“Caring and Reflective Professionals for a Democratic Society”
California State University, Bakersfield
School of Education
EDSP 632 Curriculum and Instruction for Students with Moderate/Severe Disabilities
Spring, 2007
Yeunjoo Lee, Ph.D., Assistant Professor
Office Telephone:
Email:
Fax:
Class Meetings
Classroom:
(661) 654-6478
ylee@csub.edu
661-654-3029
4:15 to 8:30 on Tuesdays.
School of Education Mission:
The mission of the School of Education at California State University, Bakersfield is to
strengthen the foundations of democracy and equal educational opportunity through quality
programs, which prepare committed education professionals and counselors in the context of a
linguistically and culturally pluralistic society.
School of Education Goals:
The following goals provide a direction for implementing the philosophy of educating the whole
person.
1. To formulate a comprehensive view of human growth and development, a global
knowledge of self and others, and an empathy and sensitivity to multiple realities of a
changing environment.
2. To develop a commitment and responsibility to democratic and social values through
professional collaboration, educational leadership, and collegial partnerships.
3. To promote critical inquiry through research and practice in order to improve teaching,
learning and communication.
4. To broaden knowledge and skill bases in terms of pedagogical multicultural principles
conducive for effective curriculum delivery and instruction in diverse settings.
5. To utilize and integrate various current multimedia resources and technological tools to
enhance teaching and learning in the ever-changing society.
6. To apply multiple methods of assessment with a special focus on critical reflection and
self-analysis for continual professional development and on-going program evaluation.
Candidate Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel know
and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions
necessary to help all students learn.
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Professional Collaboration: Candidates will participate in action-oriented collaboration
that will enable them to learn from others and provide leadership in partnerships with all
stakeholders.
Reflective Practitioner: Candidates are reflective, life long learners who apply problem
solving and critical thinking strategies and the respectful appreciation of differing points
of view.
Ethical Professional: Candidates’ actions are based on accepted professional standards of
conduct and reflect insight and awareness with respect to diverse perspectives, opinions,
obligations and ethical responsibilities of the profession.
Student/Client Centered: Candidates, throughout their programs, will prioritize the needs
of the students/clients they serve by maintaining trusting relationships built upon caring,
nurturing (respective) and meaningful interactions.
Professional Leader: Candidates, throughout their programs, will be strong, determined,
professional leaders with a clear instructional focus using effective communication skills
and a willingness to take risks to ensure the advancement, safety, and welfare of all
students in our communities.
Professional Competence: Candidates will maintain high programmatic outcomes that
reflect research-based practices, principles of learning differentiation, and standards
based instruction.
Course Description:
This course will review the basic theories of curriculum and instruction and examine the
structure of curricula that are currently available. Candidates will also study a variety of effective
instructional strategies that are used to meet the diverse learning needs of students with
Moderate/Severe disabilities. Candidates will have an opportunity to develop appropriate
curriculum for each area of instruction for different ability levels that can reflect the adaptation
and modification of the core curriculum to meet the unique needs of students with
Moderate/Severe Disabilities.
Course Competencies:
1. Examine the current issues, trends and principles of curriculum construction as well as
the prevalent philosophies of curricula for student populations with moderate/severe
disabilities (Standards 10, 11)
2. Analyze the major goals of education and relate them to the curricular goals for the
following categorical populations: autism, moderate developmental disability, severely
developmentally delayed, and multiply disabled (Standards 10,15,17,23, and CLAD
Standards 7 & 13).
3. Identify teaching and learning characteristics related to the following models of teaching:
social models, personal models, and behavioral systems models (Standards 10,11, 12, 17,
22, 23, & 26).
4. Analyze, evaluate and modify curricular approaches and techniques relevant to the
instruction of student populations with moderate/severe disabilities, who have linguistic
EDSP 632 - 2
and/or cultural differences (Standards 10,11, 12, 17, 22, 23, 26 & CLAD Standards 7 and
13).
5. Identify, analyze, and discuss Reading – English Language Arts instruction for students
with Moderate/Severe disabilities, including promising strategies to facilitate mastery of
functional reading skills, and strategies for collaborating with parents to bring about the
development of reading skills (CLAD Standard 7).
6. Analyze components of effective instruction and collaboration in providing
mainstreaming opportunities and fully inclusive education to students with moderate
severe disabilities (Standards 10, 11, 16, 18, & 25).
7. Outline steps bridging skill acquisition to skill generalization to extend interaction among
the pupil, his peer and adults (Standards 12, 17, 22, 23, 26 & CLAD Standard 7).
8. Select and evaluate prepackaged programs appropriate for students with moderate/severe
disabilities, in the following areas: reading, arithmetic, language, perceptual-motor,
socialization, self-help, community-based instruction, and human sexuality (Standards
12, 17, 22, 23, 26 & CLAD Standard 7).
9. Plan and construct learning centers for the moderate/severe populations with activities
and materials at the concrete, representational, and abstract levels (Standards 12, 17, 22,
23, 26 & CLAD Standards 7 and 13).
10. Identify critical components of community-based instruction and other experiences
needed by the learner for successful post-school adjustment (Standards 16, 17, 23, 25, &
26).
11. Outline methods of effectively conducting parent-training programs (Standards 10, 11,
12, 17, 22, & 26).
12. Identify issues related to specific mastery criterion and to formative evaluation
procedures for areas of prescription (Standards 10 & 15).
13. Identify basic classroom hygiene, first aid, medical, and physical procedures in handling
medically fragile and/or severely disabled students (Standards 10, 15, & 27).
14. Appropriately report pupil needs, activities, and/or progress to the parent(s) relative to
pupil’s individual educational program (Standards 10, 11, 23, 25, 26, & 27).
15. Identify critical components in the training and supervision of paraprofessionals
(Standards 10, 11, 23, 25, 26, & 27).
Prerequisites:
EDSP 501, EDSP 630, & EDSP 631.
Required Reading:
Westling, D., & Fox, L., (2004). Teaching Students with Severe Disabilities, (Third Edition).
Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
California English Language Arts Academic Content Standards (2006)
http://www.cde.ca.gov/be/st/ss/engmain.asp
Dunlap, G., & Bunton-Pierce, M. (1999). Autism and Autism Spectrum Disorder. ERIC
Clearinghouse of Disabilities and Gifted Education. Retrieved from
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http://searcheric.org/scripts/seget2.asp?db=ericft&want=http://searcheric.org/ericdc/ED4
36068.htm
Joyce, B., Weil, M., w/ Calhoun, E. (2004). Models of Teaching. Boston: Allyn and Bacon.
Koegel, L., Koegel, R., Harrower, J., & Carter, C. (1999). Pivotal response intervention I:
Overview of approach. Journal of the Association for Persons with Severe Handicaps,
24, 174-185
Sansosti, F., Powell-Smith, K., & Kincaid, D. (2004). A research synthesis of social story
interventions for children with Autism spectrum disorders. Focus on Autism and Other
Developmental Disabilities, 19, 194-204.
Morse, T., & Schuster, J. (1996). Grocery shopping skills for persons with moderate to profound
intellectual disabilities: A review of the literature. Education and Treatment of Children,
19, 487, 31p.
Patterson, P. (n.d.). The Discrete Trial Format.
Simpson, R. (2005). Evidence-based practices and students with autism spectrum disorders.
Focus on Autism and Other Developmental Disabilities, 20, 140-149.
University of North Carolina. (1996). Structured Teaching (TEACCH). Retrieved from
http://www.teacch.com/structureteach.html
Required Software:
LiveText. LiveText is software designed for instructional portfolios. Candidates will be
expected to post one assignment on Livetext and the instructor will grade the assignment
based upon an on-line rubric. Information concerning LiveText can be found at
www.livetext.com. Do not purchase the software until after speaking with the course
instructor.
Recommended Readings:
Bowe, F. (2000). Physical, Sensory, and Health Disabilities. Upper Saddle River, New Jersey:
Merrill.
Falvey, M. (Ed). (1995) Inclusive and Heterogeneous Schooling. Baltimore: Paul H. Brooks
Publishing Co.
Heller, K., Forney, P., Alberto, P., Schwartzman, M., & Goeckel, T. (2000). Meeting Physical
and Health Needs of Children with Disabilities. Stamford, CT:
Wadsworth/Thomason Learning.
Koegel, R., & Koegel, L. (1995). Teaching Children with Autism: Strategies for Initiating
Positive Interactions and Improving Learning Opportunities. Baltimore, ML: Paul
H. Brookes.
Lehr, D. & Brown, F. (1996). People with Disabilities Who Challenge the System. Baltimore:
Paul H. Brookes Publishing Co.
McDonnell, J., Hardman, M., McDonnell, A. & Kiefer-O’Donnell, R. (1995). An Introduction to
Persons with Severe Disabilities: Educational and Social Issues. Boston: Allyn
and Bacon.
McDonnell, J. Wilcox, B. & Hardman, M. (1991). Secondary Programs for Student with
Developmental Disabilities. Boston: Allyn and Bacon.
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Sailor, W. & Guess, D. (1983). Severely Handicapped Students: An Instructional Design.
Boston: Houghton Miffline Company.
Sternberg, L. (1994). Individuals with Profound Disabilities: Instructional and Assistive
Strategies (3rd). Austin, TX: Pro-Ed.
Wolery, M., Ault, M., & Doyle, P. (1992). Teaching Students with Moderate to Severe
Disabilities. White Plains, NY: Longman.
Yossem, Florence. (1998). Clinical Management of Feeding Disorders. Boston: ButterworthHeinemann.
Course Requirements:
1. Attendance: Active participation in class activities and discussion is required to receive full
points for the class. When you have two unexcused absences or three tardinesses, your final
grade will be reduced by one letter grade. If you miss three or more, you will be asked to
withdraw from the course.
2. Two tests
a. There will be three exams in the course. Test items are from the textbook, required
readings, lectures, and class discussion.
b. Test #1 covers the contents during Week 1, 2, 3, 4, and 5.
c. Test #2 covers the contents during Week, 6, 7, 8, 9, and 10.
3. A small group PRESENTATION on teaching strategies
a. Students as a pair will prepare 15 minute presentation on one of the following topics.
The dates for presentation will be varied based on the topics.
 Constant time delay (week 3)
 Peer-mediated learning (Week 5)
 Naturalistic teaching procedure (Week 7)
 Video prompting/modeling (Week 5)
 Self-monitoring/management (week 7)
 Teaching grocery shopping skills. (Week 7)
 Pivotal response training (Week 9)
 Social stories (week 9)
 Or your choice of topic with the instructor’s approval.
b. Each pair should write a three-four page report on the topic (not including a reference
list). The report should include at least 3 original research articles.
c. The report should provide
 The detailed description of technique (explain the procedure step by
step),
 A brief description of the participants and the target behaviors in the
research articles.
 Effectiveness/applicability of the procedure for students with moderate
to severe disabilities,
 Suggestions for teachers.
d. It should be double-spaced, using a 12 point font, and citing sources in APA style.
e. Make a 15-minute presentation on your topic on the predetermined day.
EDSP 632 - 5
i. Prepare a Microsoft PowerPoint presentation.
ii. Prepare one page handout for the classmates.
iii. During presentation,
 Provide your teaching procedure in details (Model how to use the
procedure).
 Provide examples of how the procedure has been used in studies.
 Provide effectiveness of the procedure in the identified research studies.
4. WebCT assignments
a. Complete an WebCT assignment every other week (Week 2, 4, 6, and 8).
b. The assignment will be in forms of online discussion, quizzes, tests, and/or summary
of readings.
c. The assignment will be announced at appropriate times.
