Carmen McQueenFRIT 7231Key Assessment

Part I: Identification of Learning Problem

General Audience

The audience for this online learning module consists of the special education teachers and the

speech-language pathologists within the John Doe County School system. This county currently

employs about sixty-five special education teachers and seven speech-language pathologists. For

the upcoming school year (2014-15), this will be a diverse population in regards to experience in

the schools. While no turnover is expected in regards to the speech-language teachers, John Doe

County Schools will be hiring approximately sixteen new special education teachers. Therefore,

the audience for this learning environment will range from no experience in John Doe County

Schools (and perhaps no teacher experience at all) to those with 25 or more years of experience

in this school district. The education level of learners will be varied also, with some learners

holding a bachelor’s degree, most holding a master’s degree, and a few holding a specialist’s

degree. This district does not have any doctoral level special education or speech-language

pathologists, although this could change depending on the new teachers hired.

Problem Identification

Special education regulations require a student’s eligibility be addressed every three years. A

team, minimally consisting of a parent, special education teacher, general education teacher,

school psychologist, and a representative of the school administration, meets to determine if

there is sufficient information and data to continue the child’s eligibility (redetermination) or

whether additional data needs to collected through an evaluation by the school psychologist to

determine whether the student continues to meet eligibility criteria (re-evaluation). For the 2014-

15 school year, John Doe County Schools will introduce a new procedure for this

redetermination/re-evaluation process. This new procedure will require training to address

differences in teacher and speech-language pathologist preparation for upcoming cases, changes

in paperwork, and changes in the order that meetings should be conducted. For most learners,

this will require relearning procedures (current teachers) and for some learners this will be all

new information (new hires).

Instructional Goals

Learners will be able to correctly identify upcoming cases for redetermination/re-evaluation.

Learners will be able to adequately prepare for an updated redetermination/re-evaluation meeting.

Learners will be able to correctly identify paperwork required for the redetermination/re-evaluation process.

Learners will become familiar with the new agenda for redetermination/re-evaluation meetings.

Part II: Learner Analysis

Introduction

The learners for this online environment will be comprised of sixty-five special education

teachers and seven speech-language pathologists. Data regarding this group of learners was

derived from a subject matter expert. Of these seventy-two professionals, 93% are females, 7%

are minorities. Additionally, 78% have previous experience in the current county.

Entry Characteristics

Learners must possess basic computer skills.

Prior Experience

78% of the learners have prior experience in John Doe County Schools with the re-

evaluation/redetermination process. While this learning environment will be teaching a new

process, some of the tasks will be the same or similar. Therefore, the majority of learners have

experience gathering many pieces of the needed data in order for the team to make an eligibility

decision. Similarly, although there will be some changes in the order of

re-evaluation/redetermination meetings, the majority of the learners have prior experience

running special education meetings for this county. Additionally, John Doe County Schools uses

an electronic special education management system called SEMS. This program will continue to

be used in the new process and the fact that the majority of learners have experience with this

program will be helpful in this learning environment.

Potential Misconceptions

The following potential misconceptions regarding the new process for the

re-evaluation/redetermination process are possible:

Learners may feel the new process will entail more work. Learners may be concerned that an eligibility determination is being made outside of the

committee meeting. Learners may have the misconception that a child’s eligibility cannot be redetermined

more than one time. Learners may have the misconception that rating scales are a requirement for a

redetermination.

Attitude Toward Content and Academic Motivation

As with any large group, the attitude and academic motivation of learners will be mixed.

Some learners are eager to implement the new process while others are not eager to embrace this

change in procedures. Likewise, some of the professionals are more vested in the students and

the county and therefore are more likely to put in the time and effort to fully understand this

process.

General Learning Preferences

The general learning preferences for the participants of this learning environment will be

mixed with some preferring verbal, some preferring visual, and some preferring hands-on

learning. Information such as this has previously been delivered to this set of learners in a large

group setting, with the director of special education presenting the information verbally, with

information possibly paired with a handout. Utilizing a digital learning environment will allow

all learning preferences to be met.

Part III: Task Analysis

I conducted a task analysis using the procedural analysis method. This task analysis method

requires one to identify the steps required to complete a procedure. This method was selected

because the design project being created involves teaching special education teachers how to

implement a new procedure regarding the redetermination/re-evaluation process in John Doe

County Schools. I began by using index cards to write down the steps of this procedure. Using

the index cards allowed rearranging and adding steps with ease. After completing the index

cards, I created a task analysis outline in a word document. The outline was reviewed

thoroughly to ensure all needed steps were included. This task analysis outline is included

below.

