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Winter COURSE SYLLABUS- 2015

Division: Teacher Education

Program Area: Special Education

Course: SED 5090 Transition Services for Students with Disabilities

Call #: 25712-001

Course Credit: 3 semester hours

Instructor: Dr. Robert D. Stoler

Days, Time, Place Tuesday 5:00- 7:45 P.M. Rm. 200 Education Building

Office hours: Before/after class or by Appointment

Office Phone: Oakland Center: 313 577-0902

Cell Phone: 248-207-5739

Fax: 248-661-4776

Email ae4727@wayne.edu stolerr1@aol.com

CATALOGUE DESCRIPTION

SED 5090 Special Education and Transition Services for Students with Disabilities. Credit: 3.

Course description: Characteristics of special education and transition services for students with disabilities in

secondary programs leading to the development of skills necessary for functioning as an adult within

communities.

TEXTS

Fialka, J., Mock, M. & Neugart, J. (2005). Whose life is it anyway? How one teenager, her parents, and her

teacher view the transition process for a young person with disabilities. Madison, Wisconsin: Waisman

Center, University of Wisconsin-Madison. Available as a PDF document for download on the blackboard

site for the course.

*Required: Storey, K., & Hunter, D. (2014). The Road Ahead: Transition to Adult Life for Persons with

Disabilities, 3rd edition. Amsterdam, Netherlands: IOS Press. Selected chapters will be used.

Recommended: Fisher, D., Sax, C., & Pumpian, I. (1999) Inclusive High Schools: Learning from Contemporary

Classrooms. Baltimore, MD; Paul Brookes Pub. Co. This book is available as a used copy and as a e-book

through Barnes and Noble on Wayne State U. downtown-main campus. Contact Rob regarding availability.

Peterson, M. and Neuville, T. (In press). Making way: The journey to a quality life after school. Corwin Press.

(This book is in process of being written. We will use several chapters. These will be available on the

Blackboard site for the course.)

Additional readings will be assigned. All are available for download on the Blackboard site of the course.

To purchase books contact wayne.bncollege.com to order.

GOALS AND OBJECTIVES:

Understand issues and develop skills and strategies for helping support students with disabilities in

transition from school to adult life.

Understand legal requirements and state initiatives to strengthen transition from school to work for students

with disabilities.

Understand and develop skills in helping students with disabilities develop functional life and academic

skills in a range of settings including general education in high schools and community organizations.

Understand issues related to planning for transition to inclusive or segregated adult lifestyles and strategies

associated with each.

Develop skills in implementing person-centered planning, accessing community and neighborhood

resources, and utilizing adult human service agencies to support students with disabilities in achieving

outcomes for employment, living, social relationships, and

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Micah Fialka Feldman comes to the finish line in the 200

meter track team race. Micah has a moderate cognitive

disability and has been fully included in general education

classes since the 3rd grade. He graduated in 2003 from

Berkeley High School. He is now attending classes at Oakland

University and speaks to groups throughout the United States

about his experiences.

STUDENT EXPECTATIONS AND RESPONSIBILITIES

Following is an ‘executive summary’ of class expectations. Details are provided below.

ASSIGNMENT DUE DATE

Attendance, Journals, Class Participation (30%)

Weekly

Individual Student that your group will use

Class Plan which is the group project (who in

the group will do what) and your (3) Choice

projects ideas

February 9th Which projects will you do?

Learning and Thinking (reflection paper)

(10%)

April 12th

Class-Based Assignment (1st half hr. of

class) 20% .*Article presentations related to what

is being discussed that night (*Applies only for

weekly classes, not hybrid)

Weekly

Peer support and evaluation of team

members

Evaluation of Team is due : 3/22

1. Article Presentations CR/ NC Weekly (Only when we have a class each

week) Not for hybrid class.

2. Choice Projects (30%) Due: #1, 3/1, #2, 3/29 , # 3, 4/19. You will e-mail

these assignments to me at ae4727@wayne.edu

3. Individual Transition Project (30%) Group Project documentation binder due March

3/8 and your group presentation, with the use

of a power point, is due as well on 3/22/, 4/5.

