SPED 5230 and SPED 6030 Student Teaching Students with Severe Disabilities Spring Semester 2012, Year 2 Syllabus

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1 SPED 5230 and SPED 6030 Student Teaching Students with Severe Disabilities Spring Semester 2012, Year 2 Syllabus Credits: 3 Time: 4:30 7:30 pm Location: USU Salt Lake Center 2500 South State Street, SLC classroom I Instructor: Cindy Myers Phone: Office: (801) ext. 215 Home: (801) (no calls after 9:00 pm please!) Fax: (801) Office: Utah Personnel Development Center 230 West 200 South Suite 1000 Salt Lake City, UT Office Hours: Mon & Weds: 8:30-2:30 or before or after class by appointment This course is designed to provide the SATP teacher with a supervised opportunity to run all aspects of a classroom for students with severe disabilities. The SATP teacher will apply the concepts previously learned throughout the SATP program as well as new concepts introduced in SPED 5050 Applied Behavior Analysis II: Applications. These new concepts include the application of functional assessment strategies in assessing, designing, implementing and evaluating both behavioral and curricular interventions for students with severe disabilities. The SATP teacher will be expected to consistently demonstrate effective teaching practices, interact professionally with students, parent and families, colleagues, and administrators. Additionally, SATP teachers will operate within the federal, state, and district laws and within the ethical standards of the Council for Exceptional Children. SATP teachers will be expected to train, supervise and direct the activities of paraprofessional staff assigned to their classrooms. CEC Individualized Independence CurriculumStandards ICC1K2 ICC1K4 ICC8K4 ICC8K5 IIC8K2 ICC8S2 ICC8S6 ICC8S7 IIC8S3 Objective Demonstrate the use of laws, policies, & ethical principles regarding behavior management planning & implementation Operate within the laws, rights & responsibilities of students, parents, teachers & other professionals, and schools related to exceptional learning needs Screening, referral, classification Alternative Assessment & testing accommodations & adaptations Relate information to all Initial Level Professional Preparation Standards 1

2 ICC1K10 IIC1K4 IIC5K5 IIC2K2 IIC7K1 IIC7S2 IIC7S6 ICC3K2 ICC3K3 ICC3K4 ICC3K5 IIC3K3 IIC3S1 IIC3K1 IIC3S1 ICC5S16 IIC5S7 IIC5S9 IIC7S4 IIC7S7 ICC2K7 IIC2K3 IIC2K2 IIC2K5 IIC1K5 IIC5S7 IIC5S8 IIC5S9 ICC4K1 IIC4K3 ICC4S1 ICC4S3 stakeholders Demonstrate sensitivity & awareness of the potential impact of differences in values, languages, & customs that can exist between the home and school. Speak knowledgably to parents & others about the continuum of placement & services available for individuals with exceptional learning needs Design & implement teaching learning experiences that reflect the impact of sensory impairments, physical & health conditions on individuals with exceptional learning needs Design age appropriate teaching learning experiences (lesson plans) in career development that consider social abilities, attitudes, interests & values Design age appropriate teaching learning environments & experiences that consider variations in cultures, beliefs, traditions, & values and individual learning needs of students with exceptional learning needs including those with multiple disabilities Provide medical support services as indicated on individual health plans (IHPs) Provide specialized health care as needed within the boundaries of laws & policies in educational settings Universal precautions Handwashing Appropriate lifting & body mechanics Appropriate positioning Develop and utilize appropriate instructional strategies, materials which will allow students with exceptional learning needs to integrate into various Standard 1: 1.0, 1.1, 1.2 Standard 2: 2.0, 2.1, 2.2 Standard 1: 1.0, 1.1, 1.2 Standard 2: 2.0, 2.1, 2.2, Standard 2: 2.0, 2.1, 2.2, 2.3 Standard 3: 2

