Course Syllabus

Spring 2019

EEX 6218: Diagnostic Assessment and Intervention Planning in Exceptional Education

Section 0M01: 3 Semester Hours, Mixed Mode

Location: ED 208

Instructor Contact Information and Meet the Instructor

Instructor	Dena Slanda, Ph.D.
Office:	TA 403 (Aisle 3)
Office Hours:	Tuesday 10am -12pm and Thursday 2pm - 4pm Or, by Appointment
Phone:	407-227-6663 (Call or Text)
E-mail:	dena.slanda@ucf.edu

 

Course Description

The purpose of this course is to provide students with advanced competencies and skills to use school-based and classroom instructional data sets to meet the instructional and intervention needs of all students, including at-risk and struggling students, beyond typical, initial classroom instruction within a multi-tiered system of supports.  In addition, this course will not only provide an advanced, multi-disciplinary theoretical and applied knowledge base to experienced educators, it will also meet revised educational policy mandates regarding service delivery for students with disabilities.

The purpose of this course is to provide you with the knowledge, skills, and competencies necessary to become an Intervention Specialist within your classrooms and across your schools.

Prerequisite: Graduate standing or Consent of Instructor. This course develops advanced instructional and intervention planning and decision-making knowledge and skills using school and classroom-based instructional data in reading and mathematics.

Course Objectives

• Students will demonstrate knowledge of policies and procedures of implementation of FDOE regarding evaluation process and determination of eligibility of students with disabilities using the Multi-Tiered System of Supports framework.
• Students will research and implement evidence-based instructional and intervention practices and technology to meet identified instructional needs of struggling students.
• Students will participate and collaborate on multi-disciplinary teams of professionals to problem solve assessment and intervention plans using the Multi-Tiered System of Supports framework.
• Students will evidence proficiency when selecting, administering, scoring, and interpreting formal, informal, and diagnostic assessments to struggling students.
• Students will co-construct intervention plans with classroom teachers and other school professionals, as appropriate; to meet identified instructional needs of struggling students, especially in reading and mathematics.
• Students will demonstrate knowledge of, implement, and collect progress monitoring data instructional variables to implement with fidelity and intensify classroom instruction.
• Students will demonstrate knowledge of coaching principles and supportive communication skills to enhance classroom instruction and intervention.
• Students will demonstrate professional and ethical standards, as identified by the Florida Department of Education and the CEC Code of Ethics.
• Students will collaborate with parents, family members, and community members to enhance opportunities for learners with exceptional learning needs
• Students will advocate for the equitable and meaningful educational attainment of individuals from diverse backgrounds through culturally responsive practices, including ELL students and students with exceptionalities.

Required Text

• Collins, J. (2005). Good to great and the social sectors: A monograph to accompany good to great. Boulder, CO: Author.

 

Additional Materials, readings, case studies distributed in class and through webcourses.

 

Course Expectations

Use this link to learn more about policies and procedures in this course.

Course Requirements

PLEASE NOTE: No late online assignments will be accepted and all assignments must be completed to pass the course. 

In-Class Participation: 10 points for each class (7) for total 70 points

Class participation is expected. Students should be deliver intensive interventions within their classrooms and be prepared to discuss case studies, interventions, and readings in class. 

On-Line Reading, Activities, Discussions: 20 points each for a total of 160 points

Weekly online learning modules must completed by due dates. Online modules are designed to further enhance the learning for this course.  Online modules may include discussions, quizzes, and assignments for a total of 20 points per module. Each module will open on Monday at 12:01 am and will close Sunday at 11:59 pm.  

Paper: Interview and Impact of RTI/MTSS Implementation: 60 points

Write a 4-5 page paper (APA style) discussing the impact of RTI/MTSS implementation for students who struggle academically, their teachers, and families. Research specific classroom strategies and community/agency resources to address the needs and impact. See Assignment Tab for more details.

FDOE Module-RTI: 75 points

Complete the FDOE-sponsored overview, online module on Response to Intervention (RTI)/Multi-Tiered System of Student Supports (MTSS). Scan and submit certification of completion for the four hour FDOE course and write a 1-2 page reflection of learning points from the course.

Case Studies: 35 points 

After in class research and discussions of Case Studies, follow-up intervention planning will be completed for ONE of the three case studies (behavior, math, reading) using course resources and tools. After in class discussion, select ONE of the case studies to complete an data-based individualized intervention plan for the ONE case study that you have selected to submit. 

Midterm-Performance Task– 75 points

Using resources from this class, develop a 30-45 minute presentation (PowerPoint, Prezi, YouTube video, etc.) on RTI/MTSS and intensive interventions for other educators at your school and/or district. Your audience can include members of your MTSS team, your grade level team, literacy coaches, administrators, etc. The content of this presentation should include: polices, procedures, curriculum, instruction, intensive interventions, and other pertinent areas of consideration within the context of MTSS at your school. Please make sure that your presentation includes speaker's notes or voice over. 

DBI Intervention Planning: 100 points

Based on student data (from your school/ classroom) and using the NCII, IRIS modules, and multiple resources from this course for evidence-based strategies, analyze a student’s current performance to develop a plan for data-based individualization.  Identify strategies to meet individualized curriculum goals.

Considerations and competencies to be mastered through this comprehensive project include critical thinking, planning, knowledge of human development and learning, as well as the subject matter (as aligned with the Florida State Standards), to meet the academic goals for students struggling in reading and/or mathematics.  Evidence-based intervention methods across three tiers of interventions, as determined by diagnostic assessment data and progress monitoring assessments must be identified.  See Assignment Tab for more details. 

School Improvement Planning: 100 points

Using the MTSS Rubric from the National Center for Intensive Interventions, review and evaluate the MTSS framework within your school. Identify areas for improvement and create a detailed implementation plan for your school to expand and enhance MTSS practices with fidelity. Your implementation plan should include current policies, personnel, and procedures and be supported by current assessment data. See Assignment Tab for more details. 

 

Missed Assignments/Make-Ups

Late Work Policy: There are no make-ups for assignments. Points will be deducted for all assignments turned in late (See rubrics in webcourse.).  Any late work will not be accepted if overdue by more than seven days. Please see the instructor immediately if there are serious issues affecting timely submission of learning for this semester. All assignments must be completed in order to pass this course.

Grades of "Incomplete":  The current university policy concerning incomplete grades will be followed in this course. Incomplete grades are given only in situations where unexpected emergencies prevent a student from completing the course and the remaining work can be completed the next semester. Your instructor is the final authority on whether you qualify for an incomplete. Incomplete work must be finished by the end of the subsequent semester or the “I” will automatically be recorded as an “F” on your transcript.

Evaluation and Grading

 

Letter Grade	Percentage
A	90 – 100 points
B	80 – 89 points
C	70 – 79 points
D	60 – 69 points
F	59 and below

All written assignments must be word-processed. Points will be deducted for grievous writing errors such as spelling, capitalization, punctuation, grammar, syntax, run-on sentences, etc. All out of class written assignments must be typed using 6^th Edition APA guidelines.

Attendance Policy

It is expected that each of you will demonstrate interest, enthusiasm, and professionalism in the course. Active engagement in role-plays, case studies, data-based assessment discussions, and intervention planning are critical components of this course. Therefore, your active engagement and attendance at each class session is required. Students must contact the instructor to discuss any absences from class. Given that this course focuses on interventions with students, your participation/attendance/professional preparations are very important.

Academic Honesty

Plagiarism and cheating of any kind on an examination, quiz, or assignment will result at least in an "F" for that assignment (and may, depending on the severity of the case, lead to an "F" for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. See the UCF Golden Rule for further information. I will assume for this course that you will adhere to the academic creed of this University and will maintain the highest standards of academic integrity. In other words, don't cheat by giving answers to others or taking them from anyone else. I will also adhere to the highest standards of academic integrity, so please do not ask me to change (or expect me to change) your grade illegitimately or to bend or break rules for one person that will not apply to everyone.

Accessibility Statement

The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the professor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must connect with Student Accessibility Services, Ferrell Commons, 7F, Room 185, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before requesting accommodations from the professor.

Copyright

This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.

Third-Party Software and FERPA

During this course you might have the opportunity to use public online services and/or software applications sometimes called third-party software such as a blog or wiki. While some of these could be required assignments, you need not make any personally identifying information on a public site. Do not post or provide any private information about yourself or your classmates. Where appropriate you may use a pseudonym or nickname. Some written assignments posted publicly may require personal reflection/comments, but the assignments will not require you to disclose any personally identity-sensitive information. If you have any concerns about this, please contact your instructor.

Diversity and Inclusion

The University of Central Florida considers the diversity of its students, faculty, and staff to be a strength and critical to its educational mission. UCF expects every member of the university community to contribute to an inclusive and respectful culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity can include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary language, family status, military experience, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community.

Title IX prohibits sex discrimination, including sexual misconduct, sexual violence, sexual harassment, and retaliation. If you or someone you know has been harassed or assaulted, you can find resources available to support the victim, including confidential resources and information concerning reporting options at www.shield.ucf.edu and http://cares.sdes.ucf.edu/.

If there are aspects of the design, instruction, and/or experiences within this course that result in barriers to your inclusion or accurate assessment of achievement, please notify the instructor as soon as possible and/or contact Student Accessibility Services.

Religious Observances

Faculty should include in their syllabi procedures for resolving conflicts between the normal class schedule and major religious observances. Students are expected to notify their instructor in advance if they intend to miss class to observe a holy day of their religious faith. Click here for a list of the major religious holidays in a number of faiths. For more details about these and other holidays, go to http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/MajorReligiousHolidays/ or contact the Office of Diversity and Inclusion at 407-823-6479.