California State University, Los Angeles s1

CALIFORNIA STATE UNIVERSITY, LOS ANGELES

Charter College of Education

Division of

Spring, 2002

Course Number, title, and units:

Instructor: Class Location:

Office Location: Time:

Telephone: Office Hours:

e-mail: Call Number:

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1. Catalog Description:

2. Professional Statements:

A. Vision, Mission and Conceptual Framework For Professional Preparation:

The faculty members of the Charter College of Education have adopted the vision of “Promoting an inclusive environment to support caring professional educators for the future, so that all learners achieve their fullest potential” and the mission for the college as “ Through the unique opportunities provided by its charter status, the College of Education at California State University, Los Angeles, enables educators to meet high standards and ensure the maximum learning and achievement potential of culturally and linguistically diverse urban learners.” This mission is reflected in this course by: (suggested examples might be the course content and/or performance standards, lecture topics, the textbook chapters, suggested readings, or other statements that may be appropriate for a specific course)

The attached diagram provides the conceptual framework for the vision and mission and supports the preparation of professional educators by the members of the CSULA Charter College of Education faculty.

B. Statement of Reasonable Accommodation

The Charter College of Education faculty members fully support the Americans with Disabilities Act (ADA). The members of the faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Students with Disabilities (OSD) who needs and requests accommodation. The faculty may wish to contact the OSD to verify the presence of a disability and confirm that accommodation is necessary. The OSD will arrange and provide for the accommodation.

Reasonable accommodation may involve allowing a student to use an interpreter, note taker, or reader; accommodation may be needed during class sessions and for administration of examinations.

The intent of the ADA in requiring consideration of reasonable accommodation is not to give a particular student an unfair advantage over other students, but simply to allow a student with disability to have an equal opportunity to be successful.

C. Student Conduct

Student conduct is viewed as a serious matter by the faculty members of the Charter College of Education. The Charter School faculty members assume that all students will conduct themselves as mature citizens of the campus community and will conduct themselves in a manner congruent with university policies and regulations. Inappropriate conduct is subject to discipline as provided for in Title 5, California Code of Regulations (see student conduct: rights and responsibilities, and student discipline, CSULA General Catalog). Academic honesty is expected of all students in the Charter College, in accordance with University policy. There are established university reporting procedures if a student is suspected of committing an academically dishonest act.

D. Technology

For formal admission to credential, certificate, or Masters Degree programs in

the Charter College of Education, each student must:

1. Own or have ample access to a computer (ex. in CSULA computer labs, or at home or work)

2. Have general knowledge of operation and care of a computer, computer hardware/software, and be able to implement some basic troubleshooting techniques (ex. check connections, restart the computer, etc.)

3. Have an email account (available free of charge to all CSULA students)

4. Have a basic understanding of how to use the internet.

Students should anticipate that their use of these skills will be integrated within courses in

their programs. Students who fail to meet any of the above expectations are strongly advised to take an introductory computers course before they are formally admitted to the Charter College of Education.

3. Student Outcomes – Content Standards and Performance Standards

Note: Content Standards specify expectations of what students should know or understand as opposed to what they will do. Example: To understand detailed information on individual assessment instruments commonly administered in the schools, including pre-school settings. Particular attention is given to the influence of culture, ethnicity, sex and language proficiency on children’s test performance. Performance Standards identify explicit definitions of what students must do to demonstrate proficiency in the above specified content standard. Example: Students will be able to: Evaluate and select an appropriate assessment battery based upon subject characteristics and experiential background.

4. Assessment Procedures

Note: Course assignments should allow students to demonstrate proficiency in the performance standards. Rubrics distinguish between the levels of performance on tasks addressing the standards.

EXAMPLE:

1. Portfolio – You will develop a portfolio of your work in which you will have a choice of the types of products you will use as evidence of your knowledge and skills acquired in this course.

The purpose of this portfolio is:

· To systematically present evidence that demonstrates your knowledge and understanding of the content standards for this course, and

· To provide you with references and materials that will contribute to inform your professional activities.

The contents of the portfolio must include:

· An individual learning plan showing how you plan to meet the content standards for this course

· A completed and credited general fact sheet on each of the six areas of exceptionality.

· Evidence of an in-depth exploration of at least two areas of exceptionality. Each in-depth exploration should include evidence demonstrating each of the content standards for this course and a reflective summary of your learning and its relationship to your professional life.

· A copy of the breadth examination completed at the end of the course.

· A self-evaluation of your learning in this course.

The evidence that you may choose to place in your portfolio will be determined by the nature of your topic of study, your personal interest, and your style of learning. A personal plan for meeting the content standards of the course will be due in writing the third week of the quarter. The portfolio products will be shared with the class on or before the final week of the quarter including a reference list of the materials you used so that other class members may benefit from your work and pursue any further interest they might have in the topics you choose. The final product should be accompanied by a brief (approximately 2 page) reflective summary of your work showing how your learning relates to the content standards of the course.

The evidence may include any combination of the following:

1. A paper on issues unique to the population of exceptionality you are investigating.

Criteria: The paper must be typed and double spaced with a reference list of at least three references. It should be seven to nine pages in length and the format should follow the APA style manual.

2. A report of a visitation to classes of students identified as part of the population of exceptionality you

are investigating.

Criteria: The report must be word-processed and at least two pages in length.

3. A report of attendance at or involvement in organizations supporting the education of the population of

exceptionality you are investigating.

Criteria: The report must be typed and at least two pages in length.

…and so forth listing all products that would be acceptable ending with “Other products that you suggest

if agreeable to your professor.”

NOTE: Other assessment procedures may be used and described in this section.

5. Grading Procedures:

EXAMPLE:

Grades will be determined by the quality of the evidence and the coverage and completeness of the portfolio submitted.

An “A” represents a high level of performance shown by the depth and complex thinking involved in the evidence used to meet the content standards. The thought, planning, and originality of the final products will also be considered.

The work submitted should meet the standards for above average achievement and:

· show originality and reflect the interest of the learner;

· show creative, analytic, and/or critical thought;

· show the result of inquiry, in-depth study, and/or sustained effort.

A “B” represents above average achievement by the submission of evidence used to meet the content standards. The final products should be well presented.

The work submitted should meet the standards for average achievement and:

· be well organized, clearly and accurately presented, and follow the format required for the product chosen (e.g., a paper that is typed, proofread, and follows the APA guidelines in text and reference);

· be of a substantive nature and show educational value (e.g., a lesson plan that shows clear objectives, evaluation criteria, and modification strategies for reaching specific concepts in an academic area);

· be received in a timely manner, for example, no more than one product received the week prior to the final day of class.

A “C” represents average achievement by the submission of minimal evidence used to meet the content standards. The final products should be acceptable.

The work submitted should:

· contain the basic information required;

· communicate the information clearly and legibly;

· contain spelling, punctuation, and grammar that follows the standards for good English usage;

· be received on or before the final day of class;

· cover at least two areas of exceptionality in-depth;

· show evidence of adding to the knowledge of the learner.

6. Required Text(s):

Smith, D. D., & Luckasson, R. (1995). Introduction to special education.(2nd Ed.). Boston: Allyn & Bacon.

7. Course Schedule:

8. Suggested Readings:

Other Items:

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rev. 2.28.02

CALIFORNIA STATE UNIVERSITY, LOS ANGELES

Charter College of Education

Division of

Fall, 2001

Course Number, title, and units:

Instructor: Class Location:

Office Location: Time:

Telephone: Office Hours:

e-mail: Call Number:

···························································································

2. Catalog Description:

2. Professional Statements:

A. Theme and Conceptual Framework For Professional Preparation:

The faculty members of the Charter College of Education have adopted the organizing theme of “Preparing Educators to Serve the Culturally and Linguistically Diverse Population of Urban Schools and Related Institutions of the 21st Century” for all programs for professional educators at California State University, Los Angeles. This theme is reflected in this course by: (suggested examples might be the course content and/or performance standards, lecture topics, the textbook chapters, suggested readings, or other statements that may be appropriate for a specific course)

The attached diagram provides the conceptual framework for the theme and supports the preparation of professional educators by the members of the CSULA Charter College of Education faculty.

B. Statement of Reasonable Accommodation

Reasonable accommodation may involve allowing a student to use an interpreter, note taker, or reader; accommodation may be needed during class sessions and for administration of examinations.

C. Student Conduct

D. Technology

For formal admission to credential, certificate, or Masters Degree programs in

the Charter College of Education, each student must:

5. Own or have ample access to a computer (ex. in CSULA computer labs, or at home or work)

6. Have general knowledge of operation and care of a computer, computer hardware/software, and be able to implement some basic troubleshooting techniques (ex. check connections, restart the computer, etc.)

7. Have an email account (available free of charge to all CSULA students)

8. Have a basic understanding of how to use the internet.

Students should anticipate that their use of these skills will be integrated within courses in

9. Student Outcomes – Content Standards and Performance Standards

Note: Content Standards specify expectations of what students should know or understand as opposed to what they will do. Example: To understand detailed information on individual assessment instruments commonly administered in the schools, including pre-school settings. Particular attention is given to the influence of culture, ethnicity, sex and language proficiency on children’s test performance. Performance Standards identify explicit definitions of what students must do to demonstrate proficiency in the above specified content standard. Example: Students will be able to: Evaluate and select an appropriate assessment battery based upon subject characteristics and experiential background.

10. Assessment Procedures

Note: Course assignments should allow students to demonstrate proficiency in the performance standards. Rubrics distinguish between the levels of performance on tasks addressing the standards.

EXAMPLE:

1. Portfolio – You will develop a portfolio of your work in which you will have a choice of the types of products you will use as evidence of your knowledge and skills acquired in this course.

The purpose of this portfolio is: