Course Number and Title:
SPE 321 Educational Evaluation and IEP Development
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 300 or concurrent
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course focuses on appropriate assessment and Individualized Educational Plan (IEP) development for diverse learners with exceptional needs. Emphasis will be placed on strategies to evaluate and meet the needs of learners across curriculum areas and provide appropriate and inclusive education.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
-
Plan assessments to determine the needs of diverse learners in a comprehensive manner using multiple sources of information to develop an Individualized Education Plan (IEP). (CCC 1 , PGC 1,2,4,5 )
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Analyze assessment data to make instructional decisions to write an Individualized Education Plan (IEP).(CCC 5, 6; PGC 2,4,5)
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Collaboratively develop appropriate Individual Education Plan (IEP) goals integrating standards- based assessment data and federal and state regulations. (CCC 2, 3,4; PGC 1,2,3,4,5,6)
-
Analyze the teacher’s role in designing, adapting, and delivering instruction to address Individualized Education Plan (IEP) goals and diverse learners’ strengths and needs. (CCC 2, 3; PGC 1,2,3,6,7)
-
Describe a modified positive behavior support plan and interventions based on functional behavior assessments. (CCC 1,2, PGC 1,2,4,6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Plan assessments to determine the needs of diverse learners in a comprehensive manner using multiple sources of information to develop an Individualized Education Plan (IEP).
- Generate a list of the major categories of exceptional learners.
- Apply key information about various exceptionality categories for purposes of writing an IEP.
- Describe examples of formal and informal assessments for special education.
- Define the components of an appropriate assessment including validity, reliability, native language, bias, and verbal/nonverbal characteristics.
- Modify an assessment for individuals with diverse needs.
- Analyze assessment data to make instructional decisions to write an Individualized Education Plan (IEP).
- Discuss equitable methods for gathering assessment information about students.
- Discuss the process of identification, eligibility, and placement of exceptional learners.
- Analyze the results of both standardized and classroom assessments.
- Provide a rationale for making culturally sensitive accommodations, modifications, and instructional decisions based on assessment data.
- Collaboratively develop appropriate Individual Education Plan (IEP) goals integrating standards-based assessment data and federal and state regulations.
- Describe a rationale for all of the IEP components.
- Explain student academic, adaptive, and behavioral strengths and areas for growth.
- Write IEP goals that are measurable and appropriately challenging including learner, conditions, observable behavior, degree/criteria.
- Compare and contrast the components of an Individualized Family Service Plan (IFSP), IEP, and transitional IEP.
- Discuss the transitional IEP services available to students ages 14-21 and their families.
- Analyze the role of education stakeholders, including specialists.
- Explain best practices for working collaboratively with families to create an IEP.
- Apply federal, state and district standards and legal requirements to IEP implementation.
- Analyze the teacher’s role in designing, adapting, and delivering instruction to address Individualized Education Plan (IEP) goals and diverse learners’ strengths and needs.
- Explain how IEP goals are integrated into the classroom.
- Describe the teacher’s role as a professional in advocating support for diverse learners.
- Discuss the impact of assessment data on improving instruction for diverse learners.
- Analyze methods for fostering an equitable student-centered approach to learning.
- Describe a modified positive behavior support plan and interventions based on functional behavior assessments.
- Define a positive support plan.
- List the components of a positive support plan.
- Describe data collection for ongoing behavior support.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Exams (Mid-Term, Final) (Summative) (Exams weighted equally) | 27% |
Informal Assessment Project (Summative) | 14% |
IEP Project Part 1 (Summative) | 10% |
IEP Goal Writing (Summative) | 13% |
IEP Part 2 (Summative) | 16% |
Formative:
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities
| 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.