5. This University’s Conceptual Framework: This university is accredited by the Teacher Education Accreditation Council (TEAC) which does not use a conceptual framework. However, the university does evaluate its teacher education program by TEAC’s principles and standards for teacher education programs. Specifically, courses are evaluated by Quality Principle I: Evidence of candidate learning.

   • 1.1 Subject matter knowledge
   • 1.2 Pedagogical knowledge
   • 1.3 Caring and effective teaching skills
   • 1.4 Cross-cutting themes
   • 1.4.1 Learning how to learn
   • 1.4.2 Multicultural perspectives/accuracy
   • 1.4.3 Technology
6. 6. and 7. Standards of Effective Practice and Course Objectives

   Note to User: Be sure to include your states’ special educator preparation standards in the table below.

   IDEA Center Learning Objective	Course Objectives	Evaluation	CAEP Principle	CEC Principle	InTASC Principle	TEAC Principle
   Gaining factual knowledge	Describe appropriate uses for standardized assessment and appropriate uses for curriculum based assessment.	Study Guides 2 and 3, Assignment 2, Final	1.1 1.2 1.3 1.4 1.5	3, 4	6	1.2
   	Define common terms used to interpret standardized assessments.	Study Guide 3, Assignment 2, Final	1.1 1.4 1.5	4	6	1.2
   	Identify domains/strands and standards within CCSS.	Assignment 1, Final	1.1 1.4	3	4	1.1
   	Identify the components of goals and short-term objectives.	Study Guide 5	1.1 1.2 1.4 1.5	3	4, 6, 7	1.2
   	Describe the sequence that leads from identification and assessment to the delivery of effective instruction.	Study Guides 1-9, Assignments 1-7, Final	1.1 1.2 1.3 1.4 1.5	1, 2, 3, 4. 5	4, 5, 6, 7	1.2
   	Define the components of time management.	Study Guide 7, Assignment 6	1.1 1.5	2	3, 7, 8	1.2
   Learning fundamental principles, generalizations, or theories	Describe the seven steps for developing curriculum-based assessments.	Study Guides 1-9, Assignments 1-7, Final	1.1 1.2 1.3 1.4 1.5	1, 2, 3, 4. 5	4, 5, 6, 7	1.2
   	Describe the philosophical basis for effective teaching and the components of an effective lesson cycle.	Study Guides 1, 2 and 8, Final	1.1 1.4 1.5	2, 5, 6	7, 8, 9	1.2
   	Describe evidence-based teaching practices and their application with various students with disabilities including getting student’s attention, clearly defining the vehicle of instruction, providing sufficient opportunities to respond, reinforcing correct responses, correcting errors, and evaluating mastery.	Study Guides 1-9, Assignments 1-7, Final	1.1 1.3 1.5	1, 2, 3, 4, 5	1, 2, 3, 4, 5, 6, 7, 8, 9	1.2
   	Describe the decision-making skills that characterize effective teachers.	Study Guide 1, 2, 8 and 9, Assignment 5-7	1.1 1.2 1.5	6, 7	9, 10	1.2
   	Describe critical instructional variables for managing classroom behavior.	Study Guide 9, Assignment 6	1.1 1.2 1.5	2, 4, 5	3, 6, 8	1.2
   Learning to apply course material	Develop and evaluate a curriculum-based assessment.	Study Guide 3, Assignment 3	1.1 1.2 1.3 1.4 1.5	1, 2, 3, 4	4, 5, 6	1.1, 1.2
   	Interpret test scores from standardized and informal assessment instruments.	Study Guide 3, Final	1.1 1.3 1.5	4	6	1.2
   	Describe critical function in CCSS and the integration of critical function, student’s symbolic level, and present level of performance to determine goals and objectives.	Assignment 1, Final	1.1 1.2 1.3 1.4 1.5	3, 4	1, 2, 4, 5, 6	1.1, 1.2
   	Write short-term objectives for academic and personal-social skill areas.	Study Guide 5, Assignment 4	1.1 1.2 1.3 1.4 1.5	1, 2, 3, 4	1, 2, 3, 4, 5, 6, 7	1.2
   	Describe supports needed to reduce instructional demand for ELL students, students with severe disabilities, and young children with disabilities.	Study Guide 3, Final	1.1 1.2 1.5	1, 2, 3, 5	1, 8	1.2, 1.4.2
   	Describe how multicultural educational practices might be integrated into an effective teaching structure.	Study Guides 8 and 9, Final	1.1 1.2 1.5	1, 2, 5	1, 7, 8	1.2, 1.4.2
   	Apply time management components to classroom settings.	Study Guide 7, Assignment 6	1.1 1.2 1.5	2	3, 8	1.2
   	Critique and suggest learning environment modifications that promote student’s academic participation.	Study Guide 7, Assignment 6	1.1 1.2 1.5	1, 2, 5	3, 6, 8	1.2
   	Describe instructional procedures to promote transfer to mainstream educational settings and successful inclusion.	Study Guides 7-9, Final	1.1 1.5	1, 2, 3, 4, 5	7, 8	1.2
   	Describe the characteristics of an evidence-based educator, and the importance of fidelity of implementation.	Assignment 5, Final	1.1 1.2 1.5	4, 6, 7	9, 10	1.2, 1.4.1

8. Instructional Strategies: A wide variety of instructional strategies are implemented.

   1. Reflect on readings (the study guides provide direction)
   2. Participate in group activities
   3. Provide feedback to peers on assignments
   4. Interact during class discussions
   5. Complete applied assignments/case studies (e.g., analyze the core curriculum, evaluate curriculum-based assessment, write goals/objectives, plan evidence-based lessons)
   6. Complete selected IRIS STAR Legacy Modules
   7. Present with class members on Evidence-Based Practices
9. Diversity and Cultural Relevancy:
   Note to User: Be sure to include your university’s diversity statement here.

   Build a socially and intellectually vibrant campus community, enhanced by the diversity of its faculty, staff, and students.

12. Class Schedule/Week at a Glance: Every attempt will be made to keep on schedule, however, if any changes are deemed necessary by the instructor, you will be notified of the changes in advance. Highlighted topics are online lessons.

    Schedule subject to change
    Date	Topic	Readings to be done before class	Assignments due before class
    Week 1	Class Overview Introduction to Effective Instruction
    Week 2	Evidence-Based Practice Explicit Instruction	Rosenshine, 2012 Kretlow & Blatz, 2011	Pretest Reading Study Guide 1
    Week 3	Explicit Instruction (cont.)	Archer & Hughes, 2011
    Week 4	Analyze the Subject: Common Core State Standards	Online Common Core Readings (see CANVAS)	Assignment 1: CCSS Overview
    Week 5	Analyze the Subject: Learning Targets and Standards-Based IEPs	Lynch & Adams, 2008 Konrad et al., 2014	Reading Study Guide 2
    Week 6	Assessment for Eligibility	Pierangelo & Guiliani, 2017 Saland, 2008	Reading Study Guide 3 Assignment 2: Collaboratively Analyze the Subject
    Week 7	Classroom/Academic Assessment	Jones et al., 1998 Browder and Spooner, 2011 Curriculum Based Assessment Rubric	Assignment 3: Independently Analyze the Subject Reading Study Guide 4
    Week 8	Classroom/Academic Assessment (cont.)	IRIS Module: Classroom Assessment (Part 1)	Assignment 4: IRIS Module: Classroom Assessment (Part 1)
    Week 9	Designing Instructional Programs: Goals and Objectives	Lignugaris/Kraft et al., 2001 Jung, 2007 Hauser, 2017	Reading Study Guide 5 Assignment 5: Classroom/Academic Assessment
    Week 10	Goals and Objectives (cont.)
    Week 11	Evidence-Based Practices	No class meeting– complete the following modules: IRIS Module: Evidence-Based Practices (Part 1) IRIS Module: Evidence-Based Practices (Part 2)	Assignment 6: IRIS Modules: Evidence-Based Practices (Parts 1 and 2)
    Week 12	Progress Monitoring Systems Time Management	Prater, 1992 Konrad, Helf, & Joseph, 2011 Review Browder and Spooner, 2011	Reading Study Guide 6 Assignment 7: Goals and Objectives
    Week 13	No Class: University Break
    Week 14	Eliciting Student Responses Academic Feedback Effective Teaching Cycle	Haydon et al., 2012 Archer & Hughes, 2011, pp. 23-41	Reading Study Guide 7
    Week 15	Evidence-Based Practices Presentations Post-test		Assignment 8: Time Management and Academic Learning Time Assignment 9: Evidence-Based Practices Presentation documents
    Finals Week	Final Exam in Testing Center

13. Other Resources and Materials

• IRIS Resources
  • STAR Legacy Modules
    • Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom. This module discusses how progress monitoring can affect the academic outcomes of students, and it demonstrates how to implement curriculum-based measurement with a classroom of students (est. completion time: 1 hour). https://iris.peabody.vanderbilt.edu/module/gpm/
    • Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program. This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours). https://iris.peabody.vanderbilt.edu/module/ebp_01/
    • Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity. This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour). https://iris.peabody.vanderbilt.edu/module/ebp_02/
  • IRIS Information Briefs
    • Determining Adequate Yearly Progress from Kindergarten Through Grade 6 with Curriculum-Based Measurement http://www.readingrockets.org/article/determining-adequate-yearly-progress-kindergarten-through-grade-6-curriculum-based
    • Linking Progress Monitoring Results to Interventions http://rtinetwork.org/essential/assessment/progress/linking-monitoring-to-intervention
    • Monitoring Student Progress in Individualized Educational Programs Using Curriculum-Based Measurement http://files.eric.ed.gov/fulltext/ED502450.pdf
    • Validated Forms of Progress Monitoring in Reading and Mathematics http://www.rtinetwork.org/essential/assessment/progress/validated-forms-progressmonitoring
  • IRIS Video Vignette
    • Common Core State Standards for Math. The new Common Core Standards for math are explained, including how they differ from earlier standards. (Time: 14:05) https://www.teachingchannel.org/videos/common-core-state-standards-for-math?fd=1
  • Online Resources
    • Common Core State Standards Initiative http://www.corestandards.org/
    • PARCC: Partnership for Assessment of Readiness for College and Careers: http://parcc-assessment.org/
    • Tennessee Early Grades Reading Toolkit: http://www.readtennessee.org
    • Utah Essential Elements (for students with significant cognitive disabilities): https://www.schools.utah.gov/specialeducation/programs/cognitivedisabilities
    • Utah Early Childhood Core Standards: https://www.schools.utah.gov/file/867f3f1b-c233-497a-bd45-e31dc4581327
    • Understanding the K-12 Common Core State Standards in Mathematics: https://www.achieve.org/files/AchievingCCSS-MathFINAL.pdf
    • Understanding the K-12 Common Core State Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects: https://www.achieve.org/files/AchievingCCSS-ELAFINAL.pdf
    • Utah Core Standards: http://www.uen.org/core/

14. Special Accommodations:
    Note to User: Be sure to include your university’s statement about special accommodations/students with disabilities here.

    If a student has a disability that may require some accommodation, the student must document the disability through the Disability Resource Center, preferably during the first week of the course. Any requests for special considerations relating to attendance, pedagogy, taking of examinations, etc. must be discussed with and approved by the Disability Resource Center. In cooperation with the Disability Resource Center, course materials can be provided in alternative formats–large print, audio, diskette or Braille. If you have additional questions or concerns, please contact the head of the Department of Special Education and Rehabilitation.

    Your Emotional Health

    As your instructor I care about more than just your academic success. The university has a mission to support students in all facets of life including emotional wellbeing. All students have access to confidential mental health services through Counseling and Psychological Services (CAPS). This includes a full range of counseling services, workshops, and support groups. They are located in the _________.  If suicide is an issue, you can also get help from the National Suicide Prevention Lifeline at 1-800-273-TALK (8255).

    If you or someone you know has experienced sexual assault, please contact the ________________________________

    If you or someone you know needs emergency services for trauma or life-threatening situations please call 911.

    Other Emergency Resources

    (Phone Number) for after-hours emergency help for trauma and life-threatening situation.  If you are in immediate danger call 911.

    University Police Department information (Links to an external site.)

    Food Banks

    University Food Bank (Links to an external site.)

    Food Pantry locations (Links to an external site.)

    24-Hour Crisis Line and Mobile Crisis Response Team

    For domestic violence and sexual assault services, contact _________ .

    Shelters and Phone numbers, contact _________.

    National Suicide Prevention Lifeline: 1-800-273-8255

15. Other Course Policies
    

    Class Etiquette

    A few simple class rules will help promote a positive learning environment:

    1. Arrive to class on time and prepared to listen and participate.
    2. Share your comments and questions with everyone in the class.
    3. Turn cell phones/pagers off or turn on silent mode during class.

    Technical Difficulties

    In the case of technical difficulties, do not contact the instructor; please contact the University Help Desk.

    Student Code

    Students need to adhere to student code by not interfering with the instruction or the learning of other students. The instructor encourages that each student will actively participate in class discussion.

    Participation is defined as occasional verbal contributions to class discussion/activity that extend and enhance group process. Participation is NOT defined as merely attending class.

    Courteous demeanor is defined as (1) arriving on time, (2) leaving at the scheduled time and not before (unless the instructor is notified and has approved the request), (3) listening (not talking) during lecture or class discussion, (4) ringing cell phones, talking on cell phones, text messaging, surfing the internet on laptops, similar activities or other unrelated computer use during class time are not accepted in this course, and (5) do not read the newspaper or other unrelated materials during lecture.

    If this becomes a problem by interfering with the instruction of the instructor and interrupting the learning and listening of other students you may be asked to leave the class.

    Student Responsibilities

    As members of the academic community at this university, students share responsibility for its growth and continued well-being and for maintaining an environment which encourages free inquiry and expression. Students are expected to engage in reasonable and substantial preparation for their coursework, to follow course and class guidelines as set forth in syllabi and as annunciated by their instructors, and to complete all academic exercises with integrity. All interactions with faculty members, staff members, and other students shall be conducted with courtesy, civility, decency, and a concern for personal dignity. These responsibilities are the foundation of the University’s Standards of Conduct (The Honor System – see section V-3. Misconduct – see section V-3).

    Academic Honesty

    Please read through the Honor System Guidelines on the Course Content page under Introduction & Policies. For more information, refer to __________________________. Be aware that we use the following definitions:

    According to the Merriam-Webster Online Dictionary, to “plagiarize” means

    1. to steal and pass off (the ideas or words of another) as one’s own.
    2. to use (another’s production) without crediting the source.
    3. to commit literary theft.
    4. to present as new and original an idea or product derived from an existing source. In other words, plagiarism is an act of fraud. It involves both stealing someone else’s work and lying about it afterward.

    The legitimacy of group work has become an issue in online classes. In the past classes there have been situations in which group work could have been considered cheating or plagiarism. “Legitimate” group work is defined as teacher-authorized activity that takes advantage of consultation with your peers, providing you with ideas, suggestions, and corrections, which you take into consideration in the development of your unique and individual product.

    Reading the text and writing answers to the study guide items, then working closely with other students, comparing study guide answers, and attempting to resolve different understandings is an excellent learning technique and is strongly encouraged. However, failing to do the reading and memorizing answers that another student has written for the study guide is not legitimate group work; it is considered cheating.

    Drafting the assignments, then comparing specific aspects of your product to others’ and discussing teaching situations and SPED issues is legitimate and encouraged. Copying someone else’s quizzes or assignments is not legitimate; it is considered cheating. Completing the assignments as a group project is not legitimate; it is considered cheating. You must make your own decisions about every detail of your assignment.

    Always, if you are unsure about boundaries of legitimate group work, please (1) ask for clarification from the instructors, and (2) make full disclosure so that there is no question about your intentions. We are very happy to talk about these boundaries and work with you to maximize your learning and maintain individual accountability.

    Students who violate the Academic Honesty Policy will be reported to the Student Conduct Officer.