Task Analysis Outline

A. Identify upcoming cases that require a redetermination/re-evaluation conference

1. Review case log that includes all students’ special education eligibility dates

2. Create a list of all students whose 2-year anniversary of special education date will

fall within the school year

3. Also include on list students whose 2-year anniversary of eligibility date falls within

the first month of the following school year (these will need to be completed during

the current school year).

B. Prepare for a redetermination/re-evaluation meeting (using new process)

1. 6 weeks prior to 2-year eligibility date, schedule a Redetermination/Re-evaluation

conference for close to the 2-year date

a. Send home:

i. Meeting notice

ii. Consent for Data Collection form

iii. Update to Social History form

iv. if student’s category of eligibility is Other Health Impaired, also send

home Medical Recommendation for Other Health Impaired Children

form for parents to get child’s doctor to complete

2. Between 4-6 weeks prior to meeting, gather the following data/information (after

receipt of signed Consent for Data Collection):

a. Current hearing and vision screening

b. Attendance record

c. Discipline log

d. Standardized testing data (CRCT, EOCT, Milestones, etc.)

e. Benchmark data (GRASP, MAP, etc.)

f. Current medical information of significance (including Medical

Recommendation for Other Health Impaired Children form if the child’s

eligibility category is Other Health Impaired)

g. Previous eligibility report

h. Classroom grades

i. Previous psychological report

j. Transcript for high school students

k. Update to Social History form

3. 4 weeks prior to meeting, schedule time and meet with school psychologist (face-to-

face or by telephone)

a. After reviewing information with teacher, school psychologist will provide a

recommendation

i. If data shows student continues to meet Georgia eligibility

requirements, school psychologist will recommend to redetermine

student’s current eligibility

ii. If data does not clearly show student continues to meet Georgia

eligibility requirements, or if there are concerns in new areas, the

school psychologist will recommend the student undergo a re-

evaluation.

C. Identify paperwork needed to be completed if student’s eligibility is redetermined or if

student is referred for a re-evaluation

1. Locate the “Redetermination/Re-evaluation Conference” form in SEMS (digital

special education data storage system)

a. If anticipating the student’s eligibility will be redetermined, this form is all

that is required.

b. If anticipating the student will be referred for a re-evaluation, also gather the

“Consent to Evaluate” form in SEMS for parents to complete during the

meeting

D. Become familiar with the new agenda for meetings requiring a redetermination/re-

evaluation conference

1. Agenda if a redetermination/re-evaluation conference is held as a stand-alone meeting

a. Introductions

b. All members complete sign-in sheet

c. Provide parents with Parents Rights form, explain rights to parents, and have

parents sign the “Documentation of Parental Rights” form

d. Review of data gathered (from section B.2)

e. Elicit parent input/concerns

f. Complete Redetermination/Re-evaluation Conference form

g. Elicit committee recommendations

h. Have parents sign document(s)

i. Answer any questions

j. adjourn

2. Agenda if a redetermination/re-evaluation conference is held in conjunction with an

Individualized Educational Plan(IEP) annual review

a. Introductions

b. All members complete sign-in sheet

c. Provide parents with Parents Rights form, explain rights to parents, and have

parents sign the “Documentation of Parental Rights” form

d. Review expiring IEP (which would include review of data gathered (from

section B.2)

e. Write new IEP

f. Elicit parent input/concerns

g. Complete Redetermination/Re-evaluation Conference form

h. Elicit committee recommendations

i. Have parents sign document(s)

j. Answer any questions

k. adjourn

Subject Matter Expert (SME)

I (Carmen McQueen) will serve as the subject matter expert for this project. My formal

education includes a bachelor’s degree in Educational Studies from Emory University in Atlanta,

Georgia, a master’s degree in Reading and Learning Disabilities from the University of Miami in

Coral Gables, Florida, and an Educational Specialist degree from Georgia Southern University in

Statesboro, Georgia. I am currently seeking to add the School Library field to my teaching

certificate.

My primary qualification for serving as SME is my current position as a school psychologist in

the John Doe County School system. This position requires me to be a part of the

redetermination/re-evaluation process. Additionally, special education leadership within our

county has relied on the school psychologists to help revamp this process. Therefore, I have

been involved in this process, have studied the process, and have been part of the team to

develop the new process that streamlines eligibility decisions while following state and federal

guidelines.

Flowchart

Identify upcoming cases review case logwith eligibility dates

Prepare for meeting identify students with upcoming2-year eligibility anniversary

6 weeks prior to date: 4-6 weeks prior to meeting: 4 weeks prior to meeting:Schedule meeting, gather for following data- meet with school psychologist Send home:

Meeting notice, current hearing/vision, based on data, school Consent for Data attendance records, psychologist will either Collection form, discipline log, test data, recommend student’s Update to Social medical information, current eligibility be History form, previous eligibility report, redetermined or studentOHI form, if needed classroom grades, previous will be referred for a

psychological report, re-evaluationtranscript (high school only),Update to social history

Identify paperwork locate “Redetermination/to complete for a Re-evaluation Conference if anticipate a referralredetermination and form in SEMS for a re-evaluationfor a re-evaluation

print out “Consent to Evaluate”become familiar form from SEMS alsowith new agenda

agenda if conference is stand-alone meeting -introductions-sign-in sheet

Agenda if conference is part of IEP meeting -parent rights/documentation-review of data

-introductions, sign-in sheet, parent rights/documentation, -elicit parent inputreview expiring IEP, write new IEP, elicit parent input, -complete conference formcomplete conference form, gather committee recommendation, -gather committee recommendationparental signatures, answer questions, adjourn -parent signatures

-answer questions-adjourn

Part IV: Instructional Objectives

Terminal Objective 1: Given access to SEMS (special education digital document management

system), learners will be able to generate eligibility dates.

Enabling Objectives:

1A: To log-in to SEMS

1B: To create case load list with eligibility date

1C: To determine 2-year anniversary of eligibility dates that fall within current school year and

first month of the following school year.

Terminal Objective 2: After learning new process, learners will be able to adequately prepare

for upcoming redetermination/re-evaluation meetings.

Enabling Objectives:

2A: Recall the first step in process is to obtain parental consent

2B: Identify data needed for redetermination/re-evaluation meetings

2C: Identify when to meet with school psychologist

Terminal Objective 3: After learning the new process, learners will be able to identify

paperwork needed to be completed.

Enabling Objectives:

3A: Identify paperwork needed if student’s eligibility is being redetermined

3B: Identify paperwork needed if student will be re-evaluated to determine eligibility

Terminal Objective 4: Learners will understand new agenda for meetings that include a

redetermination/re-evaluation process.

Enabling Objectives:

4A: Demonstrate new agenda for a redetermination/re-evaluation conference that is a stand-alone

meeting.

4B: Demonstrate new agenda for a redetermination/re-evaluation conference is part of an

Individual Education Plan annual review.

Classification of Instructional Objectives:

ContentPerformance

Recall Application

Fact 3, 3A, 3B

Concept

Principles

Procedure 1, 1A, 1B, 1C, 2, 2A, 2B, 2C, 4, 4A, 4B

Interpersonal

Attitude

Relationship between Instructional Objectives and Standards:

Instructional Objectives

Council for Exceptional Children Special Education Standards for Professional Practice

1, 1A, 1B, 1C 8.1. Maintain accurate student records and assure that appropriate confidentiality standards are in place and enforced.

2, 2A, 2B, 3,

3A, 3B, 4,

4A, 4B

3.2. Maintain current knowledge of procedures, policies, and laws relevant to practice.

2C 4.4. Collaborate with both general and special education professional colleagues as well as other personnel serving individuals with exceptionalities to improve outcomes for individuals with exceptionalities.

Part V: Development of Assessments

Lesson 1: Determine students on your caseload with 2-year eligibility anniversary date.-Video demonstrating how to log on and learners practice logging on-Prezi presentation with steps to create caseload list and students locate eligibility date for 5 students-video with rule to determine 2-year date and learners determine 2-year date for 5 students

Lesson 2: Preparing for Upcoming Redetermination/Re-evaluation Meetings-learn handbook and view video explaining redetermination/re-evaluation process and learners will practice mnemonic: Can Dogs Sit? (C= consent, D= data collection, S= school psychologist).

Lesson 3: Choosing the Correct Paperwork-view a video demonstrating how to locate needed paperwork in SEMS and learner will explain the paperwork needed.

Lesson 4: Tying it all together: Meetings-learners will read handbook and view video with 2 mock meetings and will demonstrate 2 meeting agendas

Goals Learners will be able to log-in to SEMS.Learners will be able to locate eligibility date in SEMS.Learners will be able to determine 2-year eligibility anniversary date and create a list of students whose 2-year dates fall within current school year or first

Learners will recall that they must first obtain parental consent.Learners will identify needed data for the redetermination/re-evaluation process.Learners will identify the need to meet with school psychologist to review data.

Learners will recall that the Redetermination form from SEMS is required if student’s eligibility is being redetermined.Learners will recall that the Redetermination form plus the Consent to Evaluate is required if a student is being re-evaluated to determine

Learners will become familiar with new agendas for Redetermination/Re-evaluation meetings.

month of next school year.

eligibility.

Objectives Terminal Objective 1: Given access to SEMS (special education digital document management system), learners will be able to generate 2-year eligibility anniversary dates.Enabling Objective 1A: To log-in to SEMSEnabling Objective 1B: To create caseload list with eligibility datesEnabling Objective 1C: To determine 2-year eligibility anniversary dates that fall within current school year and first month of the following school year.

Terminal Objective 2: After learning new process for redetermination/re-evaluation meetings, learners will identify how to prepare for upcoming redetermination/re-evaluation meetings.Enabling Objective 2A: Recall the first step in process is to obtain parental consentEnabling Objective 2B: Identify data needed for redetermination/re-evaluation meetingsEnabling Objective 2C: identify when to meet with school psychologist

Terminal Objective 3: After learning new redetermination/re-evaluation process, learners will be able to identify paperwork needed to be completed.Enabling Objective 3A: Identify paperwork needed if student’s eligibility is being redetermined.Enabling Objective 3B: Identify paperwork needed if student will be re-evaluated to determine eligibility.

Terminal Objective 4: Learners will understand new agenda for meetings that include a redetermination/re-evaluation process.Enabling Objective 4A: Demonstrate new agenda for a redetermination/re-evaluation conference that is a stand-alone meeting.Enabling Objective 4B: Demonstrate new agenda for a redetermination/re-evaluation conference is part of an Individual Education Plan annual review.

Assessments Performance based assessment: Learners will generate the caseload list of their remaining students

Quiz Quiz Quiz

UDL multiple means of representation and multiple means of expression

multiple means of representation

multiple means of representation and multiple means of expression

multiple means of representation and multiple means of expression

Assessment for Lesson 1

Performance based assessment: Learners will generate the caseload list of their remaining students (5 were created as practice during the lesson) including 2-year anniversary dates. Learners may use a word document or excel document.

Terminal Objective 1: Given access to SEMS (special education digital document management

system), learners will be able to generate eligibility dates.

Enabling Objectives:

1A: To log-in to SEMS

1B: To create case load list with eligibility date

1C: To determine 2-year anniversary of eligibility dates that fall within current school year and

first month of the following school year.

Example:

Last Name First Name Eligibility Date 2-Year Date R/R this year?Smith Jane 2/14/2013 2/14/2015 YesJones James 8/26/2014 8/26/2016 NoFox Fran 10/01/12 10/1/14 YesChase Chevy 5/08/14 5/8/16 No

Assessment for Lesson 2

Terminal Objective 2: After learning new process, learners will be able to adequately prepare

for upcoming redetermination/re-evaluation meetings.

Enabling Objectives:

2A: Recall the first step in process is to obtain parental consent

2B: Identify data needed for redetermination/re-evaluation meetings

2C: Identify when to meet with school psychologist

Quiz

1. What is the first step in the redetermination/re-evaluation process?a. Gather paperworkb. Talk to principlec. Obtain consentd. Schedule meeting

2. Which piece of data is NOT needed for a redetermination/re-evaluation conference?a. Rating scales

b. Hearing/vision screeningc. Classroom gradesd. Standardized test scores

3. When should you meet with a school psychologist regarding a redetermination/re-evaluation conference?

a. 2 days prior to the 2-year eligibility anniversary dateb. 2 months prior to scheduling meetingc. During the redetermination/re-evaluation conferenced. 1 month prior to meeting

4. True or False? The mnemonic Can Dogs Sit? stands for Consent, Data, School Psychologist

Answer Key:

1. c2. a3. d4. True

Assessment for Lesson 3:

Terminal Objective 3: After learning the new process, learners will be able to identify

paperwork needed to be completed.

Enabling Objectives:

3A: Identify paperwork needed if student’s eligibility is being redetermined

3B: Identify paperwork needed if student will be re-evaluated to determine eligibility

Quiz

1. True or False? The paperwork needed if the student’s eligibility is redetermined is the same as the paperwork needed if the student will be re-evaluated to determine his/her eligibility?

2. What form is always completed at the redetermination/re-evaluation conference?a. Parental consent to collect datab. Teacher evaluation completed by parentc. Redetermination/re-evaluation conference formd. Individualized Educational Plan minutes

3. Where are forms to be completed for the redetermination/re-evaluation found?a. Special Education Handbookb. SEMSc. Front office of schoold. Special Education Shares Drive

4. True or False? A parent is required to sign the redetermination/re-evaluation conference form.

Answer Key

1. False2. c3. b4. True

Assessment for Lesson 4

Terminal Objective 4: Learners will understand new agenda for meetings that include a

redetermination/re-evaluation process.

Enabling Objectives:

4A: Demonstrate new agenda for a redetermination/re-evaluation conference that is a stand-alone

meeting.

4B: Demonstrate new agenda for a redetermination/re-evaluation conference is part of an

Individual Education Plan annual review.

Quiz

Please list agenda order for a Redetermination/Re-evaluation conference that is part of an Individualized Educational Plan:

1.2. 3.4. 5.6.7.8.9.10.

Answer Key

1. Introductions2. Parental rights3. Present levels of performance4. Review of previous goals and objectives5. Develop new goals and objectives

6. Parental concerns7. Discuss assistive technology needs8. Develop service plan9. Redetermination/re-evaluation conference10. Answer questions

UDL:

Lesson 1- Multiple means of expression: Learners will have a choice of creating caseload list using a word document or an excel spreadsheet.

Lesson 2- Multiple means of representation and multiple means of expression: Learners will be able to choose to read quiz or have it read to them using text-to-talk, students can complete quiz or record audio answers for quiz.

Lesson 3- Multiple means of representation and multiple means of expression: Learners will be able to choose to read quiz or have it read to them using text-to-talk, students can complete quiz or record audio answers for quiz.

Lesson 4- Multiple means of expression: Learners will be able to complete the quiz via computer or can record (audio or video) answers.

Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence

Sequenc

e

Description Objective

1 Determine students with upcoming 2-year eligibility anniversary dates 1

2 Learn to prepare for upcoming redetermination/re-evaluation meetings 2

3 Know the correct paperwork to complete for redetermination/re-evaluation meetings

3

4 Learn new meeting agendas 4

The world-view sequence teaches tasks, concepts, or procedures in the chronological order they

would be encountered. Since this project aims to teach learners to use the new special education

process for redetermination/re-evaluation conferences, it was determined that tasks should be

taught in chronological sequence.

Lesson 1: Determining students on your caseload with 2-year eligibility anniversary dates

Objective 1: Given access to SEMS (special education digital document management system),

learners will be able to generate 2-year eligibility anniversary dates.

Objective 1A: To log-in to SEMS

Initial Presentation: Learners will view a video demonstrating logging in to the SEMS system

(Cooper, Tindall-Ford, Chandler, & Sweller, 2001).

Generative Strategy: Learners will rehearse this skill by logging into their own SEMS account

five times (Saville, 2011).

Objective 1B: To create caseload list with eligibility dates

Initial Presentation: Students will view a Prezi presentation paired with audio with steps to create

a caseload list. The presentation will show an example of a caseload list.

Generative Strategy: Students will rehearse this task by locating the eligibility dates for five

students in SEMS (Saville, 2011).

Objective 1C: To determine 2-year eligibility anniversary dates that fall within current

school year and first month of the following school year.

Initial Presentation: Learners will view a video that states the rule for determining 2-year

anniversary (rule: add 2 years to eligibility date and list students whose date falls within current

school year or first month of the following school year). Video will also show 3 worked

examples of determining 2-year date (Morrison, Ross, Kalman, & Kemp, 2013).

Generative Strategy: Learners will determine 2-year eligibility anniversary for 5 students.

Learners will submit via uploaded video or scan in a word document.

This lesson incorporates Universal Design for Learning (UDL) principle of multiple means of

representation due to content being presented to learners through video, audio, and visual means.

Learners will be able to stop and start the video and audio as needed. Additionally, learners will

be able to express their learning through multiple means with a choice of creating a video or

word document.

