KENNESAW STATE UNIVERSITY GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet (10/02/2002) Course Number/Program Name INED 7965 MAT Special Education IGC Department INED Degree Title (if applicable) MAT Special Education Proposed Effective Date Summer 2013 Check one or more of the following and complete the appropriate sections: X New Course Proposal Course Title Change Course Number Change Course Credit Change Course Prerequisite Change Course Description Change Sections to be Completed II, III, IV, V, VII I, II, III I, II, III I, II, III I, II, III I, II, III Notes: If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed. A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program. Minor changes to a course can use the simplified E-Z Course Change Form. Submitted by: Approved Jennifer Heckert Faculty Member 9/10/11_ 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 1 KENNESAW STATE UNIVERSITY GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE I. Current Information (Fill in for changes) Page Number in Current Catalog ___ Course Prefix and Number ___ Course Title ___ Class Hours ____Laboratory Hours_______Credit Hours________ Prerequisites ___ Description (or Current Degree Requirements) II. Proposed Information (Fill in for changes and new courses) Course Prefix and Number _____INED __7965_______________________ Course Title ______MAT Special Education Practicum II___________ ___________ Class Hours 1 ____Laboratory Hours___3____CreditHours___3_____ Prerequisites Admission to MAT program. Successful completion of all prior required courses. Description (or Proposed Degree Requirements) This course is designed to prepare prospective special education teachers for development of instructional materials and implementation of effective teaching methods and management techniques. Candidates will be placed in two different supervised field placements among elementary, middle, and high school levels. This course requires approximately 15 hours per week in the field, verification of liability insurance, and a weekly hour-long seminar where candidates will have the opportunity to discuss and reflect on their teaching experiences III. Justification Currently a Practicum II course does not exist for the graduate special education program. A Practicum II is required for all MAT candidates to gain more experience in the application of skills in a classroom environment. 2 IV. Additional Information (for New Courses only) Instructor: TBD Text: KSU Special Education Practicum Handbook Daniels, K.N. (2010). The Ultimate Student Teaching Guide. Thousand Oaks, CA: Sage. Prerequisites: Successful Completion of all prior course work. Background check and proof of liability insurance. Objectives: Candidates will: Formulate, implement, and evaluate educational plans for students at-risk for and with identified disabilities, including plans for students with limited English proficiency. (CEC ICC4S3, ICC7K1) Demonstrate knowledge and skills in the use of specific culturally appropriate behavioral and classroom management methods appropriate to students at-risk for and with identified disabilities. (CEC ICC5S1, ICC5S5) Plan a series of sequential lessons recognizing gender, religious, ethnic, cultural, socioeconomic and racial differences that enable students at-risk for and with identified disabilities to master IEP objectives in the behavioral, social, emotional, affective, vocational, and/or academic areas. (CEC ICC7S6, ICC7S8) Demonstrate scientifically-based instructional skills and the use of various levels of technology in the presentation of content as appropriate for students at-risk for or with identified disabilities, including culturally and linguistically diverse students. (CEC ICC4S1, ICC4S6) Work collaboratively with other school professionals, parents, and/or family members to facilitate student progress. (CEC ICC10K4 ICC10S9) Employ effective problem-solving techniques in program implementation for students with disabilities, culturally diverse students, including those with limited English proficiency. (CEC ICC9S11) Instructional Method -lecture, discussion, FE Method of Evaluation At the Practicum II level, knowledge is assessed primarily through evaluation of original materials developed (i.e., lesson plans) and the scope of planning and integration skills. Candidates will complete two SEPO/CPI and SEDA evaluations. Candidates are expected to perform at the L3 level or above. V. Resources and Funding Required (New Courses only) Resource Amount Faculty Other Personnel Equipment Supplies 3 Travel New Books New Journals Other (Specify) TOTAL 0 Funding Required Beyond Normal Departmental Growth 4 VI. 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 has been approved by the Office of the President. The form is required for all new courses. 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 INED/SPED INED 7965 MAT SPED Prac II 1/3/3 Summer 2013 Regular ? APPROVED: ________________________________________________ Vice President for Academic Affairs or Designee __ 5 VII Attach Syllabus KENNESAW STATE UNIVERSITY Inclusive Education Department I. COURSE NUMBER/SECTION: II. COURSE TITLE: MAT Special Education Practicum II/Special Education Practicum III III. PROFESSOR: IV. CLASS MEETINGS: V. OFFICE HOURS: VI. INED 7965/INED 7970 REQUIRED TEXTS & RESOURCES: Recommended Texts and Resources: KSU Special Education Practicum Handbook Daniels, K.N. (2010). The Ultimate Student Teaching Guide. Thousand Oaks, CA: Sage. Hougan, E. (2008). Road to Teaching: A Guide to Teacher Training, Student Teaching, and Surge. Finding a Job. Book Roe, B.D, Ross, E,P. , & Smith, S.H. (2009). Student Teaching and Field Experience Handbook Prentice Hall. (7th ed.). 