Syllabus Used in Course For: Undergraduate candidates for liberal studies degrees, elective course for undergraduate candidates of various degrees, pre-requisite for special education teacher candidates for mild/moderate (ages 5-22), moderate/severe (ages 5-22), and dual special education/multiple subject teacher candidates; elective course for multiple or single subject teacher candidates

Instructor:

Note to User: Include contact information in this section.

Department:
Office:
Phone:
E-mail Address:
Office Hours:

Course Description: This course provides an introduction to the terminology, identification, and issues commonly encountered when addressing the needs of diverse students with disabilities. Emphasis will be placed on inclusion, diversity issues, federal and state legislative mandates pertinent to nondiscriminatory assessments, parental involvement, individualized education programs; and professional practice and foundations in special education. The course addresses the collaborative roles of a multidisciplinary approach to supporting children and youth with disabilities in a diverse society. Assignments include 20 hours of school-based observation and participation.

This course is approved by the Liberal Studies Committee as meeting the required standards as part of the blended program in the undergraduate teacher preparation, which includes the multiple subject candidates by connecting subject matter and pedagogical studies in a manner that emphasizes quality, depth, rigor and scope. This course adds to the candidate’s knowledge of major themes, concepts, principles and way of knowing of discipline-based studies and of interdisciplinary studies. Candidates also learn the content-specific instruction consistent with adopted content standards for students.

Prerequisites for the Course:

Previous or concurrent enrollment in general education fieldwork and Educational Applications and Technology course is required. This is a hybrid course; course content will be delivered online, on Blackboard, and face-to-face. Candidates will be required to access Blackboard at least weekly for all course materials, announcements, assignments, rubrics, course documents, lecture notes, resources, study guides, and to check own grade.

No textbook is required for this course. The instructor uses affordable learning solutions, open educational resources, and resources available through the University Library. Open educational resources include those from the IRIS Center, the Center for Parent Information and Resources, and other government-funded and reliable websites.

See Other Resources for list and links to IRIS Resources used in the course.

The University’s Conceptual Framework: At the heart of the conceptual framework for the professional education unit at this University is its theme, Leadership for Diverse Communities. The unit’s philosophy, purposes, professional commitments, and dispositions are found in the vision, mission, goals, and dispositions articulated below.

The Mission of the School: The School of Education’s mission is the recruitment and development of ethically informed leaders for classroom teaching, education administration, counseling, and higher education. This accredited unit fosters the candidate dispositions of collaboration, valuing diversity, critical thinking, ethical judgments, reflection, and life-long learning. Our mission is realized through a framework of teaching, scholarship, and services that addresses regional, state, national, and international perspectives. The School of Education (SOE) prepares highly competent educators, while providing professional support and leadership to the community, promoting applied research, and providing experiences and opportunities that will enable employed professionals to remain current in their fields.

Vision: The SOE is a center for academic excellence and collaboration in the fields of education and counseling. Graduates will be community leaders who advocate high standards and democratic values with attention to professional ethics and diversity. Integration of educational technology and performance assessment is essential to all programs.

Goals: The specific goals of the SOE are as follows:

• to recruit qualified candidates who are representative of the diversity in our community into the fields of education and counseling, beginning with students in the public schools;
• to be at the cutting edge of the application of best practice models and educational technology;
• to prepare education professionals who have a command of content knowledge and pedagogy and who continuously strive to improve their practice;
• to support the lifelong development of practicing professionals with services and programs, including the doctorate;
• to prepare professionals who are committed to leadership and service in diverse community settings;
• to integrate performance assessment as a key evaluation technique in each of our programs;
• to sustain a university work environment that is exemplary in its humanity, ethics, effectiveness, and intellectual vitality;
• to secure, through advancement efforts, the supplemental funding needed to provide the margin of excellence for programs and special initiatives; and
• to be the higher education partner of choice for the public schools and other relevant institutions of the counties we serve.

Standards of Effective Practice: The School of Education has adopted the State’s Licensure Standards and Teacher Performance Expectations.

Course Objectives

Note to User: Be sure to include your state’s special educator preparation standards in the table below.

Upon completion of the course, the candidate will:

*MM refers to standards specific to mild/moderate special education credential standards. MS refers to standards specific to moderate/severe special education credential standards.
**TPE refers to specific State teacher performance expectations

Diversity

Note to User: Be sure to include your university’s diversity statement here.

Diversity is an integral part of the fabric of the State’s past, present and future, and, therefore an essential element of academic excellence at this University. We are committed to promoting the success of all, and working to address and reduce barriers to success related to differences in areas such as race, ethnicity, socioeconomic status, culture, religion, linguistic diversity, disability, gender identity, sexual orientation, age, geographical region, and more.

1. In-Class Activities and Participation (80 points): Each face-to-face class period, there will be in-class activities to review readings and apply course content and resources. These activities will cover assigned readings, online modules, online activities, and handouts. In-class activities will be given in various formats (e.g., individual, small group, whole group; quizzes, quick-writes, cooperative learning activities, discussions, etc.). No make-ups on in-class activities unless previously arranged with the instructor or excused absence per university policy. Points will be weighted across all face-to-face class sessions across the semester. Note that points deducted for unexcused absences, early departures, or tardies, or demonstrating minimal participation are in addition to not earning participation points.
2. Reading Check Assignments (Individual; 8 @ 5 points each; 40 points total): For the majority of required readings for course sessions, there will be an assignment to reflect upon and apply course content and resources. These activities will cover assigned readings and resources found on Blackboard. Reading check assignments are due the day of class by 2:00 p.m. Reading check assignments submitted late will be not be accepted unless arranged with the instructor. Reading check assignments may be submitted in various formats and involve some form of choice in how the assignment is completed. See Blackboard/Google drive for complete assignment description, choices and guidelines for assignments, and rubric. Note: There are 13 opportunities to complete reading check assignments. You are only required to complete 8 throughout the semester. Extra Credit Opportunity: Up to 15 points extra credit may be earned if you complete up to 3 additional reading checks throughout the semester. Extra credit points may not substitute for a major course assignment.
3. Online Assignments (Individual; 4 @ 15 points each; 60 points total): For the majority of weeks when class does not meet face-to-face, there will be an online assignment to reflect upon and apply course content and resources. These activities will cover assigned readings and resources found on Blackboard. Online assignments (when replacing face-to-face class) are due on Thursdays by 11:59 p.m. Online assignments submitted late are subject to the policy for late assignments. Online assignments may be submitted in various formats and involve some form of choice in how the assignment is completed. See Blackboard/Google drive for complete assignment description, choices and guidelines for assignments, and rubric.

MAJOR COURSE ASSIGNMENTS
(Full assignment descriptions and rubrics will be on Blackboard/Google Drive)

4. IEP or IFSP Meeting Visual Representation (Individual; 20 points): Candidates will create a visual representation of an IEP or IFSP meeting (e.g., diorama, drawing, comic strip, infographic, movie, cartoon, etc.). The visual representation will illustrate the components of an IEP or IFSP meeting, including the people involved and their roles. Detailed assignment description and rubric will be available on Blackboard/Google drive.
5. Family Resource Assignment (Individual or groups of 2-4; 40 points): Interdisciplinary Project. Candidates will create a resource to share with parents that covers knowledge of current legislation pertaining to students with disabilities and their families, participation in IEPs/IFSPs, and ethical standards related to professional practices in the field. The resource must also include information to help families plan for their child with a disability to participate in lifelong learning for music or physical activities. Detailed assignment description, resources, and rubric will be available on Blackboard/Google drive. NOTE: If completing this in groups of 2-4, candidates must follow these additional guidelines:
   1. Use Google apps suite (e.g., docs, sheets, or slides) to plan, collaborate, and complete drafts of the assignments
   2. Share with instructor as “CAN EDIT”
   3. Each group member must complete the Peer Contributions and Evaluation form (link available through assignment description)
6. Multiple Means of Action and Expression (In-Class Group Activity; 20 points). Interdisciplinary Project. Students will demonstrate knowledge of a variety of disabilities/abilities and the UDL guideline of action and expression, by creating a variety of options for elementary students to demonstrate mastery of a Common Core State Standard (CCSS). Detailed assignment description, resources, and rubric will be available on Blackboard/Google drive and discussed in class. Note: Assignment cannot be made up if absent. Only excused absences per university policy will be accepted and candidate will be required to complete the project outside of class, individually.
7. Disability Resource and Presentation (Individual or Pairs; 40 points): Candidates will create and present a digital resource (e.g., slide presentation with Screencast-o-matic, handout/Smore, Book Builder/digital book, Wikispace/webpage, Canva creation) about one of the 13 federal eligibility categories for special education supports and services. Categories will be determined in class. Components to cover in the resource/presentation include the IDEA definition of the disability, characteristics, evidence-base practices for teachers, and helpful resources. Candidates will be expected to incorporate the UDL principle of representation in their resources. During the last course meeting, candidates will present their assignment using a poster presentation format (posters not required). The class session for presentations will function as a research conference, with student presenters reviewing resource/presentation content and answering questions as small groups of viewers visit their presentation areas. Detailed assignment description, resources, and rubric will be available on Blackboard/Google drive and discussed in class. NOTE: If completing this as pairs, candidates must follow these additional guidelines:
   4. Use Google apps suite (e.g., docs, sheets, or slides) to plan, collaborate, and complete drafts of the assignments
   5. Share with instructor as “CAN EDIT”
   6. Each group member must complete the Peer Contributions and Evaluation form (link available through assignment description)
8. Special Education Fieldwork Experience, Professional Interview, and Reflection (Individual; 100 points total). During the semester, candidates will engage in 20 hours of documented field experience with individuals identified as having disabilities. Detailed assignment description and questions/prompts, resources, and rubric will be available on Blackboard/Google drive and discussed in class. Candidates will complete each of the following parts for this assignment:
   1. School-Based Field Experience (40 points):
      1. Observe and/or interact with diverse learners identified with one or more mild to severe disabilities, who have an IEP, IFSP, or ITP, and who are served through special education or related agencies.
      2. Select a site for the field experience from public, private, or residential facilities that serve persons with identified disabilities. Contact the appropriate school personnel (i.e., the principal/administrator, the director of the facility, and/or the teacher of the classroom in which you wish to observe) to pre-arrange the hours for field experience.
      3. Document field experience hours spent in the classroom on the provided form with signatures from the supervising teacher, director, or administrator.
      4. Write a report that includes descriptions of the following: facility and staff, classroom and students, an observed lesson, classroom/ behavior management, one selected student with a disability, student’s typical daily schedule, and special education services/supports. A more detailed description with specific areas to cover or prompts to address will be available on Blackboard/Google drive.
   2. Special Education Professional Interview (30 points):
      1. Candidates will interview an individual in the field of special education who works directly with students with disabilities (e.g., teacher, paraprofessional, speech pathologist, behavior interventionist, school psychologist, etc.)
      2. A template with prompts, interview questions, and instructions on how to arrange the interview and thank interviewees will be available of Blackboard/Google drive.
   3. Reflection (30 points):
      1. Candidates will reflect on the field experience/observations and interview by answering prompts available on Blackboard/Google drive.
      2. Candidates will use information learned throughout the course and from the field experience and interview to answer the following question: How do we, as educators, serve a wide variety of students, including those with disabilities, without excluding any student?

1. The total points received on each assignment are recorded in the grade roster.
2. Grades are calculated by percentage (the total points received divided by the total points possible).

* Chapter readings are from the Smith and Tyler (2014) textbook
** These assessments are to be scored and included the TEP Portfolio

Special Accommodations

Note to User: Be sure to include your university’s statement about special accommodations/students with disabilities here.

Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in the Library, Room xxxx (xxx-xxxx).

Other Course Policies

Classroom Environment

1. Respectful, person-first language is expected at all times.
2. Keep audible communication devices (cell phones, iPods, tablets, and other portable media players) turned off during class unless using in a lesson.
3. Use of laptops, computers, and/or PDAs is permitted only for note-taking, in-class assignments, or candidate presentations. No other use is acceptable.
4. Obtain advanced permission from the instructor for visitors.

Email
This course requires the use of your university email account. The University provides free email accounts to all students.

Attendance
The Special Education Faculty place great importance on attendance and participation, as these are professional expectations. Every unexcused/ unauthorized absence, early departure, and/or tardy may result in a lower grade. A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades and GPA. These relationships make class attendance a better predictor of college grades than any other known predictor of academic performance, including scores on standardized admissions tests such as the SAT, high school GPA, study habits, and study skills (Crede, M., Roch, S. G. & Kieszczynka, U. M. (2010) in Review of Educational Research.

1. Excused/authorized absences/tardies/early departures will be allowed only per University policies: (1) when the candidate has a serious and compelling medical condition that she/he can support with documentation, or (2) when a death or serious illness in the immediate family (i.e., parents, spouse, or child) prohibits candidate from attending class, or (3) when candidate is participating in University-sponsored athletic, extracurricular, or academic endeavors away from campus.
   1. If requesting an excused absence/tardy/early departure, it is the candidate’s responsibility to provide acceptable documentation to the instructor within 2 weeks of the absence/tardy/early departure.
   2. If the candidate does not provide acceptable documentation, then the absence/tardy/early departure will be marked as unexcused, and the corresponding points will be deducted.
2. Deductions for attendance occur as follows:
   1. Each unauthorized/unexcused absence will result in the deduction of 5 points per class session.
   2. Each unauthorized/unexcused early departure and/or tardy will result in the deduction of 3-5 points per class session, depending on how much class time was missed.
   3. Excessive absences, tardies, or early departures may result in a lowered letter grade.
3. If you are absent, tardy, or leave early, excused or unexcused, it is your responsibility to do all of the following:
   1. Obtain handouts, notes, and other materials from peers. The instructor does not keep copies beyond the class session in which these were given.
   2. Contact the instructor as soon as possible after the missed class period to provide documentation of the reasons for the absence and to discuss what, if anything, can be done to maintain your desired grade.
   3. Submit all assignments as soon as possible online.
   4. You will not make up points missed for participation, in-class activities, preparation for assignments, final exam, etc.

THREE BEFORE ME
If you have questions regarding the material, assignments, technical issues, and/or other related matters concerning the course, you must take the initiative to find the answers. The “Three-Before-Me” rule is simply this: You must prove that you have sought out at least three resources to obtain information regarding a question or problem you are having before you can ask me. Resources include the syllabus, course schedule, tabs on Blackboard (e.g., Course Content folders, Submit Assignments tab), email a colleague, Information Technology Services, etc. Refer to these resources. Note: This applies to simple questions that can be addressed through these means. If you are having particular difficulty with an assignment or other advising questions, please email me or find me during office hours.

An example of an email that demonstrates the “Three-Before-Me” rule:

Dear Dr. Last Name:

I am confused about the Parent Interview assignment. I do not know which questions to ask. Here are the three resources I consulted prior to sending this email:

1. I checked the Syllabus. The Syllabus states the template with example questions will be posted on Blackboard.
2. I searched Blackboard and cannot find it in the Course Content folder, on the Submit Assignments tab, or in the Weekly Resources folders.
3. I emailed . She checked thoroughly on Blackboard and could not find the template either.

Thank you for looking into this question!

(Your name)

Assignments

1. Each candidate is responsible for completing ALL assignments for this course.
   1. Candidates who do not complete ALL major course assignments WILL NOT receive a passing grade in the course.
   2. To receive an A in the course, candidates must receive at least 80% of points available for the following major course assignments:
      1. IEP/IFSP Visual Representation
      2. Multiple Means of Action and Expression
      3. Family Resource Assignment
      4. Disability Resource and Presentation
      5. Special Education Fieldwork Experience, Professional Interview, and Reflection
2. Assigned readings must be completed prior to each class session to actively participate in discussions, activities, and presentations.
3. Assignments for this class must be each candidate’s own work.
4. All assignments must be completed independently/individually, except where otherwise indicated.
5. All assignments must follow the formats/instructions provided in the syllabus.
   1. It is the candidate’s responsibility to obtain and follow all formats/instructions exactly and to seek clarification if needed.
   2. Most assignments have a rubric (evaluation) available.
   3. It is the candidate’s responsibility to obtain the rubric, read it thoroughly, and follow the rubric when completing assignments.
6. All assignments will be submitted on Blackboard (see Submit Assignments tab on the left column) and follow the guidelines listed below:
   1. Word-process, using 1” margins, 12 point font, and 1.5 to 2 spaces between lines.
   2. Use transition sentences, phrases, and words between ideas and paragraphs, when appropriate (e.g., in written assignments that are in narrative format).
   3. Label with headings within each assignment to identify each section of the paper. Refer to the components in each rubric to determine the headings.
   4. Check and correct spelling, organization, syntax, structure, grammar, and mechanics. Proofread and spell-check your assignments prior to submission.
   5. Follow APA guidelines for in-text citations and references, when appropriate.
   6. UPLOAD documents to submit assignments. DO NOT copy/paste assignments into the comments section.
   7. DO NOT EMAIL ASSIGNMENTS unless you receive explicit instructions from the instructor to do so.
7. Assignment Timelines/Due Dates:
   1. All major assignments are due online by 2:00 p.m. on the date the assignment is due, unless otherwise noted in the course schedule, to be eligible to receive full credit/points. It is the candidate’s responsibility to submit all assignments on time.
   2. Exceptions will be made only for: (1) authorized/excused absences as defined above, if the instructor is notified within 24 hours of the absence and provided with acceptable documentation; and (2) in the event of an unforeseen, authorized/excused absence, emergency, or other issue.
   3. The following grade scale will be used for late assignments:
      1. To receive an A and consideration for 100% of available points: Assignments must be submitted by the date and time listed. Assignments will be considered late whether they are one (1) minute or one (1) week past the due date and time. Exceptions will be made only for excused/authorized absences.
      2. To receive a B and consideration for 85% of available points: Assignments must be submitted within three (3) weeks past the due date and time listed or by the final deadline for all assignments (whichever comes first).
      3. To receive a C and consideration for 75% of available points: Assignments must be submitted within six (6) weeks past the due date and time listed or by the final deadline for all assignments (whichever comes first).
   4. Assignments will not be accepted after the final date listed on the course schedule, unless the candidate provides a compelling reason. Late submissions are subject to instructor’s discretion.
8. Assignment Re-Submissions:
   1. Major assignments may be re-submitted for up to full credit. Reading checks/online assignments may NOT be re-submitted unless requested for a compelling reason.
   2. Candidates must initiate the request to re-submit an assignment within one (1) week of receiving their grade and feedback.
   3. Candidates must at least meet minimal requirements for assignments they request to re-submit.
      1. E.g., Candidates may NOT request to re-submit an incomplete assignment or portion thereof.
      2. E.g., Candidates may NOT request to re-submit an assignment of unacceptable quality or portion thereof.
   4. Assignment re-submissions are subject to instructor’s discretion.
   5. If a major course assignment does not meet expectations, the instructor will require the candidate to revise and re-submit the assignment. Specific feedback for revisions is generally provided, and candidates are encouraged to meet with the instructor to review this feedback and discuss required revisions.
      1. Note: A grade of “1” will be recorded on Blackboard to note that the assignment was attempted. This score does not reflect the level of effort put into the assignment. It is used to indicate that the assignment was submitted on time and instructor requested that it be revised and re-submitted.
      2. Note: In this case, candidates will be able to re-submit the assignment for up to 85% of available points (not full credit).
9. Confidentiality. The privacy and identity of students and their families should be protected in all written materials. Therefore when writing about a child, the recommended language is, “For the purpose of this paper, I will refer to the observed student as________(fictitious first name).”

UNIVERSITY POLICIES

Plagiarism Detection: The campus subscribes to Turnitin and the SafeAssign plagiarism prevention service through Blackboard, and you will need to submit written assignments to Turnitin/SafeAssign. Student work will be used for plagiarism detection and for no other purpose. The student may indicate in writing to the instructor that he/she refuses to participate in the plagiarism detection process, in which case the instructor can use other electronic means to verify the originality of their work. Turnitin/SafeAssign Originality Reports will be available for your viewing.

Honor Code: “Members of the academic community adhere to principles of academic integrity and mutual respect while engaged in university work and related activities.” You should:

1. understand or seek clarification about expectations for academic integrity in this course (including no cheating, plagiarism and inappropriate collaboration)
2. neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor as the basis of grading.
3. take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other appropriate official for action.

Cheating and Plagiarism:
Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one’s grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term ‘cheating’ not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one’s own work. Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University’s policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and Regulations).

Note: The following examples of Cheating are intended to be representative, but not all inclusive.

Seeking Unfair Advantage to Oneself for Papers/Reports

• Copying the work of other students in whole or in part and submitting it as your own.
• Submitting a report purchased from a commercial service selling research/term papers.
• Hiring a ghost writer to compose a paper for you.
• Claiming an assigned share of a team report, toward which insufficient or no contribution was made.
• Lying about the reason for not submitting a report on time.
• Pretending to have submitted a paper to an instructor.
• Stealing another student’s report and submitting it as one’s own work.
• Submitting the same term paper to two or more different instructors for credit in their courses, without their prior permission.
• Other similar activities

Adding and Dropping Classes: Students are responsible for understanding the policies and procedures about the adding/dropping of classes, academic renewals, etc. Students can find more information on adding and dropping at (website).

Computers: “At this University, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services (website) or the University Bookstore (website). In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University’s information resources.”

Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop an understanding of the community in which they live. Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”

Copyright Policy: Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages you to visit its Copyright Web Page.

Course web sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.

For free tutoring on campus, contact the Learning Center in the Collection Level (basement level) of the Library. You can reach them by phone at xxx-xxxx.

Our campus has developed SupportNet to connect students with specific campus resources promoting academic success. Students may be referred to it if you believe they need the services provided by SupportNet to succeed in your course.

Subject to Change Statement
This syllabus and schedule are subject to change in the event of extenuating circumstances.

Student Handbook
Information on student rights, responsibilities, academic honesty, etc., can be found on the University Student Handbook web page. The web page is located at (website).

Detailed Assignment Guides and Rubrics

Reading Checks/Online Assignments

Respond to the prompts posted on Blackboard about the required readings/resources for this week. Responses should demonstrate synthesis and application of the information provided. You must also include a citation of where you found the information (APA formatting preferred, though any format is acceptable. Just be sure to attribute ideas, phrases, statements, etc. that are not your original ideas to the author(s), video resource, etc.)

Refer to the rubric on Blackboard for specific requirements.

Reading checks are due the day of class by 2:00 p.m. See comments about late submissions in the syllabus. Online assignments in lieu of face-to-face class are due Thursdays by 11:59 p.m.

Remember: You must try at least 3 different types (choices) of reading checks throughout the semester. Other reading checks may be the same type (choice) as long as you meet the requirement to try a variety of choices. And, yes, I will be keeping track!

Note: If you do not meet the requirement for 3 different types (choices) by the end of the semester, the number of choices you didn’t try will not be graded. For example, if you tried only 2 different types, then one of your reading checks will not count.

Reading checks and online assignments must be submitted on Blackboard. If you created a file (e.g., Word doc, Pages, PowerPoint, Keynote, etc.), upload it using “browse my computer.” Do not use the comments section for written responses. If you created a web-based response (e.g., Google docs, slides, Smore, web page, YouTube video, etc.) provide the URL in the comments section.

Hint: If you create a video or audio recording, upload audio/video files to Google drive or YouTube, and then submit the link to the video on Blackboard. Blackboard does not like large audio/video files, and it often takes a long time to upload these.

If you are unsure of what the following types of assignments are, use Google. You will find either the named web-based app or apps that can help you complete these types of assignments digitally.

You may choose to respond to the prompts/questions by developing or creating:

• Written paragraphs. One paragraph for each question/prompt. Each paragraph must be at least 75 words.
• Audio or video recording. Respond to each/question prompt. Each response must be at least 75 words.
• Article Annotations. Annotate all required readings. You can complete these digitally or by hand. General guidelines: Should see highlighting on each page of article, notes in margins or annotations using Mendeley on each page of article, notes need to address all prompts. If you complete these by hand, you must scan and upload to Blackboard. Paper copies will not be accepted. Hint: You can also take pictures of the annotated pages and upload these. Some students include 2 pages per photo. As long as I can read the annotations, anything works.
• Article Outlines. Outline all required readings/resources. Be sure to address all prompts within your outline through thoughts conveyed or with a key (e.g., numbered points through superscript or subscript, highlight in different colors, etc.). Do not just outline the headings–You will need to include details from each section throughout your outline.
• Short film/iMovie. No guidelines yet, though make it interesting.
• PowerPoint/Google slide presentation (or similar). Must include multiple means of representation (e.g., text, visuals, video, tables/figures, etc.). Generally will need more than one slide for each prompt. Do not write paragraphs on each slide. Use bullet points. Make presentation interesting. You may use notes section to expand on bullet points presented on slides. See Google drive for guidelines for effective slide presentations.
• Brochure. Must include multiple means of representation (e.g., text, visuals, video, tables/figures, etc.). Do not include long paragraphs on each brochure section; use paragraphs/text wisely. Use bullet points. Make brochure interesting.
• Smore (online flyer). Must include multiple means of representation (e.g., text, visuals, video, tables/figures, etc.). Include live links to relevant materials that relate to the content (e.g., videos, other websites, etc.). Do not include long paragraphs in the Smore. Make use of appropriate headings and concise statements. Will need more than one heading for each question/prompt. https://www.smore.com
• Canva for Education (graphic design/digital media creator). Use Canva to create a digital presentation using various templates. Canva offers free templates for brochures, posters, infographics, flyers, newsletters, etc. Must include multiple means of representation (e.g., text, visuals, video, tables/figures, etc.). Do not include long paragraphs, unless it’s a newsletter. Make use of appropriate headings and concise statements. If guidelines for the template you choose are available (e.g., brochures, infographics, ect.) be sure to follow those. https://about.canva.com/education/
• Prezi. Must include multiple means of representation (e.g., text, visuals, video, tables/figures, etc.). https://prezi.com/
• Drawing (by hand or digital). Generally, you will need one full page drawing for each question/prompt, unless you are able to respond to prompts with less.
• Concept mapping/Mind mapping. (by hand or digital). Generally, you will need one full page for each question/prompt, unless you are able to respond to prompts with less.
• Comic Strip (by hand or digital, e.g., Comic Creator). Generally, you will need one comic strip for each question/prompt, unless you are able to respond to prompts with less.
• Infograph. Use https://piktochart.com/, https://www.easel.ly/, Canva, or other template found on Google. You may have to take a screenshot of infograph if you cannot export for free.
• Listicle or BuzzFeed type of article. Must include multiple means of representation (e.g., text, visuals, video, tables/figures, memes, GIFs, etc.)
• PearDeck presentation with interactive/engagement/formative assessment slides https://www.peardeck.com/
• NearPod presentation with interactive/engagement/formative assessment slides. https://nearpod.com/
• EduCreations presentation https://www.educreations.com/
• Thinglink. Generally will need at least 2 points/links for each question/prompt. Include multiple means of representation when creating points/links. Do not include paragraphs. https://www.thinglink.com/
• Kahoot quiz or Plickers quiz. Will need enough quiz questions to fully respond to the prompts (about 5-6, but it depends on the question). Include abbreviated in-text citations in quiz question OR number citations in quiz question and note these in “write submission” on Blackboard. Kahoot: https://create.kahoot.it/login; Plickers: https://www.plickers.com
• PowToon, GoAnimate, Moovly, (or other animated sequence; use the free version in order to share the url or record with your phone/tablet and upload the video)
• Book Builder: Include multiple means of representation (e.g., text, visuals, video, tables/figures, etc.) http://bookbuilder.cast.org/
• Snapchat Story: Will need to upload multiple Snapchats to create the story in order to respond to all the prompts.
• web page. Must include multiple means of representation (e.g., text, visuals, video, tables/figures, etc.)
• Interpretive dance, sport, or kinesthetic game (submit video response)
• If you do not see something you’d like to try, email me

Reading Check/Online Assignment Rubric