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.  
Ostrosky,  M,  Horn  E.  (Eds.)  (2002).DEC  Monograph  Series  No.  4,  Assessment:  Gathering  Meaningful  
Information.  Longmont,  CO:  Sopris  West.    
 
McClean,  M.,  Synder  P.  (Eds.)  (2011).DEC  Monograph  Series  No.  13,  Gathering  Information  to  Make  
Informed  Decisions:  Contemporary  Perspectives  About  Assessment  in  EI  and  ECSE:,  Missoula,  MT,  DEC.  
 

CONCEPTUAL  FRAMEWORK  OF  THE  MSUM  TEACHER  EDUCATION  UNIT  

MSUM  candidates  are  professionals  who  are  knowledgeable,  reflective,  humanistic,  and  creative.  

Knowledgeable:    MSUM  candidates  display  competence  in  their  subject  matter,  built  upon  a  strong  grounding  in  
liberal  studies.    MSUM  candidates  understand  the  principles  of  learning,  assessment  and  technology.  They  
understand  and  apply  legal  and  ethical  considerations  to  all  aspects  of  their  work.  MSUM  candidates  are  able  to  
integrate  theory  and  practice,  and  view  learning  as  an  active  process.  MSUM  candidates  demonstrate  the  ability  to  
model  connections  between  philosophical  foundations  and  best  practices  in  the  field.  As  life-­‐long  learners,  MSUM  
candidates  engage  in  research  and  complex  thinking.  They  design  opportunities  for  others  to  seek  knowledge  and  
to  understand  themselves  as  members  of  the  world  community.    

Reflective:    MSUM  candidates  engage  in  thoughtful  analysis  of  the  meaning  and  significance  of  their  actions,  
decisions,  and  results  with  regard  to  their  work  in  order  to  assess  progress  in  meeting  this  guiding  principle.  It  is  
through  this  reflective  process  that  candidates  improve  instruction,  implement  new  ideas,  abandon  ineffective  
methodologies,  and  enhance  learning  outcomes  for  their  students.  MSUM  candidates  are  skilled  at  analyzing  their  
teaching  from  a  variety  of  perspectives  and  identifying  connections  between  teaching  strategies  and  student  
learning.  In  addition,  candidates  utilize  a  variety  of  techniques  to  question  their  procedures  and  consider  
alternatives  for  instruction  and  student  growth.  MSUM  candidates  recognize  learning,  motivational,  and  
developmental  variables  and  relate  those  dimensions  to  their  teaching  practices.  Finally,  MSUM  candidates  bring  a  
questioning  spirit  to  received  wisdom  and  conventional  practice  when  needed.  

Humanistic:    MSUM  candidates  value  the  personal  worth  of  each  individual.    This  is  based  on  a  belief  in  people's  
potential  and  innate  ability  to  develop  to  their  fullest.    MSUM  candidates'  actions  are  grounded  in  knowledge  of  
different  cultural  and  ethnic  groups  within  the  world  community,  and  in  knowledge  of  the  influence  of  culture  and  
history,  ethnicity,  language,  gender  and  socio-­‐economics  on  one's  life.    This  knowledge  base  informs  candidates'  
decision-­‐making  as  they  create  environments  that  promote  freedom,  compassion,  and  success  for  all  learners.  
MSUM  candidates  are  fair-­‐minded  in  their  interactions  with  others,  as  well  as  sensitive  to  and  accepting  of  
individual  differences.    Further,  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  recognize  
and  accommodate  a  variety  of  linguistic  and  nonlinguistic  interpersonal  skills  in  their  actions  with  others.  MSUM  
candidates  foster  resiliency  in  the  students  with  whom  they  work  and  model  these  qualities  in  their  own  work.  

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.  MSUM  candidates  
recognize  the  important  role  creativity  plays  in  the  design  of  instruction  and  classroom  environment.    They  will,  for  
themselves  and  for  their  students,  meet  new  situations  with  resourcefulness,  excitement  and  curiosity,  with  an  
investigative  attitude,  and  with  the  ability  to  pose,  seek  and  design  solutions  to  problems.  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,  but  to  also  learn  how  to  think  about  the  world  at  large.  

Course  Objectives/Student  Learning  Outcomes:    

Upon  completion  of  this  course  the  student  will:      
• Understand  the  pre-­‐referral  process  and  conduct  pre-­‐referral  activities  (e.g.,  review  of  gen  
education  data  (IGDI),  problem-­‐solving  meetings,  making  recommendations  for  intervention,  
referral  determination,  etc.)    
• Be  able  to  conduct  ECSE  screening  activities(developmental  and  academic)  for  child  find,  pre-­‐
referral,  referral  
• Understand  the  ECSE  referral  process  (e.g.,    interview  family,  determine  preferences  for  
evaluation/assessment,  d etermine  n eed  for  a ssistive  technologies  a nd  a daptations,  complete  
due  process  and  other  forms  as  required)  
• Understand  and  conduct  ECSE  evaluation  a nd  a ssessment  a ctivities  (e.g.,  s elect,  a dminister,  
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;  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;  
adapt  a nd  m odify  e valuation/assessment  m ethods  to  a ccommodate  a bilities  a nd  n eeds  o f  
the  c hild,  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;  w rite  e valuation  reports,  a nd  
communicate  the  results  to  families,  teachers,  a nd  o ther  p rofessionals;  conduct  a  family  
interview  and/or  assessment  of  family  concerns,  priorities,  and  resources  with  a  family  and  
apply  information  to  the  written  evaluation  report  and/or  IFSP;  select  and  conduct  a  pre-­‐
literacy/reading  assessment      
• Understand  the  E CSE  e ligibility  p rocess  a nd  requirements  (e.g.,  facilitate  Child  Study  or  other  
team  meeting  with  parent  and  professionals,  review  and  integrate  multidisciplinary  evaluation  
results  for  reports,  review  eligibility  criteria,  share  assessment  results  with  family,  and  eligibility  
decision  making)  
• Understand  the  ECSE  IEP/IFSP  process  in  relation  to  evaluation  and  assessment  (e.g.,  facilitate  
team  meetings  with  service  coordinator,  parents,  and  other  professionals/specialists;  review  
evaluation  and  assessment  results  with  parents  and  other  team  members;  discuss  child  and  
family  assessment  information  with  parents  and  team;  compile  and  integrate  multiple  sources  
of  assessment  and  performance  data  to  develop  plans;  determine  need  and  use  of  assistive  
technology,  supplementary  aids  and  services,  and  other  adaptations  in  collaboration  with  
parents  and  specialists;  write  IFSP  outcomes  based  on  priorities  identified  by  family  assessment  
and  addressing  functional  skills  and  participation  in  daily  routines;  identify  IFSP  strategies  for  
routines-­‐based  intervention  based  on  child  and  family  assessment  which  include  strategies  for  
generalization  of  skills;  write  IEP  present  level  of  performance  based  on  multidisciplinary  
evaluation,  assessment,  and  other  data;    determine  progress  monitoring  procedures  and  how  
child  could  participate  in  future  state-­‐wide  assessments;  discuss  child  and  family  assessment  
information  with  parents  and  team,  complete  required  forms  and  paperwork)  
• Understand  and  apply  knowledge  of  the  ECSE  due  process  and  procedural  safeguards  activities  
(e.g.,  complete  due  process  requirements  and  forms  for  children  in  Part  C  and  Part  B  programs;    
complete  all  required  forms  and  paperwork  throughout  this  process;  follow  timeline  and  
confidentiality  procedures)  
• Understand  the  ECSE  progress  monitoring  process(e.g.,    monitor    and  adjust  instruction  and  
supports,  including  assistive  technologies,  to  accelerate  the  rate  of  learning  in  reaching  age-­‐
appropriate  benchmarks,  attain  child  and  family  outcomes,  and  facilitate  transition  processes;  
use  systematic  procedures  for  compiling  and  using  data  for  continuous  progress  monitoring,  
modification  of  instruction,  instruction,  and  program  improvement;  integrate  multiple  sources  
 of  assessment  and  performance  data  into  and  maintain  reports  for  progress  monitoring,  IEPs  
due  process,  and  accountability  measures,  and  follow  required  due  process  procedures  and  
timelines;  produce  and  maintain  data  collection  reports  and  records)  
 
INSTRUCTIONAL  STRATEGIES    
Video  lecture  and  lecture  notes  (knowledgeable,  reflective)    
Discussion  boards  (knowledgeable,  reflective,  creative,  humanistic)  
Observation/Interviewing  (knowledgeable,  reflective,  humanistic)  
Evaluation/assessment  administration  (knowledgeable)  
Professional  readings  and  review/critique  of  professional  literature  (knowledgeable,  reflective)  
Case  Studies  (knowledgeable,  reflective,  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:  8710.5000:  Core  Skills  For  Teachers  Of  Special  Education    
B.  A  teacher  of  special  education  understands  the  assessment  process  including  referral,  evaluation,  
planning  and  programming.  The  teacher  must  understand  how  to:  
(3)  satisfy  child  find  requirements  during  universal  screening  and  early  intervening  efforts;  
(6)  design,  facilitate,  and  support  a  comprehensive,  multidisciplinary  evaluation  process  using  
unbiased  assessment  measures.  
