Iowa State University
SPED 464 - Collaborative Partnerships in Special Education
3 credits
Course Syllabus for Fall 2014
Class Time: 5:10 – 8:00
Day of the Week: Wednesday
Instructor:
Randy Allison
Phone: (515) 238-5130
Email: randya@iastate.edu or
(if needed) randy.edsolutions@gmail.com
Room: 0224
Industrial Education II
Office Hours:
Monday: 9:45 to 10:30
Wednesday 3:30 to 4:50 or by arrangement
Office: N055 Lagomarcino Hall
Required Text and Materials
Text: Available at the University Book Store.
Friend, M. & Cook, L. (2013). Interactions: Collaboration skills for school professionals (7th ed.).
Boston: Allyn and Bacon.
Additional course materials will be provided by the instructor through Blackboard. Students are
expected to check Blackboard information for the course on a regular basis.
ISU Educator Preparation Program Conceptual Framework
The ISU educator preparation program is founded on the land grant commitment of access and
opportunity when serving the people of Iowa, the nation, and the world. Like the University, the ISU
educator preparation program is fundamentally grounded in the science and technology of living and
learning. The themes of leadership, equity, critical thinking, and innovation are intentionally woven
throughout the fabric of this program in order to help today’s learners achieve to their full potential.
Additional information about the framework can be found on Blackboard in the Syllabus section for
this class or at: http://www.education.iastate.edu/accreditation/iowa-state-university-educatorpreparation-program-conceptual-framework/
Course Description
The study of collaborative partnerships used in education of students with mild/moderate disabilities.
Coursework topics and activities include collaboration between general and special education
teachers, parents, para-educators, and other educational professionals and agencies.
Course Goals
• To introduce students to, and apply, the skills needed for collaboration and teaming. These skills
include interpersonal communication and interpersonal problem solving.
• To introduce students to, and apply, different types of collaboration.
• To introduce students to the different groups with whom they will collaborate in a public school
setting as they learn to write and consider implementation of IEPs.
• To introduce students to different types of teacher roles in inclusive classrooms.
• To begin viewing the IEP as the central point of collaboration and communication for students
with disabilities.
Accommodations for Students With Special Needs
Iowa State University complies with the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act. If you have a disability and anticipate needing accommodations in this course,
please contact your instructor to set up a meeting within the first two weeks of the semester or as
soon as you become aware of your need. Before meeting with your instructor, you will need to obtain
a SAAR form with recommendations for accommodations from the Disability Resources Office,
located in Room 1076 on the main floor of the Student Services Building. Their telephone number is
515-294-7220 or email disabilityresources@iastate.edu . Retroactive requests for accommodations
will not be honored.
Harassment and Discrimination
Iowa State University strives to maintain our campus as a place of work and study for faculty, staff,
and students that is free of all forms of prohibited discrimination and harassment based upon race,
SpEd 464 Syllabus Fall 2014 - 1
ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin, physical or mental
disability, age, marital status, sexual orientation, gender identity, genetic information, or status as a
U.S. veteran. Any student who has concerns about such behavior should contact his/her instructor,
Student Assistance at 515-294-1020 or email dso-­‐sas@iastate.edu, or the Office of Equal Opportunity and Compliance at 515-­‐294-­‐7612. Religious Accommodation
If an academic or work requirement conflicts with your religious practices and/or observances, you
may request reasonable accommodations. Your request must be in writing, and your instructor or
supervisor will review the request. You or your instructor may also seek assistance from the Dean of Students Office or the Office of Equal Opportunity and Compliance. Important Course and University Policies
This course incorporates the shared behavioral expectations for the Elementary Education major.
Evaluation of students with respect to these behavioral expectations will fall predominantly under the
Participation and Professionalism points unless indicated otherwise below.
Be there/stay there.
• All students are expected to attend all class sessions. Absences do not relieve you of meeting
course requirements.
• Due to the structure of this course, it is important for students to attend class sessions. If you
must miss a class, it is your responsibility to obtain the requirements/assignments/ information
given during that time. If you must be gone, contact the instructor before the class meeting
(except in the rare circumstance of an emergency where this might not be possible).
• It is your responsibility to contact the instructor regarding work missed, make-up work, and late
assignments.
Be prepared.
• It is expected that individuals will be prepared to participate during each class period by reading
assigned material before class and turning in assignments when they are due.
• All tests, exams, and assignments are due on the dates indicated. Changes to the printed due
dates may occur because of conflicts and/or schedule changes. Unless arrangements have
been made with the instructor before the due date, a drop of 10% of the total possible
points for that test, exam, or assignment may be expected. Assignments not turned in at all
will result on no points for that assignment.
• If late work is not turned in directly to the instructor, it should be dated and initialed by one of the
department secretaries before being placed in the instructor’s mailbox.
• All written assignments must be typed, double-spaced, and paginated unless otherwise indicated
by the instructor. All assignments should reflect your best effort and be properly cited according to
current APA guidelines (available on Blackboard in Syllabus section). Be sure your name is on
your work, follow all instructions and scoring guides, attach all required documents and scoring
guides, proof your work, and, double-check for spelling and grammatical errors.
• All work sent via email must be identifiable in the title. This includes assignment title and
you last name at a minimum. For example, SpEd464_IEP Project_(your name)
• If you have specific questions about tests/exams or assignments, you are encouraged to see the
instructor during office hours or before/after class. If you wish to challenge your grade for
additional points you must submit a written explanation describing why you feel additional points
should be awarded.
Be engaged
• Students are encouraged to complete class readings and participate in class discussions by
applying their critical thinking skills. As you read/listen/discuss, ask questions about what you are
learning. Feel free to disagree and present alternative views; be prepared to support your
arguments in a professional manner.
• Students are expected to be actively involved in class sessions, including discussion and small
group activities. Because of the nature of the content to be learned and demonstrated,
participation in class will be a very important consideration in the grading process.
• Students are expected to be on task and focused on the class during class time; digital
technology (phones, laptops) should only be used during class for instructionally relevant
purposes. Switch phones off or to “vibrate” mode during class.
SpEd 464 Syllabus Fall 2014 - 2
Be respectful
• Questions and discussion are an important requirement of this class. You will be expected to
interact with the instructor and classmates in a respectful manner in both individual and group
communications.
• Arrive to class on time and do your part in any group activity.
• Limit side conversation so others are not bothered or distracted.
• Professionalism in written and oral communication skills will be expected at all times.
Participation/professionalism
• Points will be awarded at the sole discretion of the instructor, based on the student’s
demonstration of the department’s shared behavioral expectations. Examples of what will be
used in consideration of these 25 points include things like:
• Did you attend all classes on time unless excused?
• Did you notify me in a timely manner of late assignments, being late for class, or missing
class?
• Did you ask questions before, during, or after class when you were uncertain of something?
• Did you attempt to answer questions and participate in activities in class?
• Was your work in on time, done as requested, and have all attachments?
• Did I have to ask you for missing assignments and remind you to get caught up?
• Did you engage in class activities rather than using e-mail, Facebook, Pinterest, texting, or
working on something else?
• Did you redo your homework assignments (when applicable) to improve your skills?
Be ethical/professional
• Professionalism in written and oral communication skills will be expected at all times.
• Academic Misconduct in any form is in violation of Iowa State University Student Disciplinary
Regulations and will not be tolerated. Needless to say, we take this very seriously and expect
you, as future teachers, to take it seriously as well. All of us are busy and pressures of deadlines
frequently creep up on us; however, it is important to budget your time carefully so you do not fall
into the academic dishonesty trap. The class will follow Iowa State University’s policy on
academic dishonesty. Anyone suspected of academic dishonesty will be reported to the Dean of
Students Office. http://www.dso.iastate.edu/ja/academic/misconduct.html
.
• Academic dishonesty includes things like using information from books, journals, or the World
Wide Web without giving proper credit (citation and reference); unauthorized use of information in
taking an examination; or handing in a project as your own that was based on another person's
project whether from current or previous semesters and even if the original project is substantially
changed. Academic dishonesty also includes assisting another student in academic dishonesty
(e.g., giving someone your project to use as a template). Do your own work and be sure to give
proper attribution when you use ideas and materials from other sources.
Dead Week
This class follows the Iowa State University Dead Week policy as noted in section 10.6.4 of the
Faculty Handbook http://www.provost.iastate.edu/resources/faculty-handbook .
State Teacher Education Standards for Special Education
This course targets one of the Iowa Department of Education’s requirements for the Instructional Strategist 1 (K-8)
special education endorsement:
Teaching Standard
•
•
•
Communication and
Collaborative Partnerships:
Awareness of the sources of
unique services, networks, and
organizations for individuals
with disabilities including
transitional support.
Knowledge of family systems,
family dynamics, parent rights,
Course Objectives
•
•
•
Define collaboration and explain
the fundamentals/characteristics
of collaboration.
Identify and use effective verbal
communication techniques,
including statements and
questions.
Identify and use effective nonverbal communication
SpEd 464 Syllabus Fall 2014 - 3
Activities
•
•
•
•
Mid-Term/Final
Personal Critique
In-Class Activities
Assigned observations
and Activities
•
•
advocacy, multi-categorical
issues, and communication to
invite and appreciate many
different forms of parent
involvement.
Strategies for working with
regular classroom teachers,
support services personnel,
paraprofessionals, and other
individuals involved in the
educational program.
Knowledge of the collaborative
and consultative roles of
special education teachers in
the integration of individuals
with disabilities into the general
curriculum and classroom.
•
•
•
•
•
techniques.
Identify and use technology and
other media to communicate
with colleagues, parents,
administrators, students, and
other educational professionals.
Identify and discuss roadblocks
to collaboration, including
possible strategies to address
those roadblocks.
Define and discuss teams, coteaching, and consultation,
including the different
consultation models.
Identify and explain the steps
involved in interpersonal
problem solving.
Identify and discuss strategies to
address conflict and resistance.
Council for Exceptional Children (CEC) Standards
This course targets two of the eight CEC standards.
CEC Standard
6 – Communication and
Collaborative Partnerships
•
Understands factors
(law/ethical concerns) that
promote effective
communication and
collaboration with individuals,
parents, school and community
personnel, and the role of all
involved.
Course Objectives
•
•
•
•
•
•
•
•
8 – Professionalism and Ethical
Practices
•
Understands the importance of
the teacher serving as a model
for individuals with exceptional
learning needs, as well as the
personal cultural biases and
differences that may affect
one’s teaching.
•
Define collaboration and explain
the fundamentals/characteristics
of collaboration.
Identify and use effective verbal
communication techniques,
including statements and
questions.
Identify and use effective nonverbal communication
techniques.
Identify and use technology and
other media to communicate with
colleagues, parents,
administrators, students, and
other educational professionals.
Identify and discuss roadblocks
to collaboration, including
possible strategies to address
those roadblocks.
Define and discuss teams, coteaching, and consultation,
including the different
consultation models.
Identify and explain the steps
involved in interpersonal problem
solving.
Identify and discuss strategies to
address conflict and resistance.
All course objectives
SpEd 464 Syllabus Fall 2014 - 4
Activities
•
•
•
•
Mid-Term Final
Personal Critique
In-Class Activities
Assigned observations
and Activities
•
All course requirements
and activities
Course Requirements for SpEd 464: Fall of 2014
Requirement
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Points
Exams: There will be a mid-term and a comprehensive final exam. These exams will be open book
and open note exams. The mid-term exam is 100 points and the final is 150 points
Vocabulary: There is a sheet of 100 vocabulary words that are of importance to this course. At the
end of the semester I will ask that you turn in your completed vocabulary sheets for credit.
Collaborative Questionnaire: This is an introductory formative assessment survey that is worth 20
points.
Interpersonal Communication Observation Report: This activity will require you to observe and
report on a real life interaction and determine the important issues in the communication. Specific
requirements will be posted on Blackboard.
Responding and Feedback Sheets: This activity will require you to look at your skills at responding
to questions and providing feedback in a real time situation. Specific requirements will be posted on
Blackboard.
ICEL Interview Activity: This activity will require you to create a specific interview outline for a
particular student’s presenting problems. You will create an interview using ICEL and varied
questioning techniques to gain information. Specific requirements will be posted on Blackboard.
Questioning Protocol and Video: This activity will require students to consider a line of questions
from various perspectives and pose them in real time to another student. This will be videotaped and
self-evaluated. Specific requirements will be posted on Blackboard.
Problem Solving Scenario: This assignment will require the use of problem solving skills to
determine the issues around Happy Valley. Specific requirements and materials will be posted on
Blackboard.
Professional Learning Community Scenario: This assignment will require students to work within
a PLC format to investigate and solve concerns at Possum Trot Elementary at a systems level.
Specific requirements and materials will be posted on Blackboard.
Co-Teaching Scenarios: This activity will require students to analyze situations and consider best
co-teaching options and explain their rationale. Specific requirements will be posted on Blackboard.
Collaborative Agency Project: Students will work on teams to complete required information on
external agencies often involved with special needs students. Specific requirements will be posted on
Blackboard.
Final IEP Project: This project will require students to write a defensible IEP based on provided
Educational Evaluation Report results. Specific requirements will be posted on Blackboard.
Reading Checks (estimated as 50 points toward final grade)
Reading Checks will be given in conjunction with most reading assignments. These “checks” will be
comprised of brief quizzes over the readings. Each Reading Check will be worth 10 points. The
student will be able to drop his/her lowest score on the Reading Checks. No makeup Reading
Checks will be allowed for unexcused absences.
Making the Connections (estimated as 50 points toward final grade)
Making the Connections will be short written responses to questions intended to involve deeper
thinking and making explicit connections between concepts requiring the integration of skills. 5 for 10
points each are anticipated.
Additional Class/Individual work (TBD)
Additional assigned work will be requested as part of the learning and practice component of this
class. Points values will be assigned when work is assigned and these additional points will
ultimately be added to the overall number of points in determining final grades.
Participation and Professionalism (25 points)
Participation/professionalism points will be awarded at the sole discretion of the instructor, based
on the student’s demonstration of the department’s shared behavioral expectations. Examples of
what will be used in consideration of these 25 points include things like:
• Did you attend all classes on time unless excused? Did you notify me in a timely manner?
• Did you ask questions before, during, or after class when you were uncertain of something?
• Did you attempt to answer questions and participate in activities in class?
• Was your work in on time, done as requested, and have all attachments?
• Did I have to ask you for missing assignments and remind you to get caught up?
• Did you engage in class activities rather than using e-mail, Facebook, Pinterest, texting, or
working on something else?
• Did you redo your homework assignments (when applicable)
SpEd 464 Syllabus Fall 2014 - 5
Due
Exam 1: 100
Exam 2: 150
Vocabulary: 25
10/8
TBA
12/10
Collaborative
Qs: 20
Obs. Report:
25
9/3
Feedback
Sheets: 25
9/10
9/17
ICEL Interview:
25
9/24
Questioning
Protocol: 50
10/15
Happy Valley:
25
10/22
Possum Trot:
25
10/29
Co-Teaching
Scenarios: 50
Collaborative
Agencies: 25
11/12
IEP Project:
50
12/3
RC: 50
across
semester
MC: 50
across
semester
TBD
across
semester
P & P: 25
across
semester
11/19
Evaluation and Grading
Source
Exams (Exam 1 is 100 points; Exam 2 is 125)
Collaborative Questionnaire
Interpersonal Communication Observation Report
Responding and Feedback Sheets
ICEL Interview Activity
Questioning Protocol Video and Self-Assessment
Co-Teaching Scenarios
Problem Solving Case
PLC Case
Collaborative Agency Project
Final IEP Project
Reading Checks
Making the Connections
Participation and Professionalism Points
Total Points
Points
225
20
25
25
25
50
50
25
25
25
50
50
50
25
*670
*670 is the number of points projected for the semester. There may be changes in assignments and there
will be additional assignments that will change this number over the course of the semester.
Grading Scale: Percent of total points is your total points divided by the total number of possible points
Grade
Percent of Total Points
Grade
Percent of Total Points
A
96 to 100
C
76 – 79
A93 – 95
C73 – 75
B+
90 – 92
D+
70 – 72
B
87 – 89
D
67 – 69
B83 – 86
D63 – 66
C+
80 – 82
F
Below 63
SpEd 464 Syllabus Fall 2014 - 6
Tentative Calendar for SpEd 464
Fall Semester of 2014
Subject to Change as the Semester Progresses
Session
1
Date
Aug
27
Topic(s)
-Review Syllabus
-Introduction to the Importance of Collaboration
Readings*
-None
Assignment**
-None
2
Sep
3
-Foundations and Perspectives
-Interpersonal Communication
-Chapter 1
-Chapter 2
-Collaboration
Questionnaire
3
Sep
10
- Listening, Responding, and Feedback
-Chapter 3
-Blackboard
4
Sep
17
-Focused Conversations
-ORID Questioning
-Blackboard
-Interpersonal
Communication
Observation Report
-Responding and
Feedback Sheets
5
Sep
24
-Integrating Skills in Questions and Interviews
-Chapter 4
-Blackboard
-ICEL Interview Activity
6
Oct
1
-Questioning/Interviewing (con’t)
-Chapter 5
-Blackboard
TBA
7
Oct
8
-None
-None
8
Oct
15
-Problem Solving
-Implementation Integrity/Fidelity
-Blackboard
-Questioning
Protocol/Video
9
Oct
22
-Teams/PLCs/Data Teams
-Individual Education Plan (IEP)
-Chapter 6
-Blackboard
-Problem Solving Case
10
Oct
29
-Consultation, Coaching, and Mentoring
-Connection to the IEP
-Chapter 7
-Blackboard
-PLC Case
11
Nov
5
-Collaborative Instruction
-Co-Teaching
-IEP Development
-Chapter 8
-Blackboard
-TBA
12
Nov
12
-Chapter 9
-Blackboard
-Co-Teaching Scenarios
13
Nov
19
-Consultation Models
-Mediation and Due Process
-Difficult Interactions/Conflict
-IEP Development
-Collaborative Partnerships
-Paraeducators
-Introduction to 504
-IEP Development
-Chapter 10
-Blackboard
•
Para
responsibilities
-Procedures
Manual TBA
-None
-Collaborative Agency
Project
-Chapter 11
-Chapter 12
-Procedures
Manual TBA
-Chapter 13
-Blackboard
-Final IEP Project
Mid Semester Exam
Nov
26
Thanksgiving Break - No Classes
14
Dec
3
-Families
-Community and Interagency Partnerships
15
Dec
10
-Issues Related to Education Collaboration
16
-None
-Vocabulary Sheets
Dec
Finals Exam Week
-None
-None
1519
* Chapters refer to your text book by Friend. You will also need to look on Blackboard for additional readings. Both
are important.
** Note that assignments are due the class period they are listed. Reading Checks, Making the Connection, and/or
some assignment related to the readings and discussion should be anticipated for each class period.
SpEd 464 Syllabus Fall 2014 - 7