MetropolitanStateUniversity

Education Department

Advanced Theory and Practice in Teaching and Assessing Exceptional Urban Learners

EDU 610 (3 Semester Credits)

Session: Fall 2013

Instructor: Manuel Barrera, PhD.

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Location of Class:

Office Hours: Tuesdays & Thursdays 4 pm to 6 or by appointment

Call 651-999-5923 to schedule an appointment

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E-mail:

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MEC 2300 (Mpls)

Intellectual Property Statements of the Course—All Rights Reserved ©

•The redistribution of audio or video recordings from the course to individuals who are not students in the class is prohibited without the express permission of the faculty member and any of the students who are recorded.

•All material for this course is restricted to members of this course. Material may not be redistributed without the express permission of the instructor

Course Description:

This course reviews advanced theory and practice to support the education of exceptional urban and diverse learners. The course will address what teachers should know about exceptional learners including students with disabilities and students with special gifts and talents. Students will learn what they can do to teach these students effectively and the roles and responsibilities of general education teachers in service to learners with special needs. The course will include characteristics of students from prevalent categories of exceptionality; the legal aspects of addressing students with special needs, and assessment, instructional, and collaborative strategies.

Prerequisites: This course is designed for licensed educators and individuals with a bachelor’s degree. Therefore, program admission or department approval is required. Additionally, participants must have completed a seminar course on foundations of urban education or an equivalent course or courses (subject to departmental review). Clinical Field Experience clock hours are part of the requirements for this course.

Required Text:

Vaughn, S.; Bos, C. S.; & Schumm, J.S. (2013). Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom6th Ed. Pearson Education, Limited, 2013

Statement Regarding Students with Disabilities

It is the policy of Metropolitan State University to provide reasonable accommodations to students with disabilities that may impact their ability to participate to meet course requirements. For information, please call or contact the Office of Disability and Special Services at the following:

Metropolitan State University

Disability Services Office

700 E. Seventh St.

St. Paul MN 55106

Phone: 651-793-1525

651-793-1540

Fax: 651-793-1547

TTY: 651-772-7723

E-mail:

Official Website:

This course contains a minimum of 15 clock hours of practicum in a grade 5-12 School/Community setting for conducting a variety of course-based assignments. Please download the form Urban Field Experience Documentation form at or contact Eric Fosch, UTP Field Experience Coordinator, 651-999-5925, .

Learning Outcomes:

At the end of the course students will be able to:

  • Demonstrate knowledge of the key concepts addressed in State of Minnesota standards of Effective Practice for meeting the needs of students with special education needs.
  • Clearly summarize the issues relating to providing appropriate instruction to students with special needs, as demonstrated in individual, small group work, written assignments, and final examination.
  • Demonstrate the ability to integrate information from readings, class presentations, activities, and prior experiences as demonstrated in small group work and written reflective assignments.
  • Identify the role of the regular classroom teacher in meeting the needs of student identified with special education needs.
  • Demonstrate an understanding of educational strategies that are effective with students needs living in urban areas.
  • Recognize the mandated role of the school district to provide service to students with special education needs and the areas of service provided.
  • Review and write about research on students with disabilities
  • Collect classroom-based assessment data for students with special needs
  • Conduct a behavior assessment for a student with special needs

Objectives

There are objectives about knowledge of the content and skills for practicing educators—herein known as “knowledge” and “skills”

Knowledge

  • Identify characteristics of culturally and linguistically diverse adolescents.
  • Identify basic characteristics of exceptional learners.
  • Compare and integrate knowledge of exceptional learners from diverse cultural and linguistic backgrounds.
  • Describe major issues and trends affecting instruction and programming for exceptional learners.
  • Explain litigation and legislation related to services for students with disabilities and educators’ responsibilities for providing those services.
  • Describe formal and informal assessment procedures for receiving special education.

Skill

  • Fundamentals of functional behavior analysis.
  • Collaborative problem-solving approaches for identifying and intervening in problem academic and social behavior.
  • Design educational plans using strategies and techniques appropriate for students with special needs.
  • Develop curricular alterations appropriate for students with special needs.
  • Plan and implement instructional activities collaboratively.

Class Expectations:

1)Students are expected to attend all scheduled classes and are responsible for all material covered in class and in the required text.

a)Absences for scheduled classes:

i)Excused absences include immediate family emergencies, illness, and university or school business activities (see university/school event criteria below).

ii)Any absences, excused or unexcused, must be made up through documented evidence of individual efforts to acquire material covered during class.

iii)Individuals needing to attend district or university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Phone messages by the student or administrators are unacceptable as sole evidence for excused absences.

iv)2 excused absences, or 1 unexcused absence will result in a lowering of the student’s course grade by one grade point (from A = 4.0 to B=3.0, for example).

v)3 absences, excused or unexcused, will result in a grade no better than C for the course.

vi)More than 3 absences, excused or unexcused, will require the student to withdraw (failing or passing depending on circumstances) or result in a failing grade of “F”.

