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C o llege of Education, Educational Specialties Department ESE 426: Foundations/Methods in Secondary Special Education Spring 2012

General Information Credit hours: 3 credit hours Instructor’s name: Chris Lanterman Office address: 202M, College of Education, Building #27 Office hours: T/Th: 9:00 – 11:00, and by appointment; Office phone number: (928) 523-3575 Instructor’s e-mail: [email protected] Instructor’s Website: http://jan.ucc.nau.edu/csl9 Course Evaluations: http://www.nau.edu/course_evals

Course Prerequisites: ESE 380 or ESE 548 or equivalent.

Your Instructional Needs If you anticipate not being able to participate or effectively demonstrate learning in this class due to the instructional format or design of the class, I encourage you to meet with me to discuss options or adjustments. Course Description:

“Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn.” --Loris Malaguzzi1

This course instructs candidates on the applications of methods and strategies at the secondary level for students with high- and low-incidence disabilities. Many states, including Arizona, certify special education teachers from Kindergarten through 12th grade. A major focus of secondary special education involves planning for the effective transition from school to post-school outcomes for adolescents with disabilities. This course devotes significant focus to this aspect of secondary special education. Additionally, much of the methodology provided in programs of study in special education has focused on elementary students with special needs. Furthermore, insufficient or inappropriate materials have historically plagued special education at the secondary level, in addition to a curriculum that is poorly suited to the individual strengths and needs of adolescents with disabilities and teachers who are ill prepared to cope with the specific needs of these adolescents. This course will also explore instructional approaches that are responsive to the specific needs of adolescents with disabilities.

This course is an introduction to the education of adolescents with special needs in the secondary setting (middle and high school). Its primary intent is to inform future teachers (of secondary level individuals with disabilities) of methods, programs and best practices designed and proven to promote successful transition into the adult world. An emphasis will be placed on giving teachers and future teachers practical tools to facilitate success in the secondary classroom with adolescents who have special needs.

1 Malaguzzi, L. (1993). History, ideas and basic philosophy. In C. Edwards, L.

Gandini & G. Forman (Eds.), The hundred languages of children: The Reggio

Emilia approach to early childhood education. Norwood, NJ: Ablex.

ESE 426 2 Student Learning Expectations/ Outcomes for this Course This course covers content related to the following Arizona State Teaching Standards and Council for Exceptional Children Professional Standards:

Arizona Professional Teacher Standards: Standard 5: Collaborates with Colleagues, Parents, the Community, and other Agencies to Design, Implement, and Support Learning Standard 8: Demonstrates Current Professional Knowledge

Council for Exceptional Children (CEC) Standards for Beginning Teachers: (For more information, http://ncate.org/ProgramStandards/CEC/CECStandards.doc) Standard 3: Individual Learning Differences Standard 4: Instructional Strategies Standard 5: Learning Environments and Social Interactions Standard 7: Instructional Planning Standard 10: Collaboration

Student Learning Outcomes By the end of the term, you will… 1. Describe effects of academic, social, attitudinal, and motivational characteristics of learners with disabilities on instruction and career development. 2. Describe the impact of intra- and inter-cultural values, beliefs, and traditions among individuals with disabilities, their families, and schools. 3. Identify and apply factors inherent in culturally- responsive communication that facilitate collaboration among individuals with disabilities, their families, schools, and community members. 4. Identify the differential learning needs of students with various disabilities and strategies for addressing

ESE 426 3 these learning needs. 5. Identify and recommend effective transition strategies in the context of a lesson plan. 6. Identify and demonstrate attitudes and behaviors that reflect professionalism and advocacy for students with disabilities and that positively impact student behavior. 7. Identify the social skills students need in order to successfully negotiate academic, work, and other environments. 8. Identify cognitive strategies (e.g. self-assessment, problem solving, etc.) designed to help students be independent and effective learners. 9. Define diversity, describe its relevance to schools and teaching, and recognize the value of diversity in these contexts. 10. Adopt and defend a position on educating students with disabilities in the secondary general education classroom. 11. Describe and demonstrate strategies that facilitate generalization and maintenance of skills in differing learning environments. 12. Model and coach peers in the use of effective techniques and strategies for instruction and

ESE 426 4 accommodation of learners with disabilities.

Course Structure: A key element of this course is its instructional design, founded in the principles of Universal design for learning and learning-centered education. In addition to the presentation of information by the instructor, class members will engage in daily discussion and activities, including small group work. Course readings will be assigned to guide and supplement class discussion and activities. Readings should be completed, with understanding, prior to the date that they appear in the syllabus. It is your responsibility to keep track of your grade in this class. However, I encourage you to meet with me to discuss any assignments, grades, or other questions you have about this class.

Readings and Materials: Required Textbook:

There is no required text for this course.

Other Requirements:  There will be a variety of required outside readings and materials, which will be available via the course shell in Blackboard Learn (BBL), available at https://bblearn.nau.edu. Most of these readings are in PDF format. Some readings are also available directly from the Internet, and URL’s are provided in the syllabus.

TaskStream “Everyone enrolled in this course will need to have a TaskStream electronic portfolio subscription, and be enrolled in the appropriate TaskStream "Program" which contains your program portfolio. More information about purchasing a TaskStream subscription and enrolling into a Task Stream Program is available in the “Student Resources” section of the portfolio project website: http://portfolio.coe.nau.edu.” The self-enrollment code for this class is: 5YM8B4.

Attendance

ESE 426 5 Attendance in this class is highly critical due to the interactive nature of class discussions, group meetings, and collaborative learning experiences. As such, there is an expectation that you will attend each class meeting.

Academic Contact Hour Policy The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.”

The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.

For a three credit course, this suggests six hours of work outside of class per week.

ESE 426 6 Course Outline: The following is a tentative schedule for the session. If changes are made to the schedule, those changes will be communicated in class. All reading assignments are to be completed prior to the week identified below. Readings are available within Blackboard Learn, or as online readings (please copy and paste the hyperlinks below into a web browser to access these readings). You may be asked to print the articles and bring them to class. Date Week Modules, Topics and Assignments 1/17 1 Course Introduction

Introduction to Secondary Special Education

Setting The Stage Alphabet Soup

1/19 Foundational Issues in Secondary Special Education Readings: Arizona Department of Education (2010). Special education teacher of record attestation form (grades 9-12). Author

Villa, R. A., Thousand, J. S., Nevin, A., & Liston, A. (2005, Summer). Successful inclusive practices in middle and secondary schools. American Secondary Education, 33(3), 33-50.

Wasburn-Moses, L. (2006). Obstacles to program effectiveness in secondary special education. Failure, 50(3), 21-30.

1/24 2 Adolescent Development: Who Are They, Anyway?

Reading: Knowles, T. & Brown, D. F. (2000). Understanding the young adolescent (Ch. 2). In L. Bridges (Ed.), What every middle school teacher should know. Portsmouth, NH: Heinemann.

Wehmeyer, M. L. (2003). The impact of disability on adolescent identity. In M. Sadowski (Ed., Adolescents at school : perspectives on youth, identity, and education. Cambridge, MA: Harvard Education Press.

ESE 426 7 1/26 Adolescent Development: Who Are They, Anyway? (continued) Assignment: 1. Please print the Instructional Design Plan Instructions and Grading Criteria and bring them to next class.

2. Be prepared to identify a focus topic for your Instructional Design Plan (see IDP Instructions). 3. Print the Lesson Design Considerations the “Instructional Design Plan” folder in BB Learn) and bring to next class. 4. Have 3 specific performance objectives identified for your IDP by next class. Be sure to read the criteria for the standards you choose in the IDP Instructions.

1/31 3 Adolescents with Disabilities: the Fence or the Ambulance?

Reading: Misra, A. & Paige, S. M. (2007). Challenges of adolescence (Ch. 3). In P. J. Schloss, M. A. Schloss, & C. N. Schloss (eds.). Instructional Methods for Secondary Students with Learning and Behavior Problems (4 Merrill.

2/2 Adolescents with Disabilities: the Fence or the Ambulance? (continued)

Assignment: 1. for next class, visit DifferentiationDaily.com (URL in Blackboard, as well). 2. Browse the strategies and tools identified within the content area you intend to focus on for your IDP. 3. Choose two strategies that you find interesting, valuable, and engaging. 4. Develop a short presentation (3-5 minutes), during which you will share both strategies, what you like about them, and how you believe they might engage your students in your instructional design plan or future classroom.

2/7 4 Differentiation Daily Presentations

ESE 426 8 2/9 Learning Outcomes, Functional Skills, and Measurable Performance Writing an effective learning outcome

2/14 5 From IEP to Instruction: Meeting Individual Needs in Group Settings

Readings: Wiggins, G. & McTighe, J. (2004). Understanding by design (Expanded second edition, Gaining clarity on our goals (Ch. 3, pp. 56-81). Alexandria, VA: Association for Supervision and Curriculum Development.

2/16 Conducting a Peer Review Strategies to Facilitate Peer Instruction

Assignment: 1. Complete Module 2 from the CAST website by next class meeting:

CAST Online Modules

Universal Design for Learning

http://udlonline.cast.org/home 2. Read the UDL Guidelines 2.0 for next class, and be prepared to brainstorm ideas of how you will implement 3 “checkpoints” in your IDP. The Guidelines are found in BB Learn in the Readings folder, along with the URL for the Online Modules.

ESE 426 9 2/21 6 Inclusive Practice: Models in Service Delivery and Curriculum Design

Universal Design for Learning and Instruction

Reading: Orkwis, R. & Mclane, K. (1998). A curriculum every student can use: Design principles for student access (ERIC/OSEP topical Brief). Washington, DC: Office of Special Education programs. National Center on Universal Design for Learning (2011). Universal design for learning online modules. Author. National Center on Universal Design for Learning (2011). Universal design guidelines 2.0. Author.

2/23 Review of Universal Design Secondary Case Studies 2/28 7 Assessment of Learning: How Do You Know What They Know?

The Scope of Assessment Assessment Do’s and Don’ts

3/1 Learning Outcomes and Measurable Performance review

3/6 8 The anticipatory Set & Procedures

Creating an Engaging, Inclusively-Designed, and Relevant Anticipatory Set

Assessment Plan Peer Review

Assignment: 1. Print a copy of the IDP grading rubric to bring to next class. 2. Print a copy of the IDP I will identify in class, and bring a copy to next class. 3/8 In The Eyes of the Evaluator Grading an Instructional Design Plan 3/13 9 SPRING BREAK 3/20 10 Transition Scavenger Hunt Presentations

ESE 426 10 3/22 Transition Planning and Services: the Person-Centered Approach

Readings: Timmons, J. & Whitney-Thomas. J. (1998). member: Facilitating the focus person's participation in person centered planning. Research to Practice, 4 Retrieved on March 12, 2010, from http://www.communityinclusion.org/article.php? article_id=30&type=topic&id=7

Hawbaker, B.W. (2007). Student-led IEP meetings: Planning and implementation strategies. Children Plus, 3(5) Article 4.

***Additional Reference/Resource (Optional, but helpful)*** Checklist for Teachers (and others) Preparing for the IEP Meeting (pdf) http://www.rec4.com/pdf/Preparation%20Checklist2.pdf

Transition Scavenger Hunt Presentations continued Transition Scavenger Hunt Presentations 3/27 11 Transition Planning and Services: What Else Should be Considered?

Readings: White, P. H., Schuyler, V., Edelman, A., Hayes, A., & Batshaw, M. L. (). Future Expectations: Transition from Adolescence to Adulthood. In M. Batshaw, L. Pellegrino, & N. Roizen (Editors) Children with Disabilities (pp. 613-622). Baltimore, MD: Paul Brookes Publishing.

ESE 426 11 3/29 Transition Planning and Services: The Diversity Connection

Reading: Warger, C. (2001). Cultural Reciprocity Aids Collaboration with Families. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education, ED 457633, Retrieved on May 29, 2008, from http://www.ericdigests.org/2002- 2/aids.htm

Greene, G. and Kochhar-Bryant, C. A. (2003). What are the best practices in transition for CLD youth and their families? (pp. 395-399). In Transition for Youth with Disabilities River, NJ: Merrill.

Assignment: Please review the Annotated Transition Plan documents from the Blackboard Learn shell for next class. For next meeting, you must: 1. Print, read, and bring to class each of the eight role sheets for the characters in the ATP (Amalia, Rosa, Carlos, Sandy, Kelly, Chris, Vera, and Nell). 2. Identify three of these characters which you might be interested in playing with the ATP process. 3. Read, print, and bring to class the ATP instructions and grading rubric.

4/3 12 Developing Your Facilitation Skills

Readings: Seven Habits of Highly Effective IEP Teams http://www.tsbvi.edu/seehear/winter05/seven.htm Avoiding Stormy IEP Meetings http://www.nfb.org/Images/nfb/Publications/fr/fr25/fr07spr15.htm

4/5 There’s A Reason I’m A Teacher Conference 4/10 13 Lost At Sea Activity

Getting Started with the Annotated Transition Plan Review of the assignment expectations and process Role assignments

ESE 426 12 4/12 Getting Started with the Annotated Transition Plan

Review of the assignment expectations and process (continued) Individual role consultations and planning

4/17 14 ATP Meeting 1 4/19 ATP Meeting 2 4/24 15 ATP Meeting 3

4/26 ATP Meeting 4 5/1 16 ATP Meeting 5 5/3 ATP Meeting 6 5/7 17 ATP due by midnight on Monday, 5/7

Timeline for Assessments: Assignment Class Meeti Points ng Professionalism & Dispositions 100 Student Information Survey 1/20 25 Prior Knowledge Assessment 1/23 25 Quizzes 1/18 50 1/30 2/13 3/26 4/9

3/26 Transition Planning Scavenger Hunt 2/27 50 Instructional Design Plan 3/19 150 Learning Acquisition Assessment 4/23 25 Annotated Transition Plan 5/7 225 TOTAL 650

Assessment of Student Learning Outcomes

Methods of Assessment:

ESE 426 13 Each assignment has been aligned to one or more of the standards and course goals listed above. For all assignments, a rubric will be provided that outlines the criteria upon which each assignment will be evaluated.

General Class Assignment Information: As the syllabus suggests, each of the assignments in this course are connected with essential standards for Arizona teacher preparation, as well as council for Exceptional Children (CEC) standards for initial licensure for beginning teachers.

Due to these critical connections, it is imperative that all students in this class meet these expectations in order to move forward in their program of study. As a result, it is the expectation that each student will complete all assignments with a passing grade of 70 percent, or better, in order to pass this class.

Students are expected to have completed reading assignments prior to class meetings. Materials covered during class may not duplicate reading content. In many instances, class activities are designed to expand upon concepts presented in readings.

All assignments must be submitted by midnight on, or before, the designated date due. Late assignments will receive a ten percent penalty, and assignments will not be accepted more than two weeks beyond the original due date. All assignments must be submitted via e-mail attachment, in Microsoft Word or Rich Text Format (RTF, unless otherwise noted). Please be sure to convert your file to a .doc, .docx, or .rtf format prior to sending it to me or attaching it in Blackboard or TaskStrream. All assignments and in-class activities should reflect an understanding and use of person-first language throughout; avoidance of “handicapisms” should be clearly evident. If you are unfamiliar with these concepts, please be sure to discuss them with me in class or in my office.

Assignments submitted as a requirement for another course should not be submitted for this class. All assignments should reflect independent and original effort and content. Although students are encouraged to use all resources possible to complete their assignments, plagiarism will not be tolerated (see Academic Dishonesty in Course Policies). Any evidence

ESE 426 14 of plagiarism will result in a grade of ‘0’ on the assignment in question. For more information on plagiarism, go to: What Is Plagiarism? http://www.mantex.co.uk/2009/08/24/writing-essays-plagiarism/

Course Assignments: Professionalism and Dispositions (100 points) As noted earlier in this syllabus, the College of Education has established a conceptual framework for it s programs, and how effectively they prepare you for the challenges of your professional teaching practice. Among the criteria established for assuring your preparation are the development of professional dispositions. These dispositions are:  Candidates demonstrate their role as self-confident professionals in a democratic enterprise.  Candidates demonstrate a disposition of openness to cultures other than their own, to new ideas, and to the role of ongoing professional inquiry and self reflection.  Candidates demonstrate professional ethics and professional judgment.  Candidates demonstrate empathic perspectives in their relations with those they serve.

The Departments of Educational Specialties and Teaching and learning in the College of Education have further elaborated standards of professionalism within these broad areas of disposition (see Dispositions Statement in Bllackboard). This statement will be an agreement that you will make at the beginning of the term.

Part of this class will be assessing your reflection of these standards. I am going to ask you to articulate a measure for these standards that the entire class will agree to. Once these measures are established, they will serve as the accountability and evaluation of your professionalism and dispositions for the course.

Student Information Inventory (25 points) Chickering and Gamson (1987) identified seven key principles of good practice in undergraduate education. These principles are: 1) encourage student-faculty contact, 2) encourage cooperation among students, 3) encourage active learning, 4) give prompt feedback, 5) emphasize time on task, 6) communicate high expectations, and 7) respect diverse talents and ways of learning (Chickering & Gamson, 1987). Notably, the first principle is to encourage student-faculty contact or interaction. As it takes time to

ESE 426 15 develop rapport between faculty and students, I believe in sharing information to get a sense of who each of you are. I will ask you to complete an online survey to share some of this information with me. The survey, or inventory, will ask you a bit about your interests, your experiences, your goals, etc. The survey may take 15-30 minutes to complete, and the more clearly you complete it, the better.

Quizzes (50 points) There will be five quizzes in this class, each worth 10 points. The quizzes will be delivered in the Blackboard Learn shell. They may be a combination of multiple choice, true/false, and short answer. Please note that Quiz 1 is related to the syllabus and course expectations. You must earn a score of 100% before you will have access to the folders in Blackboard for key assignments.

Prior Knowledge Assessment (25 points) This brief assessment is designed to establish a baseline of your knowledge and skills as you begin this course. Information from this assessment may be used to guide course information and instruction, as well as activities and future assessments. Your completion of this assessment by the assigned due date will earn you full credit. Please use this as representative of your current knowledge, so do not look up answers.

Transition Planning Scavenger Hunt (50 points) One of the most often identified differences between creating individual education plans (IEP’s) for students in elementary school and those in secondary school is the transition plan. Transition plans are required to begin at age 16, though we will discuss a rationale for beginning them earlier. Transition SERVICES ARE… “…a coordinated set of activities for a child with a disability that:  Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;

 Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and

ESE 426 16  Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation” [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

You will research a question related specifically to transition planning, prepare an answer to the question, and present your answer in class. Some questions will be designated for individuals to complete, some for pairs of candidates to complete, and some for groups of three. The question that you will answer will be acquired randomly. As you respond to the question or problem, be sure that you include the following: 1. A thorough response that includes detailed specifics and contingencies; 2. A thorough explanation for why you believe your response is accurate; and 3. Two or more specific and credible references, in APA format, to support each response. There are two parts to the assignment. First, you must answer the question in document form, which you will submit through Blackboard Learn. Second, you will prepare a presentation to the class on your question and findings. This presentation may be in the form of your choosing (e.g. PowerPoint, skit, brochure, handout, etc.). It must present the response thoroughly and clearly. Please see the questions and instructions found in Blackboard for more details. Instructional Design Plan (150 points) You walk into the middle school classroom for the first time, and encounter 25 students from diverse backgrounds. Some are English Language Learners (ELL), some are students with disabilities, some are bigger than you are, and some still sport Hello Kitty backpacks. You are supposed to find a common thread, a means by which you can reach each of these students...to help them learn, develop, and become confident and successful young adults. In order to accomplish this potentially daunting task, you will need to have a solid understanding of what teaching and learning mean, of how adolescents think, act, and react, and what it takes to transition them effectively from your classroom into the next stage of their educational path. Putting these pieces together can be a marker of a highly qualified secondary teacher, notwithstanding the degree and AEPA scores!

In this assignment, you will use your creativity, your research skills, and your understanding of transition, adolescence, and curriculum design and planning to create an engaging, exciting, and universally-designed lesson appropriate for middle or high school content areas. The lesson plan must include learning objectives that relate directly to state standards, an anticipatory set (motivator), appropriate materials, procedures, and an

ESE 426 17 assessment strategy. In addition, as suggested above, there must be clear evidence of consideration for how the lesson will support effective transition strategies, recognition of the issues faced by adolescents with disabilities, and universal design. Each of these components will be outlined more specifically in the instructions and rubric.

ASSESSMENT ARTIFACT: Annotated Transition Plan Related CEC Standard: #3: Individual Learning Differences, #10: Collaboration (225 Points) Within the law, one of the distinctions between an individualized education plan for elementary students and secondary students has traditionally been the transition planning process. Although there are transitions that occur between grades and between schools (e.g. elementary school to middle school), transition planning, as defined in the Individuals with Disabilities Education Improvement Act (IDEIA), refers to the transition from school to post-school outcomes. Effective transition planning has been identified as one of the critical components to successful post-school outcomes for students with disabilities, and requires the team to look at more than just career planning.

As an IEP is a team decision, you will work within a group to accomplish the process of completing this assignment. Each member of your group will act as a different stakeholder in the development of the plan. For example, you will have at least one general education teacher, a special education teacher, a district representative, the parent, the student, and one or more related service providers within your group.

You will develop and annotate a transition plan, along with other selected components of an individualized education plan, for a hypothetical student. It is expected that the plan you develop will reflect best practices for transition planning, as identified in class readings, lecture, and discussions. You will further annotate your plan with information on how and why you made the given recommendations, including the discussions and negotiations that needed to occur among the team members in order to reach consensus. This is a group assignment, and there will be individual and group components to the grade (see the associated grading rubric for more detail). In addition, “group process” time will be provided in class to facilitate and monitor your collaborative efforts.

ESE 426 18 *This assignment MUST be submitted in TaskStream to receive a grade.*

Learning Acquisition Assessment (25 points) This is the post-test for the course, and is based on the questions from the Prior Knowledge Assessment at the beginning of the course. It is designed to assess your growth from the beginning of the semester to the end. You will receive a score based on the number of questions you answer correctly.

Grading System:

Overall Grading: You will receive a grade based on accumulated points accrued on assignments as a percentage of the total points possible for the class. The grading scale is as follows:

90 – 100% = A 70 – 89% = B Below 69% = F

Course Policies:

Attendance You will be expected to follow the NAU policy governing class attendance. It is strongly recommended that you attend each class, as information will be presented which will be necessary to complete discussions, quizzes, class projects. Should you need to miss a class, it is your responsibility to obtain class notes and handouts from other students. Should you need additional clarification, please contact me.

Attendance is expected each meeting day during the term. The instructor and the University are cognizant that circumstances arise that require class members to be absent on occasion.

Academic Dishonesty

ESE 426 19 All work submitted must be original work. If a student is guilty of academic dishonesty, NAU policy (in the Student Handbook) will be applied, resulting in automatic failure of this course.

Electronics and E-Mail I will be using a class listserv to communicate with the class as a group regarding assignments, updates, events, or other pertinent information.

It is expected that you will check your university email account regularly. This will facilitate communication between you and me. Occasionally, urgent issues arise with regard to assignments, and email is the most efficient way of contacting you.

It is also expected that cell phones, MP3 players, or other electronic devices be turned off during class meetings, as they are disruptive to the academic and learning environment. You may check for messages during assigned breaks. Excessive or inappropriate use of these devices may result in the application of administrative action (see classroom Management Statement below). Similarly, computers and IPads are useful tools in the classroom, when used appropriately.

Fire Alarms If a fire alarm sounds, it is expected that all students and staff leave the building through the nearest exit. If the class is in the middle of an exam or quiz, the exam/quiz should be left face-down on the desk when leaving the classroom.

Classroom Decorum It is expected that all class members maintain a respectful and clean classroom. Although food and beverages are allowed in the classroom, it is expected that you will discard any containers, packages, cans, or bottles before leaving. Similarly, it is expected that you remove crumbs or other debris, to the best of your ability, from the area before leaving. It is a courtesy to your peers and me to push in your chairs before leaving…thank you.

Classroom Management Statement

ESE 426 20 Membership in the academic community places a special obligation on all members to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive.

It is the responsibility of each student to behave in a manner which does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with university regulations and the course syllabus.

At a minimum, students will be warned if their behavior is evaluated by the faculty member as disruptive. Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from the instructional environment. Significant and/or continued violations may result in an administrative withdrawal from the class. Additional responses by the faculty member to disruptive behavior may include a range of actions from discussing the disruptive behavior with the student to referral to the appropriate academic unit and/or the Office of Student Life for administrative review, with a view to implement corrective action up to and including suspension or expulsion.

University Policies:

For further information please visit: http://jan.ucc.nau.edu/academicadmin/policy1.html

Safe Environment Policy NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.

ESE 426 21 You may obtain a copy of this policy from the college dean’s office. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523- 5181), the academic ombudsperson (928-523-9368), or NAU’s Office of Affirmative Action (928-523-3312).

Students with Disabilities If you have a documented disability, you can arrange for accommodations by contacting the office of Disability Resources (DR) at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DSS with disability related documentation and are encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must register with DR each semester you are enrolled at NAU and wish to use accommodations.

Faculty are not authorized to provide a student with disability related accommodations without prior approval from DR. Students who have registered with DR are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed.

Concerns or questions regarding disability related accommodations can be brought to the attention of DR or the Office of Affirmative

Action and Equal Opportunity.

Instructional Review Board Any study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper— must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.

The IRB meets once each month. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or

ESE 426 22 appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures.

A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office. If you have questions, contact Carey Conover, Office of Grant and Contract Services, at 928-523-4889.

Academic Integrity The university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner.

Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix F of NAU’s Student Handbook.

ESE 426 23