ࡱ> XZQRSTUVW bjbj=G=G /_-_-D $P<@D!:~!!!!""" "*,,,,,,,X"""""XI!!4mIII"v!!I"*IIblҸpUt5 ^Vp0iIiҸIҸJT"""XXI"""i""""""""" :    SPCD 587 Reading Methods for Students with Intellectual Disability and Severe Disabilities (3 credit hours) Professor: Susan Copeland, PhD, BCBA-D Office: Hokona 258 Phone: 277-0628 Email:  HYPERLINK "mailto:susanrc@unm.edu" susanrc@unm.edu Fax: 277-8679 Teaching Assistant: Rob Shauger, M. A. Email: rshauger@unm.edu Office Hours by appointment: Tuesdays 3:00-5:00 p.m. Wednesdays 3:30-4:30 Class Meeting Time/Location: Tuesdays, 7:00 9:30 p.m. TECH Room 230 Course Web Site: http://www.unm.edu/~susanrc/Site/SPCD_587.html Course Description The purpose of this course is to assist students in developing knowledge about and skill in selection and implementation of appropriate reading instruction for students with moderate or severe disabilities, such as those with Down syndrome, autism, intellectual disability, or cerebral palsy. Instruction in inclusive settings will be emphasized. Students will learn to differentiate basic components of reading instruction (e.g., phonemic awareness, phonics instruction, fluency, vocabulary, text comprehension) to meet individual student learning needs. We will examine varied assessment tools and progress monitoring methods. In addition, students will practice planning, organizing, implementing, and monitoring reading instruction based on assessment data by working with an individual student with moderate or severe disabilities across the semester. Course Objectives Students in this course will Demonstrate the ability to create a literacy rich classroom environment for all students, including students with moderate or severe disabilities. Create engaging literacy materials and instruction for students with moderate or severe disabilities of all ages that are high-interest and age-appropriate and that allow access for all learners. Explain the ways in which cultural and linguistic diversity may affect literacy development and participation and demonstrate application of this knowledge in instructional and materials design. Demonstrate the ability to appropriately plan and implement comprehensive literacy instruction for students with moderate or severe disabilities based on the components of effective literacy instruction by selecting and administering appropriate formal and informal assessments of each of the six components of literacy knowledge/skill analyzing this assessment information to determine students current literacy knowledge and skills; planning, organizing, and implementing instruction based on this analysis, using scientifically-based reading instructional practices matched to the unique learning needs of students as identified by analysis of the assessment data; implementing on-going, systematic data collection on students performance and analyzing this data to monitor students progress in acquiring and expanding literacy. Rationale The rationale for the Concentration in Intellectual Disability and Severe Disabilities is supported by a shift in the major paradigm in special education and bilingual special education from a solely trait-based conceptualization toward thinking about disabilities as an interaction between individuals with disabilities or those from cultural and linguistic diverse backgrounds, their environments, and needed supports. This new way of thinking forces reanalysis of structures designed to assist individuals in creating for themselves satisfying lives and challenges traditional notions of disabilities and handicaps. The vision of the Intellectual and Severe Disabilities Concentration is aligned with that of the vision and mission of the College of Education. College of Education's Conceptual Framework: Professional Understandings, Practices, and Identities The College of Education at the University of New Mexico believes that professional education should seek to help individuals develop professional understandings, practices, and identities. These understandings, practices and identities frame the life-long learning of professional educators and reflect the values articulated in our Mission Statement and in state and national standards and competencies. UNDERSTANDINGS frame the identity and practice of educational professional. We seek to help you better understand: Human Growth and Development Patterns in how individuals develop physically, emotionally, and intellectually. How to provide conditions that promote the growth and learning of individuals from diverse cultural and linguistic backgrounds, including those with special learning needs. Culture and Language The nature of home, school, community, workplace, state, national, and global contexts for learning. How social groups develop and function and the dynamics of power within and among them. How language and other forms of expression reflect cultural assumptions yet can be used to evoke social change. How one's own background and development shape understanding and interaction. Content of the Disciplines The substance of the disciplines you teach -- the central organizing concepts and factual information -- and the ways in which new information is created, including the forms of creative investigation that characterize the work of scholars and artists. Pedagogy Theory and research on effective educational practice. How to create contexts for learning in and across the disciplines. How to assess student learning and design, plan, and implement instruction to meet the needs of learners. How to evaluate educational practice. Technology Effects of media and technology on knowledge, communication, and society. How to critically analyze and raise awareness of the impact of media and technology. How to use current technology. Professional Issues The social and political influences on education, both historically and currently. Local, state, and national policies, including requirements and standards. How to critically analyze and participate in the formation of educational policy. Strategies for leadership, collaboration, and research. Nature of Knowledge How knowledge is constructed within social contexts, including the academic disciplines. The differences and connections among the knowledge constructed in different social contexts. How to conduct inquiry into the nature of knowledge within and across the disciplines. These understandings enable you, as a professional, to value and engage in PRACTICES that embody the following qualities: Learner-Centered Students' past experiences, cultural backgrounds, interests, capabilities, and understandings are accommodated in learning experiences. Routines promote learner risk-taking and allow learners to take increasing control of their own learning and functioning. Contextual Experiences engage learners in ways of thinking, doing, talking, writing, reading, etc., that are indicative of the discipline(s) and/or authentic social contexts. Ideas and practices are presented with the richness of their contextual cues and information. Learners are provided with models and opportunities to reflect on their experiences and to relate their learning to other social contexts. Coherent Learning experiences are organized around the development of concepts and strategies that learners need in order to participate in other similar situations. Learners are assessed on what they had the opportunity to learn. Culturally Responsive Diversity is valued, and learners are helped to become aware of the impact of culture on how they and others perceive the world. Technologically Current Available technology facilitates learning. Learners are helped to understand the effect of media on their perceptions and communication. Developing a PROFESSIONAL IDENTITY is central to lifelong growth as a professional educator. The University of New Mexico College of Education will help you to develop the following attributes of a professional: Caring Attentive to learners, willingness to listen and withhold judgment, and ability to empathize while maintaining high expectations for learner success. Advocacy Committed to ensuring equitable treatment and nurturing environments for all learners. Inquisitiveness Habitual inquiry into the many, ever-changing ways in which knowledge is constructed, how people learn, and how educators can support learning. Reflection-in-Action Able to analyze, assess and revise practice in light of student learning, research and theory, and collegial feedback. Communication Skilled in speaking, writing, and using other modes of expression. Collaboration Able to work cooperatively with students, parents, community members, and colleagues. Ethical Behavior Aware of and able to work within the ethical codes of the profession. Teacher Preparation Standards SPCD 587 includes content that addresses specific Council of Exceptional Children Initial or Advanced Preparation standards, New Mexico Teacher Competency Standards, and the College of Educations Understandings, Practices, and Identities. These are found at the end of the syllabus on pp. 31-41. Specific Course Policies Extra Credit Extra credit is not available for this course. Email Communications All students enrolled in the course must have an email address within the UNM system. This is the only email address that will be used in communicating about this course. Students are responsible for the information sent out via email to their UNM email account, so it is important that students check their UNM email accounts daily. If you do not typically use your UNM account, please plan to check this account each day or forward it to the email account you typically use. Background Checks Because this course requires students to interact with individuals who are members of a potentially vulnerable population, you are required to obtain a background check or complete other steps before completing the Literacy Project assignment. You will incur the cost of the background check and fingerprinting. You must follow all of the required policies as outlined by the professor in class and the organization that allows you to interact with their students or clients (e.g., APS, Rio Rancho Schools). Background checks must be passed and correctly documented with the College of Education Field Services office by 2/10/15. Not meeting this deadline will result in not being allowed to complete the major course assignment and will thus likely result in a failing grade for the course. Class Participation and Use of Technology in Class Active class participation is expected of all students. This involves arriving to class on time and well-prepared (i.e., having read all assigned readings), paying attention to instructor and/or other students when they are speaking, use of appropriate and non-offensive language during class and in written class assignments, demonstrating cooperation with and respect for the instructor and peers during class discussions, actively participating, on-topic, during small group activities, and showing consideration for other students' need for alternative teaching strategies. Use of technology (i.e., cell phones, iPods or other MP3s, and/or laptops) not related to class activities can hamper the learning of other members of the class. Since this behavior interferes with the educational process of other students, it is considered disruptive behavior (see the UNM policy on disruptive behavior  HYPERLINK "http://www.unm.edu/~doso/ja_disruptivebehavior.html" http://www.unm.edu/~doso/ja_disruptivebehavior.html). To help create a positive classroom climate that facilitates the learning of everyone, remember to turn off the ringer of your cellular phone and not take calls within the classroom (Please step out in the hall to speak if you must answer an emergency call you can let the professor know if you received an emergency call.); refrain from texting during class; this is disruptive to the learning process; not use laptops, iPads, iPad minis, or other electronic devices. If you need to use a laptop or other device for notetaking purposes, please check with the professor first. Formatting Guidelines for All Course Assignments All written work in this course should be written in accordance with the guidelines of the American Psychological Associations APA Publication Manual (6th ed.) (see Required Texts on page 10 of the syllabus). In particular, all assignments should be: Typed using 12-pt font, double-spaced, and have 1 inch margins on all sides Include students name and name of assignment (e.g., Reflection Paper #1) Include running head in upper left-hand corner and page numbers in the upper right-hand corner Include appropriate and correctly