Methods for Co-Teaching Students with Disabilities

Shelby B. Anderson EDSP 4304 Spring 2015 Syllabus Page 1

Methods for Co-Teaching Students with Disabilities

Instructor: Shelby B. Anderson, M.Ed.

TechTeach Site Coordinator and Instructor Email: [email protected] Office: 256 (College of Education Building) Office hours: By appointment Class Location: COE Room 350 Class Time: Monday, 8:00-10:50am Mailing address: Box 41071 Lubbock, TX 79409 FedEx/UPS: 3008 18th Street Lubbock TX 79409

COURSE INFORMATION

Course title: Methods for Co-Teaching Students with Disabilities Prefix & Course Number: EDSP 4304 Credit: 3 undergraduate hours Nature of the course: Required for MDS in Special Education students Semester and Year: Spring 2015 Class begins on: January 14, 2015

COURSE DESCRIPTION

This course prepares students to co-teach, collaborate, communicate, and consult with families and other professionals to meet the needs of diverse learners with disabilities in public school settings.

BIBLIOGRAPHY, REQUIRED TEXTS

Friend, M. & Cook, L. Interactions: Collaboration skills for school professionals. 7th Edition. Upper Saddle River, NJ: Pearson.


DISTINCTIVE SKILLS AND PRODUCTS Texas Tech graduate students possess distinctive skills and can produce distinctive products, qualities which establish these students as leaders in their fields. The following distinctive skills and products for Texas Tech’s College of Education Master’s level graduate programs are incorporated in this course:

Distinctive Skill These skills are taught, assessed/evaluated in this course through:

Co-teach, collaborate, communicate, and consult with families, educators, and other professionals to meet the needs of diverse learners

• The teacher candidate can co-teach with other educators according to Marilyn Friend’s model.

• The teacher candidate can communicate and collaborate with families and related services providers about individual student IEPs.

Co-teaching Rubric

Distinctive Product These products are addressed through: Increase in student achievement • District curriculum-based benchmark

assessments • STAAR

SIGNATURE TECHNLOGIES The following signature technology skills for Texas Tech’s College of Education Master’s level graduate and teaching programs are incorporated in this course:

Signature Technology These technologies are incorporated, assessed/evaluated in this course through:

Use digital data collection (Teachscape Rigs)

RELATIONSHIP TO THE CONCEPTUAL FRAMEWORK Across the nation there are calls to drastically reform educator preparation, and Texas Tech

University is responding by transforming its programs to meet those demands. A basic part of this transformation is rethinking how educators are prepared. Below is a graphic depiction of what is changing and how it transforms Texas Tech University into a leader of a “revolution” in educator preparation. Becoming leaders means we must rethink how we teach, what we teach, what we value, and what we research. Doing so will transform Texas Tech educator preparation programs from maintainers of the status quo to innovative leaders preparing educators to meet the academic and economic challenges of the 21st Century.

“Leading a Revolution in American Education” is more than a theme; it captures several initiatives that are transforming educator preparation at the university. Many aspects of these reforms are found throughout this course—reforms that will change you.

• You will develop higher-level skills and products. Learning outcomes in this course will still include knowledge and reasoning, but these will serve as prerequisites to higher level skill and product competencies you will develop.


• You will learn what is valued by employers and education professionals. State and national standards, professional literature, a variety of focus groups, and potential employers were all involved in in determining the learning outcomes for this course.

• Instruction will be connected to the achievement of students you will be teaching. • You will learn to use technology in innovative ways. • Clinical experiences are an integral part of this course, and you will be working in schools and/or

other field settings from the beginning. • This course does not stand alone, but is part of an integrated program that has well-articulated

and distinctive outcomes. The conceptual framework encompasses the college’s nine initiatives for change. The essence of

the framework is captured by the challenge, “Leading a Revolution in American Education.” This revolution, and thus the conceptual framework, has four major thrusts: 1) transforming educator preparation, 2) transforming client/university partnerships, 3) transforming educational research; and 4) transforming reward systems. All components are interrelated as noted in the following visual representation.

Conceptual Framework for Educator Preparation At Texas Tech University

The course relates to the conceptual framework as follows:

• The purpose, activities, learning outcomes, and assessments are specified and directed by a course syllabus.

• The course syllabus is consistent with and guided by the course template for all sections. This template may be considered as a general syllabus for all of the courses with this number and title, so that all sections of the course, although not identical, are consistent and similar.

STUDENT LEARNING OUTCOMES AND ASSESSMENT OF OUTCOMES

The student learning outcomes are guided by the 10 CEC Initial Content Standards for professional educators. The standards appear below with the specific knowledge and skill statements appearing later in the syllabus.

http://sharepoint2010.itts.ttu.edu/EDUC/Education%20Archives/Big%20Nine%20Initiatives/Big%209%20Overview/Hovey%20wordsmithing%20of%20Ridley's%20022312%20revisions.docx


Student Learning Outcomes: By the end of this course, the student will be able to perform the following Standards and Outcomes as delineated by the Council for Exceptional Children (CEC):

Assessments: Student learning outcomes will be measured by instruments such as rubrics, specific written criteria, or standards statements.

• Individual Learning Differences • Learning Environments and Social

Interactions • Communication • Instructional Planning • Professional and Ethical Practice • Collaboration

• Exams • Projects • Quizzes • Critical reading and response to text • In-class cooperative learning and

discussion • Analysis and response to video • Field experiences and assignments

SPECIFIC LEARNER OUTCOMES Upon completion of this course, students will have: IIC4K1 Specialized materials for individuals with exceptional learning needs IIC4K2 Prevention and intervention strategies for individuals with exceptional learning needs IIC4K3 Strategies for integrating student-initiated learning experiences into ongoing instruction IIC4K4 Resources, and techniques used to transition individuals with exceptional learning needs into and out of school and postschool environments ICC4S1 Use strategies to facilitate integration into various settings ICC4S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs ICC4S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs ICC4S4 Use strategies to facilitate maintenance and generalization of skills across learning environments ICC4S5 Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem ICC4S6 Use strategies that promote successful transitions for individuals with exceptional learning needs IIC4S1 Use research-supported instructional strategies and practices IIC4S2 Use appropriate adaptations and assistive technology for all individuals with exceptional learning needs IIC4S4 Identify and teach basic structures and relationships within and across curricula IIC4S5 Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval IIC4S6 Use responses and errors to guide instructional decisions and provide feedback to learners IIC5K1 Specialized health care interventions for individuals with physical and health exceptional learning needs educational settings IIC5K3 Adaptation of the physical environment to provide optimal learning opportunities for individuals with exceptional learning needs IIC5K4 Methods for ensuring individual academic success in one-to-one, small-group, and large-group settings ICC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued ICC5S3 Identify supports needed for integration into various program placements ICC5S4 Design learning environments that encourage active participation in individual and group activities ICC5S5 Modify the learning environment to manage behaviors ICC5S6 Use performance data and information from all stakeholders to make or suggest modifications in learning environments ICC5S7 Establish and maintain rapport with individuals with and without exceptional learning needs ICC5S8 Teach self-advocacy ICC5S12 Design and manage daily routines ICC5S15 Structure, direct, and support the activities of paraeducators, volunteers, and tutors ICC5S16 Use universal precautions IIC5S1 Provide instruction in community-based settings IIC5S3 Structure the educational environment to provide optimal learning opportunities for individuals with exceptional learning needs IIC5S4 Plan instruction in a variety of educational settings IIC5S5 Teach individuals with exceptional learning needs to give and receive meaningful feedback from peers and adults IIC5S11 Design and implement sensory stimulation programs IIC5S12 Plan instruction for independent functional life skills relevant to the community, personal living, sexuality, and employment ICC6S1 Use strategies to support and enhance communication skills of individuals with exceptional learning needs


ICC6S2 Use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptional learning needs whose primary language is not the dominant language IIC6S1 Teach individuals with exceptional learning needs to monitor for errors in oral and written language IIC6S2 Teach methods and strategies for producing legible documents IIC6S3 Plan instruction on the use of alternative and augmentative communication systems ICC7S5 Use task analysis IIC7S4 Select, design, and use medical materials, and resources required to educate individuals whose exceptional learning needs interfere with communications IIC7S5 Interpret sensory and physical information to create or adapt appropriate learning plans IIC7S6 Design and implement instructional programs that address independent living and career education IIC7S7 Design and implement curriculum strategies for medical self-management procedures IIC7S8 Design, implement, and evaluate instructional programs that enhance social participation across environments ICC9S1 Practice within the CEC Code of Ethics and other standards of the profession IIC5S10 Use skills in problem solving and conflict resolution ICC10K1 Models and strategies of consultation and collaboration ICC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program ICC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns ICC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members IGC10K2 Collaborative and/or consultative role of the special education teacher in the reintegration of individuals with exceptional learning needs ICC10S1 Maintain confidential communication about individuals with exceptional learning needs ICC10S2 Collaborate with families and others in assessment of individuals with exceptional learning needs ICC10S3 Foster respectful and beneficial relationships between families and professionals ICC10S4 Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team ICC10S5 Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families IIC10S5 Collaborate with families of and service providers to individuals who are chronically or terminally ill ICC10S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs ICC10S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds ICC10S6Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings ICC10S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities ICC10S8 Model techniques and coach others in the use of instructional methods and accommodations ICC10S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs ICC10S10 Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds ICC10S11 Observe, evaluate, and provide feedback to para-educators IGC10S2 Select, plan, and coordinate activities of related services personnel to maximize direct instruction for individuals with exceptional learning needs


ACADEMIC DISHONESTY OR PLAGIARISM “Academic dishonesty” includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the student (such as, but not limited to, submission of essentially the same assignment for two courses without the prior permission of the instructor) or the attempt to commit such an act. If a student is involved in any form of academic misconduct and is proven that the action took place, the instructor may initiate a disciplinary action. For more details see, http://www.depts.ttu.edu/studentjudicialprograms/AcademicIntergrity.htm (Texas Tech O.P. 34.12, 2011).

Cheating: Dishonesty on examinations, quizzes, or written assignments, illegal possession of examinations, the use of unauthorized notes/text during an examination or quiz, obtaining information before or during examinations from another examination paper or from another student, assisting others to cheat, alteration of grade records, illegal entry to unauthorized presence in an office are instances of cheating. Plagiarism: Offering the work of another as one’s own, without proper acknowledgment, is plagiarism; therefore any student who fails to give credit for quotations or an essentially identical expression of material taken from publications, websites, and other reference works, or from the themes, reports, or other writings of a fellow student, is considered plagiarism. Collusion: The unauthorized collaboration with another person in preparing academic assignments offered for credit, including papers or take-home tests, or collaboration with another person to commit a violation of any section of university academic integrity policies is considered collusion. Civility in the Classroom: Students are expected to assist in a classroom environment that is conducive to learning. Students are expected to treat others in class (including the instructor) with courtesy and respect, be attentive and actively involved, and talk with instructor individually regarding frustrations or grades.

STUDENTS WITH DISABILITIES Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. Please note instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability services has been provided. For additional information, you may contact the Student Disability services office in 335 West Hall or 806-742-2405 (Texas Tech O.P. 34.22, 2010).

RELIGIOUS HOLY DAYS "Religious holy day" means a holy day observed by a religion whose places of worship are exempt from property taxation under Texas Tax Code §11.20. A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. A student who is excused under section 2 may not be penalized for the absence; however, the instructor may respond appropriately if the student fails to complete the assignment satisfactorily (Texas Tech O.P. 34.19, 2007).

http://www.depts.ttu.edu/studentjudicialprograms/AcademicIntergrity.htm


COURSE POLICIES Professionalism: Students in this course are to conduct themselves in a professional manner at all times with one another, guest speakers, field experience teachers/supervisors, and the instructor for this course. Students in this course have chosen teaching as their profession and this class offers the opportunity to begin practicing many of the professional skills that you will need to demonstrate in order to be successful in working with students, families, community leaders, and other educators. Class Attendance/Participation: Since discussions and activities will take place in class, attendance and active participation in class every week is expected. Impact of Non-Attendance Also in accord with OP 34.04, the teacher education program has set the standard for attendance expectations, and the impact of non-attendance on a candidate’s final grade. This standard is in effect for all TED courses, and consists of the following:

• One (1) unexcused absence for the duration of the course. This one absence will not impact your grade.

• Arriving late (> 5 minutes) or leaving before dismissal is equal to ½ unexcused absence. • After two unexcused absences, the program requires the instructors to deduct 5 points from the

candidate’s final grade for each absence until being dropped from the course. • For a 3-credit, 15-week course, the candidate will be dropped from the class upon the fourth

unexcused absence (25%), and receive either a W or an F depending on the time of the semester. Attendance at Field Experience: The purpose of the field experience is to bridge what is being discussed in class with the real-life experience in a classroom. Attendance at field experiences is mandatory. If a student cannot attend a scheduled field experience because of illness or other extenuating circumstance, the student must schedule a make-up day/time with their mentor teacher. Mentor teachers must sign the form verifying the student’s attendance at each field experience, and this form must be turned into the instructor by the last day of class. Students who do not attend all field experiences will be subject to their final grade being penalized by 10%. Snow Days: If the weather causes school (your assigned field experience) to be delayed, you are expected to arrive at school at the time that school begins after the delay. If school at your assigned field experience is cancelled, you should make arrangements with your mentor teacher to reschedule any assignments Blackboard: www.blackboard.ttu.edu – Assignments for this course will be turned in and graded using Blackboard. If you experience problems, immediately contact the TTU Help Desk at 806-742-HELP to avoid getting behind in the course and notify the instructor if the problems will delay your completion of assignments on time, but please do not email the instructor your assignments.

http://www.blackboard.ttu.edu/


TOPICAL COURSE OUTLINE 1. Foundations and perspectives 2. Communication 3. Listening, responding, and giving feedback 4. Interviewing 5. Problem solving 6. Teaming 7. Co-teaching 8. Consultation, coaching, and mentoring 9. Difficult interactions 10. Paraeducators 11. Families 12. Community and Interagency 13. Educational Collaboration

COURSE ASSESSMENTS General Expectations of Course Assignments/Assessments: All exams, quizzes, field experience journal assignments and projects must be submitted via Blackboard by 11:59 p.m. on the due date listed on the Class Schedule on Blackboard as well as on the syllabus. Any assignment submitted after the due date will have 50% of the possible points deducted. Late work will not be accepted after one week past the due date. Students with extenuating circumstances should contact the instructor via Blackboard email within one week of the missed due date to discuss the situation. Save a copy of all assignments before uploading them. The instructor is not responsible for computer/electronic failures. All written assignments should be in MS Word, double-spaced with one-inch margins, 12-point font, and spell checked. Student name, date and assignment title must appear on the top of EACH page (in header). Apply and Evaluate: 1 A&E will be completed by conducting a co-teaching lesson, video taping and submitting the recording via TeachScape. Each A&E provides you the opportunity to practice specific skills and therefore, has specific requirements. For the details of the A&E, please read the instructions and forms attached in appendix A at the end of the syllabus. It is important for you to contact your instructor if you have any questions towards completing the A&Es. Assignments: Communication Project This project encapsulates the important skills covered during the first portion of this course: communication, listening, responding, giving feedback and interviewing. The rubric is attached and will be discussed in class. Related Services Interview This project provides you an opportunity to collect more information on the related services of your choice. Assignment specifics are attached.


GRADING SYSTEM Grade Percentage Total Points A 90-100% 539-600 B 80-89% 477-538 C 70-79% 415-476 D 60-69% 353-414 F 59% and below 352 and below

Assignments/Exams Each Total Possible Points Points Awarded Class Participation & Attendance 50 50 10 Quizzes 10 100 1 Apply and Evaluate 100 100 Communication Project 100 100 Interview Assignment 50 50 2 Exams 100 200 Total points for the course: 600


TENTATIVE CLASS SCHEDULE Week Topic Reading Assignments

and Assessment

Main Focus/Goals

1

Jan. 14

Introductions Review Syllabus

Expectations & Professionalism

2

Jan. 21

A&E Discussion

3

Jan. 28

Foundations and Perspectives

Read Ch. 1 Complete Quiz on Blackboard before class Communication Project Discussion

1. Basics about collaboration

4

Feb. 3

Interpersonal Communication

Read Ch. 2 Complete Quiz on Blackboard before class

1. Basics about interpersonal communication

2. Self-awareness

5

Feb. 11

Listening and Responding

Interviewing

Read Ch. 3

Complete Quiz on Blackboard before class A&E 1 Discussion

1. Communication skills 2. Giving feedback 3. Interview skills 4. Different skills to

gather information

6

Feb. 18

Interviewing (continued)


Interview Skills

7

Feb. 25

Problem Solving

Read Ch. 5

Complete Quiz on Blackboard before class Communication Project Due on Blackboard

1. Interpersonal problem solving

2. Working with different professionals

8

March 4

Teaming

Read Ch. 6 Complete Quiz on Blackboard before class A&E Peer Groups

1. Understanding “team” 2. Different “teams” 3. Effective “teams”


9

March 11

Co-Teaching

No Quiz

Issues Hand-out Ch. 8

Complete Quiz on Blackboard before class A&E Due

Logistical Issues that Affect Co-Teaching Exam 1 Review

No Class

10

March 25

- CHANGE TO BEFORE SPRING BREAK!!

11

April 1

Consultation & Difficult Interactions

Read Ch. 9

Interview Assignment Discussion

Complete Quiz on Blackboard before class

1. Understanding consulting and coaching

2. Models of consultation and coaching

3. Cause of conflict and resistance

4. Ways to resolve conflict and resistance

12

April 8

Paraeducators Read Ch. 10

Bring Interview Protocol to class, including questions and appointments

Complete Quiz on Blackboard before class

1. Roles and responsibilities of paraprofessionals

2. Effectively working with paraprofessional

13

April 15

Families & Community


1. Working with families

2. Cultural influences 3. Importance of

community collaboration

4. Challenges of collaborating

14

April 22

Collaboration Issues

Read Ch. 13 Complete Quiz on Blackboard before class Interview Assignment Due on Blackboard

1. Collaboration within school setting

2. Collaboration with students

3. Current practice of education collaboration

15 -April 29


Appendix A

Apply and Evaluate

Trademark Skills and Outcomes:

TAP Rubric:

• Instructional Plans o Evidence that the lesson plan is appropriate o Evidence that the plan provides some opportunities to accommodate individual student

needs • Expectations

o Encourages students to learn from their mistakes o Measures student performance in more than two ways o Differentiate instruction from original methods and presentation

Course Description: Co-teaching and collaboration skills for inclusionary and special education classrooms.

Description: • Plan a lesson using the required lesson plan format • Teach and video a lesson that includes evidence of:

o Evidence that the lesson plan is appropriate o Evidence that the plan provides some opportunities to accommodate individual student

needs o Evidence that the teacher encourages students to learn from their mistakes o Evidence that the teacher creates learning opportunities where most students can

experience success • Working with a small group in class, evaluate two other videos and lesson plans and complete

the evaluation rubric. (10 points) • Complete the post lesson reflection. (10 points)


I. Preparation A. As you communicate your findings, you will need to show evidence of:

A lesson plan that is appropriate for the age

A plan that provides opportunities to accommodate individual student needs

The opportunity for students to learn from their mistakes

Learning opportunities where most students can experience success

Evidence 1

Evidence 2

Evidence 3 How did this lesson differentiate from the original lesson?

