GEORGIA REGENTS UNIVERSITY DEPARTMENT OF TEACHER EDUCATION

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1 GEORGIA REGENTS UNIVERSITY DEPARTMENT OF TEACHER EDUCATION SPED 4004 Collaboration & Consultation/SPED 6004 Facilitating Inclusive Instruction (3-credit hours) COURSE DESCRIPTION This is an in-depth course on techniques for implementing best practices for effective collaboration and consultation skills for special education teachers, team management, overcoming barriers to effective collaboration and consultation, and possible solutions. The course also examines the mechanics of individualized instruction for special education students in a P-12 general education setting. Thirty (30) hours of field experience are required. COURSE INFORMATION Instructor: Dr. Michael Berg mberg@gru.edu Cell Phone: Class Time: Wednesday, 5:30pm - 8:15pm The best way to contact me is by a phone call or text to my cell phone. I am in class teaching most of the day, but I will answer texts and/or return phone calls by the end of the day if not sooner. You may me as well and I will answer your by the end of the day. REQUIRED TEXTBOOKS Dettmer (2013). Collaboration, Consultation, and Teamwork for Students with Special Needs. Boston: Pearson. COURSE OBJECTIVES The student will: 1. Discuss variations in beliefs, traditions, and values across cultures within society and the effect of the relationship between child, family, and schooling. NCATE/PSC 1, 4;CEC CC1-K5, K*, & C1;CC2-K4;CC5-K5,K9,K10,& S Note the importance and benefits of communication and collaboration that promotes interaction with students, parents, school, and community personnel. NCATE/PSC1, 4; CEC CC1K1,CC5-K4, K5,S13-14,CC6-K1-K4,CC20-K1-K4. 1

2 3. Identify typical concerns of parents of individuals with disabilities and discuss appropriate strategies to help parents deal with the concerns. NCATE/PSC 1; CEC CC1-K4 & S1; CC10-K3& S Use ethical practices for confidential communication to others about individual disabilities. NCATE/PSC1; CEC CC9-S1-S8, CC10S Utilize collaborative strategies in working with students, parents, and school community personnel in various learning environments. NCATE/PSC 1, 4; CEC CC5-K1, K2, K6, K7, K10 and S10, S11, CC10-K1-K4&S6. 6. Foster respectful and beneficial relationships between families and professionals. NCATE/PSC1, 4; CECCC10S3 COURSE STRUCTURE The methods of instruction include lecture, Power Point presentations, student planning and implementing lesson plans, student self-reflections of teaching, tests, student presentations, written papers, and class participation. COLLEGE OF EDUCATION: CONCEPTUAL FRAMEWORK The preparation of teachers and other school personnel is critical to all other professions, and to communities, the state, and the nation. The professional educator plays an essential role in student learning. The Conceptual Framework of the professional education unit at Georgia Regents University consists of a mission and vision with an overarching theme to produce prepared, able, and responsive professionals to teach and support diverse learners. Conceptual Framework: Mission Our mission is to educate prospective school professionals to be knowledgeable, effective, and ethical practitioners. Conceptual Framework: Vision Our vision is to prepare school professionals who transform P-12 learners into thinking, productive citizens. The Conceptual Framework Principles: Standard: Prepared Disposition: To think critically about the process of teaching, learning and assessment. Competencies: Candidates who are prepared will: P1 demonstrate strong content and pedagogical preparation in their respective subject area or professional field. P2 use self-assessment and analysis as a basis for collaboration with colleagues, 2

3 continuing professional development and lifelong learning. P3- possess an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) or professional field of study and create learning experiences that enable all students to learn. P4- demonstrate an understanding about how students learn and develop (intellectually, socially, and individually) and provide developmentally appropriate curricula, learning opportunities and support. P5- demonstrate knowledge about how to use information and technology effectively to foster active inquiry, collaboration, and supportive interaction in educational settings. Standard: Able Disposition: To be Creative, challenging, and flexible in teaching/professional practices. Competencies: Candidates who are able will: A1 understand, use and support a variety of instructional strategies to encourage critical and creative thinking, problem solving, and achievement. A2- create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all learners. A3- plan, guide, and support instruction using knowledge of subject matter, the learners, the community, and curriculum goals. A4- understand and use authentic assessment to evaluate and ensure the continuous development of the learner. A5- organize, allocate and manage resources to support learning. Standard: Responsive Disposition: To act in a manner that is empathetic, responsive, enthusiastic, inclusive, and reflective in relations with students, parents, peers, and others. Competencies: Candidates who are responsive will: R1- respect the dignity of all persons believing that all children can learn and have the right to an opportunity to do so. R2- translate knowledge into creating and supporting meaningful experiences for diverse learners. R3-accept responsibility for teaching and working in authentic settings with diverse populations of learners. R4- demonstrate a commitment to meet the educational needs of learners in a fair, caring, nondiscriminatory, and equitable manner. R5- reflect on practice and continually evaluate the effects of choices and actions on others (students, parents, and other professionals in the learning community). R6- foster professional relationships with school colleagues, parents, and agencies in the larger community to support the learning and well-being of all students. POLICIES AND PROCEDURES Academic Honesty: In an academic community, honesty and integrity must prevail if the work done and 3

4 the honors awarded are to receive their respect. The erosion of honesty is the academic community s ultimate loss. The responsibility for the practice and preservation of honesty must be equally assumed by all its members. (Georgia Regents University Catalog) Exclusions to academic honesty are listed in detail, and each is a serious offense. The most common offense, plagiarism, is the presentation as original work of ideas, words or thoughts belonging to someone else. You must provide a citation for any specific words, ideas, images, etc. taken from another source. Any project or paper containing incidents of plagiarism will, at a minimum, receive no credit or grade. If you engage in an act of plagiarism you will be removed from this class and you may be removed from this program. Submitting an assignment that you submitted for another class is considered an act of plagiarism Cheating on a Test, Exam or Assignment: Closed-book, closed-notes tests: The use of prepared notes, electronic aids, assistance from others, or the use of any information obtained from others (with or without their permission) during the test is considered cheating. Open-book, open-notes tests: Assistance from others or the use of any information obtained from others (with or without their permission) during the test, without the permission of the instructor is considered cheating. Independent projects or papers: If the faculty member s instructions require independent, unassisted work on a project or paper, no portion of the assignment may be prepared by anyone else. Having any part of the assignment prepared by some else, or in collaboration with someone else, is considered cheating (i.e. collusion) unless the instructor s instructions specifically call for such collaboration. Assisting others with test information: Because many courses are offered at other times, and similar course materials may be used, students in one section of a course will not provide information about a test to any student in another section who will take the same or a similar test at a later time. To do so will be considered cheating. Falsifying documentation: Because many courses require observation in school or professional work settings, recording hours worked that didn t occur or signing the name or initials of the supervisor (i.e. forgery) is not acceptable and will be considered cheating. Plagiarism: Failing to give proper credit: Projects, papers, presentations, research studies, and the like should not contain quotations of or paraphrasing (rewording) of the work of others unless each reference is clearly identified with an appropriate footnote or bibliographical reference to the original source and author(s). To not give credit to others is to present the work of others as if you had written it yourself. That is considered plagiarism. See your instructor for examples of how to properly cite references. Ghost writing: To have someone else write some or all of a paper or do a project for which you are individually responsible constitutes academic dishonesty. Whether the 4

5 author is a friend, a paid writer, or a person who offers such services on a web site, the result is to present someone else s work as your own and will be treated as an academic dishonesty infraction. Candidates with Disabilities: Students with disabilities must meet with the Office of Disability Services in order to arrange for accommodations. Once the student has arranged for an accommodation letter from the Office of Disability Services, it is the student s responsibility to schedule an appointment with his or her instructor within two weeks in order to discuss accommodations. If the student does not initiate this meeting, it is assumed no special accommodations or modifications will be necessary to meet the requirements of this course. You may make an appointment with Testing and Disability Services by calling (706) or by visiting their office located in Galloway Hall. Chain of Command: If you would like to discuss an issue related to the course, please schedule a time outside of class to meet with the instructor. It is your responsibility to go to the instructor first. The student will be referred to the Department Chair if the issue cannot be resolved. Professionalism: The professionalism policy for this course reflects the fact that we are verifying that you have met standards with respect to dispositions that relate to education. Regular attendance, being ontime for class, turning assignments in on-time, and being prepared for each class are required and represent the professional behavior that will be required of you as an educator A pattern of unprofessional behavior such as tardiness, coming to class unprepared, late assignments, or missing class will result in a lower course grade. If the student has been absent for more than the equivalent of 10 percent of class time, regardless of cause, then the professor may withdraw the student from the class for excessive absences. It is important to note that the instructor may or may not withdraw a student from class based upon attendance. No student should assume that the instructor has initiated the withdrawal form. A student not withdrawn from a course who stops attending class (or who never attends class) is subject to receiving a grade of WF or F for the course. CHECK YOUR DAILY. This will be the primary form of class communication. Exceptions to these policies due to extremely unusual circumstances can be made only with the instructor s prior knowledge and approval. 5

6 COURSE COMPONENTS, STUDENT EVALUATION, AND ASSESSMENT COURSE SCHEDULE August 20 Introductions, Syllabus Overview, Special Ed. Acronym Activity, Chapter 1 Working Together August 27 Chapters 2 & 3 Differing Professional and Personal Preferences September 3 Group Project Random Partner Assigning; Chapter 4, 5, & 6 Methods of Collaboration, Consultation, and Teamwork; Problem Solving Strategies; Organization and Management September 10 Chapter 7, 8, & 9 Communication; Home to School Collaboration; Diverse Populations September 17 Journal Article Reflection #1 Due; Sharing of Reflections; Chapter 10 Co- Teaching Models for Students with Special Needs; Find a lesson plan format/template that you like and bring it to class next week. September 24 Chapter 11 - Collaborating with Paraprofessionals; Collaborative Lesson Plans October 1 Journal Article Reflection #2 Due; Sharing of Reflections; Chapters 12 Logic Models as Evaluation Measures for Collaboration October 8 Labs October 15 Labs October 22 Labs October 29 Labs November 5 Labs November 12 Lab Journals Due; Chapter 13 & 14 Collaborating with Community Organizations; Grants as a Form of Collaboration; Leadership and Professional Development November 19 Group Project Presentations December 3 Chapter 15 - Competencies of Effective Collaborative School Co-Educators Final Exam Review December 10 Final Exam GRADING POLICY A grade of Incomplete for the course will only be given under documented extraordinary circumstances or events, not due to a student s own negligence that prevent completion of specific assignments. Students should read syllabus information frequently and plan their schedules carefully. Students are expected to responsibly plan, organize, and work to meet the requirements of this class effectively and efficiently. GRADING SCALE points = A points = B points = C points = D 119 points or below = F 6

7 Activity Due Date Points Class Participation On-going 20 Inclusive Journal Article September 17, Reflection Lesson Planning Article October 1, Reflection Lab Assignment November 12, Group Project November 19, Final Exam December 10, TOTAL POINTS 200 ATTENDANCE AND PARTICIPATION Students are expected to come to class prepared to discuss the appropriate readings. This means that the student will have read the chapters being discussed each class session prior to coming to that class. ASSIGNMENTS Class Participation (20 points) It is expected that students will be active participants in class. An active participant asks questions and contributes to class discussions in a scholarly and respectful manner. Journal Article Reflections (30 points) Each student will locate and read two journal articles and then complete a reflection on each of the articles. The articles must be peer reviewed. If you are unsure if you selected an appropriate journal article, please bring it to class to show me. The first article (15 points) must be on the topic of inclusive practices in special education. This article may pertain to such topics as co-teaching; collaboration; consultation; paraprofessional support; providing accommodations to students with special needs in the general education classroom; barriers to effective collaboration; and any other topic that relates to providing special education services to students in the general education classroom. The first journal article reflection is due on September 17, The second article (15 points) must pertain to collaborative lesson planning. This article may pertain to such topics as planning and delivering instruction in the co-taught classroom for reading, science, math, and social studies; differentiation of instruction; reading intervention programs for students with special needs; math intervention programs for students with special needs; and scaffolding of instruction. Any article that addresses delivering instruction to students with special needs in the general education classroom will be appropriate. The second journal article reflection is due on October 1, Each journal article reflection should be approximately 2 pages long following APA 6 th 7

