EDCI 426 Developing Instructional ProgramsSemester – Days – Times

3 CreditsClass Meeting Place:

Instructor: Office Location:

Phone: Email:

Office Hours:

Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306 in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course.

885-6307 email at <dss@uidaho.edu> website at <www.access.uidaho.edu>

College Vision

Idaho's Leader in Lifelong Learning and Healthy Lifestyles.

We seek teaching, learning, and living that transforms, invigorates, and nurtures. We expand lasting knowledge centered in local and global communities.

College Mission

The University of Idaho’s College of Education is the state’s flagship and land-grant research college focused on the preparation of professionals for schools, the movement sciences, and workforce counselors and educators. From our commitment to develop leaders in these fields emerges our responsibility to enhance the scientific, social, economic, and cultural assets of the state and develop solutions for complex problems.

We deliver on our commitment through focused, interdisciplinary excellence in teaching, research, outreach, and engagement in a collaborative environment at our residential main campus and our regional centers. Consistent with the land-grant ideal, our outreach activities serve the state and at the same time strengthen our teaching, scholarly, and creative capacities.

Our teaching and learning include undergraduate, graduate and professional education offered through both resident instruction and extended delivery. Our scholarly and creative activities promote K-12 academic achievement, human development and wellness, global awareness, and progress in professional practice.

Conceptual Framework

University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:

Cultural Proficiency; Assessment, Teaching, and Learning; Reflective Scholarship & Practice; and, Engagement in Community Building & Partnerships.

Course Description

Overview of assumptions, current trends, legal and cultural issues; application of learning principles and strategies for curriculum development; collaborative development of Individual Education, Instruction, and Transition Plans; methods for evaluating student progress and instructional effectiveness.

Prerequisite(s)

EDSP 300, EDSP 325, and EDSP 350

Course Goals and Expectations:

1. Students will recognize the need for Assistive Technology (AT) in the classroom in order to improve student performance when appropriate. Students will also understand why it is necessary to consider AT for students with disabilities.

Standard 3: Adapting Instruction for Individual Needs Conceptual Framework: A Signature assignment(s): Assistive Technology Assignment/Assessment, Individualized

Education Program with Transition Plan Other Assignments: Reading, Written Reflection and Peer Responses Note: Some Signature Assignments are to be posted in both TaskStream and BlackBoard.

2. Students will demonstrate knowledge in writing a quality Individualized Education Program for children with special needs that is consistent with the Individuals with Disabilities Education act (IDEA).

Standard 4: Multiple Instructional Strategies Conceptual Framework: C, A, R,& E Signature assignment(s): Assistive Technology Assignment/Assessment, Individualized

Education Program with Transition Plan Other Assignments: Peer Evaluation of Individualized Education Program with Transition Plan,

Reading, Written Reflection and Peer Responses, Note: Some Signature Assignments are to be posted in both TaskStream and BlackBoard.

3. Students will demonstrate knowledge of developing instructional programs based upon knowledge of subject matter, students, and curriculum goals.

Standard 7:Instructional Planning Skills Conceptual Framework: C, A, R,& E

Signature assignment(s): Individualized Education Program with Transition Plan Other Assignments: Peer Evaluation of Individualized Education Program with Transition Plan,

Reading, Written Reflection and Peer Responses Note: Some Signature Assignments are to be posted in both TaskStream and BlackBoard.

Signature Assignments Idaho GeneralistStandard, Knowledge,Performance (1-10)

Special EducationMaster’s ProgramStandards (1-7)

ConceptualFramework (CARE)

Assistive Technology Assignment

S3K1P1P2; S4P4 3,6 A

Individual Education Program with Transition Plan

S3K1K2K3P1P2;S4K1P1P2P4;S7K1K2K3P1P2P4P5P6P7

2,3,4,6,7 C,A,R,E

Teacher Preparation Standards

1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Knowledge of Human Development and Learning: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

5. Classroom Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, and curriculum goals.

8. Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Teacher Education Dispositions

Attends regularly. Meets timeline commitments. Dress/Appearance is appropriate and professional. Maintains appropriate relationships with peers. Scholar-practitioner demonstrates adequate content knowledge that is current. Engaged, full participation and takes initiative. Maintains confidentiality and is ethical. Maintains appropriate relationships with students. Committed to and facilitates student's learning in a safe climate. Maintains appropriate relationships with teachers, administration, parents, and community

members Respects and advocates for diversity. Responds appropriately to feedback and is flexible. Written work communicates clearly and accurately, and is in standard English. Verbal communication is clear, accurate, appropriate to the situation, and conventions used are

standard for speaking situations.

Required Readings and Learning Resources

Required Textbook(s):

Gibbs, G. S. and Dyches, T. T. (2007). Guide to Writing Quality Individualized Education Programs. 2nd Ed. Pearson, NY. ISBN: 0-205-49545-1.

Miller, R. J., Lombard, R. C., and Corbey, S. A. (2007). Transition Assessment: Planning Transitions and IEP Development for Youth with mild to Moderate Disabilities. ISBN: 0-205-32727-3.

It is the students’ responsibility to obtain the required text(s). Assignment due dates will not be extended due to the students not obtaining their text in a timely manner. Failure to obtain a textbook for this class is not a reason for late work. Late work is only accepted with a university excuse.

Required Subscription to TaskStream

The University of Idaho, College of Education requires all students to have a current subscription to TaskStream Learning Achievement Tools. Students are required to self-enroll (at no cost) online at http://www.taskstream.com. Students need to enroll in TaskStream during the first few days of class. Instructions to self-enroll are in the folder on the BlackBoard homepage titled TaskStream.

Optional Reading and Learning Resources:Websites:www.wrightslaw.comwww.cec.sped.orgwww.sde.idaho.gov/site/special_edu/manual.htm

Learning Activities and Assignments

Detail of Course Assignments:

I. Autobiographical Sketch (50 points) (BbLearn)In 300—600 words, tell your classmates something about you. As a way for all of us to learn something about you, share whatever you think appropriate about:

your personal life and family; your work; your hobbies; your school experiences; any honors or awards you have earned; and, your plans for the future.

Evaluation of the “Autobiographical Sketch” assignment is “all or none” of the 50 points available to you. If you tell us something about yourself in 300—600 words and post it to the “Autobiographical Sketch” discussion in BbLearn by the due date and time, you will get full credit. If your posting does not meet all of the requirements, you will not receive any credit for this assignment.

Post your autobiographical sketch to the “Autobiographical Sketch” discussion in BbLearn.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

2. IRIS Module Assistive Technology (AT) Assignment/assessment: (50 points) (BbLearn)

Go to the IRIS link in BbLearn or to the IRIS website: http://iris.peabody.vanderbilt.edu/at/chalcycle.htm by clicking on the link in BbLearn. Click on “Challenge” and view the movie. If you are unable to view the movie, then “View the Transcript” and read the information. Next, click on “Thoughts” and read the information. Next, click on “Perspectives and Resources” and read the information. Click on “Assessment” and answer all questions using the Template provided below. Click “Wrap Up” and read over the module’s summary. When

completing the template, be sure to type your answers in black. Post your completed Template as an “attachment” in TaskStream in the assignment titled “AT Assessment.” Do not “cut and paste” this assignment.

Failure to use the Template, type in black, or post as an attachment will result in a final grade of zero (0). The Template is a classroom management tool that allows me to standardize my grading.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

3. Individual Education Plan (IEP) with Transition for Luke (200 pts.) (BbLearn)

This assignment requires you to build an IEP for Luke using the text, Guide to Writing Quality Individualized Education Programs, by Gibbs, G. S. and Dyches, T. T. Please find information about Luke on the Course Content page in BbLearn. The information about Luke is intentionally vague so that you can build his IEP w/Transition with some leeway. Please feel free to collaborate with your colleagues for this project in BbLearn. I have set up a discussion board titled, “Discussions among Colleagues” so you may ask each other questions in the online classroom. As always, please feel free to exchange personal emails and phone numbers. To complete this assignment please use the following steps:

1. Read - Preface, Introduction and Meet Our Students (case studies) in Gibbs pgs. v – 38.

2. Read Step 1 in Gibbs pgs. 39 – 46. Present Levels of Academic Achievement and Functional Performance. (Note: PLAAFP & PLEP is often still referred to as PLOPS (Present Levels of Performance). Read Luke’s Case Study on the home page. Review case studies in Gibbs.

3. Begin IEP with Transition/Develop Luke’s PLAAFP (Step 1 development of IEP). See page 101 in Gibbs (blank IEP) to see the format to type. Be sure to type and save your work as all steps will be added to step one in order to develop/complete the IEP with the Transition Plan assignment. Please do not turn in any individual steps. All steps will result in a complete IEP and Transition Plan for Luke. You may however; and I strongly encourage you to do so, share your work with your colleagues.

4. Read Step 2 in Gibbs pgs 47 – 58. Measurable Annual Goals. Read Luke’s Case Study on the home page. Review case studies in Gibbs to help you write Luke’s next step.

5. Develop Luke’s Measurable Annual Goals (Step 2 development of IEP). Develop one measureable annual goal for Luke with two benchmarks or two short-term goals for reading and develop one measurable annual goal with two benchmarks or two short-term goals for spelling. Determination of how the goals will be measured i.e., skills checklist, work sample, test results or other (the boxes below the goals) will be addressed in step three. Please feel free to continually revise your document to make everything fit and make sense. Be sure to add this step to step one to build Luke’s IEP. See page 101 (blank IEP) for the format in typing this document.

6. Read Step 3 in Gibbs pgs 59 – 64. Measure and Report. Read Luke’s Case Study on the home page. Review case studies in Gibbs to help you write Luke’s next step.

7. Develop for Luke Measurement of Goals and Create Schedule for Written IEP Progress to Parents. (Step 3 development of IEP). Measurements of goals are the boxes below the measureable annual goals with two benchmarks or two short-term that you developed in step 2. Be sure to determine if the goals will be measured via, skills checklist, work sample, test results or other. If you select other, be sure and state what “other” is in your work.

The schedule to report progress is located on page 102 in Gibbs. It is at the bottom of the page (yes, information for steps 4 and 5 are above the Schedule for Written IEP Progress Reports to Parents). Please note that an IEP is different in each state and that while they all have the same information, the information may not be in the same order. Be sure to add this step to your IEP document. See pages 101 and 102 for format in typing this up in your IEP document. Please feel free to continually revise your document to make everything fit and make sense.

8. Read Step 4 in Gibbs pgs 65 – 76. State the Services Needed to Achieve Annual Goals Review. Read Luke’s Case Study on the home page. Review case studies in Gibbs to help you write Luke’s next step.

9. Develop Luke’s Services to Achieve Needed to Achieve Annual Goals and Advance to General Curriculum (Step 4 of IEP) – This section is the four boxes at the top of the page of 102. (Yes, the Participation section will be addressed in step 5). See pg. 102 for format in typing this up in your IEP document. Please feel free to continually revise your document to make everything fit and make sense.

10. Read Step 5 in Gibbs pgs 77 – 80. Explain the Extent, if Any, to which the Student Will Not Participate . . . Read Luke’s Case Study on the home page. Review case studies in Gibbs to help you write Luke’s next step.

11. Develop Luke’s Participation in Regular Class, Extracurricular and Nonacademic Activities (Step 5 of IEP) – This section is very small and is located toward the bottom page of 102. (Yes, this section is squeezed in below the 4 boxes and above the section titled Schedule for written IEP progress reports to parents). See pg. 102 for format in typing this up in your IEP document. Please feel free to continually revise your document to make everything fit and make sense. Post in BlackBoard in the appropriate Discussion.

12. Read Step 6 in Gibbs pgs 81 – 89. Explain Accommodations necessary to Measure Academic Achievement. . . Read Luke’s Case Study on the home page. Review case studies in Gibbs to help you write Luke’s next step.

13. Develop Luke’s Participation in State and District Assessments/Alternate Assessment (Step 6 of IEP) – This section is located page of 103 and 104. Be sure to determine in your document who will participate in the IEP Team and complete page 104. See pages 103 and 104 for format in typing this up in your IEP document. Please feel free to continually revise your document to make everything fit and make sense.

14. Read Step 6 in Gibbs pgs 91 – 94. Complete a Transition Plan for Students Aged 16 and Older. . . Read Luke’s Case Study on the home page. Review case studies in Gibbs to help you write Luke’s next step.

15. Develop Luke’s Transition Plan (Step 7 of IEP) – This section is located pages 105 and 106 in Gibb. Be sure to attach the transition plan to the last page of Luke’s IEP. Please feel free to continually revise your document to make everything fit and make sense.

16. Revise Final IEP with Transition Plan – Revise and finalize your IEP w/Transition Plan.

This assignment must be posted in the BbLearn Discussion Board as an attachment in the discussion titled, “Individual Education Plan (IEP) with Transition for Luke” for credit. Post as an “attachment” in BbLearn. Do not cut and paste this assignment as no credit will be given if it is not posted as an attachment.

Your partner is depending on your faithful adherence to the timeline of this assignment, so PLEASE be mindful of the due date.

Please see the Grading Rubric in BbLearn to see how you will be evaluated for this assignment.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

4. Mid-Term Teacher Education Dispositions (50 points) (TaskStream)

Students in EDSP 426 are required to self-assess their progress toward the Teacher Education Dispositions at Mid-Term in the semester.

To do so, students must access their accounts in TaskStream. Go to EDSP 426 in TaskStream, and complete the Mid-Term Dispositions by the dates and time specified in the Course Schedule Overview.

To earn full credit for this assignment, you must complete it by the due date specified in the Course Schedule Overview found in this syllabus and posted to the course content menu. Even though TaskStream will allow students to post after the due date, no credit will be given if you have not completed this assignment by the due date.

Information regarding how to access TaskStream accounts is on the Course Content page in BbLearn.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

5. Evaluation of Partner’s IEP w/Transition (IEP w/T) (100 points) (BbLearn)

Students will be partnered with a peer (or peers) in the class. Partners will evaluate each other’s IEP w/Transition according to the IEP w/Transition Rubric found in the Individual Education Plan w/Transition folder on the Course Content page. The list of partner’s will be posted in the Individual Education Plan w/Transition folder around Mid-term.

Evaluations must reflect a serious, professional, and thoughtful reading of your partner’s IEP w/T.

This assignment will be peer and instructor evaluated. You are not required to edit your partner's work. Simply score it and provide feedback.

Be sure to complete the Total Column on the rubric for credit.

While suggestions for improvement are invited and encouraged, please be mindful of the tone of your response to your colleague. If you have questions about your partner’s IEP w/T, use Vandalmail, and/or the appropriate discussion board to ask your partner(s) for clarification. An honest and thoughtful question may lead to an improvement in the IEP w/T or the answer to your question may provide you a new way to approach your own instruction in the future.

Special Note: You must use and post the completed Individual Education Plan with Transition Rubric (as an attachment) if you expect to earn credit for this assignment.

Using the “Reply” button in the discussion where you found your partner’s IEP w/T, post the completed Individual Education Plan with Transition Rubric as an attachment to your reply. The rubric is provided in both PDF and Word format for your convenience.

Students who complete and post the Individual Education Plan with Transition Rubric and whose evaluations appear to reflect a serious, professional, and thoughtful reading of the lesson plan will receive full credit for this assignment.

Students who do not complete and post the Individual Education Plan with Transition Rubric for their partner(s) and whose evaluations appear superficial, less than professional, or less than thoughtful will receive no points for this assignment.

Part of becoming a professional educator is learning how to evaluate the work of others according to specific criteria. For this assignment, the “Individual Education Plan with Transition Rubric” contains the specific criteria you are required to use to evaluate your partner’s IEP w/T.

The purpose of this assignment is threefold: 1) to allow your partner to have an outside reader of her or his work before final submission to TaskStream; 2) to provide you with the opportunity to see another IEP w/T before you submit your own IEP w/T to TaskStream; and, 3) provide an opportunity to revise your own IEP w/T to better fit the Individual Education Plan with Transition Rubric prior to final submission to TaskStream.

To complete this assignment, do the following:

Post your own IEP w/T to the Individual Education Plan with Transition Discussion as stated in assignment number three (3) above by the due date;

Find your partner’s or partners’ IEP w/T(s) in the same Individual Education Plan with Transition Discussion;

Complete the “Individual Education Plan with Transition Rubric” to evaluate your partner’s Individual Education Plan with Transition as described above; and,

Using the “Reply” button in the discussion where you found your partner’s IEP w/T, attach the completed “Individual Education Plan with Transition Rubric” for your partner’s reading pleasure.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

6. Posting your Final Individual Education Plan w/Transition in TaskStream (200 points) (TaskStream)

All students are required to maintain a current TaskStream account. Students are required to post the final, revised Individual Education Plan w/Transition to TaskStream by the appropriate due date. Even though TaskStream will allow students to post after the due date, no credit will be given if you have not completed this assignment by the due date.

Failure to post the final Individual Education Plan w/Transition to TaskStream will result in the loss of all points for this assignment, even though the student may have posted the lesson plan to the appropriate Individual Education Plan w/Transition Discussion in BbLearn.

Information regarding how to access TaskStream is posted on the Bb Learn content page.

Special Note: Be sure to click on “submit” in TaskStream after you have attached your IEP w/T. Instructions for accessing TaskStream are on the Course Content page. Additionally, if you have difficulty signing onto TaskStream you can call them directly at 800-311-5656. They are very helpful!

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

7. Initial Response to Assigned Reading: (180 points: 9 @ 20 pts.) (BbLearn)

This activity requires you to read the reading assignment and post an initial reflection/response to the reading. Please title each chapter and use chapter and page numbers so your peers can refer to the text when reading your reflection.

Just click on “create thread” in the Initial Response and Peer Responses section of the assignment or on the left side of the page in BbLearn in the Discussion Board. I strongly recommend that you write your Initial Response in a word document and copy and paste it into BbLearn. This will keep you from losing your work in the event of a computer disconnect or issue.

All postings, Initial Responses to the Reading and Response to Peers, should add value and substance to the online conversation. Rather than just writing "I agree," write "I agree because...." It is the explanation of the "because" that adds value and substance to the online discussion. Participants in this class will not always agree with the instructor, their classmates, or any of the authors cited in the materials presented—but any university student should be able to explain the reason for their agreement or disagreement.

In every post, do one or more of the following:

Agree with the author of the reading or the discussion posting of a class colleague and say why you agree.

Disagree with the author of the reading or the discussion posting of a class colleague and say why you disagree.

Provide a different perspective to anything read for the course (text books, articles, postings by colleagues, etc.).

Provide a new frame of reference. Provide a new perspective. Provide a new example. Apply the concept to a new or different content area or topic in education. Tell a story about how the topic relates to your life as a student or as a teacher. Explain how you can or will apply this knowledge as a student or as a teacher. Explain how the knowledge or concept might have unintended consequences for students or

teachers.

Remember that the written reflections you share with the class are open ended conversations not summaries of the readings. The thinking you share with the class does not have to have a clear beginning, middle, and end. It does not have to read like a coherent formal essay (though it may, if you so choose). But it ought to represent your serious thinking about the important consequences of particular beliefs (yours and others), and it must demonstrate that you have reflected on what you have read, and, finally, it ought to add value to the general class discussion about the reading.

Post at minimum a one half page, double spaced, written reflection for each chapter, selecting a key idea or topic from each chapter. Please title each chapter. Click on “create forum” in the discussion section in Bb Learn. Be sure to post your reflection before reading your peers. Be sure to use chapter and page numbers so your peers can refer to the text when reading your reflection.

Special Note – In Luke’s IEP, a basic Transition plan was developed using the Gibbs and Dyches text, Guide to Writing Quality Individual Education Programs. However, here are many considerations in developing transition plans for student with special needs. Therefore, the Miller, Lombard and Corby text was selected as a means to learn how to develop more comprehensive transitions based on a variety of assessments. Therefore, the Miller, Lombard, and Corby text is selected for the Initial and Peer Responses Assignment.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

8. Responses to Peers: (180 points: 9 @ 20 pts.) (BbLearn)

You are required to respond to at least two different peers’ Initial Response to Reading for each chapter in the text or other assigned reading. To respond to a peer’s Initial Response, use the “reply” button in the discussion. This requirement means that you will write one (1) “Initial Response” and two (2) “Responses to a Peer” for each chapter in the text or other assigned reading.

All postings, Initial Responses to the Reading and Responses to Peers, should add value and substance to the online conversation. Rather than just writing "I agree," write "I agree because...." It is the explanation of the "because" that adds value and substance to the online discussion. Participants in this class will not always agree with the instructor, their classmates, or any of the authors cited in the materials presented—but any university student should be able to explain the reason for their agreement or disagreement.

In every post, do one or more of the following:

Agree with the author of the reading or the discussion posting of a class colleague and say why you agree.

Disagree with the author of the reading or the discussion posting of a class colleague and say why you disagree.

Provide a different perspective to anything read for the course (text books, articles, postings by colleagues, etc.).

Provide a new frame of reference. Provide a new perspective. Provide a new example. Apply the concept to a new or different content area or topic in education. Tell a story about how the topic relates to your life as a student or as a teacher. Explain how you can or will apply this knowledge as a student or as a teacher. Explain how the knowledge or concept might have unintended consequences for students or

teachers.

Your response to a peer’s initial response to the reading should be as thoughtful and reflective as your initial response to the original reading.

If your response adds value to the conversation about the reading, moves the conversation forward in a professional manner, indicates that you have given your colleague’s posting the professional thought it deserves, or otherwise appears thoughtful and serious, it will receive full credit. If it does none of these things, it will not receive full credit.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

9. Final Teacher Education Dispositions (50 Points) (TaskStream)

Students in EDSP 426 are required to self-assess their progress toward the Teacher Education Dispositions at the end of the semester.

To do so, students must access their accounts in TaskStream. Go to EDSP 426 in TaskStream, and complete the Final Dispositions by the dates and time specified in the Course Schedule Overview.

To earn full credit for this assignment, students must complete it by the due date specified in the Course Schedule Overview found in this syllabus and posted in the course menu in BbLearn.

Information regarding how to access TaskStream accounts is posted to the BbLearn Homepage.

Be sure to complete The Final Disposition by the dates and times specified in the Course Schedule Overview. Even though TaskStream will allow students to post after the due date, no credit will be given if you have not completed this assignment by the due date.

You may work ahead in this course, but you cannot work backwards. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are

specified in the Course Schedule Overview.

Grading Policy

Course Grades:Your grade for EDSP 426 will be determined by the degree you successfully complete the following:1. Autobiographical Sketch (BbLearn) 50 points2. IRIS Module: Assistive Technology Assessment (TaskStream) 200 points3. IEP w/Transition (BbLearn) 200 points4. Initial Response to Readings (BbLearn) 180 points5. Response to Peers’ Responses to Assigned Readings (BbLearn) 180 points6. Mid-Semester Dispositions Assessment (TaskStream) 50 points 7. Evaluation of your Partner’s IEP (BbLearn) 100 points8. Final IEP w/Transition (TaskStream) 200 points9. Final Dispositions Assessment (TaskStream) 50 points

Total: 1210 pointsCourse grades will be assigned according to the following scale:

1210 - 1089 = A 1088 - 968 = B 967 - 847 = C 846 - 726 = D Below 726 = F

Grades are reported after the due date of the assignments and exams.

Please see the Course Schedule Overview in BbLearn for Due Dates. No late work is accepted at any time without a university excused absence per the applicable University of Idaho policy. All due dates are specified in the Course Schedule Overview.

Course Schedule Overview:

Weeks 1 – 4: January 9 (8:00 AM) – February 3 (11:30 PM)1. Thoroughly read the Syllabus by Friday, January 10 @ 11:30 PM 2. Autobiographical Sketch due in BbLearn by Sunday, January 20 @ 11:30 PM3. Obtain TaskStream account by Sunday, January 20 @ 11:30 PM4. Post IRIS: Assistive Technology Assessment in TaskStream by Sunday, February 3 @ 11:30 PM

Weeks 5 – 8: February 4 (8:00 AM) – March 3 (11:30 PM)1. Begin work on IEP by Sunday, February 4 @ 11:30 PM2. Complete Mid-Semester Disposition Assessment in TaskStream by Sunday, March 3 @ 11:303. Complete Luke’s IEP w/T due in BbLearn by Sunday, March 3 @11:30 PM

Weeks 9 – 12: March 4 (8:00 AM) – March 31 (11:30 PM)

1. Evaluation of Partner’s IEP due in BbLearn by Sunday, March 17 @ 11:30 PM2. Post Initial Response to Chapters 1, 2, 3, and 4 (Miller text) due in BbLearn by Sunday, March 17

@ 11:30 PM3. Post Response to at least two peers’ Chapters 1, 2, 3, & 4 due in BbLearn by Sunday, March 31 @

11:30 PM

Weeks 13 – 16: April 1(8:00 AM) – April 28 (11:30 PM)

1. Post Initial Response to Chapters 5, 6, 7, 8 & 9 (Miller text) due in BbLearn by Sunday, April 14 @ 11:30 PM

2. Post Response to a peer’s Chapters 5, 6, 7, 8 & 9 due in BbLearn by Sunday, April 28 @ 11:30 P3. Final IEP w/Transition due in TaskStream by Sunday, April 28 @ 11:30 PM

Week 17: April 29 (8:00) – May 5 (11:59 PM)

1. Complete Final Disposition due in TaskStream by Sunday, May 5 @ 11:30 PM

2. Final grades will be posted by May 14 @ Noon

Academic Integrity

The University of Idaho has as one of its core values the ideal of academic honesty and integrity. University of Idaho students live and work in a collegiate community which emphasizes their responsibility for helping to determine and enforce appropriately high standards of academic conduct. The faculty of the University of Idaho expects all students to adhere to the highest standards of academic honesty, and to refrain from any action which infringes upon academic freedom of other members of the academic community. Please refer to the University of Idaho - Student Code of Conduct Article II-Academic Honesty.

University of Idaho Classroom Learning Civility Clause

In any environment in which people gather to learn, it is essential that all members feel as free and safe as possible in their participation. To this end, it is expected that everyone in this course will be treated with mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests, and teaching assistants) will be respectful and civil to one another in discussion, in action, in teaching, and in learning.

Should you feel our classroom interactions do not reflect an environment of civility and respect, you are encouraged to meet with your instructor during office hours to discuss your concern. Additional resources for expression of concern or requesting support include the Dean of Students office and staff (5-6757), the UI Counseling & Testing Center’s confidential services (5-6716), or the UI Office of Human Rights, Access, & Inclusion (5-4285).

University of Idaho (UI) Nondiscrimination Policy

It is UI policy to prohibit and eliminate discrimination on the basis of race, color, national origin, religion, sex, sexual orientation and gender identity/expression, age, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities, and includes, but is not limited to, applications, admissions, access to programs and services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of 1964, title IX of the Educational Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veterans' Readjustment Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in Employment Act Amendments of 1978, the Americans with Disabilities Act of 1990, the Civil Rights Act of 1991, other federal and state statutes and regulations, and university commitments (see Faculty Staff Handbook (FSH) 3060). Sexual harassment violates state and federal law and policies of the Board of Regents, and is expressly prohibited, as stated in FSH 3220. The University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH 3215. The entire FSH can be accessed online at

http://www.webs.uidaho.edu/fsh. Questions or concerns about the content and application of these laws, regulations or University policy may be directed to: the Office of Human Rights, Access & Inclusion (208-885-4285); Regional Office for Civil Rights, U.S. Department of Education in Seattle (206-220-7900); Equal Employment Opportunity Commission, Seattle District Office (206-220-6883); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of Labor in San Francisco (415-848-6969). Complaints about discrimination or harassment should be brought to the attention of the Office of Human Rights, Access & Inclusion (885-4285). Retaliation for bringing forward a complaint is prohibited by FSH 3810.

Library Resources (On Campus Classes)

As a UI student, you not only have access to valuable print and electronic resources from the university's library, but you also have the ability to set up a personalized reference appointment with one of the librarians. If you have assignments or research questions and aren’t sure how to make the most of library resources, feel free to contact the College of Education liaison librarian with questions: Rami Attebury, 885-2503, rattebur@uidaho.edu. As always, you may also stop by the reference desk anytime Monday to Thursday 9 to 9, Friday 9 to 5, and Sunday 1-9, 208-885-6584, or visit http://www.lib.uidaho.edu for email or IM assistance.

Library Resources (Distance Education/Centers Classes)

As a UI student from outside of Moscow, you have access to valuable electronic and print resources from the university's library. To learn more about using library resources from a distance, visit the library’s Off-Campus Access webpage at http://www.lib.uidaho.edu/offcampus/index.html. Live reference/research assistance is available Monday to Thursday 9 a.m. to 9 p.m., Friday 9 a.m. to 5 p.m., and Sunday 1 to 9 p.m. Just call 208-885-6584, email libref@uidaho.edu, text 208-856-0814, or IM from http://www.lib.uidaho.edu. In addition, please feel free to contact the College of Education liaison librarian, Rami Attebury, directly at 208-885-2503 or rattebur@uidaho.edu.