Cleveland State University
Highly Qualified Intervention Specialist Project
325T Syllabi Revision Summary
May 2, 2011
Executive summary of Curriculum & Syllabi Enhancement process
To date, we have modified and redesigned assignments that will monitor the mastery of key evidencebased strategies throughout the coursework. We have also aligned the curriculum to ensure proper coverage of desired content and key strategies. Changes include the integration of technology across the mild/moderate curriculum as evidenced by the use of IRIS modules. In addition, 5 mild/moderate special education courses are now taught fully web-based or using a blended approach to college instruction. The courses include Introduction to Special Education, Introduction to Mild/Moderate disabilities,
Introduction to Autism Spectrum Disorders, Classroom Management and Intervention, and Life Skills and Career Planning in Special Education. Changes in format in which content /courses are delivered include online courses that heavily integrate IRIS resources including modules and case studies (e.g. ESE
400 – web-based; ESE 500 – web-based; ESE 502 – web-based; ESE 411/511 - hybrid – see attached
IRIS alignment table ).
Syllabi Review and Enhancement begun for both the undergraduate and graduate courses in the
Mild/Moderate program at CSU in Fall 2009. Co-Directors met with full and part-time faculty and asked them to complete an Innovative Configuration Form that defined the content covered and EBP taught in each course. A modified version of the Innovative Configuration form was completed for all 16 courses.
A syllabi analysis was also conducted to identify which courses were, or were not integrating evidenced based practices. This information was used to 1) enhance the curriculum, 2) revise and enhance course content and assignments, and to 3) plan faculty training on evidenced based practices.
All syllabi have also been revised to include required hallmark assignments, IRIS module use, and consistent course information related to such topics as academic misconduct, e-Portfolio, grading, etc.
These enhanced syllabi provide an alignment of the curriculum across the program courses. Training provided to faculty related to these enhancements included an overview of the IRIS center along with information on how resources should be integrated in their course. A list of resources that best suit their respective courses were also shared.
Curriculum Alignment Process: i.
Program syllabi have been reviewed via curriculum alignment process.
ii.
Innovative configurations were utilized in a modified format to assess instructional time spent covering current course objectives by faculty and part time instructors.
iii.
Each faculty and instructor assessed their course based on objective coverage and degree of coverage, and listed EBS covered in the course.
iv.
Excels Graphs were produced to disseminate the findings to all faculty and instructors v.
Syllabi were modified based on the findings from the program survey.
vi.
Faculty and instructors were presented with a general Innovative Configuration re-designed by
CSU faculty to survey the Mild/Moderate Intervention Specialist program for (1) course coverage by objectives, (2) related course assignments, (3) integration of practical experience, and (3) integration of evidenced based practices. The findings were presented to all faculty and instructors as confirmation of the findings. vii.
Analysis of the Mild/Moderate syllabi helped to identify which courses were not integrating evidenced based practices. As a result of the program syllabi survey all faculty were trained on (1) evidenced based practices, (2) provided an overview of the IRIS center and how resources should

be integrated in their course and (3) provided a list of resources that best suit their respective courses.
The findings suggested that course objectives were being covered at varying degrees but course syllabi were formatted in an inconsistent manner, textbooks were not consistent across courses within the program, and EBS were not being covered adequately at the part time instructor level. Therefore, a standard syllabi format was developed that included the integration of IRIS assignments and hallmark assignments for each course offered in Mild/Moderate special education programs. Standard textbooks were identified as required for each course. Enhanced syllabi were developed over summer 2009 and were disseminated for use fall 2010 (see attached enhanced syllabi; Syllabi table and IRIS table)
The following is a description of how the coordination of integrating the IRIS Center resources was achieved. i.
Co-Directors reviewed course syllabi and IRIS plan to provide feedback ii.
Project Co - Directors met with all faculty (full and part-time) to review the revised course syllabi to standardize the teaching of evidence-based strategies and the use of IRIS modules in al
Mild/Moderate program courses iii.
Project Co - Directors revised syllabi and obtain final approval from Special Education faculty iv.
Revised syllabi were distributed to all faculty and will be posted on the Special Education
Professional Development Special Education Faculty Learning Community delivered via
Blackboard. v.
Revised syllabi and use of IRIS modules was presented to part time faculty. The development of a
CD with EBS literature is underway.
Objective 2a of the Project states:
To modify the CSU Mild/Moderate teacher preparation curriculum by embedding evidence-based practices throughout courses in a consistent and coordinated fashion. Related objectives include:
1.
Modify syllabi and course activities to ensure proper coverage of key evidence-based practices throughout the curriculum.
2.
Embed the use of the IRIS modules where appropriate in coursework. To require specific key evidenced-based strategies and activities be covered in specific courses by both full and part-time faculty
3.
Have 100% of course syllabi will be reviewed for inclusion of evidence-based practices and assignments.
4.
Require student mastery of key evidence-based practices as assessed through course assignments and field experiences
The following tables provide a (1) review of the program objectives related to the syllabi enhancement process submitted in the Annual Performance Report on April 22, 2011, (2) an overview of the syllabi enhancement (see syllabi revision table) and (3) the integration of the IRIS center resources across the
Mild/Moderate program area – undergraduate and graduate (see IRIS resource table by course).
The attached documents include (1) the enhanced syllabi for CSU Mild/Moderate programs (Note: courses are cross listed where appropriate resulting in submission of 10 enhanced syllabi totaling 16 courses) and (2) graphic representation of the enhancement process using a modified version of the innovative configuration form to survey Mild/Moderate courses at the individual instructor level (see bar graphs) and overall course level (see bar graphs).

2. a. Performance Measure
The percentage of scholars completing
Special Education Personnel Development
325T improved programs that are knowledgeable and skilled in evidencedbased practices for infants, toddlers, children and youth with disabilities.
2. b. Program Measure
Quantitative Data Measure Type
Program
Implementation of the enhanced curriculum will begin in Year 3 (2011-2012); as a result data collection on this outcome will begin at the end of Year 3 (2012).
Quantitative Data
The percentage of Special Education
Personnel Development 325T projects that incorporate evidence-based practices in the curriculum.
2. c. Performance Measure
100% of course syllabi will be reviewed for inclusion of evidence-based practices and assignments.
Program
Measure Type
Project
2. d. Performance Measure
100% of full and part time faculty syllabi will include evidence based practices and activities
Measure Type
Project
2. e. Performance Measure
100% of candidates will demonstrate proficiency on the use of evidence-based practices through select artifacts in the
Portfolio Checkpoint 4
Measure Type
Project
Implementation of the enhanced curriculum will begin in Year 3 (2011-2012); as a result data collection on this outcome will begin at the end of Year 3 (2012).
Quantitative Data
Target
Raw
Number
16
Ratio
16 /16
%
100%
Actual Performance Data
Raw
Number Ratio %
16 16 /16 100%
Quantitative Data
Target
Raw
Number
16
Ratio
16 /16
%
100%
Actual Performance Data
Raw
Number Ratio %
16 16 /16 100%
Quantitative Data
Implementation of the enhanced curriculum began in Year 2 (2010-2011); as a result data collection on this outcome will begin in Year 3 (2011-2012).

Course Title
ESE 400
Introduction to
Special Education
Syllabi Revision Summary
(Check one and describe the status)
Evidence-Based Not
Revised
1
Practices Included
(Indicate all that apply*)
1.
Inclusive education
2.
Creating
Culturally
Responsive
Classrooms
3.
Parental
Involvement
4.
Progress
Monitoring
(Curriculum
Based
Measurement)
5.
Response To
Intervention
6.
Content Standards
(connecting standards-based curriculum to planning)
7.
Positive Behavior
Supports (PBIS)
8.
Augmentative and alternative communication
In Process
2
Revision
Completed
3
Corresponding
IRIS Modules
X
Comments EBS Assign. a) Accessing the
General Education
Curriculum b) Cultural and
Linguistic
Differences c) Working with
English Learners d) The Pre-Referral
Process e) RTI (Part 1): An
Overview
All course syllabi should include a complete listing of
Knowledge, Skills and Disposition
Objectives
All course syllabi should include a sample Concern
Form with an explanation of the flagging system
All course syllabi should include a listing of prerequisites
All course syllabi should include a description of assignments and a tentative course calendar that includes readings, assignments and corresponding due dates
Check for current terminology
Check accuracy of course title
Inclusion research paper
Graduate students should be differentiated
= dissemination of work – leading discussion for related EBS.

ESE 402
Introduction to
Individuals with
Mild/Moderate
Educational Needs
1.
Progress
Monitoring
(Curriculum
Based
Measurement)
2.
Response To
Intervention
3.
Content Standards
(connecting standards-based curriculum to planning)
4.
Functional
Behavioral
Assessment
5.
Positive Behavior
Supports (PBIS)
6.
Co-Teaching &
Collaboration
7.
Culturally
Responsive
Teaching
Strategies
8.
Cognitive
Strategy
Instruction (series of steps to perform a task)
9.
Mnemonics and other memory strategies
10.
Reciprocal
Teaching
11.
Direct Instruction
X
Why is activity listed as an objective? a.
Content Standards b.
You're in Charge!
Developing Your
Own
Comprehensive
Behavior
Management Plan c.
Providing
Instructional
Supports d.
Teaching and
Learning in New
Mexico
Major overlap with
ESE 400
While objectives are explicit in review of academic and behavioral instructional approaches course calendar does not indicate that content is being covered
Major changes required
Change book(s)
No EBS coverage at all – driven by selection of books
Change some assignments
Assessments should be more instructional strategies focused
Keep Assistive
Technology
Research paper EBS instr./bx strategy for
M/M
Graduate students should be differentiated
= dissemination of work – leading discussion for related EBS.

ESE 411/ 511
Management and
Intervention for
Severe Behavior
Problems
1.
Antecedent
Classroom
Strategies
2.
Functional
Behavioral
Assessment
3.
Positive Behavior
Supports (PBIS)
4.
Behavior
Intervention
Planning
5.
Applied Behavior
Analysis
6.
Cognitive behavioral therapy
(interventions)
7.
Behavioral interventions
8.
Social Skills training
9.
Assistive technology
10.
Augmentative and alternative communication
X a.
Addressing
Disruptive and
Noncompliant
Behaviors (Part 1): b.
Addressing
Disruptive and
Noncompliant
Behaviors (Part 2): c.
SOS: Helping
Students Become
Independent
Learners d.
FBA module soon to be released (see
CD burned on desktop). e.
Development of
Comprehensive
Behavior Plan
To better ensure continuity across
Behavior course regardless of who teaches use of standard assignment should address discrepancy between course content
11 objectives reviewed on the
Innovative
Configuration – all syllabi should include the legislative and ethical issues in bx management –
Knowledge #4
FBA & BIP
Case Study that should include graphic display
Functional
Analysis.
Case should include the following…
ID of target behavior and desired behavior
Use of survey to confirm function of behavior
(MAS,
FAST);
Demonstration of recording method
(frequency, latency, etc)
Use of Data
Collection
Procedure
Use of
Schedules of
Reinforcement
Development of BIP or development

ESE 412/512
Collaboration
Amongst Parents &
Professionals in
Special Education
1.
Parental
Involvement
2.
Co-teaching
Models
3.
Collaboration &
Consultation
ESE 421/521
Assessment for
Instructional Needs
1.
Norm Referenced
– Standardized
Assessment
2.
Formative
Assessment and feedback
X
X a.
Collaborating with
Families b.
Effective School
Practices
Promoting
Collaboration and
Monitoring
Student
Achievement a.
Accountability:
High-Stakes
Testing for
Students with
Disabilities
Case Study should be described in detail on syllabus of IEP behavioral goals
Use of Tough
Kid Toolbox,
Champs which includes Good
Behavior
Game and/or reproducible for students – can be covered by lab fee monies
Integration of
IRIS module that walks students through the development of a comprehensive behavior plan
Co-teaching skill demonstration
Case Study should be comprehensive and include
CBM

3.
Progress
Monitoring
(Curriculum
Based
Measurement)
4.
Alternate
Assessment
5.
Special Education
Law – Nondiscriminatory
Assessment
ESE 422/522
Assessment Based
Curriculum &
Instruction
Academic
1.
Culturally
Responsive
Teaching
Strategies
2.
Direct Instruction
3.
Differentiated
Instruction
4.
Guided Practice &
Notes
5.
Peer Tutoring
6.
Repeated Reading
7.
Writing prompts
8.
Scaffolding &
Modeling
9.
Self –
Management techniques (e.g.
Self-Regulated
Strategy
Development - learning strategy;
SRSD Model)
10.
Precision
Teaching
Behavioral
1.
Token Economy
X b.
Classroom
Assessment (Part
1): An
Introduction to
Monitoring
Academic
Achievement in the Classroom c.
RTI (Part 2):
Assessment d.
RTI (Part 4):
Putting It All
Together assessment procedures in addition to norm referenced – standardized test results.
DIBELS is available in the CLC for this purpose – progress monitoring probes a.
Using Learning
Strategies:
Instruction to
Enhance Student
Learning b.
CSR: A Reading
Comprehension
Strategy c.
Improving Writing
Performance: A
Strategy for
Writing
Expository Essays d.
PALS: A Reading
Strategy for
Grades K-1; 2–6 and/or High
School RTI (Part
3): Reading
Instruction
All 422/522 courses should include an
Instructional
Strategies Portfolio assignment
All ESE 422/522 courses should include lesson planning for
Reading, Written
Language,
Mathematics, Social
Studies or Science and Social Skills
Technology and evaluation activities must be incorporated into the presentation of the lesson and integrate EBS.
CSU lesson plan format = required
Courses should include an
Instructional
Strategies
Portfolio assignment – a reference/ resource tool that provides an overview of instructional strategies and at least one citation that should cover:
Classroom management
Oral
Language
Reading
Written
Language
Mathematics
Science &
Social Studies
Study Skills

2.
3.
4.
Contingency
Contracting
Skill streaming
Self-Management
Strategies
ESE 416/516 Life
Skills and Career
Planning in Special
Educational Needs
1.
Transition
Curriculum
2.
Transition
Planning
3.
Life Skills
4.
Social Skills
X a.
School
Counselors:
Facilitating
Transitions for
Students with
Disabilities from
High School to
Post-School
Settings
To be sure that EBS for Transition are covered content from chapters 1, 6 and 7 should be included in the course calendar
Self –
Determination
Social Skills
At least 4 lesson plans should be presented throughout the courses of the semester in the same manner that they would to the intended age group for whom they were designed.
522 –
Graduate should be differentiated by presenting research related to the use of EBS common to the field of special education

EST 377 Practicum –
Mild/Moderate
EST 487 Student
Teaching –
Mild/Moderate
ESE 500
Introduction to
Special Education
Evidence-Based
Practices Included
(Indicate all that apply*)
1.
Inclusive education
2.
Creating culturally
Responsive
Classrooms
3.
Parental
Involvement
4.
Progress
Monitoring
(Curriculum
Based
Measurement)
5.
Response To
Intervention
Not
Revised
1
X
Syllabus to be revised year three in conjunction with enhance field observations
X
Syllabus to be revised year three in conjunction with enhance field observations
In Process
2
Revision
Completed
3
Corresponding
IRIS Modules
X a.
Accessing the
General Education
Curriculum:
Inclusion
Considerations for
Students with
Disabilities b.
Cultural and
Linguistic
Differences: What
Teachers Should
Know c.
Working with
Comments EBS Assign.
Inconsistency in graduate course objectives across
•
(e.g. how can students write an IEP when they do not have a knowledge base of what it is? -
Inconsistent with objectives
Align course
Inclusion research paper
Graduate students should be differentiated
= dissemination of work –

