Department Theme: EDUC-342 Including Students with Special Needs in Middle and Secondary Classes from 4:00PM - 6:00PM, Blair, Room 115 Spring 2013 (2 semester hours) Educational Leaders for Constructive Social Change Mission Statement: Wittenberg s Teacher Education Program strives to integrate the ideals of moral responsibility, social consciousness, and vocational commitment into the lives of teachers in such a way that their character, competence, and community involvement establish them as leaders for constructive social change. Relationship of the Course to the Teacher Education Program Theme and Mission: This course contributes to the theme and mission of the teacher education program by preparing prospective teachers to design and deliver instruction that addresses individual student needs within a diverse student population in particular, differentiating instruction to improve the performance of exceptional children (which include students with disabilities, those who are gifted and at-risk learners). Instructor: Mr. Phil Fraley 111 Blair Hall Office phone: 937-327-6179 Mobile phone: 937-408-1511 E-mail: pfraley@wittenberg.edu Office Hours: & Thursday 2:30PM-4:00PM Tuesday & Thursday 9:30AM-11:00AM (Other times available by appointment) 1. Course Description An examination of characteristics, needs, and educational programming for students identified with disabilities and those who are gifted in the middle or secondary grades. The course builds on information presented in EDUC 120 and prior methods courses and provides prospective teachers with knowledge and skills for identifying and accommodating students with special needs in general education settings. The focus of the course is on identifying ways to design and deliver instruction to increase the meaningful engagement of all students in instruction. In addition, teacher candidates explore the roles of general education teachers in identifying and referring students for evaluation and services, the nature of supports available for students with special needs, and the roles of teachers in co-taught classrooms and in collaborative planning. Issues of behavior management and creating more caring instructional environments are also addressed. Field experience is connected to the full-time student teaching placement. Prerequisites: Permission to student teach or permission of the education department. Concurrent registration with student teaching is required unless alternative student teaching arrangements have been approved. 2. Required Text Students are expected to have access to an introductory text in special education (i.e., materials used in the EDUC 120 course and a methods text from 341 and/or 430). No text is required for this course. The instructor will assign readings that students must access through the library or through the internet. 1
Assigned readings include (but are not limited to): Special Education issues and practices Operating Standards for Ohio Educational Agencies Serving Children with Disabilities: http://www.edresourcesohio.org/files/operating_standards_for_ohio_educational_agencies_ser ving_children_with_disabilities_2008.pdf Whose IDEA is this? http://education.ohio.gov/gd/documentmanagement/documentdownload.aspx?documentid=12 3915 25-year history of IDEA http://www2.ed.gov/policy/speced/leg/idea/history.html Individuals with Disabilities Education Improvement Act of 2004 Statute: http://idea.ed.gov/explore/view/p/%2croot%2cstatute%2c Regulations: http://idea.ed.gov/explore/view/p/%2croot%2cregs%2c Historical Background Part A - Section 601: http://idea.ed.gov/explore/view/p/%2croot%2cstatute%2ci%2ca%2c601%2c What needs to occur: Part D - Section 650: http://idea.ed.gov/explore/view/p/%2croot%2cstatute%2ci%2cd%2c650%2c Alignment with the No Child Left Behind Act http://idea.ed.gov/explore/view/p/%2croot%2cdynamic%2ctopicalarea%2c3%2c Ohio's Part B Annual Performance Report (APR) http://education.ohio.gov/gd/templates/pages/ode/odedetail.aspx?page=3&topicrelationid= 967&ContentID=16567&Content=128149 Ohio s APR for 2010-2011 http://www.ode.state.oh.us/gd/documentmanagement/documentdownload.aspx?documentid=1 24643 IEP Development Procedures and Guidance for Ohio Educational Agencies serving Children with Disabilities http://www.edresourcesohio.org/ogdse/ Annotations for IEP PR-07 http://www.edresourcesohio.org/files/iep_annotations.pdf Going Places with A Standards-Based IEP (GPS-IEP): http://www.edresourcesohio.org/index.php?slug=gps-iep Transition http://www.edresourcesohio.org/transition/ Required special education forms http://www.edresourcesohio.org/index.php?slug=ohio-required-forms Statewide Assessment Accommodations http://education.ohio.gov/gd/templates/pages/ode/odedetail.aspx?page=3&topicrelationid= 9&ContentID=47700&Content=130569 2
Accommodations manual on the use and selection of accommodations http://www.edresourcesohio.org/files/accommodations%20manual%20february%202011.pdf Listing of allowable accommodations (fact sheet) http://www.ode.state.oh.us/gd/documentmanagement/documentdownload.aspx?documentid=9 1591 Behavior Intervention Forms used with behavior intervention http://www.edresourcesohio.org/index.php?slug=ohio-optional-forms High School Behavior Supports: http://www.pbis.org/school/high_school_pbis.aspx Functional Behavior Assessment http://www.edresourcesohio.org/files/op-1.doc Behavior Intervention Plan http://www.edresourcesohio.org/files/op-2.doc Manifestation Determination http://www.edresourcesohio.org/files/op-3.doc Instructional Design Using What Works http://nichcy.org/schoolage/effective-practices/meta80resources#strategies Inclusive Practices Creating an Inclusive School Environment: A Model for School Leaders: http://iris.peabody.vanderbilt.edu/inc/chalcycle.htm Data driven decision-making Ohio Department of Education s data warehouse (interactive local report card) http://ilrc.ode.state.oh.us/ Ohio Department of Education s district level report on special education indicators from the federally required State Performance Plan. http://education.ohio.gov/gd/templates/pages/ode/odedetail.aspx?page=3&topicrelationid= 1540&ContentID=35162&Content=132716 Federal Report of IDEA data connected to the education of children with disabilities https://www.ideadata.org/default.asp Technology for instruction and learning Assistive Technology and the IEP http://nichcy.org/schoolage/iep/meetings/special-factors#at Assistive Technology Considerations http://nichcy.org/schoolage/iep/meetings/special-factors/considering-at Course Requirements - Attendance is expected. Attendance is collected during each class session and will factor in to the final grade for the course. In the case of an absence, e-mail or phone the instructor prior to class. 3
Wittenberg Policy on Class Attendance and Excused Absences (copied from the faculty manual) All Wittenberg students are expected to attend class unless there are reasons of ill health, travel mishaps, illness or death in the family, or observance of religious holidays that prevent class attendance. From time to time legitimate educational activities or participation in University-sponsored extracurricular activities may result in student absences. In such cases, the faculty or staff members planning these activities should weigh carefully their educational benefits. Student absences from class due to any of the above circumstances are considered excused. Students are expected to meet their academic responsibilities in each course, even though they may be excused from class. Faculty members are expected to cooperate in helping students to meet their responsibilities. In each case, students should contact the appropriate faculty members to explain the circumstances of their absence and to request assistance in meeting their academic responsibilities. This should be done before the absence if possible. Faculty members are expected to cooperate in helping the student to meet these requirements - Scholarly engagement (which includes participation, preparation and attendance) - Completion of - In-class writing (mid-term and final) - Assignments (characteristics of learners paper and paper on a disability) - Field experience Student teaching placement 3. Student Evaluation and Grading 3.1 Demonstrate an understanding of how to design inclusive instruction to promote higher levels of meaningful learning and engagement and caring instructional environments for all students. (write in-class) 3.2 Demonstrate an understanding of the use of assessments and assessment information to design instruction, monitor student learning, and make adjustments in instruction to promote learning of all students in the class. (write in-class) 3.3 Identify and describe characteristics of learners identify instructional strategies promote learning A) Description and analysis of selected target students who struggle with learning and/or motivation B) Design of instructional strategies and assessments for promoting learning of all students in a selected class 3.4 Paper on Disability Category Role and responsibilities of the general education teacher in serving individuals with disabilities. Collaboration required fulfilling the role and responsibilities. Compare and contrast with current practices and identify opportunities for improvement. Instructional and assessment design strategies for addressing specific disability areas Percent of Grade 3.5 Scholarly engagement (which includes participation, preparation and attendance) 10% *The instructor will provide additional detail during class discussion. 15% 15% 30% 30% Total 100% 4
The grading scale used for this course is as follows: Highest Lowest Letter 100.00 % 93.00 % A 92.99 % 90.00 % A- 89.99 % 87.00 % B+ 86.99 % 83.00 % B 82.99 % 80.00 % B- 79.99 % 77.00 % C+ 76.99 % 73.00 % C 72.99 % 70.00 % C- 69.99 % 67.00 % D+ 66.99 % 60.00 % D 59.99 % 0.00 % F Due dates for assignments are listed on the class schedule. The instructor collects assignments prior to class through online submission of work. Late assignments will result in a grade reduction on the assignment (which may be one letter grade per day). Assignments are to be typed and citations documented in APA format. Field Experience: The course requires teacher candidates to complete field experience involving observing and teaching students with special needs at the middle grades or high school level. The course instructor expects teacher candidates to work closely with the field-based teachers to know, understand and fulfill the roles and responsibilities relative to the specific assignments. Teacher candidates are responsible for fulfilling and documenting the field experience requirement. Social Justice Statement: The instructor values a positive learning environment with open communication and mutual respect. Students are encouraged to build upon and enhance this learning environment. The instructor will come to class prepared and be present during class sessions. Being present involves focusing on the topic and the individuals in the class, as well as, leaving distractors outside the class (this includes not using a cell phone during class). The instructor expects students to come to class prepared and to be present during the class session (participating in class activities and not using cell phones during class). Students with Disabilities: Wittenberg is committed to providing reasonable accommodations for students with documented disabilities. If you are eligible for course accommodations because of a disability, you need to register with the Academic Services Office, 206 Recitation Hall. After you register, give the instructor your self-identification memo from Academic Services and arrange to talk with the instructor about your learning needs privately in a timely manner. Early identification at the start of the term is essential to ensure timely provision of services. If you have questions or would like more information about services for students with disabilities, please contact Vancenia Rutherford, Assistant Provost for Academic Services, 206 Recitation Hall, extension 7891 or by e- mail at vrutherford@wittenberg.edu. Honesty and Integrity: The instructor expects student work to adhere to Wittenberg s Honor Statement: I affirm that my work upholds the highest standards of honesty and academic integrity at Wittenberg, and that I have neither given nor received any unauthorized assistance. 5
4 Course Outcomes The overall purpose of this course is to prepare prospective teachers to be more flexible in their teaching to be better able to reach and teach a broader range of students. In accomplishing this purpose, prospective teachers will demonstrate the following outcomes. Teacher education candidates will: 1. Acquire knowledge about disability and diversity and issues specific to serving students with special needs including issues related to legal rights, nature of special education supports and services, characteristics of students with disabilities, roles and responsibilities of teachers and other school personnel, ethical, and practical implications of creating more inclusive environments. 2. Develop skills in designing inclusive instruction to promote higher levels of motivation, meaningful learning and engagement and more caring instructional environments for all students. 3. Develop skills in using assessments and assessment information to design instruction, monitor student learning, and make adjustments in instruction to promote learning of all students in the class. Note: The instructor may make changes to information in this course syllabus. If the instructor deems it necessary to make changes, students will be notified in a timely manner. 6
Tentative Schedule of Topics and Assignments January 7 through April 25 (12 sessions 4:00PM 6:00PM, Blair, Room 115) Class Meeting Dates, January 7 NO CLASS ON MARCH 4 Witt Spring Break, January 14, March 11 NO CLASS ON January 21, March 18, January 28 NO CLASS ON MARCH 25 spring break for some schools, February 04 NO CLASS ON APRIL 1 spring break for some schools, February 11, April 08, February 18, April 15, February 25, April 22 DATE TOPIC Activities/Assignments January 7 January 14 January 28 February 04 Introductions and Course Overview Knowledge of Disabilities and characteristics of students with disabilities Uncovering information about the students being served (data mining) Identification of students receiving special education services Instructing individuals with disabilities in general education settings Strategies for supporting students with disabilities Diversity in Special Education Successful inclusion practices Teacher roles and responsibilities in inclusive settings Role in the development of an Individualized Education Program (IEP) In-class activity: Data mining uncovering information about your building In-class activity: Read the 25-year history of IDEA Bring to class on Jan 14 building data. Read Historical Background Part A - Section 601 and What needs to occur: Part D - Section 650 Read the section on Using What Works Identify, observe, analyze student work of three students struggling with learning Bring a description and analysis of selected targeted students to Jan 28 Class Review Creating an Inclusive School Environment: A Model for School Leaders Bring a design of Instructional Strategies for targeted students to the Feb 04 class. Search Procedures for serving Children with Disabilities, Whose IDEA is This, and Annotations for IEP PR-07 for regular education responsibilities 7
February 11 February 18 February 25 March 11 March 18 April 08 April 15 April 22 Role in implementing the IEP Designing inclusive instruction to promote higher levels of meaningful learning and engagement and caring instructional environments for all students. In-class writing Achievement gaps Functions of assessment Closing achievement gaps Using formative assessment effectively Concepts: Grading Accommodations and modifications in assessments Concepts: Using assessments and assessment information to design instruction, monitor student learning, and make adjustments in instruction to promote learning of all students. In-class writing Concepts: Classroom management discipline and students with disabilities Positive Behavior Supports Concepts: Course summary and culminating activities Major findings connected to the disabilities paper Bring a design for assessment that promotes learning of targeted students to the Feb 11 class. Highlight areas on the IEP that are responsibilities of the regular education teacher (IEP form is found in the required special education forms link In-class writing Bring to class the building report card and district report card for your student teaching placement Read the section on Assistive Technology Considerations Read: Accommodations manual on the use and selection of accommodations Submit disability paper In-class writing Identify areas of responsibility on the following forms: Functional Behavior Assessment; Behavior Intervention Plan; Manifestation Determination 8
Alignment of Performance Outcomes and Course Assessments EDUC 342 Educating Students with Mild/Moderate Educational Needs in Middle and Secondary School (Spring 2013) Note: The following chart displays the alignment between assessments conducted in this course and Wittenberg s nine performance outcomes for the preparation of teachers. The Education Department has identified each of the outcomes as essential for effective teaching. Instructors may report evidence of candidate performance for any of the nine outcomes, but those outcomes checked represent required assessments for this course. Instructor evaluations of candidate performance collected during this course will be used by the Education Department to make decisions about candidate status in the program (i.e., admission or continuation in the program or permission to student teach). The instructor will provide feedback to candidates on their performance for outcomes checked during and/or at the end of the course. Education Department Performance Outcomes Inclusive Instruction In-class writing Assessment In-class writing Identify and describe characteristics of learners identify instructional strategies that promote learning Paper on Disability Instructional and assessment design strategies for addressing specific disability areas Scholarly engagement 1. Demonstrates thorough content knowledge. X X X X 2. Plans effective instruction. X X X X 3. Implements instructional practices that support the achievement of all learners. 4. Uses assessment to guide classroom instruction and evaluate learning. 5. Establishes a safe, nurturing, accessible, and just learning community. 6. Demonstrates global awareness of sensitivity towards issues affecting schools, communities, nations and the world. 7. Demonstrates a commitment to professional growth and teaching excellence. 8. Demonstrates the ethics and values associated with the teaching profession. X X X X X X X X X X X X X X X X X X X X X X 9. Advocates for learners in school and community. X X X X 9