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Department of Human Development and Family Studies
College of Human Sciences
Iowa State University
Spring 2017 – HDFS 455
Jacqueline (Jackie) Krogh, Instructor
2364 Palmer Building
Office phone: 294-7741
Email: [email protected]
Class Meeting time: T, 12:40 to 2:00
Classroom: LeBaron 67
Office hours (subject to meeting/student teacher scheduling) T, R 2:15 to 3:15
Welcome to HDFS 455! I would like to welcome you to HDFS 455! I am very excited
to be your instructor for this course and I believe you will find the information gained
here to be an important part of your preparation both for student teaching and in your
own future Early Childhood Education classroom. I really enjoy teaching this course and
I very much want you to be successful in both your practicum experiences and the lecture
portion of this class.
Developing a respectful classroom: To help you be successful in both practicum and
classroom settings, I believe we need to establish several ground rules to help us have a
classroom that is based on respect. I would like for all of us to adhere to the following
ground rules:
*Arrive to class on time and be prepared to participate in each scheduled class period.
Class will consist of lectures, hands-on activities and occasional videos. It is important
you attend class each session.
*Cell phones are to be turned off and put away in your bag during class. Please save
phone calls and text messaging for another time. (For emergency calls, please place
phone on vibrate and exit the classroom when taking the call.)
*Computers are turned off and put away UNLESS there is an identified need OR we are
using computers for a class activity.
*Sidebar conversations can be particularly distracting for both the instructor and for
students who are trying to listen to class discussions. Sidebar conversations prevent you
from hearing necessary information for class. Please keep these conversations to a
minimum. (*In a research study where students were asked about the “top five most
disruptive student behaviors” in college classrooms, both inappropriate cell phone use
and inappropriate sidebar conversations were listed.)
As a part of this course we will learn about being part of a collaborative team. Using the
above guidelines to develop a respectful classroom will assist us in learning to be a
valuable member of our future collaborative teams.
2
Office hours: (by appointment)
I hope to be available regularly on Tuesdays and Thursdays after class. However, feel
free to stop in any time if you have questions. I am always happy to meet with you and
discuss any questions or concerns. (I am out frequently with student teachers – so it is
helpful to double check my schedule to make sure I am in my office if you would like to
meet.)
Disability Accommodations:
Iowa State University complies with the Americans with Disabilities Act and Sect 504 of
the Rehabilitation Act. If you have a disability and anticipate needing accommodations
in this course, please contact the course instructor to set up a meeting within the first two
weeks of the semester or as soon as you become aware of your need. Before meeting
with the instructor, you will need to obtain a SAAR form with recommendations for
accommodations from the Disability Resources Office, located in room 1076, Student
Services Building or online at www.dso.iastate.edu/dr/. Contact SDR at
[email protected] or by phone at 515-294-7220 for additional information.
Retroactive requests for accommodations will not be honored.
Catalog Description:
HDFS 455 Curricula for Ages 3 through 6 Years
HDFS 455 (3-3) Cr. 4. F. S. Prereq: 343, 345; Sp Ed 355 and 455.
Program models and methods leading to development and organization of appropriate
curricula in preschool and kindergarten programs for young children with diverse
learning needs. Government regulations and professional standards for child
programming. Teaming with parents, colleagues, and paraprofessionals to plan,
implement, and evaluate developmentally and culturally appropriate individualized
education plans in inclusive settings. Inclusive practicum setting. Nonmajor graduate
credit.
Course Objectives:
Students completing this course will be able to:
1. *Design developmentally and individual appropriate curriculum plans in accordance
with assessment of individual needs and interests of all children within the context of
family, culture, and society.
- Assess development across domains such as physical, cognitive, emotional, and
social.
- Identify and assess skill areas and/or behaviors that may be of concern for
individual children.
- Design and implement interventions to teach new skills, increase behaviors, and
decrease behaviors with young children based on ongoing assessment and
evaluation of their needs.
- Design and implement procedures for on-going monitoring of child performance.
- Select and organize content that integrates curricular areas (i.e. language, math,
science, social studies, sensory, motor, and visual and expressive arts), and
reflects program goals/standards.
3
- Design and incorporate at least three specific methods/materials to meet
multicultural and diversity needs into curriculum planning.
- Develop appropriate schedules and lesson plans for inclusive early childhood
programs.
- Demonstrate knowledge of what makes an effective early childhood curriculum.
2. *Professionally exhibit ethical responsibilities to all children and their families,
colleagues, community and society.
- Definitively express a personal philosophy of early childhood education.
- Identify needs and legal rights of parents of young children with special needs.
- Identify government standards and professional standards guiding the delivery
of early childhood services.
- Identify current trends and issues of the profession to inform and improve
practices and advocate for quality programs for young children and their families.
3. *Develop supportive communications skills with team members (support staff and
family members).
- -Develop collaborative relationships with team members and work in consultation
with team members in a variety of roles.
- Identify the appropriate role/s and responsibilities of center-based staff (teacher,
teacher associates, volunteers), support staff, and parents in providing services
to children with and without disabilities.
- -Establish on-going, effective communication with families (through parent
letters).
“As teachers of young children, it is our responsibility to plan how children’s time is best
spent with us. When designing curriculum, it is our role to make decisions that establish
priorities for each child’s experiences. These carefully made decisions must be based on
sound, theoretical frameworks that reflect what we know about how young children learn
combined with on-going assessment of each child’s progress. Then in the best interests
of children and their families, we must articulate what we believe to the broader public.”
Corly Brooke
Texts, Readings packet, and handbook:
HDFS 455 Readings packet
HDFS 455 Handbook and Lab coursepak
Grisham-Brown, Jennifer, Hemmeter, Mary Louise, and Pretti-Frontczak, Kristi, (2005),
Blended Practices for Teaching Young Children in Inclusive Settings, Baltimore, MD:
Paul H. Brookes Publishing Company.
4
Sandall, S. R., & Schwartz, I. S. (2008), Building blocks for teaching preschoolers with
special needs, Second Edition. Baltimore, MD: Paul Brookes Publishing Co.
Helm, J. Harris and Katz, Lilian, Young Investigators, The Project Approach in the Early
Years, (2011), Teachers College Press, 1234 Amsterdam Avenue, New York, New York
10027.
Recommended Readings:
Moomaw, S., Teaching STEM in the Early Years, (2013) Red Leaf Press, 10 Yorkton
Court, St. Paul, Minnesota 55117.
Lind, K. K. and Charlesworth, R., Math and Science for Young Children, Seventh
Edition, Wadsworth, 20 Davis Drive, Belmont, California 94002-3098.
Required Readings Packet:
Bibliography of articles for HDFS 455:
(Fall 2016/ Instructor – Jacqueline Krogh)
Diliberto, Jennifer A., and Brewer, Denise, Six Steps for Successful IEP Meetings,
Teaching Exceptional Children, March/April 2012, 44, 4 (30-37).
Dombro, A. L. , Jablon, J. and Stetson, C., (2011) Powerful Interactions – How To
Connect With Children And Extend Their Learning, 2011, (1-10).
Gadzikowski, A., (2013) Preschool Differentiation Strategies for Exceptionally Bright
Children. Young Exceptional Children, 68, 2 (8-14).
Gerlach, K. and Pickett, A. L. , Supervising Para Educators in Educational Settings, A
Team Approach, Second, Edition, (2003), Pro-ed, 8700 Shoal Creek Boulevard, Austin,
Texas 78757-6897, (103-135).
Tentative Schedule:
Following is a tentative schedule of the lecture/discussions for this 3 credit lecture, l
credit practicum course. Some class sessions will be lecture and some class sessions will
be used to discuss application of topics addressed in class. **Please be aware the topics
and dates may change throughout the semester at the discretion of the instructor.
Class
sessions
and notes
Dates Topics of
Discussion
Reading
Assignments
Timeline/assign-
ments due
1. 1/10 The role of the teacher
and the classroom:
Introduction and
assignments
Review syllabus,
coursepak/handbook and
readings packet
Begin readings
schedule
2. 1/12 Begin in-depth review Syllabus and handbook Begin work on
5
Intervention
Plan review
of assignments assignment section 1 pages philosophy of education
assignment
3. 1/17 Practicum
info and
continued review
Syllabus and handbook,
assignment support section
2 pages, Blended Practices,
Chapter 3, Begin
philosophy info
4
Visit
Northwood
1/19 Practicum visit to
Northwood
Review practicum and
practicum/lab reflection
info in the handbook
5.
Philosophy
and interview
activities,
Assessment
Review,
Lab begins
this week!
1/24 Historical perspectives
on ECE curricula,
working in inclusive
environments,
establishing
respectful learning
environments,
communication and
ethical considerations
Continue philosophy
discussion, discuss
historical perspectives and
begin Dombro, Powerful
interactions (pgs. 1-10)
6. Begin in-
depth
intervention
review
1/26 Program
Administration
Sandall and Schwartz,
Chapter 1, Blended
Practices, Chapter 1
Personal Philosophy
of Education DUE.
Begin work on
intervention plan
7. Video
Inclusion
activity
1/31 Discussion of inclusion
and Building Blocks
Model, begin
introduction to
intervention assignment
and teaching specific
skills/behaviors
Review intervention
assignment in-depth
(handbook)
8.
Discuss TSG
online
2/2 Finish, Building
Blocks Model and Get
started:
Designing
interventions,
individual and
classroom
considerations,
assessing your
interventions,
embedding
interventions into daily
routines.
Blended Practices, chapter
2 and 4
Review activity plans
and learning center in
handbook – begin to
consider topics you will
teach.
Lab 1 Due
9. 2/7 Teaching strategies and
activity adaptations
Sandall and Schwartz,
chapters 5, 6, 7 and 8
Begin assessment
assignment.
10. Task
analysis
activity
2/9 Learning
environments/materials/
adaptations
Blended practices, review
chapters 5,6 and part of
chapter 7, (pgs. 114-164)
Lab 2 DUE.
11. Rubric
activity,
Graphing
2/14 Learning
environments/materials/
Adaptations – con’d.
Continue to review
Blended Practices, chapter
5 and part of 6, read
Blended Practices chapter
8
12. 2/16 Introduction of Blended Practices – Lab 3 DUE.
6
Technology
Play?
classroom guidance and
review of Pyramid
model
chapter 7 review (pages
186 – 197) and 9, Sandall
and Schwartz, chapters 10,
11
13. Review
social stories
2/21 Classroom guidance
strategies con’d. and
begin individual
guidance strategies.
http://csefel.vanderbilt.edu/
What Works Brief #3,
Ostrosky, Jung, Hemmeter,
and Thomas, Helping
Children Understand
Routines and Classroom
Schedules.
What Works Brief #4,
Ostrosky, Jung and
Hemmeter,
Helping Children Make
Transitions between
activities.
14. Review
activity
plans,
learning
center
discussion
2/23 Continue individual
guidance strategies and
begin evidenced-based
practice regarding
interventions
Review Blended Practices
chapters 7 (especially
pages 194 – 212) and 9
Practicum eval due.
Rough draft of
intervention due.
Begin studying for
exam
15.
2/28 EXAM 1
16.
Review
Thematic/
Curriculum
project
3/2 Guidance con’d. Review Sandall and
Schwartz, chapters 10 and
11
Lab 4 DUE.
Begin Curriculum
project
17.
3/7 Wrap of guidance and
begin planning,
implementing group
activities, exploring
curriculum models
18.
*Choose
interesting
nature item
to bring to
class
3/9 Overall classroom
planning
Blended Practices, chapter
2, Blended Practices,
review beginning of
chapter 6, (read pgs. 164-
179) and 7 (pgs. 198-212)
Learning center and
large/small group
plans rough draft
check DUE.
3/13-
3/17
SPRING BREAK!
19. 3/21 Overall classroom
planning and
conceptual organizers
Helm and Katz, Young
Investigators, chapters 1
and 2 (and pgs. 6-14 in
Project Planning Journal in
back of book).
Learning center,
activity plans rough
draft check
20. 3/23 Conceptual
organizers continued
Review Blended Practices ,
chapter 6 (pgs. 164-170), Lab 5 DUE.
7
Young Investigators,
chapter 3 (and pgs. 15-16
in Project Planning Journal
in back of book).
21. 3/28 Meeting ECE
Standards and finish
planning
Review Early Learning
Standards and IQPPS
Standards, Young
Investigators, chapter 5
(and pgs. 24-28 in
Planning Journal in back of
book).
Mid-term self eval
DUE.
22. 3/30 Assessment purposes
and overview,
observing and gathering
data
Blended practices, chapter
4. Activity plans,
Learning Center
Plans DUE (evals can
come in later)
Lab 6 DUE.
23. Museum
Activity –
tentative date
4/4 Using field trips and
outside resources to
support planning, finish
planning
Field trip Rough draft of
Thematic/
Curriculum Project
DUE. 24. 4/6 Tests and formal
assessments,
assessment and
synthesizing
information
Review Blended Practices,
chapter 5 Activity plans and
Learning Center
Evals DUE.
25. 4/11 Assessing needs of
gifted/English
Language Learners and
suggestions for
teaching
Gadzikowski, Preschool
Differentiation Strategies
for Exceptionally Bright
Children, pgs. 8-14,
www.vanderbilt.edu/csefel/
go to “resources”, What
Works Briefs”
Understanding the Impact
of Language Differences in
Classroom Behavior.
Assessment
assignment DUE.
26. 4/13 Reviewing parental
rights and developing
IEP goals and
objectives
Review sample IEP form
in Handbook Final Thematic/
Curriculum project
DUE.
27. 4/18 Writing IEP plans Diliberto, Six Steps for
Successful IEP meetings
and 455 Handbook –
review IEP directions and
forms
Begin studying for final
exam.
28. Lab ends
On Friday of
this week.
4/20 Working together on
interdisciplinary
teams/families
Supervising para-
professionals
Sandall and Schwartz,
chapter 3 and review
Blended practices, chapter
3
Intervention plan
DUE.
ALL final assignments
DUE TODAY (except
Lab 6)
8
29. 4/25 Supervising para-
professionals
Facilitating the
transition between
programs
Gerlack, Kent and Pickett,
Supervising Para Educators
in Educational Settings, A
Team Approach, (pgs. 103
– 135).
Your final self-eval
from practicum DUE.
30. 4/27 Final reflection,
resources, exam review
Begin to review texts and
notes.
Study for exam.
Make sure all
assignments are in!
31-32. Week:
5/1/17 Final Exam Week Study!!! Tentative Final Exam
Date: Friday, 9:45 –
11:45
Grading and Assignment Plan
Practicum/Practicum assignments:
*Lab Reflections
*Lab Participation
*Midterm – self evaluation
*Final – self evaluation
*IEP/kAssessment report
*Individual Intervention Plan
*Activity plans
Class Assignments
*Thematic Unit
*Philosophy
*In-class and on-time points
Exams
Exam 1
Exam 2 (Comprehensive Final)
60
50
5
5
40
50
70
100
30
20
75
75
Grading scale:
A 580 - 540
A- 539 – 522
B+ 521 - 493
B 492 - 481
B- 480 - 464
C+
C
463 - 435
435 - 406
9
Course Policies:
1. Make-up Exams are given ONLY in the case of extreme emergencies AND the
instructor must be notified before the scheduled exam.
2. Attendance is required at practicum placements, and students are responsible for
making sure their attendance is noted on the lab verification form.
3. Attendance and participation in lecture/classroom activities is expected. Points will be
given for a variety of UNANNOUNCED in-class assignments that cannot be made
up. Students are responsible for all materials, activities, and assignments presented in
class. This includes all of the assigned text books and readings packet materials.
Lectures and class activities supplement, highlight or add additional information to
the required readings.
4. All assignments are expected to be turned in on time. In the event of unforeseen
changes in practicum schedules and/or documented emergencies – late assignments
may be accepted. However documentation of emergencies or notification of changes
in the practicum schedules must occur prior to missing class and/or assigned due
dates. *Please keep copies of all assignments turned in for grading.
*Please be aware – students must complete ALL of the requirements to PASS this
course. This means that the student must take all of the exams, complete all of the
assignments and fulfill all laboratory participation requirements to receive a passing
grade.
*YOU MUST PASS YOUR LABORATORY PARTICIPATION
REQUIREMENTS AND YOUR STANDARDS ASSESSMENTS TO PASS THIS
CLASS.
Criminal Background Checks (for HDFS 455): Teacher education students who have had previous practicum experiences of Human Services (DHS) licensed childcare centers will continue to follow the process for completing criminal background checks as required by DHS. In these instances, decisions on background check concerns will be made by DHS following Iowa Code 237A.5. ISU must implement the decision made by DHS or the placement site will be out of compliance and the safety of young children could be in jeopardy. Students are responsible for the cost of the required background check.
The criminal background checks that have involved two parts: (1) the State of Iowa criminal background check and (2) a FBI national criminal background check that requires fingerprinting. Background checks include a search for the following:
1. Serious criminal (felony) convictions. 2. Convictions involving less serious crimes (misdemeanors), such as minor in
possession or driving under the influence. In general, if you paid a fine of any sort,
10
you have a conviction on your record. However, parking or speeding violations are not included or considered in the background check.
3. Listing in the Child Abuse Registry. 4. Listing in the Sexual Offender Registry
If you have a Deferred Judgment from the Iowa Division of Criminal Investigation, it will also show up on your background check. Students must complete the entire background check process before participating in any practicum experience. More information about completing background checks can be found at: http://www.education.iastate.edu/educator-preparation-resources/background-check/. Read directions on the website carefully in the section titled: Background checks for candidates in a placement in a DHS licensed child care setting. NOTE: information in the section titled: All TEACHER EDUCATION PROGRAMS EXCLUDING Candidates in Placements in DHS licensed child care settings does not apply to you, and you must read further to find the section that does apply to this practicum setting. Students should follow directions carefully, as there are different procedures and costs for the state and national checks. The State of Iowa background checks are currently valid for 2 years, and the national background checks are valid for 4 years. Self-reporting and Follow-up Checks: Once a student has a valid background check on file, any subsequent criminal misconduct charges (other than parking tickets or speeding tickets) received by the student must be reported to the Licensure Coordinator in Teacher Education Services by completing a self-reporting letter. Guidelines for this letter can be found on the ISU School of Education website. Failure to report a criminal misconduct charge (other than parking tickets or speeding tickets) may result in discharge of the student from ISU’s teacher education program. When a student is enrolled in any course that has a field experience component, any new criminal misconduct charges (any charges other than parking tickets or speeding tickets) must be reported to the Licensure Coordinator in Teacher Education Services with a self-report letter within 72 hours after the incident. Failure to report a charge within this time period will result in failing the field experience and possible discharge from the ISU Teacher Education Program.
All background checks that find any serious conviction will be reviewed by a committee at Iowa State University and forwarded to the DHS for evaluation to determine if the student can participate in the practicum or field based experience. If the student’s record shows cause for serious concerns, he/she cannot complete the practicum, cannot pass the class, and will be dropped from the course. The student will then be referred to his/her advisor for further guidance. If you have any questions about the background check process, please contact Teresa Kahler, 0133 MacKay Hall; 515-294-7004.
