SYLLABUS 2017/SPE… · · 2017-04-1415 clock hours of field-based experiences with exceptional learners. Prerequisites: ... Modules and SUBMIT the Certificate of Completion for

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SYLLABUS

SPED 4113 – 01 Methods for Teaching Exceptional Children SPRING SEMESTER 2017

Instructor: Doris A. Barnes-Green, M.Ed.

Section # and CRN: P01 - 20263

Office Location: Delco, Room 332 (Certification Office and TExES Lab)

Office Phone: 936-261-3414 Email Address: [email protected]

Office Hours: Monday, Wednesday 9:30 – 11:30 a.m. Mode of Instruction: Face to Face

Course Location: Delco, Room 329, and TExES Lab, Room 332, as designated by the instructor. Class Days & Times: Catalog Description: Study of instructional problems teaching retarded, behavioral, and/or learning-disabled

children and youth; organization of special classes; and curriculum adaptations. Includes 15 clock hours of field-based experiences with exceptional learners.

Prerequisites: Co-requisites:

Required Texts: Vaughn & Bos, (2012). Strategies for Teaching Students with Learning and

Behavior Problems, 8th Edition. Pearson. ISBN 10: 0-13-703467-9

It's important you buy this book because:

There will be required reading from the book.

Homework assignments will come from the book.

There will be tests based on material from the book.

This book is a reference for preparing for the TExES Special Education Exam.

Lee, Harper, (2015). Go Set a Watchman. HaRPER-Collins Publishers, New York.

ISBN-13: 978-0-06-240985-0

Required Website Access: T-CERT https://pact.tarleton.edu/tcert/ Special Education Teacher Candidates are REQUIRED to complete the following T-CERT Modules and SUBMIT the Certificate of Completion for each module on dates designated by the instructor.

1) Special Education EC-12 2) Generalist EC-6 3) Math 4-8

The Iris Center at Vanderbilt University. www.iris.peabody.vanderbilt.edu . At this website you will be able to access specific activities designed to correlate to the text chapters. You will be required to work in groups, or pairs, to complete the following STAR LEGACY MODULES: PALS: K-1, 2-6, and High School

https://pact.tarleton.edu/tcert/

http://www.iris.peabody.vanderbilt.edu/

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RTI (Response to Intervention): Parts 1, 2, 3, and 4

RTI - Mathematics

Providing Instructional Supports: Facilitating Mastery of New Skills

Classroom Assessment Part 2: Evaluating Reading Progress

Recommended TExES Exam Study Materials:

TExES 161 Special Education Preparation Manual – available for download at www.texes.ets.org .

XAM ONLINE TExES Special Education EC-12 Study Guide

www.xamoline.com ISBN: 9781607871101 Publication Date: 2009 410 Pages Price$73.50 This guide may also be available for checkout in the TExES Prep Lab, Room 332.

STUDENT LEARNING OUTCOMES:

Upon successful completion of this course, students will be able to:

Program Learning

Outcome # Alignment

Core Curriculum Outcome Alignment

1 Demonstrate how to plan and teach students with learning disabilities, including developing an IEP; strategies for teaching students with behavior problems.

See Attached Alignment of CEC Standards, State Standards, and Program courses Matrix for alignment to all course outcomes.

Commitment to Excellence in Attitude Commitment to Personal Management Commitment to Elcellence in Work Ethic and Scholarship. Commitment to Excellence in Honesty, Integrity, and Character

2 Understand approaches to learning and teaching, including: applied behavior analysis, cognitive strategy instruction, sociocultural theory, and schema theory.

Commitment to Excellence in Professional Career Preparation

3 Comprehend how to implement Response to Intervention, the components of RTI, universal screening to make educational decisions, and the role of teachers, including collaborating and consulting, using RTI data, providing interventions, providing interventions, and using RTI Models in Middle Schools and High Schools.


4 Understand and articulate how to promote social acceptance and manage behaviors.


http://www.texes.ets.org/

http://www.xamoline.com/

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5 Understand and articulate the function and process of co-teaching and collaborating as relates to professionals and families.


6 Understand the importance or assessing and teaching oral language. Commitment to Excellence in Professional Career Preparation

Understand the importance of assessing and teaching reading, including phonological awareness, phonics, and word recognition.


7 Understand the importance of assessing and teaching reading fluency and comprehension skills.


8 Understand the importance and practical application of assessing and teaching writing and spelling.


9 Articulate and demonstrate how to assess and teach content area learning and vocabulary instruction.


10 Articulate and demonstrate proficiency in assessing and teaching mathematics.



Alignment of CEC Standard, State Standard, and Program Courses

CEC Standards State Standards Program Courses

1. Foundations Standards 1,2 & 3 Domain IV Competency 010, 011 & 012

SPED 3003, and SPED 4033

2. Development and Characteristics of Learners

Standard 4 Domain I Competency 001

SPED 3003

3. Individual Learning Difference


SPED 3003 and SPED 4013

4. Instructional Strategies Standards 6, 7, 9, 10, 11 and 12 Domain II, III Competency 003, 004, 006,

SPED 4113, 4123, 4443 & CUIN 4003

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007, 008, & 009

5. Learning Environments and Social Interactions

Standards 6, 7 & 10 Domain II Competency 003, 004 & 007

CUIN 3003, 3013, 4003, 4013, & 4113 SPED 3003, & 4113

6. Language Standard 4, 8, & 11 Domain I, II, & III Competency 001, 005, & 008

SPED 4013 and 4113

7. Instructional Planning Standards 5, 6, 8, 10 &11 Domain I, II & III Competency 003, 006 & 007

CUIN 3003,4103 & 4113 SPED 4023, 4033, & 4113

8. Assessment


CUIN 4103 SPED 4003, 4023, 4113

9. Professional and Ethical Practice

Standard II Domain IV Competency 011

SPED 3003, 4123, & 4443

10. Collaboration Standard 3 Domain IV Competency 012

SPED 4033, & 4443

The Course Objectives are correlated to the following NCATE Standards:

1. Understand the importance of establishing a positive and productive classroom climate within which all students can be successful.

2. Be able to articulate and design an appropriate physical classroom setting for various instructional delivery modes based on current “best practices” research.

3. Understand that in addition to the physical arrangement, “classroom climate” includes the establishment and modeling of a “climate of respect” for all learners, as well as the establishment of an “emotionally safe” classroom environment.

4. Be able to articulate and design developmentally and age appropriate classroom rules, rewards, and consequences, according to current research and “best practices”.

5. Understand the importance of establishing clear procedures and routines for daily classroom activities, including beginning of class/class period procedures, procedures related to independent work, group work, and miscellaneous procedures.

6. Understand the importance of the effective management of student work to promote teacher and student accountability.

7. Understand the importance of planning for the beginning of the school year.

8. Understand the importance of planning and conducting effective instruction and assessment, including types of learning and assessment activities, how to effectively present instruction (lesson cycle), and the importance of managing group instruction.

9. Understand how to effectively manage cooperative learning groups.

10. Understand how to maintain appropriate student behavior, the importance of communication skills in managing student behaviors, and how to manage problem behaviors.

11. Understand and articulate the correlation between effective planning and implementation of lesson activities to the outcome of more on-task behaviors and overall student success.

The Course Objectives are correlated to the following Texas Educator Standards for New Special Education Teachers:

Standard I: The special education teacher understands and applies knowledge of the philosophical, historical, and legal foundations of special education.

Standard II: The special education teacher applies knowledge of professional roles and responsibilities and

adheres to legal and ethical requirements of the profession.

Standard III: The special education teacher knows how to communicate and collaborate effectively in a variety of professional settings.

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Standard IV: The special education teacher understands and applies knowledge of the characteristics and needs of individuals with disabilities.

Standard V: The special education teacher understands formal and informal assessment procedures and knows

how to evaluate student competencies to make instructional decisions.

Standard VI: The special education teacher understands and applies knowledge of procedures for planning instruction and managing teaching and learning environments.

Standard VII: The special education teacher understands and applies knowledge of issues and procedures for

teaching appropriate student behavior and social skills.

Standard VIII: The special education teacher understands assistive technology as defined by state and federal regulations.

Standard IX: The special education teacher understands and applies knowledge of transition issues and

procedures across the life span.

Standard X: The special education teacher promotes students’ academic performance in all content areas by facilitating their achievement in a variety of settings and situations.

Standard XI: The special education teacher promotes students’ performance in English language arts and

reading.