2)Students should be prepared for each class

a)Read all assigned material before each scheduled class.

b)Classes will be based on concepts presented in the text and other assigned reading materials. Students must, therefore, be familiar with the reading in order to maximize acquisition of new skills.

c)Knowledge of terminology and basic concepts from assigned readings will be evaluated as evidence of appropriate participation during classroom instruction.

3)Assignments are due at assigned dates and times

a)Due dates are on the syllabus. Assignments are due at the beginning of class unless otherwise specified.

b)Late assignments will be dropped one letter grade per day.

c)Assignments later than 3 days will not be accepted and result in a failing grade for the assignment.

4)Unless otherwise specified, all assignments must be submitted electronically (attached document to en e-mail message or on accessible storage media).

a)Assignments will be graded for appropriate writing and formatting conventions as specified.

b)Please consult the accompanying “Written Assignments Criteria” guidelines for further details.

Professional Conduct and Academic Dishonesty

Your conduct in this class will be observed and evaluated (please see grading criteria)

Professional Conduct:

Professional conduct is here defined as skills required for successful future teaching and appropriate interpersonal interactions in urban educational settings. In addition to fulfilling class assignments, the student is expected to participate fully in class activities and to demonstrate a positive, cooperative attitude toward all course participants and course activities. Up to one full letter grade can be added or deducted to your final score at the instructor’s discretion based on documented evidence. Extreme acts demonstrating lack of appropriate professional conduct, such as sustained class disruption or academic dishonesty will warrant a grade of “F” for the course.

ACADEMIC DISHONESTY:

Dishonesty in any forms such as (but not limited to) plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course and will be recommended for removal from or non-admittance to teacher education. Such acts of dishonesty will also be brought to the attention of University academic standards governing bodies with a recommendation for expulsion.

Students are expected to abide by the rules of conduct as specified in the MetropolitanStateUniversity’s Student Handbook and Code of Student Conduct (Policy #1020). This handbook refers both to general student conduct and plagiarism in student work and is available online at

Grades

Semester grades will be based on overall performance including course assignments, class participation, attendance, and professional conduct. Grades are based on the following levels of competence:

A = work considered “distinguished”, that is, work exemplifying honors level effort in writing, presentation, and overall class expectations. In addition to full credit on assignments, the student must attend regularly and make exemplary contributions to the class.

B = superior work in meeting criteria of assignments and class expectations. Demonstration of high quality writing and presentation will be among the criteria. Acceptable for meeting teacher candidacy standards.

C = work considered acceptable in meeting specified criteria. Satisfactory for college credit but not acceptable for meeting teacher candidacy standards.

D = work that is minimally acceptable for college credit.

F = unsatisfactory work considered unacceptable.

Course Requirements:

Attendance

Because of the interactive nature of this course, regular attendance is important—a prerequisite for good teaching is showing up each day prepared. Measurement of attendance will be based on documentation embedded in the weekly curriculum-based measurements conducted every session at the beginning of class. It is imperative that you be on time so that you can complete the PRE-ASSESSMENTSs and have your attendance documented. If you are late for class, you will receive a measure of “0” for that session. However, I will count you present if you are late only if you complete the “late procedures for PRE-ASSESSMENTSS” documentation (below) and send me the documentation via email before the following session.

Pre-assessment Measures of Course Sessions

To facilitate your comprehension of basic knowledge contained within the course, we will document your level of preparation for participating in course sessions; each session will begin with a 15-minute pre-assessment measure on content relevant to the class session. These will consist of free-writes or quick probes based on the topic or question posed at the beginning of class. Students will write or complete probes for approximately 5 to 8 minutes and then discuss, first in pairs, then the instructor will call randomly on 3 or 4 pairs to share with the entire class (5 minutes). The final five minutes will consist of either synthesis by the instructor or further questions. All individual writings or probes will be submitted at the end of the pre-assessment session for recording. Semester grading of these pre-assessments will be 100% for taking and submitting probes or writing and then 0 to 100% based on the teacher’s evaluation of the content. Absence or tardiness resulting in missing the pre-assessment will be counted as “0” and included in the grading, but partial credit can be made up by following the procedures below.

Late Procedures for pre-assessments

Because these pre-assessments are intended to gauge student preparation and attendance, it is not possible to “make up” this portion of course requirements if a student is tardy and misses the pre-assessment session. These pre-assessments are reviewed in class immediately as an “anticipatory set” for the rest of the session. Hence, individuals who are tardy and miss pre-assessments will receive a grade of “0” and will be counted as absent for that class unless the following are completed:

  1. Complete a summary of the discussion (not the entire session as that is part of your R&A journal). You can accomplish this by asking me for a copy of the pre-assessment and summarizing the discussion through collaboration with a partner in the class who can help you.
  2. Submit your summary to me via an email message (as an attachment not in the body of the message) before the next class session or as arranged with me.

