Page 1
Syllabus for Special Education 459/559: Teaching
Bilingual/Multicultural Special Education
Summer 2017, Tuesdays & Thursdays, 11:30-2:00, TEC 220
--------------------------------------------------------------------------------------------Instructor:
Prof. Julia Scherba de Valenzuela, Ph.D.
Office:
Hokona Hall 254
E-mail:
[email protected]
Web site:
www.unm.edu/~devalenz AND learn.unm.edu
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Office hours – by prior email appointment only:
 Tuesdays, 10:30-11:00 and 3:00-5:00 (Hokona Hall 254)
 Thursdays, 2:30-3:30 (Hokona Hall 254)
Please let me know what days and times that typically work for you from those
above (e.g., Tuesdays 4:30-6:00) and I’ll give you the next available appointment
that fits your schedule.
If none of these appointments work for you, please let me know what days and
times are usually best and I will try to find a time that works for both of us.
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The following information is included in this syllabus:
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Class Schedule
Course Design
APA Citation for Assigned Readings
Assignments and Grading
Detailed Assignment Descriptions
Course Policies
COE Conceptual Framework
Curriculum Map
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Schedule for SPCD 459/559
Page 2
Class Schedule for SPCD 459/559, Summer 2017
Class #1: June 6, 2017
Topic: Introduction
Readings due:
Undergrad: nothing to be read by the first class session
Grad:
nothing to be read by the first class session
Assignments due:
Class #2: June 8, 2017 – Alyx Medlock guest presenting
Topic: Curriculum design – UD and special education
Readings due:
Undergrad:  Acrey, Johnstone, & Milligan, 2005
 Hill & de Valenzuela, (2004)
Grad:
 Orkwis & McLane, 1998
 Acrey, Johnstone, & Milligan, 2005
 Hill & de Valenzuela, (2004)
Assignments due:
Readings review #1
Readings review #1
Class #3: June 13, 2017
Topic: Curriculum design – backward design and differentiation/UDL
Undergrad:
Grad:
Readings due:
 Wiggins & McTighe (2005), ch 1
 CAST (2011)
 Wiggins & McTighe (2005), ch 1
 CAST (2011)
Assignments due:
 Plagiarism certificate
 Readings review #2
 Plagiarism certificate
 Readings review #2
Class #4: June 15, 2017 - Alyx Medlock guest presenting
Topic: Power and privilege in schooling
Readings due:
Undergrad:  Nieto & Bode (2012), ch 1 & 3
Grad:
 Nieto & Bode (2012), ch 1 & 3
 Anzaldua, 1999
Prof. Scherba de Valenzuela
[email protected]
Assignments due:
 Readings review #3
 Readings review #3
Summer, 2017
Schedule for SPCD 459/559
Page 3
Class #5: June 20, 2017
Topics: Rules and regulations governing CLD students identified with disabilities AND
Language proficiency test scores
Readings due:
Undergrad:  Diaz-Rico (2012), ch 4 (pp. 115-130)
 2015 federal guidelines for ELLs
Grad:
 NMPED (2016 – Serving English learners)
 Diaz-Rico (2012), ch 4 (pp. 115-130)
 Ragan & Lesaux, 2006
 2015 federal guidelines for ELLs
Assignments due:
 Readings review #4
 Readings review #4
Class #6: June 22, 2017
Topic: Overview of program models – ALS and Special Education
Undergrad:
Grad:
Readings due:
 NMPED (2010 - Multicultural Education
Technical Assistance Manual) read introduction
and description of bilingual and ESL program
models
 NMPED (2010 - Multicultural Education
Technical Assistance Manual) read introduction
and description of bilingual and ESL program
models
 McLeskey, Rosenberg, & Westling (2013), ch 1
Assignments due:
 Readings review #5
 Readings review #5
 Background check due
to COE Field Services
Office
Topic: Strengths and limitations of program models, including across the grade span
Class #7: June 27, 2017
Readings due:
Assignments due:
Undergrad: Your choice of ONE of the following:
 Readings review #6
 Soltero (2004), ch 1
 August, Carlo, Dressler & Snow, 2005
 McLeskey, Rosenberg, & Westling (2013), ch 10
Grad:
 Soltero (2004), ch 1
 Readings review #6
 August, Carlo, Dressler & Snow, 2005
 School language
resources profile
 McLeskey, Rosenberg, & Westling (2013), ch 10
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Schedule for SPCD 459/559
Page 4
Class #8: June 29, 2017
Topic: Fundamentals of instruction for Bilingual Special Education
Undergrad:
Grad:
Readings due:
 Hoover, Klingner, Baca, & Patton, 2008, ch 4
 Hoover, Klingner, Baca, & Patton, 2008, ch 4
 Klingner, Vaughn, & Boardman, 2015, ch 6
Assignments due:
 Readings review #7
 Turn in notes (classes 2-7)
 Readings review #7
 Turn in notes (classes 2-7)
Class #9: July 4, 2017
No Class – enjoy the break!
Class #10: July 6, 2017
Topic: Culturally relevant pedagogy
Readings due:
Undergrad:  Banks (2009), ch 3 & 4
Grad:
 Banks (2009), ch 3 & 4
 Suina & Smolkin, 1994
 McLeskey, Rosenberg, & Westling (2013), ch
12
Assignments due:
 Readings review #8
 Readings review #8
Class #11: July 11, 2017
Topic: TBA
Readings due:
Undergrad: TBA
Grad:
TBA
Assignments due:
Class #12: July 13, 2017
Topic: Presentations of models and methods
Readings due:
Undergrad: none
Grad:
Assignments due:
Instructional method/model
description paper
Instructional method/model
description paper
none
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Schedule for SPCD 459/559
Page 5
Class #13: July 18, 2017
Topic: Instructional strategies
Readings due:
Undergrad: Self-selected from suggested resources
Grad:
Self-selected from suggested resources
Assignments due:
Strategies jigsaw #1
Class #14: July 20, 2017
Topic: Instructional strategies
Readings due:
Undergrad: Self-selected from suggested resources
Grad:
Self-selected from suggested resources
Assignments due:
Strategies jigsaw
Strategies jigsaw #2
Class #15: July 25, 2017
Topic: Making decisions and evaluating trade-offs – comparisons of different note taking and
organizations systems for different levels of student support needs
Readings due:
Undergrad: TBA
Grad:
TBA
Assignments due:
Turn in notes (classes 8-14)
Turn in notes (classes 8-14)
Class #16: July 27, 2017
Topic: Wrap-up and discussion of final
Readings due:
Undergrad: none
Grad:
Assignments due:
 Program planning
assignment
 Final course evaluation
 Program planning
assignment
 Final course evaluation
none
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Course Design for SPCD 459/559
Page 6
Course Design
1.) Julia's vision and mission statement for teaching:
Vision: A classroom climate that fosters thoughtful and respectful consideration of alternative
viewpoints and ideas, personal ownership of learning, and individual construction of personally
meaningful knowledge.
Mission: To facilitate the collaborative construction of the above learning environment via
attention to the following:
 Whole and small group dynamics;
 Increased literacy in academic discourse (comprehension and production, oral and
written); and
 Opportunities for active engagement with course content and materials.
2.) Course Description:
This hands-on course provides teachers with ESL and native language instructional strategies for
working with culturally and linguistically diverse students (identified with special education
needs). Theory and practice are integrated for effective program planning and teaching.
3.) Course Structure:
I designed this course so that students will interact actively with the course material. Whole and
small group discussion, rather than instructor lecture, will make up the bulk of in-class sessions.
In order to participate in the in-class activities, you must thoroughly read all of the assigned
readings and complete all assigned learning activities before arriving at class each week. Because
this is so important, I have assigned a reading homework activity that will help you prepare for
each class session.
Graded assignments are both learning activities for you and provide me the means to determine
your final grade. The graded assignments will require you to analyze, synthesize and evaluate
course materials and demonstrate application of critical thinking. I strongly encourage you to
read all of the information in this syllabus regarding each assignment well ahead of the due date
and to communicate with me about your understandings and/or questions regarding each
assignment.
4.) Instructional Strategies
Based on the philosophy of Universal Design, I will:

Use a variety of types of teaching strategies, including interactive presentations, individual
writing assignments, individual and small group activities, and whole class discussion.

Ensure that content is available in multiple formats: I will augment the oral presentations
with PowerPoint slides that will be available in advance on the class outline page on the
course website (unm.edu/~devalenz); the required readings are available in electronic format
on learn.unm.edu.
 Provide different types of materials during class, so that you can interact and communicate
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Course Design for SPCD 459/559
Page 7
during small group activities in the manner that is most effective for you (e.g., by writing,
drawing, and/or talking).
 Foster active learning and individual processing of information both in and out of class, such
as through the reading review homework, required note taking, quick writes, “take time to
smell the roses” breaks to review notes, and collaborative learning strategies.
5.) Course Backwards Design Plan:
The learning objectives of this course are that:
Participants will understand:
o Models and principles of curriculum
development relevant to culturally and
linguistically diverse (CLD) students in special
education.
o Program models for first and second language
development that comply with federal guidelines.
o The variety of instructional strategies used within
these program models.
o How institutional racism can limit educational
opportunities for CLD students.
Participants will be able to:
o Develop educational programs for CLD students
in special education that address their first and
second language development needs.
Participants will demonstrate:
o Respect for individuals identified with
disabilities and other marginalized communities,
by using person-first and non-pejorative
language.
o Ability to reflect on the implications of their own
actions related to CLD students identified with
disabilities.
Prof. Scherba de Valenzuela
They will be formally assessed via:
o Instructional method description,
reading reviews, and program
planning assignment
o Instructional method/model
description and final program plan
o Strategies jigsaw
o Language resources inventory,
reading reviews, and program
planning assignment
o Instructional method/model
description, language resources
inventory, reading reviews, and
program planning assignment
o All written assignments
o All written assignments
[email protected]
Summer, 2017
Materials and Readings for SPCD 459/559
Page 8
Materials & Readings1
The readings that are due for each class are listed on the course schedule and are available on
UNMLearn. References for additional (recommended) readings are available in the
recommended reading folder on UNM learn.
I expect all students to follow professional standards for academic writing, as described in full in
the APA manual. I therefore, expect you to own a copy of the current edition. It is available from
the UNM bookstore or from a variety of on-line retailers.
Citations for Required Readings:
Acrey, C., Johnstone, C., & Milligan, C. (2005). Using universal design to unlock the potential
for academic achievement of at-risk learners. Teaching Exceptional Children, 38(2), 2231.
Anzaldúa. G. (1999). Boderlands: La frontera (2nd ed.). San Francisco, CA: Aunt Lute Books.
August, D., Carlo, M., & Snow, C. (2005). The critical role of vocabulary development for
English language learners. Learning Disabilities Research and Practice, 20(1), 50-57.
Banks, J. A. (2009). Teaching strategies for ethnic studies. Boston, MA: Pearson.
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/downloads
Diaz-Rico, L. T. (2012). A course for teaching English learners. Boston, MA: Pearson.
Hill, R. & de Valenzuela, J. S. (2004). The education of children with exceptional needs. In L.
M. Baca & H. T. Cervantes (Eds.), The bilingual special education interface (4th ed., pp.
46-75). Upper Saddle River, NJ: Pearson.
Hoover, J. J., Klingner, J. K., Baca, L. M., Patton, J. M. (2008). Methods for teaching culturally
and linguistically diverse exceptional learners. Upper Saddle River, NJ: Pearson.
Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension students
with learning disabilities (2nd ed.). New York: NY. The Guilford Press.
McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2013). Inclusion: Effective practices for all
students. Boston, MA: Pearson.
Nieto, S., & Bode, P. (2012). Affirming diversity (6th ed.). Boston, MA: Pearson.
New Mexico Public Education Department, Bilingual and Multicultural Education Bureau.
(2010-2011). New Mexico bilingual multicultural education programs technical
assistance manual 2010-2011. Santa Fe, NM: Bilingual Multicultural Education Bureau,
Student Success Division. Retrieved from http://ped.state.nm.us/ped/BilingualIndex.html.
New Mexico Public Education Department, Bilingual and Multicultural Education Bureau.
(2010-2011). Serving English learners. Santa Fe, NM: Bilingual Multicultural Education
Bureau, Student Success Division. Retrieved from
http://ped.state.nm.us/ped/BilingualIndex.html.
Orkwis, R., & McLane, K. (1998). A curriculum every student can use: Design principles for
student access. Retrieved from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1
6/e9/bd.pdf
1
The references here are formatted below according to APA (6 th ed.) with one exception -- they are single spaced,
in order to save paper. Your reference lists on all assignments, however, should be double spaced.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Materials and Readings for SPCD 459/559
Page 9
Ragan, A., & Lesaux, N. (2006). Federal, state, and district level English language learner
program entry and exit requirements: Effects on the education of language minority
students. Education Policy Analysis Archives, 14(20), 1-29.
Soltero, S. W. (2004). Dual language: Teaching and learning in two languages. Boston, MA:
Pearson.
Suina, J. H., & Smolkin, L. B. (1994). From natal culture to school culture to dominant society
culture: Supporting transitions for Pueblo Indian students. In P. M. Greenfield & R. R.
Cocking (Eds.). Cross-cultural roots of minority child development (pp. 115-1230).
Hillsdale, NJ: Lawrence Erlbaum.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.).Upper Saddle River, NJ:
Pearson.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignments and Grading for SPCD 459/559
Page 10
Assignments and Grading:
1. Brief list of assignments and point values:
Assignments for SPCD 459:
1. Weekly quick writes will be completed in class and used to determine class attendance.
2. Indiana University Bloomington plagiarism tutorial and test: https://www.indiana.edu/~istd/.
This must be completed, as verified by the copy certificate of completion, by 3rd class session
to continue in the course.
3. Weekly readings review and response homework – 3 points each for a total of 24 points
possible.
4. Note taking review – 8 points total
5. Instructional method/model description paper – 21 of the 22 points for this assignment will
be awarded based on predetermined criteria. An additional point will be awarded for
assignments that are particularly meritorious in some aspect.
6. Instructional method/model presentation – Five of the six points for this assignment will be
awarded based on predetermined criteria. An additional point will be awarded for
assignments that are particularly meritorious in some aspect.
7. Strategies jigsaw – 3 points for each strategy (15 total)
8. Program planning assignment – 23 of the 24 points for this assignment will be awarded based
on predetermined criteria. An additional point will be awarded for assignments that are
particularly meritorious in some aspect.
9. Completion of final course evaluation – 1 point for turning in proof of completing the final
course evaluation.
Assignments for SPCD 559:
1. Weekly quick writes will be completed in class and used to determine class attendance.
2. Indiana University Bloomington plagiarism tutorial and test: https://www.indiana.edu/~istd/.
This must be completed, as verified by a copy certificate of completion, by 3rd class session
to continue in the course.
3. Weekly readings review and response homework – 2 points each for a total of 16 points
possible.
4. School language resources profile – 18 of the 19 points for this assignment will be awarded
based on predetermined criteria. An additional point will be awarded for assignments that are
particularly meritorious in some aspect.
5. Note taking review – 8 points total
6. Instructional method/model description paper – 18 of the 19 points for this assignment will
be awarded based on predetermined criteria. An additional point will be awarded for
assignments that are particularly meritorious in some aspect.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignments and Grading for SPCD 459/559
Page 11
7. Instructional method/model presentation – Five of the six points for this assignment will be
awarded based on predetermined criteria. An additional point will be awarded for
assignments that are particularly meritorious in some aspect.
8. Strategies jigsaw – 10 points
9. Program planning assignment– 20 of the 21 points for this assignment will be awarded based
on predetermined criteria. An additional point will be awarded for assignments that are
particularly meritorious in some aspect.
10. Completion of final course evaluation – 1 point for turning in proof of completing the final
course evaluation.
All assignments are due at the beginning of class; those turned in after the start of class will be
considered late and receive a subsequent point deduction.
For all major written assignments, I will provide (1) directions for completing the assignment,
and (2) the criteria I will use to determine how many points you have earned. In addition, I will
provide a cover sheet for all major assignments, which you must staple to the front of your
assignment. If your assignment deviates significant from the expectations described in the
assignment directions and on the grading criteria, I may return it ungraded or with points
deducted, at my discretion, based upon the type and quantity of unmet criteria. If I return your
assignment ungraded, you may have the opportunity to complete and resubmit it. I will deduct
late points for resubmitted assignments.
NOTE: I will not accept assignments that I find completely or substantially incomprehensible,
that do not fit the stated description of the assignment, and/or that contain profanity or
are presented in an otherwise unprofessional manner. I will use my discretion in
determining whether or not allow students to resubmit such assignments.
All written assignments must be typed and follow the American Psychological Association
Manual (6th ed.) format, unless I specify otherwise. I expect all students to consistently use
person-first language in written assignments, as well as in in-class discussions.
2.) Grading System:
I will determine your final grade by adding up your total points earned on all graded assignments
(minus late points, plus additional points). I will use the following grading system to determine
your final letter grade:
A+ = 100
B+ = 88-89
C+ = 78-79
D+ = 68-69
A = 94-99
B = 84-87
C = 74-77
D = 64-77
A- = 90-93
B- = 80-83
C- = 70-73
D- = 60-63
F =below 63
NOTE: According to UNM regulations, I may not assign graduate students a grade of C-, D+,
D, or D-. Therefore, if you are a graduate student and you do not accumulate a minimum of 74
points by the end of the semester I will assign you an F.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignment Descriptions for SPCD 459/559
Page 12
3.) Written comments on your papers:
In addition to completing the instructor grading criteria form, I will also provide limited
comments throughout your paper (except for final paper, see below). My purpose in providing
written feedback on your papers is to help you learn to write more closely within the expected
norms for academic and professional writing. However, I am limited in the amount of written
feedback that I can provide on your paper, so I will not indicate every place where I see a need
for improvement. The first time I see a problem or when I see something that I think really needs
attention, I will circle the particular section of text and in the margin put a code beside it. If you
have multiple errors of the same type, I will typically only indicate that particular mistake once. I
include these codes below.
Editing and Comment Codes:
! = really important point
? = your meaning is not clear
APA = an APA error
Awk = awkward sentence/phrasing
Cite = missing citation for this type of statement
G = grammatical error (this includes verb tense, subject-verb agreement, incomplete
sentences, and pronoun choice, among others)
Hmm = there is something about the content that you might want to revisit and/or I am not
100% in agreement with your statement or conclusion.
More = I would like to see you expand on what you wrote and/or I’d like more information
P = punctuation
Sad face = you wrote something that I sympathize with, such as if you recount something
sad or painful
Smiley face = good point
SP = spelling error
Star = nicely worded/written statement
WC = word choice problem
X = incorrect factual information
IMPORTANT! I know that sometimes my writing is not completely legible, even though I try
very hard to write clearly, and you may therefore have questions about what I have written. If
you have any questions about what I have indicated or how to fix these errors in the future,
please make an appointment to go over your paper during office hours. I am eager to work with
you to help you improve your writing. CAPS in Zimmerman Library or the Graduate Resource
Center are helpful resources as well. In addition, I have provided links to a variety of on-line
resources on our course home page (http://www.unm.edu/~devalenz/559/559home.html).
4.) Comments on Final Paper
I will provide comments to students on their papers during the course as a type of formative
assessment. However, I do not do that on the final assignment, both because that is a type of
summative assessment and because I will have a very tight deadline in which to complete
grading of all final assignments in all courses. I will, however, complete a grading sheet for each
student’s final assignment. If you would like to pick up your final assignment and completed
grading sheet, please make an appointment do so once the new term begins
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignment Descriptions for SPCD 459/559
Page 13
Expanded Assignment Descriptions
1. Quick Writes (Attendance) – all students
A 'quick write' is a topic or question designed to provoke reflection and to jump start your
thinking about a particular idea. Quick writes can be a good way to help students organize their
thoughts before beginning an activity or prior to participating in discussions, or to guide their
reflection on a previous discussion or activity.
I will provide a 'quick write' most every class this semester, as a way of:
 facilitating your learning,
 modeling an effective instructional strategy,
 informally assessing your learning, and
 taking attendance.
About halfway through the each class, I will assign the quick write for the day. I will provide
approximately 15 minutes for reflection and writing on the assigned quick write, as well as a
short break if you finish early. If you finish early and wish to talk with colleagues, please do so
outside the classroom, so that those still doing the quick write may have a chance to concentrate.
I will not grade the quick writes, except for using them to determine attendance. Although I will
use them to get an informal idea of how you are thinking about and reacting to the class material,
I will not be reading for spelling or grammatical errors, nor will I edit or comment on your quick
writes. If you prefer to type your quick writes on your laptop during class, you are welcome to do
so. To turn those in, copy your response into the body of an email and send it to me before the
second half of class.
2. Plagiarism Tutorial Completion Certificate – all students
Indiana University has a plagiarism tutorial and test: https://www.indiana.edu/~istd/. You must
turn in a copy of your test completion certificate by the beginning of the 3rd class session to
continue in the course. If you have completed the tutorial within the past year, you do not need to
take the test again. However, you must upload a copy of a current certificate. I strongly suggest
that you keep a copy of your certificate, as other faculty may require this as well.
You must turn this in as a paper copy.
3. Weekly Readings Review & Response Homework – all
students
On eight different class sessions you will turn in a brief typed response to the following
questions for EACH of the assigned readings (see the MS Word template available on
UNMLearn). I am requiring responses to the readings so that you will be prepared to participate
in the evening’s small group activities and to help you actively engage with the readings. This
will also assist you in completing the other course assignments.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignment Descriptions for SPCD 459/559
Page 14
Reading Response Questions:
1. What seem to be the most important points in this reading? (It might be useful to include key
quotes, including pages numbers for use in later assignments.)
2. What seem to be key terms or concepts? (List each term or concept with a brief definition
and page citations for where the concept or term is introduced, defined, and/or used.)
3. How might the information from this reading relate to your practice?
Before your answers for each reading, include the complete citation (in correct APA format) for
that reading – you can find the references earlier in this syllabus and cut and paste them to ensure
you have to correct citation format. To assist me in determining whether you have answered all
three questions for each reading, include the numbered question before your answer to each
question. Staple the set of reviews (when more than one reading is assigned) all together.
A total of three (undergraduate) or two (graduate) points are available for this assignment each
time it is due. Regardless of whether there one or multiple readings assigned, you must provide
responses for all question for all required readings in order to earn the points for that week’s
assignment; I will not assign points for incomplete/partial assignments, including:
 Assignments for which you did not answer ALL questions for EACH of the required
readings,
 Assignments where you did not include the numbered question before your response to
each question, OR
 Assignments in which you did not include the complete and correct APA citation prior to
your response to the questions for each assigned reading.
I will briefly skim your responses to ensure that you have responded to all of the questions for all
of the readings. However, I will not grade for accuracy or quality.
You must turn in a paper copy of this assignment on the date due, unless you are absent. If you
are absent, turn in the reading reviews for the class session you missed the very next class
session. Do not staple both sets of assignments together. You may want to highlight the date of
the late assignment to ensure that I recognize it is for a previous week.
4. Note taking review – all students
The purpose of this assignment is twofold: (a) to encourage students to take more detailed notes
during class and to review and expand their notes during breaks during class and after class, and
(b) to gain experience with commonly used note taking strategies, including the use of newer
technologies for notetaking and organization of course materials.
All students will be required to use one of several recognized note taking strategies, including
Cornell notes, the note taking pane in PowerPoint, or OneNote. If you would like to use another
note taking system, other than these, please see the instructor for permission. You might want to
first read the pdf handout on this page for pluses and minuses of different handwritten note
taking systems: http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html. You might try one
strategy for the first half of the semester and a different system for the second half in order to
compare and contrast the two, although this is not required.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignment Descriptions for SPCD 459/559
Page 15
If you are absent, you are responsible for obtaining notes from one of your peers and then
reviewing them, with reference to the materials provided for that class session (e.g., the
PowerPoint presentation and the extra resources referenced on the class outline). The notes you
turn in should reflect the additional information you obtained while reviewing your colleague’s
notes.
You will turn in your notes twice per semester, first for class sessions 2-7 and then for class
sessions 8-14. If you are using an electronic note taking system (e.g., OneNote or PowerPoint),
you will turn in your notes as either a set of email attachments (e.g., PowerPoint) or a link to
your OneDrive notetaking notebook. If you take notes by hand, you have the option of (a)
scanning your handwritten notes and emailing them to me as attachments, (b) photocopying your
notes and turning them in as paper copies, or (c) giving me your three ring binder with your
original notes for me to grade.
I will grade your notes using the following rating scale:
4 = expanded, revised notes for all components of every class session (do not need to re-written,
revisions can be made by scratching out, adding in, or clarifying)
3 = clear general notes for class sessions, including during all presentations, discussions, and
activities
2 = notes available for every week, but generally scanty. Or, notes might not be provided for all
aspects of all class sessions.
1 = notes missing for one or more class sessions or incorrect information in notes (when students
are absent, it is their responsibility to obtain notes from at least 2 classmates.)
0 = did not turn in assignment
5. School Language Resource Profile – graduate students
The purpose of this assignment is to develop a detailed understanding of the resources that are
available at one K-12 school that would support the learning of English Language Learners
(ELLs) at that school. This understanding of available resources will allow you to make realistic
and appropriate recommendations for program planning of ELLs identified with disabilities.
If you are not currently working at a K-12 school, you will need to identify one and conduct your
assignment based on that school. You might want to collaborate with classmates to identify a
school that might be similar to one in which you might find yourself working in the future.
Because it will be necessary to actually visit the school, in addition to reviewing publicly
available information on the school and/or district website, you will need to follow all school and
district requirements for school visitors. Please note that all students completing this assignment
will need an up-to-date background check, documented with the UNM Field Services Office (see
the course policies later in this syllabus).
Your assignment will have three major parts: (1) a description of the community in which this
school is located, (2) a description of available resources and (3) a reflection on the sufficiency
of these resources:
1) Community Context:
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignment Descriptions for SPCD 459/559
Page 16
First, you will describe community context. Where is the school located? Describe the
cultural, linguistic, and socioeconomic demographics of the surrounding community. Pay
close attention to any community resources, such as community resource centers or
organizations specific to particular cultural or linguistic groups, as well as any unique
characteristics of the community (e.g. well-established neighborhood, high population of
recent immigrants, near particular industries).
2) Description of Available Resources:
Next, you will describe all of the resources (including people, programs, and materials) that
are available to you and your students who have a first language other than English – this
includes at the classroom, school, and district levels. Cluster your information into human,
programmatic, and material resources sections. Use subheading for each of these sections.
Consider these questions (as well as other you might come up with):
 How many of the students come from non-English language backgrounds (in your
classroom, if you teach at that school, as well as in the school as a whole)?
 What languages are spoken within their homes?
 Have any of your students been administered a language proficiency test and if so, in
what languages and what are their relative language proficiencies?
 What school personnel have experience with learning a language other than English
and to what extent can they support your students’ continued development in L1 (e.g.
you, your educational assistants, related service providers, co-teachers, school ESL
teachers, school administrators, instructional coaches)?
 What are the different instructional programs at your school that support the L1 and
L2 learning needs of second language learners?
 Which of these meet the minimal federal and state requirements and which go above
and beyond (e.g. formal bilingual education programs)?
 What books, teaching materials, and other instructional resources are available to you
within your school and district that you could call upon in supporting your students’
development of L1 and L2?
It might also be helpful to consider the questions on p. 5 of chapter 2 of the U.S. Department of
Education EL Toolkit document on UNMLearn.
3) Reflection:
Last, reflect on to what extent all of these available resources are typically used to support
the continued development of L1 and the acquisition of L2 of CLD students identified with
disabilities. If these resources are not fully utilized, reflect on reasons that may be so.
Consider the possibilities of these resources to your practice in the future.
You must use APA format for this assignment. Include a complete reference list for all resources
cited in your paper, formatted according to APA guidelines.
You must turn in a paper copy of this assignment, including the completed coversheet (available
on UNMLearn) by the beginning of class on the date due.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignment Descriptions for SPCD 459/559
Page 17
6. Instructional Method/Model Description Project - all
students
For this assignment you will research a recognized instructional method/model instructional
model/strategy, such as SIOP, GLAD, CALLA, OLE, TPR, funds of knowledge, or SDAIE, that
is used with second language learners. At least two students will be assigned to each strategy.
This assignment will have two components:
1. An individually written paper
2. A group presentation
Part 1: Paper
For the written paper, you will need to use several resources (including both the assigned
readings, as well as other information sources) to:
(1) Tease out the central features of your assigned instructional method or model,
(2) Determine how it could be used with CLD students identified with disabilities,
(3) Identify strengths and limitations to this method or model within different bilingual and
special education programs (e.g. transitional or maintenance bilingual programs, inclusion
classrooms, segregated special education programs), and
(4) A reflection on potential barriers to implementation within common special education
settings, with your ideas of how you might work to confront and overcome these.

Undergraduates: You will need to cite at least four credible sources. If you are not sure
whether the sources you are considering using are credible, please check with me ahead
of time. At least one source must be other than the required readings. You should be able
to complete this assignment in less than nine double-spaced pages, including the
reference page. There is, however, no page limit.
 Graduate students: You will need to cite at least seven credible sources. If you are not
sure whether the sources you are considering using are credible, please check with me
ahead of time. At least one source must be other than the required readings. You should
be able to complete this assignment in less than twelve double-spaced pages, not
including the reference page. There is, however, no page limit.
NOTE: It is perfectly acceptable (and I strongly encourage you) to include information that you
obtain for this assignment in your final assignment. If you use information provided by your
colleagues, you must cite them.
You must turn in a paper copy of this assignment, including the completed coversheet (available
on UNMLearn) by the beginning of class on the date due.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignment Descriptions for SPCD 459/559
Page 18
Part 2: Presentation
The purpose of this assignment is to share information with your colleagues about your assigned
instructional method/model.
Therefore, you will collaborate with other students who have been assigned the same strategy as
you to make a 25-30 minute presentation to the class. Your group will:
 Provide a clear description of your method or model.
 Define key terms for the class in everyday, understandable language, with examples as
relevant.
 Provide some sort of model of the intervention. This could include a downloaded short
video, physical example of materials, or a mock teaching session.
 Provide handouts to the class, which include a summary of the above information.
 Use overheads or other graphics, as appropriate.
 Be creative and maintain your colleagues’ attention.
Anything that you provide or use during your presentation must be uploaded to UNMLearn by
the beginning of the class session when you are assigned to present. You should include, at a
minimum, a PowerPoint or Prezi presentation. Other materials, such as handouts, links to
YouTube videos, or additional resources, should also be uploaded.
A note on creativity: Do not include graphics or images in your PowerPoint presentation that are
unrelated to your presentation topic or are visually or otherwise distracting (e.g. moving images,
excessively “busy” transitions, or images with sound files attached).
You must upload all of the materials you use in your presentation to UNMLearn by the
beginning of class on the date due.
7. Strategies Jigsaw – all students
The purpose of this activity it to identify and share resources on instructional strategies and
teaching activities that would be appropriate for supporting the language development of CLD
students identified with disabilities. You have access to a wealth of materials and resources online, at your schools, in courses, and perhaps in your own professional library, that provide
descriptions of brief instructional strategies and activities that would be appropriate for
supporting first and second language development. I also have some books and materials that
students may borrow.
You will provide a brief description of each strategy. You will also briefly describe how the
strategy can be used with students identified with disabilities to develop L1 and/or L2.


Undergraduates will turn in a set of five different strategy descriptions ONCE.
Graduate students will turn in a set of five descriptions TWICE (for a total of 10
different strategies).
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignment Descriptions for SPCD 459/559
Page 19
You must use the template that I provide on my website, as I will compile all individual student
papers into one document for the class as a resource. Once I have received and compiled all of
the resources into one document, I will email it to the class. You do not need to use APA format
for the assignment – for example, the text should be single, not double spaced. However, you
MUST include complete citations in APA format in the reference list for all resources you cite in
your text.
In class, we will do an informal jigsaw presentation of these strategies. During your presentations
you will (a) describe at least one strategy and (b) how you could use it within your current (or
future) teaching settings.
You must attach this assignment to an email by the beginning of class on the day(s) due.
8. Final Program Planning Assignment – all students
The purpose of this assignment is to help you pull together all of the previous work you have
done in the class and demonstrate your ability to think strategically about planning different
components of an appropriate instructional program for CLD students identified with disabilities
and about the required interface between the Special Education service system and the
TESOL/Bilingual Education service system.
I will provide you with two student scenarios to choose from. Add information to the description
of the student you choose, such as the student’s identified exceptionality, to make it more
relevant for your experience and interests. You will develop a comprehensive instructional plan
for this hypothetical student, including potential alternatives for (a) alternative language services
(ALS) models (e.g. Dual Language Immersion, pull-out ESL), (b) special education program
placement/setting (e.g. inclusion, general education with pull-outs, fully segregated special
education classroom), (c) instructional model/methods (e.g. OLE, GLAD, SDAIE), and (d)
instructional strategies. At each of these levels, you will thoroughly describe a minimum of three
different options and weigh the pros and cons of each, including reference to different learning
objectives. Determine which would be your preferred choice, for what reasons. Thoroughly
consider how the choices made at one level might impact the available choices at another level
(e.g. segregated special education setting on language development models). Identify potential
barriers to implementation and the strategies you would use to attempt to ensure the program is
delivered as designed.
Provide a brief general introduction to this paper, then the instructional plan as described above,
and end with a conclusion that expands from this information provided in the body (previous
parts) of your paper to other, larger issues that CLD students face within our current schooling
system. Include headings and subheadings for each of the major sections of your paper to aid in
organization. I will provide a template on my website for you to use to aid in writing this
assignment.
There are no minimum citation requirements for this assignment. Rather, you are required to
provide adequate citation for all factual information you include in your paper. If you do not
have a resource to support your information or argument, you should explicitly frame the
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Assignment Descriptions for SPCD 459/559
Page 20
sentence as your belief, understanding, contention, or understanding or as based on your personal
or professional experience.
Your final assignment must be turned in as a paper copy, along with the coversheet that is
available on UNMLearn.
9. Completion of final course evaluation – all students
The purpose of this assignment is to encourage students to participate in UNM’s on-line
course/instructor evaluation system. I will award one point to all students who turn in a paper
copy of their receipt of completion of the semester-final course evaluation. Staple this with your
final assignment and include it at the end, after the reference list.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Course Policies
Page 21
Course Policies:
1.) Accommodations
Accessibility Services (Mesa Vista Hall 2021, 277-3506) provides academic support to students
who have disabilities. If you think you need alternative accessible formats for undertaking and
completing coursework, you should contact this service right away to assure your needs are met
in a timely manner. If you need local assistance in contacting Accessibility Services, see the
Bachelor and Graduate Programs office.
2.) Title IX reporting requirements
In an effort to meet obligations under Title IX, UNM faculty, Teaching Assistants, and Graduate
Assistants are considered “responsible employees” by the Department of Education (see p. 15 http://www2.ed.gov/about/offices/list/ocr/docs/qa-201404-title-ix.pdf). This designation requires
that any report of gender discrimination which includes sexual harassment, sexual misconduct
and sexual violence made to a faculty member, TA, or GA must be reported to the Title IX
Coordinator at the Office of Equal Opportunity (oeo.unm.edu). For more information on the
campus policy regarding sexual misconduct, see: https://policy.unm.edu/universitypolicies/2000/2740.html2.) Incompletes
I will allow incompletes and withdraws from the course in accordance with the following UNM
policy (http://catalog.unm.edu/catalogs/2011-2012/student-services-information.html): “The
grade of “I” is given only when circumstances beyond the student’s control prevent completion
of the course work within the official dates of a semester or summer session.”
3.) Withdrawing for the course
The following three bullet points are official UNM Policy from current UNM Handbook:
 After the third week a student may withdraw from a course until the end of the 12th week
of the semester and is subject to a grade of W. After the 12th week, course withdrawals
are only accepted with approval from the dean or director of the student’s college. No
withdrawals are accepted after the last day of instruction of the semester, prior to final
exam week.
 NOTE: Faculty are not responsible for dropping students who do not attend. It is
the student’s responsibility to check the accuracy of his/her course schedule.
 Completion of Courses. Students are responsible for completion of all courses in which
they are enrolled at the University. Changes in enrollment, drops or withdrawals must be
officially processed. A student who does not follow proper course or University
withdrawal procedures may be given a failing grade and is responsible for tuition charges
associated with the course.
Therefore, if you are experiencing difficulties in the class, do not simply stop coming to class or
fail to turn in assignments. It is your responsibilities to officially withdraw from the class (or ask
me to drop you from the course via written communication) if you recognize that you will not be
able to successfully complete the course.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Course Policies
Page 22
4.) Class Attendance
Class attendance is mandatory. Consistent with policy in the Concentration in Mental
Retardation and Severe Disabilities:
 Second absence: I will deduct five points (or half a letter grade) from your final grade.
 Third absence: I will deduct ten points (or a full letter grade) from your final grade.
 Fourth absence: I will drop you from the course immediately following the fourth class
session you miss, regardless of the reason.
 I consider missing more than 50 minutes of any class session as an absence.
5.) Late Paper Policy
Assignments must be uploaded to UNM Learn by the start of class on the day which they are due
– I consider papers turned in after class is underway to be late. Late assignments will receive a
one (1) point deduction for every day late, with a limit of seven days maximum. If you do not
turn in your within 1 week of the assigned date, I will not accept it, except in the case of
significant illness (doctor's note required) or major family/life emergency. If your assignment
will be more than 1 week late because of this type of emergency, you are responsible for
contacting me as soon as possible to arrange for an extension of this deadline.
6.) Re-Writes
In order to be fair to all students, I do not allow re-writes, except under extraordinary
circumstances beyond your control. However, I STRONGLY encourage you to talk with, e-mail
questions to, and/or submit drafts to me ahead of time, so that you can make revisions, if
necessary, by the assigned due date.
7.) Class Participation
You must participate during class in ways that support the learning of all course participants. I
consider the following behaviors to be conducive to learning (of the student him/herself and
others):
 Arriving to class on time and well-prepared (i.e. having read all assigned readings and
completed any homework or graded assignments).
 Paying attention to the instructor and/or other students when they are speaking. This
includes not sending or receiving text messages or e-mail, surfing the internet, or
interacting with other forms of technology or communication that are not directly related
to the course topic, while class is in session.
 Turning off the ringer of your cellular phone and not taking calls within the classroom
(please step out in the hall to speak if you must answer an emergency call).
 Using appropriate and non-offensive language during class and in written class
assignments, including person-first language and language that demonstrates respect for
individuals from historically oppressed groups (this includes: cultural, linguistic, and
religious minorities; gay, lesbian, bisexual, and transgender individuals; and those from
low SES backgrounds).
 Demonstrating cooperation with and respect for the instructor and peers during class
discussions.
 Actively participating, on-topic, during small group activities.
 Showing consideration for other students' need for alternative teaching strategies.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Course Policies
Page 23
I expect students to demonstrate consistently positive class participation. I will drop students
who demonstrate frequent and/or significant failure to fulfill these expectations from the course.
If you feel that any individual is interfering with your learning or the collaborative development
of a positive learning environment in this course, please let me know as soon as possible, so that
I can take steps to improve the classroom climate for everyone.
8.) Background Checks
Because this course requires students to interact with individuals who are members of a
potentially vulnerable population, you are required to obtain a background check or complete
other steps before completing the School Language Resources Profile assignment. You will incur
the cost of the background check and fingerprinting. You must follow all of the required policies
as outlined by the professor in class and the organization that allows you to interact with their
students or clients (e.g., APS, Rio Rancho Schools). Background checks must be passed and
correctly documented with the College of Education Field Services office by the 6th class
session. Not meeting this deadline will result in not being allowed to complete this major course
assignment and will thus likely result in a failing grade for the course.
9.) Food/drink in class
In keeping with the philosophy of Universal Design, I ask that participants consider how their inclass food and drink choices contribute to an effective learning environment for the widest array
of participants. In particular, please:
 Ensure that any food you bring in does not contain peanuts (e.g., in granola bars),
 Refrain from bringing in food or drink that may be distracting to others, such as foods or
drink that have strong smells or are noisy when opened or consumed, and
 Eat and drink in a discrete manner, such as by keeping your drink bottles or food items
out of the visual field of other students.
10.) Academic Honesty
It is your responsibility to avoid practices that may be considered acts of academic dishonesty.
UNM’s policy, as found in the current on-line UNM Catalog
(http://catalog.unm.edu/catalogs/2011-2012/student-services-information.html) is as follows:
Any student who has been judged to have engaged in academic dishonesty in course work may
receive a reduced or failing grade for the work in question and/or the course. Academic
dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming
credit for work not done or done by others.
In this course we will use the definition of plagiarism adopted by Indiana University (2013):
Plagiarism is defined as presenting someone else's work, including the work of other
students, as one's own. Any ideas or materials taken from another source for either
written or oral use must be fully acknowledged, unless the information is common
knowledge. What is considered "common knowledge" may differ from course to course.
a. A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or
pictures of another person without acknowledgment.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Course Policies
Page 24
b. A student must give credit to the originality of others and acknowledge an
indebtedness whenever:
1. Directly quoting another person's actual words, whether oral or written;
2. Using another person's ideas, opinions, or theories;
3. Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;
4. Borrowing facts, statistics, or illustrative material; or
5. Offering materials assembled or collected by others in the form of projects or
collections without acknowledgment.
What does this mean for this course?
1. In terms of written work, this means that you have the responsibility to make it very clear in
all written work what portion of the work you wrote versus what other people, such as book
or article authors, web site authors, or your colleagues, wrote. It is necessary to indicate other
people’s writing, not only when you include that as a direct quotes, but also when you are
paraphrasing their work.
2. Additionally, you must make it clear what you read to complete the assignment (a ‘primary
source’), versus what the authors of the sources read in preparation for their work (a
‘secondary source’).
3. Finally, the work that you turn in for this class must be specifically written for the
assignments in this course, this semester -- you may not turn in work (either in whole or part)
that you have used for a grade in another course.
So, if you did not actually write it or you did not actually read it you must make that explicit.
Additionally, if you did not originally write it for this class, you may not use it. Failure to
comply with these guidelines falls under the category of academic dishonesty and will result in
the following:
Plagiarism:
 If you submit an assignment which contains text or work taken from another source in
whole or part (e.g. a web site, your or another student’s previous assignment, an article,
or textbook) without acknowledgement of the original source, you will receive 0 points
for that assignment.
 The second instance of plagiarism in the course will result in an F in the course.
Inadequate Citation:
 If you submit an assignment with inadequate citation (i.e. failure to indicate direct
quotations correctly or inadequate paraphrasing), the first time this happens I will assume
that it is unintentional and will ask you to re-write the assignment. Points may be
deducted from your assignment at my discretion. You will be required to meet with me to
learn how to avoid this problem in future assignments.
 The second time an assignment contains inadequate citation you will be assigned 0 points
for that assignment.
 If a third assignment includes inadequate citation, you will be assigned a failing grade in
the course.
 If this problem (inadequate citation) appears for the first time in your final assignment for
this course, you will be assigned 0 points for the assignment.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Course Policies
Page 25
I will document all instances of plagiarism and repeated failure to provide adequate citation to
the Dean of Students’ Office. If the Dean of Students’ Office conducts an investigation of any of
these events and finds that the situation warrants, they may impose additional penalties,
including dismissal from the university.
To assist you in understanding what plagiarism is and is not, I have provided resources and links
to resource on this topic on my website. Further information on avoiding plagiarism and other
forms of academic dishonesty can be found in the APA Manual and at the Dartmouth College
Website: http://www.dartmouth.edu/~sources/contents.html.
If you have any concerns or questions about how to appropriately indicate what is your own
work and what is derived from the work of others, or whether small portions of an assignment
developed for another course might be appropriate to include in an assignment for this course,
please see me during office hours, or if that time is not convenient, call or email to set an
appointment time.
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Course Policies
Page 26
UNM’s College of Education Conceptual Framework
Prof. Scherba de Valenzuela
[email protected]
Summer, 2017
Curriculum Map for SPCD 459/559
Page 27
Curriculum Map
This course is designed to meet initial and advanced CEC standards, New Mexico professional competencies for special educators, and the
UNM College of Education conceptual framework, both as the/one of the primary courses in which these standards are addressed and as a
course in which these standards are addressed in a more superficial manner.
This course is PRIMARY for:
CEC Standards
INITIAL 1.1: Beginning special education professionals
understand how language, culture, and family background
influence the learning of individuals with exceptionalities. (Learner
& Learning, Learner Development and Individual Learning
Differences)
INITIAL 2.1 Beginning special education professionals through
collaboration with general educators and other colleagues create
safe, inclusive, culturally responsive learning environments to
engage individuals with exceptionalities in meaningful learning
activities and social interactions. (Learner & Learning, Learning
Environments)
Prof. Scherba de Valenzuela
NMPED State Competencies
A1(a) The teacher explains and discusses models, theories, philosophies, and history
that provide the basis for special education practice
A2(e) The teacher demonstrates knowledge of and sensitivity to cultural, social,
environmental and ethnic dynamics in interpersonal and group interactions with
students, parents, paraprofessionals and professionals
A3(b) The teacher identifies the cognitive, physical, cultural, social, emotional, and
sensory needs of each exceptionality
A3(c) The teacher discusses general characteristics, etiologies, and learning styles of
each exceptionality
A3(d) The teacher describes current theories and research for education of exceptional
students
B1(b) The teacher discusses the impact of soci-economic, cultural, and physiological
aspects on human development
D6(a) The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners
D6(c) The teacher is aware of and can apply current research findings regarding
individual differences such as linguistic backgrounds, developmental levels,
exceptionalities, and gender
D6(f) The teacher identifies and develops appropriate responses to differences among
language learners
D6(g) The teacher demonstrates sensitivity to New Mexico’s unique linguistic and
cultural diversity
RDG D8(a) Foundations: the teacher understands the foundations of reading and
language arts development
A2(d) The teacher understands and uses various models of service delivery at all
service levels (minimal, moderate, extensive, maximum)
A4(a) The teacher describes rationale necessary to determine a child's least restrictive
environment
A4(b) The teacher demonstrates knowledge of common service delivery options
related to least restrictive environment
A4(d) The teacher considers the pros and cons of various inclusive models
C2(c) The teacher collaborates with general educators, administrators, related services
[email protected]
Summer, 2017
COE
UPIs*
U1,
U2,
U7
ID3
U2,
U4
P1, P4
ID6
Curriculum Map for SPCD 459/559
Page 28
ADVANCED 2.2 Special educators continuously broaden and
deepen professional knowledge, and expand expertise with
instructional technologies, curriculum standards, effective teaching
strategies, and assistive technologies to support access to and
learning of challenging content. (Content Knowledge &
Professional Foundations, Curricular Content Knowledge)
ADVANCED 2.3 Special education specialists use understanding
of diversity and individual learning differences to inform the
selection, development, and implementation of comprehensive
curricula for individuals with exceptionalities. (Content Knowledge
& Professional Foundations, Curricular Content Knowledge)
Prof. Scherba de Valenzuela
personnel and parents in the development and implementation of the IEP
D2(b) The teacher describes and demonstrates various methods for individualizing
instruction that ensures the child’s access to the general curriculum
D2(f) The teacher collaborates with regular education teachers and related services
personnel for support of students with special needs in inclusive environments
D4(a) The teacher describes models for enabling exceptional learners to make
transitions from special education to regular education, early intervention to school,
level to level, and post-secondary options
D6(b) The teacher organizes and manages varied learning groups as appropriate in
each of the disciplines as appropriate to the needs and/or interests of students and the
goals of the lesson
D6(c) The teacher is aware of and can apply current research findings regarding
individual differences such as linguistic backgrounds, developmental levels,
exceptionalities, and gender
D7(b)(i) The teacher demonstrates skill in establishing a safe and appropriate
environment
RDG 8(d) Teacher designs comprehensive reading and writing instruction that results
in students becoming proficient in the language arts content standards, benchmarks,
and performance standards
Tier III-1(A) Contributes to the refinement and development of the approved
curriculum.
Tier III-2(A) Designs and engages students in large group, small group, and
independent work activities.
Tier III-2(E) Engages with colleagues and parents to collaboratively design and
implement necessary modifications and adaptations in instruction and curriculum so
that students with disabilities have access to the general education curriculum in the
least restrictive environment. Tier III-4(A) Consistently integrates the use of
cognitive thinking skills such as critical thinking, problem-solving, divergent thinking,
inquiry, and decision-making into instruction.
Tier III-6(D) Maintains smoothness and momentum during instructional transitions.
Tier III-7(B) Creates curriculum designs that include student performance and
acknowledgment of achievement.
Tier III-7(E) Engages students in learning experiences that promote creativity, critical
and divergent thinking.
Tier III-1(A) Contributes to the refinement and development of the approved
curriculum.
Tier III-1(C) Communicates accurately in the content areas and can create multiple
paths to the subject matter.
Tier III-2(D)Designs opportunities for students to apply, practice, and demonstrate
knowledge and skills based on knowledge of learning modalities, style preferences,
and intelligences.
Tier III-3(A) Engages students in explaining and/or demonstrating the relevance of
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Summer, 2017
U5,
U6,
U7
P2,
P3, P5
ID4
U1,
U2
P3, P4
ID3,
ID4
Curriculum Map for SPCD 459/559
Page 29
INITIAL 5.1 Beginning special education professionals consider an
individual’s abilities, interests, learning environments, and cultural
and linguistic factors in the selection, development, and adaptation
of learning experiences for individual with exceptionalities.
(Instructional Pedagogy, Instructional Planning and Strategies)
INITIAL 5.4 Beginning special education professionals use
strategies to enhance language development and communication
skills of individuals with exceptionalities. (Instructional Pedagogy,
Instructional Planning and Strategies)
Prof. Scherba de Valenzuela
topics and activities.
Tier III-7(A) Adjusts practice based on observation and knowledge of students with
disabilities and/or from culturally and linguistically diverse groups (e.g., Native
Americans, Hispanic Americans, African Americans, Asian Americans, as well other
recent immigrant groups).
Tier III-7(C) Demonstrates an awareness of the influences of context, disability,
language, and culture on student learning.
Tier III-7(E) Engages students in learning experiences that promote creativity, critical
and divergent thinking.
A4(a) The teacher describes rationale necessary to determine a child's least restrictive
environment
A4(b) The teacher demonstrates knowledge of common service delivery options
related to least restrictive environment
C2(a) The teacher identifies the procedural steps for the development and
implementation of the individualized educational plan
C2(e) The teacher develops the timelines and procedures for implementation of the
individualized educational plan
D2(e) The teacher uses data to adapt and revise programs as necessary
D3(a) The teacher selects and matches instructional materials to the learning needs
and styles of individual students
D3(b) The teacher evaluates commercial materials and technological products
commonly used in special education programs
D3(c) The teacher selects appropriate materials for targeted curriculum classroom
instruction
D5(c) Application of Technology to Support Teaching and Learning
D6(a) The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners
D6(d) The teacher identifies stereotypes in curriculum materials and adapts instruction
appropriately
D6(g) The teacher demonstrates sensitivity to New Mexico’s unique linguistic and
cultural diversity
D7(b)(i) The teacher demonstrates skill in establishing a safe and appropriate
environment
D7(b)(iii) The teacher implements adaptations that are appropriate for students with
special needs
RDG 8(c) Methods of instruction: the teacher differentiates methods of instruction
based on needs of students and designs instruction based on the following reading and
language arts components
D2(g) The teacher teaches students in the use of self-advocacy skills
D5(c) Application of Technology to Support Teaching and Learning
D6(c) The teacher is aware of and can apply current research findings regarding
individual differences such as linguistic backgrounds, developmental levels,
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Summer, 2017
U1,
U2
P1, P4
ID1
U2
P2, P4
ID5
Curriculum Map for SPCD 459/559
Page 30
ADVANCED 3.2 Special education specialists use understanding
of cultural, social, and economic diversity and individual learner
differences to inform the development and improvement of
programs, supports, and services for individuals with
exceptionalities. (Instructional Pedagogy, Programs, Services, and
Outcomes)
ADVANCED 3.3 Special education specialists apply knowledge of
theories, evidence-based practices, and relevant laws to advocate
for programs, supports, and services for individuals with
exceptionalities. (Instructional Pedagogy, Programs, Services, and
Outcomes)
INITIAL 6.2 Beginning special education professionals understand
how foundational knowledge and current issues influence
professional practice. (Professionalism & Collaboration,
Professional Learning and Practice)
INITIAL 6.3 Beginning special education professionals understand
that diversity is a part of families, cultures, and schools, and that
complex human issues can interact with the delivery of special
education services. (Professionalism & Collaboration, Professional
Learning and Practice)
Prof. Scherba de Valenzuela
exceptionalities, and gender
D6(f) The teacher identifies and develops appropriate responses to differences among
language learners
RDG 8(c) Methods of instruction: the teacher differentiates methods of instruction
based on needs of students and designs instruction based on the following reading and
language arts components
Tier III-2(C) Demonstrates effective integration of a variety of resources and learning
experiences into the curriculum.
Tier III-6(A) Integrates the teaching of constructive, pro-social behaviors into regular
instruction.
Tier III-6(G) Develops a classroom management system that promotes acceptable and
appropriate student behavior.
Tier III-7(A) Adjusts practice based on observation and knowledge of students with
disabilities and/or from culturally and linguistically diverse groups (e.g., Native
Americans, Hispanic Americans, African Americans, Asian Americans, as well other
recent immigrant groups).
Tier III-7(C) Demonstrates an awareness of the influences of context, disability,
language, and culture on student learning.
Tier III-2(A) Designs and engages students in large group, small group, and
independent work activities.
Tier III-2(B) Demonstrates effective selection and use of a variety of methods to make
knowledge accessible to all students.
Tier III-2(E) Engages with colleagues and parents to collaboratively design and
implement necessary modifications and adaptations in instruction and curriculum so
that students with disabilities have access to the general education curriculum in the
least restrictive environment.
A1(a) The teacher explains and discusses models, theories, philosophies, and history
that provide the basis for special education practice
A1(c) The teacher explains and discusses the procedural safeguards relating to
educational services
3(d) The teacher describes current theories and research for education of exceptional
students
2(e) The teacher demonstrates knowledge of and sensitivity to cultural, social,
environmental and ethnic dynamics in interpersonal and group interactions with
students, parents, paraprofessionals and professionals
B1(b) The teacher discusses the impact of socio-economic, cultural, and physiological
aspects on human development
D5(b) Personal and Professional Use of Technology
D6(a) The teacher understands how students differ in their approaches to learning and
creates instructional opportunities that are adapted to diverse learners
D6(c) The teacher is aware of and can apply current research findings regarding
individual differences such as linguistic backgrounds, developmental levels,
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Summer, 2017
U2
P4
ID3,
ID4
U4,
U6,
U7
P3, P4
ID2,
ID7
U6,
U7
P4
ID3
ID1,
ID2,
ID6
Curriculum Map for SPCD 459/559
Page 31
INITIAL 7.2 Beginning special education professionals serve as a
collaborative resource to colleagues. (Professionalism &
Collaboration, Collaboration)
INITIAL 7.3 Beginning special education professionals use
collaboration to promote the well-being of individuals with
exceptionalities across a wide range of settings and collaborators.
(Professionalism & Collaboration, Collaboration)
ADVANCED 5.1 Special education specialists model respect for
and ethical practice for all individuals and encourage challenging
expectations for individuals with exceptionalities. (Professionalism
& Collaboration, Leadership and Policy)
ADVANCED 5.2 Special education specialists support and use
linguistically and culturally responsive practices. (Professionalism
& Collaboration, Leadership and Policy)
Prof. Scherba de Valenzuela
exceptionalities, and gender
D6(g) The teacher demonstrates sensitivity to New Mexico’s unique linguistic and
cultural diversity
RDG D8(a) Foundations: the teacher understands the foundations of reading and
language arts development
RDG 8(d) Teacher designs comprehensive reading and writing instruction that results
in students becoming proficient in the language arts content standards, benchmarks,
and performance standards
A2(b) The teacher provides information about community and state resources
available to parents and staff
D5(b) Personal and Professional Use of Technology
A2(c) The teacher demonstrates the ability to work with parents of exceptional
children on issues and problems
A3(e) The teacher demonstrates skills needed for effective advocacy on behalf of
students and their parents
A5(c) The teacher demonstrates and participates in developing individual educational
plans, individualized family service plans, and transitions and post-secondary
planning
C2(c) The teacher collaborates with general educators, administrators, related services
personnel and parents in the development and implementation of the IEP
D2(f) The teacher collaborates with regular education teachers and related services
personnel for support of students with special needs in inclusive environments
D4(c) The teacher discusses and implements follow-up, evaluation and interagency
collaboration for student
D7(b)(i) The teacher demonstrates skill in establishing a safe and appropriate
environment
Tier III-6(C) Engages students in establishing expectations for building a learning
community in the classroom.
Tier III-7(F) Designs opportunities that require and reinforce student responsibility for
learning.
Tier III-7(H) Engages students in setting high standards for performance.
Tier III-9(A) Serves as a role model for collaborative working relations across the
profession.
Tier III-7(A) Adjusts practice based on observation and knowledge of students with
disabilities and/or from culturally and linguistically diverse groups (e.g., Native
Americans, Hispanic Americans, African Americans, Asian Americans, as well other
recent immigrant groups).
Tier III-7(C) Demonstrates an awareness of the influences of context, disability,
language, and culture on student learning.
Tier III-7(G) Fosters the development of respect for individual, cultural, linguistic,
disability, and religious differences.
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Summer, 2017
U6
ID6
ID1,
ID2,
ID6,
ID7
U6
P4
ID6,
ID7
U2,
U6
P4
ID1,
ID2
Curriculum Map for SPCD 459/559
Page 32
ADVANCED 5.4 Special education specialists advocate for
policies and practices that improve programs, services, and
outcomes for individuals with exceptionalities. (Professionalism &
Collaboration, Leadership and Policy)
ADVANCED 6.2 Special education specialists model high
professional expectations and ethical practice, and create
supportive environments that safeguard the legal rights and
improve outcomes for individuals with exceptionalities and their
families. (Professionalism & Collaboration, Leadership and Policy)
ADVANCED 6.3 Special education specialists model and promote
respect for all individuals and facilitate ethical professional
practice. (Professionalism & Collaboration, Leadership and Policy)
ADVANCED 7.1 Special education specialists use culturally
responsive practices to enhance collaboration. (Professionalism &
Collaboration, Collaboration)
Tier III - 7(I) Treats all students equitably, recognizing and planning for individual
differences in cultures, languages, learning abilities, backgrounds, and experiences.
Tier III-6(H) Identifies hazards, assesses risks and takes appropriate action.
Tier III-9(D) Engages parents and community members productively in the work of
the school.
U6
P2
ID2
Tier III-5(D) Develops a two-way system of communicating with students and
families about student progress.
Tier III - 7(I) Treats all students equitably, recognizing and planning for individual
differences in cultures, languages, learning abilities, backgrounds, and experiences.
ID2,
ID5,
ID6,
ID7
Tier III-6(C) Engages students in establishing expectations for building a learning
community in the classroom.
Tier III-7(G) Fosters the development of respect for individual, cultural, linguistic,
disability, and religious differences.
Tier III-9(C) Assists colleagues in the use of conflict resolution strategies.
Tier III-9(D) Engages parents and community members productively in the work of
the school.
Tier III - 7(I) Treats all students equitably, recognizing and planning for individual
differences in cultures, languages, learning abilities, backgrounds, and experiences.
Tier III-9(E) Works collaboratively and creatively with colleagues, parents, and
community members regarding educational matters.
ID1,
ID2,
ID5,
ID6,
ID7
U2,
U7
P4
ID6
This course is SECONDARY for:
CEC Standards
INITIAL 1.2: Beginning special education professionals use
understanding of development and individual differences to respond
to the needs of individuals with exceptionalities. (Learner &
Learning, Learner Development and Individual Learning
Differences)
INITIAL 3.3 Beginning special education professionals modify
general and specialized curricula to make them accessible to
individuals with exceptionalities. (Content Knowledge &
Professional Foundations, Curricular Content Knowledge)
Prof. Scherba de Valenzuela
NMPED State Competencies
A2(d) The teacher understands and uses various models of service delivery at all
service levels (minimal, moderate, extensive, maximum)
A3(a) The teacher defines each exceptionality
B1(a) The teacher describes the developmental stages/milestones of normal motor,
language, social-emotional, sensory and cognitive development
B2(a) The teacher describes medical and health needs commonly found among
special populations and their impacts on learning
RDG D8(a) Foundations: the teacher understands the foundations of reading and
language arts development
A4(c) The teacher demonstrates knowledge in facilitating least restrictive
environment
D1(b) The teacher develops and implements individualized modifications and/or
accommodations
D1(c) The teacher discusses and applies knowledge of alternate curricula that are
aligned with Content Standards with Benchmarks for students for whom the general
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Summer, 2017
COE
UPIs*
U1,
U4
P1,
P2, P4
ID4
U3,
U4
P1, P5
ID1,
ID2,
ID6
Curriculum Map for SPCD 459/559
Page 33
INITIAL 5. 5 Beginning special education professionals develop and
implement a variety of education and transition plans for individuals
with exceptionalities across a wide range of settings and different
learning experiences in collaboration with individuals, families, and
teams. (Instructional Pedagogy, Instructional Planning and
Strategies)
Prof. Scherba de Valenzuela
education curriculum is not appropriate
D2(b) The teacher describes and demonstrates various methods for individualizing
instruction that ensures the child’s access to the general curriculum
D2(c) The teacher designs and implements appropriate lesson planning and methods
for managing individuals, small groups, large groups, and inclusive groups, and
individual instruction
D2(f) The teacher collaborates with regular education teachers and related services
personnel for support of students with special needs in inclusive environments
D3(a) The teacher selects and matches instructional materials to the learning needs
and styles of individual students
D3(c) The teacher selects appropriate materials for targeted curriculum classroom
instruction
D3(d) The teacher adapts commercial materials and technological products for use
with specific populations
D5(c) Application of Technology to Support Teaching and Learning
D6(b) The teacher organizes and manages varied learning groups as appropriate in
each of the disciplines as appropriate to the needs and/or interests of students and
the goals of the lesson
D6(d) The teacher identifies stereotypes in curriculum materials and adapts
instruction appropriately
D7(b)(iii) The teacher implements adaptations that are appropriate for students with
special needs
RDG D8(a) Foundations: the teacher understands the foundations of reading and
language arts development
RDG 8(b) Assessment (reading)
RDG 8(c) Methods of instruction: the teacher differentiates methods of instruction
based on needs of students and designs instruction based on the following reading
and language arts components
A5(a) The teacher describes the role and responsibilities of the team
A5(b) The teacher describes the composition of the team
A5(c) The teacher demonstrates and participates in developing individual
educational plans, individualized family service plans, and transitions and postsecondary planning
C2(c) The teacher collaborates with general educators, administrators, related
services personnel and parents in the development and implementation of the IEP
D2(c) The teacher designs and implements appropriate lesson planning and methods
for managing individuals, small groups, large groups, and inclusive groups, and
individual instruction
D2(f) The teacher collaborates with regular education teachers and related services
personnel for support of students with special needs in inclusive environments
D4(a) The teacher describes models for enabling exceptional learners to make
transitions from special education to regular education, early intervention to school,
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Summer, 2017
U2,
U4,
U6
P1,
P2,
P3, P4
ID2,
ID5,
ID6,
ID7
Curriculum Map for SPCD 459/559
Page 34
ADVANCED 5.3 Special education specialists create and maintain
collegial and productive work environments that respect and
safeguard the rights of individuals with exceptionalities and their
families. (Professionalism & Collaboration, Leadership and Policy)
ADVANCED 6.4 Special education specialists actively participate in
professional development and learning communities to increase
professional knowledge and expertise. (Professionalism &
Collaboration, Leadership and Policy)
ADVANCED 7.2 Special education specialists use collaborative
skills to improve programs, services, and outcomes for individuals
with exceptionalities. (Professionalism & Collaboration,
Collaboration)
ADVANCED 7.3 Special education specialists collaborate to
promote understanding, resolve conflicts, and build consensus for
improving program, services, and outcomes for individuals with
exceptionalities. (Professionalism & Collaboration, Collaboration)
level to level, and post-secondary options
D4(b) The teacher develops options for successful transitions with student
participation
D4(c) The teacher discusses and implements follow-up, evaluation and interagency
collaboration for student
D7(a)(iii) The teacher collaborates, develops, implements, and subsequently
evaluates implemented behavior management programs
D7(a)(iv) The teacher demonstrates appropriate group and individual interventions
Tier III-5(D) Develops a two-way system of communicating with students and
families about student progress.
Tier III-8(C) Assumes a leadership role in the study and implementation of
instructional improvement and school reform initiatives.
Tier III-2(E) Engages with colleagues and parents to collaboratively design and
implement necessary modifications and adaptations in instruction and curriculum so
that students with disabilities have access to the general education curriculum in the
least restrictive environment.
Tier III-8(B) Collaborates with colleagues in the research and design of improved
instructional strategies.
Tier III-9(A) Serves as a role model for collaborative working relations across the
profession.
Tier III-9(D) Engages parents and community members productively in the work of
the school.
Tier III-9(E) Works collaboratively and creatively with colleagues, parents, and
community members regarding educational matters.
Tier III-4(D) Integrates community resources, service agencies, other school
personnel, parents, and community members into the curriculum.
Tier III-8(A) Demonstrates the ability to reason, take multiple perspectives, be
creative, and take reasoned risks to improve teaching.
Tier III-9(C) Assists colleagues in the use of conflict resolution strategies.
Tier III-9(E) Works collaboratively and creatively with colleagues, parents, and
community members regarding educational matters.
*COE Conceptual Framework Key: Understandings, Practices, and Identity
U1 - Human Growth and Development
P 1 - Learner-Centered
U2 - Culture and Language
P2 – Contextual
U3 - Content of the Disciplines
P3 – Coherent
U4 – Pedagogy
P4 - Culturally Responsive
U5 – Technology
P5 - Technologically Current
U6 - Professional Issues
ID1 – Caring
U7 - Nature of Knowledge
ID2 – Advocacy
Prof. Scherba de Valenzuela
[email protected]
ID3 – Inquisitiveness
ID4 - Reflection-in-Action
ID6 – Communication
ID7 – Collaboration
ID8 - Ethical Behavior
Summer, 2017
U6
P4
ID2,
ID7
ID3,
ID4,
ID6,
ID7
U6
P3
ID3,
ID4,
ID7
U6
ID2,
ID6,
ID7
Curriculum Map for SPCD 459/559
Prof. Scherba de Valenzuela
Page 35
[email protected]
Summer, 2017