Graduate Programs in Education Course Syllabus
Course Title, Number, and Section Number:
One Credit: EDUC 549-058
Two Credits: EDUC 549-059
Marathon County Special Education Consortium Summer Academy
Number of Graduate Credits:
One or Two Semester Hour(s): One hour for two days and two hours for four days.
Course Location:
Holiday Inn, Cedar Creek, Wausau, Wisconsin
Course Dates and Times:
July18-20, 2016
8:30 a.m. – 4:00 p.m.
Course Format (check one):


Fully Online (all or nearly all the class sessions are delivered via technology [96-100%
online].)
Blended (technology is used to deliver more than 50% of class sessions [51-95% online].)
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Partially Online (technology to deliver 50% or less of class sessions[one class session up to
50% online].)
X Campus/On-site (no class sessions are replaced by technology or online.)
Name of Approved Instructor: Kelly Kapitz, Ph.D.
Mailing Address:1200 Lake View Drive, Suite 350, Wausau, WI 54403
Email address: [email protected]
Work Phone: 715-261-1983
Cell Phone: 715-581-4407
Instructor Preferred Method/ Times for Student Contact: Please provide students with your preferred
method of student communication and the times that you will be most available for contact.
Email is the preferred method of contact.
Course Description: (Please provide a description of the content that will be addressed in the course.)
The course will provide the knowledge and tools to assist diverse learners in the classroom with a
particular emphasis at supporting mental health needs of all students. The focus will be on creating
classrooms and schools that are responsive to all students by using universal design, differentiation
and understanding and implementing supports for addressing the mental health needs of students at
all levels.
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Conceptual Framework:
The mission of Viterbo University is to prepare students for faithful service and ethical
leadership. In keeping with the mission of Viterbo University, the School of Education has
as its mission the preparation of educators who are grounded in Franciscan values and
possess the knowledge and skills to be reflective decision makers for the 21st century.
Viterbo University Programs in Education have adopted the Wisconsin Standards for Teacher
Development and Licensure, also known as INTASC (Interstate New Teacher Assessment and
Support Consortium) Standards. Each course contributes to the development of one or more of the
WI/INTASC Standards, and specific content standards where applicable.
Franciscan values permeate the program. The focus of every professional education course is on the
learning of the PK-12 pupil. Viterbo education courses infuse constructivist practices, use of
technology, PK-12 collaboration, awareness of diversity, traditional and authentic assessment,
research, and real-word experiences into the professional development of the teacher. The course
will utilize a blend of traditional and authentic assessments.
Graduate courses are intended to provide each learner with an opportunity to extend and broaden
professional knowledge. The learner will use personal skills of listening, communication,
collaboration, and inspiration to further deepen his or her knowledge and to extend his or her
preparation for leadership.
Texts & Readings: Please list the text(s) and/or required and recommended readings used in the course, in
APA format. Please also include ISBN number for books that students must purchase and use the most
current edition of the text.
Required Texts: None
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Other Recommended Texts/Readings:
Students will utilize the handouts provided from the workshop as the basis for their independent project.
Other recommended readings:
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The Wisconsin School Mental Health Framework, Wisconsin Department of Public Instruction,
dpi.wi.gov/sspw/mental-health
Wisconsin Office of Childrens Mental Health 2015 Report, available at:
https://www.dhs.wisconsin.gov/files/ocmh2015.pdf
Mental Health and Academics: Issue Brief, available at:
http://dpi.wi.gov/sites/default/files/imce/sspw/pdf/mhissuebrief.pdf
Mental Health – Trauma, available at: http://dpi.wi.gov/sspw/mental-health/trauma
Course Objectives: Students in this class are expected to… (list of what students will accomplish in the
course)
The following course objectives are the intended results of participation in this course:
1. Participants will learn about the impact of mental health needs of students on academic and behavioral
progress in the school setting.
2. Participants will develop skill sets sufficient to utilize universal and differentiation teaching techniques
in the classroom to address the behavioral and mental health needs of their students.
3. Participants will learn how they can improve lessons in the classroom by providing enhanced
communication, collaboration, and organization among and between staff, administration and
community supports.
4. Participants will learn how to utilize systems already in place to support the mental health and learning
needs of all students.
5. Participants will develop strategies to engage all students.
The course will support the Wisconsin Teaching Standards.
1. Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of
inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these
aspects of subject matter meaningful for pupils.
2. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn
and provides instruction that supports their intellectual, social, and personal development.
3. Teachers understand that children learn differently. The teacher understands how pupils differ in their
approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse
needs of pupils, including those with disabilities and exceptionalities.
4. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including
the use of technology, to encourage children's development of critical thinking, problem solving, and
performance skills.
5. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
6. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as
well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in
the classroom.
7. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction
based upon knowledge of subject matter, pupils, the community, and curriculum goals.
8. Teachers know how to test for student progress. The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of
the pupil.
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9. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates
the effects of his or her choices and actions on pupils, parents, professionals in the learning community and
others and who actively seeks out opportunities to grow professionally.
10. Teachers are connected with other teachers and the community. The teacher fosters relationships with
school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and
acts with integrity, fairness and in an ethical manner.
Outline of Course Content: (Please list by day or by weekend; for example, Day 1, 2, 3, 4, 5 or Weekend
One, Weekend Two, Weekend Three)
Day 1: Monday, July 18
Dr. Richard Cash
Advancing Differentiation
Whether you are a beginner or an advanced practitioner, my workshops on differentiated instruction can be
tailored to meet your needs. Dr. Cash will offer your team various models, strategies, and techniques to
enhance the achievement of all your students. From introductory tips and ideas to sophisticated curriculum
and unit designs, the workshop has been very successful in building a greater understanding of
differentiation and an ability to differentiate curriculum and instruction for all students.
Day 2: Tuesday, July 19
DiPesh Navsaria
Early Experiences Elevate Everything: Early Brain and Child Development and the Future of Society
Dr. Navsaria will discuss the critical importance of the first thousand days of life and the key role human
relationships and interactions play in that time period. The concepts of toxic stress and how early adversity
leads to lifelong issues will be reviewed, with practical examples and discussion of research which highlights
these areas. Broad policy and programmatic principles that may help address the issue will also be discussed,
providing a practical framework for those who work with children and families.
Beth Herman & Christie Gause-Bemis- Wisconsin Department of Public Instruction: Wisconsin
Mental Health Framework
The DPI team will present on the Wisconsin Mental Health Framework. Their emphasis will be to
understand the impact of mental health needs of students in the school environment as well as assist teams in
assessing their readiness to address the needs. Ms. Herman and Ms. Bemis will also facilitate the steps
schools and educators can take to support the needs of students in all environments.
Day 3: Wednesday July 20
Dr. David V. Mays
Dr. Mays will discuss the types of mental health needs of students and the treatment options, both
pharmacology and behavioral. The emphasis will be on understanding the variables that contribute to the
mental health of children and how we need to shift our perspectives as we work to improve their educational
experience.
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Assignments and Requirements:
Please state the due dates and hours associated with all assignments. Outcomes, standards, assignments
and evaluations should all align.
This course is being developed specifically for instructional staff of the Marathon County Consortium
Schools. Those electing for credit will meet the general expectation of two hours of work outside of
class for every hour of scheduled class time. Assignments are due August 19th via electronic
submission to the instructor.
Attendance Policy
Viterbo University challenges students to be learners who assume responsibility for being part of a
community of scholars. Student presence and participation in the classroom is an important component of
this challenge. Each student is encouraged to develop a professional work ethic that reflects responsibility,
initiative, and teamwork. In light of the above, students are expected to attend all classes. Students who are
absent from class miss opportunities to contribute to the learning environment of the classroom and to learn
from their colleagues. Each program has specific attendance policies. Absences from class may result in a
loss of college financial aid. Federal regulation requires that students make satisfactory progress toward a
degree in order to retain federal financial aid.
Please note class hour requirement: For every hour of class time, there is an expectation of two
hours of work time outside of class.
What does this mean?
Credits
1
Class Time
12.5 clock hours
(750 Minutes)
Out of Class Time
1800 minutes = 30 clock hours
2
25 clock hours
(1500 Minutes)
3600 minutes = 60 clock hours
Methodology: Please note that each syllabus must include implementation and modeling current best
practices of Response to Intervention (RtI), Common Core State Standards (CCSS), and use of technology,
as appropriate.
This course is conducted as an intensive workshop model. Information will be presented and then
processed by participants both individually and in small groups to develop practices that will be
utilized within to enhance students learning within the classroom. Students create an independent
action plan which must include an outcome measure as part of their final project.
Evaluation Tools: Must include the evaluation tool (for example Rubric) for each of the above-referenced
assignments.
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Culminating Assignment: Students will create an action plan base on the conference material.
Name:
Grade/Subject Taught:
School:
Action plan elements:
1. Statement: What is the area or topic you are going to address in your classroom or school. Be specific.
2. Justification: Why is this topic or area important? Why do you feel it is necessary to address it? Use data,
experience or conference materials to support your justification.
3. Action: What lesson, task, project, etc. will you implement to help address your topic? Be specific.
a. What will you do?
b. Who will it impact?
c. What resources will you use?
d. When will you do it and for how long?
e. Include the resources you have consulted to help guide in your action plan (i.e.references).
4. Results: How will you know if it is working or effective? What measures will you use, how will you
collect your information/data/artifacts? How will you know if your objective is achieved? What will you
do if it isn’t?
5. Peer Review: Have a professional peer review you action plan.
Evaluation Method/Grading Rubric:
Note: This workshop-format course is comprised of four major presentations that represent
sectionals that address a unified theme of providing support to students through differentiation of
instruction and supporting the mental health needs of students in the classroom and the school.
GRADING CRITERIA FOR ASSIGNMENTS
(Adapted from Cardinal Stritch University College Of Business grading criteria.)
Note: The following criteria are intended to be applied to any component used to assess participants (e.g.,
culminating project). Point values are assigned to each grading component within the range indicated and
averaged to determine the final grade.
Exemplary = The student’s performance on elements used for grading demonstrates a thorough understanding
and application of the material covered in the course. Ideas are fully and coherently developed and
represent a conceptual framework that is consistent with professional expectations. Presentation is clear,
direct, and communicates new, creative, or original information that can be considered to advance a
professional knowledge base. Mechanical or format errors are minor and, if present, do not distract from
the overall product. The project exhibits originality in conception and execution and is not merely the
fulfillment of a directed mechanical task. Significant application to classroom instruction is readily
apparent. Project is peer-reviewed prior to submission and is to include anticipated or actual outcome.
Point value: 3.6-4 (A)
Proficient = The participant’s performance on elements used for grading has a clearly recognizable purpose
and/or focus. Ideas are substantially developed and applicable to classroom instruction. The student’s
product covers its assigned topic adequately but may lack complete coherence or integration into the
overriding purpose of the assignment. What the student produces may fail to completely follow through
on implications of its own ideas, even though the rest of the effort itself is excellent. The assignment has
few mechanical and stylistic problems and approaches the subject material in an appropriate but perhaps
conventional or predictable way. Applications to classroom instruction may be limited or require
extended explanation to be applicable. Overall product may confirm an already established professional
knowledge base. Project includes anticipated or actual outcome, but is not peer reviewed. Point value:
3.0-3.5 (B)
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Basic = Work submitted may represent participant’s reaction to course content and/or address multiple topics
as separate responses. The elements used for grading may be conventional, unimaginative, superficial, or
perfunctory. The assignment may lack a discernible, controlling purpose or focus, or its focus may
change as it goes along. The assignment may be presented without an awareness of the needs of its
audience. The assignment’s important ideas may be buried under details or facts of lesser importance or
consequence. Important themes or ideas may not be sufficiently announced and differentiated from
subordinate material. Connections between ideas may be unclear. The assignment may simply be
underdeveloped, leaving the grader with questions and a desire for more explanation or elaboration. The
assignment’s style may include awkwardness or inaccurate use of language, and it may contain numerous
grammatical and mechanical errors. Application to classroom instruction is possible, but not readily
apparent and overall product is minimally acceptable for graduate level work and is essentially a personal
reflection on or summary of the content presented. Point value: 2.0-2.9 (C)
Emerging = An assignment is poorly presented and does not fulfill the minimum professional expectations.
Mechanical, stylistic, and format errors bring into question if adequate preparation was seriously
considered. Length of project is inadequate to address topic. Overall product shows a level competency
not acceptable for graduate level work. There is little to no applicability to classroom instruction. The
product represents a lack of competence or effort on the part of the student. Point value: 1.0-1.9 (No
grade. Project would have to be revised to issue grade.)
Grading will be based on the quality of work with components as follows:
Attendance (because of the format, there is only informal opportunity for discussion or other
involvement and is essentially for accountability purposes)
Applicability of action plan
Quality of action plan (as per grading criteria)
Grades are based on completion of individual components within standards identified in course
materials/orientation session. Assessment of student performance is conveyed by the following
symbols:
A
Superior graduate work indicating exemplary achievement and initiative
A/B
Above average work at a graduate level but without elements of exemplary
scholarship
B
Adequately meets the expectations of graduate work in terms of product and research
B/C
Stated course requirements met but with marginal research and project levels
demonstrated
C
Minimal course requirements met at the lowest level acceptable for graduate work.
Americans with Disabilities Act (ADA): If you have a disability and require auxiliary aids services, or
accommodations for this class, please inform this professor and Jane Eddy, the disability coordinator
(located in the Academic Resources Center in MRC 322 or at 608-796-3194 to discuss your needs.)
Academic Integrity: Viterbo students are expected to follow a policy of academic honesty. The willful
violation of these standards will result in actions being taken against students who are
caught engaging in such unethical conduct. Violations of that integrity may include
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cheating, plagiarism, falsification of information, and other similar or related conduct.
Please visit the Master of Education website for a detailed explanation of this policy.
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