Counseling Psychology and Special Education 490
Course Description and Expectations
Course & Title: Educating Individuals with Disabilities
Credit: 1.0 credit hour
Room and Time: 238 MCKB
4:30-6:20pm Every other Monday starting September 11, 2006
Texts: Student Teacher/Intern Handbook, BrighamYoungUniversity
Department of Counseling, Psychology and Special Education
Instructor:Carol Solomon, MEd. Email:
Office: 350-D McKay Office Hours: Monday 2-4pm; 5-6:30
Phone: 422-3857Wednesdays 2:00-5:00pm
Open Door Policy
Course/Description: A seminar class that coincides with student teaching and internship experiences.
Prerequisites: Completion of special education program.
Course Objectives:
CPSE 490 is a companion course to your student teaching and intern experience. The Student Teaching/Intern Handbook outlines the goals and objectives for the student teaching/intern courses (CPSE 487R or 496R).
Additional objectives for this course:
- Participation in class discussion
- Email weekly reflection journals
- Consider legal issues, share concerns and ideas, and ask a question
- Arrange and attend a 3-way orientation meeting for student teaching
- Read articles from professional publications relevant to the needs of special educators and students with disabilities
- Complete PIBS
- Complete Praxis
Course Expectations:
- Adhere to the BYU Honor Code on and off campus.
- Attend all class sessions
- Actively participate in all learning activities and discussions
- Be prepared for each class by completing the assigned readings from texts an handouts
- Be professional in typed written assignments: proof-read prior to submission. Reports should be free of spelling, grammatical, and typographical errors.
- Hand in all assignments on time.
C:\Documents and Settings\cjs242\My Documents\CPSE 490 FALL 2006\Syllabus and Schedule\CPSE_490_Syllabus_Fall_06-1.doc
1 of 11
Course Content
- Individual Education Plans
- Special Education Law
- Collaboration
- Assessment to Instruction
- Curriculum Suggestions
- Adapting Curriculum Strategies
- Learning Strategies
- Career Development
Methods/Teaching Strategies: The instructor will use a variety of teaching approaches including discussion, recitation, small group problem solving, and out of class application and activities in practicum settings.
C:\Documents and Settings\cjs242\My Documents\CPSE 490 FALL 2006\Syllabus and Schedule\CPSE_490_Syllabus_Fall_06-1.doc
1 of 11
Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards
Core Course Outcomes / Council for Exceptional Children / Conceptual Framework Aims / INTASC Evaluation Standards / AssessmentCEC
Standard / CF 1: Embrace and Apply the Moral Dimensions of Teaching
- Practicing nurturing pedagogy
- Providing access to knowledge
- Enculturating for democracy
- Ensuring responsible stewardship of the schools
CF3: Model Collaboration
CF4: Act with Social Competence / S1: Subject Matter
S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments
S6: Communication
S7: Planning Instruction
S8: Assessment
S9: Reflection and Professional Development
S10: Collaboration, Ethics, & Relationships
Models, theories, and philosophies that form the basis for special education practice. / CC1K1, CC1K3, IC1K2, CC4S1, CC4S4, CC4S5, IC4K3, IC4S1, IC4S4, IC4S5,
IC4S6, CC5K3, CC7K1, CC7K2, CC7S5 / CF1, CF2 / S1, S2, S4, S7 / Class Participation, Reflection Journals, Questions
Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. / CC1K4, CC1K7, CC7K5, IC8K2, IC8K3 / CF1, CF2, CF3, CF4 / S2, S3, S6, S10 / Class Participation, Reflection Journals
Articulate personal philosophy of special education. / CC1S1, CC9S5 / CF2 / S9 / Class Participation, Reflection Journals
Specialized materials for individuals with disabilities. / IC4K1, CC5K1, IC5K2, IC5K3 / CF1 / S5, S6 / Class Participation, Reflection Journals
Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with disabilities. / IC4S3, CC5K2 / CF1, CF4 / S5 / Class Participation, Reflection Journals
Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. Social skills needed for educational and other environments. / CC5K5, IC5K4, CC7S7 / CF1, CF3 / Class Participation, Reflection Journals, Professionalism Evaluation
National, state or provincial, and local curricula standards. / CC7K3, CC7S1 / CF1, CF4 / S9, S10 / Class Participation, Reflection Journals
Prepare and organize materials to implement daily lesson plans. / CC7S10, CC7S11, CC7S13 / CF1, CF2 / S2, S4, S7, S9 / Class Participation, Reflection Journals
Develop or modify individualized assessment strategies. / CC8K1, CC8K2
CC8S4, CC8S5, CC8S9, IC8K1 / CF1, CF2, CF4 / S8 / Class Participation, Reflection Journals, Article Reflections
Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. / CC9K1, CC9K2, CC5S1, CC10S10 / CF1, CF4 / S3 / Class Participation, Reflection Journals, Personal IEP
Continuum of lifelong professional development. / CC9K3, CC9S1, CC9S10, IC9K1, IC9K2, CC10K1, IC10K3 / CF1, CF3, CF4 / S9 / Class Participation, Reflection Journals, Professionalism Involvement, Personal IEP
C:\Documents and Settings\cjs242\My Documents\CPSE 490 FALL 2006\Syllabus and Schedule\CPSE_490_Syllabus_Fall_06-1.doc
1 of 11
ASSIGNMENTS AND GRADING
- Class Participation: The material and discussions that we have in class will impact your ability to succeed in your student teaching/intern placement. Therefore, participation during CPSE 490 is critical. During each class you will participate in a large or small group discussion. In each bi-weekly class you will rate yourself on your preparation (readings), participation and attendance (including staying for the full duration of class and coming on time) using a scale of one to 6. If you are absent you will lose the participation points for that class period. Standards: 1-10 (Total 78 points).
- Weekly Reflection Journal: At the conclusion of each teaching week I want to know how you are doing. This will be accomplished through a weekly message to BLACKBOARD under COMMUNICATION/DISCUSSION BOARD.It is to be conducted as a reflection journal on what you have learned, questions you may have, comments on the readings, methods you want to implement and so forth. This is not a journal about your personal life. You are required to submit your journals to me each Thursdayby11:00 PM. Each reflection is worth 10 points, and they should be a half page to one page. Your journal will be scored on the 4 criteria listed in the rubric at the end of the syllabus. Standards: 1-10 (Total: 130 pts)
- 3 to 6 Questions from Student Teaching Handbook (3), Reading, Collaboration, and Inclusion Sessions: You will bring these questions or concerns to assist in our classroom discussions on our first class. The question/concern needs to be submitted on BLACKBOARD under COMMUNICATION/DISCUSSION BOARD. Each question is worth 5 points (See scoring rubric at end of syllabus). Standards: 1-10 (total 10 points).
- Reflections of Article Reading: You will type a reflection of 2 journal articles(one article on reading and one article on collaboration with para-educators ) to be provided to you a week prior to their due date. These reflections will be handed at the beginning of class along with the article you read. The article is to be highlighted and annotated. These are to be reflections versus summaries. In your write-up consider how you will apply the content of the article to your teaching situation. Each reflection is worth 10 points (see rubric at end of syllabus). Standards: 1-10 (Total 20 points).
- Arrange & Attend 3-way Orientation Meeting. (Total 14 points)
- Personal IEP: You will write an IEP on yourself in the areas of academic, physical, and spiritual. The goals must be met within the semester for you to receive full credit. A data sheet with your collection data will be turned in at the end of the semester. 6 points will be allotted for each successful week of data collection. (Total 78 points)
- Professionalism Involvement:You will need to join a professional organization (CEC, DDD, UEA, SCEC, etc.) of your choosing and write a one page paper on your experience with this organization. This paper will be due October 24th at the beginning of class. (20 points)
- Professionalism: You will be evaluated for in-class professionalism using the CPSE professionalism checklist. (Total 10 points)
Absence and Assignment Policy:
Absence and Tardies affect your class participation points---One point is possible if you are actively participating during class, one point for arriving on time, one point for completing all of the assigned readings BEFORE class and one point for staying until the end of class (no partial points will be awarded). Assignments are to be handed in at the beginning of class on the due date designated by the instructor. This applies in case of absences as well. The grade for the assignment due will be lowered 10% for each day late. No assignments will be accepted after the last day of class.
Assignments / Date due / Point Value3 to 6 Questions or concerns about Student Teaching Handbook and Student teaching / Sept 11 (class discussion) / 10
Schedule for all IEPs during year / Sept 25 / 25
Weekly schedule of assistants, students, subjects and your time for each day of the week / Sept 25 / 70
Class Participation / Bi-weekly for 7 weeks / 35
(5 pts per wk)
Reflection Journals on Blackboard / Bi-weekly for 7 weeks on opposite week of class due Monday by 11:00 pm / 70
(10 pts. per week)
Documentation of 3 way Orientation meeting for student teaching / Oct 9 / 10
One page reflection on 2 articles presented at district meeting(s) you attended / Oct. 23
Nov. 20 / 40
(20 pts. per reflection)
Substitute’s Kit / Oct 30 / 60
Professional Involvement – Verification of membership in a special education or educational organization and short reflection about the organization (paragraph) / Nov 13 / 20
Group Presentation / Dates As Assigned / 50
Completion of PIBS, CPAS and PIBS (required) / December 4 / 10
TOTAL POINTS POSSIBLE / 400
Grading Criteria
PercentageLtr Points Percentage Ltr Points Percentage Ltr Points
95-100%A399+ 76-79 C+ 304+ 60-63 D- 240+
90-94A-360+ 73-75 C292+ Below 60% E239-
87-89B+348+ 70-72 C- 280+
84-86B336+ 67-69 D+ 268+
80-83B-320+ 64-66 D 256+
Grading: Grading your performance is a complex process. As your teacher, I consider myself a mentor, but as your evaluator I must be as impartial and objective as possible. Your grades will reflect both effort and achievement.
Please turn off all cell phones and beepers during class time. Make sure I have your email address. Special announcements regarding this class will be sent via email to you and you will be responsible for their content!
Disability Accommodation Statement: If you have any disability that may impair your ability to successfully complete this course, please inform the instructor during the first week of class. Accommodations are coordinated through the instructor in consultation with Services for Students with Disabilities (SSD) office, and may require medical and/or psychological documentation. The SSD office is located in 150 ELWC.
Statement on Diversity: The McKay School of Education and BrighamYoungUniversity are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds.
C:\Documents and Settings\cjs242\My Documents\CPSE 490 FALL 2006\Syllabus and Schedule\CPSE_490_Syllabus_Fall_06-1.doc
1 of 11
WEEK / CONTENT / Before class / Assignment / Date DueWeek1
9/11 /
- Overview of class
- Review Assignments
- Set groups for presentations
- Setting up a classroom
- Student teaching Handbook discussion
- 3 to 6 questions or concerns about Handbook and or student teaching
- Journal Reflection
9/18 by 11PM on Blackboard
Week 2
9/25 /
- Setting up Records; Where do all the papers go?
- Scheduling; Who What, When, Where?
- IEP’s , ESY, Transition
- Weekly schedule
- Schedule of IEPs for 1 yr.
- Journal Reflection
9/25 by class time
10/2 by 11PM on Blackboard
Week 3
10/9 / Combined Class with Sister Steed
- Understanding the State Core/AccessSkills
- Collaboration with Para Professionals
Review the State Core curriculum for subjects addressed at the grade levels you are teaching. How are you incorporating the CORE curriculum with the students you are teaching.
Also, visit the site and browse through it. /
- Documentation of 3 way Orientation meeting for student teaching
- Journal Reflection
- 10/9 Due in class
- 10/16by 11 PM on Blackboard
Week 4
10/23 /
- Using DIBELS To Make Instructional Decisions on Teaching ReadingGuest Speaker: Abraham
- Prep for Group Presentations
- One page reflection on an article presented at a district meetingyou attended
- Reflection Journal
- 10/23 before class on Blackboard
- 10/30 by 11 PM on Blackboard
Week 5
10/30
Standards 1-8 / Group presentation;
- What do I really teach?
- Data Collection
- The language of Poverty and how it affects our students
- Be prepared to add to the discussion about what is being taught in your special ed departments.
- Bring enough to share; examples of data collection tools you are using or that you see being used in your district.
- Sub Kits
- Reflection Journal
- 10/30 at Class
- 11/13 by 11 PM on Blackboard
Week 6
11/20 / Group Presentations:
- My shelves are Bare. What do I do now?
- I have ESL students and I didn’t take any classes!
- I have students with Autism, HELP!
Be prepared to add to the discussion about materials being used in your districts; why and how they were chosen.. /
- One page reflection on an article presented at a district meetingyou attended
- Reflection Journal
- 11/20 before class on Blackboard
- 11/30 by 11 PM on Blackboard
Week 7
12/4 /
- Parents; what do they really want?Guest Speakers:Parent Panel
- CELEBRATION
- Be prepared with questions for the Parental Perspectives Panel.
- Potluck
- Reflection Journal
- 12/7 by 11 PM on Blackboard
C:\Documents and Settings\cjs242\My Documents\CPSE 490 FALL 2006\Syllabus and Schedule\CPSE_490_Syllabus_Fall_06-1.doc
1 of 11
Grading rubrics
Rubric for CPSE 490 Reflection Journals
Task / Points Earned / Points PossibleA reflection on the class topic for that week / 2
A reflection on your teaching / 2
At least one other personal insight dealing with the course and/or student teaching / 4
Reflection is well written with no errors/strong insight is evident / 2
TOTAL / 10
Rubric for CPSE 490 Schedule of IEP meetings for the School Year
Task / Points Earned / Points PossibleSet up by month / 5
States whether it is an annual IEP or a 3 yr evaluation and IEP / 5
IEPs are spread out through year in a manageable way / 5
Dates for data collection and final determination of ESY included / 5
Uses Initials instead of student names / 5
TOTAL / 25
Rubric for CPSE 490 Weekly Schedule
Task / Points Earned / Points PossibleIncludes daily groups: students (initials), Subject, Time of day, length of time, / 10
Includes schedule of para(s); groups, building duties, breaks and lunch, support time for you, training time / 10
Includes time for meeting with teachers (TATs, individual mtg times, faculty mtgs, etc) / 10
Includes planning time for completing paperwork, developing instruction, working with paras, scheduled lunch and break times for you and para(s) / 10
Includes training time for para(s) / 10
Includes meeting times for IEPs, district, etc / 10
Typed, error free, reviewed by at least 3 peers for clarity of use / 10
TOTAL / 70
Rubric for CPSE 490 Substitute Kit
Task / Points Earned / Points Possible
Includes a folder for each group, yours and your para(s), with information about students that will help the substitute provide appropriate instruction / 10
Includes lesson plan for each group with accommodations for individual students as needed / 20
Includes materials for lessons / 10
Lesson are based on students’ IEP goals / 10
Includes current weekly schedule / 5
Has been reviewed by at least 3 peers for clarity of use / 5
TOTAL / 60
Rubric for CPSE 490 Professionalism Involvement
Task / Points Earned / Points PossibleEvidence of membership with a professional organization is provided (i.e.: id #, copy of membership card, etc) / 5
Reflection of participation is typed, at least one page in length, and is free of grammatical errors / 5
Examples if participation with this organization are shared with strong application to personal professional development / 10
TOTAL / 20
Rubric for CPSE 490 Article Reflections
Task / Points Earned / Points Possible
Article and/or training is provided through district professional development / 2
Reflection is typed, at least one page in length, and is free of grammatical errors / 3
Reflection is well written with obvious reflection and application to your setting / 5
TOTAL / 10
Rubric for CPSE 490 Group Presentations
Task / Points Earned / Points Possible
Collaboration/ contributions equally distributed among group / 10
Presentation is professional / 10
Presentation adds to the knowledge and skills base of peers / 10
All participant present equally / 10
Presentation uses scientifically researched materials / 10
TOTAL / 50
Rubric for CPSE 490 Class Participation
Task / Points Earned / Points Possible
Personal Integrity/dress and grooming / .5
Respect for authority / .5
Learning community (collaboration, participation) / .5
Responsibility / .5
Attendance / .5
Punctuality / .5
Flexibility / .5
Initiative / .5
Loyalty/commitment / .5
Dress and grooming / .5
TOTAL / 5
Words of advice from Dr. Burrell:
You must understand that . . .
1)Nothing in your life has prepared you for this!
2)You’re going to have quick failures!
3)Failure is only feedback!
4)You will have to re-define success!
5)See these phases as adjustment periods that are temporary!
Phases to teaching:
1: Honeymoon 3: Humor
2: Hostility4: Home
C:\Documents and Settings\cjs242\My Documents\CPSE 490 FALL 2006\Syllabus and Schedule\CPSE_490_Syllabus_Fall_06-1.doc
1 of 11