formatted headings as indicated in the APA Publication Manual Written in complete sentences with correct grammar, using person first language Include citation of all sources using the format specified in the APA Publication Manual Include a separate reference page that includes all sources used in the paper, formatted according to the APA guidelines All works/sources used in the assignment must be appropriately attributed Course Evaluation and Assessment Attendance Attendance and participation in class are mandatory. You are expected to have read the required readings ahead of time and come to class on-time and prepared to participate in class discussions and group activities. Consistent with policy in the Concentration in Intellectual Disability and Severe Disabilities: Two absences 5 points (or half a letter grade) will be deducted from your final grade Three absences 10 points (or a full letter grade) will be deducted from your final grade Four absences You will be dropped from the course. Missing 50 or more min of a class session (coming late or leaving early) = one absence. Late Assignments & Re-Writes of Assignments All assignments are due on the date indicated in the Class Schedule unless the date is amended by the professor. Assignments are to be turned in at the beginning of class (within the first 10 minutes). Assignments will not be accepted after the due date and will receive a score of 0 points. The final paper will not be accepted past the due date listed in the Class Schedule. To be fair to all students, re-writes will not be allowed except under extraordinary circumstances beyond the students control. In the rare case that a student is asked to re-do an assignment, such as in the case of inadequate citation or other extraordinary circumstance that leads to significant problems with the assignment, total points on the assignment may be reduced. In this instance, students will be required to meet with the instructor and may also be required to utilize the services of CAPS or the Graduate Resource Center. Given this, students are strongly encouraged to meet with the instructor prior to an assignment to insure that they understand the criteria for each assignment. This can take the form of bringing drafts of their work to office hours or other scheduled appointments well before the assignment is due. The instructor may also be able to respond to specific questions about portions of assignments sent via email, time permitting. However, due to time constraints, it is not possible to read complete assignments sent electronically or brought to office hours or provide detailed feedback on all aspects of the draft reviewed. Therefore, the instructor cannot predict what grade a student will earn on a submitted assignment based on the review of her/his draft. To make each appointment or email exchange as beneficial as possible, please have specific questions ready to ask about assignments. The following tables list the assignments required for this course, the number of possible points for each assignment, and the letter grade and point ranges used for determining final course grades. Final grades are based on percentage of points earned for the entire semester. Assignments Point ValueComplete Plagiarism Tutorial 5Class Participation/Professionalism QuickWrites (5, 2 pts each) Electronic/Adapted Book5 10 20Literacy Project Literacy history Assessment & Instructional Plan Summary of instructional progress 10 45 35Literature review40Total:170 Percentage of Total points earnedGrade100A+94-99 A90-93A-88-89B+ 84-87 B80-83 78-79B- C+74-77 C<74F DESCRIPTIONS OF ASSIGNMENTS ARE LOCATED ON pp. 9-19 OF THE SYLLABUS NOTE: UNM regulations specify that graduate students may not be assigned a grade of C-, D+, D, or D- (see p. 41 in the UNM Catalog). Therefore, graduate students who do not accumulate a minimum of 74% of the total points possible by the end of the semester will be assigned an F. In addition, incompletes and withdrawals at the end of the semester will be allowed only in accordance with UNM policies. Please see the UNM catalog for a description of these policies. Accommodations Please see the professor as soon as possible if you need accommodations in the course due to a disability. Be certain you have registered with the Accessibility Resource Center (277-3506) in Mesa Vista Hall, Room 2021, to facilitate making accommodations available for you as quickly as possible. Policy on Academic Integrity It is the responsibility of students and faculty to engage in honest and responsible scholarship (University of Illinois-UC Library, 2013) and to avoid practices that may be considered acts of academic dishonesty. UNMs policy for students on academic dishonesty, as found in the UNM Catalog, p. 44, is as follows: Any student who has been judged to have engaged in academic dishonesty in course work may receive a reduced or failing grade for the work in question and/or the course. Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others . . . In this course we will use the definition of plagiarism adopted by Indiana University (2013): Plagiarism is defined as presenting someone else's work, including the work of other students, as one's own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered "common knowledge" may differ from course to course. a. A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment. b. A student must give credit to the originality of others and acknowledge an indebtedness whenever: 1. Directly quoting another person's actual words, whether oral or written; 2. Using another person's ideas, opinions, or theories; 3. Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written; 4. Borrowing facts, statistics, or illustrative material; or 5. Offering materials assembled or collected by others in the form of projects or collections without acknowledgment. The following specifies how UNMs policy on academic dishonesty and the definition of plagiarism cited above are applied in this course: In terms of written work, you have the responsibility to explicitly specify what portion of that work reflects your own ideas/words, and what portion reflects the ideas/words of other people (e.g., authors of books or journal articles, websites, peers work). This includes appropriately indicating direct quotes, adequately paraphrasing others words and correctly attributing the source, and explicitly stating what are primary and secondary sources Incorrect citations (e.g., inadequate paraphrasing, incorrectly indicating direct quotes) will result in the following: The first time a problem is noted in an assignment, I will assume that it is unintentional and will ask that the assignment be re-written. Points may be deducted from the assignment at my discretion. In addition, you will be asked to meet with me to learn how to avoid the problem in future assignments. The second time a problem is noted in an assignment, you will be assigned 0 points for that assignment. The third time a problem is noted in an assignment, you will be assigned a failing grade in the course. Documentation of this will be sent to the Dean of Students. If at any time you submit an assignment that contains text or work taken from another source in whole or in part (e.g., a web site, an article, textbook) without any acknowledgment of the original source, you may receive a failing grade in the course. Documentation of this incident will be sent to the Dean of Students. To assist you in understanding what plagiarism is and isnt, you will be required to successfully complete an online tutorial and provide documentation of passing the tutorials online quiz. All written work in this course should be written in accordance with the guidelines of the American Psychological Associations APA Publication Manual (6th ed.) (see list of Required Books on p. 19 of the syllabus). This Manual specifies what plagiarism is and how to compose and format your work so that it is avoided. Turnitin. Additionally, students in the class will be required to use Turnitin for the literature review assignment. This program will assist you in strengthening your writing by helping you locate places where you have not appropriately delineated direct quotes, used the structure or ideas of someone else without acknowledgement, or not paraphrased correctly. The professor will provide instructions in class on how to use the program. The class ID number is 5369143 and the class password is 1literacy. If you have any concerns or questions about how to appropriately indicate what is your own work and what is derived from the work of others, please see the professor during office hours, or if those times are not convenient, call or email to set an appointment time. Description of Course Assignments All out-of-class assignments must be turned in within the first 10 min of the class on the date on which they are due. Assignments turned in after 4:25 p.m. will not be accepted. Plagiarism Tutorial (5 pts) Go to the website below and complete the tutorial on plagiarism. It will provide information on what plagiarism is, examples of different types of plagiarism, practice problems, and a short quiz. Once youve worked through the material, take the quiz and print out the certificate indicating that you passed the quiz. If you have done this for another class within the past calendar year, provide a copy of the certificate to the professor by the due date listed in the course schedule. Website:  HYPERLINK "https://www.indiana.edu/~istd/" https://www.indiana.edu/~istd/ Class Participation & Professionalism (5 pts) CEC Advanced 6.3, 6.7, 7.1, 7.2 This course is structured so that class discussions and activities are critical to student learning; most classes will be a blend of lecture and whole and small group discussions and activities. All students are expected to come to each class on time and fully prepared to participate dynamically in class activities. This includes asking pertinent questions, contributing relevant comments and examples, and contributing to small group activities. The following Class Participation rubric will be used for assessment criteria for this requirement. Class Participation Rubric 10.50ListeningActively and respectfully listens to peers and professor; allows everyone to contribute to discussion.Occasionally appears to be distracted or disinterested in peers/professors comments, or occasionally dominates discussion.Frequently seems to be distracted or engages in nonrelated activities when a peer or professor is speaking, or dominates discussion.PreparationConsistently arrives on-time and fully prepared; comments/ questions indicate clearly that student has done readings and completed assigned tasks; appears ready and willing to engage in class discussions and activities.Occasionally arrives late and/or at times demonstrates through comments or lack of participation that readings were not done or only read superficially; occasionally does not have tasks completed; not always ready to engage in discussions/ activities.Frequently late to class and/or comments/lack of participation indicate that readings have not been done; tasks often not done or incomplete; little evidence of thoughtful consideration of key ideas in readings.Quality of contributionsOffers comments or asks questions that are relevant and reflect understanding of assigned text(s); responds to previous remarks of other students and attempts to engage them in further discussion; offers thoughtful insights about class topics or readings. Consistently uses person-first language in speaking and writing.Occasionally offers thoughtful comment about class topics or readings but does not make voluntary contributions consistently; comments/questions are not consistently relevant and/or demonstrate lack of preparation or attention to other students comments. Occasionally uses non-person first language in written and spoken communications.Rarely makes voluntary contributions; comments/participation display limited understanding of course readings or peers previous comments; comments are inaccurate, off topic, or consistently superficial. Rarely uses person-first language in written or spoken communication.Impact on class climateParticipation and comments encourage peers and professor to engage in deeper discussion of key course ideas and constructs; contributes positively to everyones learning.Participation and comments are appropriate but dont consistently encourage others to delve deeper into course concepts; comments are frequently superficial.Little or negative effect on others understanding or engagement with course concepts; sometimes treats peers disrespectfully.Frequency of participationConsistent, active, and appropriate participation in class discussions and activities.Inconsistent participation in class activities and discussions; sometimes is an active participant and at other times is tuned out or engaging in nonrelevant activities.Rarely participates in discussions or activities; often engages in activities during class that are not related to the class activities (e.g., texting, using the internet, reading unrelated materials).Total: /5  Quickwrites/Activities (5, worth 2 pts each for a total of 10 pts) CEC Initial 1.1, 3.3, 4.1, 6.2, 6.6 Advanced 5.2, 6.4 Students will complete five, in-class quickwrites or brief outside activities related to assigned readings or activities done within class. Some of these will be individual activities and others small group activities. Adapted Book (20 pts) CEC Initial 3.3, 4.2, 5.2, 5.3 Students will adapt a book for the student with whom they are doing the literacy project (see below). The book must be age-appropriate and on grade level for the student. The professor will provide detailed instructions for how to adapt the book. Using these instructions, students will create both a hard copy of the adapted book and an electronic (PowerPoint) version of the book. They will present the final product to the class at the end of the semester. Rubric for Adapted/Electronic Book 4-52-30-1The book selected or created is (1) completely age-appropriate for the target student and (2) centered on the students interests or relevant grade-level academic content (e.g., grade-level social studies standard). Selected book is age appropriate but is not centered on students interests or grade-level academic content.Selected book is not age-appropriate and is not centered on the students interests or on grade-level academic content.Each adaptation to/format of the book creates authentic access to the content for the target student Most but not all of the adaptations or aspects of formatting create authentic access for the target student.Few adaptations or aspects of formatting create authentic access for the target student.All the graphics, pictures, and/or other adaptations are creative, engaging and appropriate for the books content.Most but not all of the graphics, pictures, or other adaptations are creative, engaging and appropriate for the books content.Very few of the graphics, pictures, or other adaptations are creative, engaging, or appropriate for the books content.Presentation of the adapted/electronic book is coherent, factual, and demonstrates that the graduate student can competently create/adapt age-appropriate, engaging materials aligned with the target students individual physical, sensory, and literacy needs.Presentation is mostly coherent and factual; graduate student demonstrates moderate skill in creating/adapting age-appropriate materials for the target students individual physical, sensory, and literacy needs.Presentation is not coherent or factual or graduate student demonstrates limited skill in creating/adapting age-appropriate materials for the target students individual physical, sensory, and literacy needs.TOTAL /20 Comments: Literature Review (40 pts) CEC Advanced 2.2, 4.1, 4.2 Students will select 3-5 research articles, from peer reviewed scholarly journals, that examine the efficacy of an instructional intervention they have chosen to use with the student participating in their Literacy Project. They will examine and synthesize findings across these articles. Only research articles that examine the use of the selected instructional approach with individuals with intellectual or severe disabilities are acceptable for this assignment. Show your articles to the professor by Week 7 to be certain they meet the requirements of the assignment. Articles from required or recommended readings cannot be used for this assignment. Literature reviews should be 12 20 pages in length and should follow the guidelines provided by the professor. Attach a copy of the Grading Rubric as the first page of the paper; use the Turnitin website to submit your paper (ID Number for this is 5369143 and the password is1literacy); to receive full points for the assignment, bring hard copies of your articles to class on the night the assignment is due. Grading Rubric for Literature Review Article Selection 1 2 3 4 5 x 2 ___(10) Reviewed 3-5 research articles examining a single reading instruction approach/method for individuals with intellectual or severe disabilities and submitted hard copies of each article to the professor. Format and Style 1 2 3 4 5 x 1 ___(5) Student used correct mechanics throughout the paper. Student used correct grammar and person first language throughout the paper. All sources were attributed appropriately. Student correctly used APA formatting throughout the paper. Paper was 12-20 pages in length. Organization 1 2 3 4 5 x 1 ___(5) Paper demonstrates strong evidence of clear organization of content; consistent use of smooth, logical transitions from idea to idea and section to section. Completeness and Accuracy 1 2 3 4 5 x1 ___(5) Information included in the paper accurately addresses all topics included in the content description below. Content 1 2 3 4 5 x 3 ___(15) a. Described rationale for selection of the reviewed strategies; described participants, intervention procedures, study findings, and recommendations across articles: Rationale (Why did you choose to examine this approach/strategy?) Participants (Who were individuals in the studies reviewed with whom the strategy was used?) General Methods/Procedures (How was the instructional strategy or intervention implemented in these studies and how were reading/literacy skills assessed to determine the effectiveness of the approach?) Findings or Results (What were the results of using this intervention or strategy?) Implications (What can be learned from these research studies findings that will help educators provide more effective instruction for students with moderate or severe disabilities?) b. Paper demonstrates strong evidence of synthesis across articles; contains numerous clear, insightful connections between research articles findings and the students professional experience, course readings, and class discussions. c. Paper demonstrates comprehension and understanding of the intervention or strategy reviewed and the implications of the strategy for practice. Discussion demonstrates strong critical thinking, insight, and thoughtful reflection. TOTAL: /40 5 = Met each criterion under this category and demonstrated strong evidence of critical thinking, insight, and thoughtful reflection 4 = Met each criterion under this category and demonstrated some evidence of critical thinking, insight, and thoughtful reflection 3 = Met most criteria under this category 2 = Met only a few criteria under this category 1 = Did not meet any criteria under this category Description of & Grading Criteria for Literacy Project Assignments The purpose of this assignment is to provide students with an opportunity to apply the information they are learning in class about literacy assessment and instruction to actual instructional settings. To do this, students will select one individual with an intellectual disability or other severe disabilities (e.g., someone with intellectual disability, autism, multiple disabilities, cerebral palsy, traumatic brain injury) with whom to conduct in-depth literacy assessment and instruction across the entire semester. The selected individual can be of any age and at any stage of literacy development but must be someone with a severe disability. If you dont have a student in your classroom who meets this criterion, you are expected to find another student in a fellow teachers classroom with whom to work or to tutor someone who meets the criteria outside of school hours. Students who have mild disabilities cannot be the focus of this project. See the professor within the first two weeks of the semester if you are having difficulty locating a student for the project. Students are required to spend a minimum of 12 hours (15-20 are encouraged) working directly with this individual. This time includes administering literacy assessments and providing literacy instruction that is based on these assessment results. Students are to keep a log, turned in at the end of the semester, which lists the date, time, and assessment/instructional activities for each instructional session. The format for this log is provided below. Students will complete the literacy project in a sequential manner, turning in 3 assignments across the semester that include the following: Compilation of a literacy history of the selected individual (10 pts) Appropriate and comprehensive assessment of the individuals current reading/literacy skills (must include the areas outlined below) that is used to develop a comprehensive plan of instruction. The instructional plan must include an outline of how reading/literacy instruction will take place (instructional approach, selected materials, types of on-going assessment and data collection, etc.) (40 pts) A summary of progress made by the individual in acquiring literacy skills across the semester, including actual samples of the individuals work, current assessments of his/her literacy skills, and a narrative reflection on the effectiveness of the instructional plan and your current understanding of effective literacy instruction (35 pts). NOTE: You cannot use this project or any information or data from it for any purposes other than to complete this assignment for this course. Format of Project: To organize the project: Use the template handed out in class and available on the class website to prepare each assignment. Put all portions of the Literacy Project in a 3-ring binder, using a separate tab for each section (Literacy History, Comprehensive Assessment & Plan of Instruction, and Summary of Progress). Include the appropriate assignment grading checklist with each assignment. These are available to you below in the syllabus and on the class webpage in an electronic format. Turn in the entire notebook each time an assignment component of the Literacy Project is due. Format for the log and a sample entry are as follows: DateTimeFocus of SessionComments1/7/1510:30-11:15 Working on letter identification; re-telling a story; writing nameJimmy was motivated by the topic of the story and was able to retell the story with picture prompts (see data sheets); did better on letter ID (see data sheets); wrote name from model with minimal verbal prompts1/14/1510:30-11:15Used a bingo game format to work on letter identification; J. dictated a few sentences describing his visit last week to Isotopes park.Jimmy loved the game format matched 12/12 letters and verbally identified 7 of these correctly; dictating story was new and took some time for him to understand what I wanted him to do. Once he did, though, he loved it and wanted to show the finished story to his teacher and parents.TOTAL TIME: Consent and assent forms for the project are available for download on the class website. Descriptions & Grading Checklists for Each Component of the Project Assignment 1: Literacy History CEC Initial 1.1, 5.1, 6.3 Advanced 1.2, 5.1, 6.3, 7.3 Purpose: To obtain as much information as possible about the selected students prior literacy instruction, current level of performance, and interests before selecting additional formal and informal assessments and creating an instructional plan to teach new literacy skills. Paper should be 5-7 pages in length. Components/grading criteria include: (Information about the student that includes a pseudonym, age, grade level of student, students eligibility, signed consent form from parent/guardian*, and brief description of the student and reason that you selected this student for this project. /2 ( Description of prior literacy instruction for the selected student. Information should be obtained by looking at old IEPs, permanent records, and talking to past teachers, to the student, and students parent/guardian. This should include description of any specific published programs that might have been used as well as other, general instructional methods. It should also include your opinion of the effectiveness of these prior efforts. This must also include a description of the students communication mode (e.g., verbal, augmentative communication device, use of PECS, etc) AND assessment information on the students current level of receptive and expressive language (find this in the students folder) /2 ( Identification and description of any related factors that may