude and academic motivation of learners will be mixed.
Some learners are eager to implement the new process while others are not eager to embrace this
change in procedures. Likewise, some of the professionals are more vested in the students and
the county and therefore are more likely to put in the time and effort to fully understand this
process.
General Learning Preferences
The general learning preferences for the participants of this learning environment will be
mixed with some preferring verbal, some preferring visual, and some preferring hands-on
learning. Information such as this has previously been delivered to this set of learners in a large
group setting, with the director of special education presenting the information verbally, with
information possibly paired with a handout. Utilizing a digital learning environment will allow
all learning preferences to be met.
Part III: Task Analysis
I conducted a task analysis using the procedural analysis method. This task analysis method
requires one to identify the steps required to complete a procedure. This method was selected
because the design project being created involves teaching special education teachers how to
implement a new procedure regarding the redetermination/re-evaluation process in John Doe

County Schools. I began by using index cards to write down the steps of this procedure. Using
the index cards allowed rearranging and adding steps with ease. After completing the index
cards, I created a task analysis outline in a word document. The outline was reviewed
thoroughly to ensure all needed steps were included. This task analysis outline is included
below.
Task Analysis Outline
A. Identify upcoming cases that require a redetermination/re-evaluation conference
1. Review case log that includes all students special education eligibility dates
2. Create a list of all students whose 2-year anniversary of special education date will
fall within the school year
3. Also include on list students whose 2-year anniversary of eligibility date falls within
the first month of the following school year (these will need to be completed during
the current school year).
B. Prepare for a redetermination/re-evaluation meeting (using new process)
1. 6 weeks prior to 2-year eligibility date, schedule a Redetermination/Re-evaluation
conference for close to the 2-year date
a. Send home:
i. Meeting notice
ii. Consent for Data Collection form
iii. Update to Social History form
iv. if students category of eligibility is Other Health Impaired, also send
home Medical Recommendation for Other Health Impaired Children
form for parents to get childs doctor to complete
2. Between 4-6 weeks prior to meeting, gather the following data/information (after
receipt of signed Consent for Data Collection):
a. Current hearing and vision screening
b. Attendance record
c. Discipline log
d. Standardized testing data (CRCT, EOCT, Milestones, etc.)
e. Benchmark data (GRASP, MAP, etc.)
f. Current medical information of significance (including Medical
Recommendation for Other Health Impaired Children form if the childs
g.
h.
i.
j.
k.

eligibility category is Other Health Impaired)

Previous eligibility report
Classroom grades
Previous psychological report
Transcript for high school students
Update to Social History form

3. 4 weeks prior to meeting, schedule time and meet with school psychologist (face-toface or by telephone)
a. After reviewing information with teacher, school psychologist will provide a
recommendation
i. If data shows student continues to meet Georgia eligibility
requirements, school psychologist will recommend to redetermine
students current eligibility
ii. If data does not clearly show student continues to meet Georgia
eligibility requirements, or if there are concerns in new areas, the
school psychologist will recommend the student undergo a reevaluation.
C. Identify paperwork needed to be completed if students eligibility is redetermined or if
student is referred for a re-evaluation
1. Locate the Redetermination/Re-evaluation Conference form in SEMS (digital
special education data storage system)
a. If anticipating the students eligibility will be redetermined, this form is all
that is required.
b. If anticipating the student will be referred for a re-evaluation, also gather the
Consent to Evaluate form in SEMS for parents to complete during the
meeting
D. Become familiar with the new agenda for meetings requiring a redetermination/reevaluation conference
1. Agenda if a redetermination/re-evaluation conference is held as a stand-alone meeting
a. Introductions
b. All members complete sign-in sheet
c. Provide parents with Parents Rights form, explain rights to parents, and have
parents sign the Documentation of Parental Rights form
d. Review of data gathered (from section B.2)
e. Elicit parent input/concerns
f. Complete Redetermination/Re-evaluation Conference form
g. Elicit committee recommendations
h. Have parents sign document(s)
i. Answer any questions
j. adjourn
2. Agenda if a redetermination/re-evaluation conference is held in conjunction with an
Individualized Educational Plan(IEP) annual review
a. Introductions
b. All members complete sign-in sheet

c. Provide parents with Parents Rights form, explain rights to parents, and have
parents sign the Documentation of Parental Rights form
d. Review expiring IEP (which would include review of data gathered (from
e.
f.
g.
h.
i.
j.
k.

section B.2)
Write new IEP
Elicit parent input/concerns
Complete Redetermination/Re-evaluation Conference form
Elicit committee recommendations
Have parents sign document(s)
Answer any questions
adjourn

Subject Matter Expert (SME)

I (Carmen McQueen) will serve as the subject matter expert for this project. My formal
education includes a bachelors degree in Educational Studies from Emory University in Atlanta,
Georgia, a masters degree in Reading and Learning Disabilities from the University of Miami in
Coral Gables, Florida, and an Educational Specialist degree from Georgia Southern University in
Statesboro, Georgia. I am currently seeking to add the School Library field to my teaching
certificate.
My primary qualification for serving as SME is my current position as a school psychologist in
the John Doe County School system. This position requires me to be a part of the
redetermination/re-evaluation process. Additionally, special education leadership within our
county has relied on the school psychologists to help revamp this process. Therefore, I have
been involved in this process, have studied the process, and have been part of the team to
develop the new process that streamlines eligibility decisions while following state and federal
guidelines.

Flowchart
Identify upcoming cases

review case log

with eligibility dates

Prepare for meeting

identify students with upcoming

2-year eligibility anniversary

6 weeks prior to date:

Schedule meeting,
Send home:

4-6 weeks prior to meeting:

gather for following data-

4 weeks prior to meeting:

meet with school psychologist

Meeting notice,
Consent for Data
Collection form,
Update to Social
History form,
OHI form, if needed

current hearing/vision,
attendance records,
discipline log, test data,
medical information,
previous eligibility report,
classroom grades, previous
psychological report,
transcript (high school only),
Update to social history

based on data, school

psychologist will either
recommend students
current eligibility be
redetermined or student
will be referred for a
re-evaluation

Identify paperwork
to complete for a
redetermination and
for a re-evaluation

locate Redetermination/
Re-evaluation Conference if anticipate a referral
form in SEMS
for a re-evaluation

become familiar
with new agenda
agenda if conference is stand-alone meeting
Agenda if conference is part of IEP meeting
-introductions, sign-in sheet, parent rights/documentation,
review expiring IEP, write new IEP, elicit parent input,
complete conference form, gather committee recommendation,
parental signatures, answer questions, adjourn

print out Consent to Evaluate

form from SEMS also
-introductions
-sign-in sheet
-parent rights/documentation
-review of data
-elicit parent input
-complete conference form
-gather committee recommendation
-parent signatures
-answer questions
-adjourn

Part IV: Instructional Objectives

Terminal Objective 1: Given access to SEMS (special education digital document management
system), learners will be able to generate eligibility dates.
Enabling Objectives:
1A: To log-in to SEMS
1B: To create case load list with eligibility date
1C: To determine 2-year anniversary of eligibility dates that fall within current school year and
first month of the following school year.
Terminal Objective 2: After learning new process, learners will be able to adequately prepare
for upcoming redetermination/re-evaluation meetings.
Enabling Objectives:
2A: Recall the first step in process is to obtain parental consent
2B: Identify data needed for redetermination/re-evaluation meetings
2C: Identify when to meet with school psychologist
Terminal Objective 3: After learning the new process, learners will be able to identify
paperwork needed to be completed.
Enabling Objectives:
3A: Identify paperwork needed if students eligibility is being redetermined
3B: Identify paperwork needed if student will be re-evaluated to determine eligibility
Terminal Objective 4: Learners will understand new agenda for meetings that include a
redetermination/re-evaluation process.
Enabling Objectives:
4A: Demonstrate new agenda for a redetermination/re-evaluation conference that is a stand-alone
meeting.
4B: Demonstrate new agenda for a redetermination/re-evaluation conference is part of an
Individual Education Plan annual review.
Classification of Instructional Objectives:
Performance

Content
Fact
Concept
Principles
Procedure

Recall

Application

3, 3A, 3B
1, 1A, 1B, 1C, 2, 2A, 2B, 2C, 4, 4A, 4B

Interpersonal
Attitude
Relationship between Instructional Objectives and Standards:
Instructiona
l Objectives
1, 1A, 1B,
1C
2, 2A, 2B, 3,
3A, 3B, 4,
4A, 4B
2C

Council for Exceptional Children Special Education Standards for

Professional Practice
8.1.
Maintain accurate student records and assure that appropriate
confidentiality standards are in place and enforced.
3.2.
Maintain current knowledge of procedures, policies, and laws relevant to
practice.
4.4.
Collaborate with both general and special education professional
colleagues as well as other personnel serving individuals with exceptionalities to
improve outcomes for individuals with exceptionalities.

Part V: Development of Assessments

Goals

Lesson 1: Determine
students on your
caseload with 2-year
eligibility anniversary
date.
-Video demonstrating
how to log on and
learners practice logging
on
-Prezi presentation with
steps to create caseload
list and students locate
eligibility date for 5
students
-video with rule to
determine 2-year date
and learners determine
2-year date for 5
students
Learners will be able to
log-in to SEMS.
Learners will be able to
locate eligibility date in
SEMS.
Learners will be able to
determine 2-year
eligibility anniversary
date and create a list of

Lesson 2: Preparing
for Upcoming
Redetermination/Reevaluation Meetings
-learn handbook and
view video explaining
redetermination/reevaluation process and
learners will practice
mnemonic: Can Dogs
Sit? (C= consent, D=
data collection, S=
school psychologist).

Lesson 3: Choosing the

Correct Paperwork
-view a video
demonstrating how to
locate needed paperwork
in SEMS and learner
will explain the
paperwork needed.

Lesson 4: Tying it all

together: Meetings
-learners will read
handbook and view
video with 2 mock
meetings and will
demonstrate 2 meeting
agendas

Learners will recall that

they must first obtain
parental consent.
Learners will identify
needed data for the
redetermination/reevaluation process.
Learners will identify
the need to meet with

Learners will recall that

the Redetermination
form from SEMS is
required if students
eligibility is being
redetermined.
Learners will recall that
the Redetermination
form plus the Consent to

Learners will become

familiar with new
agendas for
Redetermination/Reevaluation meetings.

Objectives

Assessments

students whose 2-year

dates fall within current
school year or first
month of next school
year.
Terminal Objective 1:
Given access to SEMS
(special education
digital document
management system),
learners will be able to
generate 2-year
eligibility anniversary
dates.
Enabling Objective 1A:
To log-in to SEMS
Enabling Objective 1B:
To create caseload list
with eligibility dates
Enabling Objective 1C:
To determine 2-year
eligibility anniversary
dates that fall within
current school year and
first month of the
following school year.

school psychologist to
review data.

Evaluate is required if a
student is being reevaluated to determine
eligibility.

Terminal Objective 2:
After learning new
process for
redetermination/reevaluation meetings,
learners will identify
how to prepare for
upcoming
redetermination/reevaluation meetings.
Enabling Objective 2A:
Recall the first step in
process is to obtain
parental consent
Enabling Objective 2B:
Identify data needed for
redetermination/reevaluation meetings
Enabling Objective 2C:
identify when to meet
with school psychologist

Terminal Objective 3:
After learning new
redetermination/reevaluation process,
learners will be able to
identify paperwork
needed to be completed.
Enabling Objective 3A:
Identify paperwork
needed if students
eligibility is being
redetermined.
Enabling Objective 3B:
Identify paperwork
needed if student will be
re-evaluated to
determine eligibility.

Terminal Objective 4:
Learners will understand
new agenda for meetings
that include a
redetermination/reevaluation process.
Enabling Objective 4A:
Demonstrate new
agenda for a
redetermination/reevaluation conference
that is a stand-alone
meeting.
Enabling Objective 4B:
Demonstrate new
agenda for a
redetermination/reevaluation conference is
part of an Individual
Education Plan annual
review.

Performance based
assessment: Learners
will generate the

Quiz

Quiz

Quiz

UDL

caseload list of their

remaining students
multiple means of
representation and
multiple means of
expression

multiple means of
representation

multiple means of
representation and
multiple means of
expression

multiple means of
representation and
multiple means of
expression

Assessment for Lesson 1

Performance based assessment: Learners will generate the caseload list of their remaining
students (5 were created as practice during the lesson) including 2-year anniversary dates.
Learners may use a word document or excel document.
Terminal Objective 1: Given access to SEMS (special education digital document management
system), learners will be able to generate eligibility dates.
Enabling Objectives:
1A: To log-in to SEMS
1B: To create case load list with eligibility date
1C: To determine 2-year anniversary of eligibility dates that fall within current school year and
first month of the following school year.
Example:
Last Name
Smith
Jones
Fox
Chase

First Name
Jane
James
Fran
Chevy

Eligibility Date
2/14/2013
8/26/2014
10/01/12
5/08/14

2-Year Date
2/14/2015
8/26/2016
10/1/14
5/8/16

R/R this year?

Yes
No
Yes
No

Assessment for Lesson 2

Terminal Objective 2: After learning new process, learners will be able to adequately prepare
for upcoming redetermination/re-evaluation meetings.
Enabling Objectives:
2A: Recall the first step in process is to obtain parental consent
2B: Identify data needed for redetermination/re-evaluation meetings
2C: Identify when to meet with school psychologist
Quiz
1. What is the first step in the redetermination/re-evaluation process?
a. Gather paperwork
b. Talk to principle
c. Obtain consent
d. Schedule meeting
2. Which piece of data is NOT needed for a redetermination/re-evaluation conference?
a. Rating scales
b. Hearing/vision screening
c. Classroom grades
d. Standardized test scores

3. When should you meet with a school psychologist regarding a redetermination/reevaluation conference?
a. 2 days prior to the 2-year eligibility anniversary date
b. 2 months prior to scheduling meeting
c. During the redetermination/re-evaluation conference
d. 1 month prior to meeting
4. True or False? The mnemonic Can Dogs Sit? stands for Consent, Data, School
Psychologist
Answer Key:
1.
2.
3.
4.

c
a
d
True

Assessment for Lesson 3:

Terminal Objective 3: After learning the new process, learners will be able to identify
paperwork needed to be completed.
Enabling Objectives:
3A: Identify paperwork needed if students eligibility is being redetermined
3B: Identify paperwork needed if student will be re-evaluated to determine eligibility
Quiz
1. True or False? The paperwork needed if the students eligibility is redetermined is the
same as the paperwork needed if the student will be re-evaluated to determine his/her
eligibility?
2. What form is always completed at the redetermination/re-evaluation conference?
a. Parental consent to collect data
b. Teacher evaluation completed by parent
c. Redetermination/re-evaluation conference form
d. Individualized Educational Plan minutes
3. Where are forms to be completed for the redetermination/re-evaluation found?
a. Special Education Handbook
b. SEMS
c. Front office of school
d. Special Education Shares Drive
4. True or False? A parent is required to sign the redetermination/re-evaluation conference
form.
Answer Key
1. False
2. c

3. b
4. True
Assessment for Lesson 4
Terminal Objective 4: Learners will understand new agenda for meetings that include a
redetermination/re-evaluation process.
Enabling Objectives:
4A: Demonstrate new agenda for a redetermination/re-evaluation conference that is a stand-alone
meeting.
4B: Demonstrate new agenda for a redetermination/re-evaluation conference is part of an
Individual Education Plan annual review.
Quiz
Please list agenda order for a Redetermination/Re-evaluation conference that is part of an
Individualized Educational Plan:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Answer Key
1. Introductions
2. Parental rights
3. Present levels of performance
4. Review of previous goals and objectives
5. Develop new goals and objectives
6. Parental concerns
7. Discuss assistive technology needs
8. Develop service plan
9. Redetermination/re-evaluation conference
10. Answer questions
UDL:

Lesson 1- Multiple means of expression: Learners will have a choice of creating caseload list
using a word document or an excel spreadsheet.
Lesson 2- Multiple means of representation and multiple means of expression: Learners will be
able to choose to read quiz or have it read to them using text-to-talk, students can complete quiz
or record audio answers for quiz.
Lesson 3- Multiple means of representation and multiple means of expression: Learners will be
able to choose to read quiz or have it read to them using text-to-talk, students can complete quiz
or record audio answers for quiz.
Lesson 4- Multiple means of expression: Learners will be able to complete the quiz via computer
or can record (audio or video) answers.
Part VI: Content Sequencing and Instructional Strategies
Instructional Sequence
Sequenc
e
1
2
3
4

Description
Determine students with upcoming 2-year eligibility anniversary dates
Learn to prepare for upcoming redetermination/re-evaluation meetings
Know the correct paperwork to complete for redetermination/reevaluation meetings
Learn new meeting agendas

Objectiv
e
1
2
3
4

The world-view sequence teaches tasks, concepts, or procedures in the chronological order they
would be encountered. Since this project aims to teach learners to use the new special education
process for redetermination/re-evaluation conferences, it was determined that tasks should be
taught in chronological sequence.

Lesson 1: Determining students on your caseload with 2-year eligibility anniversary dates
Objective 1: Given access to SEMS (special education digital document management system),
learners will be able to generate 2-year eligibility anniversary dates.
Objective 1A: To log-in to SEMS
Initial Presentation: Learners will view a video demonstrating logging in to the SEMS system
(Cooper, Tindall-Ford, Chandler, & Sweller, 2001).
Generative Strategy: Learners will rehearse this skill by logging into their own SEMS account
five times (Saville, 2011).
Objective 1B: To create caseload list with eligibility dates

Initial Presentation: Students will view a Prezi presentation paired with audio with steps to create
a caseload list. The presentation will show an example of a caseload list.
Generative Strategy: Students will rehearse this task by locating the eligibility dates for five
students in SEMS (Saville, 2011).
Objective 1C: To determine 2-year eligibility anniversary dates that fall within current
school year and first month of the following school year.
Initial Presentation: Learners will view a video that states the rule for determining 2-year
anniversary (rule: add 2 years to eligibility date and list students whose date falls within current
school year or first month of the following school year). Video will also show 3 worked
examples of determining 2-year date (Morrison, Ross, Kalman, & Kemp, 2013).
Generative Strategy: Learners will determine 2-year eligibility anniversary for 5 students.
Learners will submit via uploaded video or scan in a word document.
This lesson incorporates Universal Design for Learning (UDL) principle of multiple means of
representation due to content being presented to learners through video, audio, and visual means.
Learners will be able to stop and start the video and audio as needed. Additionally, learners will
be able to express their learning through multiple means with a choice of creating a video or
word document.
Lesson 2: Preparing for Upcoming Redeterminations/Re-evaluation meetings
Objective 2: After learning new process for redetermination/re-evaluation meetings, learners will
identify how to prepare for upcoming redetermination/re-evaluation meetings.
Objective 2A: Recall the first step in process is to obtain parental consent
Objective 2B: Identify data needed for redetermination/re-evaluation meetings
Objective 2C: identify when to meet with school psychologist
Initial Presentation: Learners will read Special Education Handbook section on
Redetermination/Re-evaluation meetings (will be linked and also have text-to-talk available).
Learners will then view a video explaining the process in more detail that shows examples of the
data to be collected.
Generative Strategy: Provide learners with this mnemonic to practice: Can (consent) Dogs (data
collection) Sit (school psychologist) (Rummel, Levin, & Woodward, 2003)?
UDL principles used in lesson 2 include the use of multiple means of representation (print, audio,
video) that can be replayed as needed.
Lesson 3: Choosing the Correct Paperwork
Objective 3: After learning new redetermination/re-evaluation process, learners will be able to
identify paperwork needed to be completed.
Objective 3A: Identify paperwork needed if students eligibility is being redetermined.
Objective 3B: Identify paperwork needed if student will be re-evaluated to determine
eligibility.

Initial Presentation: Learners will view a video demonstrating how to locate needed paperwork
in SEMS.
Generative Strategy: Learners will create a video or write a word document explaining the
needed paperwork for a redetermination and for a re-evaluation (Menke, Pressley, Wood,
Woloshyn, Martin, & King (1992).
In lesson 3, learners will have information presented in multiple ways (video with audio) that can
be replayed if needed. Learners will also employ the UDL multiple means of action and
expression principle with a choice of creating a video or word document.
Lesson 4: Tying it all together: Meetings
Objective 4: Learners will understand new agenda for meetings that include a redetermination/reevaluation process.
Objective 4A: Demonstrate new agenda for a redetermination/re-evaluation conference
that is a stand-alone meeting.
Objective 4B: Demonstrate new agenda for a redetermination/re-evaluation conference is
part of an Individual Education Plan annual review.
Initial Presentation: Learners will read the Special Education Handbook section on meeting
agendas (will be linked with text-to-talk available) and then watch a video with 2 mock meetings
(one with redetermination/re-evaluation conference as stand-alone meeting and one with
redetermination/re-evaluation conference as part of IEP meeting).
Generative Strategy: Learners will create PowerPoint, Prezi presentation, or video demonstrating
2 meeting agendas (Jonassen, 1988).
Lesson 4 will employ the UDL principles of multiple means of representation (print, audio,
video) and multiple means of expression (choice of PowerPoint, Prezi, or video).

References

Morrison, G. R., Ross, S. M., Kalman, H., & Kemp, J. (2013). Designing effective instruction
(7th ed.). Hoboken, NJ: J. Wiley & Sons.

Sweller, J., Cooper, G., Tindall-Ford, S., & Chandler, P. (2001). Learning by imagining. Journal
of Experimental Psychology: Applied, 68-82.

Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction,
165-169.

Saville, K. (2011). Strategies For Using Repetition As A Powerful Teaching Tool. Music
Educators Journal, 69-75.
Rummel, N. Levin, J., & Woodward, M.M. (2003). Do pictorial mnemonic text-learning aids
give students something worth writing about? Journal of Educational Psychology, 95(2), 327334.
Menke, D., Pressley, M., Wood, E., Woloshyn, V., Martin, V., & King, A. (1992). Encouraging
Mindful Use Of Prior Knowledge: Attempting To Construct Explanatory Answers Facilitates
Learning. Educational Psychologist, 91-109.
Jonassen, D.H. (1988). Integrating learning strategies into courseware to facilitate deeper
processing. In D.H. Jonassen (Ed.), Instructional designs for microcomputer courseware (pp.
151-182). Hillsdale, NJ: Erlbaum.

Part VII: Design of Instruction

Goals

Lesson 1: Determine
students on your
caseload with 2-year
eligibility anniversary
date.
-Video demonstrating
how to log on and
learners practice logging
on
-Prezi presentation with
steps to create caseload
list and students locate
eligibility date for 5
students
-video with rule to
determine 2-year date
and learners determine
2-year date for 5
students
Learners will be able to
log-in to SEMS.
Learners will be able to
locate eligibility date in
SEMS.
Learners will be able to
determine 2-year
eligibility anniversary
date and create a list of

Lesson 2: Preparing
for Upcoming
Redetermination/Reevaluation Meetings
-learn handbook and
view video explaining
redetermination/reevaluation process and
learners will practice
mnemonic: Can Dogs
Sit? (C= consent, D=
data collection, S=
school psychologist).

Lesson 3: Choosing the

Correct Paperwork
-view a video
demonstrating how to
locate needed paperwork
in SEMS and learner
will explain the
paperwork needed.

Lesson 4: Tying it all

together: Meetings
-learners will read
handbook and view
video with 2 mock
meetings and will
demonstrate 2 meeting
agendas

Learners will recall that

they must first obtain
parental consent.
Learners will identify
needed data for the
redetermination/reevaluation process.
Learners will identify
the need to meet with

Learners will recall that

the Redetermination
form from SEMS is
required if students
eligibility is being
redetermined.
Learners will recall that
the Redetermination
form plus the Consent to

Learners will become

familiar with new
agendas for
Redetermination/Reevaluation meetings.

Objectives

Assessments

students whose 2-year

dates fall within current
school year or first
month of next school
year.
Terminal Objective 1:
Given access to SEMS
(special education
digital document
management system),
learners will be able to
generate 2-year
eligibility anniversary
dates.
Enabling Objective 1A:
To log-in to SEMS
Enabling Objective 1B:
To create caseload list
with eligibility dates
Enabling Objective 1C:
To determine 2-year
eligibility anniversary
dates that fall within
current school year and
first month of the
following school year.

school psychologist to
review data.

Evaluate is required if a
student is being reevaluated to determine
eligibility.

Terminal Objective 2:
After learning new
process for
redetermination/reevaluation meetings,
learners will identify
how to prepare for
upcoming
redetermination/reevaluation meetings.
Enabling Objective 2A:
Recall the first step in
process is to obtain
parental consent
Enabling Objective 2B:
Identify data needed for
redetermination/reevaluation meetings
Enabling Objective 2C:
identify when to meet
with school psychologist

Terminal Objective 3:
After learning new
redetermination/reevaluation process,
learners will be able to
identify paperwork
needed to be completed.
Enabling Objective 3A:
Identify paperwork
needed if students
eligibility is being
redetermined.
Enabling Objective 3B:
Identify paperwork
needed if student will be
re-evaluated to
determine eligibility.

Terminal Objective 4:
Learners will understand
new agenda for meetings
that include a
redetermination/reevaluation process.
Enabling Objective 4A:
Demonstrate new
agenda for a
redetermination/reevaluation conference
that is a stand-alone
meeting.
Enabling Objective 4B:
Demonstrate new
agenda for a
redetermination/reevaluation conference is
part of an Individual
Education Plan annual
review.

Performance based
assessment: Learners
will generate the

Quiz

Quiz

Quiz

UDL

caseload list of their

remaining students
multiple means of
representation and
multiple means of
expression

multiple means of
representation

multiple means of
representation and
multiple means of
expression

multiple means of
representation and
multiple means of
expression

Part VIII: Plan for Formative Evaluation

After the completion of the online learning module, learners will receive an email with a survey
for them to evaluate the module. They will be able to email the completed survey back to the
designer.
The designer will have a colleague, another county school psychologist, to serve as a subjectmatter expert for purposes of evaluation. Prior to the online module being presented to any
learners, the colleague will review all materials for the module to ensure the accuracy and
organization of information presented.
Learner Survey
Thank you for participating in this learning module. Please complete this brief survey and email
it back to XXXX@John.Doe.k12.ga.us. This information will help improve the module.
Please circle the answer that describes how much you agree or disagree with each statement:
1. The learning module was easy to navigate.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
2. The content organization made the information easy to understand.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
3. The learning module incorporated strategies to meet diverse learning preferences/needs.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
4. The learning module adequately taught the specified objectives.
Strongly Agree

Agree
Undecided
Disagree
Strongly Disagree
Please answer the following questions:
5. What is the best part of the module?
6. How could the design of the learning module be improved?
SME Evaluation
1. Does the learning module adequately describe the new redetermination/re-evaluation
process?
Yes
No
2. Is any content in the module incorrect?
Yes
No
If yes, please describe:
3. Can any of the content in the module be presented in a way that is easier to understand?
Yes
No
If yes, please describe:
Information gathered from this survey will be examined for themes. Input will drive any
changes needed to be made to the learning environment. Additionally, information from this
survey will inform the designer of additional areas of needed professional needed.