By doing so, I will not count your tardiness as an absence and will take your effort into consideration at the end of grading.

Major Assignments

In this course you will complete the following assignments:

ABC Analysis Assignment:

This assignment involves conducting an observation of an urban student in grade 5-12 to determine the precursors and reinforcement for observed academic or social behavior. The assignment includes a required review of results with an urban special educator and meets criteria for documentation of field experience.

  1. Conduct ABC analysis of student problem behavior & propose interventions based on a functional analysis and functional assessment (Due 10-17-2011,12 midnight CDST)
  2. Share observations and suggested interventions with licensed special education teacher to validate procedures, verify observed behaviors and add to your analysis. A maximum 2-page narrative report of this review/interview.
  3. Review ABC findings with a parent of a diverse background other than your own. A maximum 2-page narrative report of this review/interview

#2 & #3 are due at the end of the course with your Resource Portfolio

Research to Practice Paper: Due 11-5-2011, 12 Midnight CST

Students will complete a content area lesson plan for a unit of instruction and adapt it for a learner with a disability (student choice of disability type) justified through review of research literature into the specific adaptations or accommodations identified in the lesson plan. This assignment is integrated into the research paper (see “Research Paper and Lesson Plan Format” online instructions and review “Research Paper below).

  • Validate and/or modify proposed interventions through a review of educational literature of empirical research supporting chosen interventions.
  • Graduate students must complete a complete review of educational literature on chosen intervention(s) based on Research to Practice Description (supplied online).
  • Identify new issues and questions as a result of your observations, collaboration, and review of literature
  • Propose additional areas of self-study of pedagogy for supporting students with disabilities—identify where you can integrate these areas in your upcoming courses and/or areas of professional development after your program completion.

Class Discussions and Activities—Reflection and Analysis Journal: Due for review three (3) times during the course 9-12-2011, 10-24-201,1and at the end of the course (12-1-2011) with the Resource Portfolio. All due dates include a time of 12 midnight CDST

Journals in this course have two purposes:

  1. for students to describe course content as reflected in class sessions and associated readings in preparation for class
  2. For students to discuss two questions in relation to what they have experienced:
  3. How does this information and/or experience relate to the teaching of students with disabilities, especially students with emotional/behavioral disorders?
  4. How does this information help me in my preparation as a special educator?

A "double entry" reflection and analysis approach is to be used in the following manner:

  • First, construct a 2 column table with multiple rows as below:

Reflection

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Analysis

x/x/2009 (Place date of class at the top of each cell here)

Discuss what took place during class.

What specific information was presented?

How was it presented?

Only descriptive information or lecture notes should be written in this column.

Writing conventions (e.g., APA) are not necessary in journals.

Note information in a way that will best allow you to write your analysis (in the adjacent cells)

Be thorough, but concise. Typically, it is best to confine yourself to the following lengths:

  • 2 paragraphs (1/4 page) per hour of class or section of a text chapter
  • The point of this exercise is to describe what you have experienced or read in your own words with complete thoughts

Table formats automatically expand by default. Consult me if you have problems with this format.

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Discuss potential uses for teaching and/or one’s education here.

Refer specifically to the content presented.

Note that such specificity is impossible without good notes.

  • Use a different row for each class period. Borders and lines between cells are optional.
Reciprocal Teaching

Presentations of course content will be developed and delivered in groups—arranged at the first class. Each person in the group will be responsible to read prepare each member of the group for delivering content to the rest of the class. Group presentations can be delivered according to group choice, but the content must be demonstrated that it was developed by all members of the group. An outline/lesson plan of the presentation is due on the Wednesday prior to the class session; through email by 4:30 pm CDST. The plan should contain the content objectives to be addressed in the teaching of students with disabilities and instructional outcomes. Delivery and material should be accessible to a range of learner needs (i.e., use of visual, auditory, kinesthetic, and tactile) but must reflect the expected outcomes and any modifications or accommodations required to assure accessibility for all class members.

Standards Matrix Assignment

The work, readings, and activities in this course have been designed for students to demonstrate competency in the relevant portions of the Minnesota Standards of Effective Practice for Beginning Teachers. Students in this course will review the standards and report the activities, readings, or assignments where each standard was discussed and assessed. A form for this review will be provided on the course website.

Graduate Students will additionally be responsible for planning and leading one class session on a topic within the syllabus. This expectation will be designed with the instructor at the first or second meeting of the course depending on time.

Resource Portfolio: Due at the End of the Course

Each student will gather together all relevant material from course assignments and investigations into a resource portfolio to be evaluated as the final course project. This will include the following: