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Course Criteria
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3.00 Credits
Required for all Special Education majors. The practicum experience is an integral part of the field-based Special Education program, and provides teacher candidates the opportunity to apply concepts learned in coursework to real-life teaching in the classroom. Teacher candidates will spend the equivalent of one full day per week in an assigned K-12 setting designed to service learners with disabilities. Teacher candidates will complete all programmatic requirements, including field-based assignments from coursework, in this classroom. This course emphasizes delivery of lesson plans that are appropriate to the needs of the K-12 setting and align to local and state curriculum and standards; implementation of classroom routines, procedures, and instructional strategies; collaboration with families of students; and development of professional dispositions of the practice. Teacher candidates will work closely with cooperating (mentor) teachers and university supervisors via frequent conferences and observations using Special Education program assessment tools. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss and reflect on successes and challenges that arise during the practicum teaching experience. 2. Discuss and reflect on facilitating classroom activities and helping with behavior management as directed by the cooperating/mentor teacher. 3. Create and teach two observed lessons that utilize effective instructional strategies and teach accurate content concepts and skills to whole classes and small groups of students. 4. Collaborate with grade-level teams to analyze student learning data, inform and adapt instruction, and build understanding of district policies and procedures. 5. Engage counselors, school administration, and related personnel and community resources to understand and support students' educational progress and goals. 6. Discuss and reflect upon ways to engage parents/families in students' educational progress under the guidance of cooperating/mentor teacher. 7. Discuss and reflect on development of professional dispositions, and develop action steps for continued growth. Prerequisites: Admission to Utah Tech University Special Education program and passing grade in SPED 3700. Course fee required. FA, SP
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2.00 Credits
Required for all Special Education majors. This course will focus on providing teacher candidates with the knowledge and skills needed to assess and evaluate K-12 students with exceptionalities for determining present levels of academic and functional performance (PLAAFPs), identification for special education services, and writing of goals for IEP development. Course includes emphasis on assessment requirements, instruments, and strategies used to support the learning of K-12 English learners. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Describe assessment terminology, ethics, legal provisions, regulations, program standards, and procedures. 2. Describe, select, administer, and interpret formal unbiased assessments. 3. Identify and use informal assessments and applications for various disabilities and English learning. 4. Describe the use of assessment results for determining special education services and English learning. 5. Use assessment results in creating individualized education programs and individualized learning plans. Prerequisites: Admission to the Utah Tech University Special Education program. FA, SP
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3.00 Credits
Required for all Special Education majors. Teacher candidates will learn effective practices and strategies to support children with disabilities learning to read and write. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Assess individual student learning needs for reading and language arts to create IEPs and plan instruction. 2. Plan effective core curriculum instruction to meet individual student needs. 3. Identify effective strategies for teaching reading and writing to students with disabilities. 4. Implement effective reading and writing strategies for students with disabilities. 5. Implement effective reading and writing strategies for English learners. 6. Demonstrate the use of progress monitoring data to make instructional decisions. Prerequisites: Admission to the Utah Tech University Special Education program. FA, SP
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3.00 Credits
Required for all Special Education majors. This course will focus on preparing teacher candidates to teach K-12 students with disabilities about mathematics. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Use assessment data to create standards-based Present Levels of Academic and Functional Performance (PLAAFP) statements and measurable annual IEP and unit goals. 2. Assess individual student math learning needs to create IEPs and plan instruction. 3. Create and teach lesson plans using cognitively guided instruction and explicit sequential instruction to teach core math skills. 4. Design and implement data recording systems for monitoring student progress toward lesson objectives, unit goals, and annual IEP goals. Prerequisites: Admission to Utah Tech University Special Education program. FA, SP
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3.00 Credits
Required for all Special Education majors. Required for all Special Education majors. This course focuses on preparing teacher candidates for the effective instruction of K-12 students who have mild/moderate disabilities, and of English learners. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Describe educational characteristics of students with mild/moderate disabilities, and English learners. 2. Write standards based PLAAFP statements, IEP/ILP and unit goals, and lesson objectives. 3. Create and use direct instruction lesson plans enacting the effective teaching cycle to address individual student learning needs. 4. Demonstrate the design and use of curriculum-based measurements to make instructional decisions. 5. Describe the multi-tiered systems of support (MTSS) concept, processes, and use of progress-monitoring data to make MTSS decisions. Prerequisites: Admission to Utah Tech University Special Education program. FA, SP
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2.00 Credits
Required for all Special Education majors. This course will focus on the ways teacher candidates can support students with disabilities with social, learning, and behavior needs in the learning environment. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Describe and define the components of MTSS social, learning, and behavior supports. 2. Identify assessment and intervention strategies that address the social, learning, and behavior needs of students with disabilities in inclusive settings. 3. Identify and describe the various components and appropriate use of Utah's Least Restrictive Behavioral Interventions (LRBI) 4. Demonstrate principles and practices of positive behavior support in the classroom. Prerequisites: Admission to Utah Tech University Special Education program. FA, SP
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2.00 Credits
Required for all Special Education majors. Teacher candidates will learn how to manage behavior of K-12 students with disabilities within various educational learning environments. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Describe approaches for explaining and analyzing occurrences of human behavior. 2. Describe data collection and principles of using data to target and replace behaviors. 3. Describe principles of stimulus control, consequences, and differential reinforcement. 4. Use functional behavior assessment to determine the function of behavior and to develop replacement behaviors. 5. Use functional behavior assessment data to design behavioral intervention plans. Prerequisites: Admission to Utah Tech University Special Education program. FA, SP
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10.00 Credits
Required for all Special Education majors. Teacher candidates will apply their learning from all courses in the program through eleven weeks of student teaching in K-12 settings that service students with disabilities. Cooperating (mentor) teachers provide the necessary support students need as they are given responsibility of all aspects of student learning in classrooms. University supervisors, in conjunction with mentor teachers, scaffold and evaluate teacher candidates via frequent conferences and observations using DSU Department of Education assessment tools. At the successful conclusion of the course, teacher candidates will have demonstrated their abilities to successfully manage their own classrooms and will be eligible for state licensure. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Teach appropriate and accurate content concepts and skills to groups and individuals with disabilities. 2. Create an effective classroom learning environment and manage student behaviors. 3. Maintain record keeping systems. 4. Collaborate with regular education teachers and other school professionals to analyze student data, and inform and adapt instruction 5. Engage parents, families, counselors, and school administration in students' educational progress and goals. Prerequisites: Admission to the Utah Tech University Special Education program and passing grade in SPED 4000. Corequisites: SPED 4989. FA, SP
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3.00 Credits
Required for all Special Education majors. Teacher candidates debrief and collaborate on special topics such as classroom management, lesson design, assessment, instructional strategies, and current issues and topics in education. The purpose of this Capstone course is to solidify the pre-service experiences, prepare and submit the PPAT in its entirety, and develop the skills and knowledge necessary to secure a teaching position. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss/reflect current issues in education and topics that arise during the student teaching experience. 2. Recognize and comply with the requirements of the Utah State Board of Education and Utah Tech University in becoming a certified teacher. 3. Design and complete PPAT assessment to demonstrate skills and understanding of creating lesson plans, implementing differentiated instruction for diverse learners, using formative and summative assessments to assist in student learning, analyzing student learning, and self-reflection on one's practice. 4. Develop a professional leadership plan, which includes investigating post-baccalaureate educational options and leadership opportunities in the school community and professional setting. 5. Implement writing skills that communicates abilities and talents as an educational professional. 6. Engage parents and families in students educational progress and goals. Prerequisites: Admission to the Utah Tech University Special Education program. Corequisites: SPED 4900. FA, SP
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3.00 Credits
Applies contemporary management and leadership theories to sport, including organizational behavior, strategic planning, and effective human resources management. Emphasis will be placed on current events and trends regarding issues, forces, and problems impacting decision making in athletic administration. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Analyze personal leadership behavior and effectiveness. 2. Differentiate effective relationship building strategies in athletics. 3. Apply leadership and management strategies in solving personnel challenges. 4. Apply leadership and management strategies in solving program and operational issues. 5. Analyze and prioritize the primary duties of an upper-management leader. Prerequisites: Admission to the Master of Sport Management program.
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