Edsp 6315 20 Reed Fall 2015 Revised 7 27 15

HOUSTON BAPTIST UNIVERSITY
A HIGHER EDUCATION
EDSP 6315 Practicum in Diagnosis (Educational Diagnostician)

Syllabus and Handbook
Dr. Carol McGaughey, Interim Dean
College of Education and Behavioral Sciences
Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015
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TABLE OF CONTENTS
Course Description.........................................................................................................................................3
Course Sequence in Curriculum and Prerequisite Information.................................................................3
Instructor Information...................................................................................................................................3
Learning Resources........................................................................................................................................4
Relation to the Mission of the University......................................................................................................4
Relation to the Goals and Purposes of the College of Education................................................................5
Relation to Special Populations.....................................................................................................................5
Course Learning Objectives...........................................................................................................................6
School of Education Requirements................................................................................................................6
State and National Standards Charts............................................................................................................7
Topical Outline..............................................................................................................................................16
Teaching Strategies.......................................................................................................................................16
Assessment of Learning................................................................................................................................17
Assignment Chart.........................................................................................................................................18
Class Policies.................................................................................................................................................20
Tentative Schedule........................................................................................................................................22
Course Acknowledgement and Academic Honesty Statements.................................................................23
Assignment Descriptions..............................................................................................................................24
Rubrics..........................................................................................................................................................33
Agreements....................................................................................................................................................41
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The College of Education and Behavioral Sciences

School of Education
Houston Baptist University
Course Syllabus/Handbook
EDSP 6315 Practicum in Diagnosis
Fall 2015
COURSE DESCRIPTION
This course is a practicum designed to provide field experiences for the position of educational diagnostician at the campus level with emphasis on
(a) activities related to federal and state disability criteria; (b) identification procedure; (c) ethnic, cultural, linguistic, and socioeconomic diversity;
(d) evaluation, planning, and instruction; (e) assessment and evaluation program planning; (f) instructional decision making; (g) selecting and
administering appropriate formal and informal assessment and evaluations; (h) applying and interpreting formal and informal assessments and
evaluations; (i) understanding curricula and instructional strategies and behavioral and social skills; (j) professional practices, roles, and
responsibilities; (k) philosophical, legal, and ethical foundations; (l) and collaborative relationships. These activities will be catalogued in an
academic portfolio submitted at the end of the course. Each intern will work under the supervision of a certified educational diagnostician for a
total of 160 hours in one semester. In addition, each student works under the supervision of a certified Educational Diagnostician five days a week
during regular school hours for the length of the term that the course is offered at the university.
COURSE SEQUENCE IN CURRICULUM AND PREREQUISITE INFORMATION
This course should be taken near the conclusion of the educational diagnostician program or with the permission of the program director.
Prerequisite EDUC 6304
DATE AND TIME OF CLASS MEETINGS
Wednesday, 7:30pm-10:00pm, Science Bldg. 114
INSTRUCTOR INFORMATION
Name: Dr. Dianne Reed, Professor of Education
E-mail: dreed@hbu.edu
Cell Phone: 832-606-8805
Office Phone: 281-649-3045
Office Location: Hinton 345
Office Hours: Tues. &Thurs. 10:00pm-1:00pm, 3:30-4:30; Wed. 4:00pm-6:30pm or by appointment & by appointment on Mon. - Fri.
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LEARNING RESOURCES
Required Texts:
Yell, M. L. (2012). The law and special education third edition. Upper Saddle River, New Jersey. Pearson Education, Inc.
ISBN#: 13
978-013-137609-0
Other Required Materials:

1. IDEIA (Individuals with Disabilities Education Improvement Act) FINAL REGULATIONS, 34 CFR Part 300 Assistance to States for
the Education of Children with Disabilities from the August 2006 Federal Register. This document is available in electronic format on the
TEA-Special Education website at: http://www.tea.state.tx.us/index2.aspx?id=214749744
2. Chapter 89. Adaptions for Special Populations- Subchapter AA- Special Education Services. This document is available in electronic
format at: http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089aa.html
3.
Texas
Education
Code
Chapter
29.
This
http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.29.htm
document
is
available
in
electronic
format
at:
4. Legal Framework for the Child Centered Special Education Process from Region 18 Education Service Center. This document is
available in electronic format at: http://framework.esc18.net/
5. Secondary Transition Training: http://www.transitioncoalition.org/transition/module_home.php
6. Region 20 Educational Service Center catalog of free special education online training sessions (register for trainings)
7. TEA Mailing Listserv: http://miller.tea.state.tx.us/list/
RELATION TO THE PURPOSE STATEMENT OF THE UNIVERSITY
The mission of Houston Baptist University is to provide a learning experience that instills in students a passion for academic, spiritual,
and professional excellence as a result of our central confession, Jesus Christ is Lord.
In relation to the mission of the University, this course will provide a practical learning experience that will help to prepare the student
for the position of educational diagnostician through opportunities to interact with practicing educational diagnosticians and
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addressing tasks that they address throughout the school year (i.e.: test administration, understanding data to make decisions, decisions
regarding educational placement, educational report writing, awareness of the law as it relates to students with special needs).
RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES
The mission of The College of Education and Behavioral Sciences is to prepare students to be effective professional educators who reflect Christ
in their work and service.
To accomplish this mission we will provide students with the following:
the courses and mentoring necessary for a solid pedagogical grounding in their discipline;
essential learning experiences that will provide opportunities to develop knowledge, skills, and wisdom; and,
an understanding of their Christian mission and calling as educators to influence individual students and the larger society.
RELATION TO THE SPECIAL POPULATION DEPARTMENTAL GOALS AND PURPOSES

The mission of the Department of Special Populations is to develop quality teachers who honor and respect diversity, seek to meet the needs of
each learner, value lifelong learning, and exhibit their faith in the service of educating others.
To accomplish this mission, we will provide students with the following:
courses containing essential concepts and teaching strategies to assist non-native English speakers to succeed ;
courses designed to promote equitable learning experiences for students with varying exceptionalities through accurate diagnosis,
assessment, and differentiated instruction; and
an understanding of their faith in action through serving the needs of diverse students.
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COURSE LEARNING OBJECTIVES

Upon completion of this course, students should be able to demonstrate knowledge and application to the following concepts:
1. Understand and apply knowledge of federal and state disability criteria and identification procedures for determining the presence of an
educational need.
Assesses: Ability to apply knowledge of federal and state disability criteria.
2. Understand and apply knowledge of ethnic, cultural, linguistic and socioeconomic diversity and the significance of individual diversity for
evaluation, planning, and instruction.
Assesses: Awareness of the significance of individual diversity for evaluation, planning and instruction.
3. Understand and apply knowledge of student assessment and evaluation of program planning and instructional decision making.
Assesses: Ability to use evaluation and assessment in program planning.
4. Select and administer appropriate formal and informal assessments and evaluations.
Assesses: Knowledge to select the appropriate assessment.
5. Apply skills for interpreting formal and informal assessments and evaluations.
Assesses: Skills in interpreting test data.
6. Understand appropriate curriculum and instructional strategies for students with disabilities.
Assesses: Ability to determine appropriate instructional strategies.
7. Understand the use of appropriate assessment, evaluation, planning, and instructional strategies for developing students behavioral and social
skills.
Assesses: Ability to determine appropriate assessment instrument.
8. Understand and apply knowledge of professional practices; roles and responsibilities; and the philosophical, legal, and ethical foundations of
evaluation related to special education.
Assesses: Knowledge of professional practices.
9. Develop collaborative relationships and demonstrates skills for scheduling, time management, and organization.
Assesses: Knowledge of how to improve programs for students with disabilities.
SCHOOL OF EDUCATION REQUIREMENTS RELATED TO STATE AND NATIONAL STANDARDS

The course learning objectives acquired through the experiences in this course support state and national standards including TExES (Educational
Diagnostician) domains, standards, and competencies and National Certification of Educational Diagnosticians Advanced Content Standards,
knowledge and skills.
A list of specific state and national standards and competencies for this course is presented below. A complete listing of SBEC Standards for all
certifications including knowledge and skills statements may be found at:
http://www.sbec.state.tx.us/SBECOnline/standtest/edstancertfieldlevl.asp.
A matrix at the end of this document indicates the TAC 228.30 and H.B.2012 requirements addressed.
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TExES Domains, Standards, and Competencies (Educational Diagnostician)

The following TExES (Educational Diagnostician) domains, standards, and competencies are addressed in part or in full in this course:
STATE STANDARDS
Texas Administrative Code, TITLE 19 EDUCATION, PART 7 STATE BOARD FOR EDUCATOR CERTIFICATION, CHAPTER 239 STUDENT SERVICES
CERTIFICATES, SUBCHAPTER C EDUCATIONAL DIAGNOSTICIAN CERTIFICATE, RULE 239.83 Standards Required for the Educational Diagnostician
Certificate (TAC)
Educational Diagnostician Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of
curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the standard Educational Diagnostician
Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by 239.85 of this title (relating to
Requirements to Renew the Standard Educational Diagnostician Certificate).
Standard I. The educational diagnostician understands and applies knowledge of the purpose, philosophy, and legal foundations of evaluation and special education.
Competencies:
(1) The beginning educational diagnostician knows and understands:
(A) state and federal regulations relevant to the role of the educational diagnostician;
(B) laws and legal issues related to the assessment and evaluation of individuals with educational needs;
(C) models, theories, and philosophies that provide the basis for special education evaluations;
(D) issues, assurances, and due process rights related to evaluation, eligibility, and placement within a continuum of services; and
(E) rights and responsibilities of parents/guardians, schools, students, and teachers and other professionals in relation to individual learning needs.
(2) The beginning educational diagnostician is able to:
(A) articulate the purpose of evaluation procedures and their relationship to educational programming; and
(B) conduct evaluations and other professional activities consistent with the requirements of laws, rules and regulations, and local district policies and procedures
Standard II. The educational diagnostician understands and applies knowledge of ethical and professional practices, roles, and responsibilities.
Competencies:
(A) ethical practices regarding procedural safeguards (e.g., confidentiality issues, informed consent) for individuals with disabilities;
(B) ethical practices related to assessment and evaluation;
(C) qualifications necessary to administer and interpret various instruments and procedures; and
(D) organizations and publications relevant to the field of educational diagnosis.
(A) demonstrate commitment to developing quality educational opportunities appropriate for individuals with disabilities;
(B) demonstrate positive regard for the culture, gender, and personal beliefs of individual students;
(C) promote and maintain a high level of competence and integrity in the practice of the profession;
(D) exercise objective professional judgment in the practice of the profession;
(E) engage in professional activities that benefit individuals with exceptional learning needs, their families, and/or colleagues;
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STATE STANDARDS (cont.)

