Instructional Methods for Students with High Incidence Disabilities

Course Syllabus

Instructional Methods for Students with High Incidence Disabilities

I&L: 2512 (3 Credits)

Instructors: Mandi Davis Skerbetz, Ed.D.

Office Phone: 412-648-7194

Email: (best way to reach me)

Office Hours: Wednesdays 12 – 1 or 4:15 – 5:00 or By Appointment

Sheila J. Conway, Ph.D.

Office Phone: 412-648-7212

Email: (best way to reach me)

Office Hours: By Appointment

Course Description:

This course is designed to prepare special education teacher candidates to teach children with high incidence disabilities such as learning disabilities, mild intellectual disabilities, and behavioral disorders. The curriculum focuses on the special educators’ role in the continuum of classroom settings and the teaching methods utilized with this population. Reading, spelling, and written language are often primary areas of concern for these students. The course will provide explicit instructional strategies for each of these areas andsystematic approaches to determining students’ instructional needs. Throughout the course, the importance of appropriate materials selection and modes of instruction to increase student participation will be illustrated. The course assignments intend to assist special education teacher candidates in the skills of designing appropriate teaching lessons and strategies, and monitoring the effect of these strategies on student learning. Special education teacher candidates will participate in a field experience component where they will design and implement tutoring sessions with “academically struggling” adolescent students.

MOSAIC Evidence-Based Practices:

One goal of the MOSAIC program is to increase your knowledge of various evidence-based practices (EBPs) to ensure that you are well prepared to be an effective teacher upon graduation. The EBPs listed below will be covered in this class. The date each is covered is indicated in course schedule. To learn more about each practice and to learn about additional resources for each, please see the MOSAIC Evidence-Based Practice manual(# corresponds with the manual).

EBPs covered in this course:

Curriculum-Based Measurement (#7)
Curriculum-Based Assessment (#12)
Progress Monitoring (#14)
Peer Assisted Learning Strategies (PALS) (#21)
Class-wide Peer Tutoring (#22)
Graphic Organizers (#30)
Mnemonics (#31)

Cognitive Strategy Instruction (#32)
Self Regulated Strategy Instruction (#37)
Cover, Copy Compare (#38)
Collaborative Strategic Reading (#44)
Read Naturally (#45)
Reading Mastery (#46)

Technology Integration:

Another goal of the MOSAIC program is to prepare teachers who are adept in using technology to enhance their instruction and professional practice.

Technology components of this course:

Graphing Program for Progress Monitoring
Programs for digital graphic organizers
Use of multi-media tools as part of the tutoring sessions

Digital Case Study

This course will utilize the Miashanti Digital Case Study. This is one of the MOSAIC case studies. The case studies were developed in local schools and include interviews, sample instructional and assessment tasks, behavioral observations and relevant education documents of adolescents with disabilities. The case studies are stored on course web and will be used in class and as homework assignments to provide a common set of experiences for discussion and instruction.

Recommended Texts:

Deshler, D., Palincsar, A., Biancarosa, G., & Nair, M. (2007) Informed Choices for Strugglig Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices. New York: International Reading Association.

Conderman, G., Hedin, L., Bresnahan, V. (2013) Strategy Instruction for Middle and Secondary Students with Mild Disabilties: Creating Independent Learners. California: SAGE Publications.

Course Requirements:

1) IRIS Module Homework Assignments (PALS, Writing , SRSD) (15%)

○You will be completing three online modules (IRIS) as required reading for this course. For each of these, you can submit a summary (not to exceed two double spaced pages) using the following outline:

■Overall summary of the module (no more than ½ page)

■Three key concepts you learned (3 bullets with no more than 5 sentences each)

■Application (a brief description of how you think this information applies to the job you hope to get after graduation)

■Questions (At least one question that you have after completing the module)

2) Tutoring Session Lesson Planning (35%)

○During weeks 3-5 of the course you will work directly with 1 or 2 adolescent student(s) at a local high school

Lesson Planning –

■During week 3 you will be provided lesson plans created by your professor to implement with your student(s)

■During week 4 you will be provided materials and a lesson plan format and it will be your responsibility to finish the lesson plans for your tutoring sessions based on your student(s)’ strengths and needs

■During week 5 you will be responsible for writing your tutoring session lesson plans for your student(s)

Tutoring Session Lesson Plan templates will be provided to you in class
Information regarding due dates of lesson plans are provided in the course calendar
See lesson planning rubric for grading procedure

3) Tutoring Log and Summary (Total of 30%)

○Throughout your 3 weeks of tutoring a student you will collect academic assessment and progress monitoring data. You will build a clear understanding of the student(s) and their present levels of academic, functional, and transition. Reflection of your own teaching practice and interactions with the student(s) will be another important part of this tutoring experience.

○After you have completed your tutoring sessions you will submit an electronic file that consists of the following files:

Student Data

Student Information

Student interest inventory
Other documents that you may collect during your time with the student that “paints” a picture of the student
Oral Reading Fluency (ORF) Data
ORF probes with notes
ORF error analysis
ORF data graph

Writing Samples

Student writing samples with data and analysis of error patterns with instructional recommendations
Correct Word Sequence data

Decoding Test

Student completed decoding test with notes and summary of findings

Student Summary

Student Present Education Levels
Student Functional Performance Levels
Student Transition Information

Teaching Reflection Log

One reflection log for each tutoring session (this may be included on your actual lesson plan)
A final summary of your experience

Student/Data -Assessment and Progress Monitoring of Tutoring Sessions (15%)

■During the first tutoring session it is important for you to collect CBM data in the areas of oral reading fluency. You will also administer a decoding test, collect a writing sample (complete correct word sequence data), and work with the student on an interest inventory assessment.

■You will collect ORF data every other day (Mon and Wed).

■You will collect a writing sample every other day and score the correct word sequence (Tues and Thur).

Student Present Levels Summary (10%)

■As you collect information through assessments and tutoring sessions you will write a summary of the student’s present levels of performance; including: academic, functional, and transition skills (including both strengths and needs).

Teaching Reflection Log (5%)

■You will complete a daily reflection of your teaching including areas that you believe to have gone well (describing why) and areas that you would like to improve (describing why and how). This may be added directly to your lesson plan.

■At the end of the tutoring sessions you will summarize your experience and reflect on your growth as a novice teacher.

4) Final Exam (15%)

■There will be a final take home written exam to assess your understanding of material covered in the readings and lectures. The exam will focus on the evidence-based instructional practices from the semester. The exam will be open notebook (course binder) to encourage active note-taking during class sessions and readings.

5) Homework, Participation, and Attendance (5%)

■It is expected that you attend all class sessions and tutoring sessions. If an emergency arises please notify the professor immediately. Points will be deducted for absences, missing homework, and a lack of participation. Due to the professional responsibilities and interactive nature of the tutoring experience it is impossible to make up missed attendance points.

Course Schedule:

Subject to change – you are responsible to keep up to date information from class

Class Session(s) / Date(s) / Topic / MOSAIC EBP / Readings / Assignments Due
1
(WWPH
5700) / M-6/23 / Evidence Based Practices
Instructional Approaches at the Secondary Level
Essential Components of Reading / * Informed Choices for Struggling Adolescent Readers (Deshler,Palinscar, Biancarso, Nair, 2007)
* Evidence Based Practices Manual (mosaic.pitt.edu) / * Clearances must be complete and filed in DIL (with Donna)
* Register for CEC and bring in receipts
2
(WWPH 5700) / W-6/25 / Assessment
* Reading Curriculum Based Measures
* Writing Curriculum Based Measures
* Present Education Levels / #7, 12, 14 / * Hosp, Hosp, & Howell, 2007

What is CBM and Why Should I do it? (Ch. 1)
CBM for Assessment and Problem Solving (Ch. 2)
How to Conduct Reading CBM (Ch. 3)
How to Conduct Writing CBM (Ch. 6)

* Salvia, Ysseldyke, & Bolt, 2013

Curriculum-Based Approaches to Measuring Student Progress (Ch. 8)

3
(WWPH 5700) / M-6/30 / Lesson Planning
* Tutoring Lesson Plan
* Implementation of Lesson Plan Components / * Miashanti CBM
* Readability Level of Article
4
(WWPH 5700) / W-7/2 / Tutoring Sessions
* Lesson Plans for Week 1 / * Interest Inventory
* Tutoring Session Organization Tool
* Register for Taskstream
5
(ASHS) / M-7/7 / Comprehension Instruction / #44, 21, 22,
30, 32 / * Jitendra & Gajria (2011)

Main Idea and Summarization Instruction to Improve Reading Comprehension (Ch. 9)

/ * IRIS Module – PALS: A Reading Strategy for High School
6
(ASHS) / W-7/9 / Writing, Spelling, Grammar / #30, 31 / * IRIS Module – Improving Writing Performance (POW-TREE)
* Week 2 Lesson Plans Due
7
(ASHS) / M-7/14 / Vocabulary Instruction / # 30
8
(ASHS) / W-7/16 / Learning Strategy Instruction / #31 and 37 / * Hughes (2011) / *IRIS Module – SSRD: Using Learning Strategies to Enhance Student Learning
* Week 3 Lesson Plans Due
9
(ASHS) / M-7/21 / Intensive and Individualized
Reading Interventions
(Decoding and Word Study) / #14, 45, 46
10
(ASHS) / W-7/23 / Literacy in Content Areas / * Ferretti & De La Paz (2011)

On the Comprehension and Production of Written Texts: Instructional Activities that Support Content-Area Literacy (Ch.14)

FINAL / FINAL EXAM
ON-LINE / EBP Manual
Class Notes / Due By Sunday,
7/272014 at 11:59 PM

******** Tutoring Log and Summary DUE by Sunday, 7/27/2014 at 11:59 PM********
Grading Criteria:

●Late assignments will be accepted up to 48 hours after the original due date at a 20% grade reduction. No assignments will be accepted after this time. Special circumstances will be considered if discussed with me PRIOR to beginning of the class in which the assignment is due.

●For all assignments, work must be typed, 12-point font, double spaced, 1” margins. Double-sided is okay, not required. HANDWRITTEN ASSIGNMENTS WILL NOT BE ACCEPTED.

●Also, do not turn in information that identifies any individual students, teachers, schools or school districts. Choose pseudonyms on all assignments.

●I work hard to ensure that my grading system is fair and accurate. If you would like to challenge any grade you receive, please submit your request in writing to me no later than 2 weeks from receiving the graded item. This request should include the graded item, an explanation of why you feel the grade received is inaccurate or unfair, and an explanation of the grade you feel you should have received. I will consider these requests and make changes in situations where I either made a mathematical error or where I feel I unfairly penalized one or more students. In some situations, I may ask for you to resubmit a graded item if I believe many students may have been impacted – so, please KEEP all graded items until the end of the semester.

●Final course grades will be based on the University’s grading system identified below.

○[Note: 89.4 = 89 = B+; 89.5 = 90 = A-. Completing the extra credit is highly encouraged.]

Percentage of Points Earned / Letter Grade / Level of Attainment / Grade Points
94-100 / A / Superior / 4.00
90-93 / A- / 3.75
88-89 / B+ / Adequate / 3.25
83-87 / B / 3.00
80-82 / B- / 2.75
78-79 / C+ / Minimal / 2.25
73-77 / C / 2.00
70-72 / C- / 1.75
<70 / F / Failure / 0.00

Departmental Grievance Policy:

●DIL Student Grievance Procedures

○The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. The rights and responsibilities of faculty and students are described in the University’s Academic Integrity Guidelines at:

○When a student in DIL believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines (p. 16) by (1) first trying to resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the chair/associate chair of the department; (2) if needed, next talking to the associate dean of the school; and (4) if needed, filing a written statement of charges with the school-level academic integrity officer.

○The more specific procedure for student grievances within DIL is as follows:

1. The student should talk to the faculty member to attempt to resolve the matter.

2. If the matter cannot be resolved at that level, the student should talk to the relevant program coordinator (if the issue concerns a class) or his or her advisor.

