SPE 317, Special Education for Culturally and Linguistically Diverse Children and Youth Mary Lou Fulton Teachers College Arizona State University SPRING 2012 Dates of classes: Instructor: Email: Work Phone: Office Hours: Office Location: T/Th 10:30-11:45 Cynthia Mruczek cynthia.mruczek@asu.edu 480-965-0391 By appointment INTDSB 353 Course Description This course addresses the general issues and practical applications regarding the education of culturally and linguistically diverse students with disabilities. Prerequisite: completion of core curriculum courses. Corequisites: SPE 310, 320, 322, 397. Course format The course format is a combination of in-class lectures, small group inquiry based activities, large group interactive discussions, projects, field trip experiences, and some Bb assignments. All class meetings are intended to be meaningful experiences whereby learner participation directly aids the overall learning experience for our mutual professional formation. Topics are intended to assist pre-service teachers with critical issues that affect instruction to culturally and linguistically diverse exceptional learners and their educational programming needs. A mixed methodology is employed: student centered cooperative learning, teacher centered facilitation and instruction, and lastly, individual reflection and processing will be implemented throughout our meetings on Tuesday and Thursday. Required texts & Materials Grassi, E.A.& Buhlmahn Barker, H. (2010). Culturally and linguistically diverse exception students: Strategies for teaching and assessment. Sage Publications: Thousand Oaks, CA Literature book chosen for literature circle Handouts and articles on Blackboard ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU students have FREE access to this web resource) The College of Teacher Education and Leadership’s Internet resource – TK20 at https://asu.tk20.com (requires a subscription fee). IDEAL subscription, which can be obtained from https://www.ideal.azed.gov/ (All ASU students have FREE access to this web resource after account is created). This subscription will remain with you throughout your education and teaching career. Tentative Course Calendar The professor reserves the right to change the reading, schedule or assignments as needed. Changes will be posted to Blackboard. Date Topic Week 1 1/5 Introduction Syllabus Week 2 SEI Terminology Demographics In-Class Activity Assignments and Readings Due AZ SEI Requirements Basic SEI Terminology (1 hr.) Read Ch. 1 1/10 1/12 Legislation, Overrepresentation, Program Models Week 3 Collaborating with Families 1/17 1/19 Strategies for working with families Week 4 Understanding Language Acquisition 1/24 1/26 Understanding Language Acquisition & AZ’s response Week 5 Strategies for the Assessment Process AZELLA SOLOM 1/31 Map activity Literature Circle Book discussion Lit circles meet & choose book & roles Complete sheets Lit circle Read Ch. 2 Read Lit Circle article in Lit Circle folder in Bb Read Ch. 3 Legal, Historical and Educational Reasons for SEI (1 hr.) CEC 1 Define the role of culture in learning (.5 hr.) CEC 3 Language Acquisition Theoretical Principles (.5 hr) CEC 6 Read Ch. 4 Relevance of statemandated achievement for ELLs (1 hr.) CEC 6 Read Ch. 5 AZELLA (1 hr.) Alignment of ELL ELL Proficiency Standards: Planning, 2/2 Study skills strategies, Portfolio, Rating scales Lit Circle STEP 1 Sig Due Week 6 Collaboration Skills Strategies for working with colleagues Professional Dev Groups meetings – Contract development Lit Circle Read Ch. 6 2/7 2/9 2/14 General strategies for ELL AZ ADE standards and alignment Planning Instruction Planning and Classroom Management 2/16 Grid of 9 Week 8 Lesson Modification & Adaptation Week 7 2/21 2/23 Week 9 2/28 Lesson Modifications & Midterm Review Midterm 3/1 Teaching Strategies: An Integrated ContentLanguage Approach Week 10 Vocabulary strategies 3/6 3/8 Week 11 3/13 3/15 Read Ch. 7 Lit Circle Create ELL Grid In Class Case study Strategies for Teaching Reading SPRING BREAK Strategies (1 hr.) Proficiency Standards with AZ Language Arts Standards (1 hr.) Integration of ELL Proficiency Standards in all Content Areas (1 hr.) Strategies (1.5 hr.) STEP 2 Sig due Lit Circle Strategies (3 hrs.) Lesson Modification Due Read Ch. 9 Midterm Read Ch. 8 Strategies (3 hrs.) CEC 4 Strategies (3 hrs.) CEC 4 Faculty Development Workshop Strategies for Promoting Participation Speaking /Listening strategies Delivering and Evaluating Instruction (1 hr.) Alternative Methods of Assessment (1 hr.) Faculty Development Workshop Read Ch. 12 Strategies (3 hrs) STEP 3 Sig due CEC 4 Week 12 3/27 Strategies to use with Math 3/29 Strategies for Explicit Grammar Instruction Week 13 Challenges When Teaching Writing Writing strategies Strategies for Teaching the Writing Process Faculty Development Workshop Strategies for reading literature Faculty Development Workshop 4/3 