09WF-SSLS-860-01 PRACTICUM: FUNCTIONAL LEARNING NEEDS
Instructor
Office Phone
Phone Hours
E-mail
Location
Times
Start Date
Course Credits
Shirley Williams
620-230-0928 cell #
8am - 9 pm M-F; 10am - 8 pm SS
swilliams@usd250.org
TBA
TBA
8-24-09
3
I. Course Description
The Practicum/Functional Learning Needs is designed to evaluate the student’s ability to be a
competent and caring special education teacher. This is a supervised experience under the direction
of university personnel and a master level certified teacher, having no fewer than two full years of
teaching in the present position.
The purpose this practicum is to provide a supervised experience during which the student can
demonstrate the integration and application of the program’s summative course objectives. The
student must demonstrate levels of mastery that indicate the ability to independently assume future
teaching responsibilities.
II. Course Objectives
These objectives are based on the standards contained in the 2001 Redesign Licensure from the
Kansas State Department of Education.
A.
Working with Materials
F-5-P-11 The teacher identifies, prepares, organizes, and presents
to implement lesson plans.
B.
teaching materials and activities
Lesson Planning & Related Program Planning Skills:
F-4-P-3 The teacher plans for and uses instructional programs and practices that respond to student’s
cultural, linguistic, gender, and learning differences.
F-4-P-5 The teacher selects, adapts, uses, and evaluates instructional strategies and materials based
on characteristics of students with functional needs in lease restrictive educational environments and
community settings.
F-4-P-6 The teacher sequences, implements, and evaluates individual student learning
objectives/outcomes.
F-5-P-11 The teacher identifies, prepares, organizes, and presents teaching materials and activities
to implement lesson plans.
C.
Assessment Skills & Teaching Skills:
F-4-P-1
The teacher interprets and used assessment and evaluation data for planning instruction.
F-4-P-2 The teacher conducts and uses task analyses, discrepancy analysis, ecological inventories,
and informal assessments to plan instruction.
F-5-P-8 The teacher uses evaluation, planning, and management procedures and methods to math
learner needs with instructional and community environment.
F-6-P-2
D.
The teacher uses individual and group curricula and environmental variables.
Classroom Management:
F-5-P-1 The teacher establishes and maintains a learning environment that supports and affirms
diversity.
F-5-P-4
The teacher creates safe, positive, supportive learning environments.
F-5-P-5 The teacher designs and manages classroom routines in a variety of learning
environments.
F-5-P-9 The teacher designs learning environments that enable learners to participate actively in a
variety of individual and group learning activities.
F-6-P-1
The teacher uses a variety of appropriate and least invasive techniques and strategies.
F-6-P-3 The teacher uses functional analysis and other appropriate assessment and evaluation
procedures to plan and implement positive behavioral supports and social interaction skill
development programs.
E.
Integrated Skills at the Conclusion of Practicum
F-5-P-2 The teacher creates a learning environment that encourages self-advocacy, independence,
and educational and personal productivity for school and community.
F-5-P-10
The teacher manages simultaneous instruction of individuals and small and large groups.
F-5-P-12 The teacher directs the activities and involvement of paraeducators, aides, volunteers,
parents, or peer tutors in instructional and support services.
F-6-P-7
The teacher uses best practices methods for crisis prevention and crisis intervention.
F-6-P-8 The teacher designs, implements and evaluates instructional programs that enhance the
student’s social interaction and participation in family, school, and community activities.
F-8-P-2
The teacher maintains a positive classroom and school climate that helps all students grow
and develop.
F-8-P-8 The teacher uses proven, effective practices/methods and evaluates the efficacy of
controversial and unproven methods when they are used
III.
Course Requirements
Course Content
The content for this course is determined by the topics on the Practicum Evaluation Form. While the
evaluation form attempts to organize the content and activities in a logical manner, the cooperating
teacher ultimately decides the order in which they are to be implemented. These activities in their
entirety represent the kinds of experiences students need if they are to be prepared for being special
educators.
Below is a general outline of the activities that are required. The Practicum Evaluation Form,
however, assesses more skills than are listed here.
1. Professional Orientation
A. Spend time observing the program and other programs that compliment the class (i.e., speech
therapy, physical therapy, etc.)
B. Act more or less in the role of a paraeducator, following the cooperating teacher’s directions, for
part of the practicum period.
C. Study the classroom management system and the system of keeping records.
D. Observe meetings that are part of the program responsibility (IEP meetings, eligibility meetings,
placement meetings, regular education consultations, etc.)
2. Working with Materials
The teacher candidate will:
A. Identify, prepare, organize, and present teaching materials to implement lesson plans.
B. Modify materials and/or make supplementary materials that allow students to acquire knowledge
successfully.
3. Lesson Planning & Related Program Planning Skills:
The teacher candidate will:
A. plan for and use instructional programs and practices that respond to student’s cultural, linguistic,
gender, and learning differences.
B. select, adapt, use, and evaluate instructional strategies and materials based on characteristics of
students with functional needs in least restrictive educational environments and community settings.
C. prepare daily lesson plans that reflect ongoing readiness, appropriate practice, extension review
of curriculum objectives and are based on appropriate assessment results.
D. plan for and use learning opportunities that recognize and address variation in students’ learning
and performance modes.
E. plan for and use instructional programs and practices that respond to students’ cultural, linguistic,
gender, and learning differences.
F. integrate student-initiated learning interests into the on-going instruction.
4. Assessment Skills & Teaching Skills:
The teacher candidate will:
A. demonstrate the ability to monitor academic skills and behavioral progress by using methods of
formative (on-going) evaluation.
B. demonstrate the ability to place students in materials appropriate to their functioning level.
C. demonstrate the ability to effectively use a variety of instructional techniques and materials,
making necessary modifications to meet student needs.
D. demonstrate the ability to pace instruction to avoid moving too rapidly for mastery and/or too
slowly to motivate.
E. demonstrate the ability to work with one student/group while monitoring a second or third
group/student.
F. use individual and group curricula and environmental variables.
5. Classroom Management:
The teacher candidate will:
A. demonstrate the ability to apply consistent consequences and rewards as indicated by class rules
and management plan.
B. demonstrate the ability to implement an effective classroom management plan.
C. establish and maintain rapport with learners
D. use a variety of appropriate and least invasive techniques and strategies.
E. use of individual and group curricula and environmental variables to facilitate behavioral, problem
solving and social skill development.
F. identify realistic expectations for students who demonstrate problematic personal and social
behaviors in a variety of educational and non-educational settings.
G. facilitate the development and implementation of rules and and appropriate consequences in a
variety of educational environments.
H. establish and maintain a learning environment that supports and affirms diversity.
I. create safe, positive supportive learning environments.
J. design and manage classroom routines in a variety of learning environments.
K. design learning environments that enable learners to participate actively in a variety of individual
and group learning activities.
L. use functional analysis and other appropriate assessment and and evaluation procedures to plan
and implement positive behavioral supports and social interaction skill to development programs.
6. Integerated Skills at the Conclusion of Practicum:
The teacher candidate will:
A. use proven, effective practices/methods and evaluates the efficacy of controversial and unproven
methods when they are used.
B. manage simultaneous instructions of individuals and small and large groups.
C. create a learning environment that encourages self-advocacy, independence, and educational and
personal productivity for school and community.
D. demonstrate the ability to conduct instruction and other professional activities in accordance with
the requirements of federal and state law and local district policies and procedures.
E. plan for and use instructional programs, practices, resources and strategies that compliment
students’ cognitive, cultural, linguistic, and gender differences.
F. design, manage, and evaluate a variety of learning environments to assure use of appropriate
teaching procedures and effective daily classroom routines that support and encourage the
educational productivity of students with functional learning needs.
G. plan as a collaborative team member the placement and
management of students in a full continuum of instructional environments.
H. use evaluation, planning, and management procedures to match learner needs with instructional
environments and methods.
I. design learning environments that enable learners to participate actively in a variety of individual
and group learning activities, including management of simultaneous individual, small and large
group instruction.
J. direct the activities and involvement of paraeducators, aides, volunteers, parents, or peer tutors in
instructional and support services.
K. use best practices methods for crisis prevention and crisis intervention.
L. design, implement and evaluate instructional programs that enhance the student’s social
interaction and participation in family, school, and community activities.
M. structure the learning environment to provide optimal learning opportunities for students with
functional learning needs, and use uses universal precautions ( e.g. hand washing, protective
devices, etc.)
N. maintain a positive classroom and school climate that helps all students grow and develop.
Grading Policy
The practicum evaluation is made up of the cooperative input of the cooperating teacher and the
university practicum supervisor.
The supervisor will meet with both the student and the cooperating teacher and areas needing
improvement will be discussed at that time.
In addition, the cooperating teacher will be giving direction and suggestions throughout the
practicum. The practicum student should also request information, evaluative comments and other
kinds of feedback from the cooperating teacher.
Finally, the summary evaluation of the practicum experience is made by the cooperating teacher on
the Practicum Evaluation Form.
The final grade for this course will be based on the following:
Professional Characteristics
Instructional Planning
Instruction Strategies
Evaluation Procedures
Classroom Management
Special Education Process
The above course evaluation will be converted into percentages based upon the following scale:
90-100% = A
80-89% = B
70-79% = C
60-69% = D
Attendance Policy
Class attendance is mandatory! Professional reliability is one of the outcomes of the teacher
education program. Teaching professionals are expected to attend school; therefore, so are teacher
candidates. Guidelines from the profession (95% attendance) drive the my attendance policy.
Accordingly, attendance rates of 95% (ie, no more than one missed class period for a course that
meets once per week) are expected, and these absences should be used in the case of personal or
family illness or similar crises. Excessive absences will negatively impact the student’s grade, and
may result in the student being dropped from the class. (See 205-07 University Catalog, pg. 41)
Whether absent because of illness or activity, the responsibility for submitting a make-up plan and
negotiating missed group work lies with the student, and must be acceptable to the group and the
instructor.
Academic Integrity
Students are reminded to be familiar with the ”Dishonesty in Academic Work” policy in the current
University Catalog. They are expected to demonstrate academic integrity at all times. Violations will
be handled as indicated in the written policy.