3. If the matter remains unresolved, the student should talk to the associate chair of DIL (currently Dr. Patricia Crawford).

4. If needed, the student should next talk to the SOE associate dean of students (currently Dr. Jere Gallagher). If the matter still remains unresolved, the student should file a written statement of charges with the dean’s designated Academic Integrity Administrative Officer (currently Dr. Jere Gallagher).

Disability Policy:

If you have a disability for which you are or may be requesting an accommodation,you are encouraged to contact both your instructor and Disability Resources andServices (DRS), 216 William Pitt Union, 412-648-7890 (412-282-7355 for TTY), asearly as possible in the term. DRS will verify your disability and determinereasonable accommodations for this course

Professional Expectations:

As a future teacher, you are expected to demonstrate professional behavior in all interactions with faculty, supervisors, cooperating teachers, peers, students and parents. The faculty encourages you to approach your graduate program as a time to learn and practice using these professional behaviors. In this course, the expected professional behaviors are outlined below. Points may be deducted from your final grade due to unprofessional behavior.

●Academic Integrity

○Academic integrity is essential to the success of all students in higher education. Please refer to the University’s code of student obligations: As a faculty, we take this issue very seriously and will tolerate no violations. Please notify your course instructor if you have questions related to this issue.

●Confidentiality

○You are responsible to maintain the confidentiality of all the students you work with in field placements related to your coursework at the University of Pittsburgh. When writing or doing assignments for courses or speaking about your field experience and the students you work with use pseudonyms (not initials) for students’, teachers’ and schools’ names. In public, it is your responsibility to keep written assignments and any other materials bearing the names of students, teachers or staff secure from the view of others.

●Attendance

○You are expected you to attend all sessions and attendance will be taken at the start of each session. If you are unable to attend class due to illness or other significant personal circumstances, email your instructor prior to the start of class. You are responsible for all content covered in missed sessions. Please contact a classmate for notes and announcements.

○Excessive absences will result in a grade reduction.

●Participation

○You are expected to actively participate in course discussions. This helps you better learn the material and it helps your instructor gain better insight into your learning. You are expected to complete all required readings according to the timeline delineated in the course syllabus so that you will be able to better participate in class discussions and activities. If you do not understand something, please ask!

●Technology

○You are not permitted to use cell phones, texting or computers for personal email/web browsing during class. If you have a special situation that needs to be considered, please let your instructor know within the first week of the course.

●Communication

○Please communicate openly with your instructor regarding your understanding of course material, assignments, and course format. If you need assistance or wish to discuss any aspect of the course please do not hesitate to ask. And you may schedule a meeting with your instructor. Communicate with your instructor about special circumstances as soon as possible and always prior to the related class session and/or assignment due date.

●Courtesy

○You are expected to arrive to class on time, and inform your instructor if you must leave early (It is generally unacceptable to leave class early). Additionally, courteous behavior includes staying on-task during the class, respecting the opinions of others, and coming to class prepared.

○Additionally, you are expected to use professional language in class and in written communication (including email). Papers and emails that are written in an unprofessional manner (i.e., grammatically incorrect, typos, misspellings, overly informal) are considered unacceptable.

Pennsylvania Department of Education (PDE) CompetenciesThis table outlines the competencies that are addressed in this course and indicates how each one will be assessed.

Line / Competency / Competency Numbers / Assessed
1 / I. Special Education System in the United States
2 / C Prevention and Early Intervening / IC 1,2,3,4,5,6,7,& 9 / (RJ=Reading journal; F=Final Exam; I =IRIS modules; LPSG = Lesson Plan/Study Guide)
3 / Cognition and Development of Students with Disabilities – Individual Learning Differences / II B 2,3,4,5,6
4 / Cognition and Development of Students with Disabilities – Skill Development to Ensure Achievement of Students with Disabilities / II C iv, ii, iii, v
5 / Pedagogy – Specially Designed Instruction – Instructional Strategies / IV A 1-22
6 / Pedagogy – specially designed instruction – Literacy Development and Instruction in Core and Intervention Areas / IV D 1-5
7 / Inclusion in the LRE – Least Restrictive Environment – School Wide Delivery / V A 2-7