Assessment (pp. 107 – 112 of Rosenberg), generate one strategy not yet identified by Sara’s team to support her to proactively intervene to accelerate her literacy performance.
Reflection #2 (3 points) Read all of Chapter 2 of Rosenberg et al. Read pp. 1 – 5 of Vol. 19 (2) of The Special EDge provided by instructors. Finally, look at your notes and the power points from class lecture(s) on IDEA 1997, IDEIA 2004, and RtI. First, from the perspective of a special education leader, identify your “baker’s dozen” (i.e., 13) list of changes in beliefs, practices, legislation, polices, and procedures that occurred prior to IDEIA 2004 that promoted a welcoming view of students with disabilities as a condition of human diversity. Then, again from the same leadership perspective, compose a second “baker’s dozen” (i.e., 13) list of what YOU consider to be the most significant components of and changes resulting from the IDEIA 2004 reauthorization. For each item in these two lists, a) provide a rationale for your selection and b) indicate where you found the information by making reference to pages in the readings, websites, or lectures. Be prepared to defend your two lists in class.
Reflection #3 (2 points) You will be assigned to read one section of Chapter 9 of Rosenberg et al. (pp. 296 – 304 + Figure 9.1 on pages 305 & 306, 305 -312, or 313-319). Carefully study your section’s text, Boxes, Figures and Pause and Reflects. Based upon your reading, prepare a 1-page visual representation of the most salient points in your section. Bring 5 copies of your visual to the last class. Be prepared to teach this content (in 7 minutes or less) to a small group of classmates who have read other sections of Chapter 9. When teaching, you may direct your pupils to the text for illustrations of checklists, forms, and so forth.
Summer Leadership Institute Reflection (10 points) Prepare a 5 to 6-page reaction to the keynotes and sessions attended at the San Diego Summer Leadership Institute. Be sure your reflection makes reference to each and every one of the keynotes and sessions you attended, as this is an “authentic” attendance check. More importantly, this reflection is an opportunity for you to synthesize your experience of the institute with course and other past learnings and experiences. It also is an opportunity for you to formulate instructional and organizational strategies for your own future as a special education or classroom teacher. So, make connections and be creative in you analysis, synthesis, and evaluations. Make the experience count for you. Other than these instructions and the general writing criteria articulated above, you have free reign to express yourself in this culminating reflection.
GRADING SCALE (in percentages):
A = 94-100
A- = 92-93
B+ = 89-91
B = 86-88
B- = 84-86
C+ = 81-83
Criteria for Grading:
Shows sustained excellence in meeting all course requirements and
exhibiting an unusual degree of intellectual initiative.
Shows consistent and effective achievement in meeting course requirements.
C (Satisfactory): Meets the basic requirements of the course.
NOTE: The minimum acceptable grade for a course in the professional education sequence is C+, and a B average must be maintained.