Education Specialist Credentials: Mild to Moderate Disabilities Fall 2003
Course Website http://www.sonoma.edu/education/faculty/phelan/423
Rick Phelan, M.A.
Phone: (707)524-2847
E-Mail: rphelan@scoe.org
Office Hours: before or after class by appointment
Unit Credit: 3
Course Description:
EDSP 423B represents an in-depth continuation of EDSP 423A for candidates in the
Educational Specialist Mild/Moderate Disabilities Credential program. The relationship between assessment, curriculum, and instruction are explored through the examination and application of a variety of formal and informal assessments and curricula. Curricular modifications and instructional strategies that support students with mild/moderate disabilities in inclusive settings are studied.
Prerequisites: Admission to the Education Specialist Mild/Moderate Credentials program and EDSP 423A or the consent of the instructor.
Course Objectives- At the end this course you will have:
Assessment Administration
 Continued to administer formal and informal assessments to students with mild/moderate disabilities.
Curriculum and Classroom Design
 Designed IEPs for students labeled LD, SED, MR, OHI
 Designed ITPS for students with special needs
 Designed and modified curriculum based on assessment results
Curriculum Material and modification
 Demonstrated techniques for modifying instructional methods and materials
 Prepared appropriate lesson plans
Instructional Delivery and Evaluation
 Interpreted and used assessment data for instructional planning
 Sequenced, implemented, and evaluated individual learning objectives
 Used instructional time properly
 Conducted and used task analysis
Learning Strategies
 Modified instructional strategies to meet individual and diversity of students across age and grade ranges
 Learned how to teach individuals with exceptional learning needs to use thinking, problem solving, and other cognitive strategies to meet their
 individual needs.
Chosen and implemented instructional techniques and strategies that promote successful transitions for individuals across learning environments

Cultural Sensitivity
 Developed and/or selected instructional content, materials, resources and strategies that respond to cultural, linguistic, and gender differences.
Textbooks
Bos & Vaughn (2002). Strategies for Teaching Students with Learning and Behavior
Problems
Gunter, M., Estes, T. & Schwab, J. (2003). Instruction- A Models Approach
Disabilities Accommodation Statement
If you have a disability that requires accommodation in this class, you must notify the instructor before the end of the second week of class regarding the nature of the accommodation you need. You must register with the SSU Disability Resource
Center. The center will then provide you with the written documentation of your verified disability and the recommended accommodation that you then present to the instructor.
Attendance/Participation
This is an activity-based course and your presence at each and every class is very important. I understand that some obligations occur that cannot be avoided as well as other emergencies. If you are absent due to a scheduled obligation, I expect to be notified in advance. If you are absent because of an unexpected situation or emergency, a phone call will be expected when possible. If you are absent more than once it will be reflected in your grade. It is up to you find a partner that will be responsible for taking notes and collecting materials if you are absent.
Course Requirements
Punctual and consistent attendance; active participation in class discussions and activities
Online Activities: Simulation Project (2 parts)
Artifacts: Sharing of curriculum and assessments
Assessment Protocols and Notes
Teaching Demonstration- Models of Instruction
Case Study (3 parts)
Individualized Transition Plan
Final Exam
Grades
100-90
89-90
79-70
69-60
50-0
A
B
C
D
F
Outstanding
Commendable
Satisfactory
Minimum Performance
Failure
5%
20%
10%
15%
10%
25%
5%
10%

Assignment Descriptions
Simulation Project (Online Activities)
Description
Working in online groups, students will exchange ideas about meeting the needs of a simulated student with special needs. Groups will take turns developing a “simulated student,” presenting information and alternately responding/making decisions that need to be answered about assessment, curriculum and instruction. Two structured simulation projects lasting approximately 4-5 weeks will occur during the semester.
Purpose
The online simulation project offers students additional practice and discussion in the application of class ideas.
Directions
Specific directions and rubrics will be provided at the second face to face class on 9/22.
Assessment Protocols and Notes (In-Class Assignment)
Description
Time will be provided in face to face classes to work in cooperative groups learning how to administer a variety of norm and criterion referenced assessments that are used by special education teachers.
Purpose
To become familiar with assessments that you will encounter as a special education teacher.
Directions
For each assessment, you will keep notes on the validity and reliability, the constructs assessed with the instrument, and the results garnered by the scoring procedure. At least two of these will be turned in for this assignment.
Artifacts (Dates will be assigned in class)
Description
Starting with the 10/13 Face to Face class, students will present examples of curriculum or informal assessments that are used by special education teachers. Each student will be responsible for presenting one example of a curriculum and one example of an informal assessment.
Purpose
To expand our knowledge of materials used in the field of special education.
To share our knowledge with others and establish the basis for creating a learning community.

Directions
A.
Present a short (5 –10 minute) description of the example. Include your experience and thoughts about the curriculum and/or example.
B.
Prepare a one page written summary that describes the curriculum/assessment and that informs the reader where additional information about this example can be found. Make copies of this summary for distribution in class.
In Class Teaching Demonstration
Description
Working in cooperative groups or independently, you will be assigned a specific model of instruction and content area to teach to your colleagues.
You and your cooperative group partners are to read the appropriate readings and develop an appropriate lesson in that pedagogical area. This lesson has three primary goals: to teach the model of instruction that you have studied, to develop a lesson that demonstrates the instructional model, and to develop a lesson plan.
Purpose
This assignment provides you with an opportunity to analyze new pedagogical information, to apply, model and share with your colleagues specific teaching/learning techniques in the content areas that are covered in this course, and to practice cooperative teaching and learning.
Directions
Plan a 20-30 minute lesson that illustrates your model. Document the steps in your lesson through a written lesson plan. Prepare a one page written summary that highlights the main points of your presentation with a graphic organizer of your model of instruction that can be used by others to take notes. Please provide a copy of these written components, and any lesson handouts, for each of your classmates.
1.
Oral Presentation:
 Introduce the model of instruction you are presenting.
 Describe the content area being covered in your presentation, with an emphasis on the critical components/big ideas. Identify the grade level(s) of the lesson being demonstrated. Use a graphic organizer for the class to create the context and details of the lesson.
 Present a lesson that demonstrates the model. Your lesson should engage your classmates as much as possible by using role-play, simulation or other class activities. Include all the steps identified in an effective lesson (how you will get student’s attention, tap prior knowledge, include active learning as a critical component, and evaluate the effectiveness of your lesson.
2.
Written Summary
 one page paper summary of the content area
 graphic organizer
 a lesson plan to be collected the day of your presentation

CASE STUDY
Assessment Plan Assignment (Part 1) Due: 10/13
Purpose
The purpose of this assignment is to provide you with an opportunity to develop expertise in assessment across the areas specific to educating students with mild to moderate disabilities. You will have the opportunity to learn about effective assessment practices identified in the research literature and expand your experience in assessing students with formal assessment while developing your repertoire of informal assessments.
Guidelines:
1.
Choose a student that you will have access to for formal and informal
2.
assessments.
Identify the essential information about the student (e.g. name- no last names, gender, grade, age, description of school setting, current living situation).
3.
Decide which tools and informal assessment strategies you will use to assess what the student will need in order to have access to the core curriculum, what academic and social assessments you feel are necessary or are legally required for the student’s annual IEP, and any informal speech and language or motor assessments that you might administer to add to the specialists assessment battery (if applicable to your student). Include at least two formal assessments and three informal assessments including a CBM. Enclose and clearly label the protocols (or Xerox copies) from these assessments (teacher made protocols are acceptable for the informal assessment).
4.
Reflect on what you have developed (e.g. what did you learn, is the information helpful, how will you use this information?) and a rationale for the assessments that you chose to add to this battery.
Instructional Plan Assignment (Part 2) Due: 11/10
Purpose
The purpose of this assignment is to provide you with an opportunity to develop expertise in designing instructional plans across core curriculum areas providing access to students with mild to moderate disabilities. You will have an opportunity to learn about effective instructional practices identified in the research literature.
Guidelines
1.
Include the assessment plan already submitted.
2.
Assess the student in at least one core curriculum area and in one other area of your choice.
3.
Summarize and write up the current level of functioning in these two areas.
4.
6.
Be sure to include the actual assessment data.
Identify the appropriate instructional objective (at least 3 in each area) that you would recommend for this student.
5.
Explain and rationalize the instructional plan you would develop for this student using best practices and standards based/core curriculum.
Identify the accommodations/adaptations, that you would use to teach this student in the core curriculum content area.

Adaptation/Accommodation Assignment (Part 3) Due: 12/1
Purpose
The purpose of this assignment is to provide you with an opportunity to develop expertise in designing adaptations and accommodations in order to provide students with disabilities access to learning. You will have an opportunity to learn about effective development and implementation of adaptations and accommodations identified in the best practices literature.
Guidelines
1.
Review the content area from your instructional plan that you will be
2.
developing your adaptations/accommodations for.
Create at least three adaptations/accommodations that can be used to facilitate students’ access to learning in the content area you have chosen.
You adaptations/accommodations cannot be costly or purchased from a specialized catalogue or store, they must be easy to make, inexpensive, and available to teacher ingenuity, not wealth.
3.
Develop a written description you adaptations/accommodations, including a brief description of the content area it adapts or accommodates, the adaptation/accommodation itself, and how you came up with the idea.