4/5 Week 14 4/10 4/12 Faculty Development Workshop Grammar quiz & exercises Strategies for Written Error Correction Week 15 4/17 4/19 Week 16 4/24 Content Area Reading Science Pre & During Reading strategies Faculty Development Workshop Social Studies Content Reading Post Reading Strategies Faculty Development Workshop FINAL WRAP UP Read Ch 11 Strategies (3 hrs.) CEC 4 Read Ch 14 Read Ch. 13 Strategies (3 hrs.) CEC 4 Read Ch 15 Completed Signature Assignment (Steps 1-3 revised + Steps4&5) Due Signature Assignment Uploaded into TK20 Strategies (3 hrs.) CEC 4 Strategies (1.5 hrs.) CEC 4 Strategies (1.5 hrs.) CEC 4 STUDENT OUTCOMES Student Learning Outcome Assessment/Product Analyze personal and professional implications of working with CLDES, Culturally and Linguistically Diverse Exceptional Students. Class Activities Lit Circle Demonstrate knowledge of research-based theories of second language acquisition and development with a particular emphasis on sociocultural factors that affect learning and development for ELLs. Midterm Literature Circles Demonstrate ability to identify ELL standards, adapt instruction, and implement instructional strategies and practices to improve the language and literacy skills and achievement of ELLs. CLDES Adaptation &Teaching Assessment Professional Development Workshop Class Activities Midterm Midterm Class Activities Plan and implement alternative and nondiscriminatory assessments to identify CLDES’ language and literacy skills and needs at all levels of proficiency. Describe techniques for involving culturally diverse families and communities in education of culturally and linguistically diverse students with disabilities Class Activities APTS Standard/SEI Endorsement Objective CEC: ICC1K8. ICC1K10, ICC3K3, ICC3K4, ICC6K2, ICC6K3,ICC9K1, ICC9S6, ICC10K4 INTASC SEI Foundations CEC: ICC1K5, ICC1K10, ICC6K1 ICC5K8 INTASC 1 SEI Strategies CEC ICC4K3, ICC7S8 ICC7S15 INTASC 1, 3 SEI Formal and Informal Assessments CEC: ICC8S6 ICC8K2 SEI Culture CEC: ICC1K10, ICC10K4 ICC10S10 INTASC 3 Course Assignments Assignment Score/Points APTS Standard Assessed Reading responses 60 points Literature Book Club Midterm 20 points 60 points APTS 8 APTS 8 Faculty Development Workshop# 60 points APTS 8 CLDES Adaptation &Teaching Assessment *# 100 points APTS 8 *Course Signature assignment National & State Professional Standard Assessed SEI Lang. Theory, Historical, Educational Foundations, Terminology CEC ICC1K5 INTASC 1.4,,2,3,4 SEI Strategies CEC ICC5K8; ICC6K3 INTASC 1, 3.5 SEI Lang. Theory, Historical, Educational Foundations, Terminology CEC ICC1K4, ICC1K5, ICC2K3, ICC3K3, ICC3K4 ICC3K5 INTASC 1.1 SEI Strategies CEC ICC7S8 NETS 2 & 3 INTASC SEI Strategies CEC ICC4S3 APTS 1.4,2,4, 9.5 2.4, 8.6, 9.2 NETS 3 INTASC 1.2, 3.1,3.4 6.3, 7.1, 7.3 # Hand in work w/grading rubric stapled on top Description of Assignments – All Assignments are explained in depth in the Assignment section of Blackboard. If you have any questions, please contact the instructor. Reading responses – 60 pts. (6 Reading Reflections due over the course of the semester: 10 points each) There is a folder under Course Documents on Blackboard that provides two sample reading reflections. The reading reflection is not meant to be a summary of the readings. Instead, spend time reflecting on the content of the chapter by connecting it to your own experiences in schools or in other classes, asking questions about ideas posed, and critiquing the content put forth by the author. The reading reflections are due on the Monday of the week the readings are due. Please submit the readings using dropbox or email. **Do not forget to save the documents in the following manner: LastnameRR#.doc Literature Circle – 20 pts There is a folder under Assignments that addresses this assignment. Students will divide into groups of 5 to form book clubs. They will pick a book to read and conduct a literature circle. Midterm Exam – 60 pts Multiple choice, essay and short answer exam on articles & chapters of the textbook covered up until that point. There will be one take home question which students must complete and bring to class to be included in the exam. Professional Development Workshop – 60 pts The students will be divided into groups at the beginning of the semester and each group will be assigned a particular type of language function or focus. The group will meet and research strategies which can be used to help ELLs develop strengths in that area. Each group will be responsible to develop a 45 minute workshop to be presented in class. Active class participation is required in the activities. See folder in Assignment section of Blackboard. CLDES Adaptation &Teaching Assessment – 100 pts There is a folder under Assignments that addresses this assignment. This is the signature assignment for this course, which will eventually be uploaded into TK20. This assignment will be submitted in 4 parts: Step 1 (2/2), Step 2 (2/21), Step 3 (3/15) and Revised Steps 1-3 plus Steps 4 & 5 (4/12) – a.k.a. Final Copy. Steps 1-3 will be graded when initially submitted for 20 points each section. Final copy will receive 40 pts for a total of 100 pts. EVALUATION AND GRADING Grading Scale for the Course The +/- is not used in this course. However, please see instructor as needed if you have questions or concerns about the +/-. A = 93-100% B = 85-92% C = 77-84% D = 69-76% E = <68% (279-300 pts) (255-278 pts) (231-254 pts) (207-230 pts) Course/Instructor Evaluation The course/instructor evaluation for this course will be conducted online 7-10 days before the last official day of classes of each semester or summer session. Response(s) to the course/instructor are anonymous and will not be returned to your instructor until after grades have been submitted. The use of a course/instructor evaluation is an important process that allows our college to (1) help faculty improve their instruction, (2) help administrators evaluate instructional quality, (3) ensure high standards of teaching, and (4) ultimately improve instruction and student learning over time. Completion of the evaluation is not required for you to pass this class and will not affect your grade, but your cooperation and participation in this process is critical. About two weeks before the class finishes, watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject heading. The email will be sent to your official ASU e-mail address, so make sure ASU has your current email address on file. You can check this online at the following URL: http://www.asu.edu/epoupdate/. University/Mary Lou Fulton Teacher College/Course Policies Professional Behavior It is expected that students exhibit professional behavior and attitudes inside the classroom, during intern placements, and working with other students outside of the class on assignments related to this class in addition to behavior in the classroom on ASU’s campus. If at any time your behavior is ‘unprofessional’, the instructor may refer the student to the Director of the Advising, Recruitment, and Retention Office (ARRO) for the development of a Professional Improvement Plan (PIP). A positive attitude, spirit of collaboration and team approach. These are some examples of expected positive attitudes: showing respect for instructor and peers at all times, turning off cell phones before session starts, actively collaborating with peers on assignments inside & outside of class coming to class prepared (i.e. bringing rough drafts to work on) talking at appropriate times to not disrupt session, sharing class dialogue with others and not monopolizing class discussions, using laptops appropriately for notes (and not bill paying and/or checking email) not doing work for other classes during this class maintaining academic integrity in the preparation of assignments and performance in tests, obtaining and reviewing all missing notes and handouts in the event of an absence, making appointments with instructor during office hours to discuss assignments, grades or personal issues to avoid wasting class time. Students not demonstrating the above behaviors will be invited to a discussion with the professor. If a pattern of unprofessional behavior is documented, a formal professional review request will be forwarded to the appropriate program chairperson, and a Professional Improvement Plan (PIP) may be developed. Additionally, you can be referred for a PIP for failure to meet academic standards, such as University-level writing. Attendance and Participation As a future educator you are expected to display exemplary professional behavior, participation, and attitudes inherent in any school role model for children. Thus, the following practices will be expected of you in class: An excellent attendance and punctuality record. Perfect attendance and punctuality is expected. This course depends heavily on class discussion and participation. Attendance will be taken promptly at class start by the instructor, respecting everyone's valuable time. One undocumented absence (i.e. car problem or child’s illness) will be allowed if the instructor is notified ahead of time. Two points will be deducted from the final grade for unexcused absence/s, excessive tardiness or early departure/s, little or lack of participation (you will be given a warning if this is being considered), and unprofessional behavior/comments. An absence may be excused when the instructor is notified and documentation is provided. Absence for classes that include presentations or other assignments shared during class by the student and/or small group will negatively affect grades. More than three full class absences whether excused or not, will result in an automatic letter grade decrease for the course. More than two full classes absence will likely mean you must submit all assignments for complete points to preserve a course grade of A, if that is your intended/desired course grade. The course grade of A will be rare for students who have any absences, even partial ones, as full attendance is a requisite of excellence. Additional or makeup work is not a substitute for missed class, participation points or assignments. If any absence is necessary, the instructor appreciates being notified. If you know of an absence in advance or as soon as possible, give your instructor a written notification, noting name/date/reason for absence. If absent, the student is responsible for turning in assigned work, obtaining class notes, handouts, and any additional assignments that occurred during the missed class. Cell Phone and Laptop Use as Aligned to Class Attendance Please turn off your phone during class. Students should use phones only during class breaks or extreme emergencies. Use of laptops or tablets for note taking and referencing class materials is allowed. The instructor reserves the right to ask students to discontinue use of laptops and tablets at any time. These devices will not be allowed during testing, assessment, and/or evaluation periods. Do not leave the room to make or receive phone calls – this departure will be considered an absence. Additionally, if you receive two warnings by the instructor about texting, checking emails, sending emails, surfing the internet, doing work for other classes, or any non-academic pursuits will result in the reduction of a letter grade. Do all texting before class and not during content instruction of the course or a presentation of content by presenters. Unprofessional behaviors will result in the referral of a Professional Improvement Plan and submitted to the Director of the Office of Student Service. Late and Missing Assignments There are two types of assignments: in-class assignments and out of class assignments. Inclass assignments missed due to absence cannot be made up. Often these assignments are based on class discussions, reflections after watching a video, group work or readings. If a student comes to class without assigned work (i.e. rough drafts) it will be counted as an absence. Out of class assignments are expected by the beginning of class time on the scheduled due date. If a student misses class or comes in more than 5 mins late on the day an assignment is due, 1/10th of the total number of points will be deducted for every day it is late unless the assignment is emailed before the class starts. If the assignment is emailed, a hard copy must be handed in the next class. Absolutely, positively, NO assignment will be accepted more than a week late. An assignment may be accepted late without point deduction if: there is a serious illness, car accident or a completely unavoidable circumstance (these circumstances must be documented). In those cases, student must check with professor beforehand and submit the assignment online less than 24 hrs later. The professor is not responsible for assignments turned in after the due date and time. Coordination/Collaboration of SPE 317 Instructors There are multiple sections of SPE 317 on all four campuses. The instructors meet regularly to coordinate and collaborate. The student outcomes and signature assignment are the same for all sections. Most of the assignments are also the same; however the instructors have the freedom to bring their strengths to the classroom. Consequently there may be some variation in assignments. Academic Integrity/Plagiarism The ASU Student Handbook contains the following information: “The highest standards of academic integrity are expected of all students. The failure of any student to meet these standards may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity policies of the individual academic unit. Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such activities. The university and unit academic integrity policies are available from the Office of the Executive Vice President and Provost of the University and from the deans of the individual academic units.” The rest of the code, which consists of several pages, is available at the following URL. http://www.asu.edu/studentaffairs/studentlife/judicial/academic_integrity.htm. Disability Accommodations for Students Students who feel they may need a disability accommodation(s) in class must provide documentation from the Disability Resource Center (Downtown campus UCB 160, Polytechnic campus Sutton Hall 240, Tempe campus Matthews Center, or West campus UCB 130) to the class instructor verifying the need for an accommodation and the type of accommodation that is appropriate. Students who wish accommodations for a disability should contact DRC as early as possible (i.e. before the beginning of the semester) to assure appropriate accommodations can be provided. It is the student’s responsibility to make the first contact with the DRC. Religious Accommodations for Students Students who need to be absent from class due to the observance of a religious holiday or participate in required religious functions must notify the faculty member in writing as far in advance of the holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function to the faculty member. Students will not be penalized for missing class due to religious obligations/holiday observance. The student should contact the class instructor to make arrangements for making up tests/assignments within a reasonable time. Military Personnel Statement A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is unable to complete classes because of military activation may request complete or partial administrative unrestricted withdrawals or incompletes depending on the timing of the activation. For information, please see http://www.asu.edu/aad/manuals/usi/usi201-18.html. Harassment Prohibited ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations of this policy may result in disciplinary action, including termination of employees or expulsion of students. Contact Student Life (Downtown campus 522 N. Central Ave., Post Office Room 247, 480-496-4111; Polytechnic campus Administration building suite 102, 480-727-1060; Tempe campus Student Services Building room 263, 480-965-6547; or the West campus UCB 301, 602-543-8152) if you feel another student is harassing you based on any of the factors above; contact EO/AA (480-965-5057) if you feel an ASU employee is harassing you based on any of the factors above. Grade Appeals The professional responsibility for assigning grades is vested in the instructor of the course, and requires the careful application of professional judgment. A student wishing to appeal a grade must first meet with the instructor who assigned the grade to try to resolve the dispute. The process for grade appeals is set forth in the undergraduate and graduate catalogs, which are available at http://www.asu.edu/catalog Cell Phone & Texting Policy The faculty members in the Mary Lou Fulton Teachers College understand that students have busy lives with multiple professional and personal obligations. These obligations have resulted in a sharp increase in the use of cell phones and other communication devices. It is the policy of this instructor that all cell phones and/or communication devices be turned off or placed on vibrate during class. Should an emergency occur that requires use of the cell phone or communication device, quietly exit the classroom completely prior to responding to the device. NO TEXTING DURING CLASS. Lap Top Use Policy Laptop use during class must be limited to work related to the class session in progress. If you are using your laptop to send/receive email, check websites, etc. in ways that are disruptive to class or disrespectful to the professor, you will be not be allowed to use your laptop for remaining class sessions. Electronic Communication Acceptable use of university computers, internet and electronic communications can be found in the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html ) and in the University’s Computer, Internet, and Electronic Communications Policy (http://www.asu.edu/aad/manuals/acd/acd125.html). Technological Services and Support The Mary Lou Fulton Teachers College encourages students to make use of technological services available through ASU to make their learning experience more efficient. Students with personal laptop computers or netbooks can connect wirelessly to the Internet and to printing services on all four campuses and some PDS sites. The following support services are available to support student computing needs. Student Purchases: Discounted pricing for students purchasing laptop or desktop computers is available at through the ASU bookstore or online. (http://gomobile.asu.edu/) The John Babb Scholarship provides $500 financial reimbursement for qualified students. (http://gomobile.asu.edu/content/scholarship-info) ASU Campus Classroom Connectivity: In-class use of laptops is encouraged by MLFTC.. In cases where students need to make presentations during class, most classrooms have the capability of allowing laptops to connect to classroom projectors. Mac laptops may require an adaptor. For collaborative work, social networking tools are provided to ASU students through a Google partnership, including Google docs, spreadsheets, presentations, forms, and sites. (https://docs.google.com/a/asu.edu/#all) Hardware and Software Support: ASU 1:1 Technology Studios provide support to students on all four campuses for hardware, software and operating systems, security, networking, etc. (http://help.asu.edu/ASU_1to1_Technology_Studio) Virus scan software downloads are available free for students. (https://webapp3.asu.edu/myapps/) MyApps provides free software tools, online applications, and information about discounted software for purchase. (https://webapp3.asu.edu/myapps/)