SCHOOL OF EDUCATION Empowerment for Learning BACHELOR OF SCIENCE SPECIAL EDUCATION PROGRAM PROGRAM SUBMISSION. Date Revised: January 2012

SCHOOL OF EDUCATION Empowerment for Learning BACHELOR OF SCIENCE SPECIAL EDUCATION PROGRAM LEARNING BEHAVIOR DISORDERS (P-12) PROGRAM SUBMISSION Date Submitted: September 2011 Date Revised: January 2012 Campbellsville University Catalog URL: www.campbellsville.edu/catalog

Campbellsville University School of Education LBD, Grades P-12 Date Submitted: September 15, 2011 Signature: Brenda A. Priddy, Ed. D. Dean of School of Education

Table of Contents I. Relationship of Program with the Unit s Conceptual Framework... 4 II. Relationship of Program with the Unit s Continuous Assessment... 5 III. Description of Courses and Experiences... 7 IV. Integration of Kentucky Teacher Standards... 7 V. Explanation of How the Code of Ethics is Integrated, Shared and Discussed... 13 VI. Incorporation of Content Standards: CEC... 14 VII. Brief Course Descriptions for Content Courses (outside Professional Education core). 36 VIII. KDE Initiatives... 37 Program of Studies Core Content/CATS/KY Core Academic Standards IX. Integration of EPSB Themes... 39 Diversity Assessment Literacy Closing the Achievement Gap X. Program Faculty Matrices... 41 XI. Curriculum Contract/Guide sheets... 47 XII. Syllabi for Professional Education core and Methods Courses... 52 Page

Document 3: Program Experiences I. Relationship of Program with the Unit s Conceptual Framework The undergraduate bachelor degree Special Education Learning Behavior Disorders, P-12 certification program at Campbellsville University is based on the philosophical beliefs that undergird the unit s conceptual framework with its theme of empowerment. The curriculum for the program is designed to provide instructional opportunities that empower candidates to be effective special education teachers. It includes a depth and breadth of knowledge and skills recognized in the conceptual framework as essential for empowerment. It also includes attention to the self-efficacy candidates develop as they acquire the knowledge base and skills to implement effective instruction. Consequently, the resulting empowerment of the candidates directly impacts the empowerment of prospective students in their classrooms. The model illustrates the relationship of the components of the conceptual framework for the undergraduate program that is designed to empower the teacher by building on learning theory, pedagogy, assessment and technology (inner puzzle pieces). Further, the program seeks to empower the teacher through experiences (outer puzzle pieces) to become master teachers who impact student learning (innermost puzzle piece). The commitment of the program is to provide the Commonwealth with outstanding special education teachers equipped to meet the demands of the 21 st. century. 4

II. Relationship of Program with the Unit s Continuous Assessment Plan Initial Certification in Learning Behavior Disorders P-12 The Learning Behavior Disorders bachelors program is provided to meet the specific needs of the undergraduate student. Candidates in the undergraduate LBD program must complete 44 hours in general education requirements, 12 hours of foundation courses as well as 21 hours in related studies. On completion of these campus-based hours, the undergraduate would complete 36 blended, online hours in the area of special education. The capstone course (3 hours) and student teaching (12 hours) are the final courses in the program. The continuous assessment plan of the unit regarding candidates in the bachelor s program contains formal monitoring points or CAPS (Candidate Assessment Points). Although the specific content of each CAP varies, monitoring of candidate progress is continuous as students take courses and are involved in various program experiences. Below is a table visually depicting the core requirements of the continuous assessment plan of the undergraduate LBD program. Continuous Assessment Plan Bachelor s LBD Program CAP 1 Intent to Enter Teacher Education CAP 2 Admission to Teacher Education CAP 3 Student Teaching GPA: Cumulative 2.75 GPA: Cumulative 2.75 Major 2.75 Professional 2.75 Academic Competency: ACT-21 or PPST- Reading: 173 Math Writing Total: 518 SAT-1470 BS/BA degree from accredited institution Curriculum Guidesheet Written Communication: ENG 111 (C or above) ENG 112 (C or above) Written Competency Assessment Oral Communication: MAC 120/140 (C or above) Praxis II: Special Education Core and Mild to Moderate Applications Curriculum Guidesheet Graduation Application Field/PPD Hours: 152 122 Field; 30 PPD CAP 4 Completion/Exit GPA: Cumulative 2.75 Major 2.75 Professional 2.75 Curriculum Contract Graduation Application TC 1 Completed ED 450: Seminars Portfolio Video/Analysis Successful Student Teaching: Evaluations by Cooperating Teachers 5

Dispositions: Signed Assessment Policy Dispositions Evaluations : Self evaluation 1 SED faculty Dispositions Evaluations: 2 SED faculty Cooperating Teacher Self Evaluation Supervising Teachers Video & Analysis Dispositions Evaluations Cooperating Teachers University Supervisor Self Evaluation 3 letters of Recommendation Autobiography Pre-Professional Growth Plan KY Code of Ethics & Ethical Use of Technology KY Code of Ethics for KY School Personnel KY Code of Ethics & Ethical Use of Technology Required Checks: State Criminal Check Wellness TB check Required Checks: Medical/Federal Criminal Check TB/Liability Insurance CAP 3 Portfolio: KTS CAP 4 Portfolio: KTS Diversity Survey CAP 2 Interview: SE/D Faculty and other Discipline Faculty CAP 4 Interviews: NB certified teachers, administrators and SE/Arts & Humanities Faculty CAP 1 is intent to enter the education program point, when candidates meet required checks to participate in field experiences, commit to the KY Code of Ethics, complete a diversity survey and sign the unit s disposition assessment policy. During the initial course (ED 102), candidates set up their professional portfolio according to the Kentucky Teacher Standards, in anticipation of collecting artifacts for each standard as they progress through the program. After candidates are admitted to the education program (CAP 2, ED 300) and complete the foundation courses they begin taking the other content/pedagogy courses in the special education program. After completion of all pedagogy and content courses, candidates are evaluated for admission to student teaching at CAP 3. This involves evaluation of cumulative, major and professional GPA, taking the special education PRAXIS, disposition evaluations, CAP 3 portfolio based on all ten Kentucky Teacher Standards, completion of curriculum requirements and graduation application, and required federal criminal check, medical examination, tuberculin skin test, and evidence of liability insurance. The undergraduate students report on field hours. Finally, candidates are evaluated for program completion and exit at CAP 4 after successful performance of student teaching. CAP 4 involves evaluation of cumulative, major and professional GPA, taking the special education PRAXIS (students must pass for LBD certification), review of curriculum contract, graduation application, and TC 1 application, CAP 4 portfolio meeting all ten Kentucky Teacher Standards based on the student teaching semester, a video and analysis of instruction, disposition evaluations, and an exit interview. 6

III. Description of the Program s Courses and Experiences The foundation courses include ED 102, Introduction to Education, ED 210 Basic Concepts and Philosophy of Teaching, ED 300 Human Development and Learning Theory and ED 310, Instructional Technology. These four courses provide the knowledge for important instructional decisions regarding basic instructional planning based on developmental levels, characteristics and other needs of diverse students. The seven related studies courses address content pedagogy diversity. The next component of the undergraduate Learning and Behavior Disorders P-12 (LBD) certification program, consist 12 blended, online courses that candidates take in cohort groups, offered four times a year (nine weeks per session). The following courses are offered in the LBD program: Introduction to Special Education, Emotional Disturbances and Behavioral Disorders, Curriculum and Methods in Learning and Behavior Disorders, Behavior Management of Children and Youth with Learning and Behavior Problems, Theories of Reading and Educational Practice, Prescriptive and Instructional Strategies, Classroom Management, Teaching Math to Children and Youth with LBD, Assessment and Instructional Methods, Developmental Reading in Middle and High School, Introduction to Learning Disabilities, and Student Teaching. These courses include a blended online approach with classroom applications, quality instruction of standards-based curriculum, on-site mentors and substantive field experience required in each course. The program utilizes Best Practices in the field of special education based on solid research which provides a variety of learning activities to deliver critical content that is substantive, rigorous and truly programmatic. The capstone courses are ED 411 (campus-based), Classroom Management and ED 450 student teaching. The undergraduate Learning and Behavior Disorders P-12 (LBD) certification program will be offered on the main campus and through distance education. IV. Integration of the Appropriate Kentucky Performance Standards: KENTUCKY TEACHER STANDARDS The undergraduate special education program in LBD P-12 provides courses and experiences to ensure candidates meet the Kentucky Teacher Standards for Preparation and Certification as revised by the Kentucky Education Professional Standards Board in 2008. The Kentucky Teacher Standards describe what teachers at an initial or advanced level should know and be able to do in authentic teaching situations and the academic content, teaching behaviors, and instructional processes that are necessary to promote effective student learning. They imply more than the mere demonstration of teaching competencies. They imply a current and sufficient academic content understanding that promotes consistent quality performance on teaching tasks. Authentic teaching tasks provide opportunities and contexts for performances by beginning teachers. The matrix below represents the Kentucky Teacher Standards based on course titles for certification. 7

A. Kentucky Teacher Holistic Matrix Courses/ Experience s KTS 1 Demonstr KTS 2 Design KTS 3 Create/ KTS 4 Impleme KTS 5 Assess and KTS 6 Demonstr KTS 7 Reflect & KTS 8 Collabo KTS 9 Engage in KTS 10 Demonstr ate And Mainta nt Communic ate Evaluate rate Profession ate Knowledg Plan in & ate Implem. Teaching/ With al Professio e Instructi Learni Manage Learning Of Learning Colleag Developm nal of on ng Instructi Results Technolo g ues ent Leadershi Content Climat on gy Parents p e /Others SED 403 X X X X X X X X Introduction to Special Education SED 404 X X X X X Emotional Disturbance and Behavioral Disorders SED 405 Curriculum and Methods in Learning and Behavior Problems SED 406 X X X X X X X X X X X X X Behavior Management of Children & Youth with Learning and Behavior Problems SED 407 X X X X X Theories of Reading and Educational Practices P- 12 SED 408 X X X X X X X Prescriptive and Instructional Strategies 8

SED 409 X X X X X X X Classroom Management SED 410 X X X X Teaching Mathematics to Children and Youth with LBD SED 411 X X X X Assessment and Instructional Methods SED 412 Development al Reading in Middle and High School X X SED 413 X X X Introduction to Learning Disabilities ED 450 X X X X X Student Teaching B. Integration of Kentucky Teacher Standards: Analytic Matrix STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas. Course Title Samples of Experience/Assessments SED 403 Introduction to Special Education Introduction to KTS and small group project understanding the different disabilities. SED 412 Developmental Reading in Middle and High School Write a TPA lesson plan with extension for LBD student. Develop case study profiling 9

a student with a reading disability. ED 450 Student Teaching Create a portfolio based on the ten (10) KY Teacher Standards. SED 409 Classroom Management Research classroom management. Develop a classroom management plan based on research. STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Course: Experience/Assessments SED 404 SED 410 Emotional Disturbance and Behavioral disorders Teaching mathematics to Children and Youth with Learning Behavior and Disorders Write an IEP, an FBA, and a behavior intervention plan (BIP) for one student identified with emotional behavioral disorder with the theme being: managing students safely. Develop two lessons based on information from an informal assessment. Teach one lesson during the field experiences. SED 408 Prescriptive and Instructional Strategies Develop a prescriptive teaching plan for a student. Develop a collaborative project with the classroom teacher from the field experience. Project to be included in the prescriptive plan. SED 412 Developmental Reading in Middle and High School Profile of the student, family and socialcultural issues should be included. Using this information and the integrated report, students will develop an individual education plan (IEP) for the identified student. STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Samples of Experiences/Assessments 10

SED 404 SED 405 SED 406 Emotional Disturbance and Behavioral disorders Curriculum Methods in Learning and Behaviors Disorders (P-12) Behavior Management of Children and Youth with Learning and Behavior Problems Written reflections of field experiences noting what effect the classroom had on creating and maintain a positive learning environment. Write an IEP, an FBA, and a behavior intervention plan (BIP) for one student identified with emotional behavioral disorder with the theme being: managing students safely. Completion of unit of study with five lesson plans focusing on literacy in the content area. Address diversity and connect student learning to real life experiences. Develop a behavior management plan focused on creating and maintaining a positive learning climate. Written reflections on field experiences. SED 409 Classroom Management Create a classroom management plan to address the needs of all diverse learners. STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Samples of Experiences/Assessments SED 403 Introduction to Special Education Introduction to lesson plan forms. SED 405 Curriculum and Methods in Learning and Behavior Disorders (P-12) Develop a standards-based unit of study with three lesson plans focusing on a content area of choice. Address diversity and connect student learning to real life experiences. SED 409 Classroom Management Read and summarize professional articles that provide teaching strategies to enhance and promote classroom management. Update pre-professional growth plan ED 450 Student Teaching Videotaped lesson with feedback from professor and supervising teacher. STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS The teacher assesses learning and communicates results to students and others with respect to student 11

abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Samples of Experience/Assessments SED 403 Introduction to Special Education Develop a Pre- Professional Growth Plan SED 411 Assessment and Instructional Methods Develop a unit assessment plan (Task H) using a previous developed unit (content area unit). Students will create the summative and formative assessment pieces. Research and assess the function of standardized and informal assessment tools. ED 450 Student Teaching Formative and summative assessments with evaluation analysis including student work. Professional Portfolios documentation: communication of IEP goal/objectives and ongoing progress, newsletters, parent conferences. STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research. Course Title Sample Experiences/Assessments SED 403 Introduction to Special Education Assistive technology from the KDE web site. SED 408 Prescriptive and Instructional Strategies PowerPoint Presentation. ERIC search for professional articles on RtI. SED 411 Assessment and instructional Methods Research standardized diagnostic tools for diverse learners. STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING The teacher reflects on and evaluates specific teaching/learning situations and/or programs. Course Title Sample Experiences/Assessments SED 403 Introduction to Special Education Reflection on field experience SED 407 Theories of Reading and Educational Practices P-12 Reflect on pre-professional growth plan. (PPGP) Reflection on lesson taught 12

ED 450 Student Teaching Reflection journal Reflection on lessons taught in the public school setting. SED 405 Curriculum and Methods in Learning and Behavior Disorders (P-12) Reflection and evaluate video teaching. Reflection on field experience STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge. Course Title Sample Experiences/Assessments SED 406 Behavior Management of Children with Learning and Behavior Problems Collaborate with general education teacher and parent to develop a behavior management plan for a student SED 409 Classroom Management Collaborate with general education teacher to develop a classroom management plan based on the needs of all diverse learners. SED 407 SED 410 SED 412 Theories of Reading and Educational Practices P-12 Teaching Mathematics to Children and Youth with Learning and Behavior Disorders Developmental Reading in Middle and High School Collaborate with a general education teacher during field experiences regarding best practices in reading. Collaborate with general education teacher and parent to develop a plan for intervention in the area of math based on the informal assessment. In collaboration with the general education teacher(s), school administrators and parents, student will use the profile information and the integrated report to develop and implement an individual education plan (IEP) for the identified student. STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky s learning goals, refines the skills and processes necessary, and implements a professional development plan. Course Title Sample Experiences/Assessments SED 403 Introduction to Special Education Create pre-professional growth plan ED 450 Student Teaching Academic Portfolio Review/revise PPGP 13

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/ COMMUNITY/ PROFESSION The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being. Course Title Sample Experiences/Assessments SED 406 Behavior Management of Children with Learning and Behavior Problems Develop a behavior management plan including a Functional Behavioral Assessment SED 408 Prescriptive and Instructional Strategies Design a leadership project ED 450 Student Teaching Implement a leadership project V. Explanation of how the KY Code of Ethics is Integrated, Shared and Discussed For candidates in TRACs 2, three formal candidate assessment points (CAPs) require students to review the document in class and sign it committing to uphold its high ethical standards. During ED 102, students are first introduced to the Code through course discussions. They are required to sign a document of commitment for CAP 1. Then, candidates review the document again and sign a document of commitment at CAP 3 before student teaching and at CAP 4 for program completion and exit. Finally, when they complete their TC1 form for the EPSB, they also must commit to the KY Code of Ethics for teachers. The KY Code of Ethics is integrated throughout the LBD education program at Campbellsville University through the continuous assessment plan. For candidates with certification entering the program at the advanced level, they must adhere to that KY Code of Ethics in all their work assignments. Also, since the program faculty teaches at both the undergraduate and graduate levels, they are very familiar with the Code as it is integrated through the curriculum. At the point of program completion, students commit themselves, in writing, to adhere to the Code when they complete the TC-1 application for rank change. VI. Incorporation of Content Standards: CEC COUNCIL OF EXCEPTIONAL CHILDREN (CEC) MATRIX: CEC Standards Course/s Experience 14

Field and Clinical Experiences (http://www.cec.sped.org/ps/reviewer_rubric.html) A series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities, and collaborative opportunities supervised by qualified professionals. SED 403, 404,405,406, 407,408,409,410, 411,412,413, ED 450 All listed classes contain field experience. Site-based observations Case studies of students assessments Special Education Content Standard #1 Foundations Philosophies, principles and theories, relevant laws and policies, diverse and historical points of view, and human issues influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. The impact of human diversity on families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. The relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. Special Education Standard #1: Common Core Knowledge: ICC1K1 Models, theories, and philosophies that form the basis for special education practice. ICC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation. ICC1K3 Relationship of special education to the organization and function of educational agencies. ICC1K4 Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. ICC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. ICC1K6 Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services.) ICC1K7 Family systems and the role of families in SED 413, 405, 412, ED 450, 411, 407 412, 403, 407 Pre-Professional Growth and Journal Written evaluations Reflection Logs Classroom assignments Online discussion rooms, Group Projects, 15

the educational process. ICC1K8 Historical points of view and contribution of culturally diverse groups. ICC1K9 Impact of the dominant culture on shaping schools and the individuals who study and work in them. ICC1K10 Potential impact of differences in values, languages, and customs that can exist between the home and school. Skill: Assessments, reflecting Writing assignments Articles, Group Projects Incorporate Instructional Technology ICC1S1 Articulate personal philosophy of special education. Emotional/Behavioral Disorders Knowledge: BD1K1 Educational terminology and definitions of individuals with emotional/behavioral disorders. BD1K2 Models that describe deviance. BD1K3 Foundations and issues related to knowledge and practice in emotional/behavioral disorders. BD1K4 The legal, judicial, and educational systems serving individuals with emotional/behavioral disorders. BD1K5 Theory of reinforcement techniques in serving individuals with emotional/behavioral disorders. BD1K6 Principles of normalization and concept of least restrictive environment for individuals with emotional/behavioral disorders in programs. 408, 411, 406, Knowledge: Learning Disabilities LD1K1 Historical foundations, classical studies, and major contributors in the field of learning disabilities. LD1K2 Philosophies, theories, models and issues related to individuals with learning disabilities. 404 Online discussion sessions, site-based observations, Exams, Behavior Intervention Plans, Article Summaries, research papers, i.e., etiology, web sites. Resource List 16

LD1K3 Impact of legislation on the education of individuals with learning disabilities. LD1K4 Laws and policies regarding pre-referral, referral, and placement procedures for individuals who may have learning disabilities. LD1K5 Current definitions and issues related to the identification of individuals with learning disabilities. 408, 411, 412, 413 Research Papers i.e., LD Social Emotional Profile, Teaching Strategies, LD assessments. Research Projects i.e., differentiated Instruction, Co-teaching, language development of LD students. Anecdotal recordings, Lesson Plans Management plans Special Education Content Standard #2: Development and Characteristics of Learners Respect for students first as unique human beings. The similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). How exceptional conditions can interact with the domains of human development. How the experiences of individuals with ELN can impact families, as well as the individual s ability to learn, interact socially, and live as fulfilled contributing members of the community. Standard #2: Common Core Knowledge: ICC2K1 Typical and atypical human growth and development. ICC2K2 Educational implications of characteristics of various exceptionalities. ICC2K3 Characteristics and effects of the cultural SED 411, 403, 412, 410, 405, ED 450, Critical reflections, Human Development and Development Project 17

and environmental milieu of the individual with exceptional learning needs and the family. ICC2K4 Family systems and the role of families in supporting development. ICC2K5 Similarities and differences of individuals with and without exceptional learning needs. ICC2K6 Similarities and differences among individuals with exceptional learning needs. ICC2K7 Effects of various medications on individuals with exceptional learning needs. Knowledge: Emotional/Behavioral Disorders BD2K1 Etiology and diagnosis related to various theoretical approaches in the field of emotional/behavioral disorders. BD2K2 Physical development, disability, and health impairments related to individuals with emotional/behavioral disorders. BD2K3 Social characteristics of individuals with emotional/behavioral disorders. BD2K4 Factors that influence overrepresentation of diverse individuals in programs for individuals with emotional/behavior disorders. Skills: None in addition to Common Core Knowledge: Learning Disabilities LD2K1 Etiologies of learning disabilities LD2K2 Neurobiological and medical factors that may impact the learning of individuals with learning disabilities. LD2K3 Psychological, social, and emotional characteristics of individuals with learning 407, 409, 405, 409, 403. SED 404, 411, 412, 404, 407, ED 450 406 Webliography Research- Cultural Diversity And curriculum adaptations. Technology used in instructional lessons and used to modify instruction. Presentations Reading research, Classroom assignments, Online and field presentations Intervention plans for EBD Classroom lecture and assignments, 18

disabilities. Skills: None in addition to Common Core 413, 411 Reading research- example- Phonological awareness 407, 412, ED 450 Special Education Content Standard #3: Individual Learning Differences The effects that an exceptional condition can have on an individual s learning in school and throughout life. The affect of beliefs, traditions, and values across and within cultures and relationships among and between students, their families, and the school community. The interaction of primary language, culture, and familial backgrounds with the individual s exceptional condition to impact the individual s academic and social abilities, attitudes, values, interests, and career options. Special Education Standard #3: Common Core Knowledge: ICC3K1 Effects an exceptional condition(s) can have on an individual s life. ICC3K2 Impact of learners academic and social abilities, attitudes, interests, and values on instruction and career development. ICC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs. Family, and schooling. ICC3K4 Cultural perspectives influencing the relationships among families, schools and communities as related to instruction. ICC3K5 Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences. Emotional/Behavioral Disorders Knowledge: None in addition to Common Core Skills: None in addition to Common Core Learning Disabilities Knowledge: LD3K1 Impact of co-existing conditions and exceptionalities on individuals with learning SED 407, 408, 410, 411 405, 403, 407, 412 ED 450 Inclusion Plan, Prescriptive Plan with field Experience. Online discussion sessions, Case study, Observations, Portfolio, Group Projects Article Summaries 19

disabilities. LD3K2 Effects of phonological awareness on the reading abilities of individuals with learning disabilities. LD3K3 Impact learning disabilities may have on auditory and information processing skills. Skills: None in Addition to Common Core 413, 407, 411, 412 Small/large group online discussions Research Papers/Projects Special Education Content Standard #4: Instructional Strategies A repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Use of these instructional strategies to promote positive learning results in general and special curricula3/ and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem. The development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. Special Education Standard #4: Common Core Skill: ICC4S1 Use strategies to facilitate integration into various settings. ICC4S2 Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs. ICC4S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. ICC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments. ICC4S5 Use procedures to increase the individual s self-awareness, self-management, self-control, selfreliance, and self-esteem. ICC4S6 Use strategies that promote successful transitions for individuals with exceptional learning needs. SED 410, 409, 405, 407, 411, 412, 408, 403,, 408, ED 450 Field Experience, Collaboration plan, Inclusion Plan, Written plan and project to integrate technology. Lesson plans Model Best Practices Critique teaching videos 20

Emotional/Behavioral Disorders Knowledge: BD4K1 Sources of specialized materials for individuals with emotional/behavioral disorders. BD4K2 Advantages and limitations of instructional strategies and practices for teaching individuals with emotional/behavioral disorders. BD4K3 Resources and techniques used to transition individuals with emotional/behavioral disorders into and out of school and post-school environments. SED 406, 405, 412, 407, 412 ED 450 407, 412 BD4K4 Prevention and intervention strategies for individuals at risk of emotional/behavioral disorders. BD4K5 Strategies for integrating student initiated learning experiences into ongoing instruction for individuals with emotional/behavioral disorders. Skills: BD4S1 Use strategies from multiple theoretical approaches for individuals with emotional/behavioral disorders. Classroom Assignments Portfolio Project Research Papers Lesson Plans BD4S2 Use a variety of non-aversive techniques to control targeted behavior and maintain attention of individuals with emotional/behavioral disorders. Learning Disabilities Knowledge: LD4K1 Strategies to prepare for and take tests. LD4K2 Methods for ensuring individual academic success in one-to-one, small group, and large-group settings. LD4K3 Methods for increasing accuracy and proficiency in math calculations and applications. LD4K4 Methods for teaching individuals to independently use cognitive processing to solve 409, 450, 408, 413 Behavior Management Project Lesson Plans Portfolio entrance Lesson Plans Classroom instruction and assignments 21

problems. LD4K5 Methods for guiding individuals in identifying and organizing critical content. Skill: LD4S1 Use research-supported methods for academic and nonacademic instruction of individuals with learning disabilities. LD42 Use specialized methods for teaching basic skills. LD4S3 Modify the pace of instruction and provide organizational cues. LD4S4 Identify and teach basic structures and relationships within and across curricula. LD4S5 Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval. LD4S6 Use responses and errors to guide instructional decisions and provide feedback to learners. LD4S7 Identify and teach essential concepts, vocabulary, and content across the general curriculum. LD4S8 Use reading methods appropriate to the individual with learning disabilities. LD4S9 Implement systematic instruction in teaching reading comprehension and monitoring strategies. LD4S10 Teach strategies for organizing and composing written products. LD4S11 Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language. LD4S12 Use methods to teach mathematics appropriate to the individual with learning disabilities. LD4S13 Teach learning strategies and study skills to acquire academic content. 412, 413, 450 413, 407 408 Case studies Group project Incorporate instruction technology Site-based observation Research project 22