Lesson 2: Preparing for Upcoming Redeterminations/Re-evaluation meetings

Objective 2: After learning new process for redetermination/re-evaluation meetings, learners will

identify how to prepare for upcoming redetermination/re-evaluation meetings.

Objective 2A: Recall the first step in process is to obtain parental consent

Objective 2B: Identify data needed for redetermination/re-evaluation meetings

Objective 2C: identify when to meet with school psychologist

Initial Presentation: Learners will read Special Education Handbook section on

Redetermination/Re-evaluation meetings (will be linked and also have text-to-talk available).

Learners will then view a video explaining the process in more detail that shows examples of the

data to be collected.

Generative Strategy: Provide learners with this mnemonic to practice: Can (consent) Dogs (data

collection) Sit (school psychologist) (Rummel, Levin, & Woodward, 2003)?

UDL principles used in lesson 2 include the use of multiple means of representation (print,

audio, video) that can be replayed as needed.

Lesson 3: Choosing the Correct Paperwork

Objective 3: After learning new redetermination/re-evaluation process, learners will be able to

identify paperwork needed to be completed.

Objective 3A: Identify paperwork needed if student’s eligibility is being redetermined.

Objective 3B: Identify paperwork needed if student will be re-evaluated to determine

eligibility.

Initial Presentation: Learners will view a video demonstrating how to locate needed paperwork

in SEMS.

Generative Strategy: Learners will create a video or write a word document explaining the

needed paperwork for a redetermination and for a re-evaluation (Menke, Pressley, Wood,

Woloshyn, Martin, & King (1992).

In lesson 3, learners will have information presented in multiple ways (video with audio) that can

be replayed if needed. Learners will also employ the UDL multiple means of action and

expression principle with a choice of creating a video or word document.

Lesson 4: Tying it all together: Meetings

Objective 4: Learners will understand new agenda for meetings that include a redetermination/re-

evaluation process.

Objective 4A: Demonstrate new agenda for a redetermination/re-evaluation conference

that is a stand-alone meeting.

Objective 4B: Demonstrate new agenda for a redetermination/re-evaluation conference is

part of an Individual Education Plan annual review.

Initial Presentation: Learners will read the Special Education Handbook section on meeting

agendas (will be linked with text-to-talk available) and then watch a video with 2 mock meetings

(one with redetermination/re-evaluation conference as stand-alone meeting and one with

redetermination/re-evaluation conference as part of IEP meeting).

Generative Strategy: Learners will create PowerPoint, Prezi presentation, or video demonstrating

2 meeting agendas (Jonassen, 1988).

Lesson 4 will employ the UDL principles of multiple means of representation (print, audio,

video) and multiple means of expression (choice of PowerPoint, Prezi, or video).

References

Morrison, G. R., Ross, S. M., Kalman, H., & Kemp, J. (2013). Designing effective instruction (7th ed.). Hoboken, NJ: J. Wiley & Sons.

Sweller, J., Cooper, G., Tindall-Ford, S., & Chandler, P. (2001). Learning by imagining. Journal of Experimental Psychology: Applied, 68-82.

Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction, 165-169.

Saville, K. (2011). Strategies For Using Repetition As A Powerful Teaching Tool. Music Educators Journal, 69-75.

Rummel, N. Levin, J., & Woodward, M.M. (2003). Do pictorial mnemonic text-learning aids

give students something worth writing about? Journal of Educational Psychology, 95(2), 327-

334.

Menke, D., Pressley, M., Wood, E., Woloshyn, V., Martin, V., & King, A. (1992). Encouraging Mindful Use Of Prior Knowledge: Attempting To Construct Explanatory Answers Facilitates Learning. Educational Psychologist, 91-109.

Jonassen, D.H. (1988). Integrating learning strategies into courseware to facilitate deeper

processing. In D.H. Jonassen (Ed.), Instructional designs for microcomputer courseware (pp.

151-182). Hillsdale, NJ: Erlbaum.

Part VII: Design of Instruction

Lesson 1: Determine students on your caseload with 2-year eligibility anniversary date.-Video demonstrating how to log on and learners practice logging on-Prezi presentation with steps to create caseload list and students locate eligibility date for 5 students-video with rule to determine 2-year date and learners determine 2-year date for 5 students

Lesson 2: Preparing for Upcoming Redetermination/Re-evaluation Meetings-learn handbook and view video explaining redetermination/re-evaluation process and learners will practice mnemonic: Can Dogs Sit? (C= consent, D= data collection, S= school psychologist).

Lesson 3: Choosing the Correct Paperwork-view a video demonstrating how to locate needed paperwork in SEMS and learner will explain the paperwork needed.

Lesson 4: Tying it all together: Meetings-learners will read handbook and view video with 2 mock meetings and will demonstrate 2 meeting agendas

Goals Learners will be able to log-in to SEMS.Learners will be able to locate eligibility date in SEMS.Learners will be able to determine 2-year eligibility anniversary date and create a list of students whose 2-year dates fall within current school year or first

Learners will recall that they must first obtain parental consent.Learners will identify needed data for the redetermination/re-evaluation process.Learners will identify the need to meet with school psychologist to review data.

Learners will recall that the Redetermination form from SEMS is required if student’s eligibility is being redetermined.Learners will recall that the Redetermination form plus the Consent to Evaluate is required if a student is being re-evaluated to determine

Learners will become familiar with new agendas for Redetermination/Re-evaluation meetings.

month of next school year.

eligibility.

Objectives Terminal Objective 1: Given access to SEMS (special education digital document management system), learners will be able to generate 2-year eligibility anniversary dates.Enabling Objective 1A: To log-in to SEMSEnabling Objective 1B: To create caseload list with eligibility datesEnabling Objective 1C: To determine 2-year eligibility anniversary dates that fall within current school year and first month of the following school year.

Terminal Objective 2: After learning new process for redetermination/re-evaluation meetings, learners will identify how to prepare for upcoming redetermination/re-evaluation meetings.Enabling Objective 2A: Recall the first step in process is to obtain parental consentEnabling Objective 2B: Identify data needed for redetermination/re-evaluation meetingsEnabling Objective 2C: identify when to meet with school psychologist

Terminal Objective 3: After learning new redetermination/re-evaluation process, learners will be able to identify paperwork needed to be completed.Enabling Objective 3A: Identify paperwork needed if student’s eligibility is being redetermined.Enabling Objective 3B: Identify paperwork needed if student will be re-evaluated to determine eligibility.

Terminal Objective 4: Learners will understand new agenda for meetings that include a redetermination/re-evaluation process.Enabling Objective 4A: Demonstrate new agenda for a redetermination/re-evaluation conference that is a stand-alone meeting.Enabling Objective 4B: Demonstrate new agenda for a redetermination/re-evaluation conference is part of an Individual Education Plan annual review.

Assessments Performance based assessment: Learners will generate the caseload list of their remaining students

Quiz Quiz Quiz

UDL multiple means of representation and multiple means of expression

multiple means of representation

multiple means of representation and multiple means of expression

multiple means of representation and multiple means of expression

Part VIII: Plan for Formative Evaluation

After the completion of the online learning module, learners will receive an email with a survey

for them to evaluate the module. They will be able to email the completed survey back to the

designer.

The designer will have a colleague, another county school psychologist, to serve as a subject-

matter expert for purposes of evaluation. Prior to the online module being presented to any

learners, the colleague will review all materials for the module to ensure the accuracy and

organization of information presented.

Learner Survey

Thank you for participating in this learning module. Please complete this brief survey and email

it back to XXXX@John.Doe.k12.ga.us. This information will help improve the module.

Please circle the answer that describes how much you agree or disagree with each statement:

1. The learning module was easy to navigate.

Strongly AgreeAgreeUndecidedDisagreeStrongly Disagree

2. The content organization made the information easy to understand.

Strongly AgreeAgreeUndecidedDisagreeStrongly Disagree

3. The learning module incorporated strategies to meet diverse learning preferences/needs.

Strongly AgreeAgreeUndecidedDisagreeStrongly Disagree

4. The learning module adequately taught the specified objectives.

Strongly AgreeAgreeUndecidedDisagreeStrongly Disagree

Please answer the following questions:

5. What is the best part of the module?

6. How could the design of the learning module be improved?

SME Evaluation

1. Does the learning module adequately describe the new redetermination/re-evaluation

process?

Yes No

2. Is any content in the module incorrect?

Yes No

If yes, please describe:

3. Can any of the content in the module be presented in a way that is easier to understand?

Yes No

If yes, please describe:

Information gathered from this survey will be examined for themes. Input will drive any

changes needed to be made to the learning environment. Additionally, information from this

survey will inform the designer of additional areas of needed professional needed.