Inclusive Secondary ClassroomsEDU 308-01

Fall 2013COMBLD-101

Tuesdays 7:00 PM-9:45 PM

Dr. Kristy LaPorte146 Webb HallEmail: laportekr@easternct.edu

Course Description:

The major goal of this course is to prepare middle and secondary level teacher candidates for the inclusion of learners who are exceptional. It covers a brief history of special education, legislation, court cases, determination of eligibility, accountability, individualized education programs, self-determination, transition to postsecondary environments, and evidence-based practices that assure success in general education classrooms.

Books for this Course:

Kunkel, S. (2012). Advancing co-teaching Practices: Strategies for success. Cromwell, CT: Kunkel Consulting Services.

Strayer, S & Strayer, S. (2007). Strategies for differentiating in the content areas. NYC: Scholastic.

Additional Readings will be required.

Recommended Resources (on line):

Connecticut State Department of Education. (2013). PPT Process and IEP Forms. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=322680

Connecticut State Department of Education. (2013). Bureau of Special Education (BSE) Resources.

Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=320730

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Recommended Resources:

Ainsworth, L. & Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press.

Akihito K., Nese, J.F.T, Patarapichayatham, C., & Lai, C. (2013). Modeling nonlinear growth with three data points: Illustration with benchmarking data. Assessment for Effective Intervention, 38(2), 105-116.

Anderson, W., Chitwood, S. & Hayden, D. (1997). Negotiating the special education maze: A guide for parents and teachers. Bethesda, MD: Woodbine House.

Bateman, B. & Herr, C. (2003). Writing measurable IEP goals and objectives. Verona, WI: Attainment Publication

Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading.

Alexandria, VA: Association for Curriculum Development.

Calkins, L., Ehrenworth, M. & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.

Dean, C., Hubbell, E., Pitler, H. & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Curriculum Development.

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree.

Dweck, C. (2006). Mindset: The new psychology of success. NY: Random House.

Garner, B. (2007). Getting to got it! Alexandria, VA: Association for Curriculum Development.

Hill, D. R., King, S. A., Lemons, C., & Partanen, J.N. (2012). Fidelity of implementation and instructional alignment in response to intervention research. Learning Disabilities Research & Practice, 27(3), 11-124.

Hill, J. & Flynn, K. (2006). Classroom instruction that works with english language learners. Alexandria, VA: Association for Curriculum Development.

Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Pembroke Publishers.

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Jackson, R. (2009). Never work harder than your students & other principles of great teaching.

Alexandria, VA: Association for Curriculum Development.

Schmoker, M. (2006). Results Now: Howe we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Curriculum Development.

Sciutto, M., Richwine, S., Mentrikoski, J., & Niedzwiecki. (2012). A qualitative analysis of the school experience of students with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 27(3), 177-188.

Strickland, C. (2009). Professional development for differentiating instruction. Alexandria, VA: Association for Curriculum Development.

Sweeney, W. (1998). The special-needs reading list. Bethesda, MD: Woodbine House.

Taylor, N.E., Wall, S.M. Liebow, H. Sabatino, C., Timberlake, E.M., & Farber, M. (2005). Mother and soldier: Raising a child with a disability in a low-income military family. Exceptional Children, 72(1), 83-99.

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Danvers, MA: Association for Curriculum Development

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. Alexandria, VA: Association for Curriculum Development.

Wormeli, R. (2006). Fair isn’t always equal: Assessing & grading in the differentiated classroom. Portland, ME: Stenhouse.

Yell, M.L. (2012). The law and special education. Upper Saddle River, NJ: Pearson Education.

Disability Statement: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at (860) 465-0189. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that accommodations are not retroactive, and that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.

Academic Services Center: Students are encouraged to use the support offered by the Academic Services Center (ASC) located on the ground floor of the Library.  Advising Services and tutoring in math, writing, and other subjects, including supplementary instruction, are available. The ASC also offers assistance in study techniques, time management and understanding learning

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styles. Fall 2013 hours: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4310 or check the ASC website at http://www.easternct.edu/asc/. 

Academic Misconduct: Students should read and understand Eastern's Academic Misconduct Policy, which can be found in the Eastern Student Handbook or at: http://www.easternct.edu/judicialaffairs/academicmisconduct/  All violations will be handled under the procedures established in this policy.  

Electronic communication: Effective August 1, 2009, Eastern email will become an official form of correspondence within Connecticut State University System (CSUS).  Therefore, it is expected that communications to students sent via email will be received and read in a timely fashion. It is expected that students check their university email at least as often as their class meets, in recognition that certain communications may be time-critical.  Students should not assume that email sent from outside providers will be received by their professor.

Course Outcomes Aligned with the Education Department's Performance Expectations, CT SDE Pre-service Competencies, NAEYC, CEC and CCCT

Standards, and with Related Key Experiences

All course outcomes are interconnected with the Education Unit’s Conceptual Framework (CF), Connecticut Preservice Competencies (PSC), Connecticut Common Core of Teaching (CCCT), the professional standards of NAEYC and CEC and the Common Core State Standards (CCSS). The following table outlines the elements of CF, PSC, and CCCT.Education Unit’s Conceptual Framework (CF)

Connecticut Preservice Competencies (PSC)

Common Core of Teaching (CCT)

1. Content Knowledge (CNK)2. Pedagogical Knowledge (PDK)3. Integration of Knowledge (INT)4. Technology as a Tool to Teach (TTT)5. Diversity (DIV)6. Professionalism (PRF)

Domain 1: Development and Characteristics of LearnersDomain 2: Evidence-based/Standards-based InstructionDomain 3: Evidence-based Classroom and Behavior ManagementDomain 4: AssessmentDomain 5: Professional Behaviors and Responsibilities

Domain 1: Content and Essential SkillsDomain 2: Classroom Environment, and Commitment to LearningDomain 3: Planning for Active LearningDomain 4: Instruction for Active LearningDomain 5: Assessment for LearningDomain 6: Professional Responsibilities and Teacher Leadership

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Through the Institutional, State and Professional Standards, students will apply this conceptual framework to show competency in the Eastern Connecticut State University six criteria/critical strands:

1. Content Knowledge (CNK):

1.1 Candidates/Graduates demonstrate in-depth understanding of content knowledge including central concepts, principles, skills, tools of inquiry, and structure of the discipline(s) by engaging students through meaningful questions and learning experiences.

2. Pedagogical Knowledge (PDK)

2.1 Candidates/Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.

2.2 Candidates/Graduates use methods, activities, and grouping arrangements appropriate for lesson goals and objectives in an environment that is conductive to learning.

2.3 Candidates/Graduates conduct learning activities in a logical sequence and respond to the developmental needs, interests, ability, and background of students to promote their development of critical thinking, independent problem solving, and collaborative inquiry.

2.4 Candidates/Graduates use multiple forms of assessment to evaluate student learning and modify instruction as appropriate to ensure the continuous intellectual, social, ethical, and physical development of the learner.3. Integration of Knowledge (INT)

3.1 Candidates/Graduates demonstrate how different concepts, themes and principles are interconnected within and across the discipline(s) and promote connections between content knowledge and pedagogical knowledge to help students learn concepts, principles, skills, tools of inquiry and structure of the discipline(s) they teach.

3.2 Candidates/Graduates demonstrate an ability to integrate learning theories and other pedagogical knowledge in their clinical experiences and student teaching.

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4. Technology as a Tool to Teach (TTT)

4.1 Candidates/Graduates integrate appropriate digital and non-digital technology throughout their courses and clinical experiences to support student learning.

5. Diversity (DIV)

5.1 Candidates/Graduates demonstrate their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, gender, culture, and socioeconomic status.

6. Professionalism (PRF)

6.1 Candidates/Graduates collaborate with cooperating teachers, other teachers, school administrators and other school professionals, parents, families, and communities in a professional and ethical manner to help students reach their maximum potential.

Through this course, candidates will:

Course Objectives/Learner OutcomesECP, PTC, and CCT Measure/Product(s)

By the end of the course, student will be able to:Demonstrate knowledge in the area of federal and state law in alignment of the Individual Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, including but not limited to timelines, mandates, Time with Non-disabled Peers (TWNDP) and Least Restrictive Environment (LRE)

ECP: 1CCT: Domain 1

Class Discussion (CD)Class Exercises (CE)Practice Exercises (PE)

Differentiate and identify the need for an Individualized Education Plan (IEP) or 504 plan for students with a specific disability

ECP: 1CCT: Domain 1 and 4

Class Presentation (CP)CE, CD

Identify specific disabilities and describe the process of the identification procedures of the disability as it pertains to Scientific Research Based Instruction (SRBI), specific psycho-educational assessments and the Planning and Placement Team meeting (PPT) process

ECP: 1, 2, 3PTC 3CCT: Domain 1

CE, CD, PEResearch Paper (RP)

Become familiar with the Individualized Education Plan (IEP) with the use of data to determine strengths and needs, developing goals in correlation to the Common Core State Standards (CCSS) specific to the individual’s needs; measurement of goals and objectives, services, and accommodations and modifications

ECP: 1, 5PTC: 2CCT: Domain 3

CD, CE, PE

Analyze and identify specific accommodations and/or modifications needed in specific content areas at the as it pertains to a student’s specific needs

ECP: 1, 2, 4, 5PTC: 1, 4CCT: Domain 3

CE, CD, PE

Evaluate the need for both formative (for learning) and summative assessments (of learning) to measure student growth in the area of their goals and objectives

ECP: 1, 2PTC: 2, 4CCT: Domain 5

CD, CP

Investigate the differences and similarities of the Student Success Plan (SSP) for all students in grades 6-12 and the Individualized Transition Plan (ITP) for students with IEPs from the age of 15 to 21.

ECP: 5PTC: 1, 4CCT: Domain 3

CD, CE

Identify specific goals and expectations for the Summary of Performance for graduating students with IEPs

ECP: 2PTC: 4

CD, CE

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CCT: Domain 3

Create differentiated instructional methods to support individual students through the use of various technology, curriculum resources and classroom environment across the secondary content areas

ECP: 4, 3PTC: 1CCT: Domain 2, 4, 3

CE, CD, RP

Identify specific strategies to engage and support students within the inclusive setting with emotional and behavior disorders through the development of Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIPs)

ECP: 2, 4, 5PTC: 1CCT: Domain 4, 5

CE, CD, PE

Understand Learning Disabilities in the areas of reading fluency, comprehension, decoding, vocabulary and phonics

Understand Learning Disabilities in the area of word problems, sequence and operations

ECP: 1, 2PTC: 1, 2, 3, 4CCT: Domain 3, 4, 5

CE, CD, RP

Recognize the impact of Executive Functioning issues, Auditory Processing Disorders and the impact of Attention Deficit Disorder on student learning in the secondary classroom and create instructional and curricular supports to assist the student in gaining access to curriculum and instruction in the inclusive setting

ECP: 1, 3PTC: 1, 3, 5CCT: Domain 3, 4, 6

CE, CD, RP

Understanding the perspective of the family and establishing open communication and support

Understanding the need to collaborate and work together with staff, teachers, paraprofessionals and administration in the educational setting.

ECP: 5, 6PTC: 5CCT: Domain 6

CE, CD, PE, RP, CP

Identify and determine the specific and appropriate programming in relevance to a students’ specific needs (inclusion, pull out, push in, self-contained, para support, co-teaching)

ECP: 3, 5, 6PTC: 5CCT: Domain 2, 6

CE, CD, PE, CP

Attendance Policy

In-class discussions and activities are a fundamental part of the learning process. Participation in such class experiences is as critical for learning as outside-of-class readings and assignments.

1. Students are expected to attend all class sessions. To be counted as present, students must attend the full class session; arriving exceedingly late or leaving early from class may be considered an absence.

2. Only documented health, family, or other emergencies will be considered valid excuses for absence. Evidence of an emergency must be submitted to the course instructor in order for an absence to be excused. Elective absences–avoidable, non-emergency or non-health absences that are chosen by the student–will be considered unexcused absences.

3. In the event a class must be missed, the student should make every effort to inform the faculty member before class. If this is impossible, the student must contact the instructor within two daysof the absence, to explain the reasons for missing (including documentation of an emergency) and to review the class that was missed. Failure to do this will result in the absence being considered unexcused.

4. Students may be asked by the instructor to do additional reading or work related to a missed class. Failure to complete additional work or make-up hours will result in the absence being considered unexcused.

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5. Absences may result in a lower grade in the class. Individual faculty members will set their own policies on how missed classes will affect final grades. However, the following rules apply to all courses in the program:

a. Students who miss the equivalent of two weeks of a course due to unexcused absences will automatically have their final grade reduced by one full grade level. (Note that this is the equivalent of missing two weekly classes or four bi-weekly classes for non-emergency reasons.)

a. Students who miss three or more weeks of a class for any reason–excused or unexcused–cannot complete the course and must withdraw. They must complete the course again on the next semester that it is offered, before moving on to the next core of the program. (Note: Even if the three weeks of absences are excused, the student must still withdraw from the course, since the faculty would be unable to assure the State Department of Education that the student had acquired the knowledge and skills that the course is intended to address.)

Course GradingThe assignments are developed to ensure a deep understanding of the requirements of educating students with disabilities. The expectation is to produce quality work which reflects your ability to meet or exceed instructional applications.

Method of Grading

A range Exceeds Expectations: An insightful and challenging piece of work that goes beyond the requirement of the course. [90–100%]

B range Meets Expectations: All of the elements have been completed and there is evidence of critical or creative thought that goes beyond what was discussed in class. [80–89%]

C range Below Expectations: All of the required elements of the assignments have been fulfilled but there is no evidence of critical or creative thought that goes beyond what was discussed in class. [70–79%]

D range Does Not Meet Expectations: Some elements of the assignment are missing. [60–69%]

Course Schedule: (Note: Changes may be implemented throughout the semester)

Class Date

Topics Readings/Due

Tuesday 9/3

-Introduction-Course Requirements-Pre-Assessment-What is Special Education?

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-Parent perspective-Raising a child with a disability and navigating the education experience

Tuesday9/10

-Faculty/parent building relationships-Special Education Law (IDEIA) (504)(FAPE) (LRE)-The IEP process Birth-3, 3-5 and 3-21-Federal-Connecticut

-Introduction: 1-19 (Strategies for Success)-10 important facts

Tuesday9/17

-Section 504-ADA-Accommodations v. Modifications-Specialized Instruction

Domain V 85-98Domain VII 113-130-10 important facts

Tuesday9/24

-Co-teaching-Sharing the process of planning/instruction

Co-Teaching 19-30-Accommodations and Modifications presentations

Tuesday10/1

-Identifying students with Learning Disabilities through SRBI-Using student data to determine eligibility-Reading v. math disabilities-Common Core State Standards

Bring a copy of Reading Standards for Literacy in History/Social Studies 6-12 (CCSS)-Presentation of Domains 1-4, 6, 8

Tuesday10/8

-Psychological/Educational Testing-Triennial Reviews-Assessments for eligibility, continued eligibility and progress monitoring -Formative v. Summative-Strategies to support students with special needs in the general education classroom

Bring in an artifact of a summative and formative assessment

Tuesday10/15

-The Individualized Education Plan-Prior Written Notice-Strengths and Needs-Transition -Goals and Objectives-Accommodations/modifications-Assessments/district/state-Service Page-LRE

-Download an IEP pages 1-10 from the Connecticut State Department of Education-Bring copy to class

Tuesday10/22

-Midterm=Strategies for Differentiating in the Content Areas to meet all students’ diverse needs

-Completed IEP for case study student-Presentation of The Strategies (Reading: Strategies for Differentiating in the Content Areas)

Tuesday10/29

-Understanding:ADHDExecutive Processing DisorderAuditory Processing Disorder-Review for Mid-Term

First observation reflection due-Group #1 Presentation-Individual lesson presentations

Tuesday11/5

Autism (Part 1) Reading on Autism

Tuesday11/12

Autism (Part 2) One page reflectionGroup #2 Presentation

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-Individual lesson presentations

Tuesday11/19

-Emotional Disability-Socially Emotionally Maladjusted-Laws pertaining to Restraint/Seclusion-FBA/BIP-De-escalation methods

Reading on EDOne page reflectionGroup #3 Presentation-Individual lesson presentations

Tuesday11/26

-Visually Impaired-Hearing Impaired-Multiple disabilities-Inclusive environment with Paraprofessional

Second Observation DueReading on HI, VI or MDGroup #4 Presentation-Individual lesson presentations

Tuesday12/3

-Occupational Therapy-Physical Therapy-Speech/language Therapy-Services for Visual Impairment-Being part of the TEAM

Reading on Speech/LanguageOne page reflectionGroup #5 Presentation-Individual lesson presentations

Tuesday12/10

-Final ExamOr Reading Day/Make up

Review readings for final

Tuesday12/17

-Final Exam

Assignments and Grading

Assignment Due Date % of GradeGroup Presentation with PowerPoint of Co-Teaching Strategies

9/24 10%

Completed IEP 10/22 5%Group Presentation of Disability/Accommodations/Modifications

Throughout 10%

Presentation of Differentiating in the Content Areas

10/22 10%

Mid Term 11/5 15%Final 12/17 15%Exit Tickets Throughout 10%Two Classroom Observation Reflections 10/29 and 11/26 10% Prepared for class/Class Participation Throughout 5%Journal Reading on Disabilities Throughout 10%

Assignments-

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1. Group PowerPoint: Co-Teaching Strategies: You will be given a Domain from the Advancing Co-Teaching Practices: Strategies for Success book. The group will organize a PowerPoint, which will explain the Domain and provide examples to the class to use in their classrooms.

Each member of the group should participate in the presentation. The group should provide examples of the strategies. The presentation should be 15 minutes.

Co-Teaching Presentation Rubric

Target (3) Acceptable (2) Unacceptable (1-0)

Content Co-teaching strategies were abundant and was supported with examples to various content areas

Co-teaching strategies were few and were somewhat supported with examples with little regard to content areas

Co-teaching strategies were few and did not support content areas with no evidence of examples

Collaboration Students worked together to produce materials and presentation

Students worked together to produce presentation

Students did show evidence of working together.

Organization Group was organized and the presentation was smooth

Group was organized with some presentation glitches

Group was disorganized with many glitches in the presentation

Presentation Students were prepared; Each person communicated with the audience and participated

Students were prepared; Some of the students communicated with the audience and participated

Students were not prepared. Some group members did not participate.

2. Group Presentation of a specific disability with examples of possible accommodations and modifications to support their participation in the regular education classroom.

Each member of the group should participate in the presentation. The group should provide examples of the strategies. The presentation should be 15 minutes.

Accommodation/Modification Rubric

Target (3) Acceptable (2) Unacceptable (1-0)

Content The specific disability was presented with detail and supported with examples of accommodations and modifications to support the students in the regular education classroom

The specific disability was presented with limited detail with limited examples of accommodations and modifications to support the students in the regular education classroom

The specific disability was not presented with detail and provided limited examples of accommodations and modifications to support the students in the regular education classroom

Collaboration Students worked together to produce

Students worked together to produce

Students did show evidence of working

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materials and presentation

presentation together.

Organization Group was organized and the presentation was smooth

Group was organized with some presentation glitches

Group was disorganized with many glitches in the presentation

Presentation Students were prepared; Each person communicated with the audience and participated

Students were prepared; Some of the students communicated with the audience and participated

Students were not prepared; Some group members did not participate.

3. Presentation of Differentiating Instruction in your Content Area. Through a lesson plan students will present a differentiated lesson with accommodations and modifications for two students with different disabilities as well as two students with gifted/talented attributes.

Format should include lesson objective, alignment to the CCSS, groupings, assessment, materials, instructional technique, differentiation strategies and materials.

Lesson Plans in Specific Content Area

Lesson PlanningTarget (3) Acceptable (2) Unacceptable (0-1)

Domain 3 of CCT: Planning for Active Learning

3a: Planning of instructional content is aligned with standards, builds on students’ prior knowledge and provides for appropriate level of challenge

Content aligned with CCSS with coherent progression; Determination of students present level of knowledge and skills; Differentiation based on individual students’ needs

Content is somewhat aligned with CCSS with moderate progression; Student present levels are primarily based on group data; Differentiation is limited to groups

Content is not aligned with CCSS; Student levels are not considered; Differentiation is not noticeable

3b: Planning instructional strategies to actively engage students in the content

Selection and designing instructional strategies, tasks and questions that build on higher order thinking skills; Discourse or inquiry is apparent and planned

Instructional design is planned with some higher order thinking strategies with limited ability to share ideas and participate in student discourse

Limited to no higher order thinking tasks or strategies. Students lack the ability to learn reading tasks through the content area

3c: Selecting appropriate assessment strategies to monitor ongoing student progress

Selecting or designing lesson-based assessment strategies that are aligned with instruction and measure progress towards and contribute to attainment of learning outcomes

Selecting or designing lesson-based assessment strategies that, at times, do not measure progress towards or attainment of the learning outcomes

Selecting or designing lesson-based assessments that insufficiently measure progress towards or attainment of learning outcomes

4. Two classroom observations in a regular education classroom with two teachers: one regular education and one special education teacher.

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Students should observe through the context of Domain 2 and Domain 4 of the CCT. Additionally, there should be a comparison to the instruction and content/materials to which the regular/special education instructors present to both students with and without special needs.

Include the following: Define the disability (use of resources needed; journals, etc.); Identify the services the student receives; Discuss the challenges this disability presents (those you see in class and those defined in your research); Reflect on the accommodations the teacher implements; Discuss the strategies various students receive. Provide an opinion and any suggestions.

Submit a well written 2-3 page paper using APA format

Grading for Classroom Observations

Class ObservationsTarget (3) Acceptable (2) Unacceptable (0-1)

Evidence of CCT Analysis:

Domain 2: The Classroom Environment, Student Engagement and Commitment to Learning 2a: Creating a positive learning environment that is responsive to and respectful of the learning needs of students 2b: Promoting student engagement and shared responsibility for learning 2c: Promoting appropriate standards of behavior 2d: Maximizes instructional time by effectively managing routines and transitions

Student describes the teacher(s) ability to create an environment of respect and rapport; A culture for learning; managing classroom procedures and behavior; and Physical space in detail with specific examples to both students with and without special needs (even if same)

Student describes the teacher(s) ability to create an environment of respect and rapport; A culture for learning; managing classroom procedures and behavior; and Physical space with limited detail or examples to both students with and without special needs(even if same)

Student is unable to provide specific examples or details in relativity to the Classroom Environment Domain #2;There is limited to no differentiation of examples to both students with and without special needs (even if same)

Domain 4: Instruction for Active Learning4a. Implementing instructional content for learning4b. Leading students to construct new learning through the use of active learning strategies4c. Monitoring student learning, providing feedback to students and adjusting instruction

Student describes the teacher(s) ability to communicate with students; Use questioning and discussion techniques; Engagement in student learning; Assessment in instruction and Flexibility and responsiveness with detail and examples to both students with and without special needs (even if same)

Student describes the teacher(s) ability to communicate with students; Use questioning and discussion techniques; Engagement in student learning; Assessment in instruction and Flexibility and responsiveness with limited detail or examples to both students with and without special needs (even if same)

Student is unable to provide specific examples or details in relativity to the Classroom Instruction Domain #3; There is limited to no differentiation of examples to both students with and without special needs (even if same)

Scholarly writing style

Specific and accurate terms from article; Strong imagery; Striking, yet natural phrasing; Powerful verbs; Incorporates professional terminology

Correct, yet terms not precise; Lacks descriptions, yet message is recognized; Few energetic verbs; May sound verbose

Limited vocabulary; Vague and abstract words used; Incorrectly uses clichés and/or jargon

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APA Format The writer uses APA for in text citations; Works cited; and format

The writer uses APA for most in-text citations; Works cited; and format

The write uses APA sparingly with limited in-text citations; Works cited; and format

Sentence FluencyEasy flow; Easily read aloud; Varied sentence structure; Sounds natural; Complex sentence contains closely related ideas

Good control of simple sentence structure; Favors one pattern; Sentences go together

Difficult to follow; Choppy, rambling, or incomplete sentences; Not natural sounding; Monotonous

ConventionsGrammar usage correct; Smooth punctuation; Correct spelling; Sound paragraphing

Spelling usually correct: Grammar problems not serious: Acceptable paragraphing: Internal punctuation errors

Frequent spelling errors; Incorrect paragraphing; Grammar/usage errors cloud meaning; Many punctuation errors

5. Reflection papers on Journal readings will be required on specific disabilities. The purpose of journal reviews is to incorporate up to date studies, information and current practices in the area of educating students with special needs. Students will reflect and critique journals provided by the professor.

Students should submit a 2-3 page paper using in-text citation (APA) to support opinion and analysis of article.

Article Review Rubric

Target (3) Acceptable (2) Unacceptable (0-1)

Comprehension and ArticulationClear purpose and summary of main points; Provides interesting and relevant details; Significance to course

Clear, focused topic; Provides few relevant details; Expected content is limited

No clear purpose or central theme; reads like a collection of random thoughts; unclear and confusing

CritiqueIncludes several analyses that relate article to course content; real-life situations; presented in logical organization

Includes some analyses that relates article to course content and/or real life situations

Includes simplistic, general statements that are not substantiated or supported

APA FormatThe writer uses APA for in text citations; Works cited; and format

The writer uses APA for most in-text citations; Works cited; and format

The write uses APA sparingly with limited in-text citations; Works cited; and format

Scholarly writing style

Specific and accurate terms from article; Strong imagery; Striking, yet natural phrasing; Powerful verbs; Incorporates professional terminology

Correct, yet terms not precise; Lacks descriptions, yet message is recognized; Few energetic verbs; May sound verbose

Limited vocabulary; Vague and abstract words used; Incorrectly uses clichés and/or jargon

Sentence Fluency Easy flow; Easily read aloud; Varied sentence structure; Sounds natural; Complex sentence contains closely

Good control of simple sentence structure; Favors one pattern; Sentences go

Difficult to follow; Choppy, rambling, or incomplete sentences; Not natural

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related ideas together sounding; Monotonous

ConventionsGrammar usage correct; Smooth punctuation; Correct spelling; Sound paragraphing

Spelling usually correct: Grammar problems not serious: Acceptable paragraphing: Internal punctuation errors

Frequent spelling errors; Incorrect paragraphing; Grammar/usage errors cloud meaning; Many punctuation errors

Voice Writer speaks to reader Sincere, but not engaged Distanced from topic

6. Each student will develop an IEP based on the data presented in class. Through data on both formative and summative assessments, an IEP will be completed pages 1-11 on CT state forms.

Grading Rubric for the Individualized Education Plan

IEPTarget (3) Acceptable (2) Unacceptable (0-1)

Page 2-RecommendationsAlign with goals and objectives; time of support services; transportation; ESY; Next AR

Align with goals and objectives; time of support services;

Random information that does not align with IEP

Page 3-Prior Written Notice

Recommendations are repeated; Evaluation procedures as basis for action; Dates actions will be documented; Other options and factors

Missing one piece of information

Missing two or more pieces of information

Page 4-5 Present Levels of Performance

Parent/student input is completed; Levels are supported by assessments; Strengths and Needs; Impact of disability

Missing one piece of information

Missing two or more pieces of information

Page 6 Transition PageStudent preference; Agency; Post school outcome and transition goals;

Missing one piece of information

Missing two or more pieces of information

Page 7 Goals and Objectives

Goals and objectives are aligned with needs on pages 4/5; Goals and objectives have evaluation, criteria and method of measurement

Missing one piece of information

Missing two or more pieces of information

Page 8 Accommodations and Modifications

Accommodations and Modifications are apparent with site, activities and duration

Missing one piece of information

Missing two or more pieces of information

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included

Page 9 Assessments

CMT/CAPT assessment recommendations are apparent; accommodations are clear; district assessments and accommodations align with standardized assessments

Missing one piece of information

Missing two or more pieces of information

Page 10 Service Page

Special education and Related services are written; goal numbers, frequency, responsible staff, implementer, start and end dates are written; Description of general education, hours of school day, TWNDP, reasons why student is not participating in the regular education classroom

Missing one piece of information

Missing two or more pieces of information

LRE All boxes are checked aligning with IEP

Missing one piece of information

Missing two or more pieces of information

7. A reflection based on the new learning in this course. Using specific guidelines, you will reflect on several aspects of this course.

Disposition Rubric

At the end of this course, you must submit a 1-2 page reflection describing your strengths and challenges with respect to target or acceptable dispositions as explained in the rubric. Grades will be determined by carefully comparing your reflection with my notes. Although you will write your disposition reflection at the end of the course, you will have opportunities to demonstrate required dispositions throughout this course. If needed, meetings will be conducted with individual student(s) to discuss how dispositions can be improved.

Target (3) Acceptable (2) Unacceptable (0-1)

Class participation

Attended every class, always came on time, submitted all assignments by their due dates, was not distracted, and was actively engaged in group and whole class activities.

Missed one class, almost always came on time, submitted all assignments by their due dates, was not distracted, and was actively engaged in group and whole class activities.

Missed more than one class, often came late, and/or was inactive or distracted in group/whole class activities.

Professionalism Read professional and research journal(s) in their discipline(s) to

Read professional and research journal(s) in their

Did not read professional and research journal(s) in

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improve their own personal and professional growth, sought membership of professional organization(s) to become involved in the professional community of educators, and demonstrated passion and enthusiasm for their discipline(s) and methods of teaching.

discipline(s) and demonstrated some passion and enthusiasm for their discipline(s) and methods of teaching.

their discipline(s) and/or did not demonstrate passion and enthusiasm for their discipline(s) and methods of teaching.

Respect Displayed professional and ethical behavior in the class, always paid attention and listened to peers and the instructor of the class with respect, and often responded thoughtfully and appropriately to the ideas of peers and the instructor.

Displayed professional and ethical behavior in the class, and always paid attention and listened to peers and the instructor of the class with respect.

Did not display professional and ethical behavior in the class and/or did not pay attention to the ideas of peers and the instructor of the class.

8. Final and mid-term

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