(7)  select,  utilize,  and  adapt  technically  sound  measures  which  are  appropriate  for  the  intended  
assessment  purpose  and  the  needs  of  the  student.      
(8)  communicate  the  results  of  assessments  and  the  evaluation  process  to  students,  families,  
teachers,  and  other  professionals.    
(9)  understand  the  effects  of  various  physical  and  mental  health  conditions,  including  the  effects  
of  medications,  on  the  educational,  cognitive,  physical,  social,  and  emotional  behavior  of  
individuals  with  disabilities  when  planning  and  administering  assessments.    
(11)  assess  the  impact  of  environmental  factors  on  assessment  results  and  the  special  education  
evaluation,  planning,  and  programming  process.  
(12)  assess  the  impact  of  gender,  family  background,  socioeconomic  status,  and  cultural  and  
linguistic  diversity  on  assessment  results  and  the  special  education  referral,  evaluation,  
planning,  and  programming  results.    
(14)  produce  and  maintain  reports,  plans,  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,  acquisition,  and  use  of  assistive  technology  and  supplementary  aids  
and  services  in  collaboration  with  parents  and  specialists.  
 
MN  Board  of  Teaching  Standards:  8710.5500:  Teachers  of  Special  Education:  Early  Childhood    
A.    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.  The  teacher  must  demonstrate  knowledge  of:  
 (4)  definitions  and  distinctions  between  and  among  screening,  evaluation,  assessment,  and      
progress  monitoring  related  to  legal  standards  and  practice.    
B.    A  teacher  of  special  education:    early  childhood  understands  and  applies  procedures  of  referral,  
screening,  evaluation,  individualized  planning,  and  placement  specific  to  teaching  students  with  a  broad  
range  of  developmental  delays  or  disabilities.  The  teacher  must  understand:  
(1)  apply  screening,  referral,  assessment,  and  evaluation  for  eligibility  determination  including  
consideration  of  criteria  under  Parts  B  and  C  of  IDEA.  
(2)  select,  administer,  and  interpret  formal  and  informal  evaluation  and  assessment  measures  
for  young  children  with  developmental  delays  or  disabilities,  accounting  for  limitations,  ethical  
concerns,  and  the  need  for  assistive  technologies,  and  communicate  the  results  to  children,  
families,  teachers,  and  other  professionals.    
(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.    
(4)  integrate  and  interpret  multiple  sources  of  information  from  families,  educators,  and  others  
for  the  purpose  of  evaluating,  planning,  implementing,  and  monitoring  IFSPs  and  IEPs.  
(7)  address  factors  such  as  gender,  socioeconomic  status,  familial  background,  and  cultural  and  
linguistic  diversity  that  may  influence  the  identification  of  young  children  with  developmental  
delays  or  disabilities.    
 
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.  1:  Assessment  and  Its  Importance  in   assessment  including  screening,  evaluation,  
Early  Intervention/Early  Childhood  Special  Education   program  planning,  and  progress  monitoring.  
(Legal  Basis,  Functions,  Challenges  in  ECSE);    Ch.  2:   Students  will  describe  similarities  and  differences  
Tests  and  Test  Development  (Standardization,   between  Parts  B  and  C  of  IDEA  with  respect  to  
Content,  Summarizing  Test  Performance  –  Norm-­‐ assessment,  emphasizing  due  process  and  
Referenced  &  Criterion  /Curriculum–Referenced   nondiscriminatory  assessment.  Students  will  define  
Measures,  Reliability,  Validity);  Ch.  3:  Procedural   terms  including  assessment,  evaluation,  and  
Considerations  in  Assessing  Infants  and  Preschoolers     testing;  identify  recommended  practices  in  the  
with  Disabilities  (Family  Participation,  Cross-­‐ assessment  of  young  children,  contrast  informal  
Disciplinary  Collaboration,  Assessment  in  Natural   and  formal  assessment  methods  (giving  examples  
Environment–Ecological,  Interactive,  Play-­‐based,   and  purposes  of  each),  describe  the  steps  of  the  
Observation)   assessment  process  and  identify  the  relevant  
B) MN  ECSE  Evaluation  Compendium   components  of  an  assessment  plan.  Students  will  
http://education.state.mn.us/MDE/EdExc/EarlyChild also  identify  recommended  assessment  tools  for  
Res/index.html  Evaluation  Compendium  (GUIDE)       young  children  and  describe  their  use.  (SPED  CORE  
User's  Guide  to  the  Evaluation  Compendium.   B-­‐6,  B-­‐9,  B-­‐11,  B-­‐14;  ECSE  A4,  B1,  B2)  
C) NECTAC:  Screening,  Evaluation  and  Assessment    
http://www.nectac.org//topics/earlyid/screeneval.a  
spE)      
Modifications  and  Cultural  Competence  in  Assessment   Cross-­‐Cultural  Knowledge  Reflection:  Students  will  
  write  a  reflection  highlighting  what  they  learned  
A) McLean  Ch.  4:  Family  Diversity,  Assessment,  and   from  a  DHH  article,  MDE  articles,  and  DEC  
Cultural  Competence  (Assessment  Models  and   Monograph  addressing  bias  and  other  issues  in  
Practices,  Competence  Across  Cultures,  Working   assessment  of  young  children  from  cultures  
 Effectively  with  Interpreters,  Cultural  Competence)   different  from  their  own.    The  reflection  must  
B) Larsardo  Ch.  3:  Naturalistic  Assessment,  Ch.  4:   include  a  discussion  of  how  they  would  apply  this  
Focused  Assessment,  Ch.  5:  Performance   information  to  ECSE  assessment  and  discuss  
Assessment,  Ch.  6:  Portfolio  Assessment,  Ch.  7:   appropriate  procedures  for  assessing  young  
Dynamic  Assessment,  Ch.  8:  Curriculum-­‐Based   children  from  other  cultures  and  non-­‐English  
Language  Assessment   speaking  children.  (SPED  CORE  B-­‐1,  B-­‐6,  B-­‐7,  B-­‐11,  
C) Reducing  Bias  in  Special  Education  Assessment  for   B-­‐12;  ECSE  B3,    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.state.mn.us/MDE/EdExc/SpecEdCla when  assessing  young  children  with  developmental  
ss/     disabilities  and  delays.  Students  discuss  the  effects  
D) DEC  Monograph  #13:    Evaluating  Young  Children   and  impact  of  environment  (cultural,  linguistic)  on  
who  are  Dual  Language  Learners:  Gathering  and   determination  of  eligibility  and  programming.  
