Sped 401 Syllabus and At-a-Glance 1

University of LaVerne

LaFetra College of Education

Special Education 401

Admissions Assessment Course: Education Specialist Professional Preparation and Practicum

Key Assessment Course: Admissions/CRD-NCR

Motto: Your heart, mind, and experience made visible

Fall 2018

Instructors: Patricia Taylor, Ph.D.(ptaylor@laverne.edu ),Valerie Saylor, M.A.

(vsaylor@laverne.edu) ,Susan Snyder, M.S. (ssnyder@laverne.edu),

Alyssa Koutsoutis, M.S.(akoutsoutis@laverne.edu )

.

LaFetra College of Education

Mission, Vision &Values

MISSION The LaFetra College of Education champions social equity for children, families,

and communities by equipping and empowering scholarly, highly-skilled practitioners,

education advocates, and leaders.1

VISION The LFCE will lead the national conversation on launching the careers of

professionals who are highly competent advocates for equity and justice.

Core Dispositions & Values

Cultural Competence & Inclusion

Social-Emotional Learning

Ethically Responsible Decision-Making

Facilitation & Collaboration

Intellectual & Personal Transformation

Critical Analysis & Inquiry

Innovative Thinking

Effective Verbal & Non-Verbal Expression

Sped 401 Syllabus and At-a-Glance 2

Course Description:

A. Prerequisite: Successfully completed Special Education application and interview on file (or

approval of program Chairperson)

B. Course Description: This course is designed to meet state and Council for Exceptional

Children (CEC) professional standards of performance as well as to address the Council of

Accreditation of Educator Preparation (CAEP) [Formally known as National Council for

Accreditation of Teacher Education (NCATE)] expectation for structured admissions assessment.

The goals of the course are to assess the readiness of a candidate to: promote clear, accurate,

standardized professional written and verbal communication, demonstrate self awareness

through written expression, demonstrate professional work ethic, demonstrate organizational

skills, use personal insight for professional growth, identify a community service plan for

implementation and documentation during the preliminary credential training, develop an

understanding of the writing process for learners with mild–moderate disabilities, demonstrate an

awareness of diversity and social justice issues in special education and respond to the challenges

of graduate work and collaboration.

Once assessed, a plan for successful engagement and performance in the program will be created

to guide and support the candidate in ongoing program advisement and self- assessment.

The course sessions and assignments are designed to model appropriate and creative instruction

for learners with mild-moderate disabilities, who represent a wide range of talents and learning

challenges. The entire course is structured using the Multi-Tiered Service Support (MTSS) model

and co-teaching. This design is meant to demonstrate two basic aspects of instruction in the field

of special education, MTSS, and co-teaching. The design is meant to enhance candidates’

personal and professional experience and insights, as well as to give the instructors’ experience in

delivering and evaluating the elements of these two important techniques.

Emphasis is placed on daily writing while in the course and formative assessment by the

instructors and the candidate regarding the individual’s writing process, organization skills and

other professional Education Specialist behaviors as identified.

C. Unit requirements: This is a three (3) unit course. It requires at least 50 hours of

direct instruction-interaction with course instructors and course activities. The three unit course

expectation for student study to support course objectives is two (2) hours for each hour of

instruction. Since there are 50 hours of instruction the student minimum study expectation for the

course is 100 hours. (See 2018-2019 catalog , “Policy on credit hours” p.__________)

Sped 401 Syllabus and At-a-Glance 3

D. Learner Outcomes

This course is designed to enable students to:

1. Identify a personal written voice and style

2. Analyze personal/professional written communication history, strengths and

accommodations/intervention.

3. Develop and Critique writing skills across genre and media that are responsive to the

rules of the English language and are reader appropriate

4. Demonstrate the ability to use APA style

5. Demonstrate ability to summarize educational information

6. Maintain a writing journal, assessment checklist and support plan

7. Experience MTSS and Co-Teaching and collaboration

8. Understand basic teaching strategies and techniques used to teach writing in

Mild/Moderate instruction.

9. Develop skills in executive function, self-critique, giving and receiving critiques on

written communication, professional comportment, and accountability.

10. Conceptualize a professional community engagement service plan and documentation

process

11. Develop diversity and social justice awareness

12. Appreciate the process of making, your heart, mind, and experience visible

Brief biography of the 401 team of instructors:

Patricia Taylor, PhD, loves to write. She was editor-in-chief of her elementary and high school newspapers and was co-editor of the Varsity

News at the University of Detroit. A slight auditory processing disorder has caused her to have a significant struggle with spelling, so peer editing

and dictionaries are her writing companions. She is trained as a depth psychologist, who places a great emphasis on the origin of ideas .This

discipline has led her to become an etymological dictionary enthusiast. She has taught pre-K through college and specializes in supporting

learners with learning and behavior challenges.

.Valerie Saylor, M.A., enjoys creative and technical writing both as a writer and an instructor. For many years, she taught 7th and 8th grade

English where she was inspired by students moving ideas from their minds to their papers. In recent years, in addition to working with new

teachers, she has worked extensively as a writing tutor for aspiring teachers struggling with passing the California Subject Matter Exam for

Teachers (CSET). She has finally started the planning stages for a book for teachers she has carried in her heart and head, but needs to be written

so it can be shared.

Susan Snyder, M.S., enjoys the grammatical aspects of writing and loves reading a well-structured sentence or passage. She loves learning

Sped 401 Syllabus and At-a-Glance 4

Professional Standards:

NCATE/CEC (2002): Standard 1-Foundations, Standard 4-Instruction, Standard 9-Professional

and Ethical Practice, Standard 10-Collaboration

CCTC: Common Standard 5, Program Standard 3 and 4, Mild-Moderate Standards 3 and 6

CEC: Special Education Professional Ethical Principles, B and F (January, 2010)

Required Texts and On-line Resources:

(All texts may be in paper or electronic formats)

1. (Self selected support text/s)

2. VandenBos, G. R. (Ed.). (2009).Publication manual of the American Psychological

Association (6th ed.). Washington, DC.

[This text is used throughout the programs]; also helpful [(www.apastyle.org) and

(www.library.CSUN.edu/egarcia/doc/apacitation and Wilson Library)

3. Campbell, L. & Campbell, B. (2009). Mindful Learning. Thousand Oaks, CA: Corwin Press

[This text will be used in Sped 407 and 505]

4. Keirsey, D. (1998) Please Understand Me II: temperament, character, intelligence. Del Mar,

CA: Prometheus Nemesis Book Company [This text will be used in 405,407,505]

5. CEC journals from Council for Exceptional Children (CEC) / www.cec.sped.org/

6. National Writing Project www.nwp.org/

7. American Heritage Dictionary www.ahdictionary.com/

Other Course Resources:

*Etymological Dictionary: [suggested] Chambers Dictionary of Etymology, ed. Barnhart 1999

www.grammar-monster.com

http://grammar.ccc.commnet.edu/grammar/

www.dayjob.com/…/teacher-cv-templates (CV templates)

new vocabulary and keeps a list of new words she encounters to look up in the dictionary and to use in her conversation and writing. She has

taught K-12 in general and special education and has placed special emphasis on collaborating with parents to foster a learning atmosphere which compassionately addresses the learning and behavior strengths and needs of her students.

Alyssa Koutsoutis, M.S.,

Sped 401 Syllabus and At-a-Glance 5

https://fourblocks.wikispaces.com (Writing First: Strategies for Struggling Writers) www.edjoin.org (California job search site for educators) www.eduplace.com/Graphicorganizer (Education Place-organizer templates) www.excellent-proofreading-and-writing (English as a Second Language-Online Guide to Writing) www.apastyle.org/

www.owl.english.purdue.edu/owl/resource/560/01

The following resources can be found online by searching the key words

lklivingston.tripod.com/essay (Basic Guide to Essay Writing) Purdue OWL Online Writing Lab*

A+ Resumes for Teachers (resumes-for-teachers.com) iMINDMAP Home and Student (Graphic Organizers using technology)

Sped 401 Syllabus and At-a-Glance 6

Course Requirements, Performance-Based Assessment, Evaluation Criteria

Name______________________________________________ Course Grade ________________ Total Points ____________/ 216

1. Attendance each session and for the full session ( ---6-- points per each session)

Note: student may not earn the exceptional category if 2 or more sessions are missed in the course.

Term [10 weeks] or Semester [10 weekends] There is one (1) bonus point for perfect attendance.

S1_____S2_____S3_____S4____ S5_____S6______S7____ S8_____S9____ S10_____ [+1 ] __/60

2. Participation includes active engagement in class sessions, demonstration of homework completion for use in session (to include all reading,

special tasks and written products)

S1____S2_____S3______S4_____S5_____S6_____S7_____S8______S9____S10_____ ___/60

3. Assignments: 4=Exceptional credit, 3=Full credit, 2=Partial credit, 1= Minimum credit

Pre Session One: Complete the Keirsey Temperament Survey, Read information about your results.

PDR FINAL

A. Curriculum Vitae (CV), K-12 Resume (for Mild/Moderate teaching position) and Cover letter _____ /4_____/4

-section introduction and portfolio ready _____ /1

B. APA style and citation ……………………………………………………………………………… _____/4_____/4

-section introduction and portfolio ready _____ /1

C. A Summary of Research Article…………………………………………………………………… ______/4_____/4

-section introduction and portfolio ready _____ /1

D. Personal-Professional Accommodation/Intervention System…………………………………….…______/4 _____/4

Examples: data collection grids, checklists, frequently misspelled words journal, etc.)

-section introduction and portfolio ready _____ /1

E. IEP Summary……………………………………………………………………………………….. ______/4_____/4

-section introduction and portfolio ready _____ /1

F. Persuasive Essay……………………………………………………………………….……………..______/4_____/4

-section introduction and portfolio ready _____ /1

G. Electronic Communications with Parents/Administrators (3 entries)…………………………… _____/4 _____/4

-section introduction and portfolio ready _____ /1

H. Community Engagement Questionnaire …………………………………………………….. _____/4_____/4

-section introduction and portfolio ready _____ /1

I. Annotated Bibliography of a Children/Adolescence Book on Diversity …………………….. _____/4 _____/4

(One individual submission and the group submission)

J. Course Journals [1____, 2,____ 3,____ 4,____ 5,____ 6,____ 7,____ 8____] _____/4

K. Executive Functioning [Instructor and candidate critique]…………………………………………. _____/4_____/4

L. Professional Writing Key Assessment………………………………………………………………... _____/4*_____/4

[*No reminders and done as required=4, done but with reminder and as required=3, done but not as required =2, not done=0]

M. Program Sequence, Individual Plan & Pre-Intern/Student Teaching Contract……………………….CR/NCR

N. Course Evaluation Completed and verification submitted by email......................................................CR/NCR

FINAL: Portfolio Notebook……………..____________/20 & Professional Writing Key Assessment…………… ____________/20

Sped 401 Syllabus and At-a-Glance 7

The Final

Part I- Portfolio Notebook ( 20 points) with a table of contents in APA style, an introductory

essay (10 paragraphs) that states the purpose of the portfolio and brief reflective introductions that

also precede each section in the portfolio ( A through L).[Note: The 10 paragraph essay and the

section introductions are the same as Part II-A and B below. They are submitted in two

places, the portfolio notebook and the key assessment on Task stream. The rubric and

template for the portfolio will be reviewed session 4.]

Part II -Professional Writing Key Assessment submitted to Taskstream* (20 points)

This key assessment documents the applicant’s readiness for graduate work and professional

development in pre-service training to become an Education Specialist.

All three of the following components are submitted to Taskstream in one document. Title the

one document Final for Special Education 401/your name and campus

At least 5 references must be properly cited and referenced using APA.

At least one table or figure must be included in a meaningful way.

A. Portfolio Introduction: Write a 10 paragraph essay on: What I appreciate about myself: my

abilities, insights and pre-dispositions that will lead to the professionalism required in the

Education Specialist’s practice, how I will use this appreciation in my practice, and how the

portfolio from Sped. 401 provides evidence of these abilities, insights and pre-dispositions.

B. Section Introductions: Write a descriptive paragraph on: What each section of my portfolio

includes and its importance to me [Note: Be sure you have also placed a copy of these

introductions in the appropriate sections of your portfolio].

C. Letter to my Advisor: Write a formal letter to you advisor about: A description and discussion

of my on-going self assessment and professional comportment plan that I will use during my pre-

service training at the University of LaVerne.

*Taskstream: Be sure you are registered in Taskstream [https://www.taskstream.com/pub/] by

session 5. Your program code is Preliminary

Rationale for Final Grading:

Read Carefully: The grading and evaluation for this admissions criteria course consists of

4(four) elements: course points, proper portfolio completion, complete and accurate key

Sped 401 Syllabus and At-a-Glance 8

assessment submission and a summative letter characterizing the instructors’ impressions of the

candidate’s professionalism, dispositions and overall performance in the course. All 4 (four)

elements are considered in the determination of what talents the candidate brings to the program

and what supports may still be need. If at the end of the course any one of these elements is

determined to be inadequate the candidate may be asked to give that area more attention or fix an

error before a final credit or no credit is given. In this case a grade of In Progress (IP) will be

issued. A specific notification will be sent to the candidate with requested changes or additions

and a date will be given regarding when these changes or additions are due. If the needs of the

candidate are too extensive the candidate will be required to repeat aspects of the course in

1(one) unit increments. The instructors’ letter will describe how the candidate completed the

course and the rationale for the grade points as listed below.

Exceptional Credit 208-190

Exceptional: All requirements are completed to criteria and all primary assignments are

completed and submitted on the designated date, to the designated instructor and include more

than was required. An example of doing something more than is required is that the candidate

includes additional article or book paraphrases or quotes or embellishes the assignment with

appropriate literary or artistic flourishes. The candidate might go to the National Writing Project

and find something that enhances the assignment or include something more advanced, of the

candidates choosing (This option is discussed with the candidate’s support instructor).

* Students who miss 2 or more of the 10 sessions do not qualify for this category.

Competent Credit 189-179

Competent: All requirements are completed to criteria and 80% of assignments are turned in on

time, to the designated instructor and include some extra elements (see above)

Emerging Credit 178- 170

Emerging: Candidates will get an automatic In Progress ( IP) and one month to respond to

the recommendations of the instructors. At least 79 to 75% of all requirements are completed

to criteria and at least 75 % of assignments are submitted on time to the designated instructor.

Candidates earning below 170 may have to repeat the parts of the course in which they did not

demonstrate competence before being allowed to proceed in the program’s Concentration.

At the end of the admissions assessment course a detailed letter will be written for each student

describing the instructors’ experiences with the student. The letter will summarize the skills and

challenges observed by the instructors and addressed during the course. It will also point out any

additional requirements (For example passing CSET) the student must meet before being fully

admitted to the program. A copy of the letter will be given to the candidates and one will be kept

Sped 401 Syllabus and At-a-Glance 9

in the candidates program file.

Even though the course is for credit/no credit the total points earned will be described in this

letter and special arrangements may have to be made for on-going support in other special

education courses.

STUDENTS WITH DISABILITIES: University policies concerning students with disabilities

are available through the Director of Services for Student with Disabilities at the LaVerne campus

Student Health Center (ext.4441) or through www.ulv.edu/dss/.

Students may speak privately with instructor for assistance contacting the Director of Students

Disability Services. If a student has an authorized accommodation from the university’s

Disability Center please discuss with instructors the first day of class.

PLAGIARISM POLICY: University catalog under Academic Honesty (emphasis added)

Each student is responsible for performing academic tasks in such a way that Honesty is not in

question….

a)All tests, term papers, oral and written assignments, recitations and all other academic

efforts are to be the work other the student presenting the material.

b) Any use of wording, ideas, or findings of other persons, writers, or researchers

requires citation of the source: use of the exact wording requires a “quotation”

format.

Sped 401 Syllabus and At-a-Glance 10

Dispositions

Also see LFCE Values and Dispositions above on first page of syllabus

Content Oriented Dispositions

(Influenced by the editors of Dispositions in Teacher Education (Eds. Diez, M.E. &Ratts, J.) (2007) and the conference proceedings at AERA:

Looking at the Role of Dispositions in Teacher Education (Roth, J. ,2006)

1. To prize the doubt. ( To be less sure about what we think we know.)

2. To struggle to understand the ideas of others. (This disposition requires deferring

judgment or evaluation until a position is well understood.)

3. To qualify claims cogently. (To indicate the limits of knowledge and to convey the

degree of confidence we have in our judgment or assertions.)

4. To seek multiple explanations. (Associated with this disposition is the idea that not all

explanations are equally credible; some are more credible than others.)

5. To wonder. (To be curious about the issues we face, sometimes by making an effort to

make the familiar seem strange.)

6. To look it up. (To pursue knowledge, outside of course frameworks, to find out what is

written about a topic relevant to advanced study.)

7. To ask “How do you know?” (To probe for sources of evidence; how people know is

almost as important in asserting their knowledge as the knowledge itself.)

8. To persist. (Intellectual problems are always difficult, complex, and often do not yield to

standard and conventional approaches. We need to demonstrate the stamina to stay with

them, to hold the course, to resist the temptation to quit quickly and prematurity.

9. To seek and accept criticism. (We need to understand that what we don’t know is

massive, and what we do know is fragile and limited. In our inquiry, we need to seek help,

accept criticism in good spirit, and demonstrate intellectual humility in working with

ideas.)

Think: How do these dispositions compare with the ones at the beginning of the syllabus? Which

do you prefer?

Sped 401 Syllabus and At-a-Glance 11

Special Education 401

At-a-Glance

Fall 2018–LaVerne and COC Campuses

Session Date Topic/Activities Due This Session

S1

[Lead Instructor-

Taylor]

8-31

ULV

Overview and Planning

Getting to know you and your

writing resources

Types of dictionaries

Writing supports

The course: MT and Co-Teaching

Writing Salons

The Portfolio, Grading[how to earn

an exceptional grade]

Complete One pager (journal entry #1)

Word Story-

Confusion/Comportment/Comity/Respect

CV, Resume, Cover Letter,

CV’s

Resumes,

Cover letters

Complete the Keirsey

survey, score it, and

read the information

about your results.

Come prepared to

write about your results

as they may relate to

your experiences with

writing.

Bring your APA

Manual or electronic

version.

Bring Keirsey text.

S2

[Lead Instructor-

Snyder/Koutsoutis]

9-14

ULV

CV Self Review

Discus key components of

Executive Function(EF) and

personal strengths and challenges

Preview Dawson text on EF for

Sped 407, and 505( Students may

want to get now and use as one of

your resources in this course.

Complete a self review of your CV

Packet PRD, Analyze what EF’s

were in play regarding success or

lack of success.

APA Style

Flagging important elements of APA

Submit portfolio ready

draft(PRD) CV-

Resume-Cover Letter

Submit Reflective

Journal #2- Reflect on

the creation of a CV,

resume, and cover

letter. How did you

feel documenting your

professional journey?

How do these feelings

and reflections allow

you to develop empathy

for students when they

are required to write

Sped 401 Syllabus and At-a-Glance 12

text

Other formatting directives

Previewing your research article with

an APA lens (Instructors will provide a

selection of articles )

Setting up an APA style paper or

project

How to write an APA style annotated

bibliography on Writing and

Organization

Setting up the professional portfolio

Librarian Visit

personally in your

class?

S 3 [Lead Instructor-

Snyder]

9-21

ULV

Peer Editing and Summary Writing

Peer edit 3 Resources assignment

Writing Summaries: How to write

summaries for book chapters and

research articles.

Share journal entries

Read Chapter 2 in

Campbell

Submit Reflective

Journal #3-“What are

your apprehensions and

enthusiasms about

participating in peer

editing and how will

you address any

concerns?

Submit your annotated

list of 3 resources

Provide proof of

registration on

Taskstream

Bring computers!

S 4

[Lead Instructor-

Candidate

collaboration]

9-28

ULV

Writing Salon

(Allow 4 to 5 hours for salon activities,

just like a class session)

Complete APA team scavenger

hunt using the format from

Campbell text #31

Use instructor and self feedback on

your drafts of CV, resume and cover

letter to discuss improvements with

your peers and prepare to submit

your final assignments in session 5.

Submit Campbell #31

using APA text by

11:59 pm to Taylor

Submit peer feedback

form on your research

article summary by

11:59 pm to Snyder.

Sped 401 Syllabus and At-a-Glance 13

Bring a draft of research article

summary to Salon and discuss with

your peer. Complete the peer

feedback form and submit.

S5

[Lead Instructor-

Taylor]

10-5

ULV

Accommodations and Intervention

Supporting the writing processes

and experiences of P-12 learners

through interventions,

accommodations and modifications

Using formative assessment to guide

and encourage

Preview Survey/Action Plan,

reviewing EF and the words stories

that apply.

Discuss professional attitudes and

actions, code-shifting, dispositions

and executive functioning(EF)

Share journal entries

Diversity and Social Justice

Discussion on how the dispositions

listed in the syllabus can be misused

and actually contribute to social

injustice for learners not of the

dominate culture/race/ temperament

For example: what does respect look like in

various cultures: eye contact, voice volume,

use of personal space, etc?

Submit Reflective

Journal #4 “After

reading the LFCE

values/dispositions and

the Content Oriented

Dispositions in

syllabus, write your

thoughts on how these

dispositions will impact

your learning and your

teaching”(Support

provider)

Submit your final

draft- research article

summary

Bring your Portfolio

Notebook with

appropriately labeled

sections and APA

Table of Contents

Submit your final draft

of annotated resources

(5)

Review dispositions

lists on pages 9 and 10

of syllabus. Select one

to define, describe

behaviorally, and

discuss and critique

Sped 401 Syllabus and At-a-Glance 14

S6

[Lead Instructor-

Snyder]

10-12

ULV

IEP Summary &Essay Writing

In class essay practice

Summaries verses persuasive essays

Graphic Organizers

Learn or review the 5 paragraph

essay format and discuss using it for

your own writing and teaching

learners with Mild-Moderate

learners

Complete a scan of the sample IEP

Preview the Pain and Pleasure

article for which you will write an

original 5 paragraph persuasive

essay

Share journal entries

Create your formative

and personalized data

collection system for all

assignments session 1

through 5(Support

provider)

.

Read chapter 1 in

Campbell

Bring 2-3 examples of

graphic organizers for

writing

Submit Reflective

Journal #5 “How are

you using your 5

annotated resources and

identify at least 3 key

learnings that you have

applied in this class.

Show how you applied

them”(Support

provider)

S7

[Lead Instructor-

Taylor, Snyder,

Koutsoutis]

10-19

ULV

Correspondence

Personal joys…Journal #7

Formal and informal registers

Professional presentation

Use of formal and professional

titles-prefixes and suffixes

Parental and administration

correspondence

Writing an email requesting a letter

of reference

Share journal entries

Diversity

Discuss age appropriate books for

exposing children to issues in

Diversity and Social Justice

Review how to write an Annotated

Bibliography and apply this

review to an individual and group

selected book.

Consider issues of Community

Summit Reflective

Journal #6: “What

does your formative

data and peer feedback

tell you about what you

still need to improve

upon? What

temperament or

dispositional issues

emerge for you that

may help you

successfully address

your writing skills

growth or that may

interfere with your

growth.(Support

provider)

Submit your final IEP

Summary with peer

feedback form

Sped 401 Syllabus and At-a-Glance 15

Engagement activities and Mild –

Moderate disabilities

Discuss strategies for sharing

writing prompts in a classroom

S8

[Lead Instructor-

Candidate

Collaboration]

10-26

ULV

Writing Salon to complete Portfolio and

plan for Diversity Presentations

Reflective Journal #7:

“My greatest joy, and

my greatest fear in

communicating with

parents [Place in

Portfolio]

Reflective Journal #8:

“Letter to a student:

how I will support

him/her in writing .”

Reference Campbell

text.

[Place in Portfolio]

Electronic

Communications (3)

[Place in Portfolio]

Submit you final

persuasive essay [Place

in Portfolio]

S9

[Lead Instructor-

Taylor, Snyder, ]

11-2

ULV

Final and Portfolio Due

Diversity Presentations

Group Presentations

In- Class Feedback Form

Group Handout on

presentation with

books listed in APA

reference format.

Bring copies for each

class member.

Oral Presentation on

the group’s books

Individual Annotated Bibliography on the

Diversity book.

(Place in appropriate

section of Portfolio)

11-16

ULV Professional Responsibility Event

Program Sequence,

Individual Plan

Pre-Intern/Student Teaching

Submit Part II -

Professional Writing

Key Assessment to

Task Stream

Date: ______________

Sped 401 Syllabus and At-a-Glance 16

Contract

Portfolios returned

Complete course

evaluation and submit

verification by email

Date:

______________

Go Gently with Enough

Sped 401 Syllabus and At-a-Glance 17

Key Assessment Rubric

4

Exceptional

3

Competent

2

Emerging

1

Not Present

Total

Content

Organization

Punctuality

Shows clear,

strong

understanding of

the directions

,materials needed , performs beyond

expectations with

strong

organizational

skills and

punctuality

Shows clear

understanding of

the directions ,

material needed,

appears organized

and was mostly

on time with

assignments

. Has some difficulty

demonstrating

understanding of overall

directions , use of

material, organization

and many (4 or more,

late assignments)

There is an

indication that

there is a , strong

need to retake

major portions of

course

Quality Work

demonstrates

effort beyond what

was assigned due

to expansion of

insights, use of

written resources

assigned and not

assigned

Work

demonstrates

expected effort for

a graduate student

, use of written

resources assigned

and demonstrates

some insights

Work demonstrates

minimum effort, not

necessarily

representative of a

graduate student

training to become an

education specialist

professional

Work is not

acceptable as

graduate work

APA Work is ready for

publishing in a

CEC journal with

minimum editing,

1 or 2 errors

Work is ready for

publishing

consideration in a

CEC journal with

some editing, 3or

4 errors

Work has significant

errors and would need

to be reworked for a

professional

submission

Work is not

acceptable as

graduate work

Mechanics Work is ready for

publishing in a

CEC journal with

minimum editing,

1 or 2 errors

Work is ready for

publishing in a

CEC journal with

some editing, 3or

4 errors

Work has significant

errors and would need

to be reworked for a

professional

submission

Work is not

acceptable as

graduate work

Creativity Work is replete

with literary,

artistic flourishes

that compliment

the content and

demonstrate

professional pride

of ownership

Work has some

flourish that

compliments the

content and

demonstrates

professional pride

of ownership

Work has very little

flourish or

enhancement. Work

seems rushed and not

assembled with pride

of ownership. There is

very little expansion of

the visual or

intellectual

presentation

No

embellishment,

messy

presentation

Sped 401 Syllabus and At-a-Glance 18

Professional Writing Portfolio Notebook Template

100 points

A three ring binder appropriate to the size of the document with clear student identification

on the front and side.10 points_____________________________________________

A table of contents that follows the model provided in class.10 points______________

A list of figures and tables that follows the model provided in class. This list is responsive

to a desire to earn an exceptional grade. 10 points_______________________________

Correct headings and pagination that follows the model provided in class. 10 points_____

Sections A – L clearly identified. 10 points_____________________________________

A section introduction leading each section. This is the same introduction assignment

Part II B in the Key assessment submitted on Taskstream.10 points_________

Each section has all course assignments with a feedback sheet for the particular

assignment placed in front of it. The top entry in each section is the one for which the final

grade will be recorded. (See example) 10 points_________________________________

Pride of ownerships is evident. For example: there is a theme, attractive arrangements of

data, creative flourishes, etc. 10 points________________________________________

Insights and reflections are evident. 10 points__________________________________

Submission is on time and per instructions. 10 points____________________________

NotesComments:

Professional Portfolio Notebook Rubric Based upon Template:

100 points to 90points =20/ 89 points to 79 points = 15/ 78 points to 68 points=10/ below 68

must be redone.