Standard XII: The special education teacher promotes students’ performance in mathematics.

The Course Objectives are correlated to the TExES #161 Special Education EC-12 Examination Framework (Domains and Competencies):

DOMAIN I – UNDERSTANDING CHILDREN WITH DISABILITIES AND EVALUATING THEIR NEEDS

Standards Assessed: IV and V

Competency 1: The special education teacher understands and applies knowledge of the characteristics and needs of students with disabilities.

Competency 2: The special education teacher understands formal and informal assessment and evaluation procedures and knows how to evaluate student competencies to make instructional decisions.

Domain II – PROMOTING STUDENT LEARNING AND DEVELOPMENT

Standards Assessed: VI, VII, VII, IX, X

Competency 3: The special education teacher understands and applies knowledge of procedures for planning

instruction for individuals with disabilities.

Competency 4: The special education teacher understands and applies knowledge of procedures for managing the teaching and learning environment including procedures related to the use of assistive technology.

Competency 5: The special education teacher knows how to promote students’ educational performance in all

content areas by facilitating their achievement in a variety of settings and situations.

Competency 6: The special education teacher understands and applies knowledge of issues and procedures for teaching appropriate student behavior and social skills.

Competency 7: The special education teacher understands and applies knowledge of transition issues and

procedures across the life span.

DOMAIN III – PROMOTING STUDENT ACHIEVEMENT IN ENGLISH LANGUAGE ARTS AND READING AND MATHEMATICS

Standards Assessed: XI, XII

Competency 8: The special education teacher promotes performance in English language arts and reading.

Competency 9: The special education teacher promotes student performance in mathematics.

DOMAIN IV – FOUNDATIONS AND PROFESSIONAL ROLES AND RESPONSIBILITIES

Standards Assessed: I, II, III

Competency 10: The special education teacher understands the philosophical, historical and legal foundations of

special education.

Competency 11: The special education teacher applies knowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the profession.

Competency 12: The special education teacher knows how to communicate and collaborate effectively in a

variety of professional settings.

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The Course Objectives are correlated to following teacher expectations as outlined in the COUNCIL FOR EXCEPTIONAL CHILDREN (CEC) INITIAL PREPARATION STANDARDS FOR SPECIAL EDUATORS (Approved by NCATE, November, 2012):

Standard 1 - Learner Development and Individual Learning Differences

1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. Key Elements:

1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.

1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

Standard 2 - Learning Environments

2.0 Beginning special education professionals create safe, inclusive, culturally

responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.

Key Elements:

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.

2.2 Beginning special education professionals use motivational and

instructional interventions to teach individuals with exceptionalities how

to adapt to different environments.

2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Standard 3 - Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general and specialized curricula4 to individualize learning for individuals with exceptionalities.

Key Elements:

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

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

3.3 Beginning special education professionals modify general and specialized curricula to

make them accessible to individuals with exceptionalities.

Standard 4 - Assessment

4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.

Key Elements:

4.1 Beginning special education professionals select and use technically sound formal and informal assessments

that minimize bias.

4.2 Beginning special education professionals use knowledge of

measurement principles and practices to interpret assessments results and guide educational decisions for individuals with exceptionalities.

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.

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4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

Standard 5 - Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies6 to advance learning of individuals with exceptionalities.

Key Elements:

5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.

5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.

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.

5.4 Beginning special education professionals use strategies to enhance language development and

communication skills of individuals with exceptionalities

5. 5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.

5.6 Beginning special education professionals teach to mastery and promote generalization of learning.

5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Standard 6 - Professional Learning and Ethical Practice

6.0 Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession. Key Elements:

6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.

6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.

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.

6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring

6.6 Beginning special education professionals provide guidance and direction to para-educators, tutors, and volunteers.

Standard 7 - Collaboration

7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Key Elements:

7.1 Beginning special education professionals use the theory and elements of effective collaboration.

7.2 Beginning special education professionals serve as a collaborative resource to colleagues.

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.

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MAJOR COURSE REQUIREMENTS Method of Determining Final Course Grade

COURSE GRADE REQUIREMENT

(ASSIGNMENTS)

CORRELATION TO TEXAS STANDARDS

VALUE (points or percentages) TOTAL POINTS

Topic Presentations Special Education Standards I – XII

2 assignments at 100 points each 200

Iris Center Star Legacy Modules

Special Education Standards IV, V, VI, X, XI, XII

5 Module Topics at 50 points each 250

Field Experience Focused Observation Journal Reports

Special Education Standards IV, V, VI, VII, VIII, X, XI, XII

Reports 1, 2, & 3 300

TExES Special Education Exam Preparation Assignments

Special Education Standards I - XII Certify Teacher Score Reports, T-CERT Certificates, Representative Exam Scores

150

Lesson Presentations (2) Special Education Standards I - XII 100 points for each lesson 200

Pre/ Post/ & Chapter Tests Special Education Standards I - XII 5 tests at 100 points each 500

Mid Term Exam Special Education Standards V, VI, XI

100 points 100

Class Participation/ Discussion

Special Education Standards I - XII 100 points 100

Final Exam Special Education Standards III, V, VII, X, XI, XII

200 points 100

TOTAL 2,000

TOTAL:

Grading Criteria and Conversion: A = 1800 – 2000 points B = 1500 – 1799 points C = 1300 – 1499 points D= 1100 – 1299 points F = 1099 points and below NOTE: RUBRICS WILL BE USED TO GRADE ALL MAJOR ASSIGNMENTS. The student must attach the appropriate rubric to each submitted assignment.

DETAILED DESCRIPTION OF MAJOR ASSIGNMENTS:

Assignment Title or Grade Requirement

Description

Topic Presentations

Research your topic; include multiple sources, i.e. text, publications, videos, interviews, educational websites, etc. Correlate your presentation to the State Standards for Special Education Teachers, Council for Exceptional Children Standards, and TExES Exam domains and competencies. Presentation must include an introductory activity to check for prior knowledge, examples, and an end of presentation activity to check for understanding. Provide a copy of PPT handouts for all class members. PPT slides should contain talking points only! Be thoroughly familiar with your topic.

Lesson Presentations

Reading Instruction: Design and develop one lesson based on identified Reading TEKS for a student(s) with a particular disability. The lesson must include manipulatives, be interactive, culturally relevant, developmentally appropriate, and age appropriate. Provide a written outline of the lesson using the format provided by the instructor; teach the lesson to class members. Math Instruction: Design and develop one lesson based on identified Math TEKS

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for a student(s) with a particular disability. The lesson must include manipulatives, be interactive, culturally relevant, developmentally appropriate, and age appropriate. Provide a written outline of the lesson using the format provided by the instructor; teach the lesson to class members.

Field Experience Observations and Focused Observation Journal Reports: Reports #1 – Demographic Data Report #2 – Findings Report #3 – Summary and Conclusion

Specific directions for completing the field experience requirements for this course will be provided by the instructor as a separate document. The document will include:

1. Behavioral Expectations for Teacher Candidates During Observations 2. A letter of introduction 3. Specific directions for completing the required observations. 4. Specific directions on how to use the Classroom Observation Protocol Forms 5. Specific directions for completing the Focused Observation Journal Reports

COURSE PROCEDURES AND ADDITIONAL INSTRUCTOR POLICIES Taskstream Taskstream is a tool that Prairie View A&M University uses for assessment purposes. At least one of your assignments is REQUIRED to be submitted as an "artifact,” an item of coursework that serves as evidence that course objectives are met. More information will be provided during the semester, but for general information, you can visit Taskstream via the link in eCourses. During this course, teacher candidates are expected to:

1. Attend ALL class meetings.

2. Read and be thoroughly familiar with the course syllabus; follow directions for completing assignments.

3. Remain in class for the entire class period.

4. Turn OFF all electronic devices – use only before or after class, unless directed by the instructor to use

during a class activity.

5. Purchase required textbook(s) and bring to each class meeting.

6. Bring a printed copy of the TExES 161 Special Education Preparation Manuel to each class meeting

7. Complete and read all required document downloads and supplementary handouts.

8. Utilize all supplementary websites and web sources.

9. Read the assigned text chapters prior to each class meeting.Be prepared for class discussions.

10. Be prepared to make meaningful contributions to class discussions.

11. Complete the required 15 hours of DOCUMENTED classroom observations in a public school setting, or in

an approved private school facility with children from diverse populations.

12. Follow the instructions/requirements/guidelines and/or format provided by the instructor for completing all

assignments, including group projects, classroom observations, case study assignments, individual

projects, homework assignments, and in-class assignments.

13. Utilize the required title page format for ALL submitted assignments.

14. Use APA format for all assignments that are to be turned in to the instructor.

15. Turn in all assignments on the assigned date. LATE ASSIGNMENTS WILL BE PENALIZED!

16. Save ALL documents in more than one location (Example: hard drive; jump drive, or other type of remote storage device; and/or email a copy of every document to yourself.)

17. STOLEN AND/OR LOST DATA EXCUSES WILL NOT BE ACCEPTED AS A REASON FOR NOT TURNING IN ANY ASSIGNMENT!

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18. Be present for all chapter tests, mid-semester, and final examinations for evaluative purposes.

19. KEEP A COPY OF ALL ASSIGNMENTS SUBMITTED TO THE INSTRUCTOR, INCLUDING RETURNED

ASSIGNMENTS AND TESTS, AS WELL AS ANY OTHER COURSE RELATED DOCUMENTS!

20. Submit a hard copy of ALL assignment to the instructor. Keep a complete, printed copy of all assignments for your own future reference. All assignments become the property of the instructor and will not be returned.

21. Read and become familiar with our “Class Ground Rules” for behavior (see Appendix of this syllabus)

22. Conference with the instructor, as needed, throughout the semester.

WHEN DEVELOPING YOUR PROJECTS & ASSIGNMENTS………

Be creative!

Follow course lecture guidelines, as well as current research and best practices for development of all of the above.

Keep in mind the age and academic level of your students.

Provide a handout sample for each class member when required.

Be prepared to present your assignment to the class.

Plan to complete your presentation in the designated amount of time.

Have ALL assignments stapled, or bound in a presentation folder.

Loose papers will not be accepted!!!

Do not use over-sized notebooks for small projects. Do not use plastic page sleeves.

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Semester Class Meeting Calendar

WEEKLY AGENDA AND TOPICS

Monday Wednesday Friday

Week 1

January 16 – 20 TOPIC: Course Introduction

MLK Holiday

Begin Overview of Syllabus / Course Goals and Objectives Discussion - Correlation of Goals to the TExES Sp Ed exam.

Continue Overview of Syllabus / Course Goals and Objectives

Week 2

January 23 – 27 TOPICS: Overview of Special Education Standards, CEC Standards, TExES Special Education Exam Framework (domains and competencies) How to Complete Field Experience Hours

In-Class Activity: Complete Course Pre-Test

Discussion: Standards, and Exam Framework In-Class Activity: Work in pairs to complete a Standards Correlation Chart.

Discussion: Observation Requirements and Procedures

Week 3

Jan. 30 – Feb. 3 TOPIC: Chapter 1 – Understanding and Planning Instruction for Students with Learning and Behavior Problems

LECTURE/DISCUSSION LECTURE/DISCUSSION: continued

LECTURE/DISCUSSION Certify Teacher History Reports Due.

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Week 4

February 6 – 10 TOPIC Chapter 2 Approaches to Learning and Teaching

LECTURE/DISCUSSION: Chapter 2

LECTURE/DISCUSSION: Chapter 3

COMPLETE ONLINE ASSIGNMENT: Iris Center -

Week 5

February 13 – 17 TOPIC Chapter 3 Response to Intervention

Certify Teacher History Reports Due Lecture/Discussion Video – Response to Intervention

Lecture/Discussion: View Iris Center Module on Response to Intervention


Week 6

February 20 – 24 Chapter 4 Promoting Social Acceptance and Managing Behavior

Certify Teacher History Reports Due Lecture and Discussion:

Lecture/Discussion:


Week 7

February 27 – March 3 TOPIC Chapter 5 Co-Teaching and Collaborating

Certify Teacher History Reports Due Lecture/Discussion:

IREAD ASSIGNMENT DUE Lecture/Discussion: Discussion: Report on Field Experiences to date

COMPLETE ONLINE ASSIGNMENT: Iris Center - Lecture/Discussion: Discussion: Report on Field Experiences to date

Week 8

March 6 – 10

Review Chapters 1 – 5

Review Chapters 1 - 5 COMPLETE ONLINE ASSIGNMENT: Iris Center

Mid-Term Exam Chapters 1-5

Week 9

March 13 – 17 SPRING BREAK WEEK

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Week 10

March 20 - 24

TOPICS

Chapter 6

Assessing and

Teaching Oral

Language

Chapter 7

Assessing and

Teaching

Reading

Topical Presentations, Activities, and Discussion



Week 11

March 27 – 31

TOPICS

Chapter 8

Assessing and

Teaching

Reading:

Fluency &

Comprehension

Chapter 9

Assessing and

Teaching

Writing and

Spelling

Certify Teacher History Reports Due Topical Presentations, Activities, and Discussion



Week 12

April 3 – 7 TOPICS Chapter 10 Assessing and Teaching Content Area Learning and Vocabulary Instruction Chapter 11 Assessing and Teaching Mathematics



Certify Teacher History Reports Due FOCUSED OBSERVATION REPORTS DUE. Begin Presentation of Reports.

Week 13

April 10 – 14 TOPIC Lesson Plans for Reading

Interactive Lesson Plan Presentations

Certify Teacher History Reports Due

Interactive Lesson Plan

Presentations

GOOD FRIDAY – EASTER HOLIDAY FOR STUDENTS

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Week 14

April 17 – 21 TOPIC Lesson Plans for Mathematics

Interactive Lesson Plan Presentations by Students



Week 15

April 24 - 28 TOPIC IRead Book Assignment

Interactive IREAD Book Presentations by Students

Interactive IREAD Book Presentations by Students

MAKE-UP DAY FOR ANY OUTSTANDING PRESENTATIONS AND/OR ASSIGNMENTS IRIS CENTER STAR LEGACY MODULES DUE

Week 16 May 1 May 3 May 5

May 1 – 5

Course Review Day

Begin Uploads into Taskstream and Ecourses

FINAL EXAM 10:30 a.m. – 12:30 p.m. Complete Uploads into Taskstream and Ecourses May 6 - 13

NOTES:

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STUDENT SUPPORT AND SUCCESS John B. Coleman Library The library and its partners have as their mission to provide resources and instructional material in support of the evolving curriculum, as a partner in Prairie View A&M University's mission of teaching, research, and service and to support the University's core values of access and quality, diversity, leadership, relevance, and social responsibility through emphasis on ten key areas of service. It maintains library collections and access both on campus, online, and through local agreements to further the educational goals of students and faculty. https://www.pvamu.edu/library/ Phone: 936-261-1500 The Learning Curve (Center for Academic Support) The Learning Curve offers Tutoring via peer tutoring. The services include workshops (i.e., Save My Semester, Recalculate Your Route), seminars (i.e., Tools You Can Use: TI-84), group review sessions (i.e., College Algebra Topic Reviews, GRE Preparation), group study opportunities (i.e., TSIA, HESI, Study Break, Exam Cram), and test-taking strategies (How to take Notes, Study Buddy, 5 Day Study Guide). The Learning Curve is a nationally certified tutoring program through the National Tutoring Association. The peer tutors are trained and certified by the coordinator each semester. Location: J.B. Coleman Library Rm. 207F. Phone: 936-261-1561 The Center for the Oversight and Management of Personalized Academic Student Success (COMPASS) The Center for the Oversight and Management of Personalized Academic Student Success (COMPASS) is designed to help Prairie View students in their second year and beyond navigate towards graduation by providing the following services: Academic Advisement, Targeted Tutorials for Personalized Learning, Campus-Wide Referrals, and Academic & Social Workshops. Location: J.B. Coleman Library Rm. 306. Phone: 936-261-1040 Writing Center The Writing Center provides student consultants on all aspects of the writing process and a variety of writing assignments. Writing Center consultations assist students in such areas as prewriting, brainstorming, audience awareness, organization, research, and citation. Students taking on-line courses or courses at the Northwest Houston Center or College of Nursing may consult remotely or by email. Location: Hilliard Hall Rm. 121. Phone: 936-261-3724. Student Counseling Services The Student Counseling Services unit offers a range of services and programs to assist students in maximizing their potential for success: short-term individual, couples, and group counseling, as well as crisis intervention, outreach, consultation, and referral services. The staff is licensed by the State of Texas and provides assistance to students who are dealing with academic skills concerns, situational crises, adjustment problems, and emotional difficulties. Information shared with the staff is treated confidentially and in accordance with Texas State Law. Location: Owens-Franklin Health Center Rm. 226. Phone: 936-261-3564 Testing The Department of Testing administers College Board CLEP examinations, the HESI A2 for pre-nursing majors, LSAT for law school applicants and MPRE for second-year law students, the Experiential Learning Portfolio option, the Texas Success Initiative (TSI) Assessment, which determines college readiness in the state, and exam proctoring, among other service such as SAT and ACT for high school students. Location: Delco Rm. 141. Phone: 936-261-4286 Office of Diagnostic Testing and Disability Services As a federally-mandated educational support unit, the Office of Disability Services serves as the repository for confidential disability files for faculty, staff, and students. For persons with a disability, the Office develops individualized ADA letters of request for accommodations. Other services include: learning style inventories, awareness workshops, accessibility pathways, webinars, computer laboratory with adapted hard and software, adapted furniture, proctoring of non-standardized test administrations, ASL interpreters, ALDs, digital recorders, livescribe, Kurtzweil, and a comprehensive referral network across campus and the broader community. Location: Evans Hall Rm. 317. Phone: 936-261-3585 Veteran Affairs

