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Table of Contents Diversity Data for Autism 2017........................................................................................................................................................................................................... 2

Diversity Data for Deaf and Hard of Hearing 2017.............................................................................................................................................................................12

Diversity Data for Elementary Mathematics Specialist......................................................................................................................................................................36

Diversity Data for Math Through Algebra I........................................................................................................................................................................................ 45

Diversity Data for Literacy Program 2017.......................................................................................................................................................................................... 54

Diversity Data for Preschool Special Needs Program 2017................................................................................................................................................................60

Diversity Data for Principal-ship 2017................................................................................................................................................................................................ 66

Diversity Data for School Library Media 2017....................................................................................................................................................................................70

Diversity Data for School Psychology 2017........................................................................................................................................................................................ 88

Diversity Concepts for Social Services and Attendance 2017.............................................................................................................................................................96

Diversity Data for Special Education Multi-Categorical 2017...........................................................................................................................................................113

Diversity Data for Teaching English as a Second Language 2017.....................................................................................................................................................130

Diversity Data for Visual Impairment 2017......................................................................................................................................................................................145

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Diversity Data for Autism 2017

Diversity Concept Course AssessmentConsistency and fairness in lesson & program planning

CISP 622 Key Assessment 3: Field-Based Experience Lesson Plans

Field-Based Experience Lesson Plans Written Rubric

Assessment 3 Skill/ Standard Distinguished Mastery Proficient Needs Improvement

Candidates in CISP 662 are required to develop two lesson plans targeting skills for at least 1 student with ASD as part of their field-based experience. The purpose of this assignment is for candidates to show their ability to plan instructional activities that are based on the student’s IEP (which includes informal and formal assessment of skills and family goals/preferences).

Overall Lesson PlanDDA.2.S1; DDA.2.S2;DDA.2.S3;DDA.2.S4; DDA.3.S3; DDA.3.S4; DDA.3.S6; DDA.4.K4; DDA.4.S1; DDA.5.K1; DDA.5.S3; DDA.5.S4; DDA.5.S13; DDA.5.S14;DDA.5.S16;

Overall Lesson Plan:Plans specialized and systematic instruction based on the learner with ASD’s interests, age, characteristics, and ability using ongoing assessment.

Candidate provides a detailed plan for each lesson that includes goals tied to state standards, detailed description of the teaching process, and methods for evaluating learner performance.

Candidate provides a plan for each lesson that includes goals partially tied to state standards, a less detailed description of the teaching process, and some methods for evaluating learner performance.

Some lesson plans are partially tied to state standards, includes a partial description of the teaching process and evaluation methods.

Plans are missing link to state standards. Description of teaching process and evaluation are missing or very vague.

GoalsDDA.2.S1; DDA.2.S2;DDA.2.S4; DDA.3.S4; DDA.3.S6; DDA.4.K4; DA.4.S1;DDA.5.S13;DDA.5.S14;DDA.5.S16

Goals:

Sets goals that are appropriate to the age, interests and ability of the learner with ASD and are based on the learner’s IEP, family preferences and ongoing assessment.

All goals of the lesson are age and ability appropriate. All goals build on functional skills for the specific learner.

Most goals of the lesson are age and ability appropriate. Most goals build on functional skills for the specific learner.

Some goals of the lesson are age and ability appropriate. Some goals build on functional skills for the specific learner.

Goals for the lesson are not age or ability appropriate and they are not functional for the specific learner.

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Data From Field-Based Experience Lesson Plans

Skill/Standards Semester Level of Achievement

Distinguished

(4)

Mastery

(3)

Proficient

(2)

NeedsImprovement

(1)

Overall Lesson Plan

DDA.2.S1; DDA.2.S2;DDA.2.S3;DDA.2.S4; DDA.3.S3; DDA.3.S4; DDA.3.S6; DDA.4.K4; DDA.4.S1; DDA.5.K1; DDA.5.S3; DDA.5.S4; DDA.5.S13; DDA.5.S14;DDA.5.S16;

Summer, 2016 47% 40% 13% 0%

Spring, 2017 56% 44% 0% 0%

Summer, 2017

60% 20% 13% 7%

Goals

DDA.2.S1; DDA.2.S2;DDA.2.S4; DDA.3.S4; DDA.3.S6; DDA.4.K4; DA.4.S1;DDA.5.S13;DDA.5.S14;DDA.5.S16

Summer, 2016 87% 0% 13% 0%

Spring, 2017 100% 0% 0% 0%

Summer, 2017

100% 0% 0% 0%

Diversity Concept Course AssessmentAccommodations: awareness of differing developmental levels, needs, interests, & backgrounds with implications for necessary scaffolding/accommodations

CISP 622 Key Assessment 4: Implementation of Lesson Plans

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Implementation of Lesson Plans Written Rubric


During the semester, candidates are required to videotape themselves teaching using two distinct evidence-based strategies for students with ASD, Discrete Trial Teaching (DTT) and Task Analysis/Chaining (TA). Candidates are asked to teach two skills, appropriate to the student’s age and abilities as determined by the student’s IEP team and including family input, to at least 1 student with ASD. Within the context of each lesson, candidates also must demonstrate their ability to use prompting, reinforcement, error correction and the use of at least one visual strategy to support student learning. DTT and TA, as well as their component strategies (e.g., prompting and reinforcement), have been shown in the research literature to be highly effective for teaching students with ASD and are important skills for candidates to master.

Instructional Strategies

DDA.2.S1; DDA.3.S1; DDA.3.S2; DDA.3.S3; DDA.3.S4; DDA.4.S1;DDA. 5. K1; DDA.5.S1; DDA.5.S2; DDA.5.S3;DDA.5.S4;DDA.5.S12; DDA.5.S14;


Instructional strategies are evidence-based and designed to meet the needs of learners with ASD.

All instructional strategies are supported by research and are considered best practice in autism.

All instructional strategies are supported by research and most are best practice.

Some of the strategies are research-based and best practice.

Strategies do not have basis in research and are not considered best practice.

Materials:DDA.3.S4; DDA.3.S6; DDA.5.S14;

Materials

Materials are designed to meet the interests and learning characteristics of learners with ASD.

All materials used in the lesson specifically meet the needs of the learners.Materials are prepared and at hand when lessons begin.

Most of the materials are designed for specific learners and are ready when the lesson begins.

Some materials are designed for specific learners and are ready when the lesson begins.

Materials are not designed for the specific needs of the learners.Materials are not ready when the lesson begins.

Learning Environment

DDA.2.S2;DDA.3.S4;DDA.3.S6; DDA.5.S10; DDA.5.S14;

Learning environment allows the candidate and student room to work, is free from distracting materials, and is organized in a manner that encourages easy engagement of teaching and learning.

Learning environment allows room to work, has very little distracting materials, and is organized.

Learning environment is not set-up in a manner that optimizes learning. There is some organization and has some distracting materials.

Learning environment is not appropriate for the learner or the lesson. It is disorganized and distracting to the candidate and to the learner.

Learning environment allows the candidate and student room to work, is free from distracting materials, and is organized in a manner that encourages easy engagement of teaching and learning.

Prompts and Reinforcement

DDA.3.S4;DDA.3.S6; DDA.5.S1; DDA.5.S2; DDA.5.S4; DDA.5.S12


Prompts, reinforcement, and other forms

Candidate provides appropriate and prompt feedback during the entire lesson.

Candidate provides appropriate and prompt feedback during most of the lesson.

Candidate sometimes provides appropriate and prompt feedback.

Candidate does not use feedback in a manner that strengthens learning.

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of feedback are individualized and systematically delivered according to ongoing assessment and the characteristics of the learner with ASD.

Rapport

DDA.3.S4;DDA.3.S6; DDA.5.S1; DDA.5.S2; DDA.5.S4; DDA.5.S12;

Rapport

Establishes and maintains rapport with learner with ASD matching the level of support based on ongoing assessment of the learner’s interests and needs.

Rapport is evident in that the learner is eager to interact with candidate. Interactions are frequent and positive.

Learner is willing to interact with candidate. Interactions are positive.

Learner is willing to interact with candidate during most of the sessions. Most interactions are positive.

Learner does not show willingness to work with candidate. Candidate relies on coercion and there are not many positive interactions.

Communication Supports

DDA.3.S1; DDA.3.S2; DDA.3.S4; DDA.3.S6; DDA.5.S1; DDA.5.S2; DDA.5.S3; DDA.5.S4; DDA.5.S12; DDA.5.S14; DDA.5.S16


Uses strategies to support the changing communication needs of the learner with ASD and that help the learner understand the lesson and interact appropriately

Communication strategies that support the learner are in place. Candidate makes use of strategies to assist the learner during the entire lesson.

Communication strategies that support the learner are in place. Candidate makes use of strategies to assist the learner during most of the lesson.

There is some use of communication strategies that support the learner. Candidate makes use of strategies to assist the learner during most of the lesson.

There is little or no evidence of communication strategies that support the learner.

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with the candidate.

Positive Behavior Supports

DDA.4.S2;DDA.5.S1;DDA.5.S5; DDA.5.S10;DDA.5.S11;DDA.5.S12; DDA.5.S14;


Uses proactive strategies and positive behavior supports, monitoring the level of challenging behavior and adjusting instruction based on the learner with ASD’s interests and needs.

Candidate uses proactive, positive strategies to maintain and support positive learner behavior throughout the lesson.

Candidate relies primarily on proactive, positive strategies.

Candidate uses some proactive strategies and positive behavior support.

Candidate is reactive instead of proactive and relies on punishment strategies.

Data from Implementation of Lesson Plans Written Rubric

Skill/Standards Semester Level of Achievement (Percent)

Distinguished Mastery Proficient NeedsImprovement


DDA.2.S1; DDA.3.S1; DDA.3.S2; DDA.3.S3; DDA.3.S4; DDA.4.S1;DDA. 5. K1; DDA.5.S1; DDA.5.S2; DDA.5.S3;DDA.5.S4;DDA.5.S12; DDA.5.S14;

Summer, 2016 53% 40% 7% 0%

Spring, 2017 56% 25% 19% 0%

Summer, 2017

53% 40% 7% 0%

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Materials

DDA.3.S4; DDA.3.S6; DDA.5.S14;

Summer, 2016 93% 7% 0% 0%

Spring, 2017 88% 13% 0% 0%

Summer, 2017

93% 7% 0% 0%

Learning Environment

DDA.2.S2;DDA.3.S4;DDA.3.S6; DDA.5.S10; DDA.5.S14;

Summer, 2016 100% 0% 0% 0%

Spring, 2017 94% 6% 0% 0%

Summer, 2017

100% 0% 0% 0%


DDA.3.S2;DDA.3.S4;DDA.3.S6;DDA 4.K1; DDA.4.S1; DDA.5.S1;DDA.5.S11; DDA.5.S12; DDA.5.S14;

Summer, 2016 53% 40% 7% 0%

Spring, 2017 50% 25% 25% 0%

Summer, 2017

53% 40% 7% 0%

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Rapport

DDA.3.S4;DDA.3.S6; DDA.5.S1; DDA.5.S2; DDA.5.S4; DDA.5.S12;

Summer, 2016 80% 20% 0% 0%

Spring, 2017 80% 20% 0% 0%

Summer, 2017

80% 20% 0% 0%


DDA.3.S1; DDA.3.S2; DDA.3.S4; DDA.3.S6; DDA.5.S1; DDA.5.S2; DDA.5.S3; DDA.5.S4; DDA.5.S12; DDA.5.S14; DDA.5.S16

Summer, 2016 67% 33% 0% 0%

Spring, 2017 63% 25% 6% 6%

Summer, 2017 67% 33% 0% 0%


DDA.4.S2;DDA.5.S1;DDA.5.S5; DDA.5.S10;DDA.5.S11;DDA.5.S12; DDA.5.S14;

Summer, 2016 100% 0% 0% 0%

Spring, 2017 100% 0% 0% 0%

Summer, 2017

100% 0% 0% 0%

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Diversity Concept Course AssessmentInstruction responsive to student diversity Assessment 5: Continuous Data Collection on

Student Learning

Continuous Data Collection on Student Learning Rubric


Candidates teach two skills, appropriate to the student’s age and abilities as determined by the student’s IEP team and family input, to at least 1 student with ASD. Candidates are expected develop data collection sheets appropriate to the lessons, collect ongoing data regarding student performance, appropriately display data using Excel or another computerized graphing program, interpret data and adjust instruction accordingly.

Data Collection

DDA4.K4; DDA.5.K1;DDA.2.S1; DDA.2.S2; DDA.3.S4; DDA.3.S6; DDA.4.S1; DDA.5.S1; DDA.5.S2; DDA.5.S14; DDA.5.S16

Data Collection

Develops assessment method (e.g., data collection sheet) and demonstrates appropriate data collection techniques related to student with ASD’s performance.

The candidate provides a computer generated graph that shows data from baseline through the current lesson. Instructional decisions are correctly based on these data.

The candidate has data that is partially complete and is able to make some instructional decisions based on those data.

The candidate has data that is partially complete but presented incorrectly and is able to make some instructional decisions based on those data.

Data is either non-existent or is in raw form. Candidate is not able to make instructional decisions based on the data.

Adjustment to Instruction

DDA.3.S4; DDA.3.S6; DDA.4.K4; DDA.5.K1; DDA.5.S1; DDA.5.S2; DDA.5.S4; DDA.5.S14; DDA.5.S16


Monitors performance and adjusts instruction based on student with ASD’s learning needs through the analysis of graphed data.

The candidate is able to promptly adjust teaching style, instructional strategies, and behavior as needed.

The candidate usually makes prompt and appropriate adjustments.

The candidate makes adjustments but needs to improve timing of the adjustments.

The candidate rarely makes adjustments to instruction or behavior support as needed. When adjustments are made they are not appropriate to the learner or the situation.

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Data From Continuous Data Collection on Student Learning

Skill/Standards Semester Level of Achievement

Distinguished

(4)

Mastery

(3)

Proficient

(2)

NeedsImprovement

(1)

Data Collection

DDA4.K4; DDA.5.K1;DDA.2.S1; DDA.2.S2; DDA.3.S4; DDA.3.S6; DDA.4.S1; DDA.5.S1; DDA.5.S2; DDA.5.S14; DDA.5.S16

Summer, 2016 53% 40% 7% 0%

Spring, 2017 69% 25% 6% 0%

Summer, 2017

60% 33% 0% 7%


DDA.3.S4; DDA.3.S6; DDA.4.K4; DDA.5.K1; DDA.5.S1; DDA.5.S2; DDA.5.S4; DDA.5.S14; DDA.5.S16

Summer, 2016 86% 14% 0% 0%

Spring, 2017 86% 14% 0% 0%

Summer, 2017

79% 21% 0% 0%

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Diversity Data for Deaf and Hard of Hearing 2017


CIDH 506 Key Assessment 3: Lesson Plan Written

Lesson Plan Written Rubric

Initial SpecSet - DHH Initial Preparation Standard Novice Beginner Intermediate

Advanced

DHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory learning and meets developmental and learning needsDHH.5.S1 Apply strategies to facilitate cognitive and communicative development DHH.5.S9 Apply first- and second-language-teaching strategies to the instruction of the individual DHH.5.S10 Provide balance among explicit instruction, guided instruction, peer learning, and reflection

3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. 3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. 3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. 3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Written PlanModifications

Candidate had no modifications present in the plan.

An inappropriate and incomplete list of modifications are displayed in the lesson plan. It is evident that the teacher candidate did not plan all of the necessary steps prior to the lesson and as a result was unable to list lesson modifications which are accurate and appropriate and incomplete for the evaluated student’s needs.

An appropriate but incomplete list of modifications are displayed in the lesson plan. It is evident that the teacher candidate did plan all of the necessary steps prior to the lesson and as a result was able to list lesson modifications which are accurate and appropriate for the evaluated student’s needs but not complete.

An appropriate and complete list of modifications are displayed in the lesson plan. It is evident that the teacher candidate did plan all of the necessary steps prior to the lesson and as a result was able to list lesson modifications which are accurate and appropriate for the evaluated student’s needs.

Data From Lesson Plan WrittenFALL 2014(4), FALL2015 (4),SPRING 2016 (6)CIDH 601–Practicum I DHH

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Initial SpecSet-DHH Initial Preparation Standard Novice Beginner Intermediate

Advanced

DHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory learning and meets developmental and learning needs DHH.5.S1 Apply strategies to facilitate cognitive and communicative development DHH.5.S9 Apply first- and second-language-teaching strategies to the instruction of the individual DHH.5.S10 Provide balance among explicit instruction, guided instruction, peer learning, and reflection

3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. 3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. 3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. 3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities. 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Modifications

1 – 25% 1 – 25% 2 – 33%

2 – 50% 2 – 50% 3 – 50%

1 – 25% 1 – 25% 1 – 17%

FALL 2013 (5), SPRING 2015 (5), SPRING 2016 (4), SPRING 2017 (5) CIDH 602 – Practicum II DHHInitial SpecSet-DHH Initial Preparation Standard Novice Beginner Intermedi

ateAdvanced



Modifications

1 - 20% 1 – 20% 1 – 25%

2 – 60% 2 – 40% 2 – 50% 3 – 60%

1 – 20% 2 – 40% 1 – 25% 2 – 40%

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CIDH 504 Key Assessment 2: Functional Listening Evaluation Report

Functional Listening Evaluation Report RubricInitial SpecSet - DHH Initial Preparation Standard Novice Beginner Intermediate Advanced

DHH.1.K5 Components of linguistic and nonlinguistic communication DHH.2.S2 Provide access to incidental language experiencesDHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory learning and meets developmental and learning needsDHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingDHH.4.S2 Develop specialized assessment procedures that allow for alternate forms of expression DHH.4.S3 Collect and analyze spoken, signed, or written communication samplesDHH.5.S2 Implement strategies for stimulating and using residual hearingDHH.5.S6 Develop successful inclusion experiences DHH.7.S1 Provide families withsupport to make informed choices regarding communication modes,

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well- being, positive social interactions, and self- determination4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams

7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel

IEP MODIFIC-ATIONS MADE FROM FLE:

The FLE was not able to be conducted therefore, there are no noted changes on the evaluated student’s IEP. Teacher candidate did not prepare report section and did not make any modifications based on having no data.

The FLE was conducted but as a result of inaccurately following the steps for preparation, data collection or analysis, there are no modifications made on the evaluated student’s IEP. Teacher candidate was not able to report any modifications.

Limited or inappropriate modifications to the evaluated student’s IEP are outlined in the report. It is evident that the teacher candidate did accurately collect all data and therefore was able to analyze the data collected.However, modifications are either not complete or not appropriate for the findings.

Detailed and accurate modifications on the evaluated student’s IEP are outlined in the report. It is evident that the teacher candidate did accurately conduct all of the necessary steps prior to and during the FLE and as a result was able to make IEP modifications which are accurate and appropriate for the evaluated student’s needs.

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Data From Functional Listening Evaluation Report

Fall 2014 (Not offered), Fall 2015 (6), Spring 2017 (11), Fall 2017 (currently being offered)Initial SpecSet - DHH Initial Preparation Standard Novice Beginner Intermediate Advanced

DHH.1.K5 Components of linguistic and nonlinguistic communication DHH.2.S2 Provide access to incidental language experiencesDHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory learning and meets developmental and learning needsDHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingDHH.4.S2 Develop specialized assessment procedures that allow for alternate forms of expression DHH.4.S3 Collect and analyze spoken, signed, or written communication samplesDHH.5.S2 Implement strategies for stimulating and using residual hearingDHH.5.S6 Develop successful inclusion experiences DHH.7.S1 Provide families withsupport to make informed choices regarding communication modes,

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination4.2 Beginning special education professionals useknowledge of measurement principles and practices tointerpret assessment results and guide educationaldecisions for individuals with exceptionalities5.5 Beginning special education professionals developand implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams7.0 Beginning special education professionalscollaborate with families, other educators, relatedservice providers, individuals with exceptionalities, andpersonnel from community agencies in culturallyresponsive ways to address the needs of individuals with exceptionalities across a range of learning experiences

IEP MODIFIC-ATIONS MADE FROM FLE: 3 - 50%

8 - 73%3 - 50%3 - 27%

Diversity Concept Course AssessmentUnbiased judgments of learning influenced by individual needs

CIDH 607 Key Assessment 5: Reading Case Study Rubric/Score given from the comprehension and Strategies section of the case study.

Reading Case Study Rubric

Initial SpecSet - DHH Initial Preparation Novice Beginner Intermediate AdvancedDHH.1.K4 Influence of cultural identity and language on all developmental domainsDHH.5.S1 Apply strategies to facilitate cognitive and communicative developmentDHH.5.S8 Provide activities to

2.1 Beginning special education professionals, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning

Comprehension Assessment & Strategies

It is evident that the teacher candidate did not conduct the necessary steps prior to the assessment.

Baseline conditions in the areas of reading are not accurately described in the report. It is evident that the teacher candidate did not accurately conduct

Limited or slightly inaccurate baseline conditions are described in the report. It is evident that the teacher candidate did

Detailed and accurate assessment conditions are described in the report. It is evident that the teacher candidate did

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promote print literacy and content-area reading and writing through instruction via spoken language or the signed language indigenous to the Deaf community DHH.5.S9 Apply first- and second-language-teaching strategies to the instruction of the individual DHH.5.S10 Provide balance among explicit instruction, guided instruction, peer learning, and reflection

environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.4.0 Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.5.0 Beginning special education professionals select, adapt, and use a repertoire ofevidence-based instructional strategies to advance learning of individuals withexceptionalities.

There are no reported data points. Teacher candidate did not prepare or inform the regular education teacher in the process. The assessments were not able to be conducted because of this lack of preparation.

the necessary steps prior to the assessments. There are inaccurate reported data. Teacher candidate did not adequately prepare or inform the regular education teacher in the process. The assessments were able to be conducted however teacher candidate needed some re-teaching of several concepts and procedures from the clinical supervisor.

accurately conduct some of the necessary steps prior to the assessments. There is some accurately reported data across the five areas of reading but it is incomplete or the data does not accurately represent the student’s abilities. Teacher candidate did adequately prepare or inform the regular education teacher in the process. The assessments were able to be conducted however teacher candidate required a little assistance from the clinical supervisor.

accurately conduct all of the necessary steps prior to the assessments. Data for finding is accurately represented. Teacher candidate did adequately prepare or inform the regular education teacher in the process. The assessments were able to be conducted without assistance from the clinical supervisor.

Data from Reading Case StudySPRING 2014 (4), SPRING 2015 (6), FALL 2016 (5)Initial SpecSet - DHH Initial Preparation Novice Beginner Intermediate AdvancedDHH.1.K4 Influence of cultural identity and language on all developmental domainsDHH.5.S1 Apply strategies to facilitate cognitive and communicative developmentDHH.5.S8 Provide activities to promote print literacy and content-area reading and writing through instruction via spoken language or the signed language indigenous to the Deaf community DHH.5.S9 Apply first- and second-language-teaching strategies to the instruction of the individual

2.1 Beginning special education professionals, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for

Comprehension Assessment & Strategies

2 – 50%2 – 33%1 – 20%

2 – 50%3 – 50%4 – 80%

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DHH.5.S10 Provide balance among explicit instruction, guided instruction, peer learning, and reflection

individuals with exceptionalities.4.0 Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.5.0 Beginning special education professionals select, adapt, and use a repertoire ofevidence-based instructional strategies to advance learning of individuals withexceptionalities.

Diversity Concept Course AssessmentInstruction responsive to student diversity CIDH 602 Key Assessment 4: Lesson Plan Observed

Lesson Plan Observed Rubric

Initial SpecSet - DHH Initial Preparation Standard Novice Beginner Intermediate Advanced

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DHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory learning and meets developmental and learning needsDHH.5.S1 Apply strategies to facilitate cognitive and communicative developmentDHH.5.S9 Apply first- and second-language- teaching strategies to the instruction of the individualDHH.5.S10 Provide balance among explicit instruction, guided instruction, peer learning, and reflection

3.1 . Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.3.2 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.3.3 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.3.4 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

Modifications Candidate had no modifications present in the plan.

An inappropriate and incomplete list of modifications are observed in the lesson plan. It is evident that the teacher candidate did not plan all of the necessary steps prior to the lesson and as a result was unable to provide lesson modifications which are accurate, appropriate,

An appropriate but incomplete list of modifications are observed in the lesson plan. It is evident that the teacher candidate did plan all of the necessary steps prior to the lesson and as a result was able to provide lesson modifications which are accurate and appropriate for the

An appropriate and complete list of modifications are observed in the lesson. It is evident that the teacher candidate did plan all of the necessary steps prior to the lesson and as a result was able to provide lesson modifications which are accurate and appropriate for the evaluated

Data From Lesson Plan ObservedFall 2014 (4), Fall 2015 (4), Spring 2016 (6)


AdvancedDHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory learning and meets developmental and learning needsDHH.5.S1 Apply strategies to facilitate cognitive and communicative developmentDHH.5.S9 Apply first- and second-language- teaching strategies to the instruction of the individualDHH.5.S10 Provide balance among explicit instruction, guided instruction, peer learning, and reflection

3.5 . Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.3.6 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.3.7 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.3.8 Beginning special education professionals

Modifcations

1 – 25%1 – 25%2 – 33%

2 – 50%2 – 50%3 – 50%

1 – 25%1 – 25%1 – 17%

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Diversity Concept Course AssessmentResources to support access to all students CIDH 504 Key Assessment 2: Functional Listening Evaluation

Report

Functional Listening Evaluation Report RubricInitial SpecSet - DHH Initial Preparation Standard Novice Beginner Intermediate Advanced

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DHH.1.K2 Effects of the interrelationship among onset of hearing loss, age of identification, and provision of services on the development of the individuals who are deaf or hard of hearing DHH.1.K5 Components of linguistic and nonlinguistic communication DHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingDHH.6.K2 Roles and responsibilities of teachers and support personnel in educational practice for individuals who are deaf or hard of hearing

1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities

FILE REVIEW:

Information from file review is not included in the report or what is included does not correctly represent the three report areas: academic history, school history, and hearing history. It is evident that the teacher candidate did not meet with regular education teacher(s), other professionals involved in the education of the school-age child and/or parent(s) and

Information from file review is provided in an unclear and unorganized manner. Teacher candidate includes one of the report areas: academic history, school history, and hearing history in the report. There is no obvious information provided that demonstrates teacher candidate met with regular education teacher(s), other professionals involved in the education of the school-age child and/or parent(s) and the information provided from these individuals across these three

Some information from file review is provided in a clear and organized manner. Teacher candidate includes two of the report areas: academic history, school history, and hearing history in the report. There is some information provided that demonstrates teacher candidate met with regular education teacher(s), other professionals involved in the education of the school-age child and/or parent(s) and the

Information from file review is provided in a clear and organized manner. Teacher candidate includes all three areas: academic history, school history, and hearing history in the report. There is obvious information provided that demonstrates teacher candidate met with regular education teacher(s), other professionals involved in the education of the school-age child and/or parent(s) and the information provided from these individuals across these

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DHH.1.K2 Effects of the interrelationship among onset of hearing loss, age of identification, and provision of services on the development of the individuals who are deaf or hard of hearing DHH.1.K5 Components of linguistic and nonlinguistic communicationDHH.4.S3 Collect and analyze spoken, signed, or written communication samplesDHH.6.K2 Roles and responsibilities of teachers and support personnel in educational practice for individuals who are deaf or hard of hearing


OBSERV-ATION NOTES:

Observation notes are not included in the report. It is evident that the teacher candidate did not observe the school-aged child in the regular education setting prior to the FLE.

Observation notes are provided in an unclear and unorganized manner. Teacher candidate includes notes however they do not paint a clear picture of what was observed. There is a small amount of information provided that demonstrates teacher observed the school-aged child in the regular education setting prior to the FLE, but there are little to no details provided.

Limited observation notes are provided.The information is clear and organized.Teacher candidate includes details from at least one observation of the school-aged student in the regular education setting prior to the FLE. There is information provided that demonstrates teacher observed the school-aged child in the regular education setting prior to the FLE, but there are limited details provided. There

Detailed observation notes are provided.The information is clear and organized. Teacher candidate includes many details from at least one observation of the school-aged student in the regular education setting prior to the FLE. There is information provided that clearly demonstrates the teacher observed the school-aged child in the regular education setting prior to the FLE, and those details provided paint a clear picture of what was

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DHH.1.K5 Components of linguistic and nonlinguistic communication DHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingDHH.4.S1 Administer assessment tools using the individual’s preferred mode and language of communicationDHH.4.S2 Develop specialized assessment procedures that allow for alternate forms of expression DHH.4.S3 Collect and analyze spoken, signed, or written communication samples

4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities7.2 Beginning special education professionals serve as a collaborative resource to colleagues

FLE CONDITIONS:

It is evident that the teacher candidate did not conduct the necessary steps prior to the FLE. There are no reported readings for noise level (classroom – occupied and unoccupied, teachers voice) and distances are not recorded.Teacher candidate did not prepare or inform the regular education teacher in the process. The FLE was not able to be conducted because of this lack of preparation.

FLE conditions are not accurately described in the report. It is evident that the teacher candidate did not accurately conduct the necessary steps prior to the FLE. There are inaccurate reported readings for noise level (classroom – occupied and unoccupied, teachers voice) and distances.Computations for FLE conditions are not accurate.Teacher candidate did not adequately prepare or inform the regular education teacher in the process. The FLE was able to be conducted however teacher candidate needed some re- teaching of several concepts and procedures from the clinical

Limited or slightly inaccurate FLE conditions are described in the report. It is evident that the teacher candidate did accurately conduct most of the necessary steps prior to the FLE. There are reported readings for noise level (classroom – occupied and unoccupied, teachers voice) and distances.Computations for FLE conditions are accurate. Teacher candidate did adequately prepare or inform the regular education teacher in the process.The FLE was able to be conducted

Detailed and accurate FLE conditions are described in the report. It is evident that the teacher candidate did accurately conduct all of the necessary steps prior to the FLE. There are reported readings for noise level (classroom – occupied and unoccupied, teachers voice) and distances.Computations for FLE conditions are accurate. Teacher candidate did adequately prepare or inform the regular education teacher in the process. The FLE was able to be conducted without assistance from the clinical supervisor.

DHH.1.K5 Components of linguistic and nonlinguistic communication DHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingDHH.4.S3 Collect and analyze spoken, signed, or written communication samples

4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities

FLE RESULTS:

The FLE was not able to be conducted therefore, there are no reported results.Teacher candidate did not prepare report section and did not make any claims based on having no data.

The FLE was conducted but as a result of inaccurately following the steps for data collection or analysis, there are inaccurate or incomplete results presented. Teacher candidate did prepare report section but did not make any claims.Computations for FLE results are not accurate.

Limited or slightly inaccurate FLE results are described in the report. It is evident that the teacher candidate did accurately collect all data and therefore was able to analyze the data collected.However, claims based on the data are not

Detailed and accurate FLE results are described in the report. It is evident that the teacher candidate did accurately conduct all of the necessary steps during the FLE and as a result was able to make claims which are accurate and appropriate for the data presented.

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DHH.1.K5 Components of linguistic and nonlinguistic communication DHH.2.S2 Provide access to incidental language experiencesDHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory learning and meets developmental and learning needsDHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingDHH.4.S2 Develop specialized assessment procedures that allow for alternate forms of expression DHH.4.S3 Collect and analyze spoken, signed, or written communication samplesDHH.5.S2 Implement strategies for stimulating and using residual hearingDHH.5.S6 Develop successful inclusion experiences DHH.7.S1 Provide families withsupport to make informed choices regarding communication modes, philosophies, and educational

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well- being, positive social interactions, and self- determination4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community

IEP MODIFIC-ATIONS MADE FROM FLE:

The FLE was not able to be conducted therefore, there are no noted changes on the evaluated student’s IEP. Teacher candidate did not prepare report section and did not make any modifications based on having no data.

The FLE was conducted but as a result of inaccurately following the steps for preparation, data collection or analysis, there are no modifications made on the evaluated student’s IEP. Teacher candidate was not able to report any modifications.

Limited or inappropriate modifications to the evaluated student’s IEP are outlined in the report. It is evident that the teacher candidate did accurately collect all data and therefore was able to analyze the data collected.However, modifications are either not complete or not appropriate for the findings.

Detailed and accurate modifications on the evaluated student’s IEP are outlined in the report. It is evident that the teacher candidate did accurately conduct all of the necessary steps prior to and during the FLE and as a result was able to make IEP modifications which are accurate and appropriate for the evaluated student’s needs.

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DHH.1.K5 Components of linguistic and nonlinguistic communication DHH.2.S2 Provide access to incidental language experiencesDHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory learning and meets developmental and learning needsDHH.4.S3 Collect and analyze spoken, signed, or written communication samplesDHH.5.S2 Implement strategies for stimulating and using residual hearingDHH.5.S6 Develop successful inclusion experiencesDHH.6.K2 Roles and responsibilities of teachers and support personnel in educational practice for individuals who are deaf or hard of hearing DHH.7.S1 Provide families with support to make informed choices regarding communication modes, philosophies, and educational options

4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences

COMMUNIC-ATION PLAN

The FLE was not able to be conducted therefore, there are no noted changes on the evaluated student’s IEP. Teacher candidate did not modify the IEP and therefore no updated communication plan is presented.

The FLE was conducted but as a result of inaccurately following the steps for preparation, data collection or analysis, there are no modifications made on the evaluated student’s IEP. Teacher candidate was not able to report any modifications to the IEP and therefore no updated communication plan is presented.

Limited or inappropriate modifications to the evaluated student’s IEP are outlined in the report which ensures communication plan is not completed with accurate information. It is evident that the teacher candidate did accurately collect all data and therefore was able to analyze the data collected.However, modifications are either not complete or not appropriate for the findings which also make the information

The evaluated student’s communication plan is complete with appropriate and accurate information. It is evident that the teacher candidate did accurately conduct all of the necessary steps prior to and during the FLE and as a result was able to complete a communication plan which is accurate and appropriate for the evaluated student’s current needs and placement.

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Data From Functional Listening Evaluation Report

Fall 2014 (Not offered), Fall 2015 (6), Spring 2017 (11), Fall 2017 (currently being offered)Initial SpecSet - DHH Initial Preparation Standard Novice Beginner Intermediate Advanced

DHH.1.K2 Effects of the interrelationship among onset of hearing loss, age of identification,and provision of services on the development of the individuals who are deaf or hard of hearingDHH.1.K5 Components of linguistic and nonlinguistic communicationDHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingDHH.6.K2 Roles and responsibilities of teachers and support personnel in educational practice for individuals who are deaf or hard of hearing


FILE REVIEW3 - 50%1 - 9%

3 - 50%8 - 73% 2 - 18%

DHH.1.K2 Effects of the interrelationship among onset of hearing loss, age of identification,and provision of services on the development of the individuals who are deaf or hard of hearingDHH.1.K5 Components of linguistic and nonlinguistic communicationDHH.4.S3 Collect and analyze spoken, signed, or written communication samples DHH.6.K2 Roles and responsibilities of teachers and support personnel in educational practice for individuals who are deaf or hard of hearing


OBSERVATION NOTES:

3 - 27%3 - 50%2 - 18%

3 - 50%6 - 55%

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DHH.1.K5 Components of linguistic and nonlinguistic communicationDHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingDHH.4.S1 Administer assessment tools using the individual’s preferred mode and language of communicationDHH.4.S2 Develop specialized assessment procedures that allow for alternate forms of expressionDHH.4.S3 Collect and analyze spoken, signed, or written communication samples

4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities7.2 Beginning special education professionals serve as a collaborative resource to colleagues

CONDITIONS3 - 50%8 - 73%

3 - 50%3 - 27%

DHH.1.K5 Components of linguistic and nonlinguistic communicationDHH.4.K1 Specialized terminology used in assessing individuals who are deaf or hard of hearingDHH.4.S3 Collect and analyze spoken, signed, or written communication samples

4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities

FLE RESULTS3 - 50%8 - 73%

3 - 50%3 - 27%

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DHH.1.K5 Components of linguistic and nonlinguistic communicationDHH.2.S2 Provide access to incidental language experiencesDHH.2.S5 Design a classroom environment that maximizes opportunities for visual and

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination4.2 Beginning special education professionals use

IEPMODIFICATIONS 3 - 50%

8 - 73%3 - 50%3 - 27%

auditory learning and meets developmental knowledge of measurement principles and practices toand learning needs interpret assessment results and guide educationalDHH.4.K1 Specialized terminology used in decisions for individuals with exceptionalitiesassessing individuals who are deaf or hard of hearingDHH.4.S2 Develop specialized assessment procedures that allow for alternate forms of expression

5.5 Beginning special education professionals developand implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams

DHH.4.S3 Collect and analyze spoken, 7.0 Beginning special education professionalssigned, or written communication samples collaborate with families, other educators, relatedDHH.5.S2 Implement strategies for service providers, individuals with exceptionalities, andstimulating and using residual hearing DHH.5.S6 Develop successful inclusion experiencesDHH.7.S1 Provide families with support to

personnel from community agencies in culturallyresponsive ways to address the needs of individuals with exceptionalities across a range of learning experiences

make informed choices regardingcommunication modes, philosophies, andeducational options

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DHH.1.K5 Components of linguistic and 4.2 Beginning special education professionals use COMMUNICATION

3 - 50%8 - 73%

3 - 50%3 - 27%

nonlinguistic communicationDHH.2.S2 Provide access to incidental

language experiencesDHH.2.S5 Design a classroom environment

that maximizes opportunities for visual and

knowledge of measurement principles and practices tointerpret assessment results and guide educational decisions for individuals with exceptionalities5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a

PLAN

auditory learning and meets developmental wide range of settings and different learningand learning needs experiences in collaboration with individuals, families,

DHH.4.S3 Collect and analyze spoken, and teamssigned, or written communication samplesDHH.5.S2 Implement strategies for

stimulating and using residual hearing DHH.5.S6 Develop successful inclusion

experiences

7.0 Beginning special education professionalscollaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning

DHH.6.K2 Roles and responsibilities of experiencesteachers and support personnel in

educational practice for individuals who aredeaf or hard of hearing

DHH.7.S1 Provide families with support tomake informed choices regarding

communication modes, philosophies, andeducational options

Diversity Concept Course AssessmentOrganize learning to meet diverse needs CIDH 602 Key Assessment 3: Lesson Plan Written

Lesson Plan Written Rubric


Advanced

DHH.2.S5 Design a classroom environment that maximizes opportunities for visual and auditory learning and meets developmental and learning needsDHH.5.S1 Apply strategies to facilitate cognitive and communicative development DHH.5.S9 Apply first- and second-language-teaching strategies to the instruction of the individual DHH.5.S10 Provide balance among explicit instruction, guided instruction, peer learning, and reflection

3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. 3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. 3.2 Beginning special education professionals understand and use

Written PlanModifications

Candidate had no modifications present in the plan.

An inappropriate and incomplete list of modifications are displayed in the lesson plan. It is evident that the teacher candidate did not plan all of the necessary steps prior to the lesson

An appropriate but incomplete list of modifications are displayed in the lesson plan. It is evident that the teacher candidate did plan all of the necessary steps prior to the lesson

An appropriate and complete list of modifications are displayed in the lesson plan. It is evident that the teacher candidate did plan all of the necessary steps prior to the lesson and as a

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general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. 3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

and as a result was unable to list lesson modifications which are accurate and appropriate and incomplete for the evaluated student’s needs.

and as a result was able to list lesson modifications which are accurate and appropriate for the evaluated student’s needs but not complete.

result was able to list lesson modifications which are accurate and appropriate for the evaluated student’s needs.

Data From Lesson Plan WrittenFALL 2014(4), FALL2015 (4),SPRING 2016 (6)CIDH 601–Practicum I DHH


Advanced



Modifications

1 – 25% 1 – 25% 2 – 33%

2 – 50% 2 – 50% 3 – 50%

1 – 25% 1 – 25% 1 – 17%

FALL 2013 (5), SPRING 2015 (5), SPRING 2016 (4), SPRING 2017 (5) CIDH 602 – Practicum II DHH


Advanced

DHH.2.S5 Design a classroom environment that maximizes

3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for

Modifications 2 – 60%

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opportunities for visual and auditory learning and meets developmental and learning needs DHH.5.S1 Apply strategies to facilitate cognitive and communicative development DHH.5.S9 Apply first- and second-language-teaching strategies to the instruction of the individual DHH.5.S10 Provide balance among explicit instruction, guided instruction, peer learning, and reflection

individuals with exceptionalities. 3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. 3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities. 3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities. 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

1 - 20% 1 – 20% 1 – 25%

2 – 40% 2 – 50% 3 – 60%

1 – 20% 2 – 40% 1 – 25% 2 – 40%

Diversity Concept Course AssessmentRapport & communication with all stakeholders CIDH 505 Key Assessment 6: Brochures and Reflection

Professional Learning and Ethical Practice: Brochures and Reflection Rubric

Initial SpecSet - DHH Initial Preparation Standard Novice Beginner Intermediate Advanced

DHH.6.K3 Professional resources relevant to the field of education of individuals who are deaf or hard of hearingDHH.6.K4 Knowledge of professional organizations in the field of deaf education DHH.6.K5 Incidence and prevalence figures for individuals who are deaf or hard of hearing DHH.6.K6 Sociocultural, historical, and political forces unique to deaf educationDHH.6.K7 Etiologies of hearing loss that can result in additional learning challenges DHH.6.S3 Explain historical foundations and research evidence upon which educational practice is basedDHH.6.S4 Develop and enrich cultural competence relative to the Deaf community DHH.7.K1 Services, organizations, and networks that support individuals who are deaf or hard of hearingDHH.7.S1 Provide families with support to make informed choices

6.1 Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.6.2 Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.7.1 Beginning special education professionals use the theory and elements of effective collaboration.7.2 Beginning special education professionals serve as a collaborative resource to colleagues.7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

Brochure: List the appropriatedesired learner outcome/ competencies that relate to the topic being highlighted.

List of CEC Standards presented as covered by the topic are not included.

List of CEC Standards presented as covered by the topic are included but not complete or provide irrelevant standards, too.

List of CEC Standards presented as covered by the topic are almost complete and standards are accurately listed.

List of CEC Standards presented as covered by the topic are complete and accurately listed.

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DHH.6.K3 Professional resources relevant to the field of education of individuals who are deaf or hard of hearingDHH.6.K4 Knowledge of professional organizations in the field of deaf education DHH.6.K5 Incidence and prevalence figures for individuals who are deaf or hard of hearing DHH.6.K6 Sociocultural, historical, and political forces unique to deaf educationDHH.6.K7 Etiologies of hearing loss that can result in additional learning challenges DHH.6.S3 Explain historical foundations and research evidence upon which educational practice is basedDHH.6.S4 Develop and enrich cultural competence relative to the Deaf community DHH.7.K1 Services, organizations, and networks that support individuals who are deaf or hard of hearingDHH.7.S1 Provide families with


Brochure: Explain the relevance ofunderstanding the topic for the professional DHH educator.

Topic is irrelevant to the field.

Brochure relevance is vague. Topics could include strategy or educational tool, philosophy, system, communication system, placement options, type of assessment, etc. Panel of brochure is not organized in a clear and concise way with an inappropriate level of detail

Brochure relevance is somewhat vague. Topics could include strategy or educational tool, philosophy, system, communication system, placement options, type of assessment, etc. Panel of brochure is organized in a somewhat clear and concise way with the appropriate

Brochure relevance is clear. Topics could include strategy or educational tool, philosophy, system, communication system, placement options, type of assessment, etc. Panel of brochure is organized in an exceptionally clear and concise way with the appropriate level of detail



Brochure: Described the topic, tool, philosophy, system etc., possible uses, and what the data or claims it states as its impact on the educational outcomes for students who are DHH.

Brochure topic is not clear.

Brochure topic is vague. Topics could include strategy or educational tool, philosophy, system, communication system, placement options, type of assessment, etc. Panel of brochure is not organized in a clear and concise way with an inappropriate level of detail

Brochure topic is somewhat vague. Topics could include strategy or educational tool, philosophy, system, communication system, placement options, type of assessment, etc. Panel of brochure is organized in a somewhat clear and concise way with the appropriate

Brochure topic is clear. Topics could include strategy or educational tool, philosophy, system, communication system, placement options, type of assessment, etc. Panel of brochure is organized in an exceptionally clear and concise way with the appropriate level of detail

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DHH.6.K3 Professional resources relevant to the field of education of individuals who are deaf or hard of hearingDHH.6.K4 Knowledge of professional organizations in the field of deaf education DHH.6.K5 Incidence and prevalence figures for individuals who are deaf or hard of hearing DHH.6.K6 Sociocultural, historical, and political forces unique to deaf educationDHH.6.K7 Etiologies of hearing loss that can result in additional learning challenges DHH.6.S3 Explain historical foundations and research evidence upon which educational practice is basedDHH.6.S4 Develop and enrich cultural competence relative to the Deaf community DHH.7.K1 Services, organizations, and networks that support individuals who are deaf or hard of hearing


Brochure:Tone meets the needs of the audience – specific to families OR specific to professionals.

Audience tone clearly does not match the stated audience.

Audience tone is confusing and does not match the stated audience.

Audience tone does accurately match the stated audience for most of the brochure.

Audience tone does accurately match the stated audience for the entire brochure.

DHH.6.K3 Professional resources relevant to the field of education of individuals who are deaf or hard of hearingDHH.6.K4 Knowledge of professional organizations in the field of deaf education DHH.6.K5 Incidence and prevalence figures for individuals who are deaf or hard of hearing DHH.6.K6 Sociocultural, historical, and political forces unique to deaf educationDHH.6.K7 Etiologies of hearing loss that can result in additional learning challenges DHH.6.S3 Explain historical foundations and research evidence upon which educational practice is basedDHH.6.S4 Develop and enrich cultural competence relative to the Deaf community DHH.7.K1 Services, organizations, and networks that support individuals who are deaf or hard of hearing


REFLECTION:Possible educational placements/ environments for students who are DHH (from residential to full inclusion)

Reflection is not a reflective piece, is a summary of the discussion.Submission is an insufficient length.

Reflection is not completely a reflective piece, majority of the submission is a summary of the discussion.Submission is an insufficient length.

Majority of the submission is a reflective piece and vaguely details the feelings, thoughts, and morals of the discussion.Submission is a sufficient length.

Majority of the submission is a reflective piece and clearly details the feelings, thoughts, and morals of the discussion.Submission is a sufficient length.

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REFLECTION:Role of the Deaf Educator







REFLECTION:Technology and other Assistive Listening Devices + Resources for the DHH





33

Data From Professional Learning and Ethical Practice: Brochures and ReflectionFall 2014 (7), Fall 2015 (7), Fall 2016 (4) CIDH 505- INRODUCTION TO DHH

Initial SpecSet - DHH Initial Preparation Standard Novice Beginner Intermedi AdvancedDHH.6.K3 Professional resources relevant to the field of

6.0 Beginning special education professionals use foundational

CEC STANDARDS

7 – 100%7 – 100%

DHH.6.K3 Professional resources relevant to the field of

6.0 Beginning special education professionals use foundationaleducation of individuals who are deaf or hard of

hearingknowledge of the field and their professional ethical principlesDHH.6.K3 Professional resources relevant to the

field ofeducation of individuals who are deaf or hard of hearing DHH.6.K4 Knowledge of

6.0 Beginning special education professionals use foundationalknowledge of the field and their professional ethical principles and practice standards to the field of deaf education

DHH.6.K5 Incidence and prevalence figures forengage in lifelong learning, and to advance the profession.6.1 Beginning special education professionals use

4 – 100%individuals who are deaf or hard of hearing ethical principles and professional practice standards

to guideDHH.6.K6 Sociocultural, historical, and political forces

their practice.unique to deaf education 7.1 Beginning special education professionals use

the theoryDHH.6.K7 Etiologies of hearing loss that can result in

and elements of effective collaboration.additional learning challenges 7.2 Beginning special education professionals serve

as aDHH.6.S3 Explain historical foundations and research

collaborative resource to colleagues.evidence upon which educational practice is based

7.3 Beginning special education professionals use collaborationDHH.6.S4 Develop and enrich cultural

competenceto promote the well-being of individuals with exceptionalitiesrelative to the Deaf community across a wide range of settings and collaborators.

DHH.7.K1 Services, organizations, and networks thatsupport individuals who are deaf or hard of hearingDHH.7.S1 Provide families with support to make informedchoices regarding communication modes, philosophies,and educational options

34

DHH.6.K3 Professional resources relevant to the field of education of individuals who are deaf or hard of hearing DHH.6.K4 Knowledge of professional organizations in the field of deaf educationDHH.6.K5 Incidence and prevalence figures for individuals who are deaf or hard of hearingDHH.6.K6 Sociocultural, historical, and political forces unique to deaf educationDHH.6.K7 Etiologies of hearing loss that can result in additional learning challengesDHH.6.S3 Explain historical foundations and research evidence upon which educational practice is based DHH.6.S4 Develop and enrich cultural competence relative to the Deaf communityDHH.7.K1 Services, organizations, and networks that support individuals who are deaf or hard of hearing DHH.7.S1 Provide


RELEVANCE

7 – 100%7 – 100%4 – 100%



DESCRIPTION

7 – 100%7 – 100%4 – 100%

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TONE

7 – 100%7 – 100%4 – 100%



MENTOR TOPICS

Ed. Placements

Role TOD

ASD-Technology

7 – 100%7 – 100%4 – 100%

7 – 100%7 – 100%4 – 100%

7 – 100%7 – 100%4 – 100%

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Diversity Data for Elementary Mathematics Specialist

COEPD Diversity Concept Course AssessmentUnderstand and value diversity of students CIME 673 Practicum Performance Assessment

CIME 673 Elementary Math Methods and Supervised Field Practicum K-6

PERFORMANCE ASSESSMENT INSTRUMENT

Practicum Candidate

MU Student ID

Candidate Contact Phone Number

Practicum School

Grade Level

School Phone

Instructions: Together with the School Based Professional, the Candidate should review the Elementary Mathematics Specialist Performance Assessment Instrument rubric below for guidelines of standard competencies that must be accomplished throughout the practicum experience.

The Candidate’s level of performance on each competency is evaluated as Level 3 Target, Level 2 Acceptable, or Level 1 Basic. The criteria used to determine the level of performance are described throughout the instrument rubric. The Candidate must demonstrate at least Level 2

37

Acceptable performance on all of the competencies listed in the Performance Assessment Instrument rubric by the end of the Candidate’s practicum experience. Strategies for assessing each competency will be demonstrated through lesson plans, classroom observations, or reflections. Use the following initials to explain the source of Candidate’s accomplishment of each rubric element: T represents observed on visual recording of teaching, L represents observed within the written Lesson Plan, and R represents observed within the Reflection.

Any rubric elements accomplished at Level 1 Basic must be re-addressed and re-evaluated throughout the semester until at least Level 2 Acceptable is accomplished by the Candidate. Candidates work with the School Based Professional and Clinical Faculty to discuss the accomplishment of rubric levels throughout the semester.

By the end of the semester, a summative final rubric will be submitted to the Clinical Faculty by the School Based Professional along with a summative final rubric representing the Candidate’s self-assessment. The Clinical Faculty will also prepare a summative final assessment of the Candidate’s performance. All three evaluations will be used to determine the evaluation of the Candidate’s final practicum experience.

Your Clinical Faculty and School Based Professional are available to help you, Candidate, through this challenging and exciting teaching experience!!

Elementary Mathematics Specialist Performance Assessment Instrument Rubric and Data

(NOTE: CIME 673 was not offered in the 2017 Spring semester)

2016 Fall n=11 2017 Spring n=0NCTM Standards

Practicum Competency

Target Acceptable Basic Diversity Concept Level 3Target

Level 2Acceptable

Level 1Basic

Level 3Target

Level 2Acceptable

Level 1Basic

2a, 2b, 2c, 2d, 2e, 2f, 3a, 4a, 4b, 4e

1. Mathematics Discipline Competency

Candidates demonstrate their ability to:

Model NCTM standards-based instruction. Incorporate WV Content Standards and Objectives into instruction.Weave competing curriculum demands into a coherent, understandable whole. Evaluate resources and teaching materials,

Model NCTM standards-based instruction. Incorporate WV Content Standards and Objectives into instruction.

Incorporate NCTM standards into instruction. Incorporate WV Content Standards and Objectives into instruction.

Resources to support access to all students

9 2 0

38

including technology, and match them to the lesson to be presented. Engage students in generating knowledge and testing hypotheses. Develop and use methods that encourage students to approach mathematics problems from different perspectives. Create interdisciplinary learning experiences to integrate problem solving techniques with mathematics. Identify the correlates between mathematics and reading.

Represent and use differing viewpoints, theories, and methods of problem solving.Develop and use methods that encourage students to approach mathematics problems from different perspectives.

Identify and work with students who need additional instruction in problem solving.

Accommodations: awareness of differing developmental levels, needs, interests, & backgrounds with implications for necessary scaffolding/accommodations

9 2 0

Use multiple representations and explanations with use of manipulatives, calculators, and technology.

Represent problems and explanations with use of manipulatives, calculators, and computer technology.

Represent problems and explanations with use of manipulatives and calculators.

Support and enhancement of learning through technology

10 1 0

4a, 4b, 4d 2. Learning Competency


Stimulate student reflection and linking new mathematics information to previously learned material. Encourage students to be independent learners

Candidates demonstrate their ability to: Assess individual and group accomplishment to design instruction.

Candidates demonstrate their ability to: Encourage discussion. Evaluate group interaction.

Accommodations: awareness of differing developmental levels, needs, interests, & backgrounds with implications for

9 2 0

39

and to attempt challenging problems.

Evaluate students' thinking expressed in multiple modes of communication.

necessary scaffolding/accommodations

3c, 4c, 4d 3. Diverse Learners Competency


Assess appropriate services/resources for special needs students. Understand students' families, cultures, and communities. Create a learning community that fosters respect for all students' abilities. Set high expectations for all students and support attainment of these goals.

Make appropriate provisions for students with exceptionalities. Make connections between mathematics and community matters and cultures. Create a learning community that fosters respect for all students' abilities.

Create a learning community that fosters respect for all students' abilities.

Understand and value diversity of students

9 2 0

Identify and design mathematics instruction appropriate to individual students' stages of development, learning styles, strengths, and needs.Make appropriate provisions for students who use English as a second language (if ELL students are present). Create mathematics

Identify and design mathematics instruction that address different learning styles, strengths, and needs.

Identify and design mathematics instruction that address the general level of student abilities in the classroom.


10 1 0

40

learning activities which function at multiple levels and different learning styles to accommodate diverse learners.Represent multiple student cultural perspectives toward mathematics problem solving.

Represent student perspectives toward mathematics problem solving.

Identify and consider student experiences toward mathematics problem solving.

Recognize multiple perspectives, including multicultural and/or global perspectives

9 2 0

3c, 4e, 5a, 5b, 6b

4. Instructional Competency


Use different active learning opportunities, such as research-based inductive teaching models, direct instruction, collaborative groups, cooperative learning, peer teachings, inquiry, and classroom discussion to promote critical thinking, problem-solving, and independent learning and help students identify which tools work well for them.

Use models such as direct instruction, collaborative groups, cooperative learning, peer teachings, inquiry, and classroom discussion. Develop and use alternative explanations and problem-solving techniques to encourage critical thinking.

Monitor student learning and adjust strategies accordingly.

Consistency and fairness in lesson & program planning

7 4 0

41

Evaluate and use various mathematics teaching strategies, manipulatives, and materials, including technology, to achieve different instructional goals related to student diversity.

Vary the use of mathematics instructional strategies according to the content to be learned and student diversity.

Vary the use of mathematics instructional strategies according to the content to be learned.

Instruction responsive to student diversity

7 4 0

3d, 3e, 6b 5. Learning Environment Competency


Create a learning community in which students work collaboratively and independently in a climate of openness, mutual respect, support, and inquiry.

Organize, allocate, and manage the resources of time, space, activities, and attention in an equitable, productive manner.

Foster positive social relationships, student motivation, and purposeful work.

Organize learning to meet diverse needs

10 1 0

4c, 4d, 6. Communication Competency


Demonstrate sensitivity to cultural and gender differences. Use a variety of media communication tools to support student communication.

Encourage and support multiple forms of student communication.

Model effective communication strategies.


8 3 0

5a, 5c 7. Assessment Competency


Solicit information about students from parents, other colleagues, and students. Communicate the results of assessment results to others. Collect student data for analysis and improvement of instruction. Specifically perform

Maintain records of student work and performance in such a manner that student progress can be documented. Specifically perform an Action Research study using pre/posttest analysis of

Use a variety of formal and informal assessment techniques. Respect the privacy of students and confidentiality of information. Specifically perform an Action

Unbiased judgments of learning influenced by individual needs

9 2 0

42

an Action Research study using pre/posttest analysis of student data; results are used to improve teaching. Involve learners in self-assessment. Respect the privacy of students and confidentiality of information.

student data; results are used to improve teaching. Involve learners in self-assessment. Respect the privacy of students and confidentiality of information.

Research study using pre/posttest analysis of student data.

6a, 6b, 6c 8.Practitioner Competency


Use professional literature and place research results into practice. Identify and use community resources to support learning. Be an advocate for the students. Reflect on personal learning from the full practicum experience with insight and demonstrate professional considerations of the teaching profession.

Use professional literature and place research results into practice. Be an advocate for the students. Reflect on personal learning from the full practicum experience with insight.

Adhere to national, state, and local standards in mathematics instruction. Be an advocate for the students. Reflect on personal learning from the full practicum experience with insight


4 7 0

Collaborate with school interdisciplinary teams to create interdependent, relevant learning activities.

Collaborate with colleagues to improve teaching and learning.Reflect at several points throughout the

Collaborate with colleagues to improve teaching.Reflect at several points throughout the

Rapport & communication with all stakeholders

8 3 0

43

Collaborate with colleagues to improve teaching, learning, and the school environment.Reflect at several points throughout the practicum experience including preliminary reflection of their practicum classroom, school community, and characteristics of students in the classroom.

practicum experience including preliminary reflection of their practicum classroom, school community, and characteristics of students in the classroom.

practicum experience including preliminary reflection of their practicum classroom, school community, and characteristics of students in the classroom.

44

Diversity Data for Math Through Algebra ICOEPD Diversity Concept Course AssessmentUnderstand and value diversity of students CIME 675 Practicum Performance Assessment

CIME 675 Supervised Field Practicum 5-8

PERFORMANCE ASSESSMENT INSTRUMENT

Practicum Candidate

MU Student ID

Candidate Contact Phone Number

Practicum School

Grade Level

School Phone

Instructions: Together with the School Based Professional, the Candidate should review the Mathematics through Algebra I Performance Assessment Instrument rubric below for guidelines of standard competencies that must be accomplished throughout the practicum experience.

The Candidate’s level of performance on each competency is evaluated as Level 3 Target, Level 2 Acceptable, or Level 1 Basic. The criteria used to determine the level of performance are described throughout the instrument rubric. The Candidate must demonstrate at least Level 2 Acceptable performance on all of the competencies listed in the Performance Assessment Instrument rubric by the end of the Candidate’s

45

practicum experience. Strategies for assessing each competency will be demonstrated through lesson plans, classroom observations, or reflections. Use the following initials to explain the source of Candidate’s accomplishment of each rubric element: T represents observed on visual recording of teaching, L represents observed within the written Lesson Plan, and R represents observed within the Reflection.

Any rubric elements accomplished at Level 1 Basic must be re-addressed and re-evaluated throughout the semester until at least Level 2 Acceptable is accomplished by the Candidate. Candidates work with the School Based Professional and Clinical Faculty to discuss the accomplishment of rubric levels throughout the semester.

By the end of the semester, a summative final rubric will be submitted to the Clinical Faculty by the School Based Professional along with a summative final rubric representing the Candidate’s self-assessment. The Clinical Faculty will also prepare a summative final assessment of the Candidate’s performance. All three evaluations will be used to determine the evaluation of the Candidate’s final practicum experience.

Your Clinical Faculty and School Based Professional are available to help you, Candidate, through this challenging and exciting teaching experience!!

Mathematics through Algebra I Performance Assessment Instrument Rubric and Data

2016 Fall n=7 2017 Spring n=6NCTM Standards

Practicum Competency

Target Acceptable Basic Diversity Concept Level 3Target

Level 2Acceptable

Level 1Basic

Level 3Target

Level 2Acceptable

Level 1Basic

2a, 2b, 2c, 2d, 2e, 2f, 3a, 4a, 4b, 4e

1. Mathematics Discipline Competency


Model NCTM standards-based instruction. Incorporate WV Content Standards and Objectives into instruction.Weave competing curriculum demands into a coherent, understandable whole. Evaluate resources and teaching materials, including technology, and match them to the lesson to be

Model NCTM standards-based instruction. Incorporate WV Content Standards and Objectives into instruction.

Incorporate NCTM standards into instruction. Incorporate WV Content Standards and Objectives into instruction.


5 2 0 3 3 0

46

presented. Engage students in generating knowledge and testing hypotheses. Develop and use methods that encourage students to approach mathematics problems from different perspectives. Create interdisciplinary learning experiences to integrate problem solving techniques with mathematics. Identify the correlates between mathematics and reading.

Represent and use differing viewpoints, theories, and methods of problem solving.Develop and use methods that encourage students to approach mathematics problems from different perspectives.

Identify and work with students who need additional instruction in problem solving.


3 4 0 1 5 0

Use multiple representations and explanations with use of manipulatives, calculators, and technology.

Represent problems and explanations with use of manipulatives, calculators, and computer technology.

Represent problems and explanations with use of manipulatives and calculators.


4 3 0 3 3 0

4a, 4b, 4d 2. Learning Competency


Stimulate student reflection and linking new mathematics information to previously learned material. Encourage students to be independent learners and to attempt challenging problems.

Candidates demonstrate their ability to: Assess individual and group accomplishment to design instruction. Evaluate students' thinking expressed in

Candidates demonstrate their ability to: Encourage discussion. Evaluate group interaction.


5 2 0 2 4 0

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multiple modes of communication.

3c, 4c, 4d 3. Diverse Learners Competency


Assess appropriate services/resources for special needs students. Understand students' families, cultures, and communities. Create a learning community that fosters respect for all students' abilities. Set high expectations for all students and support attainment of these goals.

Make appropriate provisions for students with exceptionalities. Make connections between mathematics and community matters and cultures. Create a learning community that fosters respect for all students' abilities.

Create a learning community that fosters respect for all students' abilities.


4 3 0 1 5 0

Identify and design mathematics instruction appropriate to individual students' stages of development, learning styles, strengths, and needs.Make appropriate provisions for students who use English as a second language (if ELL students are present). Create mathematics learning activities which function at multiple levels and

Identify and design mathematics instruction that address different learning styles, strengths, and needs.

Identify and design mathematics instruction that address the general level of student abilities in the classroom.


4 3 0 2 4 0

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different learning styles to accommodate diverse learners.Represent multiple student cultural perspectives toward mathematics problem solving.

Represent student perspectives toward mathematics problem solving.

Identify and consider student experiences toward mathematics problem solving.

Recognize multiple perspectives, including multicultural and/or global perspectives

3 4 0 2 4 0

3c, 4e, 5a, 5b, 6b

4. Instructional Competency


Use different active learning opportunities, such as research-based inductive teaching models, direct instruction, collaborative groups, cooperative learning, peer teachings, inquiry, and classroom discussion to promote critical thinking, problem-solving, and independent learning and help students identify which tools work well for them.

Use models such as direct instruction, collaborative groups, cooperative learning, peer teachings, inquiry, and classroom discussion. Develop and use alternative explanations and problem-solving techniques to encourage critical thinking.

Monitor student learning and adjust strategies accordingly.

Consistency and fairness in lesson & program planning

5 2 0 2 4 0

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Evaluate and use various mathematics teaching strategies, manipulatives, and materials, including technology, to achieve different instructional goals related to student diversity.

Vary the use of mathematics instructional strategies according to the content to be learned and student diversity.

Vary the use of mathematics instructional strategies according to the content to be learned.


4 3 0 2 4 0

3d, 3e, 6b 5. Learning Environment Competency


Create a learning community in which students work collaboratively and independently in a climate of openness, mutual respect, support, and inquiry.

Organize, allocate, and manage the resources of time, space, activities, and attention in an equitable, productive manner.

Foster positive social relationships, student motivation, and purposeful work.


7 0 0 3 3 0

4c, 4d, 6. Communication Competency


Demonstrate sensitivity to cultural and gender differences. Use a variety of media communication tools to support student communication.

Encourage and support multiple forms of student communication.

Model effective communication strategies.


7 0 0 4 2 0

50

5a, 5c 7. Assessment Competency


Solicit information about students from parents, other colleagues, and students. Communicate the results of assessment results to others. Collect student data for analysis and improvement of instruction. Specifically perform an Action Research study using pre/posttest analysis of student data; results are used to improve teaching. Involve learners in self-assessment. Respect the privacy of students and confidentiality of information.

Maintain records of student work and performance in such a manner that student progress can be documented. Specifically perform an Action Research study using pre/posttest analysis of student data; results are used to improve teaching. Involve learners in self-assessment. Respect the privacy of students and confidentiality of information.

Use a variety of formal and informal assessment techniques. Respect the privacy of students and confidentiality of information. Specifically perform an Action Research study using pre/posttest analysis of student data.


4 3 0 1 5 0

51

6a, 6b, 6c 8.Practitioner Competency


Use professional literature and place research results into practice. Identify and use community resources to support learning. Be an advocate for the students. Reflect on personal learning from the full practicum experience with insight and demonstrate professional considerations of the teaching profession.

Use professional literature and place research results into practice. Be an advocate for the students. Reflect on personal learning from the full practicum experience with insight.

Adhere to national, state, and local standards in mathematics instruction. Be an advocate for the students. Reflect on personal learning from the full practicum experience with insight


2 5 0 1 5 0

Collaborate with school interdisciplinary teams to create interdependent, relevant learning activities.Collaborate with colleagues to improve teaching, learning, and the school environment.Reflect at several points throughout the practicum experience including preliminary reflection of their practicum classroom, school

Collaborate with colleagues to improve teaching and learning.Reflect at several points throughout the practicum experience including preliminary reflection of their practicum classroom, school community, and characteristics of students in the classroom.

Collaborate with colleagues to improve teaching.Reflect at several points throughout the practicum experience including preliminary reflection of their practicum classroom, school community, and characteristics of students in


2 5 0 2 4 0

52

community, and characteristics of students in the classroom.

the classroom.

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Diversity Data for Literacy Program 2017

COEPD Diversity Concept

Literacy Program Key Assessment Location

Assessment


Reading Specialist and Reading Endorsement

LEP Portfolio Section 2 4 reflective essays on learning and teaching to meet the needs of diverse learners.

Reflective Essays on Learning and Teaching Rubric in Folio of Practicum Experiences

The Folio of Practicum Experiences provides candidates an opportunity to synthesize learning experiences from two literacy and coaching clinical courses. The Folio of Practicum Experiences is compiled in two sections, 4A Mastery of Reading Clinic Experiences and 4B Coaching and Professional Leadership. Artifacts reflecting candidates’ pedagogical and professional knowledge developed in two practicum courses.

Standard 4: Diversity Exceeds Benchmark (3) Meets Benchmark (2) Does Not Meet Benchmark (1)

Part 2-Instructional Lessons and Materials

4.2 Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

Consistently and effectively makes use of differentiated instructional materials and approaches reflective of diversity.

Makes some use of some differentiated instructional materials and approaches reflective of diversity.

Makes little use of differentiated instructional materials and approaches reflective of diversity

4.3 Develop and implement strategies to advocate for equity.

Thoughtfully plans instructional activities that celebrate and link student learning with community, culture, and traditions.

Plans some instructional activities that celebrate and link student learning with community, culture, and traditions.

Instructional activities seldom link student learning with community, culture, and traditions.

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Data from Folio of Practicum ExperiencesIRA standards

Exceeds Benchmark (3)2015

Meets Benchmark (2)2015

Does Not Meet Benchmark (1)2015




Mean 2015

Mean2016

Section 2 Curriculum and Instruction4.2 8 15 0 12 7 0 2.35 2.634.2 17 6 0 14 5 0 2.74 2.74



Assessment

Consistency and fairness in lesson and program planning

Reading Endorsement

CIRG 622 Elements of Assignment on planning instruction: Technology and literacy project

Technology and Literacy Project Rubric

The Technology and Literacy Project is the final assignment in CIRG 622. The assessment enables candidates to synthesize what they have learned about technology and apply this knowledge to support literacy learning in pk-12 classrooms.


4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

4.3 Develop and implement strategies to advocate for equity.

The project includes a variety of instructional practices and texts that demonstrate and promote knowledge of, and learning about, diverse cultures, languages, social and ethnic backgrounds and experiences.

The project includes a variety of instructional practices and texts, some of which show awareness of diverse cultures, social and ethnic backgrounds and experiences.

The project does not include a variety of instructional practices and texts.

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Data from Rubric for Technology and Literacy ProjectIRA standards







Mean 2015

Mean2016

Standard 4Diversity

Mean2.31

Mean2.75

4.2 5 11 0 9 3 0 2.31 2.75

COEPD Diversity Concept Literacy Program Key Assessment Location

Assessment



CIRG 615 Elements of Writing portfolio assignment

Writing Portfolio Assignment Rubric

The Writing Portfolio is a semester-long learning activity associated with all sections of CIRG 615 Writing in the Literacy Curriculum, a foundation course that engages candidates with two conversations. What do I know about being a writer? What do I know about teaching writing?


4.1 Recognize, understand and value the forms of diversity that exist in society and their importance in learning to read and write.

Artifacts from course learning activities show a variety of student writing activities suited to diverse learners at different stages of development.

Artifacts from course learning activities show a variety of student writing activities. The suitability to diverse learners is sometimes evident and.

Artifacts related to student writing activities are incomplete or the related samples of student work are not evident.

56

Data from Rubric for Writing PortfolioIRA standards







Mean 2015

Mean2016

4.1 24 5 0 10 2 0 2.83 2.83



Assessment

Reading Endorsement

CIRG 653 Assignment on effective literacy interventions

Effective Literacy Interventions Rubric

Developing Effective Literacy Interventions is a three-part assessment embedded in a set of learning activities in CIRG 654 Aligning Assessment with Instruction. It evaluates mastery of assessment tools, identification and analysis of literacy behaviors, development, implementation, and recording of effective interventions, three domains prominent in IRA Professional standards. This assessment prepares candidates for the intensive and comprehensive tutoring interventions required in advanced clinical courses.


Differentiated Instruction

Standard 4 Diversity

4.1 Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.

Effectively and consistently selects and provides strategies and materials that celebrate all learners, especially students who struggle with reading and writing

Selects materials and strategies that celebrate all learners, especially students who struggle with reading and writing

Choices of materials and strategies show limited awareness of diversity.

4.2 Use a literacy curriculum and engage in instructional practices that positively impact students’

Effectively provides differentiated instruction, resources and materials that capitalize on diversity

Develops instruction in response to students’ diverse backgrounds

Overlooks impact of diversity on instructional materials and

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knowledge, beliefs and engagement with features of diversity.

practices

Data from Developing Effective Literacy InterventionsIRA standards Exceeds

Benchmark (3)2015






Mean 2015

Mean2016

Section 4 Differentiated Instruction Diversity

4.1 14 18 0 15 5 0 2.44 2.754.2 19 13 0 15 5 0 2.59 2.75



Assessment


Reading Specialist CIRG 643 Elements of LEP Portfolio 4A

Reading Endorsement

CIRG 622 Elements of assignment on planning instruction for diverse learners

See data above



Assessment



CIRG 622 Elements of Assessment on planning instruction: Technology and Literacy Project

See data above



Assessment

Support and enhancement of

Reading Specialist and Reading

CIRG 622 Technology and Literacy Project

58

learning through technology

Endorsement

See data above



Assessment


Reading Specialist CIRG 643 Elements of LEP portfolio section 4

See data above



Assessment


Reading Specialist And Reading Endorsement

CIRG 615 Elements of writing portfolio

See data above



Assessment


Reading Specialist CIRG 623 LEP Portfolio 4 B elements on school-wide planning

See data above

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Diversity Data for Preschool Special Needs Program 2017

COEPD Diversity Concept Key Assessment Location AssessmentUnderstand and value diversity of students

CISP 529 Disabilities Research Paper

Disabilities Research Paper RubricThe Disabilities Research Paper is used to assess the candidates’ ability to identify the knowledge/characteristics/classifications of exceptionalities, atypical/typical development, and learning from course content and apply the information to create interventions and teaching strategies for preschoolers with disabilities.

Scoring Guide Example

Exemplary (3) Meets Benchmark (2) Does Not Meet Benchmark (1)

Candidate demonstrates a distinguished in depth-knowledge of characteristics and classification of specific exceptionalities and how individual differences of the exceptionality is exhibited in young children by providing a detailed and in-depth identification and description of five or more characteristics from a randomly assigned exceptionality often found in young children (examples: autism, cerebral palsy, Down syndrome, ADHD, oppositional defiance disorder etc.) including five or more examples of specific implications on development.

Candidate demonstrates a general knowledge of characteristics and classification of exceptionalities on the development of young children, exhibited by a basic description of two to four characteristics from a randomly assigned exceptionality often found in young children (examples: autism, cerebral palsy, Down syndrome, ADHD, oppositional defiance disorder etc.) including less than three examples of specific implications on development.

Candidate demonstrates a basic and indiscriminate knowledge of characteristics and classifications of young children with exceptionalities and is required to revise content to include identification of additional two or more characteristics of a randomly assigned exceptionality often found in young children (examples: autism, cerebral palsy, Down syndrome, ADHD, oppositional defiance disorder etc.) including two or more examples of implications on development.

60

Data from Disability Research PaperApplication 1: (Fall 2016)

CEC Standards

CEC Specialty Standards:Early Childhood Special Education

Number of Candidates meeting each level. Candidate must meet at least the Proficient level on all components to pass the assessment.

Disability Paper components

Exemplary Proficient Needs Revisions

Characteristics and Classification of Exceptionality

CEC 1.2 ECSE.1.K3 5

Etiology and Developmental Characteristics of Exceptionality

CEC 1.2 ECSE.1.K1, ECSE.1.K2, ECSE.1.K4

5

Impact of Exceptionality on Development and Learning

CEC 1.0 ECSE.1.K7, ECSE.1.K8 5

Recommended Interventions

CEC 2.2 ECSE.5.S6, ECSE.5.S8, ECSE.5.S13

4 1

Teaching Strategies for Preschoolers with Disability

CEC 5.0 ECSE.3.K2, ECSE.6.S5 5

Application 2: (Summer 2017)

CEC Standards


Number of Candidates meeting each level. Candidate must meet at least the Proficient level on all components to pass the assessment.

Disability Paper components

Exemplary Proficient Needs Revisions

Characteristics and Classification of Exceptionality

CEC 1.2 ECSE.1.K3 1

Etiology and Developmental Characteristics of Exceptionality

CEC 1.2 ECSE.1.K1, ECSE.1.K2, ECSE.1.K4

1

Impact of Exceptionality on Development and Learning

CEC 1.0 ECSE.1.K7, ECSE.1.K8 1

Recommended Interventions

CEC 2.2 ECSE.5.S6, ECSE.5.S8, ECSE.5.S13

1

Teaching Strategies CEC 5.0 ECSE.3.K2, ECSE.6.S5 1

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for Preschoolers with DisabilityCOEPD Diversity Concept Key Assessment Location AssessmentConsistency and fairness in lesson and program planning

CISP 666

CISP 673

Lesson Planning Project

Lesson Planning Project Rubric

The Lesson Planning Project is the multi-step assessment used to assess candidates’ ability to identify and create lesson plans that will be implemented to accommodate preschool children with disabilities. The lesson plans should address modifications for learning activities to support fair access and availability for young children with diverse needs and abilities.

Standard CEC 3.3, 5.1

Distinguished Proficient Needs Revision

Candidate demonstrates the ability to modify their lesson plan activities to support access to generalized/specialized curricula for young children with exceptionalities, considering individualized needs, abilities, interests, cultural, linguistic, and diversity needs by choosing a minimum of 3 of the 8 provided modifications and using the them to generate revised activities that are accessible and meaningful to young learners with exceptionalities.

Candidate indicates a need to re-evaluate their modified lesson plan activities to increase supportive access for children with exceptionalities to the generalized/specialized curricula by re-examining their choices of modifications to better include the individualized needs, abilities, interests, cultural, linguistic, and diversity needs and re-creating revised activities that are accessible and meaningful to young learners with exceptionalities.

Candidate requires revision to their modified lesson plan activity to includes a re-examination of how their lesson plan activity addresses the individualized needs, abilities, interests, cultural, linguistic, and diversity needs and/or the need to meet the minimum requirement of modifications and/or identifies how the modification are used in their activities including ho they are accessible and meaningful to young learners with exceptionalities.

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Data from Lesson Planning ProjectLesson Planning Components

CEC Standards


Distinguished Proficient Needs Revisions

Modifications of Lesson Plan ActivitiesFall 2016

CEC 3.3, CEC 5.1

ECSE.5.S6, ECSE.5.S13 14 1

Modifications of Lesson Plan ActivitiesSpring 2017

CEC 3.3, CEC 5.1

ECSE.5.S6, ECSE.5.S13 2

COEPD Diversity Concept Key Assessment Location AssessmentAccommodations: awareness of differing developmental levels, needs, interests, & backgrounds with implications for necessary scaffolding/accommodations

CISP 673 Pre/post Analysis Of Student Learning

Pre/Post Analysis Of Student Learning Rubric

The Pre/Post Analysis Of Student Learning paper is used to assess candidates’ ability to develop goals and objectives for student success using an activity created by the candidate for student teaching. Candidates will predict what students will learn, and evaluate the results to determine if the lesson plan was effective in creating a meaningful learning opportunity for young children with exceptionalities. In the post analysis, the candidate identified specific accommodations to use with the focus child for future learning success.

Standards CEC 1.0, 3.1, 5.0, 3.3

Distinguished Proficient Needs Revision

Candidate demonstrates in-depth knowledge of typical/atypical child development and implications, specific disabilities including etiology, characteristics, classification, and effect on the child’s learning abilities/needs

Candidate demonstrates general knowledge of typical/atypical child development and implications, nature of disabilities including etiology, characteristics, classification, and effect on the child’s learning and through

Candidate demonstrates minimal knowledge of typical/atypical child development, implications for learning, and the disability characteristics effect on the child’s abilities/needs and without engaging in

63

and through multiple formal and informal observations, creates a focused case study of one child with exceptionalities within the preschool special needs clinical setting by identifying and describing the following criteria: specific disability and characteristics, chronological age and developmental abilities in the cognitive, social, motor, communication and play domains, the support levels and types of intervention strategies needed to promote meaningful and diverse learning opportunities.

multiple formal and informal observations, creates a case study of one child with exceptionalities within the preschool special needs clinical setting by identifying and describing the following criteria: child’s disability and characteristics, some connections between chronological age and developmental abilities in the cognitive, social, motor, communication and play domains, the support levels and types of intervention strategies needed to promote meaningful and diverse learning opportunities.

formal/informal observations attempts to creates a focused case study of one child with exceptionalities within the preschool special needs clinical setting with assistance from the supervising teacher to attempt to identify and describe the following criteria: specific disability and characteristics, chronological age and developmental abilities in the cognitive, social, motor, communication and play domains, the support levels and types of intervention strategies needed to promote diverse learning.

Data from Pre/Post Analysis of Student Learning

Application 1: (Fall 2016)

Number of Candidates Who Achieved Each Level

CEC Indicator ECSE Indicators

Distinguished(25 points)

Proficient(20 points)

Basic (15 points)

CaseStudy

CEC 1.0 ECSE.1.K1ECSE.1.K3ECSE.1.K8 5

Pre-Analysis of Child Learning

CEC 3.1 ECSE.1.S2ECSE.3.K1ECSE.3.K2 5

Implementation of Lesson Plan Activity

CEC 5.0 ECSE.2.S1ECSE.2.S2ECSE.2.S3ECSE.3S4ECSE.5.S1ECSE.5.S9

5

Post Analysisof Child Learning

CEC 3.3 ECSE.4.S4ECSE.3.S2 5

Application 2: (Spring 2017)

Number of Candidates Who Achieved Each Level

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CEC Indicator ECSE Indicators

Distinguished(25 points)

Proficient(20 points)

Basic (15 points)

CaseStudy

CEC 1.0 ECSE.1.K1ECSE.1.K3ECSE.1.K8 2

Pre-Analysis of Child Learning

CEC 3.1 ECSE.1.S2ECSE.3.K1ECSE.3.K2 2

Implementation of Lesson Plan Activity

CEC 5.0 ECSE.2.S1ECSE.2.S2ECSE.2.S3ECSE.3S4ECSE.5.S1ECSE.5.S9

2

Post Analysisof Child Learning

CEC 3.3 ECSE.4.S4ECSE.3.S2 2

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Diversity Data for Principal-ship 2017

Diversity Concept Course AssessmentUnderstand and value diversity of students. LS 675 Class Discussion Assignment on Diversity

to assess cultural competence in analysis of home schools

Class Discussion Assignment on Diversity Rubric

ELCC Standard Assignment Not Acceptable0 Points

Acceptable1 Point

Exemplary2 Points

1.2Candidates understand and can sustain a school cultureand instructional program conducive to student learning through collaboration, trust, anda personalized learning environment with high expectations for students.

Collaboratively develop a shared vision of learning for a school.

Articulate and implement the school vision of learning.

Collect and use data to identify school goals, assess effectiveness, and implement plans to achieve the school vision.

Promote continual and sustainable school improvement.

Evaluate school progress and revise school plans as needed.

Recognition of the need to provide an environment that accommodates the needs of diverse learners is not clearly demonstrated in the observation/evaluation comments and suggestions.

Discussion is included about the importance to accommodate diverse needs of students in providing personalized learning environments with some discussion of methods the teacher may include to create a fair and equitable classroom environment.

Specific comments on ways to accommodate the diverse needs of students, including special needs learners, ESL learners, and other subgroup populations were provided to create a personalized learning environment for all students that promotes trust, collaboration and respect.

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Diversity Concept Course AssessmentMultiple perspectives including multicultural and/or global perspectives.

LS 660 Class Project

Data from Class Discussion Assignment on Diversity


Acceptable1 Point

Exemplary2 Points

ELCC 5.3Understand and safeguard values of democracy, equity, and diversity within the school.

Class Project The candidate failed to address how the school is a locus for the values of democracy, equity and diversity, nor is there any discussion of practices that would support those values. There is no mention of the advocacy role of the principal.

The candidate showed a satisfactory understanding of the school as a locus for safeguarding the values of democracy, equity and diversity. A thorough discussion of practices that support those values is provided and the advocacy role of the principal is examined and supported.

The candidate showed a fully-developed understanding of the school as a locus for safeguarding the values of democracy, equity and diversity. Multiple strategies for implementing and evaluating policies and practices that support those values are provided as they relate to both the academic and social success of students. The importance of effective communication skills in advocating for democratic and equitable practices and support for diversity is emphasized.

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Diversity Concept Course AssessmentRapport and communication with all stakeholders

LS 510 Essay considering issue of gender and leadership

Reflective Essay Rubric


Acceptable1 Point

Exemplary2 Points

ELCC 4.2Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community:

Reflective Essay The candidate failed to demonstrate an understanding of the assumptions/beliefs that underlie school/family, community collaborationand/or to demonstrate an understanding of the integral place of schools in the community.The plan did not adequately address specific initiatives to address collaboration with business, religious, political, and service organizations.

The candidate provided a set of assumptions and beliefs that underlie an effort to bring teachers, family and community members together to use resources to increase student performance.The candidate demonstrated an understanding of schools as an integral part of a larger community. The plan included at least one specific initiative to collaborate with business, religious, political, and service organizations.

The candidate clearly delineated assumptions and beliefs that underlie an effort to bring teachers, family and community members together to use resources to increase student performance.The candidate clearly demonstrated an understanding of schools as an integral part of a larger community. The plan included three or more specific initiatives to collaborate with business, religious, political, and service organizations.

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Data from Reflective Essay


Acceptable1 Point

Exemplary2 Points

ELCC 4.4Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners.

List of community resources and agencies that could be utilized to improve student achievement, solve school problems, and achieve school goals.

The candidate failed to adequately identify community resources and agencies that could be utilized to improve student achievement, solve school problems, and achieve school goals, and/or failed to identify how school resources and community social service agencies could be utilized to serve the community, and/or failed to provide guidelines for the use of public resources and funds to encourage communities to provide new resources to address emerging student problems.

The candidate identified community resources and agencies that could be utilized to improve student achievement, solve school problems, and achieve school goals, identified at least one way school resources and community social service agencies could be utilized to serve the community, and provided guidelines for the use of public resources and funds to encourage communities to provide new resources to address emerging student problems.

The candidate identified community resources and agencies and explained ways they could be utilized to improve student achievement, solve school problems, and achieve school goals, identified at least 3 ways school resources and community social service agencies could be utilized to serve the community, and provided clearguidelines for the use of publicresources and funds to encourage communities to provide new resources to address specificemerging student problems.

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Diversity Data for School Library Media 2017

School Library Media

COEPD Diversity Concept Key Assessment Location AssessmentUnderstand and value diversity of students ITL 502; ITL 650 Collection development (ITL 502)

Action research (ITL 650)

Collection Development Policy Rubric

Collection Development Policy: This policy includes the library mission statement, collection development policies, a Reconsideration Policy for challenged materials and statement regarding intellectual freedom and privacy of library users.

Criteria AASL Standard

Unsatisfactory Basic Proficient Distinguished

Collection Development Policy: Criteria for selection

5.1 Selection criteria provided is not provided

Selection criteria for print resources provided

Selection criteria provided for 2 formats

Selection criteria for 3 or more formats provided

Collection Development Policy: Reconsideration Policy

5.1 Reconsideration Policy is not provided

Reconsideration Policy doesn’t address all steps needed for reconsideration

Reconsideration Policy provides complete process for challenge materials.

Reconsideration Policy provides complete process for challenge materials including Reconsideration form

Collection Development Policy: Codes of the Profession

5.2 Intellectual freedom or privacy is not provided

Intellectual freedom or privacy of students is missing information

Statement about intellectual freedom & privacy of students is complete.

Policy on intellectual freedom & privacy for students and teachers is

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complete and articulate

Collection Development Plan: Support of Mission

5.4 Policy is missing support of library mission statement

Policy doesn’t specifically relate to the library mission statement

Policy relates to the library’s mission statement

Collection Development Policy reflects the library mission statement & school mission

Data from Collection Development PolicySummer 2014 n=9Document/Standard Unsatisfactory Basic Proficient DistinguishedCollection Development Policy: Criteria for selection (5.1)

44% (n=4) 56% (n=5)

Collection Development Policy:Reconsideration Policy (5.1)

33% (n=3) 67% (n=6)

Collection Development Policy: Codes of the Profession (5.2)

100% (n=9)

Collection Development Policy: Support of Mission (5.4)

12% (n=1) 44% (n=4) 44% (n=4)

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Spring 2015 n=6Document/Standard Unsatisfactory Basic Proficient DistinguishedCollection Development Policy: Criteria for selection (5.1)

100% (n=6)

Collection Development Policy: Reconsideration Policy (5.1)

33% (n=2) 67% (n=4)

Collection Development Policy: Codes of the Profession (5.2)

100% (n=6)

Collection Development Policy: Support of Mission (5.4)

100% (n=6)

Action Research Project Rubric

The Action Research Project is completed in the Practicum class when students have completed 90% of their program work. The research plan is a vehicle for students to shift into and be seen in their school as a leader .

AASL Standard Criteria Unsatisfactory Basic Proficient Distinguished1.1 Knowledge of

learners & learningCandidate does not design instruction around student population and/or student needs

Candidate is knowledgeable about learning differences and diverse student needs

Meets basic plus demonstrates best practices in meeting the needs of all learners

Meets proficient plus incorporates reflective practices into providing authentic learning experiences for students

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AASL Standard Criteria Unsatisfactory Basic Proficient Distinguished1.2 Effective &

knowledgeable teacher

Candidate does not contribute to an active learning environment

Candidate contributes to an active, inquiry-based learning environment.

Meets basic plus uses variety of instructional tools

Meets proficient plus uses assessment tools as a means to collect data

1.3 Instructional Partner Candidate models effective principles of teaching

Candidate models effective principles of teaching & learning as collaborative partner with other educators.

Meets basic plus shares effective principles of teaching & learning as collaborative partner with other educators.

Meets proficient plus promotes effective principles of teaching & learning as collaborative partner with other educators.

1.4 Integration of 21st Century skills & learning standards

Candidate advocates for 21st-Century skills

Candidate advocates for 21st-Century skills by supporting the integration of technology as a teaching tool

Meets basic plus effectively integrates technology as a teaching tool in a creative and effective manner

Meets proficient plus assesses student’s use of technology

2.1 Literature Candidate’s knowledge of literature is limited and/or does not reflect a variety of formats

Candidate is familiar with a wide range of literature for children or adolescents in a variety of formats

Candidate is familiar with a wide range of literature for children and adolescents in a variety of formats

Meets proficient plus address the needs of ELL learners in the population

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AASL Standard Criteria Unsatisfactory Basic Proficient Distinguished2.2 Reading promotion Candidate does not

demonstrate reading promotion

Candidate uses a variety of strategies to promote enjoyment of reading

Meets basic plus models an enjoyment of reading

Meets proficient plus includes student’s families in promotion of reading

2.3 Respect for diversity Candidate develops a collection that does not support diversity in culture, abilities and/or languages

Candidate develops a general library collection to support diversity in culture, abilities & languages

Meets basic plus includes book and material s for Candidate’s specific population

Meets proficient plus includes teacher resources for Candidate’s student population

2.4 Literacy Strategies Candidate does not demonstrate awareness of literacy strategies

Candidate collaborates with teachers to support reading instruction

Meets basic plus provides resources to teachers specifically for ELL learners

Meets proficient plus provides strategies to professional development on resources available to teachers

3.1 Effective & ethical information-seeking behavior

Candidate does not demonstrate strategies for locating, evaluation and/or ethically using information

Candidate models strategies for locating, evaluating and ethically using information

Meets basic plus facilitates student experiences for locating, evaluating and ethically using information

Meets proficient plus facilitates educator experiences for locating, evaluating and ethically using information

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AASL Standard Criteria Unsatisfactory Basic Proficient Distinguished3.2 Access to Information Candidate supports

flexible, open access to library resources but does not facilitate access to information in print, non-print and/or digital formats.

Candidate supports flexible, open access to library resources & facilitates access to information in print, non-print & digital formats.

Meets basic plus facilities open access to library resources & facilitates access to information in print, non-print & digital formats to students

Meets proficient plus to library resources & facilitates access to information in print, non-print & digital formats to educators

3.3 Information Technology

Candidate uses technology teaching, but does not facilitate student learning opportunities

Candidate uses emerging technologies to support authentic learning opportunities

Meets basic plus facilitates the creation of knowledge

Meets proficient plus facilitates the sharing of knowledge

3.4 Research & knowledge creation

Candidate uses research to collect data

Candidate uses research to collect & interpret data to improve personal professional practices.

Meets basic plus uses data to improve library impact within the school

Meets proficient plus uses data to improve library impact in the community

4.1 Networking with library community

Candidate does not establish a relationship for collaborations or networking with other library professionals

Candidate networks with other librarians for cooperation & resource sharing.

Meets basic plus presents at a district, state or national level

Meets proficient plus is an active member of AASL and/or is published in a scholarly journal

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AASL Standard Criteria Unsatisfactory Basic Proficient Distinguished4.2 Professional

DevelopmentCandidate participates in professional growth activities

Candidate leads professional growth activities

Meets basic plus seeks school and/or district level leadership roles in professional development

Meets proficient plus Candidate is active in planning for ongoing professional growth for school and/or district colleagues

4.3 Leadership Candidate articulates the library’s role in student academic achievement

Candidate articulates the library’s role in student academic achievement & articulates ways the library can support school improvement

Meets basic plus participates in preparing a plan for school improvement

Meets proficient plus also identifies needs for school improvement based on data

4.4 Advocacy Candidate communicates with one group of stakeholders to advocate for the school library program

Candidate communicates with variety of stakeholders to advocate for school library program

Meets basic plus presents a marking plan to advocate for the school library program to a variety of stakeholders

Meets proficient plus incorporates community partners within the library program

5.1 Collections Candidate effectively manages collection by evaluating current collection

Candidate selects resources in a variety of formats to meet curricular of users while effectively managing collection

Meets basic plus considers the personal needs of users in collection development

Meets proficient plus provides ongoing opportunities for training to users of how to locate resources in the collection

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AASL Standard Criteria Unsatisfactory Basic Proficient Distinguished5.2 Professional Ethics Candidate practices

ethical principles of profession

Candidate practices ethical principles of profession & educate the community in these principles.

Meets basic plus participates in at least one ethics training

Meets proficient plus provides at least one ethics training to stakeholders

5.3 Personnel, Funding & Facilities

Candidate demonstrates planning, budgeting & evaluating library resources

Candidate applies best practices in planning, budgeting & evaluating library resources & to ensure equitable access to resources for all

Meets basic plus ensures equitable access to resources for all

Meets proficient plus provides training program for library volunteers

5.4 Strategic Planning & Assessment

Candidate collaborates with members of the school community to assess the library program

Candidate collaborates with members of the school community to assess the library program & address needs of users.

Meets basic plus provides a strategic 3 year plan for school library

Meets proficient plus provides a strategic 5 year plan for school library

REFLECTION1.2 Effective and

Knowledgeable Teacher

Candidate’s reflection process does not tie overall product to student learning

Candidate’s reflection process ties product to student learning

Meets basic plus offers insight into how process impacted Candidate as a professional

Meets proficient plus incorporates thoughts on how action research process impacted Candidate future planning/approach to teaching

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AASL Standard Criteria Unsatisfactory Basic Proficient DistinguishedStudents must achieve Proficient Level or above in all categories in order to successfully complete course requirements

Data From Action Research ProjectAssessment 2: Action Research Project Fall 2016: n=7Criteria Unsatisfactory Basic Proficient DistinguishedKnowledge of learners & learning 100% (n=7)Effective & knowledgeable teacher 100% (n=7)Instructional Partner 100% (n=7)Integration of 21st Century skills & learning standards 100% (n=7)Literature 14% (n=1) 86% (n=6)Reading promotion 14% (n=1) 86% (n=6)Respect for diversity 29% (n=2) 71% (n=5)Literacy Strategies 29% (n=2) 71% (n=5)Effective & ethical information-seeking behavior 100% (n=7)Access to Information 14% (n=1) 86% (n=6)Information Technology 14% (n=1) 86% (n=6)Research & knowledge creation 100% (n=7)Networking with library community 29% (n=2) 71% (n=5)Professional Development 100% (n=7)Leadership 100% (n=7)Advocacy 14% (n=1) 86% (n=6)Collections 100% (n=7)Professional Ethics 100% (n=7)Personnel, Funding & Facilities 14% (n=1) 86% (n=6)Strategic Planning & Assessment 14% (n=1) 86% (n=6)Effective & knowledgeable teacher (reflection) 100% (n=7)

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Assessment 2: Action Research Project Spring 2016 n=4

Criteria Unsatisfactory Basic Proficient DistinguishedKnowledge of learners & learning 100% (n=4)Effective & knowledgeable teacher 100% (n=4)Instructional Partner 100% (n=4)Integration of 21st Century skills & learning standards 100% (n=4)Literature 25% (n=1) 75% (n=3)Reading promotion 100% (n=4)Respect for diversity 25% (n=1) 75% (n=3)Literacy Strategies 25% (n=1) 75% (n=3)Effective & ethical information-seeking behavior 100% (n=4)Access to Information 50% (n=2) 50% (n=2)Information Technology 50% (n=2) 50% (n=2)Research & knowledge creation 25% (n=1) 75% (n=3)Networking with library community 50% (n=2) 50% (n=2)Professional Development 100% (n=4)Leadership 100% (n=4)Advocacy 100% (n=4)Collections 25% (n=1) 75% (n=3)Professional Ethics 100% (n=4)Personnel, Funding & Facilities 100% (n=4)Strategic Planning & Assessment 100% (n=4)Effective & knowledgeable teacher (reflection) 100% (n=4)

COEPD Diversity Concept Key Assessment Location AssessmentConsistency and fairness in lesson and program planning

ITL 501; ITL 631 Collaborative lesson Plan (ITL 501)Technology Plan (ITL 631)

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Collaborative Lesson Plan Rubric

Collaborative Lesson Plan is the development of an information literacy lesson plan in collaboration with a content-area teacher in the candidate’s school. Part 2 of this collaborative lesson plan emphasizes assessment of student learning and collaboration with content-area teacher. This assessment demonstrates the candidate’s ability to assess the impact of their collaborative lesson through data analysis, reflection and recommendations for improvement of their school’s library media program.

AASL Standard

Criteria Unsatisfactory Basic Proficient Distinguished

1.1, 1.2, 1.3, 1.4

Assessment Process Assessment is not aligned to student learning

Assessment process is aligned to student outcome

Assessment is aligned to learning outcome and provides evidence to support student learning

Proficient plus candidate provides a clearly labeled rubric or scoring guide that was used to assess student learning

1.1, 1.2 Evidence – Data Data is unrelated to student learning.

Data related to student learning

Data aligns with rubric/scoring guides in a clear and concise manner

Proficient plus a table with results of student assessment provided

1.1, 1.2 Evidence – Explanation Data is unrelated to the evidence provided by candidate

The explanation of assessment data is provided but is not aligned to student learning

The explanation of assessment data clearly aligns to student learning

Proficient plus strengths and weakness of student learning provided

1.2, 1.3 Recommendations for improvement of lesson

Recommendations for improvement is not aligned to assessment and data provided

Candidate suggests improvement to lesson but does not align improvement with data

Candidate suggests improvements to lesson and assessment that are tied to student learning and addresses diverse student learning needs

Proficient plus includes three specific recommendations for changes in lesson and assessment to impact student learning

80

1.1, 1.4 Recommendations for improving library program instruction overall

Recommendations for improvement does not align to library program instruction improvement

Candidate suggests improvement to library program and addresses diverse learners

Candidate suggests improvement to library program, addresses diverse learners, identifies 21st century skills, and identifies collaboration opportunities with other teachers

Proficient plus includes timeline for implementation of changes

Students must achieve Proficient Level or above in all categories in order to successfully complete course requirements.

Data From Collaborative Lesson Plan

Fall of 2015: N=13


Assessment Process 0 0 23% (n=3) 77% (n=10)Evidence -- Data 0 0 23% (n=3) 77% (n=10)Evidence -- Explanation 0 0 7% (n=1) 93% (n=12)Suggestions for Improvement of lesson 0 0 15% (n=2) 85% (n=11)Suggestions for improving instruction overall 0 0 15% (n=2) 85% (n=11)

Spring of 2016: N=11

81


Assessment Process 0 0 9% (n=1) 91% (n=10)Evidence -- Data 0 0 18% (n=2) 82% (n=9)Evidence -- Explanation 0 0 9% (n=1) 91% (n=10)Suggestions for Improvement of lesson 0 0 18% (n=2) 82% (n=9)Suggestions for improving instruction overall 0 0 9% (n=1) 91% (n=10)

Library Technology Plan Rubric

The Library Technology Plan is the development of a plan for improving the integration of technology in the school library based on their findings. The assignment requires a plan based on the needs of the population (1.1), accurate budget information (5.3), demonstration of consideration of diverse learners (5.2) and collaboration with at least two other school personnel (1.3). The end result is a plan which takes into consideration the input of various constituents and evaluation of the planning outcomes and an opportunity to understand how to design a computer lab with the best interests of the population in mind.

AASL Standard


5.4 Executive Summary

Summary missing or provide justification of need and plan

Summary too long or not in a professional format or might not specifically relate to plan.

Summary is required length, provides justification for need and plan

Meets proficient and provides clear justification for plan based on school’s goals

1.1 Background Background Background Provides information on Provides library mission

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Information information on library & school community in incomplete

Information on library OR school community is incomplete

school environment, library’s mission &, usage data.

statement, full description of school environment & variety of data on library.

3.2 Technology Plan Incomplete information on purchases or no relationship to goal.

List of purchases not complete or not clearly related to identified goal.

List of purchases provided generally related to identified goal.

Complete list of purchases with priority given to meeting identified goal.

5.3 Budget Budget information is not accurate or incomplete

Budget information incomplete, somewhat outdated or does not support relationship to $50,000 budgeted for project

Budget information complete & accurate but might be missing some source documentation.

Total cost is within $5,000 (+ or -) of funding for project

Budget information complete & up-to-date with sources provided. Comes within $100.00 of $50,000 funding for project

5.3 Educational Environment

Discussion of impact to learning or access is incomplete or fails to tie to student learning. AND visual plan is not included.

Discussion of impact to learning and access is included but does not support enhanced educational environment. A general visual plan is included but is missing details.

Discussion of impact to learning and access ties to student learning and diverse students. Visual design of library shows attention to educational environment & flexibility of use.

Discussion of impact to learning and access detailed and considers diverse learners. Visual design of the library shows high-quality educational environment with flexibility for a variety of learning activities.

1.3 Collaboration Collaboration on technology plan is missing

Feedback from one member of the school community with some discussion of how feedback was

Feedback from two members of the school community & discussion of how these were considered in finalizing

Active collaboration with at least two members of the school community is documented & details of how their input was

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considered in finalizing the plan.

plan. considered in final plan.

5.4 Evaluation Evaluation plan is missing or unrelated to technology plan as described

Evaluation plan is weak, only offering vague ideas without details about technology plan

Evaluation plan tied to technology plan and offers some details about projected results and how evaluation will tie to student learning

Meets proficient plus specifically explains plan to evaluate the project’s goal

Students must achieve Proficient Level or above in all categories in order to successfully complete course requirements. Therefore candidates scoring below Proficient are given the opportunity to review Instructor feedback on this project and then resubmit revised documents.

Data From the Library Technology PlanFall of 2013: n = 14Criteria Unsatisfactory Basic Proficient DistinguishedExecutive Summary 7% (n=1) 7% (n=1) 86% (n=12)Background Information 7% (n=1) 93% (n=13)Technology Plan 14% (n=2) 86% (n=12)Budget 7% (n=1) 7% (n=1) 7% (n=1) 79% (n=11)Educational Environment 7% (n=1) 21% (n=3) 71% (n=10)Collaboration 100% (n=14)Evaluation 7% (n=1) 14% (n=2) 79% (n=11)

Spring of 2014: n = 13

Criteria Unsatisfactory Basic Proficient DistinguishedExecutive Summary 100% (n=13)Background Information 100% (n=13)

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Technology Plan 15% (n=2) 85% (n=11)Budget 8% (n=1) 8% (n=1) 8% (n=1) 77% (n=10)Educational Environment 8% (n=1) 92% (n=12)Collaboration 8% (n=1) 8% (n=1) 85% (n=11)Evaluation 100% (n=13)


ITL 650 Action research that addresses diverse learners

See data above

COEPD Diversity Concept Key Assessment Location AssessmentRecognize multiple perspectives, including multicultural and/or global perspectives

ITL 502, 650 Collection Development (ITL 502) Action Research (ITL 650)

See data above

COEPD Diversity Concept Key Assessment Location AssessmentInstruction responsive to student diversity ITL 650 Action Research

See data above

COEPD Diversity Concept Key Assessment Location Assessment

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Resources to support access to all students ITL 625 Budget and Facilities Plans

Budget and Facilities Plan Rubric

Budget & Facilities Plan: The budget must be founded on the library mission statement, include input from others and information on how the plan enhanced the library’s educational environment. In Fall of 2016, this assignment was adapted to a grant application including a budget for refreshing the candidate’s physical space.

.

Criteria AASL Standard

Unsatisfactory Basic Proficient Distinguished

Budget & Facilities Plan: Budget Plan

5.3 Budget plan description of what will be accomplished by expenditures is not included

General description of what will be accomplished by expenditures

Description of what will be accomplished by expenditures, including some visual plan

Budget & Facilities Plan: Budget Plan

Budget & Facilities Plan: Budget Information

5.3 Budget expenditures are not included

Budget expenditures are provided but inaccurate

Budget expenditures are accurate costs for items provided

Budget & Facilities Plan: Budget Information

Budget & Facilities Plan: Needs of Program

5.3 Consideration of user needs or flexibility of space is not provided in plan

Consideration of needs OR flexibility for usage by learners is provided in plan

Plan includes input from users and some flexibility for various activities and diverse learners

Budget & Facilities Plan: Needs of Program

Budget & Facilities Plan: Educational Climate

5.3 Statement of how plan positively impacts educational climate is not provided

Statement relates to improvement of educational climate is provided but does not provide for diverse learners

Statement of how educational climate will be improved and provides for diverse learners

Budget & Facilities Plan: Educational Climate

Data from Budget and Facilities PlanSummer 2014 n=9Document/Standard Unsatisfactory Basic Proficient Distinguished

86

Budget & Facilities Plan: Budget (5.3)

100% (n=9)

Budget & Facilities Plan: Facility (5.3)

12% (n=1) 88% (n=8)

Budget & Facilities Plan: Educational Climate (5.3)

22% (n=2) 78% (n=7)

Data from Budget and Facilities PlanSpring 2015 n=6Document/Standard Unsatisfactory Basic Proficient DistinguishedBudget & Facilities Plan: Budget (5.3)

100% (n=6)

Budget & Facilities Plan: Facility (5.3)

100% (n=6)

Budget & Facilities Plan: Educational Climate (5.3)

100% (n=6)

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Diversity Data for School Psychology 2017

School Psychology

COEPD Diversity Concept Key Assessment Location AssessmentUnderstand and value diversity of students SPSY 738

SPY 616

Present and participate in discussion of a diversity “bell ringer” at the beginning of each class.

Written reflection on child development influences from peer-reviewed articles. Discussion of findings in class.

Introduction to DSM-5 and criteria for major diagnostic categories affecting children. Written case study & in class presentation of a child emphasizing 2 areas of typical and 2 areas of atypical development.

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Diversity Bell Ringer Assignment RubricMOTIVATION ADVANCED COMPETENT EMERGING BEGINNING

Demonstrate drive/motivation to learn about and interact with people from diverse groups and worldviews and engage in diversity activities.

Demonstrate drive/motivation to engage in academic discourse on diversity.

Expressed a strong desire to interact with diverse groups and cultures and learn about different worldviews.

Demonstrate strong initiative to seek out and engage in meaningful diversity activities. Often attend events

independently Demonstrate skill and

comfort whenever interacting with diverse groups and people different from themselves or when discussing diversity topics.

Demonstrate comfort in engaging in complex academic discourse on diversity.

Express interest in interacting with diverse groups and cultures and learning about different worldviews.

Show some initiative to seek out and engage in meaningful diversity activities and attend events.

Demonstrate skill and comfort most of the time when interacting with diverse groups and people different from themselves or when discussing diversity topics.

Show some initiative to seek out and engage academic sources sufficient to develop meaningful questions on diversity.

Express open-mindedness toward interacting with diverse groups and cultures or in learning about different worldviews.

Express some interest in engaging in relevant diversity activities. However, candidate exhibits some awkwardness when interacting with diverse groups and people different from themselves or while discussing diversity topics

Express some interest in engaging in relevant academic discourse on diversity.

Express minimal or no interest in interacting with diverse groups and cultures or in learning about different worldviews.

Express minimal or no interest in engaging in relevant diversity activities and rarely or never attend events.

Exhibit awkwardness when interacting with diverse groups and people different from themselves or when discussing diversity topics.

Express minimal or no interest in engaging in academic discourse on diversity.

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Data from Bell Ringer Assignment n=12 Fall 2017Domain BEGINNING EMERGING COMPETENT ADVANCEDMotivation 0 2 4 6Knowledge 1 5 6 0Skills and Abilities 1 2 9 0Action Citizenship 0 1 5 6

SPSY 616 Article Reflection RubricAttribute Unacceptable Good Excellent

Follows directions Content missing and/or not properly cited using APA (0-1 pts)

Assignment is complete and mostly cited properly (2 pts)

Assignment is complete and properly cited using APA (3 pts)

Analysis (part 2)

Demonstrates lower level thinking; limited analysis of chosen text (0-7 pts)

Demonstrates high level thinking about influences on child development; good analysis of chosen text (8-9 pts)

Demonstrates highest level thinking about influences on child development; insightful analysis of chosen text; (10-11 pts)

Reflection (part 3) Demonstrates lower level thinking; limited application of text to future role; no examples of how diversity and individual needs of student may be addressed (0-7 pts)

Demonstrates high level thinking; good application of text to future role as school psychologist; one example of how diversity and individual needs of student may be addressed (8-9 pts)

Demonstrates highest level thinking; excellent application of text to future role as school psychologist; examples of how school psychologist may address diversity and individual needs of students(10-11 pts)

SPSY 616 Article Reflection Data Fall 2016 n= 12Attribute Unacceptable Good ExcellentFollows Direction 0 0 12Analysis 0 0 12Reflection 0 0 12

SPSY 616 Article Reflection Data Fall 2017 n= 7 Attribute Unacceptable Good ExcellentFollows Direction 0 0 7

90

Analysis 0 0 7Reflection 0 0 7

COEPD Diversity Concept Key Assessment Location AssessmentUnbiased judgments of learning influenced by individual needs

SPSY 616

SPSY 621

Case studies including 2 areas of typical and atypical development in a child.

Discuss and practice observational methods of school age children

SPSY 616 Case Study RubricAttribute Unacceptable Good Excellent

Background Little relevant information on child’s demographics and environment included(<7)

Some relevant information on child’s demographics and environment included (7-8)

Relevant, complete information on child’s demographics and environment included (9-10)

Typical Dev Fewer than 2 areas are accurately identified or little support is offered with observations and milestones (<20)

2 areas are accurately identified and somewhat supported with observations and milestones (20-22)

2 areas are accurately identified and supported with multiple observations and milestones (23-25)

Atypical Dev

Fewer than 2 areas are accurately identified or little support is offered with observations and milestones (<20)

2 areas are accurately identified and somewhat supported with observations and milestones (20-22)

2 areas are accurately identified and supported with multiple observations and milestones (23-25)

Mechanics Did not follow directions or several errors in grammar, punctuation, or APA style (<4)

Followed directions with few errors in grammar, punctuation, or APA style (4)

Followed directions with no errors in grammar, punctuation, or APA style (5)

SPSY 616 Case Study Data Fall 2016 n= 12Attribute Unacceptable Good ExcellentBackground 0 0 12Typical Development 0 0 12Atypical Development 0 0 12

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Mechanics 0 0 12

SPSY 616 Case Study Data Fall 2017 n= 7 Attribute Unacceptable Good ExcellentBackgroundTypical DevelopmentAtypical DevelopmentMechanics

COEPD Diversity Concept Key Assessment Location AssessmentResources to support access to all students SPSY 738, 739, 740, and 745 Field Supervisor Ratings and Portfolio Scores

Practicum candidates are evaluated by their field supervisors with the Site or University Supervisor Evaluation of Practicum Student form

Diversity in Development and Learning

1. Is knowledgeable of individual differences, abilities, and disabilities 1 2 3 4 N/O

2. Is knowledgeable of the influences of biology, culture, ethnicity, experience, SES, gender-related, and linguistic factors on development and learning

1 2 3 4 N/O

3. Is sensitive to and possesses the necessary skills to work with individuals with diverse characteristics

1 2 3 4 N/O

4. Advocates for, and promotes family-sensitive practices that welcome candidates and families from diverse backgrounds

1 2 3 4 N/O

5. Designs assessments and intervention strategies appropriate to each student’s gender, culture, stage of development, learning style, exceptionality, strengths and needs

1 2 3 4 N/O

Data from Field Supervisor Ratings for Diversity in Development and Learning 2015Novice Adequate Emerging

CompetenceAdvanced Emerging Competence

Competent Mean

Practicum I -- -- 13 3 3.18

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Practicum II -- -- 11 6 3.35Practicum III -- -- 9 8 3.47



Competent Mean

Practicum I -- 4 9 4 3.0Practicum II -- 1 11 5 3.23Practicum III -- -- 13 4 3.23



Competent Mean

Practicum I -- -- -- -- --Practicum II -- -- -- -- --Practicum III -- -- 8 7 3.46

Intern candidates are evaluated by their field supervisors with the Site or University Supervisor Evaluation of Internship Student form

Diversity in Development and Learning

1. Intern has and applies knowledge of individual differences for assessment, consultation, direct and indirect services and interventions

1 2 3 4 N/O

2. Intern has and applies knowledge of models of cognitive processing and intellectual abilities 1 2 3 4 N/O

3. Intern has and applies knowledge of disabilities (educational, mental, physical, learning, emotional, and behavioral).

1 2 3 4 N/O

4. Intern has and applies knowledge of the biological and social factors influence on learning, development, behavior, and adaptive functioning

1 2 3 4 N/O

5. Intern has and applies knowledge of how cultural and ethnic factors influence learning, 1 2 3 4 N/O

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development, behavior, and adaptive functioning

6. Intern has and applies knowledge of how experiential and social economic factors influence learning, development, behavior, and adaptive functioning

1 2 3 4 N/O

7. Intern has and applies knowledge of how gender-related factors influence learning, development, behavior, and adaptive functioning

1 2 3 4 N/O

8. Intern has and applies knowledge of how linguistic factors influence learning, development, behavior, and adaptive functioning

1 2 3 4 N/O

9. Intern exhibits the sensitivity and skills to work individuals of diverse characteristics 1 2 3 4 N/O

10. Selects assessment instruments and methods, consultation and counseling techniques, and intervention strategies based on individual characteristics, strengths, and needs

1 2 3 4 N/O

Data from Field Supervisor Ratings for Ratings for Diversity in Development and Learning 2015Novice Adequate Emerging


Competent Mean

Internship -- 1 6 10 3.52



Competent Mean

Internship -- 2 6 9 3.41



Competent Mean

Internship -- -- 7 4 3.36

Data from Field Supervisor Ratings for Diversity in Development and Learning 2015

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Novice Adequate Emerging Competence

Advanced Emerging Competence

Competent Mean

Portfolio -- -- -- 15 4.0



Competent Mean

Portfolio -- -- 5 11 3.68



Competent Mean

Portfolio -- 2 3 6 3.36

COEPD Diversity Concept Key Assessment Location AssessmentOrganize learning to meet diverse needs SPSY 738, 739, 740, and 745 Field Supervisor Ratings

See data above

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Diversity Concepts for Social Services and Attendance 2017

Diversity Concept Course AssessmentUnderstand and value diversity of students.

LS 691 ELL Diversity Training

Social Service and Attendance Standards

ELL Diversity Training Assignment

Scoring

2.3 The Attendance Social Services Practitioner demonstrates an appreciation of the diverse strengths and needs among students in different racial/ethnic and social economic groups.

What challenges must we be aware of when working with ELLsDiscussion 1:After viewing, identify and discuss problems that you noticed: 1. in the school environment2. in the classroom3. in the family-school relationshipOffer solutions based on what you know about best teaching practices and what you observed in the video. Post your thoughts, and comment on at least three other participants’ posts. Your post and the responses you provide should thoroughly address each part of the discussion (school, classroom, and family-school). No credit will be given for a simplified answer, such as, “I agree.” Please support your position with specific details.

What do you need to know to meet ELLs’ unique learning needs?Discussion 3:Refer back to the Key Concepts for working with ELLs and discuss:(1) The diverse kinds of ELL learners you might encounter in your classrooms(2) ELLs different kinds of schooling experiences, and how that might assist or impede their English and content learning(3) Key concepts for working with ELLs with LD

Students read WV Rules of Juvenile Procedures and provide a personal synopsis of affected children.

5 Points Candidate compares aspects of diversity among ELLs.4.25 Points Candidate discusses aspects of diversity among ELLs.3.5 PointsCandidate lists aspects of diversity among ELLs.0 PointsPost is late or missing.

Assignment worth 30 points.

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Reference specific ideas, sources, and strategies suggested in the materials. After you make your comprehensive post, respond to at least three different class participants’ posts. Offer additional suggestions and solutions to support your classmates.

Diversity Concept Course AssessmentConsistency and Fairness in lesson and program planning.

LS 691 Developing an Office of Social Services and Attendance

Social Services and Attendance Standards

Developing an Office of Social Services and Attendance AssignmentScoring

2.2The Attendance/Social Work Practitioner has the knowledge and skills to incorporate social work practices and strategies in addressing the individual needs of students and families.

Developing an Office of Social Services and Attendance

Assessment

Individual Context

How will you assess individual characteristics of the students to develop a program that would be based on needs, resources and urgent priorities?

School Organizational Context

Identify the following within your school organization (county school system).

What is the composition of your school board – what community values and concerns are represented by the members?

Are parents actively involved in the policy development and programs of the county school system?

Is the administrative style of the principal’s leadership more of a closed or open

Presentation Scoring Grade Assigned

97

system in most of the schools? What type of relationship does the Attendance Director have with the other county

school staff members, such as teachers, counselors, principals, central office staff, etc?

Does the Attendance Director work as a team member or more independently?

Assessing Yourself in Preparation for Service Delivery

Assess yourself on the following Cultural assessment Professional values and ethics Professional competency


LS 692 Developing an Individual Service Plan


Developing an Individual Service Plan Assignment

Scoring

3.3 The Attendance/Social Service Practitioner is knowledgeable about the referral process for facilitating services to

Develop a service plan for a student who has a minimum of 5 unexcused absences. If you are currently an Attendance Director you may chose a student with whom you are currently working, if you are not an Attendance Director work with your Mentor and chose a student with whom you can develop a service plan.

The components of the service plan must include the following:

Development of the plan1. How did you obtain the information regarding the student’s

absences?

Class graded assignmentA-F

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students, families, and others.

WVEIS reports, teacher referral, counselor referral, etc.2. Assess the needs and strengths of the student and parent/guardian.

Location of the meetings with the student, parent/guardian, school personnel

1. Where did you meet with the student, the parent/guardian, the school

personnel?

Implementation of the service plan1. Give a detailed explanation of how the service plan will be implemented.

Referrals to community services and collaboration with agencies1. What community services will be used as resources?2. How will you collaborate with these agencies?

Advocacy for student1. How will you advocate for the student both at the school and in the community to ensure success of the service plan?

Counseling techniques1. What counseling techniques will be used to implement the service

plan?

Model for practice1. What model will be used to implement the service plan (refer to

your text used for LS 691)?

Confidentiality1. How will you maintain confidentiality through the process of identifying the problem, assessing the needs and strengths,

99

implementing the plan and evaluating the effectiveness of the plan?

Evaluation for effectiveness of the plan1. How will you evaluate the effectiveness of the service plan (refer to your text used for LS 691)?

Diversity Concept Course AssessmentMultiple perspectives including multicultural and/or global perspectives

LS 692 Action Research Project


Action Research Project AssignmentScoring

3.7 The Attendance/Social Work Practitioner communicates and coordinates services for students and families. 4.10 Attendance/Social Work Practitioner understands the role of school psychology in

Problem Analysis Action Research Project

LS 692: Attendance Director Internship

The Attendance Director primarily becomes involved with students when school attendance issues develop into truancy often following with the end result of the school dropout. These attendance problems are caused by a wide variety of sources such as parental apathy, student apathy, physical illnesses, mental illnesses, drug

Evaluation of the Action Research Project (LS 692) Rubric

Desired Learner Outcomes

Exemplary3 points

Acceptable2 points

Not Acceptable0 points

Programs are identified that addresses the needs of the clients.

The project identified the needs of the clients and 2 or more programs that addressed these needs.

The project identified the needs of the clients and 1 program that addressed these needs.

The project failed to identify the needs of the clients and programs that addressed these needs.

Proven research was used and best practices to identify, plan,

The project identified at least 2 best practices that

The project identified one best practice that identified,

The project failed to identify at least one best practice that

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relation to school social work and employs useful collaboration strategies.

abuse, teenage pregnancy, social adjustment challenges, etc. The Attendance Director must find solutions to these every day, real problems to perform their job with a level of success. Action research allows the Attendance Director to identify the problem, analyze the problem through current research, and provide solutions which benefit the student.

In developing your action research plan you will use a plan utilizing the following:

1. Identify the problem – this problem must exist within your school district. Research this problem outside your school district, do other districts experience the same problem?

2. Develop a plan of how you as the Attendance Director would address the problem. How have other school districts attempted to address the problem, give examples of programs, policy implementation, staff support, etc.

3. How would you evaluate the

intervene, and advocate for the client and clients family.

identified, planned, intervened and advocated for the client and client’s family.

planned intervened and advocated for the client and client’s family.

identified, planned, intervened and advocated for the client and clients family.

Developed programs that address attendance related problems are effectively communicated to the student, family, school and community utilizing a public relation model that advocates for improved school attendance.

The project implemented a plan to communicate the proposed program to the student, family, school and community utilizing a public relation model advocating for improved school attendance.

The project recognized the need to communicate proposed program but lacked a plan utilizing a public relation model that advocated for improved school attendance.

The project failed to recognize nor planned to utilize a public relation model that advocated for improved school attendance.

Programs are developed with

The project reflects a

The project reflects a limited

The project fails to provide an

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success of your purposed solution?

4. How would you sustain the purposed solution utilizing technology resources?

the understanding of the climate and culture of the educational system, the effects of students, families, school personnel utilizing the collaboration of school personnel and others to create implement innovative program and policies.

thorough understanding of the education system and its effect on students, families and school personnel and then utilizes the collaboration of others to implement the

understanding of the education system and its effect on students, families and school personnel without utilizing the collaboration of others to implement the plan.

understanding of the education system and its effect on students, families and school personnel, with no mention of collaborating with others for implementation.

Services and experiences for children are developmentally appropriate that support their intellectual, social and personal development.

The project is developmentally appropriate for the children served, supporting their intellectual, social and personal development.

The project is developmentally appropriate for the children served, however it does not reflect a support of their intellectual, social and personal development.

The project failed to be developmentally appropriate for the children served nor did it reflect a support of their intellectual, social and personal development.

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Programs are developed that will motivate both individuals and groups by organizing and supporting both individual and group needs, with an understanding of cultural and community diversity.

The project reflects a thorough understanding of both the individual and group needs, with an understanding of cultural and community diversity. An understanding of the cultural and community diversity is evident in the program model.

The project reflects a thorough understanding of both the individual and group needs, motivating both to fully participate in the program. There is a limited understanding of the cultural and community diversity in the program model.

The project fails to reflect an understanding of both the individual and group needs, lacking in motivation to fully participate in the program. There is no mention of cultural or community diversity influence on the program.

Programs and policies are developed within the office

The project is developed recognizing the function and

The project reflects a limited understanding of the function and

The project fails to consider the function and purpose of the

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of Attendance and Social Services that are reflective of the school’s function, purpose, and administrative structure and the social, moral governance and political dimensions of education.

purpose of the school. Responsibilities and duties within the project are cognizant of the administrative structure and the social, moral and political influences when implementing the project.

purpose of the school. In the implementation of the project acknowledgement of the administrative structure is not considered. Social, moral and political influences are not considered in implementation.

school, does not consider the administrative structure with the implementation of the program. Social, moral governance and political dimensions of education are not considered in implementation.

Program implementation utilizes staff development opportunities, both during live and online staff development.

Program implementation utilizes a plan for both live and online staff development.

Program implementation reflects limited use of staff development.

Program implementation fails to use staff development.

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LS 693 Answer Special Education Law questions.


Special Education Law Questions AssignmentScoring

7.2 Attendance/Social Work Practitioner understands the needs of special education and at-risk students and is knowledgeable of educational programs and practices to meet their needs.

Read the following: Essex, Chapter Four W. Va. Code §18-20 http://www.legis.state.wv.us/WVCODE/masterfrm3Banner.cfm

List the categories of special needs which children can exhibit (i.e., behavior disorders)Can a special needs student be suspended or expelled from school? What are the legal precedents involved in determining your response?Can a special needs student be given a long-term suspension (ten days or greater)? What are the legal precedents involved in determining your response?Explain what is meant by “least restrictive environment” as it relates to a special needs student.Outline/explain the due process rights of parents/children under PL 94-142.

Class Grade: A-F

Diversity Concept Course AssessmentInstruction responsive to student LS 691 Essay considering issue of gender and leadership

105

diversitySocial Services and Attendance Standards

Essay Considering Issue of Gender and Leadership AssignmentScoring

7.1 Attendance/Social Work Practitioner understands how students learn and develop and provides them with developmentally appropriate experiences or services that support their intellectual, social, and personal development.

ATTENDANCE INCENTIVES

The methods of correcting truant behaviors, both for the student and the parent/guardian, as prescribed by WV Code, are of a punitive nature. The parent/guardian or student can face legal consequences for truancy. Having a positive plan to encourage students to attend school takes an opposite approach, by providing some type of reward or recognition for the student.

For this assignment, explore and design an Attendance Incentive plan for either an Elementary or a Secondary school. When exploring, just google -School Attendance Incentive Plans and see what other school offer. Also find an Attendance Incentive Plan offered in your county and describe the plan. This should be presented as a 2-3 page paper (double spaced).

Class Grade: A-F

Diversity Concept Course AssessmentSupport and enhancement of learning through technology

LS 691 Scenario


Scenario AssignmentScoring

10.5Attendance/Social Work Practitioner

Read the attached documents.Explore and design an Attendance Incentive plan for either an Elementary or a Secondary school. When exploring, just google -

Class Grade A-F

106

advocate for research based effective practices in use of technology.

School Attendance Incentive Plans and see what other schools offer. Also, find an attendance incentive plan offered in your county and describe the plan. This should be a 2-3 page paper (double spaced) submitted as an attached Word document - assignment 6.Zach is a 17 year old student at Quality High School in Braxton County located near Flatwoods in West Virginia. Zach has attended high school for three years, attempting 24 credits and earning 14. Zach lives with his mother, Janie and her boyfriend Bill, along with his brother, two children belonging to Bill and the new baby, a maternal half sibling. Last school year, Zach missed 42 days, with 11 of these days being unexcused. A Truancy Petition was not filed on Zach last school year. Zach helps his mother with his younger brother, especially when it involves driving to brother’s activities, a chore he enjoys. He occasionally helps around the house, but Zach and Bill are arguing more frequently, and Zach tries to be away from the home whenever he can.As the school year progresses, Zach misses 6 unexcused days on October 1 and by December 14, he has missed 16 unexcused. Along with the absences from school, Zach has developed an attitude of disrespect for school staff and has outbursts of anger and profanity, with 8 recorded incidents, 18 days of In School Suspension and 4 days of Out of School Suspension. He has been warned by the school Principal that continued behavior problems could result in him being referred to the Alternative School Committee for possible placement at the Alternative School for the remainder of the school year.

Diversity Concept Course AssessmentResources to support access to all students

LS 691 Social Norms


Social Norms AssignmentScoring

12.1 Assignment Ten notes Class grade A-F

107

Attendance/Social Work Practitioners develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.

Chapter 3 in our text discusses the how the local environment in which a student lives and is embedded influences their school performance. Schools are located in communities, which differ even within counties. A large county such as Kanawha has several different types of communities, some urban, some rural, some impoverished and others more affluent. Each community will have a level of social control and/or social support. Lack of social control will exhibit a negative influence of crime and disorder, whereas the presence of social support, evident by the support of neighbors, will provide a positive influence on the educational behavior and academic achievement of middle and high school students (Allen-Myers, 2010 pg. 58).

Assignment

Identify at least one community within your county that lacks social control. What is evident that identifies this community as lacking social control, increased burglary, drug abuse, domestic violence, etc.? Give a brief description of the community, whether it is urban or rural, socio/economic status, home owners or renters, growing or dying. Once you have described the community explain the measures that have been taken to address the problems of the lack of social control. Are you or the school system involved with any groups or systems (legal, law enforcement, social, religious, etc.) to address the problems resulting from the lack of social control?

In addition to the community that lacks social control identify at least one community that has a high level of social support. Give a brief description (using the same descriptors) of this community. Once you have described the community provide information regarding the schools within that community, what is the graduation rate for the high school, how many graduates continue their education or are gainfully employed. Identify the social supports within the community such as sports teams, church or religious groups, and other social supports.

Please limit you response to two pages. Submit to me by our class email as an attachment. Assignment is due by November 3, 2013.

Contact me if you have any questions regarding this assignment

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Diversity Concept Course AssessmentRapport & communication with all stakeholders

LS 693 Essay considering issue of gender and leadership


Essay Considering Issue of Gender and Leadership AssignmentScoring

6.8 Attendance/Social Work Practitioner utilizes community, school, and parental support to address health issues which impede a student’s enrollment and or attendance.

Developing an Office of Social Services and AttendanceAssessment

Individual Context How will you assess individual characteristics of the students to develop a program

that would be based on needs, resources and urgent priorities?

School Organizational Context

Identify the following within your school organization (county school system).

What is the composition of your school board – what community values and concerns are represented by the members?

Are parents actively involved in the policy development and programs of the county school system?

Is the administrative style of the principal’s leadership more of a closed or open system in most of the schools?

What type of relationship does the Attendance Director have with the other county school staff members, such as teachers, counselors, principals, central office staff, etc?

Does the Attendance Director work as a team member or more independently?

Assessing Yourself in Preparation for Service Delivery

Assess yourself on the following Cultural assessment Professional values and ethics Professional competency

Class grade A-F

109

Diversity Concept Course AssessmentOrganize learning to meet diverse needs.

LS 691 Compulsory School Attendance


Compulsory School Attendance AssignmentScoring

5.10 Attendance/Social Work Practitioner appropriately utilizes the available legal services.

Read the following:

W. Va. Code §18-8-1 through §18-8-11 http://www.legis.state.wv.us/WVCODE/masterfrm3Banner.cfm West Virginia Board of Education Policy 4110, Attendance http://wvde.state.wv.us/policies/ Your county’s attendance policy (preferably electronic or saved to a disk) Assignment:Identify any changes (additions and/or deletions) you would make in your county’s attendance policy while ensuring compliance with W. Va. Code and WVBE Policy

Class grade A-f

Social Services and Attendance – Diversity DataDiversity Standard

Social Service and Attendance Standard

(1)

Mea

n Sc

ore

0-2

poss

ible

(2)

Acce

ptab

le

(3)

Outs

tand

ing

Mea

n(S

tand

ard

Devi

atio

n)

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

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N=8 N=4Understand & value diversity of students. 2.3 The Attendance Social

Services Practitioner demonstrates an appreciation of the diverse strengths and needs among students in different racial/ethnic and social economic groupsLS 691

1.28 1.25

Consistency and Fairness in lesson and program planning.

2.2The Attendance/Social Work Practitioner has the knowledge and skills to incorporate social work practices and strategies in addressing the individual needs of students and families. LS 691

1.62 1.62

Accommodations: awareness of differing developmental levels, needs, interests, & backgrounds with implications for necessary scaffolding/accommodations.

3.3The Attendance/Social Service Practitioner is knowledgeable about the referral process for facilitating services to students, families, and others. LS 692

1.25 1.37

Multiple perspectives including multicultural and/or global perspectives

3.7 The Attendance/Social Work Practitioner communicates and coordinates services for students and families.

4.10 Attendance/Social Work Practitioner understands the role of school psychology in relation to school social work and employs useful collaboration strategies. LS 692

1.71

1.36

1.78

1.45


7.2 Attendance/Social Work Practitioner understands the needs of special education and at-risk students and is knowledgeable of educational programs and practices to meet their needs. LS 693


7.1 Attendance/Social Work Practitioner understands how students learn and

1.50 1.5

111

develop and provides them with developmentally appropriate experiences or services that support their intellectual, social, and personal development.


10.5 Attendance/Social Work Practitioner advocate for research based effective practices in use of technology. LS 691

1.5 1.28


12.1 Attendance/Social Work Practitioners develop, implement, and monitor policies and guidelines to ensure compatibility of technologies. LS 691

1.21 1.21


6.8 Attendance/Social Work Practitioner utilizes community, school, and parental support to address health issues which impede a student’s enrollment and or attendance. LS 693

1.5 1.5

Organize learning to meet diverse needs.

5.10 Attendance/Social Work Practitioner appropriately utilizes the available legal services.

LS 691

1.85 1.85

112

Diversity Data for Special Education Multi-Categorical 2017

COEPD Diversity Concept Assessment Location AssessmentConsistency and fairness in lesson and program planning

CISP 647

CISP 655

CISP 655

Compose a unit plan with lessons for children with SLD

Educational Philosophy Statement

CEC Code of Ethics Quiz

Unit and Lesson Plan Project RubricThe Unit and Lesson Plan Project requires teacher candidates to develop an original unit plan that includes activities for seven days and at least two expanded lesson plans.CEC Standard/Key Elements/Specialty Sets

Scoring Rubric

Unacceptable Emerging Acceptable ExemplaryStandard 1Learner Development & Individual Learning DifferencesKey Element 1.2… Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

Candidate designs and presents lessons that do

not include special accommodations for

individuals at different developmental stages, or who have various learning differences.

Candidate designs and presents lessons that respond to the needs,

skills, interests, developmental stages

and cultural backgrounds of some of the

individuals in the class.

Candidate does not take into account learning

differences and does not make accommodations to

ensure success for all students.

Candidate designs and presents lessons that respond to the needs,

skills, interests,developmental stages

and cultural backgrounds of most of the individuals

in the class.

Candidate does not take into account learning

differences and does not effectively make

accommodations in lessons to ensure success

for all students.

Candidate designs and presents lessons that reflect and respond to the needs,

skills, interests, developmental stages and cultural backgrounds of all

of the individuals in the class.

Candidate takes into account learning

differences and creatively and effectively makes

accommodations in lessons to ensure success for all

students.

Standard 2Learning EnvironmentsKey Element 2.2… Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to

Candidate has not designed the classroom

environment with motivational items such

as interest/learning centers, bulletin boards, student work displayed, resource corners, et al. related to the unit goals

in order to interest students, instruct or review content of the

unit, or with

Candidate has designed the classroom

environment with minimal interest/learning centers, bulletin boards, student work displayed, resource corners, et al. related to the unit goals

in order to motivate, instruct or review content of the unit.

Candidate does create

Candidate has designed the classroom

environment with multiple interest/learning centers, bulletin boards, student work displayed, resource corners, et al. related to the unit goals

in order to motivate, instruct or review content of the unit.

Candidate creates

Candidate has designed the classroom environment with

a variety of creative displays of web sites,

interest/learning centers, bulletin boards, student

work displayed, resource corners, et al. related to the

unit goals in order to motivate, instruct or review

content of the unit.

Candidate creates

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different environments.

interventions on how to adapt to different

environments.

lessons which show unit activity.

Candidate does not conduct lessons or

interventions that help individuals with

exceptionalities to determine ways to adapt

to different environments.

age/grade appropriate and appealing images to

present the content.

Candidate uses auditory as well as visual

measures (e.g. musical signals, verbal

announcements) of unit activities, and coaches

student-generated activities.

Lessons include activities, literature and interventions to prepare

students to adapt to different environments.

age/grade appropriate and appealing images to present

the content.

Candidate uses auditory as well as visual measures

(e.g. musical signals, verbal announcements) of unit activities, and coaches

student-generated activities that are tailored to the

cultural and instructional backgrounds of the students, and that help students with exceptionalities to adapt to

different environments.

Standard 3:Curricular Content KnowledgeKey Element 3.1… Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

Candidate does not demonstrate an

understanding of the grade/age concepts that

are appropriate, nor does the candidate

initiate lessons which progress from a solid

rationale.

Candidate demonstrates basic understanding of

the grade/age appropriate concepts that are central to the

study, and has organized the knowledge with lessons that reflect

meaningful learning progressions from a

sound rationale.

Candidate demonstrates understanding of the

grade/age appropriate concepts that are central

to the study.

Candidate plans and implements lessons which

are organized in a meaningful way that start

with a solid rationale, which integrate cross-disciplinary skills, and

reflect appropriate progressions.

Candidate demonstrates in-depth understanding and

knowledge of the grade/age appropriate concepts that are central to the study.


are organized in a meaningful way, starting

with a solid rationale,integrating cross

disciplinary skills,and reflecting appropriate

progressions.

Standard 3Curricular Content KnowledgeKey Element 3.2…Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

Candidate does not demonstrate an

understanding of the general or special content knowledge.Candidate selects or composes goals and

objectives which are not appropriate for the students who are to engage in the unit.

Candidate does not list, highlight, explain or use specific terms/concepts of the content across

curricular areas.

Candidate demonstrates limited understanding of

the general or specialized content, by selecting or composing goals and objectives of weak value for students who are to engage in the

unit.

Candidate’s selection and use of vocabulary and concepts shows

distribution of content knowledge across curricular areas.


general and the specialized content, by selecting or composing goals and objectives of value for most students

who are to engage in the unit.

Candidate’s selection and use of vocabulary

and concepts reflects an appropriate distribution

of content knowledge across curricular areas.


general and specialized content, by selecting or composing goals and

objectives in all lessons with value for all students who are to engage in the unit.

Candidate’s selection and use of vocabulary and concepts reflects an

appropriate distribution of content knowledge across several curricular areas.

Standard 3Curricular Content KnowledgeKey Element 3.3…Modify general and specialized

Candidate uses the general curriculum with all students, making no

modifications in the curriculum to assure

appropriate accessibility for the

individuals with

Candidate uses the general curriculum,

making some modifications for the

individuals with exceptionalities.

Candidate uses the general curriculum with

all students, making modifications in the curriculum to assure accessibility for the


Candidate uses the general and specialized curricula with all students, making

modifications in the curriculum to assure accessibility for the


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curricula to make them accessible to individuals with exceptionalities.

exceptionalities.

Standard 4AssessmentKey Element 4.1…[Design/modify], or select and use technically sound formal and informal assessments that minimize bias.

Candidate plans and implements lessons without cycles of

assessments.

Candidate does not consider assessment

bias when selecting or using assessments.

Candidate does not include assessments that were designed,

modified, or selected to check for and measure student understanding

of content.

Candidate plans and implements lessons with cycles of assessments.

Candidate selects and uses formal and

informal assessments that minimize bias.


have included assessments that s/he has

designed/ modified or selected to check for and

measure student understanding of content.

Candidate administers technically sound

assessments, but does not use the data for future instructional planning

that reflects the strengths and needs of all students

of the class.


include cycles of assessments.

S/he selects and uses formal and informal

assessments that were designed/modified or selected to minimize

bias.

Candidate selects and uses assessments that check for and measure

student understanding of content.

Candidate administers technically sound

assessments, and uses the data for future

instructional planning that reflects the strengths and needs of all students

of the class.


consistently include assessments that s/he has

designed/modified or selected, which have

minimal bias, and which measure student

understanding of content.

Candidate administersassessments that are technically sound,

professionally rendered and appropriately selected or

developed;

Candidate administers assessments in a variety of

formats;

Candidate administers assessments in a timely

manner and correctly uses data for future instructional

planning that reflects the strength and needs of all

students of the class.

Standard 5:Instructional Planning & StrategiesKey Element 5.1:…Consider an individual’s abilities, interests, learning environments, and cultural & linguistics factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

Candidate does not develop a unit which reflects the abilities,

interests, instructional & cultural/

communication environment of students,

or the content of unit lessons

Candidate develops a unit of study which

reflects the abilities ofstudents.

Candidate does not present instructional

experiences that reflect the interests, or the

learning environments with cultural and

communication factors of the students.

Candidate develops a unit of study which

reflects the abilities of students, and

Candidate develops a unit which presents

instructional experiences that reflect the interests, learning environments

and cultural & communication factors

of the students.

Candidate develops a unit of study which generates

the attention of students in a diverse classroom. The

candidate develops a variety of lessons with varied

strategies to accommodate individuals with exceptionalities (demonstrating

understanding of individual abilities, interests, learning environments and cultural & communication factors

of students).

Candidate plans learning experiences

which are aligned with appropriate level state

goals.

Standard 5Instructional Planning & StrategiesKey Element 5.2Use technologies to support instructional assessment, planning, and

Candidate develops lessons that do not use technologies to support

the delivery of instruction, assessment of student achievement,

or that assist in the development or

planning of lessons.

Candidate develops lessons that use

technology to support the delivery of instruction,

or for assessment of student achievement, or

that assists in the development or

planning of lessons.

Candidate develops lessons that use a variety

of technologies to support the delivery of

instruction, or the assessment of student achievement, or that

assist in the development or planning of lessons.

Candidate develops lessons that use a variety of

technologies to support the delivery of instruction, and the assessment of student

achievement, and that assist in the development or

planning of lessons with individuals, with small groups, and with whole

groups.

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delivery for individuals with exceptionalities.

Data from Unit and Lesson Plan ProjectCEC Standard and Key Elements Scoring by Percentages

Unacceptable

Emerging

Acceptable

Exemplary

Standard 1Learner Development & Individual Learning DifferencesKey Element 1.2Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

0% 0% 5% 95%

Standard 2Learning EnvironmentsKey Element 2.2Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.

0% 0% 11% 89%

Standard 3:Curricular Content KnowledgeKey Element 3.1Understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

0% 0% 0% 100%

Standard 3Curricular Content KnowledgeKey Element 3.2Understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

0% 0% 11% 89%

Standard 3Curricular Content KnowledgeKey Element 3.3Modify general and specialized curricula to make them accessible to individuals with exceptionalities.

0% 0% 5% 95%

Standard 4AssessmentKey Element 4.1[Design/modify], or select and use technically sound formal and informal assessments that minimize bias.

0% 0% 0% 100%

Standard 5:Instructional Planning & StrategiesKey Element 5.1:Consider an individual’s abilities, interests, learning environments, and cultural & linguistics factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

0% 0% 5% 95%

Standard 5

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Instructional Planning & StrategiesKey Element 5.2Use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.

0% 0% 0% 100%

Summative Evaluation During Student Teaching RubricThe Summative Evaluation During Student Teaching measures the application of knowledge, skills, and dispositions by candidates in practice. CEC Standards – Key Elements – Specialty Sets Unacceptable Emerging Acceptable ExemplaryCEC 1: Learner Development and Individual Learning Differences

Key Element 1.2 Teacher uses understanding … of differences … to respond to the needs of individuals.

There is no evidence in plans or lessons implemented of multiple teachingstrategies

A few strategies are used with some students who are engaged in the lesson

A variety of strategies are used, engaging most students successfully

A variety of strategies are used, engaging all students w/success

CEC 1: Learner Development and Individual Learning Differences

Specialty Set ISCI K3 : Educational implications of characteristics of various exceptionalities

IEP goals and objectives for all students are not addressed

IEP goals and objectives for some of students are addressed

IEP goals and objectives for all students are addressed with limited success

IEP goals and objectives for all students are addressed with success


Specialty Set ISCI K10 effects an exceptional condition can have on an individual’s life

Disrespect or disregard for some students is projected by the teacher

The classroom environment communicates some evidence of respect for individual differences

The classroom environment communicates evidence of respect for individual differences most of the time

The classroom environment communicates evidence of respect for individual differences all of the time

CEC 2: Learning Environments

Key Element 2.1 Special education professionals … create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions

Room is not safe; rules are unclear; consequences are not consistent

Room is usually safe; rules are posted; consequences are not consistent

Room is usually safe; rules are posted & communicated frequently; consequences are consistent

The learning environment is positive, safe, and supportive of all students consistently,Expectations are clear with all students participating


Specialty Set ISCI 2 S4

Teacher can design learning environments that encourage active participation in individual and group activities

The furniture & materials are not arranged to allow for large group, small group and individual instruction

An occasional lesson is enhanced by a rearrangement of the furniture and/or materials in the classroom

Placement of furniture & materials facilitates the implementation of some instructional strategies

Placement of furniture & materials facilitates the implementation of a variety of instructional strategies


Specialty Set ISCI 2 S12 Design and manage daily routines

Much instructional time is wasted throughout the day because of time distributing and collecting materials; multiple interruptions such as intercom

Redirecting behavior, distributing supplies, interruptions and other non-instructional tasks consume 50% or more of the time.

At least 60% of class periods are devoted directly to instructional activities

Over 70% of the periods are devoted to direct instructional activities such as students reading aloud; taking notes; constructing models; working in small groups;

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announcements & classroom visitors; teacher correcting student behaviors; teacher materials are not on-hand or are poorly organized.

engaging in guided practice; asking and answering questions; using technology constructively. Rules are on display and followed about movement (such as “No more than 4 feet walking on the floor at a time.”Attendance is taken by a movement of tokens, rather than a timely oral routine..


Key Element 2.2 Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments

Expectations are not clear; classroom management is very weak

Expectations are posted but seldom communicated; little planned consistency in classroom management occurs

Expectations are posted & frequently communicated; consistency is noted in classroom management strategies

Expectations are posted & frequently communicated; consistency is noted in classroom management strategies for both preventing unacceptable behavior & responding to positive and negative behavior


Specialty Set ISCI 2 S10Use effective and varied behavior management strategies

Teacher overlooks inappropriate behavior; does not respond in a timely or consistent manner,

Teacher has minimal effectiveness with management of unacceptable classroom behavior; Little consistency is observed; Equity issues are raised

Expectations and consequences for behavior are clearly posted and implemented with some consistency

Various levels of strategies are used when inappropriate behavior occurs; A management system is working; Maximum time is with direct instruction with content, while minimum time addresses poor behavior

CEC 3: Curricular Content Knowledge

Key Element 3.3Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities

Lesson plans and lessons implemented lack notation of appropriate goals and objectives of IEPs for students

Some lessons which are planned and implemented are based on student IEPs and appropriate curriculum content

Most lessons are planned sequentially, reflecting IEPs & appropriate curriculum

Lesson plans and lessons implemented indicate goals and objectives of student IEPs & appropriate curriculum content

CEC 3: Curricular Content Knowledge Teacher lacks references and/or

Teacher has curriculum scope and materials

Teacher has curriculum scope and materials

References & classroom materials which

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Specialty Set ISCI 3 K3 National, state or provincial, and local curricula standards

appropriate materials for the yearly curriculum

but follows the sequence inconsistently

and follows the sequence with some consistency

cover the curriculum for all students are available and used regularly


Specialty Set ISCI 3 K4 Technology for planning and managing the teaching and learning environment

No or little use of technology is observed of the teacher or students; teacher skills with technology are very weak

On a few occasions during the week, the teacher includes technology to support instruction of content & to meet student needs

The teacher utilizes some technology aids during the instructional day with ease & proficiency

The teacher utilizes a variety of technology aids in most lessons, with ease & proficiency (Smart tables, I pads, timers calculators, i-phones, etc.)

CEC 4: Assessment

Key Element 4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias

Teacher presents lessons without engaging students, or checking for understanding

Some data is gathered at appropriate check-points regarding student knowledge

A variety of techniques and instruments are used to assess student understanding. Data is gathered and sometimes used in a formative manner..

A variety of techniques and instruments are used consistently to check student understanding; Data is regularly gathered and used to assess student comprehension and track progress.

CEC 4: Assessment

Key Element 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

Assessment is not ongoing or used to plan future lessons

Few checks for understanding are made during instruction; few adjustments are made to lessons based on assessment data

Formal & informal techniques are used to plan lessons, assess progress, and arrange groups with some regularity

Lesson plans and original timelines are modified according to assessment data of student progress on a regular basis

CEC 4: Assessment

Specialty Set ISCI 4 S8 Evaluate instruction and monitor progress of individuals with exceptionalities

No effort is made to obtain, interpret or use assessment information to guide instruction with students.

Teacher consults with other professionals to interpret assessment data

Assessment data for individuals is referenced as lesson plans account for some of students’ academic, social & behavioral needs

Assessment information individuals is referenced as lesson plans account for all of students’ academic, social & behavioral needs

CEC 4: Assessment

Key Element 4.1 Beginning special education professionals select and use technically sound formal and informal

assessments that minimize bias

Varied assessment tools and techniques are not employed on a regular basis

Some assessment tools are selected, modified & used by the teacher

Assessments are regularly & effectively used to guide instruction for all students

Teacher selects, modifies or adapts various assessments to meet the needs of all students. Tools & techniques are an on-going component of the instructional routine

CEC 4: Assessment

Specialty Set ISCI 4 S9 Create and maintain records

Student work samples and assessment information are not stored or easily retrieved

Some of student documents are stored for grading purposes

An appropriate quantity of representative student records are maintained and used for

Teacher has a well-organized system for storing and using student documents;

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decision-making Results are communicated to appropriate individuals (e.g. parents of the student, principal, teachers of the student).

CEC 5: Instructional Planning and Strategies

Key Element 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families,

Lessons are not in line with state standards or IEP objectives; Activities do not correspond to the rationale

Some lessons & unit plans have been created, corresponding to state standards appropriate to the students

Several lessons & unit plans are effectively sequenced, & correspond to state standards that match student needs

Lessons are varied & are appropriately sequenced; Plans designate state standards; match objectives for students as collaboratively designed and printed on student IEPs


Specialty Set ISCI 5 S8 Prepare lesson plans

Lessons are largely non-creative; require students to listen (only); without planned movement; lacking engagement such as manipulatives, a writing component, or technology

A few of the students are participating in lesson components which engage them with instructional materials/activities

Most students are actively engaged throughout lessons

Lessons include activities with the whole group, with small groups, and sessions with individuals; three or more senses are involved; all students are on-task


Specialty Set ISCI 5 S 15 Select, adapt and use instructional strategies and materials according to characteristics of the individual with exceptionalities

Instruction is consistently whole-group with no evidence of differential strategies

Instruction includes a few differential strategies and evidence-based practices, some of which directly correspond to the content and to the characteristics of the students

Instruction includes a several differential strategies and evidence-based practices, most of which directly correspond to the content and to the characteristics of the students

A variety of strategies & evidence-based practices are observed of the teacher, meeting characteristics and needs of all students (guided notes, hands-on activities, peer tutoring, scaffolding, review, questioning on different levels, KWL charts, etc.).


Specialty Set LD5 K5 Methods for guiding individuals in identifying and organizing critical content

Lessons begin with no introduction or rationale; Closure lacks a review of content

Several students are not attentive at the beginning of the lesson; introductory statements by the teacher do not clearly convey lesson purpose or content; minimal linkage to prior lessons; closure

Teacher provides an introduction; most students are attentive; a rationale is provided; a link is made to prior content; an appropriate summary concludes the session

Teacher provides a strong introduction; students are attentive; a rationale is provided; a link is made to prior content; an appropriate summary concludes the session

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is weak regarding review of content


Specialty Set ISCI 5 S11 Make responsive adjustments to instruction based on continual observations

Lessons lack checks for understanding

Data from formative assessments is collected but not used for instructional planning

Instructional plans are modified based on data from formative & summative assessments

Assessments are professionally rendered; in a variety of formats; presented in a timely way to address the on-going needs of all students


Specialty Set LD5 S6 Use responses and errors to guide instructional decisions and provide feedback to learners

Instruction includes no positive feedback to students who respond to questions, make comments, or who ask questions

Equity is seldom observed of the teacher by the distribution, quantity, and quality of responses to students throughout the school day

For some of students, the teacher verbally or non-verbally communicates directly & positively regarding academic, behavior, or personal matters

For the majority of students, the teacher verbally or non-verbally communicates quickly & positively regarding academic, behavior, or personal matters

CEC 6: Professional Learning and Ethical Practice

Key Element 6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities

.

Corrective feedback is unwelcome; Teacher is defensive rather than receptive to points for improvement; No changes are made regarding instruction as a result of outside feedback

A few changes are made in teaching based on feedback presented from others

The teacher consults others for assistance in improving the classroom dynamics; some changes are made in the instructional milieu

Teacher solicits and welcomes objective & corrective feedback; Instructional strategies, planning, organization, etc. are modified based on suggestions by others


Specialty Set ISCI 6 S11 Reflect on one’s practice to improve instruction and guide professional growth

Teacher takes no ownership of weak practices/poor outcomes in the school day.

A little self-reflection occurs, as the teacher considers better ways of planning and delivering instructional sessions

Weekly self-reflection occurs, and the teacher makes plans to adapt instruction based upon these objective reflections

Daily self-reflection is made regarding the instructional day; changes are made swiftly to adapt lessons for better student attention, retention of content, and achievement


Key Element 6.1 Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.

Teacher is not aware of the CEC Code of Ethics; There is no demonstration of adherence to the principles of the CEC Code of Ethics

Teacher has read the CEC Code of Ethics, and demonstrated adherence to some of its principles

Teacher has read and printed the CEC Code of Ethics, and has demonstrated adherence to most of its principles

Teacher embraces the principles of the CEC Code of Ethics; The Code is followed daily through conversations with others, handling of student documents, interactions with school and

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community members, commitment to the profession of educating students having exceptionalities with expectations of success.


Specialty Set LD6 S1 Participate in activities of professional organizations relevant to the field …

Teacher has participated in only the mandatory school-based meetings

Teacher has participated in the mandatory school-based meetings, and has attended an occasional (additional) meeting for professional development

Teacher is an active listener during professional development sessions; is a member of one or more professional organizations; makes some modifications in the classroom as a result of information shared in professional development sessions

Teacher is an active listener during professional development sessions; is a member and an officer in one or more professional organizations; shares information with professional peers; enhances instructional practices based on current research

CEC 7: Collaboration

Key Element 7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

Relationships with families and school professionals is distant, strained, or negative

Teacher attends required school meetings with families and school professionals. Direct contact is made with some family members and with some school professionals

Teacher initiates and pursues an ongoing relationship with families and other professionals to meet the academic, physical, behavioral and social needs of the student & family

A positive, respectful relationship is maintained with families and school professionals (e.g., through regular calls, notes, e-mails, meetings, and/or news reports)



Instructional assistants are not privy to the philosophy of the teacher, or to weekly plans; duties and responsibilities are not clearly communicated; coaching does not occur

Instructional assistants are not fully aware of the teacher’s philosophy and expectations; daily/weekly plans, duties and responsibilities are not clearly communicated; coaching does not occur regularly

Teacher and instructional assistants meet regularly; teacher shares instructional philosophy & lesson plans; assigns work; provides some praise and corrective feedback; initiates a positive and professional relationship with the assistants

Teacher and instructional assistants meet regularly and work as a team; teacher shares lesson plans; appropriately assigns work; provides praise and corrective feedback on an on-going basis; maintains a positive and professional relationship with the assistants


Specialty Set LD7 K1 Co-planning and co-teaching methods to strengthen content acquisition of individuals …

The special educator does not demonstrate a willingness to co-plan or co-

The special educator demonstrates a minimal willingness to co-

The special educator demonstrates a willingness to co-plan or co-teach

Special educator is an active, contributing team-member who perseveres

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.teach equitably; little initiative is communicated; there is weakness in content knowledge and in making accommodations

plan or co-teach equitably; some initiative is communicated; there is some contribution to lesson presentations and in making accommodations

equitably; initiative is communicated regularly; contributions to lesson presentations and in making accommodations are made daily/weekly

to schedule time to co-plan & co-teach; Communication regarding students is positive - in & outside the classroom


Specialty Set ISCI 7 S1 Maintain confidential communication about individuals with exceptionalities

Communication regarding students occurs among professionals and non-professionals without respect for confidentiality

Personally identifiable information regarding a student is kept confidential some of the time

Personally identifiable information regarding a student is kept confidential most of the time

Oral & written communication about students is professional, & limited to those who have a role in the education or the student; Records are kept confidentially


Specialty Set ISCI 7 S10 Communicate effectively with families of individuals with exceptionalities from diverse backgrounds

Several errors in oral language and in written communications are made routinely; Teacher is unaware or unwilling to take corrective measures

A few grammatical errors occur on a regular basis (for oral and written messages); There is no personal plan of improvement

Teacher solicits a proofreader for written communications and has a personal plan of improvement in place; Errors in oral communication are very few

Teacher speaks and communicates written material in a professional manner; Students are instructed and corrected appropriately. Family members understand communications and are not offended by the special educator’s messages

Data from the Summative Evaluation During Student Teaching

CEC Standards – Key Elements – Specialty Sets Unacceptable Emerging Acceptable ExemplaryCEC 1: Learner Development and Individual Learning Differences

Key Element 1.2 Teacher uses understanding … of differences … to respond to the needs of individuals.

0% 0% 0% 100%


Specialty Set ISCI K3 : Educational implications of characteristics of various exceptionalities

0% 0% 0% 100%


Specialty Set ISCI K10 effects an exceptional condition can have on an individual’s life

0% 0% 0% 100%

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Key Element 2.1 Special education professionals … create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions

0% 0% 75% 25%


Specialty Set ISCI 2 S4Teacher can design learning environments that encourage active participation in individual and group activities

0% 25% 75% 0%


Specialty Set ISCI 2 S12 Design and manage daily routines

0% 0% 50% 50%


Key Element 2.2 Use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments

0% 0% 83% 17%


Specialty Set ISCI 2 S10Use effective and varied behavior management strategies

0% 0% 83% 17%


Key Element 3.3Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities

0% 0% 0% 100%


Specialty Set ISCI 3 K3 National, state or provincial, and local curricula standards

0% 0% 0% 100%


Specialty Set ISCI 3 K4 Technology for planning and managing the teaching and learning environment

0% 0% 0% 100%

CEC 4: Assessment


0% 0% 83% 17%

CEC 4: Assessment


0% 0% 100% 0%

CEC 4: Assessment

Specialty Set ISCI 4 S8 Evaluate instruction and monitor progress of individuals with exceptionalities

0% 0% 92% 8%

CEC 4: Assessment


0% 0% 100% 0%

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CEC 4: Assessment

Specialty Set ISCI 4 S9 Create and maintain records

0% 0% 0% 100%


Key Element 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families,

0% 0% 83% 17%


Specialty Set ISCI 5 S8 Prepare lesson plans

0% 0% 0% 100%


Specialty Set ISCI 5 S 15 Select, adapt and use instructional strategies and materials according to characteristics of the individual with exceptionalities

0% 0% 75% 25%


Specialty Set LD5 K5 Methods for guiding individuals in identifying and organizing critical content

0% 0% 100% 0%


Specialty Set ISCI 5 S11 Make responsive adjustments to instruction based on continual observations

0% 0% 75% 25%


Specialty Set LD5 S6 Use responses and errors to guide instructional decisions and provide feedback to learners

0% 0% 83% 17%


Key Element 6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.

0% 0% 100% 0%


Specialty Set ISCI 6 S11 Reflect on one’s practice to improve instruction and guide professional growth

0% 0% 100% 0%


Key Element 6.1 Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.

0% 0% 0% 100%


Specialty Set LD6 S1 Participate in activities of professional organizations relevant to the field …

0% 33% 67% 0%



0% 0% 83% 17%

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0% 0% 83% 17%


Specialty Set LD7 K1 Co-planning and co-teaching methods to strengthen content acquisition of individuals ….

0% 0% 0% 100%


Specialty Set ISCI 7 S1 Maintain confidential communication about individuals with exceptionalities

0% 0% 0% 100%


Specialty Set ISCI 7 S10 Communicate effectively with families of individuals with exceptionalities from diverse backgrounds

0% 0% 0% 100%

COEPD Diversity Concept Assessment Location AssessmentUnbiased judgments of learning influenced by individual needs

CISP 626 Curriculum based measurement project

Curriculum Based Measurement Project RubricThe Curriculum Based Measurement Project requires teacher candidates to practice the skills related to identifying/measuring effective classroom interventions and utilizing progress monitoring. CEC StandardKey ElementSpecialty Set

Unacceptable Emergent Acceptable Exemplary

Standard 3: Curricular Content Knowledge

Key Element 3.1

Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

Candidate does not understand the central concepts, structures of the discipline, and tools of inquiry or how to organize knowledge of the discipline as evidenced by the lack of the student’s academic history or current performance in the targeted subject area.

Candidate demonstrates a minimal understanding of the central concepts, structures of the discipline, and tools of inquiry.

Candidate organizes knowledge of the discipline, but does not integrate cross-disciplinary skills or develop meaningful learning progressions as evidenced by the incomplete description of the student’s current performance in the targeted subject area.

.

Candidate demonstrates an understanding of the central concepts, structures of the discipline, and tools of inquiry.

Candidate organizes knowledge of the discipline, and integrates cross-disciplinary skills.

Candidates does not demonstrate an understanding of developing meaningful learning progressions for individuals with exceptionalities

Candidate describes the student’s current performance which includes strengths and

Candidate demonstrates a complete understanding of the central concepts, structures of the discipline, and tools of inquiry.

Candidate organizes knowledge of the discipline, integrates cross-disciplinary skills, and develops meaningful learning progressions for individuals with exceptionalities.

Candidate provides a detailed description of the student’s academic history, and current performance, citing strengths and

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weaknesses in the targeted subject area.

Candidate uses baseline data and current performance data.

weaknesses and other relevant information in the targeted subject area.

Candidate uses baseline data and current performance data.

Standard 4: Assessment

Key Element: 4.1Select and use technically sound formal and informal assessments that minimize bias.

Candidate’s selection and use of assessment is not appropriate for the subject matter to be assessed.

Candidate does not use technically sound assessments that are unbiased.

Candidate selects and uses an appropriate assessment tool/method that is technically sound, but not unbiased.

Candidate’s description of administration procedure is basic with little detail with minimal description of scoring procedures.

Candidate selects and uses an appropriate, technically sound assessment tool/method which is unbiased.

Candidate follows administration procedures appropriately and describes appropriate intervention procedures.

Candidate includes a description of scoring procedures and explicit decision rules.

Candidate selects and uses an appropriate, technically sound and unbiased assessmenttool or method.

Candidate follows administration procedures for establishing baseline and monitoring progress, provides a complete description of appropriate intervention procedures used (step-by-step instructional procedures); includes a description of scoring procedures and explicit decision rules.


Key Element 4.2Use knowledge of

measurement principles and

practices to interpret assessment results

and guide educational decisions for


Candidate does not demonstrate knowledge of measurement principles and practices as evidenced by the lack of accurately reporting or completely presenting results of the interventions.

Candidate’s educational recommendations are either missing or deemed impractical.

Candidate demonstrates minimal knowledge of measurement principles and practices as evidencedby an incomplete report lacking descriptions of components and implications of results.

Candidate’s educational recommendations are included.

Candidate demonstrates knowledge of measurement principles and practices as evidenced by a report that accurately presents the results of the intervention with clarity.

Candidate includes several practical educational recommendations which are communicated to others involved with the student.

Candidate demonstrates a complete knowledge of measurement principles and practices as evidenced by a report that explicitly and accurately presents the interpretation of results.

Candidate’s educational decisions are made and implemented based upon results of assessment.

Candidate offers several practical recommendations which are communicated to others involved with the student.


Key Element 4.3Beginning special education

professionals in collaboration with

Candidate does not collaborate with colleagues or families when making decisions about students with

Candidate collaborates with colleagues or families when making decisions about students with

Candidate collaborates with colleagues and with families when making decisions about students with

Candidate collaborates with colleagues and with families when making decisions about students with

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colleagues and families use multiple types of

assessment information in making decisions about


exceptionalities.

No evidence is present that the candidate used assessment data to guide instruction.

exceptionalities.

Decisions about students with exceptionalities are made without reference to multiple types of assessments.

Candidate provides an explanation of how instruction was guided by assessment data.

exceptionalities.

Decisions about students with exceptionalities are made with reference to assessments.

Candidate provides an explanation of how assessment data were used to guide instruction.

exceptionalities.

Decisions about students with exceptionalities are made with reference to multiple types of assessments.

Candidate demonstrates complete knowledge of measurement principles and practices as evidenced by the analysis of each phase of instruction including baseline, intervention, and final probe.

Candidate concisely summarizes the student’s performance during each phase.

Candidate gave a clear explanation of how assessment data guided the instruction.

Data from the Curriculum Based Measurement Project

CEC StandardKey ElementSpecialty Set

Unacceptable

Emergent

Acceptable

Exemplary

Standard 3: Curricular Content Knowledge

Key Element 3.1Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

0% 0% 0% 100%


Key Element: 4.1Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.

0% 0% 0% 100%

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0% 0% 0% 100%


Key Element 4.3Beginning special education professionals in collaboration with

colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.

0% 0% 10% 90%

COEPD Diversity Concept Assessment Location AssessmentResources to support access to all students

CISP 553 Community ResourcesReflection

See data above

Diversity Data for Teaching English as a Second Language 2017

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Teaching English as a Second Language

COEPD Diversity Concept Key Assessment Location AssessmentUnderstand and value diversity of students

CISL 552

CISL 655

KA 2: Conduct Micro-culture Project

KA 6: Research and write Philosophy of Teaching ESL paper

For both, Candidates must demonstrate understanding of critical concepts related to diversity among ELs, and provide evidence of outreach to, partnership with, or advocacy for EL parents and communities.

Micro-Culture Project RubricThe Micro-Culture Project is composed of two major components: the first asks candidates to educate their content area teacher colleagues about how cultural groups and individual cultural identities affect language learning and school achievement; the second asks candidates to build partnerships with students’ families, to serve as community resources, and to advocate for ELLs.TESOL Standards Performance Indicators/ Competency Levels Max

ScoreExceeds Standard(90 – 100%)

Meets Standard(80-89%)

Approaches Standard (70-79%)

Standard 2. Culture as it Affects Student Learning

Candidates know, understand, and use major theories and research related to the nature and role of culture in their instruction. They demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.

Candidate composes a presentation for content area teachers which depicts the major concepts, principles, theories, and research related to the nature and role of culture in instruction.

(9-10 pts)

Candidate organizes a presentation for content area teachers which depicts the major concepts, principles, theories, and research related to the nature and role of culture in instruction.

(8-8.9 pts.)

Candidate outlines a presentation for content area teachers which depicts the major concepts, principles, theories, and research related to the nature and role of culture in instruction.

(7-7.9 pts.)

30 pts.(30%)

Candidate explains how cultural groups and individual cultural identities affect language learning and school achievement.

Candidate examines how cultural groups and individual cultural identities affect language learning and school

Candidate shows how cultural groups and individual cultural identities affect language learning and school achievement.

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(4.5-5 pts)achievement.

(4-4.4 pts.)(3.5-3.9 pts.)

Candidate designs a tolerance learning activity that integrates the major concepts, principles and theories, and research related to culture and learning

(4.5-5 pts.)

Candidate selects a tolerance learning activity that reflects the major concepts, principles and theories, and research related to culture and learning.

(4-4.4 pts pts.)

Candidate demonstrates awareness of a tolerance learning activity that reflects the major concepts, principles and theories, and research related to culture and learning.

(3.5-3.9 pts.)

Candidate modifies culture-based tasks for content area teachers that will help them to support individual students’ learning.

(9-10 pts)

Candidate selects culture-based tasks for content area teachers that will help them to support individual students’ learning.

(8-8.9 pts.)

Candidate demonstrates awareness of culture-based tasks for content area teachers that will help them to support individual students’ learning.

(7-7.9 pts.)

Candidate analyzes how cultural groups and cultural identities affect ELLs’ language learning and school achievement.

(4.5-5 pts.)

Candidate describes how cultural groups and cultural identities affect ELLs’ language learning and school achievement.

(4-4.4 pts.)

Candidate is aware of how cultural groups and cultural identities affect ELLs’ language learning and school achievement.

(3.5-3.9 pts.)

25 pts.(25%)

Candidate designs a Mini-Cultural Expo that supports students’ cultural identities, engages the school community in dialogue about ELLs, and involves ELL students and their families in the planning.

(9-10 pts.)

Candidate organizes a Mini-cultural Expo that presents students’ cultural identities, provides information about ELLs to the school community, and includes ELL students and their families.

(8-8.9 pts.)

Candidate arranges a Mini-Cultural Expo.

(7-7.9 pts.)

131

Candidate collaboratively implements and creatively documents the Mini-Cultural Expo, and engages multiple ELLs, their families, and members of the school community in both implementation and documentation.

(9-10 pts.)

Candidate implements and documents the Mini-Cultural Expo, and engages several ELLs, their families, and members of the school community.

(8-8.9 pts.)

Candidate attempts to implement and document the Mini-cultural Expo. (7-7.9 pts.)

Standard 5.b. Partnerships and Advocacy

Candidates serve as professional resources, advocate for ESL students, and build partnerships with students’ families.

Candidate critically evaluates how current local and state educational and legal policy issues affect (or have the potential to affect) ELLs and their families.

(4.5-5 pts.)

Candidate describes current local and state educational and legal policy issues that affect (or have the potential to affect) ELLs and their families.

(4-4.4 pts.)

Candidate demonstrates awareness of local and state legal and educational policy issues that affect (or have the potential to affect) ELLs & families.

(3.5-3.9 pts.)

25 pts.(25%)

Candidate creates and modifies resources for ELLs and their families to help address those issues.

(9-10 pts.)

Candidate selects and distributes resources for ELLs and their families to help address those issues.

(8-8.9 pts.)

Candidate demonstrates awareness of resources for ELLs and their families to help address those issues.

(7-7.9 pts.)

Candidate collaborates with ELLs and their families to design a “Mini-Cultural Expo” which engages students’ cultural identities and educates the school community about ELLs, and includes an account of the collaboration in the Micro Culture Project submission.

(9-10 pts.)

Candidate plans a “Mini-Cultural Expo” which presents students’ cultural identities and educates the school community about ELLs, involves ELLs and their families in the planning, and includes plans in the Micro Culture Project submission.

(8-8.9 pts.)

Candidate describes a “Mini-Cultural Expo” which reflects students’ cultural identities and educates the school community about ELLs, and includes description in the Micro Culture Project submission.

(7-7.9 pts.)

Data from the Micro-Culture ProjectStandard Approaches Meets Exceeds

132

Standard Standard StandardFall2014

FALL2015

Fall 2016

Fall2014

FALL2015

Fall 2016

Fall2014

FALL2015

Fall 2016

2. 1 0 3 7 1 5 9 14 11

5.b. 2 0 3 5 1 4 10 14 12

Philosophy of Teaching Paper RubricThe Philosophy of Teaching Paper asks candidates to respond to specific prompts about their knowledge and use of Assessment for ELLS and their professional practice with regard to ESL Partnerships and Advocacy in producing a concise report on key facets of ESL philosophy and practice.

TESOL Standards

Performance Indicators/ Competency Levels Max Score

Exceeds Standard(90-100)



Standard 4.a. Issues of Assessment for ESL

Candidates demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.

Candidate evaluates understanding of key assessment issues for ELLs, including standards, accountability, and affective needs. (11.25-12.5 pts.)

Candidate demonstrates knowledge of key assessment issues for ELLs, including standards, accountability, and affective needs.

(10-11.24 pts.)

Candidate is aware of key assessment issues for ELLs.

(8.75-9.9 pts.)

50 pts (50 %)

Candidate evaluates a variety of assessment types and purposes for and provides ELL-related examples. (11.25-12.5 pts.)

Candidate explains and analyzes a variety of assessment types and purposes and provides ELL-related examples.

(10-11.24 pts.)

Candidate is aware of a variety of assessment types and purposes and provides ELL-related examples

(8.75-9.9 pts.)

Candidate evaluates how s/he adapts and designs a broad range of assessments for appropriate use with ELLs across ELP levels. (11.25-12.5 pts.)

Candidate explains how s/he adapts and/or designs assessments for appropriate use with ELLs across ELP levels.

(10-11.24 pts.)

Candidate describes how s/he adapts and/or designs assessments for appropriate use with ELLs across ELP levels.

(8.75-9.9 pts.)

133

Candidate evaluates how s/he works with a variety of resources to accommodate giftedness and special learning needs for ELLs and elaborates how s/he shares this knowledge with colleagues. (11.25-12.5 pts.)

Candidate demonstrates how s/he works with a variety of resources to accommodate giftedness and special learning needs for ELLs and explains how s/he shares this knowledge with colleagues.

(10-11.24 pts.)

Candidate lists a variety of resources s/he uses to accommodate giftedness and special learning needs for ELLs and shows how s/he shares this knowledge with colleagues.

(8.75-9.9 pts.)

Standard 5.b. Partnerships and Advocacy.

Candidates take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs.

Candidate critically evaluates the role of ESL professionals as resource persons and discusses at least one specific example of having served in that capacity. (11.25-12.5 pts.)

Candidate explains how ESL professionals serve as resource persons for colleagues and provides at least one specific example of having served in that capacity.

(10-11.24 pts.)

Candidate is aware of how ESL professionals serve as resource persons for colleagues and describes having served in that capacity.

(8.75-9.9 pts.)

50pts.(50%)

Candidate serves as a leading advocate for ELLs, and evaluates at least one example of having advocated for ELLs’ access to academic resources, including instructional technology. (11.25-12.5 pts.)

Candidate describes and analyzes at least one example of having advocated for ELLs’ access to academic resources, including instructional technology.

(10-11.24 pts.)

Candidate is aware of advocating for ELLs’ access to academic resources, including instructional technology.

(8.75-9.9 pts.)

Candidate participates in ESL related professional growth opportunities. (11.25-12.5 pts.)

Candidate attends an ESL related professional growth opportunity.

(10-11.24 pts.)

Candidate is aware of ESL related professional growth opportunities.

(8.75-9.9 pts.)Candidate plans and prioritizes a continuous cycle of ESL professional development that is goal-directed and informed by instructional reflections and analysis.

Candidate discusses a continuous cycle of ESL professional development that is goal-directed and informed by instructional reflections and analysis.

(10-11.24 pts.)

Candidate is aware of goal directed ESL professional development that is informed by instructional reflections and analysis.

(8.75-9.9 pts.)

134

(11.25-12.5 pts.)

Data from Philosophy of Teaching PaperTESOL

Standard

Approaches Standard

Meets Standard Exceeds Standard

Sum 2014

Sum 2016

Sum2014

Sum2016

Sum2014

Sum2016

4.a. 1 0 1 1 13 9

5.b. 1 0 1 1 13 9

TESOL Standar

d

Approaches Standard

Meets Standard Exceeds Standard

Spr 2015 Spr 2015 Spr 2015

1.b. 0 1 12

2. 1 0 12

4.a. 1 1 11

5.b. 0 2 11COEPD Diversity Concept Key Assessment Location AssessmentConsistency and fairness in lesson and program planning

CISL 654 KA 3: Unit Plan Candidates must compose 5-lesson Unit Plan for ELs that demonstrates differentiation for multilevel classrooms with learners from diversebackgrounds.

Unit Plan RubricThe Unit Plan focuses on planning for standards-based ESL and content instruction, ESL and content instruction resources and technology, and language proficiency assessment. In the Unit Plan, candidates must demonstrate their knowledge, understanding, and application of concepts, research, and best practices to plan standards-based instruction. Candidates must also demonstrate how they will serve as effective language models, and how they will create learning environments that support diverse, multilevel ELLs.TESOL Standards Performance Indicators/ Competency Levels Max

ScoreExceeds Standard(90 – 100%)



Standard 3.a. Candidate adapts Candidate applies Candidate is aware 40 pts

135

Planning for Standards-Based ESL and Content Instruction

Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

knowledge of ESL concepts, research and best practices in planning classroom instruction.

(9-10 pts)

knowledge of ESL concepts, research and best practices in planning classroom instruction.

(8. 8.9 pts)

of ESL concepts, research and best practices in planning classroom instruction.

(7-7.9 pts)

(40%)

Candidate evaluates the features and practices of a supportive ESL learning environment, provides examples from their teaching experience, and evaluates the efficacy of those examples.

(9-10 pts)

Candidate illustrates the features and practices of a supportive ESL learning environment and provides examples from their teaching experience.

(8. 8.9 pts)

Candidate is aware of features and practices of a supportive ESL learning environment and provides examples.

(7-7.9 pts)

Candidate synthesizes effective language modeling into unit and lesson planning.

(9-10 pts)

Candidate describes characteristics of effective language modeling and provides unit and lesson planning examples.

(8. 8.9 pts)

Candidate lists characteristics of effective language modeling and describes their relevance for unit and lesson planning.

(7-7.9 pts)

Candidate critiques and adapts strategies for working effectively in multilevel classrooms.

(9-10 pts)

Candidate selects and describe strategies for working effectively in multilevel classrooms.

(8. 8.9 pts)

Candidate recalls strategies for working effectively in multilevel classrooms.

(7-7.9 pts)

Candidate integrates standards-based ESL and content curriculum into lesson and unit planning.

(9-10 pts)

Candidate applies standards-based ESL and content curriculum to lesson and unit planning.

(8. 8.9 pts)

Candidate describes standards-based ESL and content curriculum for lesson and unit planning.

(7-7.9 pts)

Standard 3.c. Using Resources and Technology Effectively in ESL and Content

Candidate tests and modifies technologies for use in ESL and content teaching.

Candidate chooses and uses technologies for use in ESL and content teaching.

Candidate is aware of technologies for use in ESL and content teaching.

30 pts (30%)

136

Instruction

Candidates are familiar with a wide range of standards- based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.

(9-10 pts) (8. 8.9 pts) (7-7.9 pts)

Candidate appraises resources and technologies, evaluates choices and adaptations, and proposes additional adaptations.

(9-10 pts)

Candidate describes and provides examples of resources and technologies chosen and adapted, explains choices and adaptations, and discusses outcomes.

(8. 8.9 pts)

Candidate provides examples of resources and technologies used, explains choices, and discusses outcomes.

(7-7.9 pts)

Standard 4.b. Language Proficiency Assessment

Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement and demonstration of language growth of ESOL students.

Candidate evaluates standards based language proficiency instruments.

(9-10 pts)

Candidate demonstrates knowledge of standards based language proficiency instruments.

(8-8.9 pts)

Candidate is aware of standards based language proficiency instruments.

(7-7.9 pts)

30 pts

(30%)

Candidate interprets standards based language proficiency instruments to show ELL’s language growth and inform instruction.

(9-10 pts)

Candidate demonstrates the use of standards based language proficiency instruments to show ELL’s language growth and inform instruction.

(8-8.9 pts)

Candidate is aware of how standards based language proficiency instruments are used to show ELL’s language growth and inform instruction.

(7-7.9 pts)

Candidate recommends uses of standards based language proficiency instruments for identification, placement, and reclassification of ELLs.

(9-10 pts)

Candidate describes uses of standards based language proficiency instruments for identification, placement, and reclassification of ELLs.

(8-8.9 pts)

Candidate defines standards based language proficiency instruments for identification, placement, and reclassification of ELLs.

(7-7.9 pts)

137

Data from Unit PlanTESOL Standard

Approaches Standard Meets Standard Exceeds Standard

Sum 2014654

Fall 2015 (LM)

Sum 2016

Sum 2014654

Fall 2015 (LM)

Sum 2016654

Sum 2014654

Fall 2015 (LM)

Sum2016654

3.a. 1 0 0 2 3 1 12 12 9

3.c. 1 0 0 2 1 1 12 14 9

4.b. 1 0 0 2 1 1 12 14 9


CISL 653 KA 3: Unit Plan. Candidates must demonstrateunderstanding of various instructional and assessment issues as theyaffect ELLs, such as accountability, bias, specialeducation testing, language proficiency, andAccommodations.

See data above

COEPD Diversity Concept Key Assessment Location AssessmentRecognize multiple perspectives, including multicultural and/or global perspectives

CISL 552 KA 2: Micro-Culture Project. Candidates must demonstrate understanding and application of concepts and practices related to culture as it affects student learning.

See data above

COEPD Diversity Concept Key Assessment Location AssessmentUnbiased judgments of learning influenced by individual needs

CISL 655 KA 6: Applied Research Project: Candidates plan, assess, and adapt standards based instruction using overall student

138

performance data and demonstrated individual student needs.

See data above

COEPD Diversity Concept Key Assessment Location AssessmentInstruction responsive to student diversity

CISL 654 KA 6: Philosophy of Teaching ESL paper reflects candidates’ understanding of and commitment to the critical issues related to culturally and linguistically diverse students

See data above

COEPD Diversity Concept Key Assessment Location AssessmentSupport and enhancement of learning through technology

CISL 654

CISL 655

KA 3: Unit Plan

KA 7: Practicum Report

For both, candidates demonstrate understanding and application of concepts related to effective use of resources and technology in ESL and content instruction.

Practicum Report Rubric

In the Practicum Report, candidates describe, analyze, and reflect upon their 75 hour clinical field experience with English Language Learners. They use knowledge acquired throughout coursework—about language as a system; language acquisition and development; implementing and managing standards-based ESL and content instruction; using resources and technology effectively in ESL and content instruction; and language proficiency and classroom-based assessment—to plan, implement, and manage instructional activities for a range of English Language Learners. These activities will include teaching, tutoring, and assessing ESL students; preparing unit and lesson plans; observing and assisting established ESL professionals; and collaborating with content area teachers.

TESOL Standards Performance Indicators/ Competency Levels Max Score

Exceeds Standard

(90 – 100%)

Meets Standard

(80-89%)

Approaches Standard

(70-79%)

139

Standard 1.a. Language as a System

Language as a System-Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas.

Candidate evaluates understanding of language as a system in her or his formal and informal interactions with students.

(9-10 pts)

Candidate applies understanding of language as a system in her or his teaching.

(8-8.9 pts)

Candidate demonstrates awareness of the elements of language and the idea of language as a system.

(7-7.9 pts)

15 pts.

(15%)

Candidate proposes ways to improve how s/he supports ELLs as they acquire English language and literacy in order to achieve in the content areas.

(4.5 – 5 pts)

Candidate supports ELLs as they acquire English language and literacy in order to achieve in the content areas.

(4 -4.4 pts)

Candidate is aware of supporting ELLs as they acquire English language and literacy in order to achieve in the content areas.

(3.5 -3.9 pts)

1.b. Language Acquisition and Development

Candidates understand and apply theories and research in language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement.

Candidate combines a range of language acquisition theory and research to support English language and literacy learning, and content-area achievement.

(9-10pts)

Candidate applies knowledge of language acquisition theories and research to English language and literacy learning, and content-area achievement.

(4 -4.4 pts)

Candidate is aware of language acquisition theories and research in English language and literacy learning, and content-area achievement.

(3.5 -3.9 pts)

15pts.

(10%)

Candidate compares and evaluates language acquisition theories and research that were helpful during the practicum.

(4.5-5 pts)

Candidate discusses language acquisition theories and research that were helpful during the Practicum.

(4-4.4 pts)

Candidate lists language acquisition theories and research that were helpful during the Practicum.

(3.5 -3.9 pts)

140

3.b. Implementing and Managing Standards-Based ESL and Content Instruction

Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.

Candidate designs instructional strategies and activities that integrate English listening, speaking, reading and writing skills.

(9-10 pts)

Candidate implements instructional strategies and activities that integrate English listening, speaking, reading and writing skills.

(8-8.9 pts.)

Candidate demonstrates awareness of integrating English listening, speaking, reading and writing skills.

(7-7.9 pts)

20 pts

(20%)

Candidate evaluates how they support ELLs by teaching language through academic content.

(9-10 pts)

Candidate demonstrates how they support ELLs by teaching language through academic content.

(8-8.9 pts.)

Candidate is aware of supporting ELLs by teaching language through academic content.

(7-7.9 pts)

Standard 3.c. Using Resources and Technology Effectively in ESL and Content Instruction.

Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.

Candidate evaluates standards-based materials, resources, and technologies.

(4.5 – 5 pts)

Candidate surveys standards-based materials, resources, and technologies.

(4 -4.4 pts)

Candidate is aware of standards-based materials, resources, and technologies.

(3.5 -3.9 pts)

20 pts

(20%)

Candidate evaluates the range of linguistically accessible, age appropriate, and culturally responsive resources and technologies s/he chose and used in her or his content teaching.

(9-10 pts)

Candidate describes a range of linguistically accessible, age appropriate, and culturally responsive resources and technologies s/he chose and used in her or his content teaching.

(8-8.9 pts.)

Candidate lists linguistically accessible, age appropriate, and culturally responsive resources and technologies for use in content teaching.

(7-7.9 pts)

4.b. Language Proficiency Assessment

Candidates know and use a variety of standards-based language proficiency instruments to

Candidate interprets standards-based language proficiency instruments.

(4.5 – 5 pts)

Candidate demonstrates knowledge of and skill in using a variety of standards-based language proficiency instruments.

Candidate demonstrates awareness of standards-based language proficiency instruments.

10 pts

(20%)

141

inform their instruction and understand their uses for identification, placement and demonstration of language growth of ESL students.

(4-4.4 pts.)

(3.5 -3.9 pts)

Candidate suggests improvements to language proficiency instruments used for identification, placement, and reclassification of ELLs.

(4.5 – 5 pts)

Candidate selects and analyzes language proficiency instruments used for identification, placement, and reclassification of ELLs.

(4 -4.4 pts)

Candidate is aware of language proficiency instruments used for identification, placement, and reclassification of ELLs.

(3.5 -3.9 pts)

4.c. Classroom Based Assessment for ESL

Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.

Candidate evaluates performance-based assessment tools and techniques to inform instruction.

(5 pts)

Candidate selects performance-based assessment tools and techniques to inform instruction.

(4-4.4 pts.)

Candidate demonstrates awareness of performance-based assessment tools and techniques to inform instruction.

(3.5-3.9 pts)

20 pts

(20%)

Candidate adapts to the performance-based assessment tools and techniques used during the practicum with regard to language and content instruction.

(4.5-5 pts)

Candidate analyzes the performance-based assessment tools and techniques used during the practicum with regard to language and content instruction.

(4-4.4 pts.)

Candidate demonstrates awareness of performance-based assessment tools and techniques with regard to language and content instruction.

(3.5-3.9 pts)

Rubrics evaluate ELLs’ content-based language use.

(9-10 pts)

Rubrics examine ELLs’ content-based language use.

(8-8.9 pts)

Rubrics describe ELLs’ content-based language use.

(7-7.9 pts)

Data from Practicum Report

TESOL Approaches Meets Standards Exceeds Standards

142

Standard Standards

Fall 2015-1

Fall 2015-2

Fall 2016

Fall 2015-1

Fall 2015-2

Fall2016

Fall 2015-1

Fall 2015-2

Fall 2016

1.a. 0 0 0 0 1 0 3 13 2

1.b. 0 0 0 0 1 0 3 13 2

3.b. 0 0 0 0 0 0 3 14 2

3.c. 0 0 0 1 0 0 2 14 2

4.b. 0 0 0 0 1 0 3 13 2

4.c. 0 0 0 0 1 0 3 13 2

COEPD Diversity Concept Key Assessment Location AssessmentResources to support access to all students

CISL 654

CISL 655

KA 3: Unit Plan

KA 7: Practicum Report

For both, candidates demonstrate understanding and application of concepts related to effective use of resources and technology in ESL and content instruction.

See data above

COEPD Diversity Concept Key Assessment Location AssessmentOrganize learning to meet diverse needs

CISL 654 KA 3: Unit Plan Candidates must compose 5-lesson Unit Plan for ELs that demonstrates differentiation for multilevel classrooms with learners from diversebackgrounds.

See data above

143

Diversity Data for Visual Impairment 2017

Visual Impairment

Diversity Concept Course AssessmentUnderstanding and value diversity of students

CIVI 503 Expanded Core Curriculum Needs Assessment

Expanded Core Curriculum Needs Assessment Rubric

CEC Standard Unacceptable Emerging Acceptable Exemplary

B&VI 1 K2, ISCI 2 S8, B&VI 2 S2, B&VI 3, S1, ISCI 4 S5

Submission of Final ECC Plan Addresses current and

critical needs of student IEP goals are written

based on the current needs of student as determined by the ECC needs assessment

Report does not include the current and critical needs of the student nor does it determine IEP goals based on the ECC needs assessment

Report includes needs of the student but does not indicate any critical needs and does not determine IEP goals based on the ECC needs assessment

Report includes current and critical needs but does not determine IEP goals based on the ECC needs assessment

Report includes current and critical needs band also includes IEP goals based on the ECC needs assessment

Data From Expanded Core Curriculum Needs Assessment

SPRING 2016CEC Standard

Unacceptable Emerging Acceptable Exemplary


Submission of Final ECC Plan 4100%



144


Submission of Final ECC Plan2

33%4

67%


CIVI 601 Observed Lesson with Lesson Plan

Observed Lesson with Lesson Plan Rubric


B&VI3K1, B&VI3S2

Appropriate Planning and Organization of the Lesson

Verification via observation of the teaching skill, candidate not able to demonstrate

Verification via observation of the teaching skill, candidate meets minimal proficiency

Verification via observation of the teaching skill, candidate exceeds minimum proficiency

Verification via observation of the teaching skill, candidate demonstrated complete mastery

B&VI5S1 Appropriate Planning and Organization of the Environment





B&VI7K1, B&VI7K1

Collaboration with Other Professionals





B&VI5K5, B&VI5K11

Differentiates Instruction Verification via observation of the teaching skill, candidate not able to demonstrate



Verification via observation of the teaching skill, candidate demonstrated

145

complete masteryB&VI3S1 Collection of Data for

Instructional Decision-Making





B&VI5K2, B&VI5K6, B&VI5K7

Appropriate Instructional Methods(activate prior knowledge, pre-teach, reteach, mnemonics, etc.)





B&VI5K1 Knowledge of Curriculum Content and Common Core Standards





B&VI5K4 Effective Hands-on Learning Activities





B&VI2S2 Engagement of Learners Verification via observation of the teaching skill, candidate not able to demonstrate




B&VI2K1, B&VI2S1

A Safe, Equitable Classroom Environment





146

Data From Observed Lesson with Lesson Plan

FALL 2015CEC Standard


B&VI3K1, B&VI3S2

Appropriate Planning and Organization of the Lesson 1

20%4

80%


120%

480%

B&VI7K1, B&VI7K1

Collaboration with Other Professionals 1

20%4

80%

B&VI5K5, B&VI5K11

Differentiates Instruction1

20%4

80%

B&VI3S1 Collection of Data for Instructional Decision-Making

120%

480%



120%

480%

147


120%

480%

B&VI5K4 Effective Hands-on Learning Activities 1

20%4

80%

B&VI2S2 Engagement of the Learners1

20%4

80%

B&VI2K1, B&VI2S1

A Safe, Equitable Classroom Environment 1

20%4

80%




133%

267%

B&VI7K1, B&VI7K1


33%2

67%

B&VI5K5, B&VI5K11


33%2

67%

148


133%

267%



133%

267%


133%

267%


33%2

67%

B&VI2S2 Engagement of Learners 1

33%2

67%B&VI2K1, B&VI2S1


33%2

67%


CIVI 503 Key Assessment 5: Functional Vision and Learning Media Assessments

Functional Vision and Learning Media Assessments Rubric


149

ISCI 7 S1, ISCI 7 S2, ISCI 4 S1, B&VI K 3, K4, ISCI 4 S5, B&VI 4 S1, B&VI 4 S5, B&VI 6

Background Information: Students includes

general information pertaining to student: age, location, services provided

Report does not include any of the student's background information

Report identifies 1 out of 4 parts of the student's background information


Report identifies all pertinent background information

ISCI 4 K1, B&VI 4 K1, B&VI 4 K3, ISCI 4S1, B&VI 4 S2, B&VI 6 K4

Medical Information: Student includes clinical

summary and recommendations

Student uses correct terminology but explains the terminology

Report does not include clinical report summary and recommendations

Report includes a clinical summary or recommendations, but does not include correct terminology and explanation

Report includes both the clinical report and correct terminology, but does not include recommendations or explanation of terminology

Reports includes clinical report summary with recommendations; report uses correct terminology and explains terminology

ISCI 7 S2 Information from Student/Parent/Teachers

Student includes information from the student/Parent/Teachers discussing the strengths and weaknesses of the student, the students likes and dislikes and future needs

Report does not include any information from the student, teachers, and parents regarding the student's strengths and weaknesses, likes and dislikes and future needs.

Report does include information from the students, teachers, and parents, but addresses less than 4 of the following: student's strengths, weakness, likes, dislikes, and future needs

Report does include information from the students, teachers, and parents, but only addresses 4 out of 5 of the following: student's strengths, weakness, likes, dislikes, or future needs.

Report includes information from the students, teachers, and parents; it completely address the student's strengths, weakness, likes, dislikes, and future needs

ISCI 4 S2, B&VI 4 K1, B&VI 4 K3, B&VI 4, S2, ISCI 5 S3, B&VI 6 K4

Functional Near Visual Acuity/Visual Behaviors (with and without optical devices)

Student assesses near acuity using both chart testing and classroom testing.

Report does not include any near testing of acuity.

Report includes near distance acuity testing, but does not include both chart testing and classroom testing. Visual behaviors

Report includes both chart testing and classroom testing on near distance acuity, but does not report visual behaviors

Report includes both chart testing and classroom testing on near distance acuity, as well as visual behaviors observed

150

Student tests student without optical aides (if they have them) and without them.

Student records visual behaviors observed during testing

observed during testing in not recorded.

observed during testing.

during testing.


Functional Distance Visual Acuity/Visual Behaviors (with and without optical devices)

Student assesses distance acuity using both chart testing and classroom testing.



Report does not include any distance testing of acuity.

Report includes distance acuity testing, but does not include both chart testing and classroom testing. Visual behaviors observed during testing in not recorded.

Report includes both chart testing and classroom testing on distance acuity, but does not report visual behaviors observed during testing.

Report includes both chart testing and classroom testing on near distance acuity, as well as visual behaviors observed during testing.


Visual Field Testing Student assesses visual

fields (central and peripheral) as it relates to the educational setting

Report does not include any testing of central fields.

Report includes partial assessment of visual fields (either central or peripheral – not both), but does not relate it to the educational setting.

Report includes complete assessment of visual fields (central and peripheral), but does not relate it to the educational setting.

Report includes complete assessment of visual fields and relates it to the educational setting.


Contrast Testing Student assesses

students contrast perception using both chart and classroom

Report does not include any testing on contrast.

Report includes either chart testing or classroom testing on contrast, but does not include

Report includes chart testing and classroom testing on contrast, but does not include

Report includes chart testing and classroom testing on contrast and includes

151

testing with recommendations

recommendations. recommendations. recommendations.


Color Testing Student assesses the

student's ability to discriminate exact colors and discriminate shading of colors using classroom testing and includes recommendations

Report does not include any testing on color discrimination

Report includes testing on color discrimination, but does not include classroom testing or recommendations.

Report includes testing on color discrimination and includes classroom testing, but does not include recommendations.

Report includes testing on color discrimination and includes classroom testing, and includes recommendations.


Lighting Student assesses student

in a variety of settings using a variety of lighting and explains educations relevance

Report does not include testing in a variety of settings using different lighting

Report includes testing in a variety of settings but does not include testing using more than one lighting source

Report includes testing in a variety of settings using a variety of lighting, but does not discuss the educational relevance.

Report includes testing in a variety of settings using a variety of lighting, and discusses the educational relevance.


Visual Reflexes Student assesses

students visual reflexes and describes functional implications

Report does not include assessment or describes visual reflexes nor describes functional implications

Report mentions the assessment of visual reflexes, but does not describe the child's visual reflex response; report does not discuss functional implications

Report describes visual reflexes but does not describe functional implications

Report describes visual reflexes and functional implications


Visual Motor Student assesses

student's visually guided reach and hand dominance and discusses educational relevance

Report does not include assessment of visually guided reach nor hand dominance

Report includes either assessment of a visually guided reach or hand dominance, but does not discuss educational

Report includes assessment of both visually guided reach and hand dominance, but does not discuss educational

Report includes assessment of both visually guided reach and hand dominance and discusses educational

152

relevance relevance relevanceISCI 4 S2, B&VI 4 K1, B&VI 4 K3, B&VI 4, S2, ISCI 5 S3, B&VI 6 K4

Binocularity Student assesses use of

binocular vision and discusses educational relevance

Report does not included assessment of the student's use of binocular vision

Report mentions assessment of binocular vision, but does not mention results; report does not discuss educational relevance

Report adequately describes student's use of binocular vision but does not discuss educational relevance

Report describes student's use of binocular vision and discusses educational relevance


Motility Student assesses the

following and discusses the educational relevance

1. following2. tracking3. localizing4. fixation

Report does not include assessment of motility

Report includes at least 2 of the areas assessed for motility but not all and may not discuss the educational relevance

Report includes all areas assessed for motility but does not discuss the educational relevance

Report includes all areas of the areas assessed for motility and discusses the educational relevance

ISCI 4 S2, B&VI 1 K2, B&VI S4

Sensory Channels Student assesses the

student's use of sensory channels in a variety of settings both familiar and unfamiliar and structured and unstructured

Student utilizes sensory channels to determine primary and secondary channel

Report does not include the use of sensory channels or determines the probable primary or secondary sensory channel

Report includes assessment sensory channels but does not use familiar and unfamiliar settings and structured and unstructured activities; primary and secondary channels are not determined

Report includes assessment of sensory channels in a variety of setting both familiar and unfamiliar and structured and unstructured; Primary and secondary channels are not determined

Report includes assessment of sensory channels in a variety of setting both familiar and unfamiliar and structured and unstructured; Primary and secondary channels are determined

ISCI 4 S2, B&VI 1 K6, ISCI 4 S3

Reading Efficiency Student assesses the

reading efficiency by determining the rate

Report does not include assessment of reading efficiency

Report includes assessment of at least one area of the elements of

Report includes assessment of all areas of reading efficiency; it does

Report includes assessment of all areas of reading efficiency and

153

based on grade level and assesses reading comprehension to determine if they are on mastery, instructional, or frustration level.

Student assesses reading fluency with and without optical aides

Student makes determination if reading medium is currently efficient

reading efficiency, but not all; it does not make a determination of efficiency

not make a determination of efficiency

makes determination of efficiency

ISCI 4 S2 Writing Samples Student assesses writing

efficiency to determine if the writing is legible

Writing efficiency is assesses with and without optical aides if used

Student is assessed on their ability to read back their own prior writing

Report does not include assessment of student's handwriting

Report includes determination of legibility of writing, but does not assess writing both with and without optical aides; does not assess student's ability to read back their prior writing

Report includes assessment of student's writing legibility with and without optic aides bud does not assess students ability to read back their own prior writing

Report includes assessment of student's writing legibility with and without optic aides and also assesses students ability to read back their own prior writing

ISCI 4 S2, ISCI 4 S3 Technology Skills Technology skills are

assessed with recommendations made for future learning

Report does not include assessment of technology skills

Report includes partially completed assessment of technology skills form but with no recommendations for future learning

Report includes completed assessment of technology skills form with no recommendations for future learning

Report includes completed assessment of technology skills form and recommendations for future learning

ISCI 4 S2 Literacy Tools Inventory Literacy tools are

assessed with

Report does not include assessment of literacy tools

Report includes partially completed assessment of

Report includes completed assessment of


154

recommendations made for future learning

literacy tools form but with no recommendations for future learning

literacy tools form with no recommendations for future learning

literacy tools form and recommendations for future learning

ISCI 2 S9, ISCI 3 K4, B&VI 1 S3, B&VI 2, K1, B&VI 2 S2, ISCI 5 S3, B&VI 5 S3

Recommendations Student makes

recommendations based on information gathered in the assessment of the different areas of the FVA/LMA

Student does not make any recommendations

Student uses less than 75% of the information assessed to make recommendations for educational purposes

Student uses at least 75% of the areas assessed to make recommendations for educational purposes

Student uses information from each area of the FVA/LMA to make recommendations

Data From Functional Vision and Learning Media Assessments




Background Information

125%

375%


Medical Information 1

25%3

75%

ISCI 7 S2 Information from Student/Parent/Teachers 1

25%3

75%

ISCI 4 S2, B&VI 4 K1, B&VI 4 K3,

Functional Near Visual Acuity/Visual Behaviors (with 1 3

155

B&VI 4, S2, ISCI 5 S3, B&VI 6 K4

and without optical devices) 25% 75%



125%

375%


Visual Field Testing1

25%3

75%


Contrast Testing 1

25%3

75%


Color Testing1

25%3

75%


Lighting1

25%3

75%


Visual Reflexes1

25%3

75%


Visual Motor1

25%3

75%

ISCI 4 S2, B&VI 4 K1, B&VI 4 K3, B&VI 4, S2, ISCI 5

Binocularity1

25%3

75%

156

S3, B&VI 6 K4ISCI 4 S2, B&VI 4 K1, B&VI 4 K3, B&VI 4, S2, ISCI 5 S3, B&VI 6 K4

Motility1

25%3

75%


Sensory Channels1

25%3

75%


Reading Efficiency1

25%3

75%

ISCI 4 S2 Writing Samples1

25%3

75%

ISCI 4 S2, ISCI 4 S3 Technology Skills1

25%3

75%

ISCI 4 S2 Literacy Tools Inventory1

25%3

75%


Recommendations1

25%3

75%

157




Background Information1

17%5

83%



17%5

83%


17%5

83%



117%

583%



117%

583%



17%5

83%


Contrast Testing 1

17%5

83%

ISCI 4 S2, B&VI 4 Color Testing

158

K1, B&VI 4 K3, B&VI 4, S2, ISCI 5 S3, B&VI 6 K4

117%

583%


Lighting1

17%5

83%


Visual Reflexes1

17%5

83%


Visual Motor1

17%5

83%


Binocularity1

17%5

83%


Motility1

17%5

83%


Sensory Channels1

17%5

83%


Reading Efficiency1

17%5

83%


17%5

83%

159


17%5

83%


17%5

83%


Recommendations1

17%5

83%


CIVI 503 Key Assessment 3: Expanded Core Curriculum Needs Assessment

Expanded Core Curriculum Needs Assessment Rubric

CEC Standard Acceptable Exemplary

160

ISCI 1 K 10, B&VI 1 K2, ISCI 2 K5, ISCI 4

Completion of ECC Needs Assessment Student will complete an ECC Needs

Assessment addressing all areas of the ECC

Seven to Eight of areas of the ECC needs assessment are completed

All nine areas of the ECC needs assessment are completed

B&VI 1 K2, ISCI 2 S8, B&VI 2 S2,ISCI 4, S5, B&VI 4 S1, B&VI 4 S2, ICSI 5 S3, ISCI 5 S11, ISCI 5 S21

Determination of Priority Areas of the ECC Plan Student will collaborate with teachers,

parents, and student to determine priority areas of the ECC

Priority areas are determined and some of the stakeholders (parents, teachers, student) are collaborated with

Priority areas are determined after collaboration with teachers, parents, and the student


Submission of Final ECC Plan Addresses current and critical needs of

student IEP goals are written based on the

current needs of student as determined by the ECC needs assessment

Report includes current and critical needs but does not determine IEP goals based on the ECC needs assessment

Report includes current and critical needs band also includes IEP goals based on the ECC needs assessment

B&VI 3 K1, ISCI 4 S5, ISCI 4 S 6, B&VI 4, S1, ISCI 5 S3, ISCI 5 S10, B&VI 7 S1

Determination of service time both direct and indirect based on a severity rating scale

Completion of Severity Rating Scales Determination of direct and indirect

time based on severity rating scales

Severity rating scale is completed and either direct or indirect service time is determined, but not both.

Severity rating scale is completed and direct and indirect service times are determined.

Data From Expanded Core Curriculum Needs Assessment


Acceptable Exemplary


Completion of ECC Needs Assessment 4100%

161


Determination of Priority Areas of the ECC Plan 4100%


Submission of Final ECC Plan 4100%



4100%




Completion of ECC Needs Assessment 2

33%4

67%


Determination of Priority Areas of the ECC Plan 2

33%4

67%


Submission of Final ECC Plan2

33%4

67%



233%

467%

162

Diversity Concept Course AssessmentInstruction responsive to student diversity CIVI 601 Observed Lesson

Observed Lesson RubricCEC Standard Unacceptable Emerging Acceptable Exemplary

B&VI3K1, B&VI3S2











B&VI7K1, B&VI7K1






B&VI5K5, B&VI5K11









Verification via observation of the teaching skill, candidate demonstrated

163

complete masteryB&VI5K2, B&VI5K6, B&VI5K7




















B&VI2K1, B&VI2S1






Data From Observed LessonFALL 2015CEC Standard


164

B&VI3K1, B&VI3S2


20%4

80%


120%

480%

B&VI7K1, B&VI7K1


20%4

80%

B&VI5K5, B&VI5K11


20%4

80%


120%

480%



120%

480%


120%

480%

165


20%4

80%


20%4

80%

B&VI2K1, B&VI2S1


20%4

80%




133%

267%

B&VI7K1, B&VI7K1


33%2

67%

B&VI5K5, B&VI5K11


33%2

67%


133%

267%

166



133%

267%


133%

267%


33%2

67%


33%2

67%

B&VI2K1, B&VI2S1


33%2

67%

Diversity Concept Course AssessmentResources to support access to all students CIVI 503 Key Assessment 5: Functional vision and

Learning Media Assessments

Functional Vision and Learning Media Assessments Rubric


167


Background Information: Students includes

general information pertaining to student: age, location, services provided

Report does not include any of the student's background information



Report identifies all pertinent background information


Medical Information: Student includes clinical

summary and recommendations

Student uses correct terminology but explains the terminology

Report does not include clinical report summary and recommendations

Report includes a clinical summary or recommendations, but does not include correct terminology and explanation

Report includes both the clinical report and correct terminology, but does not include recommendations or explanation of terminology

Reports includes clinical report summary with recommendations; report uses correct terminology and explains terminology

ISCI 7 S2 Information from Student/Parent/Teachers

Student includes information from the student/Parent/Teachers discussing the strengths and weaknesses of the student, the students likes and dislikes and future needs

Report does not include any information from the student, teachers, and parents regarding the student's strengths and weaknesses, likes and dislikes and future needs.

Report does include information from the students, teachers, and parents, but addresses less than 4 of the following: student's strengths, weakness, likes, dislikes, and future needs

Report does include information from the students, teachers, and parents, but only addresses 4 out of 5 of the following: student's strengths, weakness, likes, dislikes, or future needs.

Report includes information from the students, teachers, and parents; it completely address the student's strengths, weakness, likes, dislikes, and future needs



Student assesses near acuity using both chart testing and classroom testing.

Report does not include any near testing of acuity.

Report includes near distance acuity testing, but does not include both chart testing and classroom testing. Visual behaviors

Report includes both chart testing and classroom testing on near distance acuity, but does not report visual behaviors

Report includes both chart testing and classroom testing on near distance acuity, as well as visual behaviors observed

168



observed during testing in not recorded.

observed during testing.

during testing.



Student assesses distance acuity using both chart testing and classroom testing.



Report does not include any distance testing of acuity.

Report includes distance acuity testing, but does not include both chart testing and classroom testing. Visual behaviors observed during testing in not recorded.

Report includes both chart testing and classroom testing on distance acuity, but does not report visual behaviors observed during testing.

Report includes both chart testing and classroom testing on near distance acuity, as well as visual behaviors observed during testing.


Visual Field Testing Student assesses visual

fields (central and peripheral) as it relates to the educational setting

Report does not include any testing of central fields.

Report includes partial assessment of visual fields (either central or peripheral – not both), but does not relate it to the educational setting.

Report includes complete assessment of visual fields (central and peripheral), but does not relate it to the educational setting.

Report includes complete assessment of visual fields and relates it to the educational setting.


Contrast Testing Student assesses

students contrast perception using both chart and classroom

Report does not include any testing on contrast.

Report includes either chart testing or classroom testing on contrast, but does not include

Report includes chart testing and classroom testing on contrast, but does not include

Report includes chart testing and classroom testing on contrast and includes

169

testing with recommendations

recommendations. recommendations. recommendations.


Color Testing Student assesses the

student's ability to discriminate exact colors and discriminate shading of colors using classroom testing and includes recommendations

Report does not include any testing on color discrimination

Report includes testing on color discrimination, but does not include classroom testing or recommendations.

Report includes testing on color discrimination and includes classroom testing, but does not include recommendations.

Report includes testing on color discrimination and includes classroom testing, and includes recommendations.


Lighting Student assesses student

in a variety of settings using a variety of lighting and explains educations relevance

Report does not include testing in a variety of settings using different lighting

Report includes testing in a variety of settings but does not include testing using more than one lighting source

Report includes testing in a variety of settings using a variety of lighting, but does not discuss the educational relevance.

Report includes testing in a variety of settings using a variety of lighting, and discusses the educational relevance.


Visual Reflexes Student assesses

students visual reflexes and describes functional implications

Report does not include assessment or describes visual reflexes nor describes functional implications

Report mentions the assessment of visual reflexes, but does not describe the child's visual reflex response; report does not discuss functional implications

Report describes visual reflexes but does not describe functional implications

Report describes visual reflexes and functional implications


Visual Motor Student assesses

student's visually guided reach and hand dominance and discusses educational relevance

Report does not include assessment of visually guided reach nor hand dominance

Report includes either assessment of a visually guided reach or hand dominance, but does not discuss educational

Report includes assessment of both visually guided reach and hand dominance, but does not discuss educational

Report includes assessment of both visually guided reach and hand dominance and discusses educational

170

relevance relevance relevanceISCI 4 S2, B&VI 4 K1, B&VI 4 K3, B&VI 4, S2, ISCI 5 S3, B&VI 6 K4

Binocularity Student assesses use of

binocular vision and discusses educational relevance

Report does not included assessment of the student's use of binocular vision

Report mentions assessment of binocular vision, but does not mention results; report does not discuss educational relevance

Report adequately describes student's use of binocular vision but does not discuss educational relevance

Report describes student's use of binocular vision and discusses educational relevance


Motility Student assesses the

following and discusses the educational relevance

5. following6. tracking7. localizing8. fixation

Report does not include assessment of motility

Report includes at least 2 of the areas assessed for motility but not all and may not discuss the educational relevance

Report includes all areas assessed for motility but does not discuss the educational relevance

Report includes all areas of the areas assessed for motility and discusses the educational relevance


Sensory Channels Student assesses the

student's use of sensory channels in a variety of settings both familiar and unfamiliar and structured and unstructured

Student utilizes sensory channels to determine primary and secondary channel

Report does not include the use of sensory channels or determines the probable primary or secondary sensory channel

Report includes assessment sensory channels but does not use familiar and unfamiliar settings and structured and unstructured activities; primary and secondary channels are not determined

Report includes assessment of sensory channels in a variety of setting both familiar and unfamiliar and structured and unstructured; Primary and secondary channels are not determined

Report includes assessment of sensory channels in a variety of setting both familiar and unfamiliar and structured and unstructured; Primary and secondary channels are determined


Reading Efficiency Student assesses the

reading efficiency by determining the rate

Report does not include assessment of reading efficiency

Report includes assessment of at least one area of the elements of

Report includes assessment of all areas of reading efficiency; it does

Report includes assessment of all areas of reading efficiency and

171

based on grade level and assesses reading comprehension to determine if they are on mastery, instructional, or frustration level.

Student assesses reading fluency with and without optical aides

Student makes determination if reading medium is currently efficient

reading efficiency, but not all; it does not make a determination of efficiency

not make a determination of efficiency

makes determination of efficiency

ISCI 4 S2 Writing Samples Student assesses writing

efficiency to determine if the writing is legible

Writing efficiency is assesses with and without optical aides if used

Student is assessed on their ability to read back their own prior writing

Report does not include assessment of student's handwriting

Report includes determination of legibility of writing, but does not assess writing both with and without optical aides; does not assess student's ability to read back their prior writing

Report includes assessment of student's writing legibility with and without optic aides bud does not assess students ability to read back their own prior writing

Report includes assessment of student's writing legibility with and without optic aides and also assesses students ability to read back their own prior writing

ISCI 4 S2, ISCI 4 S3 Technology Skills Technology skills are

assessed with recommendations made for future learning

Report does not include assessment of technology skills

Report includes partially completed assessment of technology skills form but with no recommendations for future learning

Report includes completed assessment of technology skills form with no recommendations for future learning

Report includes completed assessment of technology skills form and recommendations for future learning

ISCI 4 S2 Literacy Tools Inventory Literacy tools are

assessed with

Report does not include assessment of literacy tools

Report includes partially completed assessment of



172

recommendations made for future learning

literacy tools form but with no recommendations for future learning

literacy tools form with no recommendations for future learning

literacy tools form and recommendations for future learning


Recommendations Student makes

recommendations based on information gathered in the assessment of the different areas of the FVA/LMA

Student does not make any recommendations

Student uses less than 75% of the information assessed to make recommendations for educational purposes

Student uses at least 75% of the areas assessed to make recommendations for educational purposes

Student uses information from each area of the FVA/LMA to make recommendations

Data From Functional Vision and Learning Media Assessments




Background Information

125%

375%



25%3

75%


25%3

75%



125%

375%

173



125%

375%



25%3

75%


Contrast Testing 1

25%3

75%


Color Testing1

25%3

75%


Lighting1

25%3

75%


Visual Reflexes1

25%3

75%


Visual Motor1

25%3

75%


Binocularity1

25%3

75%

ISCI 4 S2, B&VI 4 Motility

174


125%

375%


Sensory Channels1

25%3

75%


Reading Efficiency1

25%3

75%


25%3

75%


25%3

75%


25%3

75%


Recommendations1

25%3

75%



ISCI 7 S1, ISCI 7 S2, ISCI 4 S1, B&VI

Background Information1 5

175

K 3, K4, ISCI 4 S5, B&VI 4 S1, B&VI 4 S5, B&VI 6

17% 83%



17%5

83%


17%5

83%



117%

583%



117%

583%



17%5

83%


Contrast Testing 1

17%5

83%


Color Testing1

17%5

83%

ISCI 4 S2, B&VI 4 Lighting

176


117%

583%


Visual Reflexes1

17%5

83%


Visual Motor1

17%5

83%


Binocularity1

17%5

83%


Motility1

17%5

83%


Sensory Channels1

17%5

83%


Reading Efficiency1

17%5

83%


17%5

83%


17%5

83%

177


17%5

83%


Recommendations1

17%5

83%

Diversity Concept Course AssessmentOrganize learning to meet diverse needs CIVI 602 Lesson Plan: Written

Written Lesson Plan Rubric


B&VI3K1, B&VI3S2











B&VI7K1, B&VI7K1



Verification via observation of the teaching skill, candidate meets

Verification via observation of the teaching skill, candidate exceeds

Verification via observation of the teaching skill, candidate

178

minimal proficiency minimum proficiency demonstrated complete mastery

B&VI5K5, B&VI5K11






























179

B&VI2K1, B&VI2S1






Data From Written Lesson Plan



B&VI3K1, B&VI3S2


20%4

80%


120%

480%

B&VI7K1, B&VI7K1


20%4

80%

B&VI5K5, B&VI5K11


20%4

80%


120%

480%

180



120%

480%


120%

480%


20%4

80%


20%4

80%

B&VI2K1, B&VI2S1


20%4

80%




133%

267%

B&VI7K1, B&VI7K1


33%2

67%

181

B&VI5K5, B&VI5K11


33%2

67%


133%

267%



133%

267%


133%

267%


33%2

67%


33%2

67%B&VI2K1, B&VI2S1


33%2

67%

182

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