Atkins, Trent L.

English

University of Montana

University of Montana ScholarWorks at University of Montana University of Montana Course Syllabi, 1990-2010 Spring 2-1-2008 C&I 459.01: Consulting and Resource Teacher Trent L. Atkins University of Montana, Missoula, trent.atkins@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi1990-2010 Let us know how access to this document benefits you. Recommended Citation Atkins, Trent L., "C&I 459.01: Consulting and Resource Teacher" (2008). University of Montana Course Syllabi, 1990-2010. 57. https://scholarworks.umt.edu/syllabi1990-2010/57 This Syllabus is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in University of Montana Course Syllabi, 1990-2010 by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu.                                                                                              1CURRICULUM AND INSTRUCTION 459 CONSULTING AND RESOURCE TEACHER Spring 2008 Instructor: Trent Atkins, Ph.D.Class Meets: Monday, 4:10 p.m.– 7 p.m. in Education 314Contact Information: Office Phone: 406.243.4978 Email: trent.atkins@umontana.eduOffice Location: Education 302Office Hours: Monday 1:00-2:00 and Wednesday 2:00-3:00 Course Purpose:  The purpose of this course is to expose educators to differing models that are used to serve students with exceptionalities. Thefoci of this course are to assist teachers and future teachers to be leaders in the development of appropriate and effective placements for students and to understand the implications of geographic locations and diverse populations.Course Objectives: Participants in this course will be able to:1. Explain the various special education models that are currently in use 2. Articulate his or her philosophical stance on inclusion and LRE 3 Define and explain the importance of collaboration 4. Explain the role of a special education consultant 5. Develop appropriate placements and systems for differing populations of youth 6. Explain appropriate interactions with, and responsibilities of paraeducators and other school professionals 7. Design a model of special education for a rural or urban ethnically and culturally diverse school district 8. Use Curriculum-Based Measures and Progress Monitoring to inform instruction 9. Navigate AIMSWEB and DIBELS 10. Determine if a student is responding to an academic intervention Instructional Methods: Effective teaching methods will be modeled throughout the semester and will encompass a variety of formats including power-point facilitated lectures, small and large group problem-solving activities and role plays, videos and student-led presentationsand discussions.  In addition, case studies will be utilized regularly for student reflection and inquiry-based learning. The use ofemail correspondence with the instructor is strongly encouraged as a means of individualizing instruction. Computer-mediated instruction in the form of email communication among students and internet research will also be encouraged.Please note: The use of Blackboard is mandatory for this course.Disability Statement: If you have a disability for which accommodations are needed for you to perform to your highest potential in this course, arrange a meeting with me in the first week of the semester. During this meeting we will discuss what accommodations you need and willreceive in this course. Please be sure to contact me within the first week of the semester.Course Expectations: All students must practice academic honesty. Academic misconduct is subject to an academic penaltyby the course instructor and/or a disciplinary sanction by the University. All students need to be familiarwith the Student Conduct Code. The Code is available for reviewonline at http://www.umt.edu/SA/VPSA/index.cfm/page/1321.It is expected that participants will attend all class sessions and will have read the assigned material prior to each session.Group activities and exams will be based on assigned readings.           2Required Texts:  Walther-Thomas, C., Korinek, L., McLaughlin, V., & Williams, B. (2000). Collaboration for Inclusive Educational Developing Successful Programs. Boston: Allyn and Bacon.  Sorrells, A., Rieth, H., & Sindelar, P. (2004). Critical Issues in Special Education: Access, Diversity and Accountability. Boston: Pearson.  Evaluation Procedures:  Grading Scale:  Letter Grade  Percentage A=   93%-100%  B=   85%-92% C=   77%-84%  D=   76%-69% F=   68% or Below  1. Portfolio of Academic Interventions (Grad) 100 points 2. 2 Quizzes @ 100 points each   200 points  3. Philosophical Stance on Inclusion   100 points  4. Instructional Intervention   200 points  5. Design and Development    200 points  6.  Participation Checks    100 points TOTAL POSSIBLE POINTS =     900 points  Assignment Descriptions:   Portfolio of Academic Interventions (Graduate assignment, Due April 7) Graduate students will build upon a bank of interventions and instructional approaches that has been developed through this course. The intent of this bank is to provide all students with a nearly comprehensive list of strategies and procedures for intervening with students with academic and behavioral difficulties. Graduate students will present this portfolio at the annual Montana Council for Exceptional Children (April 5th  and 6th).  Quizzes Quizzes will cover reading material and information covered in class. The purpose of the quizzes is to assess student understanding of the BIG IDEAS of the course.  Philosophical Stance on Inclusion  (Due at the end of Week 7) In a 6-8 page paper and by including no less than five references (you may include your texts), state and defend your position on inclusion. Your sources should consist of at least two research-based articles. A significant portion of the paper should address the importance of collaboration and how collaborative activities will be implemented and monitored.  Use APA style.  Instructional Intervention  (Due at the end of the semester) Each university student will work with one PK-12 students to implement an academic intervention in reading, writing, or mathematics. This assignment will consist of meeting with a student no less than 10 times over the course of the semester (one hour sessions). The first meeting should consist of building rapport with the student, setting a schedule and conducting a CBM assessment to determine an appropriate level of intervention. The subsequent 8 weeks (or meetings) will consist of providing instructional intervention and conducting a curriculum-based measure (CBM). The last meeting will consist of conducting a post-test to determine the student’s overall progress. Your final product will consist of the following: (a) a completed instructional planning form, (b) the instructional materials that you used, (c) an AIMSweb graph that highlights the progress of the student, and (d) a narrative summary of the process and the outcomes giving particular attention to how you adapted the academic intervention based on student progress.  Design and Development  (Due at the end of the semester) Students will work in groups of four to develop an inclusive model of special education. Hypothetical schools or school districts will be decided upon either by the instructor or by the group. The product will be a proposal that will (hypothetically) be presented to a school board. The proposal must be very detailed and address each of the essential components of an inclusive program (see text). The proposal will be evaluated by a panel of professors and administrators familiar with both general education and special education. Part of your grade will consist of your group members scoring you on your contributions and collaborative skills.                                                3Participation Checks and Attendance Policy (on-going) Though attendance is not included as part of the grade for this course, attending and taking part in the class discussions isessential. Extra credit quizzes and assignments along with sign-in sheets will be used to promote attendance. If irregularattendance is found to be an issue with an individual student, I will request a meeting to address the problem. If you expect to receive a grade higher than a “C”, I suggest you do not miss the class more than two times. I reserve the right to adjust gradesto reflect poor attendance and/or participation. To ensure getting your participation points, you should have read theassignments before class. The checks will be directly related to readings. You will not have on opportunity to make-up these participation checks.Materials You will be required to download and print some presentations from Blackboard. You will need three-ring binders for (a) AIMSweb materials, (b) DIBELS materials, and (c) your intervention materials. For the second week of class you will need a stopwatch and a clipboard.                                                                                                                                             Activities & Assignments/ReadingsDate Class Activities Assignments and Readings for Following WeekWeek 1 NO CLASS NO CLASS1.21Course Introduction Visit and review these websitesWeek 2#1 The syllabus Blackboard (download and print DIBELS modules)1.28 #2 The History of me and this course Http://courseware.umt.edu#3 Introductions http://www.aimsweb.com#4 Discussing RtI, the Outcomes-based , Read:and Problem-solving Models Issues pp. 106-124 RtI Article on BlackboardDIBELS Training PART 1 with Jen Molloy, Issues pp. 125-134, Collaboration Chpt. #10 andWeek 3Russell Elementary Kindergarten Teacher #112.4DIBELS Training PART 2 with Jen Molloy, You should be preparing to work with your PK-12Week 4Russell Elementary Kindergarten Teacher student and identifying instructional resources that2.11 are evidence-based.Collaboration Chpt. #1, Issues pp. 1-16 and pp. 57-NO CLASS— President’s DayYou should be starting your academicWeek 5722.18interventions#1 Discussion of Curriculum-Based Visit the following:Week 6Measures (CBMs) DIBELS2.25 #2 AIMSWEB System and Assessment http://dibels.uoregon.edu/Practice Florida Center for Reading Research:www.fcrr.orgTexas Center for Reading and Language Oregon Reading First Center:Arts: http://oregonreadingfirst.uoregon.edu/www.texasreading.org What Works Clearinghouse:Texas Reading Initiative: http://www.whatworks.ed.govwww.tea.state.tx.us Intervention Centralhttp://www.interventioncentral.org/P and D Models of Special Education Collaboration Chpt. #2Week 7#1 What is the difference between 3.3 mainstreaming and Inclusion?#2 Discuss research-based academicinterventions.Collaboration Chpt. #3#1 QUIZ #1#2 P and D Essential Components of an Week 83.10Inclusive ProgramCollaboration Chpts. #4 and #5#1 P and D of Organizational Change3.17Week 10Week 9NO CLASS— Spring Break3.24Collaboration Chpts.#6 & #7P and D of Starting an Inclusive Program3.31Week 11Collaboration Chpts. #8 and #9#1 P and D of Assistance Teams4.7Week 12#1 Guest Speaker—High School with Visit http://www.projectparticipate.org/Week 13Victoria Roche4.14#2 P and D Consultation and Co-TeachingAttend  MCEC if possibleWorking with Paraeducators Issues pp. 135-153 and 73-91Week 144.21Complete Model Programs#1 QUIZ #2#2 P and D Sustaining Best-Practices forWeek 154.28all learnersMay 5th 4:10 to 6:10 Alternate Location if ApprovedFinal  4

C&I 459.01: Consulting and Resource Teacher

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C&I 459.01: Consulting and Resource Teacher

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