https://www.pvamu.edu/library/

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Veterans Services works with student veterans, current military and military dependents to support their transition to the college environment and continued persistence to graduation. The Office coordinates and certifies benefits for both the G.I. Bill and the Texas Hazlewood Act. Location: Evans Hall Rm. 323. Phone: 936-261-3563 Office for Student Engagement The Office for Student Engagement delivers comprehensive programs and services designed to meet the co-curricular needs of students. The Office implements inclusive and accessible programs and services that enhance student development through exposure to and participation in diverse and relevant social, cultural, intellectual, recreational, community service, leadership development and campus governance. Location: Memorial Student Center Rm. 221. Phone: 936-261-1340 Career Services Career Services supports students through professional development, career readiness, and placement and employment assistance. The Office provides one-on-one career coaching, interview preparation, resume and letter writing, and career exploration workshops and seminars. Services are provided for students at the Northwest Houston Center and College of Nursing in the Medical Center twice a month or on a requested basis. Distance Learning students are encouraged to visit the Career Services website for information regarding services provided. Location: Evans Hall Rm. 217. Phone: 936-261-3570

UNIVERSITY RULES AND PROCEDURES

Disability Statement (Also See Student Handbook): The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Evans Hall, Room 317, or call 936-261-3585/3. Academic Misconduct (See Student Handbook): You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in academic misconduct are subject to university disciplinary procedures. Forms of Academic Dishonesty:

1. Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on assignments or examinations.

2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test.

3. Fabrication: use of invented information or falsified research.

4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as one’s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one’s own work also constitutes plagiarism.

Nonacademic Misconduct (See Student Handbook) The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures. Sexual Misconduct (See Student Handbook): Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action.

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Title IX Statement Prairie View A&M University (PVAMU) is committed to supporting students and complying with the Texas A&M University System non-discrimination policy. It seeks to establish an environment that is free of bias, discrimination, and harassment. If you experience an incident of sex- or gender-based discrimination, including sexual harassment, sexual assault or attempted sexual assault, we encourage you to report it. While you may talk to a faculty member about an incident of misconduct, the faculty member must report the basic facts of your experience to Ms. Alexia Taylor, PVAMU’s Title IX Coordinator. If you would like to speak with someone who may be able to afford you privacy or confidentiality, there are individuals who can meet with you. The Title IX Coordinator is designated to handle inquiries regarding non-discrimination policies and can assist you with understanding your options and connect you with on- and off-campus resources. The Title IX Coordinator can be reached by phone at 936-261-2123 or in Suite 013 in the A.I. Thomas Administration Building. Class Attendance Policy (See Catalog for Full Attendance Policy) Prairie View A&M University requires regular class attendance. Attending all classes supports full academic development of each learner whether classes are taught with the instructor physically present or via distance learning technologies such as interactive video and/or internet.

Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in assignment of a grade of “F”. Absences are accumulated beginning with the first day of class during regular semesters and summer terms. Each faculty member will include the University’s attendance policy in each course syllabus.

Student Academic Appeals Process Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other problematic academic event that prompted the complaint.

