Web viewTeaching Exceptional Learners. EDU 582-01. Fall 2013. Webb-212. Thursdays 7:00 PM-9:45 PM. Dr. Kristy LaPorte. 146 Webb Hall. Email: laportekr@easternct

Teaching Exceptional LearnersEDU 582-01

Fall 2013Webb-212

Thursdays 7:00 PM-9:45 PM

Dr. Kristy LaPorte146 Webb HallEmail: [email protected]

Course Description:

Exploration of approaches to teaching students with exceptionalities will be presented. Strategies for meeting the diverse needs of students in general education will be demonstrated and explored.

Books for this Course:

Yell, M.L. (2012). The law and special education. Upper Saddle River, NJ: Pearson Education.

Additional Readings will be required.

Recommended Resources (on line):

Connecticut State Department of Education. (2013). PPT Process and IEP Forms. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=322680

Connecticut State Department of Education. (2013). Bureau of Special Education (BSE) Resources.

Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730

Recommended Resources:

Ainsworth, L. & Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press.

Akihito K., Nese, J.F.T, Patarapichayatham, C., & Lai, C. (2013). Modeling nonlinear growth with three data points: Illustration with benchmarking data. Assessment for Effective Intervention, 38(2), 105-116.

http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730

http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=322680

mailto:[email protected]

Anderson, W., Chitwood, S. & Hayden, D. (1997). Negotiating the special education maze: A guide for parents and teachers. Bethesda, MD: Woodbine House.

Bateman, B. & Herr, C. (2003). Writing measurable IEP goals and objectives. Verona, WI: Attainment Publication

Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading.

Alexandria, VA: Association for Curriculum Development.

Calkins, L., Ehrenworth, M. & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.

Dean, C., Hubbell, E., Pitler, H. & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Curriculum Development.

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree.

Dweck, C. (2006). Mindset: The new psychology of success. NY: Random House.

Garner, B. (2007). Getting to got it! Alexandria, VA: Association for Curriculum Development.

Hill, D. R., King, S. A., Lemons, C., & Partanen, J.N. (2012). Fidelity of implementation and instructional alignment in response to intervention research. Learning Disabilities Research & Practice, 27(3), 11-124.

Hill, J. & Flynn, K. (2006). Classroom instruction that works with english language learners. Alexandria, VA: Association for Curriculum Development.

Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Pembroke Publishers.

Jackson, R. (2009). Never work harder than your students & other principles of great teaching. Alexandria, VA: Association for Curriculum Development.

Kunkel, S. (2012). Advancing co-teaching Practices: Strategies for success. Cromwell, CT: Kunkel Consulting Services.

Schmoker, M. (2006). Results Now: Howe we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Curriculum Development.

Sciutto, M., Richwine, S., Mentrikoski, J., & Niedzwiecki. (2012). A qualitative analysis of the school experience of students with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 27(3), 177-188.

Strayer, S & Strayer, S. (2007). Strategies for differentiating in the content areas. NYC: Scholastic.

Strickland, C. (2009). Professional development for differentiating instruction. Alexandria, VA: Association for Curriculum Development.

Sweeney, W. (1998). The special-needs reading list. Bethesda, MD: Woodbine House.

Taylor, N.E., Wall, S.M. Liebow, H. Sabatino, C., Timberlake, E.M., & Farber, M. (2005). Mother and soldier: Raising a child with a disability in a low-income military family. Exceptional Children, 72(1), 83-99.

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Danvers, MA: Association for Curriculum Development

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. Alexandria, VA: Association for Curriculum Development.

Wormeli, R. (2006). Fair isn’t always equal: Assessing & grading in the differentiated classroom. Portland, ME: Stenhouse.

Disability Statement: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at (860) 465-0189. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that accommodations are not retroactive, and that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.

Academic Services Center: Students are encouraged to use the support offered by the Academic Services Center (ASC) located on the ground floor of the Library. Advising Services and tutoring in math, writing, and other subjects, including supplementary instruction, are available. The ASC also offers assistance in study techniques, time management and understanding learning styles. Fall 2013 hours: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4310 or check the ASC website at http://www.easternct.edu/asc/.

Academic Misconduct: Students should read and understand Eastern's Academic Misconduct Policy, which can be found in the Eastern Student Handbook or at: http://www.easternct.edu/judicialaffairs/academicmisconduct/ All violations will be handled under the procedures established in this policy.

http://www.easternct.edu/judicialaffairs/academicmisconduct/

http://www.easternct.edu/asc/

Electronic communication: Effective August 1, 2009, Eastern email will become an official form of correspondence within Connecticut State University System (CSUS). Therefore, it is expected that communications to students sent via email will be received and read in a timely fashion. It is expected that students check their university email at least as often as their class meets, in recognition that certain communications may be time-critical. Students should not assume that email sent from outside providers will be received by their professor.

Course Outcomes Aligned with the Education Department's Performance Expectations, CT SDE Pre-service Competencies, NAEYC, CEC and CCCT

Standards, and with Related Key Experiences

All course outcomes are interconnected with the Education Unit’s Conceptual Framework (CF), Connecticut Preservice Competencies (PSC), Connecticut Common Core of Teaching (CCCT), the professional standards of NAEYC and CEC and the Common Core State Standards (CCSS). The following table outlines the elements of CF, PSC, and CCCT.Education Unit’s Conceptual Framework (CF)

Connecticut Preservice Competencies (PSC)

Common Core of Teaching (CCT)

1. Content Knowledge (CNK)2. Pedagogical Knowledge (PDK)3. Integration of Knowledge (INT)4. Technology as a Tool to Teach (TTT)5. Diversity (DIV)6. Professionalism (PRF)

Domain 1: Development and Characteristics of LearnersDomain 2: Evidence-based/Standards-based InstructionDomain 3: Evidence-based Classroom and Behavior ManagementDomain 4: AssessmentDomain 5: Professional Behaviors and Responsibilities

Domain 1: Content and Essential SkillsDomain 2: Classroom Environment, and Commitment to LearningDomain 3: Planning for Active LearningDomain 4: Instruction for Active LearningDomain 5: Assessment for LearningDomain 6: Professional Responsibilities and Teacher Leadership

Through the Institutional, State and Professional Standards, students will apply this conceptual framework to show competency in the Eastern Connecticut State University six criteria/critical strands:

1. Content Knowledge (CNK):

1.1 Candidates/Graduates demonstrate in-depth understanding of content knowledge including central concepts, principles, skills, tools of inquiry, and structure of the discipline(s) by engaging students through meaningful questions and learning experiences.

2. Pedagogical Knowledge (PDK)

2.1 Candidates/Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.

2.2 Candidates/Graduates use methods, activities, and grouping arrangements appropriate for lesson goals and objectives in an environment that is conductive to learning.

2.3 Candidates/Graduates conduct learning activities in a logical sequence and respond to the developmental needs, interests, ability, and background of students to promote their development of critical thinking, independent problem solving, and collaborative inquiry.

2.4 Candidates/Graduates use multiple forms of assessment to evaluate student learning and modify instruction as appropriate to ensure the continuous intellectual, social, ethical, and physical development of the learner.3. Integration of Knowledge (INT)

3.1 Candidates/Graduates demonstrate how different concepts, themes and principles are interconnected within and across the discipline(s) and promote connections between content knowledge and pedagogical knowledge to help students learn concepts, principles, skills, tools of inquiry and structure of the discipline(s) they teach.

3.2 Candidates/Graduates demonstrate an ability to integrate learning theories and other pedagogical knowledge in their clinical experiences and student teaching.

4. Technology as a Tool to Teach (TTT)

4.1 Candidates/Graduates integrate appropriate digital and non-digital technology throughout their courses and clinical experiences to support student learning.

5. Diversity (DIV)

5.1 Candidates/Graduates demonstrate their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, gender, culture, and socioeconomic status.

6. Professionalism (PRF)

6.1 Candidates/Graduates collaborate with cooperating teachers, other teachers, school administrators and other school professionals, parents, families, and communities in a professional and ethical manner to help students reach their maximum potential.

Through this course, candidates will:

Course Objectives/Learner OutcomesECP, PTC, and CCT Measure/Product(s)

By the end of the course, student will be able to:Demonstrate knowledge in the area of federal and state law in alignment of the Individual Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, including but not limited to timelines, mandates, Time with Non-disabled Peers (TWNDP) and Least Restrictive Environment (LRE)

ECP: 1CCT: Domain 1

Class Discussion (CD)Class Exercises (CE)Practice Exercises (PE)

Differentiate and identify the need for an Individualized Education Plan (IEP) or 504 plan for students with a specific disability

ECP: 1CCT: Domain 1 and 4

Class Presentation (CP)CE, CD

Identify specific disabilities and describe the process of the identification procedures of the disability as it pertains to Scientific Research Based Instruction (SRBI), specific psycho-educational assessments and the Planning and Placement Team meeting (PPT) process

ECP: 1, 2, 3PTC 3CCT: Domain 1

CE, CD, PEResearch Paper (RP)

Become familiar with the Individualized Education Plan (IEP) with the use of data to determine strengths and needs, developing goals in correlation to the Common Core State Standards (CCSS) specific to the individual’s needs; measurement of goals and objectives, services, and accommodations and modifications

ECP: 1, 5PTC: 2CCT: Domain 3

CD, CE, PE

Analyze and identify specific accommodations and/or modifications needed in specific content areas at the as it pertains to a student’s specific needs

ECP: 1, 2, 4, 5PTC: 1, 4CCT: Domain 3

CE, CD, PE

Evaluate the need for both formative (for learning) and summative assessments (of learning) to measure student growth in the area of their goals and objectives

ECP: 1, 2PTC: 2, 4CCT: Domain 5

CD, CP

Investigate the differences and similarities of the Student Success Plan (SSP) for all students in grades 6-12 and the Individualized Transition Plan (ITP) for students with IEPs from the age of 15 to 21.

ECP: 5PTC: 1, 4CCT: Domain 3

CD, CE

Identify specific goals and expectations for the Summary of Performance for graduating students with IEPs

ECP: 2PTC: 4CCT: Domain 3

CD, CE

Create differentiated instructional methods to support individual students through the use of various technology, curriculum resources and classroom environment across the secondary content areas

ECP: 4, 3PTC: 1CCT: Domain 2, 4, 3

CE, CD, RP

Identify specific strategies to engage and support students within the inclusive setting with emotional and behavior disorders through the development of Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIPs)

ECP: 2, 4, 5PTC: 1CCT: Domain 4, 5

CE, CD, PE

Understand Learning Disabilities in the areas of reading fluency, comprehension, decoding, vocabulary and phonics

Understand Learning Disabilities in the area of word problems, sequence and operations

ECP: 1, 2PTC: 1, 2, 3, 4CCT: Domain 3, 4, 5

CE, CD, RP

Recognize the impact of Executive Functioning issues, Auditory Processing Disorders and the impact of Attention Deficit Disorder on student learning in the secondary classroom and create instructional and curricular supports to assist the student in gaining access to curriculum and instruction in the inclusive setting

ECP: 1, 3PTC: 1, 3, 5CCT: Domain 3, 4, 6

CE, CD, RP

Understanding the perspective of the family and establishing open communication and support

Understanding the need to collaborate and work together with staff, teachers, paraprofessionals and administration in the educational setting.

ECP: 5, 6PTC: 5CCT: Domain 6

CE, CD, PE, RP, CP

Identify and determine the specific and appropriate programming in relevance to a students’ specific needs (inclusion, pull out, push in, self-contained, para support, co-teaching)

ECP: 3, 5, 6PTC: 5CCT: Domain 2, 6

CE, CD, PE, CP

Attendance Policy

In-class discussions and activities are a fundamental part of the learning process. Participation in such class experiences is as critical for learning as outside-of-class readings and assignments.

1. Students are expected to attend all class sessions. To be counted as present, students must attend the full class session; arriving exceedingly late or leaving early from class may be considered an absence.

2. Only documented health, family, or other emergencies will be considered valid excuses for absence. Evidence of an emergency must be submitted to the course instructor in order for an absence to be excused. Elective absences–avoidable, non-emergency or non-health absences that are chosen by the student–will be considered unexcused absences.

3. In the event a class must be missed, the student should make every effort to inform the faculty member before class. If this is impossible, the student must contact the instructor within two daysof the absence, to explain the reasons for missing (including documentation of an emergency) and to review the class that was missed. Failure to do this will result in the absence being considered unexcused.

4. Students may be asked by the instructor to do additional reading or work related to a missed class. Failure to complete additional work or make-up hours will result in the absence being considered unexcused.

5. Absences may result in a lower grade in the class. Individual faculty members will set their own policies on how missed classes will affect final grades. However, the following rules apply to all courses in the program:

a. Students who miss the equivalent of two weeks of a course due to unexcused absences will automatically have their final grade reduced by one full grade level. (Note that this is the equivalent of missing two weekly classes or four bi-weekly classes for non-emergency reasons.)

a. Students who miss three or more weeks of a class for any reason–excused or unexcused–cannot complete the course and must withdraw. They must complete the course again on the next semester that it is offered, before moving on to the next core of the program. (Note: Even if the three weeks of absences are excused, the student must still withdraw from the course, since the faculty would be unable to assure the State Department of Education that the student had acquired the knowledge and skills that the course is intended to address.)

Course GradingThe assignments are developed to ensure a deep understanding of the requirements of educating students with disabilities. The expectation is to produce quality work which reflects your ability to meet or exceed instructional applications.

Method of Grading

A range Exceeds Expectations: An insightful and challenging piece of work that goes beyond the requirement of the course. [90–100%]

B range Meets Expectations: All of the elements have been completed and there is evidence of critical or creative thought that goes beyond what was discussed in class. [80–89%]

C range Below Expectations: All of the required elements of the assignments have been fulfilled but there is no evidence of critical or creative thought that goes beyond what was discussed in class. [70–79%]

D range Does Not Meet Expectations: Some elements of the assignment are missing. [60–69%]

Course Schedule (Note: Changes may be implemented throughout the semester)

Class Date

Topics Readings/Due

Thursday8/29

-Introduction-Course Requirements-Pre-Assessment-What is Special Education?-Parent perspective-Raising a child with a disability and navigating the education experience

Thursday9/5

-Special Education Law (IDEIA) (504)(FAPE) (LRE)-The IEP process Birth-3, 3-5 and 3-21-Federal

Chapters 1-4

-Connecticut

Thursday9/12

-Co-teaching-504-ADA-Accommodations v. Modifications-Specialized Instruction-Sharing the process of planning/instruction

Chapters 5-8

Thursday9/19

-Identifying students with Learning Disabilities through SRBI-Using student data to determine eligibility-Reading v. math disabilities-Common Core State Standards

-Bring in evidence of SRBI forms with SMART goals-Pages 367-372

Thursday9/26

-Psychological/Educational Testing-Triennial Reviews-Assessments for eligibility, continued eligibility and progress monitoring -Formative v. Summative-Strategies to support students with special needs in the general education classroom

-Bring in an example of a Formative or Summative assessment-Read Chapter 9

Thursday10/3

-The PPT Process-The Individualized Education Plan-Prior Written Notice-Strengths and Needs-Transition -Goals and Objectives-Accommodations/modifications-Assessments/district/state-Service Page-LRE

-Bring in a blank copy of an IEP. -This can be located on the Connecticut State Department of Education website-Chapters 10-12

Thursday10/10

Strategies for Differentiating in the Content Areas to meet all students’ diverse needs

-Completed IEP for case study student-Presentation of The Strategies (Reading: Strategies for Differentiating in the Content Areas)-Study for Midterm (Grades due Oct. 23, 2013)

Thursday10/17

-Midterm-Autism (Part 1)

-First observation reflection due

Thursday10/24

-Understanding:ADHDExecutive Processing DisorderAuditory Processing Disorder-Review for Mid-Term

-Bring in a journal article, experience or other resource to share regarding the topic

Thursday10/31

-Autism (Part 2)-Home study

Readings on AutismIn place of class, today you will read the articles and write a 3 page persuasive paper on the subject of methodology of instruction and/or private vs. public education for students with Autism from the perspective of a parent.

Thursday11/7

-Emotional Disability-Socially Emotionally Maladjusted-Laws pertaining to Restraint/Seclusion-FBA/BIP

Reading on EDOne page reflection

-De-escalation methodsThursday11/14

-Visually Impaired-Hearing Impaired-Multiple disabilities-Inclusive environment with Paraprofessional

Second Observation DueReading on HI, VI or MD

Thursday11/21

-Occupational Therapy-Physical Therapy-Speech/language Therapy-Services for Visual Impairment-Being part of the TEAM

Reading on Speech/LanguageOne page reflection Research Papers DuePresentations begin

Thursday12/5

Review of Laws/processes/timelines Review readings for final

Thursday12/12

Final

Assignments and Grading

Assignment Due Date % of GradeResearch Paper 12/5 20%Completed IEP 10/10 5%Individual Presentation of Differentiating in the Content Areas with a lesson plan and lesson

10/10 10%

Mid Term 10/24 10%Final 12/19 10%Exit Tickets Throughout 10%Two Classroom Observation Reflections

10/17 and 11/14 10%

Journal Reviews Throughout 10%Prepared for class/Class Participation

Throughout 5%

Final Class Reflection 12/12 5% Autism Informational paper 11/7 5%

Assignments-

1. Research paper in the area of children with disabilities, teaching students with a specific disability at your grade/content level, or teachers (regular/special) perceptions of working with students with disabilities in the regular education classroom.

You will be required to choose one of these areas or other with permission from the instructor to research using several resources with proper citation (APA). Submit a well written 3-5 page paper using the rubric as a guide.

You must include an Introduction explaining the focus/topic of your paper and the specific purpose; the Body must integrate several sources as you explain, summarize, analyze and interpret text with detail; the Conclusion must include the evidence and significance for you findings and recommendations with suggestions for further research.

Persuasive Paper

Target (3) Acceptable (2) Unacceptable (1-0)

IntroductionIntroduction explains focus/topic of paper. Clearly identifies the purpose of the research

Introduction lacks clarity with depth with limited identification of purpose

Introduction is unclear and confusing with no purpose

BodyThe author uses many journals and other resources to establish information in relevance to the purpose of the paper

The author uses few resources to establish specific reasons to support the author’s intent

The author uses few resources and reasons do not support the intent

Conclusion

Author includes evidence and significance for the findings; Relevance to their own teaching; Recommendations with suggestions for further research

Author includes limited evidence for the findings; Relevance for teaching is limited; Few recommendations on future research is apparent

Author lacks evidence for topic; relevance to teaching is not apparent; few to no recommendations is apparent

APA Format The writer uses APA for in text citations; Works cited; and format

The writer uses APA for most in-text citations; Works cited; and format

The write uses APA sparingly with limited in-text citations; Works cited; and format

Scholarly writing style

Specific and accurate terms from article; Strong imagery; Striking, yet natural phrasing; Powerful verbs; Incorporates professional terminology

Correct, yet terms not precise; Lacks descriptions, yet message is recognized; Few energetic verbs; May sound verbose

Limited vocabulary; Vague and abstract words used; Incorrectly uses clichés and/or jargon

Sentence FluencyEasy flow; Easily read aloud; Varied sentence structure; Sounds natural; Complex sentence contains closely related ideas

Good control of simple sentence structure; Favors one pattern; Sentences go together

Difficult to follow; Choppy, rambling, or incomplete sentences; Not natural sounding; Monotonous

ConventionsGrammar usage correct; Smooth punctuation; Correct spelling; Sound paragraphing

Spelling usually correct: Grammar problems not serious: Acceptable paragraphing: Internal punctuation errors

Frequent spelling errors; Incorrect paragraphing; Grammar/usage errors cloud meaning; Many punctuation errors

2. Presentation of Differentiating Instruction will include Content Area Specific lesson plan in your focus area as well as any classroom materials you will use in the lesson. Development of a lesson plan with the accommodations and modifications which will be used for two students with varying disabilities and two students who are gifted/talented will be presented to the class.

Format should include lesson objective, alignment to the CCSS, groupings, assessment, materials, instructional technique, differentiation strategies and materials.

Lesson Plans in Specific Content Area

Lesson PlanningTarget (3) Acceptable (2) Unacceptable (0-1)

Domain 3 of CCT: Planning for Active Learning

3a: Planning of instructional content is aligned with standards, builds on students’ prior knowledge and provides for appropriate level of challenge

Content aligned with CCSS with coherent progression; Determination of students present level of knowledge and skills; Differentiation based on individual students’ needs

Content is somewhat aligned with CCSS with moderate progression; Student present levels are primarily based on group data; Differentiation is limited to groups

Content is not aligned with CCSS; Student levels are not considered; Differentiation is not noticeable

3b: Planning instructional strategies to actively engage students in the content

Selection and designing instructional strategies, tasks and questions that build on higher order thinking skills; Discourse or inquiry is apparent and planned

Instructional design is planned with some higher order thinking strategies with limited ability to share ideas and participate in student discourse

Limited to no higher order thinking tasks or strategies. Students lack the ability to learn reading tasks through the content area

3c: Selecting appropriate assessment strategies to monitor ongoing student progress

Selecting or designing lesson-based assessment strategies that are aligned with instruction and measure progress towards and contribute to attainment of learning outcomes

Selecting or designing lesson-based assessment strategies that, at times, do not measure progress towards or attainment of the learning outcomes

Selecting or designing lesson-based assessments that insufficiently measure progress towards or attainment of learning outcomes

3. Two classroom observations in a regular education classroom with two teachers: one regular education and one special education teacher. One page reflection paper for each observation is expected. Students should observe through the context of Domain 2 and Domain 4 of the CCT. Additionally, there should be a comparison to the instruction and content/materials to which the regular/special education instructors present to both students with and without special needs.

Include the following: Define the disability (use of resources needed; journals, etc.); Identify the services the student receives; Discuss the challenges this disability presents (those you see in class and those defined in your research); Reflect on the accommodations the teacher implements; Discuss the strategies various students receive. Provide an opinion and any suggestions.

Submit a well written 3-5 page paper using APA format

Grading for Classroom Observations

Class ObservationsTarget (3) Acceptable (2) Unacceptable (0-1)

Evidence of CCT Analysis:

Domain 2: The Classroom Environment, Student Engagement and Commitment to Learning 2a: Creating a positive learning environment that is responsive to and respectful of the learning needs of students 2b: Promoting student engagement and shared responsibility for learning 2c: Promoting appropriate standards of behavior 2d: Maximizes instructional time by effectively managing routines and transitions

Student describes the teacher(s) ability to create an environment of respect and rapport; A culture for learning; managing classroom procedures and behavior; and Physical space in detail with specific examples to both students with and without special needs (even if same)

Student describes the teacher(s) ability to create an environment of respect and rapport; A culture for learning; managing classroom procedures and behavior; and Physical space with limited detail or examples to both students with and without special needs (even if same)

Student is unable to provide specific examples or details in relativity to the Classroom Environment Domain #2;There is limited to no examples to both students with and without special needs (even if same)

Domain 4: Instruction for Active Learning4a. Implementing instructional content for learning4b. Leading students to construct new learning through the use of active learning strategies4c. Monitoring student learning, providing feedback to students and adjusting instruction

Student describes the teacher(s) ability to communicate with students; Use questioning and discussion techniques; Engagement in student learning; Assessment in instruction and Flexibility and responsiveness with detail and examples to both students with and without special needs (even if same)

Student describes the teacher(s) ability to communicate with students; Use questioning and discussion techniques; Engagement in student learning; Assessment in instruction and Flexibility and responsiveness with limited detail or examples to both students with and without special needs (even if same)

Student is unable to provide specific examples or details in relativity to the Classroom Instruction Domain #3; There is limited to no differentiation of examples to both students with and without special needs (even if same)











Conventions Grammar usage correct; Smooth punctuation; Correct spelling; Sound paragraphing

Spelling usually correct: Grammar problems not serious: Acceptable

Frequent spelling errors; Incorrect paragraphing; Grammar/usage errors

paragraphing: Internal punctuation errors

cloud meaning; Many punctuation errors

4. Each student will develop an IEP based on the data presented in class. Through data on both formative and summative assessments, an IEP will be completed pages 1-11 on CT state forms.

Grading Rubric for the Individualized Education Plan

IEPTarget (3) Acceptable (2) Unacceptable (0-1)

Page 2-RecommendationsAlign with goals and objectives; time of support services; transportation; ESY; Next AR

Align with goals and objectives; time of support services;

Random information that does not align with IEP

Page 3-Prior Written Notice

Recommendations are repeated; Evaluation procedures as basis for action; Dates actions will be documented; Other options and factors

Missing one piece of information

Missing two or more pieces of information

Page 4-5 Present Levels of Performance

Parent/student input is completed; Levels are supported by assessments; Strengths and Needs; Impact of disability



Page 6 Transition PageStudent preference; Agency; Post school outcome and transition goals;



Page 7 Goals and Objectives

Goals and objectives are aligned with needs on pages 4/5; Goals and objectives have evaluation, criteria and method of measurement



Page 8 Accommodations and Modifications

Accommodations and Modifications are apparent with site, activities and duration included



Page 9 Assessments

CMT/CAPT assessment recommendations are apparent; accommodations are clear; district assessments and accommodations align with standardized assessments



Page 10 Service Page

Special education and Related services are written; goal numbers, frequency, responsible staff, implementer, start and end dates are written; Description of general education, hours of school day, TWNDP, reasons why student is not participating in the regular education classroom



LRE All boxes are checked aligning with IEP



5. A reflection based on the new learning in this course. Using specific guidelines, you will reflect on several aspects of this course.

Disposition Rubric

At the end of this course, you must submit a 1-2 page reflection describing your strengths and challenges with respect to target or acceptable dispositions as explained in the rubric. Grades will be determined by carefully comparing your reflection with my notes. Although you will write your disposition reflection at the end of the course, you will have opportunities to demonstrate required dispositions throughout this course. If needed, meetings will be conducted with individual student(s) to discuss how dispositions can be improved.


Class participation Attended every class, always came on time, submitted all assignments by their due dates, was not distracted, and was actively engaged in group and whole class activities.

Missed one class, almost always came on time, submitted all assignments by their due dates, was not distracted, and was actively engaged in group and whole class activities.

Missed more than one class, often came late, and/or was inactive or distracted in group/whole class activities.

Professionalism Read professional and research journal(s) in their discipline(s) to improve their own personal and professional growth, sought membership of professional organization(s) to become involved in the professional community of educators, and demonstrated passion and enthusiasm for their discipline(s) and methods of teaching.

Read professional and research journal(s) in their discipline(s) and demonstrated some passion and enthusiasm for their discipline(s) and methods of teaching.

Did not read professional and research journal(s) in their discipline(s) and/or did not demonstrate passion and enthusiasm for their discipline(s) and methods of teaching.

Respect Displayed professional and ethical behavior in the class, always paid attention and listened to peers and the instructor of the class with

Displayed professional and ethical behavior in the class, and always paid attention and listened to peers and the

Did not display professional and ethical behavior in the class and/or did not pay

respect, and often responded thoughtfully and appropriately to the ideas of peers and the instructor.

instructor of the class with respect.

attention to the ideas of peers and the instructor of the class.

6. A three page persuasive paper analyzing the appropriate methodology of teaching students with Autism Spectrum Disorder (ASD) and the Least Restrictive Environment. Define the various programs for students with Autism both in public and private settings; types of specific programming including but not limited to Applied Behavioral Analysis (ABA) and Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH); and your opinion of the most successful and/or Least Restrictive Environment (LRE)

Through several resources, you will develop an opinion of a specific methodology and/or educational placement/program and share your evidence persuading your peers.

A well written 3-5 page paper using APA should be submitted. Students should follow the rubric as a guide to expectations.

Persuasive Paper


The Claim A claim is made and clearly identified to the reader

A claim is made with a lack of clarity to the reader

A claim is unclear and confusing to the reader

Reasons in support of the claim

The author uses many journals and other resources to establish the specific reasons supporting the claim

The author uses few resources to establish specific reasons to support the claim

The author uses few resources and reasons do not support the claim











ConventionsGrammar usage correct; Smooth punctuation; Correct spelling; Sound paragraphing

Spelling usually correct: Grammar problems not serious: Acceptable paragraphing: Internal punctuation errors

Frequent spelling errors; Incorrect paragraphing; Grammar/usage errors cloud meaning; Many punctuation errors

Voice Writer speaks to reader Sincere, but not engaged Distanced from topic

8. Journal Article Reviews

The purpose of journal reviews is to incorporate up to date studies, information and current practices in the area of educating students with special needs. Students will reflect and critique journals provided by the professor.

Students should submit a 2-3 page paper using in-text citation, APA, (text evidence) to support opinion and analysis of article.

Article Review Rubric


Comprehension and ArticulationClear purpose and summary of main points; Provides interesting and relevant details; Significance to course

Clear, focused topic; Provides few relevant details; Expected content is limited

No clear purpose or central theme; reads like a collection of random thoughts; unclear and confusing

CritiqueIncludes several analyses that relate article to course content; real-life situations; presented in logical organization

Includes some analyses that relates article to course content and/or real life situations

Includes simplistic, general statements that are not substantiated or supported





APA FormatThe writer uses APA for in text citations; Works cited; and format



Sentence Fluency

Easy flow; Easily read aloud; Varied sentence structure; Sounds natural; Complex sentence contains closely related ideas



Conventions Grammar usage correct; Smooth punctuation; Correct spelling; Sound paragraphing

Spelling usually correct: Grammar problems not serious: Acceptable paragraphing: Internal

Frequent spelling errors; Incorrect paragraphing; Grammar/usage errors cloud meaning; Many

punctuation errors punctuation errors

Voice Writer speaks to reader Sincere, but not engaged Distanced from topic

9. A mid-term and final exam

Documents

Web viewTeaching Exceptional Learners. EDU 582-01. Fall 2013. Webb-212. Thursdays 7:00 PM-9:45 PM. Dr. Kristy LaPorte. 146 Webb Hall. Email: laportekr@easternct