Teacher Education - Wayne State University assessment results to all stakeholders. content oriented,...
Transcript of Teacher Education - Wayne State University assessment results to all stakeholders. content oriented,...
SED 5060
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Division: Teacher Education
Program Area: Special Education
Course #: SED 5060
Course Title: Developing Observation and Assessment Skills
Section #: Section(s) 001.002
Term/Year: Spring 2013
Course Location: Room 169, Education Building
Days: Tuesday/Thursday
Time: 8:30 am-11:15 am
Instructor: Marshall Zumberg, Ph.D.
Patricia Doyle, M.S.
Office Hours: Before/After class
E-mail: [email protected]
Course Description: Investigation and application of appropriate evaluation techniques for use with
severe/profound learners in a practice setting.
REQUIRED Text: (Note: this book is an excellent resource for MTTC review)
Taylor, R. (2009). Assessment of Exceptional Students: Education and Psychological Procedures,
8th Edition, Pearson Prentice Hall, Inc.
Course Policies: Students must notify the practicum site of any absence. Absences may be made up during the current quarter
with the approval of the Center Director or Supervising Teacher.
Students must be at the practicum site a minimum of 35 hrs.
Students should be aware that each practicum site utilizes students in different ways; that is, don’t worry if
you are doing something different from students at another center.
Please bring any difficulties, conflicts, etc., with placement or personnel to the instructor immediately. DO
NOT wait until the end of the quarter.
All assignments must be submitted on time; that is (a) there are NO exceptions, and (b) Instructor may assign
a 0 if assignment is late.
There is NO make-up FINAL Assessment if you are absent. You may retake if you received a grade of D
or E on the original FINAL Assessment. However if you retake the Final Assessment, the highest available
grade IN THE COURSE will be a C.
Class attendance and participation, although not a factor in grading, are highly recommended. A request for an “I” must be (a) made in writing, (b) submitted prior to final exam week, and (c) all missing
assignments completed during the following semester. Please note that NO I will be given except for
documented serious, personal reasons and ALL assignments must be completed and submitted prior to time of
request.
SED 5060
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Course Grading System:
No person can achieve a C or better until they have a positive evaluation (Appendix A) from the
field supervisor.
The FINAL Assessment may be taken a second time if the student receives 50% or less. In this
case, the highest available grade IN THE COURSE will be C. 97-100 A 93-96 A-
92-89 B+
85-88 B
81-84 B-
77-80 C+
73-76 C
69-72 D+
65-68 D
61-64 D-
SED 5060 OUTCOMES:
Michigan Teacher Training Curriculum Objectives
Outcomes Evaluation
Standards 6 & 7 Demonstrates the professional, ethical, and
legal roles and responsibilities involved in
the education of students with CI Demonstrates how to establish partnerships
with other school personnel, to enhance
learning for students with CI Demonstrates professional dispositions at an
educational site
Successfully completes 35 hours of observation, assessment and instruction at an educational site.
Pass/Fail: Field Supervisor Evaluation:
SIGNED and SUBMITTED with the final
project (See APPENDIX A for form) (See APPENDIX E for sample of
professional teacher evaluation items)
Standards 1 & 2
Understand types, characteristics, etiologies,
and prevention of CI Understand types and characteristics of
various assessment instruments and methods
Successfully creates Journal:
1. Records and reflects on daily observations and experiences at the educational site, and
2. Completes an ABC analysis
10 points: (see APPENDIX B for rubric)
Standards 3 & 5 Understand procedures for conducting
assessments to address the individual
strengths and needs of students with CI.
Understand procedures for developing,
implementing Individualized Education
Programs for students with CI
Successfully Completes Student Assignment:
1. Student description, 2. Student assessment, 3. Student instruction, and 4. An analysis of results and
recommendations
30 points: (see APPENDIX B for rubric)
Standard 4 Articulate types and characteristics of
various assessment instruments and
methods.
Successfully articulates uses of various assessment instruments and methods of assessment as part of a Group Presentation.
10 points: (see APPENDIX B for rubric)
Standards 1-7 Understand procedures for interpreting and
communicating assessment results to all
stakeholders.
Successfully completes an observation and assessment, content oriented, FINAL assessment.
50 Points: Instructor Evaluation
NO make-up Final Assessment if absent
You may retake a second time if your
grade is 50% or less
In this case, the highest COURSE grade
will be a C.
SED 5060
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Course Schedule:
Session #
Date
Activity
Lecture Topics and Practicum Assignments
(See APPENDIX B for Assignment Rubric)
Session 1
May 7
LECTURE
1
Introduction to course,
Begin Reading Chapters 1, 2, 3, 5 and 7
Placement arrangements and description of classrooms,
Assign Chapters for Group Presentations, and
The Legal Framework: Identifying children with disabilities
Session 2
May 9
LECTURE
2
Distinguish Between Formal and Informal Assessment Procedures,
Norm-Referenced Tests
Test Instrumentation,
Criterion Referenced/Curriculum-Based Tests, and
Portfolios, MI-ACCESS
Session 3
May 14
Placement
Visit 1
Begin Assignment 2
1. Arrange the time and days for your practicum 35 hours of visits
2. Collect information for Assignment 2 (A)
3. Record journal reflection Assignment 2 (B)
Session 4
May 16
LECTURE
3
Discuss Visit 1
Ethical Guidelines
Reliability and Validity
Observing and Recording student behavior:
o Understanding and Recording ABC analysis
o Objectives, Instruction, and Recording Progress on Objectives
Session 5
May 21
Placement
Visit 2
Begin Assignment 3 (for example)
1. Select a student for assessment and instruction in Assignment 3
2. Request access to this student’s file for information in assignment 3
3. If you are not allowed access to student files, ask teacher to copy relevant information with name of
student blacked out from reports (YOU MUST CHANGE ALL STUDENT NAMES across
written assignments)
Record Journal Reflection
Session 6
May 23
Placement
Visit 3
Assignment 2 (C) 1. Practice an ABC analysis (you must have a minimum of 3 observations)
Record Journal Reflection
Session 7
May 28
Placement
Visit 4
Continue Assignment 3
Record Journal Reflection
Session 8
May 30
Placement
Visit 5
Continue Assignment 3
Record Journal Reflection
Session 9
June 4
Placement
Visit 6
Continue Assignment 3
If possible, arrange to observe and/or talk to support personnel such as School Psychologist, Social
Worker, Speech & Language Pathologist, Physical or Occupational Therapist(s)
Record Journal Reflection
SED 5060
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Session #
Date
Activity
Lecture Topics and Practicum Assignments
(See APPENDIX B for Assignment Rubric)
Session 10
June 6
Placement
Visit 7
Continue Assignment 3
If possible, implement a small group lesson plan
Discuss with teacher the activities that have occurred during the visitations.
Make certain that teacher completes and returns the evaluation form found in APPENDIX A.
Record Journal Reflection
Session 11
June 11
LECTURE
4
Review Field Experiences (NOTE: students will be prepared to read and discuss 1 journal entry
important to his or her practicum experience)
Review Exam and Questions Regarding Written Assignments
Session 12
June 13
LECTURE
5
Assignment 4: Group Presentations
Discussion
Session 13
June 18
LECTURE
6
Assignment 4: Group Presentations
Discussion
Session 14
June 20
FINAL
Assessment
FINAL Student Assessment
Submission of all work (i.e., NO LATE SUBMISSIONS)
Discussions
Session 15
June 25
Re-Take
Re-Assessment if Necessary
Course STANDARDS: All standards and outcomes for this course can be defined as “conceptual statements reflecting
the knowledge, skills, and understanding an entry-level teacher needs in order to teach effectively in a Michigan classroom.” MTTC Study Guide for Cognitive Impairment, 2007.
In addition, all course outcomes and assignments have been cross-referenced to the MTTC. (See SED 5060 STANDARDS in APPENDIX C)
Plagiarism:
Plagiarism includes copying material (more than 5 consecutive words) from outside texts or
presenting outside information as if it were your own by not crediting authors through citations.
It can be deliberate or unintended. If you're in doubt about the use of a source, cite it.
Students caught plagiarizing information from other sources will receive a failing grade in the
course. University policy states that students can be subject to multiple sanctions, from
reprimand to expulsion as a consequence of academic dishonesty.
To enforce this policy, all outside references must be submitted with assignments.
(See additional examples in APPENDIX D)
SED 5060
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Incomplete and Withdrawal Policy:
Students must request an “I” (Incomplete) in writing and submit prior to final exam week. (See
Instructor for a copy of the form).
Students who withdraw from a course after the end of the 4th week of class will receive a grade
of WP, WF, or WN.
WP will be awarded if the student is passing the course (based on work due to date) at the time
the withdrawal is requested
WF will be awarded if the student is failing the course (based on work due to date) at the time
the withdrawal is requested
WN will be awarded if no materials have been submitted, and so there is no basis for a grade
Students must submit their withdrawal request on-line through Pipeline. The faculty member
must approve the withdrawal request before it becomes final, and students should continue to
attend class until they receive notification via email that the withdrawal has been approved.
Withdrawals can be requested at any point from the fifth week of class through the study day.
Students with Disabilities:
If you have a documented disability that requires accommodations, you will need to register with
Student Disability Services for coordination of your academic accommodations.
The Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate
Library in the Student Academic Success Services department. SDS telephone number is 313-
577-1851 or 313-577-3365 (TTY: telecommunication device for the deaf; phone for hearing
impaired students only).
Once you have your accommodations in place, SDS staff will be glad to meet with you privately
during office hours to discuss your special needs. Student Disability Services’ mission is to assist
the university in creating an accessible community where students with disabilities have an equal
opportunity to fully participate in their educational experience at Wayne State University.
Religious Observance Policy:
Because of the extraordinary variety of religious affiliations represented in the University student
body and staff, the Wayne State University calendar makes no provision for religious holidays. It
is University policy, however, to respect the faith and religious obligations of the individual.
Students who find that their classes or examinations involve conflicts with their religious
observances are expected to notify their instructors well in advance so that alternative
arrangements as suitable as possible may be worked out.
SED 5060
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APPENDIX A
Field Supervisor Evaluation
STUDENT’S NAME:
SPECIAL EDUCATION TEACHER:
SCHOOL/FACILITY:
CLASSROOM TYPE: SXI Severe CI Moderate CI Mild CI ASD LD OTHER
(Circle one)
AGE GROUP:
(Check one)
Was the student on time for observations? YES NO
Did the student complete 35 hours of observations?
YES
NO
Did the student work appropriately with students in class? YES NO
Was the student appropriate with both students and staff? YES NO
Was the students overall work performance satisfactory?
YES
NO
Did the student exhibit any undesirable behavior toward
students or staff?
(If yes, explain in comments area)
YES
NO
Did the student respond positively to feedback? YES NO
COMMENTS/RECOMMENDATIONS
TEACHER DATE
SED 5060
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APPENDIX B
5060 Assignment Scoring Rubric
5060 Assignments
Points
Assignment 1: SIGNED Field Supervisor Evaluation Form
Pass/Fail
Assignment 2: Journal
A. Describe Setting:
Classroom/School: (for example)
Name of teacher and school where practicum is taking place
Briefly describe number and types of adults and their roles in classroom
Briefly describe the Room Environment (for example):
o Furniture arrangement
o Time schedule
o Interruptions
Population: (for example)
Briefly describe the characteristics of the students.
Briefly describe characteristics that make them different from students in
general education.
Briefly describe ways students were similar to students in general education.
Materials: (for example)
Briefly Give examples of instructional materials and methods you observed
Briefly Give examples how materials and methods differed from those found
in general education.
B. Record Journal Reflections after EACH Visit: (for example)
Briefly describe/reflect on the types of activities in which you participated during each
visit (e.g., any activity such as feeding, dressing, teaching simple motor, social or
EGLCE/cognitive activities).
Briefly describe/reflect on instructional events that occurred during each visit? (e.g., did
staff teach communication, hand washing, classroom jobs, EGLCES, etc.?)
Briefly describe/reflect on behavior management occurring in classroom during your
visits.
Briefly describe who collected data, the type of data and when data was collected during
visits.
C. Practice an ABC Analysis:
1. Operationally define the behavior you are observing
2. Design an ABC data collection sheet
3. Observe and record the student behavior (i.e., a minimum of 3 observations).
4. Briefly Summarize your observations
10 Total
points
(2/10 pts)
(3/10 pts)
(5/10 pts)
SED 5060
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Assignment 3: Student Assignment Assessing and Teaching a Functional or Academic Skill
A. Write Student Description:
Name (CHANGE Student NAME)
Gender
Date of Birth
CA
Grade
Summarize Student Formal Test Results from School IF AVAILABLE (for example):
o Peabody Individual Achievement Test
o Wide Range Achievement Test
o WISC-R
o MI ACCESS or other alternative testing
Summarize Other Student Test Results from School IF AVAILABLE (for example):
o Academic (e.g., (e.g., teacher reports, progress reports, grades)
o Fine Motor (e.g., OT and teacher reports)
o Personal (e.g., OT and teacher reports)
o Gross Motor (e.g., PT and teacher reports)
o Communication (e.g., speech and teacher reports)
Summarize Personal Observations of Student (for example)
o Health
o Cooperation
o Attention
o Other such as vision, hearing, or muscle tone
30
Total
points
(5/30 pts)
B. Describe Baseline Assessment Results: Define the functional or academic skill you assessed
Describe the assessment you used or developed
List the setting, materials, and steps on how you gave the assessment
Assess this skill a minimum of 3 times (i.e., remember this is a TEST, don’t help student).
Include your assessment data sheet with student data
Summarize results from your assessment
Write 1 goal and 2 objectives based on your results
(10/30 pts)
C. Describe Instruction & Results: Choose 1 objective from above
List the setting, materials, and steps on HOW you plan to teach the objective
Teach this objective a minimum of 3 times
Include your Data sheet with student data
Graph Student Data from your observations (i.e., LINE GRAPH)
(10/30 pts)
D. Recommendations/Discussion Based on YOUR Instructional Sessions and Data Summarize data from graph, for example,
o Would you continue instruction on this skill?
o Would you modify your instructional methods?
o Would you add new objectives?
o What were problems?
o How might these results effect future instruction for student?
(5/30 pts)
SED 5060
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Assignment 4: Presentation Each presentation is over instructor assigned assessment areas.
Each presentation should be 15-20 TOTAL minutes.
Each person will deliver a 3-4 minute presentation.
Presenters must use PowerPoint. Feel free to disseminate your presentation or other
materials to peers in class.
Each presentation will consist of:
1. Background information about your assigned area,
2. Assessment strategies from the book and your school in your
assessment area,
3. A brief description of 2-3 specific tests found in the book or your
school in your assessment area (preferably ones you found in your
school), and
4. Description of instruction at your school as it relates to your
assessment area.
Presenter(s) must deliver the information demonstrating oral skills to ensure clarity of the
material presented. You are encouraged to involve your peers at some point in the group
presentation.
10
Total
points
FINAL Assessment Instructor Evaluation There is NO make-up Final Assessment if you are absent. You may retake a second time if you receive a grade of 50% or less.
In this case, the highest available grade IN THE COURSE will be a C.
50
Total
points
SED 5060
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APPENDIX C
SED 5060 Standards 1. Understand types, characteristics, etiologies, and prevention of cognitive impairments, including:
5060 Outcomes 5060 Assignments
definitions and criteria related to the types and levels of
cognitive impairments
Read Chapters 1 and Lecture 1
Practicum: Student & Site Descriptions
Final
common cognitive, behavioral, psychological, social/emotional,
and motor characteristics of individuals with cognitive
impairments
Read Chapters 1 and Lecture 1
Practicum: Observations
Practicum: Student Descriptions & Interactions
Final
the concepts of intellectual functioning and adaptive behavior Read Chapter 1, 3 and Lecture 1
Presentation: Chapter 8
Practicum: Student Descriptions
Final
2. Understand types and characteristics of various assessment instruments and methods, including:
5060 Outcomes 5060 Assignments
basic concepts and terminology used in assessment,
including specialized terminology used in the assessment of
students with cognitive impairments
Read and Lecture Chapter 2
Practicum: Student files/reports & Instructional Staff
Final
types, characteristics, and methods of formal and informal
assessments (e.g., adaptive behavior assessments,
intelligence tests, behavior-rating scales, performance
assessments)
Read Chapter 2 and Lecture 2
Group Presentations
Practicum: Student files/reports & Instructional Staff
Final
principles of and procedures for creating, selecting, and
evaluating educational and adaptive behavior assessment
instruments and methods
Read Chapter 5 and Lecture 2
Practicum: Assessment & Data Analyses
Final
uses and limitations of various formal and informal
assessment instruments and methods (e.g., task analyses,
functional assessments, progress monitoring)
Read Chapters 2 and 5 and Lecture 2
Practicum: Assessment & Data Analyses
Final
3. Understand procedures for conducting assessments to address the individual strengths and needs of students
with cognitive impairments, including:
5060 Outcomes 5060 Assignments
procedures for collaborating with students'
parents/guardians, classroom teachers, related service
providers, and others to gather background information on
students’ academic, medical, developmental, and family
history
Read Chapters 2 and Lecture 1, 2, 3
Practicum: Student files/reports & Instructional Staff
Final
screening, prereferral, referral, and classification
procedures
Read Chapter 2 and Lecture 2
Final
procedures for the early identification of young children
who may be at risk for disabilities, including those who
may have cognitive impairments
Read Chapter 2 and Lecture 2
Final
principles and procedures for modifying or adapting formal
national, state, and local standardized assessments
Read Chapters 1, 5 and Lecture 2
Final
uses of assistive technology for conducting assessments Read Chapter 2 and Lecture 2
Final
procedures for developing, selecting, adapting, and
modifying various assessment instruments and strategies
for students with diverse characteristics and needs (e.g.,
related to culture, language, and nature and severity of
disabilities)
Read Chapters 1, 2, & 5 and Lecture 1 & 2
Practicum: Assessment and Data Collection
Practicum: Observation
Final
SED 5060
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3. (Continued):
5060 Outcomes 5060 Assignments
knowledge of environmental conditions during assessment
that affect the performance of students with cognitive
impairments
Read Chapters 1 & 2 and Lecture 1 & 2
Final
procedures to ensure the use of nonbiased formal and
informal assessments, including assessments of students
from culturally and linguistically diverse backgrounds (e.g.,
Michigan's Alternative Assessment Program: ELL-Access)
Read Chapters 1, 2, & 3 and Lecture 1, 2, & 3
Final
4. Understand procedures for interpreting and communicating assessment results to all stakeholders.
5060 Outcomes 5060 Assignments
the interpretation of results of informal and formal
assessments of students with cognitive impairments
Read Chapters 2, 3 Lecture 2 & 3
Practicum: Assessment & Data Analyses
Final
factors and procedures involved in diagnosing cognitive
impairments
Read Chapter 1 and Lecture 1
Final
strategies for effectively communicating assessment results
to all stakeholders (e.g., students with cognitive
impairments, their parents/guardians, general education
teachers, administrators, service providers)
Read Chapter 1 and Lecture 1
Practicum: Student files/reports & Instructional Staff
Final
culturally responsive strategies for ensuring effective
communication among stakeholders involved in the
assessment process
Read Chapter 3 Lecture 3
Practicum: Student files/reports & Instructional Staff
Final
5. Understand procedures for developing, implementing, and amending Individualized Education Programs
(IEPs), Individualized Family Service Plans (IFSPs), and transition plans for students with cognitive
impairments, including:
5060 Outcomes 5060 Assignments
procedures for using assessment information to determine
eligibility for special education and related services Read Chapters 1 & 2 and Lecture 1 & 2
Final
strategies for using assessment information to make
program, placement, and service delivery decisions for
students with cognitive impairments, including those from
culturally and linguistically diverse backgrounds
Read Chapters 1 & 2 and Lecture 1 & 2
Practicum: Assessment and Objective Selection
Practicum: Data Analyses and Objective Monitoring
Final
6. Understand how to establish partnerships with other school personnel, professional organizations, and
community agencies to enhance learning opportunities for students with cognitive impairments, including:
5060 Outcomes 5060 Assignments
Roles and responsibilities of various school personnel (e.g.,
general education teachers, speech and language
pathologists, OT’s, PT’s; social workers) in providing a
comprehensive educational program for students with
cognitive impairments.
Read Chapter 2 Lecture 2
Practicum: Student files/reports & Instructional Staff
Practicum: Observation
Final
strategies and procedures for supervising and working with
teachers’ aides, volunteers, and paraprofessionals
Practicum: Student files/reports & Instructional Staff
Practicum: Observation
Final
7. Understand the professional, ethical, and legal roles and responsibilities involved in the education of students
with cognitive impairments.
5060 Outcomes 5060 Assignments
knowledge of the importance of upholding high standards of
competence, good judgment, and integrity when conducting
instructional and other professional activities, including
complying with all applicable laws, policies, and procedures
(e.g., evaluation requirements, behavior management)
Read Chapter 1 & 3 and Lecture 1-7
Practicum: Observation & Instructional Staff
Final
appropriate procedures for creating and maintaining records
regarding students with cognitive impairments, including
following legal and ethical guidelines for maintaining
confidentiality
Read Chapter 1 & 3 and Lecture 1, 2 & 3
Practicum: Instructional Staff, Student Description
Final
SED 5060
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APPENDIX D
Additional Information on Plagiarism (Writing Tutorial Services, Indiana University,
Bloomington, IN)
What is Plagiarism and Why is it Important?
In college courses, we are continually engaged with other people's ideas: we read them in texts, hear
them in lecture, discuss them in class, and incorporate them into our own writing. As a result, it is
very important that we give credit where it is due. Plagiarism is using others' ideas and words
without clearly acknowledging the source of that information.
How Can Students Avoid Plagiarism?
To avoid plagiarism, you must give credit whenever you use
another person's idea, opinion, or theory;
any facts, statistics, graphs, drawings--any pieces of information--that are not
common knowledge;
quotations of another person's actual spoken or written words;
or paraphrase of another person's spoken or written words.
These guidelines are taken from the Student Code of Rights, Responsibilities, and Conduct.
To help you recognize what plagiarism looks like and what strategies you can use to avoid it, select
one of the following links or scroll down to the appropriate topic.
How to Recognize Unacceptable and Acceptable Paraphrases
Here's the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the
1890s by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the population were the three great
developments of late nineteenth century American history. As new, larger, steam-powered factories
became a feature of the American landscape in the East, they transformed farm hands into industrial
laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the
growth of large cities (like Fall River, Massachusetts, where the Bordens lived), which became the
centers of production as well as of commerce and trade.
Here's an UNACCEPTABLE paraphrase that is plagiarism:
The increase of industry, the growth of cities, and the explosion of the population were three large
factors of nineteenth century America. As steam-driven companies became more visible in the
eastern part of the country, they changed farm hands into factory workers and provided jobs for the
large wave of immigrants. With industry came the growth of large cities like Fall River where the
Bordens lived, which turned into centers of commerce and trade as well as production.
SED 5060
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What makes this passage plagiarism?
The preceding passage is considered plagiarism for two reasons:
1. the writer has only changed around a few words and phrases, or changed the order of the original's
sentences.
2. the writer has failed to cite a source for any of the ideas or facts.
If you do either or both of these things, you are plagiarizing.
NOTE: This paragraph is also problematic because it changes the sense of several sentences (for
example, "steam-driven companies" in sentence two misses the original's emphasis on factories).
Here's an ACCEPTABLE paraphrase:
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the
nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing,
and as immigrants arrived in the US, they found work in these new factories. As a result, populations
grew, and large urban areas arose. Fall River was one of these manufacturing and commercial
centers (Williams 1).
Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
accurately relays the information in the original
uses her own words.
lets her reader know the source of her information.
Here's an example of quotation and paraphrase used together, which is also ACCEPTABLE:
Fall River, where the Borden family lived, was typical of northeastern industrial cities of the
nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing,
the demand for workers "transformed farm hands into factory workers," and created jobs for
immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of
these manufacturing hubs that were also "centers of commerce and trade" (Williams 1)
Why is this passage acceptable?
This is acceptable paraphrasing because the writer:
records the information in the original passage accurately.
gives credit for the ideas in this passage.
indicated which part is taken directly from her source by putting the passage in
quotation marks and citing the page number.
Strategies for Avoiding Plagiarism
1. Put in quotations everything that comes directly from the text especially when taking notes.
2. Paraphrase, but be sure you are not just rearranging or replacing a few words.
SED 5060
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Instead, read over what you want to paraphrase carefully; cover up the text with your hand, or
close the text so you can't see any of it (and so aren't tempted to use the text as a "guide"). Write out
the idea in your own words without peeking.
3. Check your paraphrase against the original text to be sure you have not accidentally used the same
phrases or words, and that the information is accurate.
Terms You Need to Know (or What is Common Knowledge?)
Common knowledge: facts that can be found in numerous places and are likely to be known by a lot
of people.
Example: John F. Kennedy was elected President of the United States in 1960.
This is generally known information. You do not need to document this fact.
However, you must document facts that are not generally known and ideas that interpret facts.
Example: According the American Family Leave Coalition's new book, Family
Issues and Congress, President Bush's relationship with Congress has hindered family leave
legislation (6).
The idea that "Bush's relationship with Congress has hindered family leave legislation" is not a fact
but an interpretation; consequently, you need to cite your source.
Quotation: using someone's words. When you quote, place the passage you are using in quotation
marks, and document the source according to a standard documentation style.
The following example uses the Modern Language Association's style:
Example: According to Peter S. Pritchard in USA Today, "Public schools need reform but they're
irreplaceable in teaching all the nation's young" (14).
Paraphrase: using someone's ideas, but putting them in your own words. This is probably the skill
you will use most when incorporating sources into your writing. Although you use your own words
to paraphrase, you must still acknowledge the source of the information.
SED 5060
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APPENDIX E
Common Teacher Evaluation Sections1
Teacher's Role with Curriculum
Teacher's Role with Assessment
Teacher's Role with Instruction
Teacher's Role with Classroom Management
Teacher's Role with Professional Relationships:
o exhibits a positive professional attitude,
o exercises initiative in implementing programs, policies, procedures,
o willingly gives and receives collegial assistance, and
o treats students, colleagues, parents with dignity, respect and fairness.
Teacher's Role within the School Community
o willingness to share in responsibilities and activities,
o works effectively with colleagues in collaborating, and
o abides by school and district policies
Teacher's Participation in Professional Development
1personal communication; Bloomfield Hills Schools Teacher Evaluation Sections, 6/17/10