EDU 307 Fall, 2013
Eastern Connecticut State University
Department of Education
EDU 307:
3 credit hours
Fall, 2013
Eastern Hall Room
Tuesday 4:00 - 6:45 pm
Instructor: Tanya Moorehead, PhD
Office: Webb Hall 145
Email:mooreheadt@easternct.edu
Office hours:
Tuesday 10:45-12:00pm
Wednesday 5:30-7pm
Thursday 10:45-12:00pm
Friday 1:30-2:30pm
Course Objectives and Learner Outcomes
The learning outcomes for this class are aligned with Education Unit Conceptual Framework
Candidate Proficiencies (ECP), Connecticut Pre-Service Teacher Competencies (PTC), 2010
Connecticut Common Core of Teaching (CCT), and INTASC Model Core Teaching Standards
for general and special education teachers. (In Appendix A, please see standards,
proficiencies, and competencies as well as an alignment table). At the completion of this
course, the elementary teacher candidate will be able to:
-Demonstrate knowledge about the history of education for students with disabilities
-Discuss provisions of Individuals with Disabilities Education Improvement Act (IDEA).
-Demonstrate knowledge of Section 504 Plans and Individualized Education Programs (IEPs)
-Identify characteristics of learners with various exceptionalities.
-Demonstrate knowledge about Planning and Placement teams.
-Describe the pre-referral interventions and formal referral process.
-Demonstrate knowledge about Response to Intervention (RTI)/Scientific Research Based
Interventions (SRBI)
-Critique non-discriminatory evaluation process and other assessment practices.
-List strategies that foster communication and collaboration with paraprofessionals, other
professionals and families.
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EDU 307 Fall, 2013
-Demonstrate knowledge about models of co-teaching
-Demonstrate knowledge about Functional Behavior Assessment & Behavioral Intervention Plans
in creating classroom environments that promote positive behavior
-Demonstrate knowledge about the ways classrooms can be designed to accommodate learners’
cognitive, social, and physical needs.
-Demonstrate knowledge and initial level skills of differentiated instruction, UDL and other
elements of effective instruction.
-Demonstrate knowledge about low tech, medium tech, and high tech assistive technology.
Text: Mastropieri, M. A. & Scruggs, T. E. (2014). The Inclusive Classroom: Strategies for
Effective Differentiated Instruction (5rded.).
Course Requirements and Grading
How You Earn Your Grade:
Evaluation of your performance in this course is based on a point system. Each assignment has
been given a point value. It is possible for you to earn a total of 100 points for this course. This
system allows you to monitor your performance as the semester progresses.
Detailed descriptions of these course requirements are provided on the following pages:
Course Requirements:
Participation and Attendance
Is expected
Research Paper
20 Points
Discussion Blogs
20 points
Presentation
20 points
Midterm
20 Points
Final
20 Points
______________________________________________________________
Total:
100 points
Assignments
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EDU 307 Fall, 2013
1. Research Paper
a. During your clinical experience observe a child identified for special
education services. Include the following:
i. Define the disability
ii. Identify the services the student receives
iii. Discuss the challenges this disability presents
iv. Reflect on the accommodations/modifications the teacher
implements
v. Discuss the strategies the student and teacher employs and possible
strategies that were not used but would be beneficial to the student.
b. Submit a well-written 3-5-page paper using APA format. Write
approximately one page on each of the bullets above in section A and your
analysis of your observation.
c. A grading rubric and additional information will be provided.
2. Discussion Blogs
a. There will be 3 discussion blogs to complete throughout the semester. The
discussion blogs will be posted on the class blackboard page. On the first day of
class the Introduction Blog will be completed as a in class activity to assure that
all students are clear on the expectations and the process of completing a
discussion blog.
b. Discussion Blog directions
i. Remember to:
1. Post your responses to the discussion questions
2. Respond to at least one class member’s post
3. Use professional language (ex. do not use text abbreviations)
4. Follow APA formatting (ex. when quoting an outside source)
5. One member of the class will volunteer to summarize the group
discussion each week. The person who posts the summary will earn an
additional point to their final grade.
Group Presentation Discussion Rubric
Criterion
1.
2.
The team submitted a draft of their discussion learning objectives at least oneweek prior to the assigned discussion date in a viable condition.
Team met with professor at least 5 days prior to the assigned discussion date to
review discussion plan and activities.
Total
3
Done
Not Done
1
0
1
0
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EDU 307 Fall, 2013
In Class Team-Led Discussion Rubric
Criteria
1.
2.
3.
4.
5.
6.
Lead the class discussion in a way that meaningfully
achieves the learning objectives developed for the class
session
Demonstrated that they had closely read all of the assigned
material (and maybe recommended readings too);
Kept the discussion moving at a timely pace within the
confines allotted in class (while respecting student
comments and thoughts).
Demonstrated team collaboration before, during and after
presentation (co-planning, co-instructing and co-assessing)
Objectives and plan to be shared with the class are highly
professional. (That is, materials were free of spelling,
grammar, typographical, and citation errors. Further
materials were complete, including learning objectives and
outline)
PowerPoint presentation. 3-6 slides, appropriate citation of
article, is free of grammatical, spelling, and typographical
errors, demonstrates quality expected of graduate level
work, used the slides as a guide for the discussion (did not
read the slides word for word to the class)
Total
Highly evident,
very well done.
Evident,
well done.
Somewhat
evident,
done.
Not
evident
.
3
2
1
0
3
2
1
0
3
2
1
0
3
2
1
0
3
2
1
0
3
2
1
0
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COURSE SCHEDULE
Week
1
Date
Tuesday
Sept 3
3
Tuesday
Sept 10
Tuesday
Sept 17
Tuesday
Sept 24
Tuesday
Oct 1
4
5
6
7
Tuesday
Oct 8
Topic
Introduction of Course
Syllabus
North, South, East, West
activity Behaviors
Reading
In class
Article
and Case
Study
Introduction to Inclusive
Teaching
Collaboration: Partnerships
and Procedures
Teaching Students with
High-Incidence Disabilities
And Low-Incidence
Disabilities
Teaching Students with
Other Special Learning
Chapter 1
4
Assignments
Blog 1Introductions
Chapter 2
Chapter 3
Chapter 4
Chapters
5-6
Blog 2Select a topic for
Research Paper
EDU 307 Fall, 2013
Needs
8
Tuesday
Oct 15
9
Tuesday
Oct 22
Effective Differentiated
Instruction for All Students
MIDTERM
Chapters 1-6
Response to Intervention
Midterm
Chapter 78
Rough Draft of
Research Paper
Improving Classroom
Behavior
10
Tuesday
Oct 29
Promoting Inclusion with
Classroom Peers
Chapters
9-10
Enhancing Motivation and
Affect
11
12
13
Tuesday
Nov 5
ELECTION
DAY
Tuesday
Nov 12
Tuesday
Nov 19
14
Tuesday
Nov 26
15
Tuesday
Dec 10
Improving Attention and
Memory
Teaching Study Skills
Assessment
Chapters
11-12
Chapters
13-14
Literacy
Mathematics
Chapter
15-16
Science and Social Studies,
and Transitions
Web resources for families
No Class- ECSU EXAM WEEK
Final Draft of
Research paper
Due
Blog 3Web resources for
families
Final due by or
`before Dec 12
Grading Policy
Assignments: Academic Writing Skills
A Microsoft word document (2007 version) must be used for all your written
work. The written work should be double-spaced and in size “12” fonts Times New
Roman with “1” margin at four sides including APA style citations and references (APA
manual, 6th Ed). Any submitted assignment that does not follow the directions will result
in a deduction of 10% of the total points. A reference list of a minimum of three sources
is a must for all assignments.
Late Assignments
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EDU 307 Fall, 2013
Due dates for assignments are expected to be honored. There may be a 10%
deduction for each day an assignment is past due. In the event those due dates
have to
be adjusted, the instructor will announce this in class. A student who is ill or has
extenuating circumstances which will result in late submission of materials must notify
the instructor.
Examination
Take examination when they are scheduled. No makeup examinations will
be administered unless arrangements have been made with the instructor prior to
the normally scheduled examination day and time. Failure to take an examination at
the scheduled date and time will result in a zero score. Contact the instructor as soon as
possible if you must miss an exam.
Attendance/Participation Policy
Class attendance is expected for this course. In case of an unavoidable absence,
the student is responsible for obtaining class notes and arranging to make up work. An
absence does not relieve students of the responsibility to turn in an assignment on time.
Absences equal to 1/3 of the course will result in a full grade deduction. The instructor
will not provide copies of materials for missed classes without documentation of illness
or emergency. Note: Each student is expected to stay in the class until your instructor
concludes the class. If for some unavoidable matter, you have to leave the class early,
you will need your instructor’s prior approval to do so.
You are entering a profession where individual initiative and self-discipline are
essential characteristics for educators of high quality. Your instructor is assuming that
you have both of these characteristics. Each candidate is expected to attend every class,
be on time and be prepared for the class topic. Participation is a professional disposition
of collaborative leadership and a minimal expectation for the course. Any attempts to
disrupt the class learning or to distract the class members will result in your dismissal
from the class. Participation is evaluated through the following:
a) advance preparation (materials and readings) for whole-class
lecture/discussion sessions,
b) oral contribution to lectures/discussions,
c) sustained focus through in-class activities,
d) and sincere and authentic contribution to small-group tasks and
activities.
You are also expected to demonstrate positive dispositions of a teacher in
training. Any evidence of disrespect for class members, for students you work with, and
for the instructor will have a penalty. Depending on the severity of disrespect, the teacher
candidate might fail the class or asked to withdraw from the class. The instructor reserves
the right to make this decision. Your dispositions/professionalism carries points
Grading Scales
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EDU 307 Fall, 2013
A = 90% and Up; B = 80%-89%, C = 70%-79%; D = 60%-69%; F = All below 60%
It is your responsibility to meet all of the deadlines for reading assignment and course
assignment. Assignments will be given due dates. Assignments not turned in on the designated
due dates and times will be considered late and will have points deducted. I will accept late
assignment for special circumstances.
Course Policies:
If you have a documented disability and require accommodations or modifications to
assignments, it is your responsibility to provide this information at the beginning of the semester.
The AccessAbility Services is located in the Lower Level of Health Services 185 Birch Street.
For additional information about support services provided by AccessAbility Services contact
Marianne Ciardullo at 860-465-5573.
Evaluation will include course requirements, examinations, and professionalism.
According to ESCU Policy: “Students are responsible for knowing everything that is announced,
discussed, or lectured upon in class as well as for mastering all assigned reading. It is also
expected that students will participate in class discussions and will conduct themselves as
professional educators during class sessions.
Attendance and Participation from the beginning to the end of each class are required
except in case of a documented medical or legal emergency. Three instances of tardiness and/or
early departure will equal one unexcused absence. One unexcused absence will lose your entire
attendance and participation points. According to ESCU policy, instructors may drop students
from any course with a grade of W or WF, if in their judgment, absences have been excessive.
You are expected to turn in all assignment on time. According to ESCU policy, students
are also responsible for submitting all assignments, tests, recitations, and unannounced quizzes
on time.
You are responsibility to be equipped for online learning although this is a face to face
class. Technology related problems are not an acceptable explanation for not submitting your
work on time. For technology support and issues, please call Help Desk at 1-877-725-4357or
contact webctsupport@easternct.edu
You are encouraged to use the support offered by the Academic Services Center located
on the ground floor of the Library. Tutoring, Math, Writing, and supplemental Advising
Services are available for students in the Center. For further information call 860-465-4272 or
check the ASC website at http://www.easternct.edu/asc/
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EDU 307 Fall, 2013
A Microsoft word document (2007 version) must be used for all your written work and
all written work should be double-spaced and in size 12 fonts. Grammar, punctuation, spelling,
neatness, and format will be considered in the evaluation of all assignments. All Written
assignments need to include your name (a list of names), course number, and the title of each
assignment
All cell phones must be turned off during class. Electronic devices can be used for
academic purposes and for emergency situations.
Students are expected to read and understand Eastern’s Academic Misconduct Policy.
The University reserves the right to penalize any student whose academic conduct at any time is,
in its judgment, detrimental to the University. Such conduct shall include cases of plagiarism,
collusion, cheating, giving or receiving or offering or soliciting information in exam or
assignments. Violations should be reported to your course instructor, who will investigate and
adjudicate them according to the ESCU Honor Code and Code of Student Conduct. If the
charges are found to be true, the students may be liable for academic or disciplinary probation,
suspension, or expulsion by the University. The policy can be found in the Eastern Student
Handbook or at: http://www.easternct.edu/judicialaffairs/academicmisconduct
Students are encouraged to use the support offered by the Academic Services Center
(ASC) located on the ground floor of the Library. Advising Services and tutoring in math,
writing, and other subjects, including supplementary instruction, are available. The ASC also
offers assistance in study techniques, time management and understanding learning styles. Fall
2013 hours: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4310 or
check the ASC website at http://www.easternct.edu/asc/
**Contact the instructor immediately whether in person and/or University email, if there
are questions or concerns about any aspect of the course or any assignments. Please note that
University email is best way to contact the instructor. In the subject line of each e-mail, you
must include the course number and your name
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