CPSE 460

Collaborating with School and Family

Brigham Young University

Department of Counseling and Special Education

Semester & Year:Fall 2010

Course Credit:3 semester hours

Room & Time:MCKB 341

Tuesday 4:00-6:50

Instructor:Betty Y. Ashbaker, Ph.D.

340 C MCKB

Teaching Assistant: ?

Office Hours:By appointment

CourseFoundations in collaborating with school professionals, paraprofessionals, and

Description:families of children with disabilities.

Prerequisites:Admission into the special education program.

Textbook:Friend, M., & Cook, L. (2009). Interactions: Collaboration skills for school professionals (6thed.).Prentice Hall.

Morgan, J. & Ashbaker, B.Y. (2001).A Teacher's Guide to Working with Paraeducators and Other Classroom Aides Alexandria, VA: Association for Supervision and Curriculum Development. (ISBN: 0-87120-505-X).

Access to the American Psychological Association Manual ed. 6.

For University and Department policies on Prevention of Sexual Harassment, Accommodations for Teacher-Candidates with Disabilities, and Statement on Diversities please see:

Special Education Programs

Mission Statement

We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:

  • Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.
  • Prepare master special educators who provide collaborative leadership to foster the moral development and improve learning and social competence of exceptional children with challenging behaviors.
  • Add to the knowledge base of special education and related disciplines through research.
  • Serve and advocate for learners with individualized educational needs and others who support them.

Learning Objectives Related to this Course

  • Candidates work effectively with parents, professionals, paraprofessionals, and others in the school and community to help students with disabilities achieve their IEP goals.

Course Objectives: After completion of this course, students will be able to:

  1. Define and address issues related to collaboration and other models of working together including:
  2. Teams
  3. Consultation
  4. Team teaching
  5. Demonstrate understanding of collaborating with the following:
  6. Other professionals
  7. Paraeducators
  8. Families
  9. Understand and demonstrate appropriate interpersonal skills including:
  10. Program solving
  11. Communication
  12. Using statements
  13. Asking questions
  14. Handling difficult interactions

Course Expectations

  1. Honor Code: Students are expected to adhere to the BYU Honor Code, and dress/grooming standards.
  2. Preparation: Students are expected to be prepared for each class by completing assignments and readings prior to class.
  3. Participation: Students are expected to attend each class and to actively participate in classroom presentations, collaborative learning groups, and classroom discussions. Students who are absent from class will miss the opportunity for learning as a group.
  4. Written Work: Written reports are expected to be professional: proof-read your report at least once prior to submitting it. Reports should be free of spelling, grammatical, and typographical errors.Handwritten reports should be legible.
  5. Assignments: All assignments are due at the beginning of class on the day assigned.Late assignments will be accepted, but points will be deducted. It is expected that all written work reflect the efforts of the individual student (except for cooperative learning group projects). Identical work submitted by two or more students will be regarded as plagiarism. Furthermore, attributing another author’s work for one’s own (e.g., not citing references accurately, not providing sources for clip art) is also considered plagiarism, and warrants disciplinary action. It is each student’s responsibility to know what is and is not considered to be plagiarism.
  6. Personal Responsibility: Students are expected to check the course information or course syllabus for clarification regarding assignments prior to contacting the professor. Students are also responsible for contacting other students to access information missed due to tardiness or absence.

Assignments, Quizzes and Final Exam

Assignments

  1. SIXWritten Questions from the Textbook: Students will complete 6 questions from the end of the chapters in the textbook. For each question, your response should be a type-written, double-spaced page paper (minimum = 2 full pages; maximum = 4 full pages). Write your response as a coherent discussion rather than as only direct responses to the questions or sub-questions. At the top list the chapter from which the question came. The responses are due Friday (before 5:00 pm) the week that topic is listed on the schedule and will be discussed. A rubric attached to the syllabus outlines the criteria that will be used to evaluate the responses. (6 questions x 10 mpoints each = 60)
  1. Communication Skills Action Plan:Students will submit a completed Communication Skills Action Plan that includes a minimum of 4 goals, one for each of these skills: interpersonal communication (Chpt. 9), using statements (Chpt. 10), asking questions (Chpt. 11), and difficult interactions (Chpt. 12). A sample action plan will be disseminated later in the semester. (65 points)
  1. Quizzes: Eleven quizzes will be given--each worth 25 points.The questions come from the textbooks and in-class presentation. Select your top 8 quizzes to use toward the grade. Quizzes are available online and must be completed by Friday midnight on the week the topic is discusses. No late quizzes will be accepted. (8 quizzes x 25 points=200 points).
  1. A Teacher's Guide to…Activity. One to Three page paper on working with Paraeducators. Guidelines will be disseminated later in the semester. (50 points)
  1. Interview:No specific time is required in the schools, however, students are expected to conduct an interview. Guidelines will be disseminated. (100 points)

6 Final Exam: A final exam will be administered that will consist of questions taken from the discussion and quizzes.(50 points)

7. Total Point Possible=375

Grades

100 – 95% = A

94 – 90% = A-

89 - 87% = B+

86 – 83% = B

82 – 80% = B-

79 – 77% = C+

76 – 73% = C

72 – 70% = C

69 – 67% = D+

66 – 63% = D

62 – 60% = D-

Schedule*

Date / Topic / Assignments
8/31 / Introduction to the Course / AIMS, Learning Outcomes; Syllabus; Goal Setting
9/7 / The Fundamentals of Collaboration / Read Chapter 1
In class discussion: Collaborative activities
9/14 / Interpersonal Program Solving / Read Chapter 2
Quiz #1 (Chapter 1)
9/21 / Teams / Read Chapter
Chapter 3: #1 and #2
Quiz #2 (Chapter 2)
9/28 / Consultation / Read Chapter 4
Chapter 4: #5
Quiz #3 (Chapters 3 &13)
10/5 / Co-Teaching
[Chapter 5: #1-4 (in class discussion)] / Read Chapter 5
Quiz #4 (Chapter 4)
10/12 / Paraeducators / Read Chapter 6
Chapter 6: #2 (choose 2 of 4 items under #2) and #4
Read selections from A Teacher's Guide
Paraeducator Activity
10/19 / Practical Matters-No Class / Read Chapter 7
Quiz #6 (Chapter 6)
10/26 / Families / Read Chapter 8
Quiz #7 (Chapter 7)
11/2 / Interpersonal Communication / Read Chapter 9
Quiz #8 (Chapter 8)
11/9 / Interviews and Catch-up-No Class / Review information covered to date.
11/16 / Using Statements
[Chapter 10: #1 or 3 or 4 (in class discussion) / Read Chapter 10
Quiz #9 (Chapter 9)
11/23 / Asking Questions / Read Chapter 11
Chapter 11: #2
Quiz #10 (Chapter 10)
11/30 / Difficult Interactions / Read Chapter 12
Chapter 12: #4
Quiz #11 (Chapter 11)
12/7 / Perspectives and Issues / Read Chapter 13
Chapter 13: #4
Communication Skills Action Plans
12/14 / Final Exam

*Some changes may occur during the semester. This will be announced.

Rubric for Evaluating the Textbook Questions

Conceptual Level / Accuracy and Thoroughness / Writing
4. Evaluation Level – The student presents an evaluative judgment of the issue including evidence based on the processes of comparison, discrimination, interpretation, summarization, and conclusion. / 4. The discussion is accurate, comprehensive and thoroughly supported. / 4. The essay is clearly organized (e.g., introduction, discussion, and conclusion). No more than 1 grammatical and/or spelling error.
3. Analysis or Synthesis Level – The student breaks the concepts into parts and discusses interrelationships then brings the parts together into a different, original, or new whole. / 3. The discussion is accurate and most of the important relevant issues are addressed and well supported. / 3. The essay is organized with few to no grammatical and/or spelling errors.
2. Comprehension or Application Level – The student grasps the meaning of the material and interprets it through paraphrasing and/or providing examples. Also demonstrates the ability to apply rules, methods and theories in new situations. / 2. Most relevant issues are addressed. The information provided is generally accurate and documented. / 2. Some organization is evident. Few grammatical and/or spelling errors exist.
1. Knowledge Level – The student recalls knowledge of facts and theories. / 1. A few relevant issues are addressed. A number of inaccuracies exist. Some documentation is provided. / 1. Poor organization. Multiple grammatical and/or spelling errors.