Iowa State University SpEd 455 INSTRUCTIONAL METHODS FOR INCLUSIVE PRIMARY SETTINGS 2 credits Course Syllabus for Spring of 2015

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1 1 Iowa State University SpEd 455 INSTRUCTIONAL METHODS FOR INCLUSIVE PRIMARY SETTINGS 2 credits Course Syllabus for Spring of 2015 Class Time: 12:30 to 1:45 Days of the Week: Mon and Wed Room: 0760 Lagomarcino Instructor: Randy Allison Phone: (515) randya@iastate.edu or (if needed) randy.edsolutions@gmail.com Office Hours: Mondays and Wednesdays: 10:00 to 10:50 Or, by appointment Office: 0720 Lagomarcino Hall Required Text and Materials Text:, M. A. & Scruggs, T. E. (2002). Effective for Special Education (3 rd Ed.). Austin, TX: Pro-ED Additional course materials will be provided by the instructor through Blackboard. Students are expected to check Blackboard for this course on a regular basis. ISU Educator Preparation Program Conceptual Framework The ISU educator preparation program is founded on the land grant commitment of access and opportunity when serving the people of Iowa, the nation, and the world. Like the University, the ISU educator preparation program is fundamentally grounded in the science and technology of living and learning. The themes of leadership, equity, critical thinking, and innovation are intentionally woven throughout the fabric of this program in order to help today s learners achieve to their full potential. Additional information about the framework can be found on Blackboard in the Syllabus section for this class or at: Course Description Evidence-based instructional strategies and techniques in academic areas that support the learning of students with diverse learning needs. Emphasis on accommodations and alternative teaching strategies to meet individual student needs. Course Goal At the end of the semester, the student will be able to: Differentiate lesson plans based on the individual needs of all students in the general education classroom Discuss Multi-Tiered Systems of Support/Response to Intervention [MTSS/RtI] Identify and discuss necessary skills and instructional practices in the areas of Social Studies, Reading, Writing, Mathematics, and Content Areas Identify and discuss effective teaching strategies Collaborate in developing Functional Behavior Assessments, Behavior Intervention Plans, and Individual Education Plans. Accommodations for Students with Special Needs Please address any special needs or special accommodations with me at the beginning of the semester or as soon as you become aware of your needs. Those seeking Accommodations based on disabilities should obtain a Student Academic Accommodation Request (SAAR) form from the Disability Resources office ( ). Disability Resources is located in 1076 Students Services Building. Harassment and Discrimination Iowa State University strives to maintain our campus as a place of work and study for faculty, staff, and students that is free of all forms of prohibited discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin, physical or mental

2 2 disability, age, marital status, sexual orientation, gender identity, genetic information, or status as a U.S. veteran. Any student who has concerns about such behavior should contact his/her instructor, Student Assistance at or dso sas@iastate.edu, or the Office of Equal Opportunity and Compliance at Religious Accommodation If an academic or work requirement conflicts with your religious practices and/or observances, you may request reasonable accommodations. Your request must be in writing, and your instructor or supervisor will review the request. You or your instructor may also seek assistance from the Dean of Students Office or the Office of Equal Opportunity and Compliance. Important Course and University Policies Be in class/stay in class. All students are expected to attend all class sessions. Absences do not relieve you of meeting course requirements; however, you will NOT be able to make up any activities done that day. Due to the structure of this course, it is important for students to attend class sessions. If you must miss a class, it is your responsibility to obtain the requirements/assignments/ information given during that time. If you must be gone, contact the instructor before the class meeting (except in an emergency). It is your responsibility to contact the instructor regarding work missed, make-up work, and late assignments. Be prepared. It is expected that individuals will be prepared to participate during each class period by reading assigned material before class and turning in assignments when they are due. All tests, exams, and assignments are due on the dates indicated. Changes to the printed due dates may occur because of conflicts and/or schedule changes. Unless arrangements have been made with the instructor before the due date, a drop of 10% of the total possible points for that test, exam, or assignment may be expected. s not turned in at all will result on no points for that assignment. If late work is not turned in directly to the instructor, it should be dated and initialed by one of the department secretaries before being placed in the instructor s mailbox. All written assignments must be typed, double-spaced, and paginated unless otherwise indicated by the instructor. All assignments should reflect your best effort and be properly cited. Be sure your name is on your work, follow all instructions and scoring guides, attach all required documents and scoring guides, proof your work, and, double-check for spelling and grammatical errors. All work sent via must be identifiable in the title. This includes assignment title and you last name at a minimum. For example, SpEd455_RtI Project_(your name) If you have specific questions about tests/exams or assignments, you are encouraged to see the instructor during office hours or before/after class. If you wish to challenge your grade for additional points you must submit a written explanation describing why you feel additional points should be awarded. Be engaged Students are encouraged to complete class readings and participate in class discussions by applying their critical thinking skills. As you read/listen/discuss, ask questions about what you re learning. Feel free to disagree and present alternative views; be prepared to support your arguments in a professional manner. Students are expected to be actively involved in class sessions, including discussion and small group activities. Students are expected to be engaged and focused on the class during class time; digital technology (phones, laptops) should only be used during class for instructionally relevant purposes. Switch phones off or to vibrate mode during class.

3 3 Participation/professionalism Points will be awarded at the sole discretion of the instructor, based on the student s demonstration of the following behavioral expectations. Examples of what will be used in consideration of these 10 points include things like: Did you attend all classes on time unless excused? Did you notify me in a timely manner of late assignments, being late for class, or missing class? Did you ask questions before, during, or after class when you were uncertain of something? Did you attempt to answer questions and participate in activities in class? Was your work in on time, done as requested, and have all attachments? Did I have to ask you for missing assignments and remind you to get caught up? Did you engage in class activities rather than using , Facebook, Pinterest, texting, or working on something else? Did you redo your homework assignments (when applicable) to improve your skills? Be respectful Questions and discussion are an important component of this class. You will be expected to interact with the instructor and classmates in a respectful manner in both individual and group communications. Confidentiality is an extremely important issue in education. You are expected to maintain confidentiality at all times. When using experiences from a field experience placement, please do not use students names. Arrive to class on time and do your part in any group activity. Limit side conversation so others are not bothered or distracted. Professionalism in written and oral communication skills will be expected at all times. Academic Misconduct/Academic Integrity The value of an education at Iowa State University depends greatly upon the quality of academic work and research completed by students at our institution. Each member of the Iowa State community has an opportunity to play an important role in promoting and preserving integrity on campus. The academic work of all students must comply with all university policies on academic honesty. Examples of academic misconduct are: Attempting to use unauthorized information in the taking of an exam; Submitting as one's own work, themes, reports, drawings, laboratory notes, computer programs or other products prepared by another person; Knowingly assisting another student in obtaining or using unauthorized materials; or Plagiarism. A useful link to understanding plagiarism, the consequences of plagiarism, and best practices for avoiding plagiarism is available at: Academic honesty policies are included in the Policy On Academic Dishonesty, Faculty Handbook, and Code of Computer Ethics and Acceptable Use Policy. These policies are references and / or included in the Student Disciplinary Regulations. In addition, students are responsible for following ethical standards adopted by the various colleges and departments. Students must also comply with the university policy on Research Misconduct. The policy prohibits research misconduct, which is fabrication, falsification, or plagiarism in proposing, performing, or reviewing research or in reporting research results. Simply stated, do your own work and be sure to give proper attribution when you use ideas and materials from other sources. Instances of academic dishonesty will be handled in the manner prescribed by university policy. This typically includes failing the student in the course and reporting the infraction to the Dean of Students, which may result in expulsion from the University. Dead Week This class follows the Iowa State University Dead Week policy as noted in section of the Faculty Handbook

