Precision Teaching
1
EDSE 410.01/522.01 Precision Teaching, Spring 2005
Programs: B. Ed in Special Education, Endorsement in Special Education, M. Ed.
Special Education
Credits: 3
Semester/Year: Spring 2005
Instructor: Dr. T. F. "Tim" McLaughlin
Times and Location: T-Th 9:30 to 12:15 , RC 240
Office Location: RC 102
Email: mclaughlin@gonzaga.edu, or tmclaughlin@soe.gonzaga.edu on Internet.
Office Hours: Tuesday and Thursday 4:00 to 5:00 p.m. and other times by appointment.
I. Overview:
The purpose of this course is to teach you the skills required to use and implement
precision teaching procedures in either a self-contained and resource room setting. Data
collection, graphing, curriculum slicing, defining learning, and charting performance will
be examined. You will be required to develop a curriculum unit based on the principles
and procedures of precision teaching that you can use in your student teaching on other
practicum experiences. Your grade will be based on quizzes and exam performance, a
research project, participation and attendance.
II. Goals:
Graduate students will be become proficient in employing the basic procedures of
precision teaching in the basic skills. The graduate student will be able to develop
programs in the basic skills to assist mildly handicapped children. Students will examine
and be able to employ precision teaching methodology in reading, writing, spelling, and
math. Students will be able to lead others in the building regarding academic instruction.
III. Objectives:
1. Be able to plot data on 3, 4 and 6-cycle log paper.
2. Be able to make decisions based on student performance in the basic skills.
3. Be able to develop an individualized reading program from basal reading series to an
individualized reading system.
4. Be able to employ a traditional spelling program and develop an individualized flow
list-spelling program.
5. Be able to develop a curriculum unit in any subject matter area based on the basic
tenants of precision teaching.
6. Be able to develop and carry out a research project with precision teaching materials,
procedures, and data gathering techniques.
7. Develop and employ lesson planning in your instruction
IV. Learning Activities
1. Frequent inclass exams over text and lecture material
Precision Teaching
2
2. Midterm and exam over plotting on six cycle graph paper.
3. Write up a research report in APA Style (2003) with a socially important topic using
precision teaching methodology. Graduate students will be expected to have longer and
more detailed study.
4. Attend guest speaker presentations.
V. Texts: Precision Teaching: A digital set of readings, notes, etc. on Blackboard
and on my Website.
VI. Assessment and Grading
Short in class quizzes x 50 =
Major In Class Exams x 5 =
Research Project =
Human Subjects Form
Attendance
500 points
500 points
250 points
100 points
150 points
1500 points
Scale
A =.
A- =
B+=
B=
B- =
C+=
C=
C- =
D=
F=
1500-1490
1489-1485
1484-1480
1479-1465
1464-1460
1449-1375
1374-1350
1349-1325
1324-1300
1299-0
Failure to complete any course requirement will lead to a grade of "Inc." This can
delay your graduate and certification.
Calendar for Precision Teaching
Weeks l, and 2 (January 11, through 21, 2005). Introduction to the course, expectations,
etc. Your research project will be discussed in detail, so you can get started. In addition, I
will go over your poster. Lecture material over movement cycles. You will have several
short inclass quizzes on charting. I have placed two texts on reserve in the library,
Exceptional Teaching (White & Haring, 1980) and The Fourth R: Research in the
Classroom (Haring et al., 1978). Much of this material will be found in these texts.
Chapter 1 in the Fourth R and in White and Haring (1980). Assessment of results
changes in pupil behavior and charting. Your major charting exam will be on January
25, 2005.
Precision Teaching
3
Week 3 (January 25 and January 27, 2005). Go over your classroom project for the
class. This is the project you will complete while student teaching. I will also be out to
see you about the project, etc.when you are student teaching. I will give you sample
projects to examine. We will start the material on teaching reading.
Week 4 (February 1 and 3, 2005). Reading and lesson planning (Chapters 3 in Haring et
al. 1978; Reading Chapter, and Notes).
Week 5 (February 8, and 10, 2005). Continue work on reading lecture materials Exam
over reading on February 10, 2005. Writing and handwriting will be started.
Week 6 (February 15 and 17, 2005). Continue handwriting skills and lesson planning for
handwriting.
Week 7 (February 22 and February 24, 2005). Major Quiz over handwriting will
occur on February 22, 2005. We will begin math or arithmetic and lesson planning
with arithmetic.
Week 8 (March1 and March 3, 2005). March 3 you will have a short quiz over
arithmetic. Data-based decision making and employing Add-A-Word Spelling,
Classwide Peer tutoring and Self-Instructional Training (Lecture) will be examined. We
will conduct course evaluations on March 3, 2005. Your research projects are due April
29, 2005, but they may be turned in early. You will obtain a bonus point for each week
your paper(s) is early. Remember, I will be out to see you after you start to student
teach.
Bibliography Reflecting Knowledge Base
Alberto, P. A., & Troutman, A. C. (2003). Applied behavior analysis for teachers (6th
ed.). Englewood Cliffs, NJ: Prentice Hall.
Auerbach, S. (Ed.) (1985). Special edition: Precision teaching. B. C. Journal of Special
Education, 9, [Whole Issue].
Graph, S., & Lindsley, O. R. (2002). Standard celeration charting, 2002. Portland, OH:
Graf Implements.
Haring, N. G., Lovitt, T.C., Eaton, M. D., & Hanson, C. L. (Eds.) (1978). The fourth r:
Research in the classroom. Columbus, OH: Merrill.
Precision Teaching
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Kunzelmann, H., Cohen, M., Hutten, W. J., Martin, G., & Mingo, A. (Eds.) (1970).
Precision teaching: An initial training sequence. Seattle: Special Child
Publications.
Lindsley, O. R. (1991). Precision teaching's unique legacy from B. F. Skinner. Journal
of Behavioral Education, 1, 253-266.
Sherman, J. G. (1974). Personalized systems of instruction: 41 germinal papers. Menlo
Park, CA: Benjamin.
White, O. R., & Haring, N.G., (1980). Exceptional teaching (2nd ed.). Columbus, OH:
Merrill.
Washington State Competencies for a Primary Endorsement
In Special Education at Least Partially Covered in EDSE
410/522
Opportunities for candidate to
develop the capacity to
demonstrate each competency
Competency
Strategies that will be used to
assess candidate
capacity/performance on each
competency
1.0 Common Core:
Foundations of Special Education
Skill
PT Project Assignment
S1.3 Use strategies from
multiple theoretical approaches Discuss Academic/Behavior Change
Project
for individuals with
disabilities.
2.0 Common Core:
Characteristics of Learners
Knowledge
K2.5 Effects a disability (ies)
can have on an individual’s
life.
Skill
S2.4 Apply theories of child
development, both typical and
atypical and apply current
research with emphasis on
Lesson Plan
Exams
PT Project
Course Notes
In-Class Activities
All Required Courses (ARC)
1 of 4 SpEd-EC Courses
EDSE 410/522
Exams
Projects
Lecture
Course Notes
EDSE 410/522
Exams
Academic/Behavior Change
Project
Precision Teaching
cognitive, motor, socialemotional, behavioral,
communication including
second language acquisition,
adaptive, and aesthetic,
development in learning
situations, family, and
community contexts.
4.0 Common Core:
Assessment, Diagnosis, and
Evaluation
Knowledge
K4.7 Knowledge of reliable
methods of response of
individuals who lack typical
communication and
performance abilities.
Skill
S4.9 Select, adapt and modify
individualized assessment
strategies including
accommodations and
alternative assessment.
S4.14 Implement procedures
for assessing and reporting
both appropriate and
problematic social behaviors of
individuals with disabilities.
S4.15 Monitor behavior
changes across subjects and
activities.
5
Lecture
Course Notes
Guest Speakers
Lesson Planning
In-Class Activities
All Required Courses (ARC)
Exams
PT Project
Lecture
Discussion
Course Notes
Review Research Projects
EDSE 410/522,
Data Collection Procedures
Lesson Planning & Presentations
EDSE 410/522
Academic/Behavior Change
Research Project
Exams
Lesson Planning & Presentations
Review Research Project &
Presentation
Academic/Behavior Change
Research Project & Presentation
Lesson Plans
Exams
Research Project
Academic/Behavior Change
Exams
EDSE 410/522,
S4.16 Use assessment results
to develop instruction plans.
Lesson Planning
Review Research Project &
Presentation
Academic/Behavior Change
PT Project
EDSE 410/522, 417/604, 465/575
5.0 Common Core: Planning,
Content and Practice
Knowledge
K5.2 Scope and sequence of
general and special curricula
Lecture
Course Notes
Exams
Lesson Plan Evaluation
Precision Teaching
and materials, including the
EALR’s.
K5.6 Learning strategies and
study skills to acquire and
demonstrate academic content.
K5.7 Advantages and
limitations of instructional
strategies and practices for
teaching individuals with
disabilities.
K5.12 Roles and
responsibilities of the paraeducator.
6
Lesson Planning
EDSE 410/522,
Lecture
Discussion
Course Notes
Review PT Project Assignment
Exams
PT Project
EDSE 410/522
Lecture
Discussion
Course Notes
Review of Study Questions
Exams
Completion of Study Guides &
Handouts
EDSE 410/522
Lecture
Discussion
Course Notes
Lesson Planning & Presentations
Exams
Lesson Plans
EDSE 410/522
Skill
S5.2 Implement instruction
that is explicitly connected to
assessment results.
EDSE 410/522
2. accommodations
Lesson Planning & Presentations
Review IEP Assignment
S5.6 Use strategies to facilitate
integration into various
settings.
EDSE 410/522
Preschool Teaching/Assisting &
Teamwork Experiences
Student Observations
Lesson Planning & Presentations
Exams
Academic/Behavior Change
Research Project
Lesson Plans
Teaching & Team Evaluations
Student Teaching Evaluations
IEP Project
Assessment Project
Lesson Presentations
Lesson Plans
Teaching & Team Evaluations
Behavioral Objectives
Academic/Behavior Change
Research Projects
Lesson Plans
Teaching & Team Evaluations
Student Teaching Evaluations
EDSE 410/522,
S5.10 Involve the individual
and family in setting
instructional goals and
monitoring progress.
S5.11 Use task analysis to
prepare lesson plans based on
unique educational needs that
Lecture
Discussion
Course Notes
Exams
Precision Teaching
are directly connected to the
goals and objectives of the
IEP.
S5.14 Use strategies for
facilitating maintenance and
generalization of skills across
learning environments.
S5.19 Make responsive
adjustments to instruction
based on ongoing assessment
of student learning and
document appropriately.
S5.20 Develop and select
instructional content,
resources, and strategies that
respond to the cultural,
linguistic, and gender
differences of the individual.
S5.21 Prepare lesson plans and
organize materials for self and
others:
7
EDSE 410/522
Lecture and Discussion
Exams
Lesson Plans
EDSE 410/522
EDSE 410/522
Exams
PT Project
Lecture
EDSE 410/522
Exams
Student Observations
Lesson Planning Lecture
Exams
EDSE 410/522
1. para-educators
3. early childhood education
providers
6.0 Common Core: Planning
and Managing the Teaching
and Learning Environment
Knowledge
K6.1 Basic classroom
management theories and
strategies for individuals with
disabilities.
Lecture
EDSE 410/522
Exams
Lecture
Course Notes
Discussion
PT Project
EDSE 410/522,
K6.2 Research-based best
practices for effective
management of teaching and
learning in individual, small
group and large group settings.
Lecture
Course Notes
Discussion
Application Exercises
Study Questions
K6.3 Ways to use technology
EDSE 410/522
Graphing Research Data
Quizzes, Exams
PT Project
Data Interpretation & Decision
Precision Teaching
in planning and managing the
teaching and learning
environment
K6.4 Positive impact on
student learning from the
involvement of classroom
volunteers, peer tutors, and
para-educators.
Skill
S6.3 Prepare and organize
materials to implement special
education/related services,
goals, and objectives of the
IEP, and daily lesson plans.
S6.4 Design a learning
environment that encourages
active participation in
individual and group activities.
7.0 Common Core:
Managing Student Behavior
and Social Interaction Skills
Skill
S7.1 Use a variety of effective
behavior management strategy
consistent with the needs of the
individual learner.
S7.2 Use the least intrusive
behavior management strategy
consistent with the needs of the
individual learner.
S7.3 Modify the learning
environment to manage
behaviors.
S7.4 Use individual and group
management and problem
solving techniques to develop
positive and supportive
relationships with children, to
encourage and teach positive
social skills and interaction
8
EDSE 410/522
Teaching in the Classroom
Classroom Observations
Preschool Teaching
Making
Exams
Project
PT Research Project
EDSE 4109/522
Lesson Plans
Lecture
Exams
PT Project
EDSE 410/522
PT Project Lecture
PT Project
EDSE 410/522,
Lecture
Course Notes
EDSE 410/522
Lecture
Course Notes
Discussion
Samples/Handouts
Lesson Plans
Evaluation of Lesson
Teach in Preschool
EDSE 410/522
Lecture
Course Notes
Modeling
EDSE 410/522
Lecture
Course Notes
Discussion
Modeling
EDSE 410/522
Exams
PT Project
Exams
Academic/Behavior Change
Project
Exams
PT Project for some students
Precision Teaching
9
among children, to promote
positive strategies of conflict
resolution, and to develop
personal self-motivation, and
self-esteem.
Describe evidences that candidates will provide to document candidate’s positive impact on student
learning in the respective endorsement area.
Teacher candidates learn about the Washington State Learning Goals, the Essential Academic Learning
Requirements, learn to plan for instruction based upon the EALR’s, learn about the WASL, learn to design
assessment instruments that will accurately gauge the impact their students’ varying needs. We administer
both the Washington State Performance-Based Pedagogy Assessment and the Gonzaga University Student
Teaching Evaluations during their sixteen-week student teaching placement. Teacher candidates are
required to provide evidence of their ability to positively impact K-12 student learning as part of those
assessments. We also collect that evidence as part of the Academic Review Board meeting held at the
conclusion of the student teaching placement. The Review Board meeting is the final checkpoint for the
student teaching experience. This meeting serves as an opportunity for the master teacher, student teacher,
building administrator, and another member of the teaching staff to discuss the student teaching experience
with constructive criticism and suggestions for professional growth for the future teacher. The form used
for the Review Board meeting provides a written record of these suggestions for professional growth as
well as documentation of the student teacher’s ability to positively impact other learning of his/her students.
Describe the process by which summaries of candidates’ assessment data, relative to performance on each
competency, will be compiled, analyzed, and used for program improvement.
The program faculty will collect data on each candidate’s performance relative to each competency
throughout the program. The candidates will also formally assess the program in several ways: they will
complete a course evaluation at the end of every course; they will complete an assessment of the program at
the end of the student teaching semester; they will complete an assessment of the program one year
following their program completion date; and their employers will complete an assessment o the program a
the same point.
These date will be reviewed and discussed by the program faculty on an annual basis and will be used for
program improvement purposes. Programmatic changes will be presented to the School of Education
Curriculum Committee and to the Gonzaga University Academic Council and these data will be included in
the rationales for making these changes. The data will also be presented tot he Professional Education
Advisory Board on an annual basis. The PEAB reviews and discusses the3se date and makes suggestions
for program improvements based on the assessments as well as their own knowledge of the needs of
beginning teachers and current issues in the schools.
The programs will also be review by the Assessment Committee in the School of Education on a regular
basis as well as by OSPI and NCATE teams during our periodic site visits.