Dr. Delia C. Garcia
Introduction and Agenda
Dr. Delia C. Garcia
Dean, College Education
Welcome & Introductions_____________________________________Dean Delia C. Garcia
Access to Library and Library Resources________________________________Adis Beesting
Disability Resource Center__________________________________________Stephen Loynaz
Counseling and Psychological Services___________________ Thaimi Fina and Silva Hassert
Handling Difficult Students________________________________Dr. Kristen A. Kawczynski
Graduate Studies_______________________________________________Katie Schmidbauer
Clinical Experiences______________________________________________Dr. Judith Cohen
TaskStream______________________________________________________Jeanette Martin
Administrative Functions____________________________________________Mirta DeLeon
MyFIU Payroll & Sign-on_____________________________________Alejandra Garcia
Technology __________________________________________________Pierre Schoepp
Adjunct Handbook________________________________________________Dr. Kyle Perkins
Questions, Comments
Access to Library and Library
Dr. Adis Beesting
Education Librarian
Email: [email protected]
Disability Resources
Stephen Loynaz
Associate Director
Email: [email protected]
Phone: 3053487564
Disability Resource
Discussion Item One: Americans with Disabilities Act As Amended &
Rehabilitation Act As Amended, Section 504
Discussion Item Two – Golden Rules
Discussion Item Three – Language
Discussion Item Four – How to Deal with Persons with
Service Animals
Discussion Item Six– Disability Resource Center
Rehabilitation Act As Amended &
American with Disabilities Act As Amended
• Rehabilitation Act is a program access act. Prohibits discrimination on
the basis of disability in any program or activity by an entity or
institution receiving federal funds.
• American Disabilities Act As Amended is a civil rights law for persons
with disabilities. Prohibit discrimination on the basis of disability.
• Definition of disability- a physical or mental impairment that
substantially limits one or more major life activities (sometimes
referred to in the regulations as an “actual disability”), or
• a record of a physical or mental impairment that substantially limited
a major life activity (“record of ”), or
• when a covered entity takes an action prohibited by the ADA because
of an actual or perceived impairment that is not both transitory and
minor (“regarded as”). [Section 1630.2(g)]
• Speak directly to the person with a
• Before providing assistance ask
• If the person wants assistance,
clarify how you can best assist
• Assist the person in what way
he/she has requested
• Only call a person by his/her first
name if you have permission
• Do not touch or use a person mobility
aid without his/her permission
• Talk to the person face to face,
establish level eye contact
• Avoid empathetic mumbo-jumbo,
everyone’s experiences are different
• My best friend is blind
• I know how you feel, I was in a
Words are powerful!
• Language is a reflection of society and is not only disrespectful
but also are hurtful and perpetuates the biases and stereotypical
thoughts and behaviors.
• People first language
• Refer to an individual’s disability only when discussing the
• Use the term accessible to describe a place with
accommodations for persons with disabilities
• Use the term disability not differently able, crippled, retarded,
crazy, and stupid, etc.
• Don’t under estimate or overestimate a person with a disability
• Do not use labels
Dealing with a Person Who is Blind or with a Visual
• It is not necessary to talk
loudly or slowly. Speak
clearly & directly.
• When walking with a person
who is blind offer the
person your arm. He/she
will walk half a step behind
• When entering a room,
identify yourself and others
• When leaving a room,
inform him/her that you
are leaving.
• Partially opened doors
& cabinets are a hazard
to a person who is blind.
• When guiding a person
who is blind to a chair,
bed, or table use his/her
• Orient a person who is
blind to the facility.
• Be patience, relax and listen.
• When answering the phone wait for a response, do not hangup immediately or assume that a person with slurred speech
is intoxicated.
• Let the person speak, do not complete his/her sentences.
• Reduce or eliminate background noise.
• If you do not understand tell the person and solicit and
provide feedback.
• If experiencing difficulty, explain how you would like to
facilitate communication and solicit feedback on the
proposed solution.
• Do not be patronizing
• Do not hang on, sit on, or lien on a person’s
• Do not move assistive devices out of the person’s
• Do not play with assistive devices
• When speaking with the person who is using a
wheelchair find a place to sit
• Always ask how to help someone
• Never force help on anyone
• Make rules that are understandable and clear
• Establish and maintain boundaries
• Make known the consequences of violating rules and
• Establish positive reinforcements for good behavior
Refer to Counseling and Psychological Services Center
Student changes patterns in eating and sleeping
Student is alienating others
Student has angry outbursts or crying excessively
Students is giving away objects, talks about death
He/she is deliberately exposing him/herself to dangerous
Speak directly to the Deaf/d.
Gently tap the shoulder to gain the person’s attention.
Talk to the person face to face, establish eye contact.
Do not shout or scream.
When using the interpreter do not use the interpreter as a
Speak directly and maintain eye contact with the student, not
the interpreter. Do not say, such statements as “tell him/her
this, or tell him/her to sign this.”
Avoid speaking about the student as if he/she is not present.
Due to process time, it is a common occurrence for the
interpreter to continue signing after you have finished
The interpreter may ask you to spell technical terms or
• It is important to know that research has shown that
less than 30% of spoken English sounds are visible
and 50% of English sounds look like another sound
on the lip.
• Ask the deaf person to repeat what you have said.
• When there is miscommunication, use either pen and
paper or a computer to communicate.
• When giving written directions, use the outline
1-800-955-8771 (TTY)
1-800-955-8770 (Voice)
1-800-955-1339 (ASCII)
1-877-955-8260 (VCO-Direct)
1-877-955-5334 (STS)
1-877-95573 -87 (Spanish)
1-877-955-8707 (French Cr)
• There is no charge for local calls.
• There is a discount for long distance calls.
• Relay users may make as many calls as they want and talk as
long as they want.
• All conversations are confidential and no records of
conversations are kept.
• The relay system provides limited typed English message
translation to conversational English and vice versa.
• The relay system is available 24 hours a day and 365 days a
• Telecommunications
for Deaf, TDD
• Video Phone
• Amplified Telephones
• Visual Fire Alarms
• Notification Devices
• Flashing Devices
• Vibrating Devices
• Closed Caption Television
• FM System or Loop System
• Service animals are usually a dog that has been trained to
provide services that are directly related to the individual’s
• Some of the services provided are as follows:
• Guide dog for persons who are blind and visually impaired
• Seizure dogs alerts persons with epilepsy that a seizure is
• Dogs that pickup objects, push wheelchairs for persons
with mobility disorders
• Hearing dogs for persons who are deaf or hearing
• The owner is responsible for maintaining control of his or
her service dog and responsible for the care and grooming
of the service dog.
• Service animals frequently can be identified by the
wearing of the vest or a harness. However, service
animals are not required to be identified by any
external means. Consequently, it may be difficult to
identify or verify if the animal is a service animal.
• In instances where it is not readily apparent that the
animal is a service animal then it is legally permissible
to only ask the following two questions:
• Is the animal required because of a disability?
• What service or task has the animal been trained to
• It is not legally permissible to do the following:
• Asked what the person’s disability is
• Asked to be shown a certificate or other proof that
the animal is a service animal
• Deny admissions because of the service animal
• Segregate the person with the service animal
Service dogs are working animals not pets:
•Do not attempt to distracted the animal
•Do not play with the service dog without the permission of
the owner
•Do not feed the dog
•Do not offer the dog any treats
The owner can be asked to remove the service animal when:
•The animal is not or cannot be controlled by the owner
•The animal poses a direct threat to safety of others.
• The Disability Resource Center provides services and accommodations for
students with disabilities. Services and accommodations are determined by the
disability resource specialist in conjunction with the student. All services and
accommodations are based on the student’s documentation of disability.
• The Center only provides services and accommodations of an academic
nature. Services of a non-academic nature are provided by the centers or offices
responsible for specific programs, activities, events, etc. Services of a personal
nature are the responsibility of the individual with the disability.
Services and accommodations, commonly provided are as follows:
Priority Registration
Letter to Professors
Sign Language Interpreters
Volunteer Note takers
Laboratory Assistance
Library Assistance
Adaptive Technology
Recorded Texts and Other Materials
Closed Captioned Films and Videos
Testing Accommodations
Counseling and Psychological Services
Thaimi Fina, PostMasters Intern
Silva Hassert, Doctoral Intern
University Park Campus (UHSC 270) 305-348-2277
Biscayne Bay Campus (WUC 320) 305-919-5305
Hours: Mon,Wed,Fri 8am to 5pm; T,Th 8am to 6:30pm
CAPS Services
Consultations with students, staff or faculty
Faculty/Staff liaison
Individual, Couples & Group Counseling
Relaxation services
Psychological Testing
Handling Difficult Students
Dr. Kristen A. Kawczynski
Student Conduct & Conflict Resolution
Office of Student Conduct & Conflict
Modesto Maidique Campus
GC 311 305-348-3939
What does our office do?
 Adjudicate student conduct cases –Student Code of
 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)
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.
Disruptive Conduct –
Student Code of Conduct
Disruptive Conduct
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
Addressing Disruptions
 Outline expectations from the very beginning and include these in your
 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
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
Addressing Disruptions (continued)
 Document an Incident Report with the Office of Student
Conduct and Conflict Resolution
 http://conduct.fiu.edu 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
 For assistance on how to handle a disruptive student, contact your
Department Chair because they are a great resource
Consultation and Campus
 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 Advocacy Office - 348-1215
 Disability Resource Center
 Guide to Dealing with Troubled and Disruptive Students – also on
 Faculty/Staff Emergency Guide – Red Folder
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
Meet the OGS Personnel
• Associate Dean
of Graduate Studies:
Dr. Thomas Reio
Office Manager:
Ms. Caprila Almeida
Academic Advisor:
Ms. Katie Schmidbauer
Dissertation Coordinator:
Dr. Linda Bliss
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
Graduation certifications
The Role of OGS Continued
 Process graduate student forms
 Change of grades - Will be going “paperless,”
accessible via grade rosters
 Provide Resources for graduate students and
 Frequently Asked Questions at
Contact OGS
 Location: Ziff Education Building
(ZEB) 310
 Phone: (305) 348-2723
 Fax: (305) 348-2081
 Email: [email protected]
(Office Manager)
 Website: http://education.fiu.edu/ogs/
Office of Clinical Experiences
E. Judith Cohen, Ed.D., Director
[email protected]
Mary Ann Gonzalez, Coordinator
[email protected]
Monica Rivas, Program Assistant
[email protected]
ZEB 230, 305-348-2082
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
 Field Placements
 Monica Rivas
Coordinates and maintains all field
experience paperwork
Prepares and updates school site
Processes Certificate of
Participation forms
Maintains security clearance
Assists with ST issues
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
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 Development
 Coordinate COE Writing Seminar
 Conduct orientation meetings for all students prior to and
during Student Teaching
Student Teaching
 Update student teaching handbook to reflect current standards,
practices, and requirements (e.g., COE Conceptual Framework,
 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
Student Teaching Applications
 Fall Semester
 Online application due February 1st
 Paperwork due March 1st
 Spring Semester
 Online application due June 1st
 Paperwork due July 1st
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
 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
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
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
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
 Broward County
 $76.50 initially & $20.00 annual renewal
 Online registration – details in ZEB 230
 Badge will be issued by district
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
 Coordinate the Field Experience Task
Force committee
Questions, Suggestions, Comments???
 Please let us know how we may assist you
regarding Student Teaching and Field
 Thank you so much for your attention and time.
Judy, Mary Ann, and Monica
Ms. Jeanette Martin
Coordinator of Assessment and Accreditation
[email protected]
305-348-3655, ZEB 211
[email protected]
What is TaskStream?
Taskstream Faculty Instructions
Taskstream Student Instructions
Turnitin Feature
QuickScore Feature
Contact Information
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.
What is TaskStream? (cont.)
 TaskStream is used to evaluate student outcome as part of
 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).
Faculty Instructions
 Step-by-Step instructions and Resource Documents
for Faculty/Adjuncts can be found:
Faculty Instruction Pages
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.
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.
Accessing Originality Reports
 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.
1- Originality Tab
Originality Reports
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.
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
Step 1:
Steps for Using QuickScore™
Steps for Using QuickScore™, cont.
Step 2:
Steps for Using QuickScore™, cont.
Step 3:
TaskStream Classroom Presentations
 The Taskstream Office Staff is available to hold inclass presentations to assist students with Taskstream
uploads and answer any questions.
 Presentations usually last no longer than 15 to 20
 To set up a presentation contact the office at
[email protected]
Frequently Asked Questions
Who needs a TaskStream account?
Every student taking at least one class in the COE needs to subscribe for an
When and where can students purchase TaskStream?
 Students can purchase TaskStream directly online at the TaskStream website:
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)
FAQs, cont.
What can I do to reset my password?
What do I do if I forget my password?
Passwords can be changed under “My Accounts.”
You can retrieve a forgotten password by clicking on the “forgot
password?” option on the TaskStream homepage.
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.
Contact Information
 If you need further assistance with TaskStream,
please contact:
COE TaskStream Office
Jeanette Martin: 305-348-3655, ZEB 211
[email protected]
[email protected]
Mirta DeLeon
Director, Budget and Operations
(305) 348 – 3609
[email protected]
Administrative Staff
Ricky del Valle
Human Resources
Alejandra Garcia 305-348-1726
Pierre Schoepp
Andres Cantillo 305-348-6305/1962
Hotline 305-348-2499
Payroll and MyFIU Employee Self-Service
Alejandra Garcia
Coordinator, Administrative Services
Pierre Schoepp
Email : [email protected]
Phone: 305-348-6311
Adjunct Handbook
Kyle Perkins
Associate Dean
Questions and Answers

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