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SYLLABUS for SPCED 593 (004):
Teaching Students with Intensive Communication Needs
Fall, 1999, Mondays, 7-9:30 p.m. (3 credit hours)
Education Classroom Building, rm. 212

Instructor: Julia Scherba de Valenzuela, Ph.D.
Office: Education Office Building, rm. 203
Contact Information: 277-1406 (phone) 277-6929 (fax)
Drop-in Office Hours: Mondays 4:00-6:30 or by appointment with instructor

Course Description:
This course will explore the following questions:

What is communication?

What is an 'intensive communication need'?

Who have these needs?

What best practices are currently recommended for supporting and developing communicative competence?

What array of accommodations and supports is available to facilitate communication with individuals with intensive communication needs?

What level of supports would be accepted in different ethnic and cultural communities?

Rationale:
The mission of the College of Education is to advance the quality of the educational experience for all learners and to educate professionals who can facilitate human growth in schools, homes, communities, and workplaces. In carrying out this mission, the College explicitly values diversity in people and perspectives. The rationale for the Mental Retardation and Severe Disabilities Program is supported by a shift in the major paradigm in mental retardation, severe disabilities, and bilingual special education from a solely trait-based conceptualization toward thinking about disabilities as an interaction between individuals with severe limitations in intellectual functioning, their environments, and needed supports. This new way of thinking forces reanalysis of structures designed to assist individuals in creating for themselves satisfying lives and challenges traditional notions of disabilities and handicaps.

This course supports the College of Education and Mental Retardation and Severe Disabilities Program frameworks by addressing student abilities within the context of a diverse society, recognizing the need to support all individuals in life-long learning, and validating all individuals, including those with disabilities, as valuable members of their communities, including their communities of learners.

Required Texts and Readings (On Reserve at Zimmerman Library):
Adamson, L. B., & Chance, S. E. (1998). Coordinating attention to people, objects, and language. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.),  Transitions in prelinguistic communication (pp. 15-37). Baltimore, MD: Paul H. Brookes.

Carter, M., & Maxwell, K. (1998). Promoting interaction with children using augmentative communication through a peer-directed intervention. International Journal of Disability, Development and Education, 45 (1), 75-96.

Coggins, T. E. (1998). Clinical assessment of emerging language: How to gather evidence and make informed decisions. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication  (pp. 233-259). Baltimore, MD: Paul H. Brookes.

Crais, E. R., & Calculator, S. N. (1998). Role of caregivers in the assessment process. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication  (pp. 261-283).  Baltimore, MD: Paul H. Brookes.

Foley, B. E. (1994). The development of literacy in individuals with severe congenital speech and motor impairments. In K. G. Butler (Ed.),  Severe communication disorders: Intervention strategies  (pp. 183-199).  Gaithersburg, MD: Aspen.

Goetz, L., & Sailor, W. (1994). New directions: Communication development in persons with severe disabilities. In K. G. Butler (Ed.),  Severe communication disorders: Intervention strategies  (pp. 19-32).  Gaithersburg, MD: Aspen.

Griffith, P. L., & Ripich, D. N. (1999). Definitions of language disorders: Who can be served? In D. L. Rogers-Adkinson & P. L. Griffith (Eds.),  Communication disorders and children with psychiatric and behavioral disorders  (pp. 1-37).  San Diego, CA: Singular Publishing Group.

Harris, S., Kasari, C., & Sigman, M. D. (1996). Joint attention and language gains in children with Down syndrome. American Journal on Mental Retardation, 100 (6),  608-619.

Harry, B., Grenot-Scheyer, M., Smith-Lewis, M., Park, H.-S., Xin, F., & Schwartz, I. (1995). Developing culturally inclusive services for individuals with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 20 (2),  99-109.

Iverson, J. M., & Thal, D. J. (1998). Communicative transitions: There's more to the hand than meets the eye. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication  (pp. 59-86).  Baltimore, MD: Paul H. Brookes.

Johnson, J. M., Baumgart, D., Helmstetter, E., & Curry, C. A. (1996).  Augmenting basic communication in natural contexts. Baltimore, MD: Paul H. Brookes. (Chapter 1)

Koppenhaver, D. A., Pierce, P. L., Steelman, J. D., & Yoder, D. E. (1995). Contexts of early literacy intervention for children with developmental disabilities. In M. E. Fey, J. Windsor, & S. E. Warren (Eds.),   Language intervention: Preschool through the elementary years  (pp. 241-274).  Baltimore, MD: Paul H. Brookes.

McLean, L. K., & McLean, J. E. (1994). Communication intervention for adults with severe mental retardation. In K. G. Butler (Ed.),  Severe communication disorders: Intervention strategies  (pp. 67-80).  Gaithersburg, MD: Aspen.

McLean, L. K., Brady, N. C., & McLean, J. E. (1996). Reported communication abilities of individuals with severe mental retardation. American Journal on Mental Retardation, 100 (6),  580-591.

Mirenda, P., & Schuler, A. L. (1994). Augmenting communication for persons with autism: Issues and strategies. In K. G. Butler (Ed.),  Severe communication disorders: Intervention strategies  (pp. 33-54).  Gaithersburg, MD: Aspen.

Mundy, P., & Willoughby, J. (1998). Nonverbal communication, affect, and social-emotional development. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.),  Transitions in prelinguistic communication  (pp. 111-133).  Baltimore, MD: Paul H. Brookes.

Reichle, J. (1997). Communication intervention with persons who have severe disabilities.  The Journal of Special Education, 31 (1),  110-134.

Steelman, J. D., Pierce, P. L., & Koppenhaver, D. A. (1994). The role of computers in promoting literacy in children with severe speech and physical impairments. In K. G. Butler (Ed.),  Severe communication disorders: Intervention strategies  (pp. 200-212).  Gaithersburg, MD: Aspen.

Tannock, R., Girolametto, L., & Siegel, L. S. (1992). Language intervention with children who have developmental delays: Effects of an interactive approach. American Journal on Mental Retardation, 97 (2),  145-160.

Watson, L. R. (1998). Following the child's lead: Mothers' interactions with children with autism. Journal of Autism and Developmental Disorders, 28 (1),  51-59.

Wetherby, A. M., Reichle, J., & Pierce, P. L. (1998).  The transition to symbolic communication. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.),  Transitions in prelinguistic communication  (pp. 197-230).  Baltimore, MD: Paul H. Brookes.

Recommended Texts (on Reserve):
Adamson, L. B., & Romski, M. A. (1997). Communication and language acquisition: Discoveries from atypical development. Baltimore, MD: Paul H. Brookes.

Cole, K. N., Dale, P. S., Thal, D. J. (Eds.) (1996).  Assessment of communication and language. Baltimore, MD: Paul H. Brookes.

Fey, M. E., Windsor, J., & Warren, S. F. (Eds.) (1995).  Language intervention: Preschool through the elementary years. Baltimore, MD: Paul H. Brookes.

Rogers-Adkinson, D., & Griffith, P. (Eds.) (1999).  Communication disorders and children with psychiatric and behavioral disorders. San Diego: Singular.

Wetherby, A. M., Warren, S. F., & Reichle, J. (Eds.) (1998).  Transitions in prelinguistic communication. Baltimore, MD: Paul H. Brookes.

Course Objectives:
To prepare and develop teachers and other leaders who:

• understand that handicaps are a result of the interactions between individuals with disabilities and their environments;
• understand the relationship of special education to the broader social, political and educational context;
• value and support multiple perspectives in issues facing individuals with mental retardation and severe disabilities and their families and communities;
• are advocates for students and families;
• recognize individuals with mental retardation and other disabilities as life-long learners;
• support individuals with disabilities in their efforts to create for themselves personally satisfying lives; and
• recognize the unique multicultural environment of New Mexico.

Course Design:
This course is designed so that students will interact actively with the course material -- small group projects, discussion of readings, and in-class activities, rather than instructor lecture, will make up the bulk of in-class sessions. Therefore, it is imperative that students arrive at each class having read all of the assigned readings. Graded assignments are designed to be instructional as well as providing a means of arriving at a final grade for each student. Therefore, less emphasis will be placed on quizzes and exams and more will rest on graded out-of-class assignments that rely on interpretation of course materials and development of library research skills and critical thinking. Students’ ability to participate appropriately during in-class discussions and small group work will also factor into their final grade. Students who require special accommodations or instructional modifications need to notify the instructor by the beginning of the semester with appropriate documentation from the Learning Support Services Center (277-6670).

Specific Course Requirements:

1) Homework - 40 points total (choose any 4 assignments from the selections below. Each is worth 10 points)

• web site review (3 maximum)

• intervention methodology review (3 maximum)
• key concept/acronym list (1 maximum)
• resource list (1 maximum)

2) Major Assignments - 50 points total

• observation assignment (20 points)
• brief literature review (15 points)
• final project/portfolio (15 points)

3) Class Participation - 10 points

Evaluation Procedures:
Final grades will be determined by a point system (X out of 100 total possible points). Fractionated grading will be used, with the following breakdown:
 

A+ = 99-100         C+ = 79-80
A = 94-98            C = 74-78
A- = 91-93           C- = 71-73
B+ = 89-90           D+ = 69-70
B = 84-88             D = 64-68
B- = 81-83            D- = 61-63

Written directions for all assignments will be provided in class, along with the criteria for determining point values. Extra copies of assignments and grading criteria will be available on the internet at: www.unm.edu/~devalenz/comm99. All written assignments will be expected to be typed and follow the American Psychological Association Manual (4^th ed.) format, unless otherwise indicated. A brief guide to APA can be obtained at: www.unm.edu/~devalenz/APA.

Class participation will be determined by an instructor- and self-administered evaluation, a copy of which will be distributed at the beginning of the semester and available on my web site. Students' conduct that contributes to their own learning and that of the others in the class will be evaluated. Behaviors that are considered to be conducive to learning (of the student him/herself or others) include: arriving to class on time and well-prepared, paying attention to instructor and/or other students when they are speaking, use of appropriate or non-offensive language during class or in written class assignments, demonstrating cooperation and respect for the instructor and peers during class discussions, and showing consideration for other students' need for alternative teaching strategies.

Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days allowed. If assignments are not turned in within 1 week of the assigned date, they will not be accepted, except in the case of significant illness or family emergency. If you will be not be able to be in class, please arrange for a friend to turn in your assignment during class, have the assignment faxed to the special education office by the time/date due, or have it handed in in person to either Terri or Jo in the Special Education office prior to 5 p.m. on the date due. If your assignment will be turned in at the Special Education office, please make sure that the time and date it is received are documented by the staff. Do not put late assignments under my office door, unless you want them accepted as turned in on the day I find them, which may or may not be the same day as you turned them in. Since I am not at the university every day, this could cost you points.

Tentative Class Schedule:
 

DATE	TOPIC & ASSIGNMENTS	READING(S) DUE
Aug 23	Introduction: What is communication?	read: Johnson, et al (in class)
Aug 30	Do the home culture and language matter?	read: Harry, et al
Sept 6	NO CLASS - LABOR DAY HOLIDAY
Sept 13	Defining communicative modalities and variants. Homework #1 due	read: McLean & McLean and Reichle
Sept 20	'non-intentional' vs. 'intentional' and 'non-symbolic' vs. 'symbolic' comm.	read: Wetherby, et al and McLean, Brady & McLean
Sept 27	Defining language disorders	read: Griffith & Ripich
Oct 4	Oral language intervention Homework #2 due	read: Goetz & Sailor
Oct 11	Coordinating attention	read: Adamson & Chance
Oct 18	Intervention, cont. literature review due	read: Tannock, et al, Harris, et al, and Watson
Oct. 25	Gesture as communication Homework #3 due	read: Mundy & Willoughby and Iverson & Thal
Nov. 1	augmentative and alternative communication (AAC)	read: Mirenda & Schuler and Carter & Maxwell
Nov. 8	AAC and literacy observation assignment due	read: Steelman, et al
Nov. 15	Literacy issues, cont. Homework #4 due	read: Foley and  Koppenhaver, et al
Nov. 22	Assessment issues	read: Coggins
Nov. 29	Assessment issues, cont.	read: Crais & Calculator
Dec. 6	in-class presentations final project due

1.) How does this new information compare to what you already know?

¹Web site evaluation questions from Leslie Hall, MSET, College of Education, UNM

Web site review grading criteria - checklist format
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Student Name:.                                                                                       .

         Homework is typed and legible. (2 points)
         All required header information is provided (2 points)
         Correct name and address of the web site are provided. (2 points)
         An intelligible and complete description of the web site is provided.
         (2 points)
         All of the questions are answered fully. (2 points)

Intervention methodology review grading criteria - checklist format
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Student Name:.                                                                                       .

         Homework is typed, legible, and follows the APA format. (2 points)
         All required header information is provided (1 points)
         Name of technique and source of information are provided. (2 points)
         An intelligible and complete description of intervention methodology is provided.
         (3 points)
         Any examples provided are appropriate. (2 points)

Key concept list and resource list grading criteria - checklist format
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Student Name:.                                                                                       .

         Homework is typed and legible. (2 points)
         All required header information is provided (2 points)
         At least 10 entries are included. (2 points)
         Titles/headers/names/acronyms of all entries are correct. (2 points)
         An brief, but intelligible and complete, description of each entry is provided. (2 points)

Purpose
The purpose of this assignment is to facilitate the development of communication observation skills and description of communication behaviors.

Directions
You will observe one student who has been identified as needing special education services. If you do not have access to a student in person, you may analyze a video tape of a student. Check with the instructor to coordinate this. You will need to observe your chosen student for a minimum of 30 minutes total, and you will need to observe him/her in a variety of contexts (three minimum). This variety should include both instructional and non-instructional contexts and you will need to observe your student in interaction with different individuals. The idea is to try to discover how this student's communication varies across contexts, how different contexts (individuals, settings, activities, etc.) facilitate or hinder the student's expressed communicative competence, and what specific communicative skills this student can demonstrate.

You will need to take notes at the time of the observation, being as descriptive (objective) as possible. Make quick sketches of the room, notes about the individuals involved in the interaction, and write down as many direct quotes as possible. The focus of the observation should be on the interaction of the student with the context, not just on what the student says or does. Be as discrete as possible during your observation. If it is not possible to take time to do an observation because you are in direct contact with students at all times, you will need to video tape the student for later review. Make sure, though, that you jot down some notes at the time or just following, as you might forget important details later on.

Minimal information about the student is needed. You only need to report his/her age, grade level, setting(s), and possibly, diagnosis category. Please refer to you student using a pseudonym, and do not include any information that could lead to an obvious identification of the student, such as referring to the only student with a particular diagnosis in your class. Instead, do not make it obvious that you are referring to your own student, but rather, a student in an X grade classroom.

When making statements about your observations, please try to refrain from using value loaded (subjective, not clearly definable) language. Keep your observations and the language that you use to describe the student's communicative behavior as objective and specific as possible. Try to refrain from ascribing motivation to the student unless warranted by the student's own statements (i.e. "he does this because..."). Include actual statements made by the student, if pertinent. Please do not make general statements about the student's abilities or skills -- you need to provide several concrete examples for any communication patterns you identify.

You will need to provide an introduction (describing the student and the context of the observation), a description of each of the three observations and their contexts, and a conclusion, where you try to draw some conclusions about the patterns in communication you saw. Remember, you are not performing an evaluation or making hypotheses about the student's diagnosis -- you are attempting to identify patterns of communication in different interaction contexts.

Organization:            (     out of 2 points)
          All of the required information is included and easily located. (2 points)
          Most of the required information is included and easily located. (1 point)
          Most of the required information is not included and/or components are not easily located. (0 points)
.
Format:                (     out of 2 points)
          APA guidelines are followed without major/obvious exceptions. (2 points)
          APA are generally followed (i.e. font, spacing, and margins). (1 point)
          Significant errors in following APA format noted. (0 points)
,
Writing:                (       out of 4 points)
          The language used is consistently professional, intelligible, and objective. (4 points)
         The language at times is either overly personal or pedantic, with some minor use of subjective language. (3 points).
         "Person-first" and objectively descriptive language is not used consistently. (2 points)
         The tone is either very personal or pedantic and descriptions of the student and his/her behavior is consistently subjective. (1 point)
         Inflammatory and/or offensive language is used. (0 points)
.
Introduction:           (       out of 4 points)
          The introduction is well developed: it provides enough information to contextualize the observations, but not so much as to violate the student's privacy. It foreshadows the rest of the report by clear stating the focus and purpose of the observations and report. (4 points)
         The introduction includes basic information but does not go beyond to give the reader a sense of why this particular student was chosen, within the context of the assignment's purpose. The identity of the student is protected. (3 points)
         Insufficient information is provided to completely understand the who, what and why of this assignment. The student's identity is protected. (2 points)
         Insufficient information is provided to understand the who, what and why of this assignment. The student's identity is protected. (2 points)
         The student's privacy is violated. (0 points)
.
Description of Observations:    (       out of 4 points)
         The description of the observations is well developed and objective: specific examples of the student's communicative behavior are provided, along with a complete description of the context in which the behaviors were noted. (4 points)
         Specific examples of the student's communicative behaviors are provided, as well as the context in which they occurred, however, either one or the other are somewhat sketchy or general. However, language used to describe the observations are consistently descriptive/objective. (3 points)
         The description of the communication observed is general and/or vague and not specifically linked to the context in which the behaviors were observed. Some subjective language noted. (2 points).
         The description of the observations is not clear, either with reference to the student's communication and/or the context in which they occurred. (1 point)
         The description of the observations is highly evaluative, judgmental and/or draws conclusions about the student's abilities. (0 points)
.
Conclusion:              (       out of 4 points)
         The conclusion goes beyond reiteration of previous information to draw conclusions of patterns in communicative behavior, which are well substantiated by the data presented in the report. The conclusion also provides suggestions for further investigation of the student's communicative abilities. Reference to this class' readings and/or discussions are included. (4 points)
         The conclusion primarily provides a reiteration of information previously presented. Few suggestions for further observation/investigation were presented. Some reference to this class' readings and/or discussions are included. (3 points)
         The conclusions drawn are not well supported by the data presented earlier, but some reference to this class' readings and/or discussions are included.  (2 points)
         The conclusions drawn are inappropriate. (1 point)
         The conclusions drawn are inappropriate and there is little support provided from the readings or class discussions. No suggestions for further investigation/observation were provided. (0 points)

Total:          out of 20 points

Purpose:
The purpose of this assignment is to provide student choice in further investigating areas of interest within the general topic area of this course. Additionally, this assignment should provide students with further learning experiences in 1) obtaining information pertaining to a particular topic, 2) comprehension and analysis of scholarly articles, and 3) academic writing.

Instructions:
Each student will obtain five journal articles or book chapters that all relate to the same subtopic, within the general area of intensive communication needs. You may not use any of the assigned readings for this assignment, however, any of the recommended readings could be considered. You will write a brief literature review, relying on these five articles as your primary sources. You will need to write: 1) an introduction, where you introduce the topic, comment on its relevance, and foreshadow the information you will be providing in the body of your paper; 2) a literature review, in which you summarize each of the articles or chapters in 1-3 paragraphs, and 3) a conclusion, in which you summarize your findings, draw plausible conclusions and/or interpretations, and tie your findings to issues that are important to your knowledge or teaching practice. Please remember that you are neither re-writing these articles (please make your summaries shorter than the articles themselves) nor writing a promotional blurb (do try to write more than a few general sentences about each). I suggest a MAXIMUM limit of eight pages, although you should be able to do a thorough job in 5-7 pages.

Use APA format for this paper. A brief guide to APA can be obtained at: www.unm.edu/~devalenz/handouts/APA.html, on my web site. I will be happy to make suggestions about topics, possible reference sources, and read drafts. If you are at all worried about this assignment, get me copies of your drafts along the way. You may e-mail them to me as attachments, drop them off in class, or put them in my box in the special education office. You may also call me any time with questions, comments, and/or concerns. Remember that the purpose of this assignment is for you to learn more about something you care about, not just to jump through another hoop. So, if there is something that isn't working for you on this assignment, please let me know!

1.) Format and Organization   (     out of 3 points)
           Page limit and APA format were generally adhered to, paper components were clearly identifiable (introduction, text body, particular articles, conclusion, etc.), and correct citation was used where appropriate. (3 points)
        Some obvious errors in APA format were noted, however, they did not effect the readability of the paper, nor did they concern issues of citation/plagarism. (1-2 points)
         Page limit and APA format were NOT generally adhered to and paper components were clearly identifiable. (0 points)

2.) Writing                      (     out of 3 points)
         Clear and intelligible, with minimal spelling and grammatical errors. Language is appropriate for academic writing. (3 points)
         Somewhat clear and understandable, with noticeable grammatical and/or spelling errors detract from meaning or readability at times. Language is somewhat pedantic and/or overly personal. (1-2 points)
         Significant grammatical and/or spelling errors and meaning is frequently difficult to discern. Language is not appropriate for academic discourse. (0 points)

3.) Introduction             (     out of 3 points)
         The introduction clearly identifies the topic selected and how the literature reviewed pertains to relevant issues in the field. The reason for selecting this topic and this body of literature is clear and well explained. The introduction serves to organize and contextualize the information presented later. (3 points)
         The introduction is brief but generally orients the reader to what will come next in the article. Some information to contextualize the review within important issues is presented. (2 points).
         The introduction is very scanty and not much more than a summary of what information will be presented in the following parts of the paper. (1 point)
         The introduction is either absent or unintelligible. (0 points)

4.) Literature Review - Article Summaries     (  out of 3 points)
         Summaries are detailed and include all of the main points presented in the article, without giving a blow-by-blow restatement of the article. (3 points)
         Summaries are brief but they appear to include most of the crucial points presented in the article. (2 points)
         Summaries are present but do not appear to include the major points presented in the article and/or appear to demonstrate significant misunderstanding of the authors' position. Either excessively brief or detailed. (1 point)
         Summaries appear to have significant misrepresentation of the information in the articles/ chapters cited.  (0 points)

5.) Conclusion           (     out of 3 points)
         The conclusion clearly summaries and brings together the information presented earlier in the paper, interprets the information clearly for the reader, and draws appropriate and specific conclusions. (3 points)
         The conclusion draws some conclusions, other than simple re-stating information presented earlier, however, they are general and superficial. The interpretation of the findings is likewise general and superficial. (2 points).
         The conclusion is a basic reiteration of the information presented earlier in the paper. Little interpretation of the information found in the articles in presented. (1 points)
         The conclusion is either absent or unintelligible. (0 points)
 

Total Score:        out of 15 points TOTAL

Purpose of the Assignment:
There are multiple purposes for this assignment:
1) to provide an element of choice in the direction of your learning this semester,
2) to encourage a review of the entire semester's materials in your preparation of this assignment,
3) to allow you flexibility in providing me with concrete and adequate evidence of your learning this semester, and
4) to provide you with experience in yet another form of performance assessment this semester.

Directions for Preparation of the Resource Portfolio:
1) You will need to review all of your materials gathered and prepared over the course of this semester. This can include handouts, class notes, copies of assignments (yours and copies of colleagues), readings, additional materials used in the preparation of assignments, and materials from other courses that you used in developing an understanding of the course content. In short, anything that relates to the course content.

2) FOCUS OF PORTFOLIO: Out of this wealth of material, you need to start thinking about how you want to select and organize this material This is very, very, very important. A pile of stuff that needs to be sifted through is an a good resource (to yourself or anyone else). You need to think about what can be left out and what you want to include (now and in the future). You may to have place holders for things that you want to get, based on something you learned in this class. If so, that needs to be apparent.

3) INCLUSION OF ITEMS: When you think you have a focus for organizing and selecting your materials, you then need to start going about getting that you may still need (i.e. assignment from other students in the class, web site addresses, extra resources, etc.).

4) ORGANIZATIONAL SCHEME: Then, you need to put it together in some sort of system that works for you. This could be an accordion file, a notebook, a file box with hanging files, or something else entirely, like a web site... You will need some way of identifying the categories you have and of putting the pieces in those categories so that you can find them easily. Also, each piece needs to be clearly identified as well.

5) REFLECTION ON OWN LEARNING: Finally, you will need to write a brief essay, that makes a clear argument for your learning in this class. The portfolio, both in its organization and in the items included, with constitute the evidence that you rely on in your essay. It is not appropriate to talk about my teaching in this essay, but rather, about what you have done with the information and resources provided in the course to construct a personally meaningful and successful learning experience for yourself. Some of the questions you might consider as you think about developing your essay include the following:

• Why did you select these particular work samples?
• How do they demonstrate development in your knowledge or growth in your understandings?
• What did you learn from each of these assignments?
• How might your change your instructional practices based on what you have learned?
• Did any part of the class trigger new reflections about your teaching practices or help you see anything about your teaching or your students in a new way?
• Overall, what did the class do for you and how do the work samples you have selected demonstrate this?

Note: steps 2-5 above relate directly to those same categories of the rubric which will be used to grade this assignment.

Focus of Portfolio                (         out of 3 points)
         The focus of the portfolio is very obvious and appropriate both to the course and to the student's individual interest. (3 points)
         The focus of the portfolio can be determined with careful scrutiny and through discussion with the student. (2 points)
         The focus of the portfolio is difficult to discern and/or does not narrow significantly beyond the general topic of the course as a whole. (1 point)

Inclusion of Items                (        out of 4 points)
         The inclusion of items clearly demonstrate a careful selection process, which directly reflects the focus of the portfolio and leaves room for further growth and development. (4 points)
         Care in selection of items is obvious, although there is either unnecessary redundancy or obvious gaps, without place holders provided for future/missing material. There is a clear link between inclusion of items and the focus of the portfolio. (3 points)
         Some discrimination in the inclusion of items is evident, however there is either significant redundancy or gaps in the materials present. (2 points)
         There is not clear evidence of a careful and thoughtful selection process - either the entire body of materials collected over the semester are included indiscriminately or it is a hodge-podge of materials without an identifiable logic to their selection. (1 point)

Organizational Scheme          (        out of 3 points)
         The materials are well-organized, such that all items are easily identified and in a manner that clearly supports that focus of the portfolio. Appropriate organizational tools are used (such as labels or dividers) in a way that significantly adds to the ease of use of this resource. (3 points).
         The materials are fairly well-organized. Most items are identifiable, but some are either difficult to find and/or are not clearly labeled. Some organizational tools are used appropriately. (2 points)
         The organizational scheme is not one that will adequately support the use of this portfolio as a useful teaching resource - items are either difficult to find and/or access. The organization does not lend itself to additions to the portfolio in the future. (1 point)

Reflection on Own Learning    (        out of 4 points)
         The essay provides a strong and clear case of individually directed growth and learning this semester. Additionally, it explicitly draws on the items included in the portfolio as evidence for the claims made. The writing is clear and intelligible, and professional language is used throughout. (4 points)
         The essay does make clear and strong claims about growth and learning this semester, however, these claims are not tied to the evidence presented in the resource portfolio in an explicit and/or organized fashion. The writing is clear and intelligible, and professional language is used throughout. (3 points)
         The argument for growth and development is explicit, but not entirely convincing, either due to weak tie to evidence in the portfolio or redundancy or lack of specificity in the argument. The writing is generally clear and intelligible, and professional language is used throughout. (2 points)
         The argument being made is not clear and/or professional language is not used throughout. (1 point)

Bonus Point:
One bonus point can be earned for a resource portfolio that is significantly above and beyond the highest expectations in any of the above categories.
 

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