Special Education Content Standard #5: Learning Environments and Social Interactions Learning environments for individuals with ELN that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with ELN. Environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN. Integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions. Use of direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. Intervention with individuals with ELN in crisis. Coordination of all these efforts and guidance and direction to para-educators and others, such as classroom volunteers and tutors. Special Education Standard #5: Learning Environments and Social Interactions Common Core Knowledge: ICC5K1 Demands of learning environments. ICC5K2 Basic classroom management theories and strategies for individuals with exceptional learning needs. ICC5K3 Effective management of teaching and learning. ICC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. ICC5K5 Social skills needed for educational and other environments. ICC5K6 Strategies for crisis prevention and intervention. ICC5K7 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. ICC5K8 Ways to create learning environments that allow individuals to retain and appreciate their own and each others respective language and cultural heritage. ICC5K9 Ways specific cultures are negatively 412, 406, 411, 409, 407, 403, 405, 410 ED 450 On-site observation summaries, maintain journal, online and field based presentation, essays Reading research Research projects 23

stereotyped. ICC5K10 Strategies used by diverse populations to cope with a legacy of former and continuing racism Skills: ICC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. ICC5S2 Identify realistic expectations for personal and social behavior in various settings. ICC5S3 Identify supports needed for integration into various program placements. ICC5S4 Design learning environments that encourage active participation in individual and group activities. ICC5S5 Modify the learning environment to manage behaviors. ICC5S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments. ICC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs. ICC5S8 Teach self-advocacy. ICC5S9 Create an environment that encourages selfadvocacy and increased independence. ICC5S10 Use effective and varied behavior management strategies. ICC5S11 Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. ICC5S12 Design and manage daily routines. ICC5S13 Organize, develop, and sustain learning environments that support positive intra-cultural and intercultural experiences. ICC5S14 Mediate controversial intercultural issues among students within the learning environment in 411, 404, 412, 410, 407, 405, 403 ED 450 Online discussion sessions, reflective writing assignments, small and group projects, research projects, co-teaching project. Instruction and assignments. 24

ways that enhance any culture, group, or person. ICC5S15 Structure, direct, and support the activities of para-educators, volunteers, and tutors. ICC5S16 Use universal precautions. Emotional/Behavioral Disorders Knowledge: BD5K1 Advantages and disadvantages of placement options and the continuum of services for individuals with emotional/behavioral disorders. BD5K2 Functional classroom designs for individuals with emotional/behavioral disorders. Skills: BD5S1 Establish a consistent classroom routine for individuals with emotional/behavioral disorders. BD5S2 Use skills in problem solving and conflict resolution. Learning Disabilities Knowledge: None in addition to Common Core Skills: LD5S1 Teach individuals with learning disabilities to give and receive meaningful feedback from peers and adults. Special Education Content Standard #6: Communication 405, 406, 404 404 413 Classroom management plan, Article summaries, Observations and summaries Research paper, classroom management plan Article summary Typical and atypical language development and the ways in which exceptional conditions can interact with an individual s experience with and use of language. Use of individualized strategies to enhance language development and teach communication skills to individuals with ELN. Familiarity with augmentative, alternative, and assistive technologies to support and enhance communication. Match of communication methods to an individual s language proficiency and cultural and linguistic differences. Effective language models and use of communication strategies and resources to facilitate understanding of subject matter. Special Education Standard #6: Language Common Core 25

Knowledge: ICC6K1 Effects of cultural and linguistic differences on growth and development. ICC6K2 Characteristics of one s own culture and use of language and the ways in which these can differ from other cultures and uses of languages. ICC6K3 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. ICC6K4 Augmentative and assistive communication strategies. Skills: ICC6S1 Use strategies to support and enhance communication skills of individuals with exceptional learning needs. ICC6S2 Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language. Emotional/Behavioral Disorders Knowledge: None in addition to Common Core Skills: None in addition to Common Core Knowledge: Learning Disabilities LD6K1 Typical language development and how that may differ for individuals with learning disabilities. LD6K2 Impact of language development and listening comprehension on academic and nonacademic learning of individuals with learning disabilities. LD6K3 LD6K4 Enhance vocabulary development. LD6K5 Teach strategies for spelling accuracy and generalization. LD6K6 Teach methods and strategies for producing SED 412, 411, 407, 406, 403, 408, ED 450 407 403, 413, 408, 406, 412 Integrating assistive technology in the classroom and individual use Research paper Class instruction and assignments Research in assistive technology Article summaries Research and presentations Web resource list Field experience and reports Lesson plans 26

legible documents. LD6K7 Teach individuals with learning disabilities to monitor for errors in oral and written communications. Special Education Content Standard #7: Instructional Planning Use of Individualized decision-making and instruction is at the center of special education practice. Long-range individualized instructional plans anchored in both general and special curricula. Carefully selected shorter-range goals and objectives taking into consideration an individual s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Selection, adaptation, and creation of materials, and the use of powerful instructional variables. Modification of instructional plans based on ongoing analysis of the individual s learning progress. Facilitation of instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Development of a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Use of appropriate technologies to support instructional planning and individualized instruction. Special Education Standard #7: Instructional Planning Common Core Knowledge: ICC7K1 Theories and research that form the basis of curriculum development and instructional practice. ICC7K2 Scope and sequences of general and special curricula. ICC7K3 National, state or provincial, and local curricula standards. ICC7K4 Technology for planning and managing the teaching and learning environment. ICC7K5 Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service. Skills: ICC7S1 Identify and prioritize areas of the general curriculum and accommodations for individuals SED 405, 410, 406, 413, 412, 403, 408, ED 450 SED 407, Curriculum development project, instructional technology PD, guest speakers, site-based classroom observations Lesson and unit plans 27

with exceptional learning needs. ICC7S2 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. ICC7S3 Involve the individual and family in setting instructional goals and monitoring progress. ICC7S4 Use functional assessments to develop intervention plans. ICC7S5 Use task analysis. ICC7S6 Sequence, implement, and evaluate individualized learning objectives. ICC7S7 Integrate affective, social, and life skills with academic curricula. ICC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. ICC7S9 Incorporate and implement instructional and assistive technology into the educational program. ICC7S10 Prepare lesson plans. ICC7S11 Prepare and organize materials to implement daily lesson plans. ICC7S12 Use instructional time effectively. ICC7S13 Make responsive adjustments to instruction based on continual observations. ICC7S14 Prepare individuals to exhibit selfenhancing behavior in response to societal attitudes and actions. Knowledge: Emotional/Behavioral Disorders BD7K1 Model programs that have been effective for individuals with emotional/behavioral disorders across the age range. Skills: 405, 403, 409, 407 ED 450 SED 406, 403, 412, 407, ED 450 Web Resource List Functional assessment Report Classroom management plan Instruction and class assignments, Site-based classroom observational and summaries Behavior management plans, Classroom management 28

BD7S1 Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior. BD7S2 Integrate academic instruction, affective education, and behavior management for individuals and groups with emotional/behavioral disorders. plans, Research project, Field experience Learning Disabilities Knowledge: LD7K1 Relationships among reading instruction methods and learning disabilities. LD7K2 Sources of specialized curricula, materials, and resources for individuals with learning disabilities. LD7K3 Interventions and services for children who may be at risk for learning disabilities. Skills: None in Addition to Common Core Special Education Content Standard #8: Assessment SED 413 SED 412 Portfolio assignment Reading instruction PD Field study Integral to the decision-making and teaching. Use of multiple types of assessment information for a variety of educational decisions. Use of the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. The appropriate use and limitations of various types of assessments. Collaboration with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support growth and development. Use of assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Monitoring of the progress of individuals with ELN in general and special curricula. Use of appropriate technologies to support their assessments. Special Education Standard #8: Assessment 29

Common Core Knowledge: ICC8K1 Basic terminology used in assessment. ICC8K2 Legal provisions and ethical principles regarding assessment of individuals. ICC8K3 Screening, pre-referral, referral, and classification procedures. ICC8K4 Use and limitations of assessment instruments. ICC8K5 National, state or provincial, and local accommodations and modifications. Skills: ICC8S1 Gather relevant background information. ICC8S2 Administer nonbiased formal and informal assessments. ICC8S3 Use technology to conduct assessments. ICC8S4 Develop or modify individualized assessment strategies. ICC8S5 Interpret information from formal and informal assessments. ICC8S6 Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. ICC8S7 Report assessment results to all stakeholders using effective communication skills. ICC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs. ICC8S9 Develop or modify individualized assessment strategies. ICC9S10 Create and maintain records. SED 403, 406, 412, 410, 407, 411, 412 ED 450 SED 407, 408, 410, 409, 406, 403 ED 450 Research, Assessment project, on-site observation of assessments, field study Written evaluations, Reflective logs Assessment summaries, Lesson plans Instruction and assignments 30

Knowledge: Emotional/Behavioral Disorders BD8K1 Characteristics of behavioral rating scales. BD8K2 Policies and procedures involved in the screening, diagnosis, and placement of individuals with emotional/behavioral disorders including academic and social behaviors. BD8K3 Types and importance of information concerning individuals with emotional/behavioral disorders available from families and public agencies. Skills: BD8S1 Prepare assessment reports on individuals with emotional/behavioral disorders based on behavioral-ecological information. BD8S2 Assess appropriate and problematic social behaviors of individuals with emotional/behavioral disorders. BD8S3 Monitor intra-group behavior changes from subject to subject and activity to activity applicable to individuals with emotional/behavior disorders. Knowledge: Learning Disabilities LD8K1 Terminology and procedures used in the assessment of individuals with learning disabilities. LD8K2 Factors that could lead to misidentification of individuals as having learning disabilities. LD8K3 Procedures to identify young children who may be at risk for learning disabilities. Skills: LD8S1 Choose and administer assessment instruments appropriate to the individual with learning disabilities. Special Education Content Standard #9: 406, 407 410, 412, 406 407, 413, 412 Research paper/study On-site observation and interviews of agency professionals Assessment report Research report Research reports Classroom assignments 31

Professional and Ethical Practice The profession s ethical and professional practice standards. Ongoing attention to legal matters along with serious professional and ethical considerations. Professional activities and learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Lifelong learners who regularly reflect on and adjust their practice. Awareness of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Understanding of how culture and language can interact with exceptionalities, and to the many aspects of diversity of individuals with ELN and their families. Plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Realize their own limits of practice and practice within them. Special Education Standard #9: Professional and Ethical Practice Common Core Knowledge: ICC9K1 Personal cultural biases and differences that affect one s teaching. ICC9K2 Importance of the teacher serving as a model for individuals with exceptional learning needs. ICC9K3 Continuum of lifelong professional development. ICC9K4 Methods to remain current regarding research-validated practice. Skills: ICC9S1 Practice within the CEC Code of Ethics and other standards of the profession. ICC9S2 Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional. ICC9S3 Act ethically in advocating for appropriate services. ICC9S4 Conduct professional activities in compliance with applicable laws and policies. SED 410, 411, 407, 406, 412, 403 ED 450 ED 450 SED Article summaries, Research projects 32

ICC9S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs. ICC9S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals. ICC9S7 Practice within one s skill limit and obtain assistance as needed. ICC9S8 Use verbal, nonverbal, and written language effectively. ICC9S9 Conduct self-evaluation of instruction. ICC9S10 Access information on exceptionalities. ICC9S11 Reflect on one s practice to improve instruction and guide professional growth. ICC9S12 Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one s colleagues. Knowledge: Emotional/Behavioral Disorders BD91 Organizations and publications relevant to the field of emotional/behavioral disorders. Skills: BD9S1 Participate in activities of professional organizations relevant to the field of emotional/behavioral disorders. Knowledge: Learning Disabilities LD9K1 Ethical responsibility to advocate for appropriate services for individuals with learning disabilities. LD9K2 Professional organizations and sources of information relevant to the field of learning disabilities. Skills: 407, 411 406, 411, 403, 407,412 412, 407, 403, 413 Field Experience and summaries Utilize self-evaluation tools Research Projects Classroom assignments and Projects Articles summaries Research project Professional articles and summaries 33

LD9S1 Participate in activities of professional organizations relevant to the field of learning disabilities. Field project LD9S2 Use research findings and theories to guide practice. Special Education Content Standard #10: Collaboration Collaboration with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. Advocates for individuals with ELN. Specialists who actively seek collaboration to effectively include and teach individuals with ELN. Resources to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Collaboration to facilitate the successful transitions of individuals with ELN across settings and services. Special Education Standard #10: Collaboration Common Core Knowledge: ICC10K1 Models and strategies of consultation and collaboration. ICC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. ICC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. ICC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members. Skills: ICC10S1 Maintain confidential communication about individuals with exceptional learning needs. ICC10S2 Collaborate with families and others in assessment of individuals with exceptional learning needs. ICC10S3 Foster respectful and beneficial SED 406, 403 406, 403 404, 411, 410, 409, ED 450 406, 412, 405, 404, 409, 407, 408 Inclusion Plan/model Field experience and summaries Portfolio project 34

relationships between families and professionals. ICC10S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. ICC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. ICC10S6 Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings. ICC10S7 Use group problem solving skills to develop, implement and evaluate collaborative activities. ICC10S8 Model techniques and coach others in the use of instructional methods and accommodations. ICC10S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs. ICC10S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds. ICC10S11 Observe, evaluate and provide feedback to para-educators. Knowledge: Emotional/Behavioral Disorders BD10K1 Services, networks and organizations for individuals with emotional/behavioral disorders BD10K2 Parent education programs and behavior management guides that address severe behavioral problems and facilitate communication for individuals with emotional/behavioral disorders. BD10K3 Collaborative and consultative roles of the special education teacher in the reintegration of individuals with emotional/behavioral disorders. BD10K4 Role of professional groups and referral agencies in identifying, assessing, and providing services to individuals with emotional/behavioral ED 450 SED 405, 403, 412, 407, SED Field experience and summaries Research Collaboration project Lesson plans Class assignments Online discussions Participate in parent meeting and summaries 35

disorders. Skills: BD10S1 Teach parents to use appropriate behavior management and counseling techniques. Knowledge: Learning Disabilities LD10K1 Co-planning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities. LD10K2 Services, networks, and organizations that provide support across the life span for individuals with learning disabilities. Skills: None in addition to Common Cor 406, 405, 403, 412, 407, SED 407 SED 413, 412, 407 Field study/experience Research project Field study/parent trainings Article summaries Research projects./summaries VII. Course Descriptions for Content Courses (Outside of Professional Education Core) MTH 201/202 Mathematics for Elementary Teachers 3 hours each This course is designed to give pre-service teachers an in-depth understanding of modern elementary school mathematics. Concepts related to number systems and number sense, functions and use of variables, probability and statistics, plane geometry, and measurement are among the topics to be considered in these courses. ED 371 P-5 Children s Literature 3 hours This course emphasizes the subject matter, material and methods of teaching and learning the various forms of literature suitable foe children at the P-5 levels. Students will become acquainted with the best books through wide reading and interpretive study. Attention is given to evaluation and use of current materials and media. ENG 364 Middle Grades Literature 3 hours Emphasizes the subject matter, materials, and methods of teaching and learning the various forms of literature suitable for middle grade and adolescent readers. PE 391 Adaptive Land and Water Based Physical Education 3 hours 36

To identify variations in behavioral characteristics, and to justly adapt through creating, modifying, and adding to physical education activities on land and in the water, in order to meet the needs of the exceptional person. Academic lab experiences required. SOC 342 Race and Ethnic Relations 3 hours This course will examine inter- and intra- group relationships between various racial and ethnic groups in America. Particular attention will be given to the causes, consequences and reduction of prejudice and discrimination. Elective Social Science (300/400 level) 3 hours Elective Science (300/400 level) 3 hours VIII. Integration of KDE Initiatives: Program of Studies Grades P-12 Core Content for Assessment/Commonwealth Accountability Testing System/KY Core Academic Standards Courses/Experiences Program of Studies Core Content SED 403 Introduction to Special Education SED 404 Emotional Disturbance and Behavioral Disorders SED 405 Curriculum and Methods in Learning and Behavior Problems SED 406 Behavior Management of Children & Youth with Learning and Behavior Problems SED 407 Theories of Reading and Educational X X X X 37

Practices P-12 SED 408 Prescriptive and Instructional Strategies SED 409 Classroom Management SED 410 Teaching Mathematics to Children and Youth with LBD SED 411 Assessment and Instructional Methods SED 413 Introduction to learning Disabilities SED 412 Developmental Reading in Middle and High School ED 450 Student Teaching X X X X X X Courses Program of Studies Core Content/ CATS Examples of Course/Field Experiences KY Core Academic Standards (KCAS) SED 403 Introduction to Special Education 1.1 E-M-H Writing 1.11 WR-M-1 WR-H-1 KCAS Diversity in American classroom, report assistive technology activity KDE website, compare/contrast program, service delivery models in special education classroom, search web site, research topics: inclusion, differentiated instruction, and technology. Writing Standards for Literacy SED 407 Theories of Reading and Reading 1.2 E-M-H RD-E-x.0.1 RD-E-x.0.5 RD-M-x.0.5 RD-M-x.0.8 RD-H-x.0.2 Report on reading methods for, TPA lesson plan with reading strategies for collaborative setting, include in the plan, accommodations and 38

Educational practices P-12 RD-H-x.0.5 RD-H-x.0.6 KCAS modifications for diverse learners, study different approaches to reading, field experiences in a reading setting. Writing Standards for Literacy SED 410 Teaching Mathematics to Children and Youth with LBD Mathematics 2.7, 2.8, 2.12, 2.9, 2.10, 2.11 MA-E-1.1.4 MA-M-2.1.1 MA-H-1.1.1 MA-M-4.1.1 Analysis of math, informal assessment, tool analysis and reflection of error patterns, and student work in math. Administration and analysis criterion - reference and standardized tests in math. Lesson plans connecting economic education and real life case study, promote critical thinking analysis of classroom environment field-hours reflections. KCAS Mathematics CC4-5; Measurement & Data: CCK- 1-2-3-4-5; Geometry: CCK-1-2-3-4- 5 SED 411 Science 2.2-2.6, 2.1 2.2-2.6 Writing 1.11 SC-E-3.3.2 SC-H-1.4.1 Writing WR-M-1 SC-M-3.2.2 WR-H-1 WR-E-1 CATS assessment Activities Constructed response Questions On demand Writing Case Study IEP / Behavior Management Plan review E-M-H IX. Integration of EPSB Themes: EPSB THEMES EPSB Themes: Analytic Matrix Theme Course Sample Experiences & Assessments Diversity: with specific attention to exceptional children including gifted/talented, cultural & ethnic SED 403 Introduction to Special Education Philosophy of Education regarding special needs population written report to include working with diverse students. Field experience observing diverse population with reflections. Summarization of characteristics of IDEA categories case study. 39

diversity SED 404 Emotional Disturbance and Behavioral Disorders SED 406 Behavioral Management of Children and Youth with Learning and Behavior problems SED 409 Classroom Management Field hours-observations and individual instruction EBD students Case study EBD student IEP-EBD student Behavioral Management plan written-ebd student. Develop a behavior intervention plan with all components for anebd student, include a Functional Behavioral Assessment; collaboration plan. Field experience- observe students with emotional behavioral disorders. Design a classroom management plan for diverse population, include a collaborative plan. Classroom observations and reflections. Assessment: dev. skills to assess student learning SED 410 Teaching Mathematics to Children and Youth with Learning and Behavior Disorders SED 411 Assessment and Instructional Methods SED 405 Curriculum and methods in Learning and Behavior Disorders P-12 ED 450 Student Teaching Complete and analyze an informal assessment in the area of math. Develop a unit of study with 5 lesson plans based on the information from the informal assessment; teach one lesson during field experiences. Develop an assessment plan for a unit. Review and analyze 6 standardized assessment instruments that might be used to diverse learners. Develop a unit of study with 5 lesson plans complete with assessment plan. Develop a professional portfolio to include assessment pieces and student work samples. SED 411 Assessment and Instructional Methods Write selected response questions Write constructed response questions SED 404 Emotional Disturbances and Behavioral Disorders Search and compile resource list from web sites and professional journals. 40

SED 408 Prescriptive and Instructional Strategies SED 407 Theories of Reading and Educational practices P-12 Focus on literacy through preparation of the unit of study and prescriptive plan. Case study of a student with a reading disability. Note reading strategies that best develop literacy. Two TPA lesson plans in the area of reading; teach one lesson Closing the Achievement Gap: identify what courses emphasize strategies for closing the gap ED 450 Student Teaching SED 410 Teaching Mathematics to Children and Youth with Learning and Behavior Disorders SED 411 Assessment and Instructional Methods Lesson plans to provide evidence of ways that literacy can be integrated into content areas. Complete an informal assessment in the area of math; develop strategies for closing the achievement gap for diverse learners. Analyze computer generated CATS reports on students with disabilities, gifted and talented students and students whose primary language is not English. Analyze standardized assessment instruments used to evaluate students with disabilities, gifted and talented students and students whose primary language is not English. SED 407 Prescriptive and Instructional Strategies Develop a leadership project to include closing the achievement gap for diverse learners. Develop a unit of study with 5 TPA lesson plans to include accommodations/modifications for diverse learners. Embed use of appropriate technology into the lessons. X. Program Faculty Matrices Name of Faculty Member Highest Degree Field/s of Specialization University Dr. Billy Stout Ph.D. School leadership and administration; special education Indiana University 41

Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Relationship (full-time, part-time) to the institution Relationship (full-time, part-time) to the unit Relationship (full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Relationship (full-time, part-time) to the institution) Relationship (full-time, part-time) to the unit Relationship (full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship SED 404 emotional Disturbance and Behavioral Disorders; SED 406 Behavior Management of Children and Youth with Learning and Behavior Problems Associate professor Served 21 years is IDEA due process hearing officer; section 504 hearing officer; presentations to KY School Board Attorneys; presentations to Section 504 school coordinators; seminars in special education for Lorman Education Services Kentucky Association of School Superintendents; Kentucky Association School Administrators; Kentucky Education Association; president, Ohio Valley Education Cooperative; secretary, Spencer County school board 5 years; former adjunct faculty at WKU and Uof L; TEC committee; former school superintendent; director of special education, Pulaski County Full-time Full-time Full-time Dr. Priscilla Brame Ph.D. Special Education and Applied Behavior Analysis The Ohio State University SED 403 Introduction to Special Education Assistant Professor Presenter, CEC 2001 Convention; Presenter, Fort Knox High School, KY; Co-Presenter, Behavior management/safe Schools Conference, Charlotte, NC; Member, Council for Exceptional Children; National Education Association; Member of Kappa Delta Pi 2 years; Member, Teacher Education Committee, Teacher Education Advisory Council; Honors Council Full-time Full-time Full-time Dr. Lisa Allen Ed.D. Instruction and Administration University of Kentucky SED 405 Curriculum and Methods in Learning and Behavior Disorders P-12 SED 411 Assessment and Instructional Methods Assistant Professor Dissertation on Differentiating professional Development for Teachers 42

Leadership in Professional Associations Service Relationship (full-time, part-time) to the institution) Relationship (full-time, part-time) to the unit Relationship (full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Relationship (full-time, part-time) to the institution) Member, Council for Exceptional Children 6 months; Member, institutional Outcomes/Assessment Committee; Council for Exceptional Children Full-time Full-time Full-time Carolyn Garrison Ed. D. in Curriculum and Administration Reading University of Kentucky SED 407 Theories of Reading and Educational Practices P-12; ED 411 Classroom Management; Director of Program Development and Effectiveness; Coordinator of Teacher Quality Grant Professor Dissertation Research on Diversity in Teacher Education; have researched, developed and presented numerous presentations on technology in teacher education at CU, state, regional, and international conferences. Secretary to KATE 2003-2004 (KY Association of Teacher Educators); Representative of Independent Colleges on KACTE board 2002-2004 (KY Association of College Teachers of Education) Sponsor of KEA-SP 2003-present; committee member of Teacher Education Committee, Teacher Education Advisory Committee of EPSB; member of IRA, KRA, ASCD; Pathways to Teaching events Full-time Full-time Part-time Dr. Deborah Schumacher Ph.D. Learning and Behavior Disorders University of Kentucky SED 408 Prescriptive and Instructional Strategies SED 409 Classroom Management Assistant Professor Dissertation on Special Education Teacher Preparation. Presenter: KY CEC Children s Conference, 2009, 2010 Member, Council for Exceptional Children; Phi Kappa Phi Honor Society, Member, Teacher Education Advisory Council; Full-time 43

Relationship (full-time, part-time) to the unit Relationship (full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Full-time Full-time Susan Blevins B.S., M.A., Rank I, PhD (ABD) Elementary Education, Secondary Mathematics, Guidance, Supervision, Curriculum & Instruction Campbellsville College, Western Kentucky University, Capella University SED ED 450 Student Teaching Coordinator Assistant Professor Dual Enrollment Programs and Readiness for Post- Secondary Education-Dissertation Topic ASCD, KEA/NEA, Taylor County Retired Teachers Association, Kappa Delta Pi OR 110 Mentor for Service-Leadership Project, Conduct Professional Development workshops in local schools on Backward Design Planning and Assessment, Conduct seminars for the Learning Commons to help students. Full-time Full-time Part-time Norma Wheat MAE Elementary Education, P-12 Special Education Administration Eastern Kentucky University, University of Kentucky SED 412 Developmental Reading in Middle and High School Program Coordinator/Instructor Presentations at Transition to Teaching Directors and Evaluators conference; campus-based and video teleconference professional development seminars; Co-Presenter, 2009 Annual Conference of the American Evaluation Association; Authored article for KASA School Leadership; Contributor to Transition to Teaching grant KY Council of Administrators of Special Education, treasurer; Chair, Wilderness Trail Special Education Cooperative; member, Council of Administrators of Special Education; Council for Exceptional Children; ASCD 5.5 years as CU special education coordinator; member KY Alternative Certification in Special Education Advisory Council and Professional Development Committee, University Council Full -time Full-time Full-time 44

Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Leadership in Professional Associations Service Relationship (full-time, part-time) to the institution) Relationship (full-time, part-time) to the unit Relationship (full-time, part-time) to the program Carol M. McGregor Ed.D Ed.D. was in School Psychology; post doctoral work was in Neuropsychology, Language Disorders, and School Administration University of Georgia Adjunct, Teaching Online Programs in Special Education; SED 410 Teaching Mathematics to Children and Youth with Learning and Behavior Disorders, SED 413 Introduction to Learning Disabilities Adjunct Assistant Professor Writing a wide variety of courses for online presentation 2000-20004 Presentations to Regional Head Start Conferences; Continuing Education with Brain Behavior Conferences at Harvard and MIT. Member of American Psychological Association; Diplomate in Forensic Neuropsychology For more than 10 years, along with private practice in Neurodevelopmental psychology, have do a great deal of pro bono work with parents and families; active church member in areas of music direction, working with deaf, and contributing to needs of the homeless Part time Part time Part time Name of Faculty Member Janet Miller Highest Degree Ed. D. Field/s of Specialization Mathematics University University of Kentucky Assignment MTH 111, 112, 210, 211, 310, 305, 331, 350, 430 Faculty Rank Scholarship Leadership in Professional Associations Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Associate Professor Dissertation NCTM, TTT CU since 1987; Chairperson, numerous committees Full-time Part-time Part-time Name of Faculty Member Highest Degree Field/s of Specialization University Assignment Faculty Rank Scholarship Jim Deaton Master in Education Health & Physical Education Carson Newman Physical Education and Health Assistant Professor Health science and fitness research 45

Leadership Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Current assistant football coach for CU 2 years ; Former CU football head coach Full-time Part-time Part-time Name of Faculty Member Dottie Davis Highest Degree Masters Degree/Rank 1 Field/s of Specialization P-5/Gifted Education University University of Kentucky/Campbellsville University Assignment ED 102, ED 371 Children s Literature Faculty Rank Instructor Scholarship Service Relationship(full-time, part-time) to the institution) Relationship(full-time, part-time) to the unit Relationship(full-time, part-time) to the program Seminar Presentation: Southeast Teachers of English to Speakers of Other Languages (TESOL) Fall Conference, September, 2010. Integrating ESL Students with Mainstream Students. Miami, Florida. Seminar Presentation: Annual International Conference of Education (ICE). January, 2010) Preparation of Pre- Service Teachers for P-12 Diverse Learning Experiences. Honolulu, Hawaii. Rank I Presentation: Rank I Program. June, 2010. Leading with soul: An uncommon journey of spirit. A Reflection and analysis of school leadership. Campbellsville, Kentucky). Unpublished. NCATE Board of Examiners (BOE) Accreditation Team Member, Union College, Barbourville, Ky., March 2010 10years Full-time Full-time Part-time XI. Curriculum Contract/Guide Sheets 46

Campbellsville University School of Education CURRICULUM GUIDE SHEET LBD P-12 Curriculum Guide Sheet LBD Bachelor Program Name Advisor Ethnicity Gender: M/F Address SSN# Telephone Number E-Mail Address Semester/Year admitted to TEP CAP I CAP II CAP III CAP IV PRAXIS II Special Education: Core Knowledge and Mild to Moderate Applications 0543 (paper) or 5543 (computer) (158 passing) Date Taken Praxis II Disclaimer: Kentucky educator certification requirements are subject to change. Before registering for the test(s), please check the Education Professional Standards Board website at www.epsb.ky.gov for current test requirements and current cut scores. You may also contact 502-564-4606 or toll free at 888-598-7667. Reminder: *A minimum overall GPA of 2.75 is required for admission to the TEP. *A minimum Professional GPA of 2.75 is required for progression through the program. *Students must take and pass the PRAXIS exam before student teaching. Foundation Courses: 12 hours Sem/Year Grade ED 102 Introduction to Ed. (3) ED 210 Basic Concepts and Philosophy (3) ED 300 Human Dev. and Learning Theory (3) ED 310 Instructional Technology (3 Related Studies: 21 Hours Sem/Year Grade MTH 201 Math for Elem. Teachers I (3) MTH 202 Math for Elem. Teachers II (3) Blended Online Courses: 36 Hours SED 403 Intro. to Special Education (3) SED 404 Emotional Disturbances (3) SED 405 Curriculum in Learning Dis. (3) SED 406 Behav. Management of Child. (3) SED 407 Theories of Reading (3) SED 408 Prescriptive and Instr. Strat. (3) SED 409 Classroom Management (3) SED 410 Teaching Math to Children (3) LBD Related Studies Courses 33 Hours Blended Online Courses 36 Hours Related Studies: Continued Sem/Year Grade ED 371 Children s Literature (3) OR ENG 364 Middle Grades Literature (3) HP 391 Adapted Land and Water PE (3) SOC 342 Race and Ethnic Relations (3) Elective-Social Studies ( 300-400 level) (3) Elective-Science ( 300-400 level) (3) Capstone Courses: 15 hours ED 411 Classroom Management (3) ED 450 Student Teaching (12) Blended Online Courses: Continued SED 411 Assessment and Instruc. Meth. (3) SED 412 Dev. Read. in Middle and H.S. (3) SED 413 Intro. to Learning. Dis. (3) Grand Total with Gen. Ed.: 128 Hours General Education: 44 hours Foundation Courses: 12 hours Related Studies: 21 hours Blended Online: 36 hours Capstone Courses: 15 hours My signature below indicates I hereby recognize it is my responsibility to review and ensure I complete the above requirements for successful continuation in and exit from the Teacher Education Program. Student Signature Advisor Signature Date Date 47

GENERAL EDUCATION FOR BACHELOR S DEGREES LBD Bachelor Program Hours Required: 44 AREA OF PERSONAL DEVELOPMENT (14) Physical Education Take each course on this list (3) HP 103 Introduction of Physical Activity and Health Promotion (2) HP A Human Performance Basic Instruction Course (1) Literature and Christian Studies (9) Take one course on this list: (3) ENG 170 Introduction to Literature (3) ENG 221 World Literature I (3) ENG 222 World Literature II (3) Take two courses on this list: (9) CHS 111 Introduction to Old Testament (3) CHS 121 Introduction to New Testament (3) CHS 130 Religion in Life (3) PHI 241 Introduction to Philosophy (3) Art, Drama and Music (minimum) (2) Minimum of two hours from any of the following disciplines Art ART 110 Understanding Art (2) ART 310 Art History I (3) ART 311 Art History II (3) Music MUS 121 Music Literature I (2) MUS 122* Music Literature II (2) MUS 125 Understanding Music (2) Drama TH 131 Introduction to Theater (3) AREAS OF SYMBOLICS OF INFORMATION (15) English Composition Take each course on this list (6) ENG 111 Freshman Composition I (3) ENG 112 Freshman Composition II (3) Mass Communication Take one course on this list (3) 48

TH 120 Fundamentals of Speech (3) MAC 140 Introduction to Communication (3) Mathematics Take one course on this list (minimum) (3) MTH 110 College Mathematics (3) MTH 111 College Algebra (3) MTH 112 Trigonometry and Analytic Geometry (3) MTH 123 Elementary Calculus and Its Applications (3) MTH 130 Elementary Statistics (3) MTH 210 Calculus I (4) Computing and Technology Take one course on this list (minimum) (3) CIS 100 Computer Concepts and Applications (3) CIS 160 CIS I (3) LIS 150 Information Mastery (3) AREA OF SCIENCE AND SOCIAL SCIENCES (15) Biological Science (minimum) (3) BIO 103 Environment and Man (3) BIO 110 Biology (3) BIO 200 Biological Concepts (3) BIO 201 Zoology (3) BIO 202 Botany (4) Note: Students pursuing P-5 teacher certification must take the one hour lab associated with the course chosen from this list. Physical Science Take one course on this list (minimum) (3) CHE 100 Introduction to Chemistry (3) CHE 111 General Chemistry I (3) GEO 105 Earth Science (3) GEO 211 Physical Geology (3) PHY 131 Conceptual Physics (3) PHY 132 Introduction to Astronomy (3) PHY 141 General College Physics I (without lab) (4) Note: Students pursuing P-5 teacher certification must take the one hour lab associated with the course chosen from this list. Economics/Psychology/Sociology (6) Take two courses on this list; limit one course in a particular discipline: ECO 110 Introduction to Economics (3) ECO 221 Macroeconomics (3) ECO 222 Microeconomics (3) PSY 111 General Psychology (3) 49

SOC 110 Introduction to Sociology (3) SOC 210 Cultural Anthropology (3) History/Political Science Take one course on this list (3) HST 110 United States to 1877 (3) HST 120 United States since 1877 (3) HST 131 World Civilization to 1650 (3) HST 142 World Civilization since 1650 (3) POL 110 American Government (3) All general education hours 44 Hours minimum / / / / Student Signature Date Advisor Signature Date 50

XII. Syllabi 51

Campbellsville University SED 403 Introduction to Special Education Professor: Dr. Priscilla Brame Class: SED 403 Introduction to Special Education Information: 3 Credit Hours Classroom: Online Home Phone: 502-3684239 Office Phone: 270-789-5482 E-Mail: pbrame@campbellsville.edu Chat Time: Virtual Office Hours: The professor can be reached by phone or e-mail. School of Education Conceptual Framework Theme: Empowerment for Learning Model: Required Text: Smith, Deborah (2010) Introduction to special education making a difference. 7 th Ed. Allyn and Bacon. Perrin, R. Pocket guide to APA style (4th ed). New York. Cengage Learning Company. 52

Marzano, Robert (2009) Designing & teaching learning goals & objectives. Marzano Research. Textbooks are required for this course. All materials for this course can be found in the textbook and Internet site for this course. All reading materials are contained in the body of the course. Course Description: This course will provide information and knowledge regarding models, theorists, and philosophies that form the basis of special education. The family systems and the role of families in the education process will be studied with specific emphasis on culturally diverse groups. Issues related to due process will be addressed within a continuum of services. A primary research project will be conducted regarding the variations in beliefs and values across cultures and their effects on relationships among individuals with exceptional learning needs. School of Education Mission Statement In support of the institutional mission, the mission of the teacher education program is to prepare teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary goal of the program is to advance scholars who are competent, caring and qualified, who can positively impact student learning, and who are committed to life-long learning in a global society. Since research has demonstrated that the teacher is most important factor affecting student learning, the teacher education program is committed to preparing candidates who are empowered and effective servant leaders in the classrooms, schools, communities and throughout the world. The teacher education program is a performance-based process that strives to achieve this mission globally by preparing teachers who demonstrate the knowledge, skills and dispositions to plan, implement and evaluate instruction to assure that all students learn and perform at high levels, honoring, understanding, and respecting diverse voices and communities in society, establishing partnerships and collaborating with the professional community, supporting and enhancing Christian characteristics of servant leadership. Methods of Instruction The instructional methods will include: 53

online learning lessons individual consultation with instructor online discussion groups demonstration teamwork speakers cooperative learning activities site visitation and classroom observation Purpose of Course The purpose of the course is to prepare teachers by providing a historical perspective of special education with emphasis on litigation and legislation. The students will identify and explain both educationally relevant characteristics and various types of educational services and intervention for children and youth with special needs. Alignment with Curricular Guidelines and National Standards: Diversity Proficiencies 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data. 8.1 Identifies students where learning could be enhanced by collaboration. Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 54

Kentucky Common Core Standards and College Readiness Standards Students will use the Common Core State Standards in designing learning goals/objectives and assessments. Course Objectives Upon completion of this course, each student will be able to: 1. Demonstrate competence and leadership in understanding the history of special education, litigation and legislation in special education including Public Law 105-17, the Individual with Disability Education Act of 1997, Section 504 of the Rehabilitation Act of 1973 and subsequent related laws. KTS 1, 10 2. Identify and explain educationally relevant characteristics of children and youth with special educational needs, such as medical, learning, and cultural variables. KTS 1 3. Identify and explain various types of educational services and interventions for children and youth with disabilities. KTS 1, 10 4. Demonstrate knowledge of the reactions of diverse families to a child with disabilities and the importance of parent involvement in the education process. KTS 1, 3 5 Understand the effects of various medications on individuals with exceptional learning needs. KTS 1 6. Understand the effects that an exceptional condition can have on an individual s learning in school and throughout life. KTS 1 7. Learn to create environments for individuals with exceptional learning needs that fosters cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with exceptional learning needs. KTS 1, 3 8. Integrate individuals with exceptional learning needs in regular environments and engage them in meaningful learning activities and interactions. KTS 1, 2, 3, 4, 5, 7, 8 9. Be familiar with augmentative, alternative, and assistive technologies to support and enhance communication. KTS 6 10. Maintain confidential communication about individuals with exceptional learning needs. KTS 1, 10 11. Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals. KTS 1, 10 12. Conduct a research project regarding the variations in beliefs and values across cultures and their effects on special education. KTS 1, 3, 4, 6, 10 Class Attendance and Participation 55

Class attendance will be checked. Two unexcused absences (at instructors discretion) results in an automatic F for the course. Students must contribute to each class discussion a minimum of five times. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online discussions, study questions and reflective writing assignments). Students should also contact the professor in advance if they might be absent. Course Assignments/Assessments (All assignments must be word-processed using Microsoft Word, 6.0 or higher.) Philosophy of Education Paper (KST 9) Write a two-page paper that includes your philosophy of how individuals with disabilities learn and should be taught. Due dates will be provided by your professor. Students may revise their philosophy paper written in SED 403. Book/Movie Review (KST 7) Read one book, watch one movie from the list provided. Write a two-page reflection about the movie/book. If you would like to view a movie or read a book not on the list, email the instructor prior to completing the review. The movie/book list and the guidelines for completing the assignment are located on the course page under the Courses Resources link. Research Paper Write a five (5) page paper on one of the exceptionalities covered in the textbook or a topic of your own choosing with the approval of the instructor. The paper should be written in APA format, and the required five pages do not include the cover page and the bibliography. Field Hours Field Hours (KTS 1, 2, 3, 4, 5, 6, 7, 8,10) Students will participate in ten (10) hours of field experience (three hours in each setting inclusion (collaborative), resource, and self-contained). Field experiences provides a variety of opportunities to: (1) observe, (2) assist, (3) tutor, (4) instruct (small groups, whole groups), and (5) conduct applied research. The defining characteristic of field experience is experience with students, whether in your own classroom or another. Observation and assist cannot be within your own classroom. Use artificial names when you write about learners and teachers to keep confidentially. See the Field Hours Requirement document for details which can be found on the School of Education s web page and also on our course page under the Course Resources link. Logs must be kept of the field experience. The signed original Field Experience Summary Form must be sent to the Special Education Program office (FAX 270-789-5508) and a copy sent to the professor. Submit reflections to the professor only. The form must be completed in order to receive credit. TPA Lesson Plan (KST 1, 2, 3 4, 5, 6, 7) Students will be introduced to the new TPA lesson plan format, Task A-1 Teaching and Learning Context, Task A-2 Lesson Plan. Forms can be located on our course page under the Course Resources link and electronically on the School of Education website. No plan required. 56

TPA Task E - Professional Growth Plan (KTS 9) Students will develop or revise their Professional Growth Plan (PGP). If currently teaching you may use the plan you have submitted to your district. Characteristics Paper Team Assignment Each team will write at least a one page summary of each of the following nine disability areas: autism, emotional and behavioral disorders, deaf and hearing impairment, all level of intellectual handicaps, physical impairments, specific learning disabilities, speech-language impairment, traumatic brain injury, and blind and visual impairments. Each summary must include (a) all eligibility criteria associated with each disability and (b) exclusionary criteria (those elements which would prevent the person from being considered eligible for the disability). There should also be a discussion of how the disability impacts the individual (c) socially/emotionally, (d) learning, and (e) transition to life after high school (e.g., employment). Information related to eligibility and exclusionary criteria can be found on the KDE website under the Special Education link. Each team member s name should be listed with his/her work. This will provide for individual grading of the work each team member has produced; although, there will be one team grade. This team assignment should be submitted as one complete document. Program Models Paper Students will type a two-page reflective summary observation comparing the models of service delivery (e.g., resource, self-contained, inclusion), adaptations, modifications, and what impact they will have on you as a teacher. Eligibility/IEP (Team Assignment) Given a case study to review, students will be expected to use the appropriate KDE eligibility form and the KDE IEP form to produce an accurate representation of the eligibility to support the correctly filled out IEP form for the student represented in the case study. This assignment should follow a chat session with the Professor in which all questions and concerns about using eligibility form and the IEP form have been answered. This may be a new experience for some of the students and those on each team with experience should take lead in providing support as the team completes this assignment. The professor should give guidance in the development of the present level of education performance form of the IEP. (The Professor should provide websites which give the newest regulations for writing IEPs based on the 2004 Reauthorization). Outcome IEP far as student in case study. Quizzes (KST 5) These can be taken online for extra learning. Quizzes are located in lessons one, four, and seven. Scores on quizzes do not affect grade, and they can be retaken. Final Exam: (KST 5) Students will take a final exam reviewing the total course. The final exam will of objective items and short answer questions. consist 57

Grading System Assignments Points Class Participation 100 Philosophy of Education 75 Reports (1) Movie/Book 100 Field Hours 100 Characteristics/Team Assignment 100 Program Models 75 Eligibility/IEP Report 100 Final Exam 100 Total: 750 Course Grading Scale 90-100% = A 80-89% = B 70-79% = C 60-69% = D Below 60 = F Incomplete Policy In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course, with justifiable cause, may request an Incomplete from the professor by submitting an Incomplete Request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. Coursework and other requirements must be completed by the end of the following 9 weeks before the I grade can be changed. If by the end of the designated time, the requirements have not been met, the professor will change the I to an F. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements 58

for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- Technical Support and Assistance Students are required to have a computer, e-mail and Internet access to enroll in this course. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. References Achenbach, T.M., & Edelbrock, C. (1981). Manual for the child behavior checklist and revised child behavior profile. Burlington, VT: University of Vermont. Adelman, H.S. (1989). Beyond the learning mystique: an interactional perspective on learning disabilities. Journal of Learning Disabilities 22:301-305. Affleck, J.Q., Edgar, E., Levine, P., & Kortering, L. (1990). Postschool status of students classified as mildly mentally retarded, learning disabled, or non-handicapped: Does it get better with time? Education and Training in Mental Retardation 25:315-324. American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders, 4 th ed. Washington, D.C.: American Psychiatric Association. Antiles, A.J., Trent, S.C. (1994). Overrepresentation of minority students in special education: A continuing debate. Journal of Special Education 27: 410-437. Association for Children With Special Needs (1988). Activities for children with with special needs (2 nd ed.), Washington, D.C.: author. 59

Bagnato, S.J., Neisworth, J.T., & Munson, S.M. (1993). Assessment for Early Intervention. New York: The Guilford Press. Battle, J., & Blowers, T. (1982) A longitudinal comparative study of the self-esteem of students in regular and special education classes. Journal of Learning Disabilities 15: 100-102. Biklen, D., Corrigan, C., & Quick, D. (1989). Beyond Obligation. In D. Lipsky, & A Gartner (eds.) Beyond Special Education. Baltimore: Paul Brooks. Bleck, Eugene E., & Nagel, Donald A. (Eds.). (1975). Physically handicapped children: Medical atlas for teachers. New York: Grune & Stratton. Borland, J.H. (1989). Planning and implementing programs for the gifted. New York: Teachers College, Columbia University. Burgess, D. M., & Streissguth, A. P. (1992). Fetal alcohol syndrome and fetal alcohol effects: Principles for educators. Phi Delta Kappa September, 24-28. Buzzelli, C.A., & File, N.K. (Fall 1991). Helping children learn about disabilities: Part II: Day Care and Early Education 18: 43-44. Cain, L., Melcher, J., Johns, B., Ashmore, J., Callahan, C., Draper, I., Beveridge, P., & Weintraum, B. (1984). Reply to A nation at risk. Exceptional Children. 50:484-494. Center, D.B., & Wascom, A.M. (1986). Teacher perceptions of social behavior in learning disabled and socially normal children and youth. Journal of Learning Disabilities 19: 420-425. Center for Special Education Technology (1991). Tech use guide: using computer technology. Reston, VA: author. Davern, L., Schnorr, R. (1991). Public schools welcome student with disabilities as full members. Children Today 20:21-25. Diamond, L., Anderson, S., Berk, H., & Smith, R. (1988). An introduction to special education. In H. Reisner (ed.) Children with Epilepsy. New York: Woodbine, 147-172. Education and Consolidation Act of 1981; PL 97-35, Section 582. Federal Register. (1977) Education of Handicapped Children. U.S. Office of Education. Federal Register 42: 65082-65085. 60

Federal Register. (29 December 1977). Procedures for evaluating specific learning Disabilities. Washington, D.C.: Department of Health, Education, and Welfare, 65083. Gallaghar, J.J. (1993) Policy designed for diversity: New initiatives for children with Disabilities. In D.M. Bryant & M.A. Graham (eds.) Implementing Early Intervention. New York: The Guilford Press, 336-351. Goldenberg, E.F. (1979). Special Technology for Special Children. Baltimore: University Park Press. Halmhuber, N., & Beauvais, K. J. (2002). Case Studies about children and adolescents with special needs. Boston: Allyn & Bacon. Heward, W. L. (2003). Exceptional children (7 th ed.). Upper Saddle, NJ: Merrill. Lerner, J. (1993). Learning disabilities: Theories, diagnosis & teaching strategies (6th ed.). Boston: Houghton Mifflin. Mandell, C.J., & Gold, V. (1984). Teaching Handicapped Students. St. Paul: West Publishing Co. Paul, J. L., Churton, M., Rosselli-Kostoryz, H., Morse, W. C., Marfo, K., Lavely, C., & Thomas, D. (1997). Foundations of special education: Basic knowledge, information, research and practice in special education. Pacific Grove, CA: Brooks/Cole Publishing. Reynolds, M.C., Wang, M.C., & Walberg, H.J. (1987). The necessary restructuring of special and regular education. Exceptional Children 53: 391-398. 61

Campbellsville University School of Education SED 404 Emotional Disturbance and Behavioral Disorders Professor: Dr. Bill Stout E-mail:b.stout@campbellsville.edu Phone: 270-789-5408 Credits: 3 Hours Chat Time: Virtual Office Hours: The professor can be reached by phone or e-mail. School of Education Conceptual Framework Theme: Empowerment for Learning Model: Required texts: Kauffman, J. M. and Landrum, T.J. (2009). Characteristics of emotional and behavioral disorders of children and youth. (9 th ). Upper Saddle River, New Jersey: Merrill Prentice Hall. Course Description: This course will enable master teachers to understand interconnections between biological, cognitive, social, and emotional dimensions of emotional and behavioral disorders. The interplay of race, gender, social class, and ethnicity with factors of family structure, peer relationships, and school experiences will be researched and reported through oral and written presentations. 62

School of Education Mission Statement In support of the institutional mission, the mission of the teacher education program is to prepare teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary goal of the program is to advance scholars who are competent, caring and qualified, who can positively impact student learning, and who are committed to life-long learning in a global society. Since research has demonstrated that the teacher is most important factor affecting student learning, the teacher education program is committed to preparing candidates who are empowered and effective servant leaders in the classrooms, schools, communities and throughout the world. The teacher education program is a performance-based process that strives to Achieve this mission globally by preparing teachers who demonstrate the knowledge, skills and dispositions to plan, implement and evaluate instruction to assure that all students learn and perform at high levels, honoring, understanding, and respecting diverse voices and communities in society, establishing partnerships and collaborating with the professional community, supporting and enhancing Christian characteristics of servant leadership. Methods of Instruction The instructional methods will include: online learning lessons individual consultation with instructor online discussion groups discussion thread messages cooperative/collaborative learning activities Purpose of Course The purpose of the course is to prepare teachers to work successfully with students who have been identified as emotional/behavioral disorders. Students will be taught etiology, theory, and various types of educational treatment programs. Course Objectives Upon completion of this course, each student will be able to: 1. Describe the characteristics of children and youth with emotional/behavioral disorders. 2. State definitions for children and youth with emotional/behavioral disorders. 3. Discuss the etiology and diagnosis related to various theoretical approaches in the field of emotional/behavioral disorders. 4. Identify theory of reinforcement techniques in serving students with 63

emotional/behavioral disorders. 5. Describe the principles of normalization and the concept of least restrictive environment as they relate to students with emotional/behavioral disorders. 6. Understand the collaborative model in reference to EBD individuals. 7. Demonstrate knowledge of the concern of families with exceptional learner needs. 8. Describe models that explain deviance. 9. Explain social characteristics of individuals with emotional/behavioral disorders. 10. Identify factors that influence overrepresentation of diverse individuals in programs for individuals with EBD. 11. Demonstrate knowledge of skills used in problem solving and conflict resolution. 12. Discuss families' systems related to children and youth with emotional/behavioral disorders. 13. Demonstrate knowledge and skills in developing a Functional Behavioral Assessment for students emotional and behavioral disorders. Alignment with Curricular Guidelines and National Standards: Diversity Proficiencies 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data. 8.1 Identifies students where learning could be enhanced by collaboration. Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Kentucky Common Core Standards and College Readiness Standards Students will use the Common Core State Standards in designing learning goals/objectives and assessments. Class Attendance and Participation (KTS 6, 7, 8, 9) 64

Class attendance will be checked. Two unexcused absences (at instructors discretion) results in an automatic F for the course. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online discussions, study questions and reflective writing assignments). Please notify the instructor if you are to be absent. Students must contribute to class discussions a minimum of five times; they should also contact the professor in advance if they might be absent. Each of the 10 class/chat sessions will represent 10 total points. Attendance and participation in all of the scheduled chats will result in a total of 100 points earned for this assignment. Course Assignments/Assessments All assignments must be word-processed using Microsoft Word, 6.0 or higher. Field Hours (KTS 1, 2, 3, 4, 5, 6, 7, 8,10) Students will participate in twelve (12) hours of field experience. Field experiences provides a variety of opportunities to: (1) observe, (2) assist, (3) tutor, (4) instruct (small groups, whole groups), and (5) conduct applied research. The defining characteristic of field experience is experience with students, whether in your own classroom or another. (1) Observation and (2) assist can not be within your own classroom. Use artificial names when you write about learners and teachers to keep confidentially. See the field hour requirement document for details (located on the University web page). Logs must be kept of the field experience. The original must be sent to the Special Education Program office and a copy sent to the professor. The form must be completed in order to receive credit. Rubric for Field Hours/Observations Observation 69 and below Work is 3 days late or more than two parts of assignment are missing. 70-79 80-89 90-100 Same as 80-89 but with one or two parts missing or 1-2 days late Same as 90-100 but less well stated, less well organized 1. Observe EBD classroom and begin developing a Case Study on one student with EBD. Information gathered should include: a. a fictitious name for student b. any factual background information that is gathered c. how student reacts to teacher d. how student reacts with peers e. student s acceptance of academic and other assign work f. student s on-task vs. off task behaviors g. student s 65

strengths and weaknesses h. any observed accommodations and modifications i. type of service delivery j. effect of instruction on creating a positive learning climate in the classroom k. your own reflection of what was learned in this observation Write a 2-3 page reflection of this case study regarding your observation and purpose. Project to be completed in SED 406. On Time, complete information, and well organized Resource List (KST 1, 2, 3, 4, 5, 6, 7, 9) Each team will compile a list of resources for educators to identify, teach, and manage children and youth with EBD. Resources will be from a). websites no older than 2000 b). names and a description of services of professional organizations along with the organizations website c) educational journal sites (not actual articles but names of and where the journals can be found on the Internet. There should be approximately 10 websites of resources, 10 organization sites, and 10 journal sites RELATED TO EBD. The citations will be done correctly in APA style. Rubric for Resource List Resource List 69 and below 70-79 80-89 90-100 66

Work turned in independent of team, not well organized, many errors on APA format, sources incomplete, more than 3 days late Work done independent of team; Incomplete response to a-c; Errors on APA format Sources not described well No more than 2-3 days late Work done as member of a team; Completing a-c Few errors of APA format 30 sources, descriptions incomplete No more than 1 day late Work done as a member of a team; Completing a-c Correct use of APA format 30 resources cited with descriptions on time Develop a plan for a student with an emotional / behavioral disorders Assignment Write an IEP, an FBA, and a behavior intervention plan (BIP) for one student identified with emotional behavioral disorder with the theme being: managing students safely. Webliography (KST 6) Assignment Using the following website, student will research behavior interventions used with EBD students to create a safe physical environment. Complete a Web Quest. www.pbis.org Rubric for Research on Behavior Interventions Behavior Interventions 69 and below 70-79 80-89 90-100 Not turned in, less than two pages, not following guidelines in 90-100. Poorly organized without addressing the point of a safe physical environment, late Same as 90-100 but with less clear information, less well organized, late Paper done on time with indications that the information was gained from the website given; addresses a safe physical environment; double spaced; at least 2 pages Group Project: Assignment In teams, research the topic of bullying in your own school along with strategies to deal with this issue. Check your schools Crisis Response Plans for official school policy on reaction to bullying. o Final Exam (KST 5) Final Examination Students will take a final exam reviewing the total course. The final exam will consist of objective items and short answer questions. This final will be given to you by the professor, details will come from professors. 67

Grading System Assignments Points Class Participation 100 Field Hours and Reflection 100 Resource List 100 IEP, FBA & Behavioral Mg. Plan 100 Webliography (Safe Schools) 100 Group Project 100 Exam 100 Total: 700 Course Grading Scale 90-100% = A 80-89% = B 70-79% = C 60-69% = D Below 60 = F Incomplete Policy In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course, with justifiable cause, may request an Incomplete from the professor by submitting an Incomplete Request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. Course work and other requirements to change the I grade must be completed by the end of the following 9 weeks. If by the end of the designated time, the requirements have not been met, the professor will change I to an F. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The 68

plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. Technical Support and Assistance Students are required to have a computer, e-mail and Internet access to enroll in this course. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. References Abrams, J.C., Kaslow, F.(1977). Family systems and the learning disabled child: Interventions and treatment. Journal of Learning Disabilities, 10(2), 86-90. Alderman, M. K. & Zabel, R. H. (1988). Educating children and adolescents with behavior disorders. Boston: Allyn & Bacon. Algozzine, B., Ruhl, K, & Ramsey, R. (1991). Behaviorally disordered? Assessment for identification and instruction. Reston, VA: council for Exceptional Children. American Psychiatric Association, (1987). Diagnostic and statistical manual of mental disorders(3 rd ed.); revised. Washington, D.C.: American Psychiatric Association. ASCD. (1998). Promoting social and emotional learning. Alexandria, VA. Bauer, A.M., Shea, T.M., & Keppler, R. (1986). Level Systems: A framework for the individualization of behavior management. Behavior Disorders, 12, 25-28. 69

Bender, W.N.(1988). The other side of placement decisions: Assessment of the mainstream learning environment. Remedial and Special Education, 9(5), 28-33. Bill, M. J., & Altepeter, T. S. (1990). Disruptive behavior disorders in children: Treatment-focused assessment. New York: Prentice. Copeland, C.D. (1982). Teaching-learning behaviors and the demands of the classroom environment. In W. Doyle & T.L. Good(eds.), Focus on Teaching, 1: 83-97. Council for Exceptional Children(1990). Precis: Americans with Disabilities Act of 1990. What you should know. Supplement to Exceptional Children. 57:1-2. Epstein, M. H., & Ollinger, E.(1987). Use of medication in school programs for behaviorally disordered pupils. Behavior Disorders,12, 138-145. Erickson, M. T. (1992). Behavior disorders of children and adolescents: Assessment, etiology, and intervention. (2nd ed.) New York: Prentice. Harry, B. (1992). Cultural diversity, families, and the special education system: Communication and empowerment. New York: Teachers College Press. Kauffman, J.M.(1981). Historical trends and contemporary issues in special education United States. In J.M. Kauffman & D.P. Hallahan (Eds.), Handbook of Special Education(pp. 3-23). Englewood Cliffs, NJ: Prentice-Hall. in Kauffmann, J.M.(1985). Characteristics of children s behavior disorders. (3 rd ed.) Columbus, OH: Merrill. Kavale, K.A., Forness, S.R., & Alper, A.E.(1986). Research in behavioral disorders/emotional disturbance: A survey of subject identification criteria. Behavioral Disorders,11: 159-167. Leone, P.E., Luttig, P.G., Zlotlow, S., & Trickett, E.J.(1990). Understanding the social ecology of classrooms for adolescents with behavioral disorders: A preliminary study of differences in perceived environments. Behavioral Disorders,16:55-65. Marmor, J., & Pumppian-Mindlin, E.(1950). Toward an integrative conception of 70

Mental disorders. Journal of Nervous and Mental Disease. 3:19-29. Neel, R.S., Meadows, N., Levine, P., & Edgar, E.G.(1988). Behavior Disorders, 13: 209-216. Nelson, J.R., Smith, D.J., Young, R.K., & Dodd, J.(1991). A review of self-management outcome research conducted with students who exhibit behavioral disorders. Behavioral Disorders, 16: 169-179. Riegel, K.F. (1975). Toward a dialectical theory of development. Human Development, 18: 50-64. Rizzo, J. V., & Zabel, R. H., (1988). Educating children and adolescents with behavior disorders. Boston: Allyn and Bacon. Rosenthal, S.L., Simeonsson, R.J.(1991). Communication skills in emotionally disturbed and nondisturbed adolescents. Behavior Disorders, 16: 192-199. Salend, S.J., & Lutz, G.L.(1984). Mainstreaming or mainlining: A competency based approach to mainstreaming. Journal of Learning Disabilities, 17(1), 27-29. Scott, M.(1980). Ecological theory and methods of research in special education. Journal of Special Education, 4:279-294. Shepard, L.A., & Smith, M.L.(1983). An evaluation of the identification of learning disabled students in Colorado. Learning Disabilities Quarterly, 6(2), 115-127. Thomas, E.D., & Marshall, M.J.(1977). Congruence of behavioral ecologies: An Ecological model. Exceptional Children, 44:16-22. Tindal, G. (1985). Investigating the effectiveness of special education. Journal of Learning Disabilities, 18, 101-117. Will, M.C. (1986). Education children with learning problems: A shared responsibility. Exceptional Children, 52, 411-415. 71

Campbellsville University School of Education SED 405 Curriculum and Methods in Learning and Behavior Disorders (P-12) Professor: Lisa Allen, Ed. D. Class: Curriculum and Methods in Learning and Behavior Disorders E-mail:lsallen@campbellsville.edu Phone: (270) 789-5506 (502) 507-1523 Chat Time: Virtual Office Hours: The professor can be reached anytime by e-mail. School of Education Conceptual Framework Empowerment for Learning Required Texts: Coyne, M. D., Kame'enui, E, J. & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4 th Ed.). Upper Saddle River, NY: Pearson Education. 72

School of Education Mission Statement The School of Education, in keeping with the spirit of Campbellsville University, prepares teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary aim of the program is to advance scholars who are competent, caring and qualified educators, can positively impact student learning and are committed to life-long learning in a global society. The vision of the School of Education at both the initial level and the advanced level align with the core beliefs of the National Board for Professional Teaching Standards as follows: Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities. Course Description: This course will enable master teachers to understand interconnections between biological, cognitive, social, and emotional dimensions of emotional and behavioral disorders. The interplay of race, gender, social class, and ethnicity with factors of family structure, peer relationships, and school experiences will be researched and reported through oral and written presentations. Course Objectives: The student will: 1. Plan and develop a unit of instruction. 2. Demonstrate the ability to develop instructional goals related to specific content into behavioral objectives for instruction that are specific and observable. 3. Identify and describe multiple ways to deliver instruction to learners. 4. Cite examples of the ways in which technology can be used as instructional strategy. 5. Identify various strategies for instruction with learners who have specific learning problems. 6. Describe how to present the curriculum in a way that addresses cultural diversity, learning styles, and an understanding of various exceptionalities in the classroom. 7. Indicate how specific commercial materials may be adapted to meet special needs. 8. Identify sources of specialized materials for individuals with emotional behavior disorders. 9. Demonstrate the ability to select, adapt, and use instructional strategies and materials according to the characteristics of the individual with special needs. 73

10. Cite resources and techniques used to transition individuals with emotional/behavioral disorders into and out of school and post-school environment. 11. Identify avenues by which a teacher can create a safe equitable, and supportive learning environment in which diversities are valued. 12. Describe how to design, manage and sustain a positive learning environment. 13. Demonstrate evidence of meeting 4 of 9 Kentucky Teacher Standards. 14. Complete CAP 6 requirements Alignment with Curricular Guidelines and National Standards: Diversity Proficiencies 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data. 8.1 Identifies students where learning could be enhanced by collaboration. Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Kentucky Common Core Standards and College Readiness Standards Students will use the Common Core State Standards in designing learning goals/objectives and assessments. Cultural Diversity and Technology 74

The value of cultural diversity and individual differences will be addressed throughout this course, as curriculum modifications/adaptations are developed to meet the needs of individual learners. The use of various technologies to instruct lessons and modify curriculum will be explored. Class Attendance and Participation Class attendance will be checked. Two unexcused absences (at instructors discretion) results in an automatic F for the course. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online discussions, study questions and reflective writing assignments). Please notify the instructor if you are to be absent. Students must contribute to class discussions a minimum of five times; they should also contact the professor in advance if they might be absent. Course Requirements Field Hours (KTS 1, 2, 3, 4, 5, 6, 7, 8, 10) Students will participate in ten (10) hours of field experience. Field experiences provides a variety of opportunities to: (1) observe, (2) assist, (3) tutor, (4) instruct (small groups, whole groups), and (5) conduct applied research. The defining characteristic of field experience is experience with students, whether in your own classroom or another. (1) Observation and (2) assist cannot be within your own classroom. Use artificial names when you write about learners and teachers to keep confidentially. See the field hour requirement document for details (located on the University web page). Logs must be kept of the field experience. The original of the Field Hours Form must be sent to the Special Education Program office and a copy sent to the professor. The form must be completed correctly in order to receive credit. Exams (Midterm and Final 100 points per exam) (KTS 5) Two exams (Midterm & Final) may include multiple choice, true/false, short answer, and short and long application questions. Each exam is timed, and students must complete it before the specified due date/time. Unit of Study (250 points)(kts 1, 2, 3, 4, 5, 6, 7, 8, 10) Students are required to develop a curriculum unit, consisting of five (5) daily lesson plans written to teach materials appropriate to a learner with disabilities in the classroom. This unit is to be developed according to the Instructional Unit Guidelines Task G. Unit guidelines are based on Kentucky Teacher Internship Program teacher performance assessment model and have been modified for implementation. Task G can be found electronically on the School of Education website and in Getting Started, Are You Ready? Late submission - 5 points deduction per day. Class Presentation (50 points) 75

Students will present a professional journal article selected by the instructor utilizing power point. Conferencing (50 pts.) Students will conference with the instructor two times via Adobe Connect or in person for a minimum of 30 minutes per conference regarding student written work. Grading System Activity Points Participation 100 Discussion Forums 200 Midterm 100 Final 100 Field Experience 100 Unit of Study 250 Class Presentation 50 Conferences 50 Course Grading Scale Course Grading Scale 90-100% = A 80-89% = B 70-79% = C 60-69% = D Below 60 = F TOTAL 950 Course Schedule The course schedule is located in the course website and includes weekly topics, specific assignments, discussion activities, and due dates. Incomplete Policy In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course, with justifiable cause, may request an Incomplete from the professor by submitting an Incomplete Request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. Course work and other requirements to change the I grade must be completed by the end of the following 9 weeks. If by the end of the designated time, the requirements have not been met, the professor will change the I to an F. 76

Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. Technical Support and Assistance Students are required to have a computer, e-mail and Internet access to enroll in this course. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. References Alber, S. R., Heward, W. L., & Hippler, B. J. (1999). Teaching middle school students with learning disabilities to recruit positive teacher attention. Exceptional Children, 65, 253-270. Angle, B.(1996). Five steps to collaborative teaching and enrichment remediation. Teaching Exceptional Children, 2991), 8-10. 77

Babyak, A., Koorland, M., & Mathes, P. G. (2000). The effects of story mapping instruction on the reading comprehension of students with behavioral disorders. Behavioral Disorders, 24, 239-258. Baily, D. B., Skinner, D., Rodriguez, P., Gut, D., & Correa, V. (1999). Awareness, use, and satisfaction with services for Latino parents of young children with disabilities. Exceptional Children, 65, 367-382. Bauwens, J., & Houricade, J.J.(1995). Cooperative teaching: Rebuilding the students. Austin, TX: Pro-Ed. schoolhouse for all Bauwens, J., Houricade, J.J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10(2), 17-22. Brinton, B., & Fujiki, M. (1999). Social interactional behaviors of children with specific language impairment. Topics in Language Disorders, 18, 49-69. Bruner, J.(1981). The social context of language acquisition. Language and Communication, 1, 155-178. Byrsuck, W. D., Harniss, M. K., Epstein, M. H., Polloway, E. A., Jayanthi, M., & Wissinger, L. M. (1999). Solving communication problems about homework: Recommendations of special education teachers. Learning Disabilities Research & Practice, 14, 149-158. Camp, B.W., & Bash, M.S.(1981). Think aloud: Increasing social and cognitive skills. Champaign, IL: Research Press. Castellani, J., & Jeffs, T. (2001). Emerging reading and writing strategies using Exceptional Children, 33, 60-67. Coleman, M., & Vaughn, S. (2000). Reading interventions for students with disorders, Behavioral Disorders, 25, 93-104. technology. Teaching emotional/behavioral Craig, S., Hull, K., Haggart, A., & Crowder, E. (2001). Story telling: Addressing the literacy needs of diverse learners. Teaching Exceptional Children, 33, 46-53. Crutchfield, M.(in press). Who s teaching our children? NICHCY News Digest. Daniels, V. I., & Vaughn, S. (1999). A tool to encourage best practice in full inclusion. Teaching Exceptional Children, 31, 48-55. Delpit, L.D.(1988). The silenced dialogue: power and pedagogy in educating other people s children. Harvard Educational Review,58, 280-298. 78

Dieker, L.A., & Barnett, C.A.(1996). Effective co-teaching. Teaching Exceptional Children, 29(1), 5-7. Etscheidt, S. K., & Barlett, L. (1999). The IDEA amendments: A four-step approach for determining supplementary aids and services. Exceptional Children, 65, 163-174. McDonough, K.M.(1989). Analysis of the expressive language characteristics of handicapped students in social interactions. Behavioral Disorders, 14, 127-139. emotionally Patton, J. R., Cronin, M. E., Bassett, D. S., & Koppel, A. E. (1997). A life skills approach to mathematics instruction: Preparing students with learning disabilities for the real-life math demands of adulthood. Journal of Learning Disabilities, 30, 178-187. Southerland, K., Wehby, J. H., & Yoder, P. J. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional & Behavioral Disorders, 10, 5-14. Walther-Thomas, C.S., Bryant, M., & Land, S. (1996). Planning for effective co- teaching: The key to successful inclusion. Remedial and Special Education, 17(4), 255-264. Whittaker, C., R., Salend, S., & Duhaney, D. (2001). Creating instructional rubrics for inclusive classrooms. Teaching Exceptional Children, 34, 8-13. Recommended web sites: http://ldanatl.org This website is for the Learning Disabilities Association of America and provides resources related to learning disabilities including study skills. http://www.reading.org The International Reading Association website provides resources in reading. http://www.socialstudies.org This website provides resources for teaching social studies. http://www.ofcn.org/cyber.serv/academy/ace/math/elem.html This website contains math lesson plans and ideas. http://www.ed.gov/pubs/parents/math/index.html This website provides information on instructional materials to increase math skills. http://www.glc.k12.ga.us This website from Georgia Learning Connections provides instructional objectives, modifications, and lesson plans. 79

http://www.ku-crl.org/htmlfiles/core.html This website is from the University of Kansas s Center for Research on Learning and provides resources for teaching learning strategies and study skill. http://www.ldonline.org/ld_indepth/resource-guide.html This website from LD Online provides numerous resources on teaching various content areas to learners with learning disabilities. 80

Campbellsville University Online School of Education SED 406 Behavior Management of Children and Youth with Learning and Behavior Problems Professor: Dr. Bill Stout Address: Campbellsville University 1 University Drive, UPO 797 Campbellsville, KY 42718 E-Mail: bhstout@campbellsville.edu Office: 270.789.5408 Home Phone: 502.477.8144 Chat Time: Virtual Office Hours: The professor can be reached anytime by e-mail. School of Education Conceptual Framework Theme: Empowerment for Learning Model: Required Text: Alberto, P.A., & Troutman, A.C. (2009). Applied behavior analysis for teachers (8 th ed.). Upper Saddle River, NJ: Merrill. 81

Rhodes, G., Jenson, W. R., & Reavis, H. K. (1993). The tough kid book: Practical classroom management strategies. Longmont, CO: Sopris West Educational Services. Resource Text: Lane, K.L, Gresham, F.M., & O Shaughnessy, T.E. (2002). Interventions for children with or at-risk for emotional and behavioral disorders. Boston: Allyn and Bacon. A textbook is required for this course. All materials for this course can be found in the textbook and Internet site for this course. All reading materials are contained in the body of the course. Course Description: This course is designed to provide students with knowledge and understanding of behavioral assessment and intervention strategies that have been effective for individuals with a wide range of disabilities including: EBD, LD, MMD, and ASD. Students will learn to (a) identify and assess problem behavior, (b) design and implement behavioral interventions, (c) design learning environments that will prevent problem behaviors, and (d) apply behavioral procedures in educational settings. Primary research project will address the collaborative and consultative roles of the special education teacher in the reintegration of individuals with disabilities into the general educational setting. School of Education Mission Statement In support of the institutional mission, the mission of the teacher education program is to prepare teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary goal of the program is to advance scholars who are competent, caring and qualified, who can positively impact student learning, and who are committed to life-long learning in a global society. Since research has demonstrated that the teacher is most important factor affecting student learning, the teacher education program is committed to preparing candidates who are empowered and effective servant leaders in the classrooms, schools, communities and throughout the world. The teacher education program is a performance-based process that strives to achieve this mission globally by preparing teachers who demonstrate the knowledge, skills and dispositions to plan, implement and evaluate instruction to assure that all students learn and perform at high levels, honoring, understanding, and respecting diverse voices and communities in society, establishing partnerships and collaborating with the professional community, supporting and enhancing Christian characteristics of servant leadership. 82

Methods of Instruction The instructional methods will include: online learning lessons individual consultation with instructor online discussion groups demonstration teamwork cooperative learning activities site visitation and classroom observation Purpose of Course The purpose of the course is to prepare teachers by equipping them with methods and strategies needed to effectively instruct children with emotional/behavioral disorders. They will learn behavioral methods and principles needed to develop programs for this population of special needs students. Course Objectives Upon completion of this course, each student will be able to: Identify and define principles of human behavior and learning. Develop comprehensive program in collaboration with team members. Design functional classroom for individuals with disabilities. Utilize frequency, duration, latency, interval, and other measurement and recording procedures related to target behavior. Understand and use of the principles of behavior for the design, implementation, and evaluation of students academic and social performance in the classroom. Apply basic classroom management theories & strategies for students with disabilities based on functional behavior assessments. Design and implement comprehensive behavior management plans. Monitor and evaluate implementation of behavior support plans. Discuss ethical and professional issues surrounding the use of applied behavior techniques. Discuss theories of reinforcement techniques to be utilized with students with disabilities and plan individualized reinforcement system. Discuss the legal, judicial system & agencies serving individuals with disabilities. Alignment with Curricular Guidelines and National Standards: Diversity Proficiencies 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data. 83

8.1 Identifies students where learning could be enhanced by collaboration. Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Kentucky Common Core Standards and College Readiness Standards Students will use the Common Core State Standards in designing learning goals/objectives and assessments. Class Attendance and Participation (KTS 6,7,8, 9) Class attendance will be checked. Two unexcused absences (at instructors discretion) results in an automatic F for the course. Please notify the instructor if you are to be absent. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online discussions, study questions and reflective writing assignments). Students must contribute to class discussions a minimum of five times. Course Assignments/Assessments All assignments must be word-processed using Microsoft Word formatted for XP & MS Word 2003 or higher. Behavior Management (KTS 2,3,4,7,8) Develop a research based behavior management system that covers all major components of behavior management such as reinforcement techniques to improve student behavior, classroom procedures (rules), consequences and seating arrangements. Include replacement skills to be taught. Within this plan, discuss a 84

model functional classroom for student with disabilities with a focus on creating and maintaining a positive learning environment. Minimum 10 pages with five sources, APA style. Behavior Management Plan Rubric 60 70 70 80 80 90 90 100 Research based with procedures/rules and consequences detailed. No strategies and reinforcement techniques with no model classroom for students with learning disabilities that promotes a safe positive learning environment. Replacement skills not included. Arrangement of classroom not described. Research less than 5 sources. Less than 10 pages without APA style. Researched based with procedures/rules and consequences detailed. Strategies and reinforcement techniques for behavior management included. Replacement skills to be taught. Model classroom described for students with learning disabilities that promotes a safe positive learning environment. Arrangement of classroom not included. Research less than 5 sources. Less than 10 pages without APA style. Research based with procedures/rules and consequences detailed. Strategies and reinforcement techniques for behavior management included. Replacement skills to be taught. Model classroom described for students with learning disabilities that promotes a safe positive learning environment. Arrangement of classroom that assist in the reduction of behavior problems. Research is less than 5 sources. Less than 10 pages. No APA style. Research based with procedures/rules and consequences detailed. Strategies and reinforcement techniques for behavior management included. Replacement skills to be taught. Model classroom described for students with learning disabilities that promotes a safe positive learning environment. Arrangement of classroom that assist in the reduction of behavior problems. Research is detailed with 5 source minimum. 10 pages with APA style. Collaborative Project Task D Implement the Behavior Management Plan (BMP) for the student selected and work cooperatively with the classroom teacher and parent to provide a cohesive structure for behavioral improvement. Replacement skills within the BMP must be taught. Write a summary of the collaborative efforts on behalf of the student. 85

Task D form can be found electronically on the School of Education web page at Collaborative Project Task D Rubric 60 70 70 80 80 90 90 100 Student identified with a behavior issue on their IEP. Rational why student was selected. Objectives and assessment plan identified. Replacement skills identified. No activities or timelines. Diversity not explained. All individuals needed not involved with implementation process. No date(s) to review progress. No impact on collaborative efforts and no 2 page summary of implementation process. Student identified with a behavior issue on their IEP. Rational why student was selected. Objectives and assessment plan identified. Replacement skills identified. Activities planned and timelines established. Diversity of student identified and explained. Individuals involved with implementation of BMP (implementor, parent, classroom teacher, student if needed). No resources. No date(s) of meeting(s) to review progress. No impact on collaborative efforts and no 2 page summary of implementation process. Student identified with behavior issue on their IEP. Rational why student was selected. Objectives and assessment plan identified. Replacement skills identified. Activities planned and timelines established. Diversity of student identified and explained. Individuals involved with implementation of BMP (implementor, parent, classroom teacher, student if needed). Resources needed. Date(s) of meeting(s) to review student progress and individual involved with the review (will be the same as those involved with BMP implementation). No impact on collaborative efforts and no 2 page summary of implementation process. Student identified with behavior issue on their IEP. Rational why student was selected. Objectives and assessment plan identified. Replacement skills identified. Activities planned and timelines established. Diversity of student identified and explained. Individuals involved with implementation of BMP (implementor, parent, classroom teacher, student if needed). Resources needed. Date(s) of meeting(s) to review student progress and individual involved with the review (will be the same as those involved with BMP implementation). Impact of collaborative efforts on BMP. 2 page summary of implementation process. 86

Article Summaries (KTS 7,9,10) Read and prepare a written three-page summary of three recent articles from the field of behavior management. The articles may come from the reference list provided. All products should be developed as Microsoft Word documents Tough Kid Book Questions Students will answer questions from the Tough Kid Book. The questions will be provided by the professor. Field Hours (KTS 1,2,3,4,5,7,8,10) Students will participate in ten (10) hours of field experience. Field experiences provide a variety of opportunities to classroom management and implementation of behavior management strategies and teaching of social skills. The defining characteristic of field experience is experience with students, whether in your own classroom or another. (1) Observation and (2) assist can not be within your own classroom. Use pseudo names when you write about learners and teachers to keep confidentially. See the field hour requirement document for details (located on the University web page). Logs must be kept of the field experience. The original must be sent to the Special Education Program office and a copy sent to the professor. The form must be completed in order to receive credit. Reflection guidelines are on page 2 of the field hour form. Quizzes (KST 5) Students will take a series of quizzes. The quizzes will cover materials related to course content, readings, online discussions, and Web links. The quizzes will be an objective type test. Students must pass at least 85% of the items prior to being permitted to move to the next lesson. Grading System Assignments Points Class Participation 100 Behavior Management Plan 100 Functional Behavior Assessment 100 Collaborative Project (Task D) 100 Article Summaries 60 (10 points each) Tough Kid Book Questions 100 Field Hours 100 Final Exam 100 Total 760 **NOTE: A FIVE (5) POINT DEDUCTION PER CALENDAR DAY WILL BE GIVEN FOR LATE ASSIGNMENTS. 87

