Indiana University-Purdue University Fort Wayne
School of Education
Summer I 2010
EDUC K465: Collaboration and Service Delivery
Jane M. Leatherman, PhD
Office Phone: 260-481-5742
Fax: 260-481-5408 (Attention Dr.
Leatherman)
Class Mondays, Tuesdays, and Thursdays
4:30 – 6:50 pm May 17th- June 24th
Office: 240F Neff Hall
Office Hours: Mondays Tuesdays and
Thursdays 1:30 pm – 3:30 pm; Or by
appointment
Email: leatherj@ipfw.edu
Location: NF 251
Dr. Leatherman’s Philosophy of Teaching and Learning: In this course you will participate in
whole group discussions, small group discussions and activities, and activities to connect the text
and research to real-life applications. An outline of the chapters’ notes is available on
Blackboard; to serve as a guide to assist you in preparing for each class session and to allow for
interaction during class. My ultimate goal is to assist you to be a nurturing, professional,
educated, reflective, and responsible teacher.
Course Description: The purposes of this course are to assist students in building their
collaborative skills and explore various service delivery systems and their variations as well as
appropriate methods for interacting with colleagues. The expectation is that students will
identify and describe major service delivery approaches, relate them to larger issues currently
existing in education, and refine selected skills for effective communication and problem
solving.
Textbooks:
Baron, R. & Wagele, E. (1994). The Enneagram made easy: Discover the 9 types of people.
Harper San Franscisco
Dettmer, P.A., Thurston, L.P., Knackendoffel, A. & Dyck, N.J. (2009). Consultation, Collaboration,
and Teamwork for students with special needs (6th Ed). Boston: Allyn & Bacon.
Cross Indexing Course Objectives to Standards and Conceptual Framework:
As the State of Indiana and the IPFW SOE have altered its certification/licensing requirements to
more adequately reflect national standard, course objectives and activities are expected to reflect
these changes. This syllabus reflects these such sources.
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EDUC K465 will prepare students to:
1. Explain why collaboration has become an integral part of special education.
INTASC Standard: 1, 5, 9, 10: INDOE Standard: 1, 6, 9, 10: CEC 1,10
Conceptual Framework Principles: Democracy & Community, Habits of Mind,
Pedagogy, Knowledge, Experience, Leadership
2. Differentiate between collaboration and consultation and show skills in each.
INTASC Standard: 1, 5, 6, 10: INDOE Standard: 1, 6, 9, 10: CEC 1, 4, 10
Conceptual Framework Principles: Democracy & Community, Habits of Mind, Pedagogy,
Knowledge, Experience, Leadership
3. Identify variables that facilitate or constrain collaboration and consultation.
INTASC Standard: 1, 5, 6, 10: INDOE Standard: 1, 6, 9, 10: CEC 1, 4, 9, 10
Conceptual Framework Principles: Democracy & Community, Habits of Mind, Pedagogy,
Knowledge, Experience, Leadership
4. Describe essential features of service delivery systems used in special education.
INTASC Standard: 1, 2, 3, 4, 5, 6, 7, 8, 10: INDOE Standard: 1, 6, 9, 10: CEC 1, 4
Conceptual Framework Principles: Pedagogy, Knowledge, Experience
5. Follow a planned sequence for problem solving strategies used in collaboration.
INTASC Standard: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10: INDOE Standard: 3, 5, 6, 9, 10: CEC 1, 4, 9, 10
Conceptual Framework Principles: Democracy & Community, Habits of Mind,
Pedagogy, Knowledge, Experience
6. Demonstrate the application of effective interaction skills.
INTASC Standard: 6, 9, 10: INDOE Standard: 5, 6, 9, 10: CEC 1, 4, 9
Conceptual Framework Principles: Democracy & Community, Habits of Mind,
Pedagogy, Knowledge, Experience
7. Examine issues related to developing and implementing consultation and collaboration.
INTASC Standard: 1, 9, 10: INDOE Standard: 5, 6, 8, 9, 10: CEC 1, 4, 9, 10
Conceptual Framework Principles: Democracy & Community, Habits of Mind,
Pedagogy, Knowledge, Experience
Targeted INTASC Standards:
As the state of Indiana moves to alter its certification/licensing requirements to more adequately
reflect national standards, course objectives and activities are expected to reflect these changes.
This syllabus reflects such a source. It is: The Interstate New Teacher Assessment and Support
Consortium (INTASC) Model Standards for Beginning Teacher Licensing and Development
(1992) published by the Council of Chief State School Officers.
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The teacher understands:
1. The central concept tools of inquiry and structures of the discipline(s) he or she teachers
and can create learning experiences that make these aspects of the subject matter
meaningful for students.
2. How children learn and develop, and can provide learning opportunities that support their
intellectual, social, and personal development.
3. How students differ in their approaches to learning and create instructional opportunities
that are adapted to diverse learners.
