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Assessment  in  Early  Childhood  Special  Education    

Special  Education  524  (3  credits)  
Minnesota  State  University  Moorhead  
Online  Course  Syllabus  
Course  Description/Objectives  
This  course  is  designed  to  provide  the  skills  and  knowledge  necessary  for  the  student  to  competently  
perform  the  assessment  activities  required  in  providing  services  to  young  children  with  special  needs.  
Students  will  be  required  to  conduct  practice  assessments  with  a  variety  of  instruments.  The  course  
requires  competency  in  the  administration  of  developmental  screeners,  criterion-­‐referenced  measures,  
and  norm-­‐referenced  measures.  Report  writing  techniques,  understanding  and  applying  statistical  
concepts  to  assessment,  working  with  culturally  diverse  families,  linking  of  assessment  to  programming,  
and  progress  monitoring  are  also  emphasized.    
The  student  will  demonstrate  the  knowledge,  skills,  and  competencies  necessary  to  evaluate,  
administer,  interpret,  and  utilize  assessment  information  for  programming.  The  student  will  
demonstrate  the  ability  to  effectively  collaborate  and  communicate  with  parents  and  professionals  
during  the  assessment  process.    

Required  Texts/Readings:  
McLean,  M.,  Wolery,  M.,  Bailey,  D.  (2004).  Assessing  Infants  and  Preschoolers  with  Special  Needs  (3rd  
ed.).  Upper  Saddle  River,  NJ:  Pearson  Publishing.  
Losardo,  A.  &  Syverson,  A.  (2011).  Alternative  Approaches  to  Assessing  Young  Children  (2nd  ed.).  
Baltimore,  MD:  Paul  Brookes  Publishing  Co.,  Inc.  

 4.   Humanistic:    MSUM  candidates  value  the  personal  worth  of  each  individual.  Horn  E.  with  an   investigative  attitude.  M.  reflective.  motivational.  and  creative.    Further.    MSUM  candidates'  actions  are  grounded  in  knowledge  of   different  cultural  and  ethnic  groups  within  the  world  community.  gender  and  socio-­‐economics  on  one's  life.  and  in  knowledge  of  the  influence  of  culture  and   history.  Assessment:  Gathering  Meaningful   Information.  humanistic.  and   developmental  variables  and  relate  those  dimensions  to  their  teaching  practices.  and  view  learning  as  an  active  process.  Finally.  built  upon  a  strong  grounding  in   liberal  studies.  13.  abandon  ineffective   methodologies.  MSUM  candidates  bring  a   questioning  spirit  to  received  wisdom  and  conventional  practice  when  needed.  meet  new  situations  with  resourcefulness.  implement  new  ideas.  MSUM   candidates  engage  in  research  and  complex  thinking.Ostrosky.)  (2011).  MSUM   candidates  foster  resiliency  in  the  students  with  whom  they  work  and  model  these  qualities  in  their  own  work.  and  success  for  all  learners.DEC  Monograph  Series  No.     Reflective:    MSUM  candidates  engage  in  thoughtful  analysis  of  the  meaning  and  significance  of  their  actions.  Gathering  Information  to  Make   Informed  Decisions:  Contemporary  Perspectives  About  Assessment  in  EI  and  ECSE:.     CONCEPTUAL  FRAMEWORK  OF  THE  MSUM  TEACHER  EDUCATION  UNIT   MSUM  candidates  are  professionals  who  are  knowledgeable.  MSUM  candidates  are  skilled  at  analyzing  their   teaching  from  a  variety  of  perspectives  and  identifying  connections  between  teaching  strategies  and  student   learning.  MSUM  candidates   recognize  the  important  role  creativity  plays  in  the  design  of  instruction  and  classroom  environment.  and  results  with  regard  to  their  work  in  order  to  assess  progress  in  meeting  this  guiding  principle.    MSUM  candidates  recognize   and  accommodate  a  variety  of  linguistic  and  nonlinguistic  interpersonal  skills  in  their  actions  with  others.    This  is  based  on  a  belief  in  people's   potential  and  innate  ability  to  develop  to  their  fullest.  Missoula.  In  addition.  for   themselves  and  for  their  students.  MSUM  candidates  recognize  learning.  candidates  utilize  a  variety  of  techniques  to  question  their  procedures  and  consider   alternatives  for  instruction  and  student  growth.    They  will.  It  is   through  this  reflective  process  that  candidates  improve  instruction.  seek  and  design  solutions  to  problems..  (Eds.   MSUM  candidates  are  fair-­‐minded  in  their  interactions  with  others.       McClean.  ethnicity.  and  enhance  learning  outcomes  for  their  students.  as  well  as  sensitive  to  and  accepting  of   individual  differences.  MSUM  candidates  demonstrate  the  ability  to   model  connections  between  philosophical  foundations  and  best  practices  in  the  field.  MT.    This  knowledge  base  informs  candidates'   decision-­‐making  as  they  create  environments  that  promote  freedom.  (Eds.  excitement  and  curiosity.  Synder  P.  MSUM  candidates  are   cognizant  of  the  aesthetic  elements  of  the  world  and  draw  on  that  knowledge  to  make  curricular  decisions   designed  to  help  students  not  only  learn  about  aesthetics.  M.  MSUM  candidates  are  able  to   integrate  theory  and  practice.  compassion.  MSUM  candidates  have  an  understanding  of  aesthetics  and  the  diversity  that  is   part  of  the  human  experience  and  will  incorporate  this  knowledge  into  their  work.    MSUM  candidates  understand  the  principles  of  learning.  language.  As  life-­‐long  learners.   Knowledgeable:    MSUM  candidates  display  competence  in  their  subject  matter.DEC  Monograph  Series  No.   Creative:  MSUM  candidates  understand  the  powerful  resources  of  the  arts  and  sciences  and  use  their  knowledge   of  these  areas  to  bring  the  best  of  their  imaginative  and  creative  acts  into  the  classroom.  but  to  also  learn  how  to  think  about  the  world  at  large.  They  design  opportunities  for  others  to  seek  knowledge  and   to  understand  themselves  as  members  of  the  world  community.)  (2002).  assessment  and  technology.  and  with  the  ability  to  pose.   decisions.  DEC.  They   understand  and  apply  legal  and  ethical  considerations  to  all  aspects  of  their  work.  Longmont.  CO:  Sopris  West.   Course  Objectives/Student  Learning  Outcomes:     Upon  completion  of  this  course  the  student  will:       .

.   and  interpret  e valuation/assessment  m easures   -­‐  criterion-­‐referenced  assessment  tool  for     child  birth  to  three  with  an  identified  disability  and  norm-­‐referenced  tool  for  child  with  an   identified  disability  ages  3  through  6  yrs.  review  and  integrate  multidisciplinary  evaluation   results  for  reports..  write  IEP  present  level  of  performance  based  on  multidisciplinary   evaluation...  identify  IFSP  strategies  for   routines-­‐based  intervention  based  on  child  and  family  assessment  which  include  strategies  for   generalization  of  skills.  integrate  multiple  sources   .  problem-­‐solving  meetings.  discuss  child  and   family  assessment  information  with  parents  and  team.  facilitate   team  meetings  with  service  coordinator.    monitor    and  adjust  instruction  and   supports.  pre-­‐ referral.  w rite  e valuation  reports.  write  IFSP  outcomes  based  on  priorities  identified  by  family  assessment   and  addressing  functional  skills  and  participation  in  daily  routines.  facilitate  Child  Study  or  other   team  meeting  with  parent  and  professionals..g.  and  eligibility   decision  making)   • Understand  the  ECSE  IEP/IFSP  process  in  relation  to  evaluation  and  assessment  (e.  complete  the  written  evaluation/assessment  report   with  assessment  results  and  recommendations  for  programming  and  accommodations  to  meet   the  unique  needs  of  the  child  as  well  as  functional  information  about  developmental  domains.   use  systematic  procedures  for  compiling  and  using  data  for  continuous  progress  monitoring.  complete  required  forms  and  paperwork)   • Understand  and  apply  knowledge  of  the  ECSE  due  process  and  procedural  safeguards  activities   (e.  compile  and  integrate  multiple  sources   of  assessment  and  performance  data  to  develop  plans.g.  teachers..  complete   due  process  and  other  forms  as  required)   • Understand  and  conduct  ECSE  evaluation  a nd  a ssessment  a ctivities  (e.  a nd   communicate  the  results  to  families.  and  resources  with  a  family  and   apply  information  to  the  written  evaluation  report  and/or  IFSP.  follow  timeline  and   confidentiality  procedures)   • Understand  the  ECSE  progress  monitoring  process(e.g.  assessment.  review  eligibility  criteria.  including  those  w ith  a  d iagnosed  p hysical  o r  m ental  c ondition  o r  d isorder  that   has  a  h igh  p robability  o f  resulting  in  d evelopmental  d elay.  share  assessment  results  with  family.  parents.)     • Be  able  to  conduct  ECSE  screening  activities(developmental  and  academic)  for  child  find.  review  of  gen   education  data  (IGDI).  and  program  improvement.  to  accelerate  the  rate  of  learning  in  reaching  age-­‐ appropriate  benchmarks.   adapt  a nd  m odify  e valuation/assessment  m ethods  to  a ccommodate  a bilities  a nd  n eeds  o f   the  c hild.  select  and  conduct  a  pre-­‐ literacy/reading  assessment       • Understand  the  E CSE  e ligibility  p rocess  a nd  requirements  (e.  s elect.  making  recommendations  for  intervention.  and  other  professionals/specialists.  supplementary  aids  and  services.  and  facilitate  transition  processes.  complete  due  process  requirements  and  forms  for  children  in  Part  C  and  Part  B  programs.• Understand  the  pre-­‐referral  process  and  conduct  pre-­‐referral  activities  (e.  a dminister..  and  other  adaptations  in  collaboration  with   parents  and  specialists.  instruction.  conduct  a  family   interview  and/or  assessment  of  family  concerns.  determine  need  and  use  of  assistive   technology.    interview  family.g.  determine  preferences  for   evaluation/assessment.  priorities.     complete  all  required  forms  and  paperwork  throughout  this  process.  referral   • Understand  the  ECSE  referral  process  (e.  a nd  o ther  p rofessionals.  etc.   modification  of  instruction.g.  attain  child  and  family  outcomes.g.g.  and  other  data.  discuss  child  and  family  assessment   information  with  parents  and  team.  review   evaluation  and  assessment  results  with  parents  and  other  team  members.    determine  progress  monitoring  procedures  and  how   child  could  participate  in  future  state-­‐wide  assessments.  including  assistive  technologies.  d etermine  n eed  for  a ssistive  technologies  a nd  a daptations.   referral  determination.

 evaluation.  IEPs   due  process.     (11)  assess  the  impact  of  environmental  factors  on  assessment  results  and  the  special  education   evaluation.  produce  and  maintain  data  collection  reports  and  records)     INSTRUCTIONAL  STRATEGIES     Video  lecture  and  lecture  notes  (knowledgeable.   (6)  design.  humanistic)   Evaluation/assessment  administration  (knowledgeable)   Professional  readings  and  review/critique  of  professional  literature  (knowledgeable.  plans.     MN  Board  of  Teaching  Standards:  8710.  and  cultural  and   linguistic  diversity  on  assessment  results  and  the  special  education  referral.  multidisciplinary  evaluation  process  using   unbiased  assessment  measures.  humanistic)   Observation/Interviewing  (knowledgeable.  acquisition.       (8)  communicate  the  results  of  assessments  and  the  evaluation  process  to  students.  and  programming  results.  planning.  reflective.  The  teacher  must  understand  how  to:   (3)  satisfy  child  find  requirements  during  universal  screening  and  early  intervening  efforts.   (12)  assess  the  impact  of  gender.  family  background.  and  adapt  technically  sound  measures  which  are  appropriate  for  the  intended   assessment  purpose  and  the  needs  of  the  student.  and  use  of  assistive  technology  and  supplementary  aids   and  services  in  collaboration  with  parents  and  specialists.  on  the  educational. of  assessment  and  performance  data  into  and  maintain  reports  for  progress  monitoring.  reflective.5500:  Teachers  of  Special  Education:  Early  Childhood     A.     (9)  understand  the  effects  of  various  physical  and  mental  health  conditions.  utilize.     (14)  produce  and  maintain  reports.    A  teacher  of  special  education:  early  childhood  understands  the  foundations  of  special  education   services  for  students  with  a  broad  range  of  developmental  delays  or  disabilities  on  which  to  base   practice.  reflective.   (7)  select.  and  other  professionals.  and  emotional  behavior  of   individuals  with  disabilities  when  planning  and  administering  assessments.  and  follow  required  due  process  procedures  and   timelines.  and  student  assessment  and  performance  data  that   are  required  by  due  process  procedures  and  the  school  system  according  to  timelines  for  each   (15)  support  the  selection.  A  teacher  of  special  education  understands  the  assessment  process  including  referral.  including  the  effects   of  medications.   teachers.  facilitate.  and  accountability  measures.  reflective)     Discussion  boards  (knowledgeable.  social.  creative)   Quizzes/Exams  (knowledgeable)     COURSE  REQUIREMENTS     Evaluation/  Grading  Criteria:   92-­‐100%  =     A          82-­‐91%  =    B            70-­‐81%  =  C          60-­‐69%  =  D     <59  =  F       MN  Board  of  Teaching  Standards:  8710.   planning.5000:  Core  Skills  For  Teachers  Of  Special  Education     B.  families.  and  programming  process.  physical.  evaluation.  and  support  a  comprehensive.  socioeconomic  status.  reflective)   Case  Studies  (knowledgeable.  creative.  cognitive.   planning  and  programming.  The  teacher  must  demonstrate  knowledge  of:   .