4 4 Iowa Teacher Licensure Standards The State of Iowa has mandated that each student in a teacher education program must meet eleven licensure standards in order to obtain a teaching license. You should have received a listing of these standards and their designated performance indicators in your C&I orientation class; if you need this information, please contact your advisor. SpEd 455 addresses the following standards and sub-standards: Standard 11 - Subject Matter Specialization Substandard 2 Developmentally Appropriate Learning Environment and Curriculum Implementation This course is responsible for one designated performance indicator (DPI) (See chart below). Each student must receive an acceptable on each DPI in order to continue in the teacher education program. The following scale will be used to grade the DPI in this course: Acceptable points (out of 30) Marginal points Unacceptable 18 points and below Additional information and scoring rubrics for each DPI can be found on the course Blackboard. Sub-Standard DPI Course Activity Used for Evaluation 2.2 Appropriately use informal and formal assessments to monitor development of children and to plan and evaluate curriculum and teaching practices to meet individual needs of children and families. 2.4 Plan, implement, and continuously evaluate developmentally and individually appropriate curriculum goals, content, and teaching practices for primary children based on the needs and interests of individual children, their families, and community. Based on assessment data for a student with special needs, plan a whole-class lesson that is adapted to meet the needs of that student. The lesson must include assessment techniques. Based on assessment data for a student with special needs, plan a whole-class lesson that is adapted to meet the needs of that student. The lesson must include assessment techniques. Differentiated Differentiated 2.5d Develop adaptations and accommodations for primary aged children to meet their individual needs. 2.6 Adapt materials, equipment, the environment, programs, and use of human resources to meet social, cognitive, physical motor, communication, and medical needs of children with diverse learning needs. 4.5 Participate as an effective member of a team with other professionals and families to develop and implement learning plans and environments for young children. Based on assessment data for a student with special needs, plan a whole-class lesson that is adapted to meet the needs of that student. The lesson must include assessment techniques. Based on assessment data for a student with special needs, plan a whole-class lesson that is adapted to meet the needs of that student. The lesson must include assessment techniques. Work in a group to develop an IEP for a primary aged child with disabilities who is being served in an inclusive setting. Differentiated Differentiated IEP Students should keep their graded DPI assignment for this course in their teacher licensure notebook or portfolio.

5 5 Course Requirements for SP ED 455: Spring of 2015 Requirement Points Due Exams There will be 2 comprehensive examinations over lectures, readings, and discussions. Exams may consist of multiple choice, short answer, essay items, scenarios, or case studies as determined by the instructor. If [and what parts of] exams will be open book/open notes will be determined by the instructor. Gradual Release Activity This activity will require you to design a lesson sequence using the gradual release scaffold of I do, we do, you all do, and you do to. Students will be looking at varied aspects of this approach to assure that all learners are included. Inclusion Consideration Students will need to plan a lesion plan considering the varied students that could be a part of an inclusive classroom in today s schools. Differentiated The student will differentiate a lesson plan. A more detailed description of the assignment is included in this syllabus. A rubric is also included. Co Teaching Scenarios Students will have to consider provided information to determine appropriate co-teaching models for the provision of service in a co-taught classroom. Core Analysis/Problem Analysis Students will look at student performance and related it to Iowa Core expectations. Recommendations for instruction will be made and means of monitoring will be addressed. Individualized Education Program (IEP) Activity The student will work in a collaborative group to create an IEP for a case study student with special needs. Assessment data will be provided, as will interventions that have been used successfully/unsuccessfully. Reading Checks (anticipated 50 points toward final grade) To encourage the student to be prepared for class by doing the required reading, Reading Checks will be given in conjunction with most reading assignments. These checks will be comprised of brief quizzes over the readings. Each Reading Check will be worth 10 points. The student will be able to drop his/her lowest score on the Reading Checks. No makeup Reading Checks will be allowed for unexcused/unannounced absences. Making the Connections (anticipated 50 points toward final grade) Making the Connections will be short written responses to questions intended to involve deeper thinking and making explicit connections between concepts requiring the integration of skills. 5 for 10 points each are projected. Participation and Professionalism (10 points) Participation/professionalism points will be awarded at the sole discretion of the instructor, based on the student s demonstration of the department s shared behavioral expectations. Examples of what will be used in consideration of these 10 points include things like: Did you attend all classes on time unless excused? Did you notify me in a timely manner? Did you ask questions before, during, or after class when you were uncertain of something? Did you attempt to answer questions and participate in activities in class? Was your work in on time, done as requested, and have all attachments? Did I have to ask you for missing assignments and remind you to get caught up? Did you engage in class activities rather than using , Facebook, Pinterest, texting, or working on something else? Did you redo your homework assignments (when applicable) Additional Class/Individual work (TBD) Additional assigned work will be requested as part of the learning and practice component of this class. Points values will be assigned when work is assigned and these additional points will ultimately be added to the overall number of points in determining final grades. E 1: 50 E 2: 75 Gradual Release: 20 Inclusion Plan: 20 2/11 Week of May 4-8 1/28 2/4 PLP: 40 4/1 Co- Teaching: 30 Core Analysis: 25 4/8 4/22 IEP: 30 4/29 RC: 50 MC: 50 PP: 10 TBD across semester across semester across semester across semester

6 6 Evaluation and Grading Source Estimated Points Exams (Exam 1 is 50 points; Exam 2 is 75) 125 Gradual Release 20 Differentiated 40 Inclusion Consideration Lesson 20 Co Teaching Scenarios 30 Core Analysis and Problem Analysis 25 IEP 30 Reading Checks 10 points each anticipated) 50 Making the Connections 10 points each anticipated) 50 Participation and Professionalism Points 10 Total Points *400 *400 is the number of points projected for the semester. There may be changes in assignments and there will be additional assignments that will change this number over the course of the semester. Grading Scale: Percent of total points is roughly your Blackboard points divided by the Blackboard Total number of possible points. There will be some adjustment at end of the semester for reading checks, extra credit, participation, etc. which are not automatically included in the Blackboard Total. Grade Percent of Total Points Grade Percent of Total Points A C A C B D B D B D C F Below 63

7 7 Tentative Calendar for SpEd 355 and SpEd 455 Spring Semester of 2015 Subject to Change as the Semester Progresses SPED 355 SPED 455 Date Proposed Topic Readings s Proposed Topic Readings s 1/12 Course Intros Review of Syllabus Overview of Assessment Laws Impacting Assessment and 1/14 Overview of Ch 2 & 3 Overton Self-Introduction Impact of Ch 1 Diagnostic Process 1/19 Classes will not meet due to Iowa State University Holiday 1/21 Characteristics of Effective Framework for Intensification 1/26 Intro to Graphing Ch 3 & 4 TBD Intro to Descriptive Statistics Overton Technical Adequacy in Assessment 1/28 Specially Designed Educational Ch 2 Ch 4 TBD TBD

8 8 Evaluation Report [EER] Intro to Classroom management 2/2 Behavioral Ch 9 Overton Graphing Observation BB Functional Behavioral Observation Materials Assessment BB Observation Matrix 2/4 FBAs and BIPs Practicum Work 2/9 Functional Ch 9 Overton Behavior Behavioral Assessment BB Materials on Observation Observation #1 2/11 Midterm Exam for both 355 and 455 2/16-3/13 Classes will not meet due to practicum 3/16-3/20 Classes will not meet due to Spring Break 3/23 Re-grounding Ch 7 Overton Graphing (con t) Intro to Problem Solving Intro to CBA 3/25 Tiered Chapter 62 Early Literacy 3/30 Graphing Ch 6 Overton DPI Observation CBAs BB: TBD #2 Task Analysis Tools Chart 4/1 Collaboration Co Teaching Blackboard: Each and Every Child from DOE and What High Growth Schools Do Ch 12 BB: TBD Inclusion Consideration Practicum Reflection Outline DPI Differentiated

9 9 4/6 Growth Rates and Ch 5 Overton CBM/Ch Goal Setting BB: TBD 62/MTSS FAST Reading Reading Assessments 4/8 How Assessments Guide CBE Framework Matched 4/13 Written Language Ch 8 Split Middle Accommodations and Modifications BB: TBD Graphs and Growth Rates 4/15 Written Language Task Analysis Routines Universal Design 4/20 Math Assessments BB: TBD TBD Norm Referenced Assessment Types 4/22 Math NCTM and Iowa Core 4/27 Making Sense of SNRT Assessments Early Childhood Review Ch 12 Overton Vocabulary Sheets for 355 Ch 5 BB: TBD Ch 6 BB: TBD Ch 7 BB: TBD Co Teaching Scenarios TBD Core Analysis/Problem Analysis 4/29 Content and Study Skills Ch 9-10 Social Skills 5/4-5/8 Final Exam Week * Chapters refer to your text book by Overton or. You will also need to look on Blackboard (BB) for additional readings. Both are important. ** Note that assignments are due the class period they are listed. Reading Checks and/or Making the Connection should be anticipated for each class period. IEP Review and Analysis