4. A variety of instructional strategies to encourage students’ development of critical
thinking, problem solving, and performance skills.
5. Individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and selfmotivation.
6. Knowledge of effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom.
7. Planning instruction based upon knowledge of subject matter, students, the community,
and curriculum goals.
8. How to use formal and informal assessment strategies to evaluate and insure the
continuous intellectual, social and physical development of the learner.
9. How to be a reflective practitioner who continually evaluates the effects of her/her
choices and actions on others (students, parents, and other professionals in the learning
community) and who actively seeks out learning opportunities to grow professionally.
10. The knowledge to foster relationships with school colleagues, parents, and agencies in the
larger community to support student’s learning and well- being.
Targeted INDOE Standards:
The educator of students with exceptional needs:
1. Is well-versed in the history, philosophy, and foundations of special education as well as
in current laws and contemporary issues in the field and uses this knowledge to enhance
educational opportunities for all students.
2. Is knowledgeable of human growth and development and uses this knowledge to provide
meaningful learning opportunities.
3. Is competent in selecting, administering, and interpreting a variety of formal and informal
assessment strategies and utilizes this information to design, implement and evaluate
instruction and to guide students in self-assessment.
4. Recognizes that optimal learning relates new information to the students’ prior
experiences and knowledge.
5. Is cognizant of the importance of an active learning environment and designs a setting
which fosters and enriching, nurturing and safe climate where diversity and risk-taking
are valued.
6. Understands the developmental nature of learning and uses multiple approaches and
strategies to provide a variety of activities and opportunities to facilitate student success.
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7. Understands the importance of teaching appropriate social skills and effectively applies
and models these strategies in interactions with students, families, and colleagues.
8. Understands reflective practices and the importance of ongoing professional development
and applies the knowledge gained to promote both student growth and professional
outreach.
9. Is aware of the need to collaborate with families, school colleagues, and the larger
community to support students’ learning and well being and actively cultivates these
partnerships.
10. Demonstrates an awareness of a wide array of community resources and accesses these
services to support students’ needs.
NCATE/CEC Standards
Standard 1: Foundations
The student will develop a philosophy of education that demonstrates an understanding of the
evolution of treatment of those with exceptionality including the characteristics of various
exceptionalities; the impact of the exceptionality on the individual, the family, and society;
relevant litigation and legislation for individuals with exceptionality; and the effect of these
variables on best practice in assessment and instruction of individuals with exceptionality.
Standard 2: Development and Characteristics of Learners
The student will demonstrate an understanding of human development including the similarities
and differences of those individuals with and without exceptionality and use this knowledge to
address the varied academic, social, and behavioral abilities of the individual.
Standard 3: Individual Learning Differences
The student will demonstrate an understanding of the interaction effect of differing cultures.
Beliefs, traditions, values, and familial backgrounds and the individual's exceptionality, his/her
social and academic abilities, educational program, and desired adult outcome.
Standard 4: Instructional Strategies
The student will demonstrate the use of empirically-based strategies to design effective
individualized instruction for those with exceptionality at each stage of learning (acquisition,
fluency, maintenance, and generalization) including designing modifications, adaptations, and
supports for those individuals in the general education curriculum.
Standard 5: Learning Environments and Social Interactions
The student will demonstrate the ability to create and maintain a structured classroom providing
a safe educational atmosphere for all students, foster independence by teaching individuals with
exceptionalities self-determination and social skills, create effective behavior intervention plans
based on functional behavioral analysis, support inclusion of individuals with exceptionality in
general education through collaborative behavior management, and provide direction and
supervision to paraprofessionals, volunteers, and tutors.
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Standard 6: Language
The student will describe how individuals with and without exceptionality develop and use
language, demonstrate effective methods to remediate language delays and teach communication
skills, describe assistive and augmentative communication devices, demonstrate an
understanding of those individuals whose primary language is not English, and discuss how to
effectively collaborate with the speech language pathologist to improve the communication skills
of the individual with exceptionality.
Standard 7: Instructional Planning
The student will demonstrate knowledge and understanding of the general education curriculum
(state standards); the concept of individualized instruction including the development and use of
appropriate educational accommodations, modifications, supports, and technology based on the
needs of the individual; the collaborative process of developing individualized education
programs with measurable goals and objectives; and the importance of adjustment of
instructional plans based on reliable and valid assessment data
Standard 8: Assessment
The student will demonstrate an understanding of the referral process and the impact of labeling
a student with a disability; explain possible assessment bias and misuses of assessment data;
evaluate, select, and administer formal assessment instruments; develop and administer informal
assessments; provide accommodations for individuals with disabilities taking statewide
assessments; and make sound educational decisions based on assessment data.
Standard 9: Professional and Ethical Practice
The student will demonstrate knowledge of legal and ethical issues in special education;
acknowledge how his/her attitudes, culture, and communication can affect the education of
individuals with exceptionality; assess and reflect on his/her current teaching practices; and
develop the intellectual curiosity necessary to discover and incorporate new empirically based
strategies.
Standard 10: Collaboration
The student will demonstrate the ability to effectively collaborate with other special education
and general education teachers, administrators, parents, paraprofessionals, and community
agencies to ensure that each individual with exceptionality has the tools to become a productive
member of society upon leaving school.
SOE Conceptual Framework (Adopted 2/9/00):
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our
programs:
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1. Democracy & Community
Effective educators (1), such as teachers, counselors, and administrators need to be a part of a
dynamic educational community as a model for the climate of community they hope to create.
To do this, these educators need an understanding of the moral, cultural, social, political, and
economic foundations of our society. Consequently, the SOE should foster a democratic, just,
inclusive learning community among its students, faculty, and staff, and with all other
stakeholders in the educational enterprise. (1 Educator is broadly defined as pre-service and inservice teachers, administrators, and counselors.)
2. Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical
reflection in all endeavors. Within the context of a compassionate, caring community, educators
foster habits of mind necessary to engage learners, such as investigating, inquiring, challenging,
critiquing, questioning, and evaluating. Consequently, the SOE must integrate critical habits of
mind in all aspects of the teaching/learning process.
3. Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple
roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators
appreciate and are receptive to the diverse perspectives, modes of understanding, and social
circumstances that they and their students bring to the educational setting. Consequently, the
SOE needs to prepare educators to understand and use pedagogy creatively and thereby ensure
active learning, conceptual understanding, and meaningful growth.
4. Knowledge
Effective educators need to be well-grounded in the content which they expect to teach.
Educators need to understand how knowledge is constructed, how the processes of inquiry are
applied, how domains of knowledge are established, how disciplines can be integrated and most
effectively communicated to their students. Educators also need understanding of themselves, of
communities in which they intend to teach, and of students. Consequently, the SOE should
immerse educators in nurturing learning communities that deepen knowledge, and encourage
ongoing intellectual, emotional, and personal growth.
5. Experience
Effective educators learn their craft through experiences in actual educational settings. Through
on-site campus activities and field-based experiences students will observe and emulate
exemplary teaching and learning. These educators will practice, collaborate, and interact with
practitioners and their students. Consequently, he SOE must integrate field and/or clinical
experiences that reflect the diversity of educators, students, and schools into all aspects of the
curriculum, and help educators to assess and reflect on those experiences.
6. Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and
inspire students to do likewise. Educators are enriched by the convergence of knowledge,
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theory, and practice as they optimistically face the educational challenges of the twenty-first
century. Consequently, the SOE must provide opportunities for educators to develop as leaders
in their profession and in their communities.
Course Policies:
EDUC K465 is a very interactive course and your contribution is vital to the success of the
course and the learning environment for yourself and your classmates. Attendance is expected at
each class. If you are unable to attend, you are responsible for course content presented including
readings, class discussions, in-class activities, and presentations.
Be respectful of your classmates and the instructor by following these expectations.
1) Do not converse with others during lecture time or while others are
speaking.
2) Turn off all cell phones and PDAs. Please do not text-message during class.
3) Take care of personal business before class starts, do not leave the room and return
during class time.
4) If you must arrive after class has begun or leave once class has stated, please do so
quietly.
All assignments must be turned in at the designated date (see schedule below). Any late
assignments that have not been cleared through Dr. Leatherman will be deducted five points per
class day. Late assignments discussed with Dr. Leatherman are still subject to point deductions,
depending on the circumstances. No assignments will be accepted after the final exam date
indicated on the course syllabus.
Attendance is expected at each class. This is an interactive 6-week course. Because of the
nature of the course, and the low number of students enrolled, your contribution is vital to the
success of the course and the learning environment for you and your classmates. Make every
effort to attend each class. If you are unable to attend, you are responsible for course content
presented. Be aware that you are responsible for all course content including readings, class
discussions, in-class activities, and assignments. Your course grade will be affected for absences
of more than 1 class period.
The instructor reserves the right to change the contents of the course syllabus and activities, as
needed, to enhance student learning.
The instructor adheres to all university standards including attendance, testing, cheating/
plagiarism, withdrawals, incompletes, and other published university practices. Students are
expected to be familiar with these standards of practice. Be particularly careful not to plagiarize
from websites. Please refer to the IPFW Student Handbook for more information on Student
rights and responsibilities.
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Academic support:
Center for Academic Support and Advancement (CASA) www.ipfw.edu/casa
Course Specific Tutoring Kettle Hall G 21
The Writing Center, Kettler Hall G19 at 481-5740.
If you have or develop a disability, inform the course instructor. Modifications can be made. You
may wish to contact Services for Students with Disabilities in WU 113 or call 481-6657 or
website at http://www.ipfw.edu/ssd
Class Requirements
All assignments must be typed double-spaced, and single-sided unless otherwise stated.
Assignments with multiple pages must be stapled together – no plastic or paper folders.
Consultation Resource Notebook needs to be in a 3-ring notebook or file folders in an
appropriate carrying case. All assignments are due at class time on the due date unless otherwise
noted. Grades for written assignments will be based on the completeness and accuracy of your
information, and organization, grammar, and professional APA writing style. The following
course requirements will determine your grade:
1. Two tests that will be Multiple Choice, Matching, Short Answer, Essay, take-home synthesis.
Total of 100 points
Test 1 on Chapters 1, 2, 3, 4, 5 = 50 points
Test 2 on Chapters 6, 7, 8, 9 = 50 points
2. Enneagram /Collaboration Paper (40 points) Reflection (10 points).
After your self-assessment, class discussion, and activities, you will write a 2-3 page paper
describing your dominate personality type and your wings and connecting that to skills needed in
collaboration. The reflection will connect the assignment to the SOE conceptual framework.
More details will be provided.
3. CCT Interviews and Presentation (75 points). You will interview 2 teachers about their
views of collaboration, consultation and teamwork. These teachers need to be a general
education teacher and a special education teacher, who are currently or have recently co-taught
or team-taught classes together. Compare and contrast the views, values, and ideas of how these
2 different perceptions work or are supposed to work. You will turn in the paper on the
interviews and present their views to your classmates. Paper is worth 65 points; presentation is
worth 10 points.
4. Consultation Resource Notebook (60 points)/ Presentation (15 points) – You will develop
a Consultation Resource Notebook of tools suitable for use in a professional school setting. A
detailed handout will follow. The presentation will be of 2 items from your resource notebook
and you will provide copies of 1 item from your notebook for all classmates. This notebook
should be organized into the following categories:
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Listing of referral agencies in your area
Humorous comics/sayings/ anecdotes
Professional references for teachers
Student Observation Checklist
Consultation Evaluation Form
Information for parents
Time Management
5. Final Project (90 points) Reflection (10 points) - An outline of the final project will be
distributed. The final project is designed to give you the opportunity to synthesize your learning
through applying newly learned skills toward a problem based in a case study. The project is
designed to be completed with a partner, but if needed a student may complete the assignment
individually. The reflection will connect the assignment to the CEC standard #10.
Assignment
Points
Test 1
50
Test 2
50
Enneagram paper
50
Resource Notebook and
60
Notebook Presentation 15
Interview Paper
65
And Presentation
10
Final Project
_ 100__
Total
400
Course Grade
Grades will be calculated using the following scale:
A, A+ = 376- 400
A- = 375 – 360
B+ = 359- 346
B = 345-332
B- = 331 – 316
C+ = 315- 302
C = 301 - 287
C- = 286-274
D+ = 273- 261
D= 260- 248
F= < 247
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K465 Tentative Schedule
Readings are from Dettmer, P.A., Thurston, L.P., Knackendoffel, A. & Dyck, N.J. (2009). Consultation,
Collaboration, and Teamwork fro students with special needs (5th Ed). Boston: Allyn & Bacon.
Note the class sessions for The Enneagram made Easy.
Date
5/17
Topic
Readings/ Assignments
Introduction
Syllabus/Assignments
Consultation, Collaboration, Teamwork
Chapter 1
5/20
No class
Set up interviews, work on assignments
5/24
Enneagram personalities
Introduction to The Enneagram made
Easy
Differences in perspectives
Chapter 2
5/27
Structural Elements of Collaborative School
Consultation
Chapter 3 (pp 86-102)
5/31
No Class
Memorial Day Holiday
6/1
Communications
Chapter 4
6/3
Problem-solving
(Discuss Resource Notebook in further detail)
Chapter 5 (except pp 150-160)
Enneagram Paper Due
Test # 1
Test 1 (Chapter 1, 2, 3, 4, 5)
Management and assessment
Chapter 6
Interview Presentations
Ten-Step Process Collaboration
(Discuss Final Project)
Interview paper and presentation due
Chapter 5 (pp150-160)
5/18
5/25
6/7
6/8
6/10
10
Date
6/14
Topics
Families and students
Readings/Assignments
Chapter 8
6/15
Students with disabilities
Students from diverse populations
Chapter 7
Chapter 9
Test # 2
Test 2 ( Chapters 6, 7, 8, 9)
Resource Notebook Presentations
Roles of administrators, paraeducators &
professional development personnel
Resource Notebook and presentation
due
Chapter 10
Related services and Leadership
Chapter 11
Chapter 12
Exam time
4:00 pm – 6:00pm
Final Project due: Bring final project
to classroom at exam time
6/17
6/21
6/22
6/24
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