COURSE SYLLABUS SPED 171 FIELD STUDY INITIAL PRACTICUM MILD/MODERATE SUPPORT NEEDS

INTRODUCTION TO COURSE AND INSTRUCTOR

If the course is online, hybrid, or blended, clearly specify as such.

The following sections regarding COVID are subject to change given changing circumstances on-campus and in the community.
Please check the COVID website for the most up-to-date information at:
www.fresnostate.edu/coronavirus

Vaccination: In order to create a safe environment on campus, all students must be vaccinated against the SARS-CoV-02 virus, or obtain an exemption, in order to attend classes on campus or access any services on campus. Documentation of the first dose of the vaccination must be uploaded to the student portal by Aug 20, and documentation of the final dose by Sept 30. Students may request an exemption to the vaccine requirement by going to their student portal to complete the COVID self-certification. Students with vaccination exemptions are subject to weekly COVID testing. You are not allowed to come to campus if any of the following is true:

• You have not been vaccinated, and have not been granted an exemption, or
• You have been granted an exemption, but have not completed your required weekly testing.

Health Screening: Students who come to campus and/or are participating in off-campus in-person experiential learning will be required to complete a daily health screening before coming to campus or learning site. You are not allowed to come to campus if any of the following is true:

REQUIRED COURSE MATERIALS

• Candidates will be required to access Canvas for syllabus, assignments, resources, etc.
• Refer to (or download when necessary) the California Department of Education website: http://www.cde.ca.gov/re/pn/fd/
• Active Tk20 account (can be purchased at fresnostate.Tk20.com)
• Fresno Assessment of Student Teachers, FAST (available at the Kennel Book Store)
• Special Education Student Teaching Handbook

COURSE SPECIFICS

Course goals: The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), Teaching Performance Expectations (TPE), and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, and Life-Long Learning.

Student Learning Outcomes:

Course requirements/assignments:

1. Write lesson plans and have them approved by your University Coach and/or Mentor Teacher before each lesson is taught.
2. A minimum of six formal lesson observations by University Coach.
3. Teacher Candidate assumed responsibility of the morning routine on a daily basis as documented by the Coach/ Mentor Teacher observation. Activities may include: walking the students to the classroom, taking attendance, collecting and correcting homework, and morning review, calendar etc.

Instructions for significant assignments: The Site Visitation Project Scheduled Visit/Observation will document the Teacher Candidate’s effective use of instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals, and scheduled academic tasks. Teacher Candidates will implement procedures for routine tasks and manage transitions to maximize instructional time. Teacher Candidates will reflect on their lessons using the TPEs as a framework. (TPE MM1.1, MM1.3, U2.5, U2.6, MM2.3, MM2.4, MM2.5, MM2.6, MM2.8, MM2.9, MM3.1, MM3.2, MM4.3, U5.6, MM5.1, MM5.2, MM5.6, MM6.1)

Site Visitation Project (SVP)

FAST OVERVIEW

The California Commission on Teacher Credentialing (CCTC) requires that every credential program candidate seeking recommendation for a Preliminary California Credential show mastery of the Teacher Performance Expectations (TPEs). The TPEs will be taught in your coursework and applied and practiced in your clinical experience. The Kremen School of Education and Human Development has designed its own assessment system to evaluate your mastery of the TPEs, the Fresno Assessment of Student Teachers (FAST). The system consists of two tasks or “projects”, the Site Visitation Project (SVP) and the Teaching Sample Project (TSP).

SITE VISITATION PROJECT OVERVIEW

The Site Visitation Project [SVP] is the only FAST assessment required for Education Specialist candidates. The SVP will be scored by trained scorers (typically your University Coach) using a specific four-point rubric:

• 1 = Does not meet expectations
• 2 = Meets expectations
• 3 = Meets expectations at a high level
• 4 = Exceeds expectations

In the event that a candidate earns a score of “1” on any section, the candidate will have the opportunity to revise and resubmit that section. If a passing score is still not earned in the resubmission, the candidate may apply for a Special Consideration using the FAST Non-Passing Score Procedure (outlined in the FAST Manual; will be received in either the CI 176 course or from your Coach).

SITE VISITATION PROJECT OVERVIEW

The SVP assesses the candidate’s ability to plan, implement, and reflect upon instruction.

For this project, the candidate will plan, teach, and evaluate a 20- to 45-minute mathematics lesson that is observed by the University Coach and digitally recorded and uploaded into Tk20. Candidate will teach the lesson in mathematics and infuse English Language Development and English Language Arts standards. The lesson will be implemented with the Universal Design for Learning Framework. The written lesson plan will be submitted to the University Coach at least three (3) days prior to implementation. The lesson will be observed by the University Coach and/or subject-matter expert. To evaluate the planning and implementation of the lesson, the candidate will watch the lesson recording, select a segment that demonstrates subject-specific pedagogy and respond to questions about the lesson. The project will be submitted on Tk20 and evaluated using the Scoring Rubrics in the FAST Manual. More information can be found in the FAST Manual.

Grading policy: To receive credit for EHD 178, candidates must satisfactorily meet all clinical practice expectations and earn a minimum score of “2” on each of the three sections of the SVP. The candidate must pass all sections of the assessment before receiving credit for EHD 178.

ASSIGNMENT AND EXAMINATION SCHEDULE

COURSE POLICIES & SAFETY ISSUES

Please review University policies to ensure coherence with any classroom policies: http://www.fresnostate.edu/academics/facultyaffairs/policies/apm/index.html
and, in particular, the University Policy on Course Syllabi and Grading (APM 241)

In addition, review the school polices at the school you will be assigned to for this course.

You may want to include a statement describing appropriate behavior in your classroom, especially if your course includes student discussion of sensitive issues. The University Policy on Disruptive Classroom Behavior (APM 419) is well worth reading and can be found in the Class Schedule and the Academic Policy Manual. In addition to defining disruptive behavior and detailing formal procedures for dealing with it, the policy contains a useful description of the learning environment.

Late work and make-up work policy. Give your make-up work policy due to student absence. Finally, include your late work policy if that is separate from the make-up work policy, and make clear the requirements for attendance at the final examination and the impact on the student’s grade.

Address safety issues if relevant. (labs, hazardous materials, shops, field work, etc.).

Plagiarism Detection: The campus subscribes to Turnitin, a plagiarism prevention service, through Canvas. You will need to submit written assignments to Turnitin. Student work will be used for plagiarism detection and for no other purpose. The student may indicate in writing to the instructor that he/she refuses to participate in the plagiarism detection process, in which case the instructor can use other electronic means to verify the originality of their work

UNIVERSITY POLICIES

Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in the Henry Madden Library, Room 1202 (278-2811).

The following University policies can be found at:

• Adding and Dropping Classes
• Cheating and Plagiarism
• Computers
• Copyright Policy
• Disruptive Classroom Behavior
• Honor Code
• Students with Disabilities
• Title IX

UNIVERSITY SERVICES

The following University services can be found at:

• Associated Students, Inc.
• Dream Success Center
• Learning Center Information
• Student Health and Counseling Center
• Writing Center

SUBJECT TO CHANGE STATEMENT

THIS SYLLABUS AND SCHEDULE ARE SUBJECT TO CHANGE IN THE EVENT OF EXTENUATING CIRCUMSTANCES.

COURSE CALENDAR

The calendar should include projected dates, topics covered, deadlines, and/or periods of time for readings, field trips, projects, exam dates (including the date and time of the final exam) and assignment due dates. The following statement is suggested to footnote the calendar: “The course schedule is subject to change in the event of extenuating circumstances.”
If you plan to give your exam online or not to meet in class on the final exam day, please explicitly inform students in your syllabus. You also need to address a memo to that effect to your department chair and dean.

TENTATIVE COURSE SCHEDULE (MAY BE GIVEN AS A SEPARATE DOCUMENT)

Following are schedules showing class meeting dates for Fall 2021 for Monday-Wednesday courses, Monday-Wednesday-Friday courses, and Tuesday-Thursday courses.

Tentative Course Schedule
Fall 2021
(Monday, Wednesday, Friday Courses)

Tentative Course Schedule
Fall 2021
(Tuesday, Thursday Courses)

Tentative Course Schedule
Fall 2021
(Monday, Wednesday Courses)

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