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Candidates study assessment tool selection, administration, and data analysis to guide present-level performance, IEP goals, and instruction planning for students with MMSN.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the key course learning outcomes (CLOs) for MMS620?",{"text":117,"@type":113},"Candidates learn to assess K-12 learners comprehensively, investigate multiple assessment data sources for developing and monitoring IEP progress, and compile assessments suited to culturally and linguistically diverse learners. They also synthesize assessment purposes and appropriate use to set IEP/ITP goals and accommodations, and they use assessment data to identify interventions and supports.",{"name":119,"@type":110,"acceptedAnswer":120},"How are grades determined in MMS620?",{"text":121,"@type":113},"Grades follow National University course catalog policy for graduate grading categories and use a point-based evaluation model. 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Candidates examine the appropriate selection of assessment tools and methods, administration, and analysis of data to determine the present level of performance, write IEP goals aligned to the California Common Core State Standards, and plan instruction for students with MMSN.  \nOER Statement  \nThe course readings have been selected from a variety of Open Educational Resources (OER) and available through the National University Library to students enrolled in the Sanford College of Education.  \nRequired Textbook  \nSpinelli, C. G. (2012) . Classroom assessment for students in special and general education (3rd ed. ) . Pearson.  \neText ISBN: 9780133467536  \nCourse Learning Outcomes (CLOs)  \nUpon the successful completion of this course, candidates will:  \nCLO 1: Assess K-12 learners with mild to moderate support needs in a comprehensive manner within the breadth of the credential authorization. (BL 5)  \nCLO 2: Investigate multiple sources of assessment data and information to develop IEP and monitor the progress of K-12 learners with mild to moderate support needs. (BL 4)  \nCLO 3: Compile appropriate assessments for K-12 learners with mild to moderate support needs from culturally and linguistically diverse backgrounds with varying language, communication, and cognitive skills. (BL 6)  \nCLO 4: Synthesize knowledge of the purpose, characteristics, and appropriate use of different types of assessments to develop IEP/ITP goals and identify accommodations, modifications, and its implications for the instruction of K-12 learners with mild to moderate support needs. (BL 6)  \nCLO 5: Utilize assessment data to identify effective interventions and supports, implement instruction for communicative competencies, and address the needs of K-12 learners with mild to moderate support needs. (BL 6)  \nCourse Expectations  \nThis course is built on the premise that learning is a process that involves acquiring knowledge, applying that knowledge and skills and integrating that knowledge and skills  \ninto real experiences. You are expected to fully participate in and complete all learning activities graded or non-graded to meet the requirements of the course. Grades are based upon points accumulated from all assignments, collaborative activities, participation, case studies, and presentations. Each candidate may accumulate 100 points.  \n• Candidates are expected to: actively participate in weekly online sessions or view the recordings and complete a summary; and complete assessment measures and assignments as scheduled.  \n• Candidates are expected to obtain a Mastery level (80% of criteria) on all assignments and have the opportunity for resubmission to accomplish that goal.  \n• Candidates are expected to integrate course readings, educational research and literature, multimedia sources, and lecture concepts into all appropriate assignment requirements.  \nFaculty Feedback Expectations  \nSubstantive and Regular Interactions: National University is committed to meet Department of Education requirements for substantive and regular interactions between faculty and students. National University faculty meet this requirement through participation in at least one of the following course activities:  \n• Participate in regularly occurring class meetings.  \n• Participate in a regularly occurring online discussion about academic course content.  \n• Offer faculty-scheduled consultations with a student to discuss academic course content.  \n• Provide substantive and personalized feedback on student assignments.  \n• Provide regularly occurring ","cbCaif6Oj2P51t6J","https://ap.wps.com/l/cbCaif6Oj2P51t6J","pdf",468154,"English","# Course Overview\n## Prerequisite and Course Description\n## OER Statement and Required Textbook\n# Course Learning Outcomes (CLOs)\n## CLO 1-5\n# Course Expectations\n## Participation and Mastery Requirements\n# Faculty Feedback Expectations\n## Substantive and Regular Interactions\n# Fieldwork Assignments\n## 200 Hours Early Fieldwork Requirement\n# Course Grading Policy\n## Grade Scale and Point Evaluation\n## Assignment Point Breakdown","[{\"question\":\"What is the course focused on for learners with mild to moderate support needs (MMSN)?\",\"answer\":\"The course emphasizes using formal and informal assessments and curriculum-based measures to determine learning strengths and challenges. Candidates study assessment tool selection, administration, and data analysis to guide present-level performance, IEP goals, and instruction planning for students with MMSN.\"},{\"question\":\"What are the key course learning outcomes (CLOs) for MMS620?\",\"answer\":\"Candidates learn to assess K-12 learners comprehensively, investigate multiple assessment data sources for developing and monitoring IEP progress, and compile assessments suited to culturally and linguistically diverse learners. They also synthesize assessment purposes and appropriate use to set IEP/ITP goals and accommodations, and they use assessment data to identify interventions and supports.\"},{\"question\":\"How are grades determined in MMS620?\",\"answer\":\"Grades follow National University course catalog policy for graduate grading categories and use a point-based evaluation model. The outline specifies a grade-percentage scale and indicates that final evaluation is based on points accumulated from assignments, collaborative activities, participation, case studies, and presentations.\"}]","MMS620 Assessment and Differentiation - Course Outline | PDF",1790957295,18]