TECHNICAL CONSIDERATIONS Minimum Recommended Hardware and Software:

Intel PC or Laptop with Windows 7; Mac with OS X; Smartphone or iPad/Tablet with Wi-Fi

High speed Internet access

8 GB Memory

Hard drive with 320 GB storage space

15” monitor, 800x600, color or 16 bit

Sound card w/speakers

Microphone and recording software

Keyboard & mouse

Most current version of Google Chrome, Safari, Internet Explorer or Firefox Note: Be sure to enable Java & pop-ups in the Web browser preferences Participants should have a basic proficiency of the following computer skills:

Sending and receiving email

A working knowledge of the Internet

Proficiency in Microsoft Word (or a program convertible to Word)

Proficiency in the Acrobat PDF Reader

Basic knowledge of Windows or Mac O.S. Netiquette (online etiquette):

Students are expected to participate in all discussions and virtual classroom chats as directed. Students are to be respectful and courteous to others on discussions boards. Foul or abusive language will not be tolerated.

Technical Support:

Students should go to https://mypassword.pvamu.edu/ if they have password issues. The page will provide

https://mypassword.pvamu.edu/

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instructions for resetting passwords and contact information if login issues persist. For other technical questions regarding eCourses, call the Office of Distance Learning at 936-261-3283

Communication Expectations and Standards:

Emails or discussion postings will receive a response from the instructor, usually in less than 48 hours. Urgent emails should be marked as such. Check regularly for responses.

Discussion Requirement:

Online courses often require minimal to no face-to-face meetings. However, conversations about the readings, lectures, materials, and other aspects of the course can take place in a seminar fashion. This will be accomplished by the use of the discussion board. The exact use of discussion will be determined by the instructor. It is strongly suggested that students type their discussion postings in a word processing application and save it to their PC or a removable drive before posting to the discussion board. This is important for two reasons: 1) If for some reason your discussion responses are lost in your online course, you will have another copy; 2) Grammatical errors can be greatly minimized by the use of the spell-and-grammar check functions in word processing applications. Once the post(s) have been typed and corrected in the word processing application, it/they should be copied and pasted to the discussion board.

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Syllabus Contract

My signature below indicates that I have read, understand and agree to the conditions set forth in the Syllabus for SPED 4113—Methods for Teaching Exceptional Children.

I understand that:

The instructor will follow all policies listed in this Syllabus as printed, including how my grade will be calculated. End-of-course grade reports are final; however, it is my responsibility to inform the instructor via documentation of any

errors in grade calculations prior to the final class meeting.

The instructor reserves the right to make changes to the syllabus at any time during the semester, and that I will be notified promptly via my PVAMU University email of any significant changes.

Extra credit will not be given to improve my grade.

I am responsible for keeping track of my grades and asking the instructor, via email, if I am unsure of my current

grade standing.

I am responsible for all course work, even if I do not attend class.

In accordance with the Syllabus, late assignments are not accepted.

It is my responsibility to request an appointment with the instructor after consulting with my class Support Team if I am having difficulty with this course.

I will listen to my peer’s opinions and respect them, even if they differ from my own.

Time spent in class is valuable. Therefore, if the instructor thinks that I am disruptive in class, or that I have come to

class unprepared, as directed by the instructor, I may be asked to leave and will comply.

I understand Prairie View A&M University’s Academic Integrity Policy, and I will be in compliance to the rules and procedures therein.

I am responsible for my own academic integrity and the integrity of my work.

If I have any questions about academic integrity, including proper crediting of sources or working cooperatively on an assignment, it is my responsibility to first check with my Support Team, then, if necessary, inform the instructor in an appropriate amount of time if my questions are not answered. Furthermore, if I do not, I am fully responsible for my actions and any consequences.

I understand that a consequence for non-compliance to class policies and procedures may result in a reduction of, or a

failing grade for this course.

___________________________________________________________ ______________________

Printed Name of Teacher Candidate Last 4 digits of SID PVAMU E-mail Address: _________________________________________________________________________________

Personal Email Address: _________________________________________________________________________________ Phone: (Best contact number): _______________________________ 2nd Contact # _______________________________ ____________________________________________________________ ___________________________ Signature of Teacher Candidate Date

Documents

SYLLABUS 2017/SPE… · · 2017-04-1415 clock hours of field-based experiences with exceptional learners. Prerequisites: ... Modules and SUBMIT the Certificate of Completion for