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SYLLABUS: EDE 6521, EDM 6411, ESE 6343, EEX6222 Practical Applications in Assessment & Classroom Management Online Fall 2008

Course Description: Comprehensive knowledge base concerning classroom assessment & classroom management including structuring the classroom for success, assessing and managing individual and group behavior/academic achievement, and motivating and managing exceptional and at-risk students. Instructor: Dr. Trudi Gaines Office Phone: 474-2848 Email: tgaines@uwf.edu Office Hours: To be announced.

Purpose of Course: The empowered person and professional taking action (EPP) is the theme of the College of Professional Studies conceptual framework. This theme focuses learning experiences on activities that permit the teacher to examine what he/she does and to take an active role in the instructional process. The subject matter, class activities, and skill development of this course were selected to assist your personal growth in the following EPP taking action characteristics: a) critical thinker, b) lifelong learner, c) counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral professional. The State of Florida has responded to national and state initiatives in education reform and accountability by creating legislative policies relative to the preparation of teachers. Florida's Accomplished Practices, Sunshine State Standards, and Curriculum Frameworks outline the skills, abilities, and knowledge-base that teachers and students require to be successful in Florida's educational system. Within diverse learning environments, teachers require skills in and knowledge of classroom management and assessment techniques. Goals: To prepare students to meet the following Accomplished Practices mandated by the State of Florida: #1, #2, #4, #5, #6, #7, #8, #9, #11 To prepare students to use appropriate Sunshine State Standards. To prepare students to meet portions of the National Board for Professional Teaching Standards. To prepare students to pass the items related to varying exceptionalities on the Florida Department of Education Professional Examination Student Learning Outcomes: Students will demonstrate proficiency in the following areas, upon completing the course: 1. knowledge of purpose and types of assessment. 2. knowledge of the effective use of the assessment process related to decision making. 3. knowledge of methods to create and maintain positive learning environments in which students are actively engaged in learning (in independent and collaborative settings), social interaction, and self-motivation 4. knowledge of a variety of disciplinary methods and behavioral procedures to use with individuals and groups

5. knowledge of working with other professionals and with parents in an interdisciplinary effort in the management of behavior Course Texts: Banks, S. R. (2004). Classroom Assessment: Issues and Practices, Boston, MA: Allyn & Bacon. Hardin, C. J. (2007). Effective Classroom Management: Models and Strategies for Todays Classrooms, 2nd ed., Upper Saddle River, NJ: Merrill

Web Sites and Tutorial: Council for Exceptional Children: www.cec.sped.org Assessment and School Performance www.firn.edu/doe/sas/sasshome.htm IDEA: http://www.ideapractices.org Children and Adults with Attention Deficit Disorder: http://www.chadd.org Special Education Law Resources: http://www.edlaw.net and http://www.ed.gov/offices/OSERS/IDEA/ Resources in emotional or behavioral disorders: http://www.gwu.edu/~ebdweb/index.html http://www.behavioradvisor.com http://www.wrightslaw.com/ (Wrights Law, Up-to-date info on ESE laws & issues) Course Requirements: 1. Participation: You will be expected to participate in all threaded discussions and to submit any written assignments to the respective dropbox according to that weeks assignment. 2. Tests: Two tests on the assigned readings will be given. Make-up exams are not permitted except with instructor approval in advance. The format for the tests will be a combination of objective and essay unless otherwise indicated. 3. Assessment Project: Select a topic or specific area within classroom assessment that is relevant to your needs. Clear this topic with the Instructor before beginning work. Develop a professional presentation as if you were to deliver it to a group of your peers. See the Assessment Project Description in the Course Requirements section of the content page. 4. Journal Article Reports. Find 2 articles from peer-reviewed journals that report findings from a research study on some aspect of educational assessment and classroom behavior management. Write a 2 page critique of each article. Format will be APA. Include an electronic copy as an attachment to your submission. For non online articles, scan the article, save it as an Adobe document and include it as an attachment to your submission. 5. Classroom Management Project: A maximum 10 page paper describing in detail your personal classroom management approach. See the Classroom Management Project description in the Course Requirements section of the content page for details.

Course Grade Determination: Two tests @ 10 points Participation Assessment Project Classroom Management Project 2 Journal Article Critiques @ 10 pts TOTAL Grading System: 93-100 90-92 87-89 83-86 80-82 A AB+ B B77-79 73-76 70-72 67-69 60-66 0-59

20 20 20 20 20 100

points points points points points points

C+ C CD+ D F

Assignments may be cancelled or changed at the instructors discretion. Grades will be based on the total points earned/possible. Incompletes (I) will not be given except under very extreme circumstances. Please see college catalog for rules about Incompletes and course withdrawals. Expectations for Academic Conduct/Plagiarism Policy: As members of the University of West Florida, we commit ourselves to honesty. As we strive for excellence in performance, integritypersonal and institutionalis our most precious asset. Honesty in our academic work is vital, and we will not knowingly act in ways which erode that integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to share community resources in ways that are responsible and that comply with established policies of fairness. Cooperation and competition are means to high achievement and are encouraged. Indeed, cooperation is expected unless our directive is to individual performance. We will compete constructively and professionally for the purpose of stimulating high performance standards. Finally, we accept adherence to this set of expectations for academic conduct as a condition of membership in the UWF academic community. Assistance: Students with special needs who require specific examination-related or other course-related accommodations should contact Barbara Fitzpatrick, Director of Disabled Student Services (DSS), dss@uwf.edu, (850) 474-2387. DSS will provide the student with a letter for the instructor that will specify any recommended accommodations.

Class Schedule Wk 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Mon-Sun 8/25-31 9/1-7 9/8-14 9/15-21 9/22-28 9/29-10/5 10/6-12 10/13-19 10/20-26 10/27-11/2 11/3-9 11/10-16 11/17-23 11/24-30 12/1-5 Topic Banks Ch 1 & 2 Banks Ch 3, 5 & 8 Banks Ch 6 & 7 Banks Ch 9 & 10 Banks Ch 11, 12, & 13 Banks NCLB Appendix ------Hardin Ch 1 & 2 Hardin Ch 3 & 4 Hardin Ch 5 & 6 Hardin Ch 7 & 8 Hardin Ch 9 & 10 Hardin Ch 11 & 12 Hardin Ch 13, 14 & 15 ------Major Assignments Due

Journal Critique 1 Assessment Project Test 1

Journal Critique 2

Classroom Mgmnt Project Test 2

*********** Note: This syllabus is subject to change. Any changes will be announced either on the course homepage News section or via email from the instructor. ***********

Resources: Alberto, P. A., & Troutman, A. C. (2003). Applied behavior analysis for teachers (6th ed.). Columbus, OH: Merrill. Algozzine, B. (1993). Fifty simple ways to make teaching more fun. Longmont, CO: Sopris West. Bender, W. N., & McLaughlin, P. J. (1997). Violence in the classroom. Preventing School Failure, 32(4), see all articles in this issue. Charles, C. M. (1999). Building classroom discipline (6th ed.). New York: Longman. Emmer, E. T., Evertson, C. M., Clements, B. S., & Worsham, M. E. (1997). Classroom management for secondary teachers (4th ed.). Boston: Allyn and Bacon. Evans, S. S., Evans, W. H., & Gable, R. G. (1989). An ecological survey of student behavior. Teaching Exceptional Children, 21(4), 12-15. Evertson, C. M., Emmer, E. T., Clements, B. S., & Worsham, M. E. (1997). Classroom management for elementary teachers (4th ed.). Boston: Allyn & Bacon. Freedman, M. (1993). The kindness of strangers. San Francisco: Jossey-Bass. Freiberg, H. (1999). Beyond behaviorism. Boston: Allyn & Bacon. Good, T., & Brophy, J. (1987). Looking in classrooms (4th ed.). New York: Harper and Row. Hall, R. V. (1971). Behavior modification: Basic principles. Austin, TX: Pro-Ed. Johns, B., & Carr, V. (1995). Techniques for managing verbally and physically aggressive students. Denver: Love Publishing Co. Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management (5th ed.). Boston: Allyn & Bacon.

5 Kauffman, J. M., Mostert, M. P., Trent, S. C., & Hallahan, D. P. (1998). Managing classroom behavior A reflective case-based approach (2nd ed.). Boston: Allyn & Bacon. Kazdin, A. E. (2001). Behavior Modification in Applied Settings (6th ed.). Belemont, CA: Wadsworth. Larrivee, B. (1999). Authentic classroom management. Boston: Allyn & Bacon. Levin, J., & Nolan, J. F. (2000). Principles of classroom management (3rd ed.). Boston: Allyn & Bacon. Long, N. J., & Morse, W. C. (1996). Conflict in the classroom. Austin, TX: Pro-Ed. Malott, R., Whaley, D., & Malott, M. (1997). Elementary principles of behavior. Upper Saddle River, NJ: Prentice Hall. Maag, J. (1999). Behavior management - from theoretical implications to practical applications. San Diego: Singular Publishing Group, Inc. Mercer, C. D., & Mercer, A. R. (1998). Teaching students with learning problems (5th ed.). Columbus, OH: Merrill. Nelson, D., Rutherford, R., Center, D., & Walker, H. (1991). Do public schools have an obligation to serve troubled children and youth? Exceptional Children, March/April, 406-415. Paine, S., Radicchi, J., Rosellini, L., Deutchman, L., & Darch, C. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press. Poteet, J. A., Choate, J. S., & Stewart, S. C. (1993). Performance assessment and special education: Practices and prospects. Focus on exceptional children, 26(1), 1-20. Pryor, K. (1984). Dont shoot the dog! New York: Bantam Books. Rettig, E. B., & Paulson, T. L. (1975). ABCs for teachers. Van Nuys, CA: Associates for Behavior Change. Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book. Longmont, CO: Sopris West. Savage, T. (1999). Teaching self-control through management and discipline (2nd ed.) Boston: Allyn and Bacon. Smith, D., & Rivera, D. (1995). Discipline in special education and general education settings. Focus on Exceptional Children, 27(5), 1-15. Sprick, R. S. (1981). The solution book: A guide to classroom discipline. Chicago: Science Research Associates. Stewart, S. C., Evans, W. H., & Kaczynski, D. J. (1997). Setting the stage for success: Assessing the instructional environment. Preventing School Failure, 41(2), 53-56. Walker, J., & Shea, T. (1999). Behavior management: A practical approach for educators (7th ed.). Englewood Cliffs, NJ: Merrill. Weinstein, C. S., & Mignano, A. J. (1997). Elementary classroom management Lessons from research and practice (2nd ed.). New York: McGraw Hill. Williams, P. A., Alley, R. D., & Henson, K. T. (1999). Managing secondary classrooms. Boston: Allyn and Bacon. Wolfgang, C. (1999). Solving discipline problems (4th ed.). Boston: Allyn & Bacon. Wolfgang, C., Bennett, B., & Irvin, J. (1999). Strategies for teaching self-discipline in the middle grades. Boston: Allyn & Bacon. Wong, H., & Wong. R. (1998). The first days of school. Mountain View, CA: Harry K. Wong Publications. Workman, E. A., & Katz, A. M. (1995). Teaching behavioral self-control to students (2nd ed.). Austin, TX: Pro-Ed.