B. Create any materials needed to model the strategy and conduct the lesson plan

II. Implementation and Class Preparation A. Implement the lesson and video it B. Assemble and bring to class:

a. a copy of the lesson plan b. a 5-10 minute video montage showing evidence of:

i. A lesson plan that is appropriate ii. A plan that provides opportunities to accommodate individual student needs

iii. The opportunity for students to learn from their mistakes iv. Learning opportunities where most students can experience success


Feedback Activity: Apply & Evaluate

Teacher Candidate Observed: _____________________________

Peers Providing Feedback: ________________________________

Criteria Provide evidence of:

A lesson plan that is appropriate

A plan that provides opportunities to accommodates individuals

Learning opportunities where students can learn from their mistakes

Learning opportunities where most students can achieve success

Description Plan fits with student ability and age

Plan has accommodations included

Opportunities for learning from mistakes are addressed

Opportunities for mastery are included

Specific examples of evidence from video

How did it differentiate from original lesson?

Observation notes

Comments


Post-Lesson Reflection: Preparation

Rate yourself in the following areas using a three-point scale with three being the highest score and one being the lowest. Provide a brief explanation of your rating.

1. A lesson plan that is appropriate was designed Explanation:

2. A plan that provides opportunities to accommodates individuals was written Explanation:

3. Learning opportunities where students can learn from their mistakes were included Explanation:

4. Learning opportunities where most students can achieve success were done Explanation:

Post-lesson reflection: Implementation

Respond to the following questions: 5. What worked well? 6. What challenges did you face? 7. What different approach would have helped to achieve the lesson objective? 8. Based on your observation, what would you do differently and why? 9. In regard to implementing the lesson, what skills do you feel you need further support in?


EDSP 4304 Communication Project This project encapsulates the important skills covered during the first portion of this course:

communication, listening, responding, giving feedback and interviewing. The purpose is to further explore the skills needed in order to be an effective educator using the framework that has been discussed from the text.

Your project will be graded using the following criteria:

Criteria Points Possible

Points Earned

*Points will be deducted for spelling and grammatical errors.

Describe 3 skills your mentor teacher uses to listen/respond/provide feedback to students with a brief description of each

• One page, DS

15

Questioning Strategies -Describe strategies that facilitate effective questioning

• Minimum of 5 strategies-Briefly explain each • One strategy must include motivational techniques

15

Productive Classroom Environment • Related article from newspaper, magazine or

journal and clear, 1 page DS summary of characteristics of the productive, positive classroom environment relating to respectful communication practices.

• Attach the article

15

Background Experiences • Individual's background and experiences can impact his or

her questioning & interview skills. Share the experiences that have affected the way in which you ask questions.

• 1-2 paragraphs

15

• Total Points Possible

75


EDSP 4304 Related Services Interview

This project provides you an opportunity to collect more information on the related services of your choice.

You are required to interview 2 related service providers, including but not limit to, occupational therapist, physical therapist, speech pathologist, paraprofessional, behavior analyst, etc.

You are responsible for seeking agreement for an interview with these professionals and set up an interview time with them at least one week in advance of your interview, be prepared to bring a draft of interview protocol that contains at least 15 interview questions to class on April 8th .

After you conducted the interview, submit a 2 – 3 page written paper on Blackboard including the following:

1. briefly expressing your experiences of working on this project 2. summarizing the interview 3. discuss what you found most informative and useful 4. how you can use the information in the future

Submit:

a. Interview notes b. A 2-3 page written paper (be sure to use correct spelling and punctuation)

Documents

Methods for Co-Teaching Students with Disabilities