Texas Administrative Code (TAC) (cont.)
Standard II. (2) Competencies: (cont.)
(F) comply with local, state, and federal monitoring and evaluation requirements;
(G) use copyrighted educational materials in an ethical manner; and
(H) participate in the activities of professional organizations in the field of educational diagnosis.
Standard III. The educational diagnostician develops collaborative relationships with families, educators, the school, the community, outside agencies, and related service
personnel.
Competencies:
(A) strategies for promoting effective communication and collaboration with others, including parents/guardians and school and community personnel, in a culturally
responsive manner;
(B) concerns of parents/guardians of individuals with exceptional learning needs and appropriate strategies to help parents/guardians address these concerns;
(C) strategies for developing educational programs for individuals through collaboration with team members;
(D) roles of individuals with disabilities, parents/caregivers, teachers, and other school and community personnel in planning educational programs for individuals; and
(E) family systems and the role of families in supporting student development and educational progress.
(A) use collaborative strategies in working with individuals with disabilities, parents/caregivers, and school and community personnel in various learning environments;
(B) communicate and consult effectively with individuals, parents/guardians, teachers, and other school and community personnel;
(C) foster respectful and beneficial relationships between families and education professionals;
(D) encourage and assist individuals with disabilities and their families to become active participants in the educational team;
(E) plan and conduct collaborative conferences with individuals who have exceptional learning needs and their families or primary caregivers;
(F) collaborate with classroom teachers and other school and community personnel in including individuals with exceptional learning needs in various learning environments;
(G) communicate with classroom teachers, administrators, and other school personnel about characteristics and needs of individuals with disabilities;
(H) use appropriate communication skills to report and interpret assessment and evaluation results;
(I) provide assistance to others who collect informal and observational data;
(J) effectively communicate to parents/guardians and professionals the purposes, methods, findings, and implications of assessments; and
(K) keep accurate and detailed records of assessments, evaluations, and related proceedings (e.g., admission, review, and dismissal/individualized education program
(ARD/IEP) meetings, parent/guardian communications and notifications).
Standard IV. The educational diagnostician understands and applies knowledge of student assessment and evaluation, program planning, and instructional decision making.
Competencies:
(A) the characteristics, needs, and rights of individual students in relation to assessment and evaluation for placement within a continuum of services;
(B) the relationship between evaluation and placement decisions; and
(C) the role of team members, including the student when appropriate, in planning an individualized program.
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Standard IV. (2) Competencies: (cont.)
(A) use assessment and evaluation information to plan individualized programs and make instructional decisions that result in appropriate services for individuals with
disabilities, including those from culturally and/or linguistically diverse backgrounds;
(B) interpret and use assessment and evaluation data for targeted instruction and ongoing review; and
(C) assist in identifying realistic expectations for educationally relevant behavior (e.g., vocational, functional, academic, social) in various settings.
Standard V. The educational diagnostician knows eligibility criteria and procedures for identifying students with disabilities and determining the presence of an educational need.
Competencies:
(A) characteristics of individuals with disabilities, including those with different levels of severity and with multiple disabilities;
(B) educational implications of various disabilities; and
(C) the variation in ability exhibited by individuals with particular types of disabilities.
(A) access information on the cognitive, communicative, physical, social, and emotional characteristics of individuals with disabilities;
(B) gather background information regarding the academic, medical, and family history of individuals with disabilities; and
(C) use various types of assessment and evaluation procedures appropriately to identify students with disabilities and to determine the presence of an educational need.
Standard VI. The educational diagnostician selects, administers, and interprets appropriate formal and informal assessments and evaluations.
Competencies:
(A) basic terminology used in assessment and evaluation;
(B) standards for test reliability;
(C) standards for test validity;
(D) procedures used in standardizing assessment instruments;
(E) possible sources of test error;
(F) the meaning and use of basic statistical concepts used in assessment and evaluation (e.g., standard error of measurement, mean, standard deviation);
(G) uses and limitations of each type of assessment instrument;
(H) uses and limitations of various types of assessment data;
(I) procedures for screening, pre-referral, referral, and eligibility;
(J) the appropriate application and interpretation of derived scores (e.g., standard scores, percentile ranks, age and grade equivalents, stanines);
(K) the necessity of monitoring the progress of individuals with disabilities;
(L) methods of academic and nonacademic (e.g., vocational, developmental, assistive technology) assessment and evaluation; and
(M) methods of motor skills assessment.
(A) collaborate with families and other professionals in the assessment and evaluation of individuals with disabilities;
(B) select and use assessment and evaluation materials based on technical quality and individual student needs;
(C) score assessment and evaluation instruments accurately;
(D) create and maintain assessment reports;
(E) select or modify assessment procedures to ensure nonbiased results;
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Standard VI. (2) Competencies: (cont.)
(F) use a variety of observation techniques;
(G) assess and interpret information using formal/informal instruments and procedures in the areas of cognitive/adaptive behavior and academic skills;
(H) determine the need for further assessment in the areas of language skills, physical skills, social/emotional behavior, and assistive technology;
(I) determine a student's needs in various curricular areas, and make intervention, instructional, and transition planning recommendations based on assessment and evaluation
results;
(J) make recommendations based on assessment and evaluation results;
(K) prepare assessment reports; and
(L) use performance data and information from teachers, other professionals, individuals with disabilities, and parents/guardians to make or suggest appropriate modifications
and/or accommodations within learning environments.
Standard VII. The educational diagnostician understands and applies knowledge of ethnic, linguistic, cultural, and socioeconomic diversity and the significance of student
diversity for evaluation, planning, and instruction.
Competencies:
(A) issues related to definition and identification procedures for individuals with disabilities, including individuals from culturally and/or linguistically diverse backgrounds;
(B) characteristics and effects of the cultural and environmental backgrounds of students and their families, including cultural and linguistic diversity, socioeconomic diversity,
abuse/neglect, and substance abuse;
(C) issues related to the representation in special education of populations that are culturally and linguistically diverse;
(D) ways in which diversity may affect evaluation; and
(E) strategies that are responsive to the diverse backgrounds and particular disabilities of individuals in relation to evaluation, programming, and placement.
(A) apply knowledge of cultural and linguistic factors to make appropriate evaluation decisions and instructional recommendations for individuals with disabilities; and
(B) recognize how student diversity and particular disabilities may affect evaluation, programming, and placement, and use procedures that ensure nonbiased results.
Standard VIII. The educational diagnostician knows and demonstrates skills necessary for scheduling, time management, and organization.
Competencies:
(A) time-management strategies and systems appropriate for various educational situations and environments;
(B) legal and regulatory timelines, schedules, deadlines, and reporting requirements; and
(C) methods for organizing, maintaining, accessing, and storing records and information.
(A) select, adapt, or design forms to facilitate planning, scheduling, and time management;
(B) maintain eligibility folders; and
(C) use technology appropriately to organize information and schedules.
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Standard IX. The educational diagnostician addresses students' behavioral and social interaction skills through appropriate assessment, evaluation, planning, and instructional
strategies.
Competencies:
(A) requirements and procedures for functional behavioral assessment, manifestation determination review, and behavioral intervention plans;
(B) applicable laws, rules and regulations, and procedural safeguards regarding the planning and implementation of behavioral intervention plans for
individuals with disabilities;
(C) ethical considerations inherent in behavior interventions;
(D) teacher attitudes and behaviors that influence the behavior of individuals with disabilities;
(E) social skills needed for school, home, community, and work environments;
(F) strategies for crisis prevention, intervention, and management;
(G) strategies for preparing individuals to live productively in a multiclass, multiethnic, multicultural, and multinational world; and
(H) key concepts in behavior intervention (e.g., least intrusive accommodations/ modifications within the learning environment, reasonable expectations for
social behavior, social skills curricula, cognitive behavioral strategies).
(A) conduct functional behavioral assessments;
(B) assist in the development of behavioral intervention plans; and
(C) participate in manifestation determination review.
Standard X. The educational diagnostician knows and understands appropriate curricula and instructional strategies for individuals with disabilities.
Competencies:
(A) instructional strategies, technology tools and applications, and curriculum materials for students with disabilities within the continuum of services;
(B) varied learning styles of individuals with disabilities;
(C) curricula for the development of motor, cognitive, academic, social, language, affective, career, and functional skills for individuals with disabilities;
(D) techniques for modifying instructional methods and materials for individuals with disabilities;
(E) functional skills instruction relevant to transitioning across environments (e.g., preschool to elementary school, school to work);
(F) supports needed for integration into various program placements; and
(G) individualized assessment strategies for instruction (e.g., authentic assessment, contextual assessment, curriculum-based assessment).
(A) interpret and use assessment and evaluation data for instructional planning; and
(B) use assessment and evaluation, planning, and management procedures that are appropriate in relation to student needs and the instructional environment.
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National Certification of Educational Diagnosticians Advanced Content Standards, Knowledge, and Skills
NCED standards , knowledge, and skills are addressed in this course:
NATIONAL STANDARDS
National Certification of Educational Diagnosticians Advanced Content Standards (SPA)
Advanced Standard 1: Leadership and Policy- Special educators in advanced programs learn to use their deep understanding of the history of special education, current legal
and ethical standards, and emerging issues to provide leadership. Special educators promote high professional self-expectations and help others understand the needs of
individuals with exceptional learning needs. They advocate for educational policy based on solid evidence-based knowledge to support high quality education for individuals
with exceptional learning needs. As appropriate to their role, they advocate for appropriate resources to ensure that all personnel involved have effective preparation. Special
educators use their knowledge of the needs of different groups in a pluralistic society to promote evidence-based practices and challenging expectations for individuals with
exceptional learning needs. They model respect for all individuals and ethical practice. They help to create positive and productive work environments and celebrate
accomplishments with colleagues. They mentor others and promote high expectations for themselves, other professionals, and individuals with exceptional learning needs.
KNOWLEDGE
SKILLS
1.1. Needs of different groups in a pluralistic society
1.1. Promote a free appropriate public education in the least restrictive
environment
1.2. Evidence-based theories of organizational and educational leadership
1.2. Promote high expectations for self, staff, and individuals with exceptional
learning needs
1.3. Emerging issues and trends that potentially affect the school community and the mission
1.3. Advocate for educational policy within the context of evidence-based
of the school
practices
1.4. National and state education laws and regulations
1.4. Mentor teacher candidates, newly certified teachers, and other colleagues
1.5. Current legal, regulatory, and ethical issues affecting education
1.5. Design and evaluate procedures for effective participation in school, system,
and statewide assessments
1.6. Responsibilities and functions of school committees and boards
1.7 Laws and policies related to assessing individuals with exceptional learning needs
1.8. Emerging issues and trends that impact assessment
1.9. Implication of multiple factors that impact the assessment process
1.10. Models, theories, and philosophies that form the basis of assessment
1.11. Issues in general and special education that impact placement decisions for individuals
with exceptional learning needs
1.12. Policy and research implications that promote recommended practices in assessment
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NATIONAL STANDARDS (cont.)

National Certification of Educational Diagnosticians Advanced Content Standards (cont.): (SPA)
Advanced Standard 2: Program Development and Organization
Special educators apply their knowledge of cognitive science, learning theory, and instructional technologies to improve instructional programs. They advocate for a
continuum of program options and services to ensure the appropriate instructional supports for individuals with exceptional learning needs. They help design and deliver, as
appropriate to their role, ongoing results-oriented professional development designed to support the use of evidenced-based practices at all relevant organizational levels.
They use their understanding of the effects of cultural, social, and economic diversity and variations of individual development to inform their development of programs and
services for individuals with exceptional learning needs. Special educators continuously broaden and deepen their professional knowledge, and expand their expertise with
instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to learning. They use their deep understanding
of how to coordinate educational standards to the needs of individuals with exceptional learning needs to help all individuals with exceptional learning needs to access
challenging curriculum standards.
KNOWLEDGE
SKILLS
2.1. Effects of the cultural and environmental milieu of the individual and the family on
2.1. Develop programs including the integration of related services for
behavior and learning
individuals based on a thorough understanding of individual differences
2.2. Theories and methodologies of teaching and learning, including adaptation and
2.2. Connect educational standards to specialized instructional services
modification of curriculum
2.3. Continuum of program options and services available to individuals with exceptional
2.3. Improve instructional programs using principles of curriculum development
learning needs with exceptional learning needs
and modification, and learning theory
2.4. Pre-referral intervention processes and strategies
2.4. Incorporate essential components into individualized education plans
2.5. Process of developing individualized education plans
2.5. Synthesize information from multiple perspectives in developing a program
assessment plan
2.6. Developmentally appropriate strategies for modifying instructional methods and the
learning environment
2.7. Assessment procedures that address all disabilities
2.8. Variability of individuals within each category of disability
2.9. Over- or underrepresentation of individuals with cultural and linguistic diversity who are
referred for assessment
2.10. Characteristics of individuals with exceptional learning needs that impact the
development of programs and services
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National Certification of Educational Diagnosticians Advanced Content Standards (cont.) (SPA)
Advanced Standard 3: Research and Inquiry
Research and inquiry inform the decisions of special educators who have completed advanced programs in guiding professional practice. Special educators know models,
theories, philosophies, and research methods that form the basis for evidence-based practices in special education. This knowledge includes information sources, data
collection, and data analysis strategies. Special educators evaluate the appropriateness of research methodologies in relation to practices presented in the literature. They use
educational research to improve instructional techniques, intervention strategies, and curricular materials. They foster an environment supportive of continuous
instructional improvement, and engage in the design and implementation of action research. Special educators are able to use the literature to resolve issues of
professional practice, and help others to understand various evidence-based practices.
KNOWLEDGE
SKILLS
3.1. Evidence-based practices validated for specific characteristics of learners and settings
3.1. Identify and use the research literature to resolve issues of professional
practice
3.2. Best practices in research-based assessment
3.2. Evaluate and modify instructional practices in response to ongoing
assessment data
3.3. Resources and methods that address student learning, rates, and learning styles
3.3. Use educational research to improve instruction, intervention strategies, and
curricular materials
3.4. Evaluate assessment techniques based on learning theories
Advanced Standard 4: Individual and Program Evaluation
Evaluation is critical to advanced practice of special educators. Underlying evaluation is the knowledge of systems and theories of educational assessment and evaluation,
along with skills in the implementation of evidence-based practices in assessment. Effective special educators design and implement research activities to evaluate the
effectiveness of instructional practices and, as appropriate to their role, to assess progress toward the organizational vision, mission, and goals of their programs. It is critical in
evaluation that nonbiased assessment procedures are used in the selection of assessment instruments, methods, and procedures for both programs and individuals. With
respect to evaluation of individuals, special educators prepared at the advanced level are able to apply their knowledge and skill to all stages and purposes of evaluation
including: pre-referral and screening, pre-placement for special education eligibility, monitoring and reporting learning progress in the general education curriculum and other
individualized educational program goals.
KNOWLEDGE
SKILLS
4.1. Evaluation process and determination of eligibility
4.1. Design and use methods for assessing and evaluating programs
4.2. Variety of methods for assessing and evaluating individuals with exceptional learning
4.2. Design and implement research activities to examine the effectiveness of
needs performance
instructional practices
4.3. Strategies for identifying individuals with exceptional learning needs
4.3. Advocate for evidence-based practices in assessment
4.4. Evaluate a students success in the general education curriculum
4.4. Report the assessment of individuals with exceptional learning needs
performance and evaluation of instructional programs
4.5. Standards of reliability and validity related to individual test measures
4.5. Select and use formal and informal observation measure
4.6. Procedures used in standardizing assessment instruments
4.6. Select and use formal and informal functional assessment measures
4.7. Standard error of measurement related to individual test measures
4.7. Assess basic academic skills formally and informally
4.8. Use and limitations of portfolios in assessment
4.8. Select, administer, and score assessment instruments accurately
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National Certification of Educational Diagnosticians Advanced Content Standards (cont.) (SPA)
Advanced Standard 4 (cont.)
KNOWLEDGE
4.9. Sources of test error
4.10. Uses and limitation of assessment information
4.11. Achievement assessment measures
4.12. Cognitive assessment measures
4.13. Language assessment measures
4.14. Motor skills assessment measures
4.15. Social, emotional, and behavioral assessment measure
SKILLS
4.9. Analyze error patterns
4.10. Prepare comprehensive assessment reports
4.11. Employ assistive technology in the assessment process
4.12. Select accommodations and modifications based on assessment results
4.13. Facilitate progress monitoring
4.14. Use progress monitoring data to develop and revise individual goals
4.16. Vocational and career assessment measures

Advanced Standard 5: Professional Development and Ethical Practice
Special educators are guided by the professional ethics and practice standards. Special educators have responsibility for promoting the success of individuals with exceptional
learning needs, their families, and colleagues. They create supportive environments that safeguard the legal rights of students and their families. They model and promote
ethical and professional practice. Special educators plan, present, and evaluate professional development, as appropriate to their roles, based on models that apply adult
learning theories and focus on effective practice at all organizational levels. Special educators model their own commitment to continuously improving their own professional
practice by participating in professional development themselves.
KNOWLEDGE
SKILLS
5.1. Legal rights and responsibilities of individuals with exceptional learning needs, staff, and
5.1. Model ethical behavior and promote professional standards
parents/guardians
5.2. Moral and ethical responsibilities of educators
5.2. Implement practices that promote success for individuals with exceptional
learning needs
5.3. Human rights of individuals with exceptional learning needs and their families
5.3. Use ethical and legal discipline strategies
5.4. Qualifications to administer and interpret test results
5.4. Disseminate information on effective school and classroom practices
5.5. Organizations and publications relevant to the field of educational diagnosticians
5.5. Create an environment which supports continuous instructional
improvement
5.6. Ethical considerations relative to assessment
5.6. Develop and implement a personalized professional development plan
5.7. Respect individual privacy and confidentiality
5.8. Participate in professional development activities
5.9. Cite all sources of reported information
5.10. Inform individuals of the purpose of evaluation, rationale, and timelines for
completion
5.11. Provide assessment results in a clear, cohesive, and timely manner
Update skills necessary to provide effective assessment
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National Certification of Educational Diagnosticians Advanced Content Standards (cont.) (SPA
Advanced Standard 6: Collaboration
Special educators prepared at the advanced level have a deep understanding of the centrality and importance of consultation and collaboration to the roles within special
education and use this deep understanding to integrate services for individuals with exceptional learning needs. They also understand the significance of the role of
collaboration for both internal and external stakeholders, and apply their skill to promote understanding, resolve conflicts, and build consensus among both internal and
external stakeholders to provide services to individuals with exceptional learning needs and their families. They possess current knowledge of research on stages and models in
both collaboration and consultation and ethical and legal issues related to consultation and collaboration. Moreover, special educators prepared at the advanced level have a deep
understanding of the possible interactions of language, diversity, culture and religion with contextual factors and how to use collaboration and consultation to enhance
opportunities for individuals with exceptional learning needs.
KNOWLEDGE
SKILLS
6.1. Methods for communicating goals and plans to stakeholders
6.1. Collaborate to enhance opportunities for learners with exceptional learning
needs
6.2. Roles of educators in integrated settings
6.2. Apply strategies to resolve conflict and build consensus
6.3. Roles of various agencies within the community
6.3. Communicate with team members to determine assessment needs
6.4. Communicate with team members to review assessment results
6.5. Assist with pre-referral interventions and strategies
6.6. Assist teachers in interpreting data including large scale and individual
assessments
6.7. Use interagency collaboration in planning intervention
TOPICAL OUTLINE
A course agenda is included at the end of this syllabus. It includes the following topics:
1. Identification of Students with Disabilities
2. Assessment and Evaluation
3. Curriculum and Instruction
4. Foundations, Professional Roles, and Responsibilities
5. Special Education Law
The content of this outline and schedule are subject to change at the discretion of the professor.
TEACHING STRATEGIES
1. Direct observation
2. Individual/group conferences
3. Demonstrations
4. Technology- e-mail, word processing, and online training
5. Class discussions
Page 17 of 47
6. Class Presentations
ASSESSMENT OF LEARNING
Foundational learning experiences required for all students seeking educational diagnostician certification are included in this course.
Course Requirements. See the agenda at the end of this syllabus for due dates.
1. Candidates must be approved by the cooperating site administrator and educational diagnostician prior to beginning assignments. The
Cooperating Site Administrator and Educational Diagnostician Practicum Agreement form with the appropriate signatures must be returned to the
university supervisor within two weeks of the semester beginning. This agreement acknowledges that the cooperating site administrator and
educational diagnostician agree to assist and supervise and to validate and certify that the intern has completed assigned activities.
2. Candidates must attend scheduled seminars during the semester the course is taken. Candidates should consult with the university supervisor in
advance, if there is an unavoidable need for an absence.
3. Candidates must complete all assigned tasks described in the syllabus/handbook.
4. Candidates and the cooperating site administrator and educational diagnostician must agree that a minimum of 160 hours will be spent on
internship activities at one or more school sites. The practicum activities must be completed in the last semester of the program. Hours completed
before the semester begins but during the program can be included.
5. Create accounts for Region 20 Educational Service Center, Transition Coalition, and TEA mailing Listserv.
http://www.transitioncoalition.org/transition/module_home.php
http://portal.esc20.net/pls/htmldb/f?p=340:3:18065020718248::NO::P3_CLASS_ID,P3_PAGE:1740469,5
6. Comprehensive Exam Procedures- See Ms. Kristy Wright and she will provide the forms that should be completed and set up the time for you to
test.
8. Complete module of study questions for the state test. When passing score is obtained, the evidence will be sent to Ms. Sturgeon so that she can
give you permission to take the state test.
Page 18 of 47
Assignments
Exams
(Comprehensive Exam and TExES
Practice)
Evaluation Rubric (Cooperating Site
Educational Diagnostician and SelfEvaluation Rubric Candidate)
Class Participation
Demographic Study
Program Evaluation Project
Leadership Framework, Resume, and
Goals (5 points each)
Practicum Activities Reflections
Activity Log
Educational Diagnostician Practicum
Portfolio
Learning
Objectives
1-9
TAC-RULE 239.83
Stand I-Legal (1) A-E, (2) A-B;
1-9
Stand V-Eligibility Criteria (1) A-C,

(2)A-C;
Stand VII-Diversity (1) A-E, (2) A-B;
1-9
1-9
1-9
1-9
1-9
1-9
1-9
Stand IV-Evaluation, Program

Planning, & Instruction (1) A-C,
(2) A-C;
Stand VI-Interpretation (1) A-M,
(2) A-L;
Stand X-Instructional Strategies
(1) A-G, (2) A-B;
Stand IX-Behavioral & Social
Interaction Skills (1) A-H, (2) A-C;
Stand II-Ethics (1) A-D, (2) A-E;
Stand III-Collaboration (1) A-E,
(2) A-K
SPA-NCED
Adv. Stand1-Leadership & Policy

Knowledge-1.1-1.12
Skills-1.1-1.5;
Possible Points
(330)
10
20
Adv. Stand 2-Program Dev. &

Organization
Knowledge-2.1-2.10
Skills-2.1-2.5;
Adv. Stand 4-Individual & Program
Eval.
Knowledge-4.1-4.6
Skills-4.1-4.14;
Adv. Stand 3-Research & Inquiry
Knowledge-3.1-3.3
Skills-3.1-3.4;
20
60
60
15
95
20
20
Adv. Stand 5- Professional Dev. &

Ethical Practice
Knowledge- 5.1-5.6
Skills-5.1-5.11;
Adv. Stand 6-Collaboration
Knowledge- 6.1-6.3
Skills- 6.1-6.7
Page 19 of 47
Grading Standards
Total points earned for all assignments will determine the students percentage and letter grade for the course.
COEBS Letter
Grades
A
AB+
B
BC+
C
F
COEBS Percentages for Letter

grades
94-100
90-93
87-89
83-86
80-82
77-79
73-76
69 and below
Points Earned to Correlate with COEBS

Grading Scale
330-310
309-297
296-287
286-274
273-264
263-254
253-241
240 and below
Comments
Student must retake course
Descriptions and rubrics for assignments are included at the end of this document. These assignments/activities develop and/or assess state and
national standards including TExES (Educational Diagnostician) domains, standards, and competencies and the National Certification of
Educational Diagnosticians Advanced Content Standards, knowledge and skills.
Student Evaluation of Faculty and Course
Students will complete faculty appraisal forms as regularly administered by the University.
Page 20 of 47
CLASS POLICIES
ATTENDANCE: Absence and Tardy Policies. In the College of Education and Behavioral Sciences, students must attend at least 75% of class sessions in order to receive a
passing grade in the course. This means that if more than 2 of class session absences occur, the course grade will be F no matter what test and paper scores might be.
Regular attendance in class is important for student success, and it is university policy that students must attend class. Absences are recorded beginning from the first class session
after the student has enrolled in the course. Professors are not obligated to allow students to make up work they miss due to unexcused absences. Professors may apply additional
attendance policies as appropriate to individual courses. Likewise, the college or school may also apply additional attendance requirements as necessary. Please see the catalog
currently in use for the universitys policy on classroom absences caused in the course of student representation of the university, such as athletics, chorale, and mock trial
activities."
Attendance and participation is expected at every class session.
Two tardies are permitted for all classes.
Medical notes for excused absences will be accepted only one week after the absence.
Absences, tardies, and early departure from class are strongly discouraged. It is very important to be on time for class and to stay for the entire class session.
Your performance in this course will be better if you attend classes and participate in the discussions. This course will be highly interactive and you will need
to be in class. If you arrive late or leave early, you will NOT receive full credit for participating or for attendance. If you do work not pertaining to this class
during class time, you will not receive full credit for participating.
ACADEMIC ACCOMODATIONS: Students needing learning accommodations should inform the professor immediately and consult the Academic Accommodations section of
the HBU Classroom Policy posted on Blackboard. Documentation of Difficulties If an education student fails to demonstrate an acceptable level of performance on one or more
professional educator standards during any class or field experience, a form is filed in the Education Office (a PMID: Progress Monitoring & Intervention ACADEMIC
ACCOMODATIONS (continued). Documentation). If two such forms occur, a conference is held in which difficulties are identified and means for improvement are explored.
[Sometimes specific interventions will be required.] A third form will result in a committee hearing to review difficulties and means for improvement and to determine conditions
for continuance in the program. Professional standards include knowledge, skills and dispositions.
LATE WORK STATEMENT. Late work will be penalized. You should not miss any exams. If you are sick, you need to notify the professor in advance. The professor reserves
the right to administer a different exam, deduct points for taking the exam late, and/or schedule the makeup for a later date. Missing an exam without giving prior notice will result
in a zero for that test, with no makeup.
All assignments are expected to be completed in their entirety by the beginning of class on the due date, even if the student is not in class. Late work is strongly discouraged.
Work may be submitted late ONLY (with proper documentation for illness or other emergency situations) within the following TWO calendar days, including weekends, for a
maximum grade value of 80. No work will be accepted after that deadline passes. As professionals it is imperative to complete responsibilities and tasks in a timely, effective
manner. [If work is returned for revision, it is expected to be re-submitted as directed by the professor regarding the due date and the maximum grade value of the revised effort.]
MISSED TESTS. All tests should be taken on the day and at the time when they are scheduled. Make-up tests will be given ONLY when the instructor is notified prior to the
exam, and there is a documented excused reason for missing the exam. Legitimate reasons include documented illness death in the family, etc. A make-up will then be completed at
a time mutually agreed upon by both the professor and student-as soon as possible after the exam date. Any unexcused absence on the test day will result in a grade of zero for the
particular test with no opportunity for a make-up test.
USE OF ELECTRONIC DEVICES. During class sessions, electronic devices are only to be used to support class activities. Other uses (texting, surfing the web, etc.) will result in
the device not being allowed in the classroom.
You must turn off all electronic devices in your possession to avoid distractions to the climate of the classroom. This includes cell phones. These should remain out of
sight during instructional.
Page 21 of 47
Answering cell phones, reading or responding to text messages during class will lower your participation grade. If this is a continuing distraction, the student will be
asked to leave class and this will be reflected in the course grade.
CLASS POLICIES (continued)
No cell phones will be allowed in the classroom for exams. Should you forget, you may leave any cell phones with the professor during the testing time. Any cell phone
that goes off in a students possession during an exam will be an automatic F on the exam.
No recording devices will be allowed in the classroom.
The use of personal laptop computers is only permitted at appropriate times when class note taking is beneficial, not during any activities and/or presentations.
The use of the Internet and computer for personal means during class time will result in a reduction in the class participation grade and loss of class use of the computer
for the remainder of the semester.
ADDITIONAL COMMENTS FOR THIS COURSE.

1. Students are expected to act in a professional manner. This includes, but is not limited to: adhering to APA Ethical Standards of Psychology; maintaining test security
and subject confidentiality.
2. Children in Classroom. In almost all instances, children are not allowed in the classroom nor are they allowed to be on campus unattended. Class sessions are for
enrolled students only unless other arrangements are approved by the instructor in advance. For safety reasons, children are prohibited from all laboratories.
3. Classroom Behavior Expectations. The classroom environment is to be conducive to learning and is under the authority of the instructor. In order to assure that all
students have the opportunity to gain from the time spent in class, students are expected to demonstrate civil behavior in the classroom and show appropriate respect for
the instructor and other students. Inappropriate behavior toward the instructor, in or out of the classroom, may result in a directive to the offending student to leave the
classroom or the course entirely. Classroom behaviors that disturb the teaching-learning experiences include the following behaviors: activated cellular phone or other
device, demands for special treatment, frequent episodes of leaving and then returning to the class, excessive tardiness, leaving class early, making offensive remarks or
disrespectful comments or gestures to the instructor or other students, missing deadlines, prolonged chattering, sleeping, arriving late to class, dominating discussions,
shuffling backpacks or notebooks, disruption of group work, and overt inattentiveness. It is at the discretion of the instructor as to whether laptops will be allowed for
use in the classroom.
*Addendum: Classroom Behavior Expectations
Working on or reading of other materials and/or projects during this designated class time will not be permitted and will result in the lowering of the class participation
grade. Group work demands a high level of accountability and collaboration. Therefore, the professor reserves the right to adjust and/or remove group members from
small group work, if needed. If a student is removed from a working group for any reason, the student is expected to complete all components of the task/assignment
entirely on an individual basis on the original due date with a reduction in grading points as is warranted. Drinks and snack food are permitted in class as long as all trash
is removed.
4. Early Alert. To ensure that every student takes full advantage of the educational and learning opportunities, HBU has implemented an Academic Early Alert Referral
System (EARS). Your professor will issue an Early Alert to your advisor if you he or she believes you struggling in the course. You should meet with you advisor and
professor to discuss new strategies for successful completion of the course.
5. Email Policy. All university and class email communication will be sent to your HBU email account. You are responsible for checking this frequently. If you choose,
you may reroute your HBU email to another email address. Your emails should be in a professional format with correct spelling, capitalization, and grammar.
6. Grievance Procedures. The Academic Grievance Policy may be found in the catalog currently in use, in the Academic section of the HBU Forms section of the HBU
Portal, and on the Registrars page on the HBU Website.
7. Incomplete Course Request. Only the dean of the college or school may grant incompletes and only to students who have a major documented emergency in the last
few days of a semester. Students with excessive absences, which will result in failing the course, will not be allowed to take the final exam nor be eligible to receive an
incomplete.
Page 22 of 47
Students are required to read the University Classroom Policy addendum to this course syllabus that is included on Blackboard. In addition to the class policies listed
here, it includes basic class policies that apply in all HBU classes. PERSON RESPONSIBLE FOR DEVELOPING SYLLABUS: Dr. Dianne Reed
Instructors Signature: Dr.
Dianne Reed
EDSP 6315 Practicum in Diagnostics
TENTATIVE SCHEDULE
Due Dates
Class topics and readings
Task(s)/Assignments
Aug. 26
Introductions; course assignment review; Assignment check:

activity log, program improvement project, demographic study
Review the handbook/syllabus (review internship activities); arrange school

visitations; review calendar, query about School Improvement Projects; set next
meeting
Sept. 9
Review course assignments and answer questions about the course

expectations
Read chapters 1-3 (The Law and Special Education)
Sept. 23
Review internship activities, demographic study, TExES questions

Review PBMAS
Oct. 7
Internship activities, activity log, Demographic Study, TExES

questions, Program Improvement project
Oct. 21
TExES questions, internship activities, Program Improvement

Project
Review Legal Framework
TExES Questions, Demographic Study, Program Improvement
Project
TExES Questions, Program Improvement
Review cross battery assessments
Leadership Framework; resume; 5 year goals;

Demographic Study 1 a-g, 2 a-c, 3 a-c;
TExES Questions; query about School Improvement
Project
Present chapters 1-3
Complete internship activities competencies 1 and 2 and reflections for the
competencies (discuss); Demographic Study 4 a-d, 5a, 6, 7; Discuss findings for
Demographic Study; TExES questions; work on School Improvement Project and;
check activity log.
Complete internship activities for competencies 3, 4, 5 and reflections for the
competencies (discuss); students share information about their Demographic
Study; Work on School Improvement Projects and ; TExES questions; check
activity log. Need powerpoint for demographic study
Complete internship activities for competencies 6 and 7 and reflection for the
competencies (discuss); Work on Program Improvement Project; check on
activity log; TExES questions
TExES questions; check point of assignments due;
Share Demographic Studies
TExES questions; continue to share Demographic
Studies, Improvement Project completed
Nov. 4
Nov. 18
Dec. 2
TExES Questions
Portfolios completed
Read chapters 13-14(The Law and Special Education)
Check point for assignments due; continue sharing Projects

Present chapters 13-14; complete all unfinished work
Page 23 of 47
Dec. 8
Grades Due
Dec.12
COMMENCEMENT
Page 24 of 47
COURSE ACKNOWLEDGEMENTS
Syllabus Statement
I am aware of all topics described in the course syllabus. These include, but are not limited to the following:
course description; course sequence in the curriculum and prerequisite information;
instructor information and learning resources;
relation to the mission of the University and to the goals and purposes of the College of Education and Behavioral Sciences;
course learning objectives;
state and national standards covered (TexES competencies, IDA standards, etc);
topical outline and learning strategies;;
assessment for learning: requirements & grading standards;
HBU CLASS POLICIES: the University document posted on Blackboard;
additional policies for this class: attendance, late work, missed tests and electronic devices;
the possibility of changes to the syllabus. [The content of this syllabus and the attached agenda are subject to change at the discretion of the professor.]
Professional Integrity Statement :To maintain and uphold the highest level of professional integrity and honesty, cheating and plagiarizing are not allowed. . If
a student cheats and/or plagiarizes, then the student will receive a 0 for the assignment and/or fail the course
Cheating is a catch-all term for not doing your own work. Any attempt during a test to consult with notes or another person or to look at anothers test constitutes
cheating. If answers are shared in any way, both students will receive the same penalty for cheating. Using stolen tests or borrowed tests (any test that is not readily
available to all members of the class) to study for an exam is cheating. Within the broader view of cheating is the idea of using someone elses work in place of your
own. This is called plagiarism and is not allowed.
DO NOT:
copy another persons paper/project/work or part of that and turn it in as your own;
copy a paper/project from the Internet and turn them in as your own;
copy another paper/project (or cut and paste parts of Internet articles), make changes to it, and submit it as your own;
include the work of others without documentation/reference (If seven or more words are taken directly from another source it must be quoted and
referenced.);
submit a paper/project or large parts of a paper/project you have done for another class at HBU or another institution to this class. (Always get a professors
approval before using a prior work or topic from a different class.);
have someone write parts or all of your paper/project/work
share your work with others; and,
change references or make up references.
falsify fieldwork documentation

By signing this page, I affirm that I have read and understand the contents of this course Syllabus Statement, the Professional Integrity Statement, and
the University Class Policies. I understand that at any time during the course, I may request clarification, if needed.
Printed Name
Signature
Date
Page 25 of 47
[After reading the course syllabus and this page, please print and sign this form then turn it in to the professor.]
ASSIGNMENT DESCRIPTIONS
1. Comprehensive Exam
Each course in the graduate school program is designed to assist the candidate in the preparation of the required comprehensive
examination taken after 24 semester hours in the program. The rigor of the comprehensive assessment demands the candidate to evaluate,
analyze, and synthesize all learning experiences. By fulfilling course goals, objectives, knowledge and skills involved in learning
experiences prepares the graduate student to be successful. This culminating assessment demonstrates the graduate students capability to
think globally regarding educational theory and practice as they become educational leaders in their chosen field of study.
2. Evaluation Rubric (Cooperating Site Educational Diagnostician)
The cooperating site educational diagnostician will evaluate the candidates performance during the field experience.
3. Class Participation
No more than 2 absences, tardies, or early leaves; completion and submission of all assignments on time
4. Demographic Study
A review of key findings about the characteristics of the school context.
The objective of the demographic study is to review data and statistics for the targeted campus. The study should enable the intern to
understand the school and community and potential areas for improvement. The demographic study provides a professional development
tool for interns to identify areas to improve student achievement. This demographic analysis identifies potential community stakeholders
and facilitates the stewarding of a school vision that capitalizes on diversity.
The demographic study will focus on a selected campus. The study should include a summary of demographic data of the school, a brief
history of the school, political and geographical characteristics of the school attendance area, background of the professional and support
staff the school, and an overview of student performance data for the school.
Submit a written report and detailed PowerPoint that outlines the following (Identify the response to each section clearly, for example,
1a, 1b, etc. and include headings for each section, for example 1. Historical background of the community and school):
1.
Historical background of the community and the school
a. What is the history of the city or community?

b. How was the area, community, or neighborhood developed?
c. Who were some of the individuals recognized as pioneers of the community?
Page 26 of 47
d.
e.
f.
g.
2.
a.
b.
c.
3.
Are there any important historical events related to the school to note?
How many schools and facilities are contained in the district?
When was the campus opened?
Why was the campus given its specific name?
Campus governance
Review the campus organizational chart (create/provide a diagram of the organizational chart) .
What is the chain of command in the school?
How is the campus site-based committee selected and how does it function?
Enrollment/Growth/Achievement
a. What is the district enrollment? (disaggregate by ethnicity, socio-economics, grade level, etc).
b. What is the school enrollment? (disaggregate by ethnicity, socio-economics, grade level, etc).
c. What are the strong and weak areas of student performance on state exams?
4.
Political and geographical characteristics of the school attendance area
a. What are the socio-economic levels of the families?

b. How active are families in various school activities?
c. How is the PTO/PTA organized?
d. Are there any significant geographical characteristics that might impact students or families?
5.
Professional staff
a. What are the levels of education, years of experience, and demographic characteristics of professional staff at the district level?
b. What are the levels of education, years of experience, and demographic characteristics of professional staff at the campus level?
c. How do these groups compare?
6.
Other elements deemed appropriate to describe the demographics of the school.
7.
At the end of the study, you should be able:
a. To discuss potential areas for improvement
Page 27 of 47
b. To identify key stakeholders in the school and community, and

c. discuss leadership strategies you might use as a leader of the school, with your university
supervisor or small group.
5. Program Improvement Project
The candidate will conduct a Program Improvement Project that supports the campus vision and relates to student achievement. The Program
Improvement Project is intended to improve and broaden the experiences of the candidate while assisting the cooperating site administrator,
educational diagnostician, and the school by addressing an identified need or problem. The project can be action research, program
evaluation research, or a research study with relevance to the needs of the campus.
Candidates should discuss the proposal of their project with the university supervisor for approval BEFORE implementation. Longer projects
may be divided into smaller projects but an evaluation of the project activities is expected.
Organization of the Program Improvement Project:
1.
Statement of the Purpose of the Project

a. relevant background data/information identifying the problem or need.
2.
List of Activities Completed

a. identify strategies used to invite participation and support by various groups (teachers, students, and/or community)
b. identify professional growth needed for you and others in order to complete the tasks of the project
c. describe how resources for the project will be managed
d. describe the impact that the project may have regarding diversity, ethics, or safety issues
3.
Review of Literature
a. supports the candidates belief that the proposed strategies are important factors in increasing students achievement.
b. minimum of 5 references (not older than 10 years)
4.
Evaluation of the Project

a. evaluation strategies may include formative and summative evaluation
b. examples could include checklists of completed tasks, feedback on how the project is progressing,
student data, surveys, test scores, observation records
c. include a summary of the data (charts, graphs, etc) and how you analyzed the data.
d. include your results and conclusions.
5.
Reflection
Page 28 of 47
a. discuss what went well and what you might do differently.

b. discuss implications for future work in this area
c. discuss the leadership skills that you used and developed as a result of this project.
6. Leadership Framework, Resume, and Goals
Resume
Submit a current resume that outlines the following:
1.
2.
3.
4.
5.
Background and experiences in education

Certifications
Extensive training
Awards
Applicable experiences that are relevant to the position of the educational diagnostician.
Five Year Goals
Reflect on your future plans and professional goals for the coming years. Submit a document with the following:
1. List your professional goals for the next five years
2. Explain why the goals that you selected are important to you
Leadership Framework
Submit a document that describes your professional framework. Include the following:
1.
2.
3.
4.
5.
Your philosophy of education

Your vision for learners
Your vision for teachers
Your vision for the organization
Method of vision attainment
7. Practicum Activities and Reflections
Page 29 of 47
The educational diagnostician practicum activities are to be completed and summarized using the reflection process. The purpose of this activity is
to give interns an inside look at issues that impact decisions of educational diagnosticians. This activity supports the design of comprehensive
professional growth plans.
Reflection Process for Practicum Activities for the
Educational Diagnostician Program Academic Portfolio
by B. Polnick and D. Reed
Adapted from The Principal Portfolio, 2nd Edition (2000) by G. Brown and B. Irby
Artifact:
Identify the practicum activity. Include any documents that support your completion of the activity (documents may be scanned).
Describe:
Describe the findings for all of the activities.
Analyze:
a. Describe the importance of the findings for the activities.

b. Include connections to your 5 year goals or desired position.
c. Compare/contrast elements in your findings to your experiences or previous knowledge.
Appraise:
Critique or describe whether any of your findings were beneficial to you or not.
Transform:
a. Describe any future ideas or insights you gained.

b. Describe future plans for use of the ideas presented, including any changes in your current practices or, describe how the
information confirmed your current practices and/or beliefs.
Page 30 of 47
In the Educational Diagnostician Practicum Portfolio, please identify your activities by competency number and activity number
Competenc
y
001
001
001
002
002
Practicum Activities
1. Review the Legal Framework section that identifies criteria that must be met for all disabilities. Using this information,
review 5 special education files of students that meet the criteria for at least one of the disabilities described. Use the file
monitoring checklist provided by your district to determine if the files are in compliance.
2. Review 5 recent (not more than 3 years old) special education articles and document their findings using the Article Reflection
Process.
3. Review 5 (not more than 10 years old) special education legal cases and document their findings using the Article Reflection
Process.
1. Review the Campus Improvement Plan and analyze goals, objectives, activities, resources and assessment strategies for
improving student performance based on the needs of the students.
2. Complete a demographic study of the campus. (See directions in the syllabus/handbook for EDSP 6315)
003
1. Complete a Program Evaluation Project that supports the campus/district vision and is approved by the campus administrator
and educational diagnostician and the university supervisor. (See directions in the syllabus/handbook for EDSP 6315)
004
004
1. Make corrections to 2 Full and Individual Evaluation Reports. (reports completed in EDSP 6305 and EDSP 6344)
2. Administer 2 different tests. Provide the test protocol as evidence of administration.
005
1. Critique the process for adapting and/or modifying curriculum and/or instruction to meet the needs of various types of
students (i.e., regular, vocational, special education, gifted and talented, bilingual).
2. Review the Performance-Based Monitoring Analysis System (PBMAS) manual sections on special education indicators.
Review the report for your campus and analyze how your campus performed on the indicators.
005
006
006
1. Analyze the process for using information from various student groups to improve student achievement at the campus.
2. Critique the procedures being used in student placement (grouping, promotion, and retention) at the campus.
007
1. Attend at least 2 Admission, Review, and Dismissal (ARD) committee meetings and critique the meetings regarding
compliance with the Texas Administrative Code (TAC) Title 19, Chapter 89. Adaptations for Special Populations, Subchapter
AA: Commissioners Rules Concerning Special Education Services.
Page 31 of 47
Competenc
y
008
008
008
008
008
008
009
009
009
Practicum Activities (continued)

1. View online training sessions provided.
2. Obtain membership in at least 1 professional organization. Provide evidence of membership.
3. Complete the School of Education Comprehensive Examination.
4. Complete assigned TExES sample questions provided by the university supervisor. All students must complete and pass the
School of Education practice examination before approval is granted for the official state examination. Students who have
passed the state TExES exam or who have made the required passing score on the School of Education practice examination will
not be the university supervisor. All students must complete and pass the School of Education practice examination before
approval is granted for the official state examination. Students who have passed the state TExES exam or who have made the
required passing score on the School of Education practice examination will not be required to complete this assessment.
5. Interview a principal regarding the roles and responsibilities of the campus educational diagnostician. Describe the principals
job expectations for the diagnostician.
6. Interview an educational diagnostician regarding the roles and responsibilities. Critique the appraisal/evaluation process for
the educational diagnostician in relation to the written job descriptions.
1. State your professional goals for the next five years. Develop a specific professional growth plan which you feel must be
accomplished to obtain these goals.
2. Develop a resume which could be used in making application for an administrative position.
3. Class participation- This section includes attendance (absences and tardies) and timely submission of class assignment.
Include your attendance sheet as evidence.
8. Activity Log
Candidates must submit a final log of the on the job activities related to educational diagnostician activities. The log should contain the date,
activity name/description, and hours. Your log should include a variety of activities related to the diagnosticians role. Please ensure that some of
your hours relate to the role of the educational diagnostician in improving student achievement. The log of practicum activities serves to assist the
candidates with tracking their daily activities as they relate to the educational diagnostician that positively affects school culture and promotes
student learning. University supervisors can also use the logs to monitor candidates needs and assist them in designing comprehensive growth
plans.
a. You may create a spreadsheet to utilize calculations functions.
b. Your total hours should equal a minimum of 160 hours. You may include 60 hours for embedded activities and program improvement project.
Page 32 of 47
c. University supervisors may ask for periodic log reports for monitoring and assisting you with future growth opportunities.
Sample Format for the Log: (The listed activities are examples; they are not required on the log)
Candidate:____________________________________________________________
I certify that, to the best of my knowledge, the intern has completed all of the listed activities.
Cooperating Site Educational Diagnosticians Signature:_______________________________________
Date
1-21-15
1-30-15
1-31-15
Total
time
50
1
2
1
Description of Activity
Embedded Internship Activities
Interviewed secretary about enrollment procedures for LEP students.
Attended testing coordinator meeting at central office.
Interviewed Asst Principal about placement ARD meetings.
9. TExES Practice
Candidates will be required to complete assigned TExES sample questions provided by the university supervisor. All candidates must
complete and pass the College of Education practice examination before approval is granted for the official state examination. Candidates who
have passed the state TExES exam or who have made the required passing score on the College of Education practice examination will not be
required to complete this assessment.
10. Educational Diagnostician Practicum Portfolio
Candidates are required to submit a portfolio which will contain all of the required activities for the course.
Educational Diagnostician Practicum Portfolio Components
The educational diagnostician practicum portfolio contains key assessment components of the Educational Diagnostician Preparation Program.
The portfolio provides benefits in two ways to our preparation program: (a) candidate evaluation and (b) program evaluation. In addition, the
portfolio is designed to help interns synthesize theories and strategies from graduate coursework and apply them in the field.
Page 33 of 47
The portfolio contains the following components:

a.
b.
c.
d.
e.
f.
g.
Introduction (includes updated Resume, 5-yr Goals, Professional Framework)

Demographic Study
Educational Diagnostician Practicum Activities and Reflections
Program Evaluation Project
Educational Diagnostician Practicum Activity Log
Evaluation Rubrics (Cooperating Site Educational Diagnostician and Candidates Self-Evaluation)
Practicum agreement documents (candidate, cooperating site educational diagnostician, and cooperating site administrator).
Page 34 of 47
EDSP 6315 Rubrics (Total Points for all Assignments = 330)

Course Objective: 1. Understand and apply knowledge of federal and state disability criteria and identification procedures for determining the presence of an educational need.
TAC- Stand I-Legal (1) A-E, (2) A-B; Stand V-Eligibility Criteria (1) A-C, (2)A-C; NCED- Adv. Stand1-Leadership & Policy Knowledge-1.1-1.12; Skills-1.1-1.5
Course Objective: 2. Understand and apply knowledge of ethnic, cultural, linguistic and socioeconomic diversity and the significance of individual diversity for evaluation, planning,
and instruction.
TAC- Stand VII-Diversity (1) A-E, (2) A-B; NCED- Adv. Stand 2-Program Dev. & Organization Knowledge-2.1-2.10; Skills-2.1-2.5
Course Objective: 3. Understand and apply knowledge of student assessment and evaluation of program planning and instructional decision making.
TAC- Stand IV-Evaluation, Program Planning, & Instruction (1) A-C, (2) A-C ; NCED- Adv. Stand 4-Individual & Program Eval.; Knowledge-4.1-4.6; Skills-4.1-4.14
Course Objective: 4. Select and administer appropriate formal and informal assessments and evaluations.
TAC- Stand VI-Interpretation (1) A-M, (2) A-L; NCED- Adv. Stand 3-Research & Inquiry;Knowledge-3.1-3.3;Skills-3.1-3.4
Course Objective: 5. Apply skills for interpreting formal and informal assessments and evaluations.
TAC- Stand VI-Interpretation (1) A-M, (2) A-L; NCED- Adv. Stand 3-Research & Inquiry; Knowledge-3.1-3.3;Skills-3.1-3.4
Course Objective: 6. Understand appropriate curriculum and instructional strategies for students with disabilities.
TAC- Stand X-Instructional Strategies (1) A-G, (2) A-B; NCED- Adv. Stand 4-Individual & Program Eval.; Knowledge-4.1-4.6; Skills-4.1-4.14
Course Objective: 7. Understand the use of appropriate assessment, evaluation, planning, and instructional strategies for developing students behavioral and social skills.
TAC- Stand IX-Behavioral & Social Interaction Skills (1) A-H, (2) A-C; NCED- Adv. Stand 4-Individual & Program Eval.; Knowledge-4.1-4.6; Skills-4.1-4.14
Course Objective: 8. Understand and apply knowledge of professional practices; roles and responsibilities; and the philosophical, legal, and ethical foundations of evaluation related
to special education.
TAC- Stand II-Ethics (1) A-D, (2) A-E; NCED- Adv. Stand 5- Professional Dev. & Ethical Practice; Knowledge- 5.1-5.6; Skills-5.1-5.11
Course Objective: 9. Develop collaborative relationships and demonstrates skills for scheduling, time management, and organization.
TAC- Stand III-Collaboration (1) A-E, (2) A-K; NCED- Adv. Stand 6-Collaboration; Knowledge- 6.1-6.3; Skills- 6.1-6.7
EXAMS (Obj. 1-9) TOTAL POINTS= 10
Aspects
Exemplary (10 pts.)
Proficient ( 8 pts.)
Developing ( 5 pts.)
Unacceptable ( 0 pts.)
Exams: Comprehensive Exam and
Both comprenesive exam
At least one exam completed
Both exams attempted but not
Neither exam attempted or passed
TExES Practice Module
and TexES practice module
and passed
passes
completed and passed
EVALUATION RUBRICS (Obj. 1-9) TOTAL POINTS= 20
Exemplary (20 pts.)
Proficient (15 pts.)
Developing (10 pts.)
Unacceptable (5 pts.)
Eval. Rubric- Cooperating Site
Both rubrics completed with At least one rubric completed
Both rubrics attempted but not
Neither rubric completed
Educational Diagnostician and Selfsatisfactory scores
with satisfactory scores
completed with satisfactory scores
Eval. Rubric-Candidate
Page 35 of 47
EDSP 6315 Rubrics (continued)

Aspects
Absences, Tardies, Early Leaves
Classroom Behavior Expectations:

___Show appropriate respect for the
professor and students;
___No side conversations during
class discussions/presentations;
___No working on or reading other
assignments during class time;
___No leaving class multiple times
and returning (professor must be
notified if there is a legitimate
reason for you to leave and return to
the class room frequently)
Electronic Devices:
___Turn off all electronic devices;
___No texting;
___No talking on the phone;
___No emailing or reading emails;
___Phones should be placed out of
sight during class;
___Laptops should be closed until
appropriate times to use them
CLASS PARTICIPATION (Obj. 1-9) TOTAL POINTS= 20

Exemplary (6 pts.)
Proficient (4 pts.)
Developing (2 pts.)
No more than 2 absences,
No more than 2 absences,
No more than 2 absences, tardies,
tardies, or early leaves;
tardies, or early leaves;
or early leaves; completion and
completion and submission completion and submission of submission of Some assignments
of All assignments on time
Most assignments on time
on time
Exemplary (8 pts.)
Proficient (6 pts.)
Developing (4 pts.)
3 or more, absences, tardies, or
early leaves; completion and
submission of Few assignments on
time
All behavior expectations

met during each class
session.
Most behavior expectations

met during each class session.
Some behavior expectations met

during each class session.
Few behavior expectations met

Exemplary (6 pts.)
All requirements for
electronic devices met
Proficient (4 pts.)
Most requirements for
electronic devices met during
each class session.
Developing (2 pts.)
Some requirements for electronic
devices met during each class
session.
Few requirements for electronic
devices met during each class
session.
Page 36 of 47

Aspects
Introduction; Demographic Study;
Program Evaluation Project; Activity
Log; Evaluation Rubrics
(candidates self-evaluation and
cooperating site educational
diagnostician); Practicum
Agreement Documents (Candidate,
Cooperating Site Administrator,
Cooperating Site Educational
Diagnostician); Practicum
Activities and Reflections
____Background and experiences in

education;
____Certifications;
____Extensive training;
____Awards;
____Applicable experiences that are
relevant to the position of the
educational diagnostician
____List your professional goals for

the next five years;
____Discuss the steps that will need
to be completed in order for you to
reach your goals
____Your philosophy of education;

____Your vision for teachers;
____Your vision for the campus;
____Method of vision attainment
PRACTICUM PORTFOLIO COMPONENTS (Obj. 1-9) TOTAL POINTS= 20

Exemplary (20 pts.)
All practicum portfolio
Most practicum portfolio
Some practicum portfolio
components are included.
Unacceptable (5-0 pts.)

Few practicum portfolio
RESUME COMPONENTS (Obj. 1-9) TOTAL POINTS= 5

Exemplary (5 pts.)
Proficient (4 pts.)
Developing (3 pts.)
All resume components are
Most resume components are
Some resume components are
included.
included.
included.
Few resume components are
included.
FIVE YEAR GOALS COMPONENTS (Obj. 1-9) TOTAL POINTS= 5

Exemplary (5 pts.)
Proficient (4 pts.)
Developing (3 pts.)
All five year goals
Most five year goals
Some five year goals components
are included.
Few five year goals components are
included.
LEADERSHIP FRAMEWORK COMPONENTS (Obj. 1-9) TOTAL POINTS= 5

Exemplary (5 pts.)
Proficient (4 pts.)
Developing (3 pts.)
All leadership framework
Most leadership framework
Some leadership framework
Few leadership framework
Page 37 of 47

Aspects
Historical Background:
____What is the history of the city
or community?
____How was the area, community,
or neighborhood developed?
____Who were some of the
individuals recognized as pioneers
of the community?
____Are there any important
historical events related to the school
to note?
____How many schools and
facilities are contained in the
district?
____When was the campus opened?
____Why was the campus given its
specific name?
Campus Governance:
____Review the campus
organizational chart (create/provide
a diagram of the organizational
chart)
____What is the chain of command
in the school?
____How is the campus site-based
committee selected and how does it
function?
DEMOGRAPHIC STUDY COMPONENTS (Obj. 1-9) TOTAL POINTS= 60

Exemplary (9 pts.)
Proficient (7 pts.)
Developing (5 pts.)
All historical background
Most historical background
Some historical background
Few historical background
Exemplary (9 pts.)
All campus governance
Few campus governance
Proficient (7 pts.)
Most campus governance
Developing (5 pts.)
Some campus governance
Page 38 of 47

Aspects
Enrollment/Growth/
Achievement:
____What is the district
enrollment? (disaggregate by
ethnicity, socio-economics, grade
level etc.)
____What is the school
enrollment? (disaggregate by
ethnicity, socio-economics, grade
level etc.)
____What are the strong and weak
areas of student performance on
the state exams?
Political and Geographical
Characteristics:
____What are the socio-economic
levels of the families?
____How active are families in
various school activities?
____How is the PTO/PTA
organized?
____Are there any significant
geographical characteristics that
might impact students or families?
Professional Staff:
____What are the levels of
education, years of experience, and
demographic characteristics of
professional staff at the district
level?
____What are the levels of
education, years of experience, and
demographic characteristics of
professional staff at the campus
level?
____How do these groups
compare?
DEMOGRAPHIC STUDY COMPONENTS (Obj. 1-9) TOTAL POINTS= 60 (continued)

Exemplary (9 pts.)
Proficient (7 pts.)
Developing (5 pts.)
All
Most
Some
enrollment/growth/achievemen
enrollment/growth/achievemen
enrollment/growth/achievement
t components are included.
t components are included.
Few
enrollment/growth/achievement
Exemplary (9 pts.)
All political and geographical
characteristics components are
included.
Proficient (7 pts.)
Most political and
geographical characteristics
Developing (5 pts.)
Some political and geographical
included.
Few political and geographical
included.
Exemplary (8 pts.)
All professional staff
Proficient (6 pts.)
Most professional staff
Developing (4 pts.)
Some professional staff
Few professional staff components
are included.
Page 39 of 47

Aspects
Other Elements:
____Other elements deemed
appropriate to describe the
demographics of the school.
Summary:
____Discuss potential areas for
improvement.
____Identify key stakeholders in the
school and community
____Discuss leadership strategies
you might use.
22 Activities 001-009:
____Artifact
____ Describe
____Analyze
____Appraise
____Transform
Statement of the Purpose:

____Relevant background
data/information identifying the
problem or need.
DEMOGRAPHIC STUDY COMPONENTS (Obj. 1-9) TOTAL POINTS= 60 (continued)

Exemplary (8 pts.)
Proficient (6 pts.)
Developing (4 pts.)
All other elements
Most other elements
Some other elements components
are included.
Few other elements components are
included.
Exemplary (8 pts.)
All summary components
are included.
Few summary components are
included.
Proficient (6 pts.)
Most summary components are
included.
Developing (4 pts.)
Some summary components are
included.
PRACTICUM ACTIVITIES (Obj. 1-9) TOTAL POINTS= 95

Exemplary (95 pts.)
All activity components are
Most activity components are
Some activity components are
included. 22/22
included. 17/22
included. 10/22

Few summary components are
included. Below 10/22
PROGRAM IMPROVEMENT COMPONENTS (Obj. 1-9) TOTAL POINTS= 60

Exemplary (60 pts.)
All statement of the purpose
Most statement of the purpose
Some statement of the purpose

Few statement of the purpose
Page 40 of 47

Aspects
List of Activities Completed:
____Identify strategies used to invite
participation and support by various
groups (teachers, students, and/or
community).
____Identify professional growth
needed for you and others in order to
complete the tasks of the project.
____Describe how resources for the
project will be managed.
____Describe the impact that the
project may have regarding
diversity, ethics, or safety issues.
Aspects
Review of Literature:
____Supports the candidates belief
that the proposed strategies are
important factors in increasing
students achievement.
____Minimum of 5 references (not
older than 10 years)
Aspects
Evaluation:
____Evaluation strategies may
include formative and summative
evaluations.
Aspects
Reflection:
____Discuss what went well and
what you might do differently.
____Discuss implications for future
work in this area.
____Discuss the leadership skills
that you used and developed as a
result of this project.
PROGRAM IMPROVEM ENT COMPONENTS (Obj. 1-9) TOTAL POINTS= 60 (continued)

Exemplary (60 pts.)
All activity components are
Most activity components are
Some (2) activity components are
included.
included.
included.

Few (1-0) activity components are
included.
Exemplary (60 pts.)

All review of literature

Most review of literature

Some (2) review of literature

Few (1-0) review of literature
Exemplary (60 pts.)

All evaluation components
are included.

Most evaluation components
are included.

Some evaluation components are
included.

Few evaluation components are
included.
Exemplary (60 pts.)

All reflection components
are included.

Most (2) reflection components
are included.

Some (1) reflection components
are included.

No reflection components are
included.
Page 41 of 47

Aspects
____Table format
____Date
____Time used
____Description of Activity
____Total time required (160 hrs.)
ACTIVITY LOG COMPONENTS (Obj. 1-9) TOTAL POINTS= 20

Exemplary (20 pts.)
All evaluation components
Most evaluation components
Some evaluation components are
are included.
are included.
included.
Few evaluation components are
included.
Page 42 of 47

College of Education
Educational Diagnostician Practicum Agreement
I understand that I am participating in a practicum sponsored by the College of Education at Houston Baptist University and the
___________________________________ School District. I recognize that during the practicum, I am subject to the rules, regulations, and
policies of the university as well as those of the school district and campus.
I understand that during the practicum, I will be representing the university and the department and I will not exhibit any behaviors that would
adversely affect the image of either unit. I agree that if my behavior is deemed improper or detrimental to the school district, campus, or the
university, I will withdraw from the program and not receive credit. I understand that failure to abide by the required guidelines of the internship
program will result in termination.
I further agree that I will: (a) avoid becoming involved in ideological disputes; (b) maintain the confidentiality of records and internal matters at
all times; (c) not be in possession of or use an illegal controlled substance, alcohol, or firearm while on school or university property; and (d)
always dress professionally in accordance with school district policies.
I have read this agreement. The nature, scope, and required guidelines of the educational diagnostician practicum have been explained to me, and I
agree to abide by them.
Candidate:
Name: _____________________________________________ (print)
Signature: __________________________________________
University Supervisor:
Name: ____________________________________________ (print)
Signature: _________________________________________
Page 43 of 47

Cooperating Site Administrator
Candidates Name: ________________________________________________________________________________________________
Position: ________________________________________________________________________________________________________
District: _________________________________________________________________________________________________________
School: _________________________________________________________________________________________________________
As the Cooperating Site Administrator, I will support the above named individual during his/her participation in the educational diagnostician
practicum at Houston Baptist University. I understand this program will require the candidate to perform assigned educational diagnostician duties
during the regular school day. I will provide the assistance and opportunities necessary to fulfill the requirements of the practicum
Name: ___________________________________________________(print)
Signature: _____________________________________________________
Return Form To:

University Supervisor
Page 44 of 47

Cooperating Site Educational Diagnostician
Candidates Name: _______________________________________________________________________________________________
Position: _______________________________________________________________________________________________________
District: ________________________________________________________________________________________________________
School: ________________________________________________________________________________________________________
As the Cooperating Site Educational Diagnostician, I will support the above named individual during his/her participation in the educational
diagnostician practicum at Houston Baptist University. I understand this program will require the candidate to perform assigned educational
diagnostician duties during the regular school day. I will provide the assistance and opportunities necessary to fulfill the requirements of the
practicum.
Name: ___________________________________________________(print)
Signature: _____________________________________________________
Return Form To:

University supervisor
Page 45 of 47
Cooperating Site Educational Diagnostician Evaluation of Candidate

Candidate: ____________________________________________________________________________________________________________________
Cooperating Site Educational Diagnostician: ________________________________________________________________________________________
Please use the chart below in evaluating the performance of the candidate who has been an intern on your campus by placing an X in the appropriate column.
Upon completion of this evaluation form, please return to the university supervisor.
Please rate the candidate on the following criteria:
Criteria
Above Average
Below Average
Did Not Observe
Average
Cooperation
Ability to Organize/Perform Assignments
Problem Analysis
Decisiveness
Ability to Use Supervision
Personal Motivation
Judgment
Written Communication
Oral Communication
Sensitivity
Ability to Relate to School Staff
Stress Tolerance
Ability to Relate to Students
Educational Values
Range of Interests
Overall Performance
Ability to Assume Educational Diagnostician Assignments
Page 46 of 47
Additional Comments:
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
Signature of Cooperating Site Educational Diagnostician
Date
Please return this form to:

Cooperating Site Educational Diagnostician- (Place in a sealed envelope with your signature and give to the intern.)
Page 47 of 47

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HOUSTON BAPTIST UNIVERSITY

EDSP 6315 Practicum in Diagnosis (Educational Diagnostician)

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

The College of Education and Behavioral Sciences

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Other Required Materials:

RELATION TO THE PURPOSE STATEMENT OF THE UNIVERSITY

RELATION TO THE SPECIAL POPULATION DEPARTMENTAL GOALS AND PURPOSES

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

COURSE LEARNING OBJECTIVES

SCHOOL OF EDUCATION REQUIREMENTS RELATED TO STATE AND NATIONAL STANDARDS

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

TExES Domains, Standards, and Competencies (Educational Diagnostician)

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

STATE STANDARDS (cont.)

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

STATE STANDARDS (cont.)

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

STATE STANDARDS (cont.)

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

STATE STANDARDS (cont.)

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

NATIONAL STANDARDS (cont.)

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

NATIONAL STANDARDS (cont.)

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

NATIONAL STANDARDS (cont.)

4.16. Vocational and career assessment measures

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

NATIONAL STANDARDS (cont.)

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Stand V-Eligibility Criteria (1) A-C,

Stand IV-Evaluation, Program

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Adv. Stand1-Leadership & Policy

Adv. Stand 2-Program Dev. &

Adv. Stand 5- Professional Dev. &

COEBS Percentages for Letter

Points Earned to Correlate with COEBS

Student must retake course

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Attendance and participation is expected at every class session.

Two tardies are permitted for all classes.

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

CLASS POLICIES (continued)

ADDITIONAL COMMENTS FOR THIS COURSE.

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Instructors Signature: Dr.

Class topics and readings

Introductions; course assignment review; Assignment check:

Review the handbook/syllabus (review internship activities); arrange school

Review course assignments and answer questions about the course

Review internship activities, demographic study, TExES questions

Internship activities, activity log, Demographic Study, TExES

TExES questions, internship activities, Program Improvement

Leadership Framework; resume; 5 year goals;

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015

Check point for assignments due; continue sharing Projects

Practicum in Diagnosis EDSP 6315 Syllabus Fall 2015