Background Checks as Part of Licensure Requirements (Student Teaching): In order to be licensed by the State of Iowa, the Iowa Board of Educational Examiners requires all teacher candidates have a valid (up-to-date) State of Iowa Criminal Background Check and a national criminal background check through the FBI the semester prior to student teaching. The latter includes submitting fingerprints. These results are shared directly with the Iowa Board of
11
Educational Examiners, not Iowa State University. Teacher candidates are also responsible for the fees associated with these background checks.
Teacher Education Practicum Policy:
Practica (clinical experiences) are a key part of professional preparation working with
children. It is important that you have opportunities to apply what you learn in
coursework in authentic classroom settings, and you are successful in those practica
settings. All students in teacher education licensure programs (including ECE) must pass
course-related practica. If a student does not get the minimum passing grade for the
practicum portion of the course, the student will have to retake the course in order to
continue in the licensure program. A written student improvement plan will be used
when a student is dismissed from a practicum or does not receive the minimum grade
required to progress in the teacher education program. The student improvement plan
will be developed by faculty/staff associated with the relevant course, practicum
experience, and the student. Any student who does not receive the required minimum
grade or is dismissed from two practica (two times in one course or in two different
courses) will not be allowed to take courses with practica in teacher education related
courses, and will be counseled to find another major. More information about this policy
can be found at: http://www.education.iastate.edu/educator-preparation-resources/duplicate-of-graduate-certificates/repeating-field-experiences/
Iowa Teacher Licensure Standards: In fall 2001, the Iowa Department of Education mandated that all teacher education
programs, including Iowa State’s, comply with a performance based system for teacher
training. The idea was that there are certain things that beginning teachers should be able
to do, and that these competencies would provide evidence for a teacher in training to
become licensed. The area of early childhood education specified and implemented
content standards in Endorsement 100 at the state level.
Iowa State University educator preparation program follows requirements of the Iowa
Department of Education Chapter 79 standards. To meet these expectations ISU prepares
future educators to meet 10 education standards that are indicators of high quality
education. Students must demonstrate an acceptable level of proficiency in each area of
these standards in order to obtain licensure. These 10 standards are: s 1) Learner
Development, 2) Learning Differences, 3) Learning Environments, 4) Content
Knowledge, 5) Application of content, 6) Assessment, 7) Planning for Instruction, 8)
Instructional Strategies, (8a Technology) 9) Professional Learning and Ethical Practice,
10) Leadership and Collaboration. A copy of these standards along with a description of
each can be found at: http://www.education.iastate.edu/educator-preparation-resources/duplicate-of-area-of-study-teaching-and-learning/isu-teacher-education-standards.html
Following this same competency based system, the state of Iowa (mandated through the
Teacher Quality Act) developed and implemented a competency system for beginning
12
teachers in order for them to qualify for a standard license. The eight State of Iowa
standards (referred to as the Iowa Quality Teaching Standards) and their specific
competencies, or model criteria, can be found at the following website:
http://educateiowa.gov/indexphp?option=com_content&task=view&id=1684 . These
standards have a close correspondence with the twelve Chapter 79 standards being used
at Iowa State, but unfortunately have a different numbering system. As of July 2005, this
system is also being used to evaluate the performance of all teachers.
For students in early childhood education, each required course will have one or more
standards assessments. These can be an assignment, a project, practicum participation, or
a combination of these. The scoring criteria for each standards assessment will be
provided to the student. Each student will be evaluated on the completed standards
assessment as either proficient or not proficient. The standards assessments may also
count in the overall course grade. Students who do not perform at a proficient level on
each standard for which there is a standards assessment will receive a C- or lower
for the overall course grade. The standards assessments for HDFS 455 are as follows:
Standards
Assessment
Course
Activity
Endorsement
100 (262) Iowa
Quality
Teaching
Standards
Chapter
79/ISU
In 16 hours of practica experiences, plan and
implement developmentally appropriate
activities, including arranging the social and
physical environment to support the activity
and critiquing the environment in the practica
setting. (DPI 29)
Practicum
experiences
and evals
2.1
6
6 3
Develop a comprehensive, programmatic
curriculum plan that includes explanation of
learning environments, plans for individual and
program assessment, plans for implementation
within the context of classroom curriculum,
implementation of a variety of instructional
arrangements within the context of a
classroom, plans for program administration,
organization and improvement. (DPI 30)
Thematic
project and
intervention
plan
2.1
2.2
2.3
2.4
2.5b
2.5c
5.4
2, 3, 5, 6,
7, 8
3, 4, 5, 6,
7, 8 and
9
In written assignments and on examinations,
demonstrate knowledge of legislation, legal
aspects, and public policy that affect all young
children, with and without disabilities, and
their families, as well as knowledge of the
historical, philosophical, and social
foundations of early childhood education and
special education and current trends and issues
in the ECE profession to inform and improve
practices and advocate for quality programs for
young children and their families. (DPI 31)
Thematic
project and
intervention
plan
5.1
5.2
5.4
7, 8 9
E-Portfolio Information:
13
Beginning in Fall of 2014, the ECE Program will not use artifacts for the e-portfolio.
Students will need to pass each of the state standards assessments for each class, but will
not upload them to an e-portfolio system. At the end of their sophomore year, students
will write an initial reflective paper describing their kills in 4 content areas (the learner
and learning, content knowledge, instructional practice, and professional responsibility).
During student teaching, students will write a second reflective paper highlighting their
growth and readiness to be a beginning teacher. Students will be given directions for
each of these papers.
Passing Standards Assessments: Since this is an upper level course required for students majoring in early childhood education, it has one or more state standards assessments leading to licensure. Each student’s state standards assessment assignment will be evaluated as either proficient or not proficient. ECE-U Students who do not perform at a proficient level on each standard for which there is a standards assessment will be required to retake the course, regardless of the point total. To ensure students remediate standards assessments for the teacher education program, ALL students will automatically receive an overall course grade of “C minus” or lower if their standards assessments are marked as not proficient. Grades of C minus or lower are not accepted for major licensure courses, and will prevent a student from obtaining licensure. For students switching out of the ECE major, or students with other majors taking the course, a C minus grade is still passing for university graduation.
Other course information:
Academic Dishonesty: The class will follow Iowa State University’s policy on
academic dishonesty. Anyone suspected of academic dishonesty will be reported to the
Dean of Students Office:
http://www.dso.iastate.edu/ja/academic/misconduct.html.
Dead Week: This class follows the Iowa State University Dead Week policy as noted in
section 10.6.4 of the Faculty Handbook.
http://www.provost.iastate.edu/resources/faculty-handbook.
Harassment and Discrimination: Iowa State University strives to maintain our campus
as a place of work and study for faculty, staff, and students that is free of all forms of
prohibited discrimination and harassment based upon race, ethnicity, age, marital status,
sexual orientation, gender identity, genetic information, or status as a U.S. veteran. Any
student who has concerns about such behavior should contact his /her instructor, Student
Assistance at 515-294-1020 or email [email protected], or the Office of Equal
Opportunity and Compliance at 515-294-7612.
Religious Accommodation: If an academic or work requirement conflicts with your
religious practices and/or observances, you may request reasonable accommodations.
Your request must be in writing, and your instructor or supervisor will review the request.
You or your instructor may also seek assistance from the Dean of Students Office or the
Office of Equal Opportunity and Compliance.
Contact Information
14
If you are experiencing, or have experienced, a problem with any of the above issues,
email [email protected].
Useful website information:
www.challengingbehavior.fmhi.usf.edu
Challengingbehavior.org – TAESEI (Technical Assistance Center on Social Emotional
Intervention)
www.iowa.gov – various information about Early Childhood programs in Iowa
www.vanderbilt.edu/csefel
(Go to “resources”, “What works” briefs, Brief #3 and 4) – this site, along with
TAESEI – have tons of information about behavior management
www.do2learn.com
(Useful for printing free picture cards – i.e. for interventions, schedules, etc.)