ED 243-01: Methods and Materials Mild Intervention

Meets Fridays, Spring 2014 10:00 p 12:40 p !his "lass #ill eet in F$14%&

'o(rse Des"ription: This course examines and demonstrates basic modifications and adaptations used in teaching and assessing exceptional students needing mild intervention. It also includes techniques in communication and collaboration with parents and professionals. This class gives strategies that are evidence based in working with exceptional learners P-22. Instructor: Professor rin !arriott egarriot"butler.edu #$%.&'2.())' *cell+ , -ffice .ours: /s needed

,0se if immediate response is needed

)e*(ired !e+t: /rmstrong1 Thomas. *2ec. 2'$2+. 3eurodiversit4 in the 5lassroom. $ st d. /652 6ousa. 2. *2''%+. How The Special Education Brain Learns. 2nd d. 5orwin Press !e"hnology: Please bring a laptop or tablet to class ever4 time we meet on campus. If 4ou do not own 4our own laptop or tablet1 please partner up with someone who does and bring a thumb-drive so 4ou can save work to complete later. It7s important that 4ou are mature and respectful8keep focused on the task at hand *updating 9acebook during a class discussion is rude+ and use the technolog4 to enhance our class *tweeting a thoughtful quote that a peer made during book clubs is a celebration of their learning+. There is sometimes a fine line between being rude and documenting an important moment. This class could be a good time to navigate that line. /ll information for this course will live on our class webpage: http:::ed2;#spring2'$;.weebl4.com: If 4ou haven7t used weebl4 before1 please spend some time getting familiar with it. This is m4 new technolog4 piece for this semester so I am anxious to hear how 4ou like using it. This course is available on <oodle and !oogle. =e will use <oodle to post points and 4our final grade. =e will use !oogle 2rive to collaborate electronicall4 on documents and to organi>e and update pro?ects. Please get familiar with both. =e will document our semester on 6hutterfl4 through a digital ?ournal with pictures and videos. @ou will need to open a free account at www.6hutterfl4.com and then accept m4 invitation to ?oin our page. @ou will have full access to all documentation once it is posted. I suggest that 4ou save pictures of 4ourself and pro?ects 4ou are involved in to be used later in 4our professional life. -nce we get our page up and running1 I will place a link on our class webpage documentation tab. St(dent Disa,ility Servi"es: It is the policy and practice of Butler University to make reasonable accommodations for students with properly documented disabilities. ritten notification from Student !isability Services is re"uired. If you are eli#ible to receive an accommodation and would like to re"uest it for this course$ please discuss it with me and allow one week%s advance notice. &therwise$ it is not

#uaranteed that the accommodation can be received on a timely basis. If you have "uestions about Student !isability Services$ you may wish to contact 'ichele (tterson$ )H *+,$ e-t. .+/0. 'o(rse -oals and .,/e"tives: /fter taking this course1 m4 hope is that 4ou8 .ave a pedagogical arra4 of tools and evidence-based best practices to meet the needs of exceptional learners in the general education environment. 0nderstand and be able to appl4 differentiation and adaptations in reading instruction. 0nderstand and be able to appl4 differentiation and adaptations in mathematics instruction. 0nderstand and be able to appl4 differentiation and adaptations in writing instruction. 0nderstand and be able to appl4 differentiation and adaptations in content area instruction. 2evelop an understanding of the role of a special education teacher within a school setting. The 5ollege of ducation is guided b4 the following core values: The 6trength of Integrit4 and Aesponsibilit4 The /ppreciation of 2iversit4 and 6imilarit4 The xcitement of Teaching1 Bearning and <entoring The 5hallenge of Integrated Practice and 5ollaboration ach of these values will be emphasi>ed throughout the experiences of this course. 6uccessful 5ompletion of this class validates candidate competenc4 in the following 5ouncil for xceptional 5hildren *5 5+ 6tandards: $. 9oundations: *I55$C21 I55$C;1 I55$C%+ 2. 2evelopment and 5haracteristics of Bearners: *I552CD1 I552C#1 I552C;1 I552C2 #. Individual Bearning 2ifferences: *I55#C#1 I55#C;1 I55#C(+ ;. Instructional 6trategies: *I55;6#1 I55;C$1 I55;6;1 I55;6$1 I55;62+ (. Bearning nvironments and 6ocial Interactions: *I55(C%1 I55(C)1 I55(C&1 I55(C$'1 I55(6;+ D. Banguage: *I55DC#+ %. Instructional Planning: *I55%6$$1 I55%C21 I55%C#1 I55%6$'1 I55%6D1 I55%6$21 I55%6$#1 I55%6$1 I55%6$( ). /ssessment: *I55)C(+ &. Professional and thical Practice: *I55&6)1 I55&6D1 I55&C$1 I55&C21 I55&6(1 I55&6&1 I55&6;1 I55&6$$1 I55&6$# $'. 5ollaboration: *I55$'6D1 I55$'C#1 I55$'6;+ 6pecifics and more information about the 5ouncil 9or xceptional 5hildren *5 5+ 6tandards can be found at http:::www.cec.sped.org:6tandards 'o(rse 0ro"ed(res: 2o the Aight Thing Ee responsible and have 4our assignments when the4 are due. =ork hard with an open mind. Ee respectful of ever4one7s time b4 coming to class prepared. Treat People Aight Ee an active listener and participant in class discussions and activities. Ee respectful of ever4one7s ideas even if the4 aren7t the same as 4ours. Ee resourceful F ask for help if 4ou need it.

1ttendan"e 0oli"y: Please plan to attend class ever4 time it is scheduled. 2uring class 4ou are expected to be an active participant. =e all bring different perspectives and experiencesG we need ever4one7s input to learn. -ne ver4 important tenant of shared learning is the power of conversation and collaboration. If 4ou are not here for the conversation1 4ou will miss out on the most important part of this class. There is no wa4 to recreate that for 4ou. @ou are on 4our wa4 to becoming an educator1 a profession that I honor and take ver4 seriousl4. Ee professional b4 following through on 4our commitment to come to class and soak up all the educational chat 4ou can. It reall4 is 4our responsibilit4 to be here. 0ro/e"ts and 1ssign ents: 6tudents will be assessed on how well the4 work to achieve the above goals and ob?ectives. @our final grade will be determined through the following experiences: $. 6hadow 6tud4 of a 6pecial ducation Teacher 9or this course1 4ou have the opportunit4 to shadow a special education teacher for one full da4. !rade level and school are 4our choice. / list of teachers and contact info will be on !oogle. !et this set-up as soon as 4ou can. It7s ama>ing how quickl4 4our schedule will fill up. @ou will share 4our documentation of 4our da4 on our class webpage under the 6hadow 6tud4 2ocumentation tab. 2. Eook 5lub =e will read 1eurodiversity in the 5lassroom b4 /rmstrong in a Eook 5lub format. @ou will use .arve4 2aniels7s Literature 2ircles3 4oices and 2hoice in Book 2lub roles as an organi>ation structure. @ou will need to read on 4our own time and then 4ou will meet with 4our club during class. The members of 4our book club will decide on a reading schedule and a wa4 to present the information 4ou gained from reading the book and discussing the ke4 points. There will be a short wrap-up activit4 once Eook 5lubs are over. #. /dvocac4 Pro?ect This pro?ect is two-fold. 9irst1 working in collaborative groups1 4ou will organi>e and present an in-service during class. The topic needs to be connected to a disabilit4 of 4our choice. The second part of this pro?ect is to create a Public 6ervice /nnouncement *P6/+ designed to advocate in an area surrounding the disabilit4 4ou chose. @our P6/ will be showcased within 4our in-service *above+. These will then be uploaded to @ouTube to trul4 advocate for 4our cause. ;. Besson Planning @our assignment is to plan three lessons1 4ou can choose from <ath1 =riting1 Aeading1 6cience1 6ocial 6tudies1 Ph4sical ducation1 /rt1 <usic or an integration of an4 of these. @ou will lead us through 4our lesson plan during class1 accept peer feedback1 personall4 reflect on the lesson1 make ad?ustments and then turn in all paperwork to me for assessment. Besson Plans must include:

a. 2escription of the lesson1 the instructional level1 topic1 standards1 and the goals to be addressed b4 the lesson b. Purpose of the lesson c. Eehavioral ob?ectives to be addressed in the lesson d. <aterials utili>ed in the lesson1 including differentiated materials1 instructional and assistive technolog4. e. <ethods or strategies utili>ed to individuali>e instruction for students who are BB1 including1 the modified learning environments1 differentiated instruction1 use of task anal4sis1 and activities that promote active engagement1 while addressing cognitive1 cultural1 linguistic1 and gender differences within general and special education settings. f. 2escription of activities for guided and independent practice1 and g. /ssessment activities that evaluated student learning h. / self-reflection of the lesson planning and instructional activities after it is implemented1 including a plan to modif4 lessons1 instruction1 assessment1 and on-going monitoring of student progress+ and samples of 4our student7s work. (. Aesource Einder 2uring this class1 4ou will get a great deal of information that needs to be read4 for future use and documentation. Plan to organi>e all the class material1 assignments1 handouts etc. in an actual large binder using tabs or electronicall4. 9or the sake of this pro?ect1 I will refer to it as a Hbinder1I whether it is an actual binder or electronic. @ou ma4 have alread4 started a professional website. 9eel free to add to that with this new information. /llow that website to ad?ust as 4our experiences grow. If 4ou are not going to pursue a license in special education1 start with tabs that correspond to our course pro?ects plus class notes1 disabilities:strategies information1 personal philosoph4 of education1 professional growth guide1 and an4 other resources. If 4ou are getting a license in special education1 4ou will organi>e 4our binder b4 5 5 6tandard. @ou should add an Index and Table of 5ontents1 too. 9rom experience1 4ou ma4 want to include an -ther tab to collect the things that don7t reall4 fit an4where else. @ou7ll have a place for those things later. @ou will finish this pro?ect during 4our student teaching experience so this is a gift to get to begin earl4. The first page of each of the standard sections should list the standard. D. valuation of Teaching <aterial @ou will evaluate a commerciall4 produced material *games1 teaching aid1 software1 and special to4s+ in language arts skills *reading1 writing1 spelling1 vocabular41 communication1 etc.+1 science1 or mathematics. @ou will blog about the material and how 4ou would use it with students who have disabilities. /dd 4our entr4 to our class website under H<aterial valuations.I =e will take a field trip to Bakeshore Bearning as a class to find 4our materials. -rading 0oli"ies: /ll assignments are expected on the due date unless other arrangements have been made. Ee responsibleJ Academic Integrity: (taken from the Student Handbook)

Butler University is an academic community. It e-ists for the sake of the advancement of knowled#e5 the pursuit of truth5 the intellectual$ ethical$ and social development of students5 and the #eneral well bein# of society. (ll members of our community have an obli#ation to themselves$ to their peers and to the institution to uphold the inte#rity of Butler University. In the area of academic inte#rity$ this means that one%s work should be one%s own and that the instructor%s evaluation should be based on the student%s own efforts and understandin#. hen the standards of academic inte#rity are breached$ mutual trust is undermined$ the ideals of personal responsibility and autonomy are violated$ teachin# and learnin# are severely compromised$ and other #oals of the academic community cannot be reali6ed. Students must be fully aware of what constitutes academic dishonesty5 claims of i#norance cannot be used to 7ustify or rationali6e dishonest acts. (cademic dishonesty can take a number of forms$ includin# but not limited to cheatin#$ pla#iarism$ fabrication$ facilitation$ and interference3 2heatin# includes receivin# or #ivin# help on papers$ e-periments$ reports$ compositions$ pro7ects or e-aminations without the instructor%s permission. It also includes submittin# part of or all of the completed assi#nment of another student as one%s own work. &f special note and concern is the use of purchased research papers. It is a violation of the re#ulations of Butler University for a student to purchase a term paper. 2heatin# is also usin# unauthori6ed materials and aids$ such as books$ one%s own notes or those of another$ and calculators durin# an e-amination. 8la#iarism is the fraudulent misrepresentation of any part of another person%s work as one%s own. Submittin# any writin#$ includin# take9home e-ams$ that does not properly acknowled#e the "uotin# or paraphrasin# of another person%s words$ or that fails to #ive proper credit for another person%s ideas$ opinion$ or theory is pla#iarism. (ny unacknowled#ed use of sources to which one is indebted includin# but not limited to be$ music$ video$ audio$ theatre pro7ects$ compositions$ web site$ and computer software constitutes pla#iarism. :abrication is the falsification or invention of information or data in reports$ lab results$ biblio#raphies$ or any other academic undertakin#. :acilitation involves assistin# someone in an act of academic dishonesty. Interference includes the theft$ alteration$ destruction$ or obstruction of another student%s work. Interference may take the form of the theft$ defacements or destruction of resources$ e.#. library periodicals and books$ so as to deprive other students of information. The re"uirements of academic inte#rity also e-tend to academic activities involvin# computers and networks. ( person who violates the standards of academic inte#rity undermines the values inte#ral to the educational mission of Butler University. (cademic dishonesty is a serious offense$ harmin# both the community and the perpetrator$ and Butler University has$ accordin#ly$ adopted procedures for dealin# with possible instances of academic dishonesty.