3 ICC4S4 IIC4S1 IIC4S4 IIC4S5 IIC4S6 IIC5S4 IIC4K4 IIC4S2 ICC7K2 ICC7K3 ICC7K4 IIC7K1 ICC7S1 ICC7S2 ICC7S3 ICC7S5 ICC7S6 ICC7S7 ICC7S8 ICC7S9 ICC7S10 ICC7S11 ICC7S12 IIC7S3 IIC7S5 IIC7S6 IIC7S7 IIC4S6 ICC5S6 ICC8S8 IIC8S7 ICC5K1 ICC5K3 ICC5K5 ICC5K6 ICC5K7 ICC5K8 IIC5K4 ICC5S1 setting according to characteristics of the individual. Design & utilize research-supported instructional strategies & practices that encourage active participation including those for maintenance & generalization, error correction, curricular areas as identified by student IEP, deficits in perception, comprehension, memory & retrieval Provide students with experiences for transitioning into & out of school & post school environments Use assistive technology as needed for all individuals Create IEPs & develop & implement lesson plans from IEPs which: Meet state, district curricula standards Follow a scope & sequence of gen & special curricula Include transition & vocational plan Are comprehensive, longitudinal plans conducted collaborative w/families, professionals Involve the family & individual in process Use task analysis Sequence, implement, evaluate IEP objectives Address self-awareness, problem solving, self-advocacy Design & use data collection systems to monitor & evaluate instructional & behavioral, social programming Design research based learning environments to support social & behavioral needs: Social skills Crisis prevention & intervention Diversity among cultures, individuals Behavior management 3.0, 3.1, 3.2, 3.3 Standard 5: 5.0, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7 Standard 7: 7.0, 7.1, 7.2, 7.3 Standard 2: 2.0, 2.1, 2.2, 2.3 3

4 ICC5S2 ICC5S3 ICC5S5 ICC5S7 ICC5S8 ICC5S9 ICC5S10 ICC5S11 ICC5S12 IIC5S1 IIC5S3 IIC5S4 IIC5S6 IIC5S10 IIC5S12 Problem solving & conflict resolution Self-advocacy Least restrictive interventions Functional assessment Assistive technologies Age appropriate personal living, relationships, safety, sexuality, community, & employment Standard 5: 5.0, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7 IIC1K7 IIC1K2 IIC1K8 ICC2K2 ICC2K6 IIC2K1 IIC2K4 IIC4K2 ICC9S1 ICC10K2 ICC10K3 ICC10K4 ICC10S1 ICC10S1 ICC10S5 ICC10S7 IIC10K2 IIC10S3 Design & implement learning environments consistent with theories, principles, & research of applied behavior analysis to manage learning & behavior of students with exceptional learning needs Theories of behavior problems Theories of reinforcement techniques Educational implications of characteristics associated with various exceptionalities Psychological & social emotional characteristics Non-aversive behavior change strategies Classroom management strategies Crisis prevention & intervention Practice within the CEC Code of Ethics & standards of the profession Demonstrate an understanding of roles of student, families, school & community personnel in planning individual programs Culturally responsive Foster respectful relationships with families Assist families with becoming active participants in student education Standard 2: 2.0, 2.1, 2.2, 2.3 Standard 6: 6.0, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 Standard 1: 1.0,1.1, 1,2 Standard 6:,6.0, 6.1, 6.2, 6.3, 6.4,

5 Collaborate with others Maintain confidentiality Use group problem solving skills Communicate with others Coordinate activities of related servers Standard 7: 7.0, 7.1, 7.2, 7.3 Assignments: 1) The SATP teacher will have a minimum of 3 observations by his/her Instructional Coach. The SATP teacher must receive a rating on 3 satisfactory on 90% of his/her final rating form. Any rating of 2 or 1 on the 1 st or 2 nd observation initiates the At Risk policy. 2) The SATP teacher will have at least 1 Administrative Evaluation conducted by his/her building administrator, designed to assess professional skills. The SATP teacher must receive a rating of 3 satisfactory on all items on the final rating form. 3) The SATP teacher will observe a Master Teacher, identified by his/her school district. He/she will complete the Master Teacher Observation product guide & observation form 4) The SATP teacher will complete a Professional Portfolio. The guidelines for this portfolio are outlined in the SATP Portfolio Handbook. Grading: This course is graded Pass/Fail. To receive a passing grade, the student teacher must receive a rating of 3 on 90% of ratings on the 3 rd and final Classroom Observation form, must receive ratings of 3 on all items on the Administrative Rating Form, and must earn a grade of C or better on the Professional Portfolio. USU AND DEPARTMENT OF SPECIAL EDUCATION AND REHABILITATION POLICIES USU INCOMPLETE POLICY Incomplete (I) Grade: Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term extenuating circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter course schedule to secure employment, (4) change in work schedule as required by employer, or (5) if there are other emergencies that students think necessitate an incomplete grade, then students will need approval from both the instructor and the department head. 5

6 Documentation of the circumstances cited to justify an incomplete grade is required. If an incomplete is approved, two grades will be given, an I and a letter grade for the course computed as if the missing work were zero. The student is required to complete the work by the time agreed upon, or not longer than 12 months. If no change of grade is submitted by the instructor within the prescribed period, the I will be removed and the letter grade originally submitted with the I will remain as the permanent grade for the course. Arrangements to complete the missing coursework are to be made directly with the instructor awarding the I grade, and in accordance with departmental policy. In the absence of the original instructor, special circumstances must be handled by the department head. Documentation of required work to be completed in order to remove the I grade must be filed with the department office. The I grade should generally not require a complete repeat of the course. A student should not reregister for the course. Research and thesis courses taken for graduate work are exempted from this policy. All I grades must be changed to letter grades prior to graduation, regardless of whether or not the course is required for the degree. STUDENTS WITH DISABILITIES Students with ADA-documented physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations. Veterans may also be eligible for services. All accommodations are coordinated through the Disability Resource Center (DRC) in Room 101 of the University Inn, (435) voice, (435) TTY, or toll free at Please contact the DRC as early in the semester as possible. Alternate format materials (Braille, large print or digital) are available with advance notice. If you have additional questions or concerns, please contact the head of the Department of Special Education and Rehabilitation. 1. Criteria for the awarding of each letter grade should be specified in the course syllabi for all courses. 2. Grades given in all courses should truly reflect differences in student performance, not just meeting minimum criteria. GRADE POINT REQUIREMENTS 1. Certification/Undergraduate Students Students must maintain a grade point average of 2.75 after being admitted to the Teacher Education Program and while taking courses in the major. 2. Graduate Students All graduate students must maintain a 3.0 grade point average to remain an active student in the graduate program. STUDENT BEHAVIOR & ACADEMIC H0NESTY Student behavior in accordance with USU s Student Code of Conduct/Rights is expected during all interactions with faculty and peers. It is expected that 6

7 students work will conform to the highest standards of academic honesty. Incidences of academic dishonesty (e.g. cheating on tests, plagiarism, lying to supervisors and instructional coaches or cooperating teachers) will be referred to program committees for disciplinary action. CERTIFICATION/UNDERGRATE COURSE REQUIREMENTS (Effective Fall 1994) 1. Students are required to earn a C or higher in all certification courses. Students who receive a grade below C must retake the course. Each student will be allowed to repeat a maximum of one course (course is defined as didactic courses, practica and student teaching). Students who receive two grades below C or withdraw from two practica (or one practica two times) will not be permitted to continue coursework in special education. Student teaching may not be repeated without appeal and approval by the appropriate special education program committee. 2. Students who do not apply for licensure within 12 months of graduating, may be subject to additional coursework prior to recommending certification. BACKGROUND CHECK As a result of a legislative mandate, all students planning on obtaining a teaching license in Utah must complete a background check prior to their initial practicum. Background check information for Alternative Teacher Preparation students is typically conducted according to the employing school district policy. POLICY: Assisting Students At-Risk for Practicum/Student Teaching Failure Alternative Teacher Preparation Programs ADOPTION DATE: The field-based applications in the Alternative Teacher Preparation (ATP) licensure programs provide the ATP teacher with opportunities to practice effective instruction and management skills. It is the goal of participating district representatives, program supervisor, and university faculty to see each ATP teacher succeed. However, on occasion, ATP teachers may have deficits in instruction and management skills (or may have made limited progress in the development of instruction and management skills) such that the quality of instruction provided to students with disabilities is compromised. When this occurs in a practicum or student teaching experience, the district representative and USU program supervisor must decide whether the ATP teacher should continue in the experience as it is presently structured. The procedures outlined below are designed 7

