Embed Size (px)
Citation preview
The DC Special Education Co-operative And Trinity University
EDU 894S: INCLUDE DC: Special Education Tools for General Education Teachers
Course Syllabus Fall 2015 Instructors: Meagan Alderton, [email protected] Course Description: As federal mandates continue to emphasize the provision of a free and appropriate public education to students with special needs in the least restrictive environment, ALL educators must be prepared with the knowledge and tools needed to successfully educate exceptional learners. This course will emphasize a proactive approach to instructional design and planning for diverse student learners. We will use the history and evolution of special education regulation as a background for understanding why careful, purposeful, and proactive instructional design are essential components of a successfully inclusive classroom. Course Credit/Contact Hours: EDU 884S provides three (3) graduate level credits and 45 contact hours. Contact hours include time spent in class, webinars, and conducting independent projects. Course Materials: Provided by the Instructor Course Objectives: At the end of this course, students will: 1) Describe the major tenants of Special Education legislation, including concepts such as Free and Appropriate Public Education and the Least Restrictive Environment. 2) Define the various disabilities as defined by IDEA 2004 and analyze the impact of these disabilities on instruction in the general education setting. 3) Develop a reference tool that categorizes strategies, accommodations, and modifications according to their use with common learning difficulties seen in struggling learners. 4) Apply knowledge from course readings, discussions and lectures to develop a comprehensive classroom management plan that demonstrates proactive approaches to managing behavior and uses Positive Behavioral Interventions and Supports. 5) Create a unit plan, using the state standards appropriate to one’s teaching assignment, that demonstrates the ability to develop mastery objectives, create formative and summative assessments, utilize backward design, and differentiate instruction by content, process, and product. 6) Synthesize information from course lectures, readings, and other materials by participating actively in Socratic seminars.
As a result of mastering the above objectives students will gain and demonstrate understanding of the following standards established by the Council for Exceptional Children:
Initial Preparation Standard 1 Learner Development and Individual Learning Differences1 Revised Previous
Knowledge
ISCI 1 K1 ICC 2 K1 Typical and atypical human growth and development
ISCI 1 K2 ICC 2 K6 Similarities and differences among individuals with exceptionalities
ISCI 1 K3 ICC 2 K2 Educational implications of characteristics of various exceptionalities
ISCI 1 K6 ICC 3 K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptionalities, family, and schooling
ISCI 1 K7 ICC 2 K3 Characteristics and effects of the cultural and environmental milieu of the individual with exceptionalities and the family
ISCI 1 K8 ICC 2 K5 Similarities and differences of individuals with and without exceptionalities
ISCI 1 K10 ICC 3 K1 Effects an exceptional condition(s) can have on an individual’s life
ISCI 1 K11 ICC 3 K2 Impact of individuals with exceptionalities academic and social abilities, attitudes, interests, and values on instruction and career development
ISCI 1 K12 ICC 3 K5 Differing ways of learning of individuals with exceptionalities, including those from culturally diverse backgrounds and strategies for addressing these differences
ISCI 1 K15 ICC 6 K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding
IGC1 K3 IGC2 K3 Etiologies and medical aspects of conditions affecting individuals with exceptionalities
IGC1 K4 IGC2 K4 Psychological and social-emotional characteristics of individuals with exceptionalities
IGC1 K5 IGC2 K5 Common etiologies and the impact of sensory exceptionalities on learning and experience
IGC1 K8 IGC3 K2 Impact of exceptionalities on auditory and information processing skills
IGC1 K9 IGC3 K3 Impact of multiple disabilities on behavior
IGC1 K10 IGC6 K1 Impact of language development and listening comprehension on academic and non-academic learning of individuals with exceptionalities
IGC1 K12 IGC6 K3 Typical language development and how that may differ for individuals with learning exceptionalities
1 The knowledge described in this Standard is applied to skills in other Standards.
Skills
IGC1 S1 IGC3 S1 Relate levels of support to the needs of the individual
Preparation Standard 2 Learning Environments Knowledge
ISCI 2 K1 ICC 5 K1 Demands of learning environments
ISCI 2 K2 ICC 5 K2 Basic classroom management theories and strategies for individuals with exceptionalities
ISCI 2 K3 ICC 5 K3 Effective management of teaching and learning
ISCI 2 K4 ICC 5 K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptionalities
ISCI 2 K5 ICC 5 K5 Social skills needed for educational and other environments
ISCI 2 K6 ICC 5 K6 Strategies for crisis prevention and intervention
ISCI 2 K7 ICC 5 K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world
IGC2 K1 IGC 5 K1 Barriers to accessibility and acceptance of individuals with exceptionalities
IGC2 K2 IGC 5 K2 Adaptation of the physical environment to provide optimal learning opportunities for individuals with exceptionalities
IGC2 K3 IGC 5 K3 Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings
Skills
ISCI 2 S1 ICC 5 S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued
ISCI 2 S2 ICC 5 S2 Identify realistic expectations for personal and social behavior in various settings
ISCI 2 S3 ICC 5 S3 Identify supports needed for integration into various program placements
ISCI 2 S4 ICC 5 S4 Design learning environments that encourage active participation in individual and group activities
ISCI 2 S5 ICC 5 S5 Modify the learning environment to manage behaviors
ISCI 2 S6 ICC 5 S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments
ISCI 2 S7 ICC 5 S7 Establish and maintain rapport with individuals with and without exceptionalities
ISCI 2 S8 ICC 5 S8 Teach self-advocacy
ISCI 2 S9 ICC 5 S9 Create an environment that encourages self-advocacy and increased independence
ISCI 2 S10 ICC 5 S10 Use effective and varied behavior management strategies
ISCI 2 S11 ICC 5 S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptionalities
ISCI 2 S12 ICC 5 S12 Design and manage daily routines
ISCI 2 S13 ICC 5 S13 Organize, develop, and sustain learning environments that support positive intra-cultural and intercultural experiences
ISCI 2 S14 ICC 5 S14 Mediate controversial intercultural issues among individuals with exceptionalities within the learning environment in ways that enhance any culture, group, or person
ISCI 2 S16 ICC 5 S16 Use universal precautions IGC2 S2 IGC5 S2 Use and maintain assistive technologies IGC2 S4 IGC5 S4 Teach individuals with exceptionalities to give and receive
meaningful feedback from peers and adults IGC2 S5 IGC5 S5 Use skills in problem-solving and conflict resolution IGC2 S6 IGC5 S6 Establish a consistent classroom routine for individuals with
exceptionalities
Preparation Standard 3 Curricular Content Knowledge Knowledge
ISCI 3 K1 ICC 7 K1 Theories and research that form the basis of curriculum development and instructional practice
ISCI 3 K2 ICC 7 K2 Scope and sequences of general and special curricula
ISCI 3 K3 ICC 7 K3 National, state or provincial, and local curricula standards
ISCI 3 K4 ICC 7 K4 Technology for planning and managing the teaching and learning environment
Skills
Preparation Standard 4
Assessment Knowledge
ISCI 4 K1 ICC 8 K1 Basic terminology used in assessment
ISCI 4 K2 ICC 8 K2 Legal provisions and ethical principles regarding assessment of individuals
ISCI 4 K3 ICC 8 K3 Screening, prereferral, referral, and classification procedures
ISCI 4 K4 ICC 8 K4 Use and limitations of assessment instruments
ISCI 4 K5 ICC 8 K5 National, state or provincial, and local accommodations and modifications
IGC4 K1 IGC8 K1 Specialized terminology used in the assessment of individuals with exceptionalities
IGC4 K2 IGC8 K2 Laws and policies regarding referral and placement procedures for individuals with exceptionalities
IGC4 K3 IGC8 K3 Types and importance of information concerning individuals with exceptionalities available from families and public agencies
Skills
ISCI 4 S1 ICC 8 S1 Gather relevant background information ISCI 4 S4 ICC 8 S4 Develop or modify individualized assessment strategies
ISCI 4 S8 ICC 8 S8 Evaluate instruction and monitor progress of individuals with exceptionalities
IGC4 S1 IGC8 S1 Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with exceptionalities
IGC4 S3 IGC8 S3 Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with exceptionalities
Preparation Standard 5 Instructional Planning & Strategies Knowledge
ISCI 5 K2 ICC 4 K1 Evidence-based practices validated for specific characteristics of learners and settings
ISCI 5 K3 ICC 6 K4 Augmentative and assistive communication strategies
IGC5 K1 IGC4 K1 Sources of specialized materials, curricula, and resources for individuals with exceptionalities
IGC5 K2 IGC4 K2 Strategies to prepare for and take tests IGC5 K3 IGC4 K3 Advantages and limitations of instructional strategies and
practices for teaching individuals with exceptionalities IGC5 K4 IGC4 K4 Prevention and intervention strategies for individuals at-risk for a
disability IGC5 K6 IGC4 K6 Methods for increasing accuracy and proficiency in math
calculations and applications IGC5 K7 IGC4 K7 Methods for guiding individuals in identifying and organizing
critical content IGC5 K8 IGC7 K1 Integrate academic instruction and behavior management for
individuals and groups with exceptionalities IGC5 K10 IGC7 K3 Interventions and services for individuals who may be at risk for
exceptionalities IGC5 K11 IGC7 K4 Relationships among exceptionalities and reading instruction
ISCI 5 S3 ICC 7 S4 Use functional assessments to develop intervention plans
ISCI 5 S6 ICC 7 S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences
ISCI 5 S7 ICC 7 S9 Incorporate and implement instructional and assistive technology into the educational program
ISCI 5 S8 ICC 7 S10 Prepare lesson plans
ISCI 5 S9 ICC 7 S11 Prepare and organize materials to implement daily lesson plans
ISCI 5 S10 ICC 7 S12 Use instructional time effectively
Skills
ISCI 5 S11 ICC 7 S13 Make responsive adjustments to instruction based on continual observations
ISCI 5 S14 ICC 4 S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs
ISCI 5 S15 ICC 4 S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptionalities
ISCI 5 S17 ICC 4 S5 Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem
ISCI 5 S21 ICC 7 S15 Modify instructional practices in response to ongoing assessment data
IGC5 S1 IGC4 S1 Use research-supported methods for academic and nonacademic instruction of individuals with exceptionalities
IGC5 S2 IGC4 S2 Use strategies from multiple theoretical approaches for individuals with exceptionalities
IGC5 S4 IGC4 S4 Use reading methods appropriate to individuals with exceptionalities
IGC5 S5 IGC4 S5 Use methods to teach mathematics appropriate to the individuals with exceptionalities
IGC5 S6 IGC4 S6 Modify pace of instruction and provide organizational cues IGC5 S7 IGC4 S7 Use appropriate adaptations and technology for all individuals
with exceptionalities IGC5 S9 IGC4 S9 Use a variety of nonaversive techniques to control targeted
behavior and maintain attention of individuals with exceptionalities
IGC5 S11 IGC4 S11 Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval
IGC5 S13 IGC4 S13 Identify and teach essential concepts, vocabulary, and content across the general curriculum
IGC5 S15 IGC4 S15 Teach strategies for organizing and composing written products IGC5 S17 IGC6 S1 Enhance vocabulary development IGC5 S20 IGC6 S4 Teach methods and strategies for producing legible documents IGC5 S22 IGC7 S1 Plan and implement individualized reinforcement systems and
environmental modifications at levels equal to the intensity of the behavior
IGC5 S23 IGC7 S2 Select and use specialized instructional strategies appropriate to the abilities and needs of the individual
IGC5 S24 IGC7 S3 Plan and implement age and ability appropriate instruction for individuals with exceptionalities
IGC5 S27 IGC7 S6 Design and implement instructional programs that address independent living and career education for individuals
Preparation Standard 6 Professional Learning & Ethical Practice Knowledge
ISCI 6 K1 ICC 1 K1 Models, theories, philosophies, and research methods that form the basis for special education practice
ISCI 6 K2 ICC 1 K2 Laws, policies, and ethical principles regarding behavior management planning and implementation
ISCI 6 K3 ICC 1 K3 Relationship of special education to the organization and function of educational agencies
ISCI 6 K4 ICC 1 K4 Rights and responsibilities of individuals with exceptionalities, parents, teachers, and other professionals, and schools related to exceptionalities
ISCI 6 K5 ICC 1 K5 Issues in definition and identification of individuals with exceptionalities, including those from culturally and linguistically diverse backgrounds
ISCI 6 K6 ICC 1 K6 Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services
ISCI 6 K7 ICC 1 K7 Family systems and the role of families in the educational process
ISCI 6 K9 ICC 1 K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them
ISCI 6 K11 ICC 9 K1 Personal cultural biases and differences that affect one’s teaching
ISCI 6 K12 ICC 9 K2 Importance of the teacher serving as a model for individuals with exceptionalities
ISCI 6 K13 ICC 9 K3 Continuum of lifelong professional development IGC6 K1 IGC1 K1 Definitions and issues related to the identification of individuals
with exceptionalities IGC6 K2 IGC1 K2 Models and theories of deviance and behavior problems IGC6 K3 IGC1 K3 Historical foundations, classic studies, major contributors, major
legislation, and current issues related to knowledge and practice. IGC6 K5 IGC1 K5 Continuum of placement and services available for individuals
with exceptionalities IGC6 K7 IGC1 K7 Factors that influence the over-representation of
culturally/linguistically diverse individuals with exceptionalities in programs for individuals with exceptionalities
IGC6 K8 IGC1 K8 Principles of normalization and concept of least restrictive environment
Skills
ISCI 6 S1 ICC 9 S1 Practice within the CEC Code of Ethics and other standards of the profession
ISCI 6 S2 ICC 9 S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional
ISCI 6 S3 ICC 9 S3 Act ethically in advocating for appropriate services
ISCI 6 S4 ICC 9 S4 Conduct professional activities in compliance with applicable laws and policies
ISCI 6 S5 ICC 9 S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptionalities
ISCI 6 S7 ICC 9 S7 Practice within one’s skill limits and obtain assistance as needed
ISCI 6 S8 ICC 9 S8 Use verbal, nonverbal, and written language effectively
ISCI 6 S9 ICC 9 S9 Conduct self-evaluation of instruction
ISCI 6 S11 ICC 9 S11 Reflect on one’s practice to improve instruction and guide professional growth
ISCI 6 S12 ICC 9 S12 Engage in professional activities that benefit individuals with exceptionalities, their families, and one’s colleagues
ISCI 6 S13 ICC 9 S13 Demonstrate commitment to engage in evidence-based practices ISCI 6 S14 ICC 1 S1 Articulate personal philosophy of special education IGC6 S1 IGC9 S1 Participate in the activities of professional organizations relevant
to individuals with exceptionalities IGC6 S2 IGC9 S2 Ethical responsibility to advocate for appropriate services for
individuals with exceptionalities
Preparation Standard 7 Collaboration Knowledge
ISCI 7 K1 ICC 10 K1 Models and strategies of consultation and collaboration
ISCI 7 K2 ICC 10 K2 Roles of individuals with exceptionalities, families, and school and community personnel in planning of an individualized program
ISCI 7 K3 ICC 10 K3 Concerns of families of individuals with exceptionalities and strategies to help address these concerns
IGC7 K4 IGC10 K4 Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning exceptionalities
Skills
ISCI 7 S1 ICC 10 S1 Maintain confidential communication about individuals with exceptionalities
ISCI 7 S2 ICC 10 S2 Collaborate with families and others in assessment of individuals with exceptionalities
ISCI 7 S3 ICC 10 S3 Foster respectful and beneficial relationships between families and professionals
ISCI 7 S6 ICC 10 S6 Collaborate with school personnel and community members in integrating individuals with exceptionalities into various settings
Participation Requirements: This course will include a combination of in-class lectures and seminars, web-based learning in the form of webinars and online discussion, and independent projects. Students are expected to attend all scheduled class meetings and webinars and participate in online discussions. Absences will negatively affect the student’s final grade. In case of medical illness or unexpected emergency, please contact the instructor as soon as possible to inform them of the situation, and to make necessary arrangements for making up lost time/work. Course Assignments and Values: Course Assignment descriptions and Values:
1. Pre-Test
Students will be required to take a written pretest that assesses their current skills and knowledge on the course objectives. The format of the assessment includes: multiple choice, fill in the blank, short, and long answer responses. Point Value: 0 2. Statement of Personal Philosophy Students will write a one page statement of philosophy about the role of special education in the general education classroom. What is special education? What does special education mean to you? Think about how special education should look in any school or classroom. Within your philosophy, develop a mission statement that describes what Special Education will look like in your classroom. This assignment should be no more than one page in length.
Point Value: 5 points (A rubric is provided for this assignment) 3. Small Group Case Study Presentations: Synthesis on Impact of a Specific Disabilities on
Instruction and Behavior Management (in class project)
Students will be divided into small groups and given specific case studies that describe common instructional and behavioral challenges manifested by struggling learners in the general education classroom. Participants are required to use the resources and information provided in class along with some independent research to develop a 5-7 minute presentation that: 1. Provides a brief explanation as to the specific academic and behavioral challenges the student is facing according to the case study. 2. Shares 3 possible instructional accommodations that might support the student’s access to the general education curriculum (or in the case of early childhood, access to appropriate activities). 3. Shares 3 possible behavioral accommodations that might support the student in the general education classroom. 4. Explains what disabilities they believe the student MIGHT be experiencing based on the instructional and behavioral challenges encountered in the case study. This is an in class assignment, therefore all work will be done in class. Please bring a laptop computer or similar device for this day if you wish to prepare a power point presentation or conduct online research. Otherwise, poster board and other materials will be provided for your use. Point Value: 10 points (a rubric is provided for this assignment) 4. Accommodations and Modifications Quick Reference Tool
The task for this assignment will be to create a visual tool, flip chart, or organizer that functions as a quick reference tool that you will be able to use in your classroom. The chart should be designed to
provide a list of possible accommodations and modifications for the following common learning challenges: 1. Reading Decoding/ Reading Fluency 2. Reading Comprehension (literal/inferential) 3. Math Computation 4. Math Application 5. Inattention/Task Completion 6. Executive Functioning (Organizing information and materials/Controlling Impulses) 7. Following Directions 8. Written Expression 9. Synthesis and Application of Basic Skills 10. Retention of Information
This is a long term assignment. Though information provided during seminars and readings will be useful in completing the assignment, the task will require participants to do independent research to facilitate completion. Participants are encouraged to be as creative and innovative with this assignment as possible. The goal is to develop a tool that will be easily accessible and highly useful for one’s self and any interested professional peers. Point Value: 30 points. (A rubric is provided for this assignment) 5. Classroom Management Plan
You will be required to design a one page classroom management plan that demonstrates the use of Positive Behavioral Interventions and Supports in order to proactively manage disruptive behaviors in the classroom, often associated with learning challenge and difficulties. It is important to note that this plan should align directly with school policies and procedures and should not conflict with school or district-wide rules. This assignment should be no more than one page in length. Point Value: 10 points (a checklist is provided for this assignment)
Unit Plan
Participants will be required to turn in an upcoming teaching unit in the form of a Unit Plan. Participants will be provided with a template for completing this plan (or they may use and existing design that is currently required for use in their current teaching assignment). Narrative format is not required. The unit must demonstrate a clear understanding of and ability to do and use the following:
1. Mastery Objectives 2. Backward Design 3. Formative and Summative Assessment 4. Differentiate Instruction by product, process, and content. 5. Integrate accommodations for struggling learners into lessons planning. 6. Collaborate and Plan with appropriate special education professionals
Point Value: 30 points (A rubric is provided for this assignments) 6. Socratic Seminars and Quizzes
There will be Socratic seminars throughout the duration of the course. Students will be provided with short readings and must be prepared to participate in seminars during the following session. Following each webinar session, students will be asked to complete a brief online quiz or response. Value: 5 points (A rubric is provided for this assignment)
7. Post Test
Students will revisit the pre-test completed at the beginning of the course. This test will act as a summative assessment to gauge participant progress and learning. The format will be the exact same as the pre-test and will include the exact same multiple choice, fill in the blank, and short answer questions. Point Value: 10
Course Assignment Rubrics
Statement of Personal Philosophy Rubric 1 .5 0
There is a clear and thorough definition of Special Education in the Statement that demonstrates a strong understanding of what Special Education is.
There us a definition of special education in the statement, but it does not convey an appropriate understanding of what special education is.
There is no statement as describing what special education is.
There is a clear a thorough explanation as to what special education means to the writer, delineating one’s own interpretation of special education as practice.
The writer is vague in developing a statement that delineates a personal interpretation of special education as practice and what special education means to them.
The writer does not provide a personal interpretation as to what special education means to them.
The writer has clearly and thoroughly explained what they believe special education should look like in any classroom.
The writer has provided a vague explanation as to what special education should look like in any one classroom.
The writer does not provide and explanation as to what special education should look like in any one classroom.
The writer has developed a clear mission statement that functions as a guide for special education practice in their own classroom
The writer has explained the classroom mission, but has not fully developed it in the format of a mission statement.
The writer has failed to explain or develop a mission that provides guidance for the implementation of special education in their classroom.
The paper is presented in a professional manner and demonstrates appropriate usage of correct grammar, spelling, punctuation, sentence structure, font usage (maximum 12 font) and spacing (maximum double spaced)
The paper is presented in somewhat of a professional manner with minimal usage of incorrect grammar, spelling, punctuation and sentence structure. Font size and spacing are appropriate.
The paper is presented in an unprofessional manner and demonstrates an excess of incorrect grammar, spelling, punctuation, and sentence structure. Font size and spacing exceed 12 font, and/or double spacing.
Small Group Case Study Presentations: Synthesis on Impact of Specific Disabilities on Instruction and Behavior Management Rubric
2 1 0
Provides a brief explanation as to the specific academic and behavioral challenges the student is facing according to the case study.
Provides a brief explanation as to the specific academic and behavioral challenges the student is facing according to the case study, however some important details are missing.
Provides no explanation as to the specific academic and behavioral challenges the student is facing according to the case study.
Shares 3 possible instructional accommodations that might support a student’s access to the general education curriculum
Shares 2 possible instructional accommodation that might support a student’s access to the general education curriculum
Shares 1 or no possible instructional accommodation that might support a student’s access to the general education curriculum
Shares 3 possible Behavioral accommodations that might support the student in the general education classroom
Shares 2 possible behavioral accommodation that might support the student in the general education classroom
Shares 1 or no possible Behavioral accommodation that might support the student in the general education classroom
Provides a thoroughly informed explanation as to what disabilities it is believed the student MIGHT be experiencing based on the instructional and behavioral challenges encountered in the case study.
Provides an explanation as to what disabilities it is believed the student MIGHT be experiencing based on the instructional behavioral and challenges encountered in the case study, however the explanation presents with some misinformation.
Provides no explanation as to what disabilities it is believed the student MIGHT be experiencing based on the instructional behavioral and challenges encountered in the case study.
The material is presented in a professional manner and demonstrates appropriate usage of correct grammar, spelling, punctuation, sentence structure.
The material is presented in somewhat of a professional manner with minimal usage of incorrect grammar, spelling, punctuation and sentence structure.
The material is presented in an unprofessional manner and demonstrates an excess of incorrect grammar, spelling, punctuation, and sentence structure.
Accommodations and Modifications Quick Tool Rubric
Section 3-Accommodations and Modifications are fully appropriate for the particular learning challenge. It is presented in a user friendly manner and demonstrates an understanding of UDL principles.
2 Accommodations and Modifications are somewhat appropriate for the particular learning challenge. It is presented in a user friendly manner and demonstrates partial understanding of UDL principles.
1 Accommodations and Modifications are not appropriate for the particular learning challenge. The tool is not user friendly and fails to demonstrate a solid understanding of UDL principles.
Reading Decoding and Fluency
Reading Comprehension (Literal and Inferential)
Math Computation Math Application Inattention/Task Completion
Executive Functioning (Organizing Information and Materials and Controlling Impulses)
Following Directions Written Expression Synthesis and Application of Basic Skills
Retention of Information
It is expected that information be presented in a professional manner using appropriate spacing (no more than double spaced), font size (maximum 12 font), correct spelling, grammar, punctuation, and sentence structure. The course instructor mat exercise the right to deduct point based on over all presentation of the project. Student Name: _________________________________________ Total Points Earned: _____________________________________ Percentage Equivalent: ___________________________________
Unit Plan Rubric
3 2 1 The unit demonstrates the effective use of essential questions to frame the unit, engage learners and foster critical thinking skills for all students.
The unit uses essential questions to frame student learning, however the questions are not developed appropriately as to foster complex student thinking and responses.
The unit does not frame the lesson with relevant essential questions/or questions are developed in a format prone to yielding simplistic responses such as “yes” and “no”.
The unit uses mastery objectives that delineate specific blooms appropriate actionable and observable skills and expected student outcomes. The objectives are also written in a way that makes transparent, the forms of assessment, activity, other product that will be used to gage student mastery of said skills.
The unit uses mastery objectives that delineate specific blooms appropriate actionable and observable skills and expected student outcomes. The assessment, activity, or other product used to the gage mastery of said skills is not evident in the body or language of the objectives.
The unit objectives are not in mastery format/or use thinking words such as “understand”, “know”, or “read” or similar terms which are not measureable, and thus fail in the ability to properly measure mastery of instructional standards.
The unit effectively uses backward design. Assessment includes at least one performance based activity that acts as a summative measure of overall student learning. Assessment is developed prior to the lessons and as such demonstrates a tight alignment with the objectives and instructional activities to be implemented in the unit.
The unit uses backward design, however performance based assessment is not used as a summative measure of overall student learning. Assessment is developed prior to the lesson and is tightly aligned to the objectives and instructional activities to be implemented in the unit.
The unit does not effectively use backward design for planning. The objectives and instructional activities are not aligned with the assessments. There is no evidence of a performance based summative assessment used to measure student mastery of unit objectives.
The unit demonstrates a clear understanding on the appropriate use of both formative and summative assessment in the teaching and learning process.
The unit demonstrates some understanding of using both formative and summative assessment in the teaching and learning process.
The unit does not demonstrate a clear understanding of the appropriate use of both formative and summative assessment in the teaching and learning process.
There is strong evidence of differentiation opportunities provided for students by content, process, and product.
There is evidence of differentiation opportunities provided for students in at least two of the three domains: content, process, and product.
There is little or no evidence of differentiation opportunities provided to students in either content, process, or product.
There is strong evidence of the provision of effective and well thought out accommodations and modifications that are to be provided for struggling learners.
There is some evidence of the provision of accommodation and modifications to be provided for struggling learners, however selected accommodations and modifications are not necessarily well thought out/or are more generic in choice: Ex: Extended Time
There is no evidence of the provision of accommodations and modifications to be provided for struggling learners.
There is strong evidence of collaboration and planning with special education, related service, or similar professionals.
There is some evidence of collaboration and planning with special education, related service, or similar professionals.
There is no evidence of collaboration and planning with special education, related service, or similar professionals.
Clearly uses all three UDL principals as a guide f or planning to meet the diverse student needs and preferences, as evidenced in the lesson activities and assessments.
There is evidence of the use of only 1 or 2 of the UDL principles used as a guide for
planning as evidenced in lesson activities and assessments.
There is no evidence of the use of UDL principles used in the unit, as evidenced through lesson activities and assessments.
Uses the UBD Template provided by the course instructor.
Only uses a portion of the UBD Template provided by the course instructor.
The Unit does not use the UBD Template provided by the course instructor.
The Unit is presented in a professional manner and demonstrates appropriate usage of correct grammar, spelling, punctuation, sentence structure, font usage (maximum 12 font) and spacing (maximum double spaced)
The Unit is presented in somewhat of a professional manner with minimal usage of incorrect grammar, spelling, punctuation and sentence structure. Font size and spacing are appropriate.
The Unit is presented in an unprofessional manner and demonstrates an excess of incorrect grammar, spelling, punctuation, and sentence structure. Font size and spacing exceed 12 font, and/or double spacing.
Student Name:_______________________________________________ Total Points earned:___________________________________________ Percentage Equivilant:_________________________________________
Classroom Management Plan Checklist
For this assignment you are developing a Classroom Management Plan for your own classroom or a classroom in your building. You will earn a possible 2 points per component. A successfully completed plan will include the following: _________ A clear statement of philosophy about the classroom climate you intend to create. ________ 3-5 positively stated behavioral expectations. ________ Clearly identified gradual and sequential responses to non-compliant behaviors (a max of 5 steps). ________ At least two instructional activities you will use to teach the needed knowledge and skills related to the classroom expectations. ________ Professional Presentation and use correct grammar, spelling, punctuation, font and spacing.
Socratic Seminar Participation Evaluation Rubric Participation is Outstanding
3
¾ Participant offers enough solid analysis, without prompting, to
move the conversation forward ¾ Participant, through his/her comments, demonstrates a deep
knowledge of the text and the question ¾ Participant has come to the seminar prepared, with notes and a
marked/annotated text ¾ Participant, through his/her comments, shows that he/she is
actively listening to other participants ¾ She/he offers clarification and/or follow-up that extends the
conversation ¾ Participant's remarks often refer to specific parts of the text
Participation is very good
2
¾ Participant offers solid analysis without prompting ¾ Through his/her comments, participant demonstrates a good
knowledge of the text and the question ¾ Participant has come to the seminar prepared with notes and/or a
marked/annotated text ¾ Participant shows that he/she is actively listening to others. She/he
offers clarification and/or follow-up
Participation is satisfactory
1
¾ Participant offers some analysis, but needs prompting from the
seminar leader and/or others ¾ Through his/her comments, participant demonstrates a general
knowledge of the text and the question ¾ Participant is less prepared, with few notes and no
marked/annotated text ¾ Participant is actively listening to others, but does not offer
clarification and/or follow-up to others' comments ¾ Participant relies more upon his/her opinion, and less on the text to
drive his/her comments
Participation is not satisfactory
0
¾ Participant offers little commentary ¾ Participant comes to the seminar ill-prepared with little
understanding of the text and question ¾ Participant does not listen to others, offers no commentary to
further the discussion
Course Schedule and Topics: Date Location Topic Assignment Due Aug 21 Seminar 1 (Half
Day) Intro, special education law
August 25 Seminar 2 and 3 (Full Day
Components and Structure of the IEP. Disabilities, Case Study Projects/ Presentations
Statement of Philosophy due In Class Presentations due Bring Laptop to class
Sept 10 Seminar 4 Using knowledge of Students with disabilities to modify instructional practices.
Sept 17 Webinar Introduction to Universal Design for Learning
Quiz
Sept 24 Seminar The Principles of Universal Design for Learning and Mapping a route to Success for ALL
Socratic Seminar, be prepared with assigned reading and participation rubric.
Oct 1 Webinar Using UDL to Plan Instruction
Quiz
Oct 8 Seminar UDL Planning Work block Online Quiz/Interest Inventory Surveys Completed by Students. Bring Copy of Appropriate Class Standards
Oct 15 Webinar Developing and Using Mastery Objectives for Effective Teaching and Learning
Quiz
Oct 22 Seminar Reading in the Content Areas: Before, During, and After Reading (and 60 Student Centered-Teaching Strategies)
Accommodations and Modifications Quick Tool Due
Oct 29 Webinar Writing in the Content Areas Quiz
Nov 6 Seminar
Effective Use of Formative and Summative Assessment: 50 Formative Assessment Strategies
Nov 12 Webinar
Using the Universal Backward Design Template: Unit Planning
Quiz
Nov 19 Seminar The Behavior Crisis: Pro-Action- vs. Reaction and PBIS
Unit Plan due
Dec 3rd Seminar Planning with Assistive Technology: Module and Petting Zoo
Assigned Readings for Socratic Seminar Classroom Management Plan due
Grading: The final grade will be based on points earned for assignments and class participation. Specific grading rubrics for each assignment will be provided to students. In order to achieve a passing grade, participants are expected to complete all assignments on time and to be an active participant in all activities of the class. The specific grading scale is as follows:
Grading Scale Assignment Point Values A 95 – 100 total points A- 90 – 94 total points B+ 87 – 89 total points B 84 – 86 total points B- 80 – 83 total points C+ 77 – 79 total points C 75 – 76 total points F 74 points and below
Statement of Philosophy – 5 Group Presentation – 15 Accommodations/Modification Reference Tool – 30 Classroom Management Plan – 10 Unit Plan – 30 Seminars/Quizzes – 10
EXPECTATIONS AND POLICIES
1. Attendance and Participation in all activities is mandatory. 2. Please turn your cell phone off or on silent mode while in class 3. All assignments must be submitted on time. It is your responsibility to ensure that instructor
receives all your work. 4. There will be no opportunity to make up for missing class/ work or tests unless agreed upon by
the instructor.
Accommodations for students with disabilities: Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs.
