Precision Teaching 1
EDSE 410.01/522.01 Precision Teaching, Spring 2005
Programs: B. Ed in Special Education, Endorsement in Special Education, M. Ed. Special Education
Credits: 3Semester/Year: Spring 2005
Instructor: Dr. T. F. "Tim" McLaughlin
Times and Location: T-Th 9:30 to 12:15 , RC 240
Office Location: RC 102
Email: , or on Internet.
Office Hours: Tuesday and Thursday 4:00 to 5:00 p.m. and other times by appointment.
I. Overview:
The purpose of this course is to teach you the skills required to use and implement precision teaching procedures in either a self-contained and resource room setting. Data collection, graphing, curriculum slicing, defining learning, and charting performance will be examined. You will be required to develop a curriculum unit based on the principles and procedures of precision teaching that you can use in your student teaching on other practicum experiences. Your grade will be based on quizzes and exam performance, a research project, participation and attendance.
II. Goals:
Graduate students will be become proficient in employing the basic procedures of precision teaching in the basic skills. The graduate student will be able to develop programs in the basic skills to assist mildly handicapped children. Students will examine and be able to employ precision teaching methodology in reading, writing, spelling, and math. Students will be able to lead others in the building regarding academic instruction.
III. Objectives:
1. Be able to plot data on 3, 4 and 6-cycle log paper.
2. Be able to make decisions based on student performance in the basic skills.
3. Be able to develop an individualized reading program from basal reading series to an individualized reading system.
4. Be able to employ a traditional spelling program and develop an individualized flow list-spelling program.
5. Be able to develop a curriculum unit in any subject matter area based on the basic tenants of precision teaching.
6. Be able to develop and carry out a research project with precision teaching materials, procedures, and data gathering techniques.
7. Develop and employ lesson planning in your instruction
IV. Learning Activities
1. Frequent inclass exams over text and lecture material
2. Midterm and exam over plotting on six cycle graph paper.
3. Write up a research report in APA Style (2003) with a socially important topic using precision teaching methodology. Graduate students will be expected to have longer and more detailed study.
4. Attend guest speaker presentations.
V. Texts: Precision Teaching: A digital set of readings, notes, etc. on Blackboard and on my Website.
VI. Assessment and Grading
Short in class quizzes x 50 = 500 points
Major In Class Exams x 5 = 500 points
Research Project = 250 points
Human Subjects Form 100 points
Attendance150 points
1500 points
Scale
A =.1500-1490
A- = 1489-1485
B + =1484-1480
B = 1479-1465
B- = 1464-1460
C + = 1449-1375
C = 1374-1350
C- = 1349-1325
D = 1324-1300
F = 1299-0
Failure to complete any course requirement will lead to a grade of "Inc." This can delay your graduate and certification.
Calendar for Precision Teaching
Weeks l, and 2 (January 11, through 21, 2005). Introduction to the course, expectations, etc. Your research project will be discussed in detail, so you can get started. In addition, I will go over your poster. Lecture material over movement cycles. You will have several short inclass quizzes on charting. I have placed two texts on reserve in the library, Exceptional Teaching (White & Haring, 1980) and The Fourth R: Research in the Classroom (Haring et al., 1978). Much of this material will be found in these texts. Chapter 1 in the Fourth R and in White and Haring (1980). Assessment of results changes in pupil behavior and charting. Your major charting exam will be on January 25, 2005.
Week 3 (January 25 and January 27, 2005). Go over your classroom project for the class. This is the project you will complete while student teaching. I will also be out to see you about the project, etc.when you are student teaching. I will give you sample projects to examine. We will start the material on teaching reading.
Week 4 (February 1 and 3, 2005). Reading and lesson planning (Chapters 3 in Haring et al. 1978; Reading Chapter, and Notes).
Week 5 (February 8, and 10, 2005). Continue work on reading lecture materials Exam over reading on February 10, 2005. Writing and handwriting will be started.
Week 6 (February 15 and 17, 2005). Continue handwriting skills and lesson planning for handwriting.
Week 7 (February 22 and February 24, 2005). Major Quiz over handwriting will occur on February 22, 2005. We will begin math or arithmetic and lesson planning with arithmetic.
Week 8 (March1 and March 3, 2005). March 3 you will have a short quiz over arithmetic. Data-based decision making and employing Add-A-Word Spelling, Classwide Peer tutoring and Self-Instructional Training (Lecture) will be examined. We will conduct course evaluations on March 3, 2005. Your research projects are due April 29, 2005, but they may be turned in early. You will obtain a bonus point for each week your paper(s) is early. Remember, I will be out to see you after you start to student teach.
Bibliography Reflecting Knowledge Base
Alberto, P. A., & Troutman, A. C. (2003). Applied behavior analysis for teachers (6th ed.). Englewood Cliffs, NJ: Prentice Hall.
Auerbach, S. (Ed.) (1985). Special edition: Precision teaching. B. C. Journal of Special Education, 9, [Whole Issue].
Graph, S., & Lindsley, O. R. (2002). Standard celeration charting, 2002. Portland, OH: Graf Implements.
Haring, N. G., Lovitt, T.C., Eaton, M. D., & Hanson, C. L. (Eds.) (1978). The fourth r: Research in the classroom. Columbus, OH: Merrill.
Kunzelmann, H., Cohen, M., Hutten, W. J., Martin, G., & Mingo, A. (Eds.) (1970). Precision teaching: An initial training sequence. Seattle: Special Child Publications.
Lindsley, O. R. (1991). Precision teaching's unique legacy from B. F. Skinner. Journal of Behavioral Education, 1, 253-266.
Sherman, J. G. (1974). Personalized systems of instruction: 41 germinal papers. Menlo Park, CA: Benjamin.
White, O. R., & Haring, N.G., (1980). Exceptional teaching (2nd ed.). Columbus, OH: Merrill.
Washington State Competencies for a Primary Endorsement
In Special Education at Least Partially Covered in EDSE 410/522
Competency
/ Opportunities for candidate to develop the capacity to demonstrate each competency / Strategies that will be used to assess candidate capacity/performance on each competency1.0 Common Core:
Foundations of Special Education
Skill
S1.3 Use strategies from multiple theoretical approaches for individuals with disabilities. / PT Project AssignmentDiscuss Academic/Behavior Change Project / Lesson Plan
Exams
PT Project
2.0 Common Core:
Characteristics of Learners
Knowledge
K2.5 Effects a disability (ies) can have on an individual’s life. / Course Notes
In-Class Activities
All Required Courses (ARC)
1 of 4 SpEd-EC Courses
EDSE 410/522 / Exams
Projects
Skill
S2.4 Apply theories of child development, both typical and atypical and apply current research with emphasis on cognitive, motor, social-emotional, behavioral, communication including second language acquisition, adaptive, and aesthetic, development in learning situations, family, and community contexts. / Lecture
Course Notes
EDSE 410/522 / Exams
Academic/Behavior Change Project
4.0 Common Core:
Assessment, Diagnosis, and Evaluation
Knowledge
K4.7 Knowledge of reliable methods of response of individuals who lack typical communication and performance abilities. / Lecture
Course Notes
Guest Speakers
Lesson Planning
In-Class Activities
All Required Courses (ARC) / Exams
PT Project
Skill
S4.9 Select, adapt and modify individualized assessment strategies including accommodations and alternative assessment. / Lecture
Discussion
Course Notes
Review Research Projects
EDSE 410/522, / Academic/Behavior Change Research Project
Exams
S4.14 Implement procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities. / Data Collection Procedures
Lesson Planning & Presentations
EDSE 410/522 / Research Project
Academic/Behavior Change
Exams
S4.15 Monitor behavior changes across subjects and activities. / Lesson Planning & Presentations
Review Research Project & Presentation
EDSE 410/522, / Academic/Behavior Change
Research Project & Presentation
Lesson Plans
Exams
S4.16 Use assessment results to develop instruction plans. / Lesson Planning
Review Research Project & Presentation
EDSE 410/522, 417/604, 465/575 / Academic/Behavior Change
PT Project
5.0 Common Core: Planning, Content and Practice
Knowledge
K5.2 Scope and sequence of general and special curricula and materials, including the EALR’s. / Lecture
Course Notes
Lesson Planning
EDSE 410/522, / Exams
Lesson Plan Evaluation
K5.6 Learning strategies and study skills to acquire and demonstrate academic content. / Lecture
Discussion
Course Notes
Review PT Project Assignment
EDSE 410/522 / Exams
PT Project
K5.7 Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities. / Lecture
Discussion
Course Notes
Review of Study Questions
EDSE 410/522 / Exams
Completion of Study Guides & Handouts
K5.12 Roles and responsibilities of the para-educator. / Lecture
Discussion
Course Notes
Lesson Planning & Presentations
EDSE 410/522 / Exams
Lesson Plans
Skill
S5.2 Implement instruction that is explicitly connected to assessment results. / EDSE 410/522 / Exams
Academic/Behavior Change Research Project
Lesson Plans
Teaching & Team Evaluations
Student Teaching Evaluations
2. accommodations / Lesson Planning & Presentations
Review IEP Assignment
EDSE 410/522 / IEP Project
Assessment Project
Lesson Presentations
Lesson Plans
Teaching & Team Evaluations
Behavioral Objectives
S5.6 Use strategies to facilitate integration into various settings. / Preschool Teaching/Assisting & Teamwork Experiences
Student Observations
Lesson Planning & Presentations
EDSE 410/522, / Academic/Behavior Change
Research Projects
Lesson Plans
Teaching & Team Evaluations
Student Teaching Evaluations
S5.10 Involve the individual and family in setting instructional goals and monitoring progress.
S5.11 Use task analysis to prepare lesson plans based on unique educational needs that are directly connected to the goals and objectives of the IEP. / Lecture
Discussion
Course Notes
EDSE 410/522 / Exams
S5.14 Use strategies for facilitating maintenance and generalization of skills across learning environments. / Lecture and Discussion
EDSE 410/522 / Exams
Lesson Plans
S5.19 Make responsive adjustments to instruction based on ongoing assessment of student learning and document appropriately. / EDSE 410/522 / Exams
PT Project
S5.20 Develop and select instructional content, resources, and strategies that respond to the cultural, linguistic, and gender differences of the individual. / Lecture
EDSE 410/522 / Exams
S5.21 Prepare lesson plans and organize materials for self and others: / Student Observations
Lesson Planning Lecture
EDSE 410/522 / Exams
1. para-educators / Lecture
EDSE 410/522 / Exams
3. early childhood education providers
6.0 Common Core: Planning and Managing the Teaching and Learning Environment
Knowledge
K6.1 Basic classroom management theories and strategies for individuals with disabilities. / Lecture
Course Notes
Discussion
EDSE 410/522, / PT Project
K6.2 Research-based best practices for effective management of teaching and learning in individual, small group and large group settings. / Lecture
Course Notes
Discussion
Application Exercises
Study Questions
EDSE 410/522 / Quizzes, Exams
PT Project
K6.3 Ways to use technology in planning and managing the teaching and learning environment / Graphing Research Data
EDSE 410/522 / Data Interpretation & Decision Making
Exams
Project
K6.4 Positive impact on student learning from the involvement of classroom volunteers, peer tutors, and para-educators. / Teaching in the Classroom
Classroom Observations
Preschool Teaching
EDSE 4109/522 / PT Research Project
Skill
S6.3 Prepare and organize materials to implement special education/related services, goals, and objectives of the IEP, and daily lesson plans. / Lesson Plans
Lecture
EDSE 410/522 / Exams
PT Project
S6.4 Design a learning environment that encourages active participation in individual and group activities. / PT Project Lecture
EDSE 410/522, / PT Project
7.0 Common Core: Managing Student Behavior and Social Interaction Skills
Skill
S7.1 Use a variety of effective behavior management strategy consistent with the needs of the individual learner. / Lecture
Course Notes
EDSE 410/522 / Exams
S7.2 Use the least intrusive behavior management strategy consistent with the needs of the individual learner. / Lecture
Course Notes
Discussion
Samples/Handouts
Lesson Plans
Evaluation of Lesson
Teach in Preschool
EDSE 410/522 / PT Project
S7.3 Modify the learning environment to manage behaviors. / Lecture
Course Notes
Modeling
EDSE 410/522 / Exams
Academic/Behavior Change Project
S7.4 Use individual and group management and problem solving techniques to develop positive and supportive relationships with children, to encourage and teach positive social skills and interaction among children, to promote positive strategies of conflict resolution, and to develop personal self-motivation, and self-esteem. / Lecture
Course Notes
Discussion
Modeling
EDSE 410/522 / Exams
PT Project for some students
Describe evidences that candidates will provide to document candidate’s positive impact on student learning in the respective endorsement area.
Teacher candidates learn about the Washington State Learning Goals, the Essential Academic Learning Requirements, learn to plan for instruction based upon the EALR’s, learn about the WASL, learn to design assessment instruments that will accurately gauge the impact their students’ varying needs. We administer both the Washington State Performance-Based Pedagogy Assessment and the Gonzaga University Student Teaching Evaluations during their sixteen-week student teaching placement. Teacher candidates are required to provide evidence of their ability to positively impact K-12 student learning as part of those assessments. We also collect that evidence as part of the Academic Review Board meeting held at the conclusion of the student teaching placement. The Review Board meeting is the final checkpoint for the student teaching experience. This meeting serves as an opportunity for the master teacher, student teacher, building administrator, and another member of the teaching staff to discuss the student teaching experience with constructive criticism and suggestions for professional growth for the future teacher. The form used for the Review Board meeting provides a written record of these suggestions for professional growth as well as documentation of the student teacher’s ability to positively impact other learning of his/her students.
Describe the process by which summaries of candidates’ assessment data, relative to performance on each competency, will be compiled, analyzed, and used for program improvement.
The program faculty will collect data on each candidate’s performance relative to each competency throughout the program. The candidates will also formally assess the program in several ways: they will complete a course evaluation at the end of every course; they will complete an assessment of the program at the end of the student teaching semester; they will complete an assessment of the program one year following their program completion date; and their employers will complete an assessment o the program a the same point.
These date will be reviewed and discussed by the program faculty on an annual basis and will be used for program improvement purposes. Programmatic changes will be presented to the School of Education Curriculum Committee and to the Gonzaga University Academic Council and these data will be included in the rationales for making these changes. The data will also be presented tot he Professional Education Advisory Board on an annual basis. The PEAB reviews and discusses the3se date and makes suggestions for program improvements based on the assessments as well as their own knowledge of the needs of beginning teachers and current issues in the schools.
The programs will also be review by the Assessment Committee in the School of Education on a regular basis as well as by OSPI and NCATE teams during our periodic site visits.