Education.byu.edu
Syllabus
CPSE 467R: Practicum:
Teaching Students with Severe Disabilities
Brigham Young University
Department of Counseling Psychology and Special Education
Summer Term 2006
Credit Hours: 4 variable
Location and Time: On-Site
Varies
Instructor: Katie Sampson
University Supervisors: Aspen: Laura Stuver: Lmsatk@
Kelli Mansanarez: kellimansanarez@
Shelley: Kelli Mansanarez: kellimansanarez@
Reece: Megan Sangster: megansangster@
Oakridge: Kelli Mansanarez: kellimansanarez@
Cooperating Teachers: Alpine: Bre Bell brebell@
Tim Pead tpead@alpine.k12.ut.us
Shelley: Devon Searle dsearle@alpine.k12.ut.us
Kristi Parker kparker@alpine.k12.ut.us
Lauren Petersen lpetersen@alpine.k12.ut.us
Reece: Karla Peterson: karla.peterson@nebo.edu
Oakridge: Wendy Stoker wendy.stoker@nebo.edu
Office Hours: Open Door Policy and by appointment
Contact Information: Office: 422-1408, Katie_Sampson@byu.edu
350-F MCKB
Course Catalog Description: Practicum: Instructional content and practice for individuals with severe disabilities.
Course Description: This course is designed to meet the requirements needed for a Utah State special education teaching license in Severe Disabilities.
Prerequisites: Successful completion of spring term CPSE courses
Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards
| |Council for Exceptional |Conceptual Framework Aims |INTASC Evaluation |Assessment |
| |Children | |Standards | |
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|Core Course Outcomes | | | | |
| | |CF 1: Embrace and Apply the |S1: Subject Matter | |
| | |Moral Dimensions of Teaching |S2: Student Learning | |
| | |Practicing nurturing pedagogy|S3: Diverse Learners | |
| | |Providing access to knowledge|S4:Instructional | |
| | |Enculturating for democracy |Strategies | |
| | |Ensuring responsible |S5: Learning Environments| |
| | |stewardship of the schools |S6: Communication | |
| |CEC |CF2: Demonstrate Academic |S7: Planning Instruction | |
| |Standard |Excellence |S8: Assessment | |
| | |CF3: Model Collaboration |S9: Reflection and | |
| | |CF4: Act with Social |Professional Development | |
| | |Competence |S10: Collaboration, | |
| | | |Ethics, & Relationships | |
|Models, theories, and |CC1K1, CC1K3, IC1K2, |CF1, CF2 |S1, S2, S4, S7 |Class Participation, |
|philosophies that form |CC4S1, CC4S4, CC4S5, | | |Portfolio |
|the basis for special |IC4K3, IC4S1, IC4S4, | | | |
|education practice. |IC4S5, | | | |
| |IC4S6, CC5K3, CC7K1, | | | |
| |CC7K2, CC7S5 | | | |
|Rights and |CC1K4, CC1K7, CC7K5, |CF1, CF2, CF3, CF4 |S2, S3, S6, S10 |Class Participation, |
|responsibilities of |IC8K2, IC8K3 | | |Portfolio |
|students, parents, | | | | |
|teachers, and other | | | | |
|professionals, and | | | | |
|schools related to | | | | |
|exceptional learning | | | | |
|needs. | | | | |
|Articulate personal |CC1S1, CC9S5 |CF2 |S9 |Portfolio |
|philosophy of special | | | | |
|education. | | | | |
|Specialized materials for|IC4K1, CC5K1, IC5K2, |CF1 |S5, S6 |Class Participation |
|individuals with |IC5K3 | | | |
|disabilities. | | | | |
|Use a variety of |IC4S3, CC5K2 |CF1, CF4 |S5 | Class Participation, |
|nonaversive techniques to| | | |Portfolio |
|control targeted behavior| | | | |
|and maintain attention of| | | | |
|individuals with | | | | |
|disabilities. | | | | |
|Teacher attitudes and |CC5K5, IC5K4, CC7S7 |CF1, CF3 | |Class Participation, |
|behaviors that influence | | | |Portfolio |
|behavior of individuals | | | | |
|with exceptional learning| | | | |
|needs. Social skills | | | | |
|needed for educational | | | | |
|and other environments. | | | | |
|National, state or |CC7K3, CC7S1 |CF1, CF4 |S9, S10 |Class Participation, |
|provincial, and local | | | |Portfolio |
|curricula standards. | | | | |
| Prepare and organize |CC7S10, CC7S11, CC7S13 |CF1, CF2 |S2, S4, S7, S9 |Class Participation, |
|materials to implement | | | |Portfolio, Lesson Plans,|
|daily lesson plans. | | | |Observations, CBA |
|Develop or modify |CC8K1, CC8K2 |CF1, CF2, CF4 |S8 |Class Participation, |
|individualized assessment|CC8S4, CC8S5, CC8S9, | | |Portfolio, Brigance, |
|strategies. |IC8K1 | | |CBA, Data Based Unit |
| | | | | |
|Create a safe, equitable,|CC9K1, CC9K2, CC5S1, |CF1, CF4 |S3 |Class Participation, |
|positive, and supportive |CC10S10 | | |Portfolio |
|learning environment in |CC7S8, CC8S2 | | | |
|which diversities are | | | | |
|valued. | | | | |
|Continuum of lifelong |CC9K3, CC9S1, CC9S10, |CF1, CF3, CF4 |S9 |Class Participation, |
|professional development.|IC9K1, IC9K2, CC10K1, | | |Portfolio |
| |IC10K3 | | | |
Course Expectations:
1. Students will adhere to the BYU Honor Code.
2. STUDENTS WILL ATTEND ALL PRACTICUM HOURS (total 100 hours) and participate in teaching, recess duty, activities, research, and group work. Late arrivals or early dismissals are inappropriate. Each absence, EXCUSED OR UNEXCUSED, will result in ONE GRADE LEVEL DROP (eg. An A = an A-). Your Cooperating teacher, Instructor and University Supervisor need to be informed of your absence or reason for tardiness at least ½ hour BEFORE class for it to be considered excused. You will be responsible for providing sub plans at least 30 mins before class for any day you miss. You must submit in writing to the Instructor any requests for absence at least 2 weeks BEFORE the absence. These will be read by the attendance committee. Any hours missed must still be made up through an approved alternate assignment by the instructor.
3. Students will actively share the load of teaching. Each teacher is expected to actively participate in teaching, recess duty, opening, snack time, etc. each day.
4. Students will complete all assignments on time. Written reports are expected to be typed, proof-read, spell-checked and written in American Psychological Association (APA) style. All late assignments will lose 10% each day it is late. Assignments are due at the beginning of class.
5. EXRTRA CREDIT: For 10 extra points you may write a social story. What you write the story on must be pre-approved by the Instructor in order for the credit to count. Stories are due by July 30th at 5pm, and must be submitted as an attachment via email in Microsoft Word to Katie_sampson@byu.edu.
Summer Practicum Policies
To complete the summer practicum, each student must:
1. Complete two formal observations with an average score of ( 82% (B-). If the student falls below 82% (B-) on one formal observation s/he can request one replacement observation. The old score and replacement score will be averaged.
2. Complete all practicum assignments with an average score of ( 82% (B-) with the option to request one replacement assignment.
If the student does not complete the summer practicum with > 82% (B-), then s/he is not permitted to begin student teaching/internship. S/he can request to retake the practicum one time. If the student does not complete the practicum the second time, then s/he may not continue in the special education program.
Certain extreme circumstances, such as a medical emergency, may warrant the absence being approved as an “excused” absence. A committee of faculty will review the written notice and decide if the absence may be excused.
All students are expected to complete the daily practicum assignments for the day of an absence. For both excused and unexcused absences, students are expected to turn in all missed work but students may only earn up to a maximum of 80% of the points for activities and work submitted for the missed day.
Course Content:
This course is designed to prepare special educators to understand the methods of effectively assessing, teaching, and making adaptations for students with severe disabilities.
Methodologies/Teaching Strategies:
Course format may include but not be limited to lecture, group discussion, panel discussion, small group work, service learning, and research participation.
Assignments:
1) Class participation: Students will attend all practicum hours (total 100 hours) and participate in teaching, recess duty, activities, research, and group work. late arrivals or early dismissals are inappropriate. Each absence, excused or unexcused, will result in one grade level drop (eg. an A = an A-).
2) Professionalism: You will be evaluated for professionalism using the CPSE departments Professionalism rubric by your University Supervisor and Cooperating Teachers 40 points
3) Administration of the Brigance: You will assess preferably one student each week using separate sections of the Brigance for a total of 4 sections 40 points
4) CBA: Based on Brigance assessments derive 1 PLEP and 1 MAG then create a CBA to extend the Brigance test 30 points
5) CBA Data Based Unit/ Lesson Plans: Design a Unit title and create 5 DI lesson plans that align with your CBA along with a form you will use to track data during your lesson 35 points
6) Lesson Plans: You will submit 5 lesson plans on the last day of each teaching week for the coming week. These lesson plans will be evaluated by your cooperating teacher. Once you have successfully completed (90% or higher) 5 scripted DI lesson plans you may move to the short lesson plan format. At least 5 lesson plans, total, must be the Discrete Trial format. 10 pts each for a total of 250pts
7) Video Observation: You will video tape yourself teaching a Direct Instruction lesson plan, and then observe this lesson with your University Supervisor. This is a Pass/Fail Assignment worth 20 points
8) Formal Observations: You will be formally observed by your University Supervisor twice. Each Observation is worth 100 points for a total of 200 pts
9) Teaching Checklist. You will submit a checklist on the final day of the week of the things you have taught for weeks 3, 4 and 5 of your practicum experience. The checklist will consist of answering yes or no to the following questions:
• Did you teach at least 1 lesson from the 100 manual?
• Did you teach at least 1 lesson from the RALP or Milestones Books?
• Did you teach at least 1 lesson using the ECRI or Edmark format?
• Did you teach at least 1 lesson using the Match/Sort/Select/Name method?
• Did you teach at least 1 lesson from the Downs text?
• Did you teach at least 1 lesson using Direct Instruction?
• Did you teach at least 1 lesson using Discrete Trial?
• Did you teach at least 1 math lesson?
For each question you answer yes to you will receive 5 points. 120 points
Class Participation
Professionalism 40
Brigance Administration 40
CBA 30
CBA Unit/Lesson Plans 35
Lesson Plans 250
Video Observation 20
Formal Observations 200
Teaching Checklist 120
TOTAL 735
Evaluation:
A 95-100%
A- 90-94%
B+ 88-89%
B 85-87%
B- 80-84%
C+ 78-79%
C 75-77%
C- 70-74%
D+ 68-69%
D 65-67%
D- 60-64%
E below 60%
Preventing Sexual Harassment:
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.
Students with Disabilities:
Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422-5895, D-282 ASB.
Statement on Diversity:
The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds.
Assignment Due Dates:
• Weekly: 5 Lesson Plans due the last teaching day of each week beginning June 19th to Cooperating teacher
• Week 1: Videotape yourself teaching a Direct Instruction Lesson Plan.
• Week 2: Observe video-taped lesson with University Supervisor, Assess a student with the Reading Section of the Brigance turn in to University Supervisor by Thursday morning of each week
• Week 3: Formal Observation #1, Teaching Checklist, Brigance: Math
• Week 4: Formal Observation #2, Teaching Checklist, Brigance: General Knowledge
• Week 5: Teaching Checklist, Brigance: Speech & Languauge
• Week 6: Finish up CBA/UNIT
• Last day of your site’s practicum: CBA/UNIT due to University Supervisor
BYU Summer Licensure Program
Severe Disabilities
Contact Information
|Practicum Coordinator: |Cooperating Teachers: |
|Katie Sampson |Aspen: |
|350-F MCKB |Bre Bell |
|BYU, Provo, UT 84602 |brebell@ |
|801-422-1408 w. | |
|801-367-3521 c. |Shelley: |
|katie_sampson@byu.edu | |
| |Reese Elementary |
|Assistant Practicum Coordinator: |Jennifer Waters |
|Megan Sangster |jennifer.waters@nebo.edu |
|megansangster@ | |
| |Leney Edvalson |
|University Supervisors: |loralene.edvalson@nebo.edu |
|Aspen: | |
|Laura Stuver |Melanie Adamson |
|Lmsatk@ |melanie.adamson@nebo.edu |
|Kelli Mansanarez: kellimansanarez@ | |
| |Rebecca Rich |
|Reese |rebecca.rich@nebo.edu |
|Megan Sangster | |
|megansangster@ |Karla Peterson |
| |karla.peterson@nebo.edu |
|Schools: | |
|Rees: 789-4055 |Erin Jackson |
|Oakridge: 491-2165 |erin.jackson@nebo.edu |
|Aspen: 227-8700 | |
|Shelley: 756-8540 |Oakridge |
| |Wendy Stoker |
| |wendy.stoker@nebo.edu |
| | |
|Brigance |Score |Possible |
|Fill out demographics (cover and pg.1) | |2 |
|Fill out protocol correctly sections w/ pencil and blue pen; circles and lines | |5 |
|Appropriate comments are made throughout sections | |3 |
|Total | |10 |
Rubric for Short Lesson Plans
Student Name:__________________________Evaluator:_______________________________
|Task |Points Earned |Points Possible |
|Unit, lesson topic, & materials are listed w/o any missing elements | |1/2 |
|Objective is written in a measurable way | |1/2 |
|Students considerations are listed and thought/concern is well reflected | |1/2 |
|Anticipatory Set/Opening is well described and behavioral expectations are explained| |1/2 |
|Objective is written as it will be said to students along with a rationale | |1/2 |
|Input has been broken down into small manageable parts for the students to follow | |1 |
|A good explanation of how teacher will MODEL the skill w/o students involvement | |1 |
|Teacher explains an effective method to check for understanding & how this will | |1/2 |
|occur | | |
|Guided practice is written w/ at least 3 examples for students to be guided through | |2 |
|the practice. How data will be taken BEFORE the teacher will move students on to | | |
|Independent Practice is explained well | | |
|Independent practice is written w/ at least 3 examples for students to do | |2 |
|independently. How data will be taken is explained well. Data sheet is included | | |
|Teacher explains well how she will close her lesson w/ restating what was | |1 |
|learned/objective & how she will transition her students to the next activity | | |
|smoothly. | | |
|TOTAL | |10 |
CBA Rubric:
(This may be conducted with 1 to 30 students)
|Criteria |Points Earned |Points Possible |
|PLAAFP is written in correct format including pertinent information from the Brigance,| |5 |
|age/grade level, and why special education services are required | | |
|MAG is written with alignment to the PLAAFP and is measurable, gives a criteria, | |5 |
|allows for generalization, and is within reason for growth | | |
|CBA is written with alignment to PLAAFP and MAG, and it clearly extends the Brigance | |20 |
|testing based upon classroom curriculum. Data sheets are included and at least 3 | | |
|different examples are given to allow for generalization and multiple trials | | |
|TOTAL | |30 |
Dear Parent:
As part of the requirements for Special Education Licensure at Brigham Young University, practicum and student teacher/interns must evaluate their teaching. One way for them to do this is by viewing their teaching on videotape. As they teach lessons, students are often videotaped as well. This tape will be viewed only by the staff involved in the licensure program, and will be erased after being used for this learning experience.
We need your written permission for us to video tape the class your child is participating in. Please sign and return this form. Thank you for your help. We enjoy and appreciate the opportunity to work with your child. If you have questions or concerns, please contact us at _______________________________.
______________________________
Teacher Signature
You may videotape my child ____________________________ as part of the Special Education Licensure requirement.
Parent/Guardian Signature _____________________________________
Date _____________________________________
Summer Practicum Teaching Checklist
To be submitted on the last day of the week for weeks 3, 4 and 5
Name: ______________________________________________
Week: 3 4 5
(circle one)
Did you teach the following type of lesson at least once this week?
|Lesson |Yes or No |
|100 Easy Lessons | |
|ECRI or Edmark | |
|RALP or Milestones | |
|Match/Sort/Select/Name | |
|Downs text | |
|Direct Instruction | |
|Discrete Trial | |
|Math | |
You will receive 5 points for every question you answer yes to-submitted to cooperating teacher.
