Course Syllabus

Course ID:	EDU223AF
Title:	Assessment and Eligibility in Special Education
Modality:	Internet
Credit Hours:	3.00

Course Section Information

Course Materials

Textbook required for Course:

No materials are required for this course.

Educational Software Discounts

Microsoft Office 365
Office 365 is the latest version of Microsoft’s productivity suite, and includes Word, Excel, PowerPoint, Access, and more. It is available for offline and online use to best prepare you for class and your academic journey. As long as you are currently enrolled as a student at one of the Maricopa Community Colleges, you’ll be able to use this software for free.

To get your Office follow these simple steps:

1. Go to https://login.microsoftonline.com/ and enter the following information:
   1. Username: Your Maricopa email address (i.e. MEID@maricopa.edu)
   2. Password: Password you use to log into your Maricopa email account
   3. Click Sign in
2. Follow the instructions on the installation screen.

You will need your school email account to sign in.

Important Note: The Office 365 provided by Maricopa Community Colleges is for personally owned (home) computers and devices.

Course Description and Competencies

Official Course Description
A basic overview of eligibility requirements for special services of students with disabilities, as well as investigation into the concepts, laws, issues, and procedures that relate to the formal and informal assessment of students with disabilities. Covers educational achievement tests and standardized diagnostic tests for students with disabilities as well as intelligence and adaptive behavior measurements. Includes current research findings related to assessing students with special needs.
Official Course Prerequisites
Baccalaureate Degree and formal admission to a state approved post-baccalaureate teacher preparation program, and a grade of C or better in EDU226.

 Official Course Competencies

Maricopa Community College Course Competencies	InTASC National Standard(s) Covered	Council for Exceptional Children (CEC) Standard(s) covered
1. Summarize the criteria for determining eligibility of services for the exceptional Learner.
2. Explain the purpose of assessing students with disabilities.	1(e),(g),(h),(i) 6(h),(k),(p),(u)	4
3. Identify and explain laws and issues relating to assessment of students with disabilities.	2(h) 6(h),(p),(u) 9(j)	4, 6
4. Critique and analyze current research findings related to the assessment of students with special needs.		1, 6
5. Use a basic knowledge of statistical concepts in interpreting information from standardized assessments.	6(c),(j),(k),(l) 9(c),(h)	4
6. Cite and evaluate the most widely accepted educational achievement tests for students with disabilities.	6(a) 9(c)	1, 4
7. Identify and analyze standardized diagnostic tests for students with disabilities.	6(a),(g),(k) 9(c),(n)	1, 4
8. Integrate standard informal assessment techniques for students with disabilities into professional practice as an educator.	6(a),(c),(e),(g),(k) 7(d), (k),(n)	1, 4
9. Cite and evaluate accepted behavior assessment techniques for students with disabilities.	1(e) 2(b),(h) 6(a),(g)	1, 2, 4
10. Cite and evaluate measures of intelligence and adaptive behavior.	1(e) 6(g) 9(c)	1, 4
11. Identify and analyze techniques for assessing language, visual and auditory perception, and visual-motor integration.	2(e),(h) 6(g),(t) 9(c),(j)	1, 4
12. Identify the instructional needs of students based on formal and informal assessment data.	6(a), 7(d)	4.0, 4.2

In addition, teacher candidates are also to demonstrate the following college competencies:

• The teacher candidate will demonstrate the ability to write effectively as the means to higher order thinking and a more critical understanding of experience. In keeping with this goal, he or she will be able to follow directions, generate sufficient content, organize his or her thoughts coherently, adhere to the conventions of correct mechanics and sentence structure, and use correct terminology and rich vocabulary in the fulfillment at the college level of his or her writing assignments.
• The teacher candidate will demonstrate the ability to analyze information, evaluate material, use inference to draw conclusions, use deductive reasoning, and use inductive reasoning at a college level.

Lesson Objectives

Lesson objectives aligned with Maricopa Community College Course Competencies are located within each online lesson.

Course Requirements

A teacher candidate who registers for a Distance Learning course is assigned a "start date" and an "end date." It is the teacher candidate's responsibility to note due dates for assignments and to keep up with the coursework.

Assessments:

There are three types of assessments in this course: (1) Lesson Participation Assignments, (2) Signature Assignment, and (3) At-Home Examination.

Your final grade for this course will be based on the following:

(1) Complete all Lesson Participation Assignments.

(1) Lesson Participation Assignments:

You must complete all Lesson Participation Assignments in the course to earn a passing grade.

Teacher candidates are expected to complete the Lesson Participation Assignments listed in each lesson. The assignments are due according to the assigned due dates in the course grade book. Teacher candidates may only submit two lessons at a time, and then wait for feedback from the instructor before submitting additional assignments. Teacher candidates should not be more than two assignments ahead of the instructor returning work back to them. Teacher candidates must complete the Syllabus Acknowledgment by the 3rd day of the course to avoid being dropped for non-participation.

Lesson Participation Assignments are graded by Faculty using the 25-point rubric.

The Research in Action assignment is considered a Lesson Participation Assignment but is graded by Faculty using the rubric as described in Lesson 1 of the course.

(2) Signature Assignment

Data Driven Reflection: Reflect on the case scenario and data provided to determine whether the accommodation has proven successful for Sam. Then, based on the data, provide a recommendation to the classroom teacher and create a new IEP goal. InTASC 1(e), 6(c), 6(k), 6(l), 7(l), 9(h); CEC 4.0, 4.2

The following assignment is adapted from the IRIS Center, Accommodations: Instructional and Testing Supports for Students with Disabilities, 2019. Reflect on the case scenario and data below to determine whether or not this accommodation has proven successful for Sam. Then, based on the data, provide a recommendation to the classroom teacher and create a new IEP goal.

a. Read the following Case Scenario:

Sam has ADHD. Although he is a motivated student, he struggles to recall information that he reads or hears in class. To address this barrier, Mr. Washington supplies graphic organizers for Sam to use during class and for independent reading. The expectation is that Sam will be able to recall more information on quizzes and tests and that his scores will improve. Review Sam’s data before and after Mr. Washington implemented the accommodation.

b. Calculate Sam’s Accuracy.

Sam’s Baseline Data

Date	Number of Items Correct	Total Number of Items	Accuracy
10/12	9	20
10/19	6	20
10/22	7	12
10/27	3	10
10/29	10	25

Sam’s Implementation Data

Date	Number of Items Correct	Total Number of Items	Accuracy
11/12	13	20
11/16	6	10
11/19	15	20
11/22	8	10
11/26	15	20

c. Identify the type of assessment used to collect the data (norm-referenced, criterion-referenced, or curriculum-based and formative or summative).

d. Would you recommend that Sam’s teacher continue providing the accommodation? Justify your answer. (Your justification should include a quantitative as well as a qualitative explanation and should be at least 250-300 words in length.)

e. Based on the implementation data, write a new IEP Goal for Sam. Make sure to include a behavior, condition, and criteria for mastery.

Assessment: The Signature Assignment Rubric is used to assess the teacher candidate's performance in meeting the predetermined InTASC alignment. Teacher Candidates who score less than 80 points on the first submission of the Data Driven Reflection may have one additional opportunity to submit prior to the official course end date.

(3) Examination

The second type of assessment for this course is in the form of an examination.

There is an At-Home Midterm examination worth 100 points.

Time Requirements

Remember that this is a three credit-hour class. As such, you will need to dedicate significant time to this course. Plan to spend at least three hours on course content and at least six hours on homework for a total of at least nine hours each week. Be prepared to double your weekly class and study time if you choose an accelerated calendar.

Grading Procedure and Scale

Grading Procedure
There are 500 possible points for this course.

Lesson	Assignment Type/Description	Points
Lesson 1	Complete the Syllabus Acknowledgment within three days after your start date. Failure to do so could result in being automatically withdrawn from this course for non-participation. Lesson Participation Assignment: Respond to the prompts below in detail using evidence from the lesson, required readings, and multimedia resources. What two situations might precipitate the assessment of a child’s eligibility for special education? (5 pts) Describe the role of the special educator in the assessment process. (5 pts) Explain why it’s important to use a variety of assessments to guide educational decisions that impact students. Which HLP does this correlate with? (5 pts) Explain why special educators need to communicate and collaborate with parents and colleagues regarding assessment results. Which HLP does this correlate with? (5 pts) How can assessment drive instruction? Which HLP does this correlate with? (5 pts)	25
Lesson 2	Lesson Participation Assignment: Read the case scenario below and respond to the following prompts using evidence from the lesson, required reading, and multimedia resources. Serge Romanich, a third-grade student and refugee from Serbia, spoke limited English. His education had been sporadic at best and the new elementary school he was attending had tested and classified him as learning disabled. A week before school was scheduled to start, Harry Simms, the principal at Oakwood Elementary, was busy at his desk. The school secretary entered his office and said, “There are some people here to see you. I think they want to enroll a student.” Harry stood up and welcomed the visitors, two women and an eight-year-old boy. “I am Byona Romanich and this is Serge,” said one of the women. The other woman quickly added, “I am Byona’s sister-in-law, Trina. I am here to interpret for her because she speaks only French, Russian, and Spanish—very little English. She would like to enroll Serge in the school.” Trina translated as Byona talked. “Serge was born in Serbia and his development was completely normal, just like the other little boys of the village. He was getting ready to begin school when the Serbian war began. We went to France and stayed with relatives outside Vichy. Although Serge was ready to begin school, he was unable to attend until the next school year due to my extended hospital stay. During his schooling in France, he did not speak the language very well and received no reading instruction. At that point, Serge, his sister, and I traveled to America to join my brother.” Harry did not know how to respond. He decided simply to welcome Serge to Oakwood and assure Mrs. Romanich the school staff would help him adjust to his new environment. Serge was placed in a third-grade class and received additional services from the Limited English Proficiency (LEP) program. He made very little progress over the next few months. Serge was essentially a non-reader and showed little aptitude in the LEP class. His teacher suggested to Mrs. Romanich that perhaps Serge had a learning disability that should be explored with testing. Mrs. Romanich rejected that possibility, stating that she felt that her son would catch up as he became more proficient in speaking the language. By the end of the year, Serge had not caught up. He was still struggling with the language and had made very little academic progress. Mrs. Romanich reluctantly agreed to have Serge tested. When the testing was complete, she met with Serge’s teachers, the principal, and the school psychologist. The school psychologist read the evaluation results. “Serge’s score on the Leiter (a nonverbal intelligence test often used with non-English speakers) was 105. This score falls within the Average range of intelligence. On the Woodcock-Johnson Test of Cognitive Abilities, he scored at least two standard deviations below the mean in the areas of auditory processing, short-term memory, comprehension knowledge, and fluid reasoning; tasks that typically measure an individual’s verbal abilities. He scored in the Average range in long-term processing, processing speed, and visual processing; these tasks are mostly perceptual. On the Woodcock-Johnson Tests of Achievement, Serge scored two standard deviations below the mean in reading, written language, and knowledge. He scored in the Average range in math.” The school psychologist then turned to Mrs. Romanich and her interpreter and said, “This pattern of scores, achievement scores two standard deviations or more below the intelligence score, is indicative of a learning disability. In addition, the equally wide gap between Serge’s verbal and non-verbal scores supports the proposition that he has a learning disability. He would benefit from individualized and small-group instruction for part of the day in a resource room.” Everyone around the table nodded in agreement except Serge’s mother. Mrs. Romanich said, “I think Serge is just having trouble picking up the language. At home he does fine. He seems so intelligent to me.” “He is intelligent, Mrs. Romanich, but he has a learning disability that is holding him back. We can help him overcome that disability and achieve his full potential by providing more individualized instruction. He will also continue to receive services in the LEP class,” the psychologist responded. Mrs. Romanich finally agreed to the placement. Despite his new placement, Serge made limited progress the next year in fourth grade. However, fifth grade proved to be a true success story for Serge. His new resource teacher, Mrs. Evans, was in her third year of teaching. She was impressed by the diversity of the students at the school, including a large population of children of Serbian descent. She became interested in finding out as much as she could about the culture and background of her students in order to develop a relationship with them. She developed an especially close relationship with Serge. Mrs. Evans worked with Serge in a resource pull-out program for two hours every day. She also went into Serge’s classroom three times each week for language arts in order to provide him with additional support. Serge’s English speaking proficiency increased as well as his reading skills. The combination of resource room instruction and an inclusive language class proved to be effective. Serge progressed from being a non-reader to reading and speaking English at a second-grade level. His math skills were even stronger. Mrs. Evans observed firsthand Serge’s rapid academic achievement. She noted that when Serge was introduced to a new word and its definition, he was able to retain that knowledge. Although Serge was still a quiet child and hesitant to become involved in detailed English conversations, he was very comfortable when talking socially to his peers. Because of his rapid academic growth, Mrs. Evans began to question Serge’s diagnosis of learning disabled. She decided to check out his records in the school office. As she read his file, she discovered that the initial testing was done in English and Serbian, but Serbian was used only if Serge indicated that he did not understand what was being said. She thought of the gains Serge had made this year. Was he really learning disabled, or did he simply need more time to learn and feel comfortable speaking English? Could the testing results simply be a result of poor language skills and not a learning disability per se? She continued to ponder the situation as she closed Serge’s file and handed it back to the secretary (The IRIS Center, 2019). Based on the information from the Case Scenario above and the information provided in Lesson 2, answer the following questions in detail. Do you think Serge’s skills were assessed adequately? Do you think he was correctly identified as learning disabled? Why or why not? Make sure to provide evidence in your response. (10 pts) Do you think a special education placement was appropriate for Serge? Why or why not? What kind of progress do you think he would have made in a general education setting without individualized instruction? (10 pts) Mrs. Evans learned about the cultural background of her students. How do you think this knowledge impacted her teaching? (5 pts)	25
Lesson 3	Lesson Participation Assignment: Watch the following video “SLD Special Education Eligibility Meeting,” which is a simulation of a Multiple Evaluation Team (MET) meeting. Before watching the video, read the prompts below, as they will guide your observation. Describe the student that was referred for a comprehensive special education evaluation (name, grade level). Why was she referred for a special education evaluation? (Content area of struggle, specific component of the content in which she is struggling) Who was present at the Multiple Evaluation Team meeting? (5 pts) Describe the pre-referral interventions that were implemented to support Carmen (Label each intervention as TIER 1, TIER II, and TIER III.). (5 pts) Identify the different types of assessments used to gather information regarding her current performance levels. (5 pts) Describe her performance on these assessments both qualitatively and quantitatively. (5 pts) What was the result of the Multiple Evaluation Team meeting? What is the next step for this student? (5 pts)	25
Lesson 4	Lesson Participation Assignment: Read and respond to the following questions and prompts using evidence from the lesson’s required readings and multimedia resources. Compare and contrast formal assessment and informal assessment. In what situation would each be utilized? (Provide examples.) (10 pts) Search the internet for "Norm-Referenced Achievement Assessments: for Special Education Qualification." List three examples of assessments that might be used to determine whether or not a student qualifies for Special Education Services and provide a brief description of each. (5 pts) Define the terms "validity" and "reliability" and give an example of when an assessment would not be valid or reliable. (10 pts)	25
Lesson 5	Lesson Participation Assignment: Read and respond to the following prompts using evidence from the lesson’s required readings and multimedia resources. Compare and contrast intelligence assessments and academic achievement assessments. How are they different? How are they similar? What specific sub-areas does each measure? (7 pts) Calculate and submit the RAW score of the following four subtest examples. Please refer to the table provided to help you calculate the total number of correct responses. (Hint: refer to the lesson section "operating range.") Amanda responded correctly to 12 test items on the "Letter Word Identification" subtest. Her starting point was item 8 and she established a BASAL at item 14. Her CEILING ended at item 28. What is her RAW score for this subtest? Amanda responded correctly to 8 test items on the "Passage Comprehension" subtest. Her starting point was item 4, but a BASAL was not established until item 2 (Hint: If the BASAL is not established at the start point, work backwards until it is attained.) Her CEILING ended at item 16. What is her RAW score for this subtest? Amanda responded correctly to 17 test items on the "Math Reasoning" subtest. Her starting point was item 6 and she established a BASAL at item 12. She reached a CEILING at item 28. What is her RAW score for this subtest? Amanda responded correctly to 13 test items on the "Math Calculation" subtest. Her starting point was item 5, but a BASAL was not established until item 3. (Hint: if the BASAL is not established at the starting point, work backwards until it is attained.) Her CEILING was attained at item 21. What is her RAW score for this subtest? (8 pts) Select one of the academic achievement assessments from the lesson above and develop an “Assessment Profile” based on an Internet search. Include an overview of the assessment, the areas in which it measures (e.g., math calculation, reading comprehension, etc.), age/grade levels in which it’s intended, and how scores are reported (percentiles, stanines, percentages, standard scores, etc.). Present the profile in an organized format with appropriate headings. (10 pts)	25
	Research in Action: Using the National Center for Education Evaluation and Regional Assistance site, spend time locating and reading several research articles or presentations about this topic. Narrow your selection to two research articles or presentations regarding current research findings related to the assessment of students with special needs. With the research information you gathered, create a tri-fold brochure that presents the key points related to your chosen topic. Ensure that you use supporting graphics and images that engage your reader. The targeted audience for the brochure is other special educators, so make sure to address their needs. Reference each article at least twice in your brochure and provide a "References" section listing your articles in APA format.	50
	At-Home Examination:  Multiple Choice, True/False: 30 Points  Essay: 50 Points  Case Study: 20 Points	100
Lesson 6	Lesson Participation Assignment: Read and respond to the following prompt using evidence from the lesson’s required readings and multimedia resources. Select one assessment from each of the assessment areas (Communication, Social-Emotional Behavior, and Adaptive Behavior) from the lesson above and create a matrix comparing each one. Use the Assessment Comparison Matrix to format your assignment. (25 pts)	25
Lesson 7	Lesson Participation Assignment: Read and respond to the following prompts using evidence from the lesson’s required readings and multimedia resources. Create a Passage Reading Fluency (PRF) assessment, administer it to a student, and analyze the results. Create a PRF probe representing the reading level of a student you are currently working with (Note: This may not be the student’s current grade level.) either in your own classroom or another classroom in which you are observing. (If you do not have access to a student in a classroom, you may use your own child, friend, or neighbor’s child.) Create and submit a teacher copy and a student copy of the probe. Your probe should include one reading passage (approximately 400 words in length) for the purpose of this assignment. See page 2 and 3 of the IRIS module: Progress Monitoring Reading and follow directions at the end of page 3. Listen to the recording “Passage Reading Fluency” on page 4 of the IRIS Module for directions on how to administer the probe. Administer the probe. Calculate the following: _____ Total words in the passage _____ Number of words read correctly _____ Percentage of words read correctly Analyze the results. Analyze the words misread. Were there any noticeable patterns (e.g., guessing, sight words, issues with short vowels, etc.)? Is this an appropriate reading level for the student? If you were to continue the assessment with another probe, would you increase the grade level, use another probe on the same grade level, or administer a probe on a lower grade level? Explain your decision.	25
Lesson 8	Lesson Participation Assignment: Read and respond to the following prompts using evidence from the lesson’s required readings and multimedia resources. 1) Analyze the writing sample below and complete the Writing Analysis Chart provided. Refer back to the lesson for directions. 2) Assess the same writing sample using the Six Trait Writing Rubric. Provide your scores to each of the six traits in your assignment. 3) Based on both assessments, analyze the results and identify the major areas in which you would focus specialized instruction. Provide evidence from your assessment results in your response. Writing Sample “If i had a majick carpit I wold go to hawy, the filopeons and duhomus Onse i got ther i wold go scooda biving snorkeling and swining i wold also see turist attrakshuns. i wood go weth my frenbs Kory and Seth I wold tack my bog mistir bojengls and i wold not tack my sister.” (If I had a magic carpet, I would go to Hawaii, the Philippines, and the Bahamas. Once I got there, I would go scuba diving, snorkeling, and swimming. I would also see tourist attractions. I would go with my friends Kory and Seth. I would take my dog Mr. Bojangles, but I would not take my sister.)	25
Lesson 9	Lesson Participation Assignment: For this lesson, your assignment consists of the following: Selecting a student, Develop a teacher­-constructed math test (informal probe) based on the needs of the student, and Analyzing the results. If you do not have access to a classroom of students, you may select your own child, the child of a friend, or a neighborhood child after obtaining permission from the parent or guardian. Assignment Prompts: 1. Provide an overview of the selected student. (Include the area of need, grade level, and rationale for selecting the student.) (3 pts) 2. Identify and describe the content area of math to be assessed (e.g., telling time, fractions, decimals, algebra, etc.). (2 pts) 3. Identify and describe the range of skills to be assessed within the content area. (Begin with easier skills and move to more difficult skills. For example, if the content area is addition, start with single addition, then add double digit addition without regrouping, move to double digits with regrouping, and finally three digit addition with regrouping.) 4. Construct an informal probe that assesses four different math skills (easier to more difficult) within the range above. (10 pts)  Include at least three test items for each skill for a total of 12 test items.    Label your questions as Concrete, Representational, or Abstract. Administer the probe three times for validity purposes. Use the highest scored probe for determining performance criterion. Scan in a copy of your administered probe and upload it to your instructor using the link titled Lesson 9 Informal Probe.  5. Score each probe. (Use the highest scored probe for determining performance criterion.) (5 pts) 6. Analyze and summarize the results (i.e., specific errors, basic fact deficit, understanding). (5 pts) For this assignment, you will submit two items: (1) answers to questions 1-3, 5 and 6, and (2) a copy of the administered informal probe that contains all the requirements posted in number 4 above.	25
Lesson 10	Lesson Participation Assignment: Lesson Participation Assignment 10  This assignment contains two parts. Part 1: Read and respond to the following prompts using evidence from the lesson’s required readings and multimedia resources. (10 pts) Math PLAAFP: Holly is a 4th grade student.  She can add and subtract without regrouping with 90% accuracy and is able to add and subtract with regrouping with 50% accuracy. She knows her multiplication facts 1-12 with 60% accuracy and division facts with 15% accuracy. This affects her ability to complete 4th grade math curriculum independently and to solve math problems in her environment. In order for Holly to access grade level content, she will require accommodations. Based on the statement above and the data:  a. Develop two IEP goals for Holly. b. Identify the data (quantitative and qualitative) from the PLAAFP that led you to developing these goals. (What quantitative and qualitative information were provided?) Goals should be written with one behavior, a condition, and a criterion for mastery. See example goals in the lesson above. Part 2: Read and respond to the following prompts using evidence from the lesson’s required readings and multimedia resources. (15 pts) Noah is a third-grade student who has severe and persistent difficulties in reading. He receives intensive, individualized instruction (Tier 3) and is being referred by the Child Study Team for a Comprehensive Evaluation to determine if he qualifies for special education services. (15 pts) a. View the graph below of his progress monitoring data for the last eight weeks. Is Noah responding to the intervention? b. Describe what the data pattern suggests (i.e., factors that might be contributing to his performance). (Refer back to the IRIS module for assistance.)   c. Next, conduct an error analysis of Noah’s passage reading fluency probe titled "Adventure on Highway 66" (below) using the attached error analysis form: Reading Skills Error Analysis Sheet. You will need to upload your completed Analysis Sheet to your instructor at the link provided below. d. Based on the information on the error analysis form, what type of errors is Noah typically making?	25
	Signature Assignment Data-­Driven Reflection (InTASC 1(e), 6(c), 6(k), 6(l), 7(l), 9(h); CEC 4.0, 4.2)	100
Total		500

Grading Scale
Final course grades determined by the following scale:

Grade	Percent	Total Points
A	90% - 100%	450 - 500
B	80% - 89%	400 - 449
C	70% - 79%	350 - 399
D	60% - 69%	300 - 349
F	0% - 59%	0 – 299

Lesson Participation = 300 points, 60% of overall grade
Signature Assignment = 100 points, 20% of grade
Examinations = 100 points, 20% of grade

The grading scale is administered equally to all students in the course. Do not expect to receive a grade higher than that earned by your total points. There will be no "point adjustments" made for such things as "class participation" or other subjective factors.

The student is responsible for knowing points earned in the course and keeping track of his/her grades. The student is responsible for withdrawing from the course if he/she elects to do so. Failure to properly withdraw from the course will result in a failure for the course.

When applying for student teaching, students must have a 3.0 GPA for all Educator Preparation Program coursework including transfer courses. Any course final grades of a "D" or "F" must be retaken regardless of GPA.

Examinations

Procedures:

1. You must complete all exam(s) by the dates specified. Your exam materials will be stamped to verify the date taken. If you test late, your instructor may lower your grade or assign you an "F" in the course unless you have made arrangements with him/her for an extension.
2. You may take your exams early if you have completed the assignments ahead of schedule and you have your instructor's permission to do so.

Program Notes

After successful completion of all Level I coursework, students must formally apply to Level II by submitting a Student Teaching Application or Student Teaching Waiver Form. Successful completion means earning a 3.0 GPA for all Educator Preparation Program coursework including transfer courses. Any course final grades of a "D" or "F" must be retaken regardless of GPA.

Requirements for Level II Admission:

1. Submit a Student Teaching Application via the Online Field Experience Request Portal.

Applications must be received at least six months prior to the anticipated student teaching start date.

Student Teach in Fall (August, September or October)	Formally admitted by January 1st of that year
Student Teach in Spring (January or Feb)	Formally admitted by August 1st of the prior year

2. Complete ALL Level I courses with a minimum 3.0 GPA. Any course final grades of a “D” or “F” must be retaken regardless of GPA.
3. Submit a passing score report for the appropriate Subject Knowledge AEPA/NES exam. Information and registration for the AEPA is available on the AEPA Website. Students must have a passing Subject Knowledge exam on file with Rio Salado College in order to submit a Student Teaching Application.

Waiving Student Teaching

Individuals who have two-years of verified teaching experience and intend on waiving student teaching must submit an online Student Teaching Waiver Acknowledgement to gain permission to register for Level II coursework.  Individuals waiving student teaching can submit the Student Teaching Waiver Acknowledgement through the Online Field Experience Request Portal. Once the Student Teaching Waiver Acknowledgement has been received a notification will be provided for Level II clearance and registration instructions.

Institutional Recommendation (IR): All students who satisfactorily complete the Elementary, Special Education, Early Childhood, Arts, or Secondary Education certificate program at Rio Salado College will receive an Institutional Recommendation (IR) from the college. A program "audit" will be conducted upon completion of the last program requirement to ensure 3.0 GPA in program coursework (including transfer coursework), tuition/fees paid in full, and materials checked out from library have been returned. The IR will be issued upon completion of the "audit" and within 45 days of program completion. Individuals who opt to waive student teaching will not be issued an Institutional Recommendation.

Copyright Acknowledgements

Some images used in courses are from collections licensed by Rio Salado College.

Submitting Assignments

Online Submission Platform

The assignment due dates in this course are structured to complete all the lessons over the span of the course. Regular and consistent progress is expected in the course through the submission of assignments. The submission of an assignment can be no earlier than 7 days prior to the due date. Consult your course gradebook for specific due dates. Assignments/acknowledgments must be submitted through the online submission platform unless otherwise directed.

Final Grade Options

• Letter grade (A, B, C, D, F)

• Extension (in lieu of an incomplete grade): Students may request an assessment extension because of illness or other extenuating circumstances, if they have been doing acceptable work. Assessment extensions may extend up to two weeks beyond the established course end as indicated in the gradebook. Please Note: Assessment extensions are given at the instructor’s discretion. Instructors are not obligated to give extensions.

• Withdrawn Failing (Y) – Students may be removed from their classes with a Withdrawn Failing (Y) grade for non-participation, which counts like an F in GPA calculation.

• Withdrawal (W) - Students may submit a withdrawal request on or prior to the "Last Date to Withdraw" indicated in their RioLearn Gradebook.

Instructors are unable to submit a withdrawal (W) on behalf of a student. A student wishing to withdraw from a class within the stated timeline must do so by visiting View My Classes/Schedule in the Student Center, and selecting Drop Classes. In extreme circumstances, students do have the option of requesting a complete withdrawal from the college by submitting a "Request for Complete Withdrawal From All Courses" available under the Records heading on Rio’s Important Forms page.

Before withdrawing, students should consider contacting their instructor and/or Rio's Counseling Services to see what options are available to help them stay in class.

STUDENTS – STOP Before You Drop! A withdrawal request is irrevocable, and may affect future Financial Aid, Visa status, Veteran benefit eligibility, scholarship eligibility and may delay graduation. Please be sure that it is the right option for you before submission.

STOP BEFORE YOU DROP

• Credit/No Credit Option (P/Z) - Some courses may be offered with a credit/no credit option which, if offered, would be identified in the Grading Procedure and Scale section of this syllabus. See detailed information about the (P/Z) option here.

Note: Choosing the P/Z option is a permanent change to the gradebook. A P/Z grade will not be changed to a letter grade after the course end date.

Regular and Substantive Faculty-Student Interaction

The Rio Salado College faculty provide learners with frequent opportunities for regular and substantive interaction, which are critical components of a quality online program. At a minimum, faculty teaching online courses for credit monitor weekly due dates and initiate contact with students, post course announcements and/or "From Your Instructor" (FYI) notes that are academic and relevant, respond to academic inquiries within 72 hours, and provide detailed, personalized, and timely feedback. In addition, faculty regularly engage in synchronous and/or asynchronous interaction with students via tools such as discussion boards, rubrics, voice threads, video conferences, audio recordings, phone calls, email and/or text messages, social media, and online collaboration software. Though faculty members are responsible for initiating interaction, providing academic information, and facilitating learning, Rio students are responsible for remaining in regular contact with their instructors and engaging with the course content as active participants in the educational experience.

Requirement for Active Class Participation

Withdrawal for Non-Participation (Y) – Students need to communicate regularly with their instructor and engage in academic activities as determined by the instructor and department. Students may be removed from their classes after 14 days of non-participation with a Withdrawn Failing (Y) grade, which counts like an F in GPA calculation.

If you receive financial aid of any kind, it is your responsibility to protect your eligibility to receive financial aid by meeting the active participation requirements of this class.

Pregnant and Parenting Students

Students will not be discriminated against on the basis of a disclosed pregnancy. This includes discrimination against a student based on pregnancy, childbirth, false pregnancy, termination of pregnancy, or recovery from any of these conditions. As a result, a pregnant or parenting student (a student during a defined postpartum period lasting up to 8 weeks after delivery), may be provided adjustments so they are able to access and participate in their educational program or activity.

Please visit the Working with Pregnant and Parenting webpage to learn more about this policy, reasonable adjustments and complete the Pregnancy Adjustment Form. If you have questions about the policy, please contact Rio Salado College’s Title IX/504 Coordinator Tafari Osayande at o.tafari.osayande@riosalado.edu or (480) 517-8196.

In the event of certain pregnancy-related medical complications, contact Disability.Services@riosalado.edu or call (480) 517-8562 for assistance in providing accommodations/academic adjustments.

Basic Needs

If a lack of basic needs such as food, transportation, school supplies, etc. is affecting your participation and/or performance in this course, please contact the Rio Salado Counseling Department at 480-517-8785 or via email at counseling.receptionist@riosalado.edu.

For additional services and resources:

Rio Salado College Counseling and Career Services
Maricopa Basic Needs and Community Resources

Library Services

The Rio Salado Library is committed to student success and provides a variety of materials and services to enhance student learning. Utilizing Rio’s online library for your research is the best way to ensure that your sources are validated, authoritative, and appropriate for college-level coursework. The library's Video Tutorials page provides instruction on how to use the online library to find books, articles, ebooks, and more. Librarians are available to help you at all times via our Ask a Librarian live chat service.

Please note that when library materials (e.g., articles, ebooks, and streaming media) are integrated into your lesson content, you will see the notation “…provided to you through the Rio Salado Library.”