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 CATALOG DESCRIPTION(S): Special Education Practicum II: This course is designed to prepare prospective special education teachers for development of instructional materials and implementation of effective teaching methods and management techniques. Candidates will be placed in two different supervised field placements among elementary, middle and high school levels. This course requires approximately 15 hours per week in the field. Verification of Liability Insurance is required. This course also requires a weekly seminar where candidates will have the opportunity to discuss and reflect on their teaching experiences. Special Education Practicum III: This supervised clinical experience is designed to provide candidates with a full-time classroom experience. Candidates will be placed in an appropriate school setting where they will have the opportunity to apply and practice concepts addressed in previous courses. Candidates must pass this course in order to graduate This course requires 35 hours per week in the field. Verification of Liability insurance is required. Candidates will attend bi-weekly seminars to reflect upon teaching, action research, and present their professional portfolio. VII. PURPOSE/RATIONALE: 6 Practicums in Special Education at Kennesaw State University are designed to give SPED candidates the opportunity to practice basic teaching skills under the supervision of a collaborating teacher and a university supervisor. During this experience, the candidates will practice and ultimately be evaluated on their ability to demonstrate effective teaching skills. Practicum candidates will rely on their university instructors, collaborating teacher, and university supervisor for guidance in decision making. It is particularly important for practicum candidates to take advantage of the school setting and the practicum course to learn how to develop instructional plans, manage student behavior, implement IEPs, and use assessment to guide their instruction by engaging in conversations about teaching with their collaborating teacher and university supervisor. Candidates are expected to demonstrate a thorough knowledge of subject matter in all areas of emphasis: instructional organization, development, delivery, and assessment; classroom and individual behavior management and intervention; performance-based and formal assessment of student progress; development of Individualized Education Plans (IEPS) and Transitions plans; and communication and collaboration with families, school/community personnel, outside agencies, students, and colleagues (particularly in transition/school-to-work planning and implementation). At the Practicum II level, knowledge is assessed primarily through evaluation of original materials developed (i.e., lesson plans) and the scope of planning and integration skills. At the Practicum III level, candidates are expected to demonstrate the ability to apply knowledge acquired and to demonstrate methods and techniques developed from a theoretical base. Application, demonstration, and modeling of effective practices in all areas will be evaluated based upon observation, selfcollected portfolio data, and assessment by the supervisor and cooperating teacher of the quality of appropriate instructional products development. Candidates will complete an ISLA. VIII. 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 7 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 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. IX. 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 8 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) 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. 9 3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members. 3.4: Candidate displays professional and ethical behavior. XI. 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), research methods, 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). Given the rapidly changing demographics in our state and country, the program is designed to equip candidates with the fundamental knowledge, skills and dispositions necessary to engage in culturally responsive teaching. Specifically, this practicum course helps candidates apply anmailto:maryjane.jones@cowetaschools.org awareness of critical multicultural issues as well as the competency to differentiate strategies and curricula in providing effective instruction and assessment within diverse classrooms, Further, candidates will be required to develop effective intercultural communication and relationship skills. Course Specific 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. The KSU MAT in SPED program recognizes the following definition of Response to Intervention (RtI): 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. 108-446) 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 provides practical RTI models with field-based examples of strategies to implement the RtI system components within PK-12 schools. Further, MAT candidates will be required to identify and implement appropriate academic and behavioral strategies to meet the needs of diverse learners in RtI Tiers 1-4. Course Specific Technology: Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher 10 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 specifically require candidates’ use of Blackboard/ GeorgiaView Vista for asynchronous assignments and activities; Chalk & Wire’s etools for ePortfolio, Assessment and Data Analysis; and infield Instructional technology for lesson planning and implementation. Course Specific Universal Design for Learning Strategies: According to the Center for Applied Special Technology (CAST, 2011), “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”. In this course, candidates will specifically utilize UDL principles and strategies by infusing its core principles in designing and implementing lesson plan activities. Course Specific Research Focus: In this course students will examine PK-12 student data to inform instructional decision-making. Further, students will complete an ISLA with a focus on action research in the Practicum 3. Course Specific Field Experience(s): 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 11 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. Throughout this program candidates are required to be involved in a variety of school-based activities directed at the improvement of teaching and learning for students with disabilities in inclusive settings. Appropriate activities may include, but are not limited to, Impact on Student Analysis projects, participating in school-based committees, attending professional conferences, and participating in education-related community events. In both practicums, candidates will have in-field practice teaching activities observed a minimum of two times per semester by a university supervisor. During INED 7785 candidates will be observed once at each grade level for a total of two observations using the SEPO observation tool. During INED 7790 candidates will be observed three times—once during the first grade level and twice during the second grade level by a university supervisor utilizing the SEPO observation tool. The observations for these courses will focus on all indicators on the SEPO and especially those indicators where a Level 3 or Level 4 has not been achieved. Georgia VIEW 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 GaVIEW Vista area at least twice a week. KSU Student Email: Kennesaw State University mandated that all official university communication would be delivered via the KSU student email system. Effective this semester (Fall 2005), all candidates seeking degrees from the Department of Inclusive Education will be required to use their KSU student email accounts as the primary communication mode. 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 (6th 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: 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. 12 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 CPI standards 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 standard and how you make the case that the evidence you have selected in your portfolio supports a particular standard, using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices. X. 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: Formulate, implement, and evaluate educational plans for students at-risk for and with identified disabilities, including plans for students with limited English proficiency. (CEC ICC4S3, ICC7K1) Demonstrate knowledge and skills in the use of specific culturally appropriate behavioral and classroom management methods appropriate to students at-risk for and with identified disabilities. (CEC ICC5S1, ICC5S5) Plan a series of sequential lessons recognizing gender, religious, ethnic, cultural, socioeconomic and racial differences that enable students at-risk for and with identified disabilities to master IEP objectives in the behavioral, social, emotional, affective, vocational, and/or academic areas. (CEC ICC7S6, ICC7S8) Demonstrate scientifically-based instructional skills and the use of various levels of technology in the presentation of content as appropriate for students at-risk for or with identified disabilities, including culturally and linguistically diverse students. (CEC ICC4S1, ICC4S6) Work collaboratively with other school professionals, parents, and/or family members to facilitate student progress. (CEC ICC10K4 ICC10S9) Employ effective problem-solving techniques in program implementation for students with disabilities, culturally diverse students, including those with limited English proficiency. (CEC ICC9S11) 13 XI. ALIGNMENT OF OBJECTIVES TO ASSIGNMENTS/ASSESSMENTS Course Objectives Formulate, implement, and evaluate educational plans for students at-risk for and w/ identified disabilities, including plans for students with limited English proficiency. Demonstrate knowledge and skills in the use of specific culturally appropriate behavioral and classroom management methods appropriate to students at-risk for and with identified disabilities Plan lessons recognizing gender, religious, ethnic, cultural, socioeconomic and racial differences that enable students at-risk for and with identified disabilities to master IEP objectives in the behavioral, social, emotional, CEC & PSC Standards ICC4S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs ICC7K1 Theories and research that form the basis of curriculum development and instructional practice ICC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued ICC5S5 Modify the learning environment to manage behaviors. ICC7S6 Sequence, implement, and evaluate individualized learning objectives PTEU Institutional Proficiencies Outcome 1: Subject Matter Experts Outcome 2: Facilitators of Learning Outcome 3: Collaborative Professionals Assessments Outcome 1: Subject Matter Experts Outcome 2: Facilitators of Learning Outcome 3: Collaborative Professionals Handbook, Issues & Trends Sessions, SEPO, ePortfolio, ISLA (Practicum 3) Outcome 1: Subject Matter Experts Outcome 2: Facilitators of Learning Outcome 3: Collaborative Professionals Handbook, Issues & Trends Sessions, SEPO, ePortfolio, ISLA (Practicum 3) Handbook, Issues & Trends Sessions, SEPO, ePortfolio, ISLA (Practicum 3) affective, vocational, and/or 14 academic areas. Demonstrate scientifically-based instructional skills and the use of various levels of technology in the presentation of content as appropriate for students at-risk for or with identified disabilities, including culturally and linguistically diverse students. Work collaboratively with other school professionals, parents, and/or family members to facilitate student progress. ICC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences ICC10K4 Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members Outcome 1: Subject Matter Experts Outcome 2: Facilitators of Learning Outcome 3: Collaborative Professionals Handbook, Issues & Trends Sessions, SEPO, ePortfolio, ISLA (Practicum 3) Outcome 1: Subject Matter Experts Outcome 2: Facilitators of Learning Outcome 3: Collaborative Professionals Handbook, Issues & Trends Sessions, SEPO, ePortfolio, ISLA (Practicum 3) ICC10S9 Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs Employ effective problemsolving techniques in program implementation for students with disabilities, culturally diverse students, including those with limited English proficiency. ICC9S11 Reflect on one’s practice to improve instruction and guide professional growth Outcome 1: Subject Matter Experts Outcome 2: Facilitators of Learning Outcome 3: Collaborative Professionals Handbook, Issues & Trends Sessions, SEPO, ePortfolio, ISLA (Practicum 3) 15 16 XII. COURSE REQUIREMENTS/ ASSIGNMENTS: Course delivery will be accomplished through seminars, on-line activities, and direct supervision of field experience by University Supervisor(US) and Collaborating Teacher(CT). 1. Handbook Guidelines: Follow and comply with the responsibilities of practicum candidates as listed in the Special Education Practicum Handbook. Participate in building and district level professional activities. Comply with the rules and regulations of the school in a professional manner 2. Issues and Trends Sessions: Attend face-to-face and online practicum seminars regarding selected special education program topics (Practicum II: weekly session; Practicum III approximately five sessions). Participation in discussions is required during the semester. Articles, vignettes, short stories will be shared in face to face and online meetings. Candidates will respond to a discussion prompt provided by the instructor. Candidates are expected to reflect and participate in all discussions. Candidates will earn credit for sharing their initial thoughts as well as responding to others responses. A reflective response includes new information, personal perspectives, or other input that shows thought and consideration of the issue. It goes beyond simple agreement or endorsement of responses. Evaluation of discussion topics will be based on two considerations: active contributions to discussion and obvious preparation. 3. Special Education Proficiency Outcomes (SEPO): Demonstrate a minimum of competency level skills according to the SEPO. Candidates will prepare lesson plans for observations on a weekly basis. Each daily lesson plan should include: goals, objectives, materials, activities, and evaluation components. Lesson plans should also include accommodations, adaptations, task analyses, and programming for generalization. Goal should be long-term in nature and reflect learning over several days or lessons. Objectives should be stated in observable behavioral terms with the methods, conditions of instruction, and criteria for evaluation of mastery specifically stated. Each lesson should follow format of individual school or a format provided in Handbook, which includes elements of effective instruction, such as assessing prior knowledge, guided and independent practice, and evaluation. Each lesson plan should be written to include a self-evaluation follow-up, asking questions such as, “Did I select appropriate materials and activities to accomplish the objectives of the lesson?”; “Was my presentation clear, interesting, and effective for the learners?”; “Was my management of student conduct positive but effective”; “What adjustments should I make to improve in these areas?” Responses will be recorded in a Reflection Log to be maintained throughout the practicum. Lesson plans should be submitted to GAView and kept in notebooks in the classroom for examination and critiqued by University supervisors during visits. 17 Candidates will be observed during lesson presentation by the University Supervisor one time during each level (i.e., K-2, 3-5, 6-8, 9-12) during Practicum 2 and three times during Practicum 3. The Cooperating Teacher who will be using observation checklists asking them to note the use of effective teaching behaviors, advance organizers, modeling techniques, clear presentation of content, guided and independent practice opportunities, and appropriate evaluation activities. The Cooperating Teacher will be observing on an ongoing, daily basis, and the University Supervisor will conduct at least two observations of the practicum student engaged in instruction. Pre-observation and post-observation conferences are conducted as part of the weekly meetings held with practicum students and their University Supervisors. Specific teaching behaviors and areas of performance are targeted for evaluation and evidence of change over time. 4. Impact on Student Learning (ISLA): Candidates will complete an ISLA action research project during the Practicum III. 5. Professional Portfolio and “Mock Interview” Presentation: During practicum III, candidates will complete and present their final professional portfolio to document their professional growth as learning facilitators for all students . Candidates organize reflections about their growth including: highlighting pivotal KSU learning experiences, reflecting on changes in practice, integrating research and practice, and relating these to the growth of PK-12 students. Outcomes will include the final on-line portfolio. The competencies in these activities are derived from the standards set forth by the initial Council for Exceptional Children standards. A checklist of requirements for the portfolio is included in the Practicum Handbook. Candidates will complete all required elements in an electronic portfolio (CPI/PNR). The purpose of the portfolio is to ensure that every candidate reflects on each of the PTEU proficiencies with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include narratives for each standard, which includes descriptive, analytic and reflective writing in which you reflect on each of the standards and make a compelling case that the evidence you have selected in your portfolio supports a particular standard, using the Portfolio Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices. Upon final completion of the portfolio, candidates will be required to upload the final product to Chalk & Wire. Further, MAT candidates will participate in a “mock interview” presentation. Specifically, candidates will have the opportunity to engage in dialogue with their university instructor which will focus on highlighting and describing portfolio evidence which supports their ability to become a practicing special educator in the schools. XIII. EVALUATION AND PERFORMANCE ASSESSMENT: Assignment Handbook Guidelines Possible Points 75 Course Objectives 1-6 100 1-6 100 1-6 SEPO (lesson plans) SEPO (observation) 18 75 Issues and Trends Sessions ISLA (practicum III) Finalize Professional ePortfolio & “Mock Interview” Presentation (Practicum III) XIV. 100 1-6 1-6 150 1-6 GRADING SCALE: In accordance with the KSU grading policies, practicum II & III ascribe to a pass/fail system. Letter Grade Satisfactory/Pass Unsatisfactory/Fail % Range 80-100% Below 80% Total Points 500 GRADING AND STUDENT EVALUATION POLICIES: 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. OVERVIEW OF PRACTICUMS IN SPECIAL EDUCATION Initial Practicum – EDUC 6600 (Exposure to variety of classrooms, 3 credit hours) Second Practicum – INED 7965 (Intensive Field Experiences, 3 credit hours) Culminating Practicum – INED 7970 (Intensive Student Teaching, 6 credit hours) The initial practicum, EDUC 6610, involves an introductory observation and limited participation opportunities across a range of programs, ages and settings within both general and special education. The second Practicum INED 6985, provides candidates with intensive hands-on opportunities to apply the skills and knowledge they are learning in their courses. The culminating practicum, INED 6990 extends the opportunity to apply the skills and knowledge candidates are 19 acquiring, intensifies the involvement and responsibility of the candidate, and requires specific demonstration of competencies. MAT Special Education Practicum II: This 3-credit hour 14-week/15 hours per week intensive field experiences are designed to include opportunities to observe and participate in educational settings that serve students from diverse cultural, ethnic, linguistic, racial, and sociocultural backgrounds. This practicum requires that practical experiences occur in two different age groupings for two seven-week periods. Candidates are placed in two schools, and are guided by collaborating teachers who facilitate opportunities in general education and special education curriculum within that school setting. Candidates work directly with individual students and, in some instances, small groups of students. In addition, candidates observe mentor teachers, parent conferences (as appropriate), student study teams, and IEP or IFSP teams. Special Education Advanced Practicum III: The 6-credit hour 14-week culminating practicum involves two 7 week segments in two program settings. 