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Welcome Dr. Delia C. Garcia Dean. Introduction and Agenda Dr. Delia C. Garcia Dean, College Education.

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Presentation on theme: "Welcome Dr. Delia C. Garcia Dean. Introduction and Agenda Dr. Delia C. Garcia Dean, College Education."— Presentation transcript:

1 Welcome Dr. Delia C. Garcia Dean

2 Introduction and Agenda Dr. Delia C. Garcia Dean, College Education

3 AGENDA Welcome & Introductions_____________________________________Dean Delia C. Garcia Graduate Studies_________________________________________________Dr.Thomas Reio Clinical Experiences______________________________________________Dr. Judith Cohen TaskStream______________________________________________________Jeanette Martin Handling Difficult Students________________________________Dr. Kristen A. Kawczynski Counseling and Psychological Services_____________________________ Wendy X. Ordonez Disability Resource Center__________________________________________Stephen Loynaz Administrative Functions____________________________________________Mirta DeLeon MyFIU Payroll & Sign-on_____________________________________Alejandra Garcia Technology __________________________________________________Pierre Schoepp Adjunct Handbook________________________________________________Dr. Kyle Perkins Questions, Comments

4 Office of Graduate Studies (OGS) OGS serves to support the College of Education (COE) graduate programs in collaboration with faculty, administrators, and the COE Doctoral Policies Committee

5 Meet the OGS Personnel Academic Advisor: Katie Pereyra Dissertation Coordinator: Dr. Linda Bliss Associate Dean of Graduate Studies: Dr. Thomas Reio Office Manager: Caprila Almeida

6 The Role of OGS  Assist with processes pertaining to graduate students and faculty, such as: Doctoral admissions Graduate assistantships Candidacy examinations Thesis and dissertations Panther degree audits Time-to-degree Graduation certifications

7 The Role of OGS Continued  Process graduate student forms Change of grades - accessible via grade rosters  Provide Resources for graduate students and faculty Frequently Asked Questions at

8 Contact OGS  Location: Ziff Education Building (ZEB) 310  Phone: (305) 348-2723  Fax: (305) 348-2081  Email: (Office Manager)  Website:

9 Office of Clinical Experiences E. Judith Cohen, Ed.D., Director Mary Ann Gonzalez, Coordinator Monica Rivas, Program Assistant ZEB 230, 305-348-2082

10 Office of Clinical Experiences  Student Teaching  Mary Ann Gonzalez Arranges all ST placements with local school districts Orders supplies and maintains budget accounts Evaluates all ST applications Maintains ST website Maintains BCPS website for all placements  Field Placements  Monica Rivas Coordinates and maintains all field experience paperwork Prepares and updates school site records Processes Certificate of Participation forms Maintains security clearance information Assists with ST issues

11 What we do...  Provide a welcoming atmosphere for all students and faculty in the COE  Provide information regarding policies and procedures related to all field placements and student teaching  Arrange all placements and assist students with questions and concerns related to student teaching and field placements

12 Student Teaching  Review and process applications for all majors in COE  Secure placements for selected majors Elementary Education/ESOL Early Childhood Education/ESOL Exceptional Student Education/ESOL  Process contracts for review by M-DCPS, Center for Professional Learning (CPL)  Coordinate COE Writing Seminar  Conduct orientation meetings for all candidates prior to and during Student Teaching

13 Student Teaching  Update Student Teaching Handbook to reflect current standards, practices, and requirements (e.g., COE Conceptual Framework, FEAPs, Florida Standards, ESOL & Reading Competencies, and TaskStream policies)  Prepare “Certificate of Participation” for cooperating teachers  Coordinate FIU Supervisor assignments  Plan and conduct FIU Supervisor meetings  Update COE website with ST information  Maintain and update website for Broward County placements

14 Student Teaching Applications  Fall Semester ALL MAJORS  Application due February 1 st  Paperwork due March 1 st  Spring Semester ALL MAJORS  Application due June 1 st  Paperwork due July 1 st

15 Field Placements  Send message and agreement form (electronically) to principals in all Miami-Dade County Public Schools, Charter Schools, and many private schools each semester to arrange placements for field experiences  Prepare & post list of participating schools  Approve students for Broward County placements, and maintain BCPS website  Assist students with individual placements and required paperwork  Provide attendance logs for TaskStream process  Coordinate field placements with program faculty  Maintain documentation for all student placements

16 Field Placement Courses  Professional Studies Core EDF 1005 and EDF 2085  15 hours / course  required (state mandate)  Upper Division Selected Program Courses  5 - 20 hours / course  see attached list for specific courses and corresponding field hours

17 Security Clearance Issues  Maintain a system of assuring security clearance compliance for all students, faculty, and adjuncts working in Miami-Dade, Broward, or Monroe County public and private schools  Provide procedures and paperwork for fingerprinting process to all students  Attend district meetings and work with district personnel regarding fingerprinting and clearance issues

18 Security Clearance Information  Miami-Dade County $71.00 (money order) Picture ID Social security card Service Provider Input Document Security clearance card provided by our office (valid for 5 years)  Broward County $76.50 initially & $20.00 annual renewal Online registration – details in ZEB 230 Badge will be issued by district

19 Additional Responsibilities (JC)  Teach EEX 4240 / 5259: Literacy in Special Education  Provide PD for local schools  Represent COE in the community by attending events at local public and private schools

20 Questions, Suggestions, Comments???  Please let us know how we may assist you regarding Student Teaching and Field Experiences.  Thank you so much for your attention and time. Judy, Mary Ann, and Monica

21 TaskStream Ms. Jeanette Martin Coordinator of Assessment and Accreditation 305-348-3655, ZEB 211

22 Overview  What is TaskStream?  Taskstream Faculty Instructions  Taskstream Student Instructions  Turnitin Feature  QuickScore Feature  Contact Information

23 What is TaskStream?  TaskStream offers the College of Education a stable and powerful set of tools to support collection and analysis of student outcomes in all of our programs.  It also offers students a personalized space to submit assignments and to use their best work for building an online portfolio.

24 What is TaskStream? (cont.)  TaskStream is used to evaluate student outcome as part of accreditation.  TaskStream is used to assist students in the collection, preservation, organization, evaluation, and dissemination of activities, assignments, evidences and reflections that are associated with competencies and standards throughout their teacher education program.  It is needed in order to receive program approval from the FDOE for its teacher preparation program and accreditation from The National Council of Accreditation of Teacher Education (NCATE) and the Southern Accreditation of Colleges and Schools (SACS).

25 Faculty Instructions  Step-by-Step instructions and Resource Documents for Faculty/Adjuncts can be found: Faculty Instruction Pages

26 Turnitin Feature  Author work submitted to TaskStream can be sent to Turnitin (an external vendor) for originality reporting (a.k.a., ‘plagiarism detection’).  All submitted student work has a Turnitin Originality Report generated for attachments, text areas, and forms.

27 Turnitin Feature, continued  Turnitin has a disclaimer that Originality Reports can take up to 24 hours to generate. However, Turnitin is usually able to process the files much faster than that, usually within a few minutes after Author submission.  Originality Reports can only be generated for work submitted AFTER the feature is enabled.  Evaluators can view the Originality Reports after the work has been submitted by the Author.  There are 3 view options available for Authors.

28 Accessing Originality Report s  To view Originality Reports: 1.Click into the DRF Program. 2.In the Search for Individual to Evaluate or Search for Multiple People, click Continue. 3.Locate an Author and from the work area, click View Edit. 4.Click the Originality Report tab. The button is available once a valid report has been generated. 5.The Originality Report page loads.

29 Originality Reports 1 3 1- Originality Tab 2-Originality Score (ranges from 0%-100%) 3- Full Report: Allows faculty to get a complete report of the sources that the student copied. It allows for quotes and References to be omitted from Originality Score. It is also Printable.

30 QuickScore™ Feature  TaskStream has launched a new feature, called QuickScore™, for streamlining the scoring process that enables Evaluators to score a number of Authors from one interface.  With this enhancement, Evaluators can now skip Authors in the list during a given scoring session. Evaluators will not see the skipped Authors’ names until the next time the Evaluator logs in.

31 Steps for Using QuickScore™ Step 1:

32 Steps for Using QuickScore™, cont. Step 2:

33 Steps for Using QuickScore™, cont. Step 3: 1 2

34 TaskStream Classroom Presentations  The Taskstream Office Staff is available to hold in- class presentations to assist students with Taskstream uploads and answer any questions.  Presentations usually last no longer than 15 to 20 minutes.  To set up a presentation contact the office at

35 Frequently Asked Questions 1.Who needs a TaskStream account? Every student taking at least one class in the COE needs to subscribe for an account. 2.When and where can students purchase TaskStream? Students can purchase TaskStream directly online at the TaskStream website: 3.How much does TaskStream cost? 1 semester – 5 months ($25) 1 year account ($42) 2 year account ($69) 3 year account ($91) 4 year account ($105) 5 year account ($119) 6 year account ($129)

36 FAQs, cont. 4. What can I do to reset my password? Passwords can be changed under “My Accounts.” 5.What do I do if I forget my password? You can retrieve a forgotten password by clicking on the “forgot password?” option on the TaskStream homepage. 6.What do I do if I forget my username? To retrieve your username you will need to contact TaskStream directly at 1-800-311-5656. 7. What if a student only takes one course in the COE? Do they need to subscribe to TaskStream? Yes, all students taking at least 1 credit in the COE have to have a TaskStream account for the duration of that course.

37 ContactInformation Contact Information  If you need further assistance with TaskStream, please contact: COE TaskStream Office Jeanette Martin: 305-348-3655, ZEB 211

38 Handling Difficult Students Dr. Kristen A. Kawczynski Student Conduct & Conflict Resolution

39 Office of Student Conduct & Conflict Resolution Modesto Maidique Campus GC 311 305-348-3939

40 What does our office do?  Adjudicate student conduct cases –Student Code of Conduct Student Conduct records are private and confidential – not able to share outcome Faculty’s role as witnesses in process  Admissions Clearance Process  Training and workshops (e.g. Conflict Resolution, Ethics & Community Standards)

41 FIU’s Expectations of Students  Each Student is responsible for his/her conduct during the academic year and during periods between terms of actual enrollment.  All Students are expected to know the regulations of the University.  We expect all students to maintain an appropriate learning environment.

42 Disruptive Conduct – Student Code of Conduct (c) Disruptive Conduct 2. Behavior that substantially and materially disrupts, disturbs, impairs, interferes with or obstructs the orderly conduct, processes, and functions of the classroom or laboratory and/or immediate surrounding areas. This includes interfering with the academic mission of the University or individual classroom or interfering with a faculty member or instructor’s role to carry out the normal academic or educational functions of his/her classroom laboratory and/or immediate surrounding areas.

43 Addressing Disruptions  Outline expectations from the very beginning and include these in your syllabus  Try to handle the situation to the best of your ability Clarify and remind students about expectations of being in your class Identify the behavior that is causing the disruption Address the student in a follow up after class and clarify what behavior is required in the future to be successful Ask for assistance or guidance from your department chair on addressing issues If necessary, ask the student to leave the class If the student continues to disrupt the class or you feel there is a threat, use the emergency phone to call FIUPD at 7-2626 or 7-5911

44 Addressing Disruptions (continued)  Document an Incident Report with the Office of Student Conduct and Conflict Resolution Click on “Report” for our online Incident Report Form  You may be asked to participate in the Student Conduct Process. Your help will assist us in holding students accountable for their behavior.  For assistance on how to handle a disruptive student, contact your Department Chair because they are a great resource


46 Consultation and Campus Resources  Contact us if you have any questions, each situation is unique and we will work with you to figure out a course of action  Dean of Students/Behavioral Intervention Team – Dr. Cathy Akens 348-2797  University Police – for emergency situations 348-2626 (7-2626) or 348-5911 (7-5911)  Victim Empowerment Program- 348-1215  Disability Resource Center  Guide to Dealing with Troubled and Disruptive Students – also on  Faculty/Staff Emergency Guide – Red Folder

47 # Proud

48 Follow us on: 305 – 348 – CAPS (2277) CAPS.FIU.EDU 305 – 348 – CAPS (2277) CAPS.FIU.EDU FIU Counseling @FIUCounseling @fiu_vep


50 How to Contact CAPS… Modesto Maidique Campus: SHC 270 Biscayne Bay Campus: WUC 320 Take the FREE shuttle to MMC from EC 305 – 348 – CAPS (2277) CAPS.FIU.EDU 305 – 348 – CAPS (2277) CAPS.FIU.EDU


52 CAPS Services Contd. Individual, Couples & Group Counseling Short term psychotherapy that addresses concerns such as self-esteem issues, anxiety, depression, grief & bereavement, stress management, relationship issues, lifestyle choices and more. Consultation, Evaluation & Referrals To appropriate community agencies for eating disorders, substance abuse/dependence, and family therapy. Testing Neuropsychological, educational, ADHD, personality. Medication Management We have a psychiatrist on staff!

53 CAPS Services Contd. Victim Empowerment Program *Confidential assistance to FIU students who have been victimized through threatened or actual violence *Assistance with problems such as sexual assault, relationship violence and stalking SERVICES *Our staff will explain choices *Staff can help identify needs and options *Staff can accompany students who need medical services *Staff can help during the healing process *Staff can help with safety planning and much more *Based on students individual needs

54 What Else Do We Do? Outreach Workshops/Presentations: *Victim empowerment presentations *Stress management workshops *Mental Health workshops *Other presentations *Request at under ‘outreach’ tab *For giveaways/flyers for students: request at

55 Effective Collaboration: Assisting Students with a Disability Disability Resource Center

56 MMC Campus Disability Resource Center Modesto Madique Campus GC 190 Miami, Florida 33199 Voice: (305) 348-3532 TTY: (305) 348-3852 Fax: (305) 348-3850 * We offer Video Relay Service (VRS) Email:

57 BBC Campus Disability Resource Center Biscayne Bay Campus WUC 131 3000 NE 151 St. North Miami, Florida 33181 Voice: 305 919-5345 TTY: 305 919-5390 Fax: 305 919-5211 Email:

58 Some of the Disabilities that the DRC Serves Learning Disabilities: Reading, Math, Disorder of Written Expression Developmental Disorders (i.e.; Autism/Asperger’s/ PDD) Visual Impairments Hearing Impairments Psychological – Depression, Bipolar, Anxiety Disorder, Panic Attacks, Obsessive-Compulsive Disorder, Schizophrenia. Alcoholism/Drug Addiction- Must have attended a treatment program. Health/Pain Related Disabilities-Arthritis, Chronic Fatigue, Lupus, Sickle Cell Anemia, Diabetes, AIDS, Cancer, Asthma, Carpal Tunnel. Traumatic Brain Injury Temporary- broken arms, etc.

59 2010-2011 DRC student profile

60 PRESENTATION GOALS 1. To understand how we process information. 2. To recognize learning styles. 3. To develop strategies that make learning easier and tutoring more effective. 4. To gain insight concerning other disabilities and to learn how to help appropriately 5. Etiquette Tips



63 BUT TOUCH AND MOVEMENT Also lead to cognition

64 Understanding the Learning Process Input Short term memory Working memory Long term memory – Storage – Retrieval output

65 Input This is the student’s ability to receive your message. Letters and words might get mixed up, reading might be slow, spelling and math calculation can be very difficult. With an auditory processing problem, sometimes what you say is not what is heard. You need to make sure your message is getting in.

66 Short Term and Working Memory Short term: Lasts only for few minutes. Student with a disorder that affects short term memory will get the message, but will lose it soon afterwards and will need to hear it again. Working memory is a longer period of time when a student is processing the information and trying to understand what the tutor or Instructor is saying.

67 Long term memory, storage, and retrieval With long term memory a student is able to retain the information until needed. Long term storage is where the student files the information Retrieval is the method the student uses to retrieve the memory during the test. STORAGE AND RETRIEVAL ARE THE POINTS WHEN STRATEGIES BECOME VERY IMPORTANT TO THE STUDENT

68 Retrieval – It’s like finding the right string to grab onto! Get hold of the string, pull, and the rest will follow!!!

69 Output Remembering the information Taking the test Writing the paper Discussing in class Answering questions correctly

70 Using Strategies to Enhance Learning Styles of VAT/K Visual Auditory Tactile/kinesthetic

71 Visual Use lots of colors: colored paper, markers, index cards, sticky notes. Highlight student’s class notes, text, and study materials that you prepared as a tutor. Divide each chapter into different colors. Put extra white space between problems. Use easy to read pens/pencils. Print if you have terrible handwriting. Use silly pictures next to problem as a reminder.

72 Auditory Use various tones when you lecture. Create simple/silly rhymes. Use mnemonics to help remember Limit information to no more than 4 or 5 chunks of material at time. Make certain the student is looking at you when you speak. Allow students to digitally record information for use later when reviewing their notes, especially things like vocabulary words and meanings. Have the student repeat information back to you.

73 Tactile/kinesthetic Have the student do the work at a white board, chalkboard, or paper chart. Standing, writing, talking and thinking are all happening at once. Have the student duplicate what you put on paper. Use hands on activities to replicate the concept you are tutoring or teaching.

74 Visual impairments Some students have total lack of vision, others have partial vision. Use the CCTV machines when appropriate. Some students prefer to use JAWS to read the computer screen to them. Use heavy black markers and large lettering when appropriate. Talk clearly and directly to the student. Understand if the student has visual points of reference. Students who were born blind may not have same mental images as you do.

75 Hearing impairments Some students have hearing aids, some students use FM systems, and other students will use interpreters and sign language. Always speak directly to the student, not to the interpreter. Question the student often to make sure that the information you think is going in is, in fact, truly the same information. Speak clearly and repeat as necessary.

76 Emotional, psychological, ADHD, etc. Help the students stay focused and on task. Use strategies like color highlights or digital recorder. Do not criticize the students who may get easily frustrated or angry. Listen with a positive, non-defensive reaction, but DO NOT GIVE ADVICE. Give students a short break if they are losing the ability to concentrate. Try a different seating arrangement. Change the subject matter (if student agrees) to something less aggravating for a while. Use concrete and descriptive language and narrow down options or scope of projects whenever possible. Set boundaries and class rules

77 Asperger’s vs. Autism ASD is one of the five developmental disabilities known as pervasive development Disorder (PDD) Aspergers’s Syndrome, Pervasive Development disorder, Not otherwise Specified (Pdd-NOS), Autism, Childhood Disintegrative Disorder (CDD), and Rett’s Disorder. The number of persons with ASD has been growing in the past decade, and current estimates suggest that as many as one child in every 150 born today will be diagnosed with ASD.

78 Guidelines for working with ASD students Be explicit in expectations for assignments and class rules Be concrete with dates so the student can make decisions about dropping when possible Create flexibility so students can have alternative assignments available Consider using multiple instructional mediums Offer information on new activities to minimize fears of unknown Opportunity for practice and repetition Utilize token economies

79 Physically or medically impaired Student may get easily tired, so watch for signs of fatigue. Students may have pain that causes them to lose concentration. You may need to provide a better seating arrangement. Medication may be slowing down processing, so be patient and make sure student can give you back the information completely. Do not touch wheelchairs while speaking to the student. You are invading their personal space.

80 When tutoring remember the following procedures: Make eye contact

81 When tutoring remember the following procedures: Watch the student for signs of confusion

82 When tutoring remember the following procedures: Make certain the student can repeat back what you just taught Allow the student to be active: let student write on the board, do the problem on paper, handle any manipulative materials you may use; some students may be very tactile learners.

83 When tutoring remember the following procedures: Give the student a closer look at the material you just explained.

84 When tutoring remember the following procedures: Break down the steps

85 When tutoring remember the following procedures: Give the student enough time to process

86 When tutoring remember the following procedures: Ask questions to the student

87 and finally… Can the student repeat the information aloud?

88 Etiquette Tips General – Put the person first. Say “person with a disability” rather than a “disabled person.” – Avoid outdated terms like “handicapped” or “crippled.” – Do not assume someone with a disability needs help. The best thing to do is to ask if he/she needs assistance. Wheelchair – Do not lean or rest on someone's wheelchair. It is considered personal space. – If the service counter is too high for a wheelchair user to see over, step around the counter to provide service. – Have a clipboard handy if filling out forms is necessary Service Animals – Do not feed, pet, or speak to the animal. This dog is working and does not need to be distracted. – If the person has a guide dog, walk on the side opposite the dog. – Warn the person of any impending obstacles if the person is visually impaired.

89 Etiquette Tips Blind/Visually Impaired – Identify yourself and your title before you begin your conversation. – Do not grab the person’s arm. Offer your arm or elbow to guide the individual. – Make sure the person is left in a comfortable spot when you need to leave - not in the middle of a large room but along the wall or near a door. Deaf/Hearing Impaired – When speaking with the student who has an interpreter (sign language), make eye contact with the student not the interpreter. – Speak clearly but in a normal tone in case the person is reading your lips. – If communicating in writing, keep the message as uncomplicated as possible.

90 Etiquette Tips Seizure – Clear obstacles that may cause bodily harm. – If you feel someone’s life is in immediate danger due to any seizure or other health-related problem, use your own judgment and call 911. – Be aware the certain lights (strobe lights) or high pitched alarm sounds can trigger seizures in some people. – Provide a referral to DRC so that the person gets proper accommodations as needed.

91 THANK YOU It is what we think we already know that prevents us from learning. – Claude Bernard QUESTIONS?

92 Administrative Mirta DeLeon Director, Budget and Operations (305) 348 – 3609

93 Administrative Staff Budget/Finance Ricky del Valle 305-348-6550 Human Resources Alejandra Garcia305-348-1726 Technology Pierre Schoepp 305-348-6311 Andres Cantillo 305-348-6305/1962 Hotline - 305-348-2499

94 Payroll and MyFIU Employee Self-Service Alejandra Garcia Coordinator, Administrative Services

95 Technology Pierre Schoepp Director Email : Phone: 305-348-6311

96 Contacting the IT Support Staff  By Phone: 305-348-2499  By Email:  On the Web:

97 FIU Email / Office 365  On the Web:  In your Office: Click on Start > All Programs > Microsoft Office > Outlook  Setting up your Phone: Go to

98 FIU Microsoft OneDrive  On the Web: Click on OneDrive at the Top Free 1 TB of Storage  On your iPhone/iPad Visit Apps store and download OneDrive for Business  On your FIU/Personal Computer Go to click search and download OneDrive for Business

99 Classroom Technology  Please visit html html  90 iPads (three carts of 30 each). Our website ( tml) will help you select the right iPad Cart based on a list of their respective Apps.

100 Classroom Technology (cont.)  64 Smart Response XE Clickers (two carry bags with a strap, 32 each)  63 Smart Response PE Clickers (two carry bags with a strap, one 32, one 31)  150 iClickers (5 carry bags with wheels of 30, 1 receiver per bag)  One (1) SMART Table interactive learning center on wheels.

101 Classroom Technology (cont.)  5 Small Portable Dell Projectors  5 Smart Document Cameras on Mobile carts to connect directly to the SmartBoards across our 23 classrooms.

102 Adjunct Handbook Kyle Perkins Associate Dean

103 Questions and Answers


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