Course Information

  • Credits:  3 credits
  • Schedule/Location:  Mondays, 4:30-6:45, Granite Education Center (GEC),
  • 2500 South State, SLC, UT

Instructor Information

  • Instructor:  Jeri Rigby, M.Ed.
  • Email:  jeri.rigby@canyonsdistrict.org
  • Office:  
  • Office Hours:  my appointment
  • Phone:  801 510-65-2

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Council on Exceptional Children (CEC) standards
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Evaluation
Activities
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Course Objectives
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IDEA Objectives

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Activities

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Learning Resources

Texts & Course Materials


1.  The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement (Practical Interventions in the Schools)

  • Michelle K. Hosp, John L. Hosp, and Kenneth W. Howell (2007)
  • Publisher: The Guilford Press 
  • ISBN-10: 1593853998

2.  Teaching Students with Learning Problems, 8th Edition

  • Mercer, Mercer & Pullen (2011)
  • Publisher:  Pearson
  • ISBN-10: 0137033788

3.  Utah Special Education Rules

  • Available online or  through your school district’s Special Education Department

4.  Additional readings provided in class and assigned during the semester

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----Please see next page for Grades information----

Grades

Your grade will be based on the following:

Items

Points
Total Points420
Case Study: Interpretation of Evaluation Results
50
Math Lesson Plan Assignment
50
Curriculum-Based Measurement Project
50
Philosophy of Teaching Paper
50
Quizzes
80
In Class Final
100
Weekly attendance, participation, professional behavior
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Your grade will be calculated with this scale:

Grade

Percentage

Points

A 93 - 100 391 - 420
A- 90 - 92 378 - 390
B+ 87 - 89 365 - 377
B 83 - 86 349 - 364
B- 80 - 82 336 - 348
C+ 77 - 79 323 - 335
C 73 - 76 307 - 322
C- 70 - 72 294 - 306
D+ 67 - 69 281 - 293
D 60 - 66 252 - 280
F 0 - 59 0 - 251
You will have the opportunity to earn Extra Credit:
Items
Points
Total Extra Credit-
Item
-
----Please see next page for Schedule information----

Course Schedule

SPED 5320, Spring, 2015

Date

Topic

Readings/Assignments

Header
Header

January 7


Introduction to Semester, Syllabus & Course Expectations review


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Jan. 12

Assessing Students for Instruction

Introduction:  Evaluation and Classification Procedures

BEFORE Class, read Chapter 3, pages 78-91, & 100-116 (Mercer)

Review Philosophy of Teaching Paper

In Class Activity:  Setting up CBM folders for the semester 

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Jan. 19

NO CLASS - MARTIN LUTHER KING HOLIDAY

Begin Philosophy of Teaching Paper

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Jan. 26

Standardized Achievement and Cognitive Assessments 

Review Case Study Assignment

In Class Activity:  CBM Timing – Sped Terms

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Feb. 2

Interpreting Evaluation Results 

Classifying Conditions – Canvas Materials

Quiz # 1 - Evaluation Classification (due February 7th  at midnight) – 20 points

Philosophy of Teaching Paper -1st draft (submit via Canvas by February 7 at midnight) - 5 points

In Class Activity:  CBM Timing

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Feb. 9

Assessing Math

BEFORE class, read Chapter 11 (Mercer)

Review Math Lesson Plan Assignment

In Class Activity:  CBM Timing - Math

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Feb. 16

NO CLASS - PRESIDENT'S DAY

Begin Math Lesson Plan

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Feb. 23

Teaching Math & Math Strategies

BEFORE class, read Chapter 12 (Mercer)

Case Study: Interpretation of Evaluation Results (due at beginning of class) - 50 points

In Class Activity:  CBM 

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March 2

Teaching Math & Math Strategies (continued)

Quiz # 2 -– Chapters 11 & 12 (due March 7th  at midnight) - 20 points

Philosophy of Teaching Paper - 2nd draft (submit via Canvas by March 7 at midnight) - 5 points

Review CBM Project Assignment

In Class Activity:  CBM 

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March 9

NO CLASS – USU SPRING BREAK

Read assignments prior to next week's class

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March 16

Implementing Curriculum-Based Measurement

BEFORE class read, ABCs of CBM – Chapters 1-4 & Chapter 3, pages 92-100 (Mercer)

Quiz # 3 - ABCs of CBM Chaps. 1, 2, 3 & 4 (due by March 21 at midnight) - 20 points

Math Lesson Plan Assignment (due at beginning of class) - 50 Points

In Class Activity:  CBM Timing 

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March 23

CBM:  Data Collection and Establishing Routines and Procedures for On-going Progress Monitoring

BEFORE class, read ABCs of CBM – Chapters 6-9

Quiz  # 4 - ABCs of CBM Chaps. 6, 7, 8 and 9 (due by March 28 at midnight) - 20 points

In Class Activity:  CBM 

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March 30

CBM Interventions and Putting the Pieces Together

In Class Activity: CBM

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April 6

NO CLASS - DISTRICT SPRING BREAK


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April 13

Written Expression

BEFORE class, read Chapter 10, p. 367-380 (Mercer)

CBM Project (due at beginning of class) – 50 points

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April 20

Teaching Learning Strategies, Content and Study Skills

Promoting Transitions 


BEFORE class, read Chapters 13 & 14 (Mercer)

Philosophy of Teaching Paper – Final (submit via Canvas by April 25 at midnight) - 40 points

In Class Activities: Content & Learning Strategies

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April 27

In Class Final

Final 

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Course Policies and Responsibilities

1.  Attendance:

Because of the nature of the ATP program, attendance for the full class time is expected of all students. Given the expectation of the school district and Utah State Office of Education that you complete your special education licensure during your enrollment in this program, attendance at class must have a priority over other responsibilities (i.e., coaching, part-time jobs, etc). 

Attendance requirements are:

  • Attend each class having read the week’s assigned readings and having completed any classroom-based activities. You should be prepared with class homework assignments and ready to participate and share during class time.
  • Students are responsible for getting to class on time and will be expected to remain in class unless previously arranged with the instructor. If tardiness becomes a problem, professional points will be deducted.
  • If students are late or absent, they are responsible for getting class information from their colleagues.
  • To receive a passing grade, 2 absences are allowed.  Weekly points (attendance, class participation points, professional points) will not be awarded on nights that a student is absent (excused or unexcused).
  • A student who misses more than two classes during the semester (including Parent-Teacher Conferences, illness, emergencies) will be in jeopardy of not passing the class and will be expected to arrange a meeting with the instructor, Jeri Rigby, and Dr. Marilyn Likins to discuss your progress.

2.  Assignments

Submit all assignments and take exams on the dates announced by the instructor or specified in the course schedule. This includes assignments that are to be submitted on Canvas as well as assignments that will be turned in during specific class periods.  The student should refer to the Product Guide for assignment requirements.  Product Guides specifying the expectations and requirements for assignments will be reviewed by the instructor in class and posted on Canvas.

Assignment requirements include:

  • It is the responsibility of the student to meet specified assignment deadlines, both online and in class.
  • Late assignments submitted through the Canvas will not be accepted after the specified date and time and will receive 0 points.
  • Assignments and projects turned in class are due at the beginning of class on the night due.  Late assignments and projects will receive a 5 point reduction on the final grade of the assignment  for EACH CALENDAR DAY LATE.  It is the responsibility of the student to get any late assignment to the instructor.

3.  Confidentiality:

Maintain confidentiality when assignments involve discussion of special education students and information in special education files.

4.  Professional Behavior.

All ATP students are expected to behave in an ethical and professional manner both in class and in completing online assignments. Professional behavior is expected at your school sites and when interacting with your instructional coaches and assigned school mentors at your school site.

Class behavioral expectations include:

  • Silencing cell phones. In addition, no texting is permitted.  If an emergency phone call or text is received during class, the student is expected to step into the hall to respond to the call/text and not disrupt the class when leaving.
  • Respecting the instructor and classmates’ time by not dominating class discussion with personal issues, examples, and concerns.
  • Restraining from side conversations with classmates during presentations by the instructor, guest presenters, and/or classmates.
  • Maintaining order and cleanliness in the classroom by leaving the room as it was when you arrived, not using supplies left in the room, and carrying out all garbage to receptacles in the hallways or outside.

Course Assignments

Case study: Interpretation of Evaluation Results (50 Points): Students will review, analyze, and interpret evaluation data of an identified student and develop appropriate IEP goals and procedures for monitoring progress.

Math Lesson Plan Assignment (50 points).  Students will write a math lesson plan that incorporate the common core math standards and use the explicit instruction lesson plan template provided in class. A Product Guide will be provided to students outlining in detail the expectations and criteria for meeting competency.

Curriculum-based Measurement Project (50 points):  Students will develop a class-wide procedure and year-long plan that includes administering benchmarks and probes as well as interpreting CBM data for a reading or math group.

Philosophy of Teaching Project (50 points): Students will independently read and respond by email to e-journal prompts provided by the instructor throughout the semester.  The final product will be a composite of the responses developed into a final, approved Philosophy of Teaching paper.  To receive credit, the ongoing revisions based on previous edits must be submitted for review. The final copy must be submitted on online as well as a hard copy on the last night of class to receive credit.

Online quizzes (80 points): Students take on-line quizzes to reinforce key information from class and chapter readings.

In-Class Final (100 points): The final exam will be inclusive of the semester’s readings, class assignments, and discussions. The final exam will be completed on the last night of class – it is an open book/note exam. 

Class preparation, participation, and professional behavior (40 points): Class preparation includes class/homework assignments that are typed and completed by the date specified. Class participation includes class attendance, being on time, participation in class discussions, participation in small group and cooperative activities, demonstrating professional behavior.

Resolving issues and concerns about assignments or expectations privately with the instructor and/or district-assigned instructional coach

NOTE:

  1. An incomplete grade will only be given under circumstances specified in USU’s At-Risk Policy.  Incomplete grades will not be given for poor performance. In addition, poor grades (or at least grades lower than you desire) stand. No opportunities for improving a grade or extra credit will be provided.
  2. Only a semester grade of “C” of higher may be counted toward certification.

ADA Accommodations

Students with ADA-documented physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations.  Veterans may also be eligible for services. All accommodations are coordinated through the Disability Resource Center (DRC) in Room 101 of the University Inn, (435)797-2444 voice, (435)797-0740 TTY, or toll free at 1-800-259-2966 at the Logan campus. Please contact the DRC as early in the semester as possible. Alternate format materials (Braille, large print or digital) are available with advance notice. 

Department of Special Education and Rehabilitation Policies

GRADING GUIDELINES

Criteria for the awarding of each letter grade should be specified in the course syllabi for all courses.

Grades given in all courses should truly reflect differences in student performance, not just meeting minimum criteria.

GRADE POINT REQUIREMENTS

Licensure/Undergraduate Students - Students must maintain a grade point average of 2.75 after being admitted to the Teacher Education Program and while taking courses in the major.

Graduate Students - All graduate students must maintain a 3.0 grade point average to remain an active student in the graduate program.

Student Behavior & Academic Honesty

Student behavior in accordance with USU’s Student Code of Conduct/Rights is expected during all interactions with faculty and peers. It is expected that students’ work will conform to the highest standards of academic honesty. Incidences of academic dishonesty (e.g., cheating on tests, plagiarism, lying to supervisors and cooperating teachers) will be referred to program committees for disciplinary action.

Licensure/Undergraduate Course Requirements

Students are required to earn a "B-" or higher in all certification courses. Students who receive a grade below "B-" must retake the course. Each student will be allowed to repeat a maximum of one course (course is defined as didactic courses, practica and student teaching). Students who receive two grades below “B-” or withdraw from two practica (or one practica two times) will not be permitted to continue coursework in special education.

Student teaching may not be repeated without appeal and approval by the appropriate special education program committee.

Students who do not apply for certification within 12 months of graduating, may be subject to additional coursework prior to recommending certification.

Background Check

As a result of a legislative mandate, all students planning on obtaining a teaching certificate in Utah must receive a background check completed prior to their student teaching experience. To expedite this process, all students planning on student teaching must submit completed background check forms to the Office of Teacher Certification, Education Building, Room 103.

University Policies

Students with Disabilities

Students with ADA-documented physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations. Veterans may also be eligible for services. All accommodations are coordinated through the Disability Resource Center (DRC) in Room 101 of the University Inn, (435)797-2444 voice, (435)797-0740 TTY, (435)797-2444 VP, or toll free at 1-800-259-2966. Please contact the DRC as early in the semester as possible. Alternate format materials (Braille, large print or digital) are available with advance notice.

Honor Pledge

Students will be held accountable to the Honor Pledge which they have agreed to: "I pledge, on my honor, to conduct myself with the foremost level of academic integrity."

Academic Honesty

The Instructor of this course will take appropriate actions in response to Academic Dishonesty, as defined by the University's Student Code:

Acts of academic dishonesty include but are not limited to:

Cheating: (1) using or attempting to use or providing others with any unauthorized assistance in taking quizzes, tests, examinations, or in any other academic exercise or activity, including working in a group when the instructor has designated that the quiz, test, examination, or any other academic exercise or activity be done "individually"; (2) depending on the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; (3) substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work; (4) acquiring tests or other academic material belonging to a faculty member, staff member, or another student without express permission; (5) continuing to write after time has been called on a quiz, test, examination, or any other academic exercise or activity; (6) submitting substantially the same work for credit in more than one class, except with prior approval of the instructor; or (7) engaging in any form of research fraud.

Falsification: altering or fabricating any information or citation in an academic exercise or activity.

Plagiarism: representing, by paraphrase or direct quotation, the published or unpublished work of another person as one's own in any academic exercise or activity without full and clear acknowledgment. It also includes using materials prepared by another person or by an agency engaged in the sale of term papers or other academic materials.

The complete Code of Policies and Procedures for Students at Utah State University can be viewed at: http://www.usu.edu/studentservices/studentcode/.

Incomplete Policy

Executive Memorandum 79-15

A student who has been unable to complete the work of course assignments, examinations, or reports due to extenuating circumstances such as illness, death in the family, etc. - but not due to poor performance of his/her work - and who has completed most of the coursework, may petition the instructor of the course for time beyond the end of the quarter to finish the work. If the instructor agrees, the instructor will place two grades on the final grade list for the student, an "I" and a letter grade for the course computed as if the missing work were zero. The student is then required to complete the work in the manner and by the time agreed upon with the instructor, but, in any case, within 12 months of the end of the quarter in which the "I" was given. When the grade change is submitted by the instructor within the prescribed time, both the "I" and the grade submitted with the "I" will be removed from the student's record, the new grade placed on the record, and the GPA adjusted accordingly. If no change of grade is submitted by the instructor within the prescribed period, the "I" will be removed and the grade submitted with the "I" will remain as the permanent grade for the course. Research and thesis courses taken for graduate work are exempted from this policy.

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