Syllabus - Department of Special Education & Rehabilitation

USU ALTERNATIVE TEACHER PREPARATION PROGRAM 

Course Syllabus 

SPED 5320 

Spring Semester--2013 

Day/Time: Wednesdays, 4:30 – 6:30 

Location: 

USU Extension, 2500 South State, Salt Lake City 

Credits: 

3 credit hours 

Instructor: 

Randy Schelble, Ph.D., (801) 272-0145 (leave message) or rmschelb@mac.com 

Individual 

Conferencing Hours: By appointment 

Texts 

1. The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement (Practical 

Interventions in the Schools) 

Michelle K. Hosp, John L. Hosp, and Kenneth W. Howell (2007) 

Publisher: The Guilford Press 

ISBN-10: 1593853998 

2. Explicit Instruction: Strategies for Meaningful Direct Teaching 

Jennifer L. Goeke (2008) 

Publisher: Pearson 

ISBN-10: 0205533280 

3. Essentials Of Evidence-Based Academic Interventions 

Barbara Wendling and Nancy Mather (2008) 

Publisher: Wiley 

ISBN-10: 0470206322 

4. Utah Special Education Rules 

Available through your school district’s Special Education Department 

5. Utah State Office of Education Specific Learning Disabilities Guideline 

Available through the USOE website (Special Education Services link) 

6. Additional readings provided in class and assigned during the semester 

Course Objectives 

The purposes of this course are to: 

1. Develop a practical understanding of the relationship between assessment, instruction, 

accommodations, and monitoring of student progress. 

2. Determine appropriate data collection methods to progress monitor student’s IEP goals. 

3. Interpret evaluation data, monitor student progress, and understand specific characteristics of 

disabilities in order to determine appropriate programming and meet educational needs as 

identified on the IEP. 

This course will incorporate a theory/practice/application-based conceptual framework throughout the 

semester in order for students to: 

1. Use effective progress monitoring strategies (CBM and formative assessments) to ensure 

students are meeting IEP goals; 

2. Based on progress monitoring data, adapt classroom teaching to meet the diverse, individualized 

needs of all students; 

3. Interpret standardized assessments and make recommendations regarding classification and 

programming; 

4. Synthesize information to make decisions regarding appropriate transition activities and 

communicating with information to students, parents, and other agencies. 

Page 1 of 4 

Course Syllabus – Spring 2013 

Instructor: Randy Schelble, Ph.D.

CEC Individualized Independence Curricula (IIC) and Individualized General Education Curricula (IGC) 

Standards, Course Objectives, and Student Evaluation 

Course Objectives 

1. Conduct a variety of CBAs (survey, 

focus, monitoring), record student 

performance, evaluate results, and 

target appropriate instructional 

targets. 

2. Understand the characteristics of 

high incidence disabilities 

Common Core (CC) and 

Individualized General 

Curriculum (GC) 

Standards 

CC2K2, CC2K5, CC4K1, 

CC4S4, GC4S1, GC4S13, 

GC6S3, GC7K5 CC8K1, 

CC8S4, CC8S8, CC8S9, 

CC8S10 

GC1K1, CC3K1, CC3K2, 

CC3K4, CC3K5, GC3K1, 

GC3S1 

3. Use case study material to 

exemplify the evaluation process 

that includes pre-referral 

CC1K5, CC1K6, CC1K7, 


GC8K3, CC8S1, CC8S5, 

interventions, evaluation of student, CC8S6, CC8S7 

determination of eligibility, 

and development of an IEP 

4. Describe the essential components of CC8S2, GC8S1, GC8S2, 

evaluation for learning disabilities, GC8S3, GC2K4, GC1K1 

emotional/behavioral disorders, 

and intellectual disabilities 

5. Develop an IEP that includes 

measurable goals and objectives 

based on evaluation 

data 

6. Plan math lessons and adapt 

instruction to address the math 

common core 


GC5K3, CC5S3, CC7S6 

IGC4K6, IGC4S4, IGC4S5, 

IGC4S13, IGC5S3, IGCS1, 

IGC7S3, ICC7S12 

Instructional Activities and 

Student Evaluation 

• Lecture/Small 

group discussion 

• In-class assignments 

• Fluency timings 

• CBA Case Study 

assignment 

• Final test 

• Lecture/Small group 

discussion 

• Class examples 

• Written and Oral Reports 


discussion 

• Case Study: Evaluation 

and Assessment 

Assignment 

• Final exam 

 

Lecture/Small group 

discussion 



Assignment 


discussion 



Assignment 


discussion 

• Math Lesson Plan 

assignment 




Course Requirements 

1. Attendance: 

Because of the nature of the ATP program, attendance for the full class time is expected of all 

students. Given the expectation of the school district and Utah State Office of Education that you 

complete your special education licensure during your enrollment in this program, attendance at class 

must have a priority over other responsibilities (i.e., coaching, part-time jobs, etc). Attendance 

requirements are: 

• Attend each class having read the week’s assigned readings and having completed any 

classroom-based activities. You should be prepared with class homework assignments and 

ready to participate and share during class time. 

• Students are responsible for getting to class on time and will be expected to remain in class 

unless previously arranged with the instructor. If tardiness becomes a problem, professional 

points will be deducted. 

• If students are late or absent, they are responsible for getting class information from their 

colleagues. 

• To receive a passing grade, 2 absences are allowed. Weekly points (attendance, class 

participation points, professional points) will not be awarded on nights that a student is absent 

(excused or unexcused). 

• A student who misses more than two classes during the semester (including Parent- 

Teacher Conferences, illness, emergencies) will be in jeopardy of not passing the class and 

will be expected to arrange a meeting with the Dr. Randy Schelble and Dr. Marilyn Likins to 

discuss your progress. 

2. Submit all assignments and take exams on the dates announced by the instructor or specified in the 

syllabus. A Product Guide and Grading Rubric specifying the expectations and requirements for 

assignments will be distributed by the instructor. 

3. Maintain confidentiality of students during class discussions and in written assignments. 

4. Behave in an ethical and professional manner in class and in completing assignments at your school 

site. Behavioral expectations include: 

• Respecting the instructor’s and classmates’ time by not dominating class discussion with 

personal issues, examples, and concerns. 

• Restraining from side conversations with classmates during presentations by the instructor, 

guest presenters, and/or classmates. 

• Maintaining order and cleanliness in the classroom by leaving the room as it was when you 

arrived, not using supplies left in the room by the classroom teacher, and carrying out all 

garbage to receptacles in the hallways or outside. 

• Resolving issues and concerns about assignments or expectations privately with the 

instructor and/or cooperating teacher. 

Course Assignments 

Development of a comprehensive plan to incorporate curriculum-based measurement to monitor student 

progress. Students will develop a class-wide procedure and year-long plan that includes administering 

benchmarks and probes as well as interpreting CBM data for a reading or math. 

Case study involving interpretation of evaluation results and development of an IEP to address student’s 

educational needs. Students will review, analyze, and interpret evaluation data of an identified student 

and develop appropriate IEP goals and procedures for monitoring progress. 

100 Common Terms Used in Special Education: Students will learn 100 special education vocabulary 

terms and be able to identify word and definition with fluency. 

Philosophy of Teaching Project: Students will independently read and respond by email to e-journal 

prompts provided by the instructor throughout the semester. The final product will be a composite of the 

responses developed into a final, approved Philosophy of Teaching paper which must be submitted the 




last night of class. To receive credit, the ongoing revisions based on previous e-journal responses must 

be submitted for review. The final copy must be submitted on the last night of class to receive credit. 

Math Lesson Plans Assignment (50 points). Students will write math lessons plans that incorporate the 

common core math standards and use the explicit instruction lesson plan template provided in class. A 

Product Guide will be provided to students outlining in detail the expectations and criteria for meeting 

competency. 

Mini-Assignments and On-line quizzes: Students take on-line quizzes and independently complete miniassignments 

to reinforce key information from class and chapter readings. 

Class preparation, participation, and professional behavior: Class preparation includes class/homework 

assignments that are typed and completed by the date specified. Class participation includes class 

attendance, being on time, participation in class discussions, participation in small group and cooperative 

activities, demonstrating professional behavior. 

Grading 

Points assigned to each task are as follows: 

Special Education Terms Fluency Timings .............................................................................200 

Curriculum-Based Measurement Assignment .......................................................................100 

Case Study: Interpretation of Evaluation Results ....................................................................100 

Final: 100 Special Education Vocabulary Terms Three-Minute Timing..................................100 

Quizzes.................................................................................................................................... 80 

Math Lesson Plan Assignment ................................................................................................ 50 

Final Philosophy of Teaching Paper ........................................................................................ 50 

Weekly attendance, participation, professional behavior......................................................... 60 

TOTAL POINTS POSSIBLE 740 

All quizzes and assignments submitted through Canvas must be submitted by the date indicated to 

receive credit. Late assignments will receive a 5 point reduction on the final grade of the assignment 

for EACH CALENDAR DAY LATE 

For the Curriculum-Based Measurement and Interpretation of Evaluation Results assignments handed in 

at the beginning of class: Assignments handed in late will receive a 5 point reduction on the final grade 

of the assignment for EACH CALENDAR DAY LATE. It is the responsibility to get the late assignment 

to the class instructor. It is the responsibility of the student to contact the instructor and make 

arrangements regarding when the late assignment will be delivered. Please review the feedback on your 

assignments and check for addition errors! If addition errors are incorrect or you do not understand why 

you lost points, please email the class instructor immediately. 

Grading Scale 

Semester letter grades for will be assigned based on percentage of the total points earned as follows: 

A = 100-95% A- = 94-90% 

B+ = 89-87% B = 86-83% B- = 82-80% 

C+ = 79-77% C =7 6-73% C- = 72-70% 

D+ = 69-65% D = 64-60% 

F = below 60% 

NOTE: 

1. An incomplete grade will only be given under circumstances specified in USU’s policy. 

Incomplete grades will not be given for poor performance. In addition, poor grades (or at least 

grades lower than you desire) stand. No opportunities for improving a grade will be provided. 

2. Only a semester grade of “C” of higher may be counted toward certification. 

ADA Accommodations 

Students needing accommodations must contact the instructor to review identified needs. Arrangements 

must be made within the first two weeks of class.

Syllabus - Department of Special Education & Rehabilitation

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