7 weeks is spent at one level and a second 7 weeks is spent at another level. Responsibility for instruction increases over time at each setting, with candidates assuming responsibility for all class or caseload instruction for a minimum period of 10 consecutive school days at each setting. For example, during week 2 of the semester you might take over planning and teaching one class for the week, then add the responsibilities for one class per week as the semester progresses. After you have taught full-time for 2 consecutive weeks, you will gradually decrease the number of classes you are responsible for. This intensive clinical experience is supervised by Collaborating teachers with support from the University Supervisor. Candidates spend 35 hours per week in the classroom. Please note: According to GA PSC 505-3-01, candidates for P-12 certification shall complete field experiences in grades PK-2, 3-5, 6-8, and 9-12. With this, SPED candidates will be assigned placements in different age grouping for each of the four practicum segments. XV. OUTLINE Date AUGUST: MAT Practicum II Topic Practicum Orientation - meet your university supervisor to discuss observation schedule, practicum requirements, and designated grade levels. Texts/Chapters 20 The University supervisor will visit your classrooms two times during each of your six-week Practicum experience. The schedule for these visitations will be listed on calendars which you will receive. SEPTEMBER 1st observation by US and CT Candidates develop e-portfolios that include reflective journals, sample assessments, sample behavior intervention plans, and sample lesson plans. OCTOBER NOVEMBER During the seminar students share experiences and explore reflections as they continue to develop their skills and understanding of special education. Candidates are trained to record and analyze their own instruction and to gather instructional and behavioral data. 2nd observation by US and CT by US and CT Video and self-evaluation protocols may be presented in the practicum seminar meetings where the practicum faculty facilitates and extends candidate reflection on their experiences while applying their emerging knowledge and skills. DECEMBER JANUARY: Practicum III Final analysis/reflection of instruction/experiences During the first two weeks candidates orient themselves to specific site rules and procedures. They also use the time to familiarize themselves with classroom rules, procedures, curriculum, and individual student IEPs, as appropriate. Also during this time candidates shadow collaborating teachers to observe and analyze teaching strategies, classroom management methods and daily teaching responsibilities. Candidates continue to refine PNR for final presentation in May Candidates receive ISLA guidelines to 21 FEBRUARY be completed by April Candidates’ responsibility for instruction increases over time, with their assuming full responsibility for all class or caseload instruction for a minimum of 10 consecutive school days. MARCH During the practicum seminars, the University Supervisor extends candidate self-reflection and self-evaluation and collaborates with the candidates in identifying individual strengths as well as specific areas that need development. APRIL Continued reflective analysis of classroom interactions and the candidate’s instructional delivery. ISLA Due MAY e-Portfolio presentations: Mock Interviews XVI. REFERENCES: Burden, P. R. (2005). Classroom management: Creating a successful learning community (3rd ed.) Hoboken NJ: John Wiley & Sons, Inc. Churchill, L.R., Mulholland, R. & Cepello, M.R.(2008). A practical guide for special education teachers. Upper Saddle River, NJ: Pearson. Meese, R.L. (2001). Teaching learners with mild disabilities: Integrating research and practice (2nd ed.). Wadsworth Publishing. Price, K.M., Nelson, K. L. (2007). Planning effective instruction: Diversity responsive methods and management (3rd edition). United States: Thompson Wadsworth. Rawlinson, D., Little, M. (2006). Improving student learning through classroom action research: A guide to becoming an action researcher. FL: Department of Education. Roe, B.D., Ross, E.P., & Smith, S. H. (2006). Student teaching and field experiences handbook (6th ed.). Upper Saddle River, NJ: Prentice Hall. Rosenberg, M. J., O’Shea, L. J., & O’Shea, D. J. (2006). Student teacher to master teacher: A practical guide for educating students with special needs (4th ed.). 22 Upper Saddle River, NJ: Prentice Hall. Thousand, J. S., Villa, R. A., Nevin, A. I. (2007). Differentiating instruction: Collaborative planning and teaching for universally designed learning. Thousand Oaks, CA: Corwin Press. Other Materials Required: Council for Exceptional Children Professional Standards: Common Core and General Curriculum http://www.cec.sped.org/ps/perf_based_stds/knowledge_standards.html National Board for Professional Teaching Standards (5 Core) http://www.nbpts.org/pdf/coreprops.pdf National Board for Professional Teaching Standards, Exceptional Needs Standards (for teachers of students ages birth-21+) Available on NBPTS web site. http://www.nbpts.org/pdf/ex_needs.pdf The Georgia Special Education General Curriculum Common core Standards are available on the Georgia Professional Standards Commission website www.gapsc.com/Rules/current/EducatorPreparation/index.asp 23