CPSE 490 - Capstone Sem: Ind w/Disab

Winter 2013

Section 001: 160 MCKB on M from 5:00 pm - 6:50 pm

Name: Katie Steed

Office Phone: 801-422-1408

Office Location: 237 C MCKB

Email: katie_steed@byu.edu

Course Information

Description

Words of advice from Dr. Burrell:

         You must understand that . . .

1.      Nothing in your life has prepared you for this!

2.      You’re going to have quick failures!

3.      Failure is only feedback!

4.      You will have to re-define success!

A seminar class that coincides with student teaching and internship experiences.

CPSE 490 is a companion course to your student teaching and intern experience.  The Student Teaching/Intern Handbook outlines the goals and objectives for the student teaching/intern courses (CPSE 487R or 496R).

Words of advice from Dr. Burrell:

         You must understand that . . .

1.      Nothing in your life has prepared you for this!

2.      You’re going to have quick failures!

3.      Failure is only feedback!

4.      You will have to re-define success!

A seminar class that coincides with student teaching and internship experiences.

CPSE 490 is a companion course to your student teaching and intern experience.  The Student Teaching/Intern Handbook outlines the goals and objectives for the student teaching/intern courses (CPSE 487R or 496R).

 

Prerequisite

Completion of special education program.

Learning Outcomes

Basis for Special Education practice

Models, theories, and philosophies that form the basis for special education practice.

Rights and responsibilities

Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs.

Teacher attitudes and behaviors

Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. Social skills needed for educational and other environments.

Standards

National, state or provincial, and local curricula standards. As well as organizations to support individuals with special needs.

Materials for daily instruction

Prepare and organize materials to implement daily instruction.

Specialized materials

Develop or modify specialized materials for individuals with disabilities.

Learning environment

Create a safe, equitable, positive, and supportive learning environment in which diversities are valued.

Continuum of lifelong professional development

Continuum of lifelong professional development.

Grading Scale

Grade

Percent

A

96% to 100%

A-

90% to 95%

B+

88% to 89%

B

86% to 87%

B-

80% to 85%

C+

78% to 79%

C

76% to 77%

C-

70% to 75%

D+

68% to 69%

D

66% to 67%

D-

60% to 65%

E

0% to 59%

Grading Policy

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 will reflect both effort and achievement.  There will be no extra credit offered in this class.

Participation Policy

Course Expectations:

·       Adhere to the BYU Honor Code on and off campus.

·       Attend all class sessions

·       Actively participate in all learning activities and discussions

·       Be prepared for each class by completing the assigned readings from texts an handouts

·       Be professional in typed written assignments: proof-read prior to submission. Reports should be free of spelling, grammatical, and typographical errors.

·       Hand in all assignments on time

·       Additional objectives for this course:

·       Participation in class discussion

·       Email weekly reflection journals

·       Consider legal issues, share concerns and ideas, and ask a question

·       Consider math curriculum and instruction, share ideas, and ask a question

·       Read articles from professional publications relevant to the needs of special educators and students with disabilities

Attendance Policy

Absence and Tardies affect your class participation points---One point is possible if you are actively participating during class, one point for arriving on time, one point for completing all of the assigned readings BEFORE class and one point for staying until the end of class (no partial points will be awarded).  Assignments are to be handed in at the beginning of class on the due date designated by the instructor (this applies in case of absences as well).  Assignments will be lowered 10% for each day late.  No assignments will be accepted after the last day of class.

Classroom Procedures

Please turn off all cell phones and beepers during class time. Make sure I have your email address.  Special announcements regarding this class will be sent via email to you and you will be responsible for their content!

Assignment Descriptions

Participation

Due: Monday, Feb 25 at 5:00 pm

The material and discussions that we have in class will impact your ability to succeed in your student teaching/intern placement.  Therefore, participation during CPSE 490 is critical.  During each class you will participate in a large or small group discussion.  In each session you will rate yourself on your preparation (readings), participation and attendance (including staying for the full duration of class and coming on time) using a scale of 1 to 12.  If you are absent you will lose the participation points for that class period.

Weekly Reflections

Due: Thursdays by 11:59pm

At the conclusion of each teaching week I want to know how you are doing. This will be accomplished through a weekly email you will send to me (Katie_Steed@byu.edu) that will be conducted as a reflection journal on what you have learned, questions you may have, comments on the readings, methods you want to implement and so forth.  This is not a journal about your personal life.  You are required to submit your journals to me via email by each Thursday at midnight.  Each reflection is worth 10 points, and they should be between a paragraph to one page. Your reflection should include: 1) A reflection on the class topics 2) A reflection on your teaching experience and 3) One other personal insight. 

Rubric for CPSE 490 Reflection Journals

Task

Points Earned

Points Possible

A reflection on the class topic for that week

 

2

A reflection on your teaching

 

2

At least one other personal insight dealing with the course and/or student teaching

 

4

Reflection is well written with no errors/strong insight is evident

 

2

TOTAL

 

10

 

Questions from Student Teaching Handbook

Due: Tuesday, Feb 19 at 12:00 am

Math, Collaboration, and Inclusion Sessions: You will submit a question or concern to assist in our classroom discussions on these days.  The question/concern needs to be typed and your name needs to be included.  Each question is worth 5 points.  These need to be handed in at the beginning of class and NOT emailed. 

Task

Points Earned

Points Possible

Question is typed

 

2

Question is well written with obvious reflection and is free of grammatical errors

 

2 ½

Name is included

 

½

TOTAL

 

5

Reflection of Article Readings

You will read 2 journal articles to be given to you at later dates.  In order to receive full points I must see heavy evidence on these articles that you read and applied them to your teaching setting.  Each reflection is worth 10 points.

Personal IEP and Final Project

Due: Monday, Feb 25 at 12:00 am

 You will write an IEP on yourself in the areas of academic, physical, and spiritual. The goals must be met within the semester for you to receive full credit. Up to 9 points will be allotted for each successful week. 

 

Working with members with DIsabilties in The Church

Due: Monday, Feb 04 at 12:00 am

Please 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

 

 

 

 

 

Point Breakdown

Assignments

Percent of Grade

Grade

100%

Participation

30.32%

Weekly Reflection 1

3.61%

Weekly Reflection 2

3.61%

Weekly Reflection 3

3.61%

Weekly Reflection 4

3.61%

Weekly Reflection 5

3.61%

Weekly Reflection 6

3.61%

Weekly Reflection 7

3.61%

Questions from Student Teaching Handbook

1.81%

Questions from Student Teaching Handbook

1.81%

Questions from Student Teaching Handbook

1.81%

Reflection of Article Reading: 1

3.61%

Reflection of Article Reading: 2

3.61%

Personal IEP and Final Project

22.74%

Collaboration Question

1.81%

Math Question

1.81%

Handbook Question

1.81%

Working with members with DIsabilties in The Church

3.61%

Assignments

0%

Assignments

0%

Schedule

Date

Column Title

Column Title

M - Jan 07

IEP's and Getting Started

 

M - Jan 14

Mock IEP's: The process and the people

Collaboration with administration and general ed: Langford and Steed

Questions from Student Teaching Handbook

Math, Collaboration, and Inclusion Sessions: You will submit a question or concern to assist in our classroom discussions on these days.  The question/concern needs to be typed and your name needs to be included.  Each question is worth 5 points.  These need to be handed in at the beginning of class and NOT emailed. 

M - Jan 21

Martin Luther King Jr. Holiday

M - Jan 28

Understanding The Comon Core

Working with paras

Working with members with disabilities Phillips

 

Math Question

Math question

Reflection of Article Reading: 1

You will read 2 journal articles to be given to you at later dates.  In order to receive full points I must see heavy evidence on these articles that you read and applied them to your teaching setting.  Each reflection is worth 10 points.

M - Feb 04

Classroom set-up and scheduling Adamson & Lewis

Questions from Student Teaching Handbook

Math, Collaboration, and Inclusion Sessions: You will submit a question or concern to assist in our classroom discussions on these days.  The question/concern needs to be typed and your name needs to be included.  Each question is worth 5 points.  These need to be handed in at the beginning of class and NOT emailed. 

Working with members with DIsabilties in The Church

Please 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

 

 

 

 

 

M - Feb 11

Parental Persepctives Smith

Math Curriculum

Reflection of Article Reading: 2

You will read 2 journal articles to be given to you at later dates.  In order to receive full points I must see heavy evidence on these articles that you read and applied them to your teaching setting.  Each reflection is worth 10 points.

M - Feb 18

Presidents Day Holiday

T - Feb 19

Abuse Johnson

DIBELS

Data based instruction: please bring a form of data collection to share

Monday Instruction

Questions from Student Teaching Handbook

Math, Collaboration, and Inclusion Sessions: You will submit a question or concern to assist in our classroom discussions on these days.  The question/concern needs to be typed and your name needs to be included.  Each question is worth 5 points.  These need to be handed in at the beginning of class and NOT emailed. 

Handbook Question

Inlcusion question

M - Feb 25

IEP

Inclusion

Participation

The material and discussions that we have in class will impact your ability to succeed in your student teaching/intern placement.  Therefore, participation during CPSE 490 is critical.  During each class you will participate in a large or small group discussion.  In each session you will rate yourself on your preparation (readings), participation and attendance (including staying for the full duration of class and coming on time) using a scale of 1 to 12.  If you are absent you will lose the participation points for that class period.

Personal IEP and Final Project

 You will write an IEP on yourself in the areas of academic, physical, and spiritual. The goals must be met within the semester for you to receive full credit. Up to 9 points will be allotted for each successful week.