University of the Pacific
Graduate Course Approval Form
Please fill in all information. After all required signatures are obtained on page two, send to Research and Graduate Studies, Knoles Hall, 2nd Floor. Research and Graduate Studies will then forward to the
Academic Affairs Committee, Office of the Provost, Anderson Hall, 2nd Floor.
Date: March 2, 2006
Contact Person: Robert Oprandy/Michael Elium Department: Curriculum and Instruction
Phone: 946-2287
Select below Addition
D
Revision xx DeletionD
Department: Curro and lnstr. School or College: EDU
Course Number: SPED 224 Title: Assessment of Special Education Students Units: 3 Minimum Number of Students: 7
Prerequisites: SPED 123, SPED 166 and Admission to Teacher Education/Credential Candidacy or permission of Special Education coordinator or department chair
If replacing a course, old course title and number:
Catalog Description (attach additional paperwork if necessary):
The role of assessment in teaching students with disabilities will be explored. In addition, teacher made tests, curriculum based assessment, portfolio assessment and commonly used standardized tests will be examined. This course will comply with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild/Moderate or Moderate/Severe Disabilities. Prerequisites: SPED 123, SPED 166 and Admission to Teacher Education/Credential Candidacy or permission of Special Education coordinator or department chair Please attach a syllabus.
What are the reasons for the new course (e.g., student needs, major, etc.), program changes or deletion of the program?
The Registrar requested that the prerequisites and/or corequisites be resubmitted in order to assist the Banner System and the implementation of CAPPo Also, this course was submitted in approximately
1996-1997 and courses, SPED 224w and SPED 224x were dropped at that time, so they should be excluded from Banner.
If approved, when will this be implemented? Fall
D
Spring IZI Year 2006What is the anticipated impact on resources (faculty, funds, library, materials, etc.) None
Describe any specific facilities or technology needs. This is provided by the department.
APPROVAL PROCESS 1. Action by department requesting addition/change:
4. Action by tbc Dean of the I:il<ra~
Approved by:t/2S
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5. Action by the Director
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Technology Services (if computer lab, software needed):ruLIr
2. 3. Approved by: Approved by: Approved by: Approved by: Date:aduate Studies Committee of the School/College:
.. Date:
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Date:
Date:
Approved by:
6. Action by the
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_\.7. Action by the Graduate Studies Committee (as appropriate):
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8. Action by the Academic Affairs Committee: Approved by:
Date:
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After approval by the Academic Affairs Committee, information regarding new, revised, or deleted programs and courses is sent to the Registrar for listing in or modifying the catalog.
Form revised 9/4/03
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University of the Pacific Benerd School of Education
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SPED 124/224
Fall 2004 Thursdays, 4:10-6: 50. Instructor: Office Hours: E-mail:_emil
Byappointment· beckyb m iIIer@comcast.net Office Phone: 946-2558 Home Phone: (209) 476-7321The Mission of the Gladvs L. Benerd School of Education
The mission of the Gladys L. Benerd School of Education is to prepare thoughtful, reflective, caring, and collaborative professionals for service to diverse populations. The School of Education directs its efforts toward researching the present and future needs of schools and the community, fostering intellectual and ethical
growth, and developing compassion and collegiality through personalized learning experiences. Undergraduate, graduate, and professional preparation programs are developed in accordance with state and national
accreditation standards and guidelines to ensure that students who complete these programs will represent the best professional practice in their positions of future leadership in schools and the community.
The Conceptual Framework Undendrding
School of Education Programs
BSE Candidates and Graduates are Reflective Practitioners ...
The cornerstone of the Benerd School of Education's conceptual framework is the metaphor of the reflective practitioner. Reflective practice involves reflecting on and taking responsibility for one's actions through continuous planning and re-planning of professional practice. Embedded
throughout the School's programs and courses are the concept, practice, and metaphor ofa reflective practitioner.
... Who are committed to Six Core Values ...
• Scholarship
• Integrity and Ethical Conduct • Diversity
• Social and Community Responsibility • Collegiality
• Teaching and Learning
...And Who Understand and Practice FourteenLearner-Centered Principles of Effective Teaching and Learning.
Cognitive and Metacognitive Factors • Nature of the Learning Process • Goals of the Learning Process • Construction of Knowledge • Strategic Thinking
• Thinking about Thinking • Context of Learning Developmental and Social Factors
• Developmental Influences on Learning • Social Influences on Learning
Motivational and Affective Factors
• Motivational and Emotional Influences on Learning
• Intrinsic Motivation to Learn • Effects of Motivation on Effort Individual Differences
• Individual Differences in Learning • Learning and Diversity
• Standards and Assessm'(iJQ
O.R
MAR 1 6 Z006
Student ResponsibiJities
o Class Participation and in class assh!.riments
One ofthe most important aspects to this course is participation. This course is part of a professional development program designed to prepare you to teach children. For optimum success, this material cannot be read about, it must be experienced first hand.
Attendance at, preparation for, and active participation in aU class sessions are expected. Beginning or to further your professional duties as a teacher I hold you accountable for:
../ An eagerness/desire to work with allleamers .
../ The ability to communicate effectively with your peers and other professionals . ./' Participate in class discussions and activities in a professional manner .
./' A commitment to complete work on time .
./' A commitment to contribute to your share of work in a group setting .
./' A commitment to turn in high quality professional work that reflects your best efforts.
Reading assignments will be completed
before
class discussion ..
As professional educators, you are expected to contribute your expertise to
weekly class discussions and activities to enhance the learning for all ..
o Attendance:
Unless otherwise communicated and excused, attendance is expected. Much of this course is centered on discussion and interaction. We will also spend a good deal of time engaged in-group activities worth course points. Coming late and leaving early can be problematic for course participants. Consistent lateness wiH be penalized. Please try to contact me by phone or e-mail before your absence. If absent, it is the student's responsibiJity to obtain class notes before the next meetint! from another class member. In-class points cannot be made-up for unexcused absences. Assignments are due at the beginning of the class periods corresponding to the due dates on your course outline to receive full credit. I will deduct 5% of the project grade for each late day. Please save a copy of all assignments prior to turning them in.
~Excused absences wilJ be left to the discretion of the instructor~
,\ Two absences will result in the Joss of a grade for the course (e.g., from A to B, B to C). If you miss more than two times, you should consider dropping the course or receiving a failing grade.
o Written work:
AU word-processed assignments must be completed using professional standards unless otherwise stated.
(Available support site online at: http://owl.ent!lish.purdue.edulFiles/34.htIill) Assignments submitted must also be done as an original project for this class.
I want tQ,help,youlearn this material. If you do not understand any of the ideas discussed in class
or't~etext p~~~.sefeel free to e-mail me or call. I will make a concerted effort to set up . ". appointments when needed.
Course Expectations and Performance Assessments
To ensure that you attain the knowledge, skills, and dispositions related to the course content, you are expected to fulfill the following responsibilities in a timely manner:
1. Assit!Ded ReadiD2s: Each student will be responsible for reading and completing the assigned sections of textbooks, and other required readings and a1l assignments. Each student wi1l come to class prepared to discuss and reflect upon the reading in class. Your readings should be reflected in the assignments throughout the semester. References from your readings should be included in .your assignments.
2. ' Weekly Reflections of June 00 points)-June is a student introduced at the beginning of the book that we wi1J follow throughout the semester. There are activities that wi]] be passed out weekly that will need to be completed based on the readings concerning June. They are to be reflective and show your critical thoughts.
3. Interview Paper 05points): Each student will interview at least two people to get their
perspectives on the purposes of psycho-educational assessment and testing. Select the people you interview from among the following, or choose others who you think might have a different perspective: special education teacher, general education teacher, parent of a child with a disability, school psychologist, student who has been formally assessed. Students wiJI prepare a 5-] 0 page typed; double-spaced paper comparing and contrasting the interviewees views on assessment and accountability practices. Further written clarification of this assignment will be passed out and reviewed in class.
4. Test Review Paper and Presentation 05 points/ 10 points):Each student will conduct a test review. The instructor wj]] provide a list of possible tests and a test review guideline. Students wi1J prepare a 7-]0 page typed, double-spaced paper and present their fmdings during a specified class session. A sign-up sheet wi)] be provided in,class. Further written clarification of this assignment will be passed out and reviewed in class.
NOTE: Students wilJ conduct presentations on tbis assignment during the specified class sessions. The Presentation is worth J 0 points. Presentations should be no IOD2er than 30 min.
5. Student Assessment Profile Report and Presentation (25 pointslJO points: Each student wi1l perform an assessment on one learner with special needs in achievement and other areas as determined by the instructor and the student and as aiscussed in class. Students will prepare and approximately 8-] 0 page typed, double-spaced assessment profile. Further written clarification of this assignment will be passed out in and reviewed in class.
NOTE: Students will conduct pres'entations on tbis assi2nmenf sessions. The Presentation is worth ]0 ooints. Presentations sh min.
moo class
er than 30
MAR
1 6
2006November 11th . November 18th November 25th December 2nd December 9th December 16th
Assessment of S6cial
&
EmotionalAssessment of Sensory Abilities, Perceptual Abilities
&
Motor Skills-Reporting Assessment Results Case Study Analysis
NO CLASS - Happy Thanksgiving
Student Assessment Profile Presentations
Student Assessment Profile Presentations
Summary of Learning's
Taylor, Chs.1O,16 (401-412) Appendices A
&
BTest Review Presentations
Taylor, Ch. 19
Student Assessment Profile Due
