CPSE 300 - Ex Studnts:Prin of Collaboratn

Winter 2013

Section 002: 160 MCKB on M W from 3:00 pm - 4:50 pm

Name: JoAnn Munk

Office Phone: 801-422-9133

Office Location: 237 E MCKB

Email: joann_munk@byu.edu

Name: Barbara Smith

Office Phone: 801-422-8396

Office Location: 340R MCKB

Email: barbara_smith@byu.edu

Name: Danielle Peck

Office Phone:

Office Location:

Email: daniellemdewaal@gmail.com

Name: Kylee Longhurst

Office Phone: 540-931-2643

Office Location:

Email: kylee.eliza@gmail.com

Course Information

Description

This course prepares future elementary classroom teachers to understand how students with exceptionalities learn, and how to use basic strategies to meet their educational needs.

Material

Item

Vendor

Price (new)

Price (used)

TEACHING INCLUSIVE CLASSROOM 2E W/COURSEMATE & EBOOK Required

by R, GARGIULO,

Edition 2

ISBN: 9781133290780

BYU Bookstore

$146.35

$109.80

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

by Carter, Nari J.

Pearson;Edition 1

ISBN: 9780205608362

BYU Bookstore

$20.99

$15.75

CourseMate Printed Access Card for Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach, 2nd Required

by Gargiulo, Richard M.

Cengage Learning;Edition 2

ISBN: 9781133525257

BYU Bookstore

$90.70

$68.05

Web Sites

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

Cengage Publisher: http://www.cengagebrain.com  (“How to” registration video - http://www.cengagebrain.com/static/flash/Registration_Video.html

·       The Access Code From Bookstore is required to register online.

·       The Coursemate Course Key – is also required:  CM-9781133490890-0000029

(This Course Key allows your name to be placed in the instructor’s Course Smart gradebook.)

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.

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.

Special Needs Learning Characteristics

Describe learning characteristics of special needs students.

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.

Assessment Plans and School Support

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

Learning Difficulties and Accommodations

Analyze student's learning difficulties and plan appropriate accommodations.

Guiding Model

 

Teachers have a responsibility to oversee the education of all students in their classroom and for collaborating with others to determine appropriate education for students with exceptional learning needs. Teacher candidates will learn how universal design for learning (UDL) allows teachers to adapt curriculum, customize the delivery of instruction, and assess students in ways that permits students to demonstrate mastery of the curriculum. Teacher candidates will also learn how to evaluate the academic/social performance of their students and how to initiate interventions when students are at-risk for failure. They will learn how to make instructional accommodations/adaptations that meet the educational needs of students who qualify for special education services and collaborate with others in ensuring an appropriate and effective education for all students.

Download syllabus file for full chart

Textbook Assignments

 

Teacher candidates will read 11 chapters of the Gargiulo and Metcalf textbook and complete on-line quizzes and making connections questions for 10 chapters. The quizzes and questions are located on the publishers’ on-line url access (see Learning Suite and first page of this syllabus). 

 

Chapter Quizzes

Each on-line chapter quiz consists of 20 multiple choice items. Teacher candidates will read the chapter and take the quiz BEFORE CLASS on the class period listed on the class schedule or the student will forfeit the points. Although you are expected to read the chapter before taking the quiz, you may refer to the text to complete the quiz. Each quiz score will be divided by 4 to convert the score to points (e.g., 20 points = 5 points, 16 points = 4 points).  YOU MUST COMPLETE 10 OF THE 11 QUIZZES.

 

Making Connections Questions

Making connections questions are available for each chapter on-line. Teacher candidates will answer one question AS IDENTIFIED IN THE CLASS SCHEDULE SECTION OF THE SYLLABUS for each chapter. Some choices are provided as outlined on the class schedule.  As with the chapter quizzes, you must read the chapter and complete the question BEFORE CLASS on the class period listed on the class schedule or forfeit the points. You may refer to the text in answering the question. Each response should be approximately 3 paragraphs and will equal 5 points. YOUMUST COMPLETE 10 OF THE 11 MAKING CONNECTIONS QUESTIONS.

 

Video Questions

Ten on-line videos have been selected that correspond to most of the chapters. Teacher candidates will view the videos IDENTIFIED IN THE CLASS SCHEDULE and write 2 questions they have about the video. The questions are to be submitted through Learning Suites BEFORE CLASS on the class period listed on the class schedule or you will forfeit the points. Questions may be, for example, requesting clarification or asking for additional information of what you have viewed. Each question will be worth 1 point.

 

Textbook Assignment                                                                      Points Possible

·       Chapter Quizzes  10 @ 5 points/each                                           50 points

·       Making Connections  10 @ 5 points/each                                     50 points

·       Video questions 10 @ 2 points/each                                             20 points

Subtotal                                                                                                      120 points

IRIS Modules

 

Teachers have a responsibility to oversee the education of all students in their classroom and for collaborating with others to determine appropriate education for students with exceptional learning needs. Teacher candidates will learn how universal design for learning (UDL) allows teachers to adapt curriculum, customize the delivery of instruction, and assess students in ways that permits students to demonstrate mastery of the curriculum. Teacher candidates will also learn how to evaluate the academic/social performance of their students and how to initiate interventions when students are at-risk for failure. They will learn how to make instructional accommodations/adaptations that meet the educational needs of students who qualify for special education services and collaborate with others in ensuring an appropriate and effective education for all students.

Download syllabus file for full chart

Concurrent Field Experience

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

Field Study Assignments

 

Teacher candidates are required to complete a 10-hour field experience as part of this course. Placements are made through the BYU Center for Service and Learning.

 

Assignment #1: Arrange for and complete the field experience (ungraded)

Teacher candidates must complete the following steps to arrange their field experience:

·       Register with the Center for Service and Learning (2330 Wilkinson Center) TOPS program during the FIRST WEEK OF THE SEMESTER.

·       Give the teacher the letter to cooperating teacher (at the end of the syllabus).

·       Discuss the assignment for this course, and obtain his or her signature on the Practicum Contract Sheet (at the end of the syllabus). You will work out a time frame that works both with your schedule and the teacher’s classroom schedule.  You should spend time with one or more students who are experiencing difficulty academically (i.e., learning to read, write, spell, or solve mathematic problems). Ten total hours are to be completed during the semester.

·       Complete the Log of Attendance form (at the end of the syllabus) and submit at the end of the semester.

 

Assignment #2: Practicum Reflection Log

This assignment consists of four parts. (a) Log the time spent working with student, as well as the date, location and activity. (b) Describe the learning activity and any learning characteristic observed for the student with whom you are working. (c) List or describe how and/or what you did to assist the student with the assigned learning activity. (d) List and reference an accommodation that addresses the concern. Use the Practicum Reflection Log provided at the end of the syllabus.

 

Assignment #3: Praise Notes

Teacher candidates must create a praise note and present 10 praise notes to various students. The praise note should include spaces for (a) the name of the student, (b) a description of the specific behavior that the student engaged in during the day, and (c) your signature. Both a log of who received the note (a variety of student names should be listed), the dates, and the specific behaviors that prompted each note must be listed. Also, a copy of the praise note must be submitted to receive maximum points.  In addition, write a paragraph on this experience, specifically reflecting on the observed change(s) in your behavior and the students’ behaviors as a result. Share how you will apply what was learned from this assignment in your future classroom. (See form at the end of the syllabus).

 

Assignment #4: Visit to the Resource Room.

Schedule a visit to a school’s resource room by contacting the teacher in advance. The purpose of this assignment is for you to learn about the resource room placement option for educating students with disabilities and to demonstrate your knowledge of teacher roles and responsibilities.  During your visit, discuss with the teacher his/her roles and responsibilities for educating students with disabilities.

Remember to schedule your visit in advance. And be respectful of the teacher’s schedule while you are there.

 

Include the following in a one-page (double-spaced, 12 pt. font) write-up: 

1.     Describe setting, grade level, students, teacher’s background and physical environment.

2.     State the teacher’s instructional objective on that particular day and the curriculum content (be as specific as possible).

3.     Describe the service delivery model.  For example, is it a pullout resource setting?  (Is it a setting in which basic skills or a particular subject is being taught?)

4.     Based on what you have learned thus far, evaluate the model.  (Is it effective? If so in what way?  Would changes make the model more effective?  If so, what are those suggested changes?

 

Assignment #5: Practicum Written Report

1.     Describe your moral/ethical and legal responsibilities for educating students with disabilities (consider the six components of IDEA), specifically the students you worked with.

2.     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. Describe your perceptions of disability and analyze how your experience and the knowledge you have gained have shaped your perception of disability.  

 

 

Field Experience Assignments                                    Points Possible

1.            Arrange for and complete the field assignment                  no points assigned

2.         Practicum Reflection Log                                    50 points        

3.         Praise Notes                                                      20 points

4.         Visit to a Resource Room                                    10 points

5.           Practicum Written Report                                     20 points

 

Subtotal                                                               100 points

Other Assignments

 

Assignment #1: Disability Awareness Assignment

Teacher candidates will complete ONE of the following: (1) family history analysis, (b) personal interaction analysis or (c) children’s book analysis. A description of each follows:

 

1.     Analysis of Personal History. Most families have member who were born with or acquired disabilities sometime in their lifetime. The purpose of this assignment is to learn more about these individuals and the history of your family’s response to those persons. Interview relatives to find out as much as you can about these family members. Spending time with those with disabilities can also be insightful. The person with a disability may be you. Learn what impact your disability had on your parents and other family members.  

o   Provide a concise, clear summary of how you went about your inquiry including dates, times, persons interviewed or interacted with, methods for inquiry, questions asked, and what you learned.

o   Answer the following questions in a well-developed reflection on your inquiry and analysis of your findings:

1.     Describe your emotional, intellectual and behavioral responses to the exercise. How did the interview make you feel? What did it make you think? What did you want to do after conducting this interview?

2.     What has been discussed in class that ties into what you learned in the interview? Make direct reference to how you have integrated new understandings and made connections with class lectures, discussions, readings, and in-class activities.

3.     What did you learn about individuals with exceptionalities or cultural/personal response from completing this exercise?

4.     How do others in your family view this person with a disability? What is your perception of disabilities?

 

2.     Analysis of Personal Interaction with an Individual with Disabilities. Provide a summary of an interaction with an individual with disabilities that you engaged in or observed. This interaction should have occurred within the last year. Provide information about when and where the interaction took place, who was involved in the interaction, and what happened. Describe the person with a disability that the interaction revolved around. Please use first names only or pseudonyms to protect the confidentiality of those involved.

o   Describe your initial response to the interaction, and then dig deeper. Reflect on your own personal response to the interaction. What assumptions were challenged? What did you learn from the interaction?  Consider how this interaction compares and contrasts with what you are learning about individuals with disabilities.

·       Describe your emotional, intellectual and behavioral responses to the interaction. How did this interaction make you feel? What did it make you think? What did you want to do after this interaction?

·       What has been discussed in class that ties into what you experienced in this interaction and the comments you’ve made? What was your personal reaction to the interaction or connections you made with what you’ve experienced or learned?

·       Do you think people would have a more positive attitude about people with exceptionalities if they interacted with this individual? If so, explain why? What negative attitudes or beliefs about people with disabilities do you think might be subtly or not so subtly reinforced?

·       What did you learn about individuals with exceptionalities from this interaction? What is your perception of disabilities?

·       Did you notice other peoples’ reactions to this person? What were their perceptions of this person with a disability?

 

3.     Children’s Literature Analysis. For this assignment, a list of Children’s Literature that includes characters with disabilities is posted on Learning Suites.  Please review one of the books on the list provided. The purpose of this assignment is to analyze how individuals with disabilities are portrayed in children’s literature.  Read the book and briefly summarize the plot.  Using what you are learning about specific disabling conditions, analyze whether the information presented is correct.  Reflect on how this book impacts your perception of disabilities and determine if this book would be appropriate for a disability awareness lesson in your classroom. The analysis should include the following:

1.     The title and author of the book.

2.     A brief summary of the book.

3.     Describe your emotional, intellectual, and behavioral responses to the book. How did this book make you feel? What did it make you think? Did the book motivate you to do anything?

4.     Analyze whether the information presented about the disabling condition is accurate. Be specific in providing examples from the book and comparing the information in the book with information available about the disabling condition.

5.     Discuss how this book would influence children’s perceptions of disability.

6.     Describe how you would use this book to teach about disabilities. Would you use this book in your class?  If you would, explain why.  If not, explain your reasons for not using the book.

 

Assignment #2: Church Accommodation Assignment

You will select one of the two following case studies accompanied with the resources below, and write a one page response on how you could best support the needs of the leaders and parents. Be sure to cite how you used the resources provided to formulate your response.

 

Case Study #1:

A Primary President comes to you with concerns about a child named Jose in Sunbeams who has recently been diagnosed with Autism. In his last ward, his parents were asked to just stay with him in nursery at all times. In his new ward, the parents and his leaders would like to see him more fully integrated with his peers without having to have his parents right beside him. Jose gets easily over stimulated with noises and people, he struggles with sitting in his seat longer than a few minutes at a time, gets extremely bothered when things interrupt the typical routine and has a tendency to throw small objects because he likes to watch as they move through the air.

 

The Primary President has a background in Journalism and does not even know where to begin on how to work with a child with a disability. She has come to you because of your training in education at Brigham Young University. She would like to know what she could do to help Jose successfully access Primary to his fullest extent possible.

 

OR

 

Case Study #2:

A Primary President comes to you with concerns about an 8 year old child named Sterling who has difficulty reading and is frequently disruptive in class. In his last ward, his parents were asked to just stay with him through their meeting times. In his new ward, the parents and his leaders would like to see him more fully integrated with his peers without having to have his parents with him. Sterling gets bored easily and frequently refuses to read any of the class materials. He makes noises and bothers the kids who sit next to him for the majority of the time.  

The Primary President has a background in Journalism and does not even know where to begin on how to work with a child like Sterling. Sterling’s parents are also frustrated, and his mom is frequently seen leaving church crying because she does not know how to handle him and help his primary teacher. The parents and primary president have come to you because of your training in education at Brigham Young University. She would like to know what she could do to help Sterling successfully access Primary to his fullest extent possible.

 

Resources:

LDS Disability Specialist Calling: http://www.lds.org/callings/disability-specialist?lang=eng

 

LDS Disability Resources: http://www.lds.org/topics/disability?lang=eng

 

Members with disabilities: http://www.lds.org/handbook/handbook-2-administering-the-church/selected-church-policies?lang=eng#21.1.26

 

Teaching The Spirits: http://education.byu.edu/media/watch/352

 

Advice for Dad: http://www.lds.org/tools/print/article/narrow/?lang=eng&url=/children/resources/tips/2012/03

 

 Assignment #3: Final Project

This project has 4 parts: (a) case study, (b) unit plan, (c) Tier 2 intervention plan, and (d) accommodation plan.  You will work in pairs to complete this assignment. Given that this is a collaborative project, you will also analyze your collaboration experience.  You will create a written report for your project, as well as present your final project to the class. Some of the elements will be submitted separately, but should be placed in the final written product you submit. You will write a case study which you will use as the foundation for this project.  The case study will describe a typical elementary classroom and include one case study for a student at-risk and one for a student with disabilities.

 

                  A. Case Study

Write a case study of one “typical” elementary classroom. You may use your field experience to help generate the case study although it should not represent the exact classroom in which you worked. Include in your case study:

                  Classroom

Provide a description of the classroom (e.g., grade level, teacher’s background) and the students (e.g., number, gender, ethnicity, disabilities).

2 Students

Provide a detailed description of one student at-risk for disabilities and one having a disability, including student’s age, gender, ethnicity; family background; experience in school; student’s interests’ learning characteristics (e.g., strengths, challenges, disabilities) and how they impact learning.

                 

                  B.  Unit Plan

Create a unit plan for the case study class using core curriculum standards for that grade level and UDL principles discussed in class. You may select the content and core curriculum standard.  THE UNIT PLAN TEMPLATE AND AN EXAMPLE WILL BE POSTED IN LEARNING SUITE AND HANDOUT OUT IN CLASS THE FIRST OR SECOND WEEK OF CLASS. 

 

                  C. Tier 2 Intervention Plan

Based on the case study of a student who is at-risk of having a disability create a Tier 2 intervention plan by (a) writing a goal in an areas in which the student is struggling, (b) planning what you and others can do to help the student meet the goal, and (c) describing how you will measure and report progress.  THE TEMPLATE AND EXAMPLE WILL BE POSTED IN LEARNING SUITE THE FIRST OR SECOND WEEK OF CLASS.

 

                  D. Accommodation Plan

Based on the case study of a student who has a disability, you will create an accommodations plan by (a) identifying the specific area(a) in which the student is struggling, (b) planning 2 different accommodations to help the student master content of the unit plan, and (c) describing how you will measure and report progress.  SEE TEMPLATE AND EXAMPLE POSTED IN LEARNING SUITE.

 

                  Written Report

                  Your written report will be submitted as a pair and should include:

·       The case study (as described earlier)

·       The unit plan

·       A description of the Tier 2 intervention plan for the at-risk student including how you will measure and report progress

·       An outline of how you would teach the 2 accommodations for the student with disabilities including how will measure and report progress

·       An analysis of the collaboration experience (e.g., working with your partner). Rate your contributions and your partner’s contributions (1 to 5 scale – 5 outstanding, 1 completely inadequate). Discuss your successes and/or challenges collaborating.

 

                  Presentation

                  The oral presentation in class will consist of:

·       A description of the case study

·       A description of the unit plan including and explanation of how it meets UDL criteria (provide copies to the class)

·       A description of the tier 2 intervention and assessment plan (provide copies to the class)

·       A description of the accommodations and assessment plan (provide copies to the class)

·       A demonstration of the 2  accommodations

 

Other Course Assignments                                             Points Possible

·       Disability Awareness Assignment                                10 points

·       Church Accommodations Assignment                         10 points

·       Final Project                                                                100 points

Subtotal                                                                                120 points

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%

Assignment Descriptions

Related Services: Common Supports for Students with Disabilities

Due: Wednesday, Feb 20 at 10:00 pm

 

"Related Services: Common Supports for Students with Disabilities."

Teacher candidates will complete the IRIS on-line modules and submit answers to the assessment questions listed in the Assessment section of the module.  To begin each module access http://iris.peabody.vanderbilt.edu/, click on resources, in the topics column click on Related Services.  Then click on the specific module, "Related Services: Common Supports for Students with Disabilities."  Work through each phase of the module (from the Challenge through the Wrap up). Each module is worth 15 points.

RTI: (Part 1) AN OVERVIEW

Due: Monday, Feb 11 at 3:00 pm

 

 

Teacher candidates will complete the IRIS on-line modules and submit answers to the assessment questions at the end of the Assessment section of the module  To begin each module access http://iris.peabody.vanderbilt.edu/, click on resources, in the topics column click on RTI.  Then click on RTI (PART 1) AN OVERVIEW.  This is the 4th link under Modules.

Work through each phase of the module (from the Challenge through the Wrap up). The module is worth 15 points.

 

 

Behavior Management - SOS: HELPING STUDENTS BECOME INDEPENDENT LEARNERS

Due: Tuesday, Feb 19 at 3:00 pm

 

 

Teacher candidates will complete the IRIS on-line module and submit answers to the assessment questions near the end of the module.  To begin the module access http://iris.peabody.vanderbilt.edu/, click on resources, in the topics column click on Behavior and Classroom Management. Then click on SOS: HELPING STUDENTS BECOME INDEPENDENT LEARNERS.   This is the 3rd link under Modules.

Work through each phase of the module (from the Challenge through the Wrap up). Each module is worth 15 points.

 

 

Practicum Reflection Log

Due: Monday, Feb 25 at 3:00 pm

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 activity you might observe for the student with whom you are working; (3) List how or what you did to assist the child with the assigned learning activity; (4) List and reference an accommodation that addresses the concern.

Praise Notes

Due: Monday, Feb 25 at 3:00 pm

Create a praise note and present 10 praise notes to various students.  The praise note should include spaces for (a) The name of the student.  (b) Describe the specific behavior. (c) List or describe what you did to assist the student. (d) LIst and reference an accommodation that addresses the concern.  Use the practicum reflection log provided at the end of the syllabus. 

Visit to the Resource Room

Due: Monday, Feb 25 at 3:00 pm

Schedule a visit to the school's resource room by contacting the teacher in advance.  During your visit disucss with the teacher his/her roles and responsibilities for educating students with disabilities.  Include the following in a one-page write-up:  Describe setting and teacher's background.  Describe the instructional objective for that day and/or currriculum content taught. Describe the service delivery model.  Evaluate the model.  Does it appear to be effective?  Suggested improvements to the model? 

Practicum Written Report

Due: Monday, Feb 25 at 3:00 pm

Describe your moral/ethical and legal responsibilities for educating students with disabilities (consider the 6 components of IDEA).  Analyze your response to working with students with learning problems during your field exprience.  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.  Describe your perceptions of disability and analyze how the experience and knowledge you have gained have shaped your perception of disability. 

Field Assignment 1

Due: Wednesday, Jan 23 at 3:00 pm

Disability Awareness Assignment

Due: Wednesday, Jan 16 at 3:00 pm

Course Evaluation

Due: Wednesday, Feb 27 at 11:59 pm

Case Analysis Participation

Due: Wednesday, Jan 09 at 11:59 pm

Principles of IDEA Particpation

Due: Monday, Jan 14 at 11:59 pm

Fat City Participation Points

Due: Wednesday, Jan 23 at 5:00 pm

Gifted EC Objective

Due: Wednesday, Jan 30 at 11:59 pm

People Business

Due: Monday, Feb 04 at 11:59 pm

Case Study

Due: Tuesday, Feb 19 at 11:59 pm

Tier 2

Due: Tuesday, Feb 19 at 11:59 pm

Accommodation Plan

Due: Tuesday, Feb 19 at 11:59 pm

Post Field Experience Reflection

Due: Monday, Feb 25 at 11:59 pm

In class eval

Due: Wednesday, Feb 27 at 11:59 pm

Pick-up

Due: Monday, Mar 11 at 11:59 pm

Ch. 1. Video 1: Foundations: Aligning Instruction with Federal Legislation.

Due: Wednesday, Jan 09 at 3:00 pm

Write two questions you have about the video that you have viewed.  Save the questions in a Word document and submit the questions through Learning Suite before class on 09/05/12.  

Ch. 4 Video 1,"Including Students with High Incidence Disabilities: Strategies for Success."

Due: Wednesday, Jan 23 at 3:00 pm

 

 

Write two questions you have about the video that you have viewed.  Save the questions in a Word document and submit the questions through Learning Suite before class on 09/19/12.  

 

 

Ch. 4 Video 2,"Bobby: Serving a Student with Special Needs . . .

Due: Wednesday, Jan 23 at 3:00 pm

 

 

Write two questions you have about the video that you have viewed.  Save the questions in a Word document and submit the questions through Learning Suite before class on 09/19/12.  

 

 

Ch.5 Video 1: Amy

Due: Monday, Jan 28 at 3:00 pm

Ch. 5 Video 2: Rebecca and Ben

Due: Monday, Jan 28 at 3:00 pm

Ch. 5 Video 3: Including Students With Physical Disabilities

Due: Monday, Jan 28 at 3:00 pm

Ch. 6 Video: Kristina

Due: Wednesday, Jan 30 at 3:00 pm

Ch. 7 Video 1: Inclusion Classroom Implications for the General and Special Educator

Due: Monday, Feb 04 at 3:00 pm

Ch. 7 Video 2: Communicating with Parents

Due: Monday, Feb 04 at 3:00 pm

Interactive Quiz 1

Due: Wednesday, Jan 09 at 3:00 pm

Interactive Quiz 2

Due: Monday, Jan 14 at 3:00 pm

Interactive Quiz 3

Due: Wednesday, Jan 16 at 3:00 pm

Chapter 3 Interactive quiz- take BEFORE class

Interactive Quiz 4

Due: Wednesday, Jan 23 at 3:00 pm

Interactive Quiz 5

Due: Monday, Jan 28 at 3:00 pm

Interactive Quiz 6

Due: Wednesday, Jan 30 at 3:00 pm

Interactive Quiz 7

Due: Monday, Feb 04 at 3:00 pm

Interactive Quiz 8

Due: Wednesday, Feb 06 at 3:00 pm

Interactive Quiz 9

Due: Monday, Feb 11 at 3:00 pm

Interactive Quiz 10

Due: Wednesday, Feb 13 at 3:00 pm

Interactive Quiz 11

Due: Tuesday, Feb 19 at 3:00 pm

Case Study

Due: Monday, Feb 25 at 3:00 pm

Write a case study of one "typical" elementary classroom.  (You may use your field exprience to help generate the case study.)

Unit Plan

Due: Monday, Feb 25 at 3:00 pm

Create a unit plan for the class described in the case study using core curriculum standards for that grade level and UDL principles discussed in class.  Select content and core curriculum standard.

Tier 2 Intervention Plan

Due: Monday, Feb 25 at 3:00 pm

Based on the case study of a student who has a disability, create a Tier 2 Intervention Plan by (a) writing a goal/objective in an area in which the student is struggling, (b) planning what you and others can do to help the student meet the goal, (c) and describe how you will measure and report progress. 

Written Report

Due: Wednesday, Feb 27 at 3:00 pm

Submitted as a pair.  Contents:  case study, unit plan, tier 2 intervention plan, outline for teaching 2 accommodations. This is an outline or summarization that you will use for your presentation. One page, double spaced. Highlight the points from the various components of your case study, unit plan, tier 2 intervention plan, and accommodation plan.

Accommodation Plan

Due: Monday, Feb 25 at 3:00 pm

 Identify specific areas in which the student (case study) is struggling, plan two different accommodations to help the student master content of the unit plan, and describe how you will measure and report progress.

Final Project Presentation

Due: Wednesday, Feb 27 at 3:00 pm

The oral presentation will consist of a description of the case study, the unit plan with explanation of how it meets UDL criteria (provide copies ot the class), a desciption of the tier 2 intervention and assessment plan (provide copies), a description of the accommodations and assessment plan (provide copies), and a demonstration of the two accommodations.  Present on assigned day the last week of class.  (December 3rd or December 5th.)

Making Connections 2

Due: Monday, Jan 14 at 3:00 pm

Question 1 or 6

Making Connections 3

Due: Wednesday, Jan 16 at 3:00 pm

Answer Question 5 or 6

Making Connections 4

Due: Wednesday, Jan 23 at 3:00 pm

Making Connections 5

Due: Monday, Jan 28 at 3:00 pm

Making Connections 6

Due: Wednesday, Jan 30 at 3:00 pm

Making Connections 7

Due: Monday, Feb 04 at 3:00 pm

Making Connections 8

Due: Wednesday, Feb 06 at 3:00 pm

Making Connections 9

Due: Wednesday, Feb 20 at 10:00 pm

Making Connections 10

Due: Wednesday, Feb 13 at 3:00 pm

Making Connections 11

Due: Wednesday, Feb 20 at 10:00 pm

Point Breakdown

Assignments

Percent of Grade

IRIS Modules

11.06%

Related Services: Common Supports for Students with Disabilities

3.69%

RTI: (Part 1) AN OVERVIEW

3.69%

Behavior Management - SOS: HELPING STUDENTS BECOME INDEPENDENT LEARNERS

3.69%

Field Experience

25.8%

Practicum Reflection Log

12.29%

Praise Notes

4.91%

Visit to the Resource Room

2.46%

Practicum Written Report

4.91%

Field Assignment 1

1.23%

Other Course Assignments

8.35%

Disability Awareness Assignment

2.46%

Course Evaluation

1.23%

Case Analysis Participation

0.25%

Principles of IDEA Particpation

0.49%

Fat City Participation Points

0.49%

Gifted EC Objective

0.74%

People Business

0.25%

Case Study

0.25%

Tier 2

0.25%

Accommodation Plan

0.49%

Post Field Experience Reflection

0.49%

In class eval

0.49%

Pick-up

0.49%

Textbook Materials

17.94%

Ch. 1. Video 1: Foundations: Aligning Instruction with Federal Legislation.

0.49%

Ch. 4 Video 1,"Including Students with High Incidence Disabilities: Strategies for Success."

0.49%

Ch. 4 Video 2,"Bobby: Serving a Student with Special Needs . . .

0.49%

Ch.5 Video 1: Amy

0.49%

Ch. 5 Video 2: Rebecca and Ben

0.49%

Ch. 5 Video 3: Including Students With Physical Disabilities

0.49%

Ch. 6 Video: Kristina

0.49%

Ch. 7 Video 1: Inclusion Classroom Implications for the General and Special Educator

0.49%

Ch. 7 Video 2: Communicating with Parents

0.49%

Interactive Quiz 1

1.23%

Interactive Quiz 2

1.23%

Interactive Quiz 3

1.23%

Interactive Quiz 4

1.23%

Interactive Quiz 5

1.23%

Interactive Quiz 6

1.23%

Interactive Quiz 7

1.23%

Interactive Quiz 8

1.23%

Interactive Quiz 9

1.23%

Interactive Quiz 10

1.23%

Interactive Quiz 11

1.23%

Final Project

24.57%

Case Study

4.42%

Unit Plan

4.42%

Tier 2 Intervention Plan

4.42%

Written Report

4.42%

Accommodation Plan

4.42%

Final Project Presentation

2.46%

Making Connections

2.46%

Making Connections 2

1.23%

Making Connections 3

1.23%

Making Connections Options

9.83%

Making Connections 4

1.23%

Making Connections 5

1.23%

Making Connections 6

1.23%

Making Connections 7

1.23%

Making Connections 8

1.23%

Making Connections 9

1.23%

Making Connections 10

1.23%

Making Connections 11

1.23%

Schedule

Date

Topic

Read This Chapter

Complete Online Before Class

Out-Of-Class Assignments Due

In-Class Assignment/Activity

M - Jan 07

Disability Awareness

Introduction to Coursemate

Introduction to Course

Mary Ness, Guest Presenter

W - Jan 09

Special Ed Foundation: Teaching in Today's Classrooms

Chapter 1

Watch 1 video (p. 19)* & write questions

 

Interactive Quiz  1 and

Making Connections Quiz – Q 1 OR 2

Case Analysis Participation

FRAME assignment

M - Jan 14

Universal Design for Learning

Making Connections 2

Question 1 or 6

Chapter 2

 

Interactive Quiz 2 and

Making Connections – Q 1 OR 6

Principles of IDEA Particpation

W - Jan 16

 

Referral to Special Education

IEPs and 504 Plans

Making Connections 3

Answer Question 5 or 6

Chapter 3

 

Interactive Quiz  3 and

Making Connections – Q 5 OR 6

Disability Awareness Assignment

Disability Awareness - Post on-line

Introduction to RTI

GUEST: Majorie Lynes

M - Jan 21

Martin Luther King Jr. Holiday

W - Jan 23

Learners with HIgh Incidence Disabilities

Making Connections 4

Chapter 4

Watch 2 videos (p. 81 & 87)* & write questions

 

Interactive Quiz 4 and

Making Connections -  Q 1 OR 2

Fat City Participation Points

 

Misunderstood Minds

Cognitive Characteristics

Field Assignment 1

 

F. A. T. City

Learning Disability Checklist

M - Jan 28

 

Learners with Low Incidence Disabilities

Guest Presenter

Making Connections 5

Chapter 5

 

Interactive Quiz 5 and

Making Connections – Q 1 OR 2

Watch 3 Videos (p. 113, 123, 130)* & write questions

GUEST: Blake Hansen

W - Jan 30

Other Diverse Populations

Making Connections 6

Chapter 6

 

Watch 1 Video (p. 150)* & write questions

Interactive Quiz 6 and

Making Connections – Q 1 OR 2 OR 3

Gifted EC Objective

M - Feb 04

 

Collaboration

 

Making Connections 7

Chapter 7

 

Interactive Quiz 7

Making Connections - Q3

 

Watch 2 Videos (p. 164 & 169)* & write questions

 

People Business

W - Feb 06

Designing Learning

Making Connections 8

Chapter 8

 

Interactive Quiz 8 and

Making Connections – Q 2 or 5

Unit Plan and Case Study

 

(1) Shape the Critical Questions.  (2) Map the Critical Content (3) Complete Unit Organizer

 

M - Feb 11

Instructional Strategies

Chapter 10

Watch 1 video (p. 276) & NO QUESTIONS NEED TO BE SUBMITTED

IRIS RTI Module Part 1

Interactive Quiz 10 and

Making Connections – Q 4OR 5

RTI: (Part 1) AN OVERVIEW

 

 

Teacher candidates will complete the IRIS on-line modules and submit answers to the assessment questions at the end of the Assessment section of the module  To begin each module access http://iris.peabody.vanderbilt.edu/, click on resources, in the topics column click on RTI.  Then click on RTI (PART 1) AN OVERVIEW.  This is the 4th link under Modules.

Work through each phase of the module (from the Challenge through the Wrap up). The module is worth 15 points.

 

 

Complete IRIS Module Assessment Questions.  Submit through Learning Suite.

Turn in Unit Organizer for formative feedback.

Begin to develop Tier 2 Intervention Plan

W - Feb 13

Specific Learning Accommodations

Making Connections 10

WETSKA Part I, pg. 1-25

Continue to develop Case Study and Unit Plan. 

GUEST: Leney Edvalson

M - Feb 18

Presidents Day Holiday

T - Feb 19

Social/Behavioral Strategies

Monday Instruction

Chapter 11

 

Interactive Quiz 11 and

Making Connections – Q 1 OR 2 OR 3

IRIS Behavior Module - SOS: Helping Students Become Independent Learners

Complete IRIS Module Assessment Questions.  Submit through Learning Suite. 

Case Study

Behavior Management - SOS: HELPING STUDENTS BECOME INDEPENDENT LEARNERS

 

 

Teacher candidates will complete the IRIS on-line module and submit answers to the assessment questions near the end of the module.  To begin the module access http://iris.peabody.vanderbilt.edu/, click on resources, in the topics column click on Behavior and Classroom Management. Then click on SOS: HELPING STUDENTS BECOME INDEPENDENT LEARNERS.   This is the 3rd link under Modules.

Work through each phase of the module (from the Challenge through the Wrap up). Each module is worth 15 points.

 

 

Tier 2

Accommodation Plan

Complete case study, first draft of unit plan, and tier 2 intervention plan. Refer to posted announcement.

W - Feb 20

 

Assessment

Complete one IRIS Modules

NO CLASS

 

Making Connections 9

Making Connections 11

What Every Good Teacher Should Know (WETSKA)  Part III

Chapter 9

 

Interactive Quiz 9 and

Making Connections – Q 3 OR 6

 

IRIS Related Services Module

Complete IRIS Module Assessment Questions.  Submit through Learning Suite. 

Related Services: Common Supports for Students with Disabilities

 

"Related Services: Common Supports for Students with Disabilities."

Teacher candidates will complete the IRIS on-line modules and submit answers to the assessment questions listed in the Assessment section of the module.  To begin each module access http://iris.peabody.vanderbilt.edu/, click on resources, in the topics column click on Related Services.  Then click on the specific module, "Related Services: Common Supports for Students with Disabilities."  Work through each phase of the module (from the Challenge through the Wrap up). Each module is worth 15 points.

NO CLASS

M - Feb 25

Social/Behavioral Accommodations

WETSKA Part I, pg. 25-40

Field Experience Notebook containing the following 4 components: Reflection Log, 10 Praise Notes, Visit to Resource Room Write-up, and Practicum Written Report.

Post Field Experience Reflection

Visit to the Resource Room

Schedule a visit to the school's resource room by contacting the teacher in advance.  During your visit disucss with the teacher his/her roles and responsibilities for educating students with disabilities.  Include the following in a one-page write-up:  Describe setting and teacher's background.  Describe the instructional objective for that day and/or currriculum content taught. Describe the service delivery model.  Evaluate the model.  Does it appear to be effective?  Suggested improvements to the model? 

Praise Notes

Create a praise note and present 10 praise notes to various students.  The praise note should include spaces for (a) The name of the student.  (b) Describe the specific behavior. (c) List or describe what you did to assist the student. (d) LIst and reference an accommodation that addresses the concern.  Use the practicum reflection log provided at the end of the syllabus. 

Practicum Reflection Log

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 activity you might observe for the student with whom you are working; (3) List how or what you did to assist the child with the assigned learning activity; (4) List and reference an accommodation that addresses the concern.

Practicum Written Report

Describe your moral/ethical and legal responsibilities for educating students with disabilities (consider the 6 components of IDEA).  Analyze your response to working with students with learning problems during your field exprience.  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.  Describe your perceptions of disability and analyze how the experience and knowledge you have gained have shaped your perception of disability. 

Gospel Perspective on Disabilities--note the recently posted Announcement stating is not an out of class assignment

W - Feb 27

Presentations

FINAL DAY OF CLASS

MEET IN 160 MCKB

Written Report for Final Project

Course Evaluation

In class eval

Present Final Project

M - Mar 04

M - Mar 11

Pick-up

W - Mar 13

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.