Course Name/Number

CI6063 3

Course Name/Number: CI6063 Gifted: Collaboration on Behalf of Children and Youth who are Gifted, Creative, or Talented
Description: This course addresses issues of collaboration, a cornerstone of effective practice in the education of student who are gifted, creative, or talented. This course addresses concepts and methods vital to quality collaboration, consultation, and communication. This course addresses the interrelationships among cultural, linguistic, and ethnic diversity and giftedness and talent development. The primary purpose of this course, consistent with this mission, is to develop knowledge, understanding, and respect for the needs and requirements of students with diverse learning needs in varied educational settings. Critical to this purpose is an understanding of the role of culture and diversity in identifying children and youth with gifts and talents, as well as family and cultural issues.
Credit Hours: 3
Required or Elective: Required by the Gifted Endorsement
Faculty Members who Teach the course: Dr. Melinda Kelley, Candice Sears
Prerequisites: N/A
Textbook(s): Friend, M.,& Cook, L. (2004) Interactions: Collaboration skills for school professionals. Fifth edition. Boston: Allyn and Bacon.
Resource Materials:
All resource materials are available on BlackBoard.
Marker Assignments:
Learning Outcomes:
Upon completion of this course, the student will be able to: / How is this outcome assessed?
1. Explain impact of differences in values, languages, and customs that can exist between the home and school and the dominant culture on shaping schools / This outcome will be assessed using a rubric to evaluate the communication project.
2. Compare beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with gifts and talents, families, schools, and communities related to effective instruction / This outcome will be assessed using a rubric to evaluate the communication project.
3. Critically examine why specific cultures are negatively stereotyped and strategies used by diverse populations to cope with a legacy of former and continuing racism; strategies for preparing individuals to live harmoniously and productively in a culturally diverse world; ways to create learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage / This outcome will be assessed using a rubric to evaluate the communication project.
4. Reflect on personal cultural biases and differences that affect one’s teaching / This outcome will be assessed using a rubric on the Collaboration journal.
5. Integrate culturally responsive factors that promote effective communication and collaboration with individuals, families, school personnel, and community members; models and strategies for consultation and collaboration / This outcome will be assessed using a rubric on the Collaboration journal.
6. Identify services, networks, and organizations for individuals with gifts and talents. / This outcome will be assessed using a rubric to evaluate the communication project.
7. Assist individuals with gifts and talents and their families in becoming active participants in collaborative conferences, assessment, and the educational team. Foster respectful and beneficial relationships between families and professionals. / This outcome will be assessed using a rubric to evaluate the communication project.
8. Use group problem solving skills to develop, implement and evaluate collaborative activities. / This outcome will be assessed using a rubric to evaluate the “attend a problem solving meeting” assignment.
9. Communicate with school personnel about the characteristics and needs of individuals with gifts and talents including modeling techniques and coaching others in the use of instructional methods and accommodations. / This outcome will be assessed using a rubric to evaluate the communication project.
10. Communicate effectively with families of individuals with gifts and talents from diverse backgrounds. / This outcome will be assessed using a rubric to evaluate the communication project.
Alignment with Transformation Initiative
In view of this conceptual framework and our urban mission, the goal for our Transformation Initiative is to improve the performance of students in high needs schools by preparing educators who recognize the moral imperative to meet the needs of each student. We will prepare educators who are committed to each student, caring about each individual, and competent in evidence-based and data driven instruction. Themes addressed:
1.  Helping candidates come to terms with unintentional barriers and bias
2.  Reflection
Alignment with Conceptual Framework:
This course addresses these institutional standards: Preparing candidates who are able to use technology to support their practice.
·  who successfully collaborate, demonstrate leadership, and engage in positive systems change.
·  who demonstrate the moral imperative to teach all students and address the responsibility to teach all students with tenacity.
Alignment with Specialized Program Association:
This course aligns with the Ohio Standards for Gifted Endorsement in these ways:
Objectives for the course are derived from the Council for Exceptional Children standards for the preparation of teachers of learners identified as gifted, creative or talented.
Alignment with Ohio Standards for the Teaching Profession:
6.1 Teachers communicate clearly and effectively.
6.2 Teachers share responsibility with parents and caregivers to support student
learning, emotional and physical development and mental health.
6.3 Teachers collaborate effectively with other teachers, administrators and school
and district staff.
6.4 Teachers collaborate effectively with the local community and community
agencies, when and where appropriate, to promote a positive environment for
student learning.
Alignment with State Requirements: Gifted Endorsement program
Attendance Policies: : Discussion Board Forums- Students are required to respond interactively demonstrating comprehension and reflection based on how the assigned readings apply to your experience as a teacher and/or learner. There will be a variety of articles posted requiring a relevant, thoughtful response. Online contributions will be evaluated based on a theoretical and practical perspective.
Academic Integrity Policy The University Rules, including the Student Code of Conduct, and other policies of the department, college, and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism, cheating, or falsifying field work will be dealt with according to the severity of the misconduct. Dishonesty in any form may result in a failing grade in a course and/or suspension or dismissal from a program (e.g., graduate or undergraduate).
Electronic Communication Policy; All communication outside of class will be conducted via email to the student’s bearcat online account. Replies will be within 72 hours, whenever possible. At times I am engaged in national activities that preclude access to email.
Grading: Description of Assessment and/or Evaluation of Student Learning:
Grade Points Description
A 93-100 excellent work of exceptional quality
B 84-92 effective work of commendable quality
C 70-83 fair work of acceptable but not distinguished quality
F 0-69 unsatisfactory work
I Incomplete written consent required prior to the end of the quarter
W Withdrawal written consent required by eighth week of the quarter
T Audit registered for a course, but not entitled to academic credit
Topics:
Each week includes:
·  A reading assignment
·  An aspect of a performance assessment
1 / Field Experience
Attend a problem solving meeting (ie. pair of teachers engaging in instructional planning, Intervention Assistance Team meeting, Multi-factored Evaluation meeting, Written Education Plan meeting, team meeting to discuss a student, etc.). You may be an observer or a participant. Be aware of what is happening during the meeting. How clearly can you identify team members’ use of the problem-solving steps? How often do members backtrack? If you were asked to give participants feedback, what would you say?
2 / Journal
Keep a journal of the communication you have with families of students in your class for one week (any week during this course). Are you doing any true collaboration? Why or why not? How can you tell if it is collaboration or not? Reflect on how you communicated effectively with families of individuals with gifts and talents from diverse backgrounds.
3 / Collaboration Project
Create an informational piece communicatingthe characteristics and needs of individuals with gifts and talents including modeling techniques and coaching others in the use of instructional methods and accommodations. The final product should be displayed in an audio/visual format such as PowerPoint. Perhaps, you'll consider sharing this info with your colleagues atyour nextfaculty meeting.

Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability, etc.) which may influence your performance in this course, you must meet with the Disability Services Office (DSO) to arrange for reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure your accommodation needs are discussed, agreed upon, and provided.‖ (see http://www.uc.edu/aess/programs_services/disability.html).

Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or participate in any examination, study or work requirement on some particular day(s) because of his or her religious belief should be given the opportunity either to make up the work that was missed or to do alternative work that is intrinsically no more difficult than the original exam or assignment — provided that the makeup work does not create an unreasonable burden upon University of Cincinnati and its faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html).

"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances AND a contract to complete the work is developed and signed by the student and the instructor prior to the last week of class. It is the student’s responsibility to approach the instructor with the request for an incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one calendar year after the initial grade was assigned. (see http://www.uc.edu/registrar/faculty_resources/grading_scales.html).

Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of Information Technology. Students who are found to be illegally sharing files will be subject to a procedural review to determine responsibility under the Code. If responsible, this offense will become part of each student's permanent judicial file with the University.‖ (see http://www.uc.edu/conduct/Copyright_Infringement.html).

“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and university-wide programs, resources and services designed to promote transformative academic excellence through individual and group support. AESS comprises Disability Services and the Learning Assistance Center. We encourage any student with a disability who needs academic assistance to contact Disability Services. Learning Assistance is here to help all students who need help with tutoring, study skills, or other services. Additionally, our services are designed to help all UC students become successful independent learners, as well as assist in the retention and graduation of all students. Disability services, tutoring, and other learning resources are free to students!‖ (see http://www.uc.edu/aess.html).