6.
Content Standards
(connecting standards-based curriculum to planning)
7.
Positive Behavior
Supports (PBIS)
8.
Augmentative and alternative communication
ESE 502
Introduction to
Mild/Moderate
Disabilities
1.
Progress
Monitoring
(Curriculum
Based
Measurement)
2.
Response To
Intervention
3.
Culturally
Responsive
Teaching
Strategies
4.
Content Standards
(connecting standards-based curriculum to planning)
5.
Functional
Behavioral
Assessment
X
English Learners d.
The Pre-Referral
Process:
Procedures for
Supporting
Students with
Academic and
Behavioral
Concerns e.
RTI (Part 1): An
Overview f.
RTI (Part 5): A
Closer Look at
Tier 3 g.
Who's in Charge?
Developing a
Comprehensive
Behavior
Management
System h.
What Do You
See? Perceptions of Disability objectives
Need to include
CEC objectives on all syllabi leading discussion for related EBS. a.
Content Standards b.
You're in Charge!
Developing Your
Own
Comprehensive
Behavior
Management Plan c.
Providing
Instructional
Supports d.
Teaching and
Learning in New
Mexico
Objectives inconsistent across courses – make sure objectives are consistently applied
Change objectives on Banks syllabus
Good textbook
EBS to be integrated Spring
2010 via use of
IRIS modules
Research paper EBS instr./bx strategy for
M/M
Graduate students should be differentiated
= dissemination of work – leading discussion for related EBS.

6.
Positive Behavior
Supports (PBIS)
7.
Co-Teaching &
Collaboration
8.
Cognitive
Strategy
Instruction (series of steps to perform a task)
9.
Mnemonics and other memory strategies
10.
Reciprocal
Teaching
11.
Direct Instruction
ESE 517 Assessment of Mild/Moderate
Disabilities
1.
Norm Referenced
– Standardized
Assessment
2.
Formative
Assessment and feedback
3.
Progress
Monitoring
(Curriculum
Based
Measurement)
4.
Alternate
Assessment
5.
Special Education
Law – Nondiscriminatory
Assessment
ESE 518 Curriculum and Instruction for
Students with
Mild/Moderate
Disabilities
Academic
1.
Culturally
Responsive
Teaching
Strategies
2.
Direct Instruction
3.
Differentiated
Instruction
X
X a.
Accountability:
High-Stakes
Testing for
Students with
Disabilities b.
Classroom
Assessment (Part
1): An
Introduction to
Monitoring
Academic
Achievement in the Classroom c.
RTI (Part 2):
Assessment d.
RTI (Part 4):
Putting It All
Together a.
Using Learning
Strategies:
Instruction to
Enhance Student
Learning
Increased requirements for paper

EST 587 Student
Teaching for
Mild/Moderate
Disabilities
4.
Guided Practice &
Notes
5.
Peer Tutoring
6.
Repeated Reading
7.
Writing prompts
8.
Scaffolding &
Modeling
9.
Self –
Management techniques (e.g.
Self-Regulated
Strategy
Development - learning strategy;
SRSD Model)
10.
Precision
Teaching
Behavioral
5.
Token Economy
6.
Contingency
Contracting
7.
Skill streaming
8.
Self-Management
Strategies
X
Syllabus to be revised year three in conjunction with enhance field observations b.
CSR: A Reading
Comprehension
Strategy c.
Improving Writing
Performance: A
Strategy for
Writing
Expository Essays d.
PALS: A Reading
Strategy for
Grades K-1; 2–6 and/or High
School RTI (Part
3): Reading
Instruction e.
New! Universal
Design for
Learning

Course
ESE 400 Intro to Special
Education
Module(s) Case Study
Introductory Courses
Accessing the General Education
Curriculum: Inclusion Considerations for Students with Disabilities This module highlights classroom considerations that promote access to the general education curriculum for students with disabilities. (en español)
Cultural and Linguistic Differences:
What Teachers Should Know This module examines the ways in which culture influences the daily interactions that occur across all classrooms and provides practice for enhancing culturally responsive teaching.
Working with English Learners - This module will help teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners.
(soon to bloom)
The Pre-Referral Process: Procedures for Supporting Students with
Academic and Behavioral Concerns
This module highlights the benefits of the pre-referral process—a preventative approach that can eliminate inappropriate referrals to special education—and outlines the six stages most commonly involved in its implementation.
Other Comments
Attitudes (PDF 116k)
Understand how different cultural worldviews toward disabilities affect people's attitudes (Approx. 50
Minutes). (en español)
Bias and the Law (PDF
114k) Gain a better understanding of disabilities and special education through discussion questions
(Approx. 50 Minutes). (en español)
New! Changes in the
Number of Students
Served Under IDEA Over
Time (PDF 208k)
Understand that the number of identified students vary by disability, learn to describe the different prevalence rates of students with disabilities assigned to various special education categories, and identify the factors that influence changes in prevalence rates.
(en español)
Hearing (PDF 108k) Gain a better understanding of the limitations that often affect
IRIS briefs can be linked to course per disability category. Corresponding questions could serve as discussion threads.
Include IRIS dictionary and web reference in online courses.
Consider IRIS activities and case studies for integration into field syllabi for Practicum and
Student Teaching.
Integration of IRIS modules, case studies and activities into related
GENED courses,
Diversity, EDC 400/500.
**List how “evidenced – based practices to be addressed/ taught via
IRIS….” per course syllabi. Include a bulleted list in syllabus.

RTI (Part 1): An Overview This module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) model. It also offers a brief overview of each tier in the RTI model and explains its benefits. (en español)
RTI (Part 5): A Closer Look at Tier 3
This module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This module also explores parent involvement and issues related to
English language learners.
Who's in Charge? Developing a
Comprehensive Behavior
Management System This module discusses the importance of establishing a comprehensive classroom behavior management system. It explores the dimensions of the PAR model. (en español)
What Do You See? Perceptions of
Disability This module encourages students to explore their own attitudes and beliefs about people with disabilities. It highlights the abilities of students with disabilities. (en español) people with hearing disabilities Approx. 1.5
Hours). (en español)
New! Prevalence Rates of
Individual Disability
Categories (PDF 112k)
Understand that the number of students receiving special education services varies by disability, and also gain a better understanding of the concepts of high- and lowincidence disabilities. (en español)
New! State-by-State
Differences in the
Prevalence Rates of the
Individual Disability
Categories (PDF 204k)
Understand that identification rates for individual disability categories vary widely by state, and learn that this variability is, in part, dependent upon the state's definition of each disability.
(en español)
Info. Brief.
Responsiveness to Intervention in the SLD
Determination Process
A Comparison of IEP/ 504
Accommodations Under
Classroom and
Standardized Testing
Conditions: A Preliminary
See Information briefs for Assistive Tech.
Implementation of/Integration of… IRIS modules into Courses
1.
List actual modules and activities on syllabus
2.
New address…
IRIScenter.com
3.
Use Challenge &
Wrap-Up questions as
Discussion prompts for online/hybrid courses
4.
See tip booklet in IRIS manual
5.
How people learn (HPL) theory premise of the development of
IRIS modules
6.
See IRIS matrix in manual to facilitate selection of modules for course. Post matrix on SPED faculty
Blackboard site

ESE 500 Introduction to
Special Education
ESE 402/502 Intro to
Individuals with
Mild/Moderate Educational
Needs
Modules listed for ESE 400 can be cross listed for ESE 500
Content Standards: Connecting
Standards-Based Curriculum to
Instructional Planning Teachers are required to implement the adopted content standards and to make the connection between standards-based curriculum and the planning and designing of lessons to ensure that students meet expected content standards. This module serves as a basic guide for the process.
You're in Charge! Developing Your
Own Comprehensive Behavior
Management Plan This module neatly complements the first behavior module, encouraging students to create and print rules and procedures for their own classrooms based on the PAR model.
Providing Instructional Supports:
Report on SEELS Data
Accommodations for
English Language
Learners
Accommodations for
Students with Disabilities in High School
Accommodations in the
General Education
Classroom (en español) once completed.
Request Shell.
7.
Use CEC matrix to align IRIS modules & distribute to faculty.
Is This Child Mislabeled?
(PDF 272k) Serge
Romanich, a third-grade student and refugee from
Serbia, spoke limited
English. His education had been sporadic at best, and the new elementary school he was attending had tested and classified him as having a learning disability
(Approx. 1 Hour).
Attitudes (PDF 116k)
Understand how different cultural worldviews toward disabilities affect people's attitudes (Approx. 50
Minutes). (en español)
Cultural Perceptions (PDF

Facilitating Mastery of New Skills This module explores the importance of scaffolding and modeling for students as they learn new skills and strategies.
Teaching and Learning in New
Mexico: Considerations for Diverse
Student Populations Though developed specifically for the New
Mexico Public Education Department, this module offers a broad overview of how diversity (i.e., culture, language, exceptionality, socioeconomic status, and learning style) affects learning and how teachers can better meet the needs of all students in their classes.
ESE 517 Assessment of
Mild/Moderate Disabilities
Assessment Courses
Accountability: High-Stakes Testing for Students with Disabilities This module presents information on legal
113k) Enhance your cultural sensitivity and increase your awareness of how individuals and their cultures can be misunderstood
(Approx. 50 Minutes). (en español)
Social Views (PDF 112k)
Enhance your cultural sensitivity and increase your awareness of how individuals and their cultures can be misunderstood
(Approx. 50 Minutes). (en español)
Understanding BICS and
CALP (PDF 116k) Learn the difference between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP), and understand how language differences affect classroom learning. (Approx. 20 minutes)
Values and Disabilities
(PDF 164k) Gain a better understanding of how cultural values affect people's perceptions about disabilities (Approx. 45
Minutes). (en español)
RTI: Progress Monitoring
This case study set is intended to be a supplement

ESE 421/521 Assessment for
Instructional Needs requirements and accommodations for testing students with disabilities, in addition to highlighting considerations for interpreting performance data for this population.
Classroom Assessment (Part 1): An
Introduction to Monitoring Academic
Achievement in the Classroom This module discusses how progress monitoring can affect the academic outcomes of students, and it demonstrates how to implement curriculum-based measurement with a classroom of students.
RTI (Part 2): Assessment This module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed.
RTI (Part 4): Putting It All Together
This module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI.
Modules listed for ESE 517 should translate to ESE 421/521.
ESE 411/511 Mgmt and
Intervention for Severe
Behavior Problems to the IRIS Center's RTI
Module series, providing additional opportunities to practice the application of basic progress monitoring concepts within the response to intervention (RTI) approach, including the administration and scoring of probes as well as the graphing of student progress.
Could serve as the alternative assignment in the event that students do not attend clinic.
Info. Brief - Monitoring
Student Progress in IEPs
Using CBM
Info. Brief - What Is
Scientifically-Based
Research on Progress
Monitoring?
Curriculum& Methods Courses
Addressing Disruptive and
Noncompliant Behaviors (Part 1):
Understanding the Acting-Out Cycle The
Encouraging Appropriate
Behavior This case study unit outlines positive
He Just Needs a Little
Discipline (PDF 272k)
When he was in the second

first in a two-part series, this module discusses problem behavior in terms of the stages of the acting-out cycle and suggests ways to respond to students in the cycle's different phases.
Addressing Disruptive and
Noncompliant Behaviors (Part 2):
Behavioral Interventions The second in a two-part series, this module describes interventions that can increase initial compliance to teacher requests as well as interventions that can be implemented to decrease disruptive and noncompliant behaviors.
SOS: Helping Students Become
Independent Learners This module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement.
FBA module soon to be released (see
CD burned on desktop). behavior management techniques that can be employed with individual students who have behavioral concerns that are not effectively addressed by comprehensive classroom rules. (en español)
Encouraging Appropriate
Behavior This case study unit outlines positive behavior management techniques that can be employed with individual students who have behavioral concerns that are not effectively addressed by comprehensive classroom rules. (en español)
Norms and Expectations
This case study set provides scenarios and strategies that focus on the establishment of classroom norms and expectations through the development of rules and procedures. (en español) grade, Matt was diagnosed with attention deficit hyperactivity disorder
(ADHD). Learn about and discuss issues related to communication with parents and behavior management
(Approx. 1 Hour).
Back to Square One (PDF
308k) Rachel and Leanne expected another great year co-teaching a combined third-, fourth-, and fifthgrade class with equal numbers of general education and special education students, but soon a student with behavorial problems presented them with a challenge. Learn about and discuss some issues surrounding classroom behavior management (Approx. 1
Hour).
Activity: The Behavior
Game (Flash Game) Ms.
Rollison, a first-year teacher, has brainstormed a list of possible consequences. Play a game in which you categorize these consequences as positive, negative, or inappropriate.
Ms. Rollison will then guide you through a second task in which you arrange the negative consequences into a

ESE 416/516 Life Skills and
Career Planning in SED
ESE 518 Curriculum and
Instruction Students with
Mild/Moderate Disabilities
School Counselors: Facilitating
Transitions for Students with
Disabilities from High School to Post-
School Settings This module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting.
New! Universal Design for Learning
This module examines the three principles of Universal Design for
Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments).
Using Learning Strategies: Instruction to Enhance Student Learning This module features the Self-Regulated
Strategy Development (SRSD) model, which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so. (en español)
Courses listed for ESE 422/522 should translate to ESE 518.
Transition (PDF 111k)
Understand the myriad factors that are at play when you help students with disabilities explore different vocational choices
(Approx. 50 Minutes). hierarchy.
Info Brief - Community
Resource Mapping: A
Strategy for Promoting
Successful Transition for
Youth with Disabilities
Daily Living Skills (PDF
103k) Gain a better understanding of how a disability can affect a person's daily living skills
Approx. 6 Weeks). (en español)
Algebra (Part 1):
Applying Learning
Strategies to Beginning
Algebra This case study unit offers strategies for working with students with disabilities who have difficulty with beginning algebra. It provides information on strategies such as using algebra manipulatives, teaching vocabulary, and implementing graphic organizers.
** See Math methods courses
Algebra (Part 2):
Applying Learning
Strategies to Intermediate
Algebra This case study unit offers strategies for

ESE 422/522 Assessment
Based Curriculum and
Instruction
Using Learning Strategies: Instruction to Enhance Student Learning This module features the Self-Regulated
Strategy Development (SRSD) model, which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so. (en español)
CSR: A Reading Comprehension
Strategy This module outlines
Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In
CSR, students work together in small groups to apply comprehension strategies as they read text from a working with students with disabilities who have difficulty with algebra. It provides information on strategies such as using intermediate algebra manipulatives, teaching vocabulary, and implementing graphic organizers.
** See Math methods courses
Comprehension and
Vocabulary: Grades 3-5
This case study unit focuses on comprehension and vocabulary strategies that correspond with thirdthrough fifth-grade reading curriculum.
Comprehension and
Vocabulary: Grades 3-5
This case study unit focuses on comprehension and vocabulary strategies that correspond with thirdthrough fifth-grade reading curriculum.

ESE 412/512 Collaboration among Parents & Professionals content area, such as social studies or science. (en español)
Improving Writing Performance: A
Strategy for Writing Expository
Essays This module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better expository essays.
PALS: A Reading Strategy for Grades
K-1; 2–6 and/or High School This module outlines the benefits of implementing PALS for Grades 2–6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials. (en español)
RTI (Part 3): Reading Instruction
This module illustrates different research-based reading strategies that may be used with the Response-to-
Intervention model to improve reading skills. (en español)
See courses listed for ESE 518
Collaboration
Collaborating with Families Designed to help teachers build positive
Acquainted with the Night:
A Parent's Quest to

relationships with families, this module highlights the diversity of families and addresses the factors that school personnel should understand about working with the families of children with disabilities.
Understand Depression and Bipolar Disorder in
His Children (PDF 88k) In this memoir, Paul Raeburn describes his painful journey to obtain correct diagnoses and treatments for his son and daughter, both of whom have mental illnesses
(Approx. 2 Weeks Read, 45
Minutes Class).
A Broken Arm (PDF 272k)
Jim found spelling impossible, despite the accommodations made by his resource teacher. Learn about and discuss the challenges facing educators who undertake co-teaching relationships (Approx. 1
Hour).