CPSE 300 - Ex Studnts:Prin of Collaboratn

Fall 2012

Section 003: 277 MCKB on M W from 11:00 am - 11:50 am

Name: Katie Steed

Office Phone: 801-422-1408

Office Location: 237 C MCKB

Email: katie_steed@byu.edu

Office Hours: M,W 12:00 pm to 12:30 pm

M 1:00 pm to 2:00 pm

Or By Appointment

Name: Jessica Cahill

Office Phone:

Office Location:

Email: yougotmailjess@gmail.com

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.

Texts and Materials

Item

Vendor

Price (new)

Price (used)

INCLUSIVE CLASSROOM + WHAT EVERY TEACHER SHOULD KNOW PKG Required

by M, MASTROPIERI,

ISBN: 9781256421788

BYU Bookstore

$105.40

$79.05

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.

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.

Learning Difficulties and Accommodations

Analyze student's learning difficulties and plan appropriate accommodations.

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.

Professional Practice

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

Special Needs Learning Characteristics

Describe learning characteristics of special needs students.

Grading Scale

Grade

Percent

A

95% to 100%

A-

90% to 94%

B+

87% to 89%

B

85% to 86%

B-

80% to 84%

C+

77% to 79%

C

75% to 76%

C-

70% to 74%

D+

65% to 69%

D

63% to 64%

D-

60% to 62%

E

0% to 59%

Grading Policy

Assignments are to be handed 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.

Participation Policy

We hope that all students enrolled in this course will achieve desired results. Students who have been successful in this course attend class, read the lessons, and complete assignments on time.

 

Completing work on time is especially important.  Typically, this is a busy semester for students.  If you get behind early in the semester, it becomes increasingly difficult to catch up.  Turn in work on time.

 

Students who contact me when they encounter problems completing assignments or attending class, work with me to resolve problems.  We are willing to work with students who proactively manage their learning experience. 

 

Attendance Policy

Students are expected to attend every class period, stay teh full duration and be on time.

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.

Assignment Descriptions

Disability Awareness Asignment

Due: Wednesday, Sep 05 at 11:59 pm

See Course Description for details

Teir 2 Intervention Plan

Due: Wednesday, Sep 19 at 11:59 pm

See Course Description

High Incidence Disabilities Research and Presentation

Due: Wednesday, Oct 03 at 11:59 pm

See Course Description

Behavior Assignment

Due: Wednesday, Oct 31 at 11:59 pm

See Course Description

Final Project

Due: Wednesday, Dec 05 at 11:59 pm

See COurse Description

Connections Journal/Relfection 1

Due: Wednesday, Aug 29 at 11:59 pm

See Course Description for details

Connections Journal/Relfection 2

Due: Wednesday, Sep 19 at 11:59 pm

See Course Description for details

Connections Journal/Relfection 3

Due: Wednesday, Oct 03 at 11:59 pm

See Course Description for details

Connections Journal/Relfection 4

Due: Monday, Oct 15 at 11:59 pm

See Course Description for details

Connections Journal/Relfection 5

Due: Monday, Oct 22 at 11:59 pm

See Course Description for details

Connections Journal/Relfection 6

Due: Wednesday, Oct 24 at 11:59 pm

See Course Description for details

Class Participation

Due: Monday, Aug 27 at 11:59 pm

Participation points are given out randomly in class and can only be earned by attending class.

Iris Module 1

Due: Monday, Sep 24 at 11:59 pm

Complete IRIS Module: Assessmnet & Wrap-up sections

Iris Module 2

Due: Wednesday, Nov 07 at 11:59 pm

Complete IRIS Module: Assessmnet & Wrap-up sections

Working with members with DIsabilties in The Church

Due: Monday, Dec 03 at 11:59 pm

Write a one page response to the case study handed out in class.

LD Checklist & Log

Due: Wednesday, Dec 05 at 11:59 pm

See Course Description for details

Lesson Plan Accommodations

Due: Wednesday, Dec 05 at 11:59 pm

See Course Description for details

Praise Notes

Due: Wednesday, Dec 05 at 11:59 pm

See Course Description for details

Visit to Resource Room

Due: Monday, Dec 10 at 11:59 pm

See Course Description for details

Point Breakdown

Assignments

Percent of Grade

Grade

68.66%

Disability Awareness Asignment

2.99%

Teir 2 Intervention Plan

2.99%

High Incidence Disabilities Research and Presentation

5.97%

Behavior Assignment

2.99%

Final Project

29.85%

Connections Journal/Relfection 1

1.49%

Connections Journal/Relfection 2

1.49%

Connections Journal/Relfection 3

1.49%

Connections Journal/Relfection 4

1.49%

Connections Journal/Relfection 5

1.49%

Connections Journal/Relfection 6

1.49%

Class Participation

5.97%

Iris Module 1

2.99%

Iris Module 2

2.99%

Working with members with DIsabilties in The Church

2.99%

Field Work

31.34%

LD Checklist & Log

17.91%

Lesson Plan Accommodations

4.48%

Praise Notes

5.97%

Visit to Resource Room

2.99%

Schedule

Date

Column Title

M - Aug 27

Introduction, Syllabus, Field Experience

Class Participation

Participation points are given out randomly in class and can only be earned by attending class.

W - Aug 29

Disability Awareness:   

Mastropieri Ch. 1 

 

Elder Marlin K. Jensen’s talk- Those Who Are Different

Connections Journal/Relfection 1

See Course Description for details

M - Sep 03

Labor Day Holiday

W - Sep 05

Disability Awareness

Disability Awareness Asignment

See Course Description for details

M - Sep 10

Laws: Teacher Responsibility: Mastropieri Ch. 1

W - Sep 12

Special Education Law and Collaboration

 

Mastropieri Ch. 1

M - Sep 17

Learner Characteristics

WETSKA

W - Sep 19

Collaboration: Prerefferal & Referral Processes and RTI

Mastropieri Ch. 2

Teir 2 Intervention Plan

See Course Description

Connections Journal/Relfection 2

See Course Description for details

M - Sep 24

IRIS RTI (Part 1) Module:  An Overview: Out of Class

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

Submit Assessment & Wrap-up

 

Iris Module 1

Complete IRIS Module: Assessmnet & Wrap-up sections

W - Sep 26

IEP/IEP video

M - Oct 01

Mock IEP

W - Oct 03

High/Low Incidence Disabilities Presentations

Mastropieri Ch. 3

High Incidence Disabilities Research and Presentation

See Course Description

Connections Journal/Relfection 3

See Course Description for details

M - Oct 08

High/Low Incidence Disabilities Presentations

Mastropieri Ch. 4

W - Oct 10

High Incidence Disabilities

Mastropieri Ch. 3

M - Oct 15

Low Incidence Disabilities

Mastropieri Ch. 4

Connections Journal/Relfection 4

See Course Description for details

W - Oct 17

Autism

M - Oct 22

Accommodations--Academic

Mastropieri Ch. 6

WETSKA

Connections Journal/Relfection 5

See Course Description for details

W - Oct 24

Accommodations--Academic

Mastropieri Ch. 10

WETSKA

Connections Journal/Relfection 6

See Course Description for details

M - Oct 29

Accommodations--Behavior

Mastropieri Ch. 7

WETSKA

W - Oct 31

IRIS Module-out of class assignment

WETSKA

Behavior Assignment

See Course Description

M - Nov 05

Accommodations--Behavior

Mastropieri chapter 9

WETSKA

W - Nov 07

Assessment and Progress IRIS Module (out of class)

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

Iris Module 2

Complete IRIS Module: Assessmnet & Wrap-up sections

M - Nov 12

Gifted and Talented

 

W - Nov 14

National Reading Panel: Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension

M - Nov 19

National Reading Panel: Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension continued

W - Nov 21

No Classes

M - Nov 26

Inclusion

Mastropieri Ch. 6

W - Nov 28

Mathematics

 

M - Dec 03

Working with those with disabilities in a religious setting

 

Working with members with DIsabilties in The Church

Write a one page response to the case study handed out in class.

W - Dec 05

Praise Notes

See Course Description for details

Wrapping up/Final study session

LD Checklist & Log

See Course Description for details

Lesson Plan Accommodations

See Course Description for details

Final Project

See COurse Description

M - Dec 10

Visit to Resource Room

See Course Description for details

W - Dec 12

Final Exam:

277 MCKB

2:30pm - 5:30pm

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