8 edition. You will include a summary section (approximately 1 page). In the summary section, you will describe the article (purpose, rationale, main points). You will include a reflection section (approximately 1 page). In the reflection section you will reflect on the article by stating your opinion and what you learned from the article. A good reflection does not just state whether you agree or disagree with the research. A good reflection digs deep into your thoughts and makes you think of how you can apply what you read to real life situations that you might have already experienced, or will experience in the future as an educator. Please include a title page following APA 6 th edition format. Include a reference page with the full APA citation of the article you read. If you are a SPED 6004 student, you will follow all the criteria for the two journal articles as stated above. However, you must make sure your articles are empirical articles. An empirical article is a research article that reports research based upon actual experiments and observations. In addition, you will have one additional section to each journal reflection. In addition to a summary section and a reflection section, you will have a section titled research methodology (approximately 1 page long). In this section, you will describe in detail the methodology the researchers used. Was it a qualitative study? Was it a quantitative study? What validity measures were taken? What reliability measures were taken? Summary of Journal Reflection Assignment: TO DO S FOR EACH OF YOUR JOURNAL SPED 4004 STUDENT SPED 6004 STUDENT ARTICLES Title page X X Summary section (1 page) X X Reflection section (1 page) X X Research Methodology Section (1 page) X Reference page X X Rubric for Journal Reflection Articles: Unsatisfactory Proficient Exemplary Summary Reflection Student does not provide summary of the article that is concise and clear. The content and the purpose of the article are not clearly summarized. Student does not provide a rich reflection. There is little or no opinion shared. Little Student adequately summarizes the article in such a manner that it can be concluded there was a basic understanding of the article s content & purpose. Student adequately reflects upon the article by sharing his or her opinion. Some Student summarizes the article with sufficient details demonstrating an exemplary understanding of the content and purpose of the article. Student exemplary reflects upon the article clearly stating their opinion and 8

9 Methodology (Sped 6004 only) APA Mechanics or no application to real life situations of an educator was shared. Student did not choose an empirical research article and/or did not describe the methodology, validity measures, and/or reliability measures. APA followed either minimally or not at all. Many grammatical, spelling, mechanical, or punctuation errors. application to real life situations was shared. Student chose an empirical research article and to some extent described the methodology, validity measures, and/or reliability measures. APA followed for the most part, but more than 1 error noted. A few grammatical, spelling, mechanical, or punctuation errors. applies the content to real life situations of an educator. Student provided an exemplary level of information that described the methodology, validity measures, and/or reliability measures. APA followed with 0-1 errors. Almost no grammatical, mechanical, spelling, or punctuation errors. Group Project (50 points) Due November 19, 2014 You will work with one classmate on this project that will be randomly chosen in class. One of you will assume the role of general education teacher and one of you will assume the role of special education teacher. Together, you will choose a grade level, subject, and a topic and write a lesson plan illustrating one approach/method of co-teaching. These approaches/methods include teach and monitor, parallel teaching, and station teaching and can be found in Chapter 10 of the text. Choose only one approach. It is advisable that you work on this group project during and after your lab experience, as you will need to draw upon the observations and experiences of your inclusive environments. You will develop an imaginary roster of students within your classroom. The roster will include fictitious names. Next to each name you will note who is enrolled in a special education program; on RTI; and gifted. You should model this roster drawing upon your lab experience so it will ensure a realistic roster in today s public schools. Your lesson plan must be differentiated so it shows how the needs of students with disabilities are being met as well as all the learners in the classroom. You must also have the defined roles of the special education teacher and general education teacher clearly stated in the lesson plan. You may use a premade lesson plan format or you may develop your own. Please refer back to your notes from the September 24 th class when we discussed collaborative lesson plans in detail. On November 19 th groups will present their lesson plans. First you will summarize your class roster so we have a good feel of your class makeup. Next, you will NOT present the actual lesson, but you will explain your lesson plan to the class highlighting your chosen co-teaching approach. You may use props, and any student or teacher materials you have listed in your lesson plan. Group presentations should be no more than 10 minutes in length. Please have a copy of 9

10 your class roster and lesson plan to give to me and a copy of your lesson plan to give to each student in the class. Rubric for Group Project: Unsatisfactory Proficient Exemplary Role Assignment Student does not provide roles of either one or both the special education teacher and the general education teacher. Student adequately summarizes the role of both the special education teacher and the general education teacher. Student summarizes the roles of special education teacher and general education teacher with sufficient details demonstrating an exemplary understanding of coteaching. Student shows in an exemplary fashion how differentiation is occurring for all learners within the classroom. Student included which coteaching method was utilized and provided specific examples throughout the lesson plan. An exemplary lesson plan format was utilized that clearly fostered a collaborative working environment. All necessary components were included. Differentiation Student fails to show how the lesson is differentiated for all learners in the classroom. Student adequately shows differentiation within the lesson plan that addresses a variety of learners within the classroom. Student included which coteaching method was utilized. Co-Teaching Method Student did include which co-teaching method was utilized. Lesson Plan Format The lesson plan was poorly organized and not conducive to a collaborative working environment. Lesson plan did not include all necessary components. The lesson plan was adequately organized and conducive to some extent in a collaborative working environment. Many of the necessary components were included. A fictitious roster was developed without clearly showing which students had special needs, were on RTI, or gifted. Presentation was clear and an adequate amount of time was put into planning for the presentation. Roster A fictitious roster was not developed. A fictitious roster was developed clearly showing which students had special needs, were on RTI, or gifted. Presentation was at the exemplary level showing above average amounts of planning. Props and/or student and teacher materials were used in the presentation. Presentation Presentation was unclear and little to no effort was put into preparation. 10

11 Lab Assignment (50 points) Due November 12, 2014 You will keep a journal with a minimum of 5 entries. Each entry should be at least one page long, but no longer than two pages. So that means your journal will be between 5 10 pages long. If you are a student working on your Masters Degree, you will be required to complete a minimum of 8 entries and your journal will be between 8 16 pages long. Your journal entries will consist of detailed descriptions of consultation, collaboration, and co-teaching instances you observe and/or partake in during your lab hours. For example, if you or your master teacher is co-teaching with a general education teacher, you could take notes and make observations on that particular instance or experience. Or if your master teacher is collaborating with a parent, administrator, other special education teacher, or paraprofessional, that could be a journal entry. Any form of collaboration and or co-teaching would be appropriate. You will also write a reflection that will consist of 1 2 pages. Your reflection will cover all your journal entries. In your reflection, I would like to see your honest opinion on whether you think collaboration and co-teaching occurred seamlessly or did you notice it to be a difficult process. Each school has its own climate and that climate affects the nature of collaboration. We will share our reflections with the class on November 12 th and it will be interesting to see how many different perspectives we have. This should be in APA 6 th edition format. Rubric for Lab Journal: Unsatisfactory Proficient Exemplary Journal Entries Reflection APA Mechanics Student did not provide the correct amount and/or length of journal entries. Journal entries were vague and lacked details and rich descriptions. Student does not provide a rich reflection. There is little or no opinion shared. APA followed either minimally or not at all. Many grammatical, spelling, mechanical, or punctuation errors. Student provided the correct number of journal entries at the appropriate length; however details were lacking and/or descriptions were not rich. Student adequately reflects upon their journal entries providing some personal opinions regarding collaboration and co-teaching experiences in their lab setting. APA followed for the most part, but more than 1 error noted. A few grammatical, spelling, mechanical, or punctuation errors. Student provided all entries at the appropriate length with many details and many rich descriptions. Student exemplary reflects upon their journal entries providing numerous personal opinions regarding collaboration and coteaching experiences in their lab setting. APA followed with 0-1 errors. Almost no grammatical, mechanical, spelling, or punctuation errors. 11

12 Final Exam (50 points) December 10, 2014 The final exam will be a multiple-choice exam. The exam will cover the material in the textbook as well as the class discussions. There will be a review session for the exam on December 3 rd. 12