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EFFECTIVE PRACTICES FOR EVERY LEARNER (CROSS LISTED: EDME 551-01 & COUN 551-01) EARLY SPRING 2015

Professor: Dr. Nancy Patrick Course Dates: January 11 – March 7, 2015

Email: npatrick@messiah.edu Phone: Office 717-766-2511 x7239

Faculty Availability: Class discussions, email, text, phone, chat room, email, text, phone, or

Skype (nancyjpatrick) or Facetime.

Faculty Availability and Virtual office hours: Contact: I will be checking in on the course at least once a day from Monday through Saturday (unless otherwise notified). I am also very willing and happy to communicate individually with students as needed. Please contact me via email OR Canvas messenger if you have questions about the course (assignments, dates, expectations, etc.). If you contact me individually, my commitment is to reply to you in 24 hours or less, except on weekends. I will also be scheduling online “office hours” during which time I would be happy to talk on the phone, via the chat tool in Canvas, on Skype, FaceTime or in whatever way may be most convenient. Faculty Expectations of Students: Netiquette-you must support one another to facilitate and nurture a collaborative environment-

Modules: Class notes, videos, etc. will be available in weekly Modules. For this class we will rely on a variety of modalities for our learning including reading the texts, reading journal articles, visiting web pages, watching videos, talking to each other and listening to podcasts. I like to refer to this course as multi-media in content presentation and then relational in content mastery. Weekly Schedule: Announcements will be posted at the beginning of each week providing an overview of your requirements for the week. Announcements will also be posted on an as needed basis. It is your responsibility to watch for and read all of the announcements. Instructional Time: You will spend approximately 5.25 hours (on average) per week watching the required videos, reading the links in the weekly modules, as well as reading posts and submitting posts online in the discussion forums (roughly equivalent to classroom time – also called instructional time). The 42 hour minimum of “instructional time” is mandated by the Pennsylvania Department of Education.

Additional time will be required for reading the text and assignment completion (roughly equivalent to graduate level, out of class work time – also called non-instructional time). The estimated time for the non-instructional time is posted in the chart at the end of the syllabus.

Asynchronous/Synchronous Learning: This course will require primarily asynchronous learning, which means that students can work independently at their own pace within certain schedule constraints/limitations. At least two synchronous learning experiences (via Adobe Connect) will be scheduled during this eight week course (see course schedule). You will be required to log on simultaneously so that the class can discuss the topic together using the

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Adobe Connect link on the course homepage. Dates for our Adobe Connect sessions are Tuesday January 28, 2015 at 8:00 PM and Tuesday March 3, 2015 at 8:00 PM. Course Description: This course will enable students to investigate the legislation and landmark litigation that govern special education eligibility and service delivery. Students will also learn about the major areas of exceptionality including the characteristics, incidence, etiology and diagnostic criteria connected with those areas of exceptionality. Educational and therapeutic services available to school-age children and youth with exceptionalities will also be explored. With this foundation, students will be able to analyze and apply best practices and sound professional strategies to assist school-age students with disabilities. Curriculum Map: The fundamental educational task of Messiah College is to promote successful and meaningful learning and to help students attain the College-Wide Graduate Educational Objectives (CWGEOs) , the Graduate Program in Education Program Objectives, and the objectives for each course in a student’s program. The college and program objectives are measured through an assessment plan that allows the graduate faculty and college administrators to routinely evaluate and maintain the Graduate Program in Education’s effectiveness in meeting the required objectives. Student work samples are collected in accordance with the assessment plan and are anonymously evaluated using the assessment plan rubrics. You are invited and encouraged to read the objectives and assessment plan in the linked attachments. Course Objectives:

(CACREP and State Regulations apply only to Counseling students. The assignments listed measure the objectives for all students.)

CACREP STATE

REGS Assign-ments Course Objectives* CORE CMHC MCFC SC

1. Understand key legislation and litigation related to special education services.

1a. Identify significant legislation that governs the delivery of special education services.

3/5 IK 1,2

1b. Identify significant litigation that clarifies for practitioners the key service delivery components of special education services.

3/5 IK 1,2

1c. Describe special education eligibility and service delivery. 3/5 ELL req. 1,2,6,7

2. Understand the characteristics and range of exceptionality in students and the impact that exceptionality has on the students and others.

2a. Describe the characteristics, incidence, etiology and diagnostic criteria for each of the exceptionalities outlined in IDEA ’04 and Pennsylvania Chapter 14: Special Education Services and Programs.

3 IF, IJ, ELL req.

4,6

2b. Describe the threats to learning that can occur for school-age children and youth with disabilities.

2 IB 6

2c. Describe the impact of disability on the individual and his or her family.

1 IB 1,2,5

2d. Describe the variables that influence the overrepresentation of minority children and youth in special education.

2 IB 1,2

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CACREP STATE REGS

Assign-ments Course Objectives* CORE CMHC MCFC SC

3. Understand the services available to exceptional students in the school and the process for setting goals and working with exceptional students in the school setting.

3a. Describe school curriculum design including operation of child study and other support services.

3 IH 1,2,6,8,9

3b. Describe the broad range of educational and therapeutic services available to school-age children and youth with exceptionalities.

4 IK 3,4,7

3c. Demonstrate procedural knowledge of the Multi-disciplinary Team Evaluation and IEP planning process.

3 IK 7

3d. Communicate effectively with parents, teachers and administrators in an effort to support learning by all students.

1 III 1,2,5,7

Textbooks: Required: American Psychological Association. (2009). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: Author.

Valle, J. & Conner, D. (2011). Rethinking disability: A disabilities study approach to inclusive practices. New York, New York: McGraw Hill. ISBN #

Additional readings will be posted in the weekly Modules on Canvas. Course Requirements: Typical Week in the course will proceed as follows: Sunday to Wednesday: Read announcements, do all reading and prepare original post. Wednesday: Submit original post. Thursday to Sunday: Read other posts and submit a minimum of two response posts. Sunday: Submit any assignments that are due; submit any discussion

responses as needed or required. Forum Discussions- Much of the course learning will happen through the discussion forums found in the Discussion tab on Canvas. This class is largely discussion-based and multi-media rather than lecture-based. Just as course learning would occur through classroom discussions in a face to face class, our online “class time” centers around the discussion forums except that everyone gets to participate. It is important that you understand your roles in contributing to and learning from the discussion forums. Typically students find this to be one of the most engaging parts of the course. In the discussions you will have the opportunity to read and respond to the ideas of others in the class while the others have the opportunity to respond to you.

1. Original Posts: One open-ended question, called a prompt, will be presented in seven out of the eight week modules and you will be expected to post one original response to the prompt by Wednesday of the week and a minimum of two follow-up responses to other student

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postings by 7:00 PM on Sunday of that same week. You will not be able to see your colleagues’ responses until you have posted your own.

Your original post responses must be several paragraphs in length and include references to the reading and/or videos (please cite using APA style), that are aimed at contributing to our course learning community.

You can either type directly into the textbox on the Discussion page or you can type in MS Word and then paste your responses into the textbox. Grading for Original Posts: Original posts are worth 25 points each. Points are awarded based upon your ability to write well-formulated, accurate and organized response that demonstrates good comprehension, analysis and application of the course material for the week. It is critical that you correctly incorporate course concepts and vocabulary in your responses and that you make connections between the course materials and relevant professional experiences. Grading will be based upon the following: comprehension, analysis and application of readings to correctly answer the question (15 points), use of at least 2 resources with at least one of these from an additional resource provided by the student that was not included in the reading for the week (5 points), and both must be presented in APA style (5 points).

2. Written Responses to Other Students: You are to at least skim the original postings of every other student in the course. You are only required to write a response to two other students. The purpose for the written response is to facilitate further conversation that contributes to a better understanding of the course materials.

Grading for Written Response Posts: Response posts are worth 10 points each and will be graded based upon your focus on course content, making connections between what the other student has written and the readings and/or your own professional experiences, and/or ask probing questions to solicit more information and reflection, and/or introduce relevant outside sources that enhance learning. Responses will be graded based upon these criteria. Grading will be based upon the following: contributing to better understand of course materials and facilitating conversation (5 points) and include at least one additional source written in APA style (5 points).

All posts should be written in an academic style. Text language and slang is not appropriate. Though there are many commonly used abbreviations in education and in the field of Special Education particularly, please be courteous to those who may not be as familiar with acronyms or terms, and provide appropriate explanations.

When you submit your first response to a forum discussion, you may want to begin your post with a title, in all caps, so that readers can quickly identify the topic of your post, as they decide how in-depth to read it. For example, you might write something like “MY BELIEFS

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ON NORMALIZATION”. This is optional. Some of your posts won’t lend themselves to a title, and others will.

Most of your discussion posts will be a couple of paragraphs in length. I often specify the expected length of posts in the prompt. If I feel you are writing too much or too little, I will let you know. Clarity and brevity are valued. Both are needed skills in academic writing.

As you read the posts, click the button on the left which indicates that you have read it. Then, each time you return to a discussion forum, you can read the new posts by clicking on “unread” at the top.

Be especially attentive to follow up on comments or questions made by others to your own posts. If I or a classmate poses a question for you, or I indicate that something is unclear and needs to be re-submitted or expanded upon, you must reply. Failure to do so will result in a lower discussion forum grade.

Projects: All of the projects are designed to provide you the opportunity to practice the competencies required in this course. The specific requirements for each project are posted on Canvas along with a rubric for each assignment. The projects are not designed to take an enormous amount of time. They require that you know enough about each area to complete a simple task.

3. Accessibility for All – American with Disabilities Act For this assignment, you will identify a public building and will complete an ADA accessibility checklist. After completing the checklist you will write a summary of your findings and provide a list of recommendations to the facility. Specific details for the assignment will be posted in Canvas along with the assignment rubric. This assignment is worth 25 points.

4. Section 504 of the Rehabilitation Act of 1973: Protecting Students with Disabilities Accommodation Plan For this assignment, you will team with a small group of students from the class to complete a 504 Accommodation Plan for a student with a disability who is not in need or eligible for special education services. Specific details for the assignment will be posted in Canvas along with the assignment rubric. This assignment is worth 25 points.

5. Interviews

For this assignment you will interview one educational professional and one parent who have experienced an IEP meeting. The interview will focus on their experiences, good and bad along with their recommendations for improving the Multidisciplinary Evaluation (MDE), Multidisciplinary Reevaluation (MDR) and Individualized Educational Program (IEP) process. The specific directions and rubric for the assignment will be posted in Canvas. This project is worth 25 points.

6. Exceptionality Presentations- For this assignment you will select an exceptionality from the list provided in the course. Topics will be selected on a first come basis. The focus of the presentations will address the threats to learning that can potentially occur with each exceptionality and the evidence-based strategies and/or interventions available that help students make

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meaningful progress in the school curriculum including the career and social goals. The specific directions and rubric for the assignment will be posted in Canvas. This assignment is worth 25 points.

7. Individualized Education Program (IEP) and Gifted Individualized Education Program (GIEP) Team Writing Assignment (specially designed instruction and testing accommodations. For this assignment you will be grouped with other students. Each student will be assigned a role on an IEP team or GIEP team. You will work together to complete an IEP for an identified student based information provided in an Initial Evaluation Report. The specific directions and rubric for the assignment will be posted in Canvas. This assignment is worth 25 points.

8. Differentiated Instruction Assignment (DI) For this assignment you will select an instructional plan from your own classroom or from the plans provide in the course. You will modify the plan based upon the principles of DI. The specific directions and rubric for the assignment will be posted in Canvas. This assignment is worth 25 points.

9. Universal Design for Learning (UDL) Assignment For this assignment you will select an instructional plan from your own classroom or from the plans provide in the course. You will modify the plan based upon the principles of Universal Design for Learning (UDL). The specific directions and rubric for the assignment will be posted in Canvas. This assignment is worth 25 points.

Grading:

Discussion Original Posts 25 points (7) 175

Discussion Responses 20 points (7) 140

Course Evaluation (1) 20

Projects 25 points each (7) 175

TOTAL POINTS POSSIBLE 510

Program Information Extra Credit – No extra credit options will be provided. Late Assignments – Assignments are expected to be submitted on time. If you need to submit an assignment late, please notify the instructor to make arrangements. 5% will be deducted per day late. Returned Assignments – Assignments are to be submitted via the Assignments tool in Canvas. Students will receive written feedback and grades in Canvas using the Assignments tool. Assignments will be returned with feedback within one week of the submission date. Dismissal for Failing Grade Students who earn a failing grade in any graduate course taken at Messiah College will be academically dismissed from the College effective at the conclusion of the part of term in which

A 93-100% B- 80-82%

A- 90-92% C+ 77-79%

B+ 87-89% C 73-76%

B 83-86% F Below 73

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the failing grade was assigned. Such courses will not be permitted to be taken at another institution and transferred to Messiah College. Academic Integrity The Academic Integrity Policy for Graduate Students is found in the graduate student handbook. Primary responsibility for knowledge of and compliance with this policy rests with the student. Americans with Disabilities Act Any student whose disability falls within ADA guidelines should inform the instructor at the beginning of the semester of any special accommodations or equipment needs necessary to complete the requirements for this course. Students must register documentation with the Office of Disability Services. Contact DisabilityServices@messiah.edu, (717) 796-5382. Library and Librarian Assistance The Library is an obvious source of information for research, presentations and projects. Currently, Beth Mark is the specific library liaison assigned to the education. Although any librarian is trained and prepared to assist you, Beth works specifically with education and is most familiar with the resources and databases that relate to this field. Do not hesitate to contact her if you are having trouble locating specific sources for your assignments, as she is more than willing to help you. For her specific work schedule, contact her directly at Bmark@messiah.edu or by calling ext. (717) 796-1800, ext. 3590. Writing Center The Writing Center is available to any graduate student who has a desire to improve his/her writing. The role of the center is to provide feedback (not editing) on written work. Feedback alerts you to the kinds of errors you are making, lets you know when something is not clear, and suggests that you have not fully supported an argument. Feedback does NOT correct your grammatical errors, rewrite your sentences, or provide you with the specific points to support your argument. Ultimately, it is your responsibility to find and use the resources you need to improve your writing but connecting with our Writing Center, either online or face-to-face, is a good place to start. Hardware and Software Recommendations Student technology recommendations are found on the Information Technology Services website. These guidelines have been put in place to best equip you to have an optimal technological experience in our online programs. Technical Support for Students Technological support is available to all students during the days and times listed on the Information Technology Services homepage. Students also have access to technical support (i.e. tutorials, help functions, etc.) through the College’s portal, MCSquare, and through the College’s Learning Management System. Statement of Copyright Protection Include the following statement in your syllabus: “The materials in this Messiah College course are only for the use of students enrolled in this course for purposes associated with this course and may not be further disseminated. Statement of Confidentiality Include the following statement in your syllabus:

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“Students may be asked to post written work and to engage in written dialog with other class members within an LMS. The student should be aware that although confidentiality within the course environment is encouraged, it is possible that users in and outside the course may have access to course content.” Self-Care Part of the process of becoming an educator is an ongoing commitment to self-awareness through self-reflection. An educator’s job is stressful whether you are a teacher, school counselor or administrator. If you feel as if you are encountering any difficulties with your current situation, please consult instructor or advisor in deciding how and when to seek outside support.

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Course Schedule

Week Assignments Hours* Pages

IT N-IT

Week #1 1/11

Making Sense of Public School Culture and Context

Reading Due Valle and Conner pages ix to 38 2.0 46

Hinojosa, M.S. (2008). Black-white differences in school

suspension: Effect of student beliefs about teachers.

Sociological Spectrum, 28:175-193.

1.5

18

Zhang, D.,Katsiyannis, A., Ju, S. & Roberts, E. (2014).

Minority representation in special education: 5-year trends.

Journal of Child and Family Studies 23: 118-127.

1.0

9

Learning Module

Week 1: Review of syllabus, schools today, legislation and litigation, equal access and models of disability.

3.0

Introduce yourself to the class .5

Assignments Due

Week #1 Original Post due Wed. 1/14 1.5 1

1 1

Week #1 Response Posts due Sun. 1/18

Week #2 1/18

Examining Beliefs and Expanding Notions of Normalcy

Reading Due Valle and Conner pages 39 to 74 2 35

Pennsylvania Protected Handicapped Students Title 22: Chapter 15

.5 3

Maudlin, J. G. (2007). Part III: Public spaces: Mediating embodied difference across the curriculum: Life Goes On: Disability, curriculum, and popular culture. In, Curriculum & the Cultural Body (pp. 111-129).

1.5

18

Learning Module

Week 2: Examining personal beliefs about disability, complete the Disability Factor Survey, models of normalcy, inclusion as ethical practice and social justice, ADA, protection for students with disabilities Section 504 and PDE Chapter 15.

3

Assignments Due

Week #2 Original Post due Wed. 1/21 1 1 1

1 1

1.5

Week #2 Response Posts due Sun. 1/25

Section 504 Assignment due Sun. 1/25

Week #3 1/25

Exceptionalities

Adobe Connect

Class Meeting Tues. 1/28 8:00 p.m. 1

Reading Due 13 IDEA Categories of Disability National Dissemination

Center for Children with Disabilities (NICHCY)

3

6

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Pennsylvania Parent Guide to Special Education School

Age Students

IDEA and Chapter 14 Side by Side (scan the document)

Pennsylvania Code Chapter 16.htm

34

93

3

Learning Module

Week 3: IDEA exceptionalities, PDE Chapter 14, PaTTAN, mental giftedness, and PDE Chapter 16.

2.0 1

Assignments Due

Week#3 Original Post due Wed. 1/28 1 1

1

1.5 1

3

Week #3 Respond Posts due Sun. 2/1

Exceptionality Presentation due Sun. 2/1

Week #4 2/1

Identification and Planning I

Reading Due

Response to Intervention and Instruction http://www.rtinetwork.org/essential/tieredinstruction/tiered-instruction-and-intervention-rti-model Universal Screening, Progress Monitoring and Data Driven Decision Making. http://www.rtinetwork.org/essential/assessment

3

Learning Module

Week 4: Teaming, RTII, screening, diagnostics, progress and monitoring.

2.0

Assignments Due

Week#4 Original Post due Wed. 2/11 Week #4 Respond Posts due Sun. 2/15

1.5

1.5

1.5

1.0

Week #5 2/8

Identification and Planning II

Reading Due

PA Law Center Overview of the Special Education Process http://drnpa.org/File/publications/overview-of-the-special-education-process.pdf Psycho-Educational Evaluations MDE, IEP, MDR, GIEP processes.

3

Learning Module

Week 5: MDE, ER, MDR, IEP, Gifted IEP, 2

Assignments Due

3.0

3

No discussion post this week.

IEP and GIEP assignment due Sun. 2/15

Week #6 2/15

Selecting Approaches and Tools of Inclusive Teaching

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Reading Due Valle and Conner pages 75 to 141 3 66

Learning Module

Week 6: Evidence-based practices, Universal Design for

Learning, Differentiated Instruction, Functional Behavior

Assessment,

2.5

Assignments Due

Week #6 Original Post due Wed. 2/18 1.5 1.5

1.5 1

3

Week #6 Respond Posts due Sun. 2/22

Universal Design for Learning (UDL) due Sun. 2/22

Week #7 2/22

Selecting Approaches and Tools of Inclusive Teaching

Reading Due Valle and Conner pages 142 to 187

2.5

45

Moreno, G. g., & Gaytán, F. X. (2013). Reducing subjectivity in special education referrals by educators working with Latino students: Using functional behavioral assessment as a pre-referral practice in student support teams. Emotional & Behavioural Difficulties, 18(1), 88-101. doi:10.1080/13632752.2012.675132

1

13

Functional Behavior Assessment Process 1 11

Learning Module

Week 7: Co-teaching, Functional Behavior Assessment, Positive Behavior Support.

2

Assignments Due

Week #7 Original Post due Wed. 2/25 1.5 1.5

1.5 1

3

Week #7 Respond Posts due Sun. 3/1

Differentiate Instruction (DI) due Sun. 3/1

Week #8 3/1

Promoting Inclusive Beliefs and Practices

Adobe Connect

Class Meeting Tues. 3/3 8:00 p.m. 1

Reading Due Valle and Conner pages 188 to 216 2 28

Learning Module

Week 8: Actively challenging normalcy and advocating for school change.

2

Assignments Due

Interviews due Sat. 3/7 1.0 1.0

3 1.5 1

Week #8 Original Post due Wed. 3/4

Week #8 Respond Posts due Sat. 3/7

Course evaluation .3

Total Hours 43.8 60

*Instructional Time (IT) 42 hrs / 3 credits *Non-Instructional (N-IT)"Homework" ** Reading based on 30 pages per hour; Writing papers based on 2 hours/page

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