1. CLASS PARTICIPATION & ASSIGNMENTS (20%).

You are expected to be an active participant in this class, working with other students and the professor to

facilitating the development of a community of learners in the class, helping to provide input to increase growth.

Such leadership and participation will involve the following components.

Attendance. Absence, lateness, and leaving early damage the efforts of the group as a whole. If you are absent,

you are responsible for acquiring, from other students, material distributed in the class you missed including

notes from the professor’s discussions. I want to make it clear that it is not fair to your classmates that I give you

the same grade that they earned and they were in

attendance and you expect the same grade when you are

not in class. In addition, sleeping, texting, cell phone

usage is prohibited in my class. Lap top computers are

allowed for the sole purpose of using them for my class

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only. Using them to do work for another course, reading or sending e-mails etc is prohibited. Note that if you

more than one absence you have (2) choices, You can withdraw from the class or lose a full grade for each

additional absence beyond the (1) allowed. If, for example you had an A in the class and you had 3 absences

your grade would become a C. Simply said, you need to be in class. Arriving late or leaving early will be treated

as a partial absence. All assignments are to be computer generated using a 12 point font APA format is

acceptable when doing your major assignments.

Participation. Each student is expected to read assigned materials on the dates given and to come to class with

thoughts and ideas to contribute to the group learning process. Students are expected to actively and intently

participate in in-class learning activities to learn and to support the learning of peers. The professor will keep

observational notes of student participation that will be used as part of assigning grades.

Individual Class Plan (due: 2/9): Each student will develop a class plan that will incorporate the first two

elements of KWL. The class plan should include the following:

What I know. Describe what you know about helping students with disabilities make a successful transition

from school to adult life in the community – including employment, postsecondary education, home living,

and supportive relationships.

Learning goals. Describe learning goals for yourself for the semester. Be specific and clear. You may revise

these goals as you proceed through the course. Learning goals should clearly extend your present knowledge

and skills aiming to stretch and challenge yourself.

Individual Transition Project Plan. Briefly describe the student with whom you and your group members

will engage in your Individual Transition Project . Who in the group is responsible for what? See me for

help! Note**** One person in the group can explain a little about the student that you will be working with.

From the list provided, who in the group will take responsibility for taking that section of the binder and

presentation to the class on that section. **** Putting together the binder does not take away any of the

shared responsibility for the binder prep and your presentation responsibilities. See 5.1, below, for the list

of what you need in the binder and who would present these in the power point presentation.

Choice Projects Plan. List the (3) Choice Projects(Visitations) you plan to do for the course. These should

be related to your learning goals. There is a rubric for this as well in the back of your syllabus.

In-class assignments. In most classes we will engage in activities in which you will provide a written response,

either individually or as a group. These activities will, in part, be based on assigned readings. These will be

collected weekly by the professor, and reviewed.

Peer support and evaluation. The class will involve multiple opportunities for participation in group dialogue

and work. Each student will complete a Peer Evaluation form on each of your Home Team partners and

Individual Transition Plan group members concerning their contributions. The aim of Peer Evaluations is both to

recognize leadership in a group and insight you have gained from their contributions as well as a place to

communicate if a person has not taken adequate responsibility. Due 3/ 22.

Learning and Thinking (reflection paper), Due (4/12), 3-4 page double-spaced paper due in which you

describe (a) your thinking process during the semester related to transition from school to adult life, (b) what

you learned and how well your learning goals were met; (c) and recommendations for future classes. Much of

this is, in part from, part 1 and 2 of your individual class plan.

2. TEXT-BASED LEARNING ENGAGEMENT (20%).

Each week your team will work together to (a) make a collaborative summary of key information and issues in

the assigned readings; and (b) discuss these in a session during the first 30 minutes of class time. On (3/22) as a

member of your group, you will evaluate each member of your group with respect to their contributions and

performance. I have attached the evaluation form at the back of the syllabus, make a copy of the form for each

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member of the group, (Not yourself, and submit to me. This is confidential. . I would not give a good report to

those in your group that did not contribute as you did.

Chapter summary – Journals. First, before you come to class, prepare a journal. Make sure your name

is on the assignment . On the left side, write down something of interest from the readings. This should not be

notes or vocabulary. Instead you will write down a thought, quote, poem or song for example. On the right,

write down what you think about this in a short paragraph. When you come to class you will discuss what you

have written with your group. One member of your group, each week, will identify key questions, issues and

critical points for discussion. The rest of the group will develop a collaborative summary. Your group should

bring copies for each group member and a copy for the professor. You will submit this to the professor at the

beginning of class. If you are absent, it is expected that you will submit the assignment when you come to the

next class. (If we do not have a class next week, then, e-mail the journal to me. It is expected that the

assignment will be computer generated. The document should look professional in appearance as well as capture

key information from the chapter in a readable way. (Due at the beginning of class.)

Chapter resources. ( Not for Hybrid class)Each class period, one member of your group will also bring an

article as it relates to the reading for that night’s discussion. Be thinking one class session ahead and bring a

hard copy for each member in your group. Pass the article out at least one session before you present the article.

This is so that the group can look the article over before you present it and then you and the other members will

have an opportunity to ask questions to one another and that the group can ask questions of you. On the night

you discuss the article, give a copy of the article to your professor and a (1) page computer generated summary

of the article regarding what you think about the article. You will not get any credit if you do not present. Each

group member must present 3 articles but only 1 on a given night. You will discuss the articles in your group

and you must plan on asking the group questions related to the article. Your group members may ask you some

questions related to the article as well. You will be expected to briefly share the article with the class as well.

Each student is responsible for this and no more than 2-4 students from each group should present on a given

night. In addition, you may be asked to discuss your article briefly with the entire class.

Additional readings. For many classes, additional readings will be assigned which will be used as part or

learning activities in class. This includes the Fialka book available via PDF document online. It is your

responsibility of reading these materials and coming to class prepared to use and discuss them. The professor

will keep notes and observations regarding knowledgeable discussion among students as part of the grading

process.

4. CHOICE PROJECTS (30%) Due: 3/1, 3/29, and 4/19 ( e-mail these to me at ae4727@wayne .edu) These

are due by the due date and can not be submitted after the due date has expired for credit)

I recommend that you visit the Friendship Circle-West Bloomfield, Oakland Technical Center- Royal

Oak, New Horizons Workshop, Madison Heights, Macomb Mall Transition Program –Macomb

Intermediate School District- Contact the Assistant Supt. At the MISD and ask for permission to

visit their special needs classroom programs. However, you can select others as well. I can give you a

list as well should you need one!

Throughout the semester, you will select three Choice Projects that engage you in exploring and learning. You

will have a wide range of choices. In addition, if there are other projects that you might find valuable, you can

propose these to me via email or in person. These assignments are intended to give you opportunities to explore

and learn in ways most conducive to your needs. The week that Choice Projects are due, you will provide a brief

informal presentation in your Home Team regarding what you did, what you learned, key insights, and issues

you explored.

For your choice project you will develop a report. For many projects this involves describing something you

saw or heard in an interview. You will also be required to engage in an analysis, based on what you know via

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the class and background, regarding what was good and bad and then MAKE RECOMMENDATIONS on what

would have made the situation better. PLEASE NOTE that analysis and recommendations are as important as

the description. See the rubric in the appendices.

5. TRANSITION PROJECT (30%) Group Binder Due: 3/8; Power Point Group Presentations: 3/22.

In this project you will identify a person with a disability, preferably in middle or high school, who would be

willing to let you (and your team) work with them to think about future transition options. You may work on

this project individually or with other students up to a maximum of 4-5 students in a group. In this project you

will get to know a student, conduct a MAP or PATH (a person-centered plan) to help them think about their

future, explore resources available to the student that may assist them in their plan, document an Individual

Transition Plan in a format that follows prescribed federal and state guidelines, and provide additional narrative

detail that explains how this plan will be implemented. The goal of this project is to help you use information in

this course in a concrete way and also contribute to the life of an individual. There are examples of good

transition projects from former students on the Blackboard site of the course for your review. See Project rubric.

5.1 Individual Transition Plan Components of the Individual Transition Plan include the following. Class

readings and activities will be organized around these key tasks so that you will obtain information, resources,

and skills for implementing these components throughout the semester.

1. Individual Profile: Who is? Hopes for. You will provide a description of the student creating a picture and

profile that helps the reader understand the person. Include: interests, abilities of various sorts, personality,

stories that are illustrative, resources in the person’s life (family, friends, etc), where they live and go to

school, activities in which they are involved.

2. PATH or MAPS: process, results, plan. You will conduct a person-centered plan using either the MAPS OR

PATH process with the student and document what occurred during the meeting and the resulting plan.

3. High school map: You will visit the high school and a special education vocational / transition school and

identify resources, programs, classes, etc. that are in each that may assist the student in their transition

process. You will document these in a written report.

4. Neighborhood map: You will survey the area in which the student lives to identify businesses, associations,

groups, and community resources that may assist the student. You will document these in a written report.

5. Postsecondary resources: You will gather information from a visit or telephone interview and written

information from at least one community college and one 4 year college or university in the area in which

the student lives and describe support resources that may assist the student in attending this institution. You

will develop a written report describing your findings.

6. Home living agency services. Gather information regarding organizations that provide support to people

with moderate to severe disabilities in home living. You should look both at more restrictive options such as

group homes and supported living.

7. Vocational agency services: Gather information about agency services available in the area based on either a

direct or telephone interview and written information with at least 3 service providers that would appear to

be possible needed service providers for your target person. These must include vocational rehabilitation,

employment and residential service providers. Discuss how services may benefit your student.

8. Employment Profile and Plan. Based on information that you have gathered, develop an employment profile

and plan for the student. This will include: (a) employment profile – describe the interests, skills, assets, and

challenges for employment of the student; (b) employment options – describe specific jobs and local

businesses in which such jobs are located that would fit the interests, skills, and goals of the student; (c)

accessing employment – describe specific strategies for assisting the student locate and obtain employment

and support on the job to maintain employment.

9. Transition plan: Complete a transition plan using official Individual Transition Planning forms. These may

be those provided by the professor based on federal guidelines that are available on the Blackboard site or

you may obtain a form from a local school district or download forms from the Michigan Department of

Education.

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10. Transition Implementation Guide. Develop a guide that provides specific additional narrative details for

implementing the individual transition plan for this student.

5.2 Class presentation. Your team will prepare a presentation regarding your student and components of the

plan. You are encouraged to obtain photographs, videotapes, and other information that will help your

classmates understand your student’s story and plan.

GENERAL EXPECTATIONS REGARDING WRITTEN ASSIGNMENTS All written assignments must

use proper spelling and appropriate grammar You may use a format of your own choosing for citing references.

It is important to hand in all assignments on time. Late assignments will impact on your grade. Use “people

first” language in your written documents or oral presentations (see guidelines below).

BLACKBOARD COURSE SITE A course website is available on which are posted much information that

may be useful to you including syllabus, schedule, handouts, resources, information for each chapter of the book

including exercise forms and links. Examples of past student assignments are also available online.

SUBMITTING PAPERS AND PROJECTS. All papers will be submitted in hard copy. You should provide

copies of all materials for the people in your Home Team when appropriate.

PLAGIARISM. Plagiarism involves using words that have been written by others and claiming them as your

own. If you quote directly from another student, article, book or other resources without referencing the words

in quotation marks, this is plagiarism. If you change the words only slightly, this is also plagiarism. If you use

major ideas from others and do not give credit, this is short of plagiarism but is also considered unethical. The

WSU Student Code of Conduct indicates that students can be expelled from a degree program for plagiarizing.

Plagiarism is the intellectual equivalent of stealing and is a very serious offense. If you plagiarize in my class, I

will deal with you individually but will take this matter very seriously.

GRADES Grades establish a standard of rigor for Wayne State which will reflect on your professional

reputation (and employability). All work must be on time. To earn an “A” all course requirements will be of

outstanding quality and you will demonstrate evidence of having obtained skills to teach students with differing

abilities together in school classrooms.

ASSIGNMENT PERCENTAGE

1. Attendance, Class Engagement/Participation and Journal

assignments

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2. Learning and Thinking (reflection) paper 20

3. Choice Projects for all (3) 30

4. Individual Transition Plan Project/ Presentation 30

*** Points will be taken off for late assignments, coming in late, leaving early, missing some or all of your

class group time, not taking part in group discussions, class discussions both in and outside of class.

Questions regarding your grade on a specific assignment or your course grade will only be discussed private by

sending an electronic mail message, telephone, making an appointment, or requesting a discussion before or

after class. Grades will be assigned based on points using the following criteria:

POINTS GRADE

94 - 100 A

90 - 93 A-

87 – 89 B+

84 - 86 B

80 - 83 B-

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Plus/Minus system and Honor Point Value of Grades:

Undergraduate Graduate

A 4.00 A 4.00

A- 3.67 A- 3.67

B+ 3.33 B+ 3.33 Continued on the next page!

B 3.00 B 3.00

B- 2.67 B- 2.67

C+ 2.33

C 2.00

ACCOMODATIONS AND SUPPORTS FOR STUDENTS WITH DISABILITIES.

Wayne State University is committed to providing students with disabilities an equal opportunity to benefit from

its programs, services, and activities. All printed materials are available in alternative formats. Please request

alternative format materials from the instructor of the course. If the limitations imposed by your disability

interfere with you ability to fulfill the requirements for the successful completion of this course, you are strongly

encouraged to contact EDUCATIONAL ACCESSIBILITY SERVICES, 1600 David Adamany Library, (313)

577-1851, FAX (313) 577-4898, TTY Only (Hearing Challenged or Impaired): (313) 577-3365

http://www.eas.wayne.edu In addition, please make your professor aware of your disability at the

beginning of the course. Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to get you’re accommodation letters as early in the semester as possible. College of Education Grading policy. The College of Education faculty strive to implement assessment measures that reflect a variety of strategies in order to evaluate a student's performance in a course. For undergraduate and post degree students the grade of C will be awarded for satisfactory work that satisfies all course requirements; B grades for very good work and A grades will be reserved for Outstanding performance free of such things as spelling, grammar, and punctuation errors as well as clearness, conciseness and research. In other words, a perfect paper that covers all the bases. For graduate students, B grades will be awarded for satisfactory work and the grade of A is reserved for Outstanding performance. Did you do outstanding on every assignment? Please note that there will

77 – 79 C+

= < 74 F

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be a distribution of grades from A-E in the College of Education. Completion of an assignment does not constitute Outstanding work. The final decision rests upon the professor and is not to be challenged. 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 the university policy however, the faith and religious obligations of the Individual. Students who find that their classes or examinations Involve conflicts with their religious observance are expected to notify their instructors well in advance so that alternative arrangements may be worked out. Students who Withdraw: Students please see the course catalog for university information in this regard. With that said, students will receive a grade of WP, WF, or WN. 1. WP will be awarded if the student is passing the course (based upon work due to date) at the time the withdrawal is requested. 2. WF will be awarded if the student is failing the course (based upon work due to date) at the time the withdrawal is requested. 3. WN will be awarded if no materials have been submitted, and so there is no basis for the grade. Students who Add: Students will now be required to complete adding a class by the end of the first week of classes. You will no longer be able to add classes in the second week of classes with out the instructors permission. Please note: YOUR SYLLABUS CONTAINS IMPORTANT INFORMATION AND RUBRICS.

PLEASE READ IT SO THAT YOU DO NOT RECEIVE A LOW GRADE BECAUSE YOU

DID NOT FOLLOW INSTRUCTIONS. IF AT ANY TIME YOU HAVE QUESTIONS;

PLEASE FEEL FREE TO CONTACT ME.

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PERSON FIRST LANGUAGE:

Guidelines For Discussing People With Disabilities

It’s the “Person First” - THEN the Disability. If you saw a person in a wheelchair unable to get up the stairs

into a building, would you say “there is a handicapped person unable to find a ramp?” Or would you say “there

is a person with a disability who is handicapped by an inaccessible building?” What is the proper way to speak

to or about someone who has a disability? Consider how you would introduce someone - Jane Doe - who

doesn’t have a disability. You would giver her name, where she lives, what she does or what she is interested

in - she likes swimming, or eating Mexican food, or watching Robert Redford movies. Why say it differently for

a person with disabilities? Every person is made up of many characteristics - mental as well as physical - few

want to be identified only by their ability to play tennis or by their love for fried onions or by the mole that’s on

their face. Those are just parts of us.

Person first language. In speaking or writing, remember that children or adults with disabilities are like

everyone else - except they happen to have a disability. Therefore, here are a few tips for improving your

language related to disabilities and handicaps.

1. Speak of the person first, then the disability.

2. Emphasize abilities, not limitations.

3. Do not label people as part of a disability group - don’t say “disabled”, say “people with disabilities.”

4. Don’t give excessive praise or attention to a person with a disability; don’t patronize.

5. Choice and independence are important; let the person do or speak for him or herself as much as

possible; if addressing an adult, say “Bill” instead of “Billy.”

6. A disability is a functional limitation that interferes with a person’s ability to walk, hear, talk, learn, etc.;

use handicap to describe a situation or barrier imposed by society, the environment, or oneself.

SAY . . . . INSTEAD OF. . . . Child with a disability disabled or handicapped child

Person with cerebral palsy palsied, or C.P., or spastic

Person who has . . . afflicted, suffers from, victim

without speech, nonverbal mute, or dumb

developmental delay slow

emotional disorder or mental illness crazy or insane

deaf or hearing impaired deaf and dumb

uses a wheelchair confined to a wheelchair

person with mental retardation retarded

person with epilepsy epileptic

with Down syndrome mongoloid

has a learning disability is learning disabled

nondisabled normal, healthy

has a physical disability crippled

congenital disability birth defect

condition disease (unless it is a disease)

seizures fits

cleft lip hare lip

has a chronic illness sickly

paralyzed invalid or paralytic

(Reprinted from THE PACESETTER, September,, 1989)

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SED 5090 Winter 2016 CLASS SCHEDULE

Robert D. Stoler Ed.D.

Please note I will invite several guest speakers to discuss transition with you in our future classes. Your syllabus

does not reflect the dates they will be visiting us as yet. I will advise you when they will be discussing this with you

in class.

Date Class Topic Assignment

1- 1/12 Introduction to the class and course Complete 3x5 card, Review class syllabus and expectations.

2- 1/19 Law and transition Person-centered transition

Journal and Pass out article. Storey, Ch. 1 & PP. 1-7, 149 and 151, 158 and 159, 179 Fialka, Scene 1 #8 Blackboard: Law and Transition, Storey, P.4 Ch. 1 Peterson and Neuville: Develop your personal

philosophy about Transition. Submit your journal to me via e-mail. *Meet in your group to discuss development of binder, who is doing what and the power point presentation.

3- 1/26 Individual Transition Plans

Ch 3 Peterson and Neuville: Help students become personally empowered and act as good citizens. IEP forms (Dr. Stoler to provide or you can bring in forms from your district). Journal is due. Submit in class. **** Possible guest speaker Individual Class plan is due and list of your 3 choices.

4- 2/02 Circles Storey, PP. 9-13 and 15-30 Journal due and pass out article. Ch 4 Peterson and Neuville: Build and strengthen

students’ circles and relationships. Submit Journal via e-mail to me. Meet in your group to work on your Binder/ group

presentation!

5-2/09

MAPS, PATH, and Circles

Story PP. 31-57 Fialka, Scene 2 Journal due. Ch 5 Peterson and Neuville: Person-centered plans. **Possible Guest Speaker Journal is due . Submit in class.

6- 2/23

Universal Design/ Self Determination/

Chains of behavior

Storey PP. 85-106 # 2 Blackboard: Universal Design: A Strategy to Support Students' Access to the General Education Curriculum ** What is Universal Design? Ch 2 Peterson and Neuville: Identify interests, skills,

needs and resources of your students. Journal due in class. *** Possible Guest Speaker

7- 3/01

High School and Neighborhood Connections and Mapping

Storey PP. 137-155 Ch .6 Peterson and Neuville: Connect students to neighborhood and community resources.

Journal due, Submit via e-mail Choice Project #1 due *Submit via e-mail

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Work on remaining visitations/Group Binder/ class power

point presentation.

8- 3/8 Agency services: vocational rehabilitation and community mental health/ Supportive Employment

Storey PP. 107-135 & 168-174 Ch. 7 Peterson and Neuville: Connect students with agency resources.

Blackboard: Supportive Emplyment (Read) Journal is due in class. ***Binder is due

*Possible Guest Speaker

9- 3/22 Agency Services, Voc rehab, community

Mental Health Independent living Storey PP.199-229, # 9-1 Blackboard Guide to Micro Boards- Texas Fialka, Scenes 2 & 3 , 4& 5, Journal is due. Presentations

10- 3/29

Make a Visitation for your choice project#2.

Choice project #2 is due via e-mail. In addition, if your group is presenting, on 4/5, your group needs to meet together to prepare for the power point presentation. Journal is due at this time via e-mail.(see below) Read in blackboard, Supportive Community Living

11-4/5

Class discussion, Transition lesson plans

Remaining group power point presentations Read in blackboard, High School and Transition.

Journal is due in class.

12- 4/12 Work on Learning and Thinking Paper Learning and Thinking paper is due. Submit your paper via e-mail. No journal is due!

13- 4/19 Visitation

Choice project # 3 is due. Submit via E-mail to me. Blackboard, read Post Secondary Education.

Journal is due via e-mail.

14-5/3 Questions, Comments etc Discuss /answer any questions students have.

Opportunity to discuss assignments, grades, missing

assignments, etc, with me.

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TEXT DIALOGUE RECORDING FORM SED 5090 (Due Each Class)

Use this form to record key elements of your discussion for your group. Turn this end at the end of class

to the professor. This will be returned to you on the following week.

TEAM MEMBER

Names of team members:

Dialogue Facilitator:

Recorder

Persons who made no contribution:

Persons Absent:

NOTES ON YOUR LEARNING ACTIVITY

What did you do? What key dialogue and learning occurred?

Hopefully you are not a bit overwhelmed!

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1. Follow the course syllabus

2. Much of the readings and info is on Blackboard

3. Be on time for class

4. You are attending college. Spelling, punctuation, grammar errors are not allowed and

therefore, you can expect a lower grade if you continuously submit assignments with

these errors.

5. Proofread your assignments before submitting assignments

6. Cell phones must be shut off or put on vibrate. Take a emergency call out in the hallway.

7. Texting is prohibited in class.

8. You may bring in a laptop to take notes however, the use of your computer to write or

read e-mails, do work for other classes or for work, playing video games is strictly

prohibited.

9. Food and non-alcoholic beverage is allowed in class. You are responsible for cleaning up

after yourself.

10. If you are having computer issues, contact WSU CNIT dept.

11. If you are having difficulty understanding assignments etc. 1st discuss this within your

group. If a problem still exists, please feel free to contact me by phone.

12. Best of luck to you!!!!

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SED 5090

TEXT DIALOGUE RUBRIC

Due: Each Class Session Members Names: _______________________ Absent Students : ___________________________

Facilitator: _________________________ Time keeper: ___________________________

Task master: _______________________ Evaluator: _____________________________

Resource provider: ________________________

Very poor Poor Fair Good Excellent

1 2 3 4 5

DIALOGUE RATING

The group organized members who functioned well in key roles.

1 2 3 4 5

All members made contributions to the dialogue – one or two people

did not dominate.

1 2 3 4 5

The group engaged in effective dialogue keeping a focus on the topic

of readings while also sharing relevant personal perspectives and

experiences.

1 2 3 4 5

RESOURCE

One member distributed a valuable and relevant resource in hard copy

to the members of the group.

1 2 3 4 5

TEXT SUMMARY

The document effectively summarized key ideas, tools, strategies and

issues.

1 2 3 4 5

Personal reflection of each team member.

1 2 3 4 5

Technical: grammar, spelling, use of language.

1 2 3 4 5

COMMENTS

15

SED 5090

Choice Project # ____ Rubric

Name: _______________________ # / Name of assignment: __________________

Grade:_____________

Very poor Poor Fair Good Excellent

1 2 3 4 5

ITEM RATING

Demonstrates valuable mini-assignment directly related to

transition from school to adult life.

YES NO

Quality discussion and description – communicates key

information in readable form; both complete and concise.

1 2 3 4 5

Analysis: effective analysis of situation or resource

drawing effective learnings related to transition.

1 2 3 4 5

Technical: grammar, spelling, use of language.

1 2 3 4 5

Shows awareness of readings & class materials.

1 2 3 4 5

Followed guidelines for indicated choice project.

1 2 3 4 5

COMMENTS

16

RUBRIC Individual Transition Group Project/Presentation

Names: ________________________________________________________________________________________ Grade:

Very poor Poor Fair Good Excellent

1 2 3 4 5

Cover page 1 2 3 4 5

Table of contents 1 2 3 4 5

1. Individual Profile 1 2 3 4 5

Comments:

2. PATH or MAPS 1 2 3 4 5

Comments:

3 High school map 1 2 3 4 5

Comments:

4. Neighborhood map 1 2 3 4 5

Comments:

5. Postsecondary resources 1 2 3 4 5

Comments:

6. Agency services 1 2 3 4 5

Comments:

7. Employment Profile and Plan 1 2 3 4 5

Comments:

8. Transition plan 1 2 3 4 5

Comments:

9. Transition Implementation Guide 1 2 3 4 5

Comments:

1 2 3 4 5

10. Class presentation 1 2 3 4 5

Comments:

Overall Evaluation

Followed guidelines for project. NO YES

Effort: Evidence of effort expended in developing product. 1 2 3 4 5

Creativity: Took unusual and creative approach. 1 2 3 4 5

Technical: grammar, spelling, use of language. 1 2 3 4 5

Shows awareness of readings & class materials 1 2 3 4 5

Well written with good detail;

ideas are clearly presented.

Well written but very general.

Difficult to get clear picture. Writing has grammatical and other

technical problems. Unclear content.

17

PEER EVALUATION – SED 5090 (Due the last night of Class) One for each member of

the group is required. Please complete this form on each individual in your team. Turn in with your Final Reflection.

Text-based Learning Engagemenet. What was the quality of the student’s participation in these

activities, both as facilitator, resources provided, and engagement in dialogue and interaction.

Very poor Poor Fair Good Excellent

1 2 3 4 5

Class learning activities. How well did this person participate and contribute to discussions

related to activities in class?

Very poor Poor Fair Good Excellent

1 2 3 4 5

Final project: Individual Transition Plan Project. What was the quality of participation in this

project? (Applicable only if you did a group project).

Very poor Poor Fair Good Excellent

1 2 3 4 5

Team member and peer support. How well did this individual do in contributing to team

learning and providing you and others support and assistance in the learning process?

Very poor Poor Fair Good Excellent

Comments

Name of individual evaluated: Your name: