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Department of Human Development and Family Studies

College of Human Sciences

Iowa State University

Spring 2017 – HDFS 455

Jacqueline (Jackie) Krogh, Instructor

2364 Palmer Building

Office phone: 294-7741

Email: jkrogh@iastate.edu

Class Meeting time: T, 12:40 to 2:00

Classroom: LeBaron 67

Office hours (subject to meeting/student teacher scheduling) T, R 2:15 to 3:15

Welcome to HDFS 455! I would like to welcome you to HDFS 455! I am very excited

to be your instructor for this course and I believe you will find the information gained

here to be an important part of your preparation both for student teaching and in your

own future Early Childhood Education classroom. I really enjoy teaching this course and

I very much want you to be successful in both your practicum experiences and the lecture

portion of this class.

Developing a respectful classroom: To help you be successful in both practicum and

classroom settings, I believe we need to establish several ground rules to help us have a

classroom that is based on respect. I would like for all of us to adhere to the following

ground rules:

*Arrive to class on time and be prepared to participate in each scheduled class period.

Class will consist of lectures, hands-on activities and occasional videos. It is important

you attend class each session.

*Cell phones are to be turned off and put away in your bag during class. Please save

phone calls and text messaging for another time. (For emergency calls, please place

phone on vibrate and exit the classroom when taking the call.)

*Computers are turned off and put away UNLESS there is an identified need OR we are

using computers for a class activity.

*Sidebar conversations can be particularly distracting for both the instructor and for

students who are trying to listen to class discussions. Sidebar conversations prevent you

from hearing necessary information for class. Please keep these conversations to a

minimum. (*In a research study where students were asked about the “top five most

disruptive student behaviors” in college classrooms, both inappropriate cell phone use

and inappropriate sidebar conversations were listed.)

As a part of this course we will learn about being part of a collaborative team. Using the

above guidelines to develop a respectful classroom will assist us in learning to be a

valuable member of our future collaborative teams.

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Office hours: (by appointment)

I hope to be available regularly on Tuesdays and Thursdays after class. However, feel

free to stop in any time if you have questions. I am always happy to meet with you and

discuss any questions or concerns. (I am out frequently with student teachers – so it is

helpful to double check my schedule to make sure I am in my office if you would like to

meet.)

Disability Accommodations:

Iowa State University complies with the Americans with Disabilities Act and Sect 504 of

the Rehabilitation Act. If you have a disability and anticipate needing accommodations

in this course, please contact the course instructor to set up a meeting within the first two

weeks of the semester or as soon as you become aware of your need. Before meeting

with the instructor, you will need to obtain a SAAR form with recommendations for

accommodations from the Disability Resources Office, located in room 1076, Student

Services Building or online at www.dso.iastate.edu/dr/. Contact SDR at

diabilityresources@iastate.edu or by phone at 515-294-7220 for additional information.

Retroactive requests for accommodations will not be honored.

Catalog Description:

HDFS 455 Curricula for Ages 3 through 6 Years

HDFS 455 (3-3) Cr. 4. F. S. Prereq: 343, 345; Sp Ed 355 and 455.

Program models and methods leading to development and organization of appropriate

curricula in preschool and kindergarten programs for young children with diverse

learning needs. Government regulations and professional standards for child

programming. Teaming with parents, colleagues, and paraprofessionals to plan,

implement, and evaluate developmentally and culturally appropriate individualized

education plans in inclusive settings. Inclusive practicum setting. Nonmajor graduate

credit.

Course Objectives:

Students completing this course will be able to:

1. *Design developmentally and individual appropriate curriculum plans in accordance

with assessment of individual needs and interests of all children within the context of

family, culture, and society.

- Assess development across domains such as physical, cognitive, emotional, and

social.

- Identify and assess skill areas and/or behaviors that may be of concern for

individual children.

- Design and implement interventions to teach new skills, increase behaviors, and

decrease behaviors with young children based on ongoing assessment and

evaluation of their needs.

- Design and implement procedures for on-going monitoring of child performance.

- Select and organize content that integrates curricular areas (i.e. language, math,

science, social studies, sensory, motor, and visual and expressive arts), and

reflects program goals/standards.

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- Design and incorporate at least three specific methods/materials to meet

multicultural and diversity needs into curriculum planning.

- Develop appropriate schedules and lesson plans for inclusive early childhood

programs.

- Demonstrate knowledge of what makes an effective early childhood curriculum.

2. *Professionally exhibit ethical responsibilities to all children and their families,

colleagues, community and society.

- Definitively express a personal philosophy of early childhood education.

- Identify needs and legal rights of parents of young children with special needs.

- Identify government standards and professional standards guiding the delivery

of early childhood services.

- Identify current trends and issues of the profession to inform and improve

practices and advocate for quality programs for young children and their families.

3. *Develop supportive communications skills with team members (support staff and

family members).

- -Develop collaborative relationships with team members and work in consultation

with team members in a variety of roles.

- Identify the appropriate role/s and responsibilities of center-based staff (teacher,

teacher associates, volunteers), support staff, and parents in providing services

to children with and without disabilities.

- -Establish on-going, effective communication with families (through parent

letters).

“As teachers of young children, it is our responsibility to plan how children’s time is best

spent with us. When designing curriculum, it is our role to make decisions that establish

priorities for each child’s experiences. These carefully made decisions must be based on

sound, theoretical frameworks that reflect what we know about how young children learn

combined with on-going assessment of each child’s progress. Then in the best interests

of children and their families, we must articulate what we believe to the broader public.”

Corly Brooke

Texts, Readings packet, and handbook:

HDFS 455 Readings packet

HDFS 455 Handbook and Lab coursepak

Grisham-Brown, Jennifer, Hemmeter, Mary Louise, and Pretti-Frontczak, Kristi, (2005),

Blended Practices for Teaching Young Children in Inclusive Settings, Baltimore, MD:

Paul H. Brookes Publishing Company.

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Sandall, S. R., & Schwartz, I. S. (2008), Building blocks for teaching preschoolers with

special needs, Second Edition. Baltimore, MD: Paul Brookes Publishing Co.

Helm, J. Harris and Katz, Lilian, Young Investigators, The Project Approach in the Early

Years, (2011), Teachers College Press, 1234 Amsterdam Avenue, New York, New York

10027.

Recommended Readings:

Moomaw, S., Teaching STEM in the Early Years, (2013) Red Leaf Press, 10 Yorkton

Court, St. Paul, Minnesota 55117.

Lind, K. K. and Charlesworth, R., Math and Science for Young Children, Seventh

Edition, Wadsworth, 20 Davis Drive, Belmont, California 94002-3098.

Required Readings Packet:

Bibliography of articles for HDFS 455:

(Fall 2016/ Instructor – Jacqueline Krogh)

Diliberto, Jennifer A., and Brewer, Denise, Six Steps for Successful IEP Meetings,

Teaching Exceptional Children, March/April 2012, 44, 4 (30-37).

Dombro, A. L. , Jablon, J. and Stetson, C., (2011) Powerful Interactions – How To

Connect With Children And Extend Their Learning, 2011, (1-10).

Gadzikowski, A., (2013) Preschool Differentiation Strategies for Exceptionally Bright

Children. Young Exceptional Children, 68, 2 (8-14).

Gerlach, K. and Pickett, A. L. , Supervising Para Educators in Educational Settings, A

Team Approach, Second, Edition, (2003), Pro-ed, 8700 Shoal Creek Boulevard, Austin,

Texas 78757-6897, (103-135).

Tentative Schedule:

Following is a tentative schedule of the lecture/discussions for this 3 credit lecture, l

credit practicum course. Some class sessions will be lecture and some class sessions will

be used to discuss application of topics addressed in class. **Please be aware the topics

and dates may change throughout the semester at the discretion of the instructor.

Class

sessions

and notes

Dates Topics of

Discussion

Reading

Assignments

Timeline/assign-

ments due

1. 1/10 The role of the teacher

and the classroom:

Introduction and

assignments

Review syllabus,

coursepak/handbook and

readings packet

Begin readings

schedule

2. 1/12 Begin in-depth review Syllabus and handbook Begin work on

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Intervention

Plan review

of assignments assignment section 1 pages philosophy of education

assignment

3. 1/17 Practicum

info and

continued review

Syllabus and handbook,

assignment support section

2 pages, Blended Practices,

Chapter 3, Begin

philosophy info

4

Visit

Northwood

1/19 Practicum visit to

Northwood

Review practicum and

practicum/lab reflection

info in the handbook

5.

Philosophy

and interview

activities,

Assessment

Review,

Lab begins

this week!

1/24 Historical perspectives

on ECE curricula,

working in inclusive

environments,

establishing

respectful learning

environments,

communication and

ethical considerations

Continue philosophy

discussion, discuss

historical perspectives and

begin Dombro, Powerful

interactions (pgs. 1-10)

6. Begin in-

depth

intervention

review

1/26 Program

Administration

Sandall and Schwartz,

Chapter 1, Blended

Practices, Chapter 1

Personal Philosophy

of Education DUE.

Begin work on

intervention plan

7. Video

Inclusion

activity

1/31 Discussion of inclusion

and Building Blocks

Model, begin

introduction to

intervention assignment

and teaching specific

skills/behaviors

Review intervention

assignment in-depth

(handbook)

8.

Discuss TSG

online

2/2 Finish, Building

Blocks Model and Get

started:

Designing

interventions,

individual and

classroom

considerations,

assessing your

interventions,

embedding

interventions into daily

routines.

Blended Practices, chapter

2 and 4

Review activity plans

and learning center in

handbook – begin to

consider topics you will

teach.

Lab 1 Due

9. 2/7 Teaching strategies and

activity adaptations

Sandall and Schwartz,

chapters 5, 6, 7 and 8

Begin assessment

assignment.

10. Task

analysis

activity

2/9 Learning

environments/materials/

adaptations

Blended practices, review

chapters 5,6 and part of

chapter 7, (pgs. 114-164)

Lab 2 DUE.

11. Rubric

activity,

Graphing

2/14 Learning

environments/materials/

Adaptations – con’d.

Continue to review

Blended Practices, chapter

5 and part of 6, read

Blended Practices chapter

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12. 2/16 Introduction of Blended Practices – Lab 3 DUE.

6

Technology

Play?

classroom guidance and

review of Pyramid

model

chapter 7 review (pages

186 – 197) and 9, Sandall

and Schwartz, chapters 10,

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13. Review

social stories

2/21 Classroom guidance

strategies con’d. and

begin individual

guidance strategies.

http://csefel.vanderbilt.edu/

What Works Brief #3,

Ostrosky, Jung, Hemmeter,

and Thomas, Helping

Children Understand

Routines and Classroom

Schedules.

What Works Brief #4,

Ostrosky, Jung and

Hemmeter,

Helping Children Make

Transitions between

activities.

14. Review

activity

plans,

learning

center

discussion

2/23 Continue individual

guidance strategies and

begin evidenced-based

practice regarding

interventions

Review Blended Practices

chapters 7 (especially

pages 194 – 212) and 9

Practicum eval due.

Rough draft of

intervention due.

Begin studying for

exam

15.

2/28 EXAM 1

16.

Review

Thematic/

Curriculum

project

3/2 Guidance con’d. Review Sandall and

Schwartz, chapters 10 and

11

Lab 4 DUE.

Begin Curriculum

project

17.

3/7 Wrap of guidance and

begin planning,

implementing group

activities, exploring

curriculum models

18.

*Choose

interesting

nature item

to bring to

class

3/9 Overall classroom

planning

Blended Practices, chapter

2, Blended Practices,

review beginning of

chapter 6, (read pgs. 164-

179) and 7 (pgs. 198-212)

Learning center and

large/small group

plans rough draft

check DUE.

3/13-

3/17

SPRING BREAK!

19. 3/21 Overall classroom

planning and

conceptual organizers

Helm and Katz, Young

Investigators, chapters 1

and 2 (and pgs. 6-14 in

Project Planning Journal in

back of book).

Learning center,

activity plans rough

draft check

20. 3/23 Conceptual

organizers continued

Review Blended Practices ,

chapter 6 (pgs. 164-170), Lab 5 DUE.

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Young Investigators,

chapter 3 (and pgs. 15-16

in Project Planning Journal

in back of book).

21. 3/28 Meeting ECE

Standards and finish

planning

Review Early Learning

Standards and IQPPS

Standards, Young

Investigators, chapter 5

(and pgs. 24-28 in

Planning Journal in back of

book).

Mid-term self eval

DUE.

22. 3/30 Assessment purposes

and overview,

observing and gathering

data

Blended practices, chapter

4. Activity plans,

Learning Center

Plans DUE (evals can

come in later)

Lab 6 DUE.

23. Museum

Activity –

tentative date

4/4 Using field trips and

outside resources to

support planning, finish

planning

Field trip Rough draft of

Thematic/

Curriculum Project

DUE. 24. 4/6 Tests and formal

assessments,

assessment and

synthesizing

information

Review Blended Practices,

chapter 5 Activity plans and

Learning Center

Evals DUE.

25. 4/11 Assessing needs of

gifted/English

Language Learners and

suggestions for

teaching

Gadzikowski, Preschool

Differentiation Strategies

for Exceptionally Bright

Children, pgs. 8-14,

www.vanderbilt.edu/csefel/

go to “resources”, What

Works Briefs”

Understanding the Impact

of Language Differences in

Classroom Behavior.

Assessment

assignment DUE.

26. 4/13 Reviewing parental

rights and developing

IEP goals and

objectives

Review sample IEP form

in Handbook Final Thematic/

Curriculum project

DUE.

27. 4/18 Writing IEP plans Diliberto, Six Steps for

Successful IEP meetings

and 455 Handbook –

review IEP directions and

forms

Begin studying for final

exam.

28. Lab ends

On Friday of

this week.

4/20 Working together on

interdisciplinary

teams/families

Supervising para-

professionals

Sandall and Schwartz,

chapter 3 and review

Blended practices, chapter

3

Intervention plan

DUE.

ALL final assignments

DUE TODAY (except

Lab 6)

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29. 4/25 Supervising para-

professionals

Facilitating the

transition between

programs

Gerlack, Kent and Pickett,

Supervising Para Educators

in Educational Settings, A

Team Approach, (pgs. 103

– 135).

Your final self-eval

from practicum DUE.

30. 4/27 Final reflection,

resources, exam review

Begin to review texts and

notes.

Study for exam.

Make sure all

assignments are in!

31-32. Week:

5/1/17 Final Exam Week Study!!! Tentative Final Exam

Date: Friday, 9:45 –

11:45

Grading and Assignment Plan

Practicum/Practicum assignments:

*Lab Reflections

*Lab Participation

*Midterm – self evaluation

*Final – self evaluation

*IEP/kAssessment report

*Individual Intervention Plan

*Activity plans

Class Assignments

*Thematic Unit

*Philosophy

*In-class and on-time points

Exams

Exam 1

Exam 2 (Comprehensive Final)

60

50

5

5

40

50

70

100

30

20

75

75

Grading scale:

A 580 - 540

A- 539 – 522

B+ 521 - 493

B 492 - 481

B- 480 - 464

C+

C

463 - 435

435 - 406

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Course Policies:

1. Make-up Exams are given ONLY in the case of extreme emergencies AND the

instructor must be notified before the scheduled exam.

2. Attendance is required at practicum placements, and students are responsible for

making sure their attendance is noted on the lab verification form.

3. Attendance and participation in lecture/classroom activities is expected. Points will be

given for a variety of UNANNOUNCED in-class assignments that cannot be made

up. Students are responsible for all materials, activities, and assignments presented in

class. This includes all of the assigned text books and readings packet materials.

Lectures and class activities supplement, highlight or add additional information to

the required readings.

4. All assignments are expected to be turned in on time. In the event of unforeseen

changes in practicum schedules and/or documented emergencies – late assignments

may be accepted. However documentation of emergencies or notification of changes

in the practicum schedules must occur prior to missing class and/or assigned due

dates. *Please keep copies of all assignments turned in for grading.

*Please be aware – students must complete ALL of the requirements to PASS this

course. This means that the student must take all of the exams, complete all of the

assignments and fulfill all laboratory participation requirements to receive a passing

grade.

*YOU MUST PASS YOUR LABORATORY PARTICIPATION

REQUIREMENTS AND YOUR STANDARDS ASSESSMENTS TO PASS THIS

CLASS.

Criminal Background Checks (for HDFS 455): Teacher education students who have had previous practicum experiences of Human Services (DHS) licensed childcare centers will continue to follow the process for completing criminal background checks as required by DHS. In these instances, decisions on background check concerns will be made by DHS following Iowa Code 237A.5. ISU must implement the decision made by DHS or the placement site will be out of compliance and the safety of young children could be in jeopardy. Students are responsible for the cost of the required background check.

The criminal background checks that have involved two parts: (1) the State of Iowa criminal background check and (2) a FBI national criminal background check that requires fingerprinting. Background checks include a search for the following:

1. Serious criminal (felony) convictions. 2. Convictions involving less serious crimes (misdemeanors), such as minor in

possession or driving under the influence. In general, if you paid a fine of any sort,

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you have a conviction on your record. However, parking or speeding violations are not included or considered in the background check.

3. Listing in the Child Abuse Registry. 4. Listing in the Sexual Offender Registry

If you have a Deferred Judgment from the Iowa Division of Criminal Investigation, it will also show up on your background check. Students must complete the entire background check process before participating in any practicum experience. More information about completing background checks can be found at: http://www.education.iastate.edu/educator-preparation-resources/background-check/. Read directions on the website carefully in the section titled: Background checks for candidates in a placement in a DHS licensed child care setting. NOTE: information in the section titled: All TEACHER EDUCATION PROGRAMS EXCLUDING Candidates in Placements in DHS licensed child care settings does not apply to you, and you must read further to find the section that does apply to this practicum setting. Students should follow directions carefully, as there are different procedures and costs for the state and national checks. The State of Iowa background checks are currently valid for 2 years, and the national background checks are valid for 4 years. Self-reporting and Follow-up Checks: Once a student has a valid background check on file, any subsequent criminal misconduct charges (other than parking tickets or speeding tickets) received by the student must be reported to the Licensure Coordinator in Teacher Education Services by completing a self-reporting letter. Guidelines for this letter can be found on the ISU School of Education website. Failure to report a criminal misconduct charge (other than parking tickets or speeding tickets) may result in discharge of the student from ISU’s teacher education program. When a student is enrolled in any course that has a field experience component, any new criminal misconduct charges (any charges other than parking tickets or speeding tickets) must be reported to the Licensure Coordinator in Teacher Education Services with a self-report letter within 72 hours after the incident. Failure to report a charge within this time period will result in failing the field experience and possible discharge from the ISU Teacher Education Program.

All background checks that find any serious conviction will be reviewed by a committee at Iowa State University and forwarded to the DHS for evaluation to determine if the student can participate in the practicum or field based experience. If the student’s record shows cause for serious concerns, he/she cannot complete the practicum, cannot pass the class, and will be dropped from the course. The student will then be referred to his/her advisor for further guidance. If you have any questions about the background check process, please contact Teresa Kahler, 0133 MacKay Hall; 515-294-7004.

Background Checks as Part of Licensure Requirements (Student Teaching): In order to be licensed by the State of Iowa, the Iowa Board of Educational Examiners requires all teacher candidates have a valid (up-to-date) State of Iowa Criminal Background Check and a national criminal background check through the FBI the semester prior to student teaching. The latter includes submitting fingerprints. These results are shared directly with the Iowa Board of

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Educational Examiners, not Iowa State University. Teacher candidates are also responsible for the fees associated with these background checks.

Teacher Education Practicum Policy:

Practica (clinical experiences) are a key part of professional preparation working with

children. It is important that you have opportunities to apply what you learn in

coursework in authentic classroom settings, and you are successful in those practica

settings. All students in teacher education licensure programs (including ECE) must pass

course-related practica. If a student does not get the minimum passing grade for the

practicum portion of the course, the student will have to retake the course in order to

continue in the licensure program. A written student improvement plan will be used

when a student is dismissed from a practicum or does not receive the minimum grade

required to progress in the teacher education program. The student improvement plan

will be developed by faculty/staff associated with the relevant course, practicum

experience, and the student. Any student who does not receive the required minimum

grade or is dismissed from two practica (two times in one course or in two different

courses) will not be allowed to take courses with practica in teacher education related

courses, and will be counseled to find another major. More information about this policy

can be found at: http://www.education.iastate.edu/educator-preparation-resources/duplicate-of-graduate-certificates/repeating-field-experiences/

Iowa Teacher Licensure Standards: In fall 2001, the Iowa Department of Education mandated that all teacher education

programs, including Iowa State’s, comply with a performance based system for teacher

training. The idea was that there are certain things that beginning teachers should be able

to do, and that these competencies would provide evidence for a teacher in training to

become licensed. The area of early childhood education specified and implemented

content standards in Endorsement 100 at the state level.

Iowa State University educator preparation program follows requirements of the Iowa

Department of Education Chapter 79 standards. To meet these expectations ISU prepares

future educators to meet 10 education standards that are indicators of high quality

education. Students must demonstrate an acceptable level of proficiency in each area of

these standards in order to obtain licensure. These 10 standards are: s 1) Learner

Development, 2) Learning Differences, 3) Learning Environments, 4) Content

Knowledge, 5) Application of content, 6) Assessment, 7) Planning for Instruction, 8)

Instructional Strategies, (8a Technology) 9) Professional Learning and Ethical Practice,

10) Leadership and Collaboration. A copy of these standards along with a description of

each can be found at: http://www.education.iastate.edu/educator-preparation-resources/duplicate-of-area-of-study-teaching-and-learning/isu-teacher-education-standards.html

Following this same competency based system, the state of Iowa (mandated through the

Teacher Quality Act) developed and implemented a competency system for beginning

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teachers in order for them to qualify for a standard license. The eight State of Iowa

standards (referred to as the Iowa Quality Teaching Standards) and their specific

competencies, or model criteria, can be found at the following website:

http://educateiowa.gov/indexphp?option=com_content&task=view&id=1684 . These

standards have a close correspondence with the twelve Chapter 79 standards being used

at Iowa State, but unfortunately have a different numbering system. As of July 2005, this

system is also being used to evaluate the performance of all teachers.

For students in early childhood education, each required course will have one or more

standards assessments. These can be an assignment, a project, practicum participation, or

a combination of these. The scoring criteria for each standards assessment will be

provided to the student. Each student will be evaluated on the completed standards

assessment as either proficient or not proficient. The standards assessments may also

count in the overall course grade. Students who do not perform at a proficient level on

each standard for which there is a standards assessment will receive a C- or lower

for the overall course grade. The standards assessments for HDFS 455 are as follows:

Standards

Assessment

Course

Activity

Endorsement

100 (262) Iowa

Quality

Teaching

Standards

Chapter

79/ISU

In 16 hours of practica experiences, plan and

implement developmentally appropriate

activities, including arranging the social and

physical environment to support the activity

and critiquing the environment in the practica

setting. (DPI 29)

Practicum

experiences

and evals

2.1

6

6 3

Develop a comprehensive, programmatic

curriculum plan that includes explanation of

learning environments, plans for individual and

program assessment, plans for implementation

within the context of classroom curriculum,

implementation of a variety of instructional

arrangements within the context of a

classroom, plans for program administration,

organization and improvement. (DPI 30)

Thematic

project and

intervention

plan

2.1

2.2

2.3

2.4

2.5b

2.5c

5.4

2, 3, 5, 6,

7, 8

3, 4, 5, 6,

7, 8 and

9

In written assignments and on examinations,

demonstrate knowledge of legislation, legal

aspects, and public policy that affect all young

children, with and without disabilities, and

their families, as well as knowledge of the

historical, philosophical, and social

foundations of early childhood education and

special education and current trends and issues

in the ECE profession to inform and improve

practices and advocate for quality programs for

young children and their families. (DPI 31)

Thematic

project and

intervention

plan

5.1

5.2

5.4

7, 8 9

E-Portfolio Information:

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Beginning in Fall of 2014, the ECE Program will not use artifacts for the e-portfolio.

Students will need to pass each of the state standards assessments for each class, but will

not upload them to an e-portfolio system. At the end of their sophomore year, students

will write an initial reflective paper describing their kills in 4 content areas (the learner

and learning, content knowledge, instructional practice, and professional responsibility).

During student teaching, students will write a second reflective paper highlighting their

growth and readiness to be a beginning teacher. Students will be given directions for

each of these papers.

Passing Standards Assessments: Since this is an upper level course required for students majoring in early childhood education, it has one or more state standards assessments leading to licensure. Each student’s state standards assessment assignment will be evaluated as either proficient or not proficient. ECE-U Students who do not perform at a proficient level on each standard for which there is a standards assessment will be required to retake the course, regardless of the point total. To ensure students remediate standards assessments for the teacher education program, ALL students will automatically receive an overall course grade of “C minus” or lower if their standards assessments are marked as not proficient. Grades of C minus or lower are not accepted for major licensure courses, and will prevent a student from obtaining licensure. For students switching out of the ECE major, or students with other majors taking the course, a C minus grade is still passing for university graduation.

Other course information:

Academic Dishonesty: The class will follow Iowa State University’s policy on

academic dishonesty. Anyone suspected of academic dishonesty will be reported to the

Dean of Students Office:

http://www.dso.iastate.edu/ja/academic/misconduct.html.

Dead Week: This class follows the Iowa State University Dead Week policy as noted in

section 10.6.4 of the Faculty Handbook.

http://www.provost.iastate.edu/resources/faculty-handbook.

Harassment and Discrimination: Iowa State University strives to maintain our campus

as a place of work and study for faculty, staff, and students that is free of all forms of

prohibited discrimination and harassment based upon race, ethnicity, age, marital status,

sexual orientation, gender identity, genetic information, or status as a U.S. veteran. Any

student who has concerns about such behavior should contact his /her instructor, Student

Assistance at 515-294-1020 or email dso-sas@iastate.edu, or the Office of Equal

Opportunity and Compliance at 515-294-7612.

Religious Accommodation: If an academic or work requirement conflicts with your

religious practices and/or observances, you may request reasonable accommodations.

Your request must be in writing, and your instructor or supervisor will review the request.

You or your instructor may also seek assistance from the Dean of Students Office or the

Office of Equal Opportunity and Compliance.

Contact Information

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If you are experiencing, or have experienced, a problem with any of the above issues,

email academicissues@iastate.edu.

Useful website information:

www.challengingbehavior.fmhi.usf.edu

Challengingbehavior.org – TAESEI (Technical Assistance Center on Social Emotional

Intervention)

www.iowa.gov – various information about Early Childhood programs in Iowa

www.vanderbilt.edu/csefel

(Go to “resources”, “What works” briefs, Brief #3 and 4) – this site, along with

TAESEI – have tons of information about behavior management

www.do2learn.com

(Useful for printing free picture cards – i.e. for interventions, schedules, etc.)