Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !

hi dren

The College of Education and Behavioral Sciences

Houston Baptist University
!o"rse S# a$"s

EDSP 5311 !"# Diagnostic and Prescriptive Teaching for E$ceptional Children Spring !"1%
C&U'SE DESC'(PT(&) The earning experiences in this co"rse %i contri$"te to the &no% edge and s&i s of professiona ed"cators in deve oping and assessing progra's for st"dents %ho exhi$it earning and $ehavior diffic" ties. St"dents %i earn the diagnostic(prescriptive approach to individ"a i)ed instr"ction. St"dents in the co"rse %i earn a$o"t co'prehensive 'ethods of assessing earning st# es and to identif# %here the $rea&do%ns can occ"r in the earning process. This co"rse %i assist ed"cators in deve oping* ad'inistering and eva "ating appropriate progra''ing re ated to specific needs of earners. The screening process for d#s exia 'andated $# the State +oard for Ed"cator !ertification is ta"ght in this co"rse. C&U'SE SE*UE)CE () CU''(CU+U, -)D P'E'E*U(S(TE ().&',-T(&) This co"rse is re,"ired for a individ"a s see&ing certification as either a specia ed"cation teacher or an Ed"cationa Diagnostician. -t can $e considered* %ith advisor per'ission* as an e ective for those p"rs"ing a career in schoo co"nse ing* or in the area of schoo ps#cho ogica practices. . tho"gh not re,"ired* it is strong # reco''ended that st"dents have ta&en the introd"ctor# co"rse /S"rve# of Exceptiona !hi dren0 prior to p"rs"ing the goa s and o$1ectives of /Diagnostic and Prescriptive Teaching of Exceptiona !hi dren.0 Prere,"isite2 EDSP 53023 3 credit ho"rs D-TE -)D T(,E &. C+-SS ,EET()/S# Thursdays# 5#"" P, 0 1#!5 P, '&&, )U,BE' Hinton 1!2 ()ST'UCT&' ().&',-T(&) 4a'e2 E('ai 2 6ffice 6ffice 9ocation2 Dr. !har otte Fontenot cfontenot5h$".ed" Phone2 271(352(8002 :inton 320 2200 p' ; 4200 p' <onda# ; Th"rsda#3 10200 a' ; noon on Frida#s

6ffice :o"rs2

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

+E-')()/ 'ES&U'CES Course Te$t# Evers* =.+. > Spencer* S.S. ?2011@. P anning effective instr"ction for st"dents %ith earning and $ehavior pro$ e's. <erri 2 Pearson. -S+4(13 8A7(0(205(54318(8 S"pp e'entar# Texts2 <c!arne#* S. +. > !"''ins(Bonder ich* C. ?200D@. The pre(referra intervention 'an"a ?3 rd ed.@. !o "'$ia* <isso"ri2 :a%thorne Ed"cationa Press. =egion 4 Ed"cationa Service !enter4. ?2008@. -nc "sive strategies for diverse earners ?2 nd ed.@. :o"ston* TE. Fenn* G. ?200D@. .ssessing st"dents %ith specia needs ?4 th ed.@. Hpper Sadd e =iver* 4G2 Prentice(:a . &THE' C&U'SE 'E*U('E,E)T# -ndivid"a 6rgani)ation S#ste' > .ccess to a st"dent ?C ; 7@ for $ase ine and progress 'onitoring data co ection. Goin a professiona organi)ation ; !o"nci for Exceptiona !hi dren :+ !E! 'E+-T(&) T& THE ,(SS(&) &. THE U)(3E'S(T4 The 'ission of :o"ston +aptist Hniversit# is to provide a earning experience that insti s in st"dents a passion for acade'ic* spirit"a * and professiona exce ence as a res" t of o"r centra confession* /Ges"s !hrist is 9ord.0 -n re ation to the 'ission of the Hniversit#* this co"rse %i he p st"dents
1. 2. 3. Provide a s"pportive at'osphere for st"dents fro' a $ac&gro"nds %hich fosters inte ect"a and socia interaction in the teaching( earning processes3 Enco"rage acade'ic exce ence* freedo'* and o$1ectivit#3 Pro'ote the deve op'ent of critica and creative thin&ing* co'passion* responsi$i it#* ethics* professiona is' and a contin"ing interest in earning

The earning experiences in the co"rses thro"gho"t the Schoo of Ed"cation Irad"ate Progra' s"pport the Ten Pi ars* especia #* Pi ar - ?+"i d on the ! assics@* Pi ar --- ?E'$race the !ha enge of !hristian Irad"ate Ed"cation@* Pi ar F ?-ncrease o"r !" t"ra -'pact thro"gh o"r fac" t#@* Pi ar F- ?=ene% o"r !a'p"s* =ene% o"r !o''"nit#@*and Pi ar -E ?!" tivate a Strong I o$a Foc"s@. 'E+-T(&) T& C&++E/E /&-+S -)D PU'P&SES The 'ission of the Schoo of Ed"cation and +ehaviora Sciences is to prepare st"dents to $e effective citi)ens and professiona ed"cators* ad'inistrators* co"nse ors* and researchers %ho ref ect !hrist in their %or& and service. To acco'p ish this 'ission* %e %i provide st"dents %ith the fo o%ing2 The co"rses and 'entoring necessar# for a so id pedagogica gro"nding in their discip ine3 Essentia earning experiences that %i provide opport"nities to deve op $oth &no% edge and %isdo'3 and .nd "nderstanding of their !hristian 'ission and ca ing to inf "ence individ"a s and the arger societ#.

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

-n re ation to the stated goa s and p"rpose of the Schoo of Ed"cation and +ehaviora Sciences* this co"rse provides f"nctiona app ication of diagnostic(prescriptive instr"ctiona strategies 'atched to st"dentJs individ"a cognitive and earning st# es for'" ated in part thro"gh the F" and -ndivid"a Eva "ation ?F-E@* infor'a assess'ent data and fina i)ed in the -ndivid"a Ed"cationa P an ?-EP@. 'E+-T(&) T& DEP-'T,E)T-+ /&-+S -)D PU'P&SES The 'ission of the Depart'ent of Ed"cation is to prepare st"dents to $e effective professiona ed"cators %ho ref ect !hrist in their %or& and service. To acco'p ish this 'ission %e %i provide st"dents %ith the fo o%ing2 the co"rses and 'entoring necessar# for a solid pedagogical grounding in the art* science and practice of teaching3 essential learning e$periences that %i provide a s"re fo"ndation of &no% edge and %isdo'3 and* an "nderstanding of their Christian 5ission and calling as ed"cators to inf "ence individ"a st"dents and the arger societ#.

-n re ation to the stated goa s and p"rpose of the Schoo of Ed"cation* this co"rse provides f"nctiona app ication of diagnostic(prescriptive instr"ctiona strategies3 %hich %i ena$ e the ed"cator to provide effective instr"ction according to the individ"a needs and earning st# e of the st"dent. C&U'SE &B6ECT(3ES7&UTC&,ES Hpon co'p etion of this co"rse* st"dents sho" d $e a$ e to2 1. !o''"nicate and co a$orate effective # in a variet# of professiona settings and %ith a variet# of individ"a s. Bor& co a$orative # %ith parents* st"dents* and schoo personne in the deve op'ent of c ear* 'eas"ra$ e -ndivid"a Ed"cationa P an ?-EP@ goa s/o$1ectives that are a igned %ith TECS Foster respectf" and $eneficia re ationships $et%een parents and schoo personne Hse co a$orative strategies %hen %or&ing %ith individ"a s %ith disa$i ities Serve as a reso"rce person for genera ed"cation personne a$o"t the characteristics and needs of individ"a s %ith disa$i ities 2. -dentif# and app # &no% edge of the characteristics and needs of individ"a s %ith disa$i ities. Descri$e and define genera deve op'enta * acade'ic* and socia characteristic of individ"a s %ith disa$i ities as the# re ate to eve s of s"pport needed P an and i'p e'ent appropriate c"rric" "' and appropriate 'odifications as the# re ate to the individ"a %ith disa$i ities 3. -dentif# for'a and infor'a assess'ent proced"res and &no% ho% to eva "ate st"dent co'petencies to 'a&e instr"ctiona decisions. Doc"'ent ongoing st"dent progress and 'aintain acc"rate records Hse vario"s t#pes of assess'ent proced"res appropriate # -nterpret infor'ation fro' vario"s for'a and infor'a assess'ent instr"'ents

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

Hse assess'ent infor'ation to he p 'a&e instr"ctiona decisions and p an individ"a progra's that res" ts in the appropriate p ace'ent and intervention for a individ"a s %ith disa$i ities Deve op individ"a i)ed assess'ent strategies to eva "ate the res" ts of instr"ction Eva "ate s"pports needed for access to genera ed"cation c"rric" "' and integration into vario"s progra's and environ'ents

4. -dentif# and app # &no% edge of proced"res for p anning instr"ction and 'anaging the teaching and earning environ'ents. Prepare essons that are deve op'enta # and age appropriate $ased on the -ndivid"a Ed"cation P an ?-EP@ -ncorporate eva "ation* p anning* and 'anage'ent proced"res that 'atch st"dent needs %ith a variet# of ed"cationa settings 5. .pp # &no% edge of iss"es and proced"res for teaching appropriate st"dent $ehavior. De'onstrate a variet# of effective $ehavior 'anage'ent techni,"es appropriate to the needs of individ"a s %ith disa$i ities -'p e'ent the east intensive intervention consistent %ith the needs of the individ"a %ith disa$i ities -dentif# rea istic expectations Hse effective teaching proced"res Design* i'p e'ent* and eva "ate instr"ctiona progra's SCH&&+ &. EDUC-T(&) 'E*U('E,E)TS 'E+-TED T& TE$ES ST-)D-'DS TE$ES Standards8 The fo o%ing TExES Pedagog# and Professiona =esponsi$i ities Standards are addressed in part or in f" in this co"rse2 Do'ain -. The teacher designs instr"ction appropriate for a st"dents that ref ects an "nderstanding of re evant content and is $ased on contin"o"s and appropriate assess'ent. !o'petenc# 0022 The teacher "nderstands st"dent diversit# and &no%s ho% to p an earning experiences and design assess'ents that are responsive to differences a'ong st"dents and that pro'ote a st"dentsJ earning. !o'petenc# 0042 The teacher "nderstands earning processes and factors that i'pact st"dent earning and de'onstrates this &no% edge $# p anning effective* engaging instr"ction and appropriate assess'ents. Do'ain --. The teacher creates a c assroo' environ'ent of respect and rapport that fosters a positive c i'ate for earning* e,"it#* and exce ence. !o'petenc# 0052 The teacher &no%s ho% to esta$ ish a c assroo' c i'ate that fosters earning* e,"it# and exce ence and "ses this &no% edge to create a ph#sica and e'otion environ'ent that is safe and prod"ctive. The teacher pro'otes st"dent earning $# providing responsive instr"ction that 'a&es "se of effective co''"nication techni,"es* instr"ctiona strategies that active # engage st"dents in the earning process* and ti'e #*

Do'ain ---.

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

high(,"a it# feed$ac&. Do'ain -F. The teacher pro'otes st"dent earning $# providing responsive instr"ction that 'a&es "se of effective co''"nication techni,"es* instr"ctiona strategies that active # engage st"dents in the earning process* and ti'e #* high(,"a it# feed$ac&.

(D- Standards8 The fo o%ing -nternationa D#s exia .ssociation ?-D.@ =eading Standards are addressed in part or in f" in this co"rse2 !. Cno% edge of D#s exia and 6ther 9earning Disorders 1. Descri$e the 'ost co''on intrinsic differences $et%een good and poor readers ?i.e.* cognitive* ne"ro$io ogica * and ing"istic@. 2. =ecogni)e the tenets of the 4-!:D/-D. definition of d#s exia. 3. =ecogni)e that d#s exia and other reading diffic" ties exist on a contin""' of severit#. 4. -dentif# the disting"ishing characteristics of d#s exia and re ated reading and earning disa$i ities ?inc "ding deve op'enta ang"age co'prehension disorder* attention deficit h#peractivit# disorder* disorders of %ritten expression or d#sgraphia* 'athe'atics earning disorder* nonver$a disorders* etc.@ -nterpretation and .d'inistration of .ssess'ents 1. Exp ain the differences a'ong screening* diagnostic* o"tco'e* and progress('onitoring assess'ents. 2. Exp ain the $asic princip es of test constr"ction* inc "ding re ia$i it#* va idit#* and nor'(referencing* and 3. -dentif# the 'ost %e va idated screening tests designed to identif# st"dents at ris& for reading diffic" ties. 4. Exp ain the princip es of progress('onitoring and the "se of graphs to indicate progress. 5. -dentif# the range of s&i s t#pica # assessed $# diagnostic s"rve#s of phono ogica s&i s* decoding s&i s* ora reading s&i s* spe ing* and %riting. Str"ct"red 9ang"age Teaching2 Phonics and Bord =ecognition 5. Disc"ss research($ased adaptations of instr"ction for st"dents %ith %ea&nesses in %or&ing 'e'or#* attention* exec"tive f"nction* or processing speed. =esponse to -ntervention ?=T-@

D.

E(2

6ther

T&P(C-+ &UT+()E 1. 22 3. 4. 5. D. -ntrod"ction and <eeting the 4eeds of St"dents %ith Exceptiona ities !o a$oration and =t- Process !haracteristics of 9earning ! assroo' <anage'ent .ssess'ent ! assroo' .ssess'ent

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

A. Designing -nstr"ction 7. Irade/!ontent TECS 8. =eading/9ang"age .rts -nstr"ction 10. Britten Expression 11. <ath -nstr"ction 12. -ntegrating Techno og# 13. Proced"ra Safeg"ards . c ass $# c ass o"t ine can $e fo"nd at the end of this s# a$"s. The content of this o"t ine and the attached sched" e are s"$1ect to change at the discretion of the professor. TE-CH()/ ST'-TE/(ES

. variet# of earning 'ethods %i $e "sed in the c ass2 1. 2. 3. 4. 5. D. 9ect"re =eadings Iro"p disc"ssions Iro"p cooperative earning and activities Practice activities and exercises* pro1ects Techno og#

-SSESS,E)T &. +E-')()/ Fo"ndationa earning experiences re,"ired for a st"dents see&ing initial teacher certification are inc "ded in this co"rse. School of Education /raduate Co5prehensive E$a5ination Each co"rse in the grad"ate schoo progra' is designed to assist the st"dent in the preparation of the re,"ired co'prehensive exa'ination ta&en after 24 se'ester ho"rs in the progra'. The rigor of the co'prehensive assess'ent de'ands the st"dent to eva "ate* ana #)e* and s#nthesi)e a earning experiences. +# f" fi ing co"rse goa s* o$1ectives* &no% edge and s&i s invo ved in earning experiences prepares the grad"ate st"dent to $e s"ccessf" . This c" 'inating assess'ent de'onstrates the grad"ate st"dentJs capa$i it# to thin& g o$a # regarding ed"cationa theor# and practice as the# $eco'e ed"cationa eaders in their chosen fie d of st"d#. Course 'e9uire5ents8 -ssign5ent -pplication -ssign5ents# 18 Prescriptive Plan Per5ission .or5 !8 'T(# (ntervention > Progress ,onitoring 'eport 1 38 +earning Styles (nventory 'eport %8 ePortfolio -ssess5ent Presentation </roup= 1 Define .ssess'ent* strengths / %ea&nesses of +earning &:;ective<s= 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Standards
PP=3 -* --* ---* -F3 -D. !* D* E(2 4* 53 E(3 2* 4* 5* A3 E(4 2* 3* 43 E(5 13 E(D 1* 2

Percentage of .inal /rade 20K

2, 3, 4, 5

PP=3 -* --* ---* -F3 -D. !* D* E(2 4* 53

15K

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

assess'ent* exa'p es 30 minute multi-media presentation -nc "de possi$ e assess'ent ,"estions E$a5s4 Chapter Presentation1 </roup= <" ti(<edia c assroo' presentation on se ected chapter. -nc "de possi$ e assess'ent ,"estions Prescriptive (ntervention Plan <.(E= Strengths 7 ?ea@nesses > (nstructional 'eco55endations1 Present co'petencies* content specific S > Bs* reco''endations for instr"ction* content* ed"cation environ'ent to assist st"dent %ith content -EPs* instr"ctiona acco''odations / 'odifications* p ace'ent* and assess'ent reco''endations. Course Content7Daily -ctivities3 ! ass .ttendance and Participation* + ac&$oard Disc"ssions >Se f(=ef ection
1 2

E(3 2* 4* 5* A3 E(4 2* 3* 43 E(5 13 E(D 1* 2

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 2, 3, 4, 5

PP=2 -* --* ---* -F PP=3 -* --* ---* -F3 -D. !* D* E(2 4* 53 E(3 2* 4* 5* A3 E(4 2* 3* 43 E(5 13 E(D 1* 2 PP=3 -* --* ---* -F3 -D. !* D* E(2 4* 53 E(3 2* 4* 5* A3 E(4 2* 3* 43 E(5 13 E(D 1* 2

20K 10K

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

25K

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

PP=3 -* --* ---* -F3 -D. !* D* E(2 4* 53 E(3 2* 4* 5* A3 E(4 2* 3* 43 E(5 13 E(D 1* 2

10K

Descriptions and r"$rics for assign'ents are inc "ded at the end of this doc"'ent. These assign'ent/activities deve op and/or assess state and nationa standards inc "ding TExES co'petencies* -D. reading standards* TECS and/or -STE standards ? isted previo"s #@. !o"rse participation %i res" t in a 1(100 score and an average of these Bee& scores %i $e deter'ined. This average %i co"nt 10K of the fina grade. Exa's %i res" t in a 1(100 score and an average of these scores %i $e deter'ined. This average %i co"nt as 35K of the fina grade.

/rading standards .ssess'ents in this co"rse are designed to corre ate to the rigor and expectations addressed %ithin the Schoo of Ed"cation Irad"ate !o'prehensive Exa'ination. 84 (100L.3 80(83L.(3 7A(78L+M3 73(7DL+3 70(72L+(3 AA(A8L!M3 A3(ADL!3 A0(A2L!(3 D8 and $e o%LF -t is the st"dentJs individ"a responsi$i it# to $e a%are of his/her c"rrent grade standing in the c ass and to confer %ith the professor regarding an# assess'ent concerns/,"estions d"ring designated office ho"rs. Detai ed descriptions/r"$rics regarding ever# assess'ent are provided to%ards the end of this s# a$"s. Student appraisal St"dents %i co'p ete fac" t# appraisa for's as reg" ar # ad'inistered $# the Hniversit#. C+-SS P&+(C(ES

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

.$sence and Tard# Po icies . =eg" ar attendance in c ass is i'portant for st"dent s"ccess* and it is "niversit# po ic# that st"dents '"st attend c ass. .$sences are recorded $eginning fro' the first c ass session after the st"dent has enro ed in the co"rse. Professors are not o$ igated to a o% st"dents to 'a&e "p %or& the# 'iss d"e to "nexc"sed a$sences. .n# st"dent %ho does not attend at east A5K of the sched" ed c ass sessions %i receive a grade of /F0 for the co"rse* regard ess of his perfor'ance on other assess'ents s"ch as tests* ,"i))es* papers* or pro1ects. Professors 'a# app # additiona attendance po icies as appropriate to individ"a co"rses. 9i&e%ise* the co ege or schoo 'a# a so app # additiona attendance re,"ire'ents as necessar#. P ease see the cata og c"rrent # in "se for the "niversit#Js po ic# on c assroo' a$sences ca"sed in the co"rse of st"dent representation of the "niversit#* s"ch as ath etics* chora e* and 'oc& tria activities. 9ate Bor&. . assign'ents s"$'itted after the d"e date %i $e assessed a 10 point pena t#. P ease ens"re that a assign'ents are s"$'itted on ti'e. <issed Tests. P an to ta&e a exa's at the sched" ed ti'e. -f #o" '"st 'iss an exa'* notif# the instr"ctor $# te ephone within 24 hours of the scheduled exam. .ccepta$ e reasons for 'a&ing "p an exa' are as fo o%s ?doc"'entation is re,"ired to verif# the reason for #o"r a$sence@2 1. Serio"s i ness ?hospita i)ation@. 2. . death in the fa'i #. .ccepta$ e reasons do )&T inc "de the fo o%ing2 1. DoctorNs appoint'ents for a non(e'ergenc#. 2. /- didnNt have ti'e to st"d#.0 Use of Electronic e!ices. urin" class sessions, electronic de!ices are onl# to $e used to support class acti!ities. %t&er uses 'te(tin", surfin" t&e )e$, etc.* )ill result in t&e de!ice not $ein" allo)ed in t&e classroom. .cade'ic :onest# P ease refer to the c"rrent cata og for the "niversit#Ns po ic# and proced"res regarding acade'ic honest#. 4ote that the "niversit# "ti i)es OT"rn(-t(-nO and other progra's to investigate possi$ e p agiaris' activities. . 'a1or papers for this co"rse %i $e s"$'itted to the p agiaris' prevention soft%are* Turnitin8co5 on or $efore a paperJs d"e date. 4o paper %i $e graded %itho"t 'eeting this re,"ire'ent $eforehand. . separate hando"t %i $e provided to give detai ed instr"ctions on this process %hich '"st inc "de the c ass identification n"'$er and c ass pass%ord. -n accordance %ith FE=P.* and to $est protect the st"dentsJ privac#* no persona identification ?e.g.* na'e* socia sec"rit# n"'$er* : n"'$er@ sho" d $e "p oaded %ith the text of st"dent papers. :o%ever* T"rnitin %i as& for the st"dentJs na'e and e('ai address %hen setting "p a persona acco"nt. This identif#ing infor'ation %i $e "sed $# the professor to eva "ate the st"dentJs paper and cannot $e vie%ed $# other fac" t# or st"dents. To f"rther increase confidentia it#* the st"dent 'a# choose to "se a pse"don#' ?fa se na'e@ %hen setting "p his or her persona T"rnitin acco"nt. -f a pse"don#' is "sed for T"rnitin* the st"dent '"st provide this identifier next to his/her t#ped na'e on the paper cop# %hich is s"$'itted to the professor. Five ?5@ points %i $e ded"cted if the professor is "na$ e to easi # 'atch the paper cop# to the T"rnitin s"$'ission of the st"dentJs paper. !hi dren in ! assroo'

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

-n a 'ost a instances* chi dren are not a o%ed in the c assroo' nor are the# a o%ed to $e on ca'p"s "nattended. ! ass sessions are for enro ed st"dents on # "n ess other arrange'ents are approved $# the instr"ctor in advance. ! assroo' +ehavior Expectations The c assroo' environ'ent is to $e cond"cive to earning and is "nder the a"thorit# of the instr"ctor. -n order to ass"re that a st"dents have the opport"nit# to gain fro' the ti'e spent in c ass* st"dents are expected to de'onstrate civi $ehavior in the c assroo'* "se proper neti,"ette* and sho% appropriate respect for the instr"ctor and other st"dents in c ass and on disc"ssion for"'s. -nappropriate $ehavior to%ard the instr"ctor 'a# res" t in a directive to the offending st"dent %ithdra%a fro' co"rse. . Ear # . ert .s an instr"ctor* - a' co''itted to #o"r s"ccess* not on # in this c ass* $"t in a aspects of :+H ife. To ens"re that ever# st"dent ta&es f" advantage of the ed"cationa and earning opport"nities* :+H has i'p e'ented an +cademic Earl# +lert ,eferral -#stem 'E+,-* . -f - thin& #o" %o" d $enefit fro' so'e of these specia progra's or services avai a$ e to #o"* - %i 'a&e the appropriate referra . Po"* in t"rn* %i $e expected to ta&e advantage of the he p offered to #o". E'ai Po ic# . "niversit# and c ass e'ai co''"nication %i $e sent to #o"r :+H e'ai acco"nt. Po" are responsi$ e for chec&ing this fre,"ent #. -f #o" choose* #o" 'a# rero"te #o"r :+H e'ai to another e'ai address. Po"r e'ai correspondence sho" d $e in a professiona for'at %ith correct spe ing* capita i)ation* and gra''ar. Irievance Proced"res The .cade'ic Irievance Po ic# 'a# $e fo"nd in the cata og c"rrent # in "se* in the .cade'ic section of the :+H For's section of the :+H Porta * and on the =egistrarJs page on the :+H Be$site. -nco'p ete Irades 6n # the dean of the co ege or schoo 'a# grant inco'p etes and on # to st"dents %ho have a 'a1or doc"'ented e'ergenc# in the ast fe% da#s of a se'ester. St"dents %ith excessive a$sences or ac& of participation in on( ine activities* %hich 'a# res" t in fai ing the co"rse* %i not $e a o%ed to ta&e the fina exa' nor $e e igi$ e to receive an inco'p ete. 9earning Disa$i ities/.cade'ic .cco''odations :o"ston +aptist Hniversit# co'p ies %ith the .'ericans %ith Disa$i ities .ct and Section 504 of the =eha$i itation .ct of 18A3 regarding st"dents %ith disa$i ities. .n# st"dent %ho needs earning acco''odations sho" d infor' the professor i''ediate # at the $eginning of the se'ester that he/she %i $e re,"esting acco''odations. -n order to re,"est and esta$ ish acade'ic acco''odations* the st"dent sho" d contact the !oordinator for 9earning Disa$i it# Services at 5045h$".ed" to sched" e an appoint'ent to disc"ss and re,"est acade'ic acco''odation services. .cade'ic .cco''odations '"st $e app ied for and %ritten each se'ester. -f acade'ic acco''odations are approved* a 9etter of .cco''odations %i then $e sent to the professor?s@. P ease refer to the %e$site* %%%.h$".ed"/504 for a acco''odation po icies and proced"res.

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

PE'S&) 'ESP&)S(B+E .&' DE3E+&P()/ S4++-BUS Dr. Charlotte Fontenot r. .&arlotte /ontenot -nstr"ctorJs Signat"re 4ove'$er 07* 2013 Date

EDSP 5311 TE)T-T(3E SCHEDU+E Date "17!371% Class A1 Topic

Tas@7-ssig n5ent<s= Due -ntrod"ction / S# a$"s =evie% .ssign .ssess'ent Presentations

Curriculum Based Assessments: norm-referenced reading tests CTOPP, TE A-!, "# T, TO$ E% written language tests-TO$& and O$&# $ritten &anguage' O A() assessments currentl* +eing utili,ed in *our district-cam.us

.ssign !hapter Presentations =eading -nstr"ction ; !hapter 10 Britten Expression ; !hapter 11 <ath -nstr"ction ; !hapter 12 -ntegrating Techno og# ; !hapter 7 Data Sec"rit# > !onfidentia it#

'e9uired 'esources for this ?ee@# Course Te$t# Evers* =.+. > Spencer* S.S. ?2011@. P anning effective instr"ction for st"dents %ith earning and $ehavior pro$ e's. <erri 2 Pearson !hapter 12 OBho are the st"dents %e serveQ*O pp. 2 ; 3 OSetting De'andsO thro"gh O<ode s of -nstr"ction*O pp. 3 ( 10 O9a%s and =eg" ations That <andate Progra's and Services for St"dents %ith Diverse 4eeds*O pp. 10 ; 17

Supple5ental 'esources Prescriptive 9earning http2//%%%.eho%.co'/a$o"tRD122534Rprescriptive( earning.ht'

10

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

Stages of Prescriptive Teaching. =etrieved fro' http2//%%%.eho%.co'/ istRDD47545Rstages(prescriptive( teaching.ht'

Bhat do #o" SeeQ Perceptions of Disa$i it#. =etrieved fro' http2//iris.pea$od#.vander$i t.ed"/da/cha c#c e.ht' Teacher 'esources# =evie% the Disa:ility Eti9uette doc"'ent for tips and strategies for interacting %ith peop e %ith disa$i ities +rief :istor# of Specia Ed"cation 9egis ation. =etrieved fro' http2//%%%.specia ed"cationadvisor.co'/specia ( ed"cation( a%s/a($rief(histor#(of(specia (ed"cation( egis ation/ "173"71% A! !o a$oration in Schoo s =T- > Pre(=eferra Data !+< ; .i's%e$ > -ntervention !entra 'e9uired 'esources#

Course Te$t# Evers* =.+. > Spencer* S.S. ?2011@. P anning effective instr"ction for st"dents %ith earning and $ehavior pro$ e's. <erri 2 Pearson !hapter 32 !haracteristics of !o a$oration thr" =ef ecting on the !o a$orative Process* pp. 5D ; D5 !o a$oration .cross Ed"cationa !ontexts thr" Schoo s thr" +arriers to Effective !o a$oration* pp. D5 ; A2

-pplication -ssign5ent # Parent per'ission For' for Prescriptive P an ?F-E@

'T( Porcess 0 See PoBerPoint under Course Docu5ents Supple5ental 'esources# -=-S Bee&2 The Pre(=eferra Process2 Proced"res for S"pporting St"dents %ith .cade'ic and +ehaviora !oncerns. =etrieved fro'http#77iris8pea:ody8vander:ilt8edu7preref7chalcycle8ht 5 <c!arne#* S. +. > !"''ins(Bonder ich* C. ?200D@. The pre(referra intervention 'an"a ?3rd ed.@. !o "'$ia* <isso"ri2 :a%thorne Ed"cationa Press 11

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

Bhat is =T-Q =etrieved fro' http2//%%%.rtinet%or&.org/ earn/%hat/%hatisrti -=-S Bee&2 =T- Part 12 .n 6vervie%. =etrieved fro' http2//iris.pea$od#.vander$i t.ed"/%ee&/rti01( overvie%/cha enge/ The .01 2or3s&op 4articipant 4ac3et. =etrieved fro' &ttp566))).inter!entioncentral.or"6 C "!7"271% A3

!haracteristics of 9earning Exec"tive F"nctions <etacognition

!hapters 2 > D ?P.E.-.@

-pplication -ssign5ent#

'e9uired 'esources2 !o"rse Text2 Evers* =.+. > Spencer* S.S. ?2011@. P anning effective instr"ction for st"dents %ith earning and $ehavior pro$ e's. <erri 2 Pearson !hapter 22 !haracteristics of 9earners %ith :igh( -ncidence Disa$i ities St"dents %ith :igh(-ncidence Disa$i ities2 Bho are the#Q thr" Effects of Disa$i it# and Exceptiona 4eeds on !hi drenJs Socia ( E'otiona Deve op'ent* pp. 27 ( 50 !hapter D2 The <etacognitive <ode for Teaching and 9earning . =ationa for Hnderstanding St"dent and Teacher .cade'ic Diffic" ties thr" <etacognitive =eg" ator# Processes pp. 118 ; 131 . <etacognitive Fra'e%or& for 9earning2 -'p e'enting Po"r Teaching P an <etacognitive thr" Strategies sets* -ntervention* and Progra's pp. 134 ; 141 Supple5ental 'esources# C+PH E even =ead# To 9earn. ?<a# 2012@. .iding a chi dNs socia and e'otiona deve op'ent. =etrieved fro' 12

=TProgress <onitoring =eport is D"e

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

http2//%%%.#o"t"$e.co'/%atchQvL'E-S"t)3Foc Shannon* S.F. ?Fa * 2007@. Hsing <etacognitive Strategies and 9earning St# es to !reate Se f(Directed 9earners. -nstit"te for 9earning St# es Go"rna 3 Ba#ne(State !o ege. Fo "'e 1. =etrieved fro' http2//%%%.a"$"rn.ed"/T%itte1e/i sr1/Go"rna K20Fo "'es/Fa K202007K20Fo "'e K201K20PDFs/<etacognitiveK20StrategiesK20and K209earningK20St# es.pdf Teaching !hanne 2 Strategies for St"dent !entered Disc"ssion. =etrieved fro' https2//%%%.teachingchanne .org/videos/strategies(for( st"dent(centered(disc"ssion(f" ( essonU
ePortfolio and -pplication -ssign5ent# Ta&e a earning st# es

inventor# profi e on the %e$ for #o"rse f and inventor# the st"dent #o" %i $e %or&ing %ith. Hse the fo o%ing site2 ))).ldinfo.com6cpi-online.&tm "!71371% A%

! assroo' <anage'ent F+. / +-P +ehavior -nterventions +ehavior Data !o ection <ethods

!hapter 5 ?P.E.-.@ Exa' 1

Supple5ental 'esources# Positive $ehavior s"pport* reinforce'ent > proactive strategies. Hse 4re-,eferral 7nter!ention 1anual for intervention ideas on $ehavior iss"es. 'evieB the folloBing# http2//%%%.tx$ehaviors"pport.org/ Io to reso"rce* on ine* choose Positive +ehavior -ntervention and S"pports Po%er Point. . so go to +ehavior <odification !harts for :o'e and Schoo ?and an# other in&s@ "!7!"71% A5

Bhat is assess'entQ Bh# do %e assessQ -nfor'a vs. For'a .ssess'ent Deciding Bhat to .ssess and :o% to .ssess itQ

