SPE 416: Quality Practices in Collaborative Classrooms Mary Lou Fulton Teachers College Arizona State University Spring

2012 Course line #23861 Instructor Information: Dates of classes: 1/6/12-4/27/12 Instructor: Aaron Carman-Smith Email: acs12@asu.edu Work Phone: 602.384.1705 Office Hours: Mondays 2:30-3:30 Office Location: Campbell School, Room 201 Catalog Description

Develops skills, strategies, and a knowledge base for pre-service teachers in building collaborative partnerships with special educators
Course Format The course format is a combination of in-class lectures, small group inquiry based activities and large group interactive discussions and activities, projects, and some Blackboard assignments. A mixed methodology is employed, student centered cooperative learning, teacher cen-

tered facilitation and instruction and individual reflection throughout the class meetings.

Required Course Texts, Materials and Resources

1.

Friend, M., & Bursuck, W. (2012). Including Students with Special Needs: A Practical Guide for Classroom Teachers ( Sixth Edition). Columbus, Ohio: Pearson.

2. ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU students have FREE access to this web resource) 3. The Mary Lou Fulton Teacher College Internet resource TK20 at https://asu.tk20.com (requires a subscription fee). 4. 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. (optional resource). Table of Contents Document
Student Learning Outcomes Course Assignments List, linked to Standards Course Calendar Grading Scale Course Policies Appendices Appendix A: Description of Assignments Appendix B: Signature Assignment Description and Rubric Appendix C: Apply and Evaluate Assignments Descriptions and Rubrics Appendix D: TAP Rubric for Knowledge of Students Appendix E: TAP Rubric for Instructional Plans Appendix F: Lesson Plan Matrix 41 42 43-44

Page Number
4 5-8 8-11 11 11-14 15-16 17-21 22-41

Learning Statement: By the end of the course, teacher candidates will utilize their knowledge of students to build and maintain collaborative partnerships with a wide range of support personnel to meet the needs of diverse learners. Additionally, they will develop and implement strategic accommodations and modifications appropriate for diverse learners in a general education classroom. These will be measured by a proficient score on the TAP indicators Teacher Knowledge of Students, and Instructional Plans.
Student Learning Outcomes: Outcomes are aligned with the course catalog description. TAP
Knowledge of Student

Key Concepts
IEPs, 504 plans, RTI, Co-teaching, Behavior intervention,

OUTCOMES: Each pre-service teacher will 1. Identify and interpret the use of preventative tools and processes that can be used for diverse learners IEPs, 504 Plans, RTI, co-teaching. BIP, Technology, etc.

Collaborative models Knowledge of students and In- in co-teaching, inter structional Plans and intra agency Knowledge of Students and Instructional Plan

OVERVIEW OF COURSE OUTCOMES 2. Identify key concepts of collaborative relationships between teachers, related services personnel, paraprofessionals, parents and community resources as it applies to supporting diverse learners in the classroom. Accommodations and 3. Collect evidence to design and implement effective approaches and strategies for adapting instruction modifications, learning strategies, meta- as aligned to environment, content, process and product for diverse learners.
cognitive strategies, behavioral strategies

Course Assignments

Course Assign- Score/points ments and Assessments Class atten4 points per dance, partici- class pation and professional behavior

Course Out- APTS comes

National Board INTASC of Professional Standard

CEC

AEPA Topics

NETS-Teacher

Outcome #2 APTS 1; Objective Standard XII; 9a,b,d,e,j,n 3 Collaboration o with Colleagues

Standard 1: Foundations ICC1K1 ICC2K2

CC8S10 (Com- 1)Facilitate and mon Core, Inspire Student Standard 8, Learning and Skill 10) Creativity 4) Promote and Model Digital Citizenship and Responsibility Field 91 92 3) Model DigiProfessional tal-Age Work Knowledge, and Learning Student Development and Learning 0001 Field 91-92 3) Model DigiProfessional tal-Age Work Knowledge, and Learning Student Development and Learning

Interactive and 5-10 points Application Ac- each tivities

Outcome #2 APTS 2, 8.5, 8.11, Standard XII: 9a,b,d,e,j,n, Standard 1: 9.5 Collaboration o Foundations with Colleagues ICC1K1 ICC1K2 ICC1S1

Chapter Responses

10 points

Outcomes #1,2,3

APTS 2, 8.5, 8.11, Standard VII: 9a,b,d,e,j,n, 9.5 Multiple Paths o to Knowledge Standard X: Reflective Practice

Standard 1: Foundations ICC1K1 ICC1K2 ICC1S1

Partners Through Collaboration A & E #1

50 points

Outcomes #1 4.2-4.5, 5, 8.11 and 2

Standard XII: 1c, k; 2f; Collaboration 3a,c,n, with Collegues 7e,m,n; 8p; 10b

Standard 9: Professional and Ethical Practice ICC9S2 ICC9S7 ICC9S10 Standard 10: Collaboration ICC10K1 ICC10K2 Standard 3: Individual Learning Differences ICC3K1 ICC3K2 ICC3K3 ICC3K6

Field 91-92 3) Model DigiProfessional tal-Age Work Knowledge, and Learning Student Development and Learning

Classroom Stu- 50 points dent Study A & E #2

Outcome #3 4.2,4.3

Standard III: In-1g, h; 2g,i,o; structional Re- 7n; 8p; 9c sources Standard IX: Assessment

Field 91-92 Professional Knowledge, Student Development and Learning

1) Facilitate and Inspire Student Learning and Creative to Design Digital Age Learning Experiences and Assessments 3) Model DigitalAge Work and Learning 5) Engage in Professional Growth and Leadership

Focus Student 50 points Study A & E #3

Outcome #3 4.2,4.3

Standard VII, 1a, e,f,g,h; Multiple Paths 2g,h,I; 3i; to Knowledge 6c,g,k,l; 7j,n; Standard X: Re-8p; 9c flective Practice

Standard 3: Individual Learning Differences ICC3K1 ICC3K2 ICC3K3 ICC3K6 Standard 8: Assessment ICCS81 ICCS82 ICCS85 Standard 3: In- Field 91-92 dividual Learn- Professional ing Differences Knowledge InCC3K6 structional Standard 4: Planning and Individual Management Strategies 0005 ICC4S2 ICC4S3 ICC4S5 ICC4S6 Standard 7: Instructional Planning ICC7K3 ICC7S1 ICC7S8 ICC7S10 ICC7S11 ICC7S12 1) Facilitate and Inspire Student Learning and Creativity 2) Design and Develop DigitalAge Learning Experiences and Assessments

Signature As- 100 points signment: Differentiated Instruction Lesson plan

Outcome #3 1, 3, 7.1a, 8.4-8.6, Standard VII: 1b,d,h,i,j; 9.5 Multiple Paths 2a,e,g,h,I; to Knowledge 3d,e,I; 4g; Standard X: Re-6c,g,k,l,u; flective Practice 7a,j,k,n,q; 8a,h,k,n,p; 9c

Tentative Course Calendar

Week 1
Date

Topic/Working Session -Course Overview Introduction of Syllabus Chapter 1: The Foundation for Education Students with Special Needs

Course Outcomes:

Activities/Assignments Due

1/6/12

Outcome #1

Activities in class: Assignments for next week: Activities in class: Assignments for next week: Activities in class: Group presentations/Presentation on 504 and Title 1 Assignments or next week: Read Chapter 2 Activities in class: Analyzing a Psych Report/Class Presentations Assignments for next week: Activities in class: 1)A&E Assignment #1 presentations: Groups 1 and 2 1)A&E Assignment #1 presentations: Groups 3 and 4 1)A&E Assignment #1 presentations: Groups 5 Assignments for next week: Activities in class: Assignments for next week: .

1/13/12

1/20/12

Chapter 3: Building Partnerships Through Col- Outcome #2 laboration Introduction of A&E Assignment #1 Partnerships Through Collaboration Title 1 and 504 Outcome #1 Group presentations on review of special education

1/27/12

Chapter 2: Special Education Procedures and Services

-Evaluation process -Academic assessments -High stakes testing Chapter 4: Assessing Students Needs Chapter 5: Planning Instruction by Analyzing Classroom and Student Needs Guest Speaker: RTI, Title-I, IQ Test, 504

Outcome #1

2/3/12

Outcome #2 and 3

2/10/12

Chapter 12: Responding to Student Behavior

Outcome #2 and 3

2/17/12

Chapter 10: Strategies for Independent Learning Outcome #2 and 3 Introduction of A&E assignment #3 Focus Student Study - .

Activities in class: . Assignments for next week:

2/23/12

Chapter 9: Differentiating Instruction

Outcome #2 and 3

Activities in class: Assignments for next week:

3/2/12

Chapter 11: Evaluating Student Learning

Outcome #2 and 3

10

3/9/12

Introduction to signature assignment - . All lesson introductions are aligned to a prepared model by the instructor. Chapter 6: Students with Low Incidence Disabil- Outcome #1 and 3 ities SPRING BREAK Chapter 6: Students with Low Incidence Disabil- .Outcome #1 and 3 ities

Assignments due: A&E Assignment #2 Class student study due in class Activities in class: 1) In class activity: Language Arts Lesson Plan Adaptation Assignments for next week: 1) Complete response to video on BB 2) Language Arts Lesson Plan adaptation due on Bb by

11 12

3/16/12 3/23/12

13 14 15

3/30/12 4/6/12 4/13/12

Cesar Chavez Day Spring Recess Chapter 7: Students High Incidence Dis-Outcome # 1 and 3 abilities Chapter 8: Students with Special Needs Other Than Disabilities Presentations on focus student study and signature assignment Outcome #1 and 3

A&E Assignment #3 Class student study due in class Activities in class: 1) Write a social story Assignments for next week: 1) Complete social story and bring to class to share Read articles about homework ( on Bb under course materials button) and be prepared for in class discussion Activities in class: 1) Share Social Stories 2) Homework discussion in class activity Assignments for next week: 1) Signature Assignment due to TK20 and in class

16

4/20/12

17

4/27/12

Final Class and Presentations

Grading Scale
93-100% 85-92% 77-84% 69-76% Under 69% A B C D F

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/College of Teacher Education and Leadership (CTEL) Policies Professional Behavior (this section is only necessary for initial certification students) It is expected that students exhibit professional behavior 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 ASUs campus. If at any time your behavior is unprofessional, the instructor may complete a Professional Improvement Plan (PIP) for the student. Attendance and Participation Attendance is expected at all classes. Students who will miss class, be tardy, or have to leave early, should contact the instructor by email to discuss make-up requirements. A Professional Improvement Plan (PIP) will be developed for students who miss more than 2 classes, whether excused or unexcused. Four absences will preclude a student from getting a grade higher than a C and 8 absences or more is grounds for automatic failure. Late and Missing Assignments

Assignments, in their final paper form, are due at the beginning of class. Late assignments will be accepted up to two days past the due date and will be graded down one full grade. Incomplete work will be returned ungraded for resubmission and will be counted as late. 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 (DRC; 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 students 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 (UCB 221) 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 Policy The faculty members in the College of Education 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 my policy that all cell phones be turned off or placed on vibrate during class. Should an emergency occur, quietly leave the classroom before responding. Lap Top Use Policy You may want to use your laptop in class to take notes. A lap top policy will be addressed the first night of class. 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 Universitys Computer, Internet, and Electronic Communications Policy (http://www.asu.edu/aad/manuals/acd/acd125.html).

Appendix A Assignment Descriptions Description of Clinical Assignments (Please reference these descriptions with Appendix B and C) Assignments/Activities Detailed descriptions of each assignment and the process used for evaluation are attached to the class Blackboard site and will be discussed in class. The instructor does not accept assignments by e-mail. All assignments are to be submitted on BB unless the instructor directs otherwise. It is expected that assignments will be done in a professional manner. Excessive editing errors within an assignment will result in a significant point loss. See each assignment rubric for the specific amounts deducted. Assignment #/ Name: 1.Attendance, Participation and Professional Behavior Description: Class participation may include in class discussions and activities and maintaining professional behavior during class time. Some types of behaviors that will result in a reduction of points will be use of cell phones during class, inappropriate use of laptops and any behavior that disrupts the instruction and learning of students. Interactive and applications activities may include brief quizzes, discussion and other activities relating to the topic. These will be completed in class. There will be times that outside preparations will be required prior to the activity in class. You must be present in class and participate in the activity to receive those points. Makeup assignments will not be given for the in class activity. (In class activity) Chapter responses will be written responses that will be completed in class and handed in during the class. You must be present to complete the chapter response in class. Make up assignments will not be given for the chapter responses. You will need to have notes taken on each chapter assigned to use for the response either as a hard copy or an electronic copy. In class activities and responses to chapters cannot be made up. You must be present in class to complete them. All notes must be submitted to BB prior to class. Notes will not be accepted after that time. (In class participation activity)

2. Interactive and application activities

3. Chapter Responses

5.Partners Through Collaboration Assignment

( Apply & Evaluate #1)

This assignment is a description and analysis of collaborative practice and review of services available at the site school using interview and observation data. In collaborative teams, interview various school personnel and present your findings to your peers in class. Analyze all information gathered from the collaborative teams to identify collaborative teaching practices that support diverse learners. (A&E 1, In class participation activity) You will study your classroom and collect indirect information about the classroom environment and students. You will conduct three whole class observations. The data will be collected at different times of the day and will include 2 academic settings and one nonacademic setting. You will record the observations on an anecdotal observation form (collect data on separate forms, one for each observation). You will have a follow-up peer in class activity to analyze and categorize the data collected. This will be used to determine your two focus students for your signature assignment. (A&E 2, In class participation activity ). You will collect five different types of indirect data about each of your focus students. This information will be recorded on an indirect data chart for each focus student. You will collect direct data over three settings for at least 15 minutes each using 2 different data collection methods. You will use this data in a peer in class activity to analyze and categorize the data collected and determine appropriate accommodations and/or modifications for your two focus students using the 9 grid as a basis for determination. Data will also be used to determine necessary collaboration/resources needed for your focus students. (A&E 3, In class participation activity) Based on data collected, write your lesson plan and deliver a whole class lesson in any content area that includes appropriate accommodations and/or modifications for focus students. Collaborate with your mentor teacher to design the lesson. Teach and video the lesson, and evaluate it using the TAP components: Teacher Knowledge of Students, Instructional Plans and Managing Student Behavior. Signature Assignment. Appendix B

(Apply & Evaluate #2)

8.Classroom Student Study

7. Focus Student Study

( Apply & Evaluate #3)

8. Differentiated Lesson.
(Signature Assignment1)

Signature Assignment: Differentiated Lesson TAP Rubric Indicators: Teacher Knowledge of Students, Instructional Plans Course Objectives: 1. Identify and interpret the use of preventative tools and processes that can be used for diverse learners IEPs, 504 Plans, RTI, co-teaching. BIP,Technology, etc.

2. Identify key concepts of collaborative relationships between teachers, related services personnel, paraprofessionals, parents and community resources as it applies to supporting diverse learners in the classroom. 3. Collect evidence to design and implement effective approaches and strategies for adapting instruction as aligned to environment, content, process and product for diverse learners. Description: Based on your indirect and direct data collected on your two focus students, develop a lesson plan and deliver a whole class lesson in any content area that includes appropriate accommodations and/or modifications for your focus students. Collaborate with your mentor to design the lesson. Teach and video the lesson, and have your mentor observe your lesson and provide feedback on the TAP indicators Teacher Knowledge of Students and Instructional Plans. For your reflection, evaluate your effectiveness on the TAP indicators Teacher Knowledge of Students and Instructional Plans. Preparation 1) Review your indirect and direct data analysis from your focus student study to prepare for planning for your differentiated content lesson. 2) Collaborate with your mentor teacher and/or special education teacher or other related service provider to develop a whole group content lesson that includes your focus students and incorporates appropriate accommodations and/or modifications for those students. Implementation 1) Teach and videotape your lesson. 2) Have your mentor observe your lesson, and provide feedback on the TAP indicators Teacher Knowledge of Students and Instructional Plans on the feedback form provided by your instructor. Evaluation/Reflection 1) View your lesson videotape, and evaluate yourself on the TAP indicators Teacher Knowledge of Students and Instructional Plans. 2) Cite specific evidence for each indicator descriptor.

Rubric for Signature Assignment: Differentiated Lesson Points Component Exemplary

Proficient

Points

Needs Improvement

Points

Rationale for Clear rationale for differentiated needs 47-50 Clear rationale for differenti- 35-46 Clear rationale for differentiated for each focus student is evidenced by ated needs for each focus needs for each focus student is eviLesson Plan student is evidenced by most denced by little to none of the folDifferentiation all of the following: of the following: lowing: Analysis of indirect data that Analysis of indirect Analysis of indirect data supports conclusions pertaining to the implementation of and data that supports that supports conclusions usage of differentiated methods conclusions pertainpertaining to the impleselected for process, content, ing to the implemenmentation of and usage of product, environment as tation of and usage differentiated methods sedeemed appropriate of differentiated lected for process, content, methods selected product, environment as Analysis of direct data that supfor process, content, deemed appropriate ports conclusions pertaining to product, environ Analysis of direct data that the implementation of and usment as deemed apage of differentiated methods supports conclusions perpropriate selected for process, content, taining to the implementa Analysis of direct product, environment as tion of and usage of differdeemed appropriate data that supports entiated methods selected conclusions pertainfor process, content, prod Clear description of collaboraing to the implemenuct, environment as tion with mentor and/or special tation of and usage deemed appropriate education teacher or related serof differentiated Clear description of collabvice provider for developing methods selected differentiated lesson plan oration with mentor and/or for process, content, special education teacher Clear description of collaboraproduct, environor related service provider tion with peers for developing ment as deemed apfor developing differentiatdifferentiated lesson plan propriate ed lesson plan Clear description of Clear description of collabcollaboration with oration with peers for dementor and/or speveloping differentiated lescial education teachson plan er or related service provider for developing differentiated lesson plan Clear description of collaboration with peers for developing differentiated lesson plan

0-34

TAP Indicator: Instructional Plans

Instructional plans include: 19-20 measurable and explicit goals aligned to state content standards. activities, materials, and assessments that: o are aligned to state standards. build on prior student knowledge, are relevant to students lives, and integrate other disciplines. o provide appropriate time for student work, student reflection, and lesson and unit closure. evidence that plan is appropriate for the age, knowledge, and interests of all learners. evidence that the plan provides regular opportunities to accommodate individual student needs.

o o

are sequenced from basic to complex.

Instructional plans include: goals aligned to state content standards. activities, materials, and assessments that: o are aligned to state standards. o are sequenced from basic to complex. o build on prior student knowledge. o provide appropriate time for student work, and lesson and unit closure. evidence that plan is appropriate for the age, knowledge, and interests of most learners. evidence that the plan provides some opportunities to accommodate individual student needs. Combined evidence from the student and the mentor support most of the following: Teacher practices display understanding of some student anticipated learning difficulties. Teacher practices sometimes incorporate student interests and cultural heritage. Teacher sometimes provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught. Teacher completes some of the Reflective Writing components and focuses on the thought processes that occur after teaching. The reflection describes the correlation between teacher knowledge of students, your teaching and your students learning. It includes specific examples with supporting evidence of possible improvements.

14-18

Instructional plans include: few goals aligned to state content standards. activities, materials, and assessments that: o are rarely aligned to state standards. o are rarely logically sequenced. rarely build on prior student knowledge o inconsistently provide time for student work, and lesson and unit closure little evidence that the plan is appropriate for the age, knowledge, or interests of the learners. little evidence that the plan provides some opportunities to accommodate individual student needs.

0-13

TAP Indicator: Combined evidence from the student and the Teacher Knowl- mentor support all of the following: Teacher practices display understanding of edge of Stueach students anticipated learning difficulties. dents

19-20

14-18

Teacher practices regularly incorporate student interests and cultural heritage. Teacher regularly provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.

Combined evidence from the student and the mentor support little or none of the following: Teacher practices demonstrate minimal knowledge of students anticipated learning difficulties. Teacher practices rarely incorporate student interests or cultural heritage. Teacher practices demonstrate little differentiation of instructional methods or content.

0-13

Evidencebased Reflection:

Teacher completes all of the Reflective Writing components and focuses on the thought processes that occur after teaching. The reflection describes the correlation between teacher knowledge of students, your teaching and your students learning. It includes specific examples with supporting evidence of possible improvements.

9-10

7-8

Teacher completes little to none of the Reflective Writing components and focuses on the thought processes that occur after teaching. The reflection describes the correlation between teacher knowledge of students, your teaching and your students learning. It includes specific examples with supporting evidence of possible improvements.

0-6

Conventions

4-8 errors (25% deduction) More than 8 errors (50% deduction)

Total Possible: 100 points

Scoring Checklist for Differentiated Lesson: Component Description Lesson Plan

Points 40

Earned Total

Feedback Comments

Collaboration with Colleagues

Reflection:

Clear rationale provided for differentiated lesson plan based upon Teacher Knowledge of Students from data collected on focus students Score on TAP indicator Instructional Plans Clear description of collaboration with mentor and/or special education teacher or related service provider for developing differentiated lesson plan Clear description of mentor feedback on lesson delivery citing evidence from the TAP indicators Teacher Knowledge of Students and Instructional Plans. Evidence for Teacher Knowledge of Students descriptors Evidence for Instructional Plans descriptors

30

15

Course Reflec- Collaboration with Colleagues tion Presentation Clear description of collaboration with and feedback from colleagues (mentor, special education teacher, service providers, peers) in clinical assignments. Data Analysis Clear description of rationale for your decisions in clinical assignments based on your data collection. Self-Reflection on Inclusive Practices Clear description of your reflection of what you have learned about inclusive practices from this course, and the implications for you as a classroom teacher Conventions 4-8 errors (25% deduction) More than 8 errors (50% deduction) Total Possible: 100 points

15

Appendix C Descriptions of A&E Assignments During SPE 416, you will be required to develop an understanding of special education practices within the school environment. This overview of school practices will help you to understand the types of information that a general education teacher needs to collect through observation and data collection in order to effectively design lessons for students with academic and behavioral needs and in order to collaborate with other specialists to meet those students needs. Apply and Evaluate Assignment #1 Partnerships Through Collaboration Assignment Tap Rubric Indicator: Teacher Knowledge of Students Course Objectives: 2) Identify key concepts of collaborative relationships between teachers, related services personnel, paraprofessionals, parents and community resources 3). Identify evidence to support the uses of different collaborative approaches as demonstrated within a school environment APTS: 4.2-4.5, 5, 8.11 Description: The purpose of this assignment is to understand the collaborative practices used at the schools and the view of inclusion and collaboration from different perspectives. At the end of the assignment you will be evaluated on: Your group presentation about the services provided by the specialists and support personnel in the school and district, on your individual participation as self-evaluated and group evaluated and your personal reflection about the project. PART 1: Preparation 1) Survey of the school: As group you will work collaboratively to identify the programs and supports available at your school. Fill in the District and School Information form

District and School Information

Grade level range in school: Number of students in school: % of students on free/reduced lunch: Is this a Title 1 school? _____rural

Area where school is located: ___ urban ____suburban Support programs offered at your school site and within the district. Check all that apply. Conference with your teacher and look on your school website. DLL/ELL program ____ Math intervention _____ Counseling ______ Special Education: a. Speech/language b. Resource programs

Reading intervention ____

c. Self-contained programs: list the titles of the programs RTI services provided Behavior programs : school wide/ individual Other district programs not on your school site: Other:

2) Fill in the team contract, each person signs it, and turn in a hard copy to the instructor. 3) Work with your collaborative team as assigned by the instructor to determine the questions that you will ask the specialists and support personnel you will interview. The individuals that will interviewed by teams could be the following:

a. b. c. d. e. f. g. h. i. j. k.

Parent Special education teacher(s) Psychologist Counselor/Social Worker Administrator Reading Specialist ELL/Bilingual teachers/special education teachers Title 1 math Behavior interventionists Related services provider (OT, PT, SLP) Other Agencies ( ex. Raising Special Kids)

Using the following resources, you and your team will prepare your questions during class time for the professionals that you are interviewing about Inclusion and Collaborative Practices: (minimum 10 questions per person interviewed) a) Start with the Starter questions page and then add other questions to it b) The sample question sets provided on BB to form other questions c) Your text book: Chapter 3 Developed questions need to be ones in which in depth information is obtained where the individual shares how they help to support diverse learners, their teachers and support staff. .

PART 2: Reporting your results and supporting research

1) Use the information you gather from the interview and your own observations to complete the Collaborative Practices worksheet. This worksheet will be provided by your instructor. After completing the worksheet, identify the type of Collaborative Practice primarily implemented by the individual interviewed. Select from a peer review journal one article per team member that supports or disputes this practice. Duplicate articles will not be permitted within the group. 2) Each team will prepare a presentation that will teach their peers the information that they learned about what the professional they interviewed does to support diverse learners and their role in the collaborative practices with in the school. This presentation will also include research found to support or dispute the practice.

The presentation will include: a. Names of team members b. Background of each person interviewed which includes but is not limited to: 1. Description of the job 2. How long has the person held this position 3. What types of students with disabilities have they worked with in their program over the years ii. Background information for parents should include: 1. Information about their child (but no personal identifying information should be included) a. Gender and age of the child b. Type of disability c. Type of special education services the student has received over the years c. A review of all of the interview question information 3) Analysis and conclusions and research about collaborative practices 4) Two peer reviewed articles pertaining to students with disabilities to include to state within your presentation and your reflections. Also include the original article as part of your portfolio. 5) Individual Responses: After hearing all of the presentations about the various professionals and programs that support diverse learners, each student will complete the Reflection with a Purpose: Response to Collaborative Practices. 6) Group Evaluation Working as a Member of a Team Rubric a. Each team member completes the evaluation rubric independently about their individual contributions and group performance and submits it as part of the portfolio. Rubric for Apply & Evaluate #1: Partnerships Through Collaboration : Point Component Exemplary Proficient
Range District and Includes all of the components on the School Informa- District and School Information form tion Form Interview Includes all of the questions (minimum of 10) and answers from the team interview

Point Range

Needs Improvement
Includes few or none (fewer than 9) of the components on the District and School Information form Includes all of the questions (fewer than 9) and answers from the team interview

Point Range

Includes most of the components (911) on the District and School Information form Includes all of the questions (10) and answers from the team interview

3-4

0-2

10

Class Presenta- Class presentation includes all of the tion to Peers following components and their (required com- aligned criteria: ponents) Background of persons interviewed Interpretation of interview responses Research findings from peerreviewed articles Class Presenta- Team member has active and full tion to Peers participation in the presentation by (required partic- demonstrating the following: ipation, partici Verbally delivers information pants assessed on the topic during the preindividually) sentation Delivers content that demonstrates their full understanding of topic Facilitates and supports members and audience throughout presentation

15

Class presentation includes most of the following components and their aligned criteria: Background of persons interviewed Interpretation of interview responses Research findings from peer-reviewed articles Team member has some active participation in the presentation by demonstrating the following: Verbally delivers information on the topic during the presentation Delivers content that demonstrates their full understanding of topic Facilitates and supports members and audience throughout presentation

13

Collaborative All 7 components of the CollaboraPractices work- tive Practices worksheet are completsheet ed and each team members contributions are identified and evident.

Most components (5-6) on the Collaborative Practices worksheet are completed and each team members contributions are identified and evident.

Class presentation includes little or none of the required components and their aligned criteria: Background of persons interviewed Interpretation of interview responses Research findings from peer-reviewed articles Team member has limited or no participation in the presentation by demonstrating the following: Verbally delivers information on the topic during the presentation Delivers content that demonstrates their full understanding of topic Facilitates and supports members and audience throughout presentation Few or no components (0-4) of the Collaborative Practices worksheet are completed and each team members contributions are identified and evident.

10

Application Re- Student completes the Application flection: ReReflection as evidenced by all of the sponse to Col- following: laborative Prac Synthesis of collaborative tices practices, district and school information, and peer-reviewed articles Content application description as applied to classroom study and focus student study

9-10 Student completes the Application

Reflection as evidenced by most of the following: Synthesis of collaborative practices, district and school information, and peer-reviewed articles Content application description as applied to classroom study and focus student study

7-8

Student completes the Application Reflection as evidenced by some of the following: Synthesis of collaborative practices, district and school information, and peer-reviewed articles Content application description as applied to classroom study and focus student study Self and group evaluation form is completed little to no components and submitted to Bb. Effort Attitude Contribution

0-6

Self and Group Self and group evaluation form is Evaluation completed with all of the following components and submitted: Effort Attitude Contribution Conventions 4- 8 errors (25% deduction) More than 8 errors (50% deduction)

Self and group evaluation form is completed with most components and submitted to Bb. Effort Attitude Contribution

3-4

0-2

Total Possible:

50 points

Scoring Checklist for Apply & Evaluate #1: Partnerships Through Collaboration: Scoring checklist for assignment will be used along with a detailed point rubric . The points on the rubric will define the qualities for each component of the assignment. Component Description Points Earned Feedback Comments Total District and School Infor- Includes all of the components on the District and 5 mation Form School Information form

Interview

Includes all of the questions and answers from the team interview Class presentation to Class presentation includes all required information peers and components and each team member has equal participation in the presentation. Collaborative Practices All components of the Collaborative Practices is comworksheet pleted and each team members contributions are identified. Reflection with a purStudent completes the Reflection with a purpose: Repose: Response to Collab- sponse to Collaborative Practices on Bb about pracorative Practices tices that support diverse learners and includes all required components. Group reflection and Group reflection and evaluation form is completed evaluation with all components and submitted to Bb. Conventions 4- 8errors (25% deduction) More than 8 errors (50% deduction) Total Possible: 50 points

10 15

10

Apply and Evaluate Assignment #2

Classroom Student Study Tap Rubric Indicator: Teacher Knowledge of Students Course Objectives: 3. Collect evidence to design and implement effective approaches and strategies for adapting instruction as aligned to environment, content, process and product for diverse learners. APTS: 4.2,4.3 Description: An important step in planning instruction is to learn about your students. The purpose of this assignment is to gather data and general information about the students in the classroom in order to use the information to identify the two focus students with diverse needs for your study. It will also help you to further understand the diversity of the students in your classroom and help you begin to focus on the types of accommodations and modifications needed for your particular students. At the end of the assignment you will be evaluated on: The completion of all of the components of the data collection sheet STEPS: Preparation: 1) Consult with your mentor and review appropriate records about the class and determine what records to review in order to complete the Classroom Information Chart 2) Determine 3 times that you can observe the class as a whole in order to take the anecdotal records on the class Implementation: 1) Observe your class 3 times and complete the anecdotal record (form provided by instructor). The 3 observations will be at 2 academic class periods (they should each be different subjects and one non-academic time period). 2) Bring your observations to class to work with your collaborative group and analyze the information you gathered about the class through your observations. Complete the analysis sheet by categorizing the information you observed about your students and document the feedback from your mentor. (form provided by the instructor) 3) Complete the classroom information sheet. 4) After analyzing obtained information, identify 2 students. One who demonstrates an academic need and the 2nd who has a different learning need. Write the analysis of your information of the two students and present supporting evidence as to why they were chosen.

Anecdotal record chart for observations of whole class (fill one out for each observation)

Day/Time/Class

Anecdotal record of class activities, participation, behavior ( see example provided by instructor)

Observation Category Chart (Summarize after you do 3 observations) Academic performances observed Social/ Emotional characteristics observed Behaviors observed Student/ Teacher interactions obseved Student to student interactions observed

Expressive/Receptive Language observed

Independent Skills observed

Mentors input

Classroom Information Sheet: Grade Level: 4th Age range of students: 9-10 Content Area: Math/Reading Total number of students: Number of Male Students: 16 Number of Female Students: 7 23

Ethnicity of stu5 African American or Black dents in whole class1 American Indian/Alaskan Native (provide numbers) 1 Asian or Pacific Islander 3 White, not Hispanic 13 Hispanic or Latino 0 Other (Specify) __________________________ Language profiFluent English Proficient (not monitored) ciency of students in whole class (provide numbers) ____ Fluent English Proficient (monitored) English Learner(s) _____ Intermediate _____ Basic _____ Emergent ______ Pre- Emergent English only (native speakers)

Identified special need categories represented in whole class including primary and secondary categories (provide numbers)

Specific Learning Disability Speech/Language Impaired Hard of Hearing Visually Impaired Deaf Orthopedically Impaired Deaf-Blind Emotionally Disturbed Other Health Impaired Mental Retardation Multiple Disabilities Autistic Brain Injury Established Medical Gifted/Talented Disability (0-5 years)

Identify the aca- AIMS Reading: demic levels of the _______ Exceeds level students in your _______ Meets level classroom ______ Approaches level ______ Falls far below AIMS Math: _____ Exceeds level _____ Meets level _____ Approaches _____ Falls Far Below DIBELS Information: ______ Low risk _______ Some risk _______ At risk

Rubric for Apply & Evaluate #2: Classroom Student Study Points Component Exemplary Proficient Classroom Information Sheet Includes all 7 of the follow10 Includes most (5-6) of the
ing components on the Classroom Information sheet. Includes all of the following: 3 whole class observations (15 minute durations) Data collected at different times of day (am/pm) Data includes two academic settings, and one non-academic setting

Points

Needs Improvement
Includes little to none (0-4) of the components on the Classroom Information sheet. Includes little to none of the following: 3 whole class observations (15 minute durations) Data collected at different times of day (am/pm) Data includes two academic settings, and one non-academic setting

Points

following components on the Classroom Information sheet: Includes most of the following: 3 whole class observations (15 minute durations) Data collected at different times of day (am/pm) Data includes two academic settings, and one non-academic setting Most of the components (56) and the mentor feedback is included in the information.

Observations/anecdotal record

15

13

10

Observation Category Chart All of the components (7) and the mentor feedback is included in the information.

15

13

Little to none of the components (0-4) and the mentor feedback is included in the information.

10

Focus Student Selection Rationale

Selection rationale for the two focus students is based on evidence from all of the following: Direct data(TEST SCORES) Indirect data (Observational Data) Mentor feedback Peer feedback 4-8 errors (25% deduction) More than 8 errors (50% deduction)

10

Selection rationale for the two focus students is based on evidence from most of the following: Direct data Indirect data Mentor feedback Peer feedback

Selection rationale for the two focus students is based on evidence from few or none of the following: Direct data Indirect data Mentor feedback Peer feedback

Conventions

Total Possible: 50 points

Scoring Checklist for Apply & Evaluate #2: Classroom Student Study: Scoring checklist for assignment will be used along with a detailed point rubric . The points on the rubric will define the qualities for each component of the assignment. Component Description Points Earned Feedback Comments Total Classroom Information Includes all of the components on the Classroom In10 Sheet formation sheet Observations/anecdotal Includes 3 whole class observations with anecdotal 15 record records of each Observation Category Information from whole class observations is catego15 Chart rized onto the observation category chart with collaboration from peers and feedback is documented from mentor. Analysis and supporting 10 evidence for 2 students Conventions 4-8 errors (25% deduction) More than 8 errors (50% deduction) Total Possible: 50 points

Apply and Evaluate #3: Focus Student Study TAP Rubric Indicator: Teacher Knowledge of Students Course Objective: Collect evidence to design and implement effective approaches and strategies for adapting instruction as aligned to environment, content, process and product for diverse learners. Description: You will collect at least five different types of indirect data about each of your focus students. This information will be recorded on an indirect data chart for each focus student. You will collect direct data on each focus student over three settings for at least 15 minutes each, using 2 different data collection methods. You will get feedback from your mentor on your indirect and direct data collected on your focus students that will be used to guide your instructional decisions for your differentiated lesson plan. You will use this data in a peer in-class activity to analyze and categorize the data collected and determine appropriate accommodations and/or modifications for your two focus students using the Grid of 9 Adaptations as a basis for determination. Data will also be used to determine necessary collaboration/resources needed for your focus students. Preparation 1) Review potential sources for indirect data collection 2) Review methods for collecting direct data- ABC, Interviews, Frequency Counts, etc. 3) Identify days and times to collect direct data on the identified focus students. Implementation 1) Collect indirect data of at least 5 different types collected on two focus students 2) Record indirect data noted on data collection form 3) Conduct 3 direct observations (15 minute durations) for each focus student Data collected at different times of day (am/pm) Data includes two academic settings, and one non-academic setting Direct data collected by 2 different methods (ABC chart, scatter plot, frequency chart, etc.) Evaluation 1) Discuss your indirect and direct data collected with your mentor for feedback on implications for your differentiated lesson plan, and have mentor record feedback on Teacher Knowledge of Students feedback form 2) If needed, also discuss your indirect and direct data collected with the special education teacher or other applicable service provider for your focus students regarding implications for your differentiated lesson plan. 3) Share your findings with your peers for a 5 minute presentation of data during our in-class activity. Invite suggestions, comments, and ideas for your differentiated lesson plan, and have your peers record their feedback on the feedback form provided by your instructor. Reflection 1) Provide a clear summary of your analysis of indirect and direct data collected for each focus student 2) Provide a clear description of your instructional decisions for your differentiated lesson plan based upon your indirect and

Direct data collected, as well as feedback from your colleagues In Class Activity: Apply & Evaluate Teacher Candidate :_____________________________ Peer Feedback: ________________________________ Teacher Knowledge of Students Teacher practices display understanding of students anticipated learning difficulties

Evidence from video/ Student work/ Observation notes by a peer/mentor Comments/ Suggestions

Rubric for Apply & Evaluate #3: Focus Student Study Points Component Exemplary Proficient Indirect Data Indirect data collection includes all of Indirect data collection in10
Collection the following: Indirect data of at least 5 different types collected on two focus students Indirect data noted on data collection form

Points

Needs Improvement
Indirect data collection includes little or none of the following: Indirect data of at least 5 different types collected on two focus students Indirect data noted on data collection form

Points

cludes most of the following: Indirect data of at least 5 different types collected on two focus students Indirect data noted on data collection form

7-9

0-6

Direct Data Collection

Direct data collection includes all of the following: 3 whole class observations (15 minute durations) on each focus student Data collected at different times of day (am/pm) Data includes two academic settings, and one non-academic setting Direct data collected by 2 different methods (ABC chart, scatterplot, frequency chart, etc.)

10

Direct data collection includes most of the following: 3 whole class observations (15 minute durations) on each focus student Data collected at different times of day (am/pm) Data includes two academic settings, and one nonacademic setting Direct data collected by 2 different methods (ABC chart, scatterplot, frequency chart, etc.)

7-9

Direct data collection includes little to none of the following: 3 whole class observations (15 minute durations) on each focus student Data collected at different times of day (am/pm) Data includes two academic settings, and one non-academic setting Direct data collected by 2 different methods (ABC chart, scatterplot, frequency chart, etc.)

0-6

Collaboration Collaboration with Colleagues includes all of the following: with Colleagues Clear description of shared dialog with mentor and/or special education teacher on indirect and direct data collected on two focus students and implications for differentiated lesson plan Clear description of peer feedback on direct and indirect data analysis (from in-class activity).

15

Collaboration with Col11-14 Collaboration with Colleagues inleagues includes most of the cludes little to none of the followfollowing: ing: Clear description of Clear description of shared shared dialog with dialog with mentor and/or mentor and/or spespecial education teacher cial education teachon indirect and direct data er on indirect and dicollected on two focus sturect data collected dents and implications for on two focus studifferentiated lesson plan dents and implica Clear description of peer tions for differentiatfeedback on direct and ined lesson plan direct data analysis (from Clear description of in-class activity). peer feedback on direct and indirect data analysis (from inclass activity).

0-10

Reflection:

Reflection includes all of the following: Direct data compilation to analyze student academic and on-task behaviors for each focus student Direct data compilation notes any patterns of academic or on-task behavior in time of day, setting, or structure for each focus student Indirect data compilation notes possible contributing factors to areas of concern Clear description of decisions for differentiated lesson plan based on indirect and direct data collection, and feedback from colleagues

15

Reflection includes most of 11-14 Reflection includes little to none of the following: the following: Direct data compila Direct data compilation to tion to analyze stuanalyze student academic dent academic and and on-task behaviors for on-task behaviors each focus student for each focus stu Direct data compilation dent notes any patterns of aca Direct data compilademic or on-task behavior tion notes any patin time of day, setting, or terns of academic or structure for each focus on-task behavior in student time of day, setting, Indirect data compilation or structure for each notes possible contributing focus student factors to areas of concern Indirect data compi Clear description of decilation notes possible sions for differentiated lescontributing factors son plan based on indirect to areas of concern and direct data collection, Clear description of and feedback from coldecisions for differleagues entiated lesson plan based on indirect and direct data collection, and feedback from colleagues

0-10

Conventions

4-8 errors (25% deduction) More than 8 errors (50% deduction)

Total Possible: 50 points

Scoring Checklist for Apply & Evaluate #3: Focus Student Study Component Description Indirect Data Collection

Points 10

Earned Total

Feedback Comments 5 minutes each, at least 3 per student. Use Anecdotal Record form. 6 total Use ABC (Antecedent, Behavior, Consequence) Analysis and the chart/anecdotal record (+/-) form (3 per student) 6 total Either 2 of ABC and 1 anecdotal or 2 anecdotal and 1 chart/anecdotal (+/-) Use Behavioral Observation Form filled out in class Collaboration with Colleagues doc on BB under A&E 3 - no more than a page In BB under A&E 3 Put both focus students on same page

Indirect data of at least 5 different types collected on two focus students Indirect data noted on data collection form

Direct Data Collection

3 whole class observations (15 minute durations) on each focus student Data collected at different times of day (am/pm) Data includes two academic set-

10

tings, and one non-academic setting

Direct data collected by 2 different methods (ABC chart, scatterplot, frequency chart, etc.)

Collaboration with Colleagues

Reflection:

Conventions Total Possible:

Clear description of shared dialog with mentor and/or special education teacher on indirect and direct data collected on two focus students and implications for differentiated lesson plan Clear description of peer feedback on direct and indirect data analysis (from in-class activity). Direct data compilation to analyze student academic and on-task behaviors for each focus student Direct data compilation notes any patterns of academic or on-task behavior in time of day, setting, or structure for each focus student Indirect data compilation notes possible contributing factors to areas of concern Clear description of decisions for differentiated lesson plan based on indirect and direct data collection, and feedback from colleagues 4-8 errors (25% deduction) More than 8 errors (50% deduction) 50 points

15

15

Appendix D TAP Rubric: Teacher Knowledge of Students Exemplary (5) Proficient (3) Unsatisfactory (1) Teacher practices display understanding Teacher practices display understanding of some Teacher practices demonstrate minimal knowledge of of each students anticipated learning dif- students anticipated learning difficulties. students anticipated learning difficulties. ficulties. Teacher practices regularly incorporate Teacher practices sometimes incorporate student in- Teacher practices rarely incorporate student interests student interests and cultural heritage. terests and cultural heritage. and cultural heritage. Teacher regularly provides differentiated Teacher sometimes provides differentiated instruc- Teacher practices demonstrate little differentiation of instructional methods and content to en- tional methods and content to ensure children have instructional methods or content. sure children have the opportunity to mas- the opportunity to master what is being taught. ter what is being taught.

Appendix E TAP Rubric: Instructional Plans Exemplary (5) Measurable and explicit goals aligned to state content standards. Proficient (3) goals aligned to state content standards. Unsatisfactory (1) few goals aligned to state content standards.

Activities, materials, and assessments that: -are aligned to state standards. -are sequenced from basic to complex. -build on prior student knowledge, are relevant to students lives, and integrate other disciplines. -provide appropriate time for student work, student reflection, and lesson and unit closure.

Activities, materials, and assessments that: Activities, materials, and assessments that: -are aligned to state standards. -are rarely aligned to state standards. -are sequenced from basic to complex. -are rarely logically sequenced. -build on prior student knowledge. -rarely build on prior student knowledge. -provide appropriate time for student work, and les- -inconsistently provide time for student work and son and unit closure. lesson and unit closure.

evidence that plan is appropriate for the evidence that plan is appropriate for the age, knowl- little evidence that plan is appropriate for the age, age, knowledge, and interests of all learn- edge, and interests of most learners. knowledge, and interests of the learners. ers. evidence that the plan provides regular evidence that the plan provides some opportuni- little evidence that the plan provides some opportuniopportunities to accommodate individual ties to accommodate individual student needs. ties to accommodate individual student needs. student needs.

Appendix F Lesson Plan format: ( Note to instructors: This is the recommended lesson plan format from iTeachAZ. You may, however, choose whatever format you prefer as long as it has the all of the components needed.) Teachers: Standard: Subject:

Objective (Explicit): Evidence of Mastery (Measurable): Sub-objectives, SWBAT (Sequenced from basic to complex): Key vocabulary: Materials: Opening (state objectives, connect to previous learning, and make relevant to real life) In- Teacher Will: str uctio nal In- Co-Teaching Strategy/Differentiation put Student Will:

Gui Teacher Will: ded Pra ctic Co-Teaching Strategy/Differentiation e

Student Will:

In- Teacher Will: depe nde

Student Will:

nt Co-Teaching Strategy/Differentiation Pra ctic e Closing/Student Reflection/Real-life connections: