Practicum in Secondary Special Education

1 Course Syllabus Practicum in Secondary Special Education I&L 2860 1 credit

Instructor: Sheila J. Conway, Ph.D. Phone: 412-648-7212 Email: [email protected] Office Hours: Tuesdays 3-4 and by appointment

Course Description:

This is a one-credit seminar designed to support MOSAIC students during their Fall Practicum experiences. MOSAIC students will be teaching in two classroom settings. For Special Education, students will split the weeks between a Special Education mentor teacher and Content Area (Math, Social Studies, Foreign Language, Science or English Education) mentor teacher. In this course, MOSAIC students will learn the principles of Universal Design of Learning (UDL) to guide the design of instruction that is effective and inclusive for all students. UDL guidelines for practical implementation and lesson integration will be addressed. The course will also address using technology and available resources as tools to customize education to meet individual student needs.

MOSAIC Evidence-Based Practices:

One goal of the MOSAIC program is to increase your knowledge of various evidence-based practices (EBPs) to ensure that you are well prepared to be an effective teacher upon graduation. The EBPs listed below will be covered in this class. To learn more about each practice and to learn about additional resources for each, please see the MOSAIC Evidence-Based Practice manual (# corresponds with the manual).

EBPs covered in this course:

 Universal Design for Learning (#1)  Content Enhancement Routine (#39)  Parent Participation/Involvement (#6)  Scaffolding/Differentiated Instruction (#33)

Required Texts:

Hall,T.E., Meyer, A. & Rose, D.H. (2012). Universal Design for Learning in the Classroom: Practical Applications. New York, NY: Guilford Press.

Revised August 2, 2015 2

Course Requirements:

Participation and Attendance This is a one-credit class. It will be run in seminar format with group discussions and sharing. It is expected that you will come to class prepared. Prior to class complete the assigned reading. In class professional dialogue and positive communication will be expected. The instructor will track attendance and quality of participation.

IEP Matrix Complete IEP Matrix following a review of IEPs for students in Special Education placement.

Instructional Technology Presentation Prepare a 10-minute presentation for your classmates and instructor to demonstrate an effective model of Instructional Technology. The topic must be pre-approved.

PECT Practice Test Complete the PECT Special Education Grade 7-12 practice tests for review in class.

Grading Criteria:

● A paper copy of all assignments must be submitted at the start of class on the due date. Late assignments will be accepted up to 48 hours after the original due date at a 20% grade reduction. No assignments will be accepted after this time. Special circumstances will be considered if discussed with me PRIOR to beginning of the class in which the assignment is due. ● For all assignments, work must be typed, 12-point font, 1.5 spaced, 1” margins. Double-sided is okay, not required. Your name(s), course number and name, and assignment name should be included on a separate sheet that is stapled facing backward to the back of the assignment. Do not include identifying information in any other place in the assignment. An example will be shown in class. ● Also, do not turn in information that identifies any individual students. Choose a pseudonym on all assignments. ● I work hard to ensure that my grading system is fair and accurate. If you would like to challenge any grade you receive, please submit your request in writing to me no later than 2 weeks from receiving the graded item. This request should include the graded item, an explanation of why you feel the grade received is inaccurate or unfair, and an explanation of the grade you feel you should have received. I will consider these requests and make changes in situations where I either made a mathematical error or where I feel I unfairly penalized one or more students. In some situations, I may ask for you to resubmit a graded item if I believe many students may have been impacted – so, please KEEP all graded items until the end of the semester. ● Final course grades will be on a Grad SNC scale. Either a S for satisfactory completion of all assignments and performance in Special Education school placement or NC for No Credit if assignments are missing or performance in class or in the school placement is deemed unsatisfactory.

Revised August 2, 2015 3

Course Schedule: Subject to change – you are responsible to keep up to date information from class

Class MOSAIC Date(s) Topic Reading/Assignments Session(s) EBP

1 8/31 Orientation to Student Teaching – Meet Supervisors

Collaboration for Professional MOSAIC Student 2 9/9 Growth Teaching Handbook Feldman, K., and Denti, L. (2004) HAI:Practical Strategies to Increase 3 9/16 High Access Instruction Active Learning in Diverse Classrooms. Focus on Exceptional Children, 36(7). 4 9/23 Overview of UDL #1 UDL text Chapters 1-2

Multiple Means of UDL text Chapters 3-8 Representation, Engagement, (check content area) 5 9/30 #1,33 Action & Expression CAST website UDL in your Teaching www.udlcenter.org

6 10/7 IEP review #6 Complete IEP Matrix Boudah, D.J., Lenz, B.K., Bulgren, J.A., Schumaker, J.B., & Deshler, D.D. (2000). Content Enhancement Don't water down? 7 10/14 #39 Routines Content learning through the unit organizer routine. Teaching Exceptional Children, 32(3), 48-56. Upload Early Field 8 10/21 Study Skills #33 competencies for Stage I & II in Task Stream Communication Skills for 10/28 Dr. Erika Gold 9 Building Positive Family #6 Kestenberg Relationships Either individual or Instructional Technology 10 11/4 #1 partner presentation max. Presentations Roundtables 10 minutes

Revised August 2, 2015 4 Either individual or Instructional Technology 11 11/11 #1 partner presentation max. Presentations Roundtables 10 minutes Individual Meeting with Sign up for a 1:1 meeting 12 11/18 Instructor with Sheila 11/25 13 NO Thanksgiving CLASS Register for the PECT 14 12/2 PECT Practice exam after 12/9 Special Ed 7-12 Modules 1&2 Upload to Task Stream  Stage III Early Field Competencies and  Final Evaluation 15 12/9 PECT Review from Low Incidence Placement Complete remaining questions on practice test before class

Departmental Grievance Policy:

● DIL Student Grievance Procedures ○ The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. The rights and responsibilities of faculty and students are described in the University’s Academic Integrity Guidelines at: http :// www . bc . pitt . edu / policies / policy /02/02-03-02. html ○ When a student in DIL believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines (p. 16) by (1) first trying to resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the chair/associate chair of the department; (2) if needed, next talking to the associate dean of the school; and (4) if needed, filing a written statement of charges with the school-level academic integrity officer. ○ The more specific procedure for student grievances within DIL is as follows: 1. The student should talk to the faculty member to attempt to resolve the matter. 2. If the matter cannot be resolved at that level, the student should talk to the relevant program coordinator (if the issue concerns a class) or his or her advisor. 3. If the matter remains unresolved, the student should talk to the associate chair of DIL (currently Dr. Patricia Crawford). 4. If needed, the student should next talk to the SOE associate dean of students (currently Dr. Gunzenhauser). If the matter still remains unresolved, the student should file a written statement of charges with the dean’s designated Academic Integrity Administrative Officer (currently Dr. Gunzenhauset).

Revised August 2, 2015 5 Disability Services. If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 William Pitt Union on the Oakland campus.

Professional Expectations:

As a future teacher, you are expected to demonstrate professional behavior in all interactions with faculty, supervisors, cooperating teachers, peers, students and parents. The faculty encourages you to approach your graduate program as a time to learn and practice using these professional behaviors. In this course, the expected professional behaviors are outlined below. Points may be deducted from your final grade due to unprofessional behavior.  Academic Integrity - Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity. Any student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. This may include, but is not limited to, the confiscation of the examination of any individual suspected of violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including dictionaries and programmable calculators.

● Confidentiality ○ You are responsible to maintain the confidentiality of all the students you work with in field placements related to your coursework at the University of Pittsburgh. When writing or doing assignments for courses or speaking about your field experience and the students you work with use pseudonyms (not initials) for students’, teachers’ and schools’ names. In public, it is your responsibility to keep written assignments and any other materials bearing the names of students, teachers or staff secure from the view of others.

● Attendance ○ You are expected you to attend all sessions and attendance will be taken at the start of each session. If you are unable to attend class due to illness or other significant personal circumstances, email your instructor prior to the start of class. You are responsible for all content covered in missed sessions. Please contact a classmate for notes and announcements. ○ Excessive absences will result in a grade reduction.

● Participation ○ You are expected to actively participate in course discussions. This helps you better learn the material and it helps your instructor gain better insight into your learning. You are expected to complete all required readings according to the timeline delineated in the course syllabus so that you will be able to better participate in class discussions and activities. If you do not understand something, please ask!

● Technology ○ You are not permitted to use cell phones, texting or computers for personal email/web browsing during class. If you have a special situation that needs to be considered, please let your instructor know within the first week of the course.

Revised August 2, 2015 6  Statement on Classroom Recording. - To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use.

● Communication ○ Please communicate openly with your instructor regarding your understanding of course material, assignments, and course format. If you need assistance or wish to discuss any aspect of the course please do not hesitate to ask. And you may schedule a meeting with your instructor. Communicate with your instructor about special circumstances as soon as possible and always prior to the related class session and/or assignment due date.

● Courtesy ○ You are expected to arrive to class on time, and inform your instructor if you must leave early (It is generally unacceptable to leave class early). Additionally, courteous behavior includes staying on-task during the class, respecting the opinions of others, and coming to class prepared. ○ Additionally, you are expected to use professional language in class and in written communication (including email). Papers and emails that are written in an unprofessional manner (i.e., grammatically incorrect, typos, misspellings, overly informal) are considered unacceptable.

Pennsylvania Department of Education (PDE) Competencies This table outlines the competencies that are addressed in this course and indicates how each one will be assessed.

Lin Short Competency Addressed In Instruction Assessed e Number Act as positive role models, coaches, and mentors for Mentor Teacher all. Communication 1 IV.A Orientation Forms Communicate deep content knowledge in the subjects Content Enhancement 2 IV.B taught. Routines Unit Plan Utilize research and data-based decision making. Universal Design for Class Discussion, 3 IV.E. Learning, Website Reviews Reading Journals Develop effective teaching practices and focus on UDL/Instructional continual improvement within the teacher-preparation Technology/Content Unit Plan & 4 IV.G. apprenticeship model. Enhancement Routines Reading Journals

Revised August 2, 2015