INTEGRATED SYLLABUS Northern Kentucky University College of Education and Human Services

Transcription

Special Education Block
INTEGRATED SYLLABUS
Northern Kentucky University
College of Education and Human Services
EDS 362, Applied Behavior Analysis of Students with Disabilities (3 cr. hrs.)
EDS 464, Assessment of Learning and Behavior Disorders (3 cr. hrs.)
EDS 472, Special Education Methods and Materials (3 cr. hrs.)
EDS 473, Special Education Practicum (2 cr. hrs.)
11 credit hours -
"Committed to the Development of All Learners"
Committed to the Development of All Learners is the theme that undergirds the
Conceptual Framework for all professional education programs in the College of
Education and Human Services (COEHS) at Northern Kentucky University. The
Conceptual Framework is supported by the missions of the university and the college and
used by faculty to continuously assess and update the curricula of the initial and advanced
programs. The COEHS created its Conceptual Framework after input from its
constituents: education and arts and science faculty, candidates, staff, and community
members. The graphic depicts a framework of continuously assessing the knowledge,
skills, and dispositions that classroom teachers, instructional leaders, and school
counselors must have to facilitate student learning and academic achievement.
KERA Initiatives
As students complete and implement projects and assignments throughout their education
programs they will address all components of the KERA initiatives: Kentucky Learning
Goals and Academic Expectations, the Kentucky Program of Studies, and the Core
Content for Assessment.
EPSB Themes
All NKU professional education programs address and affirm the value of diversity in
education, the importance of helping all children develop reading and literacy skills,
attaining high levels of skill in assessing the outcomes of instruction, and using those
skills to develop strategies for closing identified achievement gaps. This course will
provide students an opportunity to demonstrate their knowledge, skills, and dispositions
in the particular themes of: diversity, assessment, literacy/reading, and closing the
achievement gap.
The work you do in this course is subject to the NKU Student Honor Code,
http://www.nku.edu/~deanstudents/documents/StudentHonorCode-Fall2007.pdf.
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Students in the education programs must also adhere to the education programs’ Code of
Ethics: http://coehs.nku.edu/docs/COEHS_code_ethics_20.doc and the KY Code of
Ethics: http://www.kyepsb.net/legal/ethics.asp.
Instructor: Dr. Steve Crites
Office Location:
BEP 269
Office Hours:
Posted & by appointment
Telephone #:
859-572-5621
Course:
EDS 464
FAX: 859-572-6096
Email: [email protected]
Instructor: Dr. Melissa M. Jones
Office Location: BEP 286
Office Hours:
Telephone #:
859-572-1423
Course:
EDS 472 & EDS 473
FAX: 859-572-6096
Instructor: Dr. Stephen Walker
Office Location:
BEP 270
Office Hours:
Telephone #:
859-572-5598
Course:
EDS 362 & EDS 473
FAX: 859-572-6096
TEXTBOOKS
Alberto, P.A., & Troutman, A.C. (2009). Applied behavior analysis for teachers,
8th edition.
Upper Saddle River, NJ: Pearson Education Inc.
Gibb, S.G., & Dyches, T.T. (2000). Guide to writing quality Individualized Education
Programs: What’s best for students
with disabilities? Needham Heights, MA: Allyn & Bacon.
Mercer, C.D. & Mercer, A.R. (2005). Teaching students with learning problems. 7th
Edition. Columbus,
OH: Merrill/Prentice-Hall.
Kentucky Department of Education. (2006). Combined Curriculum Document.
Retrieved from
http://education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+
Resources/Teaching+Tools/Combined+Curriculum+Documents/default.htm
Overton, T. (2006). Assessing Learners with Special Needs: An Applied Approach 5th
edition. Columbus, OH:
Merrill/Prentice-Hall.
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Additional readings and resources will be available as necessary in class, on Blackboard
or through library reserve.
EVALUATION, AND GRADING POLICY
Grades for each course will be determined using the following percentage scale based on
total possible points:
Grade
Percent
A
93-100%
B
84-91%
C
75-82%
D
67-73%
F
<66%
Please note: C minus grades do not meet the criteria of C or better for continuing in
the education program.
Although the classes are presented as an integrated block, separate grades will be
submitted for each course and your transcript will reflect credit for each as a
separate course.
The grade of “A” is reserved for those whose efforts and products in the integrated block
are determined to be “excellent”. An excellent performance includes attending class,
contributing to class discussions, asking questions on difficult material, reading material
before it is discussed in class, proper English usage and spelling in all work submitted,
work submitted on time and in the proper form, exhibition of professional behavior and
appropriate *dispositions, and a demonstration of a thorough mastery of the material,
terms, and concepts on projects and examinations.
Assignment due dates are on the schedule. Late work may be refused. Points will be
deducted for work submitted late. Points may also be deducted in the event of excessive
absences from any of the classes in the block.
Assignments will be given a letter grade based on departmental grading policy and on the
scoring guidelines which accompany each assignment.
The College of Education Grading Guidelines
I.
Northern Kentucky University
The College of Education will use the following criteria for grades in
undergraduate courses:
A. Superior: Exceptional performance for undergraduate students.
Understanding of terms and concepts thoroughly demonstrated; ideas clearly
and thoughtfully presented; activities effectively completed; competence
clearly demonstrated in performance and knowledge areas; appropriate
English usage and spelling.
B. High Achievement: High achievement; clearly very good but not outstanding
performance for undergraduate students. Understanding of terms and ideas
well demonstrated; ideas clearly presented; activities completed; competence
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well demonstrated in performance and knowledge areas; appropriate English
usage and spelling.
C.
Adequate: The minimum expected of undergraduate students.
Understanding of terms and concepts adequately demonstrated; ideas
adequately presented; activities completed; competence demonstrated in
performance areas; written materials readable, with a few English and/or
spelling errors.
D. Unsatisfactory: Understanding of terms and concepts only vaguely
demonstrated; competence in performance areas not clearly demonstrated;
English usage and spelling marginal or below average.
F. Unacceptable: Not acceptable for undergraduate credit.
Please Note: A high caliber of performance is expected in this integrated block of
classes. Good attendance is necessary for maximizing your performance. Excessive
absences may result in the lowering of your final grade, at the discretion of the instructor,
regardless of other grade components. If at any time you have concerns relative to your
performance or any other aspects of this course, please contact one of the instructors for
an appointment.
Students with disabilities who require accommodations (academic adjustments,
auxiliary aids or services) for this course must register with the Disability Services
Office. Please contact the Disability Service Office immediately in the University
Center, Suite 320 or call 859-572-6373 for more information. Verification of your
disability is required in the Disability Services Office for you to receive reasonable
academic accommodations. Visit the Disability Services website at
www.nku.edu/~disability/.
STUDENT ACTIVITIES
Students are expected to attend all class meetings and field experience days, read
assigned materials prior to class discussion, participate in class discussions and small
group activities, and collaborate in a professional manner with her/his supervising
teacher. In addition, students will complete the following activities/assignments:
FOR EDS 362:
Activity
ABA Application Activities (5 X10 pts)
Chapter Quizzes – on class Bb site (13 X 2 pts ea.)
In Class Quizzes (3)
Behavior Change Project Report
Attendance and Participation (14 X 2 pts)
TOTAL POINTS POSSIBLE
Possible Points
50
26
150
100
28
354
FOR EDS 464:
Activity
Instrument Review/Sharing
Guided Reading Responses (10@5 each)
Possible Points
25
50
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Records Review Report
Tape of Norm-referenced Assessment administration and critique
Curriculum Based Assessment
Quizzes (2 @ 20)
Child Study: Assessment Report, including protocols and CBM
Attendance and Participation
15
15
25
40
100
20
290
FOR EDS 472:
Activity
Response to Intervention Report
Learning Station
Statement of Beliefs
Classroom Design Project
Classroom Budget Project
Professional Growth Plan
Possible Points
75 points
36 points
26 points
20 points
15 points
15 points
25 points
212 POINTS
FOR EDS 473:
Activity
Weekly Reflective Journal (10 @ 5 each)
Lesson Plans (4 @ 5 pts. ea.)
Weekly Overview (8@2 pts. ea.)
Shadow an Instructional Assistant
Video self-critique and reflection
Teacher Dispositions
Possible Points
50 points
20 points
16 points
20 points
25 points
57 points
188 POINTS
COURSE DESCRIPTION AND COURSE OBJECTIVES
Course Description and Course Objectives: These courses, taught in an integrated
fashion, cover the principles of applied behavior analysis, assessment for determining
eligibility and for designing instruction, and adapted teaching techniques which are
effective for students with mild disabilities. In addition, undergraduate students work
closely with classroom teachers in the schools to practice both the art and the science of
teaching. At the completion of these courses, the student will be expected to be able to
design and implement a behavior change program, effectively use a variety of assessment
tools for multiple purposes, and select and implement effective instruction for students
with mild disabilities and diverse learning needs. EDU 362, 464, 472, AND 473
specifically addresses these Kentucky Teacher Standards (means of assessment noted in
boldface):
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STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT
KNOWLEDGE.
The teacher demonstrates a current and sufficient academic knowledge of certified
content areas to develop student knowledge and performance in those areas.
1.1 Communicates concepts, processes, and knowledge
Accurately and effectively communicates concepts, processes and/or knowledge and uses
vocabulary that is clear, correct and appropriate for students.
Instrument Review (project), Quizzes (test), Lesson Plans (on demand task), RTI
Report (on demand task), Learning Station (project).
1.2 Connects content to life experiences of student.
Effectively connects most content, procedures, and activities with relevant life
experiences of students.
Quizzes (test), Lesson Plans (on demand task), RTI Report (on demand task),
Learning Station (project).
1.3 Demonstrates instructional strategies that are appropriate for content and
contribute to student learning.
Uses instructional strategies that are clearly appropriate for the content and processes of
the lesson and make a clear contribution to student learning.
Lesson Plans (on demand task), RTI Report (on demand task), Learning Station
(project).
1.4 Guides students to understand content from various perspectives.
Provides opportunities and guidance for students to consider lesson content from
different perspectives to extend their understanding.
Lesson Plans (on demand task), RTI Report (on demand task), Learning Station
(project), Classroom Budget (project).
1.5 Identifies and addresses students’ misconceptions of content
Identifies misconceptions related to content and addresses them during planning and
instruction.
Lesson Plans (on demand task), RTI Report (on demand task).
STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION
The teacher designs/plans instruction that develops student abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge.
2.1 Develops significant objectives aligned with standards.
States learning objectives that reflect key concepts of the discipline and are aligned with
local or state standards.
Lesson Plans (on demand task).
2.2 Uses contextual data to design instruction relevant to students.
Plans and designs instruction based on contextual (i.e., student, community, and/or
cultural) and pre-assessment data
2.3 Plans assessments to guide instruction and measure learning objectives
Prepares assessments that measure student performance on each objective and help guide
teaching.
Curriculum Based Assessment Project (project), RTI Report (on demand task),
Assessment Report (project), Behavior Change Project (project)
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2.4 Plans instructional strategies and activities that address learning objectives for
all students.
Aligns instructional strategies and activities with learning objectives for all students.
2.5 Plans instructional strategies and activities that facilitate multiple levels of
learning.
Plans instructional strategies that include several levels of learning that require higher
order thinking.
Lesson Plans (on demand task), RTI Report (on demand task),
STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING
CLIMATE
The teacher creates a learning climate that supports the development of student abilities
to use communication skills, apply core concepts, become self-sufficient individuals,
become responsible team members, think and solve problems, and integrate knowledge.
3.1 Communicates high expectations.
Sets significant and challenging objectives for students and verbally/nonverbally
communicates confidence in students’ ability to achieve these objectives.
Lesson plans (on demand task), Observation of teaching (on demand task)
3.2 Establishes a positive learning environment.
Establishes clear standards of conduct, shows awareness of student behavior, and
responds in ways that are both appropriate and respectful of students.
RTI Report (project), Behavior Change Project (project), Lesson Plans (on demand
task), Observation (on demand task).
3.3 Values and supports student diversity and addresses individual needs
Uses a variety of strategies and methods to supports student diversity by addressing
individual needs.
task), Observation (on demand task).
3.4 Fosters mutual respect between teacher and students and among students.
Treats all students with respect and concern and monitors student interactions to
encourage students to treat each other with respect and concern.
Observation (on demand task)
3.5 Provides a safe environment for learning
Creates a classroom environment that is both emotionally and physically safe for all
students.
STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES
INSTRUCTION
The teacher introduces/implements/manages instruction that develops student abilities to
use communication skills, apply core concepts, become self-sufficient individuals,
become responsible team members, think and solve problems, and integrate knowledge.
4.1 Uses a variety of instructional strategies that align with learning objectives and
actively engage students.
Uses a variety of instructional strategies that engage students throughout the lesson on
tasks aligned with learning objectives.
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RTI Report (project), Lesson Plans (on demand task)
4.2 Implements instruction based on diverse student needs and assessment data.
Implements instruction based on contextual information and assessment data.
task)
4.3 Uses time effectively.
Establishes efficient procedures for performing non-instructional tasks, handling
materials and supplies, managing transitions, and organizing and monitoring group work
so that there is minimal loss of instructional time.
4.4 Uses space and materials effectively.
Uses classroom space and materials effectively to facilitate student learning.
4.5 Implements and manages instruction in ways that facilitate higher order
thinking.
Instruction provides opportunity to promote higher-order thinking.
Lesson Plans (on demand task)
STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES
LEARNING RESULTS
The teacher assesses learning and communicates results to students and others with
respect to student abilities to use communication skills, apply core concepts, become selfsufficient individuals, become responsible team members, think and solve problems, and
integrate knowledge
5.1 Uses pre-assessments.
Uses a variety of pre-assessments to establish baseline knowledge and skills for all
students
Assessment Report (project), RTI Report (project), Behavior Change Project
(project)
5.2 Uses formative assessments
Uses a variety of formative assessments to determine each student’s progress and guide
instruction.
(project)
5.3 Uses summative assessments.
Uses a variety of summative assessments to measure student achievement.
(project)
5.4 Describes, analyzes, and evaluates student performance data.
Describes, analyzes, and evaluates student performance data to determine progress of
individuals and identify differences in progress among student groups.
(project)
5.6 Allows opportunity for student self-assessment.
Promotes opportunities for students to engage in accurate self-assessment of learning.
(project)
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STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION
OF TECHNOLOGY
The teacher uses technology to support instruction; access and manipulate data; enhance
professional growth and productivity; communicate and collaborate with colleagues,
parents, and the community; and conduct research.
6.1 Uses available technology to design and plan instruction.
Uses technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student
learning.
Uses technology to implement instruction that facilitates student learning.
Lesson Plans (on demand task), Observation (on demand task)
6.3 Integrates student use of available technology into instruction
Integrates student use of technology into instruction to enhance learning outcomes and
meet diverse student needs.
Lesson Plans (on demand task), Observation (on demand task)
STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND
LEARNING
The teacher reflects on and evaluates specific teaching/learning situations and/or
programs.
7.1 Uses data to reflect on and evaluate student learning.
Reflects on and accurately evaluates student learning using appropriate data.
Behavior Change Project (project), RTI Report (project), Assessment Report
(project), Weekly Reflective Journal (on demand task)
7.2 Uses data to reflect on and evaluate instructional practice.
Reflects on and accurately evaluates instructional practice using appropriate data.
Assessment Report (on demand task), Behavior Change Project (project), RTI
Report (project), Weekly Reflective Journal (on demand task)
7.3 Uses data to reflect on and identify areas for professional growth.
Identifies areas for professional growth using appropriate data.
Professional Growth Plan (on demand task)
STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
The teacher collaborates with colleagues, parents, and other agencies to design,
implement, and support learning programs that develop student abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge.
8.1 Identifies students whose learning could be enhanced by collaboration
Identifies one or more students whose learning could be enhanced by collaboration and
provides an appropriate rationale.
RTI Report (project), Weekly Reflective Journal (on demand task)
8.3 Implements planned activities that enhance student learning and engage all
parties.
Implements planned activities that enhance student learning and engage all parties
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STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS
PROFESSIONAL DEVELOPMENT.
The teacher evaluates his/her overall performance with respect to modeling and teaching
Kentucky’s learning goals, refines the skills and processes necessary, and implements a
professional development plan.
9.1 Self assesses performance relative to Kentucky’s Teacher Standards.
Identifies priority growth areas and strengths by thoroughly and accurately assessing
current performance on all the Kentucky Teacher Standards
Professional Growth Plan (on demand task), Weekly Reflective Journal (on
demand task)
9.2 Identifies priorities for professional development based on data from selfassessment, student performance and feedback from colleagues.
Identifies priorities for professional development based on data from self-assessment,
student performance and feedback from colleagues.
Professional Growth Plan (on demand task), Weekly Reflective Journal (on
demand task)
9.3 Designs a professional growth plan that addresses identified priorities.
Designs a clear, logical professional growth plan that addresses all priority areas.
Professional Growth Plan (on demand task)
Additionally, the following course objectives are specifically related to the CEC
Knowledge and Skills for Beginning Special Education Teachers taken from What
Every Special Educator Must Know: Ethics, Standards and Guidelines for Special
Educators (5th Edition). CC = Common Core. GC = General Curriculum
(individualized for students with mild/moderate disabilities). K = Knowledge. S =
Skill.
The teacher candidate in EDU 362, 464, 472, and 473 will demonstrate knowledge and
skills in the following areas:
CC1K2
CC1K5
CC1K6
GC1K1
GC1K7
GC1K9
CC1S1
GC3S1
GC4K1
Laws, policies, and ethical principles regarding behavior management
planning and implementation.
Issues in definition and identification of individuals with exceptional
learning needs, including those from culturally and linguistically diverse
backgrounds.
Issues, assurances, and due process rights related to assessment, eligibility,
and placement within a continuum of services.
Definitions and issues related to the identification of individuals with
disabilities.
Factors that influence the overrepresentation of culturally/linguistically
diverse students in
programs for individuals with disabilities.
Theory of reinforcement techniques in serving individuals with disabilities.
Articulate personal philosophy of special education.
Relate levels of support to the needs of the individual.
Sources of specialized materials, curricula, and resources for individuals
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GC4K2
GC4K3
GC4K4
GC4K5
GC4K6
GC4K7
CC4S1
CC4S2
CC4S3
CC4S4
CC4S5
GC4S1
GC4S2
GC4S3
GC4S4
GC4S5
GC4S6
GC4S7
GC4S9
GC4S10
GC4S11
GC4S12
GC4S13
GC4S14
GC4S15
GC4S16
CC5K1
CC5K2
with disabilities.
Strategies to prepare for and take tests.
Advantages and limitations of instructional strategies and practices for
teaching individuals with disabilities.
Prevention and intervention strategies for individuals at risk for a disability.
Strategies for integrating student-initiated learning experiences into ongoing
instruction.
Methods for increasing accuracy and proficiency in math calculations and
applications.
Methods for guiding individuals in identifying and organizing critical
content.
Use strategies to facilitate integration into various settings.
Teach individuals to use self-assessment, problem-solving, and other
cognitive strategies to meet their needs.
Select, adapt, and use instructional strategies and materials according to
characteristics of the individual with exceptional learning needs.
Use strategies to facilitate maintenance and generalization of skills across
learning environments.
Use procedures to increase the individual’s self-awareness, selfmanagement, self-control, self-reliance, and self-esteem.
Use research-supported methods for academic and nonacademic instruction
of individuals with disabilities.
Use strategies from multiple theoretical approaches for individuals with
disabilities.
Teach learning strategies and study skills to acquire academic content.
Use reading methods appropriate to individuals with disabilities.
Use methods to teach mathematics appropriate to the individuals with
disabilities.
Modify pace of instruction and provide organizational cures.
Use appropriate adaptations and technology for all individuals with
disabilities.
Use a variety of nonaversive techniques to control targeted behavior and
maintain attention of individuals with disabilities.
Identify and teach basic structures and relationships within and across
curricula.
Use instructional methods to strengthen and compensate for deficits in
perception, comprehension, memory, and retrieval.
Use responses and errors to guide instructional decisions and provide
feedback to learners.
Identify and teach essential concepts, vocabulary, and content across the
general curriculum.
Implement systematic instruction in teaching reading comprehension and
monitoring strategies.
Teach strategies for organizing and composing written products.
Implement systematic instruction to teach accuracy, fluency, and
comprehension in content area reading and written language.
Demands of learning environments.
Basic classroom management theories and strategies for individuals with
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CC5K3
CC5K6
CC5K7
GC5K2
GC5K3
CC5S1
CC5S2
CC5S3
CC5S4
CC5S5
CC5S6
CC5S7
CC5S10
CC5S11
CC5S12
CC5S15
GC5S3
GC6S1
GC6S2
GC6S3
GC6S4
CC7K1
CC7K2
CC7K3
CC7K5
GC7K1
GC7K3
GC7K4
CC7S1
CC7S2
exceptional learning needs.
Effective management of teaching and learning.
Strategies for crisis prevention and intervention.
Strategies for preparing individuals to live harmoniously and productively in
a culturally diverse world.
Adaptation of the physical environment to provide optimal learning
opportunities for individuals with disabilities.
Methods for ensuring individual academic success in one-to-one, smallgroup, and large-group settings.
Create a safe, equitable, positive, and supportive learning environment in
which diversities are valued.
Identify realistic expectations for personal and social behavior in various
settings.
Identify supports needed for integration into various program placements.
Design learning environments that encourage active participation in
individual and group activities.
Modify the learning environment to manage behaviors.
Use performance data and information from all stakeholders to make or
suggest modifications in learning environments.
Establish and maintain rapport with individuals with and without exceptional
learning needs.
Use effective and varied behavior management strategies.
Use the least intensive behavior management strategy consistent with the
needs of the individual with exceptional learning needs.
Design and manage daily routines.
Structure, direct, and support the activities of paraeducators, volunteers, and
tutors.
Plan instruction in a variety of educational settings.
Enhance vocabulary development.
Teach strategies for spelling accuracy and generalization.
Teach individuals with disabilities to monitor for errors in oral and written
language.
Teach methods and strategies for producing legible documents.
Theories and research that form the basis of curriculum development and
instructional practice.
Scope and sequences of general and special curricula.
National, state or provincial, and local curricula standards.
Roles and responsibilities of the paraeducator related to instruction,
intervention, and direct service.
Integrate academic instruction and behavior management for individuals and
groups with
disabilities.
Interventions and services for children who may be at risk for learning
disabilities.
Relationships among disabilities and reading instruction.
Identify and prioritize areas of the general curriculum and accommodations
for individuals with exceptional learning needs.
Develop and implement comprehensive, longitudinal individualized
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CC7S3
CC7S4
CC7S5
CC7S6
CC7S10
CC7S11
CC7S12
CC7S13
GC7S1
GC7S2
GC7S3
GC7S8
CC8K1
CC8K2
CC8K3
CC8K4
CC8K5
GC8K2
GC8K3
GC8K4
CC8S1
CC8S2
CC8S3
CC8S4
CC8S5
CC8S6
CC8S7
CC8S8
CC8S9
GC8S1
GC8S2
GC8S3
programs in collaboration with team members.
Involve the individual and family in setting instructional goals and
monitoring progress.
Use functional assessments to develop intervention plans.
Use task analysis.
Sequence, implement, and evaluate individualized learning objectives.
Prepare lesson plans.
Prepare and organize materials to implement daily lesson plans.
Use instructional time effectively.
Make responsive adjustments to instruction based on continual observations.
Plan and implement individualized reinforcement systems and environmental
modifications at levels equal to the intensity of the behavior.
Select and use specialized instructional strategies appropriate to the abilities
and needs of the individual.
Plan and implement age- and ability-appropriate instruction for individuals
with disabilities.
Design, implement, and evaluate instructional programs that enhance social
participation across environments.
Basic terminology used in assessment.
Legal provisions and ethical principles regarding assessment of individuals.
Screening, prereferral, referral, and classification procedures.
Use and limitations of assessment instruments.
National, state or provincial, and local accommodations and modifications.
Laws and policies regarding referral and placement procedures for
individuals with disabilities.
Types and importance of information concerning individuals with disabilities
available from families and public agencies.
Procedures for early identification of young children who may be at risk for
disabilities.
Gather relevant background information.
Administer nonbiased formal and informal assessments.
Use technology to conduct assessments.
Develop or modify individualized assessment strategies.
Interpret information from formal and informal assessments.
Use assessment information in making eligibility, program, and placement
decisions for individuals with exceptional learning needs, including those
from culturally and/or linguistically diverse backgrounds.
Report assessment results to all stakeholders using effective communication
skills.
Evaluate instruction and monitor progress of individuals with exceptional
learning needs.
Create and maintain records.
Implement procedures for assessing and reporting both appropriate and
problematic social behaviors of individuals with disabilities.
Use exceptionality-specific assessment instruments with individuals with
disabilities.
Select, adapt and modify assessments to accommodate the unique abilities
and needs of individuals with disabilities.
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GC8S5
CC9K3
CC9K4
CC9S1
CC9S2
CC9S8
CC9S9
CC9S11
CC9S12
GC9S1
CC10S2
CC10S8
Monitor intragroup behavior changes across subjects and activities.
Continuum of lifelong professional development.
Methods to remain current regarding research-validated practice.
Practice within the CEC Code of Ethics and other standards of the
profession.
Uphold high standards of competence and integrity and exercise sound
judgment in the practice of the professional.
Use verbal, nonverbal, and written language effectively.
Conduct self-evaluation of instruction.
Reflect on one’s practice to improve instruction and guide professional
growth.
Engage in professional activities that benefit individuals with exceptional
learning needs, their
families, and one’s colleagues.
Participate in the activities of professional organizations relevant to
individuals with disabilities.
Collaborate with families and others in assessment of individuals with
exceptional learning needs.
Model techniques and coach others in the use of instructional methods and
accommodations.
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ADDITIONAL GUIDELINES FOR EACH COURSE IN THE SPECIAL
EDUCATION BLOCK
GUIDELINES FOR EDS 362
ABA Application Activities:
ABA Application Activities will be provided from time to time to permit you an
opportunity to test your new knowledge and apply it to real life. These activities will be
provided in class and the due date will typically be one week later. These activities will
take between 15 minutes and an hour to complete. Directions for each activity will be on
the assignment and also explained in class. If you should miss class, be sure to check to
see if an application activity was assigned when getting course notes from a colleague.
Online Chapter Quizzes:
Go to the Bb site for EDS 362 and you will find the chapter quizzes under each topic
category (Foundations, Data Collection, etc.). Download, print the quiz, complete it, and
bring it to class on the date that the topic is discussed (see the calendar for additional
details).
Quizzes:
You will have several in class quizzes that will test and confirm your knowledge and
application of ABA principles and procedures. These quizzes will be rigorous and
require a thorough knowledge of the terms and procedures. You will be expected to learn
the language of your profession. ABA concepts are difficult for some, and so a careful
reading of your text and good attendance is typically necessary to do well on these
quizzes.
ABA Project:
The Behavior Change Project Report is a summary of your efforts to modify the social
and/or academic behavior of a child using Applied Behavior Analysis (contingency
management). The report has 6 sections and each should be labeled with the heading
noted below in boldface. A description and/or example of your work with the child
should then follow (where appropriate some items may appear in the appendices).
SECTION I: SUBJECT AND SETTING
Briefly describe the important and relevant characteristics of the subject and the
important features of the environment in which the project was implemented.
For example, note the child’s age, grade level, very briefly describe the nature of
the problem in the context of the classroom (regular, resource, number of other
students, number of adults, length of class, academic subjects typically covered,
etc) while the behavior change project was in effect. Also, if the behavior you
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plan to help the child modify is an inappropriate behavior, be sure to formally or
informally note the function that the maladaptive behavior serves for the child
(prior to intervention). Describe how you discovered the function.