affect the students progress in developing literacy skills, such as sensory problems, physical difficulties making access to instruction and materials difficult, extensive absences, lack of reading instruction in prior years, a primary language other than English, etc. /2 ( Description of the types of literacy activities the student enjoys (information obtained through direct observation of student in the classroom, interest inventories, talking with student, students parent/guardian, and past teachers, etc.), and, if at all possible, a statement of what the student would like to learn in the area of literacy. /3 ( Applied all the formatting guidelines specified in syllabus and included the grading checklist as the first page. /1 TOTAL: /10 pts *The paper will not be accepted without a signed consent form from the guardian and an assent form from student (if appropriate). If you are not able to get the signed consent form back by the due date, you may call the guardian and get consent over the phone as long as you have a witness who will sign the form indicating that the guardian gave consent. Then you must obtain the original signed form from the guardian and turn it in to the professor as soon as possible. The final date for turning in the form signed by the guardian is 2/24/15. Assignment 2: Comprehensive Assessment & Instructional Plan Purpose: To assist students in learning varied means of assessing literacy skills of students with moderate or severe disabilities and developing a comprehensive plan for literacy instruction based on these data. Assessment(s). Students are to conduct a comprehensive assessment with the selected student to determine an estimated Stage of Literacy for the student (see Katims [2000], pp. 15-17) and to identify the students specific strength and weakness areas. You must administer these assessments to the student as a part of this project. You cannot rely solely on testing information contained in the students folder. To do so will result in a failing grade on this assignment. The assessments selected must be appropriate for the individual student, may include both formal and/or informal instruments, and should evaluate all the broad areas related to literacy learning; that is: language/vocabulary, early literacy/concepts about print, phonological/phonemic awareness, word recognition [sight word and phonics skills], fluency [if that is appropriate], reading comprehension, listening comprehension, writing [composing text, not handwriting], and the students attitude toward literacy activities. For students who are likely to be preconventional or emergent readers, appropriate assessments should include assessing the students level of communication (intentional?, symbolic?, etc) and language early literacy concepts/understanding about print phonological awareness listening comprehension symbol recognition (might include sight words or may be limited to objects, icons, or pictures; be sure to assess comprehension of whatever symbols the individual uses) listening vocabulary (e.g., Peabody Picture Vocabulary test) students current understanding about writing (e.g., student may use letter strings mixed with squiggles, etc.) attitudes toward (i.e., motivation to) participate in literacy-related activities For students who have developed some conventional literacy skills/knowledge, the assessments selected should evaluate the students language/vocabulary level phonological/phonemic awareness concepts about print (if student is in early stages of conventional literacy) letter recognition, expressively and receptively, if the student is in the early stages of conventional literacy sight word recognition levels knowledge of letter/sound associations and ability to apply these (decoding) students current reading level (e.g., primer, 1st grade, 2nd grade) listening comprehension level (e.g., primer, 1st grade, 2nd grade) reading comprehension level (e.g., primer, 1st grade, 2nd grade) ability to write letters (evaluate both upper and lower case) writing (text composition)/spelling attitudes toward (i.e., motivation to engage in) literacy activities  At the end of the assessment phase, you should have obtained sufficient information to be able to write a comprehensive report that states which literacy stage the student is in and on what your decision is based (e.g., preconventional, emergent, early, developing, or fluent.) AND includes specific, detailed information on what literacy skills/knowledge the student has acquired and what skills/knowledge need to be taught next. This is the critical component of the entire Literacy Project so be sure that you have obtained comprehensive information. We will discuss/practice various assessment instruments in class, and you will have several course readings that will help you to determine which assessments are most appropriate for your particular student. It is strongly recommended that you read each of the required and suggested readings so that you can adequately complete this assignment. The professor is also available to meet with you to discuss which assessments would yield the most useful information about your students literacy skills. The professor also has sample projects from prior years that you may examine. Instructional Plan. The plan for literacy instruction should be explicitly based on the assessment information obtained in the assessment phase of the project. It is your responsibility to clearly state how each section of your instructional plan is based on the assessment data you gathered. The plan should include: The instructional goal(s) for the selected student. That is what you want the student to know and be able to do at the end of the project. THIS IS NOT THE SAME AS THE STUDENTS CURRENT IEP/ISP GOAL which is based on instruction for an entire school year. You will likely have several instructional goals for the project, related to each area of your instructional program. A description of the literacy instructional methods and age-appropriate materials that you will use to teach your student new skills or enhance development of previously acquired skills, and a rationale, based on the information you gathered through assessment of the student, for why these particular methods were selected. Remember that your plan must be a comprehensive literacy instructional program. This would include all aspects of literacy, not just word recognition. To receive full points for the assignment, be sure that ALL areas of literacy are addressed in your plan. A detailed plan for how and when you will use on-going evaluation of your students progress (data collection). Attach any checklist or other information gathering forms you will be using. A description of any motivational strategies that will be employed, and Any additional information needed to make the plan clear to the reader. Grading Checklist: Assignment 2 CEC Initial 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.2, 5.3, 5.4 Advanced 1.1, 1.2, 3.1 Purpose: To provide students practice in selecting/using varied means of assessing literacy skills of students with moderate or severe disabilities and developing a plan for literacy instruction based on these data. Paper should be 12-20 pages. Components/grading criteria include: ( Description of types of assessments used AND a rationale for the selection of these instruments for this particular student (at least one paragraph per assessment describing the rationale choosing it). (Include actual assessments you administered and scored in the 3-ring binder.) /5 ( List of students strengths and weaknesses in each area. /5 ( Specific, detailed summary of assessment results in each area assessed and the implications of these results for instruction. /10 (Determination of the students current Stage of Literacy and explanation of why/how you decided the student was at this particular stage. /5 ( Instructional goal(s)* for the project. /3 ( Detailed description of the literacy instructional methods and age appropriate materials you plan to use with this student to meet the goals identified above. Explain how these were selected (i.e., a rationale) by relating them to the information obtained from the assessments you completed. If you plan to use any systematic motivational strategies, include here a description of these and a rationale for their use. /10 ( Description of a plan for on-going progress monitoring (with data monitoring forms) that details both how and when progress monitoring will take place. /5 ( Used all formatting guidelines specified in syllabus & included the grading checklist as the first page. /2__ TOTAL: /45 pts *Note: this is NOT the students current IEP goal but is your goal(s) for the literacy instruction you are providing to this student during this project]. This goal must be explicitly tied to the assessment information you gathered in the prior assignment and it must be measurable (i.e., dont just list a standard!) Assignment 3: Summary of Progress CEC Initial 4.2, 4.3, 4.4, 5.6, 5.7 Advanced 1.1, 1.2, 2.3, 3.3, 3.4, 3.5, 5.4, 5.5 Purpose: To practice (a) using student work samples, observations, and assessment instruments to summarize and evaluate a students progress in acquisition of literacy skills; and to (b) engage in reflection on your teaching practice that leads to appropriate adjustments to future instruction. Paper should be 8-15 pages, not including the log. Components and grading criteria include: ( Log of dates/times of each intervention session /4 worked with student a minimum of 12 hours used format for log provided in the syllabus provided sufficient detail of each session that reader can understand what was done and why ( Summaries of updated literacy assessments (include actual progress monitoring forms and/or scored assessments). /10 Student must provide progress monitoring data and/or administer the same assessments as in Assignment 2 and present that data. Must compare current assessment results to ones done at the beginning of the project to determine if the goals were met and/or what progress the student has made. Summary Table minimum of 4-5 typed pages of explanation of outcomes listed in the Summary Table include the actual data and/or assessments in the 3-ring binder ( Representative samples of the selected students work that illustrate key points made in /9 the summary (minimum of 2 work samples). You must explicitly refer to these samples in the paper when describing the students skills/progress and use them to support key points. ( A detailed, thoughtful reflection on /10 the overall effectiveness of the instructional plan, specifics on how literacy instruction should be adjusted for this student in the future that is based on what was learned across the semester; this includes describing the skills that literacy instruction for this student should focus on next, and what you, as a teacher, have learned about literacy instruction for students with moderate or severe disabilities by completing the project (4-8 typed pages) ( Applied all the formatting guidelines specified in syllabus and included the grading checklist as the first page. /2___ TOTAL: /35 pts Required Texts (available in UNM Bookstore) American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author. Copeland, S. R., & Keefe, E. B. (2007). Effective literacy instruction for students with moderate or severe disabilities. Baltimore, MD: P.H. Brookes. Additional Required Readings: Besides the text listed above, there are additional Required Readings which can be purchased from the College of Education Copy Center. Schedule of Required Readings Note that Recommended (but not Required) readings are marked with a **. Some, but not all of these can be found on the electronic reserves site for this class; students can find others using the citations provided. Week 1 Forts, A. M., & Luckasson, R. (2011). Reading, writing, and friendship: Adult implications of effective literacy instruction for students with intellectual disability. Research & Practice for Persons with Severe Disabilities, 36(3-4), 121-125. [This reading will be provided in class by the professor.] Keefe, E. B., & Copeland, S. R. (2011). What is literacy? The power of a definition. Research & Practice for Persons with Severe Disabilities, 36(3-4), 92-99. [This reading will be provided in class by the professor.] Week 2 Copeland, S. R. (2007). Chapter 1: The power of literacy. In In S. R. Copeland & E. B. Keefe (Eds). Effective literacy instruction for individuals with moderate or severe disabilities (pp. 1-1-6). Baltimore, MD: P. H. Brookes de Valenzuela, J. S., & Tracey, M. (2007). Chapter 3: The role of language and communication as a basis for literacy. In S. R. Copeland & E. B. Keefe (Eds). Effective literacy instruction for individuals with moderate or severe disabilities (pp. 23-40). Baltimore, MD: P. H. Brookes. READ pp. 274 306: Lipson, M. Y., & Wixson, K. K. (2009). Chapter 7: The foundations of literacy. In Assessment & instruction of reading and writing difficulties: An interactive approach (4th Ed.). Boston, MA: Allyn & Bacon. ------------------------------------------------------------------------------------------------------------------- **READ pp. 249 274: Lipson, M. Y., & Wixson, K. K. (2009). Chapter 7: The foundations of literacy. In Assessment & instruction of reading and writing difficulties: An interactive approach (4th Ed.). Boston, MA: Allyn & Bacon. Week 3 Lipson, M. Y., & Wixson, K. K. (2009). Chapter 8: Informal classroom based assessment. In Assessment & instruction of reading and writing difficulties: An interactive approach (4th Ed.) (pp. 347-364). Boston, MA: Allyn & Bacon. Lipson, M. Y., & Wixson, K. K. (2009). Chapter 9: Structured inventories and assessments. In Assessment & instruction of reading and writing difficulties: An interactive approach (4th Ed.) (pp. 365-437). Boston, MA: Allyn & Bacon. --------------------------------------------------------------------------------------------------------------------- **Koppenhaver, D. A., Foley, B. E., & Williams, A. R. (2009). Diagnostic reading assessment for students with AAC needs. In G. Soto & C. Zangari (Eds.) Practically speaking: Language, literacy and academic development for students with AAC needs. Baltimore, MD: P. H. Week 4 Brinkerhoff, J., & Keefe, E. B. (2007). Chapter 2: Creating rich literacy learning environments for all students. In S. R. Copeland & E. B. Keefe (Eds). Effective literacy instruction for individuals with moderate or severe disabilities (pp.7-21). Baltimore, MD: P. H. Brookes. Schnorr, R. F. (2011). Intensive reading instruction for learners with developmental disabilities. The Reading Teacher, 65(1), 35-45. Doi: 10.1598/RT.65.15 Allor J. H., Champlin, T. M., Giford, D. B., & Mathes, P. G. (2010). Methods for increasing the intensity of reading instruction for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 500-511. --------------------------------------------------------------------------------------------------------------------- **See also the section on Assessment in Chapter 4 of Copeland, S. R., & Calhoon, A. (2007). Word recognition instruction. In S. R. Copeland & E. B. Keefe (Eds). Effective literacy instruction for individuals with moderate or severe disabilities. Baltimore, MD: P. H. Brookes. Week 5 Breit-Smith, A., & Justice, L. (2010). Emergent literacy skills. In C. Carnahan and P. Williamson (Eds.) Quality literacy instruction for students with autism spectrum disorders (pp. 219-252). Shawnee Mission, KS: Autism Asperger Publishing Company. Review Chapter 7: Foundations for Literacy in Week 2s readings. Week 6 READ pp. 54-62: Copeland, S. R., & Calhoon, A. (2007). Chapter 4: Word recognition instruction. In S. R. Copeland & E. B. Keefe (Eds). Effective literacy instruction for individuals with moderate or severe disabilities. Baltimore, MD: P. H. Brookes. Heller, K. W. (2001). Adaptations and instruction in literacy and language arts. In J. L. Bigge, S. J. Best, & K. W. Heller (Eds.) Teaching individuals with physical, health, or multiple disabilities (4th ed.) (pp. 321-360). Upper Saddle River, NJ: Merrill Prentice Hall. Carnahan, C. R., Williamson, P. S., Hollingshead, A., & Israel, M. (2012). Using technology to support balanced literacy for students with significant disabilities. TEACHING Exceptional Children, 45(1), 20-29. Oelwein, P. L. (1995). Chapter 8: Teaching sight words. In Teaching reading to children with Down syndrome: A guide for parents and teachers (77-108). Bethesda, MD: Woodbine House. Week 7 READ pp. 41-54: Copeland, S. R., & Calhoon, A. (2007). Word recognition instruction. In S. R. Copeland & E. B. Keefe (Eds). Effective literacy instruction for individuals with moderate or severe disabilities. Baltimore, MD: P. H. Brookes. Kurth, J. A. (2013). A unit-based approach to adaptations in inclusive classrooms. TEACHING Exceptional Children, 46(2), 34-43. -------------------------------------------------------------------------------------------------------------------- **Oelwein, P. L. (1995). Chapter 9: Introducing the alphabet. In Teaching reading to children with Down syndrome: A guide for parents and teachers (109-128). Bethesda, MD: Woodbine House. **Oelwein, P. L. (1995). Chapter 10: Beginning phonics: Word families. In Teaching reading to children with Down syndrome: A guide for parents and teachers (129-141). Bethesda, MD: Woodbine House. Week 8 Allor, J. H., & Chard, D. J. (2011). A comprehensive approach to improving reading fluency for students with disabilities. Focus on Exceptional Children, 43(5), 1-12. Keefe, E. B. (2007). Chapter 5: Fluency. In S. R. Copeland & E. B. Keefe (Eds). Effective Literacy Instruction for Individuals with Moderate or Severe Disabilities (pp. 63-77). Baltimore, MD: P. H. Brookes. Morgan, M., Moni, K. B., & Jobling, M. A. (2006). Code-breaker: Developing phonics with a young adult with an intellectual disability. Journal of Adolescent & Adult Literacy, 50(1), 52-65. Week 9 SPRING BREAK Week 10 Moni, K. B., & Jobling, A. (2014). Challenging literate invisibility: Continuing literacy education for young adults and adults with Down syndrome. R. Faragher & B. Clarke, (Eds.) New York, NY: Routledge. Week 11 Copeland, S. R. (2007). Chapter 6: Reading comprehension. In S. R. Copeland & E. B. Keefe (Eds). Effective literacy instruction for individuals with moderate or severe disabilities (pp. 79-94). Baltimore, MD: P. H. Brookes. Keefe, E. B. (2007). Chapter 7: Vocabulary development. In S. R. Copeland & E. B. Keefe (Eds).Effective literacy instruction for individuals with moderate or severe disabilities (pp. 95-108). Baltimore, MD: P. H. Brookes. Morgan, M. F., Moni, K. B., & Jobling, A. (2009). Who? Where? What? When? Why? How? Question words What do they mean?. British Journal of Learning Disabilities, 37, 178-185. Doi: 10.1111/j.1468-3156.2008.00539.x --------------------------------------------------------------------------------------------------------------------- **Kluth. P. (2003). Seeing students with autism as literate. In Youre going to love this kid! Baltimore, MD: P.H. Brookes. Week 12 Copeland, S. R. (2007). Chapter 6: Reading comprehension. In S. R. Copeland & E. B. Keefe (Eds). Effective literacy instruction for individuals with moderate or severe disabilities (pp. 79-94). Baltimore, MD: P. H. Brookes. Keefe, E. B. (2007). Chapter 7: Vocabulary development. In S. R. Copeland & E. B. Keefe (Eds).Effective literacy instruction for individuals with moderate or severe disabilities (pp. 95-108). Baltimore, MD: P. H. Brookes. Week 13 Copeland, S. R. (2007). Chapter 8: Written communication. In S. R. Copeland & E. B. Keefe (Eds). Effective literacy instruction for individuals with moderate or severe disabilities (pp. 109-126). Baltimore, MD: P. H. Brookes. Carnahan, C. R., Williamson, P. S., Hollingshead, A., & Israel, M. (2012). Using technology to support balanced literacy for students with significant disabilities. TEACHING Exceptional Children, 45(1), 20-29. Sturm, J. M. (2012). An enriched writers workshop for beginning writers with developmental disabilities. Topics in Language Disorders, 32 (4), 335-360. ------------------------------------------------------------------------------------------------------------ Koppenhaver, D., & Williams, A. (2010). A conceptual review of writing research in augmentative and alternative communication. Augmentative and Alternative Communication, 26(3), 158-176. doi: 10.3109/07434618.2010.505608 Week 14 Avila, M., & Silva, L. (2014). Milagros story: The role of literacy for children with extensive support needs within the context of family life. TASH Connections, 39(2), 8-10. de Valenzuela, J. S. & Copeland, S. R. (2014). Literacy for English language learners with extensive support needs. Submitted to TASH Connections, 39(2), 23-26. Copeland, S. R. (2007). Chapter 11: Literacy for life. In S. R. Copeland & E. B. Keefe (Eds). Effective Literacy Instruction for Individuals with Moderate or Severe Disabilities (pp. 157-165). Baltimore, MD: P. H. Brookes. Ryndak, D. L., Morrison, A. P., & Sommerstein, L. (1999). Literacy before and after inclusion in general education settings: A case study. Journal of the Association for Persons with Severe Handicaps, 24, 5-22. Ryndak, D. L., Ward, T., Alper, S., Mongomery, J. W., & Storch, J. F. (2010). Long-term outcomes of services for two persons with significant disabilities with differing educational experiences: A qualitative consideration of the impact of educational experiences. Education and Training in Autism and Developmental Disabilities, 45, 323-338. Goddard, Y., & Rinderknecht, L. (2009). Using basic reading skills instruction and formative assessments to teach an adult with traumatic brain injury to read. Remedial and Special Education, 30, 283-299. doi: 10.1177/0741932508321008 Week 15 Copeland, S. R., Keefe, E. B., & de Valenzuela, J. S. (in press). Literacy and communication. In M. Agran, F. Brown, C. Hughes, C. Quirk, & D. Ryndak (Eds.) Equity and full participation for individuals with severe disabilities: A vision for the future. Washington, D. C.: TASH. Keefe, E. B. (2007). Chapter 10: Organizing literacy instruction. In S. R. Copeland & E. B. Keefe (Eds.) Effective literacy instruction for individuals with moderate or severe disabilities (pp. 149-156). Baltimore, MD: P. H. Brookes. Week 16 No required readings. Additional Resources Baer, G. T. (2003). Self-paced phonics: A text for educators (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Browder, D. M. & Spooner, F. (2006). Teaching language arts, math, and science to students with significant cognitive disabilities. Baltimore, MD: Paul H. Brookes. Browder, D. H., Wakeman, S.Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for students with significant cognitive disabilities. Exceptional Children, 72, 392-408. Carhahan, C., & Williamson, P. (2010). Quality literacy instruction for students with autism spectrum disorders. Shawnee Mission, KS: Autism Asperger Publishing Company. Conners, F. A., Atwell, J. A., Rosenquist, C. J., & Sligh, A. C. (2001). Abilities underlying decoding differences in children with intellectual disability. Journal of Intellectual Disability Research, 45, 292-299. Cunningham, P. M. (2000). Systematic sequential phonics they use for beginning readers of all ages. Greensboro, NC: Carson-Dellosa Publishing Co. Cunningham, P. M. & Hall, D. P. (1994). Making Words: Multilevel, hands-on, developmentally appropriate spelling and phonics activities. Carthage, IL: Good Apple. Cunningham, P. M., Hall, D. P., & Sigman, C. M. (1999). The teachers guide to the four blocks. Greensboro, NC: Carson-Dellosa Publishing Company. Culham, R. (2004). Using Picture Books to Teach Writing with the Traits. New York: Teaching Resources. Downing, J. E. (2005). Teaching literacy to student with significant disabilities: Strategies for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press. Erickson, K. A., Hatch, P., & Clendon, S. (2010). Literacy, assistive technology, and students with significant disabilities. Focus on Exceptional Children, 42, 1-16. Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: Reading and writing the Four-Blocks way. Greensboro, NC: Carson-Dellosa Publishing Company. Fisher, D., & Fry, N. (2004). Improving adolescent literacy: Strategies that work. Upper Saddle River, NJ: Merrill/Prentice Hall. Fossett, B., Smith, V., & Mirenda, P. (2003). Facilitating oral language and literacy development during general education activities.(pp. 173-205) In D. Ryndak and S. Alpers Curriculum and Instruction for students with Significant disabilities in Inclusive Settings. Boston: Allyn and Bacon. Kliewer, C. (2008). Seeing all kids as writers: A new vision for literacy in the inclusive early childhood classroom. Baltimore, MD: P. H. Brookes. Kliewer, C., Biklen, D., & Kasa-Hendrickson, C. (2006). Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal, 43, 163-192. Kliewer, C., Fitzgerald, L. M., Meyer-Mork, J., Hartman, P., English-Sand, P., & Raschke, D. (2004). Citizenship for all in the literate community: An ethnography of young children with significant disabilities in inclusive early childhood settings. Harvard Educational Review, 74, 373-403. Kluth, P., & Schwarz, P. (2008). Just give him the whale!: Twenty ways to use fascinations, areas of expertise, and strengths to support students with autism. Baltimore, MD: P. H. Brookes. Moats, L. C. (2000). Speech to print. Baltimore: P. H. Brookes. Oelwein, P. L.(1995). Teaching reading to children with Down Syndrome: A guide for parents and teachers. Bethesda, MD: Woodbine House. Polloway, E. A., Smith, T. E. C., & Miller, L. (2004). Language development from infancy through adolescence. (pp. 15-60). In Language instruction for students with disabilities (3rd ed.). Denver: Love Publishing. Reutzel, D. R., & Cooter, R. B., Jr. (2004). Teaching children to read: Putting the pieces together (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Soto, G., & Zangari, C. (2009). Practically speaking: Language, literacy, & academic development for students with AAC needs. Baltimore, MD: P. H. Brookes. Torgesen, J. K., & Mathes, P. G. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: Pro-Ed. Class Schedule The professor may adjust dates/assignments as the course progresses but will provide verbal and/or written notice if dates/assignments change. Quickwrites will take place during class sessions throughout the semester but are not listed under assignments because the dates for these are fluid and based on students progression through class concepts and readings. DateTopic*Assignment DueWeek 1 1/13Introduction to the class Historical overview of reading instruction for students with moderate/severe disabilities Week 2 1/20Foundations of literacy Language is the basis for literacy Stages of literacy learning Guest Speaker: Jessica Donaldson, CCC-S/LP Week 3 1/27Knowing where to start Assessment Complete Plagiarism Tutorial-bring in copy of plagiarism certificateWeek 4 2/3Foundations of literacy Creating engaging instruction using brain-based learning Organizing instruction Week 5 2/10Emergent Literacy instruction: Why/how this works for students with moderate/severe disabilities Literacy History Background check must be on file with the COE Fieldservices OfficeWeek 6 2/17Word Recognition Instruction: Automatic word recognition (i.e., sight word instruction) Instruction for students who do not speak Week 7 2/24Word Recognition Instruction: Phonological awareness Phonics instruction (teaching decoding)Show articles for Lit Review to Susan Week 8 3/3Word Recognition Instruction: Phonics, cont. Fluency Instruction Comprehensive Assessment & Instructional PlanWeek 9 3/10 SPRING BREAK Week 10 3/17Word Recognition Instruction: Language experience instructional approaches Literature ReviewWeek 11 3/24Vocabulary Development & Reading Comprehension Instruction Week 12 3/31Vocabulary Development & Reading Comprehension Instruction Week 13 4/7Written Communication Week 14 4/14Literacy for English language learners with severe disabilities Literacy across the lifespan Week 15 4/21Putting it all togetherWeek 16 4/28Demonstrate Electronic/Adapted books Course wrap-upPresentations: Electronic/Adapted Book Summary of Progress Teacher Preparation Standards Addressed in this Course CEC StandardsNew Mexico Teacher CompetenciesCOE Understandingsa, Practicesb, & IdentitiescPrimaryINITIAL 1.2: Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. (Learner & Learning, Learner Development and Individual Learning Differences)A2(d) The teacher understands and uses various models of service delivery at all service levels (minimal, moderate, extensive, maximum) A3(a) The teacher defines each exceptionality B1(a) The teacher describes the developmental stages/milestones of normal motor, language, social-emotional, sensory and cognitive development B2(a) The teacher describes medical and health needs commonly found among special populations and their impacts on learning RDG D8(a) Foundations: the teacher understands the foundations of reading and language arts developmentU1, U4, P1, P2, P4 ID4ADVANCED 1.2 Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs. (Learner & Learning, Assessment)Tier III-3(C) Establishes and states expectations for student performance. Tier III-3(E) Engages students in the analysis and evaluation of their learning and adjusts instruction based on student feedback. Tier III-3(F) Communicates regularly with students about their progress. Tier III-5(A) Designs and uses multiple methods of measuring student understanding and growth. Tier III-5(B) Integrates assessment data from multiple sources into instructional planning and improvement. Tier III-5(C) Maintains documentation of student progress.U6 P2 ID4INITIAL 3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. (Content Knowledge & Professional Foundations, Curricular Content Knowledge)D1(a) The teacher discusses and applies knowledge of teaching the curricula that is aligned with Content Standards with Benchmarks D1(c) The teacher discusses and applies knowledge of alternate curricula that are aligned with Content Standards with Benchmarks for students for whom the general education curriculum is not appropriate D5(c) Application of Technology to Support Teaching and Learning D6(e) The teacher helps students develop critical perspectives on biased materialsRDG D8(a) Foundations: the teacher understands the foundations of reading and language arts development RDG 8(b) Assessment (reading) RDG 8(c) Methods of instruction: the teacher differentiates methods of instruction based on needs of students and designs instruction based on the following reading and language arts components RDG 8(d) Teacher designs comprehensive reading and writing instruction that results in students becoming proficient in the language arts content standards, benchmarks, and performance standardsU7 P3 ID3, ID4INITIAL 3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. (Content Knowledge & Professional Foundations, Curricular Content Knowledge)D1(a) The teacher discusses and applies knowledge of teaching the curricula that is aligned with Content Standards with Benchmarks D1(c) The teacher discusses and applies knowledge of alternate curricula that are aligned with Content Standards with Benchmarks for students for whom the general education curriculum is not appropriate D3(b) The teacher evaluates commercial materials and technological products commonly used in special education programs D3(e) The teacher constructs instructional materials and technological products to meet individual objectives D7(b)(iii) The teacher implements adaptations that are appropriate for students with special needs RDG 8(c) Methods of instruction: the teacher differentiates methods of instruction based on needs of students and designs instruction based on the following reading and language arts componentsU3 P1, P5 ID3INITIAL 3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities. (Content Knowledge & Professional Foundations, Curricular Content Knowledge)A4(c) The teacher demonstrates knowledge in facilitating least restrictive environment D1(b) The teacher develops and implements individualized modifications and/or accommodations D1(c) The teacher discusses and applies knowledge of alternate curricula that are aligned with Content Standards with Benchmarks for students for whom the general education curriculum is not appropriate D2(b) The teacher describes and demonstrates various methods for individualizing instruction that ensures the childs access to the general curriculum D2(c) The teacher designs and implements appropriate lesson planning and methods for managing individuals, small groups, large groups, and inclusive groups, and individual instruction D2(f) The teacher collaborates with regular education teachers and related services personnel for support of students with special needs in inclusive environments D3(a) The teacher selects and matches instructional materials to the learning needs and styles of individual students D3(c) The teacher selects appropriate materials for targeted curriculum classroom instruction D3(d) The teacher adapts commercial materials and technological products for use with specific populations D5(c) Application of Technology to Support Teaching and Learning D6(b) The teacher organizes and manages varied learning groups as appropriate in each of the disciplines as appropriate to the needs and/or interests of students and the goals of the lesson D6(d) The teacher identifies stereotypes in curriculum materials and adapts instruction appropriately D7(b)(iii) The teacher implements adaptations that are appropriate for students with special needs RDG D8(a) Foundations: the teacher understands the foundations of reading and language arts development RDG 8(b) Assessment (reading) RDG 8(c) Methods of instruction: the teacher differentiates methods of instruction based on needs of students and designs instruction based on the following reading and language arts componentsU3, U4 P1, P5 ID1, ID2, ID6ADVANCED 2.1 Special education specialists align educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities. (Content Knowledge & Professional Foundations, Curricular Content Knowledge)Tier III-1(B) Provides clear explanations relating to lesson content and procedures in multiple ways and is aware of knowledge and preconceptions students can bring to the subject. Tier III-1C Communicates accurately in the content areas and can create multiple paths to the subject matter. Tier III-7(B) Creates curriculum designs that include student performance and acknowledgment of achievement. Tier III-7(D) Provides accommodations and interventions that allow each student to succeed based on individual learning needs. Tier III-7(H) Engages students in setting high standards for performance.U3, U6. U7 P2, P3 ID4ADVANCED 2.2 Special educators continuously broaden and deepen professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content. (Content Knowledge & Professional Foundations, Curricular Content Knowledge)Tier III-1(A) Contributes to the refinement and development of the approved curriculum. Tier III-2(A) Designs and engages students in large group, small group, and independent work activities. Tier III-2(E) Engages with colleagues and parents to collaboratively design and implement necessary modifications and adaptations in instruction and curriculum so that students with disabilities have access to the general education curriculum in the least restrictive environment. Tier III-4(A) Consistently integrates the use of cognitive thinking skills such as critical thinking, problem-solving, divergent thinking, inquiry, and decision-making into instruction. Tier III-6(D) Maintains smoothness and momentum during instructional transitions. Tier III-7(B) Creates curriculum designs that include student performance and acknowledgment of achievement. Tier III-7(E) Engages students in learning experiences that promote creativity, critical and divergent thinking.U5, U6, U7 P2, P3, P5 ID4INITIAL 4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias. (Instructional Pedagogy, Assessment)C1(b) The teacher utilizes various types of assessment procedures, informal and non-standardized tests, norm-referenced and criterion referenced tests C1(c) The teacher interprets and uses educational diagnostic evaluations, observations, vocational assessments, assessments from related services and information from necessary parties to develop the individualized education plans C1(d) The teacher demonstrates skill in various formal and informal observation techniques D2(d) The teacher collects and analyzes instructional data for effectiveness of programs D6(d) The teacher identifies stereotypes in curriculum materials and adapts instruction appropriately RDG 8(b) Assessment (reading)U2, U4 P1, P4 ID7INITIAL 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. (Instructional Pedagogy, Assessment)C1(a) The teacher describes screening, referral, evaluation and eligibility procedures C1(b) The teacher utilizes various types of assessment procedures, informal and non-standardized tests, norm-referenced and criterion referenced tests C1(c) The teacher interprets and uses educational diagnostic evaluations, observations, vocational assessments, assessments from related services and information from necessary parties to develop the individualized education plans C2(d) The teacher develops appropriate annual goals and short term objectives/benchmarks C2(e) The teacher develops the timelines and procedures for implementation of the individualized educational plan D2(a) The teacher demonstrates knowledge of data based approaches to instruction, including assessment, assistive technology, direct instruction, monitoring, and evaluation D2(d) The teacher collects and analyzes instructional data for effectiveness of programs D2(e) The teacher uses data to adapt and revise programs as necessary D7(a)(ii) The teacher conducts functional behavior assessments RDG D8(a) Foundations: the teacher understands the foundations of reading and language arts development RDG 8(b) Assessment (reading) RDG 8(d) Teacher designs comprehensive reading and writing instruction that results in students becoming proficient in the language arts content standards, benchmarks, and performance standardsU4 P1 ID4INITIAL 5.1 Beginning special education professionals consider an individuals abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. (Instructional Pedagogy, Instructional Planning and Strategies)A4(a) The teacher describes rationale necessary to determine a child's least restrictive environment A4(b) The teacher demonstrates knowledge of common service delivery options related to least restrictive environment C2(a) The teacher identifies the procedural steps for the development and implementation of the individualized educational plan C2(e) The teacher develops the timelines and procedures for implementation of the individualized educational plan D2(e) The teacher uses data to adapt and revise programs as necessary D3(a) The teacher selects and matches instructional materials to the learning needs and styles of individual students D3(b) The teacher evaluates commercial materials and technological products commonly used in special education programs D3(c) The teacher selects appropriate materials for targeted curriculum classroom instruction D5(c) Application of Technology to Support Teaching and Learning D6(a) The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners D6(d) The teacher identifies stereotypes in curriculum materials and adapts instruction appropriately D6(g) The teacher demonstrates sensitivity to New Mexicos unique linguistic and cultural diversity D7(b)(i) The teacher demonstrates skill in establishing a safe and appropriate environment D7(b)(iii) The teacher implements adaptations that are appropriate for students with special needsRDG 8(c) Methods of instruction: the teacher differentiates methods of instruction based on needs of students and designs instruction based on the following reading and language arts componentsU1, U2 P1, P4 ID1INITIAL 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities. (Instructional Pedagogy, Instructional Planning and Strategies)D2(g) The teacher teaches students in the use of self-advocacy skills D5(c) Application of Technology to Support Teaching and Learning D6(c) The teacher is aware of and can apply current research findings regarding individual differences such as linguistic backgrounds, developmental levels, exceptionalities, and gender D6(f) The teacher identifies and develops appropriate responses to differences among language learners RDG 8(c) Methods of instruction: the teacher differentiates methods of instruction based on needs of students and designs instruction based on the following reading and language arts componentsU2 P2, P4 ID5INITIAL 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. (Instructional Pedagogy, Instructional Planning and Strategies)C2(d) The teacher develops appropriate annual goals and short term objectives/benchmarks D1(a) The teacher discusses and applies knowledge of teaching the curricula that is aligned with Content Standards with Benchmarks RDG 8(c) Methods of instruction: the teacher differentiates methods of instruction based on needs of students and designs instruction based on the following reading and language arts componentsU7 P1 ID4INITIAL 5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. (Instructional Pedagogy, Instructional Planning and Strategies)D1(a) The teacher discusses and applies knowledge of teaching the curricula that is aligned with Content Standards with Benchmarks D2(g) The teacher teaches students in the use of self-advocacy skills D6(e) The teacher helps students develop critical perspectives on biased materials RDG 8(c) Methods of instruction: the teacher differentiates methods of instruction based on needs of students and designs instruction based on the following reading and language arts componentsU3, U4 P2, P3 ID3ADVANCED 3.3 Special education specialists apply knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities. (Instructional Pedagogy, Programs, Services, and Outcomes)Tier III-2(A) Designs and engages students in large group, small group, and independent work activities. Tier III-2(B) Demonstrates effective selection and use of a variety of methods to make knowledge accessible to all students. Tier III-2(E) Engages with colleagues and parents to collaboratively design and implement necessary modifications and adaptations in instruction and curriculum so that students with disabilities have access to the general education curriculum in the least restrictive environment.U4, U6, U7 P3, P4 ID2, ID7ADVANCED 3.4 Special education specialists use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities. (Instructional Pedagogy, Programs, Services, and Outcomes)Tier III-2(B) Demonstrates effective selection and use of a variety of methods to make knowledge accessible to all students. Tier III-6(E) Establishes an environment where materials and media are available and ready for student use. Tier III-7(D) Provides accommodations and interventions that allow each student to succeed based on individual learning needs.U4, U5 P1, P5 ID2ADVANCED 4.1 Special education specialists evaluate research and inquiry to identify effective practices. (Instructional Pedagogy, Research and Inquiry)Tier III-2(B) Demonstrates effective selection and use of a variety of methods to make knowledge accessible to all students. Tier III-3(D) Presents directions and explanations in a variety of ways to insure student understanding. Tier III-4(B) Selects the most effective teaching techniques to address a variety of student learning levels, rates, styles and needs as well as diverse interests and backgrounds. Tier III-4(C) Selects the most effective materials and media to address a variety of student learning levels, rates, styles and needs. Tier III-6(A) Integrates the teaching of constructive, pro-social behaviors into regular instruction. Tier III-6(B) Establishes and teaches effective and efficient routines. Tier III-8(B) Collaborates with colleagues in the research and design of improved instructional strategies.U7 P3, P5 ID3, ID4ADVANCED 4.2 Special education specialists use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families. (Instructional Pedagogy, Research and Inquiry)Tier III-2(C) Demonstrates effective integration of a variety of resources and learning experiences into the curriculum. Tier III-4(B) Selects the most effective teaching techniques to address a variety of student learning levels, rates, styles and needs as well as diverse interests and backgrounds. Tier III-4(C) Selects the most effective materials and media to address a variety of student learning levels, rates, styles and needs.U6, U7 P3 ID3, ID4, ID6INITIAL 6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. (Professionalism & Collaboration, Professional Learning and Practice)A1(a) The teacher explains and discusses models, theories, philosophies, and history that provide the basis for special education practice A1(c) The teacher explains and discusses the procedural safeguards relating to educational services 3(d) The teacher describes current theories and research for education of exceptional studentsU6, U7 P4 ID3ADVANCED 5.1 Special education specialists model respect for and ethical practice for all individuals and encourage challenging expectations for individuals with exceptionalities. (Professionalism & Collaboration, Leadership and Policy)Tier III-6(C) Engages students in establishing expectations for building a learning community in the classroom. Tier III-7(F) Designs opportunities that require and reinforce student responsibility for learning. Tier III-7(H) Engages students in setting high standards for performance. Tier III-9(A) Serves as a role model for collaborative working relations across the professionU6 P4 ID6, ID7ADVANCED 6.3 Special education specialists model and promote respect for all individuals and facilitate ethical professional practice. (Professionalism & Collaboration, Leadership and Policy)Tier III-6(C) Engages students in establishing expectations for building a learning community in the classroom. TIer III-7(G) Fosters the development of respect for individual, cultural, linguistic, disability, and religious differences. Tier III-9(C) Assists colleagues in the use of conflict resolution strategies. Tier III-9(D) Engages parents and community members productively in the work of the school.ID1, ID2, ID5, ID6, ID7SecondaryINITIAL 1.1: Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. (Learner & Learning, Learner Development and Individual Learning Differences)A1(a) The teacher explains and discusses models, theories, philosophies, and history that provide the basis for special education practice A2(e) The teacher demonstrates knowledge of and sensitivity to cultural, social, environmental and ethnic dynamics in interpersonal and group interactions with students, parents, paraprofessionals and professionals A3(b) The teacher identifies the cognitive, physical, cultural, social, emotional, and sensory needs of each exceptionalit A3(c) The teacher discusses general characteristics, etiologies, and learning styles of each exceptionality A3(d) The teacher describes current theories and research for education of exceptional students B1(b) The teacher discusses the impact of soci-economic, cultural, and physiological aspects on human development D6(a) The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners D6(c) The teacher is aware of and can apply current research findings regarding individual differences such as linguistic backgrounds, developmental levels, exceptionalities, and gender D6(f) The teacher identifies and develops appropriate responses to differences among language learners D6(g) The teacher demonstrates sensitivity to New Mexicos unique linguistic and cultural diversity RDG D8(a) Foundations: the teacher understands the foundations of reading and language arts development U1, U2, U7 ID3INITIAL 2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. (Learner & Learning, Learning Environments)A2(d) The teacher understands and uses various models of service delivery at all service levels (minimal, moderate, extensive, maximum) A4(a) The teacher describes rationale necessary to determine a child's least restrictive environment A4(b) The teacher demonstrates knowledge of common service delivery options related to least restrictive environment A4(d) The teacher considers the pros and cons of various inclusive models C2(c) The teacher collaborates with general educators, administrators, related services personnel and parents in the development and implementation of the IEP D2(b) The teacher describes and demonstrates various methods for individualizing instruction that ensures the childs access to the general curriculum D2(f) The teacher collaborates with regular education teachers and related services personnel for support of students with special needs in inclusive environments D4(a) The teacher describes models for enabling exceptional learners to make transitions from special education to regular education, early intervention to school, level to level, and post-secondary options D6(b) The teacher organizes and manages varied learning groups as appropriate in each of the disciplines as appropriate to the needs and/or interests of students and the goals of the lesson D6(c) The teacher is aware of and can apply current research findings regarding individual differences such as linguistic backgrounds, developmental levels, exceptionalities, and gender D7(b)(i) The teacher demonstrates skill in establishing a safe and appropriate environment RDG 8(d) Teacher designs comprehensive reading and writing instruction that results in students becoming proficient in the language arts content standards, benchmarks, and performance standardsU2, U4 P1, P4 ID6INITIAL 2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. (Learner & Learning, Learning Environments)A4(c) The teacher demonstrates knowledge in facilitating least restrictive environment C2(b) The teacher describes the procedures and strategies necessary for participation in the general education curriculum and the statewide general assessment system D2(b) The teacher describes and demonstrates various methods for individualizing instruction that ensures the childs access to the general curriculum D2(c) The teacher designs and implements appropriate lesson planning and methods for managing individuals, small groups, large groups, and inclusive groups, and individual instruction D7(a)(iv) The teacher demonstrates appropriate group and individual interventions D7(b)(ii) The teacher uses factors affecting motivation and learning U4 P1, P2 ID2 ADVANCED 1.1 Special education specialists minimize bias in assessment. (Learner & Learning, Assessment)Tier III-1(A) Contributes to the refinement and development of the approved curriculum. Tier III-1(C) Communicates accurately in the content areas and can create multiple paths to the subject matter. Tier III-2(D)Designs opportunities for students to apply, practice, and demonstrate knowledge and skills based on knowledge of learning modalities, style preferences, and intelligences. Tier III-3(A) Engages students in explaining and/or demonstrating the relevance of topics and activities. Tier III-7(A) Adjusts practice based on observation and knowledge of students with disabilities and/or from culturally and linguistically diverse groups (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well other recent immigrant groups). Tier III-7(C) Demonstrates an awareness of the influences of context, disability, language, and culture on student learning. Tier III-7(E) Engages students in learning experiences that promote creativity, critical and divergent thinking.U1, U2 P3, P4 ID3, ID4ADVANCED 2.3 Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities. (Content Knowledge & Professional Foundations, Curricular Content Knowledge)Tier III-1(A) Contributes to the refinement and development of the approved curriculum. Tier III-1(C) Communicates accurately in the content areas and can create multiple paths to the subject matter. Tier III-2(D)Designs opportunities for students to apply, practice, and demonstrate knowledge and skills based on knowledge of learning modalities, style preferences, and intelligences. Tier III-3(A) Engages students in explaining and/or demonstrating the relevance of topics and activities. Tier III-7(A) Adjusts practice based on observation and knowledge of students with disabilities and/or from culturally and linguistically diverse groups (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well other recent immigrant groups). Tier III-7(C) Demonstrates an awareness of the influences of context, disability, language, and culture on student learning. Tier III-7(E) Engages students in learning experiences that promote creativity, critical and divergent thinking.U1, U2 P3, P4 ID3, ID4INITIAL 4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. (Instructional Pedagogy, Assessment)C1(a) The teacher describes screening, referral, evaluation and eligibility procedures C1(b) The teacher utilizes various types of assessment procedures, informal and non-standardized tests, norm-referenced and criterion referenced tests C1(c) The teacher interprets and uses educational diagnostic evaluations, observations, vocational assessments, assessments from related services and information from necessary parties to develop the individualized education plans D2(d) The teacher collects and analyzes instructional data for effectiveness of programs D2(e) The teacher uses data to adapt and revise programs as necessary D5(b) Personal and Professional Use of Technology D7(a)(ii) The teacher conducts functional behavior assessments D7(a)(iii) The teacher collaborates, develops, implements, and subsequently evaluates implemented behavior management programs U4 P1, P4 ID5, ID6INITIAL 4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them. (Instructional Pedagogy, Assessment)C2(d) The teacher develops appropriate annual goals and short term objectives/benchmarks D2(a) The teacher demonstrates knowledge of data based approaches to instruction, including assessment, assistive technology, direct instruction, monitoring, and evaluation RDG 8(b) Assessment (reading)U4 P3 ID4INITIAL 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. (Instructional Pedagogy, Instructional Planning and Strategies)B2(b) The teacher identifies and describes programs and assistive technologies that could enhance functioning C1(c) The teacher interprets and uses educational diagnostic evaluations, observations, vocational assessments, assessments from related services and information from necessary parties to develop the individualized education plans C1(d) The teacher demonstrates skill in various formal and informal observation techniques C2(a) The teacher identifies the procedural steps for the development and implementation of the individualized educational plan D3(c) The teacher selects appropriate materials for targeted curriculum classroom instruction D3(e) The teacher constructs instructional materials and technological products to meet individual objectives D5(a) Basic Computer and Technology Operations and Concepts D5(b) Personal and Professional Use of Technology D5(c) Application of Technology to Support Teaching and Learning RDG 8(d) Teacher designs comprehensive reading and writing instruction that results in students becoming proficient in the language arts content standards, benchmarks, and performance standards U5 P5INITIAL 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. (Instructional Pedagogy, Instructional Planning and Strategies)B2(b) The teacher identifies and describes programs and assistive technologies that could enhance functioning D1(c) The teacher discusses and applies knowledge of alternate curricula that are aligned with Content Standards with Benchmarks for students for whom the general education curriculum is not appropriate D2(a) The teacher demonstrates knowledge of data based approaches to instruction, including assessment, assistive technology, direct instruction, monitoring, and evaluation D3(d) The teacher adapts commercial materials and technological products for use with specific populations D3(e) The teacher constructs instructional materials and technological products to meet individual objectives D5(a) Basic Computer and Technology Operations and Concept D5(b) Personal and Professional Use of Technology D6(b) The teacher organizes and manages varied learning groups as appropriate in each of the disciplines as appropriate to the needs and/or interests of students and the goals of the lesson RDG D8(a) Foundations: the teacher understands the foundations of reading and language arts development U5 P5ADVANCED 3.1 Special education specialists design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities. (Instructional Pedagogy, Programs, Services, and Outcomes)Tier III-5(B) Integrates assessment data from multiple sources into instructional planning and improvement. Tier III-6(B) Establishes and teaches effective and efficient routines. Tier III-6(F) Minimizes distractions and interruptions. Tier III-6(G) Develops a classroom management system that promotes acceptable and appropriate student behavior. Tier III-7(F) Designs opportunities that require and reinforce student responsibility for learning.U6 P2, P3 ID2, ID3, ID4, ID7ADVANCED 3.5 Special education specialists evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities. (Instructional Pedagogy, Programs, Services, and Outcomes)Tier III-8(C) Assumes a leadership role in the study and implementation of instructional improvement and school reform initiatives.U6 ID2, ID6. ID7INITIAL 6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. (Professionalism & Collaboration, Professional Learning and Practice)2(e) The teacher demonstrates knowledge of and sensitivity to cultural, social, environmental and ethnic dynamics in interpersonal and group interactions with students, parents, paraprofessionals and professionals B1(b) The teacher discusses the impact of soci-economic, cultural, and physiological aspects on human development D5(b) Personal and Professional Use of Technology D6(a) The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners D6(c) The teacher is aware of and can apply current research findings regarding individual differences such as linguistic backgrounds, developmental levels, exceptionalities, and gender D6(g) The teacher demonstrates sensitivity to New Mexicos unique linguistic and cultural diversity RDG D8(a) Foundations: the teacher understands the foundations of reading and language arts development RDG 8(d) Teacher designs comprehensive reading and writing instruction that results in students becoming proficient in the language arts content standards, benchmarks, and performance standardsID1, ID2, ID6INITIAL 6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers. (Professionalism & Collaboration, Professional Learning and Practice)D7(a)(i) The teacher implements disciplinary procedures consistent with state and federal rules and regulationsID5, ID6, ID7INITIAL 7.1 Beginning special education professionals use the theory and elements of effective collaboration. (Professionalism & Collaboration, Collaboration)A2(a) The teacher discusses and applies a variety of communication techniques A2(e) The teacher demonstrates knowledge of and sensitivity to cultural, social, environmental and ethnic dynamics in interpersonal and group interactions with students, parents, paraprofessionals and professionalsU6 P4 ID6INITIAL 7.2 Beginning special education professionals serve as a collaborative resource to colleagues. (Professionalism & Collaboration, Collaboration)A2(b) The teacher provides information about community and state resources available to parents and staff D5(b) Personal and Professional Use of Technology U6 ID6INITIAL 7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. (Professionalism & Collaboration, Collaboration)A2(c) The teacher demonstrates the ability to work with parents of exceptional children on issues and problems A3(e) The teacher demonstrates skills needed for effective advocacy on behalf of students and their parents A5(c) The teacher demonstrates and participates in developing individual educational plans, individualized family service plans, and transitions and post-secondary planning C2(c) The teacher collaborates with general educators, administrators, related services personnel and parents in the development and implementation of the IEP D2(f) The teacher collaborates with regular education teachers and related services personnel for support of students with special needs in inclusive environments D4(c) The teacher discusses and implements follow-up, evaluation and interagency collaboration for student D7(b)(i) The teacher demonstrates skill in establishing a safe and appropriate environmentID1, ID2, ID6, ID7ADVANCED 5.2 Special education specialists support and use linguistically and culturally responsive practices. (Professionalism & Collaboration, Leadership and Policy)Tier III-7(A) Adjusts practice based on observation and knowledge of students with disabilities and/or from culturally and linguistically diverse groups (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well other recent immigrant groups). Tier III-7(C) Demonstrates an awareness of the influences of context, disability, language, and culture on student learning. TIer III-7(G) Fosters the development of respect for individual, cultural, linguistic, disability, and religious differences. Tier III - 7(I) Treats all students equitably, recognizing and planning for individual differences in cultures, languages, learning abilities, backgrounds, and experiences.U2, U6 P4 ID1, ID2ADVANCED 5.4 Special education specialists advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities. (Professionalism & Collaboration, Leadership and Policy)Tier III-6(H) Identifies hazards, assesses risks and takes appropriate action. Tier III-9(D) Engages parents and community members productively in the work of the school.U6 P2 ID2ADVANCED 5.5 Special education specialists advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with exceptionalities. (Professionalism & Collaboration, Leadership and Policy)Tier III-9(B) Demonstrates knowledge of specific school, family, and community resources that can support student learning.ID2, ID6, ID7ADVANCED 6.4 Special education specialists actively participate in professional development and learning communities to increase professional knowledge and expertise. (Professionalism & Collaboration, Leadership and Policy)Tier III-8(C) Assumes a leadership role in the study and implementation of instructional improvement and school reform initiatives.ID3, ID4, ID6, ID7ADVANCED 6.7 Special education specialists actively promote the advancement of the profession. 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