The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

There are four major goals for this module.

1. Introduce teachers to data-driven instruction.



2. Describe forms of data and methods for collecting that data.



3. Explore ways technology supports data-driven instruction.



4. Provide teachers with experiences and internet-based information they may use in data driven instruction.

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

1. Social/Ecobehavioral Assessment (Lesson 1)
   1. Introduction
   2. Lesson Focus
   3. Social/Ecobehavioral Assessment
   4. Research to Practice
   5. Measuring Progress: Assessment Tools and Technology
      1. Technology-based assessment
      2. Observational assessment methods
      
      
   6. Decision Making Model intervention
   7. Integrating Social and Behavioral Assessment with Computer Technology
   8. Tips for Teachers
   9. Present and Future Trends
   10. Conclusion
   
   
2. Social/Ecobehavioral Assessment Applications (Lesson 2)
   1. Introduction
   2. Technology Driven Assessment
      1. Combining assessment instruments and technology
      2. Case studies:
      
      
   3. Theoretical and Practical Measurement Issues[LA1]
      1. Targeting student behavior
      2. Considering environmental-behavior relationships
      
      
   4. Ecobehavioral Assessment
      1. Combining ecological and behavioral assessment
      2. Ecobehavioral classroom taxonomies: MS-CISSAR
      3. Ecobehavioral classroom observation software: EBASS
      
      
   5. Implications for Practice & Conclusion
   
   
3. Class-Wide Academic Assessment (Lesson 3)
   1. Introduction
   2. Purpose of the Lesson
   3. Student Diversity
      1. Changing student population
      2. Changing expectations and educational policies
      
      
   4. Research to Practice
      1. Traditional pedagogy: Whole class routines
      2. Special education pedagogy: Individualized instruction
      3. Collaboration case study
      
      
   5. Making Instructional Decisions
      1. What to teach?
      2. Did they learn?
      3. Changing instruction or instructional tactics
      
      
   6. Paradigms for Monitoring Progress
      1. Mastery monitoring
      2. General outcome monitoring
      
      
   7. Decision Making Model
   8. Computer and Information Technology Advances
      1. Hardware advances
      2. Software advances
      3. Using conventional software
      
      
   9. Practical Measurement Examples
      1. Class-Wide Peer Tutoring Learning Management System
      2. Monitoring Basic Skills Progress
      
      
   10. Tips for Teachers
   11. Present and Future Trends
   12. Conclusion
   
   

Greenwood, C. R., & Carta, J. J. (1987). An ecobehavioral analysis of instruction within special education. Focus on Exceptional Children, 19 (9), 1-12.

Greenwood, C. R., Carta, J. J., Kamps, D., Terry, B., & Delquardi, J. (1994). Development and validation of standard classroom observation systems for school practitioners: Ecobehavioral Assessment Systems Software. Exceptional Children, 61, 197-209.

Greenwood, C. R., & Rieth, H. (1994). Current dimensions of technology-based assessment. Exceptional Children, 61, 197-209.

Kahng, S. W., & Iwata, B. A. (1998). Computerized systems for collecting real-time observational data. Journal of Applied Behavior Analysis, 31, 253-263.

EBASS: Description and References [Online]. Available: http://www.lsi.ukans.edu/jg/ebassetl.htm

Additional Readings:

Deno, S. L.  (1997).  Whether thou goest...Perspectives on progress monitoring.  In J. W., Lloyd, E. J., Kameenui,  & D. Chard (Eds.),  Issues in educating students with disabilities (pp. 77-99). Mahwah, NJ: Lawrence Erlbaum.

Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1994).  Strengthening the connection between assessment and instructional planning with expert systems.  Exceptional Children, 61(2), 138-147.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N., & Bentz, J. (1994).  Classwide curriculum-based measurement: Helping general educators meet the challenge of diversity.  Exceptional Children, 60, 518-537.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1991).  Effects of curriculum-based measurement and consultation on teacher planning and student achievement. American Educational Research Journal, 28, 617-641.

Fuchs, L. S., Hamlett, C. L., Fuchs, D., Stecker, P.M., & Ferguson, C. (1988).  Conducting curriculum-based measurement with computerized data collection: Effect on efficacy and teacher satisfaction.  Journal of Special Education Technology, 9(2), 73-86.

Greenwood, C. R., Arreaga-Mayer, C., Utley, C., Gavin, K., & Terry, B. (in press).  Class-wide peer tutoring applications with elementary-level English language learners.  Remedial and Special Education.

Greenwood, C. R., & Carta, J. J. (2000). Ecobehavioral Assessment Systems Software (EBASS): A system for observation in education settings (Chapter 15). In T. Thompson, D. Felce., & F. Symons (Eds.), Behavioral observation: Technology and applications in developmental disabilities (pp. 229-254). Baltimore: Paul Brookes.

Greenwood, C. R., Finney, R., Terry, B., Arreaga-Mayer, C., Carta, J. J., Delquadri, J., Walker, D., Innocenti, M., Lignugaris-Kraft, J., Harper, G. F., & Clifton, R. (1993).  Monitoring, improving, and maintaining quality implementation of the classwide peer tutoring program using behavioral and computer technology.  Education and Treatment of Children, 16, 19-47.

Greenwood, C. R., Hou, L.S., Delquadri, J., Terry, B., & Arreaga-Mayer, C. (in press). The ClassWide Peer Tutoring Learning Management System (CWPT-LMS).  In J. Woodward & L. Cuban (Eds.), Curriculum and Technology.