Course Description
This course prepares students to use formal and informal educational diagnostic methods for assessment, analysis, and evaluation of children. Issues of nonbiased assessment and instructional implications are included.

Evidence-Based Practices
This course will incorporate evidence-based practices (EBPs) of assessment and instruction. Evidence for the selected research-based practices is informed by meta-analysis, literature reviews/synthesis, the technical assistance networks that provide web-based resources, and the national organizations whose mission is to support students with disabilities. We will address both promising and emerging practices for inclusive education. This course will provide opportunities for students to thoughtfully evaluate EBPs to improve outcomes for all learners.

Course Objectives
The objectives of this course reflect the Fordham Graduate School of Education’s conceptual framework, including diversity, scholarship, community, reflection, technology, and social justice.
When you have completed this course, you will be able to:
1. Use appropriate procedures for referral, screening, and classroom placement
2. Practice in accordance with ethical and legal requirements in the assessment of all children, such as nonbiased assessment
3. Respect the rights of parents and obligations of the educational system to communicate information to parents
4. Gather background information, create and maintain student records, and read and create reports that focus on the results of the assessment
5. Interact as a teacher with other professionals responsible for assessing and monitoring the progress of children
6. Differentiate between formal and informal assessment, norm-referenced and criterion-referenced assessment, and curriculum-based measurement and performance-based assessment
7. Create and use informal measures of assessment for documenting student progress
8. Use professional terminology related to psychometrics, and translate assessment information into current levels of performance and learning style profile components of the IE
9. Communicate assessment results to parents and team members

Course Materials
Required Texts
Overton, T. (2016). Assessing learners with special needs: An applied approach. Pearson.

Bateman, B. D., & Herr, C.M. (2019). Writing measurable IEP goals & objectives. Attainment Company.

Additional Texts
Additional readings will be available in the virtual classroom platform or linked within the course schedule, below.

About the Instructor

Dr. Anne O Davidson is an Adjunct Professor of Special Education in the Graduate School of Education at Fordham University. Dr. D has been in special education since 2005 as a teacher, professor, researcher, instructional coach and district trainer, advocating for students with disabilities and diverse backgrounds. Her research focuses on effective professional training for teachers to implement research-based pedagogical practices, provide equitable inclusion and support universal access to instruction for students with diverse abilities and identities, recognizing the impact of cultural and linguistic differences.

About the Course Designer & Video Lecturer

Dr. Anita Ferreri is an Adjunct Professor in the Graduate School of Education at Fordham University. Dr. Ferreri has been a classroom teacher, special education teacher, literacy specialist, and teacher mentor in urban and suburban settings. She has been sharing her personal experiences and practical advice along with research-based best practices with Fordham teachers for 20 years. Dr. Ferreri is currently writing a series of books for struggling readers.

Course Schedule
A minimum of 135 hours should be allocated throughout the semester to meet the 3 credit online course requirement (3 credits x 45 hours per credit).

Plan 9 hours of study time each week throughout the 15 weeks.

1. 7.5 hours of asynchronous study time to read and complete the assignments found on the virtual classroom platform prior to live sessions.
2. 1.5 hours of live session

Week Weekly Objectives Before Class- Readings, Assignments, Due Dates, & Contact Hours
-Due Dates- By 24hrs after Live Session (unless noted otherwise)
Part 1: Overview of Assessment
Week 1

Intro ● Understand current knowledge of assessment
● Explain basic theories of assessment
● Describe assessment versus evaluation Asynchronous Class Materials
o Overton, Chapter 1
o Assessment vs. Evaluation
o Discourse of Deficiencies
Out-of-Class Work & Assignment Due
o Due Before Week 1 Live Session: Assessment #1- Pretest (Formative)
Week 2

Laws, Ethics & Issues ● Understand current laws that influence assessment
● Recognize ethical issues surrounding assessment
● Describe how to ensure assessment is equitable for all Asynchronous Class Materials
o Overton, Chapter 2
o IDEA
o The Special Education Referral Process
o NYS: IEP Development

Week 3

Descript. Stats. ● Understand, and recognize when to use various descriptive statistics Asynchronous Class Materials
o Overton, Chapter 3
Out-of-Class Work
o Study for Part 1 Quiz (Use Study Guide provided)
Week 4
Reliable Valid & Norm’d ● Understand Reliability, Validity and Norms in regard to assessment
● Recognize how to assess reliability and validity
● Describe the meaning of Norms for an assessment Asynchronous Class Materials
o Overton, Chapters 4 & 5 (pp. 94-106)
Out-of-Class Work & Assignment Due
Due: Assessment #2- Part 1 Quiz (Use Study Guide provided)
Part 2: Classroom Based Assessments
Week 5

CBMs v High Stakes Assess ● Understand the differences between CBMs and High-Stakes Assessments
● Describe when to use CBMs versus High-Stakes assessments Asynchronous Class Materials
o Overton, Chapters 5 & 6 (pp. 106-110 & 115-121)
o Review resources at Intervention Central:
First- go to CBM/Downloads section (top of page)
Then- go to the Assessment Warehouse to review various assessments
Week 6

More CBMs ● Describe curriculum- based assessments
● Use curriculum based assessments to determine baseline scores and monitor progress
Asynchronous Class Materials
o Overton, Chapter 6 (pp. 120–125)
o Hosp, M. K., & Hosp, J. L. (2003). Curriculum-based measurement for reading, spelling and math: How to do it and why. Preventing School Failure, 48(1), 10–17.
o Core Reading Maze Comprehension Test
o How to Assess Reading Comprehension with a Maze
o Spelling Curriculum-Based Measure
o How to Track Growth in Reading
o How to Assess Math Progress
o Letter-Sound Naming Fluency
o CBM, RTI, and Reading Assessment
Out-of-Class Work
o Start CBM Assignment
Week 7

Informal Measure of Prog. ● Understand appropriate use of informal measures of progress
● Recognize how to measure progress
● Describe how to select appropriate methods of progress monitoring Asynchronous Class Materials
o Overton, Chapter 6 (pp. 130-140)
o Stockall, N., Dennis, L. R., & Rueter, J. A. (2014). Developing a progress monitoring portfolio for children in early childhood special education programs. Teaching Exceptional Children, 46(3).
o Progress Monitoring: Legal Issues and Recommendations for IEP Teams
o Testing Modifications
o Assessment In-Depth
o Critical Analysis of Eight Reading Inventories:
o K–2 and 3–12 Writing Rubrics
Out-of-Class Work & Assignment Due
Due: Assessment #3- Curriculum-Based Measurement
Week 8

MTSS: RTI & Early Interv. ● Understand the roles of RTI and Early Intervention in the IEP referral and student assessment process
● Recognize how to gather and use data from RTI and early intervention
● Describe how intervention data is essential to comprehensive assessment Asynchronous Class Materials
o Overton, Chapter 7 (to p. 148)
o AIMSWEB PLUS
o Phonological Awareness Assessment Guidelines
o Phonemic Awareness Assessment
o Phonological and Phonemic Awareness Resources
o Concepts of Print
o Informal Reading Assessments
o Assessing Phonics
o How to Identify Early Mathematical Needs
Out-of-Class Work
o Start PMM Assignment
Part 3: Formal Assessments
Week 9

Achieve. Tests ● Understand assessments of achievement
● Recognize how to read an assessment report
● Describe appropriate use of Achievement Tests Asynchronous Class Materials
o Overton, Chapter 8 (pp. 154-166)
o Weschler Individual Achievement Test (WIAT-III)
o Sample Report- Review WIAT Sections
Out-of-Class Work & Assignment Due
Due: Assessment #4- Progress Monitoring Measures
Week 10

Diagnos. Measure ● Understand diagnostic measures
● Describe when and how diagnostic measures should be used appropriately Asynchronous Class Materials
o Overton, Chapter 9 (pp. 166–187)
o Ketterlin-Geller, L., & Yovanoff, P. (2009). Diagnostic assessments in mathematics to support instructional decision-making. Practical Assessment, Research, & Evaluation, 14(16), 1- 10. Retrieved from: https://scholarworks.umass.edu/pare/vol14/iss1/16/

Week 11

Measure of Intell. ● Understand how Intelligence is measured
● Recognize essential issues surrounding assessment of IQ
● Describe different theories of Intelligence Asynchronous Class Materials
o Overton, Chapter 10 (pp. 212–232)
o Grondhuis, S. N. et al. (2018). Differences in verbal and nonverbal IQ tests scores in children with autism spectrum disorder. Research in Autism Spectrum Disorders,49, 47–55. Retrieved from: https://www.sciencedirect.com/science/article/abs/pii/S1750946718300254
o Sample Report- Review WISC Sections
o Theories of Intelligence
Out-of-Class Work
o Start Analysis Assignment
Week 12

Adapt. Behav., EC & Trans. Planning ● Understand how to assess adaptive behavior, and early childhood development
● Recognize the role of assessment for transition planning Asynchronous Class Materials
o Overton, Chapters 11 & 12
o Sample Vineland Adaptive Behavior Report (Jordan Sample)
Out-of-Class Work & Assignment Due
Due: Assessment #5- Analysis of Achievement (Use editable Form provided)
Part 4: Writing for Assessment: Reports, Learning Plans, Goals & Objectives in IEPs
Week 13

Writing Reports & Plans ● Understand how to write reports of assessment results
● Recognize how assessment reports are used to develop learning plans
● Analyze results of formal achievement assessment Asynchronous Class Materials
o Bateman, Part I, pp. 1–16
o Overton, Chapter 13
o Present Levels of Performance (NYSED- PLOP & IN)
o WIAT-III Sample Parent Report (Subtest Descriptions):
o Bruce’s Sample WIAT III Analysis
o Haley’s Sample WISC & WIAT Report (Compare WISC & WIAT):
Out-of Class Work
o Start IEP Assignment
Week 14

Goals & Object. ● Understand how assessment informs IEP goals and objectives
● Write assessment-based IEPs with appropriate components including SMART goals and supporting objectives Asynchronous Class Materials
o Bateman, pp. 17–77
o Tri-State Sample IEP Model Forms:
o New York (Review Model IEP Form)
o New Jersey (Review Annotated IEP Form)
o Connecticut (Review IEP Manual & SDE Form):
Out-of-Class Work & Assignment Due
o Study for Final
Due: Assessment #6- IEP Assignment (Use editable Form and Guides provided)
Wrap-up: Addressing Diverse Needs
Week 15

Diverse Needs ● Understand how diversity influences assessment
● Recognize how to conduct ethical assessment for all diverse students Asynchronous Class Materials
o Bateman, to end
o Deaf-Blind Assessment Guide
o Goals for Children Diagnosed With Autism
o NYS Consideration of Special Factors
o NYS Testing Accommodations
Out-of-Class Work & Assignment Due
Due: Assessment #7- Final (Use Study Guide provided)

Evaluation Procedure

Course Grades
Final Course Grades will be based on the following assessment category and weights:

# Category Grade Points & Weight
1 Pretest- Short Answer (Formative) See #8 (Course Participation)
2 Part 1 Quiz- Multiple Choice & Short Answer (open book) 25 points (10%)
3 Curriculum-Based Measures 25 points (10%)
4 Progress-Monitoring Measures 25 points (10%)
5 Analysis of Formal Achievement Testing 50 points (20%)
6 Development of a Data-Based IEP 50 points (20%)
7 Final- Multiple Choice & Short Answer (open book) 30 points (12%)
8 Attendance & Participation- weekly engagement during live sessions, AND completion of asynchronous work prior to attending live session for the week 45 points (18%)
Total 250 points (100%)

Below is the course evaluation and letter grade equivalency policy set by GSE divisions that will be included on every syllabus.

Letter Grade Equivalency Numerical Equivalent (%)
A 96-100 %
A- 91-95 %
B+ 88-90 %
B 84-87 %
B- 80-83 %
C+ 76-79 %
C 70-75 %
F Below 74%

Assignment Details

Assignment #1: Pretest (Due Before Week 1 Live Session)
This formative pretest is due before the Week 1 Live Session. Completion of this assigned assessment will count toward your weekly participation grade. It is an informal measure of what you know now and what needs to be covered in the course. It will also introduce you to some of the key concepts you will be learning in this course. Do your best.

Your score on this informal pre-assessment will not be used as part of your course grade.
Note: Questions from the pretest may be included in the final assessment.

Assignment #2: Part I Quiz (Due Week 4) -Use Study Guide provided
This quiz will assess your knowledge of the information covered in the first four weeks of this class. The purpose is to understand the legal, ethical and statistical requirements of assessment for all children. This quiz is open-book and you should use any resources you need to complete the assessment. Use the Study Guide provided to take notes during the first 4 week of the course so you will be prepared for this assessment.

Assignment #3: Curriculum-Based Measure (Due Week 7) – Use Rubric below
This is an assessment of your understanding of curriculum-based measures. All students will create a collection of published and teacher-made curriculum-based measures that could be used as a class-wide screen, or to assess a baseline for a single student. You will find a published CBM as a model, and create a series of teacher-made alternate versions that could be valid when used for the goal or learning target. Finished products submitted for the course should follow the rubric provided and will include:
1) Published Curriculum-Based Measurement (CBM): Explore online &/or print sources. Select a CBM you will use as a model. The CBM should include a list of goals/learning targets for which it is a valid measure. Include this model in your assignment.
2) Description of published CBM: Write a paragraph. State the goal your selected resource is intended to assess. Including the source where the resource was retrieved, the potential uses of this resource, as well as your reasons for selecting this resource as a model to address the goal you stated. Provide both the resource and your paragraph describing the resource.
3) Valid Teacher-Created CBM: Practice making a Teacher-Created CBM, that will be valid for the same goal. Your teacher-created CBM should include a list of goals/learning targets based on Common Core/New York Standards. The assessment resource you create should include potential uses of this resource as well as your reasons for creating this resource (i.e., why you believe your CBM to be valid for your target goal).
4) Three alternate versions of teacher-created CBM with graph: These alternate versions must maintain the same format, so they could be used for on-going progress monitoring to show a student’s growth over time. Include an appropriate graph that could be used to record measurement data, results, across all students and/or versions of the CBM.

Assignment #4: Progress-Monitoring Measures (Due Week 9) – Follow Rubric below
This is a measure of your understanding of progress-monitoring tools, and how to gather needed assessment information to monitor the ongoing progress made by a student. All students will create a pair of progress monitoring measures for two different goals. Finished products submitted for the course should follow the rubric provided and will include:

1) Two specific, SMART goals that might be found on an IEP. The course text provides sample goals you could use to generate SMART goals. For each goal, specify what you want the student to achieve or do, how it will be assessed, the frequency of assessment and the conditions under which the assessment will take place.
2) Two valid progress-monitoring measures, one for each goal. Provide a published or teacher-created measure that could be used to monitor student progress for the stated goal, in 3 minutes or less. For each measure, make sure to include a short description of the measure, how it should be administered and why it is valid for the stated goal.
3) Justification paragraph explaining selection of each progress monitoring measure. For each measure, explain why the measure is appropriate for the goal it is meant to assess and provide 1 reference to a course text to support your thinking.

Assignment #5- Analysis of Formal Achievement & Implications for Instruction (Due Week 12) – Follow Rubric below

This is an assessment of your understanding of formal and informal assessment as well as norm-referenced and criterion-referenced assessment, and curriculum-based measurement and performance-based assessment. This is an important opportunity for you to start practicing your skills for analysis and interpretation of assessment results.

For this assignment you are assuming the role of a test administrator for Joseph. You previously gave Joseph the Weschler Individual Achievement Test (WIAT III) and got the results that are on pages 3 and 4 of the “Achievement Test Results” document provided.

Use the editable form provided for this assignment to write up Joseph’s achievement test results. Practice using professional terminology to translate assessment results into present levels of performance and learning styles, as needed for an IEP. You can also use the model WIAT reports you read in Week 13 as models for your writing, to present your analysis of Joseph’s data.

Finished products submitted for the course should follow the rubric provided and be written as a 3-6 page professional report you would share with parents, with attention to spelling, grammar, and proofreading (i.e., free of errors).

On the editable form provided:
1) Add chronological age and your own data to page 1.
2) Add descriptions of the subtests. A description of the Listening Comprehension subtest is provided as a model. You can get one-sentence descriptions by looking at the model assessment write-ups in Week 13.
3) Add a brief 1- or 2-sentence analysis of each subtest after the description of each subtest.
4) Summarize the results with paragraphs about strengths, weaknesses and implications for learning.

Assignment #6- Development of a Data-Based Individual Educational Plan (IEP) (Due Week 14) – Follow Rubric below

This project is an assessment of your ability to translate assessment information into current levels of performance and learning style profile components of the IEP. You will need to communicate assessment results to parents and team members.

Your building’s Committee of Special Education has just met to review evaluations of a third-grade student, Justine. After reviewing the evaluations and statements from teachers as well as parents, the Committee has decided to classify Justine as Other Health Impaired (OHI) because her attention and focusing challenges are impacting her progress in specific areas. Use Assignment Guide provided and demonstrate your understanding of the appropriate procedures for referral, screening, placement and IEP development. Use professional terminology and translate the assessment results provided into current levels of performance and other required components of the IEP, using the editable form provided, to communicate effectively with parents and CSE team members.

Finished products submitted for the course will include your edited IEP form completed with the following:
1) Present levels of performance (PLOP) in all areas of strengths and weakness including 4-6 PLOP statements.
2) Three appropriate, measurable (SMART) IEP goals to meet documented needs.
3) Three benchmarks for three points in the year, at times when you will measure and report progress toward the annual goal.
4) Create 1-3 or more appropriate accommodations (or program modifications) to meet the student’s needs.

Input all work, including PLOP statements, suggested accommodations/modification, and other data to complete all sections of the editable course IEP form provided. (Note- Save your work in the Form!)

Assignment #7- Final Assessment (Due Week 15) – Follow Study Guide provided
This final will assess your knowledge of the information covered throughout the course. There are 27 multiple-choice questions and two short-answer questions. Questions 1– 28 are worth 1 point each. Question 29 is worth 2 points. This final is open-book and you should use any resources you need to complete the assessment. Use the Study Guide provided to take notes during the course so you will be prepared for this summative assessment.

Assignment #8: Attendance & Participation (Due Weekly)
Asynchronous Work completed prior to the Live Session for the week, as well as Synchronous Discussions & Activities engaged during each Live Sessions, will contribute to your course grade for attendance and participation.

You are expected to read all assigned texts (books, articles, websites, PPTs/Slides…) prior to attending the Live Session. Failure to complete readings, activities or assignments by the assigned due date will impact your grade. Failure to attend or engage participation in any Live Session will impact your grade.

Professionalism is a course requirement, which means that you are responsible for communicating with the instructor proactively. Late work will not be accepted. It is your professional responsibility to communicate with the instructor PRIOR to the due date or Live Session that will be missed, if extenuating circumstances arise, to see if alternative accommodations can be coordinated.

 

Assignment Rubrics

Assignment #3: Curriculum-Based Measures Grading Rubric
Student Name: ________ Semester: _________ Score Earned: _____/25

Section Criteria: Exceeds the Standard
Model Published
CBM

-1 Valid Model 7 points
o Model CBM provided
o CBM is valid for the target goal it claims to measure
o Description provides clear reasons why this measure was chosen
o Description states why CBM is valid for the goal
o Description is clear and well stated.
o Section is very well written
o Section is proofread
Teacher-Created
CBM

-1 Teacher-Created CBM based on Model 8 points
o Teacher-Created CBM provided
o CBM is valid for the same target goal
o CBM is concise (can complete & scored <3 min) o CBM’s goals/ learning targets are based on the CCSS. o Description explains how to use the CBM o Description explains why CBM is valid for the goal o Section is clear and well written o Section is proofread Screening Data -3 Alternate Versions & 1 Graph for Data 10 points 3 more Alternates- versions that could be used to gather data over time o Alternate version 1 o Alternate version 2 o Alternate version 3 o All versions measure the same goal (skill) in similar manner o All versions demonstrate similar quality o All versions demonstrate similar difficulty (skill level) o Graph can be used to track growth data across all versions of the CBM o Graph is easy to use to visualize all progress data for the goal o Section is clear and well written o Section is proofread   Assignment #4: Progress-Monitoring Measures Grading Rubric Student Name: ________ Semester: _________ Score Earned: _____/25 Section Criteria: Exceeds the Standard Goals -Identify 2 IEP ready SMART goals 5 points o 2 IEP-ready (SMART) Goals o Goal 1- includes how it will be assessed, frequency & conditions o Goal 2- includes how it will be assessed, frequency & conditions o Section is clear and well written o Section is proofread PMMs -Create or find two progress monitoring tools 10 points PMM for Goal 1 o PMM tool included (CBMs can be used as PMMs, if valid for IEP goal) o Use of PMM is described clearly o PMM is Concise (time < 3min) o Validity of PMM for goal is explained accurately PMM for Goal 2 o PMM tool or CBM included o Use of PMM described clearly o PMM is Concise (time < 3min) o Validity of PMM for goal is explained accurately o Section is clear and well written o Section is proofread Justification -Explain your choices 10 points Explanation of PMM 1 o 3 reasons why PMM 1 is appropriate for Goal 1 o 1 reference to course materials to support reasons PMM was selected Explanation of PMM 2 o 3 reasons why PMM 2 is appropriate for Goal 2 o 1 reference to course materials to support reasons PMM was selected o Section demonstrates clear understanding of role of progress monitoring o Section is clear, well written and proofread   Assignment #5: Analysis of Formal Achievement Testing Rubric Student Name: ________ Semester: _________ Score Earned: _____/50 Section Criteria: Exceeds the Standard Personal Information -Info about Student 5 points o Section provides accurate personal data for the student (on form template) o Student Age is accurate, based on DOB & testing dates. o Student’s classroom teacher is named o Special Education teacher is named as Evaluator o Section is clear, complete & proofread Data Analysis -Description of All Subtests in 4 composite areas -All Scores & Analysis of All Subtests in 4 composite areas 25 points Oral Language o Each subtest is explained clearly in 1-2 sentences identifying the task and student expectations o Explanations are accurate to help the reader understand each subtest’s task o Student scores are presented for each subtest o Scores are accurate o Analysis statements comparing student performance to “average”, or age/grade level expectations, are presented for each subtest o Analysis statements are accurate Reading o Each subtest is explained clearly in 1-2 sentences identifying the task and student expectations o Explanations are accurate to help the reader understand each subtest’s task o Student scores are presented for each subtest o Scores are accurate o Analysis statements comparing student performance to “average”, or age/grade level expectations, are presented for each subtest o Analysis statements are accurate Writing o Each subtest is explained clearly in 1-2 sentences identifying the task and student expectations o Explanations are accurate to help the reader understand each subtest’s task o Student scores are presented for each subtest o Scores are accurate o Analysis statements comparing student performance to “average”, or age/grade level expectations, are presented for each subtest o Analysis statements are accurate Math o Each subtest is explained clearly in 1-2 sentences identifying the task and student expectations o Explanations are accurate to help the reader understand each subtest’s task o Student scores are presented for each subtest o Scores are accurate o Analysis statements comparing student performance to “average”, or age/grade level expectations, are presented for each subtest o Analysis statements are accurate Section o Section presents all subtest scores accurately o Section presents all analysis statements accurately so the reader has an appropriate understanding of the student’s performance on the evaluation assessment o Section is clear and well written using appropriate professional language o Section is proofread Summary -Strengths, Weakness & Implications for Learning 20 points 5 Strengths o Strengths are clearly identified based on student data o Implications of strengths, what they mean for learning for the student, are explained clearly 5 Weaknesses o Weaknesses are clearly identified based on student data o Implications of weaknesses, what they mean for learning for the student, are explained clearly Section o Section presents accurate strengths and weaknesses across all four composite areas o Section is clear and well written using appropriate professional language o Section is proofread   Assignment #6: Individual Educational Plan Based on Data Rubric Student Name: ________ Semester: _________ Score Earned: _____/50 Section Criteria: Exceeds the Standard Present Level of Performance -Evaluation Result Data & Summary Statements in Academic, Social & Physical Development 20 points Evaluation Results o All data is provided accurately Academic Achievement o 4-6 clearly identified statements summarizing student performance o All statements are based on student data (evaluation results & comments) o All statements are clearly written and use descriptive language to explain implications of current weaknesses for learning needs o Strengths are summarized clearly (can be bullet list) o Needs are summarized clearly (can be bullet list) Social Development o 2-3 clearly identified statements summarizing student performance o All statements are based on student data (evaluation results & comments) o All statements are clearly written and use descriptive language to explain implications of current weaknesses for learning needs o Strengths are summarized clearly (can be bullet list) o Needs are summarized clearly (can be bullet list) Physical Development o 1-2 clearly identified statements summarizing student performance o All statements are based on student data (evaluation results & comments) o All statements are clearly written and use descriptive language to explain implications of current weaknesses for learning needs o Strengths are summarized clearly (if included, can be bullet list) o Needs are summarized clearly (if included, can be bullet list) Section o Data, PLOP Statements, Strengths & Weaknesses are accurate o Section is clear, well written using appropriate professional language & proofread Measurable Annual Goals with Objectives (Benchmarks) -SMART goals (Specific, Measurable, Accurate, Realistic, Timely) -Short-term objectives/benchmarks appropriate for annual goals 23 points SMART Goal 1 & Objectives o Appropriate, based on PLOP Statements & Needs o Specifies skill, how it will be measured, criteria for success and when it will be reached o 3 specific benchmark objectives, appropriate for goal o 3 specified reporting periods within year-long timeline for goal o Each benchmark identifies clearly how student growth is expected to build across the year to move student performance toward criteria for success of annual goal SMART Goal 2 & Objectives o Appropriate, based on PLOP Statements & Needs o Specifies skill, how it will be measured, criteria for success and when it will be reached o 3 specific benchmark objectives, appropriate for goal o 3 specified reporting periods within year-long timeline for goal o Each benchmark identifies clearly how student growth is expected to build across the year to move student performance toward criteria for success of annual goal SMART Goal 3 & Objectives o Appropriate, based on PLOP Statements & Needs o Specifies skill, how it will be measured, criteria for success and when it will be reached o 3 specific benchmark objectives, appropriate for goal o 3 specified reporting periods within year-long timeline for goal o Each benchmark identifies clearly how student growth is expected to build across the year to move student performance toward criteria for success of annual goal Section o Section is clear, well written using appropriate professional language & proofread Management Needs, Involvement in GE Curriculum & Testing Accommodations -Accommodations -Modifications -Specific accommodations for testing 7 points Management Needs o 3 appropriate accommodations, based on PLOP, to support successful access to learning Involvement & Progress in GE Curriculum o Appropriate statement of modifications needed for successful involvement in general education curriculum Testing Accommodations o Appropriate test accommodations for school/district/state assessments, based on PLOP and accommodations specified in “Management Needs”) Section o Section is clear, well written using appropriate professional language & proofread General Course Expectations Diversity & Equity: Ideas and concepts will be discussed with an open mind and all perspectives are welcome. Just as we support our students within the school settings we work in, diversity is embraced as an asset for our learning community within the graduate online classroom we will be engaging. Communication: Be proactive and seek assistance when needed. Success in an online class requires that you communicate with your instructor whenever you have questions. Students must use and check their Fordham email regularly as it will be the only email address that the University will use for correspondence. Course Workload: In online courses, workload occurs through student-to-instructor interaction, student-to-student interaction, contact with course-specific content, assignments, research, assigned readings, and other activities. Students can expect to devote approximately a total of 45 hours of work for each 1-credit hour. For a 3 credit course, the minimum total of 135 hours of work, including 1.5 hours of weekly live class, is expected. Course Attendance and Participation All students are expected to use the Blackboard learning management system to fully participate in this course. Announcements, amendments, readings, course assignments, and other information will be made available through Blackboard. It is your responsibility to check the course regularly. Every week, all students must log into the course through Blackboard, attend all scheduled live classes, and complete all assignments. Students who are unable to participate in their course for any reason should contact their instructor and advisor. In order to receive full attendance/participation points, you must attend ALL classes. Students who have more than one absence and do not contact their instructor and advisor within 2 days of the second absence may be administratively withdrawn from the course. Assignment and late policy Complete the assignments described in the evaluation section. Turn in your assignments that demonstrate appropriate writing quality for master's degree level work. Students are strongly encouraged to edit work carefully and use the writing support services on campus, if possible. A grade of “A” cannot be achieved on an assignment or in the course if there are frequent writing errors in your work or APA format is not followed. All assignments are due on the deadlines specified on the course syllabus. Late assignments will be accepted, but 10% of the total points for that assignment will be deducted for each day the assignment is late. Protection of Privacy Assignments and activities in the course involve observing, interviewing, and/or collecting data by interacting with students and educators in educational settings. We must make all efforts possible to protect the privacy of that student, his or her family, and any other person whom we observe. To that end, we will change any potentially identifying information about a student or other person included in any written work, online discussion or other conversation in order to protect the identity of the person. Recommended practices include (1) inventing a fictitious school, (2) using only first names, and/or (3) changing the name of the student. Live Classroom Each week you are expected to prepare for the live session prior to class time. Refer to your syllabus or the Coursework section of your online class module to know what tasks need to be completed. Live session requires your full presence and commitment to learning. It is the student's responsibility to make sure that you have the proper technology (i.e. computer, webcam, etc.) as well as reliable access to the Internet prior to synchronous live classrooms in order to complete coursework. Students should contact Student Support immediately if there is a technology issue before or during class. University Policies and Resources Below is required text on all syllabi that will be included in this section: All students are expected to comply with Fordham policies, including the Title IX Sexual Harassment and Sexual Violence Policy, the Student Academic Integrity Policy, and the Student Conduct Policy. Academic, student, and other university policies are available in the Student Handbook. Support Services for Students with Disabilities Fordham University will make reasonable accommodations and provide appropriate auxiliary aids and services to assist otherwise qualified individuals with disabilities in achieving access to its programs, services, and facilities in accordance with Section 504 of the Federal Rehabilitation Act of 1973 and Title III of the Americans with Disabilities Act of 1990. Applicants who have been accepted for admission or current students who would like Fordham to accommodate a disability are encouraged to contact the director of Disability Services at 718-817-0655 or 212-636-6282, or disabilityservices@fordham.edu. Academic Integrity and Code of Conduct Students are expected to maintain the highest standards with regard to honesty, effort, and performance. In accordance with the University Statutes, all forms of dishonesty, including cheating and plagiarism, may result in appropriate disciplinary action, including denial or revocation of a degree or certificate. Discipline will be enforced if a student violates the University’s Code of Conduct or the academic policies of the Graduate School of Education. Please refer to the dean’s office for the policies and procedures regarding the academic code of conduct and disciplinary process. Library: Visit the Online GSE program research guide to have assistance with library information or contact Dr. Kirsten Lee, Digital Learning Liaison for GSE program at bkilee@fordham.edu. Writing Center: The Writing Center is a service free to all Fordham students. The Center seeks to encourage and improve student writing of all levels and disciplines. Technical Support: Make requests for services and get help with tech problems at My.Fordham.edu at the Tech Help tab (your browser must allow pop-ups for this page). Please contact IT Customer Care at 718-817-3999 or HelpIT@fordham.edu if you need assistance.