Course Grading Scale Course Grading Scale 90-100% = A 80-89% = B 70-79% = C 60-69% = D Below 60 = F Incomplete Policy In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course, with justifiable cause, may request an Incomplete from the professor by submitting an Incomplete Request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. Course work and other requirements to change the I grade must be completed by the end of the following 9 weeks. If by the end of the designated time, the requirements have not been met, the professor will change I to an F. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. 88

Technical Support and Assistance Students are required to have a computer, e-mail and Internet access to enroll in this course. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. References Burden, Paul R. (2003). Classroom Management- Creating A Successful Learning Community. New York, New York. John Wiley & Sons. Charles, C. M. (1999). Building Classroom Disciplines. Boston: Allyn and Bacon. Canter, Lee and Canter, Marlene (1988). Assertive Discipline. Santa Monica: CA. Carter, S. (1994, November). Interventions: Organizing systems to support competent social behavior in children and youth. Eugene, OR: Western Regional Resource Center. Cartledge, G., & Cochran, L. (1993, Spring). Developing cooperative learning behaviors in students with behavior disorders. Preventing School Failure, 37(3), 5-10. Chazan, M., Laing, A.F., & Davies, D. (1994). Emotional and behavioral difficulties in middle childhood: Identification, assessment, and intervention in school. London, England: Falmer Press. Cambone, J. (1994). Teaching troubled children: A case study in effective classroom practice. New York: Teachers College Press. Cummings, Carol. Winning Strategies for Classroom Management. Alexandria, Virginia. Association for Supervision and Curriculum Development. Dice, M.L. (1993). Intervention strategies for children with emotional or behavioral disorders. San Diego, CA: Singulair. Dunlap, G., deperczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making and proactive behavioral support for students with emotional and behavioral challenges. Journal of Applied Behavioral Analysis, 27: 505-518. 89

Epanchin, B.C., Townsend, B., & Stoddard, K.(1994). Constructing classroom management: Strategies for creating positive learning environments. Pacific Grove, CA: Brooks/Cole. Karlin, J.S., & Berger, R.(1992). Discipline and the disruptive child: A new, expanded, practical guide for elementary school teachers (2 nd ed.). Englewood Cliffs, NJ: Parker. Mendler, A.(1994, Fall). Behavior management in the inclusive classroom. Journal of Emotional and Behavioral Problems, 3(3), 59-60. Newcomer, P.L. (1993). Understanding and teaching emotionally disturbed children and adolescents (2 nd ed.). Austin, TX: Pro-Ed. Owen, I. (Ed.) (1994, Spring). Dealing with aggressive and violent students [special issue]. Preventing School Failure, 38(3). Rockwell, S. (1993). Tough to reach, tough to teach: Student with behavioral problems. Reston, VA: Council for Exceptional Children. Rosenberg, M. S., Wilson, R., Maheady, L., & Sindelar, P.T. (1991). Educating students with behavior disorders. Boston: Allyn and Bacon. Smith, M. (1993). Modification for Exceptional Children and Youth. Boston, MA: Andover Medical Publishers. Walker, H.M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: and best practices. Pacific Grove, CA: Brooks/Cole. Strategies Wolfgang, C. H. (1995). Solving discipline problems: Methods and models for today s teachers (3 rd ed.). Boston, MA: Allyn and Bacon. Wong, K.L.H., Kauffman, J.M., & Lloyd, J.W.(1991, November). Choices for integration: Selecting teachers for mainstreamed students with emotional and behavioral disorders. Intervention in School and Clinic, 27(2), 108-115. Workman, E.A., and Katz, A.M. (1995). Teaching behavioral self-control to students (2 nd ed.). Austin, Texas: Pro-Ed. Zoints, P. (1996). 90

Campbellsville University School of Education SED 407 Theories of Reading and Educational Practices P-12 Professor: Dr. Carol Garrison Class: SED 407 Theories of Reading and Educational Practices P-12 Information: 3 Credit Hours Classroom: Online Phone: 270-789-5284 E-Mail: cagarrison@campbellsville.edu Chat Time: Virtual Office Hours: The Professor can be reached by phone or e-mail. School of Education Conceptual Framework Theme: Empowerment for Learning Model: Required Text: Carnine, D.W. Silbert, J., & Kameenui, E.J. (2009). Direct instruction reading (5th ed.). Columbus, OH: Prentice-Hall. The textbook is required for this course. All materials for this course can be found in the textbook and Internet site for this course. All reading materials are contained in the body of the course. 91

School of Education Mission Statement In support of the institutional mission, the mission of the teacher education program is to prepare teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary goal of the program is to advance scholars who are competent, caring and qualified, who can positively impact student learning, and who are committed to life-long learning in a global society. Since research has demonstrated that the teacher is most important factor affecting student learning, the teacher education program is committed to preparing candidates who are empowered and effective servant leaders in the classrooms, schools, communities and throughout the world. The teacher education program is a performance-based process that strives to achieve this mission globally by preparing teachers who demonstrate the knowledge, skills and dispositions to plan, implement and evaluate instruction to assure that all students learn and perform at high levels, honoring, understanding, and respecting diverse voices and communities in society, establishing partnerships and collaborating with the professional community, supporting and enhancing Christian characteristics of servant leadership. Course Description: This course will concentrate on the best practices for teaching reading to students with learning and behavioral difficulties. Candidates will conduct research on literacy problems in the United States and examine reading approaches for students with reading difficulties. Understanding of best practice strategies for teaching of reading will be applied through a research paper project. Methods of Instruction The instructional methods will include: online learning lessons individual consultation with instructor online discussion groups demonstration teamwork speakers cooperative learning activities site visitation and classroom observation Purpose of Course 92

The purpose of the course is to prepare teachers to increase the reading skills of special needs students. Teachers will learn instruments and strategies to best instruct students. Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Kentucky Common Core Standards and College Readiness Standards Students will use the Common Core State Standards in designing learning goals/objectives and assessments. Program of Studies for Kentucky Schools Reading 1.2 Read a variety of materials to gain understanding of the world around them and of the nature of texts, including literary materials. Reading 1.2 Read and understand a variety of materials, making connections to student s lines, to read world issues, and/or to current events. Reading 1.2 Read and analyze practical/workplace materials (e.g., warranties, recipes, forms, memoranda, consumer texts, manuals). Core Content RD-E-x.0.1 Use word recognition strategies (e.g., phonic principles, context clues, structural analysis) to determine pronunciations and meanings of words in passages. 93

RD-E-x.0.5 Recognize the purpose of capitalization, punctuation, boldface type, italics, and indentations used by the author. RD-M-x.0.5 Formulate questions to guide reading. RD-M-x.0.8 Make predictions, draw conclusions, and make generalizations about what is read. RD-H-x.0.2 Interpret literal and non-literal meaning of words. RD-H-x.0.5 Make, confirm and revise predictions. RD-H-x.0.6 Paraphrase important parts of a passage. Alignment with Curricular Guidelines and National Standards: Diversity Proficiencies 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data. 8.1 Identifies students where learning could be enhanced by collaboration. Course Objectives Upon completion of this course, each student will be able to: 1. Review the research on best practices in teaching reading and describe the attributes of a quality instructional reading program. KTS 1, 6, 10 2. Research and review formal and informal reading instruments. KTS 5, 7, 8 3. Use students IEP s to adapt lesson plans. KTS 1, 2, 3, 4, 5, 7, 8 4. Design and use research-supported methods for academic and nonacademic instruction of individuals with learning and behavioral disorders. KTS 1, 2, 3, 10 5. Identify and teach essential concepts, vocabulary, and content across the general curriculum. KTS 1, 2, 3, 4 6. Implement systematic instruction in teaching reading comprehension and monitoring strategies. KTS 4 7. Teach strategies for organizing and composing written products. KTS 4 8. Identify supports needed for integration into various program placements and teach parents to use appropriate behavior management and counseling techniques. KTS 1, 8, 10 9. Incorporate and implement instructional and assistive technology into the educational program. KTS 10. Integrate academic instruction, affective education, and behavior management for 94

individuals and groups with emotional/behavioral disorders. KTS 4 11.Understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. KTS 1, 10 12. Participate in activities of professional organizations relevant to the field of emotional/behavioral disorders. KTS 9 Class Attendance and Participation Class attendance will be checked. More than two absences results in an automatic F for the course. Students are asked to notify the professor in advance if they will be absent and to be responsible for all assignments. This course will use a combination of regular and Wimba for online chats. Students will need high speed Internet access and a headset with microphone and head phones. They will need to access the Wimba room. Before the first class, they will need to check their computer system for compatibility. Any issues will need to be resolved in advance of the first meeting. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online discussions, study questions and reflective writing assignments). Students must contribute to class discussions a minimum of five times during each chat to be considered present. Course Assignments/Assessments (All assignments must be word-processed using Microsoft Word, 6.0 or higher.) Weekly Assignments: Summaries/Critiques 1. Students are to read assigned chapters in the textbook and online information and write a summary and critique of what was learned including areas needing clarification. A summary includes a general description and main ideas of the content whereas a critique involves an analysis of the information. At times students will be required to answer questions listed in the assignment sheet. 2. Students are required to complete the weekly online assignments, adding comments and responses in weekly teams. Research Paper and PowerPoint Presentation (KTS 6) Students will write a seven-page research paper, including title and reference pages, with at least 5 references on one of the common methods of teaching reading to students with a disability. For example, direct instruction, computer based software, based intervention programs, reading recovery, four blocks, etc. The research paper should included citations and references in APA style. Research papers should posted to the student s folder at the individual team site. A Power Point, consisting of at least 10 slides, should summarize major information about the approach. 95

Field Hours (KTS 1, 2, 3, 4, 5, 6, 7, 8, 10) Students will participate in ten (10) hours of field experience. Field experiences provide a variety of opportunities to: (1) observe, (2) assist, (3) tutor, (4) instruct (small groups, whole groups), and (5) conduct applied research. The defining characteristic of field experience is experience with students, whether in your own classroom or another. (1) Observation and (2) assist cannot be acquired within the student s classroom. When documenting field hours, students should use mock names for students and teachers involved to ensure confidentiality. See the field hour requirement document for details (located on the University web page). Logs must be kept of the field experience. The original must be sent to the Special Education Program office and a copy sent to the professor. The form must be completed in order to receive credit. For this course, students will 1. Observe reading instruction for students with disabilities, in a regular class and in a special education class (2 hours). 2. Observe/evaluate two students using the Guide to Observation (Online Lesson 3) and submit a written report concerning results (2 hours). 3. Teach one of two TPA lesson plans either in a regular or special education class and complete Tasks A1, A2, C, and J1. Develop two TPA lesson plans and teach one. (KTS 1, 2, 3, 4) Lesson Taught includes Tasks A1, A2, C, J1. Lesson not taught includes Tasks A1, and A2. Students will develop two TPA lessons and teach one during field hours either in their own or another classroom. The lesson topics should be reading based. Quizzes (KTS 5 ) Students will take a series of weekly quizzes. The quizzes will concern materials related to course content, readings, online discussions, and Web links. The quizzes will be objective type. Students must pass at least 85% of the items prior to being permitted to move to the next lesson. Failure to meet the 85% standard on quizzes will prevent students from moving not only to the next lesson, but also to the next assessments which are required to complete the course. Literacy Autobiography, PowerPoint & Reflection The autobiography should include the following components: 1. a personal introduction and description of previous and current home literacy environment, culture and daily oral and written literacy practices. 2. students' first recollections of reading/writing/literacy experiences, supported by interviews of family members, including titles and impressions of the first books 96

read, samples of early writing (if available), and/or descriptions of stories written at young ages. 3. literacy experiences at the elementary, middle and secondary levels. 4. how these previous and current literacy experiences impact their current attitudes, practices, uses and literacy instruction (reading, writing, and oral language use) in the classroom 5. current changes in students' attitudes and changes The Presentation about the Literacy Autobiography should include the following components: 1. a presentation (PPT presentation) to a class 2. after the presentation, a discussion related to personal literacy development. 3. reflection on the whole process of writing and presenting the literacy autobiography Final Exam (KTS 5) Students will take a final, comprehensive exam reviewing the total course. The final exam will consist of objective items and short answer questions Grading System Quizzes are pass/fail. Assignments Points Field Hours 100 Class Participation 100 Weekly Assignments 100 Literacy Autobiography, PowerPoint, Reflection 100 2 TPA Lesson plans 200 Research Paper & PowerPoint presentation 200 Final exam 100 Total: 900 Course Grading Scale 90-100% = A 80-89% = B 70-79% = C 60-69% = D Below 60 = F *All assignments are to be posted in each student s file box online. The professor will also post all grades in the Discussion section of each student s personal team area and send results via email to the student s CU email account. Incomplete Policy 97

In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course, with justifiable cause, may request an Incomplete from the professor by submitting an Incomplete Request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. Course work and other requirements to change the I grade must be completed by the end of the following 9 weeks. If by the end of the designated time, the requirements have not been met, the professor will change I to an F. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 39.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. Technical Support and Assistance Students are required to have a computer, e-mail and Internet access to enroll in this course. Since this course will include a Wimba Classroom, students also need high speed Internet service and headsets (microphone & earphones) for class chats. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If 98

you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. References American Society for Autism. (2001). Current interventions in autism: A brief analysis. Bethesda, MD: Author. Available online at http://www.autism-society.org/packages/packages.html. Beckley, D. (1998). Gifted and learning disabled: Twice exceptional students. Storrs, CT: Natinal Research Center on the Gifted and Talented. Bloom, B. S., Englehart, M. B., Furst, E. J., Hill, W. H, & Krathwohl, D. R. (Eds), (1956). Taxomony of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: McKay. Bruner, J. S. (1977). The process of education. Cambridge, MA: Harvard University Press. Clay, M. M. (1985). The early detection of reading difficulties. Portsmouth, NH: Heinemann. Cramer, E. H., & Castle, M. (Eds.). Fostering the love of reading: The affective domain in reading instruction. Newark, DE: International Reading Association. Dewey, J. (1990). The school and society: The child and the curriculum. Chicago: The University of Chicago Press. Fitzgerald, G. E. & Koury, K. A. (1996). Empirical advances in technology-assisted instruction for students with mild and moderate disabilities. Journal of Research on Computing in Education. Gambrell, L. B. (1985). Dialog journals: Reading-writing interaction. The Reading Teacher, 38, 512-515. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21 st century. New York: Basic Books. Goatley, V. J., Brock, Ch.H., & Raphael, T. E. (1995). Diverse learners participating in regular education book clubs. Reading Research Quarterly, 30, 352-380. 99

Gonzales, R. D. (1990). When minority becomes majority: The changing face of English classrooms. English Journal, 79, 16-23. Goodman, K. S. (1986). What's whole in whole language?. Portsmouth, NH: Heinemann. Graves, D. H. (1991). Build a literate classroom. Portsmouth, NH: Heinemann. Halmhuber, N., & Beauvais, K. J. (2002). Case studies about children and adolescents with special needs. Boston: Allyn & Bacon. Heward, W. L. (2003). Exceptional children (7 th ed.). Upper Saddle, NJ: Merrill. Holdaway, D. (1979). The foundations of literacy. Sydney: Ashton Scholastic. Lerner, J. (1993). Learning disabilities: Theories, diagnosis & teaching strategies (6th ed.). Boston: Houghton Mifflin. Leslie, L., & Caldwell, J. (2001). Qualitative reading inventory-3. New York: Addison Wesley Longman. Leu, D. J. (2002). Internet workshop: Making time for literacy. The Reading Teacher, 55. 466-472. McMackin, M. C. & Bukowiecki, E. M. (1997). A change in focus. Teaching diverse learners within an inclusive elementary school classroom. In L. Orozco, Perspectives, Educating Diverse Populations Boulder, Co: Coursewise Publishing Inc. Murphy, S. (1991). A closer look at standardized tests. In K.S. Goodman, L.B. Bird, &Y.M. Goodman (Eds.), The whole language catalogue: Supplement on authentic assessment (p. 26) SRA: Macmillan/McGraw-Hill. National Center for Learning Disabilities (2001). LD basics. New York: National Center for Learning Disabilities. Available online at http://www.ncld.org/info/index.cfm NICHCY (1999). NCHCY briefing paper: Questions often asked by parents about special education services (4 th edition). (LG1). Washington, DC: National Information Center for Children and Youth with Disabilities. Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 364-370. Peterson, R., & Eeds, M. (1990). Grand conversations: Literature groups in action. New York: Scholastic. O Riordan, K. (1999). Reading and literacy program targets special needs readers. 100

available online at http://www.mff.org/edtech/article.taf?_function=detail&content_uid1=274 Raphael, T. E., & McMahon, S.I. (1994). Book Clubs : An alternative framework for reading instruction. The Reading Teacher, 48, 102-116. Rasinski, T.V. (Ed.). (2000). Teaching word recognition, spelling, and vocabulary. Newark, DE: IRA. Smith, M. (1996) A software selection model for the special student. Computing Teacher, 17 (5), 36-38. Smith, F. (1992). Learning to read: The never-ending debate. Phi Delta Kappan,73, 432-441. Sutherland-Smith, W. (2002). Weaving the literacy web: Changes in reading from page to screen. The Reading Teacher, 55, 662-669. Vygotsky, L. S. (1986). Thought and language. Cambridge: MIT Press. Walker, B. (2000). Diagnostic teaching of reading: Techniques for instruction and assessment (4th ed.). Upper Saddle River, NJ: Merrill. 101

Campbellsville University School of Education SED 408 Prescriptive and Instructional Strategies Professor: Dr. Debbie Schumacher Address: 1 University Drive, UPO 797 Campbellsville, Kentucky 42718 Phone: 270-789-5388, Cell 859-230-8262 E-mail: dkschumacher@campbellsville.edu Chat Time: Wednesday, 7:00 PM 8:00 PM EST September 19 November 19, 2011 Virtual Office Hours: Professor can be reached anytime by e-mail (preferred) or by phone 8am-8pm. E-mail to schedule a time for a face-to-face, telephone or online conference. School of Education Conceptual Framework Empowerment for Learning Required Text: Raver, S. A. (2009). Early childhood special education 0 to 8 years: Strategies for positive outcomes. Upper Saddle River, NJ: Merrill. ISBN-13:978-0-13-174598-8. http://www.pearsonhighered.com/educator/product/early-childhood-special- Education-0-to-8-Years-Strategies-for-Positive-Outcomes/9780131745988.page 102

All materials for this course can be found in the textbook and Internet site for CU. Course Description: This course will concentrate on the best practices for teaching students with learning and behavioral difficulties. Students will learn how to develop a prescriptive plan for individual students using the most current instructional strategies based on current research. School of Education Mission Statement The School of Education, in keeping with the spirit of Campbellsville University, prepares teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary aim of the program is to advance scholars who are competent, caring and qualified educators, can positively impact student learning and are committed to life-long learning in a global society. The vision of the School of Education at both the initial level and the advanced level align with the core beliefs of the National Board for Professional Teaching Standards as follows: Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities. Methods of Instruction The instructional methods will include: online learning lessons and readings interactive lecture and demonstration group discussion (audio-text conferencing; text chat) cooperative learning activities 103

field applications: classroom observations, interviews, teaching Alignment with Curricular Guidelines and National Standards: Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Diversity Proficiencies 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data 5.4 Describes, analyzes, and evaluates student performance data. 8.1 Identifies students where learning could enhanced by collaboration. Kentucky Core Academic Standards and College Readiness Standards Students will use the appropriate Kentucky Core Academic Standards in designing learning goals/objectives and assessments based on their own content areas. Purpose of Course The purpose of the course is to prepare teachers with instructional strategies that can be used to effectively remediate significant weaknesses in the subject areas. Students will learn how to integrate technology to implement and evaluate instruction. 104

Course Objectives As assessed through a prescriptive teaching plan targeted to an individual child and related lesson plans (Task A-1, Task A-2), one of which is taught (Task C), and a collaboration/inclusion plan (Task D), the participant will: Implement appropriate instructional strategies to help students with disabilities meet the individual goals listed on their Individual Education Plans. (IECE 3) Design instruction that is developmentally appropriate and that provides experiences for multiple levels of complexity to accommodate students of different levels of performance. (IECE 1) Incorporate strategies that address physical, social, cultural diversity and that show sensitivity to differences.(iece 1, 2, 3) Show flexibility and modify classroom process and instructional procedures to meet individual student needs. (IECE 1, 2, 3, 6, 8) Use a variety of teaching and learning strategies that are appropriate to the student development level and actively engage the student in individual and cooperative learning experiences. (IECE 1, 2, 3) Accurately assess, analyze, communicate the effectiveness of instruction, and make appropriate changes to improve student learning.(iece 4) Develop the ability to integrate technology in the implementation and evaluation of instruction.(iece 9; KTS 6) Course Assignments/Assessments All assignments must be word-processed using Microsoft Word, 6.0 or higher. More complete instructions and rubrics on expectations will be provided. Class Participation (KTS 6, 7, 8, 9; IECE 5, 6, 7, 9) Class attendance is expected and will be checked. Two unexcused absences (at the instructors discretion) results in an automatic F grade for the course. Please notify the instructor if you have an emergency and might be absent. Students will be graded on their advance preparation for class and their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online class sessions, small and large group online discussions, study questions and reflective writing assignments). Exit Slips (KTS 5; IECE 5) 105

The exit slip for each lesson will cover materials related to course content, readings, online discussions, and web links, and will be used for formative assessment to check on understanding and progress. Exit slips are included in the class participation points. Assigned Reading (KTS 1, 2, 6, 7, 9; IECE 1, 5, 7, 9) Students will be expected to complete reading assignments for each class session and be prepared to participate in class activities based on assigned readings. Professional Articles (KTS 1, 2, 6, 7, 9; IECE 1, 5, 7, 9) Students will be expected to read and summarize a minimum of four (4) professional articles related to teaching content to students with learning and behavior disorders. Topics: teaching strategies for language development, early literacy, early math, and technology in early childhood that enhance and promote positive learning and classroom management. Summaries should be word-processed and at least one page in length (APA style). Lesson Plans (KTS 1, 2, 3, 4, 5; IECE 1, 2, 3, 4) Students will submit two lesson plans - one for each of the following content areas: early literacy/reading and emergent mathematics. Lesson plans should follow the Campbellsville TPA lesson plan format (Task A-1, A-2). One of the two lessons will be taught, and the follow-up analysis and reflection on student learning specific to the lesson objectives will be completed (Task C). Prescriptive Teaching Plan - Culminating Project (KTS 1, 2, 3, 4, 5, 6, 7, 8, 10; IECE 1, 2, 3, 4, 5, 6, 7, 8, 9) Students will develop a prescriptive teaching plan for one student, using previous/current-integrated reports, background history, evaluations, Response to Intervention (RtI) data, and the student s current IEP. The plan should include benchmarks, annual goals, and incorporate learning strategies to teach emergent literacy/early reading and math to that particular student. Students are to develop a power point of their prescriptive teaching plan. Field Experience (KTS 1, 2, 3, 4, 5, 7, 8, 9, 10; IECE 1, 2, 3, 4, 5, 6, 8, 9) Students will participate in a minimum of ten (10) hours of classroom observations with students with disabilities. Use pseudo names when writing about learners and teachers to keep confidentiality. Students will write a reflection paper discussing various instructional strategies observed and an analysis of their effectiveness. Logs must be kept of the field experience. The original must be sent to the Special Education Program office and a copy sent to the professor. The form must be completed in order to receive credit. 106

Grading System NOTE: Grade will not be released without submission of the course evaluation. The professor only receives information on whether the evaluation was submitted, never individual contents. Assignments Points Class Participation (with Exit Slips) 100 Professional Articles (4) 100 Lesson Plan (not taught) 50 Lesson Plan (taught) and Analysis 100 Prescriptive Teaching Plan 200 (Culminating Project) Field Experience 100 Course Grading Scale 90-100%=A 80-89% =B 70-79% =C 60-69% =D Below 60=F Total: 650 Technical Support and Assistance Students are required to have a computer, a headset with audio and microphone for class sessions, e-mail and Internet access to enroll in this course. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Incomplete Policy In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course can request an Incomplete from the professor by filling out the request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. Course work and other requirements to change the I grade must be completed by the end of the following 9 weeks. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. If by the end of the designated time the requirements have not been met, the professor will change the I to an F. Disability Statement 107

Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own, as well as submitting the same assignment for more than one course/class. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. References Ariel, A. (1992). Education of children and adolescents with learning disabilities. Columbus OH: Merrill. Baca, L.M. and Almanza, E. (1991). Language minority students with disabilities. Reston, VA: Council of Exceptional Children. Behrmann, M. Integrating computers into the curriculum. Boston, MA: College-Hill Press. Carr, E. G., & Carlson, J. I. (1993). Reduction of severe behavior problems in the community using a multi-component treatment approach. Journal of Applied Behavior Analysis, 26, 157-172. 108

Elliott, J. L., & Thurlow, M. L. (2000). Improving test performance of students with disabilities in state and district assessments. Thousand Oaks, CA: Corwin Press. Jorgensen, C. (1997, July). Curriculum and its impact on inclusion and the achievement of students with disabilities. Issue Brief 2(2). Pittsburgh, PA: Allegheny University of the Health Sciences, Consortium on Inclusive School Practices. Harry, B. Cultural diversity, families, and the special education system: Communication and empowerment. New York: Teachers College Press. Hendley, M., Ramsey, R.S., and Algozzire, R. Characteristics of and strategies for teaching students with mild mental disabilities. Boston, MA: Allyn and Bacon. Kameenui, E., & Carnine, D. (Eds.). (1994). Educational tasks for diverse learners. Columbus, OH: Merrill. Knight, J. (1998). Do schools have learning disabilities? Focus on Exceptional Children, 30(9), 1-14. Lazzari, A. and Wilds, M. Technology in early childhood special education: Access for rural programs. Rural Special Education Quarterly, 9(4), 21-24. Lenz, B. K., & Scanlon, D. (1998). SMARTER teaching: Developing accommodations to reduce cognitive barriers to learning for individuals with learning disabilities. Perspectives, 24(3), 16-19. Mercer, C.D, & Mercer, A. (2003). Students with Learning Disabilities. Columbus, OH: Merrill. Orkis, R., & McLane, K. (1998). A curriculum every student can use: Design principles for student access. Reston, VA: ERIC/OSEP Special Project, Council for Exceptional Children. Thurlow, M. L., Elliott, J. L., & Ysseldyke, J. E. (1998). Testing students with disabilities: Practical strategies for complying with district and state requirements. Thousand Oaks, CA: Corwin Press. Wolery, M., Bailey, D. M., & Sugai, G. M. (1998). Effective teaching: Principles and procedures of applied behavior analysis with exceptional learners. Boston: Allyn and Bacon. 109

Campbellsville University School of Education SED 409 Classroom Management Professor: Dr. Debbie Schumacher Address: 1 University Drive, UPO 797 Campbellsville, Kentucky 42718 Phone: 270-789- 5388; Cell 859-230-8262 E-mail: dkschumacher@campbellsville.edu Chat Time: Wednesday, 8:30 PM 9:30 PM EST September 19 November 19, 2011 Virtual Office Hours: Professor can be reached anytime by e-mail (preferred) or by phone 8am-8pm. E-mail to schedule a time for face-to-face, telephone or online conference. School of Education Conceptual Framework Empowerment for Learning Required texts: Evertson, C.M., & Emmer, E.T., (2009). Classroom management for elementary teachers (9 th ed.). Boston: Allyn and Bacon [Grades K-5]. ISBN 13: 9780205578627. http://www.pearson.ch/highereducation/allynbacon/1471/9780205578627/classroom- Management-for-Elementary.aspx Harms, T., Clifford, R. M., & Cryer, D. (2005). Early childhood environment rating scale: revised edition. New York: Teachers College Press. ISBN: 0807745499. http://store.tcpress.com/0807745499.shtml 110

Resource Texts: Emmer, E.T., & Evertson, C.M (2009). Classroom Management for Secondary Teachers (8 th ed.). Boston: Allyn and Bacon [Grades 6-12]. Marzano, Robert (2003). Classroom Management That Works: Research-Based Strategies for Every Teacher. Alexandria, VA: ASCD. Sprick, R., Garrison, M., & Howard, L. M. (1998). CHAMPS: A Proactive and Positive Approach to Classroom Management. Longmont, CA: Sopris West. Course Description: This course will assist the candidate teachers in developing research-based strategies for creating and managing a classroom environment that maximizes student learning and prevents potential problems. Topics for in-depth study include: effective schools research; teacher behavior and management techniques; discipline theories; conferencing and referrals; observation, reporting and communication skills. Candidates will observe, record and analyze both teacher and student behaviors as they relate to the instructional program and learning environment during the required 12 Field/Service Learning Hours. An action research paper will require the candidate to exam classroom management models and develop a classroom management plan. School of Education Mission Statement The School of Education, in keeping with the spirit of Campbellsville University, prepares teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary aim of the program is to advance scholars who are competent, caring and qualified educators, can positively impact student learning and are committed to life-long learning in a global society. The vision of the School of Education at both the initial level and the advanced level aligns with the core beliefs of the National Board for Professional Teaching Standards as follows: Teachers are committed to students and their learning. Teachers know the subject they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning Teachers think systematically about their practice and learn from experience Teachers are members of learning communities. 111

Methods of Instruction The instructional methods will include: online learning lessons individual consultation with instructor group discussion (audio-text conferencing; text chat; discussion board) cooperative learning activities site visitations and classroom observations/applications Alignment with Curricular Guidelines and National Standards: Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Standard #10-Collaboration: CC10K3, CC10S6, BD10S1, LD10K2 Diversity Proficiencies Addressed in this Course: 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups. 8.1 Identifies students where learning could be enhanced by collaboration. Kentucky Core Assessment Standards and College Readiness Standards Students will use the appropriate Kentucky Early Childhood and Core Assessment Standards in designing learning goals/objectives and assessments based on their own content areas. Purpose of Course 112

The purpose of this course is to assist students in developing and utilizing effective classroom management strategies. Students will have the opportunity to observe and analyze student behaviors in the learning environment Course Objectives As assessed by a classroom management plan, a collaboration plan for an individual student and personal self-assessment, each class member will be able to demonstrate the ability to: 1. Create and maintain a classroom climate that supports leaning and appropriate student behavior. (KTS 3; IECE 2) 2. Plan, design, and implement instruction that reflects effective instructional management principles. (KTS 1, 2, 7; IECE 1, 5) 3. Manage student work and assess student learning results. (KTS 5; IECE 4) 4. Use effective communication and collaboration with parents/colleagues/administrators to enhance student learning. (KTS 5, 8; IECE 6, 8) 5. Use computers and other technologies to enhance professional productivity and support instruction. (KTS 6; IECE 9) Course Requirements All assignments must be word-processed using Microsoft Word, 6.0 or higher. More complete instructions and rubrics on expectations will be provided. Class Participation (KTS 6, 7, 8, 9; IECE 5, 6, 7, 9) Class attendance is expected and will be checked. Two unexcused absences (at instructor s discretion) results in an automatic F for the course. Please notify the instructor in advance if you have an emergency and might be absent. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online class sessions, online discussions, study questions and reflective writing assignments). Exit Slips (KTS 5; IECE 5) The exit slip and/or discussion board for each lesson will cover materials related to course content, reading, online discussions, and web links, and will be used for formative assessment to check on understanding and progress. Exit slips are included in the class participation points. Field Hours (KTS 1, 2, 3, 4, 5, 6, 7, 8, 10; IECE 1, 2, 3, 4, 5, 6, 8, 9) Students will participate in a minimum of 12 hours of field experience. Field experiences provides a variety of opportunities to: (1) observe, (2) assist, (3) tutor, (4) instruct (small groups, whole groups), (5) develop a collaboration/inclusion plan for an individual child with special 113

needs, and (6) conduct applied research. The defining characteristic of field experience is experience with students, whether in your own classroom or another. (1) Observation and (2) Assist cannot be within your own classroom. Write a reflection of the observations. These reflections should contain an analysis of the classroom environment, instruction, and teacher/student interactions. Use pseudo names when you write about learners and teachers to keep confidentially. Logs must be kept of the field experience. The original must be sent to the Special Education Program office and a copy sent to the professor. The form must be completed in order to receive credit. Resource List (KTS 1, 2, 3, 4, 5, 6, 7, 9; IECE 1, 2, 3, 4, 9) Each student will compile a list of resources (15) with strategies for educators to teach students, including early childhood/kindergarten/primary children, who have been classified as EBD, LD, MMD, ASD, DD (developmentally delayed). This list will include web sites, educational journal sites or articles, and professional organizations that provide evidence-based strategies/interventions for classroom management. This list should be organized with a focus on classroom management. Culminating Project: Classroom Management Plan (KTS 2, 3, 4, 7, 8; IECE 1, 2, 3, 5, 6, 8) Students will prepare an action research paper describing a plan for creating a positive, supportive, and equitable classroom learning environment that accommodates and celebrates diversity and individual learning needs and styles based on current research and theory in behavior management. Important components include organizing learning areas and materials, teaching positive rules and routines, and inclusion of diverse learners. Self-Assessment and Professional Growth (KTS 7, 9; IECE 5, 7) Students will review their current pre-professional growth plan, particularly related to skills in managing individual and classroom behavior through kindergarten ages. Based on this self-assessment, they will identify strengths, areas for professional growth, and potential resources for professional development, updating their pre-professional growth plan. Collaboration/Inclusion Plan (KTS 1, 2, 3, 4, 5, 7, 8, 10; IECE 1, 2, 4, 6, 8) Students will develop a plan for facilitating the inclusion of a student with a disability into the general education classroom. The plan should include the following: (a) description of target student; (b) the degree to which he/she is currently in the general education classroom; (c) persons involved; (d) accommodations and/or adaptations needed in assignments, materials, seating, etc. Plan will show evidence of collaboration between general education and special education staff as well as involvement of parents/families (Task D). 114

Group Project/Transition to Next-Level Classrooms In groups of four, students will identify practical strategies for preparing toddlers for preschool classroom routines and upcoming kindergartners for routines and classroom management practices in kindergarten/elementary school. The project includes an inventory of the social and behavioral expectations of the entering classrooms, task analysis of skills needed to participate in the new environment, and orientation/preparation activities for parents and children. Grading System: NOTE: Your grade will not be released without submission of the course evaluation. The professor only receives information on whether the evaluation was submitted, never individual contents. Assignment Points Participation including exit slips, quizzes 100 Field Summary/Reflections 100 Resource List 50 Self-Assessment/Growth Plan 50 Collaboration Plan 100 Classroom Management Plan 150 Group Project/PowerPoint 100 Total 650 Course Grading Scale- A=90-100% B=80-89% C=70-79% D=60-69% F= below 60 Incomplete Policy In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course can request an Incomplete from the professor by filling out the request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. 115

Course work and other requirements to change the I grade must be completed by the end of the following 9 weeks. If by the designated time, the requirements have not been met, the professor will change the I to and F. Technical Support Assistance Students are required to have a computer, headset with audio and microphone for class sessions, e- mail, and Internet access to enroll in this course. This course is delivered via online instruction. All materials, with the exclusion of the textbook, are delivered via the Internet. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. References 116

Amen, D. (1998). Change Your Brain, Change Your Life. New York: Times Books. Barkley, R. (1998, September). Attention-deficit hyperactivity disorder. Scientific American, pp. 44-49. Bauwen, J. & Hourcode, J.J. (1995). Cooperative Teaching: Rebuilding the Schoolhouse for All Students. Austin, TX: Pro-Ed. Buden, Paul R. (2003). Classroom Management - Creating a Successful Learning Community. Danners, MA: Wiley/Jossey-Bass. Cole, J., Cornell, D., & Sheras, P. (2006). Identification of school bullies by survey methods. Professional School Counseling, 9, 305-313 Cummings, C. (1992). Managing to Teach. Edmonds, WA: Teaching, Inc. Curwin, R., and Mendler, A. (1999). Discipline with Dignity (2 nd ed.). Alexandria, VA: ASCD. Forman, S.G. (1993). Coping Skills Interventions for Children and Adolescents. San Francisco: Jossy-Bass. Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books. O Neill, R., Homer, R.H., Albin, R.W., Storey, K., & Sprague, J.R. (1990). Functional Analysis of Problem Behavior: A Practical Assessment Guide. Pacific Grove, CA: Brooks/Cole Payne, R. (1998). A Framework for Understanding Poverty. Baytown, TX: RFT Publishing. Peng, S. (1993). Fostering student discipline and effort: approaches used in Chinese schools. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, April 12-16) Seligman, M.E. (1995). The Optimistic Child. New York: Houghton Mifflin Co. Wong, H., & Wong, R. (1991). The First Days of School: How to Be an Effective Teacher. Sunnyvale, CA: Harry K. Wong. 117

Campbellsville University Online School of Education SED 410 Teaching Mathematics to Children and Youth with Learning and Behavior Disorders Professor: Dr. Carol McGregor Class: SED 410 Teaching Mathematics to Children and Youth E-Mail: drrmcg@gmail.com Phone: 678-963-5077 Chat Time: Virtual Office Hours: The professor can be reached by e-mail. School of Education Conceptual Framework Theme: Empowerment for Learning Model: Required Text: Tucker, B. F., Singleton, A. H. and Weaver, T. L. (2006). Teaching mathematics to all children: Designing and adapting instruction to meet the needs of diverse learners. (2 nd ed.). Columbus, Ohio: Merrill Prentice Hall. 118

Resource Text: Waldron, K.A. (1992) Teaching students with learning disabilities: Strategies for success. San Diego, CA: Singulear. Bley, N.S. & Thorton, C.A. (1995). Teaching mathematics to students with learning disabilities (3 rd ed.) Austin, TX: Pro-Ed. Tucker, Benny F., Singleton, Ann H., and Weaver Terry L. (2002). Teaching mathematics to all children: Designing and adapting instruction to meet the needs of diverse learners. Merrill Prentice Hall: Upper Saddle River, New Jersey. Textbooks are required for this course. All materials for this course can be found in the textbook and Internet site. All reading materials are contained in the body of the course. Course Description: The primary focus of this course is an in-depth examination of the teaching of mathematics to children with learning and behavioral disorders. The overall context in which these researched-based best practices are considered are the national curricular reforms in mathematics. Clearly, this course primarily attends to domains of pedagogy, and its relationship to subject matter, curriculum, and pedagogical content knowledge. Specific attention is provided in this course to the teaching that responds to the reform recommendations identified by National Council of Teachers of Mathematics (NCTM). Candidates will demonstrate their understanding of best practice mathematics instruction foe exceptional children through a case-study project. School of Education Mission Statement In support of the institutional mission, the mission of the teacher education program is to prepare teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary goal of the program is to advance scholars who are competent, caring and qualified, who can positively impact student learning, and who are committed to life-long learning in a global society. Since research has demonstrated that the teacher is most important factor affecting student learning, the teacher education program is committed to preparing candidates who are empowered and effective servant leaders in the classrooms, schools, communities and throughout the world. The teacher education program is a performance-based process that strives to 119

achieve this mission globally by preparing teachers who demonstrate the knowledge, skills and dispositions to plan, implement and evaluate instruction to assure that all students learn and perform at high levels, honoring, understanding, and respecting diverse voices and communities in society, establishing partnerships and collaborating with the professional community, supporting and enhancing Christian characteristics of servant leadership. Methods of Instruction The instructional methods will include: online learning lessons individual consultation with instructor threaded discussions teamwork demonstration cooperative learning activities Purpose of Course The purpose of the course is to prepare teachers in methods and techniques of assessing, analyzing, and remediating mathematics problems which impede learning. Alignment with Curricular Guidelines and National Standards: Diversity Proficiencies 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data. 8.1 Identifies students where learning could be enhanced by collaboration. Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 120

Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Kentucky Common Core Standards and College Readiness Standards Students will use the Common Core State Standards in designing learning goals/objectives and assessments. Program of Studies for Kentucky Schools 2.7, 2.8, 2.12 Students will read, write, and model whole numbers, 0-10,000, developing place value for ten thousand and explore appropriate estimation procedures. 2.8, 2.9, 2.12 Students will identify, describe, model, draw, and classify, sort two and three dimensional shape and objects using properties. 2.7, 2.8, 2.9, 2.10, 2.11, 2.12 Students will solve problems using simple formulas and explore the concepts of variable, expression, and equation. Students will write and solve proportion sentences and see patterns in other sequences. Core Content for Assessment MA-E-1.1.4 Place value, expanded form, number magnitude (order, compare)to100,000,000 and decimals through thousandths. MA-M-2.1.1 Basic geometric elements that include points, segments, rays, lines, angles, and planes. MA-H-1.1.1 Students will describe properties of, define, give examples of, and apply real numbers to both real-world and mathematical situations, and understand that irrational numbers cannot be represented by terminating or repeating decimals. MA-M-4.1.1 Variables, equations, inequalities, and algebraic expressions. 121

Course Objectives 1. Describe the learning theories that present a rationale for using different teaching strategies in mathematics classes. 2. Create learning environments that allow individuals to retain and appreciate their own and others respective language and cultural. 3. Identify learning factors which may influence the ability of the student to process mathematics concepts. 4. Use formal and informal assessment techniques in determining individual student s error patterns, strengths and weaknesses in learning mathematics and prescribing learning activities to resolve those difficulties. 5. Develop plan using technology for planning and managing the teaching and learning environments: 6. Uses instructional strategies that promote successful transition for individuals with exceptional learning needs. 7. Discuss and be familiar with the commonly used national and state mathematics projects used in national and state mathematics curriculum projects. 8. Identifies methods for increasing accuracy and proficiency in math calculations and applications. 9. Present real world and functional situations to provide for generalization of mathematics skills. 10. Employ research-based teaching perspectives when designing a math intervention program focused on ensuring individual academic success in one-to-one, small group and large-group settings. 11. Identify student-centered learning techniques, e.g. games and interactive learning strategies which demystify mathematics as an academic subject area. Class Participation (KTS 6, 7, 8, 9) Class attendance will be checked. Two unexcused absences (at instructors discretion) results in an automatic F for the course. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online discussions, study questions and reflective writing assignments). Please notify the instructor if you are to be absent. Students must contribute to class discussions a minimum of five times; they should also contact the professor in advance if they might be absent. Course Assignments/Assessments Informal assessment (KTS 5) Each student will use the Informal Assessment tool provided on the first night of class to assess three students. Two of the students must be identified as having special needs in the area of mathematics. Assess students in your own class or in another. These assessments will be used to identify error patterns and plan effective strategies. A report on each of these assessments will be generated for the student s electronic notebook and for grading purposes. 122

Note: The informal assessment can be found under Lesson 1 assignment icon. Unit of Study: Effective Planning and Teaching (KTS 2, 4, 5,7) From one of the above-assessed learners, each student will administer some form of standardized evaluation for further documentation of areas of weakness (Standardized or Criterion Reference Test). From the total data gathered, develop a unit with 5 lesson plans; one lesson to be taught during field experiences. (TPA Task G. Follow the unit guidelines which can be found electronically on the School of Education website). At least two lesson plans will be developed which connects economics with real life situations. Write a report summarizing the unit including the following: assessment used, identified error patterns, student work, analysis of design used for the unit, and insights obtained from this process. Collaboration with the classroom teacher and identify a student, based on the informal assessments data and develop and implement a collaboration plan (Task D) to enhance the students learning. (Task D form can be found electronically on the School of Education website).this will be turned in for grading as well as placed in the electronic notebook. Classroom Management Plan (KTS 3) Each student will describe the classroom environment in which they teach or will teach in along with the attributes of the class which assures a healthy climate, physically safe, and a secure place in which students can take risks:, i.e., Answer aloud in class without fear of rejection. Describe how to ensure all students understand the classroom procedures in place and why these procedures are effective (in 3-5 pages). Also, discuss how the classroom environment promotes the belief that all students can learn at high levels. Professor will determine the due date. Case Study (KTS 4, 5,7) A case study is required on the graduate level. Students will conduct a case study of five students diagnosed as learning disabled in the area of math (two students will represent a diverse population). The case study must include the following: diagnostic testing used, IEP, analysis of instructional strategies and student work, (analysis of math error pattern), labeling what core content is being taught, etc., and proposed interventions. Minimum number of pages is 10 with APA style. Classroom Activity: Students will reflect on the economic needs of their community identifying those setting requiring economic skills. Students will have their LBD students devise a budget for one month, which will allow them to purchase services and commodities. Field Hours (KTS 1, 2, 3, 4, 5, 6, 7, 8, 10) The field study should be done on the student that is to be used throughout the course for the assignments given. This needs to be a student identified as having problems in the area of mathematics. These twelve (12) hours field study should be used to complete the Informal Assessment along with a criterion referenced test (such as the Brigance Inventory of Basic Skills, or another criterion referenced math test).gain as much information about the student s A.) 123

learning styles as can be observed, B.) strengths and weaknesses in approaching problem solving, C.) if manipulatives and visuals help, D.) information gained by having the student talk through a difficult problem, E.) students present attitude toward mathematics..write a 2-3 page summary of results of the criterion referenced test and the students attributes A-E above. Use artificial names when you write about learners and teachers to keep confidentially. Rubric for Field Study Observation 69 and below Work is 3 days late or more than two parts of assignment are missing. 70-79 80-89 90-100 Same as 80-89 but with one or two parts missing, reflection missing, or 1-2 days late Same as 90-100 but less well stated, less well organized 1. Identify a student with problems in mathematics 2. Administer the Informal Assessment Tool AND a criterion referenced test. 3. In observations, look for student attributes listed above a through e. 4. Write a 2-3 page report including the results of the criterion referenced test as well as student attributes observed. 5. Write a reflection paragraph as to what was learned through this assignment. 6. On time, complete information, and well organized 124

Grading System Assignments Points Class Participation 100 Informal Assessment 100 Unit of Study and 200 Task D - Collaboration Classroom Management 100 Case Study 150 Classroom Activity 50 Exams (optional) 100 Field Hours 100 Total: 900 Course Grading Scale A=90-100% B=80-89% C=70-79% D=60-69% F= below 60 Incomplete Policy In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course, with justifiable cause, may request an Incomplete from the professor by submitting an Incomplete Request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. Course work and other requirements to change the I grade must be completed by the end of the following 9 weeks. If by the end of the designated time, the requirements have not been met, the professor will change I to an F. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or 125

significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. Technical Support and Assistance Students are required to have a computer, e-mail and Internet access to enroll in this course. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. References Abrams, J.C., Kaslow, F. (1977). Family systems and the learning disabled child: Interventions and treatment. Journal of Learning Disabilities, 10(2), 86-90. Angle, B. (1996). Five steps to collaborative teaching and enrichment remediation. Teaching Exceptional Children, 29 (1), 8-10. EJ 529 4 Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development. (ERIC Document Reproduction Service No. ED 374 104) 34 Baker, J.M., & Zigmond, N. (1995). The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. The Journal of Special Education, 29, 163-180. 126

Cook, B. G., Trevion, C., Cook, L., & Tankersley, M. Instructional Strageties- Transition planning for secondary students with disabilities. Upper Saddle River, NJ: Prentice Hall. Council for Exceptional Children (1990). Precis: Americans with Disabilities Act of 1990. What you should know. Supplement to Exceptional Children. 57:1-2. Deshler, D.D., Ellis, E.S., & Lenz, B.K. (1996). Teaching adolescents with learning disabilities: Strategies and methods (2 nd ed.). Denver, CO: Fuchs, D., & Fuchs, L.S. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294-309. Gerber, M. M. (1988). Tolerance and technology of instruction: Implications for education reform. Exceptional Children, 54,309-314. special Individuals with Disabilities Education Act Amendments of 1997. (P.L. 105-17). (1997). 105 th Congress, 1 st Session. (ERIC Document Reproduction Service No. ED 419 322) Klingner, J.K., Vaughn, S., Hughes, M. T., Schumm, J.S., & Elbaum, B. (1998). Outcomes for students with and without learning disabilities in inclusive classrooms. Learning Disabilities Research & Practice, 13, 153-161. Lloyd, J.W., & Keller, C.E. (1989). Effective mathematics instruction: development, instruction, and programs. Focus on Exceptional Children, 21(7), 1-10. Patton, J.R., Cronin, M.E., Bassett, D.S., & Koppel, A.E. (1997). A life skills approach to mathematics instruction: Preparing students with learning disabilities for the real-life math demands of adulthood. Journal of Learning Disabilities, 30, 178-187. Pellegrion, J., & Goldman, S. (1987). Information processing and elementary mathematics. Journal of Learning Disabilities, 20, 23-32. Reisman, F.K. (1982). Teaching mathematics: Method and content. Boston: Houghton Mifflin. Resnick, L. (1989). Developing mathematical knowledge. American Psychologist, 44, 162-169. Salend, S.J., & Lutz, G.L. (1984). Mainstreaming or mainlining: A competency approach to mainstreaming. Journal of Learning Disabilities, 17(1), 27-29. based Street, L. (1986). Mathematics, teachers, and an action research course. Action research in classroom and schools. London: Allen and Unwin. 127

Tindal, G. (1985). Investigating the effectiveness of special education. Journal of Learning Disabilities, 18, 101-117. Will, M.C. (1986). Educating children with learning problems: A shared Exceptional Children, 52, 411-415. responsibility. Yanito, T., Quintero, M. C., Killoran, J., & Striefel, L. (1987). Teacher attitudes mainstreaming: A literature review. Utah State University. (ERIC Document Reproduction Service No. ED 290 290) toward 128

Campbellsville University School of Education SED 411 Assessment and Instructional Methods Professor: Lisa Allen, Ed. D. Class: Curriculum and Methods in Learning and Behavior Disorders E-mail: lsallen@campbellsville.edu Phone: (270) 789-5506 (502) 507-1523 Chat Time: Virtual Office Hours: The professor can be reached anytime by phone or e-mail. School of Education Conceptual Framework Theme: Empowerment for Learning Model: Required Text: McLoughlin, James A. and Lewis, Rena (2008). Assessing students with special needs. MA: Prentice Hall. (7 th ed.) Boston, Marzano, Robert J. (2010). Formative assessment & standards-based grading: 129

Classroom strategies that work. Bloomington, IN: Marzano Research Laboratory. Resource Texts: Capper, J. (1996). Testing to learn-learning to test. Newark, DE: International Reading Association. Salvia, J. & Ysseldyke, J. (2001). Assessment (8 th ed.). Boston, MA: Houghton Mifflin Company. Textbooks are required for this course. All materials for this course can be found in the textbook and Internet site for this course. All reading materials are contained in the body of the course and within the CU Library databases. Course Description: This course will provide participants with an understanding and informed use of assessment data. It focuses on policies and procedures involved in the screening, diagnosis, and placement of individuals with emotional/behavioral, learning disorders, mild mental disabilities, and physical disabilities including academic and social behaviors. The primary research project will involve the assessment of appropriate and problematic social behaviors of individuals with EBD. School of Education Mission Statement In support of the institutional mission, the mission of the teacher education program is to prepare teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary goal of the program is to advance scholars who are competent, caring and qualified, who can positively impact student learning, and who are committed to life-long learning in a global society. Since research has demonstrated that the teacher is most important factor affecting student learning, the teacher education program is committed to preparing candidates who are empowered and effective servant leaders in the classrooms, schools, communities and throughout the world. The teacher education program is a performance-based process that strives to achieve this mission globally by: 130

preparing teachers who demonstrate the knowledge, skills and dispositions to plan, implement and evaluate instruction to assure that all students learn and perform at high levels, honoring, understanding, and respecting diverse voices and communities in society, establishing partnerships and collaborating with the professional community, supporting and enhancing Christian characteristics of servant leadership. Methods of Instruction The instructional methods will include: online learning lessons individual consultation with professor online discussion groups discussion thread messages cooperative/collaborative learning activities Purpose of Course In-service teachers will participate in practical experiences in principals and procedures of assessment in educational settings. They will learn to consider factors that impact the assessment of students such as the necessity of considering the manner in which students perform a variety of tasks in a variety of settings of contexts, the meaning of performance in terms of the total functioning of the individual, and the likely expectations for those performances. Alignment with Curricular Guidelines and National Standards: Diversity Proficiencies 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data. 8.1 Identifies students where learning could be enhanced by collaboration. Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 131

Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Kentucky Common Core Standards and College Readiness Standards Students will use the Common Core State Standards in designing learning goals/objectives and assessments. Program of Studies for Kentucky Schools Science 2.2 2.6 Demonstrate how the study of science (e.g., ecology, chemistry) helps explain changes in environments (e.g., pollution). Science 2.1 Identify questions that can be answered through scientific investigations combined with scientific information. Science 2.2 2.6 Examine the interaction between science and technology. Writing 1.11 Recognize and develop ideas in writing in response to peer and teacher feedback. Use information form technology and other resources to produce writing that develops and supports independent ideas (supports 5). Apply writing to demonstrate learning strategies in situations such as essays, essay tests, and open response questions. Core Content for Assessment Science SC-E-3.3.2 The world has many different environments. Distinct environments support the lives of different types of organisms. SC-M-3.2.2 132

Regulation of an organism s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. SC-H-1.4.1 Objects change their motion only when a net force is applied. Laws of Motion are used to describe the effects of forces on the motion of objects. Writing WR-E-1 WR-M-1 WR-H-1 Writing Criteria Purpose / audience Idea Development Organization Sentences Language Correctness Course Objectives In-service teachers will be able to: 1. Gather background information and administer nonbiased formal and informal assessment. 2. Use technology to conduct assessment. 3. Interpret information from formal and informal assessments. 4. Use assessment information in making eligibility, program, and placement decisions for individuals with disabilities such as: EBD, LD, MMD, and ASD. This will include those students from culturally and/or linguistically diverse backgrounds. 5. Report assessment results to all stakeholders using effective communication skills. 6. Prepare assessment reports on individuals with aforesaid disorders based on behavioral-ecological information. 133

7. Assess appropriate and problematic social behaviors of students with disabilities. 8. Identify factors that could lead to misidentification of students with disabilities. 9. Demonstrate legal and ethical considerations in assessment. 10. Understand standardized measurement related to referral, eligibility, program planning, instruction, and placement for individuals with exceptional learning needs, including those from culturally and linguistically diverse background. 11. Demonstrate understanding of CATS assessment. 12. Demonstrate understanding of formative and summative assessments. Course Assignments/Assessments Class Participation (KTS 6, 7, 8, 9) Class attendance will be checked. Two unexcused absences (at professors discretion) results in an automatic F for the course. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online discussions, study questions and reflective writing assignments). Please notify the professor if you are to be absent. Students must contribute to class discussions a minimum of five times; they should also contact the professor in advance if they might be absent. CATS Assessments Write four (4) open-response questions in the academic area of science. Select either elementary, middle, or high school. Students are also required to create a rubric to accompany the questions. Write four (4) on demand writing prompts. Professor will give more details. Students will create summative and formative assessments in a content area. Students will use a previous developed unit and develop Task H. Case Study (KTS 6, 7, 9,) Complete a case study of a learning disabled student. Include social/developmental history, current educational evaluation including adaptive behavioral scales, current IEP and behavior management plan and discuss the effectiveness of current educational placement i.e., inclusion issues. Quizzes (KTS 5) The quizzes will cover materials related to course content, reading, online discussions, and web links. The quizzes will be objective type tests. Students must pass at least 85% of the items prior to being permitted to move to the next lesson. Failure to meet the 85% standard on quizzes 134

will prevent students from moving not only to the next lesson, but also to the next assessments which are required to complete the course. Quizzes are pass/fail. Research Project Identify and research the function of 3 standardized assessment tools utilized with LBD students (use computer generated analysis). Discuss their diagnostic benefits to student programming and planning utilizing technology. 5-8 pages minimum required. APA style. Final examination (KTS 5) Students will take a final exam reviewing the total course. The final exam will consist of objective items and short answer questions. Field Hours (KTS 1,2, 3, 4, 5, 6, 7, 8, 10) Students will participate in twelve (12) hours of field experience. Field experiences provides a variety of opportunities to: (1) observe, (2) assist, (3) tutor, (4) instruct (small groups, whole groups), and (5) conduct applied research. The defining characteristic of field experience is experience with students, whether in your own classroom or another. (1) Observation and (2) assist can not be within your own classroom. Use artificial names when you write about learners and teachers to keep confidentially. See the field hour requirement document for details (located on the University web page). Logs must be kept of the field experience. The original must be sent to the Special Education Program office and a copy sent to the instructor. The form must be completed in order to receive credit. Grading System Assignments Points Class participation 135 C.A.T.S. Assessment Project 100 Case Study 100 Research Project 100 Final Exam 100 Field Hours 100 Total: 735 Course Grading Scale 90-100% = A 80-89% = B 70-79% = C 60-69% = D Below 60 = F Incomplete Policy 135

In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course, with justifiable cause, may request an Incomplete from the professor by submitting an Incomplete Request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. Course work and other requirements to change the I grade must be completed by the end of the following 9 weeks. If by the end of the designated time, the requirements have not been met, the professor will change I to an F. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. Special note to students enrolled in special education program: All students are required to take an online module regarding plagiarism/cheating before beginning formal coursework. Technical Support and Assistance Students are required to have a computer, e-mail and Internet access to enroll in this course. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Disability Statement 136

Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. References: A practical guide to reading assessments. (2000). A Joint Project of the U.S. Department of Education, the International Reading Association, and HCI The Life Issues Publisher (Health Communication, Inc.) Barrentine, S. (Ed.). (1999). Reading assessment. Newark, DE: International Reading Association. Capper, J. (1996). Testing to learn: Learning to test. Newark, DE: International Reading Association. Cochran, L., Feng, H., Cartledge, G., & Hamilton, S. (1993). The effects of cross-age tutoring on the academic achievement, social behaviors, and self-perceptions of low-achieving African-American males with behavioral disorders. Behavioral Disorders, 18(4), 292-302. Courtney, A. M., & Abodeeb, T. L. (2001). Journey of discovery: Building a classroom community through diagnostic-reflective portfolios. Newark, DE: International Reading Association. Gerber, P.J. (1998). Characteristics of adults with specific learning disabilities. In B.K.Lenz, N.A. Sturomski, & M.A.Corley (Eds.), Serving adults with learning disabilities: Implications for effective practice. Washington, DC: National Adult Literacy and Learning Disabilities Center, Academy for Educational Development. (ERIC Document Reproduction service No. ED 430 078) Haplern, L., & Weiss, G. (1985). Long-term outcome of hyperactive children. In S. Chess & A. Thomas (Eds.), Annual progress in child psychiatry and child development-1984. New York: Brunner/Mazel. Johnson, D. W., & Johnson, R. T. (1975). Learning together and alone: Cooperation, competition, and individualization. Englewood Cliffs, NJ: Prentice-Hall. 137

Kulik, C.C., and Kulik, J.A. (1987). Effects of ability grouping on student achievement. Equity and Excellence, 23, 22-30. Lerner, J. (1993). Learning disabilities: Theories, diagnosis & teaching strategies (6th ed.). Boston: Houghton Mifflin. Leslie, L., & Caldwell, J. (2001). Qualitative reading inventory-3. New York: Addison Wesley Longman. Murphy, S. (1991). A closer look at standardized tests. In K.S. Goodman, L.B. Bird, &Y.M. Goodman (Eds.), The whole language catalogue: Supplement on authentic assessment (p. 26) SRA: Macmillan/McGraw-Hill. Walker, B. (2000). Diagnostic teaching of reading: Techniques for instruction and assessment (4th ed.). Upper Saddle River, NJ: Merrill. White, W., Schumaker, J., Warner, M., Alley, G., & Deshler, D., (1980). The current status of young adults identified as learning disabled during their school career. (Research Report No. 21.) Lawrence, KS: University of Kansas Institute for Research in Learning Disabilities. 138

Campbellsville University Online School of Education SED 412 Developmental Reading in Middle & High School Professor: Norma R Wheat Address: 1 University Drive UPO 797 Campbellsville, KY 42718 Phone: 270.789.5169 270.343.3505 Virtual office hours: School of Education Conceptual Framework Empowerment for Learning Required Text: Vacca, R T. & Vacca, J A L. (2008) Content area reading: Literacy and learning across (9 th ed.). Boston, MA: Allyn & Bacon. the curriculum. Resource Web sites: Access these for more information about learning disabilities. The list may be updated as more information is available. This list is provided to assist you in completion of projects/activities. 139

International Dyslexia Association www.interdys.org National Center for Learning Disabilities www.ncld.org Council for Exceptional Children www.cec.sped.org EDJJ National Center on Education, Disability, and Juvenile Justice www.edjj.org LD Online www.ldonline.org The Office of Special Education Programs www.ed.gov/offices/osers/osep COURSE DESCRIPTION This course studies the development of reading skills in the content areas, interpretation of formal and informal assessments, readability formulas, instruction in study skills, and diagnostic teaching of students with reading difficulties. SCHOOL OF EDUCATION MISSION STATEMENT The School of Education, in keeping with the spirit of Campbellsville University, prepares teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service and Christian leadership. The primary aim of the program is to advance scholars who are competent, caring and qualified educators, can positively impact student learning and are committed to life-long learning in a global society. The vision of the School of Education at both the initial level and the advanced level aligns with the core beliefs of the National Board for Professional Teaching Standards as follows: Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities. METHODS OF INSTRUCTION: The instructional methods will include: 140

online learning lessons individual consultation with instructor online discussion groups demonstration teamwork cooperative/collaborative learning activities Purpose of Course: In this course, the students will learn best approaches to teaching reading to youth and young adults with learning and behavioral disorders at the Middle and High School levels. They will become knowledgeable regarding the designing and implementing of KTIP lesson plans in reading with extensions for LBD students. COURSE OBJECTIVES: Upon completion of this course, each student will be able to: 1. Review the research on best practices in teaching reading at the middle and high school levels. KTS 8 2. Identify the best approaches to teaching reading to youth and young adults with learning and behavioral disorders. KTS 1 3. Administer and interpret formal and informal reading instruments. KTS 1, 5, 7, 8 4. Design and implement a KTIP lesson plan in reading with extensions for LBD students in the middle or high school. KTS 2, 3, 4, 5, 6, 7, 8 6. Implement systematic instruction in teaching vocabulary in content areas, reading comprehension and monitoring strategies. KTS 2, 3, 4 7. Teach accuracy, fluency, and composition in content reading and written language. KTS 3, 7 8. Identify supports needed for integration into various program placements. KTS 1, 2 9. Organize, develop, and sustain learning environments that support positive intra-cultural and intercultural experiences. NTS3 10. Develop and implement individualized educational programs in collaboration with team members and parents. KTS 4, 8 11. Incorporate and implement instructional and assistive technology into the educational program. 6 12. Understand readability formulas and be able to select reading materials for LBD students. KTS 1 Alignment with Curricular Guidelines and National Standards: Alignment with Curricular Guidelines and National Standards: Diversity Proficiencies 141

2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data. 8.1 Identifies students where learning could be enhanced by collaboration. Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Kentucky Common Core Standards and College Readiness Standards Students will use the Common Core State Standards in designing learning goals/objectives and assessments. Program of Studies for Kentucky Schools Reading 1.2 Read a variety of materials to gain understanding of the world around them and of the nature of texts, including literary materials. Reading 1.2 Read and understand a variety of materials, making connections to student s lines, to read world issues, and/or to current events. Reading 1.2 142

Read and analyze practical/workplace materials (e.g., warranties, recipes, forms, memoranda, consumer texts, manuals). Core Content RD-E-x.0.1 Use word recognition strategies (e.g., phonic principles, context clues, structural analysis) to determine pronunciations and meanings of words in passages. RD-E-x.0.5 Recognize the purpose of capitalization, punctuation, boldface type, italics, and indentations used by the author. RD-M-x.0.5 Formulate questions to guide reading. RD-M-x.0.8 Make predictions, draw conclusions, and make generalizations about what is read. RD-H-x.0.2 Interpret literal and non-literal meaning of words. RD-H-x.0.5 Make, confirm and revise predictions. RD-H-x.0.6 Paraphrase important parts of a passage. Class Participation (KTS 6, 7, 8, 9) Class attendance will be checked. Two unexcused absences (at instructors discretion) results in an automatic F for the course. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online discussions, study questions and reflective writing assignments). Please notify the instructor if you are to be absent. Students must contribute to class discussions a minimum of five times; they should also contact the professor in advance if they might be absent. COURSE ASSIGNMENTS/ASSESSMENTS: 1. Assignments: Read and respond to assignments related to the textbook and online course content. 143

Write and Teach a TPA Lesson with Extensions for LBD Students: Students will write and teach a TPA lesson in reading with extensions for LBD students in a middle and/or high school. (Task A1, A2, C, J1). Write a six page report on the following reading methods: phonological awareness/phonics, direct instruction, balanced reading instruction, and guided reading. Include information from the text, the reading list and webliography, your own research, observations from your field experience and interview with reading specialist. Case Study. Students will chose a student with reading difficulties and complete a case study. Profile of the student, family and social-cultural issues should be included. Students will compile a list of resources for educators teaching reading to children and youth with special needs. This list will include web sites and professional organizations that provide content information (statistics, characteristics), strategies/interventions for classroom and educational journal sites. Field Experiences. Students will participate in 10 (ten) hours of site-based classroom observation of reading instruction. Field experiences provides a variety of opportunities to: (1) observe, (2) assist, (3) tutor, (4) instruct (small groups, whole groups), and (5) conduct applied research. The defining characteristic of field experience is experience with students, whether in your own classroom or another. (1) Observation and (2) assist can not be within your own classroom. Use pseudo names when you write about learners and teachers to keep confidentially. See the field hour requirement document for details (located on the University web page). Logs must be kept of the field experience. The original must be sent to the Special Education Program office and a copy sent to the professor. The form must be completed in order to receive credit. Students will develop and implement a lesson plan. Plan will include formative assessments. Exams: Students will take two (2) exams. The exams will consist of objective items and short answer questions. The professor will give specifics during class time. GRADING SYSTEM: Assignments Points Class Participation 100 TPA Lesson Taught 100 Field Experience 100 Resource List 100 Written Report 100 Case Study 100 Exams (2) 200 Total 800 Course Grading Scale 90-100% = A 80-89% = B 144

70-79% = C 60-69% = D Below 60 = F Course Schedule The course schedule is located in the course website and includes weekly topics, specific discussion activities, and due dates. assignments, Incomplete Policy In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course can request an Incomplete from the professor by filling out the request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. Course work and other requirements to change the I grade must be completed by the end of the following nine (9) weeks. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. If by the end of the designated time the requirements have not been met the professor will change the I to an F. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice-President for Academic Affairs will be notified of either consequence. Technical Support and Assistance 145

Students are required to have a computer, e-mail and Internet access to enroll in this course. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. Selected References Clay, M. M. (1985). The early detection of reading difficulties. Portsmouth, NH: Heinemann. Cramer, E. H., & Castle, M. (Eds.). Fostering the love of reading: The affective domain in reading instruction. Newark, DE: International Reading Association. Cullinan, B. E. (Ed.). 1992). Invitation to read: More children's literature in the reading program. Newark, DE: IRA. Graves, D. H. (1991). Build a literate classroom. Portsmouth, NH: Heinemann. Halmhuber, N., & Beauvais, K. J. (2002). Case Studies about children and adolescents with special needs. Boston: Allyn & Bacon. Lerner, J. (1993). Learning disabilities: Theories, diagnosis & teaching strategies (6th ed.). Boston: Houghton Mifflin. Leslie, L., & Caldwell, J. (2001). Qualitative reading inventory-3. New York: Addison Wesley Longman. Leu, D. J. (2002). Internet workshop: Making time for literacy. The Reading Teacher, 55. 466-472. Mannzo, A., & Manzo, U. (1990). Content area reading: A heuristic approach. Columbus, Oh: Merrill. 146

Murphy, S. (1991). A closer look at standardized tests. In K.S. Goodman, L.B. Bird, &Y.M. Goodman (Eds.), The whole language catalogue: Supplement on authentic assessment (p. 26) SRA: Macmillan/McGraw-Hill. Norton, D. E. (2001). Through the eyes of a child: An introduction to children's literature. Upper Saddle, NJ: Merrill. Pearson, D. (1985). Changing the face of reading comprehension instruction. The Reading Teacher, 38, 724-738. Rasinski, T.V. (Ed.). (2000). Teaching word recognition, spelling, and vocabulary. Newark, DE: IRA. Sutherland-Smith, W. (2002). Weaving the literacy web: Changes in reading from page to screen. The Reading Teacher, 55, 662-669. Tompkins, G. E. (2000). Teaching writing: Balancing process and product (3 rd ed.). Upper Saddle River, NJ: Merrill. 147

Campbellsville University School of Education SED 413 Introduction to Learning Disabilities Professor: Dr. Carol McGregor Class: SED 413 Introduction to Learning Disabilities Phone: 678-963-5077 E-Mail: drrmcg@gmail.com Chat Time: Virtual Office Hours: The professor can be reached anytime by phone or e-mail. School of Education Conceptual Framework Theme: Empowerment for Learning Model: Required Text: Lerner, J., and Johns, B. Learning disabilities and related mild disabilities: Characteristics, teaching strategies, and new directions (12 th ed.) Cengage Learning 148

Resource Text: Mercer, A. and Mercer, C. (2005) Teaching students with learning problems (7 th Ed.) Columbus, OH: Merrill Prentice Hall Publishing Company Resource Web sites: Access these for more information about learning disabilities. The list may be updated as more information is available. This list is provided to assist you in completion of projects/activities. International Dyslexia Association www.interdys.org National Center for Learning Disabilities www.ncld.org Council for Exceptional Children www.cec.sped.org EDJJ National Center on Education, Disability, and Juvenile Justice www.edjj.org LD Online www.ldonline.org The Office of Special Education Programs www.ed.gov/offices/osers/osep Course Description: This course will provide information focusing on the identification, instruction, and assessment of individuals with specific learning disabilities and learning differences. Special emphasis will be placed on the characteristics (academic, social, organizational, and behavioral) of individuals who learn differently. Participants will learn information that will help them better prepare lessons, settings, and evaluations which enable success for their learners. School of Education Mission Statement In support of the institutional mission, the mission of the teacher education program is to prepare teachers for their respective fields in society by providing an academic infrastructure 149

based on scholarship, service and Christian leadership. The primary goal of the program is to advance scholars who are competent, caring and qualified, who can positively impact student learning, and who are committed to life-long learning in a global society. Since research has demonstrated that the teacher is most important factor affecting student learning, the teacher education program is committed to preparing candidates who are empowered and effective servant leaders in the classrooms, schools, communities and throughout the world. The teacher education program is a performance-based process that strives to achieve this mission globally by: preparing teachers who demonstrate the knowledge, skills and dispositions to plan, implement and evaluate instruction to assure that all students learn and perform at high levels, honoring, understanding, and respecting diverse voices and communities in society, establishing partnerships and collaborating with the professional community, supporting and enhancing Christian characteristics of servant leadership. Methods of Instruction The instructional methods will include: online learning lessons individual consultation with instructor online discussion groups online activities and practice activities project completion independent review of research literature and web site content readings of textbook content Course Objectives: 1. Participants will learn the historical foundations classical studies, and legislation regarding LD students. 2. Participants will learn the definition, characteristics, and manifestations of learning disabilities as they related to children, youth, teens, and adults. 3. Participants will study and apply research relative to learning disabilities, and etiologies of learning disabilities. Medical, social and emotional characteristics of individuals with learning disabilities will be studied. 4. Participants will gain a general knowledge of identification standards and assessment practices associated with learning disabilities. 5. Participants will become more aware of the educational and behavioral interventions which are effective with this population of learners. 150

6. Participants will learn techniques of classroom design which are most appropriate for students with learning disabilities. 7. Participants will review and discuss classroom management strategies which are appropriate for students with learning disabilities. 8. Participants will grow in understanding how to instruct students with learning disabilities in the areas of reading, mathematics, written expression, and other academic areas. 9. Participants will learn strategies which will help individuals with learning disabilities to become independent in their learning and study skills. 10. Participants will learn how the adult is impacted by learning disabilities as he/she pursues personal goals. 11. Participants will learn the impact learning disabilities may have on auditory and information process skills. Alignment with Curricular Guidelines and National Standards: Diversity Proficiencies 2.2 Uses contextual data to design instruction relevant to students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes, and evaluates student performance data. 8.1 Identifies students where learning could be enhanced by collaboration. Council of Exceptional Children Standards Standard #1-Foundations: ICC1K1, ICC1K3, ICC1K7, ICC1K8, BD1K2, BD1K3, LD1K4 Standard # 2-Development and Characteristics of Learners: ICC2K1, ICC2K7, BD2K1, LD2K3 Standard #3-Individual Learning Differences: ICC3K1, ICC3K4, LD3K1 Standard # 4-Instructional Strategies: ICC4S1, ICC4S3, ICC4S5, ICC4S6, BD4S1, BD4S2, LD4K1, LD4S1, LD4S7, LD4S8, LD4S9, LD4S10, LD4S11 Standard #5-Learning Environments and Social Interactions: ICC5K1, ICC5K8, ICC5S1, ICC5S3, ICC5S13 Standard # 6-Communication: ICC6K1, ICC6K4, LD6S1, ICC6S2 Standard #7-Instructional Planning: ICC7S2, CC7S9, ICC7S11, BD7S2, Standard #8-Assessment: ICC8K2, ICC8S2, ICC8S3, ICC8S4, ICC8S7, BD8S1, BD8S2, LD8K2 Standard #9-Professional and Ethical Practice: ICC9S1, ICC9K4 ICC9S6, LD9K2 Standard # 10-Collaboration: ICC10K1, ICC10K3, ICC10S1, ICC10S6, BD10S1, LD10K2 Kentucky Common Core Standards and College Readiness Standards 151

Students will use the Common Core State Standards in designing learning goals/objectives and assessments. Course Content Session 1 Introduction to Learning and LD History of the Field Characteristics of LD and Current Directions Online Lessons 1 and 2, Chapters 1-4 (pp. 2-147) Session 2 Definitions and Characteristics of LD Theoretical Implications for Teaching and Learning Strategies Chapter 5 (pp. 150-182) Session 3 An Environment Conducive to Learning Social, Emotional, and Behavioral Challenges with LD Online Lesson 3, Chapter 6 (pp. 184-214) Session 4 Social and Emotional Difficulties LD Young Children with Disabilities and Environmental issues Online Lesson 4, Chapter 8 (pp. 245-282) Learning disabilities and young children: Identification and Intervention. (2006) @http://www.idonline.org/article/learning_disabilities_and_young_children:_and_inte rvention Session 5 Reading and LD Online Lesson 5, Chapter 12 (pp. 379-396) Session 6 Mathematics and LD Online Lesson 6, Chapter 14 (pp. 476-513) Session 7 Writing Skills and LD Online Lesson 7, Chapter 13 (pp. 430-474 Session 8 Learning Strategies and LD Language Difficulties: Listening and Speaking Chapter 11 (pp. 338-377) 152

Language development in children. (1009). Child Development Institute @http://www.childdevelopmentinfo.com/development/language_ development.shtml Session 9 ADHD: A Learning Difference and Medical Aspects of LD Online Lesson 9, Chapters 7-10 (pp. 217-244, 218-336) Session 10 Adults with LD: A Lifetime of Challenges Adolescents and Adults with Learning Disabilities Online Lesson 10, chapter 9 (pp.284-316) Class Participation (KTS 6, 7, 8, 9) Class attendance will be checked. Two unexcused absences (at instructors discretion) results in an automatic F for the course. Students will be graded on their ability to ask pertinent questions and critically discuss issues related to the learning activities of the class (small and large group online discussions, study questions and reflective writing assignments). Please notify the instructor if you are to be absent. Students must contribute to class discussions a minimum of five times; they should also contact the professor in advance if they might be absent. Course Assignments/Assessments 1. Each session will feature a required reading from the textbook. 2. Those required readings must be completed before the next session convenes. Weekly Query The weekly query responses will be posted on the discussion board or to the instructor s email address (as specified weekly) before the next session convenes. Responses will be considered as quiz scores, with 10 points maximum earned with each accurate and detailed response. Responses will typically consist of ten or fewer sentences/items. Refrain from excessive writing or essay composition. (Professor generated). Research Article Review (KTS 7) Read one article on an issue related to learning disabilities, write a one page summary, and post on the discussion board. Identification to Placement 153

Being provided an integrated report: 1. Students will determine eligibility for a student suspected of having a specific learning disability using Kentucky approved eligibility forms. 2. Students will create an IEP based on the report and eligibility using Kentucky approved forms. 3. Students will develop three (3) TPA lesson plans showing their ability to focus on information (a) in the integrated report, (b) on the SLD eligibility form, and (c) from the IEP. (Task A1, A2). Field Hours (KTS 1, 2, 3, 4, 5, 6, 7, 8, 10) Students will participate in twelve (12) hours of field experience. Field experiences provides a variety of opportunities to: (1) observe, (2) assist, (3) tutor, (4) instruct (small groups, whole groups), and (5) conduct applied research. The defining characteristic of field experience is experience with students, whether in your own classroom or another. (1) Observation and (2) assist can not be within your own classroom. Use artificial names when you write about learners and teachers to keep confidentially. See the field hour requirement document for details (located on the University web page). Logs must be kept of the field experience. The original must be sent to the Special Education Program office and a copy sent to the professor. The form must be completed in order to receive credit. o o Students will observe one student identified as having a specific learning disability. Professor will give specific requirements for the observation. Principal Interview: 1. Discuss the curriculum and instructional design 2. What knowledge, skills, and attributes do you or other administrators look for when hiring a new teacher for students with learning disabilities. FINAL EXAM (KTS 5) Exam will be posted. Eight questions will be offered, but each participant will be required to select only five, the five with which he or she feels most competent addressing. Each response should be no more than two-pages typed (double-spaced), resulting in a final product of no more than ten pages in total length. The final exam has a maximum of 100 points. Grading System Assignments Points Weekly Queries (10 @ 10 point each) 100 Article Reviews 50 Comprehensive Assignment 150 Field Experience 100 154

Final Exam 100 Total Point: 500 Course Grading Scale 93-100% = A 86-92% = B 79-85% = C 72-78% = D Below 72 = F Incomplete Policy In accordance with Special Education Program policies at Campbellsville University, students failing to complete requirements within the timeframe of a course, with justifiable cause, may request an Incomplete from the professor by submitting an Incomplete Request form. This form can be received by contacting the Special Education Program Office or by accessing the University web page. It is the student s responsibility to request and make arrangements with the professor in order to receive an I. Course work and other requirements to change the I grade must be completed by the end of the following 9 weeks. If by the end of the designated time, the requirements have not been met, the professor will change I to an F. Plagiarism Statement Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. 155

If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. Technical Support and Assistance Students are required to have a computer, e-mail and Internet access to enroll in this course. This course is delivered via online instruction. All materials with the exclusion of the textbook are delivered via the Internet. Disability Statement Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. References room-to- Adamson, D.R., Matthews, P., & Schuller, J.(1990). Five ways to bridge the resourceregular-classroom gap. Teaching Exceptional Children. 22(2), 74-78. American Psychiatric Association(1987). Diagnostic and statistical manual of mental ed.); revised. Washington, D.C.: American Psychiatric Association. disorders (3 rd Bauwens, J., Hourcode, J.J., & Friend, M. Cooperative teaching: a model for general and special education integration. Remedial and Special Education, 10(2), 17-22. Bender, W.N.(1993). Learning disabilities: Best practices for professionals. Boston: Allyn and Bacon. 156

Carnine, D.W., & Kameenui, E.J.(1990). The general education initiative and children with special needs: A false dilemma in the face of true problems. Journal of Learning Disabilities, 23, 141-144, 148. Deno, S. Curriculum-based assessment: the emerging alternative. Exceptional Children, 52(3), 219-239. Dicker, L.A., & Barrett, C.A. Effective co-teaching. Teaching Exceptional Children, 29(1), 5-7. Doorlag, D.H., & Lewis, R.B.(1995) Teaching Special Education Students in General Education Classrooms. Upper Saddle River, New Jersey: Prentice-Hall. Hanline, M.F., & Halverson, A.(1989). Parent perceptions of the integration transition Overcoming artificial barriers. Exceptional Children, 55(6), 487-492. process: Lambert, N.M.( 1988). Perspectives on eligibility for and placement in special education programs. Exceptional Children, 56, 297-301. Overton, T.(1992). Assessment in special education: an applied approach. New York: Macmillan. Reigel, K.F.(1975). Toward a dialectical theory of development. Human Development, 18, 50-64. Shanahan, T.(1989). Tests of learning disabilities. Reading Teacher, 43(2), 176-177. 157

Shephard, L.A., & Smith, M.L.(1983). An evaluation of the identification of learning students in Colorado. Learning Disabilities Quarterly, 6(2), 115-127. disabled Sapon-Shevin, M.(1987). The national education reports and special education: Implications for students. Exceptional Children, 53, 300-307. Thurman, S.K.(1977). Congruence of behavioral ecologies: A model for special Children, 44, 16-22. education. Exceptional Walther-Thomas, C.B., Bryant, M, & Land, S.(1996). Planning for effective co-teaching: The key to successful inclusion. Remedial and Special Education, 17(4), 255-264. Will, M.C.(1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52, 411-415. Wolery, M.(1989). Transitions in early childhood special education: Issues and procedures. Focus on Exceptional Children, 22(2), 1-15. 158

Campbellsville University School of Education ED 450 Student Teaching Contact: Susan Blevins Office: EDU 110 Student Teaching Coordinator Office Hours: TBA E-mail: smblevins@campbellsville.edu Security Office 270-789-5555 Phone: 270-789-5345 Security Cell 270-403-3611 Credit Hours: 12 Pre-requisites for Student Teaching CAP 3 120 field experience hours (contains 20 hours with placement teachers) 30 PPD hours Medical examination TB Skin Test Federal Crime Check Liability Insurance NOTE: you can join KEA-SP for $29 and receive liability insurance for student teaching Description of Course Student teachers are placed in cooperating accredited schools for the study of teaching in a laboratory setting. The experience consists of directed observation, guided participation and full-time classroom teaching. During this capstone experience the student teacher is under the supervision of a qualified teacher and a university 159

supervisor. Student teaching requires one full semester (16 weeks) of classroom experience. Student teachers are required to attend regularly scheduled campus seminars in addition to their placement. The student teaching experience culminates in a real world educational evaluation by external practitioners. Course Objectives 1) Demonstrate proficiency on ten (10) Kentucky Teacher Standards as documented by satisfactory ratings from cooperating teachers and university supervisor. 2) Demonstrate transition from college student to preservice professional teacher as documented by thoughtful reflections in journals and development of professional portfolio. Evaluation The cooperating teacher completes two (mid-point and final) and the university supervisor completes four formal evaluations. Copies of the evaluations are submitted to the director of student teaching who uses the results, along with the CAP 4 application, to determine a passing or failing grade. Video evaluations are completed by appropriate education, music, and Arts and Science faculty. A culminating assessment called the Cap 4 Exit Event also provides evidence for the director in determining students grades. Practitioners (area administrators and National Board Certified Teachers) score portfolios and rate student performance in mock employment interviews. Course Requirements Evidence for Course Objectives 1. Seminars Student teachers shall attend all seminars. If seminars are missed student teachers shall be given appropriate assignments to compensate. 2. CAP 4 or CAP 7 Application & Portfolio The CAP 4 or CAP 7 application including all requirements is to be submitted on the specified due date. Portfolios serve as an important indicator of a student teacher s proficiency on all Kentucky Teacher Standards. Student teachers shall continue to refine and update their professional portfolios throughout the student teaching semester until the due date. Portfolios are to contain new material from the student teaching experience. The portfolio is to be available each time the University Supervisor visits. 3. Journal Student teachers are required to keep a journal describing, evaluating, and reflecting upon classroom experiences. The reflective journal is to be made available to the cooperating teacher and the University Supervisor. 4. Lesson Planning 160

Student teachers shall design, plan, and teach a minimum of 3 lessons in a unit. These lessons along with the lessons formally observed by the Cooperating Teacher and University Supervisor must include Tasks A-1, A-2, and C. However, for all other lessons the student teacher shall follow the lesson plan format used by the Cooperating Teacher and/or the school. Provide cooperating teachers and university supervisors with Tasks A-1 and A-2 the day before a formal observation. 5. Reflection on Lessons After each lesson formally observed by the university supervisor and cooperating teacher, complete Task C. Provide both the University Supervisor and Cooperating teacher with a copy of the reflection within 24 hours. Email the reflection to the supervising faculty within 24-48 hours after the observation. 6. Video Taped Lesson Complete one twenty minute, uncut videotaping of yourself during instruction on a full-size VHS tape or a DVD. You must provide Tasks A-1, A-2, and C along with a self-assessment using Form A. 7. CAP 4 Exit Event Program The program is conducted near the end of the semester. See the seminar schedule for the specific date. Students report in professional dress for a mock employment interview and a job fair. Students should bring 10-12 copies of resumes for distribution to school district representatives who will be at the fair. 8. Attendance Attend all faculty meetings, parent conference, collaborative grade-level group meetings, professional development meetings, etc. that the cooperating teacher is required to attend. Student teachers are to be present in their assigned schools at the times designated by the Cooperating Teacher or school principal and follow the placement school schedule and not the university calendar. If you are going to be absent due to sickness or death in the family, contact your cooperating teacher as soon as possible. If absences exceed 5 days during the 16 week placement, then the student teaching experience may be extended; however, this decision will be made on a case-by-case basis by the Student Teaching Coordinator. SCHOOL OF EDUCATION MISSION STATEMENT The School of Education, in support of the mission of Campbellsville University, prepares teachers for their respective fields in society by providing an academic infrastructure based on scholarship, service 161

and Christian leadership. The primary aim of the program is to advance scholars who are competent, caring and qualified educators, who can positively impact student learning and who are committed to life-long learning in a global society. The teacher preparation program strives to achieve this mission globally by: preparing educators who demonstrate the knowledge, skills and dispositions to plan, implement and evaluate instruction through information technology, honoring, understanding and respecting diverse voices and communities in society, establishing partnerships and collaborating with the professional community, supporting and enhancing Christian characteristics of servant leadership. DISABILITY STATEMENT Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Coordinator of Disability Services at 270-789-5192 to inquire about services. PLAGIARISM POLICY Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-11 Bulletin Catalog, p. 35.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice- President for Academic Affairs will be notified of either consequence. 162

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ED 411 P-5 CLASSROOM MANAGEMENT Fall, 2010 Education Building, Room 117 T/R 8:00-9:15 Carol Garrison, Ed. D., Professor Office: EB 101 Office Phone: 789-5284 E-MAIL: cagarrison@campbellsville.edu UPO 867 Office Hours: Posted Campus Security numbers: Office: (270) 789-5555 Cell Phone: (270) 403-3611 Conceptual Framework of Teacher Education: THEME: EMPOWERMENT FOR LEARNING Empowerment processes: Content, process and self-efficacy MODEL: MISSION: Campbellsville University s School of Education, in keeping with the spirit of Campbellsville University, seeks to prepare teachers by providing an academic infrastructure based on scholarship, 164

service, and Christian leadership. The primary aim of the program is to advance scholars who are competent and caring educators committed to life-long learning in a diverse society. TEXTBOOKS: Classroom Management, A Proactive Approach, 2 nd Ed. by Martin Henley. Columbus, OH: Pearson, 2010, Supplementary Materials Accompanying Book: Teacher Tested Classroom Management Strategies, 2 nd Ed. OTHER REQUIREMENTS: CAP 3 Portfolio: a 1½ binder (white or black) for the professional portfolio and a CD to save all portfolio entries. No clear plastic covers required on pages in the portfolio. Students are required to take the Praxis II exams for CAP 3 approval. Students are required to be a member of KEA-SP with documentation. COURSE DESCRIPTION: This course supports the mission of Campbellsville University and the School of Education through a focus on servant leadership. It is designed for candidates to learn about and reflect upon differing classroom management theories and techniques with the expressed purpose of creating classroom environments that focus on ways of empowering students to become self-regulated learners. This course also explores various teaching strategies and assessment strategies that improve student learning. Pre-Requisites: CAP 1 & 2 and ED 310/325. Field experiences: 20 hours in two placements. COURSE OBJECTIVES: 165

Specific Objectives: Upon completion of this course, students should be able to demonstrate their knowledge and understanding of the following principles related to classroom instruction and management: Specific Course Objectives ACEI Standards KY Teacher Standards EPSB Themes Conceptual Framework 1. Develop a portfolio based on the KTS; reflect on growth to write rationales. 1.0 2.1-2.4 3.1-3.5 4.0 5.1-5.2 1-10 Diversity, Assessment, Literacy Education, Closing the Achievement Gap Theme: C, P, SE Model: All Components 2. Establish a classroom climate conducive to student learning. 3.1, 3.2, 3.4, 3.5 3, 4 Diversity, Assessment Theme: C, P, SE Model: 1, 2, 3, 5, 6, 8 3. Evaluate, act upon and report student progress related to classroom climate. 4.0 4, 5 Diversity, Assessment, Closing the Achievement Gap Theme: C, P, SE Model: 1, 2, 3, 4, 5, 6, 8 4. Analyze/develop instructional strategies that positively impact 1.0, 1, 2, 4, 5, 6, 7 Diversity, Assessment, Closing the Theme: C, P, SE Model: 1, 2, 3, 4, 166

student learning. 2.1-2.7 Achievement Gap 5, 6, 8 5. Demonstrate collaborative abilities. 3.5, 5.2 8 Assessment Theme: C, P, SE Model: 7 6. Demonstrate leadership capability. 5.2 10 Diversity, Theme: C, P, SE Assessment Model: 1, 5, 6, 7, 8 7. Exhibit professional behaviors, ethics and values. 5.1 7, 9 Diversity Assessment Theme: C, P, SE Model: 1, 2, 6, 7, 8 167

Conceptual Framework: Empowerment Theme: Content, Process, Self-Efficacy Model: 1-Student Learning; 2-Learning Theory; 3-Pedagogy; 4-Technology; 5-Assessment; 6-Diversity; 7-Partnerships/Learning Community; 8-Knowledge, Skills, Dispositions EPSB Themes: Diversity, Assessment, Literacy Education, Closing the Achievement Gap Diversity Proficiencies: 1.2 Connects content to life experiences of student 2.2 Uses contextual data to design instruction relevant to students 2.4 Plans instructional strategies and activities that address learning objectives for all students. 3.3 Values and supports student diversity and addresses individual needs. 4.2 Implements instruction based on diverse student needs and assessment data. 5.4 Describes, analyzes and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups. 6.3 Integrates student use of available technology into instruction to enhance learning outcomes and meet diverse student needs. 8.1 Identifies students whose learning could be enhanced by collaboration. KY Curricular Documents: Program of Studies and Core Content will be used this last year in KY schools. Students in P-12 schools will be assessed over the current standards in spring, 2011. The new KY Core Academic Standards: students in KY schools will be assessed over the new core standards in spring, 2012. The English Language Arts and Mathematics standards have been finalized and may be implemented in part during this school year. 168

COURSE REQUIREMENTS: 1. ATTENDANCE/PUNCTUALITY/PARTICIPATION: Attend class regularly and punctually per School of Education Attendance Policy: Regular attendance in professional education courses is expected of all students. It is a professional responsibility that is a part of the disposition assessment of teacher candidates. No more than four (4) absences will be allowed for Tuesday/Thursday courses, six (6) absences for Monday/ Wednesday/Friday courses. Absences in excess of these numbers of days will result in an F for the course. Please see attached policy effective fall, 2010. Three (3) late arrivals and/or early departures = one absence A late arrival and/or early departure in excess of 15 minutes= absence Notify the professor of expected absences and submit documentation. Be responsible for assignments when absent. 2. PARTICIPATION/PREPAREDNESS (40): o Class Participation (25 pts.): o Study assignments in advance: Come to class with at least two questions/answers per chapter for class discussion. Use 3 x 5 index cards to submit the questions. Participate actively in class discussions and activities o Class Notebook (15 pts.): o Use a 3 ring binder o Include syllabus, calendar o Have a section to record attendance/absences/tardies and to record grades for the course o Organize according to assignments in #4 & #5: include field/ppd forms 169

o o & reflections completed Have a section for taking notes/reflections each class period Submit at mid-term and week before finals 3. EXAMINATIONS (KTS 1) (150 Pts.),, Three examinations based on readings, supplementary information. Exams will be include both objective and subjective items 4. CLASSROOM MANAGEMENT PROJECTS (KTS 3). (150 Pts.) A. Theorist Presentation Handout (30) Research a management theorist using at least 3 sources Prepare a PowerPoint Presentation about the theorist Include a reference slide using APA format. Include citations for references in PPT (author, date, page numbers for direct quotes) Provide copies of the PPT and a separate fact handout for classmates with complete references; include appropriate citations for each fact B. Classroom Management Plan (30) Use KTS 3 indicators. Reflect on personal philosophies of teaching and learning during theorist presentations Limit to a minimum of five pages Reference at least 3-5 major theorists Include citations for references (author, date, page numbers for direct quotes) Include a bibliography using APA style. C. Rules/Procedures Lesson (20) o o o Develop and teach a 10 minute lesson on a procedure per Wong s guidelines provided in class Include a hands-on activity on issues as giving complete instructions or efficiently distributing materials. Submit written documentation of work. D. Behavior Intervention Strategy (20) 170

o o o o Select a behavior from the strategies text Describe suggested ways to intervene Model one suggestion. Submit written documentation of work. E. Mock Parent Conference (20) o o Individual research: Select at least ten sites for ideas about effective and efficient parent teacher conferences. Prepare a written report of ideas you thought best at each site. Group Work: In groups of 2-3, prepare for and conduct a mock parent conference in class. Submit a group report of your plan for this mock conference, including roles and responsibilities. F. School Safety Project (20) o o Research at least five sources on the Internet, including the KY Safe Schools Center at www.kysafeschools.org. Prepare a written report summarizing what you learned at each site and present in class. 5. FIELD AND PRE-PROFESSIONAL DEVELOPMENT HOURS PROJECTS (NCATE Standard 3, KTS 2, 3, 4, 5) (60 Pts.) FIELD HOURS (20) 10 hours in each student teaching placement for a total of 20 hours Include observation, tutoring of students, assisting of teachers, instruction of small groups and whole class, managing children in various activities, planning curriculum, and analyzing student learning. Specific class discussions will focus on these experiences. Reflections include: (30 pts.) o Diagram of school o School policies o Class schedules o Class demographic profiles o POS/CC for each grade o Discipline plan for each class o Reflections on critical incidents during field hours; Reflect rather than summarize. o Parent Letter o See new field hour guidelines attached to this syllabus. 171

PRE-PROFESSIONAL DEVELOPMENT (10 Pts.). Match growth areas on the professional growth plan. Belong to and attend meetings for KEA-SP. Acquire at least 3 PPD through attendance at the Safe School s Conference in Louisville (Nov. 16) or other approved PPD. 6. CAP 3 APPLICATION & PORTFOLIO (110 Points): Application for CAP 3 (10) aim to secure at least one item for CAP 3 application each week. CAP 3 Portfolio (100) due November 5 th. Rationales (50)--write analyses about how the artifacts demonstrate all indicators for each standard; due on Tuesdays Artifacts/Organization (30)--submit for each standard CD of Portfolio (20)--submit by last class POLICIES: A. Grading: Total Possible Points- 500 460-500 = A (92%) 410-449 = B (82%) 360-399 = C (72%) 325-349 = D (65%) Below 325 =F 172

B. Field/PPD Hours: *Grades AND CAP 3 approval cannot be finalized until all Field and PPD hours are completed and submitted! Field hours must be recorded on the 2010-2011 field forms and conform to the revised field hour guidelines for procedure and reflection. C. Late Policy on Assignments: Assignments are due at the beginning of class on the date assigned. Assignments not turned in at that time will be penalized 20% daily. After 5 days, assignments will be given a 0. Students are strongly encouraged to seek assistance well in advance of due dates for assignments, if there are questions. D. Disability Statement: Campbellsville University is committed to reasonable accommodations for students who have documented learning and physical disabilities, as well as medical and emotional conditions. If you have a documented disability or condition of this nature, you may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment. Please contact the Director of Disability Services at 270-789-5192 to inquire about services. E. Plagiarism: Campbellsville University s policy on Academic Integrity states: Each person has the privilege and responsibility to develop one s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one s own academic accomplishments and to give credit to others contributions to one s course work. These values can be violated by academic dishonesty and fraud. (2009-2011 Bulletin Catalog, p. 33.) Plagiarism and cheating are examples of academic dishonesty and fraud and neither will be tolerated in this course. Plagiarism is quoting or paraphrasing a phrase, a sentence, sentences, or significant amounts of text from a web or print source, without using quotation marks and without a citation. The plagiarist submits the work for credit in a class as part of the requirements for that class. Examples of cheating include cheating on a test (copying off someone else s paper) or an assignment (e.g., development of a lesson plan) and submitting the work as your own. If a student commits plagiarism or cheats in this course, the professor will 173

decide on one of two penalties: (a) an F on that assignment or (b) an F in the course. The student s Dean and the Vice-President for Academic Affairs will be notified of either consequence. F. Progress: It is the responsibility of the student to maintain records of his/her progress in class. Candidates are expected to complete all assignments in a professional manner. Grades are also posted online. Students will not be assigned a grade until all course requirements, including CAP 3 application and portfolio, are submitted and approved. G. Praxis II: Passing scores on both Praxis II exams are required for certification: Elementary Education (0014) or the computer version (5014) and the PLT at the elementary level (0522). Students must take both exams before student teaching. Elementary Education: http://www.ets.org/media/tests/praxis/taag/0014/glance.htm (148-Pass) PLT: http://www.ets.org/media/tests/praxis/taag/0522/glance.htm (161-Pass) H. Pagers and cell phones should at a minimum be placed on quiet mode during class time. Texting and calls during class are not permissible. Bibliography of Websites: Text Website: www.prenhall.com/henley School Safety: www.ed.gov/offices/osdfs/index.html www.kysafeschools.org www.pbis.org Literacy: www.c-b.e.org/pdf/keystoliteracy2002.pdf 174

Assistive Technology: http://www.pluk.org/at1.html Behavior www.bist.org Intervention Support Team: 175

Campbellsville University MATH/CIS Course syllabus Dr. Janet L. Miller I. TITLE: MTH 201, Mathematics for Elementary Teachers I, 3 hours. Model of Conceptual Framework Theme of Teacher Education: Empowerment for Learning II. COURSE DESCRIPTION: This course is designed to improve preservice elementary teachers' knowledge of the mathematics relevant to elementary and middle school teaching. In addition, this course will actively involve preservice teaches in their own learning, with the intention of creating a greater understanding of the nature of mathematics. The course will cover three content areas; (1) numeration and whole numbers, (2) integers and fractions (3) decimals, percents, and irrational numbers. This course is required for elementary/middle school education majors and is a prerequisite for MTH 202. A grade of "C" or better is required in order for the student to receive credit for the course. This course will not count toward a mathematics major. 176

III. TEXTBOOK: "Mathematics for Elementary School Teachers, A Conceptual Approach" and "Mathematics for Elementary School Teachers, An Activity Approach" by Bennett and Nelson, 6th Edition published by McGraw-Hill, WCB, 2004. IV. OBJECTIVES: 1. Students will demonstrate the ability to think logically and to problem solve. CCK-1-2-3-4-5 2. Students will communicate, reason, and make estimates involving the topics listed above. CCK-1-2-3-4-5 3. Students will demonstrate the ability to make connections between their subject matter knowledge and the mathematical ideas they need to teach young children. CCK-1-2-3-4-5 5. Student's will participate in the art of problem posing, questioning, interpreting children's concepts, and brainstorming on corrective measures for children with misconceptions. CCK-1-2-3-4-5 6. Students will make connections between the various branches of mathematics and their relevance to the real world. CCK-1-2-3-4-5 7. Students will use mathematics manipulatives to learn concepts central to mathematics. CCK-1-2-3-4-5 V. COURSE REQUIREMENTS: 1. Attendance Policy: Each student is expected to attend every class. Roll will be taken at each class meeting and in the event of a student missing more than 4 times 4 points will be deleted from the final grade average for each absence past 4. This course will comply with the University s Student Attendance Policy (see the Student Handbook). THE STUDENT IS STILL RESPONSIBLE FOR ANY MATERIAL COVERED AND/OR DUE IN THE EVENT OF THEIR ABSENCE. 2. Testing and Grading: There will be four 100 point exams. Regardless of the reason for missing an exam, the student will take any make-up exam during finals week. If the student fails to schedule and take the make-up test during final exam week, then a zero will be recorded as the grade on that exam. If a student misses the final exam for ANY REASON then the grade of X will be given for the course grade unless the student s average grade is an F and can not be raised by a final exam score. If a grade of X is given the student has one month after reentering the University to take a special examination in order to change this grade. (See page 56 in the University Bulletin Catalog). If the student fails to take the final examination within the required period a zero will be recorded for the final exam score and averaged with the student s other scores. Five "anatomies of a lesson" each worth 20 points for a total of 100 points will be required for this course. These expository writing assignments will be made at least one week in advance of their due dates. 177

The grading scale is based on 500 points and is determined using percents as follows: Grading Scale Percent of Points Earned Grade 90-100 A 80-89 B 70-79 C 60-69 D 0-59 F 3. Electronic Devices: Any electronic device must be silenced during class time. The use of such instruments is prohibited during class time. Additionally, no keyboard device or programmable device, for example, a "palm pilot," will be permitted for use on any exam or quiz. 4. Academic Integrity: Cheating will not be tolerated in this course. The first time a student is determined to be cheating on an exam or quiz a grade of zero will be assigned to that testing device. The second time the student is caught cheating on an exam or quiz the course grade will automatically become an F regardless of past or future performances in this course. 5. Children In-Class Policy: Only in extreme cases are children allowed in the classroom or laboratory facilities, and then only with approval of the professor prior to class. 6. Teaching Methods: Students will be taught through class participation and discussion, group work, use of mathematics manipulatives, lecture, assigned written work, and problem solving. VI. COURSE OUTLINE: I. Problem Solving 178

II. Numbers III. Addition and Subtraction Page 3 Math 201 Course syllabus Course Outline Continued IV. Multiplication V. Division VI. Number Theory VII. AUXILIARY TEXTBOOKS AND RESOURCES: 1. Modern Mathematics by Ruric Wheeler 2. Mathematics for Elementary School Teachers: A Conceptual Approach by Bennett and Nelson 3. Mathematics for Elementary School Teachers: An Activity Approach by Bennett and Nelson 3. Curriculum and Evaluation Standards for School Mathematics by National Council of Teachers of Mathematics, 1989. 4. Curriculum and Evaluation Standards for School Mathematics: Addenda Series by National Council of Teachers of Mathematics, 1994. 5. Guiding Children's Learning of Mathematics by Leonard M. Kennedy and Steve Tipps, 1997. 6. In the Montgomery Library we have the "Teachers Learning Resource Center" which has many valuable resources for primary and middle school preservice teachers. VIII. MY LOCATION: My office is in Carter Hall #315. My office hours will be posted by my door. If those hours do not work with your schedule feel free to make an appointment. My email address is jmiller@campbellsville.edu. My office phone number is 789-5325. 179

ED 371 Children s Literature Spring 2011 MWF 12:00 p.m. School of Education Mrs. Dottie Davis, Instructor Office Phone: (270) 789-5090 Office: ED Bldg 110 E-mail: dldavis@campbellsville.edu Office Hours: MWF: 2:00-3:00 Security Cell Phone: 270-403-3611 TR:11:00-12:00 and 1:00-2:00 Security Office Phone: 270-789-5555 School of Education Theme: Empowerment for Learning Conceptual Framework DESCRIPTION OF COURSE: This course emphasizes the subject matter, materials, and methods of teaching and learning the various forms of literature suitable for children at the P-5 levels. Students will become acquainted with the best books through wide reading and interpretive study. Attention is given to evaluation and use of current materials and media. Specific Course Objectives: The student will be able to: 180