College of Education and Behavioral Sciences

The School of Education

Houston Baptist University
Course Syllabus
EDSP 531! Teaching Strategies in Special Education
"irst "our #ee$ Su%%er Ter%& '(1)
C*U+SE DESC+,PT,*-
This course is designed to enable students to develop the expertise of the professional educator
with the needs of the various student exceptionalities. Teachers seeking certification as
Educational Diagnosticians will learn to apply specialized techniques of anaging behavior! how
to individualize instruction! how to apply ethods of intervention! and how to evaluate adequacy
of teaching. The practicing educator taking this course will be able to develop a coprehensive
knowledge about classroo anageent theories as they relate to special education.
C*U+SE SE.UE-CE ,- CU++,CU/U0 1-D P+E+E.U,S,TE ,-"*+01T,*-
"rerequisites include EDS" #$%&! #$''! or perission fro the Dean of The School of Education
and (ehavioral Sciences.
D1TE 1-D T,0E *" C/1SS 0EET,-2S!
3une 43uly 3& '(1) 0onday 4 "riday! 1(!15 5 1'!15 P0
+**0 -U0BE+
Hinton 1'6
,-ST+UCT*+ ,-"*+01T,*-
)ae*Title+ Dr. Charlotte ,ontenot
E-ail+ cfontenot.hbu.edu
/ffice "hone+ &0'-123-$%02
/ffice 4ocation+ 5inton $&%
/ffice 5ours+ 6onday 7 8ednesday! 0+$% a - '%+%% a9 Electronic office hours and by
appointments
Twitter+ ,ollow e on Twitter .docfontenot
:ll electronic correspondence with the instructor in on-line courses will be done through the
university /nsite 4earning 6anageent Syste ;(lackboard<.
/E1+-,-2 +ES*U+CES
Course Text;s<+
6ercer! C.D.! 6ercer! :.=.! > "ullen! ".C. ;&%''<. Teaching students with learning problems. ;0
th
ed.<.
?pper Saddle =iver! )ew @ersey+ 6errill. AS() 7 '$-3B0-%-'$-B%$$$B0-&
+E/1T,*- T* THE 0,SS,*- *" THE U-,7E+S,T8
The ission of 5ouston (aptist ?niversity is to provide a learning experience that instills in
students a passion for acadeic! spiritual! and professional excellence as a result of our central
confession! C@esus Christ is 4ord.D
An relation to the ission of the ?niversity! this course will proote skills and knowledge
necessary for effective teaching! including the creation of a supportive classroo
atosphere! ways to foster creative and critical thinking! appropriate interactions in the
teaching*learning processes! and an awareness of and sensitivity to what is included in a
special education classroo.
The learning experiences in the courses throughout the School of Education Eraduate "rogra
support the Ten "illars! especially! "illar A ;(uild on the Classics<! "illar AAA ;Ebrace the
Challenge of Christian Eraduate Education<! "illar F ;Ancrease our Cultural Apact through our
faculty<! "illar FA ;=enew our Capus! =enew our Counity<!and "illar AG ;Cultivate a Strong
Elobal ,ocus<.
THE 2*1/S 1-D PU+P*SES *" THE C*//E2E *" EDUC1T,*-
The ission of The School of Education is to prepare students to be effective professional
educators who reflect Christ in their work and service.
To accoplish this ission we will provide students with the following+
the courses and entoring necessary for a solid pedagogical grounding in the art! science and
practice of teaching9
essential learning e9periences that will provide a sure foundation of knowledge and wisdo9
and!
an understanding of their Christian %ission and calling as educators to influence individual
students and the larger society.
An relation to the stated goals and purpose of the School of Education this course will give students their
own set of essential learning experiences that enable the to understand the techniques of
anaging behavior! how to individualize instruction! how to apply ethods of intervention! and
how to evaluate adequacy of teaching:
C*U+SE /E1+-,-2 *B3ECT,7ES
?pon copletion of this course! students should be able to+
'. Deonstrate an in-depth understanding of how a =esource =oo is organized and
functions9
&. Anvestigate how Anclusion Teachers collaborate and consult with regular classroo teacher
to provide the least restrictive environent9
$. Describes and develop ultiple strategies for teaching content to exceptional students9
2. Create a hotlist of websites to gain additional inforation to specifically relate to teaching
the exceptional student9
#. Develop strategies to use in the different =TA levels9 and
EDS" #$'3 Syllabus Suer! &%'2 "age & of '0
1. Describe the organizational structure in place in Texas for delivering services to
exceptional students.
,oundational learning obHectives! knowledge and skills required for all students seeking initial
teacher certification are included in this course.
SCH**/ *" EDUC1T,*- +E.U,+E0E-TS +E/1TED T* TE9ES 1-D ,D1 ST1-D1+DS
The course learning obHectives acquired through the experiences in this course support both
the TE: Standards for "edagogy and "rofessional =esponsibilities and Standards and the
Anternational Dyslexia :ssociation ;AD:< Standards for =eading.
: atrix at the end of this docuent indicates the ""= topics and AD: standards addressed in
this course.
:ppropriate grade level TE: guidelines and TEIS are included as part of this course.
: list of specific TexES copetencies for this course is presented below. : coplete listing
of S(EC Standards for all certifications including knowledge and skills stateents ay be
found at+ http+**www.sbec.state.tx.us*S(EC/nline*standtest*edstancertfieldlevl.asp
TE9ES Standards:
The following TExES "edagogy and "rofessional =esponsibilities Standards are addressed in part
or in full in this course+
Doain A. ?nderstanding Andividuals with Disabilities and Evaluating Their )eeds.
Copetency %%&+ The special education teacher understands foral and inforal
assessents procedures and knows how to evaluate student copetencies to ake
instructional decisions.
Doain AA. "rooting Student 4earning and Developent.
Copetency %%$+ The special education teacher understands and applies
knowledge of procedures for planning instruction for individuals with disabilities.
Copetency %%2+ The special education teacher understands and applies
knowledge of the procedure for anaging the teaching and learning environent!
including procedures related to the use of assistive technology.
Copetency %%#+ The special education teacher knows how to proote studentJs
educational perforance in all content areas by facilitating their achieveent in a
variety of setting and situations.
Copetency %%1+ The special education teacher understands and applies
knowledge of issues and procedures for teaching appropriate student behaviors and
social skills.
Copetency %%B+ The special education teacher understands and applies
knowledge of transition issues and procedures across the life span.
Doain AAA+ "rooting Student :chieveent in English 4anguage :rts and =eading and
6atheatics

Copetency %%3+ The special education teacher prootes students
perforance in atheatics.
Doain AF+ ,oundations and "rofessional and =esponsibilities
EDS" #$'3 Syllabus Suer! &%'2 "age $ of '0
Copetency %'&+ The special education teacher knows how to counicate
and collaborate effectively.

,D1 Standards:
The following Anternational Dyslexia :ssociation ;AD:< =eading Standards are addressed in part
or in full in this course+
C. Inowledge of Dyslexia and /ther 4earning Disorders
#. Adentify how syptos of reading difficulty ay change over tie
in response to developent and instruction.
E-&. Structured 4anguage Teaching+ "honics and 8ord =ecognition
2. Adentify the routines of a coplete lesson forat! fro the
introduction of a word recognition concept to fluent application in
eaningful reading and writing.
#. Discuss research-based adaptations of instruction for students with
weaknesses in working eory! attention! executive function! or
processing speed.
E-$. Structured 4anguage Teaching+ ,luent! :utoatic =eading of Text
&. Explain reading fluency as a stage of noral reading developent9
as the priary sypto of soe reading disorders9 and as a
consequence of practice and instruction.
2. 4ocate sources of activities for building fluency in coponent
reading skills.
#. Discuss which instructional activities and approaches are ost
likely to iprove fluency outcoes.
B. Discuss appropriate uses of assistive technology for students with
serious liitations in reading fluency.
E-2. Structured language Teaching+ Focabulary
&. Describe the role and characteristics of direct and indirect
;contextual< ethods of vocabulary instruction.
$. Explain varied techniques for vocabulary instruction before!
during! and after reading.
2. =eview that word knowledge is ultifaceted.
E-#. Structured 4anguage Teaching+ Text Coprehension
'. Describe teaching strategies that are appropriate before! during!
and after reading and that proote reflective reading.
E-1. Structured 4anguage Teaching+ 5andwriting! Spelling! and 8ritten
Expression
'. =eview research-based principles for teaching letter naing and
letter foration! both anuscript and cursive.
&. Deonstrate techniques for teaching handwriting fluency.
Spelling
$. Explain the influences of phonological knowledge of spelling.
#. Explain the influences on orpheic knowledge on spelling.
EDS" #$'3 Syllabus Suer! &%'2 "age 2 of '0
8ritten Expression
'. Explain the aHor coponents and processes of written expression
and how they interact ;e.g.! basic writing*transcription skills versus
text generation<.
$. =eview appropriate uses of assistive technology in written
expression.
/ther
=TA Antervention
T*P,C1/ *UT/,-E
: course agenda is included at the end of this syllabus. At includes the following topics+

'. ,oundations of Teaching
Creating =esponsive 4earning Environents
"lanning and /rganizing Anstruction
:ssessing Students for Anstruction
Teaching Students and 6anaging Anstruction
"rooting Social! Eotional and (ehavioral Developent
&. Teaching :cadeic Skills
:ssessing and Teaching 4anguage
:ssessing =eading
Teaching =eading
:ssessing and Teaching Spelling
:ssessing 6ath
Teaching 6ath
Teaching 4earning Strategies! Content! and Study Skills
"rooting Transitions
The content of this outline and the attached schedule are subject to change at the discretion of the
professor.
TE1CH,-2 ST+1TE2,ES
: variety of learning ethods will be used including the following+
'. =eading! lecture! and discussion
&. =eflection ;both oral and written<
$. 6edia presentations
2. Sall group activities and siulations
#. Technology
1. Andividual conferences ;as needed<
1SSESS0E-T *" /E1+-,-2
,oundational learning experiences required for all students seeking initial teacher
certification are included in this course.
EDS" #$'3 Syllabus Suer! &%'2 "age # of '0
Course +e;uire%ents: See the agenda at the end of this syllabus for due dates.
'
Descriptions and rubrics for assignents are included at the end of this docuent.
EDS" #$'3 Syllabus Suer! &%'2 "age 1 of '0
1ssign%ent
1
/earning *<=ective>s? Standards
'
Due Date Point
7alue
Exam I
1, 2, , !, ", #
""=+ A. %%&
""=+ AA. %%$! %%2! %%#
""=+ AF. %'&
AD:+ /ther-=TA
#$1$1!
%&
Exam II
1, 2, , !, ", #
""=+ A. %%&! ""=+ AA. %%$!
%%2! %%#! %%1
''() III. %%*
I+,) C", E-2) !, ". E-)
2, !, ", /. E-!) 2, , !. E-
")1
#$2%$1!
Exam III
1, 2, , !, ", #
""=+ AA. %%$! %%2! %%#!
%%1 %%B
''() III. %%*
I+,) C", E-2) !, ". E-)
2, !, ", /. E-!) 2, , !. E-
")1
#$2"$1!
0inal Exam
1, 2, , !, ", #
""=+ AA. %%$! %%2! %%#!
%%1 %%B
''() III. %%*
I+,) (TI
/$$1!
Electronic 'ortfolio of
Teaching 1trategies
1
1, 2, , !, ", #
""=+ A. %%&! ""=+ AA. %%$!
%%2! %%#! %%1! %%B
''() III. %%*, ""=+ AF.
%'&
I+,) C", E-2) !, ". E-)
2, !, ", /. E-!) 2, , !. E-
")1
/$1$1!
1"&
+ifferentiated 2esson
'lans
1
,
""=+ AAA. %%3 #$2#$1!
2%&
1pecific 'roject
1

""=+ AAA. %%3 #$%$1!

2%&
Course Content
$
Discussions
(lackboard Discussions
:ttendance
Class "articipation
1, 2, , !, ", #
""=+ A. %%&! ""=+ AA. %%$!
%%2! %%#! %%1 %%B
''() III. %%*, ""=+ AF.
%'&
I+,) C", E-2) !, ". E-)
2, !, ", /. E-!) 2, , !. E-
")1. (TI
+aily
1"&
&
These assignent*activities develop and*or assess state and national standards including
TExES copetencies! AD: reading standards! TEIS and*or ASTE standards ;listed
previously<.
$
Each of these will result in a '-'%% score and an average of these scores will be
deterined. This average will count '#K of the final grade.
2rading Standards
School of Education 2raduate 2rading Scale!
: 32 and above
:- 3%-3$
(L 0B-03
( 0$-01
(- 0%-0&
CL BB-B3
C B$-B1
C- B%-B&
, 13 and below
Student 1ppraisal
Students will coplete faculty appraisal fors as regularly adinistered by the
?niversity.
C/1SS P*/,C,ES
:TTE)D:)CE+ :bsence and Tardy "olicies . =egular attendance in class is iportant for
student success! and it is university policy that students ust attend class. :bsences are recorded
beginning fro the first class session after the student has enrolled in the course. "rofessors are
not obligated to allow students to ake up work they iss due to unexcused absences. :ny
student who does not attend at least B#K of the scheduled class sessions will receive a grade of
C,D for the course! regardless of his perforance on other assessents such as tests! quizzes!
papers! or proHects. "rofessors ay apply additional attendance policies as appropriate to
individual courses. 4ikewise! the college or school ay also apply additional attendance
requireents as necessary. "lease see the catalog currently in use for the universityJs policy on
classroo absences caused in the course of student representation of the university! such as
athletics! chorale! and ock trial activities.
:C:DE6AC :CC/6/D:TA/)S+
Students needing learning accoodations should infor the professor iediately and consult
the :cadeic :ccoodations section of the 5(? Classroo "olicy posted on (lackboard.
Docuentation of Difficulties Af an education student fails to deonstrate an acceptable level of
perforance on one or ore professional educator standards during any class or field experience!
a for is filed in the Education /ffice ;a "6AD+ "rogress 6onitoring > Antervention
Docuentation<. Af two such fors occur! a conference is held in which difficulties are identified
and eans for iproveent are explored. MSoeties specific interventions will be required.N :
EDS" #$'3 Syllabus Suer! &%'2 "age B of '0
third for will result in a coittee hearing to review difficulties and eans for iproveent and
to deterine conditions for continuance in the progra. "rofessional standards include
knowledge! skills and dispositions.
4ate 8ork. :ll assignents subitted after the due date will be assessed a '% point
penalty. "lease ensure that all assignents are subitted on tie.
6issed Tests. "lan to take all exas at the scheduled tie. Af you ust iss an exa!
notify the instructor by telephone ;&0'-123-$%02< within 24 hours of the scheduled exam.
:cceptable reasons for aking up an exa are as follows ;docuentation is required to
verify the reason for your absence<+
'. Serious illness ;hospitalization<.
&. : death in the faily.
:cceptable reasons do -*T include the following+
'. DoctorOs appointents for a non-eergency.
&. CA didnOt have tie to study.D
?se of Electronic Devices. During class sessions! electronic devices are only to be used to
support class activities. /ther uses ;texting! surfing the web! etc.< will result in the device
not being allowed in the classroo.
Students are re;uired to read the University Classroo% Policy addendu% to
this course sylla<us
PE+S*- +ESP*-S,B/E "*+ DE7E/*P,-2 S8//1BUS
Dr. Charlotte Fontenot

+r. Charlotte 0ontenot. PPPPPPPP#*$*&%'2PPPPPPPPPPPPPPPP
AnstructorJs Signature Date
EDS" #$'3 Syllabus Suer! &%'2 "age 0 of '0
EDSP 5319
TE-T1T,7E SCHEDU/E
Date Class topics and readings Tas$>s?@1ssign%ents
6@(@1) Antroduction
/verview of the following+
Course :genda
Course :ssignents
Specific "roHect
4esson "lans and Chapter :ctivities
(lackboard Discussions
Electronic "ortfolio
(egin Chapters ' and &
Topic for Specific proHect due toorrow.
Subit Syllabus
:cknowledgeent Stateent
and Cheating and "lagiaris
"ages on (b by 1*''*'2
6@1(@1) Coplete Chapters 'and &
Subit topic for Specific "roHect today in class9 "roHect due on 1*$%*'2
6@11@1) Chapter $
(egin working on Electronic "ortfolio! which is due on B*'*'2
6@1'@1) (lackboard Day and Creating one ;'< activity for each chapter ;'!&!$< to bring and
share on 1*'1*'2
(egin working on 2 4esson "lans9 which are due on 1*&1*'2
Last day to drop with !"
(b Discussions
6@13@1) (lackboard Day
Continue working on :ctivities for Chapters '! &! and $9 which are due on 1*'1*'2
Continue working on 2 4esson "lans9 which are due on 1*&1*'2
(b Discussions
Exa ' ;Chapters '-$<
6@16@1) :ctivity sharing for Chapters '!&! and $
6@1A@1) Chapter 2 and #
Start working on activities to share for Chapters 2 and #
@1B@1) Chapter 1
Create an activity for chapter 1 to share 1*'3*'2
6@1@1) :ctivity sharing for Chapters 2! #! and 1 (b Discussions
6@'(@1) (lackboard Day
Continue working on 2 4esson "lans9 which are due on 1*&1*'2
Exa & ;Chapters 2-1<
6@'3@1) Chapters B and 0
Start working on activities to share for Chapter 0
6@')@1) Chapter 3
Continue working on activities to share for Chapters 0 and 3 on 1*&#*'2
Continue working on 2 4esson "lans9 which are due on 1*&1*'2
(b Discussion
6@'5@1) :ctivity sharing for Chapters B! 0 and 3
4esson "lans Due Toorrow
Exa $ ;Chapters B! 0 and 3<
6@'6@1) Chapter ''! '&! '$! and '2
Coe prepared for group activities over these chapters.
4esson "lans Due on (lackboard
via the assignent link
6@'A@1) (lackboard Day
Specific "roHects due on 1*$%*'2
Electronic "ortfolioJs due B*'*'2
(b Discussions
6@3(@1) "resentations on Specific "roHects
Electronic "ortfolioJs due toorrow on (lackboard discussion and via the
:ssignent link
(b Discussion
:ll Specific "roHects Due on
(lackboard via the assignent
link
A@1@1) Coplete "resentations on Specific "roHectJs :ll Electronic "ortfolioJs Due on
(lackboard discussion and via
the assignent link
Qou are required to respond to at
least two of your classates post
A@'@1) Study day 32ast day to submit late
assignments3
A@3@1) Exa 2 and ,inal =eflection
;Chapters ''7'2<
EDS" #$'3 Syllabus Suer! &%'2 "age 3 of '0
Pedagogy and Professional Responsibilities Course Correlation to TAC 228.30*
*Source: TEA Audit Monitoring Handbook 2009
EC-2
PPR
!tandard
Curri"ulu# Topi"
TAC 228.30
Essential Co#ponents
$earning E%perien"es&
Produ"ts
'( '''
.Reading 'nstru"tion
Programs are encouraged to select
from a variet of t!eories and
met!ods a""ro"riate for teac!ing
t!ese five essential com"onents of
reading instruction#
1. Text Structure (organization)
2. Vocabulary teaching strategies
3. Identifying the word (root !refix suffix)
". #luency (words !er $inute correct) basic teaching strategies
%. &o$!rehension (finding $ain idea su$$arizing su!!orting details synthesizing'$a(ing connections
inferences $a(ing generalizations
)iscussions *rou!
exercises +ecture
,ro-ect
''( ') 2. Code of Et*i"s Texas .ducators/ &ode of .thics T0&1 2"2.2 $iscussion% &ecture
'( ''( ''' 3. C*ild +e,elop#ent ,rogra$s will teach a 3ariety of theories for child de3elo!$ent. &ecture% $iscussion
'( ''( '''( -. .oti,ation
,rogra$s will select fro$ a 3ariety of theories and $ethods a!!ro!riate for teaching $oti3ation# $iscussion% 'lackboard
e(ercises% $iscussion%
'( ''( ''' /. $earning T*eories ,rogra$s will teach a 3ariety of learning theories
$iscussion% 'lackboard
e(ercises% $iscussion%
E(am
'( ''' 0. TE1! 2rgani3ation(
htt!4''ritter.tea. state.tx.us'te(s' $iscussion% &ecture%
'lackboard e(ercises%
'( ''' 7. Content TE1! htt!4''ritter.tea. state.tx.us'te(s' $iscussion% &ecture
'( ''( ') 8. TA1! Responsibilities
htt!4''www.tea.state.tx.us' clic( on Testing' 0ccountability clic( on Texas .ssential 5nowledge and S(ills for
$uch $ore infor$ation.
$iscussion% &ecture
'( ''( '''
4. Curri"ulu# +e,elop#ent and
$esson Planning
,rogra$s will select fro$ a 3ariety of theories and $ethods a!!ro!riate for teaching curriculu$ de3elo!$ent
and lesson !lanning.
$iscussion% &ecture%
$ifferentiated &esson
Plan
'( '''
0. Classroo# Assess#ent and
+iagnosing $earning 5eeds
,rogra$s will select fro$ a 3ariety of theories 6 $ethods a!!ro!riate for teaching for$ati3e assess$ent to
diagnose learning needs 6 other ty!es of classroo$ assess$ent.
$iscussion% 'lackboard
e(ercises% $iscussion%
E(am
''( ') . Classroo# .anage#ent
,rogra$s will select fro$ a 3ariety of theories 6 $ethods a!!ro!riate for teaching classroo$ $anage$ent. $iscussion% 'lackboard
e(ercises% $iscussion%
E(am
'( ''( '''( ')
2. !pe"ial Populations
.+,S7.nglish +anguage
,roficiencies
htt!4''ritter.tea.state.tx.us'curriculu$'bi
ling'el!s.ht$l
8ational 0ssoc. for *ifted &hildren
Teacher 5nowledge and S(ills
htt!4''www.nagc.org'index2.as!x9
id:1;<3 T.0 website resources
htt!4''ritter.tea.state.tx.us's!ecial.ed
A. E!$& 6ilingual E$P!
1. learning strategies ". reading
2. listening %. writing
3. s!ea(ing
6. 7&T
1. +earner characteristics and de3elo!$ent 3. Socio=cultural influences
2. Instructional strategies ". Identifying *T
C. !pe"ial Edu"ation
1. 0crony$s'Ter$s ". ,arent In3ol3e$ent
2. >odifications' 0cco$$odations %. )isci!line
3. Inclusion
$iscussion% 'lackboard
e(ercises% $iscussion%
E(am
'''( ')
3. Parent Conferen"ing and
Co##uni"ation !8ills
,rogra$s will select fro$ a 3ariety of theories and $ethods a!!ro!riate for teaching co$$unication s(ills and
!arent conferencing.
)iscussion ?lac(board
exercise
'( '''
-. 'nstru"tional Te"*nology
htt!4''www.sbec.state.tx.us'S?.&@nli
ne'standtest'edstancertfieldle3l.as!
!6EC Te"*nology !tandards for All Tea"*ers
1. Tech ter$s conce!ts data in!ut strategies and ethical !ractices to $a(e infor$ed decisions about
tech a!!
2. Identify tas( reAuire$ents a!!ly search strategies use tech to acAuire analyze and e3aluate a
3ariety of infor$ation
3. Bse technology to synthesize (nowledge create and $odify solutions and e3aluate results
". &o$$unicate in different for$ats.
%. ,lan organize deli3er and e3aluate instruction that uses technology and technology T.5S for
students.
$iscussion% 'lackboard
e(ercises% $iscussion%
E(am
'( '''( ')
/.Pedagogy&
'nstru"tional !trategies
!tt":))olc#s"sd#sk#ca)$E)P$)instr)inde(
#!tml
,rogra$s will teach a 3ariety of instructional strategies suitable for all classroo$s and also for s!ecific
sub-ects and content.
$iscussion% 'lackboard
e(ercises% $iscussion%
E(am
'( ''( '''( ') 0. +ifferentiated 'nstru"tion
,rogra$s will teach a 3ariety of instructional strategies suitable for differentiating instruction. $iscussion% 'lackboard
e(ercises% $iscussion%
E(am
')
9. Certifi"ation Test Preparation (<
cloc( hrs reAuired)
Testing study guides standards fra$ewor(s co$!etencies
www.texes.ets.org
$iscussion
EDS" #$'3 Syllabus Suer! &%'2 "age '% of '0
1ssign%ent Descriptions and +u<rics:
Differentiated /esson Plans and Chapter 1ctivities
+e4elop +ifferentiated four 5!6 2esson 'lans. one for each of the following content areas) 4anguage!
=eading! Spelling! and 6ath. This will be &%K of the studentJs total grade. Students will demonstrate
acti#ities from each chapter that could $e utili%ed for a differentiated lesson& which includes
appropriate e#idenced'$ased strate(ies and modifications)
*ou are to use the +ouston ,aptist -ni#ersity Lesson Plan .emplate for this assi(nment.
/esson Plan +u<ric /maximum 100 points1
Student CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
Each lesson plan is worth 20 point 2 30 points& 4odifications 5 20 points
Points Unsatisfactory
5(
0ini%al
6(
Co%petent
A(
E9cellent
B(
Co%%ents Points
Earned
/esson Plans
/1
0ath
+eading
Spelling
Soe
coponents are
not evident.
6ost
coponents
are
soewhat
evident.
: written
lesson plan
adequate
obHectives
and an
outline of the
teaching and
learning
activities that
fulfill any
of the lesson
requireents
:ll 0
coponents are
either highly or
soewhat
evident.
: coplete
written lesson
plan with
appropriate
obHectives and
an outline of
teaching and
learning
activities that
fulfill all of the
lesson
requireents
:ll 0
coponents
are highly
evident.
: coplete
and thorough
written lesson
plan with
clearly-stated
and highly
appropriate
obHectives and
a detailed
outline of
teaching and
learning
activities that
fulfill all of
the lesson
requireents
Points Unsatisfactory
6
0ini%al
1(
Co%petent
1A
E9cellent
'(
Co%%ents Points
Earned
0odifications Faguely
elaboration on
how to adapt
any part of the
lesson.
Describes at
least ' way
to odify
lesson for
students with
exceptionaliti
es.
Explains at
least & ways to
odify lesson
for students
with
exceptionalities
.
Explains at
least $ ways
to odify
lesson for
students with
exceptionaliti
es.
:nalyzes the
group effort
EDS" #$'3 Syllabus Suer! &%'2 "age '' of '0
obHectively
and
responsibly.
Totals
Electronic Portfolio 1ssign%ent
Developent of a notebook*portfolio pertaining to effective teaching strategies for students with learning
probles9 which will include but is not liited to! differentiation! effective teaching strategies for all
content areas! classroo anageent and organization*structure! least restrictive environent! websites to
address effective teaching strategies ;this should tie into the strategies identified for each content area<!
=esponse to Antervention strategies for each level! and Texas organization structure for delivery of services
for students with exceptionalities. This notebook*portfolio will be '#K of the studentJs total grade. The
content of the notebook*portfolio will be shared with the class. 8*U are also to create a rubric! which will
be utilized to evaluate your product. *ou will also include information a$out #arious or(ani%ations
/federal6 state6 and local1 that assist disa$led persons in your note$oo7)
Teaching Strategies Pro=ect
Students will be assigned a specific proHect regarding teaching students with learning probles.
.he pro8ect6 which is 209 of the student:s total (rade6 will consist of two parts& Essay and PowerPoint
presentation)
Categories
Choose a topic fro below. :ll proHects ust be /=AEA):4 8/=I created and produced by the student.
Qou are expected to show substantial college-level work. Strive for a professional appearance.
'. Technology
&. Classroo 6anageent
$. Aportance of Social! Eotional! > (ehavior Developent
2. Teaching (ilingual and Culturally Diverse Students
#. =TA
1. Creating =esponsive 4earning Environents
B. Effective Study Skills
0. Transition Assues and "rocedures
3. Systeatic Teaching Steps
'%. Social Developent
''. =eading Anstructional 6ethods
'&. Teaching 4anguage Skills
'$. Teaching 6ath Skills
'2. (ehavioral Developent Antervention
'#. Anforal and ,oral :ssessent
'1. =eflection
*rganiDation of Essay
.itle Pa(e ;double space! and center on the pageRtop*botto and right*left<
StudentJs )ae
EDS" #$'3 Syllabus Suer! &%'2 "age '& of '0
Course Title
AnstructorJs )ae and Class Days and Ties
"roHect Title
,ody of the Paper
Center the title of your proHect on the top line9 use Title Case.
'. An the first paragraph! begin with an attention4getting sentence or two. Then descri<e the
topic and e9plain its relevance to teaching ;at least '#% words<. Qou should include citations
of at least one reference.
&. An the second paragraph! explain Ehy you chose the topic. At includes your personal interest
in the topic ;at least '%% words9 no citations needed<.
$. (eginning with the third paragraph! explain Ehat you learned a<out your topic ;&-# pages<.
?se ore than one paragraph for this explanation. Qou are expected to provide in-depth!
eaningful inforation rather than Hust surface learning. ?se in-text citation for your sources
using :": forat.
2. Conclude with a co%parison of your e9pectations versus Ehat you actually learned >at
least '#% words9 with or without citations<.
;eferences
"ut the title =eferences centered on the top line ;not in bold or italics9 not underlined<.
Qou ust have at least 3 sources plus your textbook. :t least two of the three ust be a source
with an author. Sources such as 8ikipedia are not acceptable sources9 you ay use 8ikipedia to
help you narrow your search! but not as a source. 4ook for articles with authors. ?se :": forat
for your list ;see C:": ,oratD handouts for details<.
<ppendix
Af needed
<dditional =nformation
Type your paper using '&-point! Ties )ew =oan font.
?se one-inch argins all around ;top! botto! right! left<9 left Hustify argins ;do not Hustify all
argins<. Do not use bold print. Do not use italics ;except where required in the =eferences<! even on
the title page.
Double space the docuent! including the =eference 4ist.
=un spell check.
?se foral language ;e.g.! no contractions! do not use the personal pronoun CAD except in the second
paragraph ;why you chose the topic<.
"rint the paper with black ink. Staple the pages together with one staple in the top left-hand corner.
Teaching Strategies "roHect =ubric
CCCCCCCC +E/E71-CE *" THE P+*3ECT T* TE1CH,-2 >5 P*,-TS?
CCCCC +elevance to teaching students Eith learning pro<le%s
CCCCC 1ccuracy of concepts in the pro=ect
CCCCC Depth of pro=ect >%eaningful?
CCCCC 1pplica<le to the real Eorld >clearly relevant to other educators?
EDS" #$'3 Syllabus Suer! &%'2 "age '$ of '0
CCCCC Professional ;uality >college4level Eor$Fdoes not loo$ li$e a %iddle4school
studentGs pro=ect?
CCCCCCCC ESS18 >B( P*,-TS?
CCCCC ,ntroduction >Ehat is the topicH?
CCCCC StudentGs interest in topic >Ehy Eas this topic chosenH?
CCCCC "indings >Ehat Eas learned a<out the topicH?
CCCCC Conclusion >co%parison of Ehat Eas learned Eith e9pectations?
CCCCC +eference /ist >at least 3 references in 1P1 for%at?
CCCCCCCC P*#E+P*,-T P+ESE-T1T,*- >15 P*,-TS?
CCCCC Clearly reflects the topic >i:e:& a pro=ect a<out child a<use Eould not have
s%iling& happy children on it?
CCCCC Eye4catching
CCCCC Creative
CCCCC -eat and organiDed
CCCCC Delivery
T*T1/ P*,-TS >of 1((?!
C*00E-TS!

Chapter Discussion Board Participation
The Discussion (oard is intended to foster a dynaic! flowing discussion that stes fro studentsJ
engageent with course aterials! one another! and faculty. Students are expected to ground their ideas
and responses in the course aterials! in their own experience! and when relevant! in additional outside
references. :": forat is not required for Discussion postings.
At is expected that required Discussion postings and responses will be subitted to eet the assignent
due date as postings and responses to colleagues after the due date do little to foster the purposes of
discussion in a counity of learners. Exceptions ay be ade at the discretion of the professor if
contacted by the student prior to the due date describing extenuating circustances.
Discussion Tips
5ere are soe tips to help you create high-quality discussion posts+
'. =ead the rubric ;below< with care. )ote that you need to respond to each aspect of the propt! fully and
thoughtfully. : sentence or two will be insufficient to develop your ideas. (e sure to connect your
thoughts to the course readings and videos and to your own experiences. Take care to deonstrate critical
thinking as you analyze! challenge! or synthesize concepts. ,inally! review your posts to ake sure that
your sentences are clear and coplete! your spelling is correct! and that echanical errors or typos are
corrected.
&. At is strongly recoended that you copose your initial discussion posts in a word processing
progra. This will prevent a technical glitch fro devouring your work before you can get it posted. At will
also allow you to save your posts for future reference.
$. "lease avoid posting attachents in the discussion. :lways paste or copose your post directly into the
discussion window.
EDS" #$'3 Syllabus Suer! &%'2 "age '2 of '0
Discussion Board Participation
.uality of #or$
Su<%itted
1! E9e%plary
: S 32-'%%9
:- S 3%-3$
B! Proficient
BI J BA4BK B J
B34B6K B4 J B(4B'
C! 0ini%al
>needs
i%prove%ent?
CI J AA4AK C J
A34A6K C4 J A(4A'
"! #or$
Su<%itted <ut
Unaccepta<le
, S 13 and below
Content in ,nitial
Posting
5(L of 2rade
The extent to which the
student7s posting)
Is thorough in
addressing all aspects
of discussion prompt
+emonstrates critical
analysis of material
presented in the
readings, 4ideos, and
other learning
resources
1timulates collegial
discussion and
+emonstrates
professionalism and
appropriate online
decorum
The posting
coprehensively
and specifically
addresses all aspects
of the discussion
propt.
The posting
deonstrates a high
degree of critical
analysis of concepts
and ideas presented
in readings! videos!
and other resources.
The posting
stiulates uch
professional
dialogue that
enhances learning
for colleagues.
The posting
generally addresses
all aspects of the
discussion propt
with thoroughness.
The posting
deonstrates soe
critical analysis of
concepts and ideas
presented in
readings! videos!
and other
resources.
The posting
stiulates soe
professional
dialogue that
enhances learning
aongst
colleagues.
The posting
inially
addresses the
aspects of the
discussion propt.
The posting
deonstrates
inial critical
analysis of
concepts and ideas
presented in
readings! videos!
and other
resources.
The posting
stiulates inial
professional
dialogue that
enhances learning
aongst
colleagues.
The posting does
not address all
aspects of the
discussion propt.
The posting does
not deonstrate
critical analysis of
concepts and ideas
presented in
readings! videos!
and other
resources.
The posting does
not stiulate
professional
dialogue aongst
colleagues.
+esponses to
ColleaguesG Postings
3(L of 2rade
The extent to which the
student7s responses to
others7 postings)
,dhere to the
8(espond9 instructions
Incorporate ideas
presented in the
readings, 4ideos, or
other resources
'ro4ide specific,
constructi4e, and
supporti4e feedbac:
Encourage further
thought or discussion
related to the topic
=esponses adhere to
all aspects of
instructions for
responding to
colleagues.
=esponses
effectively
incorporate ideas
presented in the
learning resources.
=esponses are
exceptional in
providing specific!
constructive! and
supportive feedback
to colleagues.
=esponses are
exeplary in
stiulating further
thought or
discussion related to
=esponses adhere
to ost aspects of
instructions for
responding to
colleagues.
=esponses
generally
incorporate ideas
presented in the
learning resources.
=esponses
generally provide
specific!
constructive! and
supportive
feedback to
colleagues.
=esponses are
soewhat effective
in stiulating
=esponses adhere
to soe aspects of
instructions for
responding to
colleagues.
=esponses
inially
incorporate ideas
presented in the
learning resources.
=esponses are
inial in
providing specific!
constructive! and
supportive
feedback to
colleagues.
=esponses
inially
stiulate further
thought or
=esponses do not
adhere to the
instructions for
responding to
colleagues.
=esponses do not
incorporate ideas
presented in the
learning resources.
=esponses do not
provide specific!
constructive! and
supportive
feedback to
colleagues.
=esponses do not
stiulate further
thought or
EDS" #$'3 Syllabus Suer! &%'2 "age '# of '0
+emonstrate e4idence
of personal learning
resulting from
interaction with
colleagues
the topic.
=esponses
deonstrate strong
and persuasive
evidence of personal
learning and insights
that resulted fro
collegial interaction.
further thought or
discussion related
to the topic.
=esponses
generally
deonstrate
evidence of
personal learning
that resulted fro
collegial
interaction.
discussion related
to the topic.
=esponses
deonstrate
inial evidence
of personal
learning that
resulted fro
collegial
interaction.
discussion related
to the topic.
=esponses do not
deonstrate
evidence of
personal learning
that resulted fro
collegial
interaction.
College4/evel #riting
and 0echanics
'(L of 2rade
The extent to which the
writing demonstrates
coherence and clarity
of thought.
Effecti4e organi;ation
and expression of
ideas.
<se of proper grammar
and writing mechanics.
The posting
consistently reflects
professional
vocabulary and
effective and
appropriate
counication.
8riting is
exceptionally clear!
coherent! and well
organized.
Firtually no errors
in graar!
echanics or syntax
are present in the
posting.
The posting
generally reflects
professional
vocabulary and
appropriate
counication.
8riting is
generally clear!
coherent and well
organized.
: few inor errors
in graar!
echanics! or
syntax are present
in the posting.
The posting
inially reflects
professional
vocabulary and
appropriate
counication.
8riting is
reasonably
coherent but lacks
clarity and
organization..
Significant errors
in graar!
echanics! or
syntax are present
in the posting.
The posting does
not reflect
professional
vocabulary and*or
appropriate
counication.
8riting lacks
coherence and
organization.
Adeas are not
expressed clearly.
Extensive errors in
graar!
echanics! or
syntax ake it
difficult to read the
posting.
EDS" #$'3 Syllabus Suer! &%'2 "age '1 of '0
C*U+SE 1CM-*#/ED2E0E-TS
Sylla<us State%ent
A a aware of all topics listed and described in the course syllabus --by reading the syllabus on y own
and through class discussions. Such topics include! but are not liited to the following+
course description9 course sequence in the curriculu and pr-requisite inforation9
instructor inforation and learning resources9
relation to the ission of the ?niversity and to the goals and purposes of School of Education9
course learning obHectives9
state and national standards covered ;TexES copetencies! AD: standards! etc<9
topical outline and learning strategies99
assessent for learning+ requireents > grading standards99
HBU C/1SS P*/,C,ES 5 Please read the secondary docu%ent uploaded to Blac$<oardK
additional policies for this class+ attendance& late work! issed tests and electronic devices9 and
the possibility of changes to the syllabus. MThe content of this syllabus and the attached agenda are
subHect to change at the discretion of the professor.N
Professional ,ntegrity State%ent
To aintain and uphold the highest level of professional integrity and honesty! cheating and plagiarizing
are not allowed.
Cheating is a catch-all ter for not doing your own work. 8ithin the broader view of cheating is the idea of
using soeone elseJs work in place of your own. This is called plagiaris and is not allowed in this class. Af a
student cheats and*or plagiarizes! then the student will receive a C%D for the assignent and*or fail the course.
:ny attept during a test to consult with notes or another person or to look at anotherJs test will constitute
cheating. Af you share answers in any way! both students will receive a C%D for the test and*or fail this course.
?sing stolen tests or CborrowedD tests ;any test that is not readily available to all ebers of the class< to study
for an exa is cheating and will result in a C%D and*or course failure. D* -*T+
copy another personJs paper*proHect*work or part of that and turn it in as your own9
copy a paper*proHect fro the Anternet and turn the in as your own9
copy another paper*proHect ;or cut and paste parts of Anternet articles<! ake changes to it! and subit
it as your own9
include the work of others without docuentation*reference ;Af seven or ore words are taken directly
fro another source it ust be quoted and referenced.<9
subit a paper*proHect or large parts of a paper*proHect you have done for another class at 5(? or
another institution to this class. ;:lways get a professorJs approval before using a prior work or topic
fro a different class.<9
have soeone write parts or all of your paper*proHect*work
share your work with others9 and!
change references or ake up references.
falsify fieldwork docuentation
(y signing this page! , affir% that A have read and understand the contents of this course Sylla<us
State%ent and the Professional ,ntegrity State%ent. A understand that at any tie during the course! A
ay request clarification! if needed.

"rinted )ae Signature Date
EDS" #$'3 Syllabus Suer! &%'2 "age 'B of '0
M:fter reading the course syllabus and this page! please print and sign this for then turn it in to the professor via
(b.N
EDS" #$'3 Syllabus Suer! &%'2 "age '0 of '0