EXC 7130 Syllabus
Assessment for Instructional Planning
Fall 2000

Instructors: Harry Dangel, D.Ed. and Rebecca McMullen
Room: 860 COE
Telephone: 404 651-0126
Email: hdangel@gsu.edu
Course Site: http://education.gsu.edu/hdangel/EXC_7130/exc_7130.htm
Schedule: Thursday 4:30 to 7:00 Room 329 Sparks Hall (and 248 COE)
Office Hours: Thursday afternoons by appointment.
Prerequisites: Characteristics of Students with Learning and Behavior Exceptionalities (EXC 7110)
Educational Assessment of Exceptional Children (EXC 7050)
Applied Behavior Analysis for Exceptional Children (EXC 7030)

Failure to have met required prerequisite courses will result in administrative withdrawal from the course.

Description This course focuses on the design of assessment strategies for students with learning and behavior disabilities to determine specific instructional needs and monitoring of academic progress. Students will use assessment data to develop individualized educational programs. They also will study the following curriculum areas and develop assessment and monitoring strategies in each area: reading comprehension, reading decoding, oral language, written expression, written mechanics, and study skills.

Required Readings  Texts:

Howell, K. W., Fox, S. L., & Morehead, M. K. (1993). Curriculum-based evaluation: Teaching and decision making (3rd edition). Pacific Grove, CA: Brooks/Cole.

Program Outcomes Outcomes for all Certification and Master’s degree special education programs in the Department of Educational Psychology and Special Education at Georgia State University are outlined in the handbook: The Special Educator as a Decision Maker. The following program outcomes are addressed specifically in this course:

4. The teacher education student demonstrates competence in understanding national, state, and local laws, policies, and procedures affecting individuals with disabilities.

5.    The teacher education student demonstrates competence int he development, selecting, administration, and interpretation of formal and informal assessment techniques (academic, cognitive, communicative, emotional, physical, prevocational/vocational, and social) focusing on the individual with disabilities’ current educational development.

14. The teacher education student demonstrates appropriate professional and ethical behavior.

 Objectives

Upon completion of this course, students will be able to:

  1. Create and maintain records of student progress documented by informal assessment strategies.
  2. Interpret information from formal and informal assessment procedures and instruments.
  3. Use information from formal and informal assessment procedures to design Individualized Educational Programs.
  4. Use performance data to make or suggest appropriate modification in learning environments.
  5. Develop individualized assessment procedures for the curriculum areas of reading comprehension, reading decoding, oral language, written expression, written mechanics, and study skills.
  6. Interpret and use assessment data for instructional planning.
  7. Sequence, implement, and evaluate individual curriculum learning objectives.
  8. Demonstrate assessment procedures required by IDEA.
  9. Demonstrate ways in which technology can assist with planning and managing the teaching and learning environment.
  10. Demonstrate ability to use technology to access learning resources, including professional literature, web sites, discussion groups, email, on-line lessons, and conference room.