special education (pk-8) early childhood ed (pk-4)post-lesson reflection on student performance/data...

SPECIAL EDUCATION (PK-8) / EARLY CHILDHOOD ED (PK-4)

Developed by

Dr. Michael J. Karpinski (Faculty Emeritus)Dr. Carroll J. Redfern (Faculty Emeritus)

Dr. Joseph M. Youshock (Faculty Emeritus)

Revised January 2020Department of Exceptionality Programs

College of Education Bloomsburg University

Bloomsburg, Pennsylvania

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TABLE OF CONTENTS THE STUDENT TEACHER CONTRACT ASSIGNMENTS.................................................................................. 3

CLASS SCHEDULE .............................................................................................................................................. 3 INDUCTION INFORMATION CHECKLIST .................................................................................................................. 3 PLACEMENT OVERVIEW NARRATIVE & TAKEOVER SCHEDULE ..................................................................................... 3 PROFESSIONAL OBSERVATION ............................................................................................................................. 3 SUPPLEMENTAL TEACHING TOOL ......................................................................................................................... 4

VIDEO LESSON & REFLECTION ............................................................................................................................. 4 LEARNING CENTERS .......................................................................................................................................... 4 LESSON PLAN (Daily Accountability & Formal Lesson Plan Evaluation)............................................................................... 4

UNIT PLANS .................................................................................................................................................... 5

SEMINAR ATTENDANCE & PARTICIPATION .............................................................................................................. 5 CLASSROOM MANAGEMENT PHILOSOPHY PAPER...................................................................................................... 5 INDIVIDUAL BEHAVIOR MANAGEMENT PLAN .......................................................................................................... 5

FAMILY COMMUNICATION FOR UNIT PLAN............................................................................................................. 5

PROGRESS MONITORING & DATA ANALYSIS ........................................................................................................... 6 IEP ASSIGNMENT & REFLECTION .......................................................................................................................... 6 BINDER/PORTFOLIO .......................................................................................................................................... 6 GUIDELINES FOR STUDENT TEACHER EVALUATION ................................................................................................... 6 STUDENT TEACHER CONTRACT ASSIGNMENT GUIDE FOR GRADING .............................................................................. 7

STUDENT TEACHING GRADING & SELF-REFLECTION RUBRIC ................................................................... 8

ABSENCES/TARDINESS (ATTENDANCE POLICY FOR STUDENT TEACHING)............................................... 12

APPENDICES ........................................................................................................................................... 14

APPENDIX A: CODE OF ETHICS FOR STUDENT TEACHERS .......................................................................................... 15 APPENDIX B: STUDENT TEACHER REGULATIONS IN SPECIAL EDUCATION ...................................................................... 17 APPENDIX C: DAILY SCHEDULE MODEL ................................................................................................................ 18 APPENDIX D: INDUCTION INFORMATION CHECKLIST ............................................................................................... 19 APPENDIX E: PLACEMENT OVERVIEW & TAKEOVER SCHEDULE COMPONENTS .............................................................. 22 APPENDIX F: SUPPLEMENTAL TEACHING TOOL COMPONENTS .................................................................................. 23 APPENDIX G: LEARNING CENTERS COMPONENTS ................................................................................................... 24 APPENDIX H: LESSON PLAN FORMAT, DIRECTIONS, COLLABORATION FORM, & RUBRIC ................................................. 25 APPENDIX I: ELEMENTS OF A PERFORMANCE OBJECTIVE RESOURCE ........................................................................... 35 APPENDIX J: ACTION VERBS USEFUL IN SPECIFYING STUDENT OUTCOMES RESOURCE ..................................................... 36 APPENDIX K: REVISED BLOOM'S TAXONOMY RESOURCE .......................................................................................... 41 APPENDIX L: UNIT PLAN FORMAT, DIRECTIONS, COLLABORATION FORM, & RUBRIC ...................................................... 42 APPENDIX M: INDIVIDUAL BEHAVIOR INTERVENTION PLAN COMPONENTS .................................................................. 51 APPENDIX N: PROGRESS MONITORING COMPONENTS ............................................................................................ 54 APPENDIX O: IEP FORMAT DOCUMENT, DIRECTIONS, & RUBRIC ............................................................................... 55 APPENDIX P: SPECIAL EDUCATION STUDENT TEACHING EVALUATION RUBRIC ............................................................... 62 APPENDIX Q: COE FORMAL CLASSROOM OBSERVATION FORM ...................................................................................86 APPENDIX R: WEEKLY SUGGESTED STUDENT TEACHER & COOPERATING TEACHER ACTIVITIES .......................................... 88 APPENDIX S: RESOURCES .................................................................................................................................. 948

SUBSTITUTE TEACHING POLICY............................................................................................................... 13

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FAMILY INTRODUCTION LETTER........................................................................................................................... 3

LESSON & UNIT PLAN COLLABORATION FORMS....................................................................................................... 5

The Student Teacher Contract

The Student Teacher Contract is divided into the early childhood placement and the special education placement assignments. See syllabus and contract rubric for point values related to each assignment, as well as due dates. The university supervisor will discuss this contract with the cooperating teacher and the student teacher, so a mutual understanding is reached. Assignments may be modified depending on the nature of the classroom, student needs, and cooperating teacher recommendations.

Required Assignments for BOTH Placements

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Family Introduction Letteramily Introduction LetterA letter of introduction will be provided in written format to families during the first week of the placement. This letter should be pre-approved by the cooperating teacher prior to being sent out (or posted if a web-based letter) and should be professional in appearance, error free in spelling/grammar, and written in a family-friendly tone.

Class Schedule The daily classroom schedule should include the following: the detailed schedule for the teacher/students for the day (all periods/subjects) and arrival/dismissal times. Additionally, the student teacher needs to provide any in-service days scheduled during their placement or days school will be closed (e.g., holidays). Appendix C is an example of a daily schedule for a learning support classroom.

Induction Information Checklist Included in Appendix D is an Induction Information Checklist. The student teacher is to inventory all the applicable components and record each component as being completed or NA for their setting. In addition to checking off completed items, "evidence" via informal comments or notes on the checklist should be documented. This form is to assist the student teacher in becoming aware of the school’s environment, policies and procedures as well as facilitate communication between the cooperating teacher and the student teacher.

Placement Overview Narrative & Takeover Schedule In the placement overview narrative, the student teacher will detail district-level, building-level, and classroom-level characteristics. Research on the district website and discussions with district personnel may assist the student teacher in locating the proper information. Lastly, the final part of this assignment involves providing a detailed outline of the Takeover Schedule by including the week and the subject area. See Appendix E for more details about assignment requirements and sample schedule.

Professional Observation Student teachers are required to observe at least one professional staff member other than the cooperating teacher. This may include but is not limited to: other classroom teachers, related service providers, guidance counselors, behavior intervention specialists, parent meetings. A typed summary should include: date, title of professional, location, time period observed, detailed description of observed activities, student responses and the student teacher’s reactions to the observation.

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Supplemental Teaching Tool Usually several interactive teaching tools/resources are created and implemented during each student teaching placement to supplement instruction. The objective is for the student teacher to make something to support a concept being taught. The student teacher should also evaluate the impact on student learning. See Appendix F.

Video Lesson & Reflection The student teacher will video record a lesson of their choice. Secure advance permission from the cooperating teacher of which lesson may be videotaped. The student teacher will view the lesson after teaching and then reflect on the following categories in a written narrative: the quality of instruction (including both instructional delivery and how planning may have impacted this), evidence and impact of differentiation, student engagement, and classroom management. A formal BU lesson plan in addition to the written reflection will be submitted to the supervisor.

Learning Centers The student teacher will design and implement 3 learning centers. Learning centers provide students with exciting and interesting experiences to practice, enrich, reteach or enhance their learning. See Appendix G.

Lesson Plans Daily Accountability: The student teacher will develop and submit regular written lesson plans in the required format and following the agreed upon the timeline set by the cooperating teacher and the university supervisor. Daily written lesson plans are required for both student teaching placements, and the format and submission process will be agreed upon by the cooperating teacher and supervisor. At minimum, according to the COE Student Teaching Handbook, “All daily plans must be given to the cooperating teacher three days prior to instruction or at the designation of the host district. The student teacher will have lesson plans available for the university supervisor at all times (via the Portfolio/Notebook). The plans must be signed and dated by the cooperating teacher verifying approval.” . Evidence of daily planning will be evaluated by the supervisor during each visit through a binder check.

Formal Lesson Plan Evaluation: Formal BU lesson plans are required at a minimum for formal observations, Video Lesson and Reflection assignment, and the Unit Plans. This formality is subject to change dependent upon additional support needed for a given student teacher. Formal lesson plans include a pre-post assessment as well as a written post-lesson reflection on student performance/data and overall lesson reflections. During each placement, the student teacher will select one "best showcase" lesson plan from either of the formal observations or video reflection lesson to submit for a grade. Be sure to follow all components of the COE Lesson Plan rubric, which will be used for scoring this assignment.

Appendix H includes the lesson plan format. Be sure to CAREFULLY read through all required components.

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Unit Plan An instructional unit will be developed, taught and evaluated by the student teacher in each placement. The student teacher in collaboration with the cooperating teacher will choose a unit topic based on the academic and/or social needs of the students in their classroom. The unit should be comprised of 3-5 lessons. The student teacher is encouraged to read CAREFULLY through all unit plan components as well as the Unit Plan Rubric (see COE Handbook for rubric). See Appendix L & COE Handbook for Unit Plan specifics.

Family Communication- Unit Plan Preview or SummaryFamilies will be provided communication in written form (letter or web-based posting) with either a detailed preview of the unit the student teacher will be engaging their learners in or a summary of the unit upon its conclusion. The letter or posting should be pre-approved by the cooperating teacher before being sent to families, in addition to professional in appearance (attractive/creative, error free in spelling/grammar, and written in a family-friendly language and tone).

Lesson Plan and Unit Plan Collaboration FormsCollaboration with professionals will be documented via regular signatures on the Lesson Plan (See Appendix H) and Unit Plan (see Appendix L) "Verification of Collaboration" Forms. For daily lesson planning and weekly planning meetings, weekly signatures should be documented (at a minimum, 7 cooperating teacher signatures) and for unit planning, a minimum of 4-5 meetings/signatures should be collected to document initial planning discussions, assessment development, & lesson plan approval/review.

Attendance and Participation in Seminars The student is required to attend all seminars, and to be punctual. A consistent display of professionalism and active participation in the discussions provides for a beneficial experience for the student teacher.

Additional Required Assignments for ONLY Early Childhood Education Placement

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Classroom Management Philosophy PaperIn an APA formatted written paper, the student teacher will describe the classroom management system implemented in the placement. Remember to include reinforcements and consequences. Compare the classroom management strategies in the placement to your own philosophy of classroom management. Include how you would determine the reinforcements and consequences you would utilize in your classroom. Describe the rules in the classroom where you are placed and how you would modify those rules in your own classroom. Lastly, make at least one scholarly citation detailing specific connections to research, behavioral, and/or learning theories to justify your personal classroom management philosophy. A References page in APA style should be included.

Individual Behavior Intervention Plan After consultation with their cooperating teacher, the student teacher will choose a student whose behavior is presenting challenges within the classroom (as determined by assessment data collected) and develop an individualized behavior intervention plan for the student. The selected student should not yet be identified as a student who has an IEP for behavior challenges. See Appendix M for more details.

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Progress Monitoring The student teacher, in collaboration with the cooperating teacher, will chose a student to monitor progress of their IEP goals. The student will collect the data, visually represent the findings in graph form, analyze the data, implement instruction and evaluate the student’s progress after instruction. See Appendix N for more details.

IEP & Reflection on IEP ProcessDevelopment of an Individualized Education Plan (IEP) is a requirement for all student teachers. A student should be chosen in collaboration with the cooperating teacher by the third week of the placement. If possible, a student should be selected on the basis of an IEP due date or the arrival of a new student. The student teacher is responsible, when warranted, for assessing the student with formal or informal measures used by the cooperating teacher or selected by the student teacher. The IEP format utilized by the cooperating teacher is acceptable. (See current blank format and annotated IEP documents available on the PATTAN website for reference: www.pattan.net/Forms as required by IDEIA-P.L. 108-466) All components of the IEP need to be completed as per regulations. See specific directions/rubric for IEP assignment following IEP document in Appendix O. Ideally, the student teacher should participate in the IEP meeting. In addition to submitting the actual IEP document (with student name redacted), the student teacher will reflect upon their participation in the IEP process in a detailed written paper. Suggestions of discussion points include but are not limited to the student teacher's involvement/insight in: IEP process-related paperwork, administration of assessments to guide IEP development, collaboration with other professionals, writing of the IEP, and participation in the IEP meeting.

Student Teaching Binder/Portfolio

Each student teacher should purchase a large, three-ring binder for the purpose of organizing the materials necessary for student teaching. The binder should be professional-looking in nature, well-organized and include all documents provided, the lesson plans developed (daily planning as well as formal plans created), assignments completed, seminar information, hard copies of BOTH student teaching handbooks, etc… The university supervisor and cooperating teacher will find it beneficial to see how the student teacher organizes and retrieves materials, develops concepts, teaches and reflects upon their instruction. The items in the binder will serve as evidence of final evaluation assessment components being met for each placement. This should be readily available for review at any time during your student teaching experience, including each time the university supervisor visits.

Guidelines for Student Teacher Evaluation

The Student Teaching Grading & Self-Reflection Rubric will be used for two purposes. The first purpose for the student teacher is to use this as a self-reflective tool which should be completed at the end of weeks 4-5 (mid-point) and 7-8 (toward the end of the placement). The self-reflection data will be reviewed and discussed with the university supervisor. The cooperating teacher will utilize this tool in collaboration with the university supervisor to determine the student teacher’s final grade.

Updated January 2020

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Additional Required Assignments for ONLY Special Education Placement

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Upd

ated

Janu

ary

2020

St

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____

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____

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____

____

____

____

____

____

____

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____

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_

PLAN

NIN

G A

ND

PREP

ARAT

ION

Di

stin

guis

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(3)

Prof

icie

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) Ba

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(1)

Uns

atis

fact

ory

(0)

Less

on p

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are

subm

itted

in

a tim

ely

man

ner u

sing

agr

eed

upon

form

at.

All p

lans

are

subm

itted

in

the

agre

ed u

pon

form

at

and

timel

ines

.

Mos

t pla

ns (8

5% o

r mor

e)

are

subm

itted

in th

e ag

reed

up

on fo

rmat

and

tim

elin

es.

Plan

s are

inco

nsist

ently

su

bmitt

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sing

the

agre

ed

upon

form

at a

nd ti

mel

ines

.

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s are

not

subm

itted

in

the

agre

ed u

pon

form

at a

nd

timel

ine.

Le

sson

s are

diff

eren

tiate

d to

m

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eeds

of l

earn

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Al

l pla

ns a

re d

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entia

ted

to m

eet n

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of l

earn

ers.

Mos

t pla

ns (8

5% o

r mor

e)

are

diffe

rent

iate

d to

mee

t ne

eds o

f lea

rner

s.

Som

e pl

ans (

abou

t 50%

) ar

e di

ffere

ntia

ted

to m

eet

the

need

s of l

earn

ers.

Plan

s do

not r

efle

ct m

uch,

if

any,

diff

eren

tiatio

n.

Mat

eria

ls a

re p

repa

red

for

inst

ruct

ion.

Al

l mat

eria

ls ar

e pr

epar

ed

for i

nstr

uctio

n.

Mos

t of t

he ti

me

(85%

or

mor

e) m

ater

ials

are

prep

ared

for i

nstr

uctio

n.

Som

e of

the

time

mat

eria

ls ar

e pr

epar

ed fo

r in

stru

ctio

n (in

cons

isten

t pr

epar

atio

n is

evid

ent)

.

Mat

eria

ls ar

e ha

rdly

eve

r pr

epar

ed fo

r ins

truc

tion;

fr

eque

nt d

isorg

aniza

tion

is ev

iden

t. De

mon

stra

tes k

now

ledg

e of

co

nten

t and

ped

agog

y.

All l

esso

n pl

ans r

efle

cted

ac

cura

te c

onte

nt a

nd

effe

ctiv

e in

stru

ctio

nal

met

hods

.

Mos

t les

son

plan

s (85

% o

r m

ore)

refle

cted

acc

urat

e co

nten

t and

effe

ctiv

e in

stru

ctio

nal m

etho

ds.

Som

e le

sson

pla

ns (a

bout

50

%) r

efle

cted

acc

urat

e co

nten

t and

effe

ctiv

e in

stru

ctio

nal m

etho

ds.

Less

on p

lans

did

not

refle

ct

accu

rate

con

tent

and

ef

fect

ive

inst

ruct

iona

l m

etho

ds.

Util

ized

cla

ssro

om re

sour

ces.

Cl

assr

oom

reso

urce

s wer

e co

nsist

ently

util

ized.

Cl

assr

oom

reso

urce

s wer

e ut

ilize

d m

ost o

f the

tim

e (8

5% o

r mor

e).

Clas

sroo

m re

sour

ces w

ere

som

etim

es u

tilize

d (a

bout

50

% o

f the

tim

e).

Clas

sroo

m re

sour

ces w

ere

bare

ly, i

f at a

ll, u

tilize

d.

8

CLAS

SRO

OM

EN

VIRO

NM

ENT

Dist

ingu

ishe

d (3

) Pr

ofic

ient

(2)

Basi

c (1

) U

nsat

isfa

ctor

y (0

)

Inte

ract

ions

are

resp

ectf

ul

and

genu

ine

with

stud

ents

. Al

l int

erac

tions

with

st

uden

ts w

ere

resp

ectf

ul

and

genu

ine.

Mos

t int

erac

tions

(at l

east

85

% o

f the

tim

e) w

ith

stud

ents

wer

e re

spec

tful

an

d ge

nuin

e.

Som

e in

tera

ctio

ns (a

bout

50

% o

f the

tim

e) w

ith

stud

ents

wer

e re

spec

tful

an

d ge

nuin

e.

Inte

ract

ions

with

stud

ents

w

ere

not r

espe

ctfu

l and

ge

nuin

e.

Dem

onst

rate

s cla

ssro

om

man

agem

ent s

trat

egie

s.

Cons

isten

tly u

tilize

d ef

fect

ive

clas

sroo

m

man

agem

ent s

trat

egie

s.

Mos

t cla

ssro

om

man

agem

ent s

trat

egie

s w

ere

effe

ctiv

e (a

t lea

st 8

0%

of th

e da

y).

Som

e cl

assr

oom

m

anag

emen

t str

ateg

ies

wer

e ef

fect

ive

(abo

ut 5

0%

of th

e da

y).

Clas

sroo

m m

anag

emen

t st

rate

gies

wer

e no

t ef

fect

ive.

Mon

itors

and

resp

onds

to

stud

ent b

ehav

ior.

Activ

ely

man

aged

stud

ent

beha

vior

s con

siste

ntly

. M

ost o

f the

tim

e st

uden

t be

havi

ors w

ere

man

aged

co

nsist

ently

(at l

east

85%

of

the

day)

.

Som

e of

the

time

stud

ent

beha

vior

s wer

e m

anag

ed

cons

isten

tly (a

bout

50%

of

the

day)

.

Stud

ent b

ehav

iors

wer

e no

t m

anag

ed c

onsis

tent

ly.

Man

ages

tran

sitio

ns

smoo

thly

with

min

imal

loss

of

inst

ruct

iona

l tim

e.

All t

rans

ition

s wer

e m

anag

ed e

ffect

ivel

y.

Mos

t tra

nsiti

ons w

ere

man

aged

effe

ctiv

ely

(abo

ut

85%

of t

rans

ition

s eac

h da

y).

Som

e tr

ansit

ions

wer

e m

anag

ed e

ffect

ivel

y (a

bout

50

% o

f tra

nsiti

ons e

ach

day)

.

Tran

sitio

ns w

ere

not

man

aged

effe

ctiv

ely.

Crea

tes a

safe

lear

ning

en

viro

nmen

t. A

safe

lear

ning

en

viro

nmen

t was

m

aint

aine

d at

all

times

.

A sa

fe le

arni

ng e

nviro

nmen

t w

as m

aint

aine

d at

mos

t of

the

time

(at l

east

85%

of t

he

day)

.

A sa

fe le

arni

ng

envi

ronm

ent w

as

mai

ntai

ned

som

e of

the

time

(at l

east

50%

of t

he

day)

.

A sa

fe le

arni

ng e

nviro

nmen

t w

as n

ot c

onsis

tent

ly

mai

ntai

ned.

INST

RUCT

ION

Di

stin

guis

hed

(3)

Prof

icie

nt (2

) Ba

sic

(1)

Uns

atis

fact

ory

(0)

Inst

ruct

ion

is d

eliv

ered

sm

ooth

ly, a

ccur

atel

y an

d as

pe

r les

son

plan

.

Inst

ruct

ion

was

alw

ays

accu

rate

ly d

eliv

ered

and

al

igne

d to

the

less

on p

lan.

Inst

ruct

ion

was

acc

urat

ely

deliv

ered

and

alig

ned

to th

e le

sson

pla

n m

ost o

f the

tim

e (a

t lea

st 8

5%).

Inst

ruct

ion

was

acc

urat

ely

deliv

ered

and

alig

ned

to

the

less

on p

lan

som

e of

the

time

(abo

ut 5

0%).

Inst

ruct

ion

was

not

ac

cura

tely

del

iver

ed a

nd/o

r al

igne

d to

the

less

on p

lan

Use

s a v

arie

ty o

f mat

eria

ls,

activ

ities

and

met

hods

. In

stru

ctio

n w

as

diffe

rent

iate

d to

kee

p al

l st

uden

ts e

ngag

ed.

Inst

ruct

ion

was

di

ffere

ntia

ted

mos

t of t

he

time

to k

eep

mos

t stu

dent

s (a

t lea

st 8

5%) e

ngag

ed.

Inst

ruct

ion

was

di

ffere

ntia

ted

som

e of

the

time

to k

eep

som

e of

the

stud

ents

(abo

ut 5

0%)

enga

ged.

Inst

ruct

ion

was

not

di

ffere

ntia

ted

and

stud

ent

enga

gem

ent w

as n

ot

cons

isten

t.

9

Tech

nolo

gy is

util

ized

. Te

chno

logy

was

effe

ctiv

ely

utili

zed

whe

n ap

prop

riate

. Te

chno

logy

was

effe

ctiv

ely

utili

zed

mos

t of t

he ti

me

whe

n ap

prop

riate

.

Tech

nolo

gy w

as e

ffect

ivel

y ut

ilize

d so

me

of th

e tim

e w

hen

appr

opria

te (i

.e.,

not

cons

isten

tly).

Tech

nolo

gy w

as n

ot

effe

ctiv

ely

utili

zed.

Chec

ks fo

r und

erst

andi

ng

durin

g le

sson

. Co

nsist

ently

che

cked

for

unde

rsta

ndin

g du

ring

inst

ruct

ion

and

was

co

ntin

uous

ly a

war

e of

st

uden

t pro

gres

s.

Cons

isten

tly c

heck

ed fo

r un

ders

tand

ing

to e

nsur

e st

uden

t lea

rnin

g, b

ut a

few

m

issed

opp

ortu

nitie

s wer

e ev

iden

t.

Chec

ked

for u

nder

stan

ding

so

me

of th

e tim

e du

ring

inst

ruct

ion

and

wer

e in

cons

isten

tly a

war

e of

st

uden

t pro

gres

s.

Oft

en fa

iled

to c

heck

for

unde

rsta

ndin

g du

ring

inst

ruct

ion

and

wer

e no

t aw

are

of st

uden

t pro

gres

s th

roug

hout

the

less

on.

Form

ativ

e an

d su

mm

ativ

e as

sess

men

t dat

a gu

ides

in

stru

ctio

n.

Cons

isten

tly u

tilize

d da

ta

to g

uide

inst

ruct

ion.

U

tilize

d da

ta m

ost o

f the

tim

e to

gui

de in

stru

ctio

n.

Inco

nsist

ently

util

ized

data

to

gui

de in

stru

ctio

n.

Did

not u

se d

ata

to g

uide

in

stru

ctio

n.

PRO

FESS

ION

AL

RESP

ON

SIBI

LITI

ES

Dist

ingu

ishe

d (3

) Pr

ofic

ient

(2)

Basi

c (1

) U

nsat

isfa

ctor

y (0

)

Prof

essi

onal

in a

ppea

ranc

e an

d de

mea

nor.

Alw

ays p

rofe

ssio

nal i

n ap

pear

ance

and

dem

eano

r. M

ost o

f the

tim

e w

as

prof

essio

nal i

n ap

pear

ance

an

d de

mea

nor (

85%

of t

he

time)

.

Som

e of

the

time

was

pr

ofes

siona

l in

appe

aran

ce

and

dem

eano

r (ab

out 5

0%

of th

e tim

e).

Not

con

siste

ntly

pr

ofes

siona

l in

appe

aran

ce

and

dem

eano

r. Fr

eque

ntly

sp

oken

to a

bout

this

and

faile

d to

mod

ify.

Atte

nds d

aily

, arr

ivin

g an

d de

part

ing

as p

er re

quire

d sc

hedu

le.

Atte

nded

dai

ly a

nd a

lway

s ad

here

d to

the

requ

ired

sche

dule

.

Was

in a

tten

danc

e m

ost o

f th

e tim

e an

d ad

here

d to

the

requ

ired

sche

dule

(onl

y ac

crue

d 1-

2 ex

cuse

d ab

senc

es).

Atte

nded

mos

t of t

he ti

me

and

inco

nsist

ently

adh

ered

to

the

requ

ired

sche

dule

(2

-3 e

xcus

ed a

bsen

ces;

in

cons

isten

tly a

dher

ed to

ar

rival

/dep

artu

re ti

mes

).

Atte

ndan

ce, a

nd/o

r arr

ival

an

d de

part

ure

time

was

not

co

nsist

ent.

Follo

ws r

ules

and

pol

icie

s of

the

loca

l edu

catio

n ag

ency

. Co

nsist

ently

follo

wed

the

rule

d an

d po

lices

of t

he

LEA.

Follo

wed

the

rule

s and

po

lices

of t

he L

EA m

ost o

f th

e tim

e (a

t lea

st 8

5%).

Follo

wed

the

rule

s and

po

licie

s of t

he L

EA so

me

of

the

time

(abo

ut 5

0%).

Did

not c

onsis

tent

ly fo

llow

th

e ru

les a

nd p

olic

es o

f the

LE

A.

Wel

com

es a

nd se

eks o

ut

feed

back

. Al

way

s rec

eptiv

e to

fe

edba

ck.

Rece

ptiv

e to

feed

back

mos

t of

the

time

(i.e.

, act

ivel

y lis

tene

d, p

rofe

ssio

nal i

n di

scus

sions

, eag

er to

im

prov

e be

havi

or).

Rece

ptiv

e to

feed

back

so

me

of th

e tim

e (i.

e.,

min

imal

ly

inte

rest

ed/e

ngag

ed,

sligh

tly d

efen

sive,

slig

htly

un

prof

essio

nal)

Not

rece

ptiv

e to

feed

back

(i.

e., v

ery

defe

nsiv

e,

argu

men

tativ

e, o

r un

prof

essio

nal).

10

Use

s sel

f-ref

lect

ion

to

impr

ove

skill

s.

Util

ized

feed

back

and

self-

refle

ctio

n to

impr

ove

skill

s.

Util

ized

feed

back

and

self-

refle

ctio

n to

impr

ove

skill

s m

ost o

f the

tim

e (a

t lea

st

85%

).

Util

ized

feed

back

and

self-

refle

ctio

n to

impr

ove

skill

s so

me

of th

e tim

e (a

bout

50

%).

Did

not u

tilize

feed

back

and

se

lf-re

flect

ion

to im

prov

e sk

ills.

Colu

mn

Tota

ls:

Fina

l Sco

re-

___

____

/ 60

Gra

ding

Sca

le:

50-6

0=A

30-3

4=C+

46-4

9 =A

-25

-29=

C

43-4

5=B+

20-2

4=C-

39-4

2=B

15-1

9=D

35-3

8=B-

Belo

w 1

5=F

11

Absences/Tardiness

Attendance and participation in all activities at the school site are required, including faculty meetings, in-service days, and instructional planning time. Student teachers are expected to follow the schedules for the school district to which they are assigned. Student teachers have the same working hours as their cooperating teacher. Tardiness on the part of the student teacher is not acceptable, and responsibilities of student teachers to part-time work or university extracurricular activities should not interfere with the student teaching responsibilities. Student teachers should not leave the school building before the close of the scheduled day. In the event of an absence, student teachers must notify both their cooperating teacher and their supervisor prior to 6:30 a.m. Official documentation must be provided in the event of an absence due to an extreme circumstance (i.e., significant illness or immediate family emergency). Absences may be required to made up at the semester’s end as per the discretion of the cooperating teacher and university supervisor. As per the COE Student Teaching Handbook section Professional Responsibilities of the Student Teacher, “Excessive absences, depending on the reason, may be made up at a time specified by the university supervisor with the agreement of the cooperating teacher. Excessive absence is defined as more than three days in an assignment.” Sub plans must be left with the cooperating teacher in advance of an absence.

Attendance and participation at regularly scheduled student seminar (SPECED 461/561) is also required. Student teachers are expected to attend school the morning of scheduled seminars as per their typical schedule and then excuse themselves at a natural time in the schedule to attend seminar on campus. Student teachers are responsible for notifying their cooperating teachers of each scheduled seminar date at the start of the semester. If the student teacher is normally in charge of instruction during the afternoon of a seminar, they must leave sub plans for their cooperating teacher to carry out. Active participation is expected at each seminar meeting, and student teachers should come prepared (and on time) to engage in thoughtful discussion/reflection with peers and supervisors.

12

Substitute Teaching Policy August 6, 2019

Dear Cooperating Teachers and School District Administrators:

The College of Education (COE) at Bloomsburg University is grateful for our continued partnership and appreciate you accepting our students for a variety of experiences including but not limited to observations, practicums, internships, and student teaching. We also are cognizant of the difficulty our partnering school districts have in finding substitute teachers and at times want to use student teachers to ‘cover’ classes when substitutes are unavailable. In an effort to assist in building capacity for your district, the COE has adopted the following requirement for those districts who want to employ Bloomsburg University student teachers as substitutes:

1. The school district administration will discuss the opportunity or possibility of the student teacherserving as a substitute teacher with the cooperating teacher and student teacher early during theplacement and start the necessary process for district substitute employment if all are in agreement.

2. The student teacher must be approved by the local school district for substitute status.3. The student teacher must have gained a minimum of 12 weeks of classroom experience with his/her

cooperating teacher.4. The student teacher, cooperating teacher, and university supervisor must be in agreement

(documented by email correspondence) that the student is ready to handle the responsibility ofsubstituting.

5. The student can only be employed as a substitute for the classes assigned during student teaching.6. The cooperating teacher will notify the university supervisor when the student teacher is being

employed as a substitute in a timely fashion (i.e., prior to the day, if possible).7. The student teacher cannot be employed as a substitute for more than 3 consecutive days in the

classroom without a cooperating teacher and without prior approval from the Dean of the COE.8. The student teacher will be employed and compensated substitute wages by the school district for

his/her services for the day(s) the student teacher serves as a substitute teacher.

In the event of extenuating circumstances communication with the university supervisor should occur immediately then follow-up through the Dean of the COE.

These guidelines have been established not as a means to encourage employing student teachers as substitutes as they are still novice in their development as educators, but to assist school districts in providing the best possible education for their students when employees are absent.

Any feedback on the guidelines and procedures outlined above should be sent directly to Dr. Darlene Perner, Interim Dean of the COE at [email protected] or 570-389-4075. We wish you the best for a smooth opening and a productive and successful 2019-20 school year.

Sincerely,

Darlene E. Perner Interim Dean, College of Education

1313

mailto:[email protected]

Appendices

14

Appendix A

Code of Ethics for Student Teachers

The assumption that student teachers desire to do the right thing in their student teaching relationships, that student teaching is a privilege which should be denied to those who do not adhere to a high ethical standard, and that a statement of a code of ethics will help those whose judgments might be faulty has resulted in the following proposed code of ethics:

1. Schools are an agent of society for promoting the welfare of children and youth. I shall,therefore, never divulge information about children except in those professionalrelationships designed for the welfare of children, and I shall act only after havingreceived the approval of my Cooperating Teacher (CT).

2. Since I am directly responsible to the CT, I shall discuss with him/her any problembefore presenting it to another.

3. I shall be loyal to the school in which I am privileged to do my student teaching,reserving criticism until I am fully aware of all factors. I shall present my ideas andquestions only to those responsible for the school.

4. My loyalty to the school shall continue after my student teaching is completed.

5. Since I am jointly responsible with the CT and the school for what happens to thechildren during my student teaching assignment, I shall exert myself to the fullest.

6. I shall receive constructive criticism and suggestions in a professional manner, makingevery effort to implement these suggestions.

7. I shall abide by the rules and regulations governing the faculty and the staff during myplacement in a school.

8. I shall be friendly and sympathetic with the children, but I shall in no way "curry favor"with the children or interfere between the teacher and pupils.

9. I shall go the extra mile to make myself a useful, contributing member of the schoolstaff.

10. I shall discharge to the fullest every responsibility which I accept and shall honestlyevaluate the effectiveness of my performance.

11. I shall strive for a fuller mastery of subject matter, a clearer concept of successfulteaching, and a keener understanding of children.

15

12. I enter the teaching profession with a determination to continue to grow and to make ita finer profession because of my part in it. Only those who love children and enjoyteaching can hope to become real teachers.

13. I will inform myself about the correct professional and ethical procedures to follow insecuring a position or in changing from one position to another. I shall adhere to theseprocedures. I shall regard any contract I sign as binding until it is dissolved by mutualconsent of my employer and myself.

Acknowledgement is made to the College of Edua,tion, University of Kentucky, for this Code of Ethics.

16

Appendix B

Student Teacher Regulations in Special Education

The Student Teacher Must:

1. Have evidence of a current Act 34 (Criminal), Act 151 (Child Abuse), Act 114 (FBI) and Act 24 (Arrest/Conviction Report), & ACT 126 (Child Abuse and Recognition training) clearances to present to the appropriate school districtjintermediate unit representative on or before the first day of each assignment.

2. Have evidence of a TB test to present to the school nurse or building principal on or before the first day of each assignment.

3. Have evidence of membership in a professional organization which assures liability, or be covered under liability.

4. Attend all in-service and teacher meetings unless specified otherwise by the cooperating teacher (CT) and university supervisor (US).

5. Report to school on time (contracted CT hours) and remain until the school day is terminated, or after the CT gives permission if a conference is scheduled.

6. Follow school regulations and policy handbook. If illness or an emergency occurs contact the CT and US immediately.

7. Present resume to CT during first week of each assignment.

8. Present copies of lesson plans, IEP's, units, or special projects to the CT prior to instruction. With permission from the CT, materials may be entered in the student teaching notebook and made available to the CT an.d US.

9. Attend all scheduled meetings for Student Teaching Seminar.

10. Assume responsibilities of pupils outside of classroom, i.e., hallway, cafeteria, playground, especially if danger exists.

11. Follow all regulations regarding confidentiality of pupils' records as specified in Pennsylvania Special Education Regulations, P.L. 108-446, and school district policy.

12. Dress appropriately and professionally for school environment.

13. Gradually assume teaching responsibilities as outlined in Weekly Recommended Activities (Appendix R).

14. Attempt to first resolve any classroom problems with the CT; if not successful, discuss them with the US.

15. Return all materials borrowed from the CT, US, school district or LU., college library, etc. prior to the last week of class.

17

20

Appendix C

Daily Schedule Model

(Name & Address of School)

- 20 School Term

Type/Level of Class Learning Support Rm # __QQQ_ Teacher Ms. Pick

REGULAR DAILY SCHEDULE

EXAMPLE A EXAMPLE B

Time Time

Period 1: Academic Support

Period 1: Study Skills

8:38-9:23 8:13-8:55 Period 2: Learning Support Period 2:

Co-taught Math 9:26-10:08 Math 8:58-9:40 Period 3: Learning Support Period 3: Co-taught

10:11-10:53 Lanauaqe Arts 9:43-10:25 Languaqe Arts LUNCH

.. •. •. ·u .: J • •••

Period 4: Co-taught I 10:56-11:23 ki ...•. :·'· .. r ... ;; ...... 2::r .... :c, ••.• .• ·: 10:28-11:10 Lanauaqe Arts

Period 4: Learning Support Period 5: LUNCH/ PREP

11:26-12:08 Math 11:13-12:40 Period 5:

PLANNING Period 6:

Study Skills 12:11-12:53 12:43-1:25

Period 6: Learning Support Period 7: Co-taught Math

.12:56-1:38 Math 1:28-2:10 Period 7: Learning Support Period 8:

RTII 1:41-2:23 Lanauaae Arts 2:13-2:55 Period 8:

Progress Monitoring 2:26-3:11

The above schedules are for two different types of learning support service delivery models. Example A is a content area resource room. Example B is a co-teaching inclusionary model.

18

Appendix D

Induction Information Checklist

(This should be completed no later than the 2nd week of each assignment.)

One of the first problems encountered by the student teacher or a teacher who is new to a particular school is that of becoming acquainted with school policy. Once situations involving policy are mastered and become automatic, the teacher can put efforts where they belong - his/her students and teaching.

For each item, mark off if completed, or if it is not applicable to your setting, mark N/A. Provide evidence of knowledge of items with informal comments/notes for applicable items in the space on the right of the page or on a separate sheet.

Are you familiar with/responsible for:

First Second Assign Assign

morning arrival time?

departure time?

responsibility on the playground?

hall duty?

schedules of specialists?

lunch orders and schedules?

fire drill procedure?

civil defense procedure?

method of checking daily attendance?

handling of attendance reports?

procedures for excusing children to leave the classroom?

schedule of subjects and activities?

staff meeting procedures?

responsibility in the lunch room?

accident reports?

rules governing discipline?

bus regulations?

general care of classroom?

Comments/Notes for Applicable Items

19

Can you locate:


Do you have:


the central office?

the supply rooms?

the library?

the cafeteria?

the playground areas?

the duplicating facilities?

the technology aids?

the professional library?

a desk of your own?

a definite conference time with your cooperating teacher?

a teacher's copy of texts?

a copy of the teacher's school policy handbook?

a procedure for requisitioning supplies?

a school calendar of activities?

Do you know about:


nurse's services?

guidance services?

speech therapist?


20

Do you know about: ( cont'd)


psychologist?

social worker?

field trip procedures?

reading specialist?

testing program?

use of library facilities by the children?

instructional materials available?

indusionary philosophy of the school district?

Have you met or conferred with:


the principal/local education authority?

other classroom teachers?

the custodians?

the secretaries?

any parents?

support staff?

First Placement Signature of Completion

___________ _

Student Teacher

Second Placement Signature of Completion

___________ _

Student Teacher


21

Appendix E

Placement Overview & Takeover Schedule

Describe the district-level characteristics. Possible information included should involve: population served (# of

students, SES data/# students on free or reduced lunch, racial/ethnicitydata), number of schools in district, number of teachers employed, etc.

Describe the building-level characteristics. Possible information included should involve: population data, grade levels

present in the school, number of students served, number of teachers(general education teachers/special education teachers), and specialpersonnel working in the building (e.g., paraprofessionals, guidancecounselor, speech therapist, etc).

Describe the classroom-level characteristics. Include the student demographic information (gender breakdown,

race/ethnicity/ ELL data, number of students receiving special educationservices), grade level, class size, type of special education support (ifapplicable), & the number of adults in the classroom and their roles. Also,include the subject areas taught: both academic and non-academic.

Outline the Takeover Schedule. Include each week and subject area(s) in which full responsibility for

teaching will occur (i.e., lesson planning, having plans pre-approved bycooperating teacher, delivering instruction, reflecting upon teaching andadjusting future instruction), detailing the progression of subjects taken on,what the “full load” will look like, and then how subjects will be given back tothe teacher gradually before the placement ends. The student teachershould be taking over FULL responsibility for teaching for at 2-3 weeks of theplacement.

Simplified example: Week 1

i. Observe and assist teacher in all subjects Week 2

i. morning meeting/circle time/calendarii. Spelling

Week 3i. morning meeting/circle time/calendar

ii. Spellingiii. Math (large group direct instruction & learning centers)

22

Appendix F

Supplemental Teaching Tool

I. Title of tool createdII. Photograph(s) or hard copy of teaching tool

III. Explanation/Rationalea. Target group developed forb. Applicable subject areac. Connection to specific student needs

IV. Evaluation of toola. Description of implementationb. Effectiveness of tool

i. Student reactions or data collected on tool usec. Future applications or changes to make on tool

23

Appendix G

Learning Centers

A total of 3 Learning Centers must be developed and implemented. The centers do not have to be used in one class period but can be separate centers dispersed across various classes or even subject areas.

For each center, the following information must be detailed:

I. Title of Learning CenterII. Learning Objective(s) & Standard(s) the center will address

III. Photograph(s) or hard copies of materials utilizedIV. Detailed description of the center

a. Activities (how to implement the center) and integrated assessmentV. Evaluation of the center

a. Effectiveness based upon observations and datai. Student reactions

b. Future changes to make

24

Name: Date:

I. LESSON FOUNDATION

Lesson Title: Lesson Number w/in Unit: Unit Title: Grade Level(s): Time Allotted: Subject Area(s)/Subject Content Explanation:

Standard(s)/Anchors: PA Academic Standards/Anchors describe what students should demonstrate and be able to do as a result of instruction. Common Core Standards may be used by school districts to represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers.

Essential Question(s): An essential question establishes content knowledge and connects that knowledge to the topic at hand and to the student’s prior knowledge. Essential questions should be embedded throughout the introduction, procedures, and closure of a lesson or unit of study.

Instructional Objective(s): A clearly delineated statement of what a student will demonstrate or do after instruction has occurred. This should specify the condition, performance, and criterion.

Formative Assessment: The assessment process that occurs during instruction and learning activities.

Summative Assessment: The assessment process that occurs after instruction and learning activities. If the lesson is a component of a unit of study, describe how students will demonstrate mastery of material and how it will be measured.

II. LESSON BODY

INTRODUCTION: A process to engage/activate student learning, interest and prior knowledge. This activity and instruction relate the experiences of the students to the objectives of the lesson. An “Instructional Set” may include a motivational device, connection to prior learning and real life experiences, relevance to future learning, stated connection to instructional objective and academic standards or the essential questions to be addressed in lesson.

TEACHING PROCEDURES: The step-by-step process/procedure for teaching information, concepts and skills identified in the instructional objectives.

Must include: *Description of Method(s) Used to Present Subject Matter - Explicitly and sequentially describe how you will

teach/present the lesson's concepts to your students and the multiple approaches you will use. Include the learning activities, processes, procedures and or strategies that support the lesson.

*Guided Practice - Explicitly and sequentially describe the opportunities provided to students for practice andapplication of skills under direct teacher supervision. This may involve modeling, use of prompt hierarchies and use of key discussion questions to stimulate thought and provoke inquiry.

*Independent Practice - Explicitly and sequentially describe the opportunities provided to students to practiceand apply skills independently. This provides a platform for formative assessment practices and connection to lesson objectives.

CLOSURE: A process designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to use, apply and extend what has just been taught. The lesson summary includes a review of central lesson concepts and/or essential questions, a preview of future learning, an application to daily living or an expansion/extension of concept.

Appendix H

LESSON PLAN FORMAT

25

III. LESSON ESSENTIALS

DIFFERENTIATED LEARNING ACTIVITIES: Specific activities designed to provide for the instructional needs of ALL students (e.g., learning profile, ethnicity, ability, gender). Learning profiles can include student interests, readiness, and learning styles.

Instruction should be differentiated through: 1) content, 2) process, 3) product, and/or 4) learning environment. Describe how differentiation meets the learning needs of students in your classroom and research-based strategies utilized to optimize learning.

Additional individualized strategies as mandated by IEPs and 504 plans include:

INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: List all materials, resources and technology utilized in the instruction of a lesson.

IV. POST-LESSON REFLECTION:

ANALYSIS OF STUDENT LEARNING: Review of data and documented evidence of lesson results as related to instructional objectives or standards.

ANALYSIS OF TEACHING: Include modifications/recommendations of current instruction for future application on 1) planning and preparation, 2) classroom environment, 3) instruction, and 4) professional responsibilities as related to instructional objectives or standards.

*Approved by COE Assessment Committee 5-8-13

26

Special Education Lesson Plan Assignment for SPECED 461/561: Student Teaching Seminar

GENERAL OVERVIEW OF THE SPECIAL EDUCATION LESSON PLAN ASSIGNMENT

This special education lesson plan is used to plan and implement lessons in the special education student teaching placement. The special education lesson plan and special education rubric were used as assignments in other classes to prepare for this student teaching assignment. For this assignment, you will design and implement one special education lesson plan following the directions provided. To facilitate candidates’ demonstration of the understanding of the link between teacher directives, expected student responses, material usage, data collection, and analysis, the directions have been adapted to guide you in writing the assigned lesson plan.

The lesson plan format and directions support key components for developing, implementing, and reflecting upon the lesson. The components are: content and skill selection, standards, instructional objective, formative and summative assessment, introduction, instructional methods, guided practice, independent practice, closure, differentiated activities, instructional resources, materials, and technology, analysis of student learning, and analysis of teaching.

Using the lesson plan components, the special education lesson plan rubric (teacher candidate performance expectations), and in collaboration with your co-operating teacher and other professionals, develop one special education lesson that will be implemented and then submitted as a required assignment for this course. In planning, implementing, and reflecting on your lesson plan, you are required to meet with your cooperating teacher and other relevant professionals* (e.g., university supervisor, paraeducators, general education teachers, related service providers, and families). The input from this collaboration must be considered throughout the lesson plan process. To demonstrate your collaboration, the attached form must be completed with verification (e.g., signature, e-mail). The completed lesson plan will be assessed using the Special Education Lesson Plan Rubric.

Candidates must meet CEC Initial Preparation Standards on this assessment to pass SPECED 461/561. If on the initial submission of the plan, the candidate does not meet standards, the plan must be revised and submitted until standards are met. The meeting of standards is defined as having an average rating of “meets expectations” across the assessment.

SPECIAL EDUCATION LESSON PLAN DIRECTIONS FOR EACH COMPONENT Describe what you will say or do for each component in the lesson.

SPECIFIC LESSON PLAN DIRECTIONS –SKILL SELECTION Select the content area (e.g., Reading, Mathematics, Life Skills) and the skill to be taught (identified from the scope and sequence for that content area).

SPECIFIC LESSON PLAN DIRECTIONS – LESSON FOUNDATION 1. Standard(s)/Anchors: Select a PA Common Core Standard(s) that aligns with the grade level content and

curricular scope and sequence. The standard(s) describes what students should demonstrate and be ableto do as a result of the instruction; it sets expectations for student knowledge and skills.

2. Instructional Objective(s): Write an objective(s) that depicts and measures rigorous academic and sociallearning goals for students with exceptionalities. The objective(s) should specify the condition, learner,measurable behavioral performance, and criteria.

a. Condition - Describe the circumstance under which the skill will be taught.b. Learner - Write “the learner will…”

27

c. Behavior - Clearly delineate what the learner with exceptionalities will demonstrate afterinstruction has occurred; ensure alignment with the standard(s).

d. Criteria - Describe the level of performance expected of the learner with exceptionalities, and thenumber of trials required to achieve the objective.

3. Formative and Summative Assessment: Identify the assessment tools and procedures that will be used toassess the student, and state when to administer each assessment(s) (i.e., prior to, during, and/or afterinstruction). Describe the recording system that will be used to document student responses and errors.Examples, such as recorded observations, student artifacts, performance tasks, or self-evaluation may beused to engage learners in their own growth.

SPECIFIC LESSON PLAN DIRECTIONS – LESSON BODY TEACHING PROCEDURES: Describe the step-by-step process/procedure for teaching a concept(s) and/or skill(s) identified in the instructional objective(s). Include all five components as listed below. 1. Introduction: Describe how you will introduce the academic standard(s), objective(s), and/or essential

question(s) to be addressed in the lesson. Include a motivational device or strategy such as, self-questioning, predicting, brainstorming, or using graphic organizers. The introductory activity you describeshould connect to prior learning and link to current learning and include an explanation of why theconcept/skill to be learned is important.

2. Instructional Methods Used to Present Subject Matter: Explicitly and sequentially describe how you willteach the lesson's concept(s) or skill(s) using evidence-based and differentiated instructional practicesthat address your lesson’s objective(s). Include how you will model and provide a variety of examples tosupport student learning of the concept or skill being taught.

3. Guided Practice: Explicitly and sequentially describe the opportunities you will provide to students forpractice and application of the concept or skill being taught under your direct supervision. This mayinvolve modeling, use of prompt hierarchies, task analysis, differentiated activities. Include how you withgive frequent feedback and correction.

4. Independent Practice: Explicitly and sequentially describe the opportunities you will provide to studentsto practice and apply the concept or skill independently. Ensure that the practice activities specified aremeaningful, challenging, and aligned with the learning objective(s), and provide for errorless learning.

5. Closure: Describe how you will summarize/conclude the lesson to help students bring together theconcept or skill, and to use, apply, generalize to other learning environments and extend what has beentaught.

SPECIFIC LESSON PLAN DIRECTIONS – LESSON ESSENTIALS 1. Differentiated Learning Activities: Describe how you will differentiate instruction to meet the learning

SPECIFIC LESSON PLAN DIRECTIONS – POST-LESSON REFLECTION 1. Analysis of Student Learning: Review the formative and/or summative assessment data collected during

your lesson. Analyze the results and report the evidence of student learning as related to the instructionalobjective(s). Compare your pre- and post-assessment data. As a result of the data analysis, describe whatyou will do to improve and/or enhance student performance.

2. Analysis of Teaching: Through reflection, describe your areas of strength and need for each component ofyour lesson and the effectiveness of instruction as reflected by student learning. Describe and support themodifications and recommendations based on your reflection, in collaboration with professionals and insupport of the literature.

needs of all students, including those with exceptionalities, in terms of content, process, product, orenvironment.

3. Instructional Resources, Materials, and Technology: List all materials, resources and technology utilized in

2. Accommodations/Modifications: Describe how you will adjust instruction to meet the learningneeds of students with exceptionalities. Include any individualized strategies (e.g., strategies identified instudents’ IEPs and/or 504 plans) relevant to this lesson including, but not limited to:Scheduling, Setting, Materials, Instruction, Student Response, Assessment, Grading and Testing.

the instruction of a lesson.

28

Verification of Collaboration Form—Lesson Plan

Complete this form after each collaborative meeting or consultation. Ensure that each member in attendance (e.g., cooperating teacher, university supervisor, paraeducators, general education teachers, related service providers, grade-level team, and families) signs this form.

Date/Time Person(s) Feedback Signature(s)*

Use additional paper as needed.

29

Scor

ing

Rub

ric

for

Spec

ial E

duca

tion

Less

on P

lan

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

wri

te g

oals

/ ob

ject

ives

al

igne

d w

ith

stan

dard

s. C

EC

6.1

The

cand

idat

e de

sign

s and

co

mm

unic

ates

less

on o

bjec

tives

that

ar

e ob

serv

ably

alig

ned

to th

e C

EC

and

PA C

omm

on C

ore

Stan

dard

s and

su

ppor

t all

stud

ents

with

ex

cept

iona

litie

s in

mee

ting

rigor

ous

lear

ning

goa

ls.

Can

dida

te u

ses t

he le

sson

obj

ectiv

es

as a

mea

ns to

targ

et in

stru

ctio

n an

d de

term

ine

impa

ct o

f ins

truct

ion

on th

e le

arni

ng o

f stu

dent

s with

ex

cept

iona

litie

s.

The

cand

idat

e de

sign

s and

co

mm

unic

ates

less

on o

bjec

tives

that

ar

e ob

serv

ably

alig

ned

to th

e C

EC

and

PA C

omm

on C

ore

Stan

dard

s and

su

ppor

t all

stud

ents

with

ex

cept

iona

litie

s in

mee

ting

rigor

ous

lear

ning

goa

ls.

Can

dida

te u

ses t

he le

sson

obj

ectiv

es

as a

mea

ns to

targ

et in

stru

ctio

n fo

r st

uden

ts w

ith e

xcep

tiona

litie

s.

The

cand

idat

e de

sign

s and

may

or

may

not

com

mun

icat

e le

sson

ob

ject

ives

that

are

obs

erva

bly

but n

ot

nece

ssar

ily m

eani

ngfu

lly a

ligne

d to

th

e C

EC o

r PA

Com

mon

Cor

e St

anda

rds.

Add

ition

ally

, the

ca

ndid

ate

writ

es le

sson

obj

ectiv

es

that

may

or m

ay n

ot su

ppor

t stu

dent

s w

ith e

xcep

tiona

litie

s in

mee

ting

iden

tifie

d le

arni

ng g

oals

.

OR

Can

dida

te u

ses t

he le

sson

obj

ectiv

es

as a

mea

ns to

targ

et in

stru

ctio

n fo

r st

uden

ts w

ith e

xcep

tiona

litie

s;

how

ever

, the

can

dida

te u

ses l

esso

n ob

ject

ives

that

are

not

in a

lignm

ent

with

the

need

s of t

he st

uden

ts w

ith

exce

ptio

nalit

ies.

The

cand

idat

e de

sign

s and

/or

com

mun

icat

es le

sson

obj

ectiv

es th

at

are

not m

eani

ngfu

lly a

ligne

d to

the

CEC

or P

A C

omm

on C

ore

Stan

dard

s. A

dditi

onal

ly, t

he

cand

idat

e w

rites

less

on o

bjec

tives

th

at d

o no

t sup

port

stud

ents

with

ex

cept

iona

litie

s in

mee

ting

iden

tifie

d le

arni

ng g

oals

.

AN

D

Can

dida

te u

ses t

he le

sson

obj

ectiv

es

as a

mea

ns to

targ

et in

stru

ctio

n fo

r st

uden

ts w

ith e

xcep

tiona

litie

s;

how

ever

, the

can

dida

te u

ses l

esso

n ob

ject

ives

that

are

not

in a

lignm

ent

with

the

need

s of t

he st

uden

ts w

ith

exce

ptio

nalit

ies.

Can

dida

tes

dem

onst

rate

kn

owle

dge

of

lear

ner

deve

lopm

ent

and

indi

vidu

al

lear

ner

diff

eren

ces i

n th

e le

sson

pl

anni

ng.

CE

C 1

.1, 1

.2

The

cand

idat

e de

mon

stra

tes a

n un

ders

tand

ing

of th

e im

pact

of

lear

ner d

evel

opm

ent a

nd in

divi

dual

di

ffere

nces

on

inst

ruct

iona

l pl

anni

ng b

y de

sign

ing

and

impl

emen

ting

mea

ning

ful a

nd

chal

leng

ing

acad

emic

and

soci

al

lear

ning

exp

erie

nces

for s

tude

nts

with

exc

eptio

nalit

ies t

hat a

re

deve

lopm

enta

lly a

ppro

pria

te a

nd

cultu

rally

resp

onsi

ve (l

angu

age,

cu

lture

, and

fam

ily b

ackg

roun

d).

Can

dida

te d

iffer

entia

tes l

earn

ing

expe

rienc

es b

ased

on

the

stud

ents

’ in

tere

sts,

lear

ning

pre

fere

nces

, and

co

mm

unic

atio

n ne

eds.

The

cand

idat

e de

mon

stra

tes a

n un

ders

tand

ing

of th

e im

pact

of

lear

ner d

evel

opm

ent a

nd in

divi

dual

di

ffere

nces

on

inst

ruct

iona

l pl

anni

ng b

y de

sign

ing

and

impl

emen

ting

mea

ning

ful a

nd

chal

leng

ing

acad

emic

or s

ocia

l le

arni

ng e

xper

ienc

es fo

r stu

dent

s w

ith e

xcep

tiona

litie

s tha

t are

de

velo

pmen

tally

app

ropr

iate

and

cu

ltura

lly re

spon

sive

(lan

guag

e,

cultu

re, a

nd fa

mily

bac

kgro

und)

.

Can

dida

te in

divi

dual

izes

lear

ning

ex

perie

nces

bas

ed o

n th

e st

uden

ts’

inte

rest

s, le

arni

ng p

refe

renc

es, a

nd

com

mun

icat

ion

need

s.

The

cand

idat

e de

mon

stra

tes a

lim

ited

unde

rsta

ndin

g of

the i

mpa

ct o

f lea

rner

de

velo

pmen

t and

indi

vidu

al

diffe

renc

es o

n in

stru

ctio

nal p

lann

ing

by d

esig

ning

aca

dem

ic o

r soc

ial

lear

ning

exp

erie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat m

ay o

r may

not

be

dev

elop

men

tally

appr

opria

te o

r cu

ltura

lly re

spon

sive

(lan

guag

e,

cultu

re, a

nd fa

mily

bac

kgro

und)

.

How

ever

, whi

le im

plem

entin

g th

e le

sson

the

cand

idat

e do

es n

ot ta

ilor

lear

ning

exp

erie

nces

to th

e st

uden

ts’

inte

rest

s, le

arni

ng p

refe

renc

es, a

nd

com

mun

icat

ion

need

s.

The

cand

idat

e de

mon

stra

tes a

lim

ited

unde

rsta

ndin

g of

the i

mpa

ct

of le

arne

r dev

elop

men

t and

in

divi

dual

diff

eren

ces o

n in

stru

ctio

nal p

lann

ing

by d

esig

ning

ac

adem

ic o

r soc

ial l

earn

ing

expe

rienc

es fo

r stu

dent

s with

ex

cept

iona

litie

s tha

t are

not

de

velo

pmen

tally

app

ropr

iate

or

cultu

rally

resp

onsi

ve (l

angu

age,

cu

lture

, and

fam

ily b

ackg

roun

d).

Add

ition

ally

, whi

le im

plem

entin

g th

e le

sson

the

cand

idat

e do

es n

ot

tailo

r lea

rnin

g ex

perie

nces

to th

e st

uden

ts’ i

nter

ests

, lea

rnin

g pr

efer

ence

s, an

d co

mm

unic

atio

n ne

eds.

30

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

dem

onst

rate

in

thei

r pl

anni

ng

and

teac

hing

, an

und

er-

stan

ding

of

gene

ral a

nd

spec

ializ

ed

curr

icul

ar

cont

ent

know

ledg

e.

CE

C 3

.1, 3

.2

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

gen

eral

and

spec

ializ

ed

curr

icul

a in

pla

nnin

g an

d de

liver

ing

inst

ruct

ion

by p

rese

ntin

g ke

y co

ncep

ts

rela

ted

to th

e le

sson

obj

ectiv

e in

a

syst

emat

ic a

nd e

rror

less

man

ner.

Can

dida

te p

rovi

des a

var

iety

of

exam

ples

that

supp

ort s

tude

nt

lear

ning

.

Can

dida

te d

iffer

entia

tes l

earn

ing

by

utili

zing

met

hods

, cur

ricul

ar c

onte

nt,

and

stud

ent p

rodu

cts t

hat w

ill re

sult

in

mea

ning

ful l

earn

ing

prog

ress

ions

w

ithin

and

acr

oss c

urric

ular

dom

ains

fo

r stu

dent

s with

exc

eptio

nalit

ies.

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

gen

eral

and

spec

ializ

ed

curr

icul

a in

pla

nnin

g an

d de

liver

ing

inst

ruct

ion

by p

rese

ntin

g ke

y co

ncep

ts

rela

ted

to th

e le

sson

obj

ectiv

e in

a

syst

emat

ic a

nd e

rror

less

man

ner.

Can

dida

te in

divi

dual

izes

lear

ning

by

sele

ctin

g m

etho

ds a

nd c

urric

ular

co

nten

t tha

t will

resu

lt in

mea

ning

ful

lear

ning

pro

gres

sion

s for

stud

ents

w

ith e

xcep

tiona

litie

s.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of g

ener

al a

nd sp

ecia

lized

cu

rric

ula

in p

lann

ing

and

deliv

erin

g in

stru

ctio

n by

pre

sent

ing

key

conc

epts

th

at re

late

to th

e le

sson

obj

ectiv

e, b

ut

the

cand

idat

e m

akes

err

ors i

n pr

esen

tatio

n. W

hen

erro

rs a

re m

ade,

th

e ca

ndid

ate

self-

corr

ects

or r

espo

nds

to a

pro

mpt

from

a c

oope

ratin

g pr

ofes

sion

al/u

nive

rsity

supe

rvis

or.

Giv

en th

e ca

ndid

ate

mak

es e

rror

s in

the

desi

gn a

nd/o

r pre

sent

atio

n of

co

nten

t, th

e le

arni

ng p

rogr

essi

ons o

f st

uden

ts w

ith e

xcep

tiona

litie

s are

ne

gativ

ely

impa

cted

.

The

cand

idat

e de

mon

stra

tes

unac

cept

able

kno

wle

dge

of g

ener

al

and

spec

ializ

ed c

urric

ula

in p

lann

ing

and

deliv

erin

g in

stru

ctio

n by

pr

esen

ting

key

conc

epts

that

may

or

may

not

rela

te to

the

less

on o

bjec

tive.

Er

rors

in p

rese

ntat

ion

of th

e co

nten

t ar

e ob

serv

ed. W

hen

erro

rs a

re m

ade,

th

e ca

ndid

ate

does

not

self-

corr

ect o

r re

spon

d to

a p

rom

pt fr

om a

co

oper

atin

g pr

ofes

sion

al/u

nive

rsity

su

perv

isor

.

Giv

en th

e ca

ndid

ate

mak

es e

rror

s in

the

desi

gn a

nd/o

r pre

sent

atio

n of

co

nten

t, th

e le

arni

ng p

rogr

essi

ons o

f st

uden

ts w

ith e

xcep

tiona

litie

s are

ne

gativ

ely

impa

cted

.

Can

dida

tes

adap

t in

stru

ctio

n to

in

crea

se

curr

icul

ar

acce

ss a

nd

impr

ove

lear

ning

. CEC

3.

3

The

cand

idat

e de

sign

s and

im

plem

ents

curr

icul

ar ad

apta

tions

that

ar

e ta

ilore

d to

the

need

s of s

tude

nts

with

exc

eptio

nalit

ies t

o m

ake

cont

ent

know

ledg

e ac

cess

ible

and

impr

ove

stud

ent l

earn

ing.

Can

dida

te se

lect

s ad

apta

tions

that

fost

er le

arne

r in

depe

nden

ce, a

nd c

an b

e us

ed a

cros

s cu

rric

ular

area

s.

The

cand

idat

e de

sign

s and

im

plem

ents

curr

icul

ar ad

apta

tions

that

ar

e ta

ilore

d to

the

need

s of s

tude

nts

with

exc

eptio

nalit

ies t

o m

ake

cont

ent

know

ledg

e ac

cess

ible

and

impr

ove

stud

ent l

earn

ing.

Can

dida

te se

lect

s ad

apta

tions

that

fost

er le

arne

r in

depe

nden

ce in

the

curr

ent s

ettin

g,

but t

he a

dapt

atio

ns m

ay n

ot b

e vi

able

ac

ross

cur

ricul

ar ar

eas.

The

cand

idat

e de

sign

s cur

ricul

ar

adap

tatio

ns th

at a

re ta

ilore

d to

the

stud

ents

’ nee

ds to

mak

e co

nten

t kn

owle

dge

acce

ssib

le, b

ut th

e ca

ndid

ate

does

not

inco

rpor

ate

the

adap

tatio

ns in

to th

e in

stru

ctio

nal

deliv

ery.

Con

sequ

ently

, it i

s not

ev

iden

t tha

t the

ada

ptat

ions

cou

ld

impr

ove

stud

ent l

earn

ing.

The

cand

idat

e de

sign

s cur

ricul

ar

adap

tatio

ns th

at a

re n

ot ta

ilore

d to

the

stud

ents

’ ins

truct

iona

l nee

ds.

Ther

efor

e, it

is n

ot e

vide

nt th

at th

e ca

ndid

ate

mak

es c

onte

nt k

now

ledg

e ac

cess

ible

for s

tude

nts w

ith

exce

ptio

nalit

ies.

31

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes u

se

form

ativ

e an

d su

mm

ativ

e as

sess

men

ts

that

are

al

igne

d w

ith

less

on

obje

ctiv

es a

nd

CE

C

Stan

dard

s. C

EC

4.1

, 4.2

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

form

ativ

e an

d su

mm

ativ

e as

sess

men

t in

the

plan

ning

and

impl

emen

ting

of

inst

ruct

ion

by se

lect

ing

and

usin

g fo

rmat

ive

and

sum

mat

ive

asse

ssm

ents

that

are

cul

tura

lly

resp

onsi

ve, a

lign

with

stud

ent

inte

rest

s, m

onito

r lea

rner

pro

gres

s, an

d gu

ide

inst

ruct

iona

l dec

isio

n m

akin

g.

Can

dida

te d

esig

ns a

nd u

tiliz

es a

reco

rd

keep

ing

syst

em w

ithin

the

less

on p

lan

that

mon

itors

stud

ents

’ res

pons

es a

s w

ell a

s err

ors w

ithin

the

less

on. B

ased

on

stud

ent r

espo

nses

, the

can

dida

te

adju

sts i

nstru

ctio

n to

mee

t the

nee

ds o

f th

e st

uden

ts w

ith e

xcep

tiona

litie

s.

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

form

ativ

e an

d su

mm

ativ

e as

sess

men

t in

the

plan

ning

and

impl

emen

ting

of

inst

ruct

ion

by se

lect

ing

and

usin

g fo

rmat

ive

and

sum

mat

ive

asse

ssm

ents

that

are

cul

tura

lly

resp

onsi

ve a

nd m

onito

r lea

rner

pr

ogre

ss a

nd g

uide

inst

ruct

iona

l de

cisi

on m

akin

g.

Can

dida

te d

esig

ns a

nd u

tiliz

es a

re

cord

kee

ping

syst

em w

ithin

the

less

on p

lan

that

mon

itors

stud

ents

’ re

spon

ses w

ithin

the

less

on. B

ased

on

stud

ent r

espo

nses

, the

can

dida

te

adju

sts i

nstru

ctio

n to

mee

t the

nee

ds

of th

e st

uden

ts w

ith

exce

ptio

nalit

ies.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of fo

rmat

ive

and

sum

mat

ive

asse

ssm

ent i

n th

e pl

anni

ng a

nd im

plem

entin

g of

in

stru

ctio

n by

sele

ctin

g fo

rmat

ive

and

sum

mat

ive

asse

ssm

ents

that

are

cu

ltura

lly re

spon

sive

, but

do

not

effe

ctiv

ely

mon

itor l

earn

er p

rogr

ess

and

assi

st th

e ca

ndid

ate

in m

akin

g in

struc

tiona

l dec

ision

s.

OR

Can

dida

te d

esig

ns a

nd u

tiliz

es a

reco

rd

keep

ing

syst

em w

ithin

the

less

on p

lan

that

mon

itors

stud

ents

’ res

pons

es w

ithin

th

e le

sson

. At t

he c

oncl

usio

n of

the

less

on, t

he c

andi

date

exa

min

es st

uden

t re

spon

ses t

o de

term

ine

whe

re

adju

stm

ents

to in

stru

ctio

n sh

ould

hav

e be

en m

ade.

The

cand

idat

e de

mon

stra

tes

unac

cept

able

kno

wle

dge

of

form

ativ

e and

sum

mat

ive a

sses

smen

t in

the

plan

ning

and

impl

emen

ting

of

inst

ruct

ion

by se

lect

ing

form

ativ

e an

d su

mm

ativ

e as

sess

men

ts th

at a

re

cultu

rally

resp

onsi

ve, b

ut d

o no

t ef

fect

ivel

y m

onito

r lea

rner

pro

gres

s an

d as

sist

the

cand

idat

e in

mak

ing

instr

uctio

nal d

ecis

ions

.

AN

D

Can

dida

te d

esig

ns a

nd u

tiliz

es a

reco

rd

keep

ing

syst

em w

ithin

the

less

on p

lan

that

doe

s not

eff

ectiv

ely

mon

itor

stud

ents

’ res

pons

es w

ithin

the

less

on.

Due

to th

e la

ck o

f mea

ning

ful d

ata,

ca

ndid

ate

cann

ot u

se th

e da

ta to

de

term

ine

whe

re a

djus

tmen

ts to

in

stru

ctio

n sh

ould

hav

e be

en m

ade.

32

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

take

into

co

nsid

erat

ion

the

stud

ent

with

ex

cept

iona

litie

s le

arni

ng n

eeds

du

ring

in

stru

ctio

nal

plan

ning

and

se

lect

ion

of

teac

hing

st

rate

gies

. C

EC

5.1

, 5.3

, 5.

6

The

cand

idat

e de

mon

stra

tes

know

ledg

e of i

nstru

ctio

nal p

lann

ing

and

stra

tegi

es b

y se

lect

ing,

ad

aptin

g, a

nd u

sing

a ra

nge

of

evid

ence

-bas

ed in

stru

ctio

nal

stra

tegi

es th

at ad

dres

s the

indi

vidu

al

inte

rest

s, ab

ilitie

s, ne

eds a

nd

back

grou

nd o

f stu

dent

s with

ex

cept

iona

litie

s.

Can

dida

te se

amle

ssly

inte

grat

es

expl

icit

inst

ruct

ion

tech

niqu

es a

nd

mod

ifica

tions

, and

inco

rpor

ates

ac

com

mod

atio

ns (i

nclu

sive

of A

AC

sy

stem

s and

AT

to su

ppor

t the

la

ngua

ge a

nd c

omm

unic

atio

n ne

eds

of th

e le

arne

r) to

impr

ove

stud

ent

lear

ning

of a

nd a

cces

s to

the

inst

ruct

iona

l con

tent

and

act

iviti

es.

Can

dida

te d

esig

ns in

stru

ctio

n th

at

enco

urag

es st

uden

ts w

ith

exce

ptio

nalit

ies t

o us

e an

d ap

ply

skill

s in

othe

r lea

rnin

g en

viro

nmen

ts.

The

cand

idat

e de

mon

stra

tes

know

ledg

e of i

nstru

ctio

nal p

lann

ing

and

stra

tegi

es b

y se

lect

ing,

ad

aptin

g, a

nd u

sing

a ra

nge

of

evid

ence

-bas

ed in

stru

ctio

nal

stra

tegi

es th

at ad

dres

s the

indi

vidu

al

inte

rest

s, ab

ilitie

s, ne

eds a

nd

back

grou

nd o

f stu

dent

s with

ex

cept

iona

litie

s.

Can

dida

te se

amle

ssly

inte

grat

es

expl

icit

inst

ruct

ion

tech

niqu

es, a

nd

mod

ifica

tions

, and

inco

rpor

ates

ac

com

mod

atio

ns (i

nclu

sive

of A

AC

sy

stem

s and

AT

to su

ppor

t the

la

ngua

ge a

nd c

omm

unic

atio

n ne

eds

of th

e le

arne

r) to

impr

ove

stud

ent

lear

ning

of a

nd a

cces

s to

the

inst

ruct

iona

l con

tent

and

act

iviti

es.

Can

dida

te d

esig

ns in

stru

ctio

n th

at

enco

urag

es st

uden

ts w

ith

exce

ptio

nalit

ies t

o us

e an

d ap

ply

skill

s with

in th

e cl

assr

oom

.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of in

stru

ctio

nal p

lann

ing

and

stra

tegi

es b

y se

lect

ing

adap

ting,

an

d us

ing

inst

ruct

iona

l stra

tegi

es

that

do

not a

ddre

ss th

e in

divi

dual

in

tere

sts,

abili

ties,

need

s and

ba

ckgr

ound

of s

tude

nts w

ith

exce

ptio

nalit

ies.

OR

Can

dida

te a

ttem

pts t

o in

tegr

ate

expl

icit

inst

ruct

iona

l tec

hniq

ues a

nd

inco

rpor

ates

mod

ifica

tions

or,

acco

mm

odat

ions

(inc

lusi

ve o

f AA

C

syst

ems a

nd A

T to

supp

ort t

he

lang

uage

and

com

mun

icat

ion n

eeds

of

the

lear

ner)

to im

prov

e st

uden

t le

arni

ng o

f and

acc

ess t

o th

e in

stru

ctio

nal c

onte

nt a

nd a

ctiv

ities

; ho

wev

er, i

t is n

ot c

lear

how

st

uden

ts w

ith e

xcep

tiona

litie

s will

ac

cess

the c

onte

nt an

d ac

tiviti

es.

AN

D

Can

dida

te d

esig

ns in

stru

ctio

n th

at

does

not

enc

oura

ge st

uden

ts w

ith

exce

ptio

nalit

ies t

o us

e an

d ap

ply

skill

s with

in th

e cl

assr

oom

.

The

cand

idat

e de

mon

stra

tes

unac

cept

able

kno

wle

dge

of

inst

ruct

iona

l pla

nnin

g an

d st

rate

gies

by

sele

ctin

g, a

dapt

ing,

and

usi

ng

inst

ruct

iona

l stra

tegi

es th

at d

o no

t ad

dres

s the

indi

vidu

al in

tere

sts,

abili

ties,

need

s and

bac

kgro

und

of

stud

ents

with

exc

eptio

nalit

ies.

AN

D

Can

dida

te d

oes n

ot u

se e

xplic

it in

stru

ctio

nal t

echn

ique

s, m

odifi

catio

ns, o

r acc

omm

odat

ions

(in

clus

ive

of A

AC

syst

ems a

nd A

T to

supp

ort t

he la

ngua

ge a

nd

com

mun

icat

ion

need

s of t

he

lear

ner)

to im

prov

e st

uden

t lea

rnin

g of

and

acc

ess t

o th

e in

stru

ctio

nal

cont

ent a

nd a

ctiv

ities

.

AN

D

Can

dida

te d

esig

ns in

stru

ctio

n th

at d

oes

not e

ncou

rage

stud

ents

with

ex

cept

iona

litie

s to

use

and

appl

y sk

ills

with

in th

e cl

assr

oom

.

33

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns (2

) D

oes N

ot M

eet E

xpec

tatio

ns (1

) C

andi

date

s re

flect

on

the

impa

ct o

f the

le

sson

on

stud

ents

with

ex

cept

iona

litie

s. C

EC

6.1

, 6.2

, 6.

4

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

refle

ctio

n by

dis

cuss

ing

the

effe

ctiv

e an

d in

effe

ctiv

e co

mpo

nent

s of t

he le

sson

incl

udin

g cu

rric

ular

con

tent

, met

hod

sele

ctio

n,

and

activ

ity se

lect

ion.

Can

dida

te su

ppor

ts th

e di

scus

sion

w

ith e

xam

ples

from

the

less

on a

nd

supp

ortin

g as

sess

men

t dat

a. F

or th

e ar

eas i

n w

hich

the

cand

idat

e is

in

effe

ctiv

e, th

e ca

ndid

ate

is a

ble

to

use

prof

essi

onal

reso

urce

s (c

oope

ratin

g te

ache

rs,

para

prof

essi

onal

s, un

iver

sity

su

perv

isor

) and

lite

ratu

re to

supp

ort

the

chan

ges t

hat c

ould

be

mad

e to

im

prov

e th

e im

pact

on

stud

ent

lear

ning

.

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

refle

ctio

n by

dis

cuss

ing

the

effe

ctiv

e an

d in

effe

ctiv

e co

mpo

nent

s of t

he le

sson

incl

udin

g cu

rric

ular

con

tent

, met

hod

sele

ctio

n,

and

activ

ity se

lect

ion.

Can

dida

te su

ppor

ts th

e di

scus

sion

w

ith e

xam

ples

from

the

less

on a

nd

supp

ortin

g as

sess

men

t dat

a. F

or th

e ar

eas i

n w

hich

the

cand

idat

e is

in

effe

ctiv

e, th

e ca

ndid

ate

is a

ble

to

use

prof

essi

onal

lite

ratu

re to

supp

ort

the

chan

ges t

hat c

ould

be

mad

e to

im

prov

e th

e im

pact

on

stud

ent

lear

ning

.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of re

flect

ion

by d

iscu

ssin

g on

ly th

e ef

fect

ive

or in

effe

ctiv

e co

mpo

nent

s of t

he le

sson

incl

udin

g cu

rric

ular

con

tent

, met

hod

sele

ctio

n,

and

activ

ity se

lect

ion.

OR

Can

dida

te d

oes n

ot su

ppor

t the

di

scus

sion

with

exa

mpl

es fr

om th

e le

sson

and

supp

ortin

g as

sess

men

t da

ta. F

or th

e ar

eas i

n w

hich

the

cand

idat

e is

inef

fect

ive,

the

cand

idat

e se

lect

s pro

fess

iona

l lite

ratu

re to

su

ppor

t the

cha

nges

that

cou

ld b

e m

ade

to im

prov

e th

e im

pact

on

stud

ent l

earn

ing,

but

it is

not

evi

dent

ho

w th

e lit

erat

ure

supp

orts

the

chan

ge.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of re

flect

ion

by d

iscu

ssin

g on

ly th

e ef

fect

ive

or in

effe

ctiv

e co

mpo

nent

s of t

he le

sson

incl

udin

g cu

rric

ular

con

tent

, met

hod

sele

ctio

n,

and

activ

ity se

lect

ion.

AN

D

Can

dida

te d

oes n

ot su

ppor

t the

di

scus

sion

with

exa

mpl

es fr

om th

e le

sson

and

supp

ortin

g as

sess

men

t da

ta. F

or th

e ar

eas i

n w

hich

the

cand

idat

e is

inef

fect

ive,

the

cand

idat

e se

lect

s pro

fess

iona

l lite

ratu

re to

su

ppor

t the

cha

nges

that

cou

ld b

e m

ade

to im

prov

e th

e im

pact

on

stud

ent l

earn

ing,

but

it is

not

evi

dent

ho

w th

e lit

erat

ure

supp

orts

the

chan

ge.

Can

dida

tes

colla

bora

te

with

co

lleag

ues

in th

e in

stru

ctio

nal

plan

ning

and

de

liver

y of

the

less

on.

CE

C 7

.3

The

cand

idat

e co

llabo

rate

s with

pr

ofes

sion

al e

duca

tors

(e.g

., te

ache

rs,

grad

e le

vel t

eam

, par

aedu

cato

rs) a

nd

fam

ilies

dur

ing

less

on p

lann

ing

and

impl

emen

tatio

n by

inco

rpor

atin

g th

eir

idea

s to

crea

te c

ultu

rally

resp

onsi

ve

lear

ning

env

ironm

ents

that

m

eani

ngfu

lly in

volv

e st

uden

ts w

ith

exce

ptio

nalit

ies i

n le

sson

lear

ning

ac

tiviti

es a

nd p

ositi

ve so

cial

in

tera

ctio

ns, a

nd to

pro

mot

e th

e w

ell-

bein

g of

stud

ents

with

ex

cept

iona

litie

s.

The

cand

idat

e de

mon

stra

tes

colla

bora

tion

with

pro

fess

iona

l ed

ucat

ors (

e.g.

, tea

cher

s, gr

ade

leve

l te

am, p

arae

duca

tors

) dur

ing

less

on

plan

ning

and

impl

emen

tatio

n by

in

corp

orat

ing

thei

r ide

as to

cre

ate

cultu

rally

resp

onsi

ve le

arni

ng

envi

ronm

ents

that

mea

ning

fully

in

volv

e st

uden

ts w

ith e

xcep

tiona

litie

s in

the

less

on le

arni

ng a

ctiv

ities

and

po

sitiv

e so

cial

inte

ract

ions

, and

to

prom

ote

the

wel

l-bei

ng o

f stu

dent

s w

ith e

xcep

tiona

litie

s.

The

cand

idat

e co

nsul

ts w

ith

colle

ague

s; h

owev

er, t

he c

andi

date

do

es n

ot a

ppea

r to

inco

rpor

ate

idea

s of

pro

fess

iona

l edu

cato

rs (e

.g.,

teac

hers

, gra

de le

vel t

eam

, pa

raed

ucat

ors)

dur

ing

less

on p

lann

ing

and

impl

emen

tatio

n to

cre

ate

cultu

rally

resp

onsi

ve le

arni

ng

envi

ronm

ents

that

mea

ning

fully

in

clud

e st

uden

ts w

ith e

xcep

tiona

litie

s in

the

less

on le

arni

ng a

ctiv

ities

and

po

sitiv

e so

cial

inte

ract

ions

, and

may

or

may

not

pro

mot

e th

e w

ell-b

eing

of

stud

ents

with

exce

ptio

nalit

ies.

The

cand

idat

e co

nsul

ts w

ith

colle

ague

s whe

n pr

ompt

ed b

y th

e co

oper

atin

g te

ache

r; ho

wev

er, t

he

cand

idat

e do

es n

ot in

corp

orat

e id

eas

of th

e pr

ofes

sion

al e

duca

tors

(e.g

., te

ache

rs, g

rade

leve

l tea

m,

para

educ

ator

s) d

urin

g le

sson

pla

nnin

g an

d im

plem

enta

tion

to c

reat

e cu

ltura

lly re

spon

sive

lear

ning

en

viro

nmen

ts th

at m

eani

ngfu

lly

invo

lve

stud

ents

with

exc

eptio

nalit

ies

in th

e le

sson

lear

ning

act

iviti

es a

nd

posi

tive

soci

al in

tera

ctio

ns, a

nd to

pr

omot

e th

e w

ell-b

eing

of s

tude

nts

with

exc

eptio

nalit

ies.

34

Co

nd

itio

ns

(Giv

en

s)

One-h

our

exa

m

In f

ront

of

class

W

ithout

refe

rence

W

hen p

rese

nte

d w

ith a

typed lis

t G

iven a

slid

e r

ule

R

andom

sam

ple

W

/o d

ictionary

U

sing t

hre

e s

ounds

10-m

inute

quiz

usi

ng a

10-k

ey a

ddin

g m

ach

ine

giv

en a

blu

epri

nt

without

a s

cale

dra

win

gusi

ng a

shop m

anual

without

calip

ers

Su

gg

est

ion

:

What

are

the g

ivens,

the li

mitations,

the

rest

rict

ions

whic

h a

re im

pose

d o

n t

he

pupil

when d

em

onst

rating t

he t

erm

inal

behavi

or?

T

hey m

ight

incl

ude info

rmation,

tools

, equip

ment,

sourc

e, m

ate

rials

to b

e

or

not

to b

e u

sed.

Ta

ble

I

EL

EM

EN

TS

OF

A P

ER

FO

RM

AN

CE

OB

JE

CTIV

E

Act

ua

l B

eh

av

ior

(Act

ion

Ve

rb)

To W

rite

Po

int

Touch

U

nderl

ine

Dis

tinguis

h

Identify

C

onst

ruct

A

nsw

er

Nam

e

Ord

er

Desc

ribe

Sta

te

Apply

rule

D

em

onst

rate

In

terp

ret

Com

pile

D

iscr

imin

ate

C

om

pute

Etc

.

Su

gg

est

ion

:

Use

cle

ar

act

ion v

erbs

whic

h a

re

obse

rvable

.

Me

asu

rem

en

t S

tan

da

rd

90 p

erc

ent

corr

ect

fo

ur

out

of

five

lis

t fo

ur

steps

10 w

ord

s co

rrect

ly

dis

tinguis

h 3

main

ideas

neare

st p

erc

ent

neare

st t

enth

10

0 p

erc

ent

acc

ura

cy

in a

lphabetica

l ord

er

50 w

pm

for

5 m

inute

s neare

st t

housa

ndth

Su

gg

est

ion

:

How

eff

ect

ively

is

the b

ehavi

or

perf

orm

ed?

What

is t

he m

inim

um

acc

epta

ble

leve

l of

perf

orm

ance

requir

ed t

o in

dic

ate

mast

ery

of

the o

bje

ctiv

e?

Appendix I

35

Appendix J

Action Verbs Useful in Specifying Student Outcomes

General Discriminative Behaviors

choose collect define describe detect differentiate

Social Behaviors

accept agree aid allow answer argue communicate compliment contribute cooperate dance disagree

Language Behaviors

abbreviate accent alphabetize articulate associate call capitalize demonstrate edit hyphenate identify indent

GENERAL AREAS OF BEHAVIOR

discriminate distinguish identify indicate isolate list

discuss excuse express follow forgive greet help interact invite join laugh meet

look to outline print pronounce punctuate read recite repeat say sign select speak

match omit order place point select

participate permit play praise react remain smile talk thank volunteer wait

spell state summarize syllabicate tell turn to translate use verbalize whisper write

36

Motor Behaviors

balance build catch copy crawl cut fold gallop

Study Behaviors

arrange categorize chart cite circle classify compile copy diagram find

Self-Care Behaviors

bite brush clean close drink dry eat fasten

Responding

answers attempts begins

grasp roll

hold sit jump stack kick thread kneel throw lift track paste walk print

follow organize gather quote itemize record label reproduce locate search look sort map underline mark mate name

feed secure hold sit open snap put on swallow reach take off replace wash retain zip scoop

ATTITUDES AND VALUES

notes clarifies participates in responds to

37

Complying

Carries out does meets Completes follows submits

Accepting

articulates does submits carries out identifies supports chooses offers undertakes completes selects volunteers contributes states describes

Preferring

advocates identifies proposes asks for initiates recommends avoids invites seeks challenges justifies states chooses offers takes defends praises undertakes describes presents volunteers displays promotes

BEHAVIORS LISTED ACCORDING TO BLOOM'S TAXONOMY

Observing

cites names reports describes points out shares expresses points to states indicates records identifies lists relates

Remembering

chooses names reproduces cites points out restates describes relates states lists repeats tells

matches reports writes

38

Interpreting

demonstrates graphs restates depicts illustrates retells dramatizes pantomimes role plays draws paraphrases simulates enacts presents sketches explains renders states in own words expresses rephrases

Comparing

cites lists reports describes names states explains outlines expresses points out

Classifying

arranges names sorts catalogs outlines tabulates graphs places labels rearranges

Generalizing

abstracts identifies relates

expresses presents groups proposes

Inferring

expresses presents states

formulates proposes identifies relates

Analyzing

cites illustrates points out

describes lists relates

expresses outlines

39

Synthesizing

assembles expresses produces constructs illustrates proposes depicts makes puts together explains presents relates

Hypothesizing

expresses guesses speculates identifies proposes relates invents presents states

Predicting

estimates presents speculates expresses proposes states identifies relates

Evaluating

argues criticizes explains classifies describes justifies compares equates supports

These listings were provide� by two sources from Allegheny Intermediate Unit. Verbs relating to Attitude and Bloom's Taxonomy appeared in Planned Course Development -Workshop Series, Instructional Support Division. The remainder were from I.U. #3's Central Support Project.

40

REVISED Bloom’s Taxonomy Action Verbs

Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating

Bloom’s Definition

Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.

Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.

Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Verbs • Choose• Define• Find• How• Label• List• Match• Name• Omit• Recall• Relate• Select• Show• Spell• Tell• What• When• Where• Which• Who• Why

• Classify• Compare• Contrast• Demonstrate• Explain• Extend• Illustrate• Infer• Interpret• Outline• Relate• Rephrase• Show• Summarize• Translate

• Apply• Build• Choose• Construct• Develop• Experiment with• Identify• Interview• Make use of• Model• Organize• Plan• Select• Solve• Utilize

• Analyze• Assume• Categorize• Classify• Compare• Conclusion• Contrast• Discover• Dissect• Distinguish• Divide• Examine• Function• Inference• Inspect• List• Motive• Relationships• Simplify• Survey• Take part in• Test for• Theme

• Agree• Appraise• Assess• Award• Choose• Compare• Conclude• Criteria• Criticize• Decide• Deduct• Defend• Determine• Disprove• Estimate• Evaluate• Explain• Importance• Influence• Interpret• Judge• Justify• Mark• Measure• Opinion• Perceive• Prioritize• Prove• Rate• Recommend• Rule on• Select• Support• Value

• Adapt• Build• Change• Choose• Combine• Compile• Compose• Construct• Create• Delete• Design• Develop• Discuss• Elaborate• Estimate• Formulate• Happen• Imagine• Improve• Invent• Make up• Maximize• Minimize• Modify• Original• Originate• Plan• Predict• Propose• Solution• Solve• Suppose• Test• Theory• Maximize• Minimize

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.

41

Appendix K

41

Appendix LUnit Plan Format

1. Unit Author(s)/First and Last Name:Course/School Name:

2. Introduction/General Information

• Unit Title/Theme

• Number of Lessons w/in Unit

• Subject Areas of Interdisciplinary Integration

• Grade Level(s)

• Unit Summary and Rationale

• Detailed description of:o Learner differences, specific to:

Target learner development

Specific student developmental differences

o Learner environment

Description of how the environment will support individual and

collaborative learning for all students

3. Standards/ Anchors

4. Unit Goals

5. Essential Question(s) for the Unit

6. Pre-Assessment: Completed at the start of the unit to determine the baseline of student knowledge and competencies. Use pre-assessment data when analyzing student learning and teacbing at the end of the Unit plan reflection.

7. Content-Daily Lesson Plans (Use the prescribed lesson plan format)

8. Integration of Resources and Technology: List all materials, resources and technology (e.g.,multimedia. technology, lab equipment, outside expert) utilized in the instruction of the unit. Iftechnology i s excluded, provide an instructionally sound rationale for its absence.

9. Differentiated Learning Activities: Include research-based strategies that challenge all learners.Include context of the learners as a rationale for differentiation:

• Describe important characteristics of the learners in your classroom: number of learners and

gender, race/ethnicity, school socio-economic status, special needs, and language proficiency (asdefined by Field Experience Diversity Requirements).

• Explain the specific activities that differentiate the content, process, product, and/or learningenvironment designed to provide advanced achievement for all learners.

• Explain the accommodations made for learners with disabilities (IEPs).

Differentiation within the unit plan for a university course is up to the discretion of the professor (e.g., simulation experience).

10. Summative Assessment/Post-Assessment - Related directly to pre-assessment to evaluatedegree of student learning after unit is taught and which match unit goals and lesson plan objectives. Summativeassessments include chapter/unit tests, writing projects, quizzes, or ongoing projects, etc.

42

11. Reflection--Completed after implementation of unit plan: Utilize pre-assessment data to assist yourreflection. Within a university course, provide questions you may pose to yourself for evaluatingstudent learning and your instructional decisions.

• ANALYSIS OF STUDENT LEARNING: Analyze assessment data and documented evidence of

lesson results and explain to what degree instructional decisions made an impact on student learning and

achievement of unit goals and lesson objectives.

• ANALYSIS OF TEACHING: Include modifications/recommendations of current instruction for

future application on I) planning and preparation, 2) classroom environments, 3) instruction, and 4)

professional responsibilities as related to instructional objectives or standards.

43

Special Education Unit Plan Assignment for SPECED 461/561: Student Teaching Seminar

GENERAL OVERVIEW OF THE SPECIAL EDUCATION UNIT PLAN ASSIGNMENT

This special education unit plan is used to coordinate and implement a series of lessons in the special education student teaching placement. For this assignment, you will design and implement one special education unit plan following the directions provided. To facilitate candidates’ demonstration of the understanding of the link between teacher directives, expected student responses, material usage, data collection, and analysis, the directions have been adapted to guide you in writing the assigned unit plan.

The unit plan format and directions support key components for developing, implementing, and reflecting upon the unit. The components are: interdisciplinary content areas and skills selections, standards, unit goals, pre-assessment and summative assessment, essential questions for the unit, integration of resources and technology, differentiated activities, analysis of student learning, and analysis of teaching.

Using the unit plan components, the special education unit plan rubric (teacher candidate performance expectations), and in collaboration with your co-operating teacher and other professionals, develop one special education unit that will be implemented and then submitted as a required assignment for this course. In planning, implementing and reflecting on your unit plan, you are required to meet with your cooperating teacher and other relevant professionals* (e.g. university supervisor, paraeducators, general education teachers, related service providers, and families). The input from this collaboration must be considered throughout the unit plan process. To demonstrate your collaboration, the attached form must be completed with verification (e.g., signature, e-mail). The completed unit plan will be assessed using the Special Education Unit Plan Rubric.

Candidates must meet CEC Initial Preparation Standards on this assessment to pass SPECED 461/561. If on the initial submission of the plan, the candidate does not meet standards, the plan must be revised and submitted until standards are met. The meeting of standards is defined as having an average rating of “meets expectations” across the assessment.

SPECIAL EDUCATION UNIT PLAN DIRECTIONS FOR EACH COMPONENT

SPECIFIC UNIT PLAN DIRECTIONS – THEME/CONTENT/SKILLS SELECTION Select the unit title/theme of the unit, the number of lessons within the unit, subject areas of interdisciplinary integration (e.g., Reading, Mathematics, Social Studies), the skills to be taught (identified from the scope and sequence for those content areas), and the rationale for that unit.

SPECIFIC UNIT PLAN DIRECTIONS – UNIT FOUNDATION 1. Standard(s)/Anchors: Select a PA Common Core Standard(s) that aligns with the grade level

interdisciplinary content areas and curricular scope and sequence. The standard(s) describeswhat students should demonstrate and be able to do as a result of the instruction; it setsexpectations for student knowledge and skills.

2. Unit Goals: Write goals that depict and measure rigorous academic and social learning goals forstudents with exceptionalities. The goals should specify the condition, learner, measurablebehavioral performance, and criteria.

a. Condition - Describe the circumstance under which each skill will be taught.

44

b. Learner - Write “the learner will…”c. Behavior - Clearly delineate what the learner with exceptionalities will demonstrate

after instruction has occurred; ensure alignment with the standard(s).d. Criteria - Describe the level of performance expected of the learner with

exceptionalities, and the number of trials required to achieve each goal.3. Pre-Assessment and Summative Assessment: Identify the assessment tools and procedures that

will be used to assess the student, and state when to administer each assessment (i.e., prior toand after instruction). Describe the recording systems that will be used to document studentresponses and errors. Examples, such as recorded observations, student artifacts, performancetasks, or self-evaluation may be used to engage learners in their own growth.

SPECIFIC UNIT PLAN DIRECTIONS – UNIT ESSENTIALS 1. Essential Questions for the Unit: List the essential questions that will be posed to students that

will help students conceptualize the theme of the unit and challenge students to think critically.These essential questions should also help students connect the content/concepts to whatthey’ve learned previously.

2. Content-Daily Lesson Plans: Include all lesson plans pertaining to this unit plan. The lesson plansshould follow the established format for this course (see the “general overview of the specialeducation lesson plan assignment” for support).

3. Integration of Resources and Technology: List all materials, resources, and technology you willutilize in the instruction of this unit, such as Augmentative or Alternative Communicationsystem(s) and Assistive Technology, to support delivery of instruction, and enhance languageand communication for students with exceptionalities.

4. Differentiated Learning Activities: Describe how you will differentiate instruction to meet thelearning needs of students with exceptionalities. Specify the activities that differentiate thecontent, process, product, and/or learning environment designed to foster achievement acrossdiverse learners. Include any individualized strategies (e.g., strategies identified in students’ IEPsand/or 504 plans) relevant to this unit.

SPECIFIC UNIT PLAN DIRECTIONS – POST-UNIT REFLECTION 1. Analysis of Student Learning: Review the pre-assessment and summative assessment data

collected during your unit plan. Analyze the results and report the evidence of student learningas related to the instructional goals. Compare your pre- and post-assessment data. As a result ofthe data analysis, describe what you will do to improve and/or enhance student performance.

2. Analysis of Teaching: Through reflection, describe your areas of strength and need for eachcomponent of your unit plan and the effectiveness of instruction as reflected by studentlearning. Describe and support the modifications and recommendations based on yourreflection, in collaboration with professionals and in support of the literature.

45

Verification of Collaboration Form—Unit Plan

Complete this form after each collaborative meeting or consultation. Ensure that each member in attendance (e.g., cooperating teacher, university supervisor, paraeducators, general education teachers, related service providers, grade-level team, and families) signs this form.

Date/Time Feedback Comments Signature(s)*

Use additional paper as needed.

46

Scor

ing

Rub

ric

for

Spec

ial E

duca

tion

Uni

t Pla

n

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

dem

onst

rate

kn

owle

dge

of

lear

ner

deve

lopm

ent,

indi

vidu

al

diff

eren

ces,

and

envi

ron-

m

ent i

n th

e pl

anni

ng o

f th

e un

it.

CE

C 1

.1, 1

.2

The

cand

idat

e de

mon

stra

tes a

n un

ders

tand

ing

of th

e im

pact

of l

earn

er

deve

lopm

ent a

nd in

divi

dual

di

ffere

nces

on

inst

ruct

iona

l pla

nnin

g by

des

igni

ng a

nd im

plem

entin

g ac

adem

ic a

nd so

cial

lear

ning

ex

perie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat a

re

deve

lopm

enta

lly a

ppro

pria

te o

r cu

ltura

lly re

spon

sive

(lan

guag

e cu

lture

, and

fam

ily b

ackg

roun

d).

Can

dida

te d

iffer

entia

tes a

ctiv

e an

d ef

fect

ive

lear

ning

exp

erie

nces

bas

ed

on th

e st

uden

ts’ i

nter

ests

, lea

rnin

g pr

efer

ence

s, an

d co

mm

unic

atio

n an

d sa

fety

nee

ds.

The

cand

idat

e de

mon

stra

tes a

n un

ders

tand

ing

of th

e im

pact

of l

earn

er

deve

lopm

ent a

nd in

divi

dual

di

ffere

nces

on

inst

ruct

iona

l pla

nnin

g by

des

igni

ng a

nd im

plem

entin

g ac

adem

ic a

nd so

cial

lear

ning

ex

perie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat a

re

deve

lopm

enta

lly a

ppro

pria

te o

r cu

ltura

lly re

spon

sive

(lan

guag

e cu

lture

, and

fam

ily b

ackg

roun

d).

Can

dida

te in

divi

dual

izes

act

ive

and

effe

ctiv

e le

arni

ng e

xper

ienc

es b

ased

on

the

stud

ents

’ int

eres

ts, l

earn

ing

pref

eren

ces,

and

com

mun

icat

ion

and

safe

ty n

eeds

.

The

cand

idat

e de

mon

stra

tes a

lim

ited

unde

rsta

ndin

g of

the

impa

ct o

f lea

rner

de

velo

pmen

t and

indi

vidu

al

diffe

renc

es o

n in

stru

ctio

nal p

lann

ing

by d

esig

ning

aca

dem

ic o

r soc

ial

lear

ning

exp

erie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat m

ay o

r may

not

be

dev

elop

men

tally

app

ropr

iate

or

cultu

rally

resp

onsi

ve (l

angu

age

cultu

re, a

nd fa

mily

bac

kgro

und)

.

Can

dida

te m

ay o

r may

not

tailo

r ac

tive

and

effe

ctiv

e le

arni

ng

expe

rienc

es to

the

stud

ents

’ int

eres

ts,

lear

ning

pre

fere

nces

, and

co

mm

unic

atio

n an

d sa

fety

nee

ds.

The

cand

idat

e de

mon

stra

tes a

lim

ited

unde

rsta

ndin

g of

the

impa

ct o

f lea

rner

de

velo

pmen

t and

indi

vidu

al

diffe

renc

es o

n in

stru

ctio

nal p

lann

ing

by d

esig

ning

aca

dem

ic o

r soc

ial

lear

ning

exp

erie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat a

re n

ot

deve

lopm

enta

lly a

ppro

pria

te o

r cu

ltura

lly re

spon

sive

(lan

guag

e cu

lture

, and

fam

ily b

ackg

roun

d).

Can

dida

te d

oes n

ot ta

ilor a

ctiv

e an

d ef

fect

ive

lear

ning

exp

erie

nces

to th

e st

uden

ts’ i

nter

ests

, lea

rnin

g pr

efer

ence

s, an

d co

mm

unic

atio

n an

d sa

fety

nee

ds.

Can

dida

tes

wri

te u

nit

goal

s and

le

arni

ng

obje

ctiv

es

that

are

al

igne

d w

ith

acad

emic

and

C

EC

St

anda

rds.

CE

C 3

.1, 3

.2,

6.1

The

cand

idat

e de

sign

s uni

t goa

ls a

nd

lear

ning

obj

ectiv

es th

at a

re

deve

lopm

enta

lly a

ppro

pria

te,

mea

sura

ble,

and

mea

ning

fully

alig

ned

to th

e C

EC a

nd P

A C

omm

on C

ore

Stan

dard

s and

add

ress

indi

vidu

al

stud

ent l

earn

ing

outc

omes

. In

ad

ditio

n, th

e ca

ndid

ate

supp

orts

the

unit

goal

s with

lear

ning

obj

ectiv

es th

at

are

mea

sura

ble,

acc

urat

ely

sequ

ence

d,

and

requ

ires t

he st

uden

ts w

ith

exce

ptio

nalit

ies t

o ut

ilize

the

unit

cont

ent a

cros

s cur

ricul

ar a

reas

.

The

cand

idat

e de

sign

s uni

t goa

ls a

nd

lear

ning

obj

ectiv

es th

at a

re

deve

lopm

enta

lly a

ppro

pria

te,

mea

sura

ble,

and

mea

ning

fully

alig

ned

to th

e C

EC a

nd P

A C

omm

on C

ore

Stan

dard

s and

add

ress

indi

vidu

al

stud

ent l

earn

ing

outc

omes

. In

ad

ditio

n, th

e ca

ndid

ate

supp

orts

the

unit

goal

s with

lear

ning

obj

ectiv

es

that

are

mea

sura

ble,

acc

urat

ely

sequ

ence

d, a

nd ta

ilore

d to

the

need

s of

the

stud

ents

with

exc

eptio

nalit

ies i

n th

e sp

ecifi

c cu

rric

ular

area

.

The

cand

idat

e de

sign

s uni

t goa

ls a

nd

lear

ning

obj

ectiv

es th

at m

ay o

r may

no

t be

deve

lopm

enta

lly a

ppro

pria

te,

mea

sura

ble,

and

alig

ned

to th

e PA

C

omm

on C

ore

Stan

dard

s. C

andi

date

do

es n

ot e

stab

lish

a co

nnec

tion

betw

een

the

unit

goal

s and

lear

ning

ob

ject

ives

and

stud

ent l

earn

ing

outc

omes

.

OR

Can

dida

te su

ppor

ts th

e un

it go

als w

ith

lear

ning

obj

ectiv

es th

at a

re n

ot

mea

sura

ble,

acc

urat

ely

sequ

ence

d, o

r al

ign

with

the

unit

goal

s.

The

cand

idat

e de

sign

s uni

t goa

ls a

nd

lear

ning

obj

ectiv

es th

at m

ay o

r may

no

t be

deve

lopm

enta

lly a

ppro

pria

te,

mea

sura

ble,

and

alig

ned

to th

e PA

C

omm

on C

ore

Stan

dard

s. C

andi

date

do

es n

ot e

stab

lish

a co

nnec

tion

betw

een

the

unit

goal

s and

lear

ning

ob

ject

ives

and

stud

ent l

earn

ing

outc

omes

.

AN

D

Can

dida

te su

ppor

ts th

e un

it go

als w

ith

lear

ning

obj

ectiv

es th

at a

re n

ot

mea

sura

ble,

acc

urat

ely

sequ

ence

d, o

r al

ign

with

the

unit

goal

s.

47

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

sele

ct p

re-

and

post

- as

sess

men

ts

that

are

al

igne

d w

ith

lear

ning

ob

ject

ives

an

d C

EC

St

anda

rds t

o m

onito

r st

uden

t pr

ogre

ss.

CE

C 4

.1, 4

.2

The

cand

idat

e se

lect

s mul

tiple

type

s of

info

rmal

and

form

al te

chni

cally

so

und

asse

ssm

ents

that

min

imiz

e bi

as a

nd d

ata

sour

ces t

hat a

re

alig

ned

to m

onito

ring

stud

ent

prog

ress

tow

ard

unit

goal

s, an

d le

ad

to m

akin

g so

und

indi

vidu

aliz

ed

inst

ruct

iona

l dec

isio

ns a

nd lo

ng-

rang

e in

stru

ctio

nal p

lans

.

Can

dida

te in

clud

es d

evel

opm

enta

lly

appr

opria

te p

re-a

sses

smen

ts to

pr

ovid

e ba

selin

e on

the

know

ledg

e of

stud

ents

with

exc

eptio

nalit

ies,

and

post

-ass

essm

ents

that

are

al

igne

d w

ith th

e pr

e-as

sess

men

ts,

and

uses

tech

nolo

gies

to su

ppor

t th

eir s

elec

ted

data

sour

ces.

The

cand

idat

e se

lect

s mul

tiple

type

s of

info

rmal

and

form

al te

chni

cally

so

und

asse

ssm

ents

that

min

imiz

e bi

as, a

nd d

ata

sour

ces t

hat a

re

alig

ned

to m

onito

ring

stud

ent

prog

ress

tow

ard

unit

goal

s, an

d le

ad

to m

akin

g so

und

indi

vidu

aliz

ed

inst

ruct

iona

l dec

isio

ns a

nd lo

ng-

rang

e in

stru

ctio

nal p

lans

.

Can

dida

te in

clud

es d

evel

opm

enta

lly

appr

opria

te p

re-a

sses

smen

ts to

pr

ovid

e ba

selin

e on

the

know

ledg

e of

stud

ents

with

exc

eptio

nalit

ies,

and

post

-ass

essm

ents

that

are

al

igne

d w

ith th

e pr

e-as

sess

men

ts;

how

ever

, the

can

dida

te d

oes n

ot u

se

tech

nolo

gy to

supp

ort o

r man

age

data

.

Can

dida

te m

ay o

r may

not

sele

ct

mul

tiple

type

s of i

nfor

mal

and

fo

rmal

ass

essm

ents

and

dat

a so

urce

s; h

owev

er, t

he a

sses

smen

ts

are

not a

ligne

d to

mon

itorin

g st

uden

t pro

gres

s tow

ard

unit

goal

s, or

lead

to m

akin

g so

und

indi

vidu

aliz

ed in

stru

ctio

nal

deci

sion

s and

long

-rang

e in

stru

ctio

nal p

lans

.

Can

dida

te m

ay o

r may

not

incl

ude

deve

lopm

enta

lly a

ppro

pria

te p

re-

asse

ssm

ents

to p

rovi

de b

asel

ine

on

the

know

ledg

e of

stud

ents

with

ex

cept

iona

litie

s, an

d po

st-

asse

ssm

ents

that

are

alig

ned

with

th

e pr

e-as

sess

men

ts. C

andi

date

doe

s no

t use

tech

nolo

gy to

supp

ort o

r m

anag

e da

ta.

The

cand

idat

e do

es n

ot se

lect

m

ultip

le ty

pes o

f inf

orm

al a

nd

form

al a

sses

smen

ts a

nd d

ata

sour

ces

that

are

alig

ned

to m

onito

ring

stud

ent p

rogr

ess t

owar

d un

it go

als,

or le

ad to

mak

ing

soun

d in

divi

dual

ized

inst

ruct

iona

l de

cisi

ons a

nd lo

ng-ra

nge

inst

ruct

iona

l pla

ns.

Can

dida

te d

oes n

ot in

clud

e de

velo

pmen

tally

app

ropr

iate

pre

- as

sess

men

ts to

pro

vide

bas

elin

e on

th

e kn

owle

dge

of st

uden

ts w

ith

exce

ptio

nalit

ies,

and

post

- as

sess

men

ts th

at a

re a

ligne

d w

ith

the

pre-

asse

ssm

ents

. Can

dida

te d

oes

not u

se te

chno

logy

to su

ppor

t or

man

age

data

.

Can

dida

tes

deve

lop

less

on p

lans

w

ithin

the

unit

plan

that

in

corp

orat

e ev

iden

ce-

base

d ex

plic

it an

d im

plic

it st

rate

gies

. C

EC

5.1

, 5.6

, 5.

7

The

cand

idat

e in

corp

orat

es th

e st

uden

ts’ i

nter

ests

, abi

litie

s, an

d cu

ltura

l/lin

guis

tic fa

ctor

s whe

n se

lect

ing

and

usin

g ex

plic

it an

d im

plic

it ev

iden

ce-b

ased

in

stru

ctio

nal s

trate

gies

with

in th

e un

it le

sson

s.

Can

dida

te d

esig

ns in

stru

ctio

n an

d ac

tiviti

es th

at e

ncou

rage

stud

ents

to

thin

k cr

itica

lly to

mas

ter a

nd

gene

raliz

e th

e un

it co

nten

t.

The

cand

idat

e in

corp

orat

es th

e st

uden

ts’ i

nter

ests

, abi

litie

s, an

d cu

ltura

l/lin

guis

tic fa

ctor

s whe

n se

lect

ing

and

usin

g ex

plic

it an

d im

plic

it ev

iden

ce-b

ased

in

stru

ctio

nal s

trate

gies

with

in th

e un

it le

sson

s.

Can

dida

te d

esig

ns in

stru

ctio

n an

d ac

tiviti

es th

at e

ncou

rage

stud

ents

to

mas

ter t

he u

nit c

onte

nt a

nd th

ink

criti

cally

to a

pply

the

unit

cont

ent.

The

cand

idat

e in

corp

orat

es

evid

ence

-bas

ed in

stru

ctio

nal

stra

tegi

es w

ithin

the

unit

less

ons.

How

ever

, it i

s not

evi

dent

that

the

cand

idat

e co

nsid

ered

the

stud

ents

’ in

tere

sts,

abili

ties,

and

cultu

ral/l

ingu

istic

fact

ors w

hen

sele

ctin

g th

e ex

plic

it an

d im

plic

it in

stru

ctio

nal s

trate

gies

.

Can

dida

te d

esig

ns a

nd im

plem

ents

in

stru

ctio

n an

d ac

tiviti

es th

at

enco

urag

e st

uden

ts to

mas

ter t

he

unit

cont

ent,

but d

id n

ot re

quire

st

uden

ts to

use

crit

ical

thin

king

to

appl

y un

it th

e co

nten

t.

The

cand

idat

e in

corp

orat

es

evid

ence

-bas

ed in

stru

ctio

nal

stra

tegi

es w

ithin

the

unit

less

ons.

How

ever

, it i

s not

evi

dent

that

the

cand

idat

e co

nsid

ered

the

stud

ents

’ in

tere

sts,

abili

ties,

and

cultu

ral/l

ingu

istic

fact

ors w

hen

sele

ctin

g th

e ex

plic

it an

d im

plic

it in

stru

ctio

nal s

trate

gies

.

Can

dida

te d

esig

ns in

stru

ctio

n an

d ac

tiviti

es th

at e

ncou

rage

stud

ents

to

mas

ter t

he u

nit c

onte

nt, b

ut d

urin

g im

plem

enta

tion,

the

cand

idat

e di

d no

t pro

vide

inst

ruct

ion

as d

esig

ned

in th

e le

sson

pla

ns. C

onse

quen

tly, i

t is

not

evi

dent

that

the

stud

ents

m

aste

red

the

unit

cont

ent.

48

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

deve

lop

less

ons

with

in th

e un

it pl

an

that

add

ress

ac

cess

to

gene

ral a

nd

spec

ializ

ed

curr

icul

a.

CE

C 3

.3, 5

.3

The

cand

idat

e in

tegr

ates

exp

licit

inst

ruct

iona

l tec

hniq

ues,

mod

ifica

tions

, and

acc

omm

odat

ions

(in

clus

ive

of A

AC

syst

ems a

nd A

T to

supp

ort t

he la

ngua

ge a

nd

com

mun

icat

ion

need

s of t

he le

arne

r)

to im

prov

e st

uden

t lea

rnin

g of

and

ac

cess

to g

ener

al a

nd sp

ecia

lized

cu

rric

ular

con

tent

and

act

iviti

es.

The

cand

idat

e in

tegr

ates

exp

licit

inst

ruct

iona

l tec

hniq

ues,

mod

ifica

tions

, and

acc

omm

odat

ions

(in

clus

ive

of A

AC

syst

ems a

nd A

T to

supp

ort t

he la

ngua

ge a

nd

com

mun

icat

ion

need

s of t

he le

arne

r)

to im

prov

e st

uden

t acc

ess s

to

gene

ral a

nd sp

ecia

lized

cur

ricul

ar

cont

ent a

nd a

ctiv

ities

.

The

cand

idat

e at

tem

pts t

o in

tegr

ate

tech

niqu

es, m

odifi

catio

ns, a

nd

acco

mm

odat

ions

(inc

lusi

ve o

f AA

C

syst

ems a

nd A

T to

supp

ort t

he

lang

uage

and

com

mun

icat

ion

need

s of

the

lear

ner)

to im

prov

e st

uden

t ac

cess

to g

ener

al a

nd sp

ecia

lized

cu

rric

ular

con

tent

and

act

iviti

es;

how

ever

, it i

s not

cle

ar h

ow st

uden

ts

with

exc

eptio

nalit

ies w

ill a

cces

s the

co

nten

t and

act

iviti

es.

The

cand

idat

e do

es n

ot u

se e

xplic

it in

stru

ctio

nal t

echn

ique

s, m

odifi

catio

ns, o

r acc

omm

odat

ions

(in

clus

ive

of A

AC

syst

ems a

nd A

T to

supp

ort t

he la

ngua

ge a

nd

com

mun

icat

ion

need

s of t

he le

arne

r)

to im

prov

e st

uden

t lea

rnin

g of

and

ac

cess

to g

ener

al a

nd sp

ecia

lized

cu

rric

ular

con

tent

and

act

iviti

es.

Can

dida

tes

use

evid

ence

/ da

ta to

ev

alua

te

impa

ct o

n st

uden

t le

arni

ng.

CE

C 4

.2

The

cand

idat

e m

eani

ngfu

lly

eval

uate

s ins

truct

iona

l dat

a by

de

scrib

ing

and

com

parin

g qu

antit

ativ

e an

d qu

alita

tive

pre/

post

da

ta w

hich

incl

udes

supp

ortin

g ta

bles

or g

raph

s. C

andi

date

di

scus

ses t

he re

sults

incl

udin

g an

er

ror a

naly

sis a

nd p

rovi

des

supp

ortin

g do

cum

enta

tion

(wor

k sa

mpl

es) d

emon

stra

ting

the

exte

nt to

w

hich

all

stud

ents

met

the

stan

dard

s an

d un

it go

als.

Can

dida

te u

ses t

he

anal

ysis

to g

uide

dec

isio

ns fo

r fu

ture

inst

ruct

iona

l pla

nnin

g.

The

cand

idat

e m

eani

ngfu

lly

eval

uate

s ins

truct

iona

l dat

a by

de

scrib

ing

and

com

parin

g qu

antit

ativ

e pr

e/po

st d

ata

whi

ch

incl

udes

supp

ortin

g ta

bles

or g

raph

s. C

andi

date

dis

cuss

es th

e re

sults

and

pr

ovid

es su

ppor

ting

docu

men

tatio

n (w

ork

sam

ples

) dem

onst

ratin

g th

e ex

tent

to w

hich

all

stud

ents

met

the

stan

dard

s and

uni

t goa

ls; h

owev

er,

the

cand

idat

e do

es n

ot in

clud

e an

er

ror a

naly

sis.

Can

dida

te u

ses t

he

anal

ysis

to g

uide

dec

isio

ns fo

r fu

ture

inst

ruct

iona

l pla

nnin

g.

The

cand

idat

e ev

alua

tes

inst

ruct

iona

l dat

a by

des

crib

ing

and

com

parin

g qu

antit

ativ

e pr

e/po

st d

ata

whi

ch in

clud

es su

ppor

ting

tabl

es o

r gr

aphs

. Can

dida

te d

iscu

sses

the

resu

lts, b

ut d

oes n

ot p

rovi

de

supp

ortin

g do

cum

enta

tion

(wor

k sa

mpl

es) d

emon

stra

ting

the

exte

nt to

w

hich

all

stud

ents

met

the

stan

dard

s an

d un

it go

als.

Add

ition

ally

, the

ca

ndid

ate

does

not

incl

ude

an e

rror

an

alys

is. C

andi

date

cre

ates

a d

ata

anal

ysis

that

has

lim

ited

utili

ty in

gu

idin

g de

cisi

ons f

or fu

ture

in

stru

ctio

nal p

lann

ing.

The

cand

idat

e ev

alua

tes

inst

ruct

iona

l dat

a by

des

crib

ing

and/

or c

ompa

ring

quan

titat

ive

pre/

post

dat

a; h

owev

er, t

he

cand

idat

e do

es n

ot in

clud

e su

ppor

ting

tabl

es o

r gra

phs.

Can

dida

te d

iscu

sses

the

resu

lts, b

ut

does

not

pro

vide

supp

ortin

g do

cum

enta

tion

(wor

k sa

mpl

es)

dem

onst

ratin

g th

e ex

tent

to w

hich

al

l stu

dent

s met

the

stan

dard

s and

un

it go

als.

Add

ition

ally

, the

ca

ndid

ate

does

not

incl

ude

an e

rror

an

alys

is. C

andi

date

cre

ates

a d

ata

anal

ysis

that

has

lim

ited

utili

ty in

gu

idin

g de

cisi

ons f

or fu

ture

in

stru

ctio

nal p

lann

ing.

49

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

view

th

emse

lves

as

life

long

st

uden

ts a

nd

refle

ct a

nd

adju

st th

e pr

actic

es.

CE

C 6

.1, 6

.2,

6.4

Bas

ed o

n st

uden

t out

put d

ata

and

lear

ning

, the

can

dida

te re

flect

s on

wha

t has

bee

n ef

fect

ive

or

inef

fect

ive

in th

e pl

anni

ng a

nd

impl

emen

tatio

n of

inst

ruct

ion,

cl

assr

oom

man

agem

ent a

nd

asse

ssm

ent.

Can

dida

te su

bsta

ntia

tes t

he

refle

ctio

n w

ith e

xam

ples

from

the

unit

plan

to su

ppor

t are

as o

f pe

dago

gica

l stre

ngth

s, an

d fo

r are

as

that

the

cand

idat

e is

inef

fect

ive,

the

cand

idat

e ut

ilize

s pro

fess

iona

l lit

erat

ure

and

feed

back

from

m

eetin

gs w

ith p

rofe

ssio

nals

(e.g

., co

oper

atin

g te

ache

r, pa

raed

ucat

ors,

beha

vior

supp

ort p

erso

nnel

, un

iver

sity

supe

rvis

or) t

o su

ppor

t the

ch

ange

s nee

ded

for i

mpr

ovem

ent o

n th

e im

pact

of s

tude

nt le

arni

ng a

nd

prof

essi

onal

gro

wth

.

Bas

ed o

n st

uden

t out

put d

ata

and

lear

ning

, the

can

dida

te re

flect

s on

wha

t has

bee

n ef

fect

ive

or

inef

fect

ive

in th

e pl

anni

ng a

nd

impl

emen

tatio

n of

inst

ruct

ion,

cl

assr

oom

man

agem

ent a

nd

asse

ssm

ent.

Can

dida

te su

bsta

ntia

tes t

he

refle

ctio

n w

ith e

xam

ples

from

the

unit

plan

to su

ppor

t are

as o

f pe

dago

gica

l stre

ngth

s, an

d fo

r are

as

that

the

cand

idat

e is

inef

fect

ive,

the

cand

idat

e ut

ilize

s pro

fess

iona

l lit

erat

ure

to su

ppor

t a c

hang

e fo

r im

prov

emen

t on

the

impa

ct o

f st

uden

t lea

rnin

g an

d pr

ofes

sion

al

grow

th.

The

cand

idat

e re

flect

s on

wha

t has

be

en e

ffec

tive

or in

effe

ctiv

e in

the

plan

ning

and

impl

emen

tatio

n of

in

stru

ctio

n, c

lass

room

man

agem

ent

and

asse

ssm

ent,

but d

oes n

ot li

nk

the

effe

ctiv

e an

d in

effe

ctiv

e in

stru

ctio

nal c

hoic

es to

the

impa

ct

on st

uden

t lea

rnin

g.

OR

Can

dida

te d

oes n

ot su

bsta

ntia

te th

e re

flect

ion

with

exa

mpl

es fr

om th

e un

it pl

an to

supp

ort a

reas

of

peda

gogi

cal s

treng

ths,

and

for a

reas

th

at th

e ca

ndid

ate

is in

effe

ctiv

e.

Can

dida

te u

tiliz

es p

rofe

ssio

nal

liter

atur

e to

supp

ort a

cha

nge

for

impr

ovem

ent o

n th

e im

pact

of

stud

ent l

earn

ing

and

prof

essi

onal

gr

owth

; how

ever

, the

can

dida

te

sele

cts p

rofe

ssio

nal s

ourc

es th

at d

o no

t len

d su

ppor

t to

the

need

ed

chan

ge.

The

cand

idat

e re

flect

s on

wha

t has

be

en e

ffec

tive

or in

effe

ctiv

e in

the

plan

ning

and

impl

emen

tatio

n of

in

stru

ctio

n, c

lass

room

man

agem

ent

and

asse

ssm

ent,

but d

oes n

ot li

nk

the

effe

ctiv

e an

d in

effe

ctiv

e in

stru

ctio

nal c

hoic

es to

the

impa

ct

on st

uden

t lea

rnin

g.

AN

D

Can

dida

te d

oes n

ot su

bsta

ntia

te th

e re

flect

ion

with

exa

mpl

es fr

om th

e un

it pl

an to

supp

ort a

reas

of

peda

gogi

cal s

treng

ths,

and

for a

reas

th

at th

e ca

ndid

ate

is in

effe

ctiv

e.

Can

dida

te u

tiliz

es p

rofe

ssio

nal

liter

atur

e to

supp

ort a

cha

nge

for

impr

ovem

ent o

n th

e im

pact

of

stud

ent l

earn

ing

and

prof

essi

onal

gr

owth

; how

ever

, the

can

dida

te

sele

cts p

rofe

ssio

nal s

ourc

es th

at d

o no

t len

d su

ppor

t to

the

need

ed

chan

ge.

Can

dida

tes

colla

bora

te

with

the

lear

ning

co

mm

unity

to

addr

ess t

he

need

s of

stud

ents

with

ex

cept

iona

li-

ties i

n th

e pl

anni

ng a

nd

deliv

ery

of

the

unit.

C

EC

7.2

, 7.3

The

cand

idat

e de

mon

stra

tes

colla

bora

tion

with

pro

fess

iona

l ed

ucat

ors (

e.g.

, tea

cher

s, gr

ade

leve

l te

am, p

arae

duca

tors

) and

fam

ilies

du

ring

unit

plan

ning

and

im

plem

enta

tion

by in

corp

orat

ing

idea

s of s

take

hold

ers t

o cr

eate

cu

ltura

lly re

spon

sive

lear

ning

en

viro

nmen

ts a

cros

s a w

ide

rang

e of

se

tting

s tha

t mea

ning

fully

invo

lve

stud

ents

with

exc

eptio

nalit

ies i

n in

clus

ive

unit

lear

ning

act

iviti

es a

nd

posi

tive

soci

al in

tera

ctio

ns, a

nd

prom

ote

the

wel

l-bei

ng o

f stu

dent

s w

ith e

xcep

tiona

litie

s

The

cand

idat

e de

mon

stra

tes a

co

llabo

ratio

n w

ith p

rofe

ssio

nal

educ

ator

s (e.

g., t

each

ers,

grad

e le

vel

team

, par

aedu

cato

rs) d

urin

g un

it pl

anni

ng a

nd im

plem

enta

tion

by

inco

rpor

atin

g id

eas o

f sta

keho

lder

s to

cre

ate

cultu

rally

resp

onsi

ve

lear

ning

env

ironm

ents

that

m

eani

ngfu

lly in

volv

e st

uden

ts w

ith

exce

ptio

nalit

ies i

n in

clus

ive

unit

lear

ning

act

iviti

es a

nd p

ositi

ve

soci

al in

tera

ctio

ns, a

nd p

rom

ote

the

wel

l-bei

ng o

f stu

dent

s with

ex

cept

iona

litie

s.

The

cand

idat

e co

nsul

ts w

ith

colle

ague

s; h

owev

er, t

he c

andi

date

do

es n

ot a

ppea

r to

inco

rpor

ate

idea

s of

pro

fess

iona

l edu

cato

rs (e

.g.,

teac

hers

, gra

de le

vel t

eam

, pa

raed

ucat

ors)

dur

ing

unit

plan

ning

an

d im

plem

enta

tion

to c

reat

e cu

ltura

lly re

spon

sive

lear

ning

en

viro

nmen

ts th

at m

eani

ngfu

lly

incl

ude

stud

ents

with

ex

cept

iona

litie

s in

incl

usiv

e un

it le

arni

ng a

ctiv

ities

and

pos

itive

so

cial

inte

ract

ions

, and

may

or m

ay

not p

rom

ote

the

wel

l-bei

ng o

f st

uden

ts w

ith e

xcep

tiona

litie

s.

The

cand

idat

e co

nsul

ts w

ith

colle

ague

s whe

n pr

ompt

ed b

y th

e co

oper

atin

g te

ache

r; ho

wev

er, t

he

cand

idat

e do

es n

ot in

corp

orat

e id

eas

of th

e pr

ofes

sion

al e

duca

tors

(e.g

., te

ache

rs, g

rade

leve

l tea

m,

para

educ

ator

s) d

urin

g un

it pl

anni

ng

and

impl

emen

tatio

n to

cre

ate

cultu

rally

resp

onsi

ve le

arni

ng

envi

ronm

ents

that

mea

ning

fully

in

volv

e st

uden

ts w

ith

exce

ptio

nalit

ies i

n in

clus

ive

unit

lear

ning

act

iviti

es a

nd p

ositi

ve

soci

al in

tera

ctio

ns, a

nd p

rom

ote

the

wel

l-bei

ng o

f stu

dent

s with

ex

cept

iona

litie

s.

50

Appendix M

Individual Behavior Intervention Plan

(Note: due to the length of time required for this assignment, it is highly advised that the student teacher selects their student by the end of week 2 of the placement)

Assignment Description

PART 1- Identifying target student and pinpointing challenging behavior

a. In consultation with the cooperating teacher, a target student who exhibits moresignificant challenges (as compared to peers) should be identified. The selectedstudent should not yet be identified as a student who has an IEP for behaviorchallenges.

b. After selecting the target student, the student teacher will define the problembehavior in specific, observable, and measurable terms.

PART 2- Baseline data collection

a. The student teacher will decide on a specific method of data collection, developa professional form/tool for use, and immediately begin collecting several pointsof baseline data to see an initial pattern. Data should be displayed on acomputer-generated graph.

b. An ABC Analysis will also be conducted to help determine possible antecedentsand a potential function of the challenging behavior targeted.

PART 3- Implementation & Evaluation of Intervention

a. After collecting baseline data and consulting with the cooperating teacher, anintervention will be developed to help address the challenging behavior.

b. A specific goal for behavior improvement (reduction in challenging behaviorand/or increase in alternate appropriate behavior) should be developed.

c. The intervention should be carried out with the target student for at least 3weeks, or until the student exhibits progress and meets the target goalsdeveloped for him/her.

d. Data should continue to be collected, graphed, and analyzed to determineintervention effectiveness and if any changes are needed.

51

Individual Behavior Intervention Plan

Developed by:

Cooperating teacher: Grade level:

Part 1

a. Target student:

b. Rationale for student selection (student needs):

c. Student strengths/interests:

d. Problem behavior defined:

Part 2

a. Method of data collection detailed:

b. Sample of data collection tool/form developed

c. Computer-generated/professional graphic display of baseline data

d. ABC Analysis completed (see form on following page)

Part 3

a. Description of intervention selected/developed:a. Include rationale for selection based upon:

i. Data collected/student needii. Research/best practices in the field

b. Photograph or samples of materials incorporated, if appropriate

b. Specific goal for behavior improvement:

c. Graphic display of data over intervention span (minimum of 3 weeks or until the studentexhibits progress and meets the target goals developed for him/her)

d. Written analysis/reflection of intervention effectiveness, or future changes needed:

52

ABC Analysis

Student:

Description of behavior of interest:

Date Time

Antecedent Behavior Consequence Possible Function

What is happening in the environment immediately before problem behavior

occurs?

What problem behaviors are exhibited by the student

(be specific)?

What consequences occur as a result of and immediately following

the problem behavior(s) observed?

Why might the student be displaying the problem

behavior? (escape/avoidance; attention; obtaining

preferred item, activity, access to person; sensory

related)

53

Appendix N

Progress Monitoring Assignment

(Note: due to the length of time required for this assignment, it is highly advised that the student teacher selects their student by the end of week 2 of the placement)

Assignment Components

I. Student selected:

II. IEP Goal/Objective:

III. Frequency and method of progress monitoring:

IV. Description of progress monitoring procedures:

V. Sample of progress monitoring tool/form

VI. Graphic display of data (professional, computer-generated graph)i. Several points should be collected

VII. Analysis of data/student performancei. Description of student progress

ii. Description of instruction targeting IEP Goal/Objectiveiii. Future changes, if needed

54

Individualized Education Program (IEP) Assignment for SPECED 461/561: Student Teaching Seminar

GENERAL OVERVIEW OF THE IEP ASSIGNMENT

This IEP assignment is completed during the special education student teaching placement and reflects assignments from other classes. For this assignment, the special education teacher candidates will develop an IEP following the directions provided. Directions provided for the key components of the individualized education program support the analysis of academic and functional skills and subsequent development of goals and specially designed instruction. The components are: student’s demographic and miscellaneous information, procedural safeguards notice, special considerations, present levels of academic achievement and functional performance, participation in state and local assessments, goals and objectives, and special education/related services/supplementary aids and services/program modifications. Information gathered through collaboration with the student, parents, and professionals should be incorporated within the components of the IEP.

Candidates must meet CEC Initial Preparation Standards on this assessment to pass SPECED 461/561. If on the initial submission of the IEP, the candidate does not meet standards, the IEP must be revised and submitted until standards are met. The meeting of standards is defined as having an average rating of “meets expectations” across the assessment rubric.

DIRECTIONS FOR KEY COMPONENTS

Student Demographic and Miscellaneous Information IEP meeting date: Write the date the IEP meeting is held. An IEP meeting is to occur no less than once per calendar year and is conducted within 30 calendar days following the completion of the Evaluation or Reevaluation Report. Anticipated duration of services and programs: Write the last day that the student will receive the services and programs of this IEP. This date must be one day less than a year from the team meeting date. Demographic information of the student: Complete the demographic items required on the IEP form. Additional information that the Local Education Agency (LEA) has found to be useful may also be included. IEP team members: List all the team members present and obtain signatures of the participants. Procedural safeguard notice: Include a copy of the Procedural Safeguards Notice that is sent to parents.

Section I. Special Considerations: Check “yes” or “no” in response to questions regarding the student. Address any responses checked as “yes” in the IEP.

Section II. Present Levels of Academic Achievement and Functional Performance: Include a summary of current assessment results indicating levels of academic and functional strengths and needs, student and parent input, the impact of the student’s disability on involvement and progress in the general education curriculum, strengths, and needs. .

Section IV. Participation in State and Local Assessments: Based on student grade level, abilities, and allowable accommodations, indicate appropriate assessments and assessment accommodations for the student.

79

Appendix O

IEP Assignment & Reflection Paper on IEP Process

Section V. Goals and Objectives: Include as many goals as needed to address the student’s academic and functional needs. Annual goals should include the following:

• Condition: The condition (situation, setting, or given material) under which the behavior is to beperformed.

• Name: the student’s name

• Performance Criteria: The level the student must demonstrate for mastery, the number of timesthe student must demonstrate the skill for mastery and how frequently the teacher assesses thestudent’s mastery of the skill.

Example: Given 40 high frequency spelling words, (name of student) will correctly spell a minimum of 35 words, three out of four times, when tested on weekly quizzes.

Short-term objectives are required for students with disabilities who take alternative assessments aligned to alternative achievement standards (PASA). However, the IEP team may decide to include short term objectives on any student’s IEP. Short-term objectives should include the same components as an annual goal: condition, student’s name, behavior, and performance criteria. Each short learning objective must relate to only one annual goal.

Document the form of evaluation and evaluation schedule for each goal and short-term objective.

Section VI. Special Education/Related Services/Supplementary Aids and Services/Program Modifications: A. Program Modifications and Specially Designed Instruction (SDI): Document adaptations, asappropriate, to the content, methodology, or delivery of instruction to address the unique needs of thestudent to ensure access to the general education curriculum. For each modification and SDI thefollowing information must be provided:

• Location: where the student will be receiving the service.• Frequency: how often the student will be receiving the service.• The projected beginning date: the starting date of the service.• The anticipated duration of the service: anticipated period of the service.

B. Related services: List services the student needs to benefit from the special education program (e.g.,transportation, psychological services, physical therapy, occupational therapy, counseling services).C. Supports for school personnel: Identify staff members receiving training or support (e.g., programtraining, resource materials) to implement the IEP. For each support, list the school personnel to receivethe support, the support, location and the frequency of the support provided.D. Gifted support for a student identified as gifted who also is identified as a student with a disability:When applicable, list support services (e.g., career guidance, counseling, transportation) required for thestudent to benefit from gifted educationE. Extended school year (ESY): Based on consultation with the IEP team and consideration of factorssuch as regression and recoupment, document student’s eligibility for ESY services. If eligible, list goalsaddressed in the ESY program and services provided. Specifically, the IEP must contain a description ofthe type of ESY services, the location where the services will be provided (e.g., in the student’s home),the frequency of the service (e.g., 30 minutes/day, 5 days/week), the projected beginning date, andanticipated duration of the service.

80

*** In addition to developing the student IEP and submitting the document (with student's name redacted), a written reflection paper detailing the student teacher's participation in the IEP process will also be submitted.

IEP

Rub

ric

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te

docu

men

ts

stud

ent a

nd

scho

ol

back

grou

nd

info

rmat

ion

cons

iste

nt w

ith

law

s/po

licie

s.

CE

C 6

.1

Can

dida

te d

ocum

ents

acc

urat

e an

d re

leva

nt d

emog

raph

ic st

uden

t and

sc

hool

bac

kgro

und

info

rmat

ion

cons

iste

nt w

ith fe

dera

l and

stat

e la

ws/

polic

ies b

y in

clud

ing

lear

ner

and

fam

ily a

ddre

ss a

nd p

hone

in

form

atio

n, le

arne

r’s a

ge, g

rade

and

bi

rthda

te, a

ntic

ipat

ed d

ate

of

grad

uatio

n, a

nd re

side

nt a

nd se

rvin

g sc

hool

info

rmat

ion.

Can

dida

te a

lso

docu

men

ts o

ther

rele

vant

info

rmat

ion

such

as t

he p

rimar

y la

ngua

ge sp

oken

by

the

lear

ner a

nd p

aren

ts or

effo

rts

mad

e to

con

tact

the

pare

nts r

egar

ding

th

e IE

P m

eetin

g.

Can

dida

te c

olle

cts b

ackg

roun

d in

form

atio

n fro

m re

leva

nt

stak

ehol

ders

such

as t

he st

uden

t, pa

rent

, and

scho

ol p

rofe

ssio

nals

.

Can

dida

te d

ocum

ents

acc

urat

e an

d re

leva

nt d

emog

raph

ic st

uden

t and

scho

ol

back

grou

nd in

form

atio

n co

nsis

tent

with

fe

dera

l and

stat

e la

ws/

polic

ies b

y in

clud

ing

lear

ner a

nd fa

mily

add

ress

and

ph

one

info

rmat

ion,

lear

ner’

s age

, gra

de

and

birth

date

, ant

icip

ated

dat

e of

gr

adua

tion,

and

resi

dent

and

serv

ing

scho

ol in

form

atio

n. H

owev

er, t

he

cand

idat

e do

es n

ot d

ocum

ent o

ther

re

leva

nt in

form

atio

n su

ch a

s the

prim

ary

lang

uage

spok

en b

y th

e le

arne

r and

pa

rent

s or e

fforts

mad

e to

con

tact

the

pare

nts r

egar

ding

the

IEP

mee

ting.

C

andi

date

writ

e N

A o

r not

app

licab

le.

Can

dida

te c

olle

cts b

ackg

roun

d in

form

atio

n fro

m sc

hool

pro

fess

iona

ls a

nd

scho

ol re

cord

s.

Can

dida

te d

ocum

ents

rele

vant

de

mog

raph

ic st

uden

t and

scho

ol

back

grou

nd in

form

atio

n by

incl

udin

g le

arne

r and

fam

ily a

ddre

ss a

nd p

hone

in

form

atio

n, le

arne

r’s a

ge, g

rade

and

bi

rthda

te, a

ntic

ipat

ed d

ate

of g

radu

atio

n,

and

resi

dent

and

serv

ing

scho

ol

info

rmat

ion.

How

ever

, the

can

dida

te m

akes

er

rors

in th

e ac

cura

cy o

f the

bac

kgro

und

info

rmat

ion.

Con

sequ

ently

, the

can

dida

te

does

not

doc

umen

t bac

kgro

und

info

rmat

ion

that

alig

ns w

ith fe

dera

l and

stat

e la

ws/

polic

ies.

In a

dditi

on, t

he c

andi

date

m

ay w

rite

NA

or n

ot a

pplic

able

in th

e “O

ther

info

rmat

ion”

sect

ion

or th

e ca

ndid

ate

leav

es th

e se

ctio

n bl

ank.

Can

dida

te c

olle

cts b

ackg

roun

d in

form

atio

n fro

m sc

hool

reco

rds.

Can

dida

te d

ocum

ents

inco

mpl

ete

dem

ogra

phic

stud

ent a

nd sc

hool

ba

ckgr

ound

info

rmat

ion.

Con

sequ

ently

, th

e ca

ndid

ate

does

not

doc

umen

t ba

ckgr

ound

info

rmat

ion

that

alig

ns w

ith

fede

ral a

nd st

ate

law

s/po

licie

s. In

ad

ditio

n, th

e ca

ndid

ate

does

not

incl

ude

any

cont

ent i

n th

e “O

ther

info

rmat

ion”

se

ctio

n.

Can

dida

te d

oes n

ot id

entif

y th

e so

urce

for

colle

ctin

g ba

ckgr

ound

info

rmat

ion.

Can

dida

te g

ives

co

nsid

erat

ion

to

spec

ial f

acto

rs

influ

enci

ng IE

P de

velo

pmen

t. C

EC

1.1

Can

dida

te g

ives

con

side

ratio

n to

sp

ecia

l fac

tors

by

stat

ing

the

influ

ence

the

lear

ner’

s prim

ary

lang

uage

if n

ot E

nglis

h, m

ode

of

com

mun

icat

ion,

vis

ion

and

hear

ing,

an

d th

e le

arne

r’s b

ehav

ior h

as o

n IE

P de

velo

pmen

t.

Whe

n th

e sp

ecia

l fac

tors

impa

ct IE

P de

velo

pmen

t, th

e ca

ndid

ate

accu

rate

ly a

nd e

xplic

itly

addr

esse

s th

e sp

ecia

l fac

tors

thro

ugh

the

cont

ent o

f the

IEP,

supp

lem

enta

ry

aide

s and

acc

omm

odat

ions

, and

th

roug

h ad

ditio

nal d

ocum

ents

such

as

Com

mun

icat

ion

and

Beh

avio

r In

terv

entio

n Pl

ans.

Can

dida

te g

ives

con

side

ratio

n to

spec

ial

fact

ors b

y st

atin

g th

e in

fluen

ce th

e le

arne

r’s p

rimar

y la

ngua

ge if

not

Eng

lish,

m

ode

of c

omm

unic

atio

n, v

isio

n an

d he

arin

g, a

nd th

e le

arne

r’s b

ehav

ior h

as o

n IE

P de

velo

pmen

t.

Whe

n th

e sp

ecia

l fac

tors

impa

ct IE

P de

velo

pmen

t, th

e ca

ndid

ate

accu

rate

ly a

nd

expl

icitl

y ex

plai

ns h

ow th

e sp

ecia

l fac

tors

w

ill b

e ad

dres

sed

thro

ugh

the

cont

ent o

f th

e IE

P, su

pple

men

tary

aid

es a

nd

acco

mm

odat

ions

, or t

hrou

gh a

dditi

onal

do

cum

ents

such

as C

omm

unic

atio

n an

d B

ehav

ior I

nter

vent

ion

Plan

s.

Can

dida

te d

oes n

ot a

ccur

atel

y id

entif

y sp

ecia

l fac

tors

such

as t

he le

arne

r’s

prim

ary

lang

uage

if n

ot E

nglis

h, m

ode

of

com

mun

icat

ion,

vis

ion

and

hear

ing,

and

le

arne

r’s b

ehav

ior.

OR

If th

e ca

ndid

ate

iden

tifie

s the

spec

ial

fact

ors i

mpa

ctin

g IE

P de

velo

pmen

t, th

e ca

ndid

ate

does

not

mea

ning

fully

add

ress

th

e sp

ecia

l fac

tors

thro

ugh

the

cont

ent o

f th

e IE

P, su

pple

men

tary

aid

es a

nd

acco

mm

odat

ions

, or t

hrou

gh a

dditi

onal

do

cum

ents

such

as C

omm

unic

atio

n an

d B

ehav

ior I

nter

vent

ion

Plan

s.

Can

dida

te d

oes n

ot a

ccur

atel

y id

entif

y sp

ecia

l fac

tors

such

as t

he le

arne

r’s

prim

ary

lang

uage

if n

ot E

nglis

h, m

ode

of

com

mun

icat

ion,

vis

ion

and

hear

ing,

and

le

arne

r’s b

ehav

ior.

AN

D

If th

e ca

ndid

ate

iden

tifie

s the

spec

ial

fact

ors i

mpa

ctin

g IE

P de

velo

pmen

t, th

e ca

ndid

ate

does

not

mea

ning

fully

add

ress

th

e sp

ecia

l fac

tors

thro

ugh

the

cont

ent o

f th

e IE

P, su

pple

men

tary

aid

es a

nd

acco

mm

odat

ions

, or t

hrou

gh a

dditi

onal

do

cum

ents

such

as C

omm

unic

atio

n an

d B

ehav

ior I

nter

vent

ion

Plan

s.

81

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te

dem

onst

rate

s the

ab

ility

to

inte

rpre

t mul

tiple

ty

pes o

f as

sess

men

t in

form

atio

n to

de

velo

p th

e Pr

esen

t Lev

els o

f A

cade

mic

and

Fu

nctio

nal

Perf

orm

ance

. C

EC

4.2

, 4.3

Can

dida

te d

emon

stra

tes t

he a

bilit

y to

in

terp

ret m

ultip

le ty

pes o

f ass

essm

ent

info

rmat

ion

(e.g

., fo

rmal

as

sess

men

ts, o

bser

vatio

ns, w

ork

sam

ples

, int

ervi

ew d

ata)

from

a

varie

ty o

f sta

keho

lder

s (p

rofe

ssio

nals

, par

ents

, and

lear

ner)

to

dev

elop

a P

rese

nt L

evel

s of

Aca

dem

ic a

nd F

unct

iona

l Pe

rform

ance

that

acc

urat

ely

refle

cts

the

lear

ner’

s aca

dem

ic, f

unct

iona

l, an

d so

cial

stre

ngth

s and

nee

ds.

Can

dida

te w

rites

the

lear

ner’

s st

reng

ths a

nd n

eeds

in o

bser

vabl

e an

d m

easu

rabl

e te

rms.

If th

e ca

ndid

ate

mak

es a

judg

men

t sta

tem

ent,

the

cand

idat

e su

ppor

ts th

e st

atem

ent w

ith

data

.

Can

dida

te d

emon

stra

tes t

he a

bilit

y to

in

terp

ret m

ultip

le ty

pes o

f ass

essm

ent

info

rmat

ion

(e.g

., fo

rmal

ass

essm

ents

, ob

serv

atio

ns, w

ork

sam

ples

, int

ervi

ew

data

) fro

m a

var

iety

of s

take

hold

ers

(pro

fess

iona

ls a

nd p

aren

ts) t

o de

velo

p a

Pres

ent L

evel

s of A

cade

mic

and

Fu

nctio

nal P

erfo

rman

ce th

at a

ccur

atel

y re

flect

s the

lear

ner’

s aca

dem

ic, f

unct

iona

l, an

d so

cial

stre

ngth

s and

nee

ds.

Can

dida

te w

rites

the

lear

ner’

s stre

ngth

s an

d ne

eds,

but t

he c

andi

date

doe

s not

co

nsis

tent

ly w

rite

in o

bser

vabl

e an

d m

easu

rabl

e te

rms.

If th

e ca

ndid

ate

mak

es

a ju

dgm

ent s

tate

men

t, th

e ca

ndid

ate

supp

orts

the

stat

emen

t with

dat

a.

Can

dida

te d

emon

stra

tes d

iffic

ulty

in

inte

rpre

ting

mul

tiple

type

s of a

sses

smen

t in

form

atio

n (e

.g.,

form

al a

sses

smen

ts,

obse

rvat

ions

, wor

k sa

mpl

es, i

nter

view

da

ta) b

y de

velo

ping

a P

rese

nt L

evel

s of

Aca

dem

ic a

nd F

unct

iona

l Per

form

ance

ba

sed

on in

accu

rate

inte

rpre

tatio

n of

qu

antit

ativ

e or

qua

litat

ive

data

sour

ces.

Con

sequ

ently

, the

can

dida

te sp

ecifi

es

acad

emic

, fun

ctio

nal,

and

soci

al st

reng

ths

and

need

s tha

t may

not

be

indi

cativ

e of

the

lear

ner’

s aca

dem

ic a

nd fu

nctio

nal

perfo

rman

ce.

Can

dida

te w

rites

the

lear

ner’

s stre

ngth

s an

d ne

eds,

but t

he c

andi

date

con

siste

ntly

w

rites

in u

nobs

erva

ble

and

unm

easu

rabl

e te

rms.

Can

dida

te a

lso

uses

judg

emen

t st

atem

ents

with

out s

uppo

rting

the

stat

emen

ts w

ith d

ata.

Can

dida

te d

oes n

ot a

ccur

atel

y in

terp

ret

mul

tiple

type

s of a

sses

smen

t inf

orm

atio

n (e

.g.,

form

al a

sses

smen

ts, o

bser

vatio

ns,

wor

k sa

mpl

es, i

nter

view

dat

a) b

y de

velo

ping

a P

rese

nt L

evel

s of A

cade

mic

an

d Fu

nctio

nal P

erfo

rman

ce b

ased

on

data

inte

rpre

tatio

n er

rors

in th

e qu

antit

ativ

e an

d qu

alita

tive

data

sour

ces.

Can

dida

te d

oes n

ot in

clud

e al

l the

dat

a w

hen

iden

tifyi

ng th

e le

arne

r’s s

treng

ths

and

need

s. C

onse

quen

tly, t

he c

andi

date

sp

ecifi

es a

cade

mic

, fun

ctio

nal,

and

soci

al

stre

ngth

s and

nee

ds th

at d

o no

t be

indi

cativ

e of

the

lear

ner’

s aca

dem

ic a

nd

func

tiona

l per

form

ance

.

Can

dida

te w

rites

the

lear

ner’

s stre

ngth

s an

d ne

eds,

but t

he c

andi

date

con

siste

ntly

w

rites

in u

nobs

erva

ble

and

unm

easu

rabl

e te

rms.

Can

dida

te a

lso

uses

judg

emen

t st

atem

ents

with

out s

uppo

rting

the

stat

emen

ts w

ith d

ata.

Can

dida

te u

ses

know

ledg

e of

in

stru

ctio

nal

plan

ning

to

deve

lop

IEP

annu

al g

oals

. C

EC

5.5

Can

dida

te u

ses k

now

ledg

e of

in

stru

ctio

nal p

lann

ing

to w

rite

data

-dr

iven

and

ann

ual g

oals

that

add

ress

th

e pr

iorit

ized

aca

dem

ic, f

unct

iona

l, an

d so

cial

nee

ds o

f the

lear

ner.

Can

dida

te w

rites

goa

ls th

at a

re

dire

ctio

nal,

obse

rvab

le, a

nd h

ave

the

pote

ntia

l to

resu

lt in

mea

ning

ful

lear

ning

pro

gres

sion

s.

Can

dida

te u

ses k

now

ledg

e of

inst

ruct

iona

l pl

anni

ng to

writ

e da

ta-d

riven

and

ann

ual

goal

s tha

t add

ress

the

prio

ritiz

ed

acad

emic

, fun

ctio

nal,

and

soci

al n

eeds

of

the

lear

ner.

Can

dida

te w

rites

goa

ls th

at a

re d

irect

iona

l an

d ob

serv

able

, but

the

cand

idat

e w

rites

go

als t

hat m

ay b

e to

o br

oad

or to

o na

rrow

. C

onse

quen

tly, t

he a

bilit

y fo

r the

lear

ner t

o m

ake

mea

ning

ful p

rogr

ess m

ay b

e im

pede

d.

Can

dida

te in

effe

ctiv

ely

uses

kno

wle

dge

of

inst

ruct

iona

l pla

nnin

g to

writ

e an

nual

go

als t

hat a

re d

ata-

driv

en b

ut d

o no

t re

flect

the

prio

ritiz

ed a

cade

mic

, fu

nctio

nal,

and

soci

al n

eeds

of t

he le

arne

r.

Can

dida

te w

rites

dire

ctio

nal g

oals

, but

te

nds t

o us

e un

obse

rvab

le te

rms.

Can

dida

te w

rites

goa

ls th

at w

ill n

egat

ivel

y im

pact

the

abili

ty fo

r the

lear

ner t

o m

ake

mea

ning

ful p

rogr

ess.

Can

dida

te in

effe

ctiv

ely

uses

kno

wle

dge

of in

stru

ctio

nal p

lann

ing

to w

rite

annu

al

goal

s tha

t are

not

dat

a-dr

iven

and

do

not

refle

ct th

e pr

iorit

ized

aca

dem

ic,

func

tiona

l, an

d so

cial

nee

ds o

f the

lear

ner.

Can

dida

te w

rites

goa

ls th

at la

ck d

irect

ion,

an

d ar

e un

obse

rvab

le. C

andi

date

writ

es

goal

s tha

t will

neg

ativ

ely

impa

ct th

e ab

ility

for t

he le

arne

r to

mak

e m

eani

ngfu

l pr

ogre

ss.

82

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te u

ses

know

ledg

e of

in

stru

ctio

nal

plan

ning

to

deve

lop

IEP

benc

hmar

k.

CE

C 5

.5

Can

dida

te u

ses k

now

ledg

e of

in

stru

ctio

nal p

lann

ing

to d

evel

op IE

P be

nchm

arks

that

rela

te to

the

annu

al

goal

. Bas

ed o

n th

e cu

rricu

lar a

rea,

the

cand

idat

e ap

prop

riate

ly se

quen

ces

each

ben

chm

ark

and

prov

ides

a

suffi

cien

t num

ber o

f ben

chm

arks

to

addr

ess t

he sc

ope

of th

e go

al.

Can

dida

te in

clud

es a

con

ditio

n,

lear

ner,

obse

rvab

le b

ehav

ior,

and

verif

iabl

e cr

iterio

n in

eac

h be

nchm

ark.

The

scop

e an

d co

nten

t of

the

benc

hmar

k is

app

ropr

iate

, dat

a-dr

iven

, and

mea

sura

ble.

Can

dida

te u

ses k

now

ledg

e of

inst

ruct

iona

l pl

anni

ng to

dev

elop

IEP

benc

hmar

ks th

at

rela

te to

the

annu

al g

oal.

Bas

ed o

n th

e cu

rric

ular

are

a, th

e ca

ndid

ate

appr

opria

tely

se

quen

ces e

ach

benc

hmar

k an

d pr

ovid

es a

su

ffici

ent n

umbe

r of b

ench

mar

ks to

ad

dres

s the

scop

e of

the

goal

.

Can

dida

te in

clud

es a

con

ditio

n, le

arne

r, ob

serv

able

beh

avio

r, an

d ve

rifia

ble

crite

rion

in e

ach

benc

hmar

k. T

he c

onte

nt

of th

e be

nchm

ark

is d

ata-

driv

en, b

ut th

e sc

ope

may

at t

ime

be to

o na

rrow

or t

oo

broa

d to

be

effe

ctiv

ely

mea

sure

d.

Can

dida

te in

effe

ctiv

ely

uses

kno

wle

dge

of

inst

ruct

iona

l pla

nnin

g to

dev

elop

IEP

benc

hmar

ks th

at m

ay re

late

to th

e an

nual

go

al, b

ut d

o no

t cov

er th

e sc

ope

of th

e an

nual

goa

l. B

ased

on

the

curr

icul

ar a

rea,

th

e ca

ndid

ate

may

or m

ay n

ot

appr

opria

tely

sequ

ence

eac

h be

nchm

ark.

OR

Can

dida

te in

clud

es a

con

ditio

n, le

arne

r, be

havi

or, a

nd c

riter

ia in

eac

h be

nchm

ark.

H

owev

er, t

he b

ehav

ior i

s not

obs

erva

ble

and

the

crite

rion

is n

ot a

ppro

pria

te fo

r the

be

nchm

ark.

Con

sequ

ently

, the

ben

chm

ark

cann

ot b

e ef

fect

ivel

y m

easu

red.

Can

dida

te d

oes n

ot u

se k

now

ledg

e of

in

stru

ctio

nal p

lann

ing

to d

evel

op IE

P be

nchm

arks

that

rela

te to

the

annu

al g

oal,

and

cove

r the

scop

e of

the

annu

al g

oal.

Bas

ed o

n th

e cu

rric

ular

are

a, th

e ca

ndid

ate

may

or m

ay n

ot a

ppro

pria

tely

se

quen

ce e

ach

benc

hmar

k.

AN

D

Can

dida

te in

clud

es a

con

ditio

n, le

arne

r, be

havi

or, a

nd c

riter

ia in

eac

h be

nchm

ark.

H

owev

er, t

he b

ehav

ior i

s not

obs

erva

ble

and

the

crite

rion

is n

ot a

ppro

pria

te fo

r the

be

nchm

ark.

Con

sequ

ently

, the

ben

chm

ark

cann

ot b

e ef

fect

ivel

y m

easu

red.

Can

dida

te u

ses

know

ledg

e of

as

sess

men

t pr

inci

ples

and

pr

actic

es to

sele

ct

eval

uatio

n pr

oced

ures

and

sc

hedu

le fo

r m

easu

ring

IEP

annu

al g

oals

and

ob

ject

ives

. C

EC

4.1

, 4.2

Can

dida

te u

ses k

now

ledg

e of

as

sess

men

t prin

cipl

es a

nd p

ract

ices

to

sele

ct e

valu

atio

n pr

oced

ures

and

sc

hedu

le fo

r mea

surin

g pr

ogre

ss o

n th

e IE

P go

als a

nd b

ench

mar

ks.

Can

dida

te se

lect

s eva

luat

ion

proc

edur

es th

at w

ill p

rovi

de b

oth

form

ativ

e an

d su

mm

ativ

e da

ta o

n th

e le

arne

r’s p

erfo

rman

ce.

Can

dida

te m

easu

res g

oals

and

be

nchm

arks

on

a sc

hedu

le th

at a

ligns

w

ith th

e le

arne

r’s s

tage

of l

earn

ing

(acq

uisi

tion,

pro

ficie

ncy,

m

aint

enan

ce, a

nd g

ener

aliz

atio

n).

Can

dida

te u

ses k

now

ledg

e of

ass

essm

ent

prin

cipl

es a

nd p

ract

ices

to se

lect

ev

alua

tion

proc

edur

es a

nd sc

hedu

le fo

r m

easu

ring

prog

ress

on

the

IEP

goal

s and

be

nchm

arks

.

Can

dida

te se

lect

s eva

luat

ion

proc

edur

es

that

will

pro

vide

sum

mat

ive

data

on

the

lear

ner’

s per

form

ance

.

Can

dida

te m

easu

res g

oals

and

ben

chm

arks

in

acc

orda

nce

with

lega

l gui

delin

es a

nd a

t sc

hool

des

igna

ted

data

repo

rt tim

es (r

epor

t ca

rds a

nd p

aren

t con

fere

nces

).

Can

dida

te in

effe

ctiv

ely

uses

kno

wle

dge

of

asse

ssm

ent p

rinci

ples

and

pra

ctic

es to

se

lect

eva

luat

ion

proc

edur

es a

nd sc

hedu

le

for m

easu

ring

prog

ress

on

the

IEP

goal

s an

d be

nchm

arks

by

sele

ctin

g ev

alua

tion

proc

edur

es th

at d

o no

t alig

n w

ith th

e co

nten

t of t

he g

oals

and

ben

chm

arks

. C

onse

quen

tly, t

he d

ata

will

not

acc

urat

ely

refle

ct th

e le

arne

r’s p

erfo

rman

ce.

OR

Can

dida

te m

easu

res g

oals

and

ben

chm

arks

on

ce a

yea

r.

Can

dida

te d

oes n

ot u

se k

now

ledg

e of

as

sess

men

t prin

cipl

es a

nd p

ract

ices

to

sele

ct a

ppro

pria

te e

valu

atio

n pr

oced

ures

an

d sc

hedu

le fo

r mea

surin

g pr

ogre

ss o

n th

e IE

P go

als a

nd b

ench

mar

ks.

Can

dida

te

sele

cts a

ll av

aila

ble

eval

uatio

n pr

oced

ures

re

gard

less

of w

heth

er th

e ev

alua

tion

proc

edur

es a

re a

ppro

pria

te to

the

mea

sure

men

t of t

he IE

P go

als a

nd

benc

hmar

ks. C

onse

quen

tly, t

he d

ata

will

no

t acc

urat

ely

refle

ct th

e le

arne

r’s

perfo

rman

ce.

AN

D

Can

dida

te m

easu

res g

oals

and

be

nchm

arks

onc

e a

year

.

83

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te

dem

onst

rate

s kn

owle

dge

of th

e le

arne

r’s

part

icip

atio

n in

st

ate

and

dist

rict

as

sess

men

ts

incl

usiv

e of

as

sess

men

t ac

com

mod

atio

ns.

CE

C 4

.3

Can

dida

te d

emon

stra

tes k

now

ledg

e of

the

lear

ner’

s par

ticip

atio

n in

stat

e an

d lo

cal a

sses

smen

ts b

y ac

cura

tely

id

entif

ying

the

stat

e an

d di

stric

t as

sess

men

ts to

be

take

n in

clus

ive

of

requ

ired

test

ing

acco

mm

odat

ions

. If

the

lear

ner i

s to

parti

cipa

te in

al

tern

ativ

e as

sess

men

ts, t

he c

andi

date

pr

ovid

es a

just

ifica

tion

that

alig

ns

with

rule

s for

ass

essm

ent

adm

inis

tratio

n.

Can

dida

te se

lect

s a v

arie

ty o

f es

sent

ial a

sses

smen

t ac

com

mod

atio

ns (t

estin

g fo

rmat

/inpu

ts, l

earn

er’s

pro

cess

ing

abili

ties i

nclu

ding

pro

cess

ing

time,

ou

tput

pre

fere

nces

, and

test

ing

envi

ronm

ent)

base

d on

lear

ner

perfo

rman

ce d

ata

and

lega

l man

date

s re

gard

ing

test

ing

acco

mm

odat

ions

th

at h

ave

the

pote

ntia

l to

enha

nce

the

lear

ner’

s acc

ess a

nd p

erfo

rman

ce o

n th

e as

sess

men

t. C

andi

date

in

corp

orat

es th

e sa

me

test

ing

acco

mm

odat

ions

at t

he c

lass

room

le

vel a

s wel

l.

Can

dida

te d

emon

stra

tes k

now

ledg

e of

the

lear

ner’

s par

ticip

atio

n in

stat

e an

d lo

cal

asse

ssm

ents

by

accu

rate

ly id

entif

ying

the

stat

e an

d di

stric

t ass

essm

ents

to b

e ta

ken

incl

usiv

e of

requ

ired

test

ing

acco

mm

odat

ions

. If t

he le

arne

r is t

o pa

rtici

pate

in a

ltern

ativ

e as

sess

men

ts, t

he

cand

idat

e pr

ovid

es a

justi

ficat

ion.

H

owev

er, t

he c

andi

date

doe

s not

use

the

rule

s for

alte

rnat

ive

asse

ssm

ent

adm

inis

tratio

n to

just

ify th

e le

arne

r’s

parti

cipa

tion

in a

ltern

ativ

e as

sess

men

ts.

Can

dida

te se

lect

s ass

essm

ent

acco

mm

odat

ions

(tes

ting

form

at/in

puts

, le

arne

r’s p

roce

ssin

g ab

ilitie

s inc

ludi

ng

proc

essi

ng ti

me,

out

put p

refe

renc

es, a

nd

test

ing

envi

ronm

ent)

in a

ccor

danc

e w

ith

lega

l man

date

s. H

owev

er, c

andi

date

se

lect

s a m

enu

of a

sses

smen

t ac

com

mod

atio

ns th

at m

ay e

nhan

ce th

e le

arne

r’s a

cces

s to

the

asse

ssm

ent c

onte

nt,

but m

ay n

ot re

sult

in e

nhan

cing

lear

ner

perfo

rman

ce o

n th

e as

sess

men

t. .

Can

dida

te d

emon

stra

tes s

ome

know

ledg

e of

the

lear

ner’

s par

ticip

atio

n in

stat

e an

d lo

cal a

sses

smen

ts b

y ac

cura

tely

id

entif

ying

the

stat

e an

d di

stric

t as

sess

men

ts to

be

take

n.

How

ever

, the

can

dida

te li

sts a

sses

smen

t ac

com

mod

atio

ns th

at d

emon

stra

te n

o re

latio

nshi

p to

the

lear

ner’

s nee

ds o

r im

prov

es th

e le

arne

r’s a

cces

s to

the

asse

ssm

ent c

onte

nt.

Can

dida

te d

emon

stra

tes m

inim

al

know

ledg

e of

the

lear

ner’

s par

ticip

atio

n in

stat

e an

d lo

cal a

sses

smen

ts b

y in

accu

rate

ly id

entif

ying

the

stat

e an

d di

stric

t ass

essm

ents

to b

e ta

ken.

In a

dditi

on, t

he c

andi

date

doe

s not

id

entif

y as

sess

men

t acc

omm

odat

ions

that

al

ign

with

the

lear

ner’

s nee

ds a

nd

impr

oves

the

lear

ner’

s acc

ess t

o th

e as

sess

men

t con

tent

.

Can

dida

te se

lect

s su

pple

men

tary

su

ppor

ts a

nd

acco

mm

odat

ions

. C

EC

3.3

, 5.1

Can

dida

te se

lect

s spe

cial

ly d

esig

ned

inst

ruct

ion

(SD

I) th

at d

irect

ly a

ligns

w

ith th

e IE

P go

als/o

bjec

tives

, ac

know

ledg

es th

e ab

ilitie

s of t

he

lear

ner,

and

is g

roun

ded

in e

vide

nce-

base

d pr

actic

e.

Can

dida

te se

lect

s sup

plem

enta

ry

supp

orts

and

acc

omm

odat

ions

that

in

crea

se th

e le

arne

r’s i

ndep

ende

nce

and

prov

ide

acce

ss to

the

gene

ral

educ

atio

n cu

rric

ulum

.

Can

dida

te se

lect

s spe

cial

ly d

esig

ned

inst

ruct

ion

(SD

I) th

at d

irect

ly a

ligns

with

th

e IE

P go

als/o

bjec

tives

, ack

now

ledg

es

the

abili

ties o

f the

lear

ner,

and

is

evid

ence

-bas

ed p

ract

ice

for i

ndiv

idua

ls

with

div

erse

abi

litie

s.

Can

dida

te se

lect

s sup

plem

enta

ry su

ppor

ts

and

acco

mm

odat

ions

that

pro

vide

the

lear

ner w

ith a

cces

s to

the

gene

ral

educ

atio

n cu

rric

ulum

.

Can

dida

te se

lect

s spe

cial

ly d

esig

ned

inst

ruct

ion

(SD

I) th

at in

dire

ctly

rela

tes t

o th

e IE

P go

als/o

bjec

tives

and

the

abili

ties

of th

e le

arne

r. W

hen

sele

ctin

g sp

ecia

lly

desi

gned

inst

ruct

ion,

the

cand

idat

e do

es

not i

ncor

pora

te e

vide

nce-

base

d pr

actic

e.

Can

dida

te se

lect

s sup

plem

enta

ry su

ppor

ts

and

acco

mm

odat

ions

that

may

or m

ay n

ot

prov

ide

the

lear

ner w

ith a

cces

s to

the

gene

ral e

duca

tion

curri

culu

m.

Can

dida

te se

lect

s spe

cial

ly d

esig

ned

inst

ruct

ion

(SD

I) th

at d

oes n

ot re

late

to

the

IEP

goal

s/obj

ectiv

es a

nd th

e ab

ilitie

s of

the

lear

ner.

Whe

n se

lect

ing

spec

ially

de

sign

ed in

stru

ctio

n, th

e ca

ndid

ate

does

no

t inc

orpo

rate

evi

denc

e-ba

sed

prac

tice.

Can

dida

te se

lect

s sup

plem

enta

ry su

ppor

ts

and

acco

mm

odat

ions

that

do

not p

rovi

de

the

lear

ner w

ith a

cces

s to

the

gene

ral

educ

atio

n cu

rric

ulum

.

84

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te

dem

onst

rate

s kn

owle

dge

of

serv

ice

deliv

ery

to id

entif

y

spec

ially

des

igne

d in

stru

ctio

n an

d re

late

d se

rvic

es.

CE

C 6

.2, 6

.3

Can

dida

te d

emon

stra

tes k

now

ledg

e of

serv

ice

deliv

ery

by a

ccur

atel

y lis

ting

prim

ary

(spe

cial

ly d

esig

ned

inst

ruct

ion)

and

rela

ted

serv

ices

, su

ppor

ts fo

r sch

ool p

erso

nnel

, and

ex

tend

ed sc

hool

yea

r ser

vice

s tha

t al

ign

with

the

lear

ner’

s nee

ds.

Can

dida

te a

lso

accu

rate

ly li

sts t

he

date

of i

nitia

tion,

freq

uenc

y, a

nd

antic

ipat

ion

dura

tion

of sp

ecia

l ed

ucat

ion

serv

ices

.

Can

dida

te se

lect

s ser

vice

del

iver

y op

tions

that

resu

lt in

a d

egre

e of

in

tegr

atio

n th

at is

app

ropr

iate

to th

e le

arne

r and

resu

lts in

acc

ess t

o th

e ge

nera

l edu

catio

n cu

rricu

lum

and

m

eani

ngfu

l lea

rnin

g pr

ogre

ssio

ns o

n th

e IE

P.

Can

dida

te d

emon

stra

tes k

now

ledg

e of

se

rvic

e de

liver

y by

acc

urat

ely

listin

g pr

imar

y (s

peci

ally

des

igne

d in

stru

ctio

n)

and

rela

ted

serv

ices

, sup

ports

for s

choo

l pe

rson

nel,

and

exte

nded

scho

ol y

ear

serv

ices

that

alig

n w

ith th

e le

arne

r’s

need

s. C

andi

date

als

o ac

cura

tely

list

s the

da

te o

f ini

tiatio

n, fr

eque

ncy,

and

an

ticip

atio

n du

ratio

n of

spec

ial e

duca

tion

serv

ices

.

Can

dida

te se

lect

s ser

vice

del

iver

y op

tions

th

at re

sult

in a

deg

ree

of in

tegr

atio

n th

at is

ap

prop

riate

to th

e le

arne

r and

resu

lts in

ac

cess

to th

e ge

nera

l edu

catio

n cu

rric

ulum

.

Can

dida

te d

emon

stra

tes k

now

ledg

e of

se

rvic

e de

liver

y by

list

ing

prim

ary

(spe

cial

ly d

esig

ned

inst

ruct

ion)

and

re

late

d se

rvic

es, s

uppo

rts fo

r sch

ool

pers

onne

l, an

d ex

tend

ed sc

hool

yea

r se

rvic

es. H

owev

er, t

he c

andi

date

sele

cts

spec

ial e

duca

tion

serv

ices

that

do

not a

lign

with

the

lear

ner’

s nee

ds.

OR

Can

dida

te m

akes

err

ors i

n re

porti

ng th

e da

te o

f ini

tiatio

n, fr

eque

ncy,

and

an

ticip

atio

n du

ratio

n of

spec

ial e

duca

tion

serv

ices

.

OR

Can

dida

te se

lect

s ser

vice

del

iver

y op

tions

th

at d

o no

t res

ult i

n a

degr

ee o

f int

egra

tion

that

is a

ppro

pria

te to

the

lear

ner a

nd

min

imiz

es th

e le

arne

r’s a

cces

s to

the

gene

ral e

duca

tion

curri

culu

m.

Can

dida

te la

cks k

now

ledg

e of

serv

ice

deliv

ery

by li

stin

g pr

imar

y (s

peci

ally

de

sign

ed in

stru

ctio

n) a

nd re

late

d se

rvic

es,

supp

orts

for s

choo

l per

sonn

el, a

nd

exte

nded

scho

ol y

ear s

ervi

ces.

How

ever

, th

e ca

ndid

ate

sele

cts s

peci

al e

duca

tion

serv

ices

that

do

not a

lign

with

the

lear

ner’

s nee

ds.

AN

D

Can

dida

te m

akes

err

ors i

n re

porti

ng th

e da

te o

f ini

tiatio

n, fr

eque

ncy,

and

an

ticip

atio

n du

ratio

n of

spec

ial e

duca

tion

serv

ices

.

AN

D

Can

dida

te se

lect

s ser

vice

del

iver

y op

tions

th

at d

o no

t res

ult i

n a

degr

ee o

f in

tegr

atio

n th

at is

app

ropr

iate

to th

e le

arne

r and

min

imiz

es th

e le

arne

r’s a

cces

s to

the

gene

ral e

duca

tion

curr

icul

um.

85

Stud

ent T

each

ing

Eva

luat

ion

- Spe

cial

Edu

catio

n Sc

orin

g R

ubri

c an

d A

lignm

ent t

o C

EC S

tand

ards

Dep

artm

ent o

f Exc

eptio

nalit

y Pr

ogra

ms

Col

lege

of E

duca

tion

Blo

omsb

urg

Uni

vers

ity o

f Pen

nsyl

vani

a

DO

MA

IN 1

: GEN

ERA

L A

ND

SPE

CIA

LIZE

D C

ON

TEN

T K

NO

WLE

DG

E

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

dem

onst

rate

s an

un

ders

tand

ing

of

the

cent

ral

conc

epts

, st

ruct

ures

of t

he

gene

ral

educ

atio

n cu

rric

ulum

as

wel

l as

the

tool

s of

inqu

iry to

de

velo

p m

eani

ngfu

l le

arni

ng

prog

ress

ions

for

stud

ents

with

ex

cept

iona

litie

s.

(CEC

3.1

)

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e g

en

era

l e

du

ca

tion

cu

rric

ulu

m a

s w

ell

as t

he

too

ls o

f in

qu

iry b

y u

sin

g th

e s

co

pe

a

nd

se

que

nce

of skill

s fo

r re

adin

g,

wri

tin

g,

spe

llin

g, m

ath

, an

d c

on

ten

t a

rea

s t

o d

eve

lop a

nd im

ple

men

t syste

ma

tic a

nd

err

orl

ess le

sson

s

tha

t alig

n w

ith

th

e P

en

nsylv

an

ia K

-12

A

ca

dem

ic S

tan

da

rds. W

hile

in

str

uctio

nally

pla

nnin

g a

nd

im

ple

me

ntin

g in

str

uctio

n, th

e

ca

ndid

ate

use

s c

on

cre

te e

xa

mp

les

tha

t alig

n w

ith

th

e le

arn

ers

’ e

xp

eri

en

ces a

nd

dire

ctly r

ela

te t

o

an

d s

up

po

rt t

he

aca

de

mic

skill

be

ing

ta

ug

ht.

Ca

nd

ida

te u

ses c

urr

icu

lar

con

ten

t a

nd

in

str

uctio

nal pe

da

go

gy r

esu

ltin

g

in m

ea

nin

gfu

l le

arn

ing

pro

gre

ssio

ns

for

stu

de

nts

with

exce

ptio

nalit

ies.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e g

en

era

l e

du

ca

tion

cu

rric

ulu

m a

s w

ell

as t

he

too

ls o

f in

qu

iry b

y u

sin

g th

e s

co

pe

a

nd

se

que

nce

of skill

s fo

r re

adin

g,

wri

tin

g,

spe

llin

g, m

ath

, an

d c

on

ten

t a

rea

s t

o d

eve

lop a

nd im

ple

men

t syste

ma

tic le

sso

ns t

hat

alig

n w

ith

th

e P

enn

sylv

an

ia K

-12 A

cad

em

ic

Sta

nd

ard

s. W

hile

in

str

uctio

nally

p

lan

nin

g a

nd im

ple

me

ntin

g

instr

uctio

n, th

e c

and

ida

te u

ses

co

ncre

te e

xa

mp

les t

hat

dire

ctly

rela

te a

nd s

up

po

rt t

he

acad

em

ic s

kill

b

ein

g t

aug

ht.

Ho

we

ve

r, t

he

e

xa

mp

les m

igh

t n

ot

rela

te to

th

e

lea

rners

’ b

ackg

rou

nd

exp

eri

ence

s.

Th

e c

an

did

ate

ma

kes m

ino

r e

rro

rs in

p

resen

ting

the

cu

rric

ula

r con

ten

t, b

ut

se

lf-c

orr

ects

du

rin

g th

e in

str

uctio

nal

pe

rio

d w

ith

ou

t p

rom

pting

fro

m th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or.

Ca

nd

ida

te u

ses c

urr

icu

lar

con

ten

t a

nd

in

str

uctio

nal pe

da

go

gy r

esu

ltin

g

in m

ea

nin

gfu

l le

arn

ing

pro

gre

ssio

ns

for

stu

de

nts

with

exce

ptio

nalit

ies.

C

an

did

ate

dem

onstr

ate

s a

lim

ited

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e g

en

era

l e

du

ca

tion

cu

rric

ulu

m a

s w

ell

as t

he

too

ls o

f in

qu

iry b

y d

eve

lop

ing

an

d

imp

lem

en

tin

g le

sso

ns t

ha

t do

no

t fo

llow

th

e s

co

pe

an

d s

equ

ence

of

skill

s f

or

rea

din

g,

wri

ting

, sp

elli

ng

, m

ath

, a

nd c

on

tent

are

as.

Ad

ditio

nally

, th

e c

an

did

ate

may

or

ma

y n

ot

alig

n instr

uction

with

th

e P

enn

sylv

an

ia K

-12 A

cad

em

ic

Sta

nd

ard

s.

OR

While

instr

uction

ally

pla

nn

ing

an

d

imp

lem

en

tin

g in

str

uctio

n, th

e

ca

ndid

ate

doe

s n

ot p

rese

nt key

ste

ps o

r p

rovid

e e

xa

mp

les t

hat

dir

ectly r

ela

te to

and

su

pp

ort

th

e

aca

de

mic

skill

be

ing

tau

gh

t. T

he

ca

ndid

ate

ma

kes m

ajo

r e

rro

rs in

p

resen

ting

the

cu

rric

ula

r con

ten

t re

su

ltin

g in

th

e s

kill

be

ing

ta

ugh

t in

co

rre

ctly.

Ca

ndid

ate

se

lf-c

orr

ects

w

ith

pro

mp

tin

g fro

m t

he

coo

pera

tin

g

tea

ch

er

or

un

ive

rsity s

up

erv

isor.

Ca

nd

ida

te d

oes n

ot u

se

cu

rric

ula

r co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

resu

ltin

g in

mea

nin

gfu

l le

arn

ing

p

rog

ressio

ns f

or

stu

de

nts

with

e

xce

ptio

nalit

ies.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

acce

pta

ble

un

de

rsta

nd

ing

of

the

ce

ntr

al co

nce

pts

, str

uctu

res o

f th

e

ge

ne

ral ed

uca

tion

cu

rric

ulu

m a

s w

ell

as t

he

too

ls o

f in

quir

y b

y d

eve

lop

ing

an

d im

ple

me

ntin

g le

sso

ns t

ha

t d

o

no

t fo

llow

th

e s

cop

e a

nd

se

que

nce

of

skill

s fo

r re

ad

ing

, w

ritin

g, spe

llin

g,

ma

th, a

nd c

on

tent

are

as.

Ad

ditio

nally

, th

e c

an

did

ate

do

es

no

t alig

n instr

uction

with

th

e

Pe

nn

sylv

ania

K-1

2 A

cad

em

ic

Sta

nd

ard

s.

AN

D

While

instr

uction

ally

pla

nn

ing

an

d

imp

lem

en

tin

g in

str

uctio

n, th

e

ca

ndid

ate

doe

s n

ot p

rese

nt key

ste

ps o

r p

rovid

e e

xa

mp

les t

hat

dir

ectly r

ela

te to

and

su

pp

ort

th

e

aca

de

mic

skill

be

ing

tau

gh

t. T

he

ca

ndid

ate

ma

kes m

ajo

r e

rro

rs in

p

resen

ting

the

cu

rric

ula

r con

ten

t re

su

ltin

g in

th

e s

kill

be

ing

ta

ugh

t in

co

rre

ctly.

Ca

ndid

ate

re

qu

ires

tuto

rin

g f

rom

th

e c

oo

pe

ratin

g te

ache

r o

r u

niv

ers

ity s

up

erv

iso

r to

re

me

dia

te

err

ors

.

Ca

nd

ida

te d

oes n

ot u

se

cu

rric

ula

r co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

resu

ltin

g in

mea

nin

gfu

l le

arn

ing

p

rog

ressio

ns f

or

stu

de

nts

with

e

xce

ptio

nalit

ies.

App

endi

x P

86

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

dem

onst

rate

s an

un

ders

tand

ing

of

the

cent

ral

conc

epts

, st

ruct

ures

of t

he

spec

ializ

ed

curr

icul

um a

s w

ell a

s th

e to

ols

of in

quiry

to

deve

lop

mea

ning

ful

lear

ning

pr

ogre

ssio

ns fo

r st

uden

ts w

ith

exce

ptio

nalit

ies.

(C

EC 3

.1)

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e

sp

ecia

lize

d c

urr

icu

lum

as w

ell

as t

he

to

ols

of in

qu

iry b

y u

nde

rsta

nd

ing

th

e

scop

e a

nd

se

que

nce

of

co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s a

nd

th

e

imp

ort

ance

ea

ch s

pe

cia

lized

are

a is

in a

ccessin

g instr

uction

and

im

pro

vin

g s

pecia

lize

d s

kill

a

cq

uis

itio

n.

Ca

nd

ida

te p

rovid

es o

rga

niz

ed,

str

uctu

red

, a

nd

err

orless le

arn

ing

o

pp

ort

un

itie

s t

hat

are

re

leva

nt to

th

e

lea

rners

’ com

mu

nic

atio

n, socia

l,

ind

epe

nde

nt

fun

ction

ing,

and

life

skill

s n

ee

ds b

y a

lign

ing

the

le

arn

ing

o

pp

ort

un

itie

s w

ith

th

e le

arn

ers

’ b

ackg

roun

d e

xp

eri

ences a

nd

e

ncou

ragin

g le

arn

er

ind

epe

nde

nce

an

d s

elf-d

ete

rmin

atio

n.

Ca

nd

ida

te e

ffective

ly u

se

s c

urr

icu

lar

co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

to m

ake

me

an

ing

ful le

arn

ing

p

rog

ressio

ns in s

ch

ool, h

om

e, a

nd

co

mm

unity e

nvir

on

men

ts.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e

sp

ecia

lize

d c

urr

icu

lum

as w

ell

as t

he

to

ols

of in

qu

iry b

y u

nde

rsta

nd

ing

th

e

scop

e a

nd

se

que

nce

of

co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s a

nd

th

e

imp

ort

ance

ea

ch s

pe

cia

lized

are

a is

in a

ccessin

g instr

uction

and

im

pro

vin

g s

pecia

lize

d s

kill

a

cq

uis

itio

n.

Ca

nd

ida

te p

rovid

es o

rga

niz

ed a

nd

str

uctu

red

lea

rnin

g o

pp

ort

un

itie

s t

ha

t a

re r

ele

va

nt

to t

he le

arn

ers

’ co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s n

eeds.

While

th

e c

an

did

ate

alig

ns t

he

le

arn

ing

op

po

rtu

nitie

s w

ith

th

e

lea

rners

’ b

ackg

rou

nd

exp

eri

ence

s,

the

ca

ndid

ate

s m

ay n

ot m

ea

nin

gfu

lly

en

cou

rage

lea

rne

r in

de

pe

nd

ence

a

nd

se

lf-d

ete

rmin

atio

n.

Th

e

ca

ndid

ate

ma

kes m

ino

r e

rro

rs in

in

str

uctio

n, b

ut se

lf-c

orr

ects

duri

ng

th

e in

str

uctio

nal p

erio

d w

ith

ou

t p

rom

ptin

g f

rom

the

coo

pe

rating

te

ach

er

or

un

ive

rsity s

up

erv

isor.

Ca

nd

ida

te e

ffective

ly u

se

s c

urr

icu

lar

co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

to m

ake

me

an

ing

ful le

arn

ing

p

rog

ressio

ns in s

ch

ool, h

om

e, a

nd

co

mm

unity e

nvir

on

men

ts.

Ca

nd

ida

te d

em

on

str

ate

s a

lim

ite

d

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e

sp

ecia

lize

d c

urr

icu

lum

as w

ell

as t

he

to

ols

of in

qu

iry b

y u

nde

rsta

nd

ing

th

e

scop

e a

nd

se

que

nce

of

co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s. H

ow

eve

r,

the

ca

ndid

ate

doe

s n

ot

de

mo

nstr

ate

th

e im

po

rta

nce

ea

ch s

pe

cia

lize

d

are

a p

lays in

accessin

g instr

uctio

n

an

d im

pro

vin

g s

pecia

lize

d s

kill

a

cq

uis

itio

n.

OR

Ca

nd

ida

te p

rovid

es r

and

om

lea

rnin

g

op

po

rtu

nitie

s t

hat

are

re

leva

nt to

th

e

lea

rners

’ com

mu

nic

atio

n, socia

l,

ind

epe

nde

nt

fun

ction

ing,

and

life

skill

s n

ee

ds. C

an

did

ate

ma

y o

r m

ay

no

t alig

n t

he

le

arn

ing

opp

ort

unitie

s

with

th

e lea

rne

rs’ ba

ckg

rou

nd

e

xp

eri

en

ces.

Th

e c

an

did

ate

ma

kes

ma

jor

err

ors

in

instr

uctio

n,

an

d

req

uire

s p

rom

pting

fro

m t

he

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or

to m

ake c

orr

ectio

ns.

Ca

nd

ida

te d

oes n

ot u

se

cu

rric

ula

r co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

to m

ake

me

an

ing

ful le

arn

ing

p

rog

ressio

ns a

cro

ss e

nvir

onm

en

ts.

Ca

nd

ida

te d

em

on

str

ate

s a

lim

ite

d

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e

sp

ecia

lize

d c

urr

icu

lum

as w

ell

as t

he

to

ols

of in

qu

iry b

y n

ot u

nde

rsta

nd

ing

the

sco

pe

and

se

que

nce

of

co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s.

Ad

ditio

nally

, th

e c

an

did

ate

do

es n

ot

de

mon

str

ate

th

e im

po

rta

nce

ea

ch

sp

ecia

lize

d a

rea

pla

ys in

accessin

g

instr

uctio

n a

nd

im

pro

vin

g s

pecia

lize

d

skill

acqu

isitio

n.

AN

D

Ca

nd

ida

te p

rovid

es r

and

om

lea

rnin

g

op

po

rtu

nitie

s t

hat

are

re

leva

nt to

th

e

lea

rners

’ com

mu

nic

atio

n, socia

l,

ind

epe

nde

nt

fun

ction

ing,

and

life

skill

s n

ee

ds. C

an

did

ate

ma

y o

r m

ay

no

t alig

n t

he

le

arn

ing

opp

ort

unitie

s

with

th

e lea

rne

rs’ ba

ckg

rou

nd

e

xp

eri

en

ces.

Th

e c

an

did

ate

ma

kes

ma

jor

err

ors

in

instr

uctio

n,

an

d

req

uire

s p

rom

pting

fro

m t

he

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or

to m

ake c

orr

ectio

ns.

Ca

nd

ida

te d

oes n

ot u

se

cu

rric

ula

r co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

to m

ake

me

an

ing

ful le

arn

ing

p

rog

ressio

ns a

cro

ss e

nvir

onm

en

ts.

87

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te u

ses

know

ledg

e of

ge

nera

l and

sp

ecia

lized

cu

rric

ula

to

inte

grat

e co

nten

t an

d sk

ill

acqu

isiti

on

acro

ss s

ubje

cts.

(C

EC 3

.1)

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f g

en

era

l an

d s

pecia

lize

d c

urr

icu

la to

e

ffe

ctive

ly in

teg

rate

co

nte

nt

and

skill

a

cq

uis

itio

n a

cro

ss s

ub

jects

by

de

mon

str

ating

fo

r le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

th

e c

on

ten

t/skill

b

ein

g u

se

d in

on

e s

ub

ject can

be

u

se

d in

oth

er

sub

jects

. A

dditio

na

lly,

the

ca

ndid

ate

re

qu

ires le

arn

ers

to

p

art

icip

ate

in

a v

arie

ty o

f p

ractice

a

ctivitie

s t

ha

t re

quir

e fu

nction

al a

nd

rele

va

nt a

pplic

ation

of skill

s in

d

ive

rse

su

bje

cts

. B

ase

d o

n t

he

lea

rners

’ p

erf

orm

an

ce,

lea

rne

rs w

ith

e

xce

ptio

nalit

ies a

re a

ble

to

su

ccessfu

lly g

en

era

lize

the

co

nte

nt/skill

to

oth

er

su

bje

cts

an

d

se

ttin

gs.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f g

en

era

l an

d s

pecia

lize

d c

urr

icu

la to

e

ffe

ctive

ly in

teg

rate

co

nte

nt

and

skill

a

cq

uis

itio

n a

cro

ss s

ub

jects

by

de

mon

str

ating

fo

r le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

th

e c

on

ten

t/skill

b

ein

g u

se

d in

on

e s

ub

ject can

be

u

se

d in

oth

er

sub

jects

. A

dditio

na

lly,

the

ca

ndid

ate

re

qu

ires le

arn

ers

to

p

art

icip

ate

in

pra

ctice

activitie

s t

ha

t re

qu

ire

app

lica

tio

n o

f skill

s in

div

ers

e

su

bje

cts

. H

ow

eve

r, t

he

ca

nd

ida

te

utiliz

es a

ctivitie

s th

at a

re n

ot

fun

ctio

na

l. A

s a

re

sult, le

arn

ers

are

a

ble

to

pe

rfo

rm t

he s

kill

in t

he

le

arn

ing

en

vir

onm

ent

wh

ich

the

co

nte

nt/skill

is ta

ugh

t, b

ut

co

nte

nt/

skill

do

es n

ot con

sis

ten

tly

ge

ne

raliz

e.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f g

en

era

l an

d s

pecia

lize

d c

urr

icu

la to

a

tte

mp

t to

in

teg

rate

co

nte

nt

and

skill

a

cq

uis

itio

n a

cro

ss s

ub

jects

by

de

mon

str

ating

fo

r le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

th

e c

on

ten

t/skill

b

ein

g u

se

d in

on

e s

ub

ject can

be

u

se

d in

oth

er

sub

jects

. H

ow

eve

r, t

he

ca

ndid

ate

re

qu

ires le

arn

ers

to

p

art

icip

ate

in

pra

ctice

activitie

s in

a

ma

nne

r th

at

doe

s n

ot p

rom

ote

g

en

era

liza

tio

n.

Con

seq

uen

tly, b

ased

o

n t

he lea

rne

rs’ pe

rfo

rma

nce

, le

arn

ers

are

ab

le to

pe

rfo

rm t

he

skill

in

the

lea

rnin

g e

nvir

on

me

nt

wh

ich

th

e c

on

ten

t/skill

is ta

ug

ht.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f g

en

era

l an

d s

pecia

lize

d c

urr

icu

la to

in

cre

ase s

kill

acq

uis

itio

n w

ith

in t

he

le

arn

ing

en

vir

onm

ent

in w

hic

h th

e

co

nte

nt/skill

is ta

ugh

t b

y

de

mon

str

ating

fo

r le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

th

e s

kill

is u

sed

in

the

cu

rre

nt su

bje

ct

or

lea

rnin

g

en

vir

onm

en

t. C

an

did

ate

re

qu

ire

s

lea

rners

to

pa

rtic

ipa

te in

pra

ctice

a

ctivitie

s in

a m

an

ne

r th

at

does n

ot

pro

mote

ge

ne

raliz

atio

n.

Co

nse

qu

en

tly,

base

d o

n th

e

lea

rners

’ p

erf

orm

an

ce,

lea

rne

rs a

re

ab

le to

pe

rfo

rm t

he s

kill

in t

he

le

arn

ing

en

vir

onm

ent

wh

ich

the

co

nte

nt/skill

is ta

ugh

t.

Can

dida

te u

ses

gene

ral a

nd

spec

ializ

ed

curr

icul

um to

in

divi

dual

ize

lear

ning

for

indi

vidu

als

with

ex

cept

iona

litie

s.

(CEC

3.2

)

Ca

nd

ida

te u

ses g

en

era

l a

nd

sp

ecia

lize

d c

urr

icu

lum

to

pla

n a

nd

d

eliv

er

ind

ivid

ua

lize

d le

arn

er-

fo

cuse

d instr

uction

by lin

kin

g

instr

uctio

nal co

nte

nt

an

d m

eth

od

s to

th

e le

arn

er’s IE

P.

Ca

nd

ida

te u

tiliz

es in

str

uctio

na

l m

eth

od

s a

nd

ma

teri

als

th

at a

lign

w

ith

th

e lea

rne

rs’ in

str

uctio

na

l in

tere

sts

and

nee

ds,

and

m

ea

nin

gfu

lly in

co

rpo

rate

s

techn

olo

gy in

to instr

uction

to

incre

ase a

ccess to

an

d p

art

icip

ation

in

instr

uctio

n a

s w

ell

as im

pro

ve

le

arn

ing

ou

tco

me

s.

Ca

nd

ida

te u

ses g

en

era

l a

nd

sp

ecia

lize

d c

urr

icu

lum

to

pla

n a

nd

d

eliv

er

ind

ivid

ua

lize

d le

arn

er-

fo

cuse

d instr

uction

by lin

kin

g

instr

uctio

nal co

nte

nt

an

d m

eth

od

s to

th

e le

arn

er’s IE

P.

Ca

nd

ida

te u

tiliz

es in

str

uctio

na

l m

eth

od

s a

nd

ma

teri

als

th

at a

lign

w

ith

th

e lea

rne

rs’ in

str

uctio

na

l in

tere

sts

and

nee

ds,

and

m

ea

nin

gfu

lly in

co

rpo

rate

s

techn

olo

gy in

to instr

uction

to

incre

ase a

ccess to

an

d p

art

icip

ation

in

instr

uctio

n.

Ho

we

ve

r, it is

not

evid

en

t h

ow

le

arn

ing

ou

tco

mes a

re

imp

roved

.

Ca

nd

ida

te u

ses g

en

era

l a

nd

sp

ecia

lize

d c

urr

icu

lum

to

pla

n a

nd

d

eliv

er

ind

ivid

ua

lize

d le

arn

er-

fo

cuse

d instr

uction

by lin

kin

g

instr

uctio

nal co

nte

nt,

an

d m

eth

od

s to

th

e le

arn

er’s IE

P.

Ca

nd

ida

te u

tiliz

es in

str

uctio

na

l m

eth

od

s a

nd

ma

teri

als

th

at m

ay o

r m

ay n

ot a

lign

with

the

lea

rne

rs’

instr

uctio

nal ne

eds,

and

in

co

rpo

rate

s

techn

olo

gy in

to instr

uction

to

incre

ase a

ccess to

in

str

uctio

n, b

ut

the

use

of

tech

no

log

y d

oe

s n

ot

incre

ase lea

rne

r e

ng

ag

em

en

t in

in

str

uctio

n.

Ca

nd

ida

te m

ake

s a

n e

ffo

rt to

use

ge

ne

ral an

d s

pecia

lize

d

cu

rric

ulu

m to

pla

n a

nd

de

live

r in

div

idu

aliz

ed

lea

rne

r-fo

cu

sed

in

str

uctio

n.

Ho

we

ve

r, t

he

ca

ndid

ate

doe

s n

ot e

sta

blis

h a

lin

k b

etw

ee

n th

e in

str

uctio

na

l co

nte

nt

an

d m

eth

od

s u

se

d a

nd

th

e le

arn

er’s IE

P.

Ca

nd

ida

te u

tiliz

es in

str

uctio

na

l m

eth

od

s a

nd

ma

teri

als

th

at m

ay o

r m

ay n

ot a

lign

with

the

lea

rne

rs’

instr

uctio

nal ne

eds.

Ca

nd

idate

in

co

rpo

rate

s te

ch

nolo

gy into

in

str

uctio

n, b

ut it is n

ot

evid

en

t h

ow

te

chn

olo

gy in

cre

ase

s a

ccess to

in

str

uctio

n.

88

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te a

dapt

s ge

nera

l and

sp

ecia

lized

cu

rric

ula

to m

ake

inst

ruct

ion

acce

ssib

le to

in

divi

dual

with

ex

cept

iona

litie

s.

(CEC

3.3

)

Ba

se

d o

n th

e le

arn

er’

s a

bili

tie

s,

inte

rests

, e

nviro

nm

en

t n

ee

ds, a

nd

co

mm

unic

ation

nee

ds,

the c

and

ida

te

with

ou

t p

rom

ptin

g f

rom

th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or,

ad

apts

ge

ne

ral e

du

ca

tio

n

cu

rric

ula

r co

nte

nt,

me

tho

ds,

an

d

ma

teria

ls t

o incre

ase

le

arn

ers

’ a

cce

ss t

o in

str

uctio

n.

Ca

ndid

ate

u

ses lea

rne

r p

erf

orm

an

ce d

ata

to

a

dju

st

instr

uctio

nal p

resen

tation

m

od

es,

pro

ce

ssin

g r

equ

irem

en

ts,

an

d o

utp

ut re

qu

irem

en

ts w

ith

ou

t lo

we

rin

g o

r m

odifyin

g le

arn

ing

e

xp

ecta

tio

ns.

In c

ases w

he

re c

urr

icu

lar

con

ten

t n

ee

ds t

o b

e a

da

pte

d,

the

ca

ndid

ate

firs

t u

tiliz

es le

ast

intr

usiv

e

acco

mm

od

ation

s s

uch

as a

dju

sting

th

e r

ead

ing

difficu

lty b

efo

re u

tiliz

ing

m

ore

in

trusiv

e m

odific

atio

ns t

ha

t re

qu

ire

lea

rne

rs w

ith

exce

ptiona

litie

s

to e

nga

ge

in

alte

rna

tive

co

nte

nt

diffe

ren

t fr

om

th

at o

f th

eir

pe

ers

w

ith

ou

t e

xce

ptio

na

litie

s.

If a

lte

rna

tive

co

nte

nt

is r

eq

uire

d,

the

ca

ndid

ate

a

ssu

res t

ha

t th

e c

on

ten

t is

fu

nction

al

an

d r

ele

va

nt a

nd

ca

n b

e lin

ke

d t

o

the

le

arn

er’s IE

P a

s w

ell

as t

o th

e

instr

uctio

n p

rovid

ed

in t

he

ge

ne

ral

ed

uca

tion

cla

ssro

om

.

Ba

se

d o

n th

e le

arn

er’

s a

bili

tie

s,

inte

rests

, e

nviro

nm

en

t n

ee

ds, a

nd

co

mm

unic

ation

nee

ds,

the c

and

ida

te

with

ou

t p

rom

ptin

g f

rom

th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or

ad

ap

ts g

en

era

l ed

uca

tio

n

cu

rric

ula

r co

nte

nt,

me

tho

ds,

an

d

ma

teria

ls t

o incre

ase

le

arn

ers

’ a

cce

ss t

o in

str

uctio

n.

Ca

ndid

ate

u

ses lea

rne

r p

erf

orm

an

ce d

ata

to

a

dju

st

instr

uctio

nal p

resen

tation

m

od

es,

pro

ce

ssin

g r

equ

irem

en

ts,

an

d o

utp

ut re

qu

irem

en

ts w

ith

ou

t lo

we

rin

g o

r m

odifyin

g le

arn

ing

e

xp

ecta

tio

ns.

In c

ases w

he

re c

urr

icu

lar

con

ten

t n

ee

ds t

o b

e a

da

pte

d,

the

ca

ndid

ate

firs

t u

tiliz

es le

ast

intr

usiv

e

acco

mm

od

ation

s s

uch

as a

dju

sting

th

e r

ead

ing

difficu

lty b

efo

re u

tiliz

ing

m

ore

in

trusiv

e m

odific

atio

ns t

ha

t re

qu

ire

lea

rne

rs w

ith

exce

ptiona

litie

s

to e

nga

ge

in

alte

rna

tive

co

nte

nt

diffe

ren

t fr

om

th

at o

f th

eir

pe

ers

w

ith

ou

t e

xce

ptio

na

litie

s.

If a

lte

rna

tive

co

nte

nt

is r

eq

uire

d,

the

ca

ndid

ate

a

ssu

res t

ha

t th

e c

on

ten

t is

fu

nction

al

an

d r

ele

va

nt a

nd

ca

n b

e lin

ke

d t

o

the

le

arn

er’s IE

P,

but

the c

an

did

ate

d

oe

s n

ot lin

k t

he

cu

rric

ula

r conte

nt

to

the

in

str

uctio

n p

rovid

ed in

th

e

ge

ne

ral ed

uca

tion

cla

ssro

om

.

Ca

nd

ida

te w

ith

pro

mptin

g f

rom

th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or,

ad

apts

ge

ne

ral e

du

ca

tio

n

cu

rric

ula

r co

nte

nt,

me

tho

ds,

an

d

ma

teria

ls in

an

att

em

pt to

in

cre

ase

lea

rners

’ a

ccess to

instr

uctio

n.

Ca

nd

ida

te u

tiliz

es th

e s

ug

ge

stio

ns o

f th

e c

oo

pe

ratin

g te

ach

er

or

un

ive

rsity

su

pe

rvis

or

to e

ffe

ctive

ly m

ake

a

da

pta

tion

s to

in

str

uctio

nal

pre

sen

tatio

n m

ode

s, le

arn

er

pro

cessin

g r

eq

uir

em

en

ts,

or

lea

rne

r o

utp

ut re

qu

irem

en

ts.

OR

In c

ases w

he

re c

urr

icu

lar

con

ten

t n

ee

ds t

o b

e a

da

pte

d,

the

ca

ndid

ate

d

oe

s n

ot u

se a

co

ntin

uu

m o

f a

da

pta

tion

s, b

ut

ran

do

mly

se

lects

a

cco

mm

od

ation

s.

As a

re

su

lt, th

e

lea

rner

ma

y n

ot

acce

ss instr

uctio

n.

Alth

oug

h th

e c

oo

pe

ratin

g te

ach

er

or

un

ive

rsity s

upe

rvis

or

pro

mp

ts th

e

ca

ndid

ate

, th

e c

an

did

ate

doe

s n

ot

ad

ap

t g

ene

ral e

duca

tio

n c

urr

icu

lar

co

nte

nt,

me

tho

ds,

or

ma

teri

als

in

an

a

tte

mp

t to

incre

ase

le

arn

ers

’ access

to instr

uction

. C

and

ida

te d

oes n

ot

utiliz

e th

e s

ugg

estio

ns o

f th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or

to e

ffe

ctive

ly m

ake

a

da

pta

tion

s to

in

str

uctio

nal

pre

sen

tatio

n m

ode

s, le

arn

er

pro

cessin

g r

eq

uir

em

en

ts,

or

lea

rne

r o

utp

ut re

qu

irem

en

ts.

In c

ases w

he

re c

urr

icu

lar

con

ten

t n

ee

ds t

o b

e a

da

pte

d,

the

ca

ndid

ate

d

oe

s n

ot

recog

niz

e th

e n

ee

d. A

s a

re

su

lt,

the

lea

rne

r can

no

t a

ccess

instr

uctio

n.

89

DO

MA

IN 2

: ASS

ESSM

ENT

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

sele

cts

and

uses

te

chni

cally

sou

nd

form

al a

nd

info

rmal

as

sess

men

ts th

at

min

imiz

e bi

as.

(CEC

4.1

)

Ca

nd

ida

te s

ele

cts

and

uses f

orm

al

an

d in

form

al a

sse

ssm

en

ts f

or

its

inte

nd

ed

pu

rpo

se

(com

pa

riso

n,

ide

ntify

str

en

gth

s a

nd

ne

eds,

pro

gre

ss m

onito

rin

g).

Th

e c

and

ida

te

un

de

rsta

nd

s th

e s

tre

ng

ths a

nd

limita

tio

ns o

f va

rio

us t

yp

es o

f a

sse

ssm

en

ts, a

nd s

ele

cts

an

d u

ses

the

assessm

en

ts th

at

resu

lt in

th

e

mo

st a

ccu

rate

da

ta a

nd

le

ast a

mo

un

t o

f b

ias.

Ca

nd

ida

te a

ccu

rate

ly f

ollo

ws

d

ire

ctio

ns fo

r th

e d

eve

lop

me

nt,

sco

rin

g, a

nd a

ssessm

en

t a

dm

inis

tra

tio

n p

roce

du

res c

orr

ectly.

Ca

nd

ida

te is p

roficie

nt

in h

an

d

sco

rin

g a

s w

ell

as e

lectr

onic

ally

sco

rin

g a

sse

ssm

en

ts.

Ca

nd

ida

te s

ele

cts

and

uses f

orm

al

an

d in

form

al a

sse

ssm

en

ts f

or

its

inte

nd

ed

pu

rpo

se

(com

pa

riso

n,

ide

ntify

str

en

gth

s a

nd

ne

eds,

pro

gre

ss m

onito

rin

g).

Th

e c

and

ida

te

un

de

rsta

nd

s th

e s

tre

ng

ths a

nd

limita

tio

ns o

f va

rio

us t

yp

es o

f a

sse

ssm

en

ts, a

nd s

ele

cts

an

d u

ses

the

assessm

en

ts th

at

resu

lt in

th

e

mo

st a

ccu

rate

da

ta a

nd

le

ast

am

oun

t o

f b

ias.

Ca

nd

ida

te a

ccu

rate

ly f

ollo

ws

dir

ectio

ns fo

r th

e d

eve

lop

me

nt,

sco

rin

g, a

nd a

ssessm

en

t a

dm

inis

tra

tio

n p

roce

du

res c

orr

ectly.

Ca

nd

ida

te s

ele

cts

and

uses f

orm

al

an

d in

form

al a

sse

ssm

en

ts b

ase

d o

n

ava

ilabili

ty in

ste

ad

of

ne

ed

. A

s a

re

su

lt,

the

ca

nd

ida

te s

ele

cts

an

d

uses a

ssessm

ents

th

at m

ay n

ot

resu

lt in t

he

most

use

ful da

ta.

OR

Ca

nd

ida

te m

ake

s e

rro

rs in

de

ve

lopin

g, sco

ring

, an

d

ad

min

iste

rin

g th

e v

ari

ou

s typ

es o

f a

sse

ssm

en

ts.

Ca

nd

ida

te s

ele

cts

and

uses f

orm

al

an

d in

form

al a

sse

ssm

en

ts b

ase

d o

n

ava

ilabili

ty in

ste

ad

of

ne

ed

. A

s a

re

su

lt,

the

ca

nd

ida

te s

ele

cts

an

d

uses a

ssessm

ents

th

at m

ay n

ot

resu

lt in t

he

most

use

ful da

ta.

AN

D

Ca

nd

ida

te m

ake

s e

rro

rs in

de

ve

lopin

g, sco

ring

, an

d

ad

min

iste

rin

g th

e v

ari

ou

s typ

es o

f a

sse

ssm

en

ts.

Can

dida

te u

ses

know

ledg

e of

m

easu

rem

ent

prin

cipl

es a

nd

prac

tices

to

inte

rpre

t as

sess

men

t re

sults

and

gui

de

educ

atio

nal

deci

sion

s fo

r in

divi

dual

s w

ith

exce

ptio

nalit

ies.

(C

EC 4

.2)

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f m

easu

rem

en

t p

rin

cip

les a

nd

p

ractices t

o a

ccu

rate

ly in

terp

ret

an

d

use

va

rio

us t

yp

es o

f asse

ssm

en

t re

su

lts to

pro

vid

e in

pu

t fo

r de

cis

ions

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al

pla

nnin

g (

IEP

, IT

P,

an

d B

IP),

sh

ort

-te

rm p

lann

ing

(le

sso

n p

lans),

le

sso

n im

ple

me

nta

tion

, an

d

pro

gre

ss m

onito

rin

g fo

r in

div

idu

als

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te c

an

accu

rate

ly inte

rpre

t va

rio

us d

ata

fo

rms s

uch

as

sta

nd

ard

ized

sco

res,

ob

se

rva

tio

n

da

ta, a

nd

wo

rk s

am

ple

da

ta.

Ba

se

d

on

th

e d

ata

so

urc

es, th

e c

and

ida

te

ca

n c

orr

ectly e

sta

blis

h th

e le

arn

er’

s

ob

se

rva

ble

an

d m

easu

rab

le

str

eng

ths,

nee

ds,

and

err

or

patt

ern

s.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f m

easu

rem

en

t p

rin

cip

les a

nd

p

ractices t

o a

ccu

rate

ly in

terp

ret

an

d

use

va

rio

us t

yp

es o

f asse

ssm

en

t re

su

lts to

pro

vid

e in

pu

t fo

r de

cis

ions

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al

pla

nnin

g (

IEP

, IT

P,

an

d B

IP),

sh

ort

-te

rm p

lann

ing

(le

sso

n p

lans),

le

sso

n im

ple

me

nta

tion

, an

d

pro

gre

ss m

onito

rin

g fo

r in

div

idu

als

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te c

an

accu

rate

ly inte

rpre

t va

rio

us d

ata

fo

rms s

uch

as

sta

nd

ard

ized

sco

res,

ob

se

rva

tio

n

da

ta, a

nd

wo

rk s

am

ple

da

ta.

Ba

se

d

on

th

e d

ata

so

urc

es, th

e c

and

ida

te

ca

n c

orr

ectly e

sta

blis

h th

e le

arn

er’

s

str

eng

ths,

nee

ds,

and

err

or

patt

ern

s.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

sta

te s

tre

ng

ths, n

ee

ds, a

nd

err

ors

in

o

bse

rva

ble

an

d m

easu

rab

le

sta

tem

ents

.

Ca

nd

ida

te a

ttem

pts

to

use

kn

ow

led

ge o

f m

easu

rem

ent

pri

ncip

les a

nd

pra

ctice

s to

in

terp

ret

an

d u

se

asse

ssm

en

t re

sults to

pro

vid

e in

put

for

de

cis

ions r

ega

rdin

g

elig

ibili

ty,

lon

gitu

din

al p

lan

nin

g (

IEP

, IT

P,

an

d B

IP),

sh

ort

-te

rm p

lann

ing

(l

esso

n p

lan

s),

lesson

im

ple

me

nta

tio

n,

and

pro

gre

ss

mo

nito

rin

g f

or

indiv

idua

ls w

ith

e

xce

ptio

nalit

ies.

Ca

nd

ida

te c

an

accu

rate

ly inte

rpre

t d

iscre

te d

ata

fo

rms s

uch

as

sta

nd

ard

ized

sco

res,

ob

se

rva

tio

n

da

ta, a

nd

wo

rk s

am

ple

da

ta.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

esta

blis

h a

lin

k b

etw

ee

n t

he

va

rio

us

typ

es o

f d

ata

to

de

term

ine

the

le

arn

er’

s s

tren

gth

s, n

ee

ds, a

nd

e

rro

rs.

Ca

nd

ida

te d

oes n

ot u

se

kn

ow

led

ge

o

f m

ea

sure

me

nt

pri

ncip

les a

nd

p

ractices t

o in

terp

ret a

nd u

se

a

sse

ssm

en

t re

su

lts to

pro

vid

e in

pu

t fo

r d

ecis

ions r

eg

ard

ing

elig

ibili

ty,

lon

gitu

din

al p

lan

nin

g (

IEP

, IT

P,

an

d

BIP

), s

ho

rt-t

erm

pla

nnin

g (

lesso

n

pla

ns),

le

sso

n im

ple

me

nta

tion

, a

nd

p

rog

ress m

onito

rin

g fo

r in

div

idu

als

w

ith

exce

ptio

na

litie

s.

90

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te in

co

llabo

ratio

n w

ith c

olle

ague

s an

d fa

mili

es u

se

mul

tiple

type

s of

as

sess

men

t in

form

atio

n in

m

akin

g de

cisi

ons

abou

t lea

rner

s w

ith

exce

ptio

nalit

ies.

(C

EC 4

.3)

Ca

nd

ida

te in

co

llab

ora

tion

with

co

llea

gu

es a

nd f

am

ilie

s e

ffective

ly

uses m

ultip

le typ

es o

f assessm

en

t in

form

atio

n in

ma

kin

g d

ecis

ions

ab

ou

t le

arn

ers

with

exce

ptio

nalit

ies

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al a

nd

sh

ort

-te

rm p

lan

nin

g,

instr

uction

al

de

live

ry,

and

beh

avio

r m

ana

ge

me

nt

by u

sin

g b

oth

qu

an

tita

tive

an

d

qu

alit

ative

da

ta f

rom

mu

ltip

le

sta

ke

hold

ers

(te

ache

r, f

am

ily, a

nd

th

e s

tud

en

t).

In c

ases w

he

re d

ata

so

urc

es m

ay

no

t alig

n,

the c

an

did

ate

tri

an

gu

late

s

the

data

to

incre

ase

th

e ju

stifica

tio

n

for

an

ed

uca

tio

nal d

ecis

ion

.

Th

e c

an

did

ate

’s u

se

of d

ata

ha

s

ge

ne

rally

positiv

ely

sup

po

rte

d

eff

ective

pla

nnin

g a

nd

instr

uctio

na

l im

ple

me

nta

tio

n d

ecis

ions.

Ca

nd

ida

te in

co

llab

ora

tion

with

co

llea

gu

es a

nd f

am

ilie

s e

ffective

ly

uses m

ultip

le typ

es o

f assessm

en

t in

form

atio

n in

ma

kin

g d

ecis

ions

ab

ou

t le

arn

ers

with

exce

ptio

nalit

ies

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al a

nd

sh

ort

-te

rm p

lan

nin

g,

instr

uction

al

de

live

ry,

and

beh

avio

r m

ana

ge

me

nt

by u

sin

g b

oth

qu

an

tita

tive

an

d

qu

alit

ative

da

ta f

rom

mu

ltip

le

sta

ke

hold

ers

(te

ache

r, f

am

ily, a

nd

th

e s

tud

en

t).

Be

ca

use

th

e c

and

idate

did

no

t a

tte

mp

t to

tri

an

gula

te d

ata

wh

en

th

e

da

ta s

ou

rces d

id n

ot

alig

n, th

e

ca

ndid

ate

’s u

se

of d

ata

ma

y o

r m

ay

no

t h

ave

po

sitiv

ely

su

ppo

rte

d

eff

ective

pla

nnin

g a

nd

instr

uctio

na

l im

ple

me

nta

tio

n d

ecis

ions.

Ca

nd

ida

te in

co

llab

ora

tion

with

th

e

co

ope

ratin

g te

ach

er

uses c

lassro

om

q

ua

lita

tive

an

d q

uan

tita

tive

da

ta

so

urc

es in

makin

g d

ecis

ions a

bo

ut

lea

rners

with

exce

ptio

na

litie

s

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al a

nd

sh

ort

-te

rm p

lan

nin

g,

instr

uction

al

de

live

ry,

and

beh

avio

r m

ana

ge

me

nt.

Be

ca

use

th

e c

and

idate

did

no

t u

se

d

ata

so

urc

es f

rom

a v

arie

ty o

f sta

ke

hold

ers

and

se

ttin

gs,

the

ca

ndid

ate

’s u

se

of d

ata

ma

y o

r m

ay

no

t h

ave

po

sitiv

ely

su

ppo

rte

d

eff

ective

pla

nnin

g a

nd

instr

uctio

na

l im

ple

me

nta

tio

n d

ecis

ions.

Ca

nd

ida

te d

id n

ot co

llab

ora

te w

ith

th

e c

oo

pe

ratin

g te

ach

er

to iden

tify

th

e q

ua

lita

tive

an

d q

ua

ntita

tive d

ata

so

urc

es t

ha

t sho

uld

be

use

d in

ma

kin

g d

ecis

ions a

bo

ut le

arn

ers

with

e

xce

ptio

nalit

ies r

eg

ard

ing e

ligib

ility

, lo

ngitu

din

al a

nd

sho

rt-t

erm

pla

nn

ing,

instr

uctio

nal de

live

ry,

and

beha

vio

r m

an

ag

em

en

t.

Th

e c

an

did

ate

ra

nd

om

ly s

ele

cte

d

so

urc

es o

f da

ta w

ith

no

justifica

tio

n.

As a

result,

the

ca

ndid

ate

’s u

se

of

da

ta d

oes n

ot sup

po

rt e

ffective

p

lan

nin

g a

nd instr

uction

al

imp

lem

en

tatio

n d

ecis

ions.

Can

dida

te

prov

ides

fe

edba

ck to

le

arne

rs w

ith

exce

ptio

nalit

ies

to e

ngag

e th

em

in w

orki

ng

tow

ard

qual

ity

lear

ning

and

pe

rfor

man

ce.

(CEC

4.4

)

Ca

nd

ida

te p

rovid

es e

ffe

ctive

a

ca

de

mic

an

d b

eh

avio

ral fe

edb

ack

to lea

rne

rs w

ith

exce

ptio

na

litie

s t

o

en

ga

ge

the

m in

wo

rkin

g t

ow

ard

q

ua

lity le

arn

ing a

nd p

erf

orm

ance

by

pro

vid

ing

fee

db

ack t

ha

t is

tim

ely

, fu

nctio

na

l, a

nd

is p

rese

nte

d in a

va

rie

ty o

f fo

rms (

form

al a

nd

su

mm

ative

). C

an

did

ate

pro

vid

es

fee

dba

ck t

o th

e le

arn

er

on b

oth

a

ccu

rate

an

d in

accu

rate

resp

on

ses.

Ca

nd

ida

te e

ng

ag

es t

he

le

arn

ers

with

e

xce

ptio

nalit

ies in

se

lf-m

onito

rin

g

the

ir o

wn

pe

rfo

rma

nce

, an

d u

tiliz

es

the

le

arn

ers

’ re

spo

nse

s a

s a

fe

ed

ba

ck loo

p to

adju

st

lea

rnin

g

exp

eri

en

ces.

Ca

nd

ida

te p

rovid

es e

ffe

ctive

a

ca

de

mic

an

d b

eh

avio

ral fe

edb

ack

to lea

rne

rs w

ith

exce

ptio

na

litie

s t

o

en

ga

ge

the

m in

wo

rkin

g t

ow

ard

q

ua

lity le

arn

ing a

nd p

erf

orm

ance

by

pro

vid

ing

fee

db

ack t

ha

t is

tim

ely

, fu

nctio

na

l, a

nd

is p

rese

nte

d in a

va

rie

ty o

f fo

rms (

form

al a

nd

su

mm

ative

). C

an

did

ate

pro

vid

es

fee

dba

ck t

o th

e le

arn

er

on b

oth

a

ccu

rate

an

d in

accu

rate

re

sp

on

ses.

Ca

nd

ida

te e

nco

ura

ge

s th

e le

arn

ers

w

ith

exce

ptio

na

litie

s to

self-m

on

ito

r th

eir

ow

n p

erf

orm

an

ce

, bu

t fo

rma

l fe

ed

ba

ck p

roce

du

res a

re n

ot in

p

lace

.

Ca

nd

ida

te p

rovid

es a

ca

dem

ic a

nd

b

eh

avio

ral fe

ed

ba

ck t

o le

arn

ers

with

e

xce

ptio

nalit

ies to

eng

age

them

in

w

ork

ing

to

wa

rd q

ua

lity le

arn

ing

an

d

pe

rfo

rma

nce

. C

an

did

ate

ma

y

de

mon

str

ate

issu

es w

ith

tim

elin

ess,

fun

ctio

na

lity, a

nd

va

rie

ty o

f th

e

fee

dba

ck.

Ca

nd

idate

ma

y p

rovid

e

fee

dba

ck t

o th

e le

arn

er

on b

oth

a

ccu

rate

an

d in

accu

rate

re

sp

on

ses.

Ca

nd

ida

te m

isses o

pp

ort

un

itie

s t

o

en

cou

rage

th

e le

arn

ers

with

e

xce

ptio

nalit

ies to

se

lf-m

onito

r th

eir

o

wn

pe

rfo

rman

ce.

Ca

nd

ida

te p

rovid

es a

ca

dem

ic a

nd

b

eh

avio

ral fe

ed

ba

ck t

o le

arn

ers

with

e

xce

ptio

nalit

ies to

eng

age

them

in

w

ork

ing

to

wa

rd q

ua

lity le

arn

ing

an

d

pe

rfo

rma

nce

. C

an

did

ate

d

em

on

str

ate

s issue

s w

ith

tim

elin

ess,

fun

ctio

na

lity, a

nd

va

rie

ty o

f th

e

fee

dba

ck.

Ca

nd

idate

pro

vid

es

fee

dba

ck t

o th

e le

arn

er

on

ina

ccu

rate

resp

on

se

s o

nly

.

Ca

nd

ida

te m

isses o

pp

ort

un

itie

s t

o

en

cou

rage

th

e le

arn

ers

with

e

xce

ptio

nalit

ies to

se

lf-m

onito

r th

eir

o

wn

pe

rfo

rman

ce.

91

DO

MA

IN 3

: IN

STR

UC

TIO

NA

L PL

AN

NIN

G A

ND

DEL

IVER

Y

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te u

ses

unde

rsta

ndin

g of

de

velo

pmen

t and

in

divi

dual

di

ffere

nces

to

desi

gn

inst

ruct

iona

l goa

ls

and

obje

ctiv

es fo

r in

divi

dual

s w

ith

exce

ptio

nalit

ies.

(C

EC 5

.1)

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e im

pa

ct o

f d

eve

lopm

ent

and

ind

ivid

ua

l le

arn

ing

diffe

ren

ce

s (

fam

ily,

cu

ltu

re,

ling

uis

tic,

lea

rnin

g s

tyle

s,

and

exce

ptio

na

l le

arn

ing

ne

eds)

by d

eve

lopin

g a

nd

co

mm

unic

ating

instr

uctio

nal le

sson

o

bje

ctive

s t

hat

are

obse

rva

ble

an

d

me

asu

rable

. C

an

did

ate

desig

ns

instr

uctio

nal go

als

and

lesso

n

ob

jective

s t

hat

are

cha

llen

gin

g,

de

ve

lopm

enta

lly a

pp

rop

ria

te, a

nd

e

xte

nd

co

nce

ptu

al le

arn

ing.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e im

pa

ct o

f d

eve

lopm

ent

and

ind

ivid

ua

l le

arn

ing

diffe

ren

ce

s (

fam

ily,

cu

ltu

re,

ling

uis

tic,

lea

rnin

g s

tyle

s,

and

exce

ptio

na

l le

arn

ing

ne

eds)

by d

eve

lopin

g a

nd

co

mm

unic

ating

instr

uctio

nal le

sson

o

bje

ctive

s t

hat

are

obse

rva

ble

an

d

me

asu

rable

. C

an

did

ate

desig

ns

instr

uctio

nal go

als

and

lesso

n

ob

jective

s t

hat

are

cha

llen

gin

g,

de

ve

lopm

enta

lly a

pp

rop

ria

te a

nd

re

su

lt in m

aste

ry o

f th

e lesson

o

bje

ctive

.

Ca

nd

ida

te d

em

on

str

ate

s a

n

em

erg

ing

un

de

rsta

nd

ing

of

the

imp

act o

f d

evelo

pm

en

t a

nd

ind

ivid

ua

l le

arn

ing

diffe

ren

ces

(fa

mily

, cultu

re,

ling

uis

tic, le

arn

ing

sty

les, a

nd e

xce

ption

al le

arn

ing

n

ee

ds)

by d

eve

lop

ing

an

d/o

r co

mm

unic

ating

instr

uctio

nal le

sson

o

bje

ctive

s.

Ho

we

ve

r, t

he

ca

ndid

ate

w

rite

s le

sso

n o

bje

ctive

s a

nd

go

als

th

at

are

not

obse

rva

ble

and

m

easu

rable

. A

dd

itio

na

lly,

the

ca

ndid

ate

desig

ns instr

uction

al g

oals

a

nd

le

sso

n o

bje

ctive

s t

ha

t a

re

de

ve

lopm

enta

lly a

pp

rop

ria

te, b

ut

do

no

t ta

ke

in

to c

on

sid

era

tio

n t

he

im

pact o

f o

the

r le

arn

er d

iffe

rence

s.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

acce

pta

ble

un

de

rsta

nd

ing

of

the

im

pact o

f d

evelo

pm

en

t a

nd

ind

ivid

ua

l le

arn

ing

diffe

ren

ces

(fa

mily

, cultu

re,

ling

uis

tic, le

arn

ing

sty

les, a

nd e

xce

ption

al le

arn

ing

n

ee

ds)

by d

eve

lop

ing

an

d/o

r co

mm

unic

ating

instr

uctio

nal le

sson

o

bje

ctive

s.

Fu

rth

er,

th

e c

and

ida

te

wri

tes le

sso

n o

bje

ctive

s a

nd

go

als

th

at

are

not

obse

rva

ble

and

m

easu

rable

. C

an

did

ate

als

o d

esig

ns

instr

uctio

nal go

als

and

lesso

n

ob

jective

s t

hat

are

no

t d

eve

lopm

enta

lly a

pp

rop

ria

te, a

nd

do

n

ot

take

in

to c

on

sid

era

tio

n t

he

im

pact o

f o

the

r le

arn

er d

iffe

rence

s.

Can

dida

te

cons

ider

s in

divi

dual

ab

ilitie

s, in

tere

sts,

le

arni

ng

envi

ronm

ents

, and

cu

ltura

l and

lin

guis

tic fa

ctor

s in

the

sele

ctio

n an

d de

velo

pmen

t, of

lear

ning

ex

perie

nces

for

indi

vidu

als

with

ex

cept

iona

litie

s.

(CEC

5.1

)

Ca

nd

ida

te c

onsid

ers

th

e in

flu

en

ce

of

ind

ivid

ua

l a

bili

tie

s, in

tere

sts

, le

arn

ing

en

vir

onm

en

ts,

an

d c

ultu

ral a

nd

lin

gu

istic f

acto

rs in

th

e s

ele

ction

, d

eve

lopm

ent,

and

ada

pta

tion

of

lea

rnin

g e

xp

eri

en

ces f

or

ind

ivid

ua

ls

with

exce

ptio

na

litie

s b

y d

eve

lop

ing

a

se

que

nce

d a

nd

syste

ma

tic p

lan

fo

r d

eliv

erin

g a

mix

of

exp

licit a

nd

imp

licit e

vid

en

ce

-base

d instr

uctio

n

su

ppo

rte

d w

ith

co

ncre

te e

xa

mp

les

tha

t alig

n w

ith

th

e le

arn

ers

’ e

xp

eri

en

ces a

nd

inte

rests

.

Ca

nd

ida

te d

esig

ns d

iffe

ren

tiate

d

instr

uctio

nal activitie

s th

at a

re

cre

ative

, m

otiva

tin

g,

an

d r

esult in

skill

acqu

isitio

n f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies.

Ca

nd

ida

te c

onsid

ers

th

e in

flu

en

ce

of

ind

ivid

ua

l a

bili

tie

s, in

tere

sts

, le

arn

ing

en

vir

onm

en

ts,

an

d c

ultu

ral a

nd

lin

gu

istic f

acto

rs in

th

e s

ele

ction

, d

eve

lopm

ent,

and

ada

pta

tion

of

lea

rnin

g e

xp

eri

en

ces f

or

ind

ivid

ua

ls

with

exce

ptio

na

litie

s b

y d

eve

lop

ing

a

se

que

nce

d a

nd

syste

ma

tic p

lan

fo

r d

eliv

erin

g e

xp

licit e

vid

en

ce

-base

d

instr

uctio

n s

upp

ort

ed

with

concre

te

exa

mp

les th

at

alig

n w

ith

th

e

lea

rners

’ e

xp

eri

en

ce

s a

nd

inte

rests

.

Ca

nd

ida

te d

esig

ns ind

ivid

ua

lize

d

instr

uctio

nal activitie

s th

at re

sult in

skill

acqu

isitio

n f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies, b

ut a

ctivitie

s m

ay

no

t b

e m

otiva

ting

or

cre

ative

.

Ca

nd

ida

te c

onsid

ers

th

e in

flu

en

ce

of

ind

ivid

ua

l a

bili

tie

s, in

tere

sts

, le

arn

ing

en

vir

onm

en

ts,

an

d c

ultu

ral a

nd

lin

gu

istic f

acto

rs in

th

e s

ele

ction

, d

eve

lopm

ent,

and

ada

pta

tion

of

lea

rnin

g e

xp

eri

en

ces f

or

ind

ivid

ua

ls

with

exce

ptio

na

litie

s b

y d

eve

lop

ing

a

pla

n fo

r de

live

rin

g in

str

uctio

n.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

inco

rpo

rate

evid

en

ce

-base

d

pra

ctices.

OR

Ca

nd

ida

te d

esig

ns instr

uctio

na

l a

ctivitie

s t

ha

t m

ay o

r m

ay n

ot

resu

lt

in s

kill

acq

uis

itio

n f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies, b

eca

use

th

e

ca

ndid

ate

doe

s n

ot a

dd

ress t

he

im

pact o

f cu

ltu

ral a

nd

en

vir

onm

en

tal

lea

rner

diffe

ren

ces.

Ca

nd

ida

te d

oes n

ot con

sid

er

the

in

flue

nce

of in

div

idu

al ab

ilities,

inte

rests

, le

arn

ing

en

vir

onm

ents

, an

d

cu

ltu

ral a

nd

lin

gu

istic f

acto

rs in t

he

se

lectio

n, d

eve

lop

men

t, a

nd

a

da

pta

tion

of le

arn

ing

exp

eri

en

ces

for

ind

ivid

ua

ls w

ith

exce

ptio

na

litie

s

by d

eve

lopin

g a

pla

n fo

r d

eliv

eri

ng

in

str

uctio

n.

Th

e c

and

ida

te d

oes n

ot

inco

rpo

rate

evid

en

ce

-base

d

pra

ctices.

AN

D

Ca

nd

ida

te d

esig

ns instr

uctio

na

l a

ctivitie

s t

ha

t d

o n

ot

result in

skill

a

cq

uis

itio

n f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies, b

eca

use

th

e

ca

ndid

ate

doe

s n

ot a

dd

ress t

he

im

pact o

f cu

ltu

ral a

nd

en

vir

onm

en

tal

lea

rner

diffe

ren

ces.

92

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te u

ses

tech

nolo

gies

to

supp

ort

inst

ruct

iona

l as

sess

men

t, pl

anni

ng, a

nd

deliv

ery

for

indi

vidu

als

with

ex

cept

iona

litie

s.

(CEC

5.2

)

Ca

nd

ida

te e

ffective

ly u

se

s a

va

rie

ty

of

tech

nolo

gie

s r

ou

tin

ely

to

sup

po

rt

instr

uctio

nal assessm

en

t, p

lann

ing

, a

nd

de

live

ry o

f in

str

uctio

n b

y

se

am

lessly

in

teg

ratin

g te

chn

olo

gy

into

th

e p

ed

ag

og

ical p

lan

nin

g a

nd

im

ple

me

nta

tio

n o

f in

str

uctio

n w

ith

ou

t d

isru

pting

the

flo

w o

f in

str

uction

. C

an

did

ate

’s u

se

of

tech

no

log

y is

mo

tiva

tin

g a

nd

en

gag

ing

and

in

cre

ases le

arn

ers

’ in

str

uctio

na

l a

cce

ss a

nd

pe

rfo

rma

nce

.

Ca

nd

ida

te e

ffective

ly u

se

s

techn

olo

gie

s t

o s

up

po

rt instr

uctio

nal

asse

ssm

en

t, p

lann

ing

, a

nd

deliv

ery

o

f in

str

uction

by inte

gra

ting

te

chn

olo

gy in

to t

he

pe

da

go

gic

al

pla

nnin

g a

nd im

ple

me

nta

tio

n o

f in

str

uctio

n.

Ho

we

ve

r, t

he

ca

ndid

ate

e

xp

eri

en

ce

d g

litche

s in

usin

g

techn

olo

gy t

ha

t ca

used

dis

ruptio

ns

in t

he

flo

w o

f in

str

uctio

n. C

an

did

ate

’s

use

of

instr

uctio

n is m

otiva

tin

g a

nd

e

ng

agin

g to

le

arn

ers

an

d in

cre

ases

instr

uctio

nal access t

o le

arn

ers

with

e

xce

ptio

nalit

ies.

Ca

nd

ida

te a

ttem

pts

to

use

techn

olo

gie

s t

o s

up

po

rt instr

uctio

nal

asse

ssm

en

t, p

lann

ing

, a

nd

deliv

ery

o

f in

str

uction

by inte

gra

ting

te

chn

olo

gy in

to t

he

pe

da

go

gic

al

pla

nnin

g a

nd im

ple

me

nta

tio

n o

f in

str

uctio

n.

Ca

nd

ida

te’s

use

of

techn

olo

gy a

ppe

are

d t

o b

e a

“p

ed

ago

gic

al a

dd o

n”

to in

str

uction

a

s o

pp

ose

d to

an in

teg

rate

d

co

mp

on

en

t o

f in

str

uctio

n.

Ca

nd

ida

te’s

use

of

tech

no

log

y

en

ga

ge

d th

e t

ea

ch

er

mo

re th

an

th

e

lea

rner.

Th

ere

fore

, it is n

ot e

vid

en

t th

at

lea

rne

rs e

xp

eri

en

ced

incre

ased

a

cce

ss t

o in

str

uctio

n a

nd im

pro

ve

d

lea

rner

pe

rfo

rma

nce

.

Ca

nd

ida

te a

ttem

pts

to

use

techn

olo

gie

s t

o s

up

po

rt instr

uctio

nal

asse

ssm

en

t, p

lann

ing

, a

nd

deliv

ery

o

f in

str

uction

by inte

gra

ting

te

chn

olo

gy in

to t

he

pe

da

go

gic

al

pla

nnin

g a

nd im

ple

me

nta

tio

n o

f in

str

uctio

n.

Ho

we

ve

r, t

he

ca

ndid

ate

d

id n

ot

ap

pe

ar

to b

e f

am

ilia

r w

ith

th

e

techn

olo

gy r

esultin

g in

sig

nific

an

t d

isru

ption

s in

th

e flo

w o

f in

str

uction

. D

ue

to

th

e d

isru

ptio

ns,

it is n

ot

evid

en

t th

at le

arn

ers

exp

eri

ence

d

incre

ased

acce

ss t

o in

str

uction

an

d

imp

roved

lea

rne

r p

erf

orm

an

ce.

Can

dida

te is

fa

mili

ar w

ith

augm

enta

tive

and

alte

rnat

ive

com

mun

icat

ion

syst

ems

and

a va

riety

of a

ssis

tive

tech

nolo

gies

to

supp

ort t

he

com

mun

icat

ion

and

lear

ning

of s

tude

nts

with

ex

cept

iona

litie

s.

(CEC

5.3

)

Ca

nd

ida

te is fa

mili

ar

with

a v

arie

ty o

f lo

w t

ech

an

d h

igh

te

ch

alte

rnative

a

nd

in

no

va

tive

au

gm

enta

tive

an

d

alte

rna

tive

co

mm

unic

ation

syste

ms.

Ca

nd

ida

te c

an

art

icu

late

th

e p

urp

ose

o

f th

e A

AC

syste

m, h

ow

it

is u

se

d b

y

the

le

arn

er,

and

ca

n f

acili

tate

th

e

lea

rner

usin

g t

he

te

ch

nolo

gy, w

ith

ou

t g

uid

an

ce

fro

m t

he

co

op

era

ting

tea

ch

er,

to

co

mm

un

ica

te o

f d

esir

es,

ne

eds,

an

d id

eas.

Ca

nd

ida

te is fa

mili

ar

with

a v

arie

ty o

f lo

w t

ech

an

d h

igh

te

ch

alte

rnative

a

nd

in

no

va

tive

au

gm

enta

tive

an

d

alte

rna

tive

co

mm

unic

ation

syste

ms.

Ca

nd

ida

te c

an

art

icu

late

th

e p

urp

ose

o

f th

e A

AC

syste

m u

se

d b

y t

he

le

arn

er,

ho

w it

is u

se

d b

y t

he

le

arn

er,

a

nd

ca

n fa

cili

tate

th

e le

arn

er

usin

g

the

tech

no

log

y,

with

gu

ida

nce

fro

m

the

co

ope

ratin

g te

ach

er,

to

co

mm

unic

ate

de

sir

es, n

ee

ds, a

nd

id

eas.

Ca

nd

ida

te is n

ot

fam

ilia

r w

ith

a

va

rie

ty o

f lo

w t

ech

and

hig

h tech

a

lte

rna

tive

an

d in

no

va

tive

a

ug

me

nta

tive

and

alte

rna

tive

co

mm

unic

ation

syste

ms.

Ca

ndid

ate

ca

n a

rtic

ula

te t

he

pu

rpose

of th

e

AA

C s

yste

m u

se

d b

y t

he

le

arn

er,

bu

t is

no

t su

re h

ow

th

e lea

rne

r u

se

s t

he

A

AC

te

ch

no

log

y.

Co

nse

que

ntly,

the

ca

ndid

ate

re

qu

ires t

rain

ing

by th

e

co

ope

ratin

g te

ach

er

to f

acili

tate

th

e

lea

rner

usin

g t

he

te

ch

nolo

gy to

co

mm

unic

ate

de

sir

es, n

ee

ds, a

nd

id

eas.

Ca

nd

ida

te is n

ot

fam

ilia

r w

ith

a

lte

rna

tive

an

d in

no

va

tive

a

ug

me

nta

tive

and

alte

rna

tive

co

mm

unic

ation

syste

ms.

Ca

ndid

ate

ca

nno

t a

rtic

ula

te t

he

pu

rpo

se

of

the

A

AC

syste

m o

r ho

w t

he

le

arn

er

uses

the

AA

C t

ech

no

log

y.

Co

nse

que

ntly,

the

ca

ndid

ate

ca

nn

ot

facili

tate

th

e

lea

rner

usin

g t

he

te

ch

nolo

gy to

co

mm

unic

ate

de

sir

es, n

ee

ds, a

nd

id

eas.

93

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te u

ses

stra

tegi

es to

en

hanc

e la

ngua

ge

deve

lopm

ent

and

com

mun

icat

ion

skill

s of

lear

ners

w

ith

exce

ptio

nalit

ies.

(C

EC 5

.4)

Ca

nd

ida

te u

ses s

tra

teg

ies t

o

en

ha

nce

la

ng

ua

ge

de

velo

pm

en

t a

nd

co

mm

unic

ation

skill

s o

f le

arn

ers

with

exce

ptio

na

litie

s b

y

se

rvin

g a

s a

n e

ffe

ctive

mo

del o

f o

ral an

d w

ritt

en

la

ng

ua

ge

.

Ca

nd

ida

te e

ffective

ly u

se

s

reso

urc

es a

nd

evid

en

ce

-based

in

str

uctio

n to

facili

tate

im

pro

vem

en

ts in

the

rece

ptive

a

nd

exp

ressiv

e lan

gu

ag

e s

kill

s o

f le

arn

ers

wh

o d

o n

ot sp

ea

k a

nd

le

arn

ers

wh

ose p

rim

ary

lan

gua

ge

is

no

t E

nglis

h t

o e

nh

ance

access

to t

he

cu

rric

ula

r co

nte

nt b

ein

g

tau

gh

t.

Ca

nd

ida

te e

xp

licitly

an

d

syste

ma

tica

lly in

fuses lan

gua

ge

a

nd

co

mm

unic

ation

instr

uctio

n

acro

ss s

ettin

gs in

to th

e le

arn

er’s

da

ily r

outine

s a

nd

su

pp

ort

s

instr

uctio

n w

ith

co

ncre

te la

ng

ua

ge

e

xp

eri

en

ces t

hat

alig

n w

ith

th

e

lea

rner’

s c

om

mu

nic

atio

n a

nd

e

nvir

onm

en

tal ne

eds.

Ca

nd

ida

te’s

se

lects

and

use

s

instr

uctio

nal str

ate

gie

s a

nd

m

ate

ria

ls t

ha

t re

su

lt in

obse

rvab

le

imp

rovem

en

ts in

the

co

mm

unic

ation

and

lan

gua

ge

skill

s o

f th

e le

arn

er

acro

ss

lea

rnin

g e

nvir

onm

ents

.

Ca

nd

ida

te u

ses s

tra

teg

ies t

o

en

ha

nce

la

ng

ua

ge

de

velo

pm

en

t a

nd

co

mm

unic

ation

skill

s o

f le

arn

ers

with

e

xce

ptio

nalit

ies b

y s

erv

ing a

s a

n

eff

ective

mo

del o

f o

ral a

nd

wri

tte

n

lan

gua

ge

. C

an

did

ate

at tim

es u

ses

info

rma

l sp

ee

ch

.

Ca

nd

ida

te c

onsid

ers

th

e im

pact

of a

d

isab

ility

an

d c

ultu

ral in

flue

nces o

n

the

rece

ptive

and

exp

ressiv

e

lan

gua

ge

de

ve

lop

me

nt

of

lea

rne

rs

with

exce

ptio

na

litie

s o

r th

ose

wh

ose

p

rim

arily

lan

gua

ge

is n

ot

Eng

lish

by

usin

g e

vid

en

ce

-base

d instr

uctio

n t

o

incre

ase t

he c

om

mu

nic

atio

n s

kill

s

an

d u

nd

ers

tand

ing

of th

e c

urr

icu

lar

co

nte

nt

be

ing

ta

ug

ht.

Ca

nd

ida

te e

xp

licitly

an

d

syste

ma

tica

lly in

co

rpo

rate

s c

on

cre

te

lan

gua

ge

exp

eri

en

ce

s in

to instr

uctio

n

with

in t

he

se

ttin

g w

he

re

co

mm

unic

ation

and

lan

gua

ge

ne

eds

ha

ve

be

en

ide

ntified

.

Ca

nd

ida

te s

ele

cts

and

uses

instr

uctio

nal str

ate

gie

s a

nd

mate

ria

ls

tha

t re

su

lt in o

bse

rva

ble

im

pro

vem

en

ts in

the

co

mm

unic

atio

n

an

d la

ng

ua

ge s

kill

s o

f th

e lea

rne

r w

ith

in t

he

le

arn

ing e

nvir

on

ment

in

wh

ich

instr

uction

is p

rovid

ed

.

Ca

nd

ida

te u

ses s

tra

teg

ies t

o

en

ha

nce

la

ng

ua

ge

de

velo

pm

en

t a

nd

co

mm

unic

ation

skill

s o

f le

arn

ers

with

exce

ptio

na

litie

s b

y

tryin

g t

o m

ode

l g

ram

ma

tically

a

nd

me

ch

anic

ally

co

rre

ct o

ral

an

d w

ritt

en

la

ngu

age

. H

ow

eve

r, t

he

ca

nd

ida

te

ma

ke

s e

rro

rs,

bu

t th

e

ca

ndid

ate

se

lf-

co

rrects

so

on a

fte

r th

e e

rro

r is

m

ad

e.

Ca

nd

ida

te d

eliv

ers

pla

nne

d

instr

uctio

nal op

po

rtu

nitie

s t

o

lea

rners

with

exce

ptio

na

litie

s

an

d t

ho

se

wh

ose

prim

ary

la

ng

ua

ge

is n

ot

En

glis

h in

an

e

ffo

rt to

enh

ance

th

e

co

mm

unic

ation

skill

s a

nd

u

nd

ers

tand

ing

of th

e c

urr

icula

r co

nte

nt

be

ing

ta

ug

ht. H

ow

eve

r,

the

ca

ndid

ate

doe

s n

ot co

nsid

er

ho

w a

dis

ab

ility

or

cu

ltu

ral

influe

nce

s im

pa

ct la

ng

uag

e

acq

uis

itio

n o

f le

arn

ers

with

e

xce

ptio

nalit

ies b

y u

sin

g

lan

gua

ge

con

cep

ts th

at a

re n

ot

in t

he

sco

pe

of

the

le

arn

er’s

rece

ptive

or

exp

ressiv

e la

ng

uag

e

vo

ca

bu

lary

. C

an

did

ate

ma

y u

se

co

ncre

te la

ng

uag

e e

xp

eri

ences

to s

up

po

rt instr

uction

, bu

t th

e

exp

eri

en

ces d

o n

ot a

lign

with

th

e

lea

rner’

s f

unctio

na

l n

eed

s o

f e

nvir

onm

en

tal e

xp

eri

ences.

Ca

nd

ida

te s

ele

cts

and

uses

instr

uctio

nal str

ate

gie

s a

nd

m

ate

ria

ls t

ha

t do

no

t re

su

lt in

o

bse

rva

ble

im

pro

ve

men

ts in

the

le

arn

er’

s c

om

mu

nic

atio

n a

nd

la

ng

ua

ge

skill

s.

Ca

nd

ida

te d

oes n

ot e

ffe

ctively

use

str

ate

gie

s t

o e

nha

nce

la

ng

ua

ge

d

eve

lopm

ent

and

com

mu

nic

atio

n

skill

s o

f le

arn

ers

with

exce

ption

alit

ies.

Ca

nd

ida

te m

ake

s g

ram

matica

l a

nd

m

ech

an

ical e

rro

rs in

ora

l an

d w

ritt

en

la

ng

ua

ge

, a

nd

doe

s n

ot self-c

orr

ect.

Ca

nd

ida

te d

oes n

ot p

rovid

e lea

rne

rs

with

exce

ptio

na

litie

s a

nd

th

ose w

ho

se

p

rim

ary

la

ngu

ag

e is n

ot E

ng

lish

with

p

lan

ne

d in

str

uctio

na

l la

ngu

ag

e

exp

eri

en

ces t

o e

nh

an

ce

th

e

co

mm

unic

ation

skill

s a

nd

u

nd

ers

tand

ing

of th

e c

urr

icula

r co

nte

nt

be

ing

ta

ug

ht.

Ca

nd

ida

te a

pp

ea

rs to

rely

on

th

e

lea

rner’

s n

atu

ral a

nd

da

ily

inte

ractio

ns w

ith

pe

ers

, te

ach

ers

, a

nd

the

en

viro

nm

en

t to

im

pro

ve

la

ng

ua

ge

acq

uis

itio

n a

nd

co

mm

unic

ation

skill

s.

Ca

nd

ida

te s

ele

cts

and

uses

instr

uctio

nal str

ate

gie

s a

nd

m

ate

ria

ls t

ha

t do

no

t re

su

lt in

o

bse

rva

ble

im

pro

ve

men

ts in

the

le

arn

er’

s c

om

mu

nic

atio

n a

nd

la

ng

ua

ge

skill

s.

94

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te d

evel

ops

and

impl

emen

ts a

va

riety

of

long

itudi

nal a

nd

shor

t-ter

m p

lans

fo

r lea

rner

s w

ith

exce

ptio

nalit

ies.

(C

EC 5

.5)

Ca

nd

ida

te, in

co

llab

ora

tio

n w

ith

pro

fessio

nals

, fa

mily

, a

nd

the

stu

de

nt,

eff

ective

ly d

eve

lops

an

d im

ple

me

nts

a v

arie

ty o

f

lon

gitu

din

al p

lan

s (

IEP

, IT

P,

an

d

BIP

) fo

r le

arn

ers

with

exce

ptio

nalit

ies b

y d

eve

lop

ing g

oa

ls

an

d b

en

ch

ma

rks t

hat

add

ress th

e

ind

ivid

ua

l le

arn

ing

nee

ds o

f th

e

stu

de

nt

an

d p

rom

ote

s s

kill

maste

ry

an

d g

en

era

liza

tio

n a

cro

ss s

cho

ol,

ho

me,

and

com

mu

nity s

ettin

gs.

Ca

nd

ida

te d

eve

lops a

nd

im

ple

me

nts

sh

ort

-te

rm instr

uction

al p

lan

s (

lesso

n

pla

ns a

nd

unit p

lans)

tha

t dir

ectly

alig

n t

o th

e le

arn

er’s I

EP

, IT

P, a

nd

/or

BIP

an

d p

rom

ote

s m

ea

nin

gfu

l le

arn

ing

pro

gre

ssio

ns a

nd

g

en

era

liza

tio

ns.

Ca

nd

ida

te, in

co

llab

ora

tio

n w

ith

pro

fessio

nals

, fa

mily

, a

nd

the

stu

de

nt,

eff

ective

ly d

eve

lops a

nd

imp

lem

en

ts a

va

rie

ty o

f lo

ng

itud

inal

pla

ns (

IEP

, IT

P,

an

d B

IP)

for

lea

rners

with

exce

ptio

na

litie

s b

y

de

ve

lopin

g g

oals

an

d b

ench

ma

rks

tha

t ad

dre

ss th

e in

div

idu

al le

arn

ing

ne

eds o

f th

e s

tud

en

t a

nd

pro

mo

tes

skill

ma

ste

ry.

Ca

nd

ida

te d

eve

lops a

nd

im

ple

me

nts

sh

ort

-te

rm instr

uction

al p

lan

s (

lesso

n

pla

ns a

nd

unit p

lans)

tha

t dir

ectly

alig

n t

o th

e le

arn

er’s I

EP

, IT

P, a

nd

/or

BIP

an

d p

rom

ote

s m

ea

nin

gfu

l le

arn

ing

pro

gre

ssio

ns.

Ca

nd

ida

te, in

co

llab

ora

tio

n w

ith

pro

fessio

nals

, fa

mily

, a

nd

the

stu

de

nt,

ob

se

rve

s th

e d

eve

lopm

en

t

of

a v

ari

ety

of

lon

gitu

din

al p

lans

(IE

P,

ITP

, a

nd

BIP

) fo

r le

arn

ers

with

exce

ptio

nalit

ies.

Altho

ug

h o

ffe

red

th

e

op

po

rtu

nity,

the

ca

ndid

ate

do

es n

ot

active

ly p

art

icip

ate

in

the

de

ve

lopm

ent

of

the

lo

ngitu

din

al

pla

ns (

IEP

, IT

P,

an

d B

IP).

Ho

we

ve

r, t

he

ca

nd

ida

te u

ses th

e

lon

gitu

din

al p

lan

s t

o d

eve

lop a

nd

im

ple

me

nt sh

ort

-te

rm instr

uctio

na

l p

lans (

lesso

n p

lans a

nd

un

it p

lan

s)

tha

t alig

n t

o th

e le

arn

er’s I

EP

, IT

P,

an

d/o

r B

IP in a

n e

ffo

rt t

o p

rom

ote

m

ea

nin

gfu

l le

arn

ing p

rog

ressio

ns.

Ca

nd

ida

te d

oes n

ot a

tte

nd

IE

P

me

etin

gs w

he

re lon

gitu

din

al p

lan

s

su

ch

as t

he I

EP

, IT

P,

an

d B

IP a

re

de

ve

lope

d.

Can

did

ate

ca

nn

ot

art

icu

late

the

re

lation

ship

be

twe

en

th

e I

EP

, IT

P,

an

d /

or

BIP

and

sh

ort

- te

rm in

str

uctio

na

l pla

ns s

uch a

s

lesso

n p

lan

s a

nd

un

it p

lan

s.

As a

re

su

lt,

the

ca

nd

ida

te d

oe

s n

ot

co

nsid

er

usin

g t

he

IE

P,

ITP

, an

d/o

r th

e B

IP w

he

n d

esig

nin

g d

aily

in

str

uctio

nal pla

ns.

Can

dida

te te

ache

s to

mas

tery

and

pr

omot

es

gene

raliz

atio

n of

le

arni

ng. (

CEC

5.6

)

Ca

nd

ida

te te

ach

es t

o m

aste

ry b

y

exp

ectin

g le

arn

ers

to

dem

on

str

ate

p

roficie

ncy in

a s

kill

or

se

t o

f b

eh

avio

rs b

efo

re m

ovin

g t

o the

ne

xt

cu

rric

ula

r co

nce

pt.

In

ad

ditio

n, th

e

ca

ndid

ate

dem

on

str

ate

s h

ow

th

e s

kill

o

r se

t o

f be

ha

vio

rs c

an

be

used

in

o

the

r se

ttin

gs a

nd

re

qu

ires th

e

lea

rners

to

pra

ctice

th

e s

kill

in

oth

er

se

ttin

gs w

hic

h p

ositiv

ely

im

pacts

g

en

era

liza

tio

n o

f le

arn

ing

.

Ca

nd

ida

te te

ach

es t

o m

aste

ry b

y

exp

ectin

g le

arn

ers

to

dem

on

str

ate

p

roficie

ncy in

a s

kill

or

se

t o

f b

eh

avio

rs b

efo

re m

ovin

g t

o the

ne

xt

cu

rric

ula

r co

nce

pt.

In

ad

ditio

n, th

e

ca

ndid

ate

dem

on

str

ate

s h

ow

th

e s

kill

o

r se

t o

f be

ha

vio

rs c

an

be

used

in

oth

er

se

ttin

gs. H

ow

eve

r, t

he

ca

ndid

ate

doe

s n

ot

req

uire

the

lea

rners

to

pra

ctice

th

e s

kill

in

oth

er

se

ttin

gs w

hic

h lim

its th

e d

eg

ree

to

wh

ich

th

e le

arn

ers

’ skill

s a

nd

b

eh

avio

rs g

en

era

lize

.

Ca

nd

ida

te te

ach

es t

o m

aste

ry b

y

exp

ectin

g le

arn

ers

to

dem

on

str

ate

p

roficie

ncy in

a s

kill

or

se

t o

f b

eh

avio

rs b

efo

re m

ovin

g t

o the

ne

xt

cu

rric

ula

r co

nce

pt.

Ho

we

ve

r, th

e

ca

ndid

ate

doe

s n

ot d

em

on

str

ate

or

req

uire

th

e le

arn

ers

to

sh

ow

ho

w t

he

skill

or

set

of b

eh

avio

rs c

an b

e u

sed

in o

the

r se

ttin

gs.

Ca

nd

ida

te d

oes n

ot e

xp

ect

maste

ry

of

cu

rric

ula

r co

nce

pts

be

fore

mo

vin

g

to t

he

ne

xt

cu

rric

ula

r con

cep

t. A

s a

re

su

lt,

lea

rne

rs w

ith

exce

ptiona

litie

s

en

d u

p w

ith

splin

tere

d s

kill

s tha

t d

o

no

t in

teg

rate

in

to u

sea

ble

beha

vio

rs.

Can

dida

te p

rom

otes

cr

itica

l thi

nkin

g an

d pr

oble

m s

olvi

ng to

le

arne

rs w

ith

exce

ptio

nalit

ies.

(C

EC 5

.7)

Ca

nd

ida

te p

rom

ote

s c

ritica

l th

inkin

g

an

d p

rob

lem

so

lvin

g t

o le

arn

ers

with

e

xce

ptio

nalit

ies b

y t

ea

ch

ing

lea

rne

rs

with

exce

ptio

na

litie

s h

ow

to

ask a

nd

re

sp

on

d to

hig

h le

ve

l qu

estio

ns s

uch

a

s a

pp

lica

tio

n, a

naly

sis

, syn

the

sis

, a

nd

/or

eva

luation

of kn

ow

led

ge

.

Ca

nd

ida

te r

eq

uire

s le

arn

ers

with

e

xce

ptio

nalit

ies to

eng

age

in p

ractice

a

ctivitie

s t

ha

t p

rovid

e o

pp

ort

unitie

s

for

critica

l th

oug

ht

at

a le

ve

l co

mm

ensu

rate

with

the

lea

rner’

s

ab

ilities.

Ca

nd

ida

te p

rom

ote

s c

ritica

l th

inkin

g

an

d p

rob

lem

so

lvin

g t

o le

arn

ers

with

e

xce

ptio

nalit

ies b

y t

ea

ch

ing

lea

rne

rs

with

exce

ptio

na

litie

s h

ow

to

resp

ond

to

hig

h le

ve

l q

ue

stio

ns t

ha

t in

vo

lve

th

e a

pp

lica

tio

n, a

naly

sis

, syn

the

sis

, a

nd

/or

eva

luation

of kn

ow

led

ge

.

Ho

we

ve

r, w

he

n t

he

ca

ndid

ate

im

ple

me

nts

pra

ctice

activitie

s, th

e

ca

ndid

ate

ma

y r

eq

uir

e le

arn

ers

with

e

xce

ptio

nalit

ies to

use

cri

tical

tho

ugh

t a

t a

le

ve

l th

at

is n

ot

co

mm

ensu

rate

with

the

lea

rner’

s

ab

ilities.

Ca

nd

ida

te a

ttem

pts

to

pro

mo

te

cri

tica

l th

inkin

g a

nd

pro

ble

m s

olv

ing

to

lea

rne

rs w

ith

exce

ptio

na

litie

s b

y

askin

g le

arn

ers

with

exce

ptio

na

litie

s

hig

h le

ve

l q

uestion

s th

at in

vo

lve

th

e

ap

plic

atio

n,

ana

lysis

, syn

thesis

, a

nd

/or

eva

luation

of kn

ow

led

ge

.

Ho

we

ve

r, b

eca

use

the

ca

ndid

ate

did

n

ot

pro

vid

e in

str

uctio

n o

n h

ow

to

ask

or

resp

on

d t

o c

ritical th

inkin

g

qu

estio

ns,

the

le

arn

ers

with

e

xce

ptio

nalit

ies a

re n

ot

ab

le to

pro

cess t

he

in

form

atio

n a

t th

e le

ve

l o

f th

ou

gh

t re

quir

ed

.

Ca

nd

ida

te d

oes n

ot a

tte

mp

t to

p

rom

ote

cri

tica

l th

inkin

g a

nd

pro

ble

m

so

lvin

g t

o le

arn

ers

with

e

xce

ptio

nalit

ies b

y a

skin

g lea

rne

rs

with

exce

ptio

na

litie

s lo

w le

ve

l q

ue

stio

ns th

at

invo

lve

basic

reca

ll o

r co

mp

reh

en

sio

n.

95

DO

MA

IN 4

: CL

ASS

RO

OM

MA

NA

GE

ME

NT

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

max

imiz

es

inst

ruct

ion

by

enga

ging

lear

ners

w

ith e

xcep

tiona

litie

s in

rele

vant

and

cu

ltura

lly

resp

onsi

ve le

arni

ng

activ

ities

and

soc

ial

inte

ract

ions

. (C

EC 2

.1)

Ca

ndid

ate

ma

xim

ize

s instr

uctio

n b

y

e

ng

ag

ing

lea

rne

rs w

ith

e

xce

ptio

na

litie

s in

re

leva

nt

an

d

cu

ltu

rally

re

sp

onsiv

e le

arn

ing

activitie

s a

nd

so

cia

l in

tera

ction

s.

Ca

nd

ida

te r

eq

uire

s le

arn

ers

to

active

ly e

ng

age

in

ind

ivid

ua

l an

d

gro

up

activitie

s. W

he

n s

ele

cting

m

ate

ria

ls a

nd

le

arn

ing

activitie

s,

the

ca

ndid

ate

co

nsid

ers

the

rele

van

ce

to

th

e le

arn

er,

lea

rne

r’s in

tere

sts

, le

arn

ing

pre

fere

nce

, an

d c

ultu

ral

va

lue

s.

Ca

nd

ida

te p

rovid

es lea

rne

rs w

ith

e

xce

ptio

nalit

ies s

tructu

red

cu

rric

ula

r a

nd

extr

a-c

urr

icula

r op

po

rtu

nitie

s t

o

inte

ract

with

le

arn

ers

with

ou

t

C

an

did

ate

ma

xim

ize

s instr

uctio

n b

y

en

ga

gin

g le

arn

ers

with

e

xce

ptio

nalit

ies in

rele

va

nt a

nd

cu

ltu

rally

re

spo

nsiv

e lea

rnin

g

activitie

s a

nd s

ocia

l in

tera

ctio

ns.

Ca

nd

ida

te r

eq

uire

s le

arn

ers

to

active

ly e

ng

age

in

ind

ivid

ua

l an

d

gro

up

activitie

s. W

he

n s

ele

cting

m

ate

ria

ls a

nd

le

arn

ing

activitie

s,

the

ca

ndid

ate

co

nsid

ers

the

rele

van

ce

to

th

e le

arn

er,

lea

rne

r’s in

tere

sts

, le

arn

ing

pre

fere

nce

, an

d c

ultu

ral

va

lue

s.

Ca

nd

ida

te p

rovid

es lea

rne

rs w

ith

e

xce

ptio

nalit

ies p

lan

ne

d a

nd

str

uctu

red

opp

ort

un

itie

s to

in

tera

ct

with

le

arn

ers

with

ou

t e

xce

ption

alit

ies

C

an

did

ate

prim

arily

re

qu

ires le

arn

ers

with

exce

ptio

na

litie

s to

pa

rtic

ipa

te in

le

arn

ing

activitie

s t

ha

t m

ay b

e s

kill

re

leva

nt,

bu

t th

e c

and

ida

te m

ostly

uses p

assiv

e a

ctivitie

s s

uch

as

pa

pe

r-pe

ncil

tasks. C

onse

quen

tly,

wh

en

se

lectin

g m

ate

ria

ls a

nd

le

arn

ing

activitie

s,

the

ca

ndid

ate

d

oe

s n

ot co

nsid

er

the

le

arn

er’s

inte

rests

, le

arn

ing

pre

fere

nce

, a

nd

cu

ltu

ral va

lues.

OR

Ca

nd

ida

te p

rovid

es lea

rne

rs w

ith

e

xce

ptio

nalit

ies u

nstr

uctu

red a

nd

u

np

lan

ned

opp

ort

un

itie

s to

in

tera

ct

with

le

arn

ers

with

ou

t e

xce

ption

alit

ies

du

rin

g t

he s

ch

ool d

ay.

C

an

did

ate

prim

arily

re

quir

es le

arn

ers

w

ith

exce

ptio

na

litie

s to

pa

rtic

ipa

te in

le

arn

ing

activitie

s t

ha

t m

ay b

e s

kill

re

leva

nt,

bu

t th

e c

and

ida

te m

ostly

uses p

assiv

e a

ctivitie

s s

uch

as

pa

pe

r-pe

ncil

tasks. C

onse

quen

tly,

wh

en

se

lectin

g m

ate

ria

ls a

nd

le

arn

ing

activitie

s,

the

ca

ndid

ate

d

oe

s n

ot co

nsid

er

the

le

arn

er’s

inte

rests

, le

arn

ing

pre

fere

nce

, a

nd

cu

ltu

ral va

lues.

AN

D

Ca

nd

ida

te p

rovid

es lea

rne

rs w

ith

e

xce

ptio

nalit

ies u

nstr

uctu

red a

nd

u

np

lan

ned

opp

ort

un

itie

s to

in

tera

ct

with

le

arn

ers

with

ou

t e

xce

ption

alit

ies

du

rin

g t

he s

ch

ool d

ay.

96

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

)In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

esta

blis

hes

and

man

ages

aca

dem

ic

and

non-

acad

emic

cl

assr

oom

ro

utin

es. (

CEC

2.1

)

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

effe

ctive

ly

esta

blis

hes a

nd

ma

nag

es a

cad

em

ic

an

d n

on

-aca

de

mic

cla

ssro

om

ro

utine

s fo

r le

arn

ers

with

e

xce

ptio

nalit

ies.

In r

esp

ect

to a

cad

em

ic r

ou

tin

es,

the

ca

ndid

ate

esta

blis

hes v

erb

al an

d

no

n-v

erb

al p

rom

pts

fo

r sig

nalin

g

tra

nsitio

n t

ime

be

twe

en

su

bje

cts

/activitie

s a

s w

ell

as

pro

ced

ure

s f

or

sub

mitting

and

re

turn

ing

da

ily w

ork

/hom

ew

ork

. T

he

ca

ndid

ate

ma

y a

lso

esta

blis

h o

the

r p

roced

ure

s a

nd

rou

tine

s s

uch

as f

or

stu

de

nt

resp

on

se

s.

In r

esp

ect

to n

on

-acad

em

ic r

ou

tin

es

su

ch

as a

tte

nd

an

ce,

lun

ch c

oun

t, lin

e

up

, a

nd

ma

teria

l sto

rag

e, th

e

ca

ndid

ate

vis

ua

lly p

osts

the

rou

tin

es

an

d m

an

ag

es t

he r

ou

tin

es b

y

en

cou

ragin

g le

arn

ers

with

e

xce

ptio

nalit

ies to

be in

vo

lve

d in

the

m

an

ag

em

en

t o

f th

e r

outine

s.

Ca

nd

ida

te r

ota

tes t

ho

se in

volv

ed

in

exe

cu

tin

g t

he r

ou

tin

es t

o c

reate

an

atm

osp

he

re o

f in

clu

siv

ene

ss a

nd

c

om

mu

nity.

Le

arn

ers

ap

pea

r to

un

ders

tand

th

e

exp

ecta

tio

ns b

y d

em

on

str

ating

be

ha

vio

rs t

ha

t alig

n w

ith

th

e

cla

ssro

om

ro

utin

es.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

effe

ctive

ly

esta

blis

hes a

nd

ma

nag

es a

cad

em

ic

an

d n

on

-aca

de

mic

cla

ssro

om

ro

utine

s fo

r le

arn

ers

with

e

xce

ptio

nalit

ies.

In r

esp

ect

to a

cad

em

ic r

ou

tin

es,

the

ca

ndid

ate

esta

blis

hes v

erb

al an

d

no

n-v

erb

al p

rom

pts

fo

r sig

nalin

g

tra

nsitio

n t

ime

be

twe

en

su

bje

cts

/activitie

s a

s w

ell

as

pro

ced

ure

s f

or

sub

mitting

and

re

turn

ing

da

ily w

ork

/hom

ew

ork

. T

he

ca

ndid

ate

ma

y a

lso

esta

blis

h o

the

r p

roced

ure

s a

nd

rou

tine

s s

uch

as f

or

stu

de

nt

resp

on

se

s.

In r

esp

ect

to n

on

-acad

em

ic r

ou

tin

es

su

ch

as a

tte

nd

an

ce,

lun

ch c

oun

t,

line

up

, a

nd

ma

teri

al sto

rage

, th

e

ca

ndid

ate

vis

ua

lly p

osts

the

rou

tin

es

an

d e

ffe

ctive

ly m

an

age

s th

e

rou

tine

s.

Le

arn

ers

ap

pea

r to

un

ders

tand

th

e

exp

ecta

tio

ns b

y d

em

on

str

ating

be

ha

vio

rs t

ha

t alig

n w

ith

th

e

cla

ssro

om

ro

utin

es.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

esta

blis

he

s

aca

de

mic

an

d n

on

-aca

de

mic

cla

ssro

om

ro

utin

es f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies.

Ho

we

ve

r, t

he

ca

ndid

ate

doe

s n

ot co

nsis

tently

ma

nag

e th

e a

ca

de

mic

or

no

n-

aca

de

mic

rou

tin

e.

Alth

oug

h the

ro

utine

s a

re p

oste

d,

the

ca

ndid

ate

m

ay f

org

et

to p

erf

orm

ce

rtain

ro

utine

s o

r d

oe

s n

ot

ap

pea

r aw

are

of

the

le

arn

er

wh

o is r

espo

nsib

le fo

r a

ce

rtain

da

ily r

ou

tine

.

Le

arn

ers

do

not

app

ea

r to

u

nd

ers

tand

the

exp

ecta

tio

ns b

y

de

mon

str

ating

beh

avio

rs t

ha

t la

ck

ad

he

ren

ce

to

po

ste

d c

lassro

om

ro

utine

s.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

esta

blis

he

s

aca

de

mic

an

d n

on

-aca

de

mic

cla

ssro

om

ro

utin

es f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies w

ith

ou

t co

nsu

ltin

g

with

th

e c

oo

pe

rating

tea

che

r. A

s a

re

su

lt,

lea

rne

rs w

ith

exce

ptiona

litie

s

are

unin

ten

tion

ally

fu

nction

ing

un

de

r d

ua

l e

xp

ecta

tion

s.

Le

arn

ers

do

not

app

ea

r to

u

nd

ers

tand

the

exp

ecta

tio

ns b

y

de

mon

str

ating

beh

avio

rs t

ha

t la

ck

ad

he

ren

ce

to

po

ste

d c

lassro

om

ro

utine

s.

97

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

tes

use

mot

ivat

iona

l and

in

stru

ctio

nal

inte

rven

tions

to

teac

h le

arne

rs w

ith

exce

ptio

nalit

ies

how

to a

dapt

to

diffe

rent

en

viro

nmen

ts.

(CEC

2.2

)

Ca

nd

ida

te e

ffective

ly u

se

s

mo

tiva

tio

nal an

d in

str

uctio

nal

inte

rve

ntio

ns t

o te

ach

le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

to

ad

ap

t to

th

e

exp

ecta

tio

ns a

nd

de

man

ds o

f d

iffe

ren

t en

vir

onm

en

ts (

e.g

.,

cla

ssro

om

s,

rou

tine

s, ca

fete

ria,

libra

ry,

pla

yg

roun

d, g

ym

) b

y t

ea

ch

ing

le

arn

ers

with

exce

ptio

na

litie

s th

e

exp

ecta

tio

ns o

f e

ach

le

arn

ing

e

nvir

onm

en

t, a

nd h

avin

g lea

rne

rs

mo

del a

nd

pra

ctice

ap

pro

pria

te

resp

on

ses w

ith

in th

e g

ive

n

en

vir

onm

en

t. T

he

can

did

ate

de

sig

ns

an

d im

ple

me

nts

activitie

s th

at a

re

tailo

red

to

th

e issue

(s)

in w

hic

h t

he

le

arn

er

is h

avin

g d

ifficu

lty a

dap

tin

g.

Ca

nd

ida

te a

nticip

ate

s t

he

need

fo

r in

str

uctio

n b

efo

re t

he

lea

rne

r d

em

on

str

ate

s a

be

ha

vio

ral is

su

e in

an

oth

er

cla

ssro

om

or

sett

ing

.

As a

result o

f e

ffective

in

str

uctio

n

an

d p

ractice,

the lea

rne

r im

pro

ve

s

the

ir a

bili

ty t

o a

da

pt

to d

iffe

rent

en

vir

onm

en

ts.

Ca

nd

ida

te u

ses m

otiva

tio

nal an

d

instr

uctio

nal in

terv

en

tio

ns t

o tea

ch

le

arn

ers

with

exce

ptio

na

litie

s h

ow

to

a

da

pt to

th

e e

xp

ecta

tio

ns a

nd

d

em

an

ds o

f diffe

ren

t e

nvir

onm

en

ts

(e.g

., c

lassro

om

s,

rou

tin

es,

ca

fete

ria,

libra

ry,

pla

yg

roun

d, g

ym

) b

y t

ea

ch

ing

le

arn

ers

with

exce

ptio

na

litie

s th

e

exp

ecta

tio

ns o

f e

ach

le

arn

ing

e

nvir

onm

en

t, a

nd h

avin

g lea

rne

rs

mo

del a

nd

pra

ctice

ap

pro

pria

te

resp

on

ses to

th

e issue

(s)

in w

hic

h

the

le

arn

er

is h

avin

g d

ifficu

lty

ad

ap

tin

g. H

ow

eve

r, t

he

ca

nd

ida

te

co

ndu

cts

the

mo

delin

g a

nd p

ractice

in

resp

onse

to

the

le

arn

er

de

mon

str

ating

a b

eh

avio

ral is

su

e in

an

oth

er

cla

ssro

om

or

se

ttin

g.

Co

nse

qu

en

tly,

the le

arn

er

ma

y b

e

ab

le to

de

mon

str

ate

ho

w t

he

y w

ou

ld

ad

ap

t to

diffe

ren

t en

vir

onm

en

ts.

Ca

nd

ida

te in

effe

ctive

ly u

se

s

mo

tiva

tio

nal an

d in

str

uctio

nal

inte

rve

ntio

ns t

o te

ach

le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

to

ad

ap

t to

th

e

exp

ecta

tio

ns a

nd

de

man

ds o

f d

iffe

ren

t en

vir

onm

en

ts (

e.g

.,

cla

ssro

om

s,

rou

tine

s, ca

fete

ria,

libra

ry,

pla

yg

roun

d, g

ym

).

Ca

nd

ida

te d

oes n

ot u

se

re

levan

t a

nd

en

ga

gin

g in

terv

en

tion

s th

at a

re

tailo

red

to

th

e e

xp

ecta

tio

ns in

wh

ich

th

e le

arn

er

is s

tru

gg

ling t

o a

dap

t.

Ca

nd

ida

te g

en

erically

dis

cu

sse

s w

ith

th

e le

arn

er

the

im

po

rtan

ce o

f a

da

ptin

g to

oth

er

en

vir

onm

en

ts,

and

h

as th

e le

arn

er

role

pla

y s

ce

na

rio

s.

As a

result,

the

lea

rne

r d

oes n

ot

imp

rove

th

eir a

bili

ty t

o a

da

pt

to

diffe

ren

t en

vir

onm

en

ts.

Ca

nd

ida

te d

oes n

ot te

ach

le

arn

ers

w

ith

exce

ptio

na

litie

s h

ow

to

ada

pt

to

the

exp

ecta

tio

ns a

nd

de

man

ds o

f d

iffe

ren

t en

vir

onm

en

ts (

e.g

.,

cla

ssro

om

s,

rou

tine

s, ca

fete

ria,

libra

ry,

pla

yg

roun

d, g

ym

). C

and

ida

te

tells

the

lea

rne

r o

f th

e im

po

rtan

ce

of

ad

ap

tin

g to

oth

er

en

vir

onm

en

ts.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

mo

del a

pp

rop

ria

te r

esp

onses o

r h

ave

le

arn

ers

eng

ag

e in

re

leva

nt

pra

ctice.

As a

result,

the

lea

rne

r d

oes n

ot

imp

rove

th

eir a

bili

ty t

o a

da

pt

to

diffe

ren

t en

vir

onm

en

ts,

an

d in

so

me

se

ttin

gs t

he le

arn

er’s a

bili

ty t

o a

da

pt

de

terio

rate

s.

98

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

crea

tes

safe

and

in

clus

ive

lear

ning

en

viro

nmen

ts b

y se

tting

be

havi

oral

ex

pect

atio

ns fo

r le

arne

rs w

ith

exce

ptio

nalit

ies.

(C

EC 2

.1)

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

cre

ate

s s

afe

a

nd

in

clu

siv

e le

arn

ing

en

viro

nm

en

ts

by in

clu

din

g le

arn

ers

with

e

xce

ptio

nalit

ies in

th

e d

esig

nin

g o

f o

bse

rva

ble

an

d p

ositiv

ely

sta

ted

b

eh

avio

ral e

xp

ecta

tio

ns.

Can

did

ate

in

clu

des c

on

text

for

the

beh

avio

ral

exp

ecta

tio

ns a

s n

ecessa

ry,

and

a

ssu

res t

ha

t th

e b

eha

vio

r e

xp

ecta

tio

n id

en

tifie

d b

y t

he

lea

rne

rs

be

ne

fits

th

eir

aca

dem

ic a

nd

socia

l n

ee

ds.

Ca

nd

ida

te p

osts

th

e b

eh

avio

r e

xp

ecta

tio

ns in

wo

rd a

nd

pic

ture

fo

rm fo

r th

ose

wh

ose

prim

ary

la

ng

ua

ge

is n

ot

En

glis

h o

r fo

r th

ose

wh

o h

ave

re

ad

ing

an

d la

ngu

ag

e

issu

es.

To

en

ha

nce

re

ten

tio

n, ca

nd

idate

has

lea

rners

mo

de

l th

e b

eh

avio

ral

exp

ecta

tio

ns.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

cre

ate

s s

afe

a

nd

in

clu

siv

e le

arn

ing

en

viro

nm

en

ts

by s

ett

ing

ob

se

rvab

le b

eh

avio

ral

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies th

at a

re s

tate

d

po

sitiv

ely

and

da

ta d

rive

n.

Can

did

ate

in

clu

des c

on

text

for

the

beh

avio

ral

exp

ecta

tio

ns a

s n

ecessa

ry.

Ca

nd

ida

te p

osts

th

e b

eh

avio

r e

xp

ecta

tio

ns in

wo

rd a

nd

pic

ture

fo

rm fo

r th

ose

wh

ose

prim

ary

la

ng

ua

ge

is n

ot

En

glis

h o

r fo

r th

ose

wh

o h

ave

re

ad

ing

an

d la

ngu

ag

e

issu

es.

To

en

ha

nce

re

ten

tio

n, ca

nd

idate

m

od

els

th

e b

eh

avio

ral e

xp

ecta

tio

ns.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

atte

mp

ts t

o

cre

ate

safe

an

d in

clu

siv

e lea

rnin

g

en

vir

onm

en

ts b

y s

ett

ing

be

ha

vio

ral

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies.

Altho

ug

h t

he

e

xp

ecta

tio

ns a

re s