SECTION II: BEHAVIORAL DEFINITION
The behavior must be defined and described in observable and measurable terms. In this
section you are to specifically pinpoint the behavior and provide examples and nonexamples of the behavior. (This is a very important and sometimes a difficult step - take
care and seek assistance if needed). CAUTION: THIS IS NOT A BEHAVIORAL
OBJECTIVE! If you are unsure of the difference between a behavioral definition and an
objective - seek assistance before continuing. This task MUST be completed BEFORE
you take baseline data.
SECTION III: DATA COLLECTION SYSTEM
The data recording system should be described in sufficient detail so that the reader could
replicate the procedure without any questions. In this section, describe exactly what was
measured, exactly how it was measured, and any type of recording forms or other
equipment used. Be certain to specifically name the data collection system selected, i.e.
event recording, time sampling, permanent product, ...etc. In the text of the report (or in
an appendix) be sure to include examples of forms you used to record or summarize the
data or present pictures, drawings, or other representations of how the data was gathered.
Describe the system used in sufficient detail so that it could be replicated by anyone
reading your report.
SECTION IV: PROCEDURES
Describe in specific detail the procedures you used during the baseline and treatment
phases of the project. Specifically describe when and under what conditions reinforcers
and/or punishers were delivered. Describe how the project was initially presented to the
subject, how contingencies were established and explained to the subject, and any other
relevant details of the treatment program. Explanations should be very specific and in
sufficient detail that someone reading your explanation could reliably replicate the
procedures used. Part or all of this section can (if appropriate) be presented in a sequence
much like a recipe. Be complete and be sure to include thorough descriptions of both the
baseline and the treatment phases of your project. One criteria that I will use to evaluate
this section is whether I could do what you did (replicate it) from the description you
provide. One additional absolute requirement for the project is the REQUIRED use of
some type of reinforcer that is to be provided contingently upon the child meeting
specific program/project behavior change goals. The reinforcer may be primary or
secondary, and may be among those (like grades) that are considered part of the natural
contingencies, but the child must demonstrate that they have learned the relationship
between the delivery of the reward and a change in the target behavior. In other words,
there MUST be a contingency in place in this behavior change program.
SECTION V: EXPERIMENTAL DESIGN
Identify the single subject design utilized in your behavior change experiment and defend
your selection. For example, did you use an AB design, changing criterion, or a multiple
baseline? Provide a thoughtful rationale for your selection of the design.
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SECTION VI: RESULTS & DISCUSSION
Report and discuss what happened as a result of this experiment and present your data on
a graph. This is your chance to “explain away” data that does not “fit”, or how
confounding variables interfered with your project. You must present a graph that is
constructed and labeled according to the procedures and guidelines presented in this class
(see your supplemental materials on BB for additional information and models).
Typically, the graph is included in the appendices. For this assignment, you may only
submit hand drawn graphs. No computer-generated graphs will be accepted.
Other Important Information:
1. The report must be typed (double-spaced).
2. Graphs, sample data collection sheets, work samples, photos, and other examples of
your work should be discussed/described in the text of the paper and examples
referred to and presented in the appendices.
3. All pages should be numbered and stapled together or bound with a binder clip.
Please do not use plastic page covers for this assignment.
4. Consider having someone proof read your work for spelling, grammar, and clarity.
We will have an in-class peer critique the week before the project due date.
5. PLEASE follow these guidelines - your grade depends in part on presenting your
project and the results in this format.
6. Keep the project simple - select a behavior that you believe you can be successful on
your first application of ABA techniques. This project need not deal with
inappropriate behavior – in fact, excellent projects based on increasing academic
performance can also be attempted. In either case, be sure that you have described
the treatment and the contingencies very thoroughly. If you select an academic
behavior to change, be sure that you are careful in how you define the behavior that
you plan to measure. Specifically, be careful not to set up a contingency that is
unethical such as “if you read faster, then I will give you extra minutes of recess”. If
there is an underlying learning disability, this is an obviously inappropriate
contingency. On the other hand, if you say, “if you practice your sight words with me
for 15 minutes using our new VAKT approach, then you can earn extra minutes of
recess” - that is certainly appropriate. The data you collect may in fact be related to
the child’s knowledge of sight words, but in the later example the contingency is
ethical and reasonable because it deals with a behavior that is directly under the
control of the child and the environment. If you are unsure if you are using an ethical
contingency, be sure to discuss it with me. I am certain that we can find a way to
ensure that you can provide the treatment you wish to use with an appropriate and
ethical contingency.
7. If you have problems or concerns - PLEASE ASK me for assistance. Talking “ABA”
with my students is one of the things I enjoy most about my work!
Attendance and Participation in EDS362:
Good attendance is expected. If you anticipate a high number of missed classes, please
drop this entire block and retake it when you can make a more consistent commitment to
your studies and your professional preparation. If you must miss a class due to an illness
or emergency, be sure to get a copy of class notes from a colleague and check for any
assignments that may have been given during your absence.
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Records Review Report:
15 points
Due September
26
You will review the records of one student in your practicum placement. It is critical that
you follow the school’s guidelines regarding access to the student’s file in completing
this assignment. You will be reviewing the records to see how the provisions of IDEA
regarding assessment, eligibility and IEP’s have been implemented. Specific information
that you need to find will be provided in class.
Instrument Review/Sharing:
25 points
Due September 19
This assignment should be completed with a partner. You will be assigned a published
assessment instrument to review in terms of quality and usefulness. Specific guidelines
will be provided in class. You will be expected to share information about the instrument
with your classmates, so that they can decide if it would provide a means for gathering
information they need with their student(s). For that sharing, you will need a one page
handout. Specifics about the one page handout, as well as the complete assignment will
be given to you.
Tape of Norm-referenced assessment administration, including protocol and selfassessment and critique: 15 points
Due on or before October 10
You are expected to use norm-referenced assessments with one student in your practicum
setting. Early in your completion of the assessment, audiotape your administration of at
least part of one instrument (a minimum of 30 minutes of tape is needed). Once you have
completed the taping, review the tape and determine if you have correctly followed the
procedures for standardized test administration discussed in class. Also review the
student record form to ensure that you have completed it correctly. Write a brief
reflection of your administration and scoring indicating what you did well and what you
should have done differently. Please turn this tape, protocol and self-assessment in as
soon as possible in the semester to me, so that feedback, if needed, can be provided as
you complete the requirements for this course.
Curriculum Based Assessment
25 points
Due October 31
You will be developing a curriculum based assessment instrument for a specific area of
the curriculum. This may be completed individually or in a small group (up to four)
depending on the scope of the curriculum for which you would like to develop
assessment materials. As you begin to work with a student in your practicum, think of the
curricular area for which you might want to gather additional information. More details
about this assignment will be provided in class.
Child Study: Assessment Report, including protocols and Curriculum Based
Measurement
100 points
Due December 9 (draft due December 5)
You will be completing the assessment of a child in your practicum. This child study
assessment report is the final report of the assessment information you gather in your
practicum setting related to a specific child. This assessment should include a background
section that is a brief summary of your records review, norm referenced assessment of
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reading, writing, mathematics, oral language and written language skills. Observations
and other informal methods of data collection in those areas, as well as behavior and
learning strategies should be done. As you complete the norm-referenced assessment,
turn protocols, so that your raw scores can be checked prior to determining other scores.
The completed protocols with scoring completed must be included with the child study
report. See the specific document regarding report format.
Attendance and Participation:
Various activities will be conducted in class to help you successfully complete the above
assignment. Therefore, attendance is essential. Please call me, if an emergency prevents
you from attending class, and be sure to get the notes.
(36 points)
Attendance and participation are important as we embark upon learning new material to
help you become the teacher you would like to be. For each day of attendance, you
will receive two points, totaling 28 points. Partial attendance is equivalent to a partial
point (For example, 1/2 missed class period equals 1 attendance point).
Part of participation is completing the required reading. The text is used as a supportive
resource for what we will be discussing in class. It was chosen because it provides the
reader with multiple strategies to support the “science” part of teaching, such as
researched based instructional techniques. There is a reading assignment due almost
every day of class.
The text is unique because it provides a web site students can access for additional
resources (www.prenhall.com/mercer). You are encouraged to explore these resources
throughout the course, even if they are not specifically assigned.
Aside from reading the text, eight additional points can be earned periodically
throughout the semester by completing small in-class and out-of-class assignments,
making a total of 36 points possible for attendance and participation.
(20 points)
Statement of Beliefs
A teacher’s philosophy and underlying beliefs of teaching are always evolving as new
knowledge and skills are acquired and insights gained. One’s beliefs about teaching and
learning are the foundation of all that the teacher does, demonstrating one’s beliefs
through actions when designing and implementing instruction. Write a belief statement
about your core beliefs that you will carry with you into your life as a special education
teacher. Reflect on previous courses and experiences, as well as the specific
components listed below from Chapter 2 in the Mercer and Mercer text:
Large group instruction
Small group instruction
One-to-one instruction
Peer Tutoring
Cooperative Learning
Independent Seatwork
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Technology
Homework
Scheduling
We will use what you write as the foundation for upcoming assignments, so be
descriptive. Provide specific examples of how you will demonstrate your beliefs in the
classroom, using the information in Mercer and Mercer to support your ideas. Be sure to
reference particular passages in the text, listing page numbers when applicable, to
demonstrate your point (see scoring guide).
(15 points)
Classroom Design
As a classroom teacher, you will be expected to design a classroom, creating a positive
learning environment for students. Based on components learned in class and the desired
grade level at which you would like to teach, create a visual layout for a classroom
that allows for teacher visibility, resource accessibility, and reduces distractions for
students. Be sure to provide a key to denote specific articles in the room such as student
desks, book- shelves, garbage cans, and audio-visual equipment.
After creating a map of your dream classroom, write a brief summary describing how this
room arrangement design supports your Belief Statement. For example, if you feel that
peer tutoring is important, explain how that belief is reflected in your student desk
arrangement (see scoring guide).
(15 points)
Classroom Budget
As a classroom teacher, you will have the opportunity to select and purchase materials for
your classroom. Based on your philosophy of teaching and desired grade level, outline
purchases you would prioritize to maximize student learning, staying within the agreed
upon budget. When making purchase decisions, pay particular attention to issues of
cultural diversity and learning differences, making decisions that are age appropriate to
the level of class you expect to teach. Make copies of actual items when possible, or
provide a detailed description of the item to be purchased (see scoring guide).
Learning Station
(26 points)
One of the areas of expertise that a special education teacher needs to have is in researchbased instructional techniques to enhance the learning of students with disabilities. As a
means for learning about various instructional strategies, you will investigate a specific
instructional strategy in the text to share with the rest of the class as a learning station
activity.
The learning station activity should be interactive in nature, effectively teaching and
providing practice in a research-based strategy. The station should last 10 minutes for a
small group of 5-6 students. Students in the class will rotate among stations, so be
prepared with enough materials for every member of the class to use at some point during
the station teaching.
As the teacher for the station, you will be expected to provide some direct instruction,
written instructions, examples or models, and an activity that gets students actively
engaged in learning. You may either design the station to teach college students about a
specific strategy, or you may design the station as if it would be used by P-12 students,
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having college students act as children engaged in the station, using a particular strategy
to learn. (see scoring guide for details)
Professional Growth Plan
(25 points)
At the end of the semester, you will be asked to develop and turn in a Professional
Growth Plan based on the skills you feel you need to further develop in order to become
the type of teacher you would like to be. Throughout the semester, use the Skills
Checklist provided to document when and how you have demonstrated proficiency of a
particular skill. This checklist will be what you use to identify areas of need as the first
step of your Professional Growth Plan. The plan will be graded based on the following
criteria:
¾ Filled out CEC skills checklist in a thoughtful manner, considering course work,
practicum, and life experiences when documenting experiences.
¾ Areas of need are clearly identified.
¾ Direct connections made between missing experiences or skills on skills checklist
and targets for growth on PGP.
¾ Realistic goals are set based on the needs outlined.
¾ Activities are thoroughly described, including a timeline when applicable, for
achieving the desired goals.
¾ Overall Professional Growth Plan demonstrates a deep reflection on the student’s
strengths and areas of need.
(see scoring guide)
(75 points)
Response to Intervention Report
As a special education teacher, you will be involved on many child study teams, looking
for information to design effective instruction for individual students. Often times, you
will be asked to write a report of your findings, either to be included in a multi-factored
evaluation, as part of an IEP, or part of an intervention assistance team. To help prepare
you for this responsibility, you will conduct a child study with an individual student
assigned by your supervising teacher and write up your findings in a Response to
Intervention Report.
Over the course of the semester, you will have opportunities to work one-on-one with this
student, investigating her/his strengths and areas of need, and trying a variety of
instructional techniques to see which ones are the most effective for helping this student.
It is preferred that the student with whom you will be working be the same student on
which you are focusing for your ABA and Assessment course work. However, it may be
possible to work with a different student for this report if necessary. Using the
information gathered by trying different teaching techniques and ongoing progress
monitoring, you will write up a formal, professional report sharing your findings
concerning the instructional strategies that appeared to be the most effective with
your student, and why. The report should be written in a professional manner, focusing
on the student’s strengths.
The RTI Report has four (4) parts. Each part MUST be clearly labeled and
professionally organized such as in 3 sections of a small binder, or in 4 separately
labeled folders. A description of the 4 parts follows:
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Part #1: Titled: EDS 472 Response to Intervention Report: SUMMARY AND
RECOMMENDATIONS
At the top of the page please be sure to include the name of the child, the date the report
was written, the child’s birth date and chronological age, and your name. The narrative
summary MUST begin with the following statement:
This response to intervention report was prepared by an undergraduate student enrolled in
a Special Education Methods course at Northern Kentucky University, and should be
interpreted accordingly. The information in this report was gathered over a relatively
short period of time with limited hours spent with this child. Therefore, the suggestions
and information shared herein should only be ideas to support further investigation into
the learning strategies which could be used to best facilitate the learning of this child.
Questions regarding the contents of this report may be directed to Dr. Missy Jones,
College of Education at NKU (859-572-1423).
Background Information: This section should be a very brief summary of what you
know about the child from the records review you conducted in your assessment course,
information provided by your supervising teacher, and any
other assessment data that was available to you. This section should be titled
“Background Information”. In this section, be sure to describe the services the student
receives, the Least Restrictive Environment, and the strengths, interests, and concerns
related to this student’s learning. Do not be specific in terms of any data that is legally
protected (e.g. IQ or Achievement data). The first paragraphs of your report should begin
with the following type of statement:
Billy Bob receives special education services for a learning disability in the area of
reading and written expression. In particular, he struggles with reading fluency and
reading comprehension. He has received special education services for three years, and
most of those services are delivered in the general education classroom setting. His
teacher reported concern over an increased gap between his skills and those of his peers
as he continues to struggle with reading content material independently. Billy Bob’s
teacher also reports that his difficulties with organization have further hindered his
progress. His interests include robotics and anything related to science, as well as video
games. He is particularly adept at socializing with his peers, but is a bit shy when it
comes to talking with adults.
Problem Definition and Analysis: Following the background summary, state in
specific, measurable terms the academic area prioritized for intervention, along with a
statement of the problem analysis, or a hypothesis of why the problem is occurring. Two
examples follow:
After having read a grade level passage, Billy Bob correctly answers only 2 out of 5
comprehension questions about the passage because he has a limited sight word
vocabulary, forcing him to sound out most of the words he is reading, resulting in poor
reading comprehension.
-OR-
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Given a math worksheet with mixed signs, Billy Bob averages 60% correct because he is
unable to determine the appropriate math operations to use when solving problems.
Academic Goal(s): In this section, provide a goal statement, describing what the
intended outcomes were for the instructional interventions provided. Consider what
alternatives to the problem issue you had hoped to see occur. An example follows:
In order to improve Billy Bob’s reading comprehension difficulties, a goal for increasing
his sight word vocabulary was established. The goal was: Given a list of sight words
from his spoken vocabulary, Billy Bob will correctly identify 20 sight words
independently by November 16, 2008.
-ORTo help with Billy Bob’s math reasoning, a goal was generated, focusing on his ability to
choose the appropriate math operations. Choosing operations was considered more
important than correct answers because he could not do the latter without being able to
determine the appropriate math approach to take. His goal was: When given a set of
mixed math problems, Billy Bob will choose the correct math operations to use in 4 of 5
opportunities.
Instructional Strategies Implemented: A general overall description of the
individualized instruction provided as part of this practicum should follow in a section
titled “Instructional Strategies Implemented.” This section should begin with an
introductory statement that will read something like the following example:
Billy Bob received 1:1 tutoring for 45 minutes a minimum of two days a week over a 12week period. During this individualized tutoring, a variety of teaching and learning
techniques were attempted with Billy Bob to address his difficulties with reading and
then these strategies were evaluated for their effectiveness. These strategies included
cognitive strategies such as first letter mnemonics and self-questions. The use of visual
cues such as … and … were attempted etc….
***Please note that this is only an example. You may not have tried cognitive strategies,
mnemonics, self-questions, or visual cues. Adjust this statement based on the strategies
that you specifically tried.
Assessment of Learning Results: This next section should include a narrative
describing some specific observations related to the child’s reaction to the learning
approaches tried, as in this example:
Based on an analysis of work samples and a teacher observation checklist, it was found
that Billy Bob experienced greatest success when provided with a multi-sensory approach
to learning… for example he … 70 % of the time when presented with … However,
Billy Bob only completed… 55% of the time when presented information in a
paper/pencil format.
These observations should be validated with mention of the progress monitoring system
that was used and specific data collected.
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Considerations for Future Instruction: Lastly, make some recommendations for future
instruction based on the experiences you described above. Title this section
“Considerations for Future Instruction.” Consider what you have learned about the
child’s learning and processing style as well as the child’s strengths and interests. How
might others use this information to provide support to the child in areas besides the
academic skill focused on during the summer clinic? For example, if the child was able
to master her multiplication tables using a rhyme with a distinct rhythm, how might this
be used to help the student remember other important facts such as in history or science?
The following is an example transition statement to be used:
Billy Bob seems to perform best when reading material is ….. Given this information, it
may be helpful to … when teaching Billy Bob to …
** Write to report as well as to educate the reader on the procedures used that had the
greatest positive effect on learning (say what you mean, and describe what you say in
everyday language). Thoroughly describe the strategies that you used, particularly those
that were the most effective.
*** Keep in mind that these teaching and learning factors are dynamic and may be
situational, so you should be specific, but describe with qualifiers. Avoid definitive
statements. Instead, write your summary and recommendations using such phrases as
Billy seemed to respond to… or In this one-on-one situation, Billy was able to… In these
tutoring sessions, you will discover a great deal about the child, but will actually know
very little about how she/he will react to these same methods in the context of a regular
classroom. Please keep this in mind as you write the report.
Part #2: Titled: FORMATIVE EVALUATION DATA The only thing that MUST be
in this section is at least one graph of academic or behavioral data that represents the
student’s progress during the course of the practicum, beginning with baseline data and
ending with the student’s current level of performance during the last week of tutoring.
The graph should be constructed and labeled correctly. There should be sufficient
information on the graph for someone not familiar with the work you have been doing to
easily pick up your graph and determine student progress.
Hint: Consider this the illustration to the story you wrote in the first section of the RTI
report.
If desired, you may also include work samples, ongoing performance data and charts of
progress, results of comprehension checks (if appropriate), and summaries of any pre and
post data that was collected. You may also submit anecdotal records, photographs, or
other evidence of student performance, although these are not required.
Part #3: Titled: Individualized Education Program. Based on your knowledge of the
child from the practicum experience, complete an IEP using the current Kentucky state
approved forms in the proper format. (If you teach in another state, please notify the
instructor). More information on the forms will be provided in class. Using the data you
collected, generate a present level of academic achievement and functional performance,
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one goal, 2 objectives, and evaluation criteria, as well as services needed to support this
learner in the general education curriculum.
Part #4: Titled Lesson Plans. Throughout your practicum, you will be expected to
design effective lessons using evidence-based practices in order to meet the learning
needs of students with disabilities. Choose three quality lessons that you implemented
which describe the implementation of instruction for some of the most effective
strategies tried during the field experience. Using the KTIP lesson plan format,
include correctly written objectives, a thorough description of procedures and an
assessment that matches the objectives.
Each lesson should conclude with a thoughtful impact and reflection, demonstrating
the ability to match instruction to learner strengths, and to change instruction based on
learner needs.
Each of the first three sections of the report are worth 12 points, with the fourth section
worth 11 points. Additional points will be awarded based on the professional
presentation of the report, including the following:
•
•
Part #1 of the RTI Report MUST be typed and adhere to the required format.
Students are strongly urged to use a word processor so that corrections, additions,
and deletions can be made at the last minute.
• Good quality paper and clear, readable copies of Part #1 are expected.
• Use of proper English usage, grammar, spelling, and writing style are VERY
important, particularly for Part #1. This part of the report will be shared with
others, including the child’s teacher or other educators, and it will have your name
on it. Please keep that in mind as you write.
• Descriptions of techniques must be included in the report so that the reader can
understand the nature of the method you used and have sufficient information
such as references of materials, etc. If successful, these methods may be used by
parents and teachers, so be complete in your descriptions!
*(see RTI rubric for more specific scoring details)
Weekly Reflective Journal
Every week that you are scheduled to be in a practicum field site, you will be expected to
write a reflection based on your experiences at that site. The journal reflections will be
submitted by the date indicated on the course calendar.
When writing your journals, reflect on something that you have learned, experienced,
question, or are frustrated by. Each journal should be in the following format: What?; So
what?; and Now what?
1) What happened? When answering this question, briefly describe something
that occurred in the classroom or school that has triggered some thought for you.
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For example, you might choose to reflect on something a student said to you, or
something you heard in the teacher’s lounge, a lesson you taught or observed
someone else teaching, an interaction among students, a discrepancy between
something you read or learned about in class and something you observed…
2) So What? When answering this question, explain what significance this
experience has. Why did it affect you? What difference does it make?
3) Now What? In the final section of your reflection, describe the implications of
what occurred and what you might do differently as a result, either the next day or
when you become a teacher.
Each reflection will be scored based on the following criteria:
¾ Summary of what happened is clear and concise.
¾ The significance of the experience is explained thoroughly.
¾ Implications are thoroughly explored, demonstrating a deep reflection of the
instructional impact on student achievement and learning and/or on future
educational practices.
¾ Journal reflections demonstrate a concerted effort on the part of the student to
understand the educational environment, being an example of the student’s ability
to learn from her or his experiences and adapt accordingly.
¾ Reflections demonstrate the student’s sensitivity to differences in abilities, modes
of contribution, and social and cultural backgrounds of both students and
educators.
Weekly Overview
A form will be provided so you can let us know what activities you will be engaged in the
next week. If you are submitting a lesson plan for one or both of those days, then you
can just note that on the form and no other information will be required.
Lesson Plans
A daily lesson plan should be written each time you plan to work with a student or a
group of students, and these lesson plans should follow the guidelines and models that
will be provided in class. For grading purposes, a minimum of four lesson plans must be
submitted (for EDS 473) although you may submit others or be asked to submit more if
necessary to demonstrate mastery of lesson planning. Please see the semester calendar
for due dates. Each lesson plan will be scored based on the following criteria:
¾ Goals and objectives written in specific, observable, measurable terms
¾ Strategies thoroughly outlined and presented in a sequential order with each new
skill building upon the last.
¾ Strategies include a variety of techniques that best meet the learner’s needs.
¾ All materials being used are listed and readily available during instruction.
¾ A plan to measure learner progress and strategy effectiveness is outlined with
specific sources of data identified. This plan is directly related to the goals and
objectives identified as a focus for instruction.
¾ All components of plan in format are completed.
Points will be awarded for complete fulfillment of each of the above criteria. Incomplete
components earn lesser scores.
Shadow an IA Report
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As a special education teacher, you will most likely have the opportunity to work
collaboratively with and supervise instructional assistants (IA). To begin to prepare you
for this responsibility, we would like for you to shadow an instructional assistant for part
of her or his day, learning the types of responsibilities she or he has, and how and when
the IA and special education teacher work together. This is not an interview, but rather
an opportunity to walk in the shoes of an IA, learning about their jobs from their
perspective.
Shadow the IA for a minimum of two hours, documenting with whom she/he works, what
activities she/he does with students, the types of interactions the IA has with teachers,
students, and parents (if observed), and even the stress level, emotional status, and
stamina of the individual.
When you have completed shadowing an IA, write up your observations, providing a
clear description of what you saw and heard, followed by a reflection on what you
have learned about this position and how this will influence your future work with
IAs.
Your report will be graded based on the following criteria:
¾ A thorough description of what was seen and heard during the observation was
provided.
¾ Information was provided describing with whom the IA works, what activities
she/he does with students, and the types of interactions the IA has with teachers,
students, and parents.
¾ Summary of observation included affective information about the IA, considering
the individual’s stamina, frustration level, anxiety, calmness, diplomacy, and
rapport with students.
¾ The reported concluded with a thoughtful reflection on what was learned through
this observation about the role of an IA, and how this information will influence
the student’s future work.
Teacher Dispositions
The purpose of the practicum is to begin practicing the craft of teaching. While it is not
expected for you to have mastered the art of teaching at this point, it is expected that you
demonstrate the dispositions (or characteristics) of a good teacher. While someone might
perform expertly in academic tasks such as writing papers, etc., it does not necessarily
mean she or he has the dispositions necessary for teaching.
Your dispositions for teaching will be monitored closely this semester, and you will be
provided with extensive support to develop the characteristics required to be an effective
teacher and to work in the education field. In general, your teacher dispositions will be
graded based on a rubric that covers professionalism, attitude toward students, and your
actual teaching abilities (see Dispositions Rubric – provided in class).
The dispositions scores you receive at the end of the semester will be based on
information gathered during from your reflections, observations by professors, an
observation of your teaching completed by your supervising teacher, an evaluation
completed by your supervising teacher, and your self-evaluation.
Page 30 of 21
Teaching Observations:
University Professor Observations of Teaching
Observation(s) of your teaching during practicum will be completed by university
instructors based on scheduling opportunities and individual need. During these
observations, the instructor will document findings on an observation form and then
discuss the student’s strengths and provide suggestions for future instruction.
The observation will focus on the demonstration of skills in each of the following
Standards:
¾ Creates and Maintains a Positive Learning Environment.
¾ Implements and Manages Instruction.
¾ Assesses and Communicates Learning Using appropriate assessment techniques
and data collection.
¾ Demonstrates Knowledge of Content.
Supervising Teacher Observation of Teaching
During your practicum experience, your cooperating teacher will conduct a formal
observation of your teaching using the same observation tool and criteria as the university
professor (see criteria above). The teacher will submit her or his observation to the
professor prior to the end of the semester.
Supervising Teacher Evaluation
At the end of the semester, your cooperating teacher will be asked to evaluate your skills
and progress as a teacher based on the COEHS dispositions rubric.
Video Self-Critique and Reflection
You will need to video record a lesson completed during this practicum with an
individual student, small group, or whole class. The lesson should be at least 15 minutes
in duration. Then review the recording, complete the observation form, and write a selfreflection on what you learned regarding your teaching strengths and the skills you may
want to work on in the future. Submit the observation form and reflection.
** Please be sure to contact an instructor immediately if there are problems with
your practicum placement. We cannot attempt to remedy conflicts or problems
unless you keep us informed. While everything may not always go smoothly during the
semester, part of teacher dispositions is handling tough situations in a professional
manner. If you are unsure of what to do about a problem, please contact one of the
professors in this block.
N.B. Specific grading criteria and point values, expectations, and additional information
on projects will be provided through evaluation rubrics which will be supplied and
reviewed in each class in the integrated Special Education block. If you have questions
about assignments, please see your instructor for clarification.
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INTEGRATED SYLLABUS Northern Kentucky University College of Education and Human Services

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