Case Study Organization Guide

Syllabus

Course Syllabus Course Cognition and Individual Differences: Middle and Descripti Secondary Levels on In this course you will have to opportunity to work with adolescents who are identified as being in need of special education services. You will be expected to address the specific learning and performance characteristics of the public school student(s) you are assigned using a variety of specialized instructional strategies.

Course Objective s Individual Student Program Development STUDENTS WILL:

1. review and analyze an IEP. 2. demonstrate knowledge of family systems to contribute to the development of individual programs. 3. utilize family, peer, school, and community resources in the design of individual student programs. 4. identify the influence of family composition, gender, and cultural and linguistic backgrounds of students in the design of an IEP. 5. demonstrate knowledge of the procedures governing the referral, evaluation, eligibility determination, program planning and supports for students with disabilities. 6. identify and explain key litigation and federal and state legislation affecting special education.

Child/Adolescent Development STUDENTS WILL:

1. demonstrate knowledge of human development as it applies to the planning to meet the individual students IEP goals within the least restrictive environment. 2. demonstrate knowledge of disabling conditions during different developmental stages and the impact of these conditions on teaching and learning.

Direct Services, Instruction, Curriculum

STUDENTS WILL:

1. make instructional decisions based on knowledge of: learner’s age and developmentally appropriate best practices, curricula, and experience with a wide variety of materials, models and interventions. 2. employ and incorporate learning objectives, content, methodology and assessment techniques appropriate to individual learning styles, developmental abilities, needs and interests.

Consultation and Training

STUDENTS WILL:

1. demonstrate strengths in the listening, written expression and oral language.

Foundations/Leadership

STUDENTS WILL:

1. demonstrate a philosophical orientation that values and supports inclusive education on a variety of dimensions. 2. demonstrate knowledge if major trends and contemporary issues which impact general and special education.

Course Policies and Appropriate Attire: Procedur This is a pre-professional course which means that you es are required to wear appropriate attire to this class. Please, nothing too short, too tight, too baggie. When you go to the public schools you are a representative of Saint Michael’s College; you are expected to present yourself in a clean and professional manner. Jeans, “cargo” pants, skateboarding pants, and tight fitting shirts, pants or skirts are not appropriate when in the public school setting. Facial jewelry (e.g., nose rings, eyebrow rings, tongue rings) may not be worn. All tattoos must be covered. Attendance: Attendance is mandatory. If you miss a school visit, please call me at 654 2279, as well as your teacher. You must be certain that your teaching plans and materials are sent with a friend to the teacher in your absence. More than one absence will result in loosing your placement.

Late assignments:

Each day an assignment is late, 5 points will be deducted.

Textbook Professional Literature is available through (s) eCollege. You will be expected to read and study all of the articles, images, powerpoints and videos that have been posted for you on eCollege. Please study them as a topic set. Resources Tab - These readings anchor the course. It is likely that you will read them several times throughout the course. As you have increased experiences with new theories and practices, they will take on deeper meaning for you.

Children and Youth Text Set - You will read several childrens' books and youth novels that have been written through the eyes of adolescents about each of the disability categories that we will study. All are available through the SMC library and at the bookstore. My suggestion is that you purchase the youth novels as they would be helpful for your future classroom library. However, the childrens' books are significantly more expensive, so I would encourage you to access them through the SMC library. Comprehensive Text Set.

Grading Policy 95 A + 90 A- + B 87 + + B 83 B- 80 C 77 + C 73 C- 70

Assignme Please refer to the tab on the left for the assignment nt Descripti descriptions. ons

Unit 7: Assignments – Case Study Case Study Organization Guide

Section A: Demographic Information (10 pts) Use the information from a-g as references, write a narrative description about the school.

Critical information minimally includes:

a. School Mission Statement: Present in a table format. List the elements of the statement in one column with a separate column indicating your observations and experiences related to each element of the mission statement.

For example: The mission statement for Lincoln High School is: to create a community of empowered learners in an atmosphere of mutual respect and trust. Every student will be inspired and challenged to learn, grow, and accomplish academic, social, and vocational goals. Mission Observed Examples Examples Suggestions Element or Not Related to My Student Empowere Students are on Not involved in Ask why my student d Learners - student council. any after school isn’t involved. activity. Inquire if students with her learning profile are or are not typically involved in after school activities. Atmosphe + Teachers & No one other There needs to be an re of - students greet than special increase in awareness Mutual each other in education staff of this problem. Respect the hallways. ever spoke to My student needs my student. support in meeting other students without disabilities.

b. Total school population

c. % students on free and reduced lunch – Based on information learned in previous courses (e.g., ED 231, ED 361) what is the relationship between SES and student performance?

d. % students who are English Language Learners - What is the relationship between ELL students, percentage of those students receiving free and reduced lunch and student performance? Examine the outcome data that can be found on the Department of Education website and in the Winooski outcome data reports. Please don’t forget to mention the attributes that these students and families bring to the community. Gather this information from the literature.

e. % students on IEPs and % on 504 plans (search the DOE website using the phrase: (Child Count Data)

f. # General Education Teachers, Special Education Teachers, Paraprofessionals

g. # of 1:1 paraprofessionals

SECTION B: Student Specific Information ( 25 pts) Blank Forms Student's First Name: Chronological Age Grade Level: LRE Placement: Disability Label: Reading Level: Math Level: ELL Status:

You must include the following chart Disability Observed +/- Described by Instructional Characteristics others or IEP Implications & (as per the Strategies legal definition) List the Did you see each Did you read about What are the characteristics as characteristic each characteristic instructional per regulation. manifested at any in the student’s IEP?implications? point during the Did you speak to List researched semester? teachers about any based instructional of the strategies. characteristics?

Sample 1 Sample 2 (Note: If the link legal definition is not active, then go to the website of the Vermont Department of Education and search for the disability category(ies) that you need. This document is the Vermont State Board of Education Manual and Practices. Go to section 2360, around page 38-43.

SECTION C: Instructional Information Sample 1 (20 pts) List 2 instructional objectives (IEP). Be specific by using objective language. Examples: 1. Given a graphic organizer, Mary will write a 5 sentence paragraph in both history and English classes. 2. Given rehearsal through the use of social stories, Mary will engage in reciprocal interactions with her peers with 5 exchanges. Data Source(s): IEP or Teacher Direction Strengths Related to #1 Evidence or Data Mary can write down her Work sample dated September 12. thoughts in single sentences of 5- 8 words Using a graphic organizer and verbal supports, Mary can write her thoughts down Point of Instruction Related to #1 Baseline Evidence or Data but she cannot write/construct a Work sample dated September 22. paragraph with appropriate flow. Strengths Related to #2 Evidence or Data Mary can tell her thoughts and ABCs dated September 12. ideas to others with energy and enthusiasm. Mary seems to enjoy when people ask her questions about what she shares verbally. When prompted, she will ask peers only after she has shared about herself first. Most interactions are with adults. Point of Instruction Related to #2 Baseline Evidence or Data but she rarely asks others, ABCs dated September 22. especially her peers, about their Circles of Intimacy dated thoughts, experiences or ideas. September 22. Frequency Count dated September 29. Baseline Data: Be certain to get student work samples that align directly with the instructional goals. Track the correlation between your teaching approaches and strategies and student progress. Minimally, copy student work once every 2 weeks. Use the student work as one source of your decision making. Data Sources can include: ABCs, work samples, schedule analysis, frequency counts, discrepancy analysis etc.

Teaching Plan Based on #1 and 2, what is the intervention plan (e.g., lesson or activity plans)? Attached is a lesson plan format that may be helpful to most of you. NOTE: If the student is an ELL student and qualifies to receive special education services, please make the pedagogical decisions explicit.

Assessment Plan Compare baseline and assessment data. This involves a comparison of student work on a weekly basis with your instructional decisions. WRITE THESE DECISIONS DOWN EACH TIME.

SECTION D: Recommendations (10 pts) Sample 1, Sample 2, Sample 3 Write a student summary for your cooperating teachers.

Use student data to identify the instructional strategies that were and were not effective? List and describe each strategy.

SECTION E: Conclusion: So what? (10 pts) Take the time to reflect on the big question: What difference has this teaching/learning experience made in your life? Write a 2 page reflection.

SECTION F: Licensure Portfolio Narrative (15 pts) Refer to the State of Vermont licensure portfolio rubric to write a professional reflection for your licensure portfolio.