V. Course FeaturesThis course ensures that the university’s minimum 2,500-word per course writing requirement is met through the course assignments, reflections, and TaskStream postings for the Teacher Performance Expectation (TPE) competencies and Level I Education Specialist standards assigned to this course.Teacher Performance Expectation (TPE) Competenciesand Level I Education Specialist StandardsEducation Specialist Level I Preliminary Mild/Moderate StandardsTPEsReflection PromptsPART 1: LANGUAGE STRUCTURE& FIRST- AND SECOND-LANGUAGE DEVELOPMENTPART 2: METHODOLOGY OFBILINGUAL, ENGLISHLANGUAGE DEVELOPMENT,CONTENT INSTRUCTIONPART 3:CULTURE ANDCULTURAL DIVERSITYI. Language Structure and Use:Universals and Differences(including the structure of English)1. Theories and Methods ofBilingual EducationI. The Nature of CultureII. Manifestations ofCulture: Learning AboutStudentsII. Theories and Factors in First- and Second-Language DevelopmentII. Language and Content Area AssessmentIII. Cultural ContactEDMX 631 TRACKING FORMI. Attendance, Punctuality & Participation - 40 possible pointsII. Base Team Meetings & Notebook – 20 possible pointsIII. Rights and Responsibilities Legal Brief – 20 possible pointsIV. Reading Reflections – 20 possible pointsSUGGESTEDDirections for Individual AssessmentSELFGROUPSUGGESTEDAGENDA – PART 2Regulations & amendmentsCASE SCENARIOSCalifornia State University San MarcosCOLLEGE OF EDUCATIONMission StatementThe mission of the College of Education Community is to collaboratively transform publiceducation by preparing thoughtful educators and advancing professional practices. We arecommitted to diversity, educational equity, and social justice, exemplified through reflectiveteaching, life-long learning, innovative research, and ongoing service. Our practicesdemonstrate a commitment to student centered education, diversity, collaboration,professionalism, and shared governance.EDMX 631: Foundations in Law, Ethics, and Procedures of Special Education(Summer, 2007, 3 credit units)Instructors: Jacqueline S. Thousand Lisa HoughtelinOffice: University Hall 208 NCCSEe-mail: [email protected] [email protected]: (760) 533-1744WebCT6: http://library.csusm.edu (access at Courses/WebCT6 button)Course Location: Alvin Dunn Elementary School, San Marcos Unified School DistrictI. Course Description and PrerequisitesIntroduction to state and federal special laws regarding special education, ethical issues in special education; procedures and forms used in California schools to identify and support children and youth eligible for special education; and the Individual Education Program planning, implementation, and evaluation process. Students practice principles of effective collaborative and interdisciplinary teaming and focus on best practices for inclusive educational programming. Prerequisites: Admission to the Level I Mild/Moderate & Moderate/Severe Disabilities Education Specialist ProgramII. Content and Performance GoalsParticipants will:Goal 1. demonstrate knowledge of relevant and current federal and state laws, regulations, practices and due process procedural safeguards that pertain to California public education, students with disabilities, and their parents and care providers.Goal 2. demonstrate knowledge of professional ethical standards of practice(i.e., Council for Exceptional Children Code of Ethics @ www.cec.sped.org/ps/code.htm) and California Mild/Moderate and Moderate/Severe Education Specialist competencies.Goal 3. demonstrate knowledge of the five critical elements of an effective collaborative planning team (i.e., PIGS Face) and awareness of their effective use of these elements in “base team” and other meetings.Goal 4. demonstrate knowledge of and skill in using strategies for working effectively and collaboratively with family members and others (e.g., educators, administrators, paraprofessionals, community agency and related service personnel) to design, implement, and evaluate IEPs for individual learnersEDMX 631 1Goal 5. demonstrate knowledge of co-teaching approaches to facilitate student inclusion in general education and learning of the core curriculum from highly qualified teachersGoal 6. demonstrate understanding of the roles, rights, and responsibilities of special educators, related services personnel, classroom teachers, administrators, parents and students with disabilities in implementing the Individuals with Disabilities Education Improvement Act (IDEIA), the Americans with Disabilities Act (ADA), and the Vocational Rehabilitation Act of l973 (Section 504) and related California special education laws and regulations. Goal 7. demonstrate knowledge of and competence in the Individual Education Program (IEP) development and implementation process (i.e., screening; nonbiased and family-centered assessment; eligibility determination; IEP development to access the core general education curriculum; development of goals and measurable objectives; identification of necessary modifications and accommodations to curriculum, instruction, and assessment; identification of needed supports and services, placement decision making; determination of accommodations for participation in school-wide, district-wide, and state assessments. Goal 8. demonstrate knowledge of the Response to Intervention (RtI) framework for proactiveinterventions to reduce special education referralGoal 9. demonstrate skills in developing meaningful standards-based IEP goals to enable learner access to the core curriculumIII. What I Need for ClassCalifornia Department of Education, Special Education Division (2007). California specialeducation programs: A composite of laws (29th ed.). Sacramento: Author. (CDE)Community Alliance for Special Education and Protection and Advocacy, Inc. Special Education Rights and Responsibilities. San Francisco: Author. Accessible on the web from Jacqueline Thousand’s web site: http://www.csusm.edu/thousand (P & A)Mandlawitz, M. (2007). What every teacher should know about IDEA 2004 laws and regulations. Boston: Pearson. (MM)Rosenberg, M., O’Shea, L. & O’Shea, D. (2006). Student teacher to master teacher: A practical guide for educating students with special needs (4th ed.). Upper Saddle River, NJ: Merrill. (RO)Chapter: Thousand, J., & Villa, R. (2000). Collaborative teaming: