ࡱ> a  9jbjb11 "[[3****4&l xdddddBeTBf(fffffff,R2C* fffffCg**ffXgggfX*f*fg****fggz**{f W1d"gpz{Ln0zʆgʆ({gZD0404Counseling Psychology and Special Education 490 Course Description and Expectations Course & Title: Educating Individuals with Disabilities Credit: 1.0 hour Room and Time: 220 MCKB 5:00-6:50pm Mondays Block 1 Text: Student Teacher/Intern Handbook, Brigham Young University Department of Counseling, Psychology and Special Education Instructor: Katie Steed, M.S. Email:  HYPERLINK "mailto:katie_steed@byu.edu" katie_steed@byu.edu Office: 237C McKay Office Hours: Thursdays 3:00-4pm Phone: 422-1408 and Open Door Policy Course/Description: A seminar class that coincides with student teaching and internship experiences. Prerequisites: Completion of special education program. Course Objectives: CPSE 490 is a companion course to your student teaching and intern experience. The Student Teaching/Intern Handbook outlines the goals and objectives for the student teaching/intern courses (CPSE 487R or 496R). Additional objectives for this course: Participation in class discussion Email weekly reflection journals Consider legal issues, share concerns and ideas, and ask a question Consider math curriculum and instruction, share ideas, and ask a question Arrange and attend a 3-way orientation meeting for student teaching Read articles from professional publications relevant to the needs of special educators and students with disabilities Course Expectations: Adhere to the BYU Honor Code on and off campus. Attend all class sessions Actively participate in all learning activities and discussions Be prepared for each class by completing the assigned readings from texts an handouts Be professional in typed written assignments: proof-read prior to submission. Reports should be free of spelling, grammatical, and typographical errors. Hand in all assignments on time Course Content Individual Education Plans Special Education Law Collaboration Assessment to Instruction Curriculum Suggestions Adapting Curriculum Strategies Learning Strategies Career Development Methods/Teaching Strategies: The instructor will use a variety of teaching approaches including discussion, recitation, small group problem solving, and out of class application and activities in practicum settings. Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards Core Course OutcomesCouncil for Exceptional ChildrenConceptual Framework Aims INTASC Evaluation Standards Assessment CEC StandardCF 1: Embrace and Apply the Moral Dimensions of Teaching Practicing nurturing pedagogy Providing access to knowledge Enculturating for democracy Ensuring responsible stewardship of the schools CF2: Demonstrate Academic Excellence CF3: Model Collaboration CF4: Act with Social CompetenceS1: Subject Matter S2: Student Learning S3: Diverse Learners S4:Instructional Strategies S5: Learning Environments S6: Communication S7: Planning Instruction S8: Assessment S9: Reflection and Professional Development S10: Collaboration, Ethics, & RelationshipsModels, theories, and philosophies that form the basis for special education practice. CC1K3CF1, CF2S1, S2, S4, S7Class Participation, Reflection Journals, QuestionsRights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. IC9S1 CF1, CF2, CF3, CF4S2, S3, S6, S10Class Participation, Reflection JournalsTeacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. Social skills needed for educational and other environments. CC5K5 CF1, CF3Class Participation, Reflection Journals, Professionalism EvaluationNational, state or provincial, and local curricula standards. As well as organizations to support individuals with special needs. GC9K2 CF1, CF4S9, S10Class Participation, Reflection Journals Prepare and organize materials to implement daily instruction. CC5S12 CF1, CF2S2, S4, S7, S9Class Participation, Reflection JournalsDevelop or modify specialized materials for individuals with disabilities.IC4K1, GC4K1 CF1, CF2, CF4S8Class Participation, Reflection Journals, Article ReflectionsCreate a safe, equitable, positive, and supportive learning environment in which diversities are valued. GC4K1 CF1, CF4S3Class Participation, Reflection Journals, Personal IEPContinuum of lifelong professional development. CC9K3CF1, CF3, CF4S9Class Participation, Reflection Journals, Professionalism Involvement, Personal IEP ASSIGNMENTS AND GRADING Class Participation: The material and discussions that we have in class will impact your ability to succeed in your student teaching/intern placement. Therefore, participation during CPSE 490 is critical. During each class you will participate in a large or small group discussion. In each session you will rate yourself on your preparation (readings), participation and attendance (including staying for the full duration of class and coming on time) using a scale of one to 12. If you are absent you will lose the participation points for that class period. Standards: 1-10 (Total 96 points). Weekly Reflection Journal: At the conclusion of each teaching week I want to know how you are doing. This will be accomplished through a weekly email you will send to me ( HYPERLINK "mailto:Katie_Steed@byu.edu" Katie_Steed@byu.edu) that will be conducted as a reflection journal on what you have learned, questions you may have, comments on the readings, methods you want to implement and so forth. This is not a journal about your personal life. You are required to submit your journals to me via email by each Thursday at midnight. Each reflection is worth 10 points, and they should be between a paragraph to one page. Your reflection should include: 1) A reflection on the class topics 2) A reflection on your teaching experience and 3) One other personal insight. Standards: 1-10 (Total: 80 pts) Questions from Student Teaching Handbook (3), Math, Collaboration, and Inclusion Sessions: You will submit a question or concern to assist in our classroom discussions on these days. The question/concern needs to be typed and your name needs to be included. Each question is worth 5 points. These need to be handed in at the beginning of class and NOT emailed. Standards: 1-10 (total 30 points). Reflection of Article Reading: You will read 2 journal articles to be given to you at later dates. In order to receive full points I must see heavy evidence on these articles that you read and applied them to your teaching setting. Each reflection is worth 10 points. Standards: 1-10 (Total 20 points). Arrange & Attend 3-way Orientation Meeting. (Total 14 points) Personal IEP and Final Project: You will write an IEP on yourself in the areas of academic, physical, and spiritual. The goals must be met within the semester for you to receive full credit. Up to 9 points will be allotted for each successful week. (Total 72 points) Professionalism Involvement: You will need to join a professional organization (CEC, DDD, UEA, SCEC, etc.) of your choosing and write a one page paper on your experience with this organization. This paper will be due October 24th at the beginning of class. (20 points) Professionalism: You will be evaluated for in-class professionalism using the CPSE professionalism checklist. (Total 10 points) Field Experience Demographics: You must go on Livetext and complete this form based on your student teaching or internship experience. (Total 10 points) PIBS: You must go on Livetext and complete this form based on your student teaching or internship experience. (Total 10 points) Absence and Assignment Policy: Absence and Tardies affect your class participation points---One point is possible if you are actively participating during class, one point for arriving on time, one point for completing all of the assigned readings BEFORE class and one point for staying until the end of class (no partial points will be awarded). Assignments are to be handed in at the beginning of class on the due date designated by the instructor (this applies in case of absences as well). Assignments will be lowered 10% for each day late. No assignments will be accepted after the last day of class. Evaluation: Participation (12 pts. each week) 96 pts. Reflection Journals (10 pts. each week) 80 pts. Questions (5 pts each) 30 pts. Reflection of Articles (10 pts. each) 20 pts. 3 way Orientation Meeting 14 pts. Personal IEP 72 pts. Professionalism Involvement 20 pts. Professionalism Evaluation 10 pts. FED 10 pts PIBS 10 pts TOTAL 362 pts. Grading Criteria 95-100% A 78-79 C+ 60-64 D- 90-94 A- 75-77 C Below 60% E 88-89 B+ 70-74 C- 85-87 B 68-69 D+ 80-84 B- 65-67 D Grading: Grading your performance is a complex process. As your teacher, I consider myself a mentor, but as your evaluator I must be as impartial and objective as possible. Your grades will reflect both effort and achievement. There will be no extra credit offered in this class. Please turn off all cell phones and beepers during class time. Make sure I have your email address. Special announcements regarding this class will be sent via email to you and you will be responsible for their content! Disability Accommodation Statement: If you have any disability that may impair your ability to successfully complete this course, please inform the instructor during the first week of class. Accommodations are coordinated through the instructor in consultation with Services for Students with Disabilities (SSD) office, and may require medical and/or psychological documentation. The SSD office is located in 150 ELWC. Statement on Diversity: The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds. WEEKCONTENTINSTRUCTOR& ASSIGNMENT DUESession 1 9/8IEPs and Getting StartedSteed Reflection Journal & Personal IEP Turn in question about Collaboration (in class)Session 2 9/15 -Mock IEPs-the process and the people Standards: 2, 6-10 -Collaboration with Administrator and Gen Ed Standards: 5, 7, 9, 10Bell/ Steed Student Teaching Handbook pp. 1-27 submit 1 question & Reflection Journal Session 3 9/22 Understanding the State Core/Access Skills Working with Paras Steed Reflection Journal Article Math Question Session 4 9/29 Location TBA -Setting up a Classroom -SchedulingSnyder/Steed Student Teaching Handbook pp. 28-61 submit 2 questions & Reflection Journal Session5 10/6 -Parental Perspectives Standards: 3, 6, 7, 9, 10Vigoren/Steed Reflection Journal ArticleSession 6 10/13-Math Curriculum -Data Collection Standards: 1-8  Steed Reflection Journal Turn in question about Inclusion Bring a form of data collection to shareSession 7 10/20 DIBELS: Data Based Decisions Inclusion (How to make it happen) Standards: 2-7, 10 Abraham/Steed Reflection Journal Professional Involvement Paper Session 8 10/27Perspectives/Paradigms Standards: 3, 5-10 Celebration my house: 1425 East 330 South Provo, UTSteed Reflection Journal & IEP Progress/Final Assessment PIBS & FED  Rubric for CPSE 490 Reflection Journals TaskPoints Earned Points PossibleA reflection on the class topic for that week2A reflection on your teaching2At least one other personal insight dealing with the course and/or student teaching4Reflection is well written with no errors/strong insight is evident2TOTAL10 Rubric for CPSE 490 Questions TaskPoints EarnedPoints PossibleQuestion is typed2Question is well written with obvious reflection and is free of grammatical errors 2 Name is includedTOTAL5 Rubric for CPSE 490 Professionalism Involvement TaskPoints EarnedPoints PossibleEvidence of membership with a professional organization is provided (i.e.: id #, copy of membership card, etc)5Reflection of participation is typed, at least one page in length, and is free of grammatical errors5Examples of participation with this organization are shared with strong application to personal professional development10TOTAL20 Words of advice from Dr. Burrell: You must understand that . . . Nothing in your life has prepared you for this! Youre going to have quick failures! Failure is only feedback! You will have to re-define success! See these phases as adjustment periods that are temporary! 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