Academic Misconduct

Academic Misconduct includes cheating, conspiring to cheat, soliciting to cheat, attempting to cheat, plagiarism, fabrication on an assignment, or other forms of dishonest presentation.

Posting assessments on an unauthorized web site, soliciting assessment answers and the unauthorized acquisition of assessments, assessment answers, or other academic material is cheating. Unless approved by the instructor, turning in content created by essay generators or other types of artificial intelligence platforms is also academic misconduct.

Plagiarism includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling or sharing of term papers or other academic materials. Information gathered from the Internet and not properly identified is also considered plagiarism.

We expect every student to produce his/her original, independent work. Any student whose work indicates a violation of the MCCCD Academic Misconduct Policy (including cheating and plagiarism) can expect sanctions as specified in the college catalog.

Rio Salado College uses software that uncovers plagiarism from student to student and other data sources on the Internet. If a student is found to have plagiarized content, grade consequences will be applied in accordance with departmental policies.

Civility Policy

The faculty of Rio Salado place a high value on the importance of general ethical standards of academic behavior and expect that communication between students and instructors or among students shall maintain the level of formality and mutual respect appropriate to any college teaching/learning situation.

Language or behavior that is rude, abusive, profane, disruptive, or threatening will not be tolerated. Activity of this type is Academic Misconduct as defined in MCCCD Policy AR 2.3.11. Students engaging in such behavior will be removed from the course with a failing grade. Additional sanctions may be applied pursuant to AR 2.3.11.

Honors Program

If you are taking this course for Honors credit, you must complete all assessments, including the Honors Project(s). The Honors Project(s) are listed in one or more lessons of the course and are designated for "Honors Students." Failure to complete the Honors Project(s) will result in a failing grade in the course and a loss of Honors credit.

Honors students are also enrolled in a non-credit Honors Achievement Award (HAA) or Presidential Honors Scholarship (PHS) section within RioLearn to submit co-curricular activity submissions. Co-curriculars must be completed in order to receive funding.

The Honors Department is here to support you! Connect with the college and other Honors students in our INSCRIBE community.

The Honors Department is available to provide additional resources and support to support your journey. Please contact the Honors department at RioSalado.Honors@riosalado.edu.

Student Responsibility

In addition to being responsible for the information outlined in this syllabus, students are responsible for familiarizing themselves with the Rio Salado College policies in the college catalog and student handbook, which are available online at Student Policies.

Classroom Accommodations for Students with Disabilities

In accordance with the Americans with Disabilities Act, the Maricopa County Community College District (MCCCD) and its associated colleges are committed to providing equitable access to learning opportunities to students with documented disabilities (e.g. mental health, attentional, learning, chronic health, sensory, or physical). Visit district.maricopa.edu/mandatory-drs-title-ix-syllabus-statements for more information.

Religious Accommodations

Rio Salado College will reasonably accommodate the religious needs, observances, and practices of their students, when requested and the requests are made in accordance with the procedures set forth in ND-4. Any student may request a religious accommodation by making a written request for an accommodation to the appropriate faculty member using the Religious Accommodation Request form. To the extent possible, requests must be made at least two (2) weeks before the requested absence from class due to religious holiday or day of observance.

Addressing Incidents of Sexual Harassment/Assault, Dating/Domestic Violence, and Stalking

In accordance with Title IX of the Education Amendments of 1972, MCCCD prohibits unlawful sex discrimination against any participant in its education programs or activities. The District also prohibits sexual harassment—including sexual violence—committed by or against students, District employees, and visitors to campus. As outlined in District policy, sexual harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms of "Sexual Misconduct" prohibited by District policy. Visit district.maricopa.edu/mandatory-drs-title-ix-syllabus-statements for more information.

Student Solution Center

Rio Salado College is dedicated to a quality learning experience and has provided the Student Solution Center webpage as a resource for students to raise issues to our attention. We look forward to the opportunity to provide an equitable solution for all involved parties. For grading or instructional issues, students should first contact their faculty member(s) in accordance with the Instructional Grievance Process. For non-instructional complaints, students may contact Institutional Integrity and Compliance by submitting the non-instructional complaint form, emailing studentcomplaints@riosalado.edu, or calling 480-517-8505. Students may also contact their state regulatory agency; the Arizona SARA Council; and/or the Higher Learning Commission to escalate their concerns.

Change of Address

Please notify Admissions, Records and Registration at (480) 517-8540 of any changes in contact information or log into your Student Center to update your address.

Contact Us

Please see the following page for contact information.

Disclaimer

Course content may vary from this outline to meet the needs of this particular group.

Rio Salado College Copyright

Course Content © Copyright 2024 Rio Salado College. All Rights Reserved.