5. Completion of a lesson plan (see attached form) related to reading instruction. The lesson
should be relevant to reading abilities of students with moderate cognitive and/or emotional
disabilities. The lesson should involve the instruction of protective sight word vocabulary or
beginning phonetic awareness.
6. Completion of one of the following projects (LiveText requirement).
a. Submit a traditional term paper related to the topic of teaching students with
moderate/severe disabilities (with instructor approval) and who come from diverse
(e.g., language, ethnicity, socio-economic) backgrounds. Candidates are encouraged
to select a topic which includes the development of Reading-Language Arts skills.
The paper should reflect upon situations and resolutions that impact diverse student
populations. The term paper should be no less that 7 pages in length (not counting
references). It should be double-spaced, using a 12 point font, and citing sources (no
less than 7) in APA style. The paper is due on the final scheduled day of class.
b. Conduct a 15 minute oral presentation to the entire class on a prepackaged
instructional program (chosen with instructor approval). Candidates are encouraged
to select a program which includes the instruction of Reading-Language Arts. Be
sure to include discussion of the program applicability for English Language
Learners. Prepare a two page summary of the program, including the name of the
program, the author/publisher/distributor, and the cost. Additionally, include a
statement of purpose and a description of its use. Finally, address possible strengths
and weaknesses of the program for students with moderate to severe disabilities. You
will be graded upon your summary and oral presentation. Plan on displaying the
program and upon using visuals (overhead or PowerPoint).
c. Develop a learning center. The center should be based upon a central theme or
concept. The center must incorporate Reading-English Language Arts skills. There
should be at least 7 tasks (teacher made) in the center. The center can be adult driven
or independent. Plan on displaying the centers and upon using visuals (overhead or
PowerPoint). For example, take digital pictures of your centers and import them into
PowerPoint. Also, bring manipulatives to class for display. Conduct a 15 minutes oral
presentation explaining your center. Provide your classmates with a two page
summary of the center. The summary should include a description of each task and
EDSP 632 - 6
also address the relevance of the center for English Language Learners. You will be
graded upon your summary and oral presentation.
d. Submit a proposal, for instructor approval, related to a creative project which
concerns the instruction of students with moderate/severe disabilities. This project
should have long-term affects upon your teaching competence and should include
elements of English-Language Arts skills and/or instruction.
Assignment Point Values:
Assignment
Test 1
Test 2
Language Arts Lesson Plan
Weekly Assignment
Small group presentation and paper
Final project and presentation
Individual Point Value
35
35
10
15X4
30
40
Total
200
Due Date
May 1
May 29
Will be announced.
Week 2, 4, 6, 8
Appropriate Week
May 23 (project)
May 30 (presentation)
Class Meeting Schedule:
The tentative schedule for class topics is outlined in the following table. The instructor reserves
the right to alter the class schedule or assignment schedule based upon student needs. Additional
www and print readings will be assigned throughout the course.
Date
Week 1
(March 27)
ITV
Week 2
(Apr. 3)
WebCT
Week 3
(Apr. 10)
ITV
Topic/Activity
Introduction.
Course Overview.
Definitions.
Best Practices
Curriculum theories.
Phases of Learning.
Health care concerns.
Collaboration
Readings: Chapter 1, 2, and 3
Designing instructional groups (individual, small group,
incidental learning)
Designing instructional trials. (distributed vs. mass)
General instructional considerations.
Discrete Trial Training.
System of least prompts
Reading: Patterson (Discrete Training Trial). Joyce et al.
(Models of Teaching). Chapter 5, 6, 7
Teaching skills for generalization and maintenance.
Evaluating student progress
Direct Instruction.
Assignment
EDSP 632 - 7
Week 4
(Apr. 17)
WebCT
Week 5
(April 24)
ITV
Week 6
(May 1)
WebCT
Week 7
(May 8)
ITV
Week 8
(May 15)
WebCT
Week 9
(May 22)
ITV
Role playing.
Time-delay procedures (student presentation)
Parental involvement and cultural considerations.
Graduated guidance
Readings: Chapter 4, 7, 8 and 9.
Thematic instruction.
Most to least prompt.
Facilitating full inclusion
Communication Skills
Behavioral supports
Strategies for supporting ELL students.
Readings: Chapter 7, 10, and 11
Managing sensory and motor systems
Support for Health and medical needs
Environmental assessments
Video prompting/modeling (student presentation)
Cooperative/Peer-mediated learning. (student presentation)
Simulation
Readings: Chapter 12, 13, 14
Teaching self-help skills.
Teaching leisure and recreation skills.
Efficiency of instruction.
Readings: Chapter 15, 16.
Continuation of Teaching self-help skills
Self-monitoring (student presentation)
Teaching grocery shopping skills. (Student presentation)
Naturalistic teaching (student presentation)
Naturalistic teaching procedures.
Introduction to Reading: prerequisite skills, needed processes,
and a comparative analysis of instructional approaches.
Teaching Functional Academics: developing reading, writing,
and spelling skills.
Readings: Chapter 15, 17, and 18
Community-based instruction and environmental assessments.
Collaborating with parents to support mastery of functional
academics.
Continuation of teaching functional academics.
Using technology to enhance teaching and learning.
Meeting the needs of young children.
Transition planning and adult issues.
Readings: Morse et al. (1996), Chapter 4, 17, 19, 20, and 21
Teaching strategies for students with autism.
Applied Behavior Analysis
Discrete Trial Training
Pivotal Response Training (student presentation)
Social Stories (student presentation)
Test #1
Project Due.
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Week 10
(May 29)
ITV
Final Week
Floor Time
TEACCH
Readings: Dunlap, Sansoti et al. (2004), Koegel et al. (1995),
structured teaching article from UNC, Simpson (2005) (1999).
Project Presentation
Career education, transition planning, and adult issues.
Recreation and leisure skills. Future issues related to the
education of students with moderate/severe disabilities.
Final Exam
Presentation.
Grading Policy:
The final grade for the course will be based upon an average score from the tests,
homework, and project. The tests, homework, and the project are equally rated.
Unexcused absences and being chronically late to class will negatively impact the final
course grade.
A = 95% (or higher)
C- = 70-73%
A- = 90-94%
D+ = 67-69%
B+ = 87-89%
D = 64-68%
B = 83-86%
D- = 60-63%
B- = 80-82%
C+ = 77-79%
F = 59% and below
C = 74-76%
Course Policies:
1. WebCT: This course is accompanied by a WebCT course. The address is
http://webct.csub.edu You will be able to check and/or download the syllabus, lecture notes,
course related forms, grades, and/or announcement from the site. You can also send e-mail to
the other classmates through the WebCT. Because of the recent change from SSN
information to CSUB ID information being used for identification, our account creation
process has changed. Accounts created after August 1, 2004 will have an initial password of
the last 5 digits of their CSUB ID. Accounts created before August 1, 2004 will have an
initial password of the last 5 digits of their SSN. You will be required to change it upon first
login if you are a first time WebCT user. There is no change in password information for
people that have already logged in and changed their password. If you've never logged in to
WebCT before please try the last 5 digits of your CSUB ID as your password. If that does not
work please try the last 5 digits of your SSN. As always, if you need assistance please call
our helpdesk at 654-2315.
2. Request for modifications: If you require instructional modifications due to a
DOCUMENTED disability, please make an appointment to see me after the first class or
before the second class meeting.
3. You are responsible for information covered in assigned readings, class lectures, handouts,
out-of-class assignments, and in-class discussions and activities. IF you are absent from
class, it is your responsibility to get the material missed. Find a "buddy" who can pick up
handouts, copy notes for you if you are not there.
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4. Assignments are due at the beginning of the class on the assigned due date. Assignments
submitted after the beginning of class will be automatically lose 10% of its assigned credit.
No assignments will be accepted one week after the assigned due dates.
5. If you have an excused absence on the day of a test you will be allowed to make up that test
on a compromised day with the instructor.
6. All assignments are to be type-written and double spaced. Use a basic font, no larger than
12. Handwritten papers will not be accepted.
7. Be aware that I do not assign extra work. You will receive the grade you have earned. I do
not assign bonus points, nor do I give you credit for how hard you try.
8. Unfortunately, it is necessary to remind a very few students that all students in this class are
expected to do their own work. Cheating, plagiarism, etc., not only cheats you out of
education, but more importantly, it cheats the children who will come to depend on you when
you are a teacher. The information you will learn in EDSP 632 directly affects them. Learn
everything you can, take the responsibility for your education, and behave professionally.
9. Students who choose to violate the standards of ethical conduct will be dealt with as outlined
in p.47 in CSUB Class Schedule. See the instructor if you need a copy of this information.
10. If you have any concerns or questions about the course, or any other matters related to the
special education program, please contact the instructor immediately.
11. It is assumed that students enrolled in this course have excellent reading skills, and are
sufficiently motivated to complete the assigned readings and other course requirements in a
thorough and timely manner.
12. It is unfortunate that this must be mentioned, but past experience makes it necessary. Chitchatting in class will not be tolerated. If you feel you must carry on a conversation in class at
inappropriate times, please leave class to do so.
13. Cell phones are prohibited from class unless there is a medical reason to have one. This must
be cleared with the instructor prior to class.
14. ACCOMODATIONS FOR DISABILITIES
a. Bakersfield Participants-- To request academic accommodations due to a disability,
please contact the Office of Services for Students with Disabilities (SSD) as soon as
possible. Their office is located in SA 140, and they may be reached at 661-654-3360
(voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD
Office documenting that you have a disability, please present the letter to me during
my office hours as soon as possible so we can discuss the specific accommodations
that you might need in this class.
b. Antelope Valley participants- To request academic accommodations due to a
disability, please contact the Office of Services for Students with Disabilities (SSD)
as soon as possible. Their office is located in Bldg. 200, and they may be reached at
66 1-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter
from the SSD Office documenting that you have a disability, please present the letter
to me during my office hours so we can discuss the specific accommodations that you
might need in this class.
Excepts taken from the CSU Bakersfield Campus Catalog 2005-2007
RIGHTS AND RESPONSIBILITIES OF STUDENTS (p.80)
Academic Integrity - The principles of truth and integrity are recognized as fundamental to a
community of teachers and scholars. The University expects that both faculty and students will
EDSP 632 - 10
honor these principles and in so doing will protect the integrity of all academic work and student
grades. Students are expected to do all work assigned to them without unauthorized assistance
and without giving unauthorized assistance. Faculty have the responsibility of exercising care in
the planning and supervision of academic work so that honest effort will be encouraged and
positively reinforced.
There are certain forms of conduct that violate the university’s policy of academic integrity.
ACADEMIC DISHONESTY (CHEATING) is a broad category of actions that use fraud and
deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. PLAGIARISM is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
own. Plagiarism may consist of handing in someone else’s work, copying or purchasing a
composition, using ideas, paragraphs, sentences, phrases or words written by another, or using
data and/or statistics compiled by another without giving appropriate citation. Another example
of academic dishonesty (cheating) is the SUBMISSION OF THE SAME, or essentially the same,
PAPER or other assignment for credit in two different courses without receiving prior approval.
When a faculty member discovers a violation of the university’s policy of academic integrity, the
faculty member is required to notify the university’s Coordinator of Student Discipline and
Judicial Affairs of the alleged violation, including the name(s) of the student(s) suspected, the
class in which the alleged violation occurred, the circumstances of the alleged violation, and the
evidence (including witnesses) supporting the allegation. The faculty member shall also
formally notify the student(s) suspected of violating the university’s policy of academic integrity,
the department chair, and the school dean. The Coordinator for Student Discipline and Judicial
Affairs shall conduct an investigation, confer with the faculty member, student(s), and any
witnesses identified, and review all evidence submitted by the faculty member and student(s).
Normally, the Coordinator for Student Discipline and Judicial Affairs shall make a settlement
agreement with the student for his/her first violation of academic integrity with the following
sanctions:
 Grade penalty determined by the course instructor; and
 Disciplinary probation for a specified period of time.
If a second violation of academic integrity occurs, the student may be suspended from CSUB for
a specific period of time.
Civility and Respectful Conduct - The classroom is essential for the achievement of academic
freedom, the pursuit of truth, and the development of students. Because of its importance,
students are expected to exhibit respect for the views of others, the professionalism of the
instuctor, and the goals of academic freedom whenever they are in the classroom.
Faculty are obligated to recognize and respect student diversity, ideas, perceptions, and opinion.
At the same time, faculty have a fundamental responsibility to maintain the integrity of the
learning environment. When confronted by unreasonable disruption in the clasroom, faculty are
expected to initiate actions to correct such conditions. Such actions may result in disciplinary
EDSP 632 - 11
action ranging from removal from the classroom to formal disciplinary santions, including
probation, suspension, or expulsion.
Complaints and Grievances
California State University, Bakersfield offers students a process whereby they may grieve a
grade or non-academic situation. Complaints and grievances are covered under the policy
known as “Student Complaint and Grievance Procedures”. Students may initiate a complaint or
grievance against faculty, administrators, staff in admissions and
records, financial aid, counseling, placement or other student services offices. The complaint
and grievance may be filed if an individual or office has failed to comply with written campus
policies or procedures. Students should carefully read and follow the steps outlined for academic
and non-academic complaints and grievances. Requests for formal resolution will not be
accepted until the informal process has been exhausted. Incomplete Student Grievance Forms
will not be accepted. Information regarding complaints and grievances can be located in the
university catalog and on-line at:
http://www.csub.edu/undergradstudies/Student_Grievance_Procedures.shtml
Appendix A
Holistic Scoring Rubric for Written Reports
EXCELLENT paper (A or A-) addresses the assignment thoughtfully and analytically. In
addition, it displays awareness of and purpose of in communicating to an audience; establishes a
clearly focused controlling idea; demonstrate coherent organization; and provides clear
generalizations with specific detail, compelling support, and cogent analysis. Its reasoning is
sound and based on a thorough understanding of the program, need, or concept; information is
appropriate to the assignment.
STRONG paper (B+, B or B-) addresses the assignment clearly and analytically, setting a
meaningful task; addresses audience needs and expectations; establishes a clearly focused
controlling idea; deminstrate clear and coherent organization; provides clear generalizations and
effective support and analysis.
ADEQUATE paper (C+, C, or C-) addresses the assignment with some analysis; addresses most
audience needs and expectations; establishes a controlling idea; demonstrate adequate
organization; provides support for and some analysis of generalizations. This product is
somewhat disorganized and hard to follow.
MARGINAL PERFORMANCE paper (D+, D or D-) addresses the assginment inadequately;
shows insufficient audience awareness; strays from the controlling idea or the idea is unclear;
displays random and confusing organization; lacks generalizations with inadequate support and
analysis.
UNSATISFACTORY PERFORMANCE paper inducates that the product exhibits major
problems with conceptualization, organizational and mechanics; product does not meet set
requirements.
EDSP 632 - 12
READING/ENGLISH LANGUAGE ARTS
LESSON PLAN
Teacher Name:
Date:
School:
School District:
Time:
Subject Area:
California Academic Content Standard (specify):
Goal:
Objective(s):
Number of Students and Student Prerequisite Skills:
Materials:
Instruction Method(s):
Specific Procedures (e.g., anticipatory set, guided practice, cooperative activity, etc.):
Accommodations for English Language Learners:
Lesson Closure:
Parent/Caregiver Linkage:
Teacher Evaluation of Lesson:
EDSP 632 - 13
EDSP 632 - 14