8 to help the ATP teacher, district representative, and USU program supervisor make that decision. Serious problems in practica/student teaching in terms of instruction, management, professional and interpersonal skills should be identified and addressed as early as possible in the semester to maximize improvements in ATP teacher s skills and to minimize the effects of inadequate instruction on students with disabilities. During the practicum/student teaching experience, all ATP teachers are assigned an Instructional Coach by the school district. As an ATP Instructional Coach, their responsibilities include: Observing the ATP teacher a minimum of three times during each semester while he or she is teaching. Providing evaluative feedback relative to their performance at least three times each semester. Serving as a resource for the ATP students throughout the year that includes providing advice and support to address the wide variety of issues a first-year teacher faces. Formal observations are scheduled to occur at regular intervals approximately 30 days apart (although the schedule will vary) to allow sufficient time for ATP teachers to implement recommendations from their Instructional Coach. This observation schedule also allows for follow-up for those students requiring additional guidance and support. In practica/student teaching, each of the Instructional Coach s observations address a set of teaching skills related to teaching in different formats (e.g., group instruction, peer tutoring, one-on-one ) or related to teaching different student activities (e.g., reading, math, life skills) as well as all aspects of classroom management (e.g., IEP development, parent meetings, scheduling, supervision of pararprofessionals). Upon completion of student teaching, competence is required in all of these teaching skills. Due to the nature of the ATP program, ATP teachers assume a professional position at the same time they begin coursework for the alternative preparation program. In most cases, ATP teachers have full responsibility for a special education classroom prior to completion of the alternative preparation program. Therefore, 1. The Instructional Coach conducts the first formal observation. If an ATP teacher receives a score of 1 or 2 s (i.e., unacceptable or needs improvement) on a particular skill(s) on their first observation, the cooperating teacher and the ATP teacher must develop an action plan to address the skill deficit(s) within two weeks. This plan is outlined on the USU observation form and identifies recommended areas for improvement. The observation form and action plan will then be reviewed and approved by the USU program supervisor. 2. The Instructional Coach also conducts the second formal observation. If data from the second formal observation indicate the ATP teacher is not making progress on identified goals within the action plan, a notification of at-risk status is sent to the ATP teacher and a meeting is set-up by the USU supervisor with the 8

9 following individuals: the Instructional Coach, district representative(s) and the ATP teacher, to discuss options. The USU supervisor will refer the ATP teacher to this policy and specify in writing the necessary actions and improvements and communicate them to the ATP teacher. Remediation actions may include: (1) a site visit to a model special education program with cooperating teacher, (2) an additional observation conducted by USU personnel with increased coaching and modeling, and/or (3) in service training. Documentation of the at-risk process will include: notification date of at-risk status, action plan developed after the first observation data from second observation written feedback and notes from the previous at-risk meeting. 3. The third observation and fourth (if necessary) will be conducted by the USU supervisor or designated USU personnel. By the third formal observation, ATP teachers will be expected to be performing at the level identified in the course syllabus (90% at Level 3) to pass the practicum/student teaching. However if the ATP teacher receives a failing grade on the 3 rd observation (below the level identified on the practicum syllabus), the USU program supervisor will notify the ATP teacher and district representative of the failed observation. The ATP teacher and USU supervisor will review each of the skill deficits and outline necessary improvements. Within 2 weeks the USU supervisor or designated USU personnel will conduct a fourth and final formal observation. 4. A final meeting will be held by the USU supervisor with the cooperating teacher, district representative(s) and the ATP teacher to discuss outcomes. If the ATP teacher has met the goals of the action plan, a PASSING grade will be administered and the ATP student can advance to student teaching or on to licensure. If the ATP teacher fails the 4 th observation, outcomes may include the following: a failing grade for the practicum or student teaching experience, a repeat of the practicum/student teaching (student will register for additional student teaching or practicum credit), or discontinuation of involvement in the ATP program. 5. During practica/student teaching, Instructional Coaches and USU supervisors may visit and observe ATP teachers at any time for purposes of providing feedback. These visits may follow requests from the ATP teacher for additional assistance, recommendations from the Instructional Coach, or desires of the USU supervisor or district representative. 9

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