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ED 520 Special Needs in the Classroom
Seybert, Linda


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 520 Special Needs in the Classroom

Semester

F2P 2009 DL

Faculty

Seybert, Linda

Title

Associate Professor

Degrees/Certificates

Ph.D.

Office Location

Copley, room 315

Office Hours

Mondays, 2:00 – 5:00; Tuesdays, 1:00 – 4:30; Thursdays, 1:00 – 2:30; and by appointment

Daytime Phone

816-584-6734

E-Mail

Linda.Seybert@park.edu

Semester Dates

October 19 – December 13, 2009

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Required Texts/Materials:

Crawford, V. (2002). Embracing the monster: Overcoming the challenges of hidden disabilities.

Baltimore, MA: Paul H. Brooks Publishing Co.

      - ISBN #1-55766-522-2

Turnbull, A., Turnbull, H.R., & Wehmeyer, M.L. (2007). Exceptional lives: Special education in

today’s schools, (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

            - ISBN # 0-13-170869-4

Missouri Department of Elementary and Secondary Education. (2009). Individual education

plan (IEP). Retrieved June 21, 2009, from http://www.dese.mo.gov/divspeced/Compliance/IEP/documents/IEPfull.pdf

            Note: Students are responsible for making themselves a copy of Missouri’s Individual Education Program (full version – with all attachments, including forms A – F and the Data Collection form), which may be accessed at the Missouri Department of Elementary and Secondary Education website or in the ED 520 webliography.

Missouri Department of Elementary and Secondary Education. (2007). Regulation III

            identification and evaluation. In Missouri state plan for part B of the individuals with

            disabilities act (pp. 18-39). Jefferson City, MO: Author.

      - May be accessed at http://dese.mo.gov/schoollaw/rulesregs/Inc_By_Ref_Mat/Special%20Education/Part%20B-Final%20Regulation%20III%20Identification%20and%20Evaluation%20(4-07).pdf

            Note: Students are responsible for making themselves a copy of section “Regulation III” of the Missouri State Plan for Special Education (21 pages), which may be accessed at the Missouri Department of Elementary and Secondary Education website or in the ED 520 webliography.

Tomlinson, C.A. (2005). The differentiated classroom: Responding to the needs of all learners.

            Upper Saddle River, NJ: Pearson Education, Inc.

-         ISBN # 0-13-119502-6

Electronic Portfolio (Foliotek www.foliotek.com)

MAT students are required to purchase a license to use the Foliotek electronic portfolio to complete their professional portfolio, a graduation requirement; a license may be purchased for 3 yrs. - $87.00, 2 yrs. - $59.00, or 1 yr - $30.00. To make arrangements to purchase a Foliotek license, you must contact Carol Williams at carol.williams@park.edu and provide your full name, student ID number, program (i.e., MAT Program), and # of years you wish to purchase the Foliotek license. Within a few days, you will receive an email from Foliotek with online purchasing information. Upon receipt of this email, purchase your Foliotek contract. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams, requesting she provide your current education professors and academic advisor - list them - access to view your portfolio. It is imperative you complete this final step!!

Students will also need copies of the following documents, which may be found on the Missouri Department of Elementary and Secondary Education (DESE) website http://dese.mo.gov/

• Missouri Show-Me Standards (both Knowledge and Performance Standards)

• Subject-specific competencies related to content area taught

• Grade-level expectations (K-8) or Course-level expectations (9-12) related to content area taught

Recommended Text (not required):

 American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: Author.

Additional Resources:

 
McAfee Memorial Library – Online library services (e.g., electronic databases of professional resources) may be accessed via www.park.edu/library  Contact the library for further assistance via email or at 800-270-4347.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You may find answers to your questions here.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
ED 520 Special Needs in the Classroom: Designed to address the special needs of students being mainstreamed into the traditional classroom. A minimum of three (3) hours of practicum experience in the field is required.

Course Overview:
 As regular education teacher, you WILL BE working directly with students with special learning needs. This includes students with disabilities, such as those who may have learning disabilities, autism, or ADHD, and students with exceptionalities, such as those who may be gifted or speak English as their second language or be culturally diverse. You ARE EXPECTED to help these students learn the curriculum in your content area of instruction, as you are expected to help those students without disabilities or exceptionalities master the grade-level expectations or course-level expectations associated with your content area. School districts EXPECT you to collaborate with others, particularly special education teachers, when you work with students with disabilities, and, in many cases, co-teach with a special education teacher when you have students with disabilities in your classes.

To help you meet those expectations, during this class, you will learn about:

• The provisions associated with key disability laws, such as the Individuals with Disabilities Education Act (IDEA), that govern special services

• Students’ Individual Education Programs (IEP) and 504 Plans that outline and document the provisions of specialized services for students with disabilities

• The special education process and the role and responsibilities of the regular education teacher in that process

• The elements involved in collaboration and various types of co-teaching models

• Differentiation or how a teacher can adapt and accommodate his/her attitude, learning environment, curriculum (i.e., the content - what is taught and materials used), instruction (i.e., process – the instructional strategies and the learning activities a teacher uses), and assessment (i.e., pre, formative, and summative) to help ALL students be successful

• The characteristics associated with various disabilities and exceptionalities, how these characteristics might impact a student’s academic performance and social/emotional behaviors, and strategies a teacher might use to help a student who manifest these characteristics in the classroom.

At the end of the course, you will have developed a strong foundation, upon which you can continue to build, to better serve the needs of those students with disabilities and exceptionalities. Moreover, you will have access to valuable resources that will help you serve students with special needs in your classroom.

Educational Philosophy:
FACULTY’S EDUCATIONAL PHILOSOPHY: The instructor’s educational philosophy is to encourage learners to interact with one another—to share knowledge, skills, experiences, thoughts, and beliefs—in a climate of mutual respect and appreciation of differences in order to enhance professional/personal knowledge and skills. A variety of instructional formats are utilized, including lectures, readings, quizzes, dialogues, examinations, Internet, videos, web sites, and writings, with the goal of motivating the learner to self-reflect and analyze how new/enhanced knowledge and skills can be applied to improve his/her future educational practices.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze political, philosophical, and legal issues that influence general and special education for students with disabilities and exceptionalities;
  2. Analyze the process of special education, including prereferral interventions, referral, evaluation and identification, program planning (IEP/504 Plans), placement, and instruction/services for students with exceptionalities;
  3. Explain the role and responsibilities of the general education teacher in educating students with special learning needs;
  4. Compare and contrast the roles of the general and special educator within the school system and how they work as a collaborative team;
  5. Describe the characteristics of students with various types of special learning needs and discuss how these characteristics may impact their learning;
  6. Describe and assess differentiated instructional strategies designed and implemented to successfully include students with special learning needs in the general education classroom;
  7. Analyze current instructional strategies and programs designed to enhance student learning and success in the classroom; and
  8. Practice reflective analysis to increase one's professional knowledge, skills, and dispositions.


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Lesson Plan Adaptation Project and will account for 20% of the total grade. To complete the Lesson Plan Adaptation Project, students must:

 

A.)     Submit an instructional unit for a general education classroom that covers a minimum of one week or five individual lessons plans. A Lesson Plan Outline will be provided by the Instructor (see p. 14 of syllabus). The instructional unit may be at any level (e.g., grades K-12) and subject (e.g., math, communication arts, social studies, science) of your choosing. In designing your instructional unit, you should assume that you will be teaching students representing different cultural and linguistic backgrounds, as well as the complete range of diversity present in most urban school districts.

B.)     Given the inclusion of three students with special learning needs (SLN) (descriptions of students with SLN will be provided by the Instructor) in your general education classroom, you are to analyze the characteristics of these students' particular disabilities and special learning needs and examine how these characteristics might impact their learning in the classroom. In addition, examine how each student's readiness levels, interests, and learning profiles might impact their learning.

C.)     Based on your examination and analysis above (see B), you are to propose accommodations for each of these given students with SLN in all of the following areas on the (5) lesson plans you developed for your instructional unit, including content (i.e., “what” you teach; materials used), process (i.e., “how” you teach; student learning activities), AND product (i.e., students' summative evaluation).

D.)     Furthermore, you must justify and evaluation how each of the accommodations you proposed will benefit each of these students with SLN.

E.)      You are also to discuss how you plan to work with or collaborate with at least two (2) other collaborative partners, such as special education teachers, teachers' aides, parents, volunteers, co-teachers, peer/cross-age tutors), to meet the needs of these students with SLN.

 

You should be prepared to present your Lesson Plan Adaptation Project and defend your analysis to other students in class.

 

Note: The Core Assessment Rubric (CAR) has been provided for your information. The CAR will be used to report data to Park University's Assessment Committee for North Central Accreditation requirements, but WILL NOT BE USED to calculate your final grade. The Instructor will provide you with a scoring guide for the Lesson Plan Adaptation Project that WILL BE USED to calculate your final grade.

Note: You must submit a hard copy AND an electronic document (i.e., Word file) of your Lesson Plan Adaptation Project to the Instructor. The hard copy will be returned to the student with Instructor comments and scoring and the electronic version will be submitted to the UAC for documentation purposes.

Link to Class Rubric

Class Assessment:
Course Requirements:

You are required to:

1.)    Actively participate in weekly threaded discussions, 14 total, on a variety of topics identified by the Instructor during weeks 1 - 8. To be an active participant, you must post your responses to the question(s) posed by the Instructor and the ongoing discussion at least four (4) times during the week on at least three (3) different days during the week. At a minimum, your responses must include one (1) initial response due by Wednesday, 12:00pm CT to the question(s) posed and at least three (3) responses due by Sunday, 12:00pm CT to comments made or questions posed by the Instructor or peers. The goal is to post your initial response, read the posting of others, allow time for others to respond to your postings, and then post your responses to your peers’ comments after time for reflection and consideration. These strategies lead to a rich, dynamic, and active discussion experience for all. Grading criteria for the threaded discussions may be found in the Rubric for Threaded Discussions, located in document sharing, category Rubrics. DUE: Varies, consult the Course Schedule for due dates.

2.)    Complete review activities, 4 total, on topics presented by the Instructor during weeks 1 – 4. After critically reviewing the PowerPoint presentations on topics identified by the Instructor, you must complete untimed review exams. These review exams consist of five questions about the topic examined. DUE: Varies, consult the Course Schedule for due dates.

3.)    Maintain a Learning Journal. For each chapter assigned in the Turnbull, Turnbull, and Wehmeyer text Exceptional Lives, you are to read and complete a reflective entry (1-2 pages) for your Learning Journal. For your reflective entry, you should select and briefly discuss two (2) key elements from the assigned chapter; the majority of your discussion should focus on how these key elements will help and enhance your teaching of students with special learning needs. You are required to cite at least two (2) references from the textbook within each journal entry. For information about how to correctly cite in-text references in your writing, you should consult your APA Manual. Grading criteria for the reflective journal entries may be found in the Rubric for Journal Entries, located in doc sharing, category Rubric. Each journal entry must be submitted as an attachment (.doc file) to the appropriate dropbox. DUE: Varies, consult Course Schedule for due dates for each of the chapter entries.

Note: You do NOT need to submit a journal entry on the chapter associated with your Exceptionality Awareness Project; you will receive full credit for it.

4.)    Read the Crawford text Embracing the Monster and complete the reflective reading assignment provided by the Instructor. The reflective reading assignment may be found in document sharing, category ED 520 (GR). The completed assignment must be submitted as an attachment (.doc file) to the appropriate dropbox (i.e., Unit/Week 3: Reading Assignment: Embracing the Monster). DUE: Week 3

5.)    Complete study guide questions on Tomlinson’s The Differentiated Classroom. For each chapter assigned in The Differentiated Classroom, you are to select and answer two (2) questions from the study guide provided by the Instructor. The study guide may be found in document sharing, category ED 520 (GR). The completed assignment must be submitted as an attachment (.doc file) to the appropriate dropbox (i.e., Unit/Week 4: Reading Assignment: Differentiated Classroom). DUE: Week 4

6.)    Complete an Exceptionality Awareness Project. Using information researched from (at least) five (5) sources of information (e.g., textbooks, journal articles, books, Internet)…

A.)   Summarize information from your research on your selected/assigned exceptionality in a Fact Sheet (e.g., Fact Sheet on Learning Disabilities). 

The Fact Sheet (4+ pages) MUST include the following components:

I.                   Definition(s) of exceptionality

§         Include key definitions provided by IDEA/Missouri State Plan for Special Education, professional organizations, and/or researchers in the field.

II.                Characteristics associated with the exceptionality

§         Discuss the (a) cognitive and perceptual, (b) language, (c) learning, and (d) social-emotional characteristics associated with this type of exceptionality AND

§         Discuss how these characteristics might impact a student’s learning (e.g., in the general education classroom).

III.             Prevalence

§         Discuss the occurrence of the exceptionality.

IV.              Types

§         Discuss the different types associated with the exceptionality (if appropriate).

V.                 Causes           

§         Discuss the causes associated with the exceptionality.

VI.              Identification and Assessment

§         Describe the identification and eligibility requirements for this type of exceptionality to receive SPED or special services (e.g., ESOL, Gifted) in Missouri.

VII.           Treatment

§        Discuss treatment approaches (e.g., medication, therapy) used in working with students with this type of exceptionality (if appropriate).

VIII.        Differentiated Instructional Strategies****

§        Discuss strategies to differentiated (a) content (i.e., what you teach and what materials you use), (b) process, (i.e., how you teach and what learning activities you engage students), and (c) product (i.e., summative evaluation) that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the general education curriculum.

§        Discuss the use of technologies; auxiliary aids, support services etc. that can be used by the regular education teacher to help students with the exceptionality be successful in a regular classroom and access the general education curriculum.

IX.              Key Resources for Professionals

§         List and briefly describe at least four (4) key resources (e.g., Internet sites, Professional Organizations, written materials, etc.) that would serve as valuable resources for the general education teacher when working with students with the exceptionality.

X.                 References

§         Using APA format, list the (at least five) references used in compiling the information for your fact sheet.

B.)   Provide a copy of your "Fact Sheet” to all members of the class to serve as resource material on your assigned exceptionality. The Fact Sheet or information handout will be uploaded to doc sharing, category Exceptionality Awareness Project (as a .doc file). DUE: by Sunday, 11:59pm (CT) the week BEFORE the topic is to be discussed. For example, learning disabilities will be examined on Week 5; therefore, the EAP on LD will be due by Sunday, 11:59 (CT) in Week 4 (see Course Schedule for more information). Thus, students will be able to access the EAP on LD at the beginning of Week 5.

C.)   Using information from your research review and Fact Sheet, prepare a PowerPoint (PPt) presentation that summarizes the key information in your Fact Sheet. This PPt presentation provides an overview of your Fact Sheet and, therefore, should NOT present any new information. Prepare your PPt as if you were invited by your school principal to be the guest speaker on your exceptionality topic at the next faculty meeting in which other professional educators and staff will make up your audience. Therefore, as part of your presentation, you will want to:

-   Demonstrate knowledge of your topic by covering the key informational components of the Fact Sheet;

-   Use PPt to professionally present information (e.g., appropriate use of  language, format, bulleted information, etc.);

-   Engage your audience (i.e., be creative, interesting); AND

            -   Make it beneficial and worthwhile for your audience.

      Note: your goal is to increase your audience’s awareness of the exceptionality  and how to effectively work with students with this exceptionality in a regular  education classroom.

Your PPt presentation (.ppt file) on your EAP must be submitted following the same directions as your EAP Fact Sheet. DUE: Same time as the EAP Fact Sheet.

D.) After your presentation, complete a written self-reflection (2+ pages, with appropriate headings, i.e., a, b, & c) in which you comment on: (a) what went well with your project, (b) what did not go as well as you would have liked, and (c) what you learned about yourself that would enhance your performance in the future. The completed EAP self-reflection must be submitted as an attachment (.doc file) to the appropriate dropbox (i.e., Unit/Week 8: EAP Self-Reflection). DUE: the end of the week (by Sunday, 11:59pm, CT) the EAP was examined by the class.  

7.)    Complete a Field Experience. The purpose of the Field Experience is to enrich your knowledge and understanding of the professional dynamics involved in the education of children and youth with exceptionalities.

For MAT Students, who are in the post-baccalaureate initial certification program (PDI) (e.g., ED 600 Field Experience: To meet state certification requirements, MAT students who are in the post-baccalaureate initial certification program (PBI) (e.g., ED 600 Field Experience) are required to complete 30-hours of clinical experiences or practicum prior to their directed student teaching (i.e., ED 600 Field Experience). To help students meet this requirement, clinical experiences have been distributed across several courses required in their MAT course of study. To that end, ED 520 requires MAT students to complete 3 hours of clinical experiences (see course description). Therefore, MAT students are required to complete 3-hours of observation in a classroom that includes students with disabilities, such as an inclusive classroom or resource special education classroom. They are to document their experiences by completing the Classroom Observation form and officially logging their hours on the MAT Practicum Log or Timesheet, both of which are provided by the Instructor in doc sharing, category Field Experience. Once completed, these documents are to be submitted to the Instructor for grading as attachments to the appropriate dropbox (i.e., Unit/Week 1: Field Experience Assignment). DUE: Week 7

For MED Students and MAT Students, who are in the post-baccalaureate initial alternative certification program (PBA) (e.g., ED 602 Mentorship): To complete the Field Experience assignment, you may choose one of the following:

a.         interview a Special Education Teacher,

b.         interview a Regular Education Teacher working in an inclusive classroom,

c.         interview an individual with an exceptionality,

d.         interview a parent/caretaker who has a child with an exceptionality or disability,

e.         observe a classroom experience involving students with disabilities (e.g., inclusive classroom, resource room, special classes at a special school, residential school, or home-or hospital-based instruction),

f.           observe an IEP meeting, OR

g.         other, with approval from Instructor.

             NOTE: Assure all people involved in an interview/observation that no identifying information about students/parents will be used in order to protect rights of privacy and confidentiality.

To complete the assignment, you must…

§         Submitted a written purpose statement (1-2 pages) to the Instructor for approval PRIOR to completing the field experience. The purpose statement is an explanation of what you wish to learn by completing the particular field experience you have arranged. For example, how will the field experience support, expand, or enrich what you are learning in class? How will it help you learn more about working with children with special learning needs? (25% of total points) DUE: Week 2

Note: a copy of the pre-approved purpose statement MUST be attached to your written report; AND

§         Complete a 4+ page written report, with appropriate headings, that includes the following:

-         Introduction - describe your field experience project (e.g., Who, What, When, Where, How) and discuss what your purpose (i.e., Why) was for selecting this type of field experience (10% of total points),

-         Summary of the interview or observation, i.e., describe what happened (15% of total points), AND

-         Analysis and reflection**** Discuss how your field experience met your original purpose. How did what you learn support, refute, and/or expand what you are learning in class? What did you learn from this experience to better prepare you to successful include students with special learning needs in your classroom? What additional questions or concerns do you have after your field experience has been completed? Discuss what additional information you want to learn about (50% of the total points).

Once completed, your Field Experience assignment (pre-approved purpose statement and written report) must be submitted to the Instructor for grading as an attachment to the appropriate dropbox (i.e., Unit/Week 1: Field Experience Assignment). DUE: Week 7

8.)      Complete reflective essays that address the knowledge and skills associated with MoSTEP 1.2.3 quality and performance indicators. For all students, particularly those with exceptionalities, to be successful, it is important that the general education teacher “…understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners” (MoSTEP Quality Indicator 1.2.3). Hence, MoSTEP 1.2.3 addresses the general education teacher's responsibility for creating success for all students, particularly for students with special learning needs.

      Summary: The preservice teacher must have the knowledge, skills, and dispositions to      differentiate instruction to address and meet the diverse needs of students typically found    in today’s mixed-ability classrooms.

To demonstrate one’s competence of MoSTEP quality indicator 1.2.3, the general education

teacher must exhibit these performance indicators…

1.2.3.1 identifies prior experience, learning styles, strengths, and needs;

1.2.3.2 designs and implements [implement] individualized instruction based on prior experience, learning styles, strengths, and needs;

1.2.3.3 knows when and how to access specialized services to meet students' needs;

1.2.3.4 connects instruction to students' prior experiences and family, culture, and community.

To complete this requirement, you must write reflective, persuasive essays on MoSTEP quality indicator 1.2.3 and performance indicators 1.2.3.1, 1.2.3.2., 1.2.3.3., and 1.2.3.4. Your essays MUST meet the criteria, in both content and writing skills, for at least Level 2 Proficient outlined on the SFE Portfolio Rubric.

To help you complete this assignment, you will be assigned to a peer group to engage in a Peer Review process. In your peer group, you will work together to think and write about each of the MoSTEP 1.2.3 indicators. As you prepare your essays, you will engage in the writing process – prewriting, writing, reviewing, editing, reviewing, and revising – within your groups. As a Peer Portfolio Reviewer, you are responsible for closely studying the SFE Portfolio Rubric criteria for each of the MoSTEP 1.2.3 indicators and, based on those criteria, provide meaningful, substantive feedback to your peers’ essays to help them improve their work. As a Writer, based on the feedback you receive from your peers, you are responsible for making appropriate corrections and revisions to your essays. The goal is to produce successively improved drafts of your MoSTEP 1.2.3 essays based on feedback from your group. Thus, you should plan on revising at least two drafts of each essay BEFORE you submit final drafts to the Instructor for grading. The Instructor will be monitoring the discussions and activities of your peer group during the course.

Suggested timeline for the MoSTEP 1.2.3 drafts:

·        Week 2: Initial drafts of MoSTEP 1.2.3.1 & 1.2.3.3

·        Week 3: Initial draft of MoSTEP 1.2.3.4; continue working on drafts of 1.2.3.1 & 1.2.3.3

·        Week 4: Initial draft of MoSTEP 1.2.3.2; continue working on drafts 1.2.3.1, 1.2.3.3, & 1.2.3.4

·        Week 5: Initial draft of MoSTEP 1.2.3; continue working on drafts 1.2.3.1, 1.2.3.3, 1.2.3.4, & 1.2.3.2

·        Weeks 6-8: Continue working on drafts

FOR MAT STUDENTS: One of the graduation requirements for MAT students is to create an electronic professional portfolio using Foliotek that addresses the professional standards for beginning teachers in Missouri (i.e., MoSTEP). This electronic portfolio MUST be formally approved by at least two SFE-approved Reader/Evaluators; the formal summative evaluation generally takes place during the directed student teaching semester (i.e., during ED 600 Field Experience). For this course, the final (or 3rd) drafts of the MoSTEP 1.2.3 essays (as .doc files)  MUST be submitted to the Instructor via your electronic portfolio for grading. It is important for you to notify the Instructor when your drafts are ready to be reviewed on your portfolio.

FOR MED STUDENTS: The formal drafts to be graded by the Professor must be submitted as attachments (.doc files) to the appropriate dropbox (i.e.,Unit/Week 8: Writing Assignment: MoSTEP 1.2.3).

DUE: Drafts for grading by the Instructor due Week 8 by Friday, 11:59pm (CT). NO LATE SUBMISSIONS WILL BE ACCEPTED!

9.)      Core Assessment: Lesson Plan Adaptation Project

All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Lesson Plan Adaptation Project and will account for 20% of the total grade. To complete the Lesson Plan Adaptation Project, students must:

A.)     Prepare and submit a lesson plan for a general education classroom; the lesson plan may cover one class period or multiple class periods. The lesson plan may be a pre-existing one or created from scratch; however, regardless of its source, it must be include all of the elements included in the Lesson Plan Outline provided by the Instructor (see syllabus, p. 19), and address the Teacher Work Sample’s Performance Standards II Learning Goals (i.e., Introduction and Content section on the Lesson Plan Outline), IV Design for Instruction (i.e., Process section on the Lesson Plan Outline), and VI Analysis of Learning Results (i.e. product or the summative evaluation). If you use a pre-existing lesson plan, you must reference your source. The lesson plan may be at any level (grades K-12) or content area (e.g., Language Arts, math, social studies, science) of your choosing; ideally, your lesson plan should address your area of certification.

 Note: A description of the Teacher Work Sample (TWS) and the TWS Rubric may be found in doc sharing, category Teacher Work Sample.

B.)     Given the inclusion of three students with special learning needs (SLN) (descriptions of students with SLN will be provided by the Instructor) in your general education classroom, you are to analyze the characteristics of these students’ particular disabilities and special learning needs AND examine how these characteristics might impact their learning in the classroom. In addition, examine how each student’s readiness levels, interests, and learning profiles might impact their learning.

C.)     Based on your examination and analysis above (see B), you are to propose AND justify the use of at least two (2) accommodations for each of these given students with SLN in each of the following areas on the lesson plans developed for your instructional unit, including:

1.)      content (i.e., “what” you teach; materials used),

2.)      process (i.e., “how” you teach; student learning activities), AND

3.)      product (i.e., students’ summative evaluation).

   Your justification must include a discussion of how each of the accommodations/modifications/assistive technologies you proposed will aid each of these students be successful in the regular education classroom. If you provided no accommodations/adaptations for the students in these sections of the lesson plans, then you must    provide justification for your decision.

D.)     You are also to discuss how you plan to work with or collaborate with at least two (2) other collaborative partners, such as special education teachers, teachers’ aides, parents, volunteers, co-teachers, peer/cross-age tutors), to meet the needs of these students with SLN.

You should use the Core Assessment Rubric (attached to syllabus), the Scoring Guide (found in doc sharing, category Rubrics), and the checklist (see Week 8 – Core Assessment: Lesson Plan Adaptation Project) provided by the Instructor to help guide you as you complete the Lesson Plan Adaptation Project. Your completed Core Assessment must be submitted to the Instructor as an attachment (.doc file) to the appropriate dropbox (Week/Unit 8: Core Assessment Lesson Plan Adaptation Project). DUE: Week 8 by Friday, October 9, midnight (CT) – NO LATE PAPERS ACCEPTED!

Grading:
 

Course Assessment/Grading Plan:

Points may be earned as follows:                                               Points

§         Threaded Discussions (23%)                                  700 (14 x 50 points)                

§         Review Exams (3%)                                             100 (4 x 25 points)

§         Learning Journal (15%)                                           450 (15 chapters x 30 points)

§         Reflecting Reading Assignment (5%)                       150

§         Differentiated Instruction     (8%)                            250 (10 chapters x 25 points)

§         Exceptionality Awareness Project (20%)                 400

§         Field Experience (6%)                                            200

§         MoSTEP 1.2.3 Essays (8%)                                   250 (62.5 pts each)                                                                                                               

§         CA: Lesson Adaptation Project (20%)                    600

                                                          TOTAL POINTS:     3100

Course Grading Plan:

The final grade will be based on the percentage of total points earned.

            A = 90 – 100%                        2790 – 3100 points                 

            B = 80 – 89%                          2480 – 2789 points

            C = 70 – 79%                          2170 – 2479 points

            D = 60 – 69%                          1860 – 2169 points

            F = 59% or lower                     1859 points or less

Late Submission of Course Materials:
LATE SUBMISSION OF COURSE MATERIALS: ALLassignments, even if late, are required to earn a grade for this course. Late assignments will result in the loss of points of 10% per calendar days after the due date x total points possible of assignment. It is the student’s responsibility to monitor and comply with assignment due dates.

Note: A class week is defined as the period of time between Monday and Sunday at 12 PM CT (Central Time). The first week begins the first day of the term. Assignments scheduled for completion during a class week should be completed and successfully submitted by the appropriate due dates.

Classroom Rules of Conduct:
RULES OF CONDUCT:

You are expected to:

§         Conduct yourself in a highly professional manner. In addition to those guidelines about student conduct established by the University (e.g., cheating, plagiarism), the SFE Teaching Dispositions, and the core rules of online netiquette (see http://www.albion.com/netiquette/corerules.html for additional information), professionalism includes such things as establishing positive relationships and engaging in positive interactions with peers, colleagues, and instructors, attending respectfully to others who are sharing information with the class or group, being flexible to unforeseen changes in the course syllabus, and so on.

§         Included in professionalism is the use of proper writing skills when you communicate online. You must use graduate-level writing skills (i.e., correct grammar, spelling, and word usage) in all written communication related to this course. In addition, you must use professional language at all times when communicating with others (e.g., peers, Instructor). For good or bad, when teachers ineffectively communicate their intent in writing or make grammatical and spelling errors, they are likely to be perceived by their students, parents, and administrators as incompetent, careless, or unprofessional. Thus, it is important for you to maintain due diligence in using effective writing skills when you communicate with others.

  • Submit assignments to the Instructor on time and follow the appropriate submission directions (e.g., use appropriate dropbox baskets).
    • See Course Schedule for more specific information regarding due dates.
    • All documents uploaded and shared with others in the class must be .doc, .ppt, or .pdf files. People who use the older version of Microsoft Office (2003) are unable to open documents created in the newer version of Office (2007) as .docx or .pptx files; therefore, as professional courtesy to those who are using the older version of Office, all documents shared online must be .doc, .ppt, or .pdf files.
    • Assignments submitted incorrectly will not be accepted. Therefore, it is imperative you learn to navigate the course website; you complete assignments early; and you reread the syllabus and directions from the Instructor as necessary to ensure proper submission!
  • Read, understand, and follow the course syllabus.
  • Access the professional education literature to complete research requirements in course assignments. If you are unfamiliar with Library’s educational databases (e.g., WilsonWeb and Educational Resources Information Center or ERIC), you are encouraged to make an appointment with one of Park’s Reference Librarians for instruction and guidance.

§         Participate fully and regularly in all class activities, including threaded discussions, demonstrations, presentations, small group projects, and any other type of class activities that may occur.

§         Use current APA style in all aspects of written assignments (e.g., double-space, indent paragraphs, page number in upper right corner, correct in-text citations, references). Failure to demonstrate appropriate use of current APA style will result in a reduction of points for the assignment, as will style, spelling, and format errors. In professional writing, past tense is generally accepted. Avoid using contractions, personal pronouns, or slang expressions. Must use people-first language (e.g., individuals with disabilities; students with learning disabilities). You are encouraged to use the services of the Academic Support Center (Mabee 406, near the Library, 584-6330) for assistance in developing written reports and for editing and style assistance. 

and the Handbook for Graduate Education Programs, School for Education, Revised Summer 2008, which may be accessed at http://www.park.edu/education/documents/HANDBOOK-Graduaterevised2008.pdf

Course Topic/Dates/Assignments:

Course Schedule *

* The following course schedule of topics indicates dates for readings and assignments to be done. It is tentative for several reasons:  (1) class discussion may indicate content changes; and (2) as we progress, we may decide to devote more or less time to a topic. Subject to the above, we will follow the schedule.  Unless we agree in class to a change in assignment due dates, they will remain as indicated.

 

 

Week:

Topics/Assignments:

 

 

Week 1

§         Check for Announcements

§         Utilize resources in Course Home as needed (e.g., syllabus)

§         Complete Introduction (see Introductions under Course Home)

§         Review information in Week 1 (download copy for reference)

§         Review Topic: Learning Styles (PPt)

§         Complete Activity: Learning Styles

§         Complete Reading Assignment: Journal Entry 1

§         Review Topic: Overview of Special Education (PPt)

§         Complete Activity: Review of IDEA

§         Complete Activity: People-First Language

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm CT

§         Review Exceptionality Awareness Project (EAP)

·        Email Instructor top # 1, 2, & 3 topic choices for EAP

§         Review Field Experience assignment

 

 

 

Week 2

§         Check for Announcements

§         Utilize resources in Course Home as needed (e.g., syllabus)

§         Review information in Week 2 (download copy for reference)

§         Review Professional Standards

·        Work with assigned peer group (initial drafts of MoSTEP 1.2.3.1 & 1.2.3.3)

§         Complete Reading Assignment: Journal Entry 2

§         Complete Reading Assignment: Journal Entry 3

§         Review Topic: Special Education Process PPt)

§         Complete Activity: Review of IEP

§         Complete Discussion: Disproportionate Representation

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Work on Exceptionality Awareness Project

§         Work on Field Experience assignment

·        MED and MAT-PBA students: Written Purpose Statement DUE

 

 

 

Week 3

§         Check for Announcements

§         Utilize resources in Course Home as needed (e.g., syllabus)

§         Review information in Week 3 (download copy for reference)

§         Complete Reading Assignment: Journal Entry 4

§         Review Topic: Inclusion (PPt)

§         Complete Activity: Review of Inclusion

§         Complete Discussion: Co-Teaching

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Complete Reading Assignment: Embracing the Monster

§         Complete Discussion: First-Person Accounts

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Work on Exceptionality Awareness Project

§         Work on Field Experience assignment

§         Work on Professional Standards with Peer Group

·        Initial draft of MoSTEP 1.2.3.4; continue on previous drafts

 

 

 

Week 4

§         Check for Announcements

§         Utilize resources in Course Home as needed (e.g., syllabus)

§         Review information in Week 4 (download copy for reference)

§         Complete Reading Assignment: Differentiated Classroom

§         Review Topic: Differentiated Instruction (PPt)

§         Complete Activity: Review of DI

§         Complete Discussion: DI

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Work on Exceptionality Awareness Project

·        EAPs on LD, ADHD, & TBI DUE

§         Work on Field Experience assignment

§         Work on Professional Standards with Peer Group

·        Initial draft of MoSTEP 1.2.3.2; continue on previous drafts

 

 

 

Week 5

§         Check for Announcements

§         Utilize resources in Course Home as needed (e.g., syllabus)

§         Review information in Week 5 (download copy for reference)

§         Review Overview of Disabilities (LD, ADHD, & TBI)

§         Complete Reading Assignment: Journal Entry 5

§         Complete Reading Assignment: Journal Entry 6

§         Complete Reading Assignment: Journal Entry 7

§         Complete Discussion: LD

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Complete Discussion: Case Study

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Work on Exceptionality Awareness Project

·        EAPs on CD, ED/BD, & Autism DUE

·        EAPs on LD, ADHD, & TBI – Self-Reflections DUE

§         Work on Field Experience assignment

§         Work on Professional Standards with Peer Group

·        Initial draft of MoSTEP 1.2.3; continue on previous drafts

 

 

Week 6

§         Check for Announcements

§         Utilize resources in Course Home as needed (e.g., syllabus)

§         Review information in Week 6 (download copy for reference)

§         Review Overview of Disabilities (CD, ED/BD, & Autism)

§         Complete Reading Assignment: Journal Entry 8

§         Complete Reading Assignment: Journal Entry 9

§         Complete Reading Assignment: Journal Entry 10

§         Complete Discussion: Case Study

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Complete Discussion: Case Study

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Review Core Assessment: Overview

§         Work on Exceptionality Awareness Project

·        EAPs on ID, GT, HI, & VI DUE

·        EAPs on CD, ED/BD, & Autism – Self-Reflections DUE

§         Work on Field Experience assignment

§         Work on Professional Standards with Peer Group

·        Continue to work on previous drafts

 

 

 

Week 7

§         Check for Announcements

§         Utilize resources in Course Home as needed (e.g., syllabus)

§         Review information in Week 7 (download copy for reference)

§         Review Overview of Disabilities (ID, GT, HI, & VI)

§         Complete Reading Assignment: Journal Entry 11

§         Complete Reading Assignment: Journal Entry 12

§         Complete Reading Assignment: Journal Entry 13

§         Complete Reading Assignment: Journal Entry 14

§         Complete Discussion: Case Study

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Complete Discussion: Case Study

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Work on Exceptionality Awareness Project

·        EAPs on OHI & PD/OI  DUE

·        EAPs on ID, GT, HI, & VI – Self-Reflections DUE

§         Field Experience assignment DUE

§         Work on Professional Standards with Peer Group

·        Continue to work on previous drafts

 

 

 

Week 8

§         Check for Announcements

§         Utilize resources in Course Home as needed (e.g., syllabus)

§         Review information in Week 8 (download copy for reference)

§         Review Overview of Disabilities (OHI & PD/OI)

§         Complete Reading Assignment: Journal Entry 15

§         Complete Discussion: Case Study

·        Initial posting due by Wednesday, 12:00PM CT, and responses to peers’ comments due by Sunday, 12:00pm

§         Review Core Assessment: Lesson Plan Adaptation

·        Core Assessment: Lesson Plan Adaptation Project DUE (by Friday, 12:00PM CT)

§         Complete  Exceptionality Awareness Project

·        EAPs on OHI & PD/OI  – Self-Reflections DUE

§         Professional Standards DUE (by Friday, 12:00pm CT)

·        Drafts of MoSTEP 1.2.3 indicators submitted to Instructor

 


Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2009-2010 Graduate Catalog Page 31-32


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Bibliography:
See ED 520 Bibliography attachment



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Content/Comprehension                                                                                                                                                                                                                                      
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact demonstrated a comprehensive understanding of terminology (15+ words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact demonstrated an understanding of terminology (10 -15 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact demonstrated a limited understanding of terminology (5-9 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). The artifact failed to demonstrate an understanding of terminology (less than 5 words) associated with the differentiation process (e.g., content, process, product, accommodations, modifications, assistive technology, goals/outcomes, anticipatory set, modeling, guided practice, diagnostic, summative, and formative assessments). 
Application                                                                                                                                                                                                                                                
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in all three of the following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's ability to identify the learning needs of a given student with SLN by using information in at least two of the three following areas, including a student's readiness levels, interests, and learning profile. The artifact demonstrated the student's limited ability to identify the learning needs of a given student with SLN by using information in only one of the three following areas, including readiness levels, interests, and learning profile. The artifact failed to demonstrate the student's ability to identify the learning needs of a given student with SLN by using no information in the three following areas, including readiness level, interests, and learning profile. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact provided abundant information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning.  The discussion and diagnosis consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to discuss the characteristics of a given disability and to diagnose the impact of those characteristics on a student's learning. The discussion and diagnosis consisted of general statements with little/minimal

detail or elaboration.

 
While there was some information discussing the characteristics of a give disability and diagnosing the impact of those characteristics on a student's learning, the information was vague, unclear, and incomplete. The artifact failed to describe any of the characteristics of a given disability or diagnose the impact of any of those characteristics on a student's learning. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact provided an accommodation plan that identified  two or more (2+) accommodations in each of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of  a given student with SLN. The artifact provided an accommodation plan that identified at least one accommodation in each of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. The artifact provided an accommodation plan in which there were no/missing accommodations for one or more of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. The artifact failed to provide an accommodation plan that addressed any of the following areas on the Lesson Plans, including content, materials, instructional process, learning activities, and student product, to enhance the success of a given student with SLN. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
5, 6, & 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact provided abundant information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of rich, detailed statements with lots of elaboration and explanation. The artifact provided sufficient information to justify the selection of accommodations to benefit a given student with SLN. The justification consisted of general statements with little detail/minimal or elaboration. The artifact provided limited information to justify the selection of accommodations to benefit a given student with SLN. The justification was vague, unclear, and incomplete. The artifact failed to provide any justification for the selection of accommodations to benefit a given students with SLN. 
Professional Writing Skills Whole Artifact                                                                                                                                                                                                                 
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (<5 errors). The artifact as a whole demonstrated the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (5-10 errors). The artifact as a whole demonstrated limited ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (11-20 errors). The artifact as a whole failed to demonstrate the ability to effectively communicate the differentiation process through the use of correct writing structures and document organization, which included a logical sequencing of artifact components (5-10 errors). 
Professional Writing Skills Component                                                                                                                                                                                                                      
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Various components of the artifact demonstrated the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (No errors). Various components of the artifact demonstrated the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (1-5 errors). Various components of the artifact demonstrated limited ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (6-10 errors). Various components of the artifact failed to demonstrate the ability to effectively communicate the differentiation process related to that component through the use of correct writing structures and internal structures (>10 errors). 
Collaboration                                                                                                                                                                                                                                              
Outcomes
3 & 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The artifact demonstrated a comprehensive understanding of the importance collaboration, including the recognition of various types of collaborative efforts and their effects on student learning, and strategies to establish and maintain collaborative partnerships. Solutions to possible obstacles/barriers to effective collaborative partnerships were also presented and addressed. The artifact demonstrated an understanding of the importance of collaboration, including the recognition of various types of collaborative efforts and their effects on student learning, and strategies to establish and maintain collaborative partnerships. The artifact demonstrated a limited understanding of the importance collaboration. While it addressed collaboration in general, it did not recognize various types of collaborative efforts and their effects on student learning or offer strategies to establish and maintain collaborative partnerships. The artifact failed to demonstrate any understanding of the importance of collaboration.  It did not address the concept of collaboration nor did it identify the various types of collaborative efforts and their effects on students learning. 

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Last Updated:10/8/2009 2:00:50 PM