KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name __INED 7760/MAT Special Education IGC, MEd Inclusive Education,
MAT & MEd TESOL
Department __INED
Degree Title (if applicable)
Proposed Effective Date Summer 2013
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. ___X__ simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT constitute a
Minor Change, and must go through the full course revision proposal approval process.
3.
Changes that appear to be more than simple editing changes must go through the full course
proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the two-week
submission prior to the first reading rule
Submitted by:
Approved
Jennifer Heckert
Faculty Member
9/19/11
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
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KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog
Course Prefix and Number INED 7760
Course Title Curriculum Development for Diverse Learners
Class Hours_3_____Laboratory Hours__0____Credit Hours____3___
Prerequisites Admission to INED MAT or MEd Program or graduate add on
Description:
Developing Curriculum for Diverse Learners prepares teachers to develop curriculum and instruction that is universal in
design and based on best practices research in general education, Teaching Speakers of Other Languages, and special
education. The proposed curriculum model follows the precepts of universal design and provides build-in adaptations to the
lesson that reduce the amount of time needed to create individual accommodations and modifications for students with
special needs and those who are culturally and linguistically diverse. The “Big Ideas” addressed in this course include
curriculum Mapping, Backwards Design, SIOP, Universal Design and Interdisciplinary Unit Development. Additional
attention will be paid to the Georgia Performance Standards as they continue to unfold from the Georgia Department of
Education.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ____ ____________________________
Course Title ___________________________________________
Class Hours______Laboratory Hours______Credit Hours_______
Prerequisites: Admission to MAT or M.Ed. programs
This course prepares candidates to develop core curriculum that is universal in design (UDL) and based
on research-based practices to meet the varied needs of all students, including students with disabilities
and English learners in the Response to Intervention (RtI) Tier 1 general education classroom. The
proposed curriculum model utilizes the Georgia Performance Standards, includes the framework of
Backwards Design (UbD) and integrates UDL, SIOP, differentiated and culturally responsive
instructional principles, and built in accommodations and modifications.
III.
Justification
Simple editing to accurately reflect current practice and the course’s focus.
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VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course changes have been approved by the Office of the President.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
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COURSE SYLLABUS (Attach here)
KENNESAW STATE UNIVERSITY
Inclusive Education Department
INED 7760
I.
COURSE NUMBER/SECTION: INED 7760
II.
COURSE TITLE: Curriculum Development for Diverse Learners
III.
PROFESSOR:
IV.
CLASS MEETINGS:
V.
OFFICE HOURS:
VI.
REQUIRED TEXTS & RESOURCES:
Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction + Understanding by Design.
Alexandria, VA: Association for Supervision and Curriculum Development.
McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria,
VA: Association for Supervision and Curriculum Development
Wiggins, G. & McTighe, J. (2005). Understanding by Design (2nd Ed). Alexandria, VA: ASCD.
Resource Packet
SPED ONLY:
Coyne, M., Kammenui, E. & Carnine, D. (2007) Effective Teaching Strategies that Accommodate
Diverse Learners.
American Psychological Association. (2001). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Additional Materials/Resources:
Galileo password: off-campus password is ** or login through KSU Library page and use NetID & password
Additional course materials may also be available online in GeorgiaVIEW Vista
Chalk and Wire ePortfolio Account
VII.
CATALOG DESCRIPTION:
This course prepares candidates to develop core curriculum that is universal in design
(UDL) and research-based to meet the needs of all students, including students with
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disabilities and/or those who are culturally and/or linguistically diverse. The proposed
curriculum model includes the framework of Backwards Design (UbD) and integrates
Universal UDL, SIOP, differentiated instructional principles, and built in accommodations
and modifications. Candidates will also develop competencies in curriculum integration of
formal and informal assessments and complete an informal field experience.
VIII. PURPOSE/RATIONALE:
The purpose of this course is to prepare candidates to be professional learning facilitators for diverse students, including
those with mild disabilities and those who are culturally and linguistically diverse. Specifically, this course is designed to
introduce candidates to research-based strategies for developing appropriate and effective curriculum and assessment
methods and tools for diverse students. The competencies in this course are derived from the requirements for teachers of
constituent groups by the Professional Standards Commission (the licensure body of Georgia). The course is based on the
Council for Exceptional Children (CEC) Initial General Curriculum for Special Educators standards.
IX.
UNIVERSITY POLICIES:
Academic Integrity
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic
honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents
of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which
includes with an "informal resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which
may subject a candidate to the Code of Conduct's minimum one semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy. Any strategy, which has the
appearance of improving grades without increasing knowledge, will be dealt with in accordance with the University's policy
on academic honesty. In addition, students in the graduate program in special education are held accountable by the Georgia
Professional Code of Ethics for Educators (http://www.doe.k12.ga.us/informationresources/ethics.html) and the
Council for Exceptional Children's (CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
Academic Honesty Statement
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Any work that students present in fulfillment of program or course requirements should reflect their
own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated
these expectations will be subject to disciplinary action.”
Human Dignity
The University has formulated a policy on human rights that is intended to provide a learning environment, which recognizes
individual worth. That policy is found in the KSU Graduate Catalog. It is expected, in this class, that no Professional should
need reminding but the policy is there for your consideration. The activities of this class will be conducted in both the spirit
and the letter of that policy.
Disruptive Behavior
The University has a stringent policy and procedure for dealing with behavior with disrupts the learning environment. Consistent
with the belief that your behavior can interrupt the learning of others, behavior that fits the University's definition of disruptive
behavior will not be tolerated. (See Campus Policies and Procedures in KSU Graduate Catalog.)
Confidentiality – FERPA
The federal Family Educational Rights and Privacy Act of 1974 (FERPA) regulates access to, and disclosure of student
information. FERPA serves to assure record access by covered students and their guardians and to prevent disclosure from
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those records of personally identifying information to unprivileged parties without the written consent of affected students
and their guardians. Disclosure of confidential information is NOT to occur. To protect the confidentiality of student
information, no identifying information is included when KSU candidates present written or oral reports.
X.
COLLEGE OF EDUCATION INFORMATION:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among
candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to
facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction,
and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework,
expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders
must embrace the notion that teaching and learning are entwined and that only through the implementation of validated
practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the
college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in
the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four
phases: pre-service, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the
teacher education faculty at KSU believes that the concept of expertise is central to preparing effective
classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have
achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state
but a process of continued development.
Though certain historical discoveries and events in special education do not change, each passing day alters the knowledge base in
the areas of research, legislation, societal change, and litigation, requiring teachers to be informed consumers of instructional
research. The baseline knowledge of this course is derived from the interaction of the knowledge and skills of the candidate with
the required test; the professional literature; and observations of students with disabilities in local school settings.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and
curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple
attributes of multicultural populations influence decisions in employing specific methods and materials for every student.
Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language,
race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under
Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their academic program. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance
plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
PTEU INITIAL TEACHER EDUCATION OUTCOMES
INITIAL TEACHER EDUCATION OUTCOMES AND PROFICIENCIES (REVISED FALL 05)
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Outcome 1: Subject Matter Experts
1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.
1.2: Candidate represents content accurately.
1.3: Candidate connects content to other disciplines and applies it to common life experiences.
1.4: Candidate uses pedagogical content knowledge effectively.
Outcome 2: Facilitators of Learning
2.1 Candidate demonstrates knowledge of how learners develop, learn and think.
2.2: Candidate successfully motivates students to learn.
2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum.
2.4: Candidate creates effective, well-managed and active learning environments.
2.5: Candidate creates environments that reflect high expectations for student achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective instruction that positively impacts the learning of all students.
2.8: Candidate uses a variety of methods, materials, and technologies.
2.9: Candidate utilizes a variety of strategies to assess student learning.
2.10: Candidate uses the results of assessments to improve the quality of instruction.
Outcome 3: Collaborative Professionals
3.1: Candidate communicates effectively orally and in writing.
3.2: Candidate reflects upon and improves professional performance.
3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community
members.
3.4: Candidate displays professional and ethical behavior.
I.
INED COURSE SPECIFIC INFORMATION
In this Master of Arts in Teaching program, the program is committed to integrating the following themes into each course.
The descriptions below describe how this course will address culture and diversity, effective use of technology, universal
design for learning (UDL), response to intervention (RtI), and field experiences.
Course Specific Diversity:
The KSU MAT program recognizes the following definition of culturally responsive teaching:
Culturally responsive teaching incorporates the cultural knowledge, prior experiences, and performance
styles of diverse students to make learning more appropriate and effective for them. Culturally
responsive teaching builds bridges between school and home experiences, builds relationships with
diverse families, and uses a wide variety of instructional strategies (Gay, 2000).
Candidates will investigate ways to develop curriculum and assessment that is culturally responsive and
addresses the needs of all diverse learners. Specifically, candidates will be required to integrate
culturally responsive instructional and assessment strategies into their differentiated lesso plans.
Course Specific RtI:
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The KSU MAT in SPED program recognizes the following definition of Response to Intervention (RtI):
The National Center on Response to Intervention (NCRTI) suggests a definition of RtI that reflects what
is currently known from research and evidence-based practice.
RtI integrates assessment and intervention within a multi-level prevention system to maximize student
achievement and to reduce behavioral problems. With RtI, schools use data to identify students at risk
for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust
the intensity and nature of those interventions depending on a student’s responsiveness, and identify
students with learning disabilities or other disabilities.
Additionally, the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; P.L. 108446) permits educators to use RtI as a substitute for, or supplement to, IQ-achievement discrepancy to
identify students with a specific learning disability (SLD).
This course will specifically focus on developing diverse curriculum and assessment methods and tools
to be used in the primary and secondary tiers of the RtI framework. This level of instruction typically
takes place in the general education classroom and is designed to support the diverse needs of all
students, including students with disabilities and English Learners. Curriculum and assessment is
typically differentiated for all students at these levels.
Course SpecificTechnology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media to assist teaching. They will master use of
productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio.
Candidates will be expected to apply the use of educational technology in their classrooms. Specifically,
candidates will use word processing to write papers, web based resources and Web 2.0 applications like
wikis and online course management systems and e-mail to communicate with instructors and peers.
This course will purposefully integrate technology in the following areas: 1) technology-based
assessment resources (i.e., AIMSweb); 2) web applications for creating lesson plans and graphic
organizers.
Course Specific Universal Design for Learning Strategies:
According to the Center for Applied Special Technology (CAST), “Universal Design for Learning is a
set of principles for curriculum development that give all individuals equal opportunities to learn.
Universal Design for Learning provides a blueprint for creating instructional goals, methods, materials,
and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible
approaches that can be customized and adjusted for individual needs” (CAST, 2011, ¶1).
This course will integrate UDL principles into the course content and assignments. Specifically, MAT
candidates will be required to integrate UDL principles into the three differentiated lessons plans
required for this course.
Course Specific Research Focus:
Students will examine exemplary lesson plans and Georgia Performance Standards in order to complete
the required culturally responsive and differentiated lesson plans.
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Course Specific Field Experience:
Statement for Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be involved
in a variety of special education field-based experiences directed at the improvement of teaching,
learning, and school leadership. You are encouraged to explore every opportunity to complete field
experiences that require you to apply course work, analyze P-12 student learning, and reflect on your
practice in the context of special education theories on teaching and learning.
You are also required to complete your field experiences in diverse settings with diverse populations. In
addition, you are required to complete your field experiences at all P-12 school levels (P-2, 3-5, 6-8, and
9-12). In order to meet these requirements, you should complete several of your field experiences in
diverse settings. You are required to document in your field-experience log the diverse settings and
various P-12 school levels in which you complete your field experiences. You are required to work with
male and female P-12 students from different socioeconomic groups and at least two ethnic/racial
groups. You should work with English language learners in addition to students with disabilities during
at least one of your field experiences. You are required to log your hours and reflect on what you have
learned. The field-based documentation may serve as artifacts in your professional portfolio.
Candidates will participate in a 30 hour field experience during this course. Candidates will observe
access to the curriculum, complete a reflection, and assist their cooperating teacher with the
implementation of differentiated instruction.
GeorgiaView Vista will be the primary communication tool used for emails, announcements, collaborative discussions, access to
course materials, and grade results. It is a good idea to check our course WebCT Vista area daily.
KSU Student Email:
Kennesaw State University mandated that all official university communication would be delivered via the KSU student
email system. All candidates seeking degrees from the Department of Inclusive Education will be required to use their KSU
student email accounts. Program updates, information from faculty, and other important university communication will be
sent to your KSU student email account. You are expected to check this email at least several times a week, and to use this
email account when sending email to departmental faculty. The KSU student email is a web based system that is accessible
both on and off campus.
To access your KSU Student Email:
 Go to http://students.kennesaw.edu/
 Click Email
 Enter your KSU NetID (contained on your Student ID)
 Enter your password
 Select a language
 If you experience problems with your KSU student email after initially activating your NetID and accessing your
account please contact KSU Service at 770-423-6999.
QUALITY OF WRITING:
It is expected that all candidate work will include full sentences, paragraphs of appropriate length, and formal
English grammar conventions. To facilitate completion of quality work, candidates will do the following:
 Change the setting on their computer(s) so that Word recognizes formal rather than standard (colloquial)
English. See Vista homepage for details;
 Determine the reason for green or red wavy lines under text in Word documents and make applicable
corrections prior to handing in work;
 Read all documents with a critical eye to ensure that grammar conventions are followed;
 Use APA (5th ed) format for all coursework; and
 If multiple drafts are permitted or expected in a course, candidates will incorporate corrections and
information from instructor comments into all revised work.
There are two writing resources available on campus:
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

The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing
assistants work with you throughout the writing process on concerns such as topic development, revision,
research, documentation, grammar, and mechanics. Rather than edit your paper for you, writing
assistants will help you learn strategies to become a better writer on your own. For more information or
to make an appointment (appointments are strongly encouraged), visit
http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English Building.
For non-native speakers of English, there is also the ESL Study and Tutorial Center which is part of
University College/Department of University Studies. The Center is a free service that provides tutoring
in writing, reading, and pronunciation. Hours are Monday-Thursday 9:00-5:00 pm in Library Room 442.
Professional Portfolio Narrative:
A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio
narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the
candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which includes descriptive,
analytic and reflective writing in which you reflect on each proficiency and how you make the case that the evidence you
have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The
narrative should be comprehensive, documenting research-based best practices.
XI.
COURSE OBJECTIVES:
The masters program in Inclusive Education Special Education concentration is based on three sets of standards. As a result,
candidates in this program must demonstrate mastery of the national initial level knowledge and skill standards established
by the Council for Exceptional Children for Special Education Teachers of Individuals With Exceptional Learning Needs in
Individualized General Education Curricula (IGC). Additionally, candidates this program are required to meet the Georgia
Professional Standards Commission standards outlined in Rule 505-3-.30 Special Education General Curriculum Program.
Finally, candidates in this program must also demonstrate mastery of the KSU Professional Teacher Education Unit
Institutional Standards (PTEU Outcomes and Proficiencies) and much of the program is built upon the National Board
Professional Teaching Standards.
At the end of this course of instruction, candidates will be able to:
CPI Outcome I: Subject Matter Expert
1.
Define the basic constructs of teaching and learning including cooperative learning, direct instruction, sheltered
English, differentiated instruction, performance assessment, universal design, inclusion, accommodation and modification,
curriculum mapping and backwards design. CEC: CC1K1, 4, 5, 6 &10, CC3K5
TESOL: 1.b.3, 1.b.5, 1.b.7, 3.b.2&3,
4.a.1- 3, 4.b.4
CPI Outcome 2: Facilitator of Learning
2.
Develop a curriculum map for reading and math that addresses the state performance standards for a diverse group of
students; CEC: CC7K1&3, GC5K3, GC4S10 TESOL: 1.b.6, 2.a.1&2, 3.a.1&2, 3.c.1-4, 4.b.48
3.
Assure that the curriculum map incorporates a performance assessment plan to monitor the progress of all students as
they learn the state-approved curriculum; CEC: CC4S2-4
TESOL: 1.b.10, 3.b.2, 4.a.1- 3, 4.b.4
4.
Develop instruction that is differentiated for all; CEC: CC4S5&6
TESOL: 1.b.2, 1.b.9, 1.b.12&13, 3.c.1-4
5.
Develop a one-week integrated unit plan that meets the needs of students with a full range of ability and disability as
well as those who are English Language Learners; CEC: GC4K1, GC4S3 TESOL: 1.a.6, 3.b.3, 3.c.1- 5
CPI Outcome 3: Collaborative Professional
6.
Demonstrate collaborative skills in developing curriculum maps and unit plans;CEC: GC4S2-5
2.b.1
7.
TESOL: 1.b.6,
Demonstrate the ability to analyze instruction and think reflectively about their daily practice as it relates to the CPI;
and CEC: GC4K5&7, GC4S7
TESOL: 2.a.3, 3.b1
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8.
Demonstrate on-going commitment to professional development; CEC: GC4S2&10 TESOL: 2.b.1, 3.c.4
CEC Standards:
IGC7K1-Theories and research that form the basis of curriculum development and instructional practice and scope and
sequences of general and special curricula.
IGC7K3- National, state and provincial, and local curricula standards.
IGC7S1 Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning
needs.
IGC7S10 Prepare lesson plans.
IGC7S11 Prepare and organize materials to implement daily lesson plans.
IGC7S3 Plan and implement age and ability appropriate instruction for individuals with exceptional
learning needs.
IGC7S4 Select, design, and use technology, materials, and resources required to educate individuals
whose exceptional learning needs interfere with communication.
IGC7S7 – Develop and select instructional content, resources, and strategies that respond to cultural,
linguistic, and gender differences.
IGC8K5: National, state or provincial, and local accommodations and modifications
IGC8S3: Select, adapt, and modify assessments to accommodate the unique abilities and needs of
individuals with diverse learning needs
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XII.
COURSE ASSIGNMENTS:
Multi-Level Unit Plan: Using the practices and procedures defined by Backwards-Design, each candidate must
develop a comprehensive one-month unit in either reading or math. The unit must be differentiated and describe
how the content, process, product and assessments are altered to meet the needs of students who are gifted,
developing normally and either displaying disabilities or learning English. Differentiation must be conducted by
means of differentiation and how students will be taught and assessed. Candidates will use the following unit
development model recommended by Wiggins & McTighe (2005):

Step 1: Desired Results. To be successful at this stage, the candidate must develop seamless instruction to assist all
learners in meeting the established Georgia Performance Standards, as well as the appropriate IEP goals and
objectives and learning goals of ELL’s. At this stage each candidate must assure that students are engaged in higherorder thinking by clearly articulating the Enduring Understandings and Essential Questions. Content must be
differentiated.
Step2: Assessment/Evidence. Thisstage,thecandidatemustdevelopanassessmentplanwithavarietyofevidence,
including performance tasks, academic prompts, quiz and test items and informal checks for understanding. While
an authentic performance task must be the major indicator of student success, the other types of assessment are
necessary to monitor the success of SWD and ELL in meeting their individualized goals. In terms of the pyramid,
the assessment must be differentiated to delineate how performance learning or skill development of all, most and a
few will be assessed.
Step 3: Learning Plan. At the final stage, the candidate must develop a learning plan that delineates what the teacher
and students will do through out the experience. In this section, Tomlinson’s differentiated practices (e.g. tiered
assignments, flexible groups, curriculum compacting for gifted) must be incorporated. In terms of the pyramid, the
instructional process for all, most and few must be delineated. The learning plan must incorporate appropriate
instructional methodologies and technologies for SWD and ELL’s.
Upon successful completion of this assignment, special educators will demonstrate competency in CEC Content
Standard #7: Instructional Planning. While it is critical for candidates to demonstrate an understanding of the
general education curriculum, to effectively plan instruction, they must also clearly understand the exceptional
condition and needs of the individual students. Specifically, candidates will: (a) Develop multi-level curriculum
maps that articulate procedures for implementing IEP goals and objectives in general education curriculum; (b)
Consider a myriad of cultural and linguistic factors in instructional planning; (c) Devise curriculum-based
assessment to monitor IEP objectives anchored in general education curriculum; (d) Use appropriate technologies in
instructional planning; and (e) Facilitate instructional planning in a collaborative context.
Differentiated Lesson Plans
Your multi-level curriculum unit will include 5 consecutive, coherent, lesson plans that exemplify its
implementation of your curriculum and assessment plans. We will use common lesson planning components. The
lesson activities must include the Georgia Performance Standards at one grade level in MATHEMATICS as well as
appropriate goals for SWD and/or ELL.
SPED only: Candidates are required to create one lesson plan for small group intervention instruction that addresses
the varied needs of students. One of the differentiated lesson plans will be implemented in the FE and observed by a
university supervisor.
Differentiated Lesson Activity Demonstration
You are expected to develop a differentiated lesson activity that demonstrates how individualized goals for students
with disabilities (SWD) and/or those for English language learners (ELL) can be anchored in the general curriculum.
Curriculum Web-page/site: You will design a webpage in which to disseminate your multi-level unit. We will use
a scaffolded approach to technology, including a series of instructional technology training sessions.
Vocabulary Journal
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You will be keeping a journal of important terms throughout this semester. The list of these terms will be derived from
our class discussions, and your own readings of course materials.
Portfolio Narrative Entries:
Each semester, in each course, you will be required to reflect on and articulate
how the portfolio assignment identified in each course demonstrates that you have met the graduate outcomes and
proficiencies. The portfolio assignment entry consists of a brief introduction of the assignment, along with a detailed
explanation of how completing the assignment demonstrates that you have met at least one of the Advanced
Candidate Proficiencies (TESOL MEd and MAT/SPED MEd) and Initial candidate Proficiencies (SPED MAT).
(The rubric used to assess the selected assignment will be provided by your instructor.) To ensure that the evidence
that is ultimately up-loaded into your electronic portfolio is representative of your best effort your instructor will
provide feedback describing necessary revisions. Each candidate is required to make the revisions, and have the
portfolio entry introduction reviewed by a peer, prior to uploading the evidence into their electronic portfolio. This
exercise will be worth 50 points total (2 portfolio entries @ 25 pts each).
Course Requirements and Evaluation
Points
100
Course Objectives
1, 2, 3, 4, 5, 6, 7, 8
100
(5 x 20)
1, 2, 3, 4, 5, 6, 7, 8
Differentiated Lesson Activity
Demonstration
70
1, 2, 3, 4, 5, 6, 7, 8
Proficiency Exam
70
Assessments
Multi-level Unit & Assessment Plan
Differentiated Lesson Plans
40
(2 x 20
pts each)
20
Portfolio Narratives: Unit
Vocabulary Journal
SPED ONLY: FE observation/reflection
100
TOTAL
XIII.
CPI*
SME: 1.1, 1.2 FL:
2.1, 2.2, 2,2 CP: 3.1
SME:1, 2, 3 a-c
FL: 3, 4
SME:1, 2, 3 a-c
FL: 3, 4
1, 2, 3, 5
SME: 1.1
1, 2, 3, 4, 5, 6, 7, 8
SME: 1.1, 1.2 FL:
2.1, 2.2, 2.3 CP: 3.1
1, 2, 3, 4, 5, 6, 7, 8
SME: 1.1, 1.2 FL:
2.1, 2.2, 2.3 CP: 3.1
1, 2, 3, 4, 5, 6, 7, 8
SME:1, 2, 3 a-c
FL: 3, 4
400/500
GRADING SCALE:
In accordance with the KSU grading policies, this course uses a 10 point grading scale.
Letter Grade
A
B
C
D
F
% Range
90-100%
80-89%
70-79%
60-69%
Below 60%
Total Points
GRADING AND STUDENT EVALUATION POLICIES:
14
1.
Proficiency in both e-mail use (sending/receiving) and Internet navigation (accessing Web
sites/URLs/links) are necessary so as to enable you to fully concentrate on the research material
for the course.
2.
It is each student’s responsibility to secure dependable access to computing equipment and/or
facilities in advance of the beginning of the course.
3.
Assignments submitted after the announced due dates (please see earlier listing) will be subject
to the following "lateness penalty:" one point will be deducted for each day that the assignment
is late (and please see following point);
4.
Assignments that are a week or more late will not be accepted or graded. The recorded
grade for such assignments will be zero points unless prior permission has been granted. An
extension WILL NOT be granted if the candidate does not contact the professor prior to the
assignment’s due date.
XIV.
COURSE OUTLINE
Course Outline:
This outline is subject to change commensurate with time allotments to best meet the needs of
the candidates as a whole.
Date
In-class activities
Topic
Class Assignments: Readings &
How can we design curriculum to meet the needs of all students?
August
19
Overview of 7760
10 Key Discussion Questions:
Getting the Big Picture
Review “7 Revolutions” see http://csi
revolutions
Who are our students and what do they need?
August
26
UBD and DI: An Essential
Partnership, What Really Matters
in Teaching and Learning---Stage One Of Curriculum Map,
Chapters 1-3 *Read this before
Chapter 1 in UbD
Discussion of Assignment
and Engagement of
Candidates for Stage One.
Also, View Curriculum Map
Video Curriculum Mapping
Wiggins & McTighe, UbD 2nd Ed.: I
McTighe & Wiggins Workbk: Read
Review Templates
How can Understanding by Design be used to support inclusive classrooms?
Sept.
2
Planning Your Unit Stage 1
Bring printout of your chosen
grade level GA Standards to class
Using 21st Century Tools and 7
Rs in your teaching
15
Wiggins & McTighe: Read Chapters
McTighe & Wiggins Workbk: Review
Sept.
9
next week.
Outline and bring to next class a
draft of Stage One using the
following: (a.) Description, (b.)
Standards (c.) Understandings,
(d.) Key Vocabulary, (e.) Big
Ideas, (f.) Unit Essential
Questions, (g.) Topical Essential
Questions, (h.) Goals, (i)
Accommodations (j.) Pacing
Chart.
Designing Stage One of
Curriculum Unit:
Continue Stage One
Continue Collaboration with peer
candidates relative to your
Outline of Stage One; revise and
bring revised Stage One to class.
Sept.
16
Wiggins & McTighe: Read Chapters
Tomlinson—Integrating DI and Ubd
Read Chapters 1-4.
Understanding DI & UbD and
How They Work Together
**Sept.
23**
Online
Class
GAvista
Begin Stage 2:
Sept. 30
Understanding by Design and
Differentiated Instruction:
Responsive Teaching with UbD
in Academically Diverse
Classrooms; and Teaching for
Understanding;
Grading; Reporting Achievement;
Bringing It All Together and
Moving Forward
Finalize and Bring to Class
Finalized Stage One of the
Curriculum Map.
Wiggins & McTighe: Chs. 7-8
STAGE 1 DUE
“Criteria & Validity”
Begin an Outline Draft of Stage
Two of the Curriculum Map for
Assessments (Include Formative
and Summative Assessments with
accommodations as appropriate).
McTighe &Wiggins: Review Stage 2
Tools with Samples, pgs. 136-210.
“Thinking Like an Assessor”
Tomlinson—Chapter 5 “Considering
Diverse Classrooms”
Differentiation Presentations:
Pair 1
Pair 2
How can instruction be individualized for students within the UBD framework?
Tomlinson—Chs. 6-8
October
Assessment Continued
Engaging of Candidates relative to
16
7
October
14
Assessment for Stage Two of the
Curriculum Map
Differentiation Presentations:
Pair 3
STAGE 2 DUE
Pair 4
Wiggins & McTighe: Chs 9-11
Tomlinson—Chs. 9-10
Stage 3 Introduction
Differentiation Presentations:
Pair 5
Pair 6
October
21
McTighe & Wiggins: Review Stage 3
Tools & Sample pgs. 212-240
Continue with multi-level unit
and lesson preparation
Wiggins & McTighe: Read Ch 12. Re
October
28
November
4
Bringing It All Together
Peer Review of Stage 3 with
lessons.
Addressing the Naysayers
STAGE 3 DUE
(We will as a group address the
issues raised in Ch 13
“Yes but…in Wiggins &
McTighe”)
(1.) DRAFT of STAGE 3 DUE: M
(2.) PREPARE YOUR ePortfolio In
Narratives (with one to be place
your Unit when you post to CH
WIRE) for your MULTI-LEVE
Electronic Portfolio Posting (TH
FORMAL ASSESSMENT FO
GRADUATE CLASS)
(3.) POST TO Chalk and WIRE.
(4.) FINALLY, BRING HARD CO
OF THE ABOVE FOR DR. LE
Differentiation Presentations:
Pair 7
Pair 8
How can Curriculum Mapping be used with Diverse Groups to develop Unit Lessons?
November
11
November
18
Entire Multi-Unit lesson with
required documents
(Bring hard copies of everything
to Dr. Lester.)
Upload any revisions of Multi-level U
Chalk & Wire
Review of Course
Prepare for Proficiency Exam.
17
Presentations:
Share Units with Class
December
2
FINAL CLASE MEETING
BEST WISHES FOR THE
HOLIDAYS!
PROFICIENCY EXAM
SIGN-UP (PAIRS) for DIFFERENTIATED LESSON DEMONSTRATION
Dates
Names
SEPT 30
Pair 1 __________________________________
__________________________________
Pair 2
__________________________________
__________________________________
OCT 7
Pair 3 __________________________________
__________________________________
Pair 4
__________________________________
__________________________________
OCT 14
Pair 4 __________________________________
__________________________________
Pair 6
__________________________________
__________________________________
NOV 4
Pair 7 __________________________________
__________________________________
Pair 8
__________________________________
__________________________________
PLAN FOR AN INTEGRATED UNIT CREATED WITH DIFFERENTIATED + UNDERSTANDING BY
DESIGN
Description of Assignment with Rubrics
This assignment gives candidates opportunities to practice integrating Differentiated Instruction with
Understanding by Design when planning instructional units for today’s diverse classrooms. In this
assignment, candidates are required to complete the following steps:
1.
Investigate all of the websites provided by the Georgia Department of Education and/or local
school districts to determine units of instruction that can serve as a launch point for this
assignment. Note: Candidates are free to use the framework of the curriculum map.
2.
Use the rubric and framework provided in class to assure that your project has the following
elements:
 Description of Diverse Classroom, with profiles of 1 gifted student as well as at least 1
student with disabilities (high or low incidence) or 1 ELL (Proficiency level 1,2, 3).
18







Unit Framework, including Title (Big Idea) and Description
Differentiation must be clearly delineated in content, instructional process, products or
assessments.
Stage 1: Desired Results, with GPS, IEP or WIDA standards, Enduring Understandings,
Essential Questions, Be Able to Know and Do.
Stage 2: Assessment Evidence that capitalizes on authentic performance tasks, as well
as other types of evidence necessary to measure student progress on individualized goals.
Stage 3: Learning Plan that outlines the sequence of instruction and learning in terms of
what the students and teachers will do. The teacher activities must reflect strategies to
differentiate instruction as well as provide appropriate instructional methodologies and
technologies for students with disabilities or ELLs.
Evidence of Collaboration that indicates the amount of support that the candidate
received from their peers.
Reflection on Standards articulated by the Bagwell College of Education and the
Council for Exceptional Children and national Teaching of English to Speakers of Other
Languages (see Curriculum Map Rubric)
19
Name:____________________________________
Grade:________________________ Subject(s)__
Total Score: _________/250
Each Section will be graded individually to equal 25
Stage 1 -- ___/100 pts
Criteria / Alignment with
TESOL Standards
Description of Diverse
Classroom
 Demographics
 Profiles of students, 1
high flyer and 1 SWD
or 1 ELL
 Grade level
L1-L2
L3
Pts. 0
 Key elements are omitted.
 Work contains obvious
errors in mechanics or
thinking.
Pts. 5
 Demographics include clear
delineation of diversity in the
classroom.
 Student profiles delineate
important learning information.
 Work is accurate - no errors.
Pts. 0-8
 Unit Title is stated in a
poorly constructed Big Idea
Pts. 9-14
 Unit Framework Title is stated as
a Big Idea
 Big ideas are listed as a
“topic” only.
 Big ideas are global and address
all tiered assignments.
 Description is wordy,
unfocused and/or flawed.
 Description provides a succinct
explanation that organizes the
understandings, uses key words to
give unit focus.
Differentiation
(TESOL Standard 3a, 3c)
 Content
 Process
 Product
Pts 0-19
 Differentiated unrelated to
needs of students
 No differentiation included
 Minimal or inadequate
consideration for student
needs
 Planning is for language or
content, but not both
 Planning is not student
centered
 Planning does not include
multilevel activities
 Flexible groupings are
either not used not used
appropriately
Pts. 20-39
 Differentiation is evident.
Addresses overall individual
needs, but does not meet all
considerations of students
(motivation, interests, readiness,
and educational background)
 Planning is for both language and
content instruction but it is either
not systematic OR student
centered
 Planning includes multilevel
activities and are flexible in
grouping students to meet
instructional needs of
linguistically and culturally
diverse student populations
Stage 1: Desired Results
(TESOL Standards 3a. 3b)
Pts. 0-8
 Several types of goals and
objectives are omitted.
 Content is differentiated
when not warranted by IEP
or ELL Proficiency Level.
 Less than 1-2
understandings are noted.
 Essential questions are base
level and do not promote
Pts. 9-14
 GPS/WIDA are listed
 IEP, ELL and gifted content and
language goals are anchored in
general education curriculum.
 3-4 understandings represent the
learning of all students.
 Overarching EQs and Topical
EQs are broad enough for all
tiered assignments & promote
Unit Framework
 Title (Big Idea)
 Description




GPS/WIDA
IEPs or ELL Language
Proficiency Levels are
listed.
Enduring
Understandings
Essential Questions
20
L4
Pts.10
 Demographics include clea
delineation of diversity in t
classroom.
 Student profiles delineate im
learning information.
 Work is thoughtful, compre
but succinct.
Pts. 15-20
 Unit Framework Title is sta
Big Idea and linked to 7 Re
 Big ideas are global, addres
tiered assignments and repr
meaningful pattern to enabl
students to connect fragmen
knowledge.
 Description provides a succ
explanation that organizes t
understandings, links new i
old, and uses key words to
focus.
Pts. 40-50
 Differentiation optimally ad
individual needs and other
considerations of students
(motivation, interests, readin
educational background)
 Planning is systematic for b
language and content instruc
is student centered
 Planning is such that studen
meet learning objectives and
one another
 Systematic planning include
multilevel activities that are
in grouping students to mee
instructional needs of lingui
and culturally diverse studen
populations.
Pts. 15-20
 GPS/WIDA are listed
 IEP, ELL and gifted conten
language goals are anchore
general education curriculu
 5-6 understandings address
of all students. They are cen
content and generalize to ne
situations.
 Overarching EQs and Topi
higher order thinking
 Language goals are not
mentioned
higher order thinking skills.
 Language goals mentioned, but
not clearly aligned with EQs
21
are broad for all learners, d
lead to a single answer or p
but to different plausible re
upon which reasonable peo
disagree.
 Language goals clearly defi
aligned with EQs
UNIT RUBRIC - Stage 2 -- ___/50 pts
Stage 2: Assessment
Evidence: Performance
Task & Assessment/
Rubric
(TESOL Standards 3a, 3c,
4b, 4c)
Real world connected
/Authentic
0-9 Pts.
 Assessments are poorly
designed and omit key
elements.
 Assessments do not
measure student
understanding.
 Numerous errors are noted.
 Accommodations are not
provided.
10-19 Pts.
 Tasks are designed so that
students at all levels of language
proficiency can demonstrate and
apply their knowledge and skills
to conduct a complex task .
 Assessments are related and
address understandings.
 Assessments address enduring
understandings.
 Performance tasks and
assessments are well structured
with only minor errors.
 Criteria are adequate.
 Assessments are well designed.
 Assessments are submitted with
unit.
 Assessment reflects adequate
knowledge of ELL proficiency
levels
 Evidence of performance-based
measures to assess students’
language skills and
communicative competence
across the curriculum
 Performance-based tasks and
tools are designed to measure
ELL progress.
20-25 Pts.
 Tasks are systematically de
so that students at all levels
language proficiency can
demonstrate and apply their
knowledge and skills to con
complex task . Accompany
assessment is often a rubric
 Performance tasks and asse
are well structured are valid
reliable and appropriate.
 Criteria for all tasks are we
defined
 Assessments are comprehen
 Assessments are submitted
unit.
 Assessment reflects signific
knowledge of ELL languag
proficiency levels (multiple
intelligences and learning s
are addressed).
 Multiple performance-base
measures to assess students
language skills and commu
competence across the curr
 Performance-based tasks an
are systematically designed
measure ELL progress.
Pts. 0-9
 Only one type of assessment
is used.
 More than one type is
presented, but there are
numerous errors.
 Alternate assessments are
omitted.
 All assessments are not
submitted.
 Review of key vocabulary
and content concepts either
not evident or not
comprehensive and
recursive
 Plan does not include
alternate assessment for
either students with IEPs,
ELLs, or gifted (all or one)
 Review of key vocabulary
and content concepts not
evident or repetition
opportunities missed
 Classroom tests and
alternative assessment
Pts. 10-19
 Plan has more than performance
assessment.
 Unit demonstrated use of
assessment to plan Differentiated
Instruction
 Plan includes alternate assessment
for either students with IEPs,
ELLs, or gifted
 All assessments are submitted.
 Review of key vocabulary and
content concepts evident but
repetition opportunities missed
 Classroom tests and alternative
assessment measures are designed
and adapted to make them
appropriate for ESOL learners for
a variety of purposes
 Self and peer-assessment
techniques are embedded in
instruction
Pts. 20-25
 Assessments show great va
evaluating understandings.
 Unit demonstrated use of
assessment to plan Differen
Instruction
 Assessments are provided f
students with IEP, ELLs an
which will easily measure s
progress in meeting individ
plans.
 All assessment are submitte
 Review of key vocabulary a
content concepts evident,
comprehensive and recursiv
 Classroom tests and alterna
assessment measures are
systematically designed and
adapted to make them appr
for ESOL learners for a var
purposes.
 Self and peer-assessment
techniques are systematical
embedded in instruction
Performance Based
Student driven
Stage 2: Assessment
Evidence: Other
Assessments
(TESOL Standards 4b, 4c)
Could include
reflections, learning
logs, peer review, oral
performance,
demonstrations, selfassessment, visual or
written product, task
participation, etc.
22
measures are not designed or
adapted to make them
appropriate for ESOL
learners for a variety of
purposes
 Self and peer-assessment
techniques are not embedded
in instruction
23
UNIT RUBRIC -- Stage 3 -- ___/100 pts
Stage 3: Learning Plan
Teacher Role
Tomlinson’s
Differentiated Practices
(TESOL Standards 3a,
3c,)
For example:
 Tiered Assignments
 Flexible Groups
 Compacting for Gifted
 Contracting
 Adjusting Questions
*******************
Appropriate
Methodologies &
Technologies
 SWD
 ELL
Stage 3: Learning Plan
Student Engagement
(TESOL Standards 3b, 4c)
Special Educators or
TESOL educators
collaborate with peers to
plan multi-level,
differentiated unit with
appropriate technologies
and methodologies for
SWD and ELLs.
(TESOL Standard 5c)
Write a two-page
Pts. 0-14
 Assignments are not
appropriate for the students
described in the profiles.
 Group activities are not
flexible or are omitted
entirely.
 Questions not adjusted for
ELL language proficiency
as necessary
 No link to student
background knowledge
 Little or no vocabulary
review
***********************
Pts. 0-14
 Confusion between
accommodation &
modification (ELL or
SWD), gifted not addressed
 Everyone is taught the
same.
 Inappropriate technologies
& methodologies are used.
 Few or no hands-on
materials and/or
manipulatives to apply
content and language
knowledge
Pts. 15-20
 Tiered assignments are
adequately assigned
 Flexible groups are accurately
established and support peer or
teacher led small group.
 Contracts are used without
assessments.
 Adjusting questions reflect facets
of understanding.
 Clear attempt to adjust questions
and questions for ELL language
proficiency level
 Clear attempt to link to student
background knowledge
 Some vocabulary review
Pts. 0-3
Students:
 Do not know what is
expected.
 Are disorganized.
 Have no opportunity to selfassess or revise work
 Do no evaluation
 Sit & listen to teacher talk
 Complete worksheets
Pts. 0-3
Pts. 4-7
Students:
 Know what is expected.
 Are engaged in authentic tasks.
 Self-assess and revise work
Evidence is provided that a
peer review was conducted,
and:
 Peer review was flawed.
 Candidate does not reflect on
the information, makes few
changes, does not consider
best practices and does not
re-submit to KSU faculty.
Pts. 0-8
Evidence is provided that peer
review was conducted, and:
 Peer review was accurate.
 Candidate reflects on the
information, makes changes and
re-submits to KSU faculty but
with some consideration of best
practices.
24
**************************
Pts. 15-20
 Accommodations &
Modifications are provided for
ELL, gifted or SWD.
 Methodologies & technologies
are tailored to student profiles for
second language acquisition or
disabilities.
 Ample opportunities for practice
are provided.
 Hands-on materials and/or
manipulatives to apply content
and language knowledge
Pts. 4-7
Pts. 9-14
Pts. 25-30
 Tiered assignments promot
order thinking.
 Plan reflects more than one
flexible groups based upon
interests, abilities.
 Adjusting questions reflect
of understanding
 Questions and content
appropriately adjusted for E
language proficiency level
 Concepts explicitly linked t
student background knowle
 Vocabulary review emphas
*************************
Pts. 25-30
 Accommodations & modifi
are provided for ELL, SWD
gifted
 Methodologies & technolog
tailored to student profiles f
second language acquisition
disabilities.
 Activities integrate speakin
reading, & writing
 Multiple opportunities for
practices are provided.
 Thorough inclusion of hand
material and/or manipulativ
apply content and language
knowledge
Pts. 10
Students:
 Know what is expected.
 Are organized.
 Are engaged in authentic ta
 Explore issues.
 Self-assess, revise, re-think
 Evaluate
Pts. 8-10
Evidence is provided that peer
was conducted, and:

Peer review was thoroug
accurate.
Candidate reflects on informat
using best practices, makes ch
and re-submits to KSU faculty
full consideration of best pract
Pts. 15-20
narrative of how your
developing this unit
assignment demonstrates
your mastery of the
proficiencies on the CPI
designated by the Bagwell
College of Education as
well as CEC Standard 7
or TESOL Domain 3 or 4
(depending on discipline)
 Contains mechanical errors
 Consideration for one
outcome and related
proficiencies.
 Flawed reasoning
 No link to research
 No link to TESOL or CEC
standards
25





No mechanical errors
Consideration for two of three
outcomes and proficiencies
Represents clear knowledge and
the ability to use knowledge
effectively with diverse groups
of students.
Reports the relevant research
Aligns project with national
TESOL or CEC standards
 Well written explanation
 Consideration for the profic
in SME, FL, CP.
 Represents high levels of sy
of understanding.
 Interpretation of project is
supported by current resear
 Analyzes the project from t
perspective of the national
or CEC standards.
26