Interpreting  Multiple  Sources  of  Data  to  Make   Students  will  also  identify  possible  adaptations  
Informed  Decisions  (Duran,  Cheatham,  Milagros   accommodations  and  modifications,  including  use  
Santos)   of  assistive  technology,  for  evaluation/  assessment  
E) DEC  Monograph  #  4:  Ecological  Assessment  and   for  case  studies  of  infants,  toddlers  and  
Planning,  Assessing  Young  Children  for  Whom   preschoolers  with  a  variety  of  conditions  including  
English  is  a  Second  Language     with  motor/physical  disabilities  (e.g.,  cerebral  
F) Guide  to  Psychiatric  Medications  for  Children   palsy),  autism,  sensory  impairments,  intellectual  
 and  Adolescents     disability,  social/  emotional  (mental  health)    
http://www.aboutourkids.org/articles/guide_psychi disorders  (e.g.,  ADHD,  ODD,  RAD).  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.    
Emotional  Disorders  Using  the  DC:  0-­‐3  Diagnostic   Students  will  also  include  recommendations  for  
Classification  System   possible  assessment  tools  and  alternative  
http://www.tracecenter.info/cornerstones/cornerst approaches  to  assessing  young  children  with  
ones_vol2_no2.pdf   disabilities.  (ECSE  B2,  B3,  B7)  
J) U.S.  Dep’t.  of  Health  and  Human  Services,  Children’s      
Bureau/ACYF,  Child  Welfare  Information  Gateway    
           http://www.childwelfare.gov/systemwide/cultural
K) Videos:  What  Can  Baby  Hear?  Auditory  Tests  and  
Interventions  for  Infants  with  Multiple  Disabilities;  
What  Can  Baby  See?  Vision  Tests  and  Interventions  
for  Infants  with  Multiple  Disabilities  
L) MDE  Assistive  Technology  Manual  
Unit  3:  Child  Find,  Screening,  and  Referral   Screener  Report:    Students  will  administer  and  
A) McLean  Ch.  5:  Identification  and  Referral  (  Rationale   score  a  developmental  screener  to  a  child  age  birth  
and  Definitions  of  Child  Find,  Child  Monitoring,   –6  (child  should  not  be  receiving  services  unless  
Screening);  Ch.  6:  Screening  and  Assessment  of   student  is  teaching  on  variance)  in  a  natural  setting.    
Sensory  Functions  (Screening  and  Assessment  of   Students  will  also  gather  information  about  the  
Auditory/Visual/Sensory  Processing  Functioning)   child’s  birth  and  developmental  history,  family  
B) DEC  Monograph  #13:  Improving  Child  Find  Through   constellation,  and  educational  history.  Students  will  
Tailored  Outreach  to  Primary  Referral  Sources;   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.    (SPED  CORE  B-­‐2,  B-­‐3,  B-­‐8,  B-­‐14;  ECSE  
C) Tracking,  Referral  and  Assessment  Center  for   A4,B1,  B2)  
 Excellence      
           http://www.tracecenter.info/index.php   Local  Child  Find/Screening  Procedures  Report:  
D) Buysse,  V.,  Winton,  P.,  &  Zimmerman,  T.  (Eds.).   Students  will  research  TRACE  website  and  the  Child  
(2007).  RTI  goes  to  Pre-­‐K:  An  early  intervening  
Find  and  screening  procedures  for  young  children  
system  called  recognition  and  response.  Early  
in  their  local  school  district  and  write  a  two-­‐page  
Developments,  11(1),  6–10   page  comparison  report  discussing  the  school  
E) The  Response  to  Intervention  (RTI)  Approach  in  Early   teaming  child-­‐find  approach,  screening/assessment  
Childhood   methods,  adaptations  and  assistive  technologies  
http://www.crtiec.org/aboutcrtiec/documents/FOEC encouraged  within  the  screening  process,  criteria  
-­‐V43-­‐9-­‐May-­‐v5.pdf   for  “pass”  and  “fail,”  and  referral  process.  (SPED  
F) MDE  Websites:  Response  to  Intervention  (RtI)   CORE  B-­‐3,  B-­‐7,  B-­‐15;  ECSE  A4,  B1,  B2,  B3)  
Overview,  Part  C.  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.recognitionandresponse.org/     referral/RTI  and  ECSE  referral  procedures  and  
RTI  Action  Network:  Pre-­‐K  RTI  Resources  
practices  used  by  their  school  district  (based  on  
http://www.rtinetwork.org/pre-­‐k   local  TSES).  This  outline  must  include  the  type  of  
Response  to  Intervention  (RTI)  in  Early  Childhood  
model  used  (tiered  or  support  continuum),  a  review  
Building  Consensus  on  the  Defining  Features  
of  the  district-­‐selected  curricula  (e.g.,  HELP),  a  
http://npdci.fpg.unc.edu/resources/response-­‐ review  of  assessment  tools  and  practices,  team  
intervention-­‐rti-­‐early-­‐childhood-­‐building-­‐ decision-­‐making  processes  and  procedures  for  
consensus-­‐defining-­‐features,     instructional  strategies  or  interventions  (based  on  
NAEYC  Frameworks  for  RtI  in  ECE   the  child’s  needs  while  in  the  regular  classroom/  
http://www.naeyc.org/content/frameworks-­‐for-­‐ environment),  interventions  for  Teir  2  and  3  based  
rti-­‐in-­‐ece,   on  the  curricula  ,  how  results  of  the  intervention  
http://www.nectac.org/topics/RTI/RTI.asp;     are  documented,  the  data  collection  process,  how  
Center  for  Response  to  Intervention  in  Early  
information  is  integrated  to  determine  and  rate  
Childhood   child’s  acquisition  of  skills  and  capabilities,  how  this  
http://www.crtiec.org/     information  is  used  in  the  referral  process,  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,  and  the  ECSE  
child  study  team  procedures  for  receiving  referrals.    
Students  will  compare  the  local  pre-­‐referral  and  
referral  process  with  federal  regulations  and  
recommended  practices  from  the  readings.  (SPED  
CORE  ECSE  B1,  B2)  
Unit  3:  Norm-­‐Referenced  Assessment   Norm-­‐Referenced  Report:  Students  will  administer  
A) McLean  Ch.  2:  Tests  and  Test  Development   a  norm-­‐referenced  test  to  a  young  child,  age  birth  
(Standardization,  Content,  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,   including:  background  information,  developmental  
Reliability,  Validity);  Ch.  4:  Family  Diversity,   history,  interpretation  and  summary  of  the  child’s  
Assessment,  and  Cultural  Competence  (Rationale  for   performance,  and  recommendations  linked  to  
Examining  Alternative  Assessment  Models  and   assessment  results.  The  report  must  also  address  
Practices,  Implications  of  Diversity  on  the  Child  and   the  rationale  for  use  of  the  instrument  and  how  the  
Family  Assessment  Process,  Definition  of  Cultural   instrument  is  or  is  not  biased  based  on  information  
Competence,  Strategies  for  Enhancing  Cross-­‐Cultural   from  the  manual.  The  student  will  also  discuss  the  
 Competence,  Cultural  Competence  and  the   findings  with  the  parent  following  the  evaluation.  
Assessment  Process);  Ch.  10:  Assessing  Cognitive   The  student  will  add  an  addendum  to  the  report  
Development  (Dimensions,  Procedural   which  includes  a  discussion  of  suggestions  for  
Considerations,  Methods  –  Norm-­‐Referenced  and   accommodations/  modifications,  including  assistive  
Criterion-­‐Referenced,  Assessment  Linked  to   technology,  that  could  be  made  if  the  child  had  a  
Standards/Outcomes);  Ch.  12:  Assessing   specific  disability  or  was  from  a  diverse  cultural  or  
Communication  Skills  (Methods,  Ecological   linguistic  background.  (SPED  CORE  B-­‐6,  B-­‐7,  B-­‐8,  B-­‐
Approach;  Ch.  14:  Assessing  Play  Skills  (Rationale,   14;  ECSE  B1,  B2,  B4)  
Methods,  Guidelines,  Using  Assessment  for   Multidisciplinary  Assessment  Observation:  
Establishing  Goals  and  Objectives  and  Planning   Students  will  observe  an  evaluation  by  another  
Intervention,  Monitoring  Play  Over  Time;   discipline  (PT,  OT,  Speech)  and  write  a  one  page  
B) Assessment/Test  Manuals   summary  including  the  kind  of  evaluation,  the  
C) MDE  Assistive  Technology  Manual   evaluation  tools  used,  adaptations  and  
D) Parental  Income  Linked  to  Students’  Standardized   modifications  made,  other  ideas  for  modifications,  
Test  Results     overall  results.  (SPED  Core  B-­‐6,  B-­‐9;  ECSE  B3)  
               http://researchnews.wsu.edu/society/169.html   Poverty  Impact  Discussion:  Students  will  post  
E) Petterson,  S.  &  Burke  Albers  A.,  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;  Child  Development,  Volume  72,  Issue   other  assessment  measures.    
6,    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.  2:  Tests  and  Test  Development   referenced  test  to  a  young  child,  age  birth  through  
(Standardization,  Content,  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,   information,  developmental  history,  interpretation  
Reliability,  Validity);  Ch.  7:  Assessing  Family   and  summary  of  the  child’s  performance,  and  
Resources,  Priorities,  &  Concerns  (Rationale,   recommendations  linked  to  assessment  results.  The  
Dimensions  of  Family  Assessment,  General   student  will  discuss  the  findings  with  the  parent  
procedural  Considerations  in  Family  Assessment,   following  the  evaluation.  The  student  will  add  a  1-­‐2  
Methods  &  Procedures,  Strategies  for  Translating   paragraph  addendum  to  the  report  which  includes  
Family  Assessment  Information  into  Goals  &   a  discussion  of  suggestions  for  accommodations/  
Services;  Ch.  8:  Assessing  Children’s  Environments   modifications,  including  assistive  technology,  that  
(Representative  Measures  for  Assessing  Home  and   could  be  made  if  the  child  had  a  specific  disability  
Classroom  Environments,  Assessing  Safety,   or  was  from  a  diverse  cultural  or  linguistic  
Assessing  Quality,  Assessing  Environments  to  Plan   background.  (SPED  CORE  B-­‐6,  B-­‐7,  B-­‐8,  B-­‐14;  ECSE  
Programs;  Ch.  9:  Functional  Behavioral  Assessment   B1,  B2,  B4)  
in  Early  Ed  Settings,  (FBA,  Environmental   Co                    Structured  Observation  Report:    Students  will  
Manipulation,  Designing  intervention  Programs)  Ch.   complete  a  structured  observation  of  a  child  in  a  
10:  Assessing  Cognitive  Development  (Dimensions  of   natural  setting  (e.g.,  home,  daycare,  Head  Start,  
Assessment,  Procedural  Considerations,  Methods  –   preschool)  and  write  up  the  observation  based  on  
Norm-­‐Referenced  and  Criterion-­‐Referenced,   the  factual  information  observed.    The  report  will  
Assessment  Linked  to  Standards/Outcomes);  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,  Fine  Motor  Skills,  Procedural   recommendations.  (SPED  Core  B-­‐6,  B-­‐14;  ECSE  B2)  
Considerations,  Purposes  &  Methods);Ch.  12:                              Anecdotal  Observation  Recording:  Students  will  
 Assessing  Communication  Skills  (Methods,  Ecological   watch  the  video  “Observing  Kassandra”  and  record  
Approach;  ;  Ch.  13:  Assessing  Social  Competence   their  observations  of  the  play  activities  of  a  young  
(Early  Social  Development,  Dimensions  of  Social   child  with  multiple  disabilities  within  a  natural  
Interaction  Assessment,  Procedural  Considerations,   setting.  Students  will  include  information  about  all  
Methods);  Ch.  14:  Assessing  Play  Skills  (Rationale,   developmental  domains  and  types  of  play  
Methods,  Guidelines,  Using  Assessment  for   observed.  Students  will  write  a  1page  reflection  on  
Establishing  Goals  and  Objectives  and  Planning   their  observations  and  discuss  how  this  could  be  a  
Intervention,  Monitoring  Play  Over  Time;  Ch.  15:   more  effective  approach  than  standardized  testing  
Assessing  Adaptive  Behavior  (Critical  Dimensions  of   for  assessing  young  children  (SPED  CORE  B-­‐6,  B-­‐7,  
Adaptive  Behavior  Development,  Procedures,   B-­‐9,  B-­‐11,  B-­‐15;  ECSE  B2,  B3)  
Assessment  Issues  within  Subdomains,  Use  of  
Assessment  Information)  
B) Larsardo  Ch.  3:  Naturalistic  Assessment,  Ch.  4:  
Focused  Assessment,  Ch.  5:  Performance  
Assessment,  Ch.  6:  Portfolio  Assessment,  Ch.  7:  
Dynamic  Assessment,  Ch.  8:  Curriculum-­‐Based  
Language  Assessment,  Ch.  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,  students  
A) McLean  Ch.  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,  Writing   the  child  study  team  and  IEP  as  well  as  provide  
Reports  form  Intervention  Planning  Assessments,   recommendations  for  IEP  goals  based  on  the  
Information  Needed  to  Plan  Meaningful  Intervention   assessment  results.  Students  will  discuss  whether  
Program,  Translating  Assessment  Results  into   the  child  meet  eligibility  for  special  education  
Intervention  Plans,  Implementing  Intervention   services  (Part  C  and  Part  B)  based  on  criteria  in  MN.    
Plans);    Ch.  17:  Monitoring  Children’s  Progress  &   (SPED  CORE  B-­‐6,  B-­‐8,  B-­‐14,  ECSE  B1,  B4)  
Intervention  Implementation  (  purposes  of    
Monitoring,  General  Considerations/  Guidelines  for   Progress  Monitoring  Paper:  Students  will  write  a  
Monitoring  Progress,  Approaches  to  Monitoring)   paper  describing  three  of  the  informal  assessment  
B) Losardo  &  Syverson  (2011).  Alternative  Approaches   methods  from  the  monograph  and  other  readings  
to  Assessing  Young  Children  (2nd  ed.):  Ch.  2,   discussing  the  audience,  purpose,  procedures,  
Traditional  and  Contemporary  Assessment  Models,   materials,  benefits/drawbacks  of  each.  Students  
Ch.  3:  Linking  Assessment  and  Intervention,  Ch.  4:   will  also  link  each  assessment  to  the  readings  and  
Naturalistic  Assessment,  Ch.  5:  Focused  Assessment,   describe  how  the  method  could  be  used  for  pre-­‐
Ch.  6  -­‐  Performance  Assessment,  Ch.  7  -­‐  Portfolio   referral,  ongoing  assessment,  and  progress  
Assessment,  Ch.  8:  Dynamic  Assessment,  Ch.  9:   monitoring  as  well  as  a  description  of  the  types  of  
Curriculum-­‐Based  Language  Assessment,  Ch.  10:   information  needed  to  plan  intervention.    (SPED  
Transdisciplinary  Framework   CORE  B-­‐7,  B-­‐9,  B-­‐11,  B-­‐12,  B-­‐15,  ECSE  A4,  B2,  B3,  
A) DEC  Monograph  #13:  Using  Goal  Attainment  Scaling   B4)  
to  Monitor  the  Developmental  Progress  of  Young    
Children  with  Disabilities,  Building  Good  assessment  
into  Accountability  Systems  for  Early  Childhood  
 Programs  
C) DEC  Monograph  #4:  Individual  Growth  and  
Development  Indicators  (IGDIs):  Assessment  that  
Guides  Intervention  for  Young  Children;  Assessment  
for  Program  Planning:  Creating  Individualized  
Learning  Profiles  (ILPs)  for  Young  Children  with  
Multiple,  Intensive  Special  Needs;  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…………………………………………………………………..25  pts.  
Anecdotal  Observation……………………………………………      10  pts.    
Screener  Report…………………………………………………………50  pts.  
Norm  Referenced  Report……………………………………………50  pts.    
Criterion-­‐Referenced  Report………………………………………50  pts.  
Cross-­‐Cultural  Reflection……………………………………………  15  pts.    
Case  Study  Interpretation……………………………………………15  pts.    
Progress  Monitoring  Assignment…………………………………30  pts.      
 
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,  CMU  222  in  order  to  ensure  
accommodations  are  met  expediently.    
 
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).  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.