-pplication -ssign5ent2

9earning St# es =eport D"e !hapter 4

Supple5ental 'esources# 13

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

?P.E.-.@ Classroo5 -ssess5ent <Part 1=# -n (ntroduction to ,onitoring -cade5ic -chieve5ent in the Classroo5 http2//iris.pea$od#.vander$i t.ed"/gp'/cha c#c e.ht' Classroo5 -ssess5ent <Part !D=# Evaluating 'eading Progress http2//iris.pea$od#.vander$i t.ed"/rp'/cha c#c e.ht' The .01 2or3s&op 4articipant 4ac3et. =etrieved fro' &ttp566))).inter!entioncentral.or"6 -ntervention !entra . =etrieved fro' http2//%%%.interventioncentra .org/c$'R%areho"se 9oo& in intervention centra %e$ site for testing ideas and infor'ation a$o"t the area #o" are targeting for the st"dent. .$ecedarian =eading .ssess'ent. =etrieved fro' ))).$alancedreadin".com ?%e$ site a so has additiona references re ated to reading instr"ction@ D-+E9S. =etrieved fro' &ttp566readin".uore"on.edu for reading !+< testing data. Texas First Pro1ect. =etrieved fro' http2//%%%.ipsi."texas.ed"/txreading1st.ht' Texas =ead So"rce. =etrieved fro' http2//%%%.texasreadso"rce.org/PDS=-Be$.pp/1sp/index.1sp for reading intervention activities/ esson ideas ! assroo' .ssess'ent Presentations

"!7!171% "37"271%

A2 A1

! assroo' .ssess'ent Presentations -'proving Teacher Deve oped .ssess'ents

Iro"p <" ti(<edia Presentation Iro"p <" ti(<edia Presentation

-pplication -ssign5ent# Prescriptive -ntervention

14

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

P an ( F-E =eport ( Behavior (ntervention Plan

"371371% "37!"71%

AE AG

SP'()/ B'E-F 9in&ing .ssess'ent %ith -nstr"ction Hnderstanding -ndivid"a St"dent 4eeds and the TECS

!hapter 4 ?P.E.-.@

Supple5ental 'esources# -=-S Bee&. .cco''odations2 -nstr"ctiona and Testing S"pports for St"dents %ith Disa$i ities. =etrieved fro' http2//iris.pea$od#.vander$i t.ed"/acc/cha c#c e.ht' HD9 Te'p ate( 9ocated in !o"rse Doc"'ents@ <ar# and 9earning 9in&s2 HD9. =etrieved fro' http2//'ar# and earning in&s.org/850 Texas 4ationa !enter on Hniversa Design for 9earning. =etrieved fro' http2//%%%."d center.org/advocac#/state/texas !areer Technica Specia Pop" ations Irant Pro1ect2 HD9. =etrieved fro' http2//ctsp.ta'".ed"/videos/videos11/!TSPR2011R001/index. php "37!171% A1"

Designing -nstr"ction De ivering -nstr"ction <odif#ing -nstr"ction Irading

Supple5ental 'esources# -=-S Bee& tit ed* S=SD2 Hsing 9earning Strategies to Enhance St"dent 9earning =etrieved fro' http2//iris.pea$od#.vander$i t.ed"/srs/cha c#c e.ht' P+9 P an Pro1ect +ased 9earning2 Designing Po"r Pro1ect. =etrieved fro' http2//p$ (on ine.org/path%a#2.ht' Pro1ect +ased 9earning Exa'p es. =etrieved fro' 15

-pplication -ssign5ent# Prescriptive -ntervention P an ( F-E =eport ( -ssess5ent

!hapters A > 8 ?P.E.-.@ Exa' 2

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

"%7"371%

A11

http2//%%%. earningrevie%s.co'/Pro1ect(+ased( 9earning(9esson(P ans.ht' P9..FP Deve op'ent -EP Ioa s -EP 6$1ectives -EP <onitoring !riteria St"dent .ssess'ent Decision <a&ing Supple5ental 'esources# Briting Effective and .ppropriate -EP Ioa s and 6$1ectives for St"dents %ith 9earning Disa$i ities. http2//%%%.$righth"$ed"cation.co'/specia (ed( a%/D3808( $asic(exa'p es(of(iep(goa s(and(o$1ectives(for(st"dents( %ith( earning(disa$i ities/ TE.. =etrieved fro' %%%.tea.state.tx."s/specia .ed Bhat does TECS stand forQ =etrieved fro' http2//%%%.acron#'finder.co'/Texas(Essentia (Cno% edge( and(S&i s(?Texas(ed"cationa (standards(for(CR12@( ?TECS@.ht'

P9..FPR-EPR Ioa sR6$1ecti vesR ppt.

"%71"71%

A1!

)&TE# -pril %H !"1% is the last day to drop Bithout a I?C =eading -nstr"ction !hapter 10 ?P.E.-.@ ?Presentation@ Supple5ental 'esources#

enter !enter for 9earning Disa$i ities3 Bhat is D#s exiaQ. =etrieved fro' h //%%%.nc d.org/t#pes( earning(disa$i ities/d#s exia/%hat(is( d#s exia Io to the !o"nci for Exceptiona !hi dren Be$ site and sign "p to receive the !E! S'art+rief.http2//%%%.cec.sped.org//.</Te'p ate.cf'Q SectionL:o'e =eading =oc&ets2 =eading the +rain. =etrieved fro' http2//%%%.readingroc&ets.org/sho%s/ a"nching/$rain/ The -nternationa D#s exia .ssociation. =etrieved fro'

16

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

http2//%%%.interd#s.org/ Fisi Fisit +eating D#s exia.co' and sign in to p a# ga'es designed to i'prove the $rain. http2//%%%.$eatingd#s exia.co'/d#s exia(treat'ent.ht' "%71171% A13

Britten Expression -nstr"ction ?Presentation@ <ath -nstr"ction ?Presentation@

!hapter 11 ?P.E.-@ !hapter 12

Supple5ental 'esources# 9Dinfo2 D#sgraphia. =etrieved fro' http2//%%%. dinfo.co'/d#sgraphia.ht' D#sgraphia. =etrieved fro' http2//%%%.#o"t"$e.co'/%atchQvL1'+gR+vD9(c 4ationa !enter for 9earning Disa$i ities2 Bhat is D#sgraphiaQ. =etrieved fro' http2//%%%.nc d.org/t#pes( earning( disa$i ities/d#sgraphia/%hat(is(d#sgraphia The -nternationa D#s exia .ssociation. =etrieved fro' http2//%%%.interd#s.org/ =esearch($ased Ed"cation Strategies and <ethods3 !oncrete =eprenstiaona .$stract ?!=.@. http2//'a&inged"cationf"n.%ordpress.co'/2012/04/28/concre te(representationa (a$stract(cra/ 9Dinfo2 D#sca c" ia. =etrieved fro' http2//%%%. dinfo.co'/d#sca c" ia.ht' 4ationa !enter for 9earning Disa$i ities2 Bhat is D#sca c" aQ. =etrieved fro' http2//%%%. dinfo.co'/d#sca c" ia.ht' -ntegrating Techno og# ?Presentation@ The Eva "ation of -nstr"ction Supple5ental 'esources# 17

"%7!%71%

A1%

!hapter 7 ?P.E.-.@

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

"57"171%

A15

.ccess-T2 Bhat is assistive techno og#Q =etrieved fro' http2//%%%.%ashington.ed"/accessit/artic esQ108 .ssistive Techno og#. =etrieved fro' http2//%%%.p$s.org/parents/ed"cation/ earning( disa$i ities/strategies(for( earning(disa$i ities/assistive( techno og#/ Data +ased .=D !o''ittee Decision <a&ing To T.CS or not to T.CSQ Supple5ental 'esources# Io to the TE. Specia Ed. Be$ Site http2//%%%.tea.state.tx."s/index2.aspxQidL214A481388 access and revie% the fo o%ing2

-pplication -ssign5ent# ePortfo io and ="$ric .ssign'ent

I"ide to the .=D Process Proced"ra Safeg"ards ?ParentJs =ights@

=evie% TE. Proced"ra Safeg"ards ?c"rrent revision@

Texas Pro1ect F-=ST. =etrieved fro' http2//%%%.texaspro1ectfirst.org/ Texas Ed"cation .genc# ?TE.@2 .cco''odations. http2//%%%.tea.state.tx."s/index.aspxQidL3D8D>'en"RidLA83 "57"E71% A12 Po%erPoint Presentations ( Prescriptive P an ?F-E@ . !o'ponents d"e2 Po%erPoint and Britten Doc"'ent Se f =ef ection D"e

"571571%

A11

Fina Exa'

D)&TED The instructor reserves the right to 5odify this sylla:us and course agenda and Bill notify the class of any changes in a ti5ely 5anner.

18

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

-ssign5ent Descriptions and 'u:rics ?ee@ ! -pplication -ssign5ent# Signed Parental Per5ission .or5
Se ect a st"dent for the Prescriptive intervention P an. Po" %i o$serve this st"dent in the c assroo'* practice vario"s diagnostic testing eva "ations earned fro' this c ass %ith this st"dent* %rite an -EP $ased on test data* and provide intervention essons %ith 'onitoring of progress. Po" %i then present the case to the c ass. St"dent '"st $e schoo age(Cinder or higher. #u+mit *our assignment utili,ing APA% a co/er .age and then *our .ermission form' S"$'it this assign'ent via the assign5ent su:5ission lin@ in Blac@:oard. -a!e #our document in 1icrosoft 2ord )it& t&e file name of5 232+4489ast :ame8/irst 7nitial.doc ? for exa'p e...BC2.PPFontenot!.doc@.

?ee@ 3 -pplication -ssign5ent# 't(# (ntervention and Progress ,onitoring

There are severa pieces to this assign'ent* so p ease revie% to ens"re that #o" have a pieces prior to s"$'itting. 1. !o ect a districtJs proced"res / for's for a specia ed"cation referra fro' a schoo co"nse or ?or other =t- tea' 'e'$er@ ; ;&ese forms s&ould $e included in #our e4orfolio@. 2. Brite a $rief s"''ar# of the district proced"res for =t- i'p e'entation* %hich sho" d inc "de the fo o%ing2 =t- tea' ro es Bhat data is co ectedQ Bhat for's are "sedQ -nc "de a persona revie% of the =t- process strengths / %ea&nesses. 3. Collect 't( infor5ation a:out your selected student for the Prescriptive intervention Plan <Part != Bhat eve is #o"r st"dent on the =t- processQ Bhat data is $eing co ectedQ 4. -ntervie% an =t- tea' 'e'$er regarding the fo o%ing2 Their ro e Their "nderstanding of the =t- process Their professiona opinion of =t5. Bhat is #o"r opinion of =t-Q Assignment length of 2 0 ! .ages and APA formatting is re1uired. 2#ee sam.le document in 3oc #haring4'

19

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

S"$'it this assign'ent via the assign5ent su:5ission lin@ in Blac@:oard. -a!e #our document in 1icrosoft 2ord )it& t&e file name of5 233+4489ast :ame8/irst 7nitial.doc ? for exa'p e...BC3.PPFontenot!.doc@.

?ee@ 5 -pplication -ssign5ent# +earning Style (nventory8

Ta&e a earning st# es inventor# profi e on the %e$ for #o"rse f and inventor# the st"dent #o" %i $e %or&ing %ith. Hse the fo o%ing site2 ))).ldinfo.com6cpi-online.&tm !o'p ete the on( ine !ognitive Processing -nventor# ?!P-@ and on( ine F"nctiona +ehaviora .ssess'ent ?F+.@ Profi er* print o"t the res" ts for #o" and #o"r st"dent. .ddress the fo o%ing co'ponents. These co'ponents %i a so $e inc "ded in #o"r F-E p an ?Part3@2 1. 2. 3. Brite a s"''ar# of %hat is i'portant fro' the data to address for #o" ?as the teacher@ and for #o"r st"dent. -dentif# at east three earning 'oda ities for #o"r st"dent Bh# are these 'oda ities i'portantQ

Assignment length of 2 0 ! .ages and APA formatting is re1uired. S"$'it this assign'ent via the assign5ent su:5ission lin@ in Blac@:oard. -a!e #our document in 1icrosoft 2ord )it& t&e file name of5 235+4489ast :ame8/irst 7nitial.doc ? for exa'p e...BC5.PPFontenot!.doc@.

?ee@ 1 -pplication -ssign5ent# Prescriptive (ntervention Plan ( .(E 'eport; +ehavior -ntervention P an
.rrange to visit #o"r st"dent in the c assroo' setting or ho'e to 'a&e t%o separate 30 'in. $ehavior o$servations. !o'p ete the $ehavior o$servation for'* %rite a s"''ar# of o$servation* and deve op a $ehavior -EP goa . .ddress the fo o%ing ,"estions in #o"r app ication assign'ent2 1. 2. 3. 4. Brite a detai ed s"''ar# of %hat #o" o$served d"ring each 30 'in"te o$servations. -dentif# appropriate and inappropriate $ehaviors o$served. Bh# are the# appropriate and inappropriateQ Bhat strategies %o" d #o" incorporate to decrease the inappropriate $ehaviors notedQ !o'p ete the F"nctiona +ehavior .ssess'ent ?F+.@ doc"'ent and co'p ete a +ehavior -ntervention p an ?-EP@.Po" can "se the for's ocated in Doc Sharing or an# $eing "ti i)ed in #o"r district/ca'p"s.

Assignment length of 2 - ! .ages and APA formatting is re1uired' )our 5BA and B6P will +e inserted into *our t*.ed re.ort' To do this, clic7 on 6nsert and then O+8ect 2to the right of *our tool +ar4' )ou will then Clic7 insert a file to attach *our forms to *our .a.er'

20

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

S"$'it this assign'ent via the assign5ent su:5ission lin@ in Blac@:oard. -a!e #our document in 1icrosoft 2ord )it& t&e file name of5 237+4489ast :ame8/irst 7nitial.doc ?for exa'p e...BCA.PPFontenot!.doc@.

?ee@ 1" -pplication -ssign5ent# Prescriptive (ntervention Plan ( .(E 'eport<-ssess5ent= =evie% and cond"ct a 4or'(referenced reading or %ritten ang"age test %ith #o"r se ected st"dent for the ter'. )ou can conduct an* of the following assessments or Curriculum Based Assessments currentl* +eing utili,ed in *our district-cam.us: norm-referenced reading tests CTOPP, TE A-!, "# T, TO$ E% written language tests-TO$& and O$&# $ritten &anguage Po" %i then to address the fo o%ing co'ponents2 Define .ssess'ent 1. 4a'e of the assess'ent se ected for #o"r st"dent 2. Bhat are the strengths / %ea&nesses identified fro' the assess'ent for #o"r st"dentQ 3. Provide exa'p es of #o"r st"dentsJ strengths and %ea&nesses. 9ee. in mind, *ou will use this information to .re.are a multi-media .resentation to dis.la* *our information for the final 56E .ro8ect as well as include in *our final written .ro8ect, which is due $ee7 :;' Assignment length of 2 0 ! .ages and APA formatting is re1uired S"$'it this assign'ent via the assign5ent su:5ission lin@ in Blac@:oard. -a!e #our document in 1icrosoft 2ord )it& t&e file name of5 2310+4489ast :ame8/irst 7nitial.doc ?for exa'p e...BC10.PPFontenot!.doc@. ?ee@ 15# -pplication -ssign5ent 0 ePortfolio and 'u:ric Deve op'ent of a note$oo& of infor'ation re ated to infor'a c"rric" "' $ased diagnostic instr"'ents3 prescriptive instr"ction3 %a#s to acco''odate st"dent earning st# e infor'ation in the c assroo'3 and differentiated instr"ction* strategies* ideas* and %e$ sites that inc "de 'odifications and acco''odations to assist %ith "nderstanding and instr"cting exceptiona chi dren in the c assroo'. )ou should also include information a+out /arious organi,ations 2federal, state, and local4 that assist disa+led .ersons in *our note+oo7' )ou are also re1uired to create and su+mit a u+ric that will +e used to access *our .ortfolio' Be creativeJ

-pplication -ssign5ent 'u:ric#

*uality of ?or@ Su:5itted -dherence to -ssign5ent Criteria E$e5plary 30 .ssign'ent 'eets or exceeds a criteria. Proficient !" .ssign'ent 'eets a criteria. ,ini5al <needs i5prove5ent= 1" .ssign'ent 'ost # 'eets the criteria. ?or@ Su:5itted :ut Unaccepta:le 0 .ssign'ent does not 'eet the criteria.

21

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

3" points ,a$i5u5 ;&e e(tent to )&ic& )or3 meets t&e assi"ned criteria. *uality of ?or@ Su:5itted

E$e5plary 5"

Proficient 3"

,ini5al <needs i5prove5ent= 1"

?or@ Su:5itted :ut Unaccepta:le "

-ssi5ilation and Synthesis of (deas 5" points ,a$i5u5 The extent to %hich the %or& ref ects2 Hnderstanding of the assign'entJs p"rpose Hnderstanding of 'ateria presented in co"rse videos* readings* Be$ reso"rces* and disc"ssions +pplication, anal#sis, and s#nt&esis of concepts6strate "ies presented

St"dentJs %or& de'onstrates a c ear and deep "nderstanding of the assign'entJs p"rpose.

St"dentJs %or& de'onstrates a so id "nderstanding of the assign'entJs p"rpose.

St"dentJs %or& de'onstrates so'e "nderstanding of the assign'entJs p"rpose.

St"dentJs %or& de'onstrates itt e or no "nderstanding of the assign'entJs p"rpose.

Ce# concepts are addressed %ith exceptiona $readth and depth. =eference to co"rse readings* videos* and other reso"rces is p"rposef" * acc"rate* and extensive. St"dentJs %or& sho%s a$"ndant evidence of insightf" ref ection and sophisticated critica thin&ing thro"gho"t.

Ce# concepts are addressed %ith reasona$ e $readth and depth. =eference to co"rse readings* videos* and other reso"rces is appropriate and reasona$ # thoro"gh. St"dentJs %or& sho%s evidence of ref ection and critica thin&ing thro"gho"t.

Ce# concepts are identified $"t are on # partia # deve oped. =eference to co"rse readings* videos* and other reso"rces is i'ited in scope and ,"a it#.

Ce# concepts are 'isidentified and/or significant # "nderdeve oped. =eference to co"rse readings* videos* and other reso"rces is inappropriate or 'issing. St"dentJs %or& sho%s itt e or no evidence of ref ection and critica thin&ing.

St"dentJs %or& sho%s so'e evidence of ref ection and critica thin&ing.

*uality of ?or@ Su:5itted

E$e5plary !"

Proficient 1"

,ini5al <needs i5prove5ent= 5

?or@ Su:5itted :ut Unaccepta:le "

22

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

College +evel ?riting and ,echanics !" points ,a$i5u5 ;&e e(tent to )&ic& t&e )ritin" demonstrates co&erence and clarit# of t&ou"&t< effecti!e or"ani=ation and e(pression of ideas< use of proper "rammar and )ritin" mec&anics< and use of +4+ format in resource citations.

Briting is exceptiona # c ear* coherent* %e organi)ed* and ogica . !itations* references* and for'atting adhere to .P. g"ide ines* %ith virt"a # no errors. Firt"a # no errors in gra''ar* 'echanics or s#ntax are present in the assign'ent.

Briting is genera # c ear* coherent* and %e organi)ed.

Briting is coherent $"t oose # organi)ed and so'eti'es ac&s c arit#. !itations* references* and for'atting genera # adhere to .P. g"ide ines* $"t errors are significant. Significant errors in gra''ar* 'echanics* or s#ntax are present in the assign'ent.

Briting ac&s coherence and organi)ation.

!itations* references* and for'atting adhere to .P. g"ide ines %ith a fe% 'inor errors. . fe% 'inor errors in gra''ar* 'echanics* or s#ntax are present in the assign'ent.

!itations* references* and for'atting do not adhere to .P. g"ide ines.

Extensive errors in gra''ar* 'echanics* or s#ntax 'a&e it diffic" t to read the assign'ent.

?ee@ 12# Prescriptive (ntervention Plan <.(E=

Thro"gho"t the co"rse #o" have gathered vario"s pieces of this assign'ent* %hich " ti'ate # ed to #o"r fina Prescriptive -ntervention P an ?F-E *. ;&e follo)in" components must $e included in #our 4o)er4oint and #our Essa#5 Present co'petencies* content specific S > Bs* reco''endations for instr"ction* content* ed"cation environ'ent* deve oping content -EPs* instr"ctiona acco''odations / 'odifications* p ace'ent* and assess'ent reco''endations. Assignment length of ! 0 < .ages and APA formatting is re1uired S"$'it this assign'ent via the assign5ent su:5ission lin@ in Blac@:oard. -a!e #our document in 1icrosoft 2ord )it& t&e file name of5 23164rescripti!e4lan89ast :ame8/irst 7nitial.doc ? for exa'p e...BC1DPrescriptiveP anMFontenot!.doc@.

'u:ric# Prescriptive (ntervention Plan <.(E= -ssign5ent Content and 3e/elo.ment => .oints Points Earned -=> .dditiona !o''ents2

23

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

The folloBing co5ponents are needed in your Britten docu5ent and PoBerPoint# Present co'petencies* ?10 pts.@ !ontent specific S > Bs* ?10 pts.@ =eco''endations for instr"ction* ?15 pts.@ Deve oping content -EPs* ?15 pts.@ -nstr"ctiona acco''odations / 'odifications* p ace'ent* ?15 pts.@ .ssess'ent reco''endations. ?15 pts.@ PowerPoint :> .oints 6rgani)ed ideas in a ogica %a#?4 pts.@ Hse of Fis"a .ids and Techno og#?2 pts.@ Pict"res and graphics i'proved the presentation or reinforced 'ain points?2 pts.@ Effective De iver# and re'ained %ithin the a ocated ti'e fra'e ?2 pts.@ Points Earned -:> .dditiona !o''ents2 Points Earned -:>

?echanics :> Points .n acade'ic instead of a cas"a tone is "sed. ?2 pts.@ Sentences are co'p ete and c ear. ?2 pts.@ Spe ing is correct. ?2 pts.@ .P. for'at3 cover page* reference page* in( text citations* do"$ e spacing* font si)e 12* Ti'es 4e% =o'an st# e %riting* etc.?4 pts.@ Total :>> Points O/erall Comments:

Points Earned -:>>

?ee@ly Discussion Board Participation The Disc"ssion +oard is intended to foster a d#na'ic* f o%ing disc"ssion that ste's fro' st"dentsJ engage'ent %ith co"rse 'ateria s* one another* and fac" t#. St"dents are expected to gro"nd their ideas and responses in the co"rse 'ateria s* in their o%n experience* and %hen re evant* in additiona o"tside references. .P. for'at is not re,"ired for Disc"ssion postings.

24

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

-t is expected that re,"ired Disc"ssion postings and responses %i $e s"$'itted to 'eet the assign'ent d"e date as postings and responses to co eag"es after the d"e date do itt e to foster the p"rposes of disc"ssion in a co''"nit# of earners. Exceptions 'a# $e 'ade at the discretion of the professor if contacted $# the st"dent prior to the d"e date descri$ing exten"ating circ"'stances. Discussion Tips :ere are so'e tips to he p #o" create high(,"a it# disc"ssion posts2 1. =ead the r"$ric ?$e o%@ %ith care. 4ote that #o" need to respond to each aspect of the pro'pt* f" # and tho"ghtf" #. . sentence or t%o %i $e ins"fficient to deve op #o"r ideas. +e s"re to connect #o"r tho"ghts to the co"rse readings and videos and to #o"r o%n experiences. Ta&e care to de'onstrate critica thin&ing as #o" ana #)e* cha enge* or s#nthesi)e concepts. Fina #* revie% #o"r posts to 'a&e s"re that #o"r sentences are c ear and co'p ete* #o"r spe ing is correct* and that 'echanica errors or t#pos are corrected. 2. -t is strong # reco''ended that #o" co'pose #o"r initia disc"ssion posts in a %ord processing progra'. This %i prevent a technica g itch fro' devo"ring #o"r %or& $efore #o" can get it posted. -t %i a so a o% #o" to save #o"r posts for f"t"re reference. 3. P ease avoid posting attach'ents in the disc"ssion. . %a#s paste or co'pose #o"r post direct # into the disc"ssion %indo%. Discussion Board Participation 'u:ric *uality of ?or@ Su:5itted E$e5plary D0 Proficient 40 ,ini5al <needs ?or@ i5prove5ent= Su:5itted :ut !" Unaccepta:le 0 The posting 'ini'a # addresses the aspects of the disc"ssion pro'pt. The posting does not address a aspects of the disc"ssion pro'pt.

Content in (nitial The posting Posting co'prehensive # 2" points and specifica # 5a$i5u5 addresses a ;&e e(tent to )&ic& aspects of the t&e student>s disc"ssion postin"5 pro'pt. 7s t&orou"& in addressin" all aspects of discussion prompt The posting emonstrates de'onstrates a critical anal#sis of high degree of material presented critica ana #sis in t&e readin"s, of concepts and !ideos, and ot&er ideas presented learnin" resources in readings* videos* and other

The posting genera # addresses a aspects of the disc"ssion pro'pt %ith thoro"ghness.

The posting de'onstrates so'e critica ana #sis of concepts and ideas presented in readings* videos* and

The posting de'onstrates 'ini'a critica ana #sis of concepts and ideas presented in readings* videos* and

The posting does not de'onstrate critica ana #sis of concepts and ideas presented in readings* videos* and other reso"rces.

25

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

reso"rces. -timulates colle"ial The posting discussion and sti'" ates '"ch emonstrates professiona professionalism and dia og"e that appropriate online enhances decorum earning for co eag"es.

other reso"rces. other reso"rces. The posting sti'" ates so'e professiona dia og"e that enhances earning a'ongst co eag"es. The posting sti'" ates 'ini'a professiona dia og"e that enhances earning a'ongst co eag"es. The posting does not sti'" ate professiona dia og"e a'ongst co eag"es.

*uality of ?or@ Su:5itted

E$e5plary 3"

Proficient !"

,ini5al <needs ?or@ i5prove5ent= Su:5itted :ut 1" Unaccepta:le " =esponses =esponses do adhere to so'e not adhere to the aspects of instr"ctions for instr"ctions for responding to responding to co eag"es. co eag"es.

'esponses to ColleaguesK Postings 3" points ,a$i5u5 ;&e e(tent to )&ic& t&e student>s responses to ot&ers> postin"s5

=esponses adhere to a aspects of instr"ctions for responding to co eag"es.

=esponses adhere to 'ost aspects of instr"ctions for responding to co eag"es.

=esponses =esponses =esponses +d&ere to t&e effective # genera # 'ini'a # ?,espond@ incorporate ideas incorporate incorporate instructions presented in the ideas presented ideas presented 7ncorporate ideas earning in the earning in the earning presented in t&e reso"rces. reso"rces. reso"rces. readin"s, !ideos, or ot&er resources =esponses are =esponses =esponses are 4ro!ide specific, exceptiona in genera # 'ini'a in constructi!e, and providing provide specific* providing supporti!e feed$ac3 specific* constr"ctive* specific* constr"ctive* and and s"pportive constr"ctive* s"pportive feed$ac& to and s"pportive feed$ac& to co eag"es. feed$ac& to co eag"es. co eag"es. Encoura"e furt&er t&ou"&t or discussion related to t&e topic =esponses are =esponses are so'e%hat =esponses exe'p ar# in effective in 'ini'a # sti'" ating sti'" ating sti'" ate f"rther f"rther tho"ght or f"rther tho"ght tho"ght or disc"ssion or disc"ssion disc"ssion

=esponses do not incorporate ideas presented in the earning reso"rces.

=esponses do not provide specific* constr"ctive* and s"pportive feed$ac& to co eag"es.

=esponses do not sti'" ate f"rther tho"ght or disc"ssion re ated to the

26

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

re ated to the topic. emonstrate e!idence of personal learnin" resultin" from interaction )it& collea"ues =esponses de'onstrate strong and pers"asive evidence of persona earning and insights that res" ted fro' co egia interaction. E$e5plary 10

re ated to the topic. =esponses genera # de'onstrate evidence of persona earning that res" ted fro' co egia interaction.

re ated to the topic. =esponses de'onstrate 'ini'a evidence of persona earning that res" ted fro' co egia interaction.

topic.

=esponses do not de'onstrate evidence of persona earning that res" ted fro' co egia interaction.

*uality of ?or@ Su:5itted

Proficient 5

,ini5al <needs ?or@ i5prove5ent= Su:5itted :ut ! Unaccepta:le 0

College +evel ?riting and ,echanics 1" points ,a$i5u5 ;&e e(tent to )&ic& t&e )ritin" demonstrates co&erence and clarit# of t&ou"&t< Effecti!e or"ani=ation and e(pression of ideas<

The posting consistent # ref ects professiona voca$" ar# and effective and appropriate co''"nication. Briting is exceptiona # c ear* coherent* and %e organi)ed.

The posting The posting The posting genera # 'ini'a # does not ref ect ref ects ref ects professiona professiona professiona voca$" ar# voca$" ar# and voca$" ar# and and/or appropriate appropriate appropriate co''"nication. co''"nication. co''"nication.

Briting is genera # c ear* coherent and %e organi)ed.

Briting is reasona$ # coherent $"t ac&s c arit# and organi)ation.. Significant errors in gra''ar* 'echanics* or s#ntax are present in the posting.

Briting ac&s coherence and organi)ation. -deas are not expressed c ear #. Extensive errors in gra''ar* 'echanics* or s#ntax 'a&e it diffic" t to read the posting.

Use of proper "rammar and )ritin" mec&anics.

Firt"a # no errors in gra''ar* 'echanics or s#ntax are present in the posting.

. fe% 'inor errors in gra''ar* 'echanics* or s#ntax are present in the posting.

27

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

C&U'SE -CF)&?+ED/E,E)TS Sylla:us State5ent - a' a%are of a topics isted and descri$ed in the co"rse s# a$"s (($# reading the s# a$"s on '# o%n and thro"gh c ass disc"ssions. S"ch topics inc "de* $"t are not i'ited to the fo o%ing2 co"rse description3 co"rse se,"ence in the c"rric" "' and pr(re,"isite infor'ation3 instr"ctor infor'ation and earning reso"rces3 re ation to the 'ission of the Hniversit# and to the goa s and p"rposes of Schoo of Ed"cation3 co"rse earning o$1ectives3 state and nationa standards covered ?TexES co'petencies* -D. standards* etc@3 topica o"t ine and earning strategies33 assess'ent for earning2 re,"ire'ents > grading standards33 HBU C+-SS P&+(C(ES 0 Please read the secondary docu5ent uploaded to Blac@:oardL additiona po icies for this c ass2 attendanceH ate %or&* 'issed tests and e ectronic devices3 and the possi$i it# of changes to the s# a$"s. VThe content of this s# a$"s and the attached agenda are s"$1ect to change at the discretion of the professor.W

Professional (ntegrity State5ent To 'aintain and "pho d the highest eve of professiona integrit# and honest#* cheating and p agiari)ing are not a o%ed. !heating is a catch(a ter' for not doing #o"r o%n %or&. Bithin the $roader vie% of cheating is the idea of "sing so'eone e seJs %or& in p ace of #o"r o%n. This is ca ed p agiaris' and is not a o%ed in this c ass. -f a st"dent cheats and/or p agiari)es* then the st"dent %i receive a /00 for the assign'ent and/or fai the co"rse. .n# atte'pt d"ring a test to cons" t %ith notes or another person or to oo& at anotherJs test %i constit"te cheating. -f #o" share ans%ers in an# %a#* $oth st"dents %i receive a /00 for the test and/or fai this co"rse. Hsing sto en tests or /$orro%ed0 tests ?an# test that is not readi # avai a$ e to a 'e'$ers of the c ass@ to st"d# for an exa' is cheating and %i res" t in a /00 and/or co"rse fai "re. D& )&T2 cop# another personJs paper/pro1ect/%or& or part of that and t"rn it in as #o"r o%n3 cop# a paper/pro1ect fro' the -nternet and t"rn the' in as #o"r o%n3 cop# another paper/pro1ect ?or c"t and paste parts of -nternet artic es@* 'a&e changes to it* and s"$'it it as #o"r o%n3 inc "de the %or& of others %itho"t doc"'entation/reference ?-f seven or 'ore %ords are ta&en direct # fro' another so"rce it '"st $e ,"oted and referenced.@3

28

Fontenot/EDSP 5311.20/Spring2014/ Diagnostic and Prescriptive Teaching for Exceptiona !hi dren

s"$'it a paper/pro1ect or arge parts of a paper/pro1ect #o" have done for another c ass at :+H or another instit"tion to this c ass. ?. %a#s get a professorJs approva $efore "sing a prior %or& or topic fro' a different c ass.@3 have so'eone %rite parts or a of #o"r paper/pro1ect/%or& share #o"r %or& %ith others3 and* change references or 'a&e "p references. fa sif# fie d%or& doc"'entation

+# signing this page* ( affir5 that - have read and "nderstand the contents of this co"rse Sylla:us State5ent and the Professional (ntegrity State5ent. - "nderstand that at an# ti'e d"ring the co"rse* - 'a# re,"est c arification* if needed. Printed 4a'e Signat"re Date

V.fter reading the co"rse s# a$"s and this page* p ease print and sign this for' then t"rn it in to the professor.W

29