Summer Practicum Teaching Checklist
To be submitted on the last day of the week for weeks 3, 4 and 5
Name: ______________________________________________
Week: 3 4 5
(circle one)
Did you teach the following type of lesson at least once this week?
|Lesson |Yes or No |
|100 Easy Lessons | |
|ECRI | |
|RALP or Milestones | |
|Match/Sort/Select/Name | |
|Downs text | |
|Direct Instruction | |
|Discrete Trial | |
|Math | |
You will receive 5 points for every question you answer yes to-submitted to cooperating teacher.
Special Education Professionalism Evaluation
Name: Instructor:
Class: Semester/Year:
Midterm
Student displays professionalism in my classroom: Yes No
If No, please mark objective(s) for needed improvement: Comments
| |Punctual | |
| |Attends all class periods to full duration | |
| |Completes assignments on time | |
| |Implements instructor’s suggestions | |
| |Accepts feedback in a positive manner | |
| |Uses class time appropriately | |
| |Communicates positively with peers and supervisors | |
| |Does appropriate share of group work | |
| |Appearance accords with BYU dress/grooming standards | |
| |Conduct accords with BYU Honor Code | |
| |Other: | |
Remediation Plan
Student Date Instructor
Final
Student displays professionalism in my classroom: Yes No
If No, please mark objective(s) for needed improvement: Comments
| |Punctual | |
| |Attends all class periods to full duration | |
| |Completes assignments on time | |
| |Implements instructor’s suggestions | |
| |Accepts feedback in a positive manner | |
| |Uses class time appropriately | |
| |Communicates positively with peers and supervisors | |
| |Does appropriate share of group work | |
| |Appearance accords with BYU dress/grooming standards | |
| |Conduct accords with BYU Honor Code | |
| |Other: | |
Remediation Plan
Student Date Coordinator 12.2.03
BYU Summer 2006
Alpine
Class #1
Kitara Beasley (L)
Ani Bewsey (L)
Stephanie Bassett (L)
Danica Osborn (L)
(Tim Pead)
Class #2
Judy Tanner (K)
Karissa Box (K)
Melissa Batts (K)
(Bre Bell)
University Supervisors:
Laura Stuver (L)
Kelli Mansanarez (K)
Shelly Elementary 602 N 200 W. AF ESY:
June 12, 13, 14, 15
20, 21, 22
July 11, 12, 13
18, 19, 20
25, 26, 27 = 64 hours
Lauren Peterson/ Marie Glahn
Staci Yamada (K)
Brooke Bushman (K)
Devon Searle/ Kristi Parker:
Jane Coleman (K)
Jodie Bushnell (K)
Nebo (Reece)
Lindsey Adams-Leney
Alison Day-Rebecca
Brent Hill-Jennifer
Liz Reynolds-Melanie
Elisa Schmidt-Karla
Sam Zaelit-Erin
Liz Twede-Cathleen
University Supervisor:
Megan Sangster (M)
June 13 to July 20
Tues. Wed. Thurs. Except July 4th
8:00 to 12:00
Mtg June 9th
Nebo (Oakridge)
Alison Bright
Kimberly Crockett
(Wendy Stoker)
University Supervisor:
Kelli Mansanarez
June 6 to July
27
Tues. Wed. Thurs. Except July 4th, 5th and 6th are off
University Supervisor Schedule:
Aspen:
Kelli: M/F 8:00-12
Laura: T/W/TH 8-12
Megan: inservice on Fridays
Katie: M/F visits
Shelly:
Kelli: T/TH 8:00-12
Katie: Wed. visit
Reece:
Megan: T/TH 8:30-12:30
Katie: Thurs visit
Oakridge:
Kelli: W: 8:15-12:15
Megan: Tues visit
Katie: Thurs. visit
Tuesdays: Katie may be at any site
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