Author: Witt, Christie

School Methods
CSD 776

Course specifics:
Mondays 5:00 p.m. —5:50 p.m.
Wednesdays 11:00 a.m. —11:50 a.m.
Room 024
Instructors:
Sondra Reynolds, M.S., CCC-SLP
Office: 036
Phone: x4816
Email: sreynolds@uwsp.edu
Office hours: See door
Christie Witt, M.S., CCC-SLP
Office: 044A
Phone: x2577
Email: cwitt@uwsp.edu
Office hours: See door

Inside this issue:

Emergency Information / Accommodations	2
AHSA Standards / Wisconsin DPI Standards	2
Academic Misconduct	2
Course Requirements	3
Grading Scale	3
Pointer Pride in CSD 776	3

Fall 217

2 Credits

Course Description:

This course is designed to fulfill Wisconsin’s Department of Public Instruction (DPI) licensing requirements for speech/language pathologists. The purpose of this course is to help students apply their knowledge and skills in assessment and intervention of communication disorders in the public school setting.

Course Objectives:

The graduate students in speech-language pathology will develop increased knowledge of the following:

The organization of public schools and school personnel.
Collaboration with peers, related professionals, parents, and consumers.
The Individualized Education Plan (IEP) team process according to Wisconsin’s DPI educational laws and state and federal laws.
Criteria for services, least restrictive environment, service delivery, and curriculum-relevant goals.
Professional issues: behavior management, philosophies/techniques, scheduling, Medicaid billing, state academic content standards, SLP aids and academic aids.
Teacher licensure.
The interview process.
Professional organizations.

Required Texts:

While no texts are required, participation in a shared google.docs is expected.

Emergency Information:

Medical Emergency: Call 911 or use red emergency phone located in the hallway right outside the room. Offer assistance if trained and willing. Guide emergency responders to victim.

Tornado: Stay in the classroom (024).
Fire alarm: Evacuate the building. Meet at the entrance to the Multi-Activity Center across the street.
Active Shooter: Run/Escape, hide, fight. If trapped hide, lock doors, turn off lights, spread out in the room and remain quiet.

ASHA Standards
This course contributes to the development of Skills and Knowledges as specified by ASHA for acquiring clinical competence in speech-language pathology (see Standards & Implementation for Clinical Competence in Speech-Language Pathology). The skills and knowledge are acquired across a continuum, with increasing levels of independence, consistency, and problem-solving expected over time. Carefully read the standards and level of competency which apply to you this semester. Take responsibility for documenting experiences that provide evidence of skills.
To increase skills in completing administration and reporting functions necessary to support evaluation (ASHA Speech/Language Stan. IV-1f & IV-G2f).
To increase skills in the identification and referral of clients/patients for appropriate services (ASHA Speech/Language Stan IV-G1g & IV-G2g).
To develop knowledge about standards of ethical conduct (ASHA Speech/Language Stan. III-E & Stan. IV-G-3d).
To develop knowledge about contemporary professional issues, laws, regulations, and policies in educational settings (ASHA Speech/Language Stan. III-G).
To gain knowledge about certification, licensure, and other relevant professional credentials (ASHA Speech/Language Stan. III).
To develop knowledge about collaboration with other professionals in case management (ASHA Speech/Language Stan. IV-G-3).

Wisconsin Department of Public Instruction PI-34 Content Standards (must be met by universities training new teachers):
The philosophical, historical, and legal foundations of speech and language pathology in an educational scope and practice (Standard 1-all).
The components of an adequate, comprehensive evaluation needed for identification, program planning and placement decisions for students with communicative disorders including screening and identification procedures, interpretation and synthesis of information to make appropriate recommendations for intervention based on speech/language eligibility criteria and need for special education accommodation, completion of administrative and reporting functions necessary to support evaluation, referral for appropriate services, and decision-making with regard to state, district, and other general education assessments (Standard 2).
The instructional content and practice for student with communicative disorders within the disorders areas, including the development of educationally relevant IEPs, the implementation of student IEPs, the implementation of various service delivery models, understanding of state academic content standards used in the general curriculum, understanding of other educational service providers’ roles in meeting communication needs, modification of IEPs to meet the needs of students, and the completion of administrative and reporting functions necessary to support intervention (Standard 4)
Managing student behavior and social interaction skills, including classroom management techniques and effective teaching practices, functional behavioral assessment and intervention planning, applicable laws, rules, regulations, and procedural safeguards regarding the planning and implementing of behavior management strategies for students with disabilities (Standard 5).
Communication and collaborative partnerships (Standard 6—all).
Commitment of professionalism and ethical practices, including understanding professional conduct, effective communication, collaboration with other professionals in case management, handling of staffing issues in professional and legally prudent manner, maintenance of professional knowledge, competence and integrity in the practice of the profession (Standard 7).

Accommodations
Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of classes. All accommodations should be approved through the Office for Students with Disabilities in the Student Service Center.
Accommodations will also be available for religious beliefs per UWS 22.03. Please notify the instructor within the first three weeks of the semester.

Wisconsin Department of Public Instruction PI-34 INTASC Teaching Standards (all new teachers):
The teacher understands the central concepts, tools of inquiry, and structures of assessment and intervention and can create learning experiences that make these aspects meaningful for clients.
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

Academic Misconduct
Students are expected to demonstrate ethical behavior within this class. Academic misconduct guidelines will be strictly upheld. The guidelines state that all instructors shall report all instances of which they believe to be academic misconduct to the Academic Misconduct committee. Students are responsible for the honest completion and representation of their work. Please see instructors for clarification when needed.

Course Requirements

Students are expected to complete the following: 1. Participation in the classroom; 2. IEP project; 3. Collaboration project; 4. Mini assignments.
Participation in Classroom: A large portion of this class is dependent on rich classroom discussion. Students are expected to come prepared to ask/answer content related questions. Participation will be noted and may impact your overall grade.
IEP Project (40% of final grade): All information necessary will be provided to you in order to complete this project.
Collaboration Project (60% of final grade): In groups of three or four you will be assigned a “student on your caseload”. Your student will participate in a regular education class project. This will require collaboration, planning, and facilitator training.
A. Written component (40% of this project) You will submit documentation of your collaboration, planning and training.
B. Presentation (15% of this project): You will have 10-12 minutes to present your project during the final exam period.
C. D2L video reflection (5% of this project): As a group you will submit a minimum of 5 minute video reflection.
4. Mini Assignments: Throughout the semester you may be given small assignments worth 5 points each.

What does Pointer Pride look like in CSD 776?

Pointer Pride in CSD 776
Welcome to CSD 776. We are Mrs. Reynolds and Ms. Witt and we are so excited to be your instructors. There are a few things you need to know to make each day run smoothly.

Grading
A 95.00-100%
A- 91-94.99%
B+ 88-90.99%
B 84-87.99%
B- 81-83.99%
C+ 78-80.99%
C 74-77.99%
C- 71-73.99%
D+ 66.51-70.99%
D 61-66.50%
F Below 61

Upon entering, pick up your student folder and review it for any new information.
Place your sticker chart on your desk each day.
Be respectful when participating (no interrupting, insulting or monopolizing conversations).
All assignments must be turned in on time.
Be on time for class. If there is concern, please let your instructors know.
You are responsible to ask for help when needed.
Students must share the workload during group activities.
Have fun!