1 Weekly Posted Reading Questions Quizzes Class Presentations ...

Department of Special Education
Utah State University
Fall 2010
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SPED 5320
Teaching Content and Transition
3 semester hours
Scott W. Ross, Ph.D.
Mondays, 4:30-6:30
Interactive Broadcast
Before class or by appointment
797-3240
scott.ross@usu.edu
Idol, L., Nevin, A., & Paolucci-Whitcomb, P. (1999). Models of curriculum-based
assessment: A blueprint for learning. Austin, Texas: Pro-Ed.
Coyne, M.D., Kame’enui, E.J., & Carnine, D.W., 2007. Effective Teaching Strategies
that Accommodate Diverse Learners, 3rd Ed. Pearson Education, Inc., Upper Saddle
River, New Jersey.
Additional readings posted on Blackboard
*Note: Additional readings are noted in the course schedule & readings may be
inserted or retracted as the course develops during the semester
Course Overview
This course provides prospective special education teachers with curriculum knowledge in the areas of
basic literacy, math, written language, science, social studies, social skills, school survival skills, learning
strategies and transition planning. In addition, prospective teachers will examine strategies for content
area instruction and consider a wide range of accommodations and adaptations used to support all students.
Assignments
Assignments in this course provide independent practice applying important concepts and implementing
the curriculum analysis process you will use as a teacher. Assignment guides and associated materials are
posted on the course website.
Note: If your assignment is uploaded to the drop box after the due date or after the identified time, then a
10% reduction per day in the maximum credit available for the assignment will be taken.
Weekly Posted Reading Questions
Quizzes
Class Presentations
Reflection and Application Activities
Assignments
Midterm
Final
Total
5 pts each
10 pts each
10 pts each
10 pts each
20 pts each
50 pts
50 pts
TBA
1

1. Each student is expected to post 3 questions about the reading on blackboard by 5:00
the day before class
2. Short weekly quizzes will be given at the beginning of class each week
3. Much of class time will be spent in group discussion and work. Much of this work will
result in class presentations, which will be graded on content as well as delivery
4. The Coyne, Kame’enui, & Carnine book contains Reflection and Application Activities
at the end of most chapters. Those activities are to be completed individually and
turned in at the beginning of class.
5. Assignments will be give that require a curriculum-based assessment on either a
hypothetical student or one from your math practicum.
Assignment Grading
To be fully prepared to apply the content of this course in your future role as a teacher, it is expected that
you earn between 85% and 100% of the points available for each assignment. If you score below 85%,
you may be asked to modify and resubmit. There will be a time limit on resubmission and if you fail to
resubmit by the due date your grade on the assignment will be dropped by 15%.
First and Final Exams
The Mid Term and final exams will be comprehensive of all course materials up to the date of the exam.
Letter grades will be recorded using the following schedule:
A 95 - 100% C+ 78 - 79%
A- 90 - 94% C 75 - 77%
B+ 88 - 89% C- 70 - 74%
B 85 - 87% D+ 68 - 69%
B- 80 - 84% D 60 - 67%
F Below 60%
2

SCHEDULE
The following is a schedule of topics to be covered. Every attempt will be made to keep to this
schedule. You will be notified of changes in advance.
Date Discussion Assignment and Test Schedule
August 30
Class 1: Class focus
and conceptual
framework
(Readings and Assignments completed BEFORE date)
Syllabus
September 6
September 13
Class 2: Features of
effective
educational tools
Labor Day (No Class)
Coyne, Kame‘enui, & Carnine, Chapter 1 and 2
post 3 questions/comments from reading
September 20 Class 5: Reading Coyne, Kame‘enui, & Carnine, Chapter 3
Content Questions; Reflection and Discussion Activities; Both
Application Items
Idol Chapter 1: Reading CBA’s
September 27 Class 6:
Comprehension
Coyne, Kame‘enui, & Carnine, Chapter 4
Content Questions; Reflection and Discussion Activities
October 4
(class changes
to 2 hr length)
October 11
Class 3: CBA and
Social Skills
Class 4: Study
Skills and Survival
Skills
Idol, Introduction
post 3 questions/comments from reading
Kerr, M. M., Nelson, C. M., & Lambert, D. L. (1987). Improving School
Survival Skills. Helping Adolescents with Learning and Behavior
Problems. Columbus, OH: Merrill Publishing. (Reading can be
downloaded from Blackboard)
Iris Module: Using Learning Strategies: Instruction to Enhance Student
Learning
post 3 questions/comments from reading
Assignment 1 Due: Effective Social Skills Instruction and CBA
October 18 Class 7: Writing Coyne, Kame‘enui, & Carnine, Chapter 5
Content Questions; Reflection and Discussion Activities
Idol Chapter 2: Writing CBA’s
• Prepare a writing survey CBA (steps 1-2) and bring to class ready to
deliver
3

October 25
Class 8: English
Language Learners
Coyne, Kame‘enui, & Carnine, Chapter 9
post 3 questions/comments from reading
November 1
Mid-Term
November 8 Class 8: Math Coyne, Kame‘enui, & Carnine, Chapter 6
Content Questions; Reflection and Discussion Activities; Application
Item
Idol, Chapter 4
Assignment Due: Writing Instruction and CBA
November 15 Class 9: Science Coyne, Kame‘enui, & Carnine, Chapter 7
Content Questions; Reflection and Discussion Activities
November 22
Class 10: Social
Studies
Coyne, Kame‘enui, & Carnine, Chapter 8
Content Questions; Reflection and Discussion Activities
Idol, Chapter 3
November 29
Class 12: Transition Additional Reading: Transition Related Instruction – Part 1 (Posted on
Blackboard)
post 3 questions/comments from reading
December 6
Final Class
Class 13: Transition Iris Module: School Counselors: Facilitating Transitions for Students with
Disabilities from High School to Post-School Settings
post 3 questions/comments from reading
Assignment Due: Community Resources and Transition Plan
December 13
Final
With respect to the No Child Left Behind “highly qualified” teacher requirements, all material presented in
this course falls neatly into four categories: a) content special education personnel teach; b) content regular
education personnel teach; c) content special and regular education personnel can teach and finally, d)
supports that special educators implement in behalf of students with disabilities through collaborative
relationships with regular education personnel.
Course Objectives Evaluation CEC Standards
Common Core (CC) and
Individualized General
Curriculum (GC)
Curriculum Analysis
1. Describe how schooling changes across the life span
and how that effects curriculum organization and
structure in special education programs.
2. Identify a range of important skills and knowledge in
the areas of basic literacy, school survival, social
skills, various content areas and transition planning.
4
Quiz 1; Midterm
Assignments 1-6
CC2;K7
CC4;K5,6
GC1;K6
CC2;K1
CC4;K3
CC6;K4

3. In each area, use a curriculum analysis process that
includes developing curriculum based assessments,
determining goals and objectives, developing a
monitoring system, and using effective teaching
strategies.
4. Use case study material to exemplify the curriculum
development process in a range of skill areas for a
Quiz 1; Midterm
Assignments 1-6
Assignment 1
student with mild/ disabilities.
Reading and Writing Skills
1. Describe how to assess reading and writing skills. Quiz 2-5; Midterm
CC4;K4
GC4;K9,S4,S5,S6
CC4;K1,2;S1,2
GC4;K1,S15
GC5;S5
GC4;K5
2. Plan a writing program to meet the needs of a student Assignment 3
with mild moderate disabilities
Learning Strategies
1. Identify the critical features of a learning strategy. Quiz 12; Final CC4;K4
2. Describe learning strategies appropriate for enhancing
students’ success in general education classes.
Quiz 1-15 CC4;K1
GC4;K7
3. For at least one learning strategy, develop a
curriculum based assessment, a monitoring system
and an instructional plan to teach the strategy.
Assignment 6 CC4;S5
CC3;K9
Content Area Instruction
1. Describe how to use an effective teaching cycle in
content area instruction.
2. Describe typical content enhancements that teachers
may use with an entire class that are likely to improve
performance of students with disabilities.
Quiz 3; Mid
Term
Quiz 2-15; Final
exam
CC5;K2
CC4;S2,4
CC5;K2
3. Develop a CBA CC4;K5
Accommodations and adaptations in the general education classroom
1. Evaluate the setting demands of a content class to
identify the skills and tasks required for success.
Assignment 4 CC4;S9
CC5;S4
2. Use a curriculum modification ladder to adapt
curriculum and instruction for a student in a general
education class.
Assignment 4 CC4;S8
CC5;S2
3. Describe specialized adaptations/accommodations so
individual students may participate in content area
instruction
Social and school survival skills
1. Describe a range of social skills and school survival
skills and the dysfunctional effects when individuals
lack those skills.
2. Describe intervention strategies to teach school
survival skills and social skills.
Quiz 4; Final
exam
Assignment 5
Assignment 5
GC2;K2
GC4;K6
CC4;K3
CC6;K4
3. Describe how to assess social skills and school
survival skills.
Transition Planning
1. Describe transition goals, objectives and curricula
appropriate for students with mild/moderate
disabilities
Quiz 4; Final
exam
Assignment 3-6
Assignment 3-6
GC3;S1
GC5;K1
5

1. Describe community resources available for preparing Quiz 15; Final
students for work, home and community living. exam
2. Use case study material to develop a transition plan. Transition
Project
CC5;K5
CC4;S10,14
GC3;S3
GC4;S23
6