CPSE 300 - Ex Studnts:Prin of Collaboratn

Fall 2012

Section 006: 166 MCKB on T Th from 3:00 pm - 3:50 pm

Name: Blake Hansen

Office Phone: 801-422-4691

Office Location: 340-C MCKB

Email: blake_hansen@byu.edu

Name: Stephanie Johnson

Office Phone:

Office Location:

Email: sawhome@msn.com

Office Hours: Only By Appointment

Course Information

Description

This course prepares future classroom teachers to understand how students with exceptionalities learn, and how to use basic strategies for meeting their educational needs. Teacher candidates will identify: the ways individuals differ, the exceptionalities defined in the Individuals with Disabilities Education Act, strategies to instruct students with various learning needs, curricular adaptations and accommodations for students with disabilities, and ways to collaborate with parents and professionals.

Material

Item

Vendor

Price (new)

Price (used)

Description: http://ecx.images-amazon.com/images/I/51y96NCirgL._SL75_.jpg

What Every Teacher Should Know About: Adaptations and Accommodations for Students with Mild to Moderate Disabilities Required

by Nari J. Carter

Allyn & Bacon11216879200

ISBN: 0205608361

Amazon

$14.06

$3.58

INCLUSIVE CLASSROOM + WHAT EVERY TEACHER SHOULD KNOW PKG Required

by M, MASTROPIERI,

ISBN: 9781256421788

BYU Bookstore

$108.60

$81.45

Learning Outcomes

Learning Difficulties and Accommodations

Analyze student's learning difficulties and plan appropriate accommodations.

Special Needs Learning Characteristics

Describe learning characteristics of special needs students.

Assessment Plans and School Support

Develop assessment plans to evaluate students' progress and collaborate with school experts to support student learning.

Collaboration

Collaboration: Candidates work effectively with parents, professionals, paraprofessionals, and others in the school and community to help students with disabilities achieve their IEP goals.

Interpersonal Relations

Interpersonal Relations: Candidates work with students, parents, professionals, paraprofessionals, and others in the school and community with kindness and respect regardless of their diverse backgrounds.

Professional Practice

Professional Practice: Candidates fulfill all duties and assignments, comply with all education laws and policies, and continue to improve professional practice.

Assessment Plans and School Support

Develop assessment plans to evaluate students' progress and collaborate with school experts to support student learning.

Special Needs Learning Characteristics

Describe learning characteristics of special needs students.

Professional Practice

Professional Practice: Candidates fulfill all duties and assignments, comply with all education laws and policies, and continue to improve professional practice.

Collaboration

Collaboration: Candidates work effectively with parents, professionals, paraprofessionals, and others in the school and community to help students with disabilities achieve their IEP goals.

Learning Difficulties and Accommodations

Analyze student's learning difficulties and plan appropriate accommodations.

Interpersonal Relations

Interpersonal Relations: Candidates work with students, parents, professionals, paraprofessionals, and others in the school and community with kindness and respect regardless of their diverse backgrounds.

Grading Scale

Grade

Percent

A

95% to 100%

A-

90% to 94%

B+

87% to 89%

B

83% to 86%

B-

80% to 82%

C+

77% to 79%

C

73% to 76%

C-

70% to 72%

D+

67% to 69%

D

63% to 66%

D-

60% to 62%

E

0% to 59%

Grading Policy


Due Dates: Connections Journal entries are due prior to class once each week, essentially.  There are a few exceptions to this.  Course assignments are due as indicated on the course schedule. Other due dates are outlined on the course schedule.

 

Assignments: Assignments are to be handed in at the beginning of class on the due date designated by the instructor.  (This applies in the case of absences, also.) Assignments will be lowered 10% for each day late.  No assignments will be accepted after the last day of class.

 

Grading

Grading your performance is a complex process.  As your teacher I consider myself a mentor, but as your evaluator I must be as impartial and objective as possible.  Your grades reflect both effort and achievement, not effort alone.

Concurrent Field Experience

Work a minimum of 10 hours with a student with disabilities, or a student who is at risk of school failure. Teacher candidates will submit case study assignments regarding this volunteer work.

Course Expectations

·         Course Work: Written work is expected to be professionally appropriate; please proofread your work prior to submission. Assignments should typed and be free from spelling, grammatical and typographical errors. 

·         Assignments: All written work must reflect the efforts of the individual student. 

·         Personal Responsibility: Students are expected to check the online course information and/or the course syllabus for clarification regarding assignments prior to contacting the instructor. Students are responsible for completing course work and for managing learning behavior in and out of class. If you encounter problems completing course work, it is your responsibility to contact the instructor to resolve issues. 

·         Observe BYU Honor Code:  Self-explanatory.  Review code as needed.

Course Content

Content Covered

INTASC and CEC Standards

Assessment

1.  The ways in which people differ, learning characteristics and special learning needs.

3: Diverse Learners

CC1K5  CC1K10

CC5K9  CC6K2

CC6K3  CC9K

   · Disability Awareness

   · Final

   · LD Checklist and Log

2. Special education and the legal structure of services for individuals with disabilities, including the Individuals with Disabilities Education Act.

7: Planning Instruction

CC1K8  CC8K2

GC1K7

   · Continuum of Placements

   · Final

3.  Planning and implementing effective instruction.

7: Planning Instruction

   · Lesson Plan Accommodation

4.  Collaboration in special education.  Skills for effective collaboration.

10: Collaboration, Ethics, and Relationships

   · CRIME model

   · Continuum of Placements

   · Final

5.  The steps in the Individualized Education Program (IEP) process.

7: Planning Instruction

CC3K3

   · Final

   · RTI Module

8.  The characteristics, prevalence, and educational strategies for students with specific learning disabilities, speech or language impairment, mental retardation, and emotional disturbance.

3: Diverse Learners

CC1K5  CC1K9

CC2K3  CC10K4

   · LD Checklist and Log

   · Disability Awareness

   · Final Project

9.  The characteristics, prevalence, and educational strategies for students with other health impairments, visual impairments, autism, traumatic brain injury, deaf/blindness, and developmental delay.

3: Diverse Learners

CC1K5  CC1K9

CC2K3  CC10K4

   · LD Checklist and Log

   · Disability Awareness

12.  Strategies for, accommodating to meet individual student needs.

7: Planning Instruction

CC1K9  CC10K4

   · Lesson Plan Accommodation

   · Tier 2 Intervention Plan

   · Performance Analysis

13.  Using assessment results to make instructional decisions.

7: Planning Instruction

   · RTI module

   · Performance Analysis

   · Final

14.  Ways to accommodate for individual learning needs in reading and written language.

7: Planning Instruction

CC1K9  CC10K4

   · Tier 2 Intervention Plan

   · Lesson Plan Accommodation

   · LD Checklist and Log

   · Final Project

15.  Ways to accommodate for individual learning needs in math.

7: Planning Instruction

CC1K9  CC10K4

   · Tier 2 Intervention Plan

   · Lesson Plan Accommodation

   · Learning Disabilities Checklist and Log

   · Final Project

16.  Explain ways to understand and manage student behaviors, including proactive strategies for success, building positive relationships, and challenging behaviors.

5: Learning Environments

CC3K4

   · Behavior Assignment

   · Lesson Plan Accommodation

   · Tier 2 Intervention Plan

17.  Complete a 12-hour field experience involving service with a student with disabilities and submit a case study of assignments regarding the experience.

3: Diverse Learners

CC1K5 CC1K9

CC1K10  CC3K3

CC3K4  CC6K2

CC6K3  CC10K4

GC1K7

   · Learning Disabilities  Checklist and Log

   · Lesson Plan Accommodation

   · Performance Analysis

   · Final Project

 

The figure below illustrates the mental model for the course. In this course, you will learn that you have a responsibility to oversee the education of all students who will be in you classroom.  As a teacher candidate, you will learn how to evaluate the academic/social performance of your students and how to initiate interventions when students are at-risk for failure. In this course you will learn how to make instructional accommodations/adaptations that meet the educational needs of students who qualify for special education services. You will collaborate with others to determine appropriate education for students with exceptional learning needs.

 

Web Sites

IRIS at Vanderbilt University http://iris.peabody.vanderbilt.edu/

Assignment Descriptions

Connections Journal 1: Elder Jensen's Talk "Those Who Are Different"

Due: Tuesday, Sep 04 at 11:59 pm

Here is a link to the talk: Those Who Are Different.pdf  Download

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13) 

Here is a link: CPSE 300 Course Description.docx  Download

Connections Journal 2

Due: Tuesday, Sep 11 at 11:59 pm

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Connections Journal 3

Due: Tuesday, Sep 18 at 11:59 pm

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Connections Journal 4: Mastropieri Chapter 2

Due: Tuesday, Sep 25 at 3:00 pm

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13) 

CPSE 300 Course Description.docx  Download

Connections Journal 5: Prater, "She Will Succeed"

Due: Tuesday, Oct 02 at 3:00 pm

Here is a link to the reading assignment for this connections journal:

She will succeed.pdf  Download

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

Connections Journal 6: Mastropieri Chapter 4

Due: Tuesday, Oct 09 at 3:00 pm

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

Connections Journal 7: Mastropieri Chapter 3

Due: Thursday, Oct 11 at 3:00 pm

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

Connections Journal 8: Mastropieri Chapter 5

Due: Thursday, Oct 18 at 3:00 pm

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

Connections Journal 9: Mastropieri Chapter 12

Due: Thursday, Oct 25 at 3:00 pm

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

Connections Journal 10: Mastropieri Chapter 6

Due: Thursday, Nov 01 at 3:00 pm

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

Connections Journal 11: Mastropieri Chapter 10

Due: Thursday, Nov 08 at 3:00 pm

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

Connections Journal 12:Services for Young Children with Special Needs (found after index in Mastropi

Due: Tuesday, Nov 27 at 3:00 pm

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

Disability Awareness Assignment

Due: Tuesday, Sep 11 at 11:59 pm

Approximately 12 pages in length.

IRIS Module RTI

Due: Thursday, Sep 20 at 11:59 pm

Reading materials include the following: Mastropieri and Scruggs custom text, the What Every Teacher Should Know About (WESTKA) Making Accommodations book, IRIS Web site modules., and other readings, as listed in the syllabus. Additionally, I’ve posted supporting reading materials that may be of interest to you as you progress in your experience as a teacher candidate.

Continuum of Placements Assignment

Due: Friday, Nov 09 at 11:59 pm

 

The purpose of this assignment is for you to learn about placement options for educating students with disabilities and to demonstrate your knowledge of teacher roles and responsibilities.  You will visit a school and observe three settings (a) a general education class, (b) a special education resource class, and (c) a special education contained classroom.  During your visit, you should discuss with the teacher his/her roles and responsibilities for educating students with disabilities.

Remember to be respectful of the teacher’s schedule. Please set up an appointment prior to your visit.

Include the following in your assignment:

1.     Describe the curriculum taught in the classroom.

2.     Describe the classroom environment.

3.     Discuss each teacher’s legal responsibility for educating students with disabilities in the classroom (IDEA, Section 504, NCLB).

4.     Describe the teacher’s roles (collaborating with a grade-level team, participating on an IEP team, training paraeducators, communicating with others).

5.     Describe how the setting differs from the other placement options. Discuss the pros and cons of each placement option.

6.     Describe how each teacher tracks and monitors progress. 

 

You can answer these questions using the form on p. 23 of the following document.

CPSE 300 Course Description.docx  Download

Final Project due December 14 @ 7:00 am

Due: Friday, Dec 14 at 7:00 am

This is a 2-part assignment. (1) You will develop a hypothetical case study for your final project. You should draw on your experience in the school to complete this assignment.  However, this case study project is hypothetical and is not a final report of your field experience.  This project provides an opportunity for you to synthesize learning. Because collaboration is essential for meeting the needs of diverse learning, this is a collaboration project.  You will work with a peer to complete this project. (2) You will describe your perceptions of disability and analyze how your experience and the knowledge you have gained have shaped your perception of disability.  You will also analyze your collaboration experience. 

The following should be included in your final project:

Part 1—(#1-5 are to be completed with a partner)

1.     Demographic information for the student described. 

a.     Student’s age, gender, grade

b.     Family background

c.      Experience in school

d.     Student’s interests

e.     Learner challenges/at-risk characteristics/disabling condition (as listed on the IEP) (10 points)

2.     Describe your moral/ethical and legal responsibilities for educating students with disabilities (consider the six components of IDEA), specifically the hypothetical student described in #1. (10 points)

3.     Discuss how the learner’s challenges, at-risk characteristics, and disabling condition impacts learning. (15 points)

4.     Write a PLAAFP for an academic or behavioral concern.   Be specific about the student’s performance level.  Include both strengths and weaknesses. (10 points)

5.     Develop an intervention plan for the area of concern.

a.     Write a goal for student performance. (10 points)

b.     Plan what you will do and what others can do to meet the goal.  Include in this how you will provide accommodations. Specifically, describe 3 classroom accommodations that will facilitate learning. Explain why your accommodations are appropriate given the classroom environment and your student’s profile. Refer to and cite the texts from this class as you develop and write your response.   (15 points)

c.      Describe how you will measure and report progress.  (5 points)

Part 2—(#6 and #7 are to be completed individually, but submitted with Part 1)

6.     Analyze your response to working with students with learning problems during your field experience.  Provide specific examples of how you felt, or how you interacted with the student. Discuss how your feelings influenced your teaching.  Describe how the knowledge you have acquired and your experience working with your student have shaped your perception of disability. Be specific. (20 points)

7.     Analyze your collaboration experience.  What did each of you contribute to the process from part 1 of the final project? Rate your contributions and your partner’s contributions (1 to 5 scale – 5 outstanding, 1 completely inadequate). Discuss your successes and/or challenges collaborating. (5 points)

 


 

High Incidence Disabilities Presentation

Due: Thursday, Nov 08 at 3:00 pm

With a group, you will collaboratively study one of the high incidence disabilities and present the information to the class, including the following points:

 

1.    Briefly provide information about the disabling condition and how the characteristics are manifested in the general classroom using a PowerPoint format. (4 points)
 

2.    Describe and reference at least two accommodations that align to the learning characteristics for teaching students with this disability. (3 points)

 

3.    Demonstrate one specific accommodation/teaching strategy (e.g., multisensory learning, graphic organizer, mnemonic device, etc.) to the class. This should be research based and taught appropriately so that others can use this in future classrooms. (5 points)

 

4.    Create a handout for the class. (Post on Google Docs) (3 points)

 

5.    Involve the class in the presentation (e.g., questions, guided notes, choral responding, brief activity). (4 points)

 

6.    Provide a hard copy of the outline for the professor. (1 point)

 

 

You will be graded on the accuracy of your information and how the accommodation aligns to your assigned disability. 

High Incidence Disabilities Presentation (Copy)

Due: Tuesday, Nov 13 at 3:00 pm

With a group, you will collaboratively study one of the high incidence disabilities and present the information to the class, including the following points:

 

1.    Briefly provide information about the disabling condition and how the characteristics are manifested in the general classroom using a PowerPoint format. (4 points)
 

2.    Describe and reference at least two accommodations that align to the learning characteristics for teaching students with this disability. (3 points)

 

3.    Demonstrate one specific accommodation/teaching strategy (e.g., multisensory learning, graphic organizer, mnemonic device, etc.) to the class. This should be research based and taught appropriately so that others can use this in future classrooms. (5 points)

 

4.    Create a handout for the class. (Post on Google Docs) (3 points)

 

5.    Involve the class in the presentation (e.g., questions, guided notes, choral responding, brief activity). (4 points)

 

6.    Provide a hard copy of the outline for the professor. (1 point)

 

 

You will be graded on the accuracy of your information and how the accommodation aligns to your assigned disability. 

F.A.T. City

Due: Thursday, Oct 25 at 11:59 pm

Worksheet on the video "How difficult can this be? The F.A.T. city learning disability workshop" completed in class.

Field Experience Contract

Due: Thursday, Sep 20 at 11:59 pm

See p.7 for the contract.

CPSE 300 Course Description.docx  Download

Practicum Reflections Log

Due: Thursday, Nov 29 at 3:00 pm

 

(60 points—minimum of 10 entries and 10 hours)

This assignment consists of four parts: (1) log the time you spent working with the student, the date, location, and activity (2) describe the learning activity and any learning characteristic you might observe for the student with whom you are working, (3) describe at-risk concerns and list an accommodation for the concern described, (4) list how and/or what you did to assist the child with the assigned learning activity.

Use the table on p. 8 as your guide/example.

CPSE 300 Course Description.docx  Download

Log of Attendance

Due: Thursday, Nov 29 at 3:00 pm

Use the form found on p. 9

CPSE 300 Course Description.docx  Download

Praise Notes

Due: Thursday, Nov 29 at 3:00 pm

 

Present 10 Praise Notes to various students.

Create a Praise Note (5 points).

The Praise Note you create should include:

1. A place for the name of the student

2. A place for the specific behavior that the student engaged in that day

3. A place for your signature

Keep a log of who received the Note (a variety of student names should be listed), the date, and the specific behavior that prompted the Note (10 points).

The log can be found on p. 11, CPSE 300 Course Description.docx  Download

A copy of your Praise Note must be submitted to receive maximum points.

Write a paragraph on this experience.  Specifically, reflect on the observed change(s) in your behavior and the students behavior as a result of this experience.  Also, share how you will apply what learned from this assignment in your future classroom. (5 points)

Course Evaluation

Due: Thursday, Dec 06 at 11:59 pm

Complete the course/instructor evaluation found on BYU's System

Participation Points

Due: Friday, Dec 14 at 11:59 pm

Participation points are based upon work done in class.

Collaboration Points

Due: Friday, Dec 14 at 11:59 pm

At various times throughout the term there will be group activities and these will be opportunities to earn points.

Point Breakdown

Assignments

Percent of Grade

Connections Journal

8.33%

Connections Journal 1: Elder Jensen's Talk "Those Who Are Different"

1.39%

Connections Journal 2

1.39%

Connections Journal 3

1.39%

Connections Journal 4: Mastropieri Chapter 2

1.39%

Connections Journal 5: Prater, "She Will Succeed"

1.39%

Connections Journal 6: Mastropieri Chapter 4

1.39%

Connections Journal 7: Mastropieri Chapter 3

0%

Connections Journal 8: Mastropieri Chapter 5

0%

Connections Journal 9: Mastropieri Chapter 12

0%

Connections Journal 10: Mastropieri Chapter 6

0%

Connections Journal 11: Mastropieri Chapter 10

0%

Connections Journal 12:Services for Young Children with Special Needs (found after index in Mastropi

0%

Assignments

58.33%

Disability Awareness Assignment

2.78%

IRIS Module RTI

2.78%

Continuum of Placements Assignment

11.11%

Final Project due December 14 @ 7:00 am

27.78%

High Incidence Disabilities Presentation

5.56%

High Incidence Disabilities Presentation (Copy)

5.56%

F.A.T. City

2.78%

Field Experience

27.78%

Field Experience Contract

2.78%

Practicum Reflections Log

16.67%

Log of Attendance

2.78%

Praise Notes

5.56%

Miscellaneous

5.56%

Course Evaluation

Participation Points

5.56%

Collaboration Points

Schedule

Date

Focus

Readings

Assignment Due Dates

T - Aug 28

Introduction, Syllabus, Field Experience

Th - Aug 30

Get to Know You &

Disability Awareness

Elder Marlin K. Jensen's talk - "Those Who are Different"

T - Sep 04

Disability Awareness &

Continuum of Placement

Mastropieri Ch. 1

Connections Journal 1: Elder Jensen's Talk "Those Who Are Different"

Here is a link to the talk: Those Who Are Different.pdf  Download

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13) 

Here is a link: CPSE 300 Course Description.docx  Download

Th - Sep 06

Laws: Teacher Responsibility

Mastropieri Ch. 1 (cont)

T - Sep 11

Special Education Law

Mastropieri Ch. 1 (cont)

Connections Journal 2

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Disability Awareness Assignment

Approximately 12 pages in length.

Th - Sep 13

Learner Characteristics

WETSKA Part 1 (Carter, Prater, & Dyches Text)

T - Sep 18

Intro to RTI: Out of Class

IRIS RTI (Part 1) Module: An Overview

http://iris.peabody.vanderbilt.edu/

IRIS RTI (Part 1) Module: An Overview

Connections Journal 3

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Th - Sep 20

RTI (discussion in class)

IRIS Module RTI

Reading materials include the following: Mastropieri and Scruggs custom text, the What Every Teacher Should Know About (WESTKA) Making Accommodations book, IRIS Web site modules., and other readings, as listed in the syllabus. Additionally, I’ve posted supporting reading materials that may be of interest to you as you progress in your experience as a teacher candidate.

Field Experience Contract

See p.7 for the contract.

CPSE 300 Course Description.docx  Download

T - Sep 25

IEPs

Mastropieri Ch. 2 p. 29-41

Connections Journal 4: Mastropieri Chapter 2

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13) 

CPSE 300 Course Description.docx  Download

Th - Sep 27

IEPs & Referral Process

T - Oct 02

Referral Process & Collaboration

Prater, "She Will Succeed"      Here is the link: She will succeed.pdf  Download

Also, be familiar with the CRIME Strategy explained in this reading.

Connections Journal 5: Prater, "She Will Succeed"

Here is a link to the reading assignment for this connections journal:

She will succeed.pdf  Download

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

Th - Oct 04

Collaboration

Mastropieri Ch 2 p. 27-28, 42-48

T - Oct 09

Low Incidence

Mastropieri Ch. 4

Connections Journal 6: Mastropieri Chapter 4

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

Th - Oct 11

High Incidence Disabilities

Mastropieri Ch. 3

WETSKA Part 2

Connections Journal 7: Mastropieri Chapter 3

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

T - Oct 16

High Incidence Disabilities and lesson planning

Refer to WETSKA

Th - Oct 18

Gifted and Talented

Mastropieri Ch. 5

Connections Journal 8: Mastropieri Chapter 5

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

T - Oct 23

Assessment and Progress

Monitoring Modules (Out of class)

IRIS Module -- 1. Classroom Assesment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom 

 

Mastropieri Ch. 12

Th - Oct 25

Assessment and Progress Monitoring

Mastropieri Ch 12 (cont)

WETSKA Part 3

F.A.T. City

Worksheet on the video "How difficult can this be? The F.A.T. city learning disability workshop" completed in class.

Connections Journal 9: Mastropieri Chapter 12

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

T - Oct 30

IRIS Module (Out of Class)

Related Services: Common Supports for Students with Disabilities

IRIS Module: Related Services- Common Supports for Students with Disabilities

Th - Nov 01

Effective Instruction

Mastropieri Ch 6

Connections Journal 10: Mastropieri Chapter 6

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

 

T - Nov 06

Accommodations --Academic

Mastropieri Ch. 9 

Th - Nov 08

Accommodations-- Academic

Mastropieri Ch 10

High Incidence Disabilities Presentation

With a group, you will collaboratively study one of the high incidence disabilities and present the information to the class, including the following points:

 

1.    Briefly provide information about the disabling condition and how the characteristics are manifested in the general classroom using a PowerPoint format. (4 points)
 

2.    Describe and reference at least two accommodations that align to the learning characteristics for teaching students with this disability. (3 points)

 

3.    Demonstrate one specific accommodation/teaching strategy (e.g., multisensory learning, graphic organizer, mnemonic device, etc.) to the class. This should be research based and taught appropriately so that others can use this in future classrooms. (5 points)

 

4.    Create a handout for the class. (Post on Google Docs) (3 points)

 

5.    Involve the class in the presentation (e.g., questions, guided notes, choral responding, brief activity). (4 points)

 

6.    Provide a hard copy of the outline for the professor. (1 point)

 

 

You will be graded on the accuracy of your information and how the accommodation aligns to your assigned disability. 

Lesson Plan Accommodations (in class)

Connections Journal 11: Mastropieri Chapter 10

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

F - Nov 09

Continuum of Placements Assignment

 

The purpose of this assignment is for you to learn about placement options for educating students with disabilities and to demonstrate your knowledge of teacher roles and responsibilities.  You will visit a school and observe three settings (a) a general education class, (b) a special education resource class, and (c) a special education contained classroom.  During your visit, you should discuss with the teacher his/her roles and responsibilities for educating students with disabilities.

Remember to be respectful of the teacher’s schedule. Please set up an appointment prior to your visit.

Include the following in your assignment:

1.     Describe the curriculum taught in the classroom.

2.     Describe the classroom environment.

3.     Discuss each teacher’s legal responsibility for educating students with disabilities in the classroom (IDEA, Section 504, NCLB).

4.     Describe the teacher’s roles (collaborating with a grade-level team, participating on an IEP team, training paraeducators, communicating with others).

5.     Describe how the setting differs from the other placement options. Discuss the pros and cons of each placement option.

6.     Describe how each teacher tracks and monitors progress. 

 

You can answer these questions using the form on p. 23 of the following document.

CPSE 300 Course Description.docx  Download

T - Nov 13

Accommodations--Behavior

Mastropieri Ch. 7

High Incidence Disabilities Presentation (Copy)

With a group, you will collaboratively study one of the high incidence disabilities and present the information to the class, including the following points:

 

1.    Briefly provide information about the disabling condition and how the characteristics are manifested in the general classroom using a PowerPoint format. (4 points)
 

2.    Describe and reference at least two accommodations that align to the learning characteristics for teaching students with this disability. (3 points)

 

3.    Demonstrate one specific accommodation/teaching strategy (e.g., multisensory learning, graphic organizer, mnemonic device, etc.) to the class. This should be research based and taught appropriately so that others can use this in future classrooms. (5 points)

 

4.    Create a handout for the class. (Post on Google Docs) (3 points)

 

5.    Involve the class in the presentation (e.g., questions, guided notes, choral responding, brief activity). (4 points)

 

6.    Provide a hard copy of the outline for the professor. (1 point)

 

 

You will be graded on the accuracy of your information and how the accommodation aligns to your assigned disability. 

T - Nov 20

Friday Instruction

Th - Nov 22

Thanksgiving Holiday

T - Nov 27

Early intervention

Early Childhood materials in the back of Mastropieri text

Connections Journal 12:Services for Young Children with Special Needs (found after index in Mastropi

 

Each week, students will complete a connections journal assignment (approximately 1/2 page) that corresponds with the chapters you read for that week.  Each connection is due prior to class commencing on the day that they are indicated on the syllabus.

Include the following in your connection assignment.  

1.     A foundation of truth statement.  Provide a quote or scripture that provides the foundation of truth for one of the principles discussed in the lesson.

2.     List the 3 to 5 main ideas/points in the reading material.  Use bullet points.

3.     Connect one of the concepts discussed to your personal experience, prior knowledge (something learned in another class, or from previous readings), a moral dimension of learning, and/or an INTASC standards.  Be specific in describing your connection. 

For specific examples view the CPSE 300 Course Description doc (p. 13)

CPSE 300 Course Description.docx  Download

Th - Nov 29

Early Intervention

Field Experience Assignments due

Praise Notes

 

Present 10 Praise Notes to various students.

Create a Praise Note (5 points).

The Praise Note you create should include:

1. A place for the name of the student

2. A place for the specific behavior that the student engaged in that day

3. A place for your signature

Keep a log of who received the Note (a variety of student names should be listed), the date, and the specific behavior that prompted the Note (10 points).

The log can be found on p. 11, CPSE 300 Course Description.docx  Download

A copy of your Praise Note must be submitted to receive maximum points.

Write a paragraph on this experience.  Specifically, reflect on the observed change(s) in your behavior and the students behavior as a result of this experience.  Also, share how you will apply what learned from this assignment in your future classroom. (5 points)

Log of Attendance

Use the form found on p. 9

CPSE 300 Course Description.docx  Download

Practicum Reflections Log

 

(60 points—minimum of 10 entries and 10 hours)

This assignment consists of four parts: (1) log the time you spent working with the student, the date, location, and activity (2) describe the learning activity and any learning characteristic you might observe for the student with whom you are working, (3) describe at-risk concerns and list an accommodation for the concern described, (4) list how and/or what you did to assist the child with the assigned learning activity.

Use the table on p. 8 as your guide/example.

CPSE 300 Course Description.docx  Download

T - Dec 04

Discussion of Practicum Experiences

Th - Dec 06

Summing it All Up & Prep for Final

Course Evaluation

Complete the course/instructor evaluation found on BYU's System

F - Dec 14

Final Exam:

166 MCKB

7:00am - 10:00am

Participation Points

Participation points are based upon work done in class.

Collaboration Points

At various times throughout the term there will be group activities and these will be opportunities to earn points.

Final Project due December 14 @ 7:00 am

This is a 2-part assignment. (1) You will develop a hypothetical case study for your final project. You should draw on your experience in the school to complete this assignment.  However, this case study project is hypothetical and is not a final report of your field experience.  This project provides an opportunity for you to synthesize learning. Because collaboration is essential for meeting the needs of diverse learning, this is a collaboration project.  You will work with a peer to complete this project. (2) You will describe your perceptions of disability and analyze how your experience and the knowledge you have gained have shaped your perception of disability.  You will also analyze your collaboration experience. 

The following should be included in your final project:

Part 1—(#1-5 are to be completed with a partner)

1.     Demographic information for the student described. 

a.     Student’s age, gender, grade

b.     Family background

c.      Experience in school

d.     Student’s interests

e.     Learner challenges/at-risk characteristics/disabling condition (as listed on the IEP) (10 points)

2.     Describe your moral/ethical and legal responsibilities for educating students with disabilities (consider the six components of IDEA), specifically the hypothetical student described in #1. (10 points)

3.     Discuss how the learner’s challenges, at-risk characteristics, and disabling condition impacts learning. (15 points)

4.     Write a PLAAFP for an academic or behavioral concern.   Be specific about the student’s performance level.  Include both strengths and weaknesses. (10 points)

5.     Develop an intervention plan for the area of concern.

a.     Write a goal for student performance. (10 points)

b.     Plan what you will do and what others can do to meet the goal.  Include in this how you will provide accommodations. Specifically, describe 3 classroom accommodations that will facilitate learning. Explain why your accommodations are appropriate given the classroom environment and your student’s profile. Refer to and cite the texts from this class as you develop and write your response.   (15 points)

c.      Describe how you will measure and report progress.  (5 points)

Part 2—(#6 and #7 are to be completed individually, but submitted with Part 1)

6.     Analyze your response to working with students with learning problems during your field experience.  Provide specific examples of how you felt, or how you interacted with the student. Discuss how your feelings influenced your teaching.  Describe how the knowledge you have acquired and your experience working with your student have shaped your perception of disability. Be specific. (20 points)

7.     Analyze your collaboration experience.  What did each of you contribute to the process from part 1 of the final project? Rate your contributions and your partner’s contributions (1 to 5 scale – 5 outstanding, 1 completely inadequate). Discuss your successes and/or challenges collaborating. (5 points)

 


 

University Policies

Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24-hours).

Student Disability

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.

Respectful Environment

"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their comments to and about others... We hear derogatory and sometimes even defamatory comments about those with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU, and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however inadvertent or unintentional. "I worry particularly about demeaning comments made about the career or major choices of women or men either directly or about members of the BYU community generally. We must remember that personal agency is a fundamental principle and that none of us has the right or option to criticize the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010 "Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters, these things ought not to be. Not here. Not at a university that shares a constitution with the School of the Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010