PIEDMONT COLLEGE
SCHOOL OF
EDUCATION
Mastering the
art of teaching: Preparing proactive educators to improve the lives of all
children
I. COURSE INFORMATION:
SPED
683 Assessment, Diagnosis, and Evaluation of Students with Emotional/Behavioral
Disorders
Prerequisites:
SPED 600, SPED 602, SPED 633
Credit: 3
semester hours
Period: 207
II. INSTRUCTOR INFORMATION:
Name: Mike
Blake Ed.D.
Office Location: Athens Campus by appointment
Phone Numbers: 706-255-7924 cell 706-548-3550 x 20336 office
E-mail: mikeblakemail@yahoo.com or
blakem@clarke.k12.ga.us
Fax Number: 706-227-7806 office
Office Hours: By
appointment
III. TIME AND PLACE
CAMPUS:
Athens Center SEMESTER: Fall
YEAR: 2006
Time: 5-9:30 p.m.
Place: Athens Center
IV. TEXT AND SUPPLEMENTARY READINGS:
American Psychological Association. (2001). Publication
manual of the American Psychological
Association (5th ed.). Washington,
D. C.
Salvia, J.
& Ysseldyke, J. (2004). Assessment in special and inclusive
education. (9th ed.).
Boston: Houghton-Mifflin
Your first
assignment upon receipt of the text and syllabus is to read Part 1 of the text
(Salvia and Ysseldyke) and be prepared for discussion and group activities
during the first session of class.
Supplemental
readings will be required as needed throughout the course. These readings may include research, professional
documents, and personal reading. Also,
copying some materials to share with the class may be required.
V. PIEDMONT MISSION:
Piedmont College Mission:
Piedmont College
educates students to become successful and responsible citizens through
rigorous academic instruction in the liberal arts and professional
disciplines. Learning opportunities are
provided through undergraduate and graduate programs offered at various
locations. The institution emphasizes
high ethical standards and respect for diversity.
To accomplish this mission, the college offers a
number of major fields of study that are informed by the liberal arts,
including specialized professional programs and selected graduate
programs. Instructional opportunities
are also provided at distant locations to meet student needs.
School of Education Mission:
The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of children.” The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.
Specific ideals under-gird
our conceptual framework. We advocate
the democratic ideals of: equal rights and opportunities; individual freedom
and responsibility; responsibility for the greater good; respect for diversity;
openness to possibilities; and open, informed discourse.
We endorse the following
processes as a means of striving for our democratic ideals: engaging in
participatory decision-making; collaborating in teaching and learning;
collecting information from all constituencies; examining options and projecting consequences;
nurturing open discourse; providing for field experiences; assessing processes
as well as products; modeling democratic ideals in the classroom; forming
communities of learners; and constantly revising the curriculum to reflect new insights and
understandings. Further, we endorse the
development of a sense of personal integrity and of strong habits of mind
(e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).
Graduate MA and MAT Program Goals:
The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students. Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:
¨ ¨
provide the
candidate with the ability to
communicate and teach effectively using an interdisciplinary knowledge base and
understanding of multidimensional classrooms;
¨ ¨
use and
facilitate critical thinking skills;
¨ ¨
enhance
candidates’ content knowledge, integrating it with instructional technology;
¨ ¨
enable
candidates to interpret and assess educational research, and conduct their own
classroom-based research; and to
¨ ¨
provide
experiences that enable candidates to assume roles as scholarly practitioners
and develop their skills and abilities as professional teachers.
MAT Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience,
and professional goals, the MAT program seeks to:
¨ ¨
build the
candidate’s knowledge base and understanding of P-12 students’ characteristics,
knowledge, skills, experience, interest, approaches to learning, special needs,
and cultural heritage;
¨ ¨
prepare
candidates who have knowledge and understanding about multicultural and global
issues and perspectives as well as to plan and implement instruction based on
these perspectives;
¨ ¨
build the
candidate’s knowledge and understanding of content, pedagogy, record keeping
and a wide variety of diagnostic and assessment techniques and strategies;
¨ ¨
develop the
candidate’s understanding and use of educational technology including the use
of computer and other technologies in instruction, assessment, and
productivity;
¨ ¨
build
candidate’s ability to create classroom environments that include: respect,
rapport, a culture for learning, effective management of classroom procedures,
appropriate management of student behavior, and efficient organization of
physical space;
¨ ¨
inform
candidates of resources available for teachers and students to support and
enhance student learning;
¨ ¨
develop the
candidate’s repertoire of strategies for effective teaching;
¨ ¨
enable
candidates to plan and implement instruction based on acquired knowledge of
subject matter, students, and the community;
¨ ¨
provide
candidates with concrete field experiences across grades P-5 that help them link
theory and practice through observation and participation;
¨ ¨
develop the
candidate’s understanding and use of effective interactions with parents or
guardians for supporting students learning and well-being;
¨ ¨
develop the
candidate’s ability to use research, research methods, and knowledge about
issues and trends to conduct research on an educational topic of interest;
¨ ¨
help candidates
grow and develop professionally toward becoming proactive, scholarly,
reflective practitioners, and lifelong learners who improve the lives of
children.
MA Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience,
and professional goals, the MA program seeks to:
¨ ¨
enable
candidates to critique their planning and teaching strategies so they can more
effectively plan instruction based on extended knowledge of subject matter,
students, and the community;
¨ ¨
broaden the
candidates’ knowledge of developmentally appropriate content and resources
needed for teaching and interacting with their students;
¨ ¨
expand the
candidate’s repertoire of strategies for effective teaching and communication
with parents;
¨ ¨
enhance and
expand the candidate’s knowledge and understanding about multicultural and
global issues and perspectives as well as ways to plan and implement
instruction based on these perspectives;
¨ ¨
expand the
candidate’s understanding and use of educational technology including the use
of computer and other technologies in instruction, assessment, and
productivity;
¨ ¨
diversify field
experiences for candidates to strengthen their understanding of the link
between theory and practice;
¨ ¨
develop the
candidate’s ability to use research, research methods, and knowledge about
issues and trends to improve practice in schools and classrooms;
¨ ¨
develop the
candidate’s ability to assume roles as leaders and mentors in the profession;
¨ ¨
establish
procedures that candidates can use to continually keep up-to-date on changes in
the field;
¨ ¨
help candidates
become more independent in their professional development as scholarly,
reflective, practitioners and lifelong learners who improve the lives of
children;
¨ ¨
encourage
candidates’ involvement in professional activities and endeavors; encourage
candidates to present at local, state, and national conferences.
VI. COURSE DESCRIPTION AND PURPOSE:
This course emphasizes the administration and
interpretation of norm-referenced, and curriculum-based educational assessment
instruments for students with E/BD.
Students will administer and interpret selected assessment instrument
within the context of general achievement testing and within the curricular
areas of reading, math, written expression, oral language, and social skills.
Candidates will research and/or administer, score,
and interpret a selection of instruments and review issues pertinent to the
assessment of students with EBD.
Candidates will learn to use the assessment data for instructional placement,
planning, IEP development, and decision-making.
VII. SCHOOL OF EDUCATION OUTCOMES
Core Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive teacher uses an
understanding of individual and group motivation to create a caring, democratic learning environment that
encourages positive social interaction, active engagement in learning, self
regulation, and collaboration. The proactive teacher fosters the ideals
of a democratic classroom by treating
students fairly and justly, providing intellectual challenge, and supporting
students as they pursue knowledge and understanding. CO: 1-7
2) Subject Matter: The scholarly teacher
understands and can model the central concepts, tools of inquiry, national
standards, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students. CO: 1-7
3) Student Learning: The reflective teacher understands how students
develop and learn and provides well-managed learning opportunities that support
students’ intellectual, social, and personal growth. The teacher documents
student achievements and contributes to systems of accountability designed to
improve schooling. CO: 1-7
4) Diversity: By understanding that all
learners are products of their innate abilities, preferred learning styles, and
cultural experiences, the democratic teacher modifies
instruction and assessments to meet diverse needs of all students. CO: 1-7
5) Instructional Strategies: The proactive teacher
understands and uses a variety of instructional strategies to encourage the development
of all students’ creative talents, critical thinking, problem solving, and
performance skills. CO: 1-7
6) Assessment Strategies: The scholarly, reflective, proactive teacher
designs a variety of assessments including alternative assessment strategies,
which (a) assess the acquisition of knowledge, skills, and dispositions
expected in the subject, (b) offset the negative effects of high-stakes
testing, and (c) encourage the continual intellectual, social, and personal
growth of all students to become
knowledgeable, inquisitive learners. CO:
1-7
7) Communication and
Technology:
The proactive
teacher uses knowledge of effective verbal, non-verbal, and media
communication techniques and technologies to foster active inquiry, collaboration, and supportive
interaction in the classroom. CO: 1-7
8) Planning Instruction: The scholarly, reflective, proactive teacher
plans and manages instruction based upon knowledge of content, pedagogy,
students, the community, and curriculum goals. CO:
9) Reflection and
Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, institutes research aimed at improving instruction,
attends to the development of policies affecting education at the state and
national levels, proactively seeks opportunities for the continual development
of a personal pedagogy. CO: 1-7
10) Collaboration and
Relationships:
The scholarly,
reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and
the community through democratic
processes to support student learning and well being. CO: 1-7
In addition to the Core Candidate Learning Outcomes
identified by the School of Education, this course will address the following
standards in alignment with the Council for
Exceptional Children's Professional Standards for teachers of students with
emotional/behavioral disorders:
1.The candidate will understand the philosophical,
historical, and legal foundations of special education.
2.The candidate will identify the major social
characteristics of individuals with E/BD.
3.The candidate will have knowledge of formal social
assessment instruments and will be able to prepare accurate reports based on
formal social assessments.
4.The candidate will have knowledge of research
supported instructional strategies and the skills necessary for implementing
the strategies.
5.The candidate will be able to construct a
functional classroom design that is effective for students.
6.The candidate will develop and implement a
systematic behavior management plan.
7.The candidate will utilize behavior
management/counseling techniques in managing student behavior.
8.The candidate will be a consumer of professional
publications, journals, and development opportunities provided by membership in
professional organizations.
9.The candidate will have knowledge of the Council
for Exceptional Children's Code of Ethics for Educators of Persons with
Exceptionalities.
Dispositions for All Candidates:
In addition to the common
core learning outcomes, all candidates are expected to be familiar with the
dispositions expected of professionals.
Their work with students, families, and communities reflects the following
dispositions as defined by the School of Education faculty:
Scholarly: Inquiring; creative; seeks
solutions; thinks critically about theory and method; keeps current in
discipline (conferences, journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in
depth reflection, done frequently and honestly; considers many possibilities
for problem solutions; stays open to constructive criticism.
Proactive: Anticipates problems in
management; anticipates problems and difficulties in instruction; addresses
pertinent issues of school and community to support student learning;
encourages students’ critical thinking, problem solving, and creativity; plans
for important student learning; fosters visionary thinking and action; promotes
mindful leadership to improve schools.
Democratic: Facilitator; views others as
capable to deal with problems and able to make decisions; promotes equitable
treatment for all students; has high expectations for all students; seeks best
interest of students they serve; open-minded; able to view other perspectives;
accommodates individual differences; culturally sensitive in areas of
communications, learning, assessment, and cultural norms; collaborates well
with others; works for the good of the community.
Responsible: Patience, professional
temperament; aims to be the best he/she can be; good work ethic; punctual;
recognizes when their own dispositions may need to be adjusted and are able to
develop plans to do so.
VIII. COURSE OUTCOMES (CO):
This class will operate as a democratic classroom. Candidates will engage in decision-making and take personal responsibility for the quality and productivity of group activities. Interactive discussion and problem solving will be emphasized. All ideas and contributions will be explored and respected. Upon completion of this course, candidates demonstrate the application of the following skills and knowledge:
1.Describe and discuss the purpose of assessment and the requirements of IDEA and Section 504 of the Rehabilitation Act as they relate to eligibility and services for students with EBD.
2.Demonstrate knowledge of identification and placement criteria for students with EBD.
3.Demonstrate knowledge of the different behavioral and emotional difficulties which might be encountered in school-aged children and youth.
4.Define and apply basic measurement concepts and relevant issues related to the assessment of students with EBD.
5.Describe issues related to the assessment of students with EBD from culturally diverse populations.
6.Research and/or administer and score broad-band and narrow-band questionnaires commonly used in the assessment of students with EBD.
7.Use test results and observations as well as reports from parents and teachers to develop a comprehensive assessment of a student with EBD and make specific educational recommendations based on this data.
IX. COURSE POLICIES & PROCEDURES:
1.
Class
Attendance/Participation:
Attendance, timeliness, and
participation are required. The School of Education policy guides this
area. Students are expected to attend
and participate in every class for the entire class period.
Additionally, tardiness or leaving class
early will be considered a partial absence reflected in your grade. If it is necessary to miss a class it is
your responsibility to make up the work.
It is also your responsibility to inform me in writing how you will make
up the work. Your writing should
include a statement about why you were absent and a detailed quality
description of the process you undertook to make up the work as well as a
comprehensive summary of the content that was covered in class. Be sure to include a cover page. If work is not made up, the highest grade a
candidate can receive for the course is a B.
Any candidate who misses more than one class will be asked to drop the
course or will receive an F at the end of the semester. However, if makeup work is approved by the
professor and satisfactorily completed, a passing grade is still possible. Also understand that reading a classmate’s
notes cannot easily duplicate many of the experiences of the course.
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other
extenuating circumstances upon approval of the course instructor and the dean. An incomplete is not granted just to extend
time to complete work that should have been done in a timely manner. (See the Piedmont College catalog for
additional information regarding an incomplete).
If the candidate’s illness is extended, causing more
than two class absences, the candidate may need to request in writing a medical
withdrawal. If the Registrar approves
the request, a candidate may receive a “W” for the course.
INCLEMENT WEATHER – In general, classes are dismissed or
cancelled (day and/or night classes) when conditions in and around Demorest
become such that the main streets and college parking lots become too dangerous
on which to drive. Candidates who live
outside the Demorest area for which road conditions are too difficult to
proceed should stay at home. Candidates
who miss class should consult their instructors for assignments and make-up
work. Dismissed or cancelled classes
must be made up during semester breaks, the first available Saturday, or an
agreed upon make-up by class members and the professor. When classes are dismissed, the following
radio/TV stations will be informed of the action taken: Station WCON (99.3 FM)
– Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa;
WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.
PARTICIPATION - Active participation means:
Ø
Ø prepare for classes by reading the text
and/or other assigned readings;
Ø
Ø attend all classes for duration of allotted
class time;
Ø
Ø take active part and contribute significantly
during class discussions and activities;
Ø
be attentive
and respectful of peers and the professor during the discussions,
dialogue, and presentations;
Ø
Ø submit all assignments on time.
2. Written Work:
Use APA style (5th ed.). All papers for the course are to be typed
using size 12 print and one of the following fonts: Bookman, Times New Roman,
Geneva, or similar font. Papers should
be double-spaced, error-free, and grammatically correct (including punctuation,
spelling, capitalization, etc.). Make
good use of writing references such as dictionaries, writing handbooks, and
computer spelling and grammar checks.
Quality is important! Work submitted should reflect your
professionalism and graduate level work.
Your writings and reflections will be assessed according to the depth,
breadth, clarity, and accuracy they convey.
Be sure to keep a duplicate copy of all
submitted work for your own records.
3.
Academic Integrity:
By accepting admission to Piedmont College, each
candidate makes a commitment to understand, support, and abide by the "Academic
Integrity Policy" without compromise or exception (See the Piedmont
College Catalog and the Student Handbook for details of the policy). This class will be conducted in strict
observance of the policy. The College
imposes strict penalties for academic dishonesty (cheating, fabrication,
facilitating academic dishonesty, and plagiarism) as defined in the Catalog and
Handbook.
Some suggestions for helping you abide by the policy include:
Ø
All
work submitted must be your original
work created in and for this course.
Ø
Cite
and reference work properly using the current APA guidelines.
o
Cite
all quotes or paraphrased material. It is better to over cite than not give
credit to the author of a work or source that you are using in your paper or
project.
§
Any
time you use the exact words of researcher, author, or source, you must place
the words in quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an
indented block omitting quotation marks.
(See the APA Manual for specific guidelines).
§
You
must also give credit to an author or source when you paraphrase.
§
When
referring to information from your course
text, be sure you cite and reference the source and/or authors.
§
Follow
the protocol in the current APA manual for citing and referencing all
electronic sources.
Ø
Double
dipping is not permitted. For example:
o
You
may not use an assignment created in one course to meet the requirements in
another.
o
Visiting
a classroom for one field experience may not be used to meet a field experience
requirement for another course.
4.
Special Considerations:
Piedmont College
makes every effort to provide reasonable and appropriate
accommodations to students with disabilities. Accommodations
must be coordinated through the Office of Academic Support by contacting the
director at 1-800-277-7020 ext. 1359 or by email - dtaylor@piedmont.edu
Students are responsible for providing accurate and
current documentation of their disability and for making a written
request to the Director of Academic Support before receiving
accommodations. Students with special needs (disabilities, problems,
or any other factors that may affect their performance or that require special
instructional strategies) should also make these needs known to the
professor/instructor during the first class session.
X. STUDENT
EXPECTATIONS AND COURSE OUTLINE:
1. Instructional
Methods
This class will operate as a democratic
classroom. Candidates will engage in
shared decision- making and in taking responsibility for making the classroom
the best it can be. Interactive
discussions and problem solving will be emphasized where all ideas and
contributions are explored and respected.
Various approaches will be utilized by the candidates and professor
including: lecture, demonstrations,
observations, class discussions, small group discussions, cooperative group
work, field observations, use of educational technology, student presentations,
readings, writings, listening, questioning, and formative and summative
evaluations.
2. Assignments:
Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.
All work for the course is to be in on time, or handed in on an agreed upon
future date. Work submitted late will
automatically lose 15 points per class meeting unless prearranged by the
professor and the candidate. To meet
the deadline, assignments may be mailed (post marked by the due date) or
delivered by a peer at the class meeting.
Make-up tests will be considered if a reason for missing the original
test is justified. Completion of all
assignments is required for a passing grade in the course. If at any time you are unclear about
assignments or expectations, please contact me for clarification. Other assignments or activities may be required as deemed
necessary to assure the mastery of the course objectives as stated.
3. Description of Assignments
·
Students
will be required to read text assignments on time and be prepared to fully
participate in discussions and group learning activities based upon the text
and supplemental information.
·
A
final written project will be due on the last day of class.
·
There
may be additional assignments based upon individual and/or group learning needs
and mastery of the material as determined by probes of student learning during
the course and the mid-term exam.
4. Field Experiences:
There are no direct field experiences that will be conducted during this course. Simulations and role-playing related to assessment of students will be utilized to facilitate the administration and scoring of norm-referenced and other assessment instruments.
XI. RESOURCES:
1.
Bibliography
Alberto, P., & Troutman, A.
(1999).Applied behavior analysis for teachers, (5th ed.). Upper Saddle River,
NJ:Merrill/Prentice
Hall.
Dunlap, G., Kern, L., dePerczel, M.,
Clarke, S., Wilson, D., Childs, K., White, R., & Falk, G. (1993).
Functional
analysis of classroom variables for students with emotional and behavioral
disorders.Behavioral
Disorders, 18 (4), 275-291.
Durand, V. M. (1990). Severe behavior
Problems: A functional communication training approach. New
York,
NY: Guilford Press.
ERIC Brief T3 (1990, March).Student
self-management to increase on-task behavior. ERIC Clearinghouse
on
Handicapped and Gifted Children.
Knoster, T. (2000). Understanding the
difference and relationship between functional behavioral
assessments
and manifestation determinations. Journal of Positive Behavior Interventions, 2
(1),
53-58.
Repp, A. & Horner, R. (1999).
Functional Analysis of Problem Behavior. Belmont, CA: Wadsworth.
Salvia,
J. & Ysseldyke, J. (2004).
Assessment in Special and Inclusive Education. (9th ed.).
Boston: Houghton-Mifflin
Sugai, G., Horner, R., Dunlap, G.,
Hieneman, M., Lewis, T., Nelson, C. M., Scott, T., Liaupsin, C., Sailor,
W.,
Turnbull, A., Turnbull III, H. R., Wickman, D., Wilcox, B., & Ruef, M.
(2000). Applying
positive
behavior support and functional behavioral assessment in schools. Journal of
Positive
Behavior
Interventions, 2 (3), 131-143.
Walker, H. M., Colvin, G., & Ramsey,
E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole Publishing
Company.
2. Relevant Web Sites:
Piedmont College’s Web Page: www.piedmont.edu
§
§
Library: http://library.piedmont.edu
§
§
Galileo: http://www.galileo.usg.edu/
§
§
Bookstore: http://www.piedmont.bkstr.com/
§
§
Georgia Professional Standards Commission: www.gapsc.com
§
§
Georgia Department of Education: http://www.doe.k12.ga.us/
§
§ QCC objectives/GPS:
http://www.glc.k12.ga.us
US
Department of Education: http://www.ed.gov/
Education
World: http://www.education-world.com/
Internet
Public Library: http://www.ipl.org/
Education
Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software Institute: http://www.edsoft.com/
National Council of Teachers of English: http://www.ncte.org
Center
for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu
Center
on English Learning and Achievement (CELA): http://cela.albany.edu
Better
Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com
3. Praxis/GACE Information:
All students seeking initial certification in the state of Georgia must pass Praxis I or GACE I in order to be admitted to student teaching. Students may exempt this requirement by providing either SAT, ACT, GRE, CBEST, CLAST, or FTCE scores which meet the following criteria:
SAT: minimum required score – 1000 (w/ no minimum verbal score or math score required) The composite score is obtained by adding the verbal and the math scores. Candidates must take both the verbal and the math sections of the test.
ACT: minimum score – 43 (w/ no minimum English score or math score required)
The composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the English and the math sections of the test.
GRE: 1030 minimum score (w/ no minimum verbal score or quantitative score