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Education Major Version

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

F1P 2007 EDZ

Faculty

Seybert, Linda

Title

Associate Professor - Special Education

Degrees/Certificates

Ph.D.

Office Location

Copley, room 315

Office Hours

TBA

Daytime Phone

816-584-6734

E-Mail

Linda.Seybert

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

      Note: Students are encouraged to use resource materials provided by the authors and   publishers, which may be accessed at http://www.prenhall.com/turnbull

 

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

 

Recommended Text (not required):

 

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

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

-         See http://captain.park.edu/education/Resources/resources.htm for general info about APA guidelines

 

Additional Resources:

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/.


Course Description:

This course is designed to address the special needs of students being mainstreamed into the traditional classroom.

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:

 

1.)      Read the text Embracing the Monster and complete the reflective reading assignment provided by the Instructor.

 

2.)      Maintain a Learning Journal. For each chapter in the Exceptional Lives (chapters 1 – 16), you are to read and complete a reflective entry (2+ pages) for your Learning Journal. For your reflective entry, you should select and discuss two (2) key elements from the assigned chapter; your discussion should focus on how these key elements will help and enhance your teaching of students with special learning needs.

 

3.)      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.

 

4.)      Select, read, and write critical summaries of two (2) research articles from the professional educational literature on Response to Intervention (RTI).   

       

       The critical summary must include:

 

a.      Title (5% of total points): The title is APA citation of the article reviewed.

b.      Purpose (10% of total points): describe the author’s/authors’ purpose, goal, or intent in writing this article.

c.       Main Ideas (15% of total points): discuss the author’s/authors’ key points.

d.      Critical Reflection (50% of total points): Discuss the relevance of the information provided by the author(s) to your teaching and learning. How is the information meaningful or how does it contribute to your understanding of teaching and learning? What are some alternative viewpoints or perspectives that you now have and/or what are some changes/improvements you might make based on the experiences you have had? Cite examples to support your ideas.

 

Note: Each section of the critical summary should start with a heading. The article must be attached to the written summary.

           

      Park University's online library is a good source to access professional educational         literature. If you are unfamiliar with using the various online databases (e.g., EBSCOhost            research database; Educational Resources Information Center/ERIC), then it would     be wise to schedule an appointment to meet with one of Park’s Reference Librarians   for some instruction and guidance.

 

5.)      Complete a research report on learning disabilities. Using information researched from (at least) five (5) sources of information (e.g., textbooks, journal articles, books, Internet), complete a research report on Learning Disabilities (LD). The research report must include the following information:

 

I.       Title Page (name/course/semester)

II.    Definition(s) of LD

§         Include key definitions provided by IDEA, professional organizations, and/or researchers in the field.

III. Characteristics associated with LD

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

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

IV.  Prevalence

§         Discuss the occurrence of LD.

V.     Types

§         Discuss the different types of LD.

VI.  Causes     

§         Discuss the causes associated with LD.

VII.           Identification and Assessment

§         Describe the identification and eligibility requirements for LD to receive SPED services in Missouri.

VII.           Treatment

§        Discuss treatment approaches (e.g., medication, therapy) used in working with students with LD.

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 to help students with the exceptionality be successful.

§         Discuss the use of technologies; auxiliary aids, support services etc. that can be used to help students with LD be successful.

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 a teacher when working with students with LD.

X.                 Conclusion

XI.              References

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

 

The research report must follow APA guidelines and be written in clear, grammatical English that reflects the expected proficiency level of a graduate-level-university student in regards to spelling, grammar, punctuation, composition, word usage, etc. Errors should be eliminated BEFORE the written paper is submitted for grading.

 

6.)      Complete one Field Experience, which may include:

 

a.         an interview of a Special Education Teacher,

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

c.         an interview of a student with an exceptionality,

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

e.         an observation of 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.           an observation of an IEP meeting, OR

g.         other, with approval from Instructor.

             

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

 

The goal 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.

 

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)

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

 

§         Complete a 4+ page written report 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).

 

                        Note: each section of your written report must start with a heading.

 

7.)      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.)     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. 9 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.

 

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.

 

8.)      Develop a timeline and meet assignment due dates designated on the timeline (Note: timeline must be approved by the Instructor). In addition, you must provide Instructor with weekly written self-evaluation updates (for a total of 8 updates) regarding your progress towards completing course requirements as designated on the timeline. 

 

9.)      Complete a Resource Notebook, which should organize resource information and materials generated during the course (e.g., Learning Journal, Reflective Reading Assignment, Research Report on LD, article summaries, etc.) in a 3-ring binder. 

 

 

 

 

 


Grading:

Course Assessment/Grading Plan:

 

Points may be earned as follows:                                                           Points

           

§         Learning Journal (15%)                                                       300 (15 chapters x 30 points)

§         Reflecting Reading Assignment (5%)                                   150

§         Differentiated Instruction     (10%)                                      300 (10 chapters x 30 points)

§         Article Summaries (5%)                                                      100 (2 articles x 75 points)

§         Research Report on LD (20%)                                           600

§         SPED Resource Manual (10%)                                          300

§         Reflective Essay (10%)                                                       300                                                                                                                  

§         Core Assessment/Lesson Adaptation Project (20%)           600

§         Resource Notebook (5%)                                                  150

                                                                      TOTAL POINTS:     3000

 

Course Grading Plan:

 

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

 

            A = 90 – 100%                        2700 – 3000 points                 

            B = 80 – 89%                          2400 – 2699 points

            C = 70 – 79%                          2100 – 2399 points

            D = 60 – 69%                          1800 – 2099 points

            F = 59% or lower                     1799 points or less

 

Late Submission of Course Materials:

All assignments, 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 x total points possible of assignment.

Classroom Rules of Conduct:

You are expected to…

 

  • Spend 6-8 hours per week during the term preparing for and working on course requirements.
  • Turn in assignments according to the timeline co-constructed by you and the Instructor.
  • Read, understand, and follow the course syllabus.
  • Check your PirateMail on a regular basis for current information about what is happening in the course, the Graduate School of Education, and the University in general. With Park moving towards using a "paperless" system, it is critical that you be able to receive and send important communication via Park's PirateMail.

§         Use current APA style in all aspects of written assignments (e.g., page set-up/ format, citations, references, etc.).  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.  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.  .

  • Follow academic regulations detailed in Park University's graduate catalog.

 

Course Topic/Dates/Assignments:
TBA

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Graduate Catalog Page 24-26

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 2007-2008 Graduate Catalog Page 24-26


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 in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28

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 .



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:8/14/2007 5:27:50 PM