 Interactive.  2:   Students  will  describe  similarities  and  differences   Tests  and  Test  Development  (Standardization.  Working   assessment  of  young  children  from  cultures   .  Play-­‐based.  Assessment  in  Natural   and  formal  assessment  methods  (giving  examples   Environment–Ecological.  and  interpret  formal  and  informal  evaluation  and  assessment  measures   for  young  children  with  developmental  delays  or  disabilities.  and   Considerations  in  Assessing  Infants  and  Preschoolers     testing.  3:  Procedural   terms  including  assessment.  B-­‐11.  and  progress  monitoring.   (7)  address  factors  such  as  gender.  identify  recommended  practices  in  the   with  Disabilities  (Family  Participation.   between  Parts  B  and  C  of  IDEA  with  respect  to   Content.  and  communicate  the  results  to  children.  B1.  evaluation.  implementing.  B-­‐9.  and  DEC   Cultural  Competence  (Assessment  Models  and   Monograph  addressing  bias  and  other  issues  in   Practices.a   spE)       Modifications  and  Cultural  Competence  in  Assessment   Cross-­‐Cultural  Knowledge  Reflection:  Students  will     write  a  reflection  highlighting  what  they  learned   A) McLean  Ch.  and  evaluation  for  eligibility  determination  including   consideration  of  criteria  under  Parts  B  and  C  of  IDEA.  (SPED  CORE   User's  Guide  to  the  Evaluation  Compendium.html  Evaluation  Compendium  (GUIDE)       young  children  and  describe  their  use.  Summarizing  Test  Performance  –  Norm-­‐ assessment.  educators.       Course  Outline/Schedule  and  Assignments:   Unit  Topics/Readings/Viewing   Assignment   Unit  1:  Introduction  to  ECSE  Assessment     Essay  Test:  Students  will  identify  the  functions  of   A) McLean  Ch.   (Legal  Basis.   screening.  B2)   C) NECTAC:  Screening.  MDE  articles.    A  teacher  of  special  education:    early  childhood  understands  and  applies  procedures  of  referral.  assessment.  administer.   families.  contrast  informal   Disciplinary  Collaboration.  describe  the  steps  of  the   Observation)   assessment  process  and  identify  the  relevant   B) MN  ECSE  Evaluation  Compendium   components  of  an  assessment  plan.  and  other  professionals.  evaluation.  and  placement  specific  to  teaching  students  with  a  broad   range  of  developmental  delays  or  disabilities.  evaluation.  assessment.  familial  background.  Cross-­‐ assessment  of  young  children.  teachers.   (2)  select.  B-­‐     (3)  adapt  and  modify  existing  evaluation  and  assessment  measures  and  methods  to   accommodate  the  abilities  and  specific  needs  of  young  children  with  developmental  delays  or   disabilities  including  those  with  a  diagnosed  physical  or  mental  condition  or  disorder  that  has  a   high  probability  of  resulting  in  developmental  delay.  referral.  individualized  planning.  Assessment.  Functions.  Reliability.  ethical   concerns.  evaluation.  Students  will   http://education.  Challenges  in  ECSE). also  identify  recommended  assessment  tools  for   Res/index.  and  monitoring  IFSPs  and  IEPs. (4)  definitions  and  distinctions  between  and  among  screening.  emphasizing  due  process  and   Referenced  &  Criterion  /Curriculum–Referenced   nondiscriminatory  assessment.  Students  will  define   Measures.  accounting  for  limitations.  and  cultural  and   linguistic  diversity  that  may  influence  the  identification  of  young  children  with  developmental   delays  or  disabilities.  1:  Assessment  and  Its  Importance  in   assessment  including  screening.nectac.  and   from  a  DHH  article.  Ch.  ECSE  A4.    Ch.  socioeconomic  status.  Validity).  and       progress  monitoring  related  to  legal  standards  and  practice.  and  the  need  for  assistive  technologies.  Evaluation  and  Assessment     http://www.     (4)  integrate  and  interpret  multiple  sources  of  information  from  families.   and  purposes  of  each).  planning.  The  teacher  must  understand:   (1)  apply  screening.  4:  Family  Diversity.   Early  Intervention/Early  Childhood  Special  Education   program  planning.   B-­‐6.  and  others   for  the  purpose  of  evaluating.  Competence  Across  Cultures.

   B7)   American  Indian  and  African  American  Students   Case  Studies  Discussion:  Students  will  discuss  the   D) Alternate  Instructions  for  Spanish  language  and   effects  and  impact  of  physical  and  mental  health   speech  language  tests   conditions  (including  the  effects  of  medication)   http://education.  intellectual    and  Adolescents     disability.  7:   appropriate  procedures  for  assessing  young   Dynamic  Assessment.  6:  Portfolio  Assessment.   –6  (child  should  not  be  receiving  services  unless   Screening).     Sensory  Functions  (Screening  and  Assessment  of   Students  will  also  gather  information  about  the   Auditory/Visual/Sensory  Processing  Functioning)   child’s  birth  and  developmental  history.  Child  Welfare  Information  Gateway                http://www.  B3.  8:  Curriculum-­‐Based   children  from  other  cultures  and  non-­‐English   Language  Assessment   speaking  children.state.  Ch.   produce  a  written  report  with  the  screening  results   Developmental  Screening  in  Early  Childhood:   and  present  the  information  (written  and  verbal)  to   Potential  Roadmaps     the  parent.   What  Can  Baby  See?  Vision  Tests  and  Interventions   for  Infants  with  Multiple  Disabilities   L) MDE  Assistive  Technology  Manual   Unit  3:  Child  Find.  sensory  impairments.  5:  Identification  and  Referral  (  Rationale   score  a  developmental  screener  to  a  child  age  birth   and  Definitions  of  Child  Find.  B-­‐14.  and  Referral   Screener  Report:    Students  will  administer  and   A) McLean  Ch.  Students  discuss  the  effects   D) DEC  Monograph  #13:    Evaluating  Young  Children   and  impact  of  environment  (cultural.  ECSE   C) Tracking.     Emotional  Disorders  Using  the  DC:  0-­‐3  Diagnostic   Students  will  also  include  recommendations  for   Classification  System   possible  assessment  tools  and  alternative   http://www.    The  reflection  must   B) Larsardo  Ch.  ODD.  B-­‐3.  Children’s       Bureau/ACYF.  5:  Performance   information  to  ECSE  assessment  and  discuss   Assessment.  linguistic)  on   who  are  Dual  Language  Learners:  Gathering  and   determination  of  eligibility  and  programming.  Assessing  Young  Children  for  Whom   preschoolers  with  a  variety  of  conditions  including   English  is  a  Second  Language     with  motor/physical  disabilities  ( disorders  (e..childwelfare.    (SPED  CORE  B-­‐2.  Some  of  the   atric_medications_children_adolescents   cases  will  include  children  taking  medications  as   H)      Identification  of  Infant  and  Toddler  Social-­‐   well  as  children  living  in  poverty  and  ELL  students.  ECSE  B3.pdf   disabilities.aboutourkids.  Referral  and  Assessment  Center  for   A4.  Child  Monitoring.g.  Cheatham.  social/  emotional  (mental  health)     http://www.  cerebral   F) Guide  to  Psychiatric  Medications  for  Children   palsy).  and  educational  history.  family   B) DEC  Monograph  #13:  Improving  Child  Find  Through   constellation.g.  Ch.  Ch.  Dep’t.  B2)   .mn.  B-­‐7.  Cultural  Competence)   different  from  their  own.   C) Reducing  Bias  in  Special  Education  Assessment  for   B-­‐12. approaches  to  assessing  young  children  with   ones_vol2_no2.  Screening.  3:  Naturalistic  Assessment.  B-­‐8.  4:   include  a  discussion  of  how  they  would  apply  this   Focused  Assessment. Effectively  with  Interpreters.  (ECSE  B2.  of  Health  and  Human  Services.  (SPED  CORE  B-­‐1.  6:  Screening  and  Assessment  of   student  is  teaching  on  variance)  in  a  natural  setting.  B7)   J) U.  including  use   Santos)   of  assistive  technology.  B-­‐6.  toddlers  and   Planning.   Interpreting  Multiple  Sources  of  Data  to  Make   Students  will  also  identify  possible  adaptations   Informed  Decisions  (Duran.  Ch.  for  evaluation/  assessment   E) DEC  Monograph  #  4:  Ecological  Assessment  and   for  case  studies  of when  assessing  young  children  with  developmental   ss/     disabilities  and K) Videos:  What  Can  Baby  Hear?  Auditory  Tests  and   Interventions  for  Infants  with  Multiple  Disabilities.  Students  will   Tailored  Outreach  to  Primary  Referral  Sources.  Ch.  Ch.  Milagros   accommodations  and  modifications.tracecenter.S.  autism.  B-­‐11.  RAD).

 a  review   Building  Consensus  on  the  Defining  Features   of  the  district-­‐selected  curricula  (e.naeyc.  2:  Tests  and  Test  Development   a  norm-­‐referenced  test  to  a  young  child.php   Local  Child  Find/Screening  Procedures  Report:   D) Buysse..  and  Cultural  Competence  (Rationale  for   performance.  adaptations  and  assistive  technologies   http://www..  HELP).  Definition  of  Cultural   instrument  is  or  is  not  biased  based  on  information   Competence.  B1.  team   intervention-­‐rti-­‐early-­‐childhood-­‐building-­‐ decision-­‐making  processes  and  procedures  for   consensus-­‐defining-­‐features.  Winton.  B2)   Unit  3:  Norm-­‐Referenced  Assessment   Norm-­‐Referenced  Report:  Students  will  administer   A) McLean  Ch.crtiec.  a   http://npdci.  ECSE  A4.  Content.  Ch.  11(1).unc.  V.asp.  The  report  must  also  address   Practices.  and  recommendations  linked  to   Examining  Alternative  Assessment  Models  and   assessment  results.  &  Zimmerman.  how  this   http://www.  developmental­‐ review  of  assessment  tools  and­‐k   local  TSES).  4:  Family  Diversity.  This  outline  must  include  the  type  of   Response  to  Intervention  (RTI)  in  Early  Childhood   model  used  (tiered  or  support  continuum).  Eligibility  Determination  Flowchart       G) RTI  Websites:     RTI/Pre-­‐referral    Framework:  Students  will  develop   Response  and  Recognition   a  detailed  outline  of  the  framework  for  pre-­‐ http://www.  The  student  will  also  discuss  the   .org/aboutcrtiec/documents/FOEC encouraged  within  the  screening  process.  interventions  for  Teir  2  and  3  based   rti-­‐in-­‐ece..  interpretation  and  summary  of  the  child’s   Assessment.fpg.  Strategies  for  Enhancing  Cross-­‐Cultural   from  the  manual.     are  documented.   Students  will  research  TRACE  website  and  the  Child   (2007). Excellence                  http://www.  P.g.  6–10   page  comparison  report  discussing  the  school   E) The  Response  to  Intervention  (RTI)  Approach  in  Early   teaming  child-­‐find  approach.  (SPED   CORE  ECSE  (Eds.  and  the  ECSE   child  study  team  procedures  for  receiving  referrals.   on  the  curricula  .org/     information  is  used  in  the  referral  process.  B-­‐7.  Validity).  Implications  of  Diversity  on  the  Child  and   the  rationale  for  use  of  the  instrument  and  how  the   Family  Assessment  Process.  how  results  of  the  intervention   http://www.  the  data  collection  Part  C.pdf   for  “pass”  and  “fail.tracecenter.  B2.  the   H) District  TSES  Manual  Child  Study  Policies  and   process  to  determine  whether  additional   Procedures       interventions  are  needed    or  whether  a  referral  to   special  education  is  recommended.   including:  background  information.   history.  T.).  B3)   Overview.nectac.     instructional  strategies  or  interventions  (based  on   NAEYC  Frameworks  for  RtI  in  ECE   the  child’s  needs  while  in  the  regular  classroom/   http://www.  RTI  goes  to  Pre-­‐K:  An  early  intervening   Find  and  screening  procedures  for  young  children   system  called  recognition  and  response.crtiec.recognitionandresponse.  B-­‐15.rtinetwork.”  and  referral  process.  screening/assessment   Childhood   methods.  age  birth   (Standardization.  Early   in  their  local  school  district  and  write  a  two-­‐page   Developments.  how   Center  for  Response  to  Intervention  in  Early   information  is  integrated  to  determine  and  rate   Childhood   child’s  acquisition  of  skills  and     referral/RTI  and  ECSE  referral  procedures  and   RTI  Action  Network:  Pre-­‐K  RTI  Resources   practices  used  by  their  school  district  (based  on­‐for-­‐ environment).     Students  will  compare  the  local  pre-­‐referral  and   referral  process  with  federal  regulations  and   recommended  practices  from  the  readings.  criteria   -­‐V43-­‐9-­‐May-­‐v5.  (SPED   F) MDE  Websites:  Response  to  Intervention  (RtI)   CORE  B-­‐3.  Summarizing  Test   through  six  years  (not  in  ECSE  services  unless   Performance  –  Norm-­‐Referenced  and   teacher  is  on  a  variance)  and  write  a  report   Criterion/Curriculum  –Referenced  Measures.

Competence.   14.  ECSE  B1.  Effects  of  Poverty   reflections  on  how  lack  of  life  experiences  affects   and  Maternal  Depression  on  Early  Child   student’s  responses  on  standardized  tests  and   Development.  &  Concerns  (Rationale.  B-­‐8.  other  ideas  for  modifications.  B2.  9:  Functional  Behavioral  Assessment   B1.   following  the  evaluation.  Head  Start.  Ch.  Assessing  Environments  to  Plan   background.  S.  Child  Development.  14:  Assessing  Play  Skills  (Rationale.  B-­‐7.  Speech)  and  write  a  one  page   B) Assessment/Test  Manuals   summary  including  the  kind  of  evaluation.   Test  Results     overall  results.  Guidelines.  Monitoring  Play  Over  Time.  B4)   Methods.  The   Dimensions  of  Family  Assessment.  ECSE   Programs.  Strategies  for  Translating   paragraph  addendum  to  the  report  which  includes   Family  Assessment  Information  into  Goals  &   a  discussion  of  suggestions  for  accommodations/   Services.  developmental  history.  Assessment  Linked  to   technology.  including  assistive   Criterion-­‐Referenced.     6.wsu.  B-­‐14.  Purposes  &  Methods).Ch.  B4)   in  Early  Ed  Settings.  Procedural  Considerations..    November  2001       Unit  4:  Criterion-­‐Referenced  and  Other  Assessment   Criterion-­‐Referenced  Report:  Students  will   Methods   administer  at  least  3  domains  of  a  criterion-­‐ A) McLean  Ch.  ECSE  B3)                  http://researchnews.  Ch.  11:   also  include  a  discussion  on  how  this  information   Assessing  Motor  Skills  in  Infants  and  Young  Children   could  be  used  for  assessment  and  how  this   (Dimensions  &  Domain  Content  of  Motor   environment  could  impact  the  assessment   Assessments.  Ch.  Procedural   which  includes  a  discussion  of  suggestions  for   Considerations.g.  Methods  –  Norm-­‐Referenced  and   accommodations/  modifications.  ECSE  B2)   Considerations.  Priorities.  7:  Assessing  Family   and  summary  of  the  child’s  performance.  Fine  Motor  Skills.  Ch.   the  factual  information  observed.  (SPED  CORE  B-­‐6.  and   Resources.  adaptations  and   D) Parental  Income  Linked  to  Students’  Standardized   modifications  made.  Procedural   recommendations.  12:                              Anecdotal  Observation  Recording:  Students  will   .   discipline  (PT.  B-­‐ Approach.  Ch.  Validity)..  (SPED  Core  B-­‐6.  10:  Assessing  Cognitive   The  student  will  add  an  addendum  to  the  report   Development  (Dimensions.html   Poverty  Impact  Discussion:  Students  will  post   E) Petterson.  Ch.  that  could  be  made  if  the  child  had  a   Standards/Outcomes).edu/society/169.  Ch.  B-­‐7.   Assessment.  B2.  Summarizing  Test   six  years  (not  in  ECSE  services  unless  teacher  is  on  a   Performance  –  Norm-­‐Referenced  and   variance)  and  write  a  report  including:  background   Criterion/Curriculum  –Referenced  Measures.  OT.  Environmental   Co                    Structured  Observation  Report:    Students  will   Manipulation.  8:  Assessing  Children’s  Environments   modifications.  daycare.   or  was  from  a  diverse  cultural  or  linguistic   Assessing  Quality.  12:  Assessing   specific  disability  or  was  from  a  diverse  cultural  or   Communication  Skills  (Methods.  2:  Tests  and  Test  Development   referenced  test  to  a  young  child.  (SPED  CORE  B-­‐6.  Assessing  Safety.  Using  Assessment  for   Multidisciplinary  Assessment  Observation:   Establishing  Goals  and  Objectives  and  Planning   Students  will  observe  an  evaluation  by  another   Intervention.  the   C) MDE  Assistive  Technology  Manual   evaluation  tools  used.  (FBA.  B-­‐9.  age  birth  through   (Standardization.  Issue   other  assessment  measures.  Content.  interpretation   Reliability.  B-­‐14.  Volume  72.  Designing  intervention  Programs)  Ch.  &  Burke  Albers  A.  home.  The  student  will  add  a  1-­‐2   Methods  &  Procedures.  B-­‐8.    The  report  will   Assessment  Linked  to  Standards/Outcomes).  that   (Representative  Measures  for  Assessing  Home  and   could  be  made  if  the  child  had  a  specific  disability   Classroom  Environments.  Cultural  Competence  and  the   findings  with  the  parent  following  the  evaluation.   information.  Ecological   linguistic  background.   recommendations  linked  to  assessment  results.  including  assistive  technology.  Methods  –   preschool)  and  write  up  the  observation  based  on   Norm-­‐Referenced  and  Criterion-­‐Referenced.  General   student  will  discuss  the  findings  with  the  parent   procedural  Considerations  in  Family  Assessment.  (SPED  Core  B-­‐6.   Assessment  Process).   complete  a  structured  observation  of  a  child  in  a   10:  Assessing  Cognitive  Development  (Dimensions  of   natural  setting  (e.

 Implementing  Intervention   services  (Part  C  and  Part  B)  based  on  criteria  in  MN.  Procedures.  7:   Dynamic  Assessment.  Writing   the  child  study  team  and  IEP  as  well  as  provide   Reports  form  Intervention  Planning  Assessments.   A) DEC  Monograph  #13:  Using  Goal  Attainment  Scaling   B4)   to  Monitor  the  Developmental  Progress  of  Young     Children  with  Disabilities.  Students  will  write  a  1page  reflection  on   Establishing  Goals  and  Objectives  and  Planning   their  observations  and  discuss  how  this  could  be  a   Intervention.  B-­‐15.   Adaptive  Behavior  Development.  ECSE  B1.  Use  of   Assessment  Information)   B) Larsardo  Ch.  8:  Dynamic  Assessment.  B4)   Intervention  Implementation  (  purposes  of     Monitoring.  Students  will  include  information  about  all   Methods).  B3.  Students   Ch.  10:   information  needed  to  plan  intervention.  B2.     Plans).  6:  Portfolio  Assessment.  B-­‐7.  B-­‐12.  B3)   Assessment  Issues  within  Subdomains.   B-­‐9.  B-­‐8.  Dimensions  of  Social   child  with  multiple  disabilities  within  a  natural   Interaction  Assessment.  9:   monitoring  as  well  as  a  description  of  the  types  of   Curriculum-­‐Based  Language  Assessment.  9:  Transdiciplinary   Framework   C) Assessment/Test  Manuals     E) Observing  Kassandra:  A  Transdisciplinary  Play-­‐Based   Assessment  of  a  Child  with  Severe  Disabilities  (video)   F) MDE  Assistive  Technology  Manual   Unit  5:  Linking  Assessment  to  Intervention/Progress   Integrating  Assessment  Information  for  Program   Monitoring   Planning  Case  Study:  Given  a  case  study.  4:   Focused  Assessment.  Approaches  to  Monitoring)   paper  describing  three  of  the  informal  assessment   B) Losardo  &  Syverson  (2011).  Using  Assessment  for   observed.  ongoing  assessment.  15:   more  effective  approach  than  standardized  testing   Assessing  Adaptive  Behavior  (Critical  Dimensions  of   for  assessing  young  children  (SPED  CORE  B-­‐6.  5:  Performance   Assessment.  Guidelines.  3:  Linking  Assessment  and  Intervention.  Students  will  discuss  whether   Program.  Ch.  B-­‐14.  purpose.  17:  Monitoring  Children’s  Progress  &   (SPED  CORE  B-­‐6.  6  -­‐  Performance  Assessment.  Ch.  Alternative  Approaches   methods  from  the  monograph  and  other  readings   to  Assessing  Young  Children  (2nd  ed.  procedures.  Translating  Assessment  Results  into   the  child  meet  eligibility  for  special  education   Intervention  Plans. Assessing  Communication  Skills  (Methods.  Ch.  Ch.  Procedural  Considerations.   Traditional  and  Contemporary  Assessment  Models.  16:  Using  Assessment  Information  to   will  integrate  information  from  several  formal  and   Plan  Intervention  Programs  (Intervention  Programs  -­‐   informal  assessment  sources  into  a  summary  for   Ecological/person-­‐centered    approach.  3:  Naturalistic  Assessment.  Building  Good  assessment   into  Accountability  Systems  for  Early  Childhood   .  B-­‐11.   discussing  the  audience.  students   A) McLean  Ch.  Ch.  Ch.    Ch.  B-­‐11.   recommendations  for  IEP  goals  based  on  the   Information  Needed  to  Plan  Meaningful  Intervention   assessment  results.  General  Considerations/  Guidelines  for   Progress  Monitoring  Paper:  Students  will  write  a   Monitoring  Progress.  B-­‐9.   materials.  Ch.  7  -­‐  Portfolio   referral.  Ch.  13:  Assessing  Social  Competence   their  observations  of  the  play  activities  of  a  young   (Early  Social  Development.   developmental  domains  and  types  of  play   Methods.  Ch.  Ch.  .  Ch.  ECSE  A4.  Ch.  and  progress   Assessment.   describe  how  the  method  could  be  used  for  pre-­‐ Ch.  14:  Assessing  Play  Skills  (Rationale.  Ecological   watch  the  video  “Observing  Kassandra”  and  record   Approach.):  Ch.   setting.  benefits/drawbacks  of  each.  Ch.  B-­‐15.  Ch.  Ch.  4:   will  also  link  each  assessment  to  the  readings  and   Naturalistic  Assessment.    (SPED   Transdisciplinary  Framework   CORE  B-­‐7.  Monitoring  Play  Over  Time.  5:  Focused  Assessment.  2.  ECSE  B2.  8:  Curriculum-­‐Based   Language  Assessment.

  Norm  Referenced  Report……………………………………………50  pts.  Intensive  Special  Needs.         Evaluation:     92%  and  above   =A   84-­‐91%     =B   75-­‐83%     =C   66-­‐74%     =D   <65%       =F   Special  Accommodations:  Students  with  disabilities  who  require  accommodations  to  participate  in  this   class  are  encouraged  to  contact  Disability  Services  at  (218)  299-­‐5859.   Anecdotal  Observation……………………………………………      10  pts.25  pts.   Cross-­‐Cultural  Reflection……………………………………………  15  pts.     Progress  Monitoring  Assignment…………………………………30  pts. Programs   C) DEC  Monograph  #4:  Individual  Growth  and   Development  Indicators  (IGDIs):  Assessment  that   Guides  Intervention  for  Young  Children..  Children  in   Context:  Portfolio  Assessment  in  the  Inclusive  Early   Childhood  Classroom   D) Early  Childhood  Indicators  of  Progress:  Minnesota’s   Early  Learning  Standards  (3-­‐6  and  Birth  to  3)     Course  Requirements       Assignments:   Unit  1  Test………………………………………………………………….     Criterion-­‐Referenced  Report………………………………………50  pts.  Students  in  this  course  will  learn  about  family  diversity  and  cultural  competence  through   assigned  readings  and  will  be  expected  to  reflect  this  knowledge  through  their  assessment  assignments   by  the  end  of  the  semester.     .  Assessment   for  Program  Planning:  Creating  Individualized   Learning  Profiles  (ILPs)  for  Young  Children  with   Multiple.     Screener  Report…………………………………………………………50  pts.     Case  Study  Interpretation……………………………………………15  pts.       Diversity:  Teacher  candidates  need  to  develop  proficiencies  for  working  with  children  from  diverse   backgrounds  and  with  exceptionalities  to  ensure  that  all  students  have  the  opportunity  to  learn   (Standard  4).  CMU  222  in  order  to  ensure   accommodations  are  met  expediently.