Wilmington University College of Education and Liberal Arts
EPY 201
Bachelor of Science in Early Childhood Education (B-2)
Course Number: EPY 201
Course Title: Development and Implementation of IEPs
Faculty Contact Information:
Course Description: Assessment procedures that provide information that enable teachers to make decisions regarding appropriate instruction for the children they serve are learned and applied. Informal and formal assessments used in identifying exceptionalities are analyzed. The formally evaluated strengths and weaknesses are developed into an Individualized Education Plan (IEP). Standardized and informal test results are evaluated and analyzed in relation to student achievement, curriculum development, and instructional improvement. Special emphasis is given to individually administered achievement instruments in relation to intelligence test measures. Candidates learn about the Multitiered Systems of Support (MTSS) Framework and the components of Tier 1, Tier 2, and Tier 3 instruction as general education core academic and non-academic instruction for every student.
Use of Video: The use of technology is an integral part of the teaching / learning process and a necessary skill for success in teaching. As such, teacher candidates will engage in multiple forms of assessment including but not limited to creating and uploading digital recordings of various forms for evaluation and guidance. Candidate work is uploaded into secure sites and is not available to the public.
Minimum Time Requirements (in clock hours):
College
Education Program Attributes
The manner in which we prepare educational personnel is informed by eight essential attributes:
1. ensuring that programs are knowledge-based;
2. viewing educational personnel as learners, including a focus on deconstructing past experiences as learners in coursework and field experiences and developing appropriate knowledge of the content and discourse of the disciplines to be taught;
3. contextual and cultural sensitivity;
4. facilitating inquiry and reflection, i.e., providing structured opportunities for critical reflection on and acting in one’s daily work;
5. enabling authentic participation, collegiality and collaboration;
6. building an ongoing developmental program that allows for continuous improvement, experimentation, and professional growth;
7. ensuring that programs are standards-driven; and
8. ensuring that programs promote the effective use of technology.
Delaware Teacher Standards: Interstate Teacher Assessment and Support Consortium (InTASC)
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Specialized Professional Association Standards: NAEYC Professional Standard and Competencies
Technology Standards: International Society for Technology in Education (ISTE)
Wilmington University Graduation Competencies: Undergraduate Educational Competencies
Dispositions: Model Code of Ethics for Educators
Delaware Teacher Growth and Support System: DTGSS
Council for Exceptional Children: CEC
Global Awareness: Global awareness is knowledge of the interrelatedness of local, global, and international cultures. It is the understanding that our world is an interconnected system. Cultivating global awareness involves the ability to understand, respect, and get curious about challenges, trends, and systems present on a global level. College of Education and Liberal Arts Educator Preparation Programs foster global awareness by preparing and empowering teacher candidates to integrate that knowledge in their PreK - 12 classrooms. In this course, candidates analyze related ethical and philosophical considerations in special education and understand procedures, laws, policies, and disability categories.
Cultural Differences: Culturally responsive practices acknowledge and honor the experiences and perspectives of children and their families as a tool to support them more effectively. This practice emphasizes incorporation of different perspectives that create an inclusive, relevant, and supportive environment for learners from various backgrounds. The College of Education and Liberal Arts Educator Preparation Programs incorporate culturally relevant instruction that integrate a wide variety of instructional strategies connected to different approaches to learning. In this course, teacher candidates learn their role in Multi-Tiered Support Systems (MTSS) related to making data-based decisions for students in consideration of their social, cultural, and linguistic development.
Teaching Methods: A variety of teaching methods including inquiry–based learning, game-based learning, personalized learning, differentiated instruction, collaborative projects, and class participation will be used in a student-centered approach to learning. Candidates will engage in observation, reflection and analysis of teacher practice. Candidates will utilize reflective practices in planning for and evaluating instruction. Candidates are encouraged to move from passive receivers of information to active participants in their own learning, where creativity and innovation are encouraged. The purposeful integration of technology is required.
Driving Question for the Course: What is an educator’s role in the collaborative special education evaluation process and how can the IEP implemented with fidelity to improve student learning?
Learning Outcome 1: Engaging in Professional Learning and Practice within Ethical Guidelines- Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing selfreflection to design and implement professional learning activities.
Learning Activities/Performance Tasks:
1. Candidates create presentations and complete school-based documents/forms using multiple case studies of students with exceptionalities.
2. Candidates explain how MTSS/RTI promotes inclusion and independence of all students (including Gifted and Talented, ELLs (English Language Learners), students with exceptionalities) through an MTSS/RTI discussion board and multiple case study exercises.
3. Candidates research, present, and discuss a specific educational disability and perceptions about this disability as well as the advantages and disadvantages of a student receiving the educational classification.
4. Candidates review a case study of a student’s IEP and ESR (Evaluation Summary Report) and develop a written argument regarding the student’s LRE, based on inclusion research and best practices.
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Learning Outcome 2: Understanding and Addressing Each Individual’s Developmental and LearningCandidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs.
Learning Activities/Performance Tasks:
1. Candidates use progress monitoring data to determine if a case study student is adequately responding to intervention and instruction.
2. Candidates create a home-school communication and collaboration plan for a case study student.
3. Candidates write an original MTSS intervention plan for a case study student that includes: taxonomy of intervention intensity, weekly intervention log, and curriculum-based measurement plan.
4. Candidates complete a MTSS Pre-Referral document for a case study student that includes information gathering, data collection, graphing, and analysis, determining adequate progress, rate of improvement and response to intervention, selecting interventions and strategies, and justifying the need to refer to special education evaluation.
5. Candidates create a presentation to teach other staff and families about a disability that includes perceptions and stereotypes about this disability. Additionally, candidates explore and propose potential interventions, strategies, accommodations, inclusion, and modifications for working with students with this educational classification.
Learning Outcome 3: Using Assessment to Understand the Learner and the Learning Environment for Data-based Decision Making- Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
Learning Activities/Performance Tasks:
1. Candidates use assessments and progress monitoring to design and modify instruction to best meet a case study student’s need.
2. Candidates complete an MTSS Pre-Referral document for a case study student that includes information gathering, data collection, graphing, and analysis, determining adequate progress, rate of improvement and response to intervention, selecting interventions and strategies, and justifying the need to refer to special education evaluation.
3. Candidates determine if a case study student is adequately responding to intervention and instruction and subsequently develop an evidence-based intervention plan.
4. Candidates explain their role and the role of related service providers and review a case study student’s IEP and determine interventions and supports as well as accommodations and goals that they will be implementing.
Learning Outcome 4: Supporting Learning Using Effective Instruction- Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning
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Learning Activities/Performance Tasks:
1. Candidates develop a presentation that defines and explains MTSS, discusses the research to support MTSS and RTI implementation, explains the importance of evidence based approaches to support learning and intervention, explains how MTSS and RTI will look in their classroom including data collection and progress monitoring, discusses communication and collaboration with caregivers and other school staff, explains how MTSS/RTI promotes inclusion and independence of all students (including Gifted and Talented, ELLs, students with disabilities) through high quality instruction and differentiation, UDL, and flexible grouping).
2. Candidates use formative and summative assessment data, progress monitoring data, prior learner knowledge, and learner interest in order to plan instruction and intervention for a case study student.
3. Candidates evaluate plans in relation to short- and long-range goals and systematically adjust plans to meet needs and enhance learning for a case study student.
4. Candidates explain how to use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self-regulation by writing an intervention plan for a case study student.
Learning Outcome 5: Collaborating with Team Members- Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.
Learning Activities/Performance Tasks:
1. Candidates create a home-school communication and collaboration plan for a case study student.
2. Candidates reflect on his/her personal biases and access resources to deepen his/her understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences by researching, presenting, and discussing a special education disability category.
3. Candidates explain how they will develop a positive relationship with case study student’s family and communicate with them on a daily basis by creating any visual tools, documents, logs, templates/charts, etcetera to aid in this process.
4. Candidates review a case study student’s IEP and explain their role and the role of related service providers. Similarly, candidates list and provide some additional resources and supports for the student and/or family (including support groups, outside agencies, etcetera).
Weekly Essential Questions
Week 1
What is MTSS and what is an educator’s role and responsibility related to MTSS?
Week 2 How does MTSS promote inclusion and independence for diverse students?
Week 3 What makes an intervention or practice evidence-based and how do educators collect data to determine intervention effectiveness for a particular student?
Week 4 What is an educator’s role in the special education referral, evaluation, and eligibility process and what are some ethical, confidentiality, and legal considerations related to special education referral and eligibility?
Week 5 What are the disability categories and what is the importance of inclusion for students with disabilities?
Week 6 What are the required components of an IEP including LRE and planning for successful inclusion in
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collaboration with other specialists and related service providers?
Week 7 How do educators develop effective collaboration and engagement with families, students, and other related service providers?
Assignments and Grading
1. Class Presentations and Discussions (20%)
2. Quizzes (30%)
3. Case Studies (30%)
4. SEA (20%)
These required projects are briefly described in the “Learning Outcomes” section of the syllabus. Additional details and resources, including Open Educational Resources (OERs), and the course outline, can be found on the course site.
Academic Policies
Procedure/Guidelines for Receiving Special Accommodations
College of Education and Liberal Arts Attendance Policy:
In the College of Education, faculty must approve all requests for absences that are exceptions to the University policy. Vacations are not considered legitimate reasons for missing classes. Faculty must be contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions may result in lowering the final passing grade or assigning a FA (failure due to absence).
Students who have registered for a course and never attended the class at all will receive a grade of NA (never attended). Early departures and late arrivals will be cumulative toward class absences. It is the student’s responsibility to obtain and complete assignments on the due dates. Students who register and enter the course on the drop/add date have four days to complete the first week’s assignments.
Course Materials: No Textbook Required
Course Reading List:
1. The IRIS Center. (2006). RTI (part 1): An overview. Retrieved from https://iris.peabody.vanderbilt.edu/module/rti01-overview/
2. The IRIS Center. (2006). RTI (part 2): Assessment. Retrieved from https://iris.peabody.vanderbilt.edu/module/rti02-assessment/
3. The IRIS Center. (2006). RTI (part 3): Reading instruction. Retrieved from https://iris.peabody.vanderbilt.edu/module/rti03-reading/
4. The IRIS Center. (2014). Autism spectrum disorder: An overview for educators. Retrieved from https://iris.peabody.vanderbilt.edu/module/asd1/
5. The IRIS Center. (2008, 2020). Family engagement: Collaborating with families of students with disabilities. Retrieved from https://iris.peabody.vanderbilt.edu/module/fam/
6. The IRIS Center. (2011). Related services: Common supports for students with disabilities. Retrieved from https://iris.peabody.vanderbilt.edu/module/rs/
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© 2024. Wilmington University. All Rights Reserved. This syllabus and its contents are the intellectual property of Wilmington University. Unauthorized reproduction, distribution, or modification, in whole or in part, is strictly prohibited without written permission from Wilmington University.
7. The IRIS Center. (2005). Working with your school nurse: What general education teachers should do to promote educational success for students with health needs. Retrieved from https://iris.peabody.vanderbilt.edu/module/nur02-schoolnurse/
8. The IRIS Center. (2019). IEPs: Developing high-quality individualized education programs. Retrieved from https://iris.peabody.vanderbilt.edu/module/iep01/
9. The IRIS Center. (2004, Rev. 2016, 2019). What do you see? Perceptions of disability. Retrieved from https://iris.peabody.vanderbilt.edu/module/da/
10. The IRIS Center. (2018). MTSS/RTI: Mathematics. Retrieved from https://iris.peabody.vanderbilt.edu/module/rti-math/
Course Resource Links
1. Delaware MTSS Framework
2. Delaware MTSS Implementation Guide
3. DE Regulation 508
4. DE MTSS Tier 1 Planning Guide
5. Intensifying Instructional Delivery
6. Tools Chart
7. Blueprint for Personalized Learning in Delaware
8. Bloom’s Taxonomy
9. Center on PBIS
10. Delaware Disability Hub
11. Delaware MTSS
12. How People Learn
13. Intensive Intervention
14. IRIS Learning Center
15. Motivating Students
16. National Association of School Psychologists
17. Technological Pedagogical and Content Knowledge
18. Visual Learning
Structured External Assignment:
1. Review all of the Readings and Resources.
2. Review the Case Study Unit on Data-based Decision Making and read Shaunika's case study: Level B, Case 1 (page 3).
3. Next, read the STAR sheets at the end of the Case Study Unit (pages 11-28) as a resource and guide to complete the assignment.
4. As Shaunika's general education teacher and part of her MTSS Problem Solving Team, complete the Intervention Plan (2020, National Center on Intensive Intervention).
o In the "Description of Student" first box, answer the following questions about Shaunika:
§ Using the twelve weeks of Tier 2 progress monitoring data outlined above, calculate Shaunika’s performance level and slope.
§ Using the dual-discrepancy approach, determine whether Shaunika is responding adequately to Tier 2 instruction. Explain your response.
§ Based on your evaluation, what tier of instruction would you recommend for Shaunika?
o In the "Description of Intervention" second box, determine an evidence-based intervention to implement for Shaunika (refer to this week's Resources to find evidence-based interventions).
§ Provide detailed information about the intervention
§ Provide justification for your choice
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§ Explain how you know the intervention is evidence-based
§ For the adaptations, you only need to complete the "Description of Adaptation 1" column.
§ Adaptations are your planning ahead if the student is not making adequate progress with your initial plan. For example, changing the group size, number of sessions per week, and/or amount of time spent in each session.
o Complete the remainder of the document as a proposal and plan, as Shuanika's teacher, to implement your selected intervention.
§ The following resources are beneficial to complete the Intervention Form:
§ Taxonomy of Intervention Intensity
§ Weekly Intervention Log
§ Curriculum Based Measurement Warehouse
5. Submit the complete Intervention Plan.
o Remember to write this Intervention Plan as:
§ Shaunika's teacher who will also be implementing the intervention in the recommended MTSS Tier
§ The formal proposal provided to the MTSS Problem Solving Team
§ The professional documentation that will be part of a Shaunika's educational record 7 | Page
NAEYC 3c- Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child.
CEC 1
NAEYC 2b Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
Novice
Candidate analyzes data from assessment tools to make instructional decisions.
Emerging Proficient (TARGET)
Candidate analyzes data from assessment tools to make instructional decisions and set learning goals for children, differentiating activities.
Candidate analyzes data from assessment tools to make instructional decisions and set learning goals for children, differentiating for all children including those who are exceptional learners.
Advanced Performance
Candidate analyzes data from assessment tools to make instructional decisions and set learning goals for children, differentiating for all children including those who are exceptional learners
Provide a rationale for the decisions made.
Assignment includes a plan for collaboration as partners with families.
NAEYC 1c Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.
Candidate assignment demonstrates an understanding of the ways that child development.
Assignment includes a plan for collaboration as partners with families in young children’s development and learning through respectful relationships and engagement.
Assignment includes a plan for collaboration as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement.
Candidate assignment demonstrates an understanding of the ways that child development and the learning process occur in multiple contexts,
1d Use
multidimensional knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural context
The candidate uses knowledge about the developmental period of early childhood, about individual children, and/ or about development and learning in cultural context to plan lessons based on the learning topic determined.
The candidate uses knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural context to plan lessons based on preassessment, learning progressions, and individual student needs.
Candidate assignment demonstrates an understanding of the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting.
Assignment includes a plan for collaboration as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement. The rationale for decisions is included.
Candidate assignment demonstrates an understanding of the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities
The candidate uses multidimensional knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural context to plan meaningful lessons based on preassessment, learning progressions, and individual student needs.
The candidate uses multidimensional knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural context to plan meaningful lessons based on preassessment, learning progressions, and individual student needs.
A rationale for the inclusion of
NAEYC 2c-Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
Plan includes a connection for families to community resources.
Plan includes a connection for families to community resources to support young children’s learning and development and to support families,
Plan includes a connection for families to community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
specific lesson elements related to the developmental period of early childhood, individual children, and development and learning in cultural context.
Plan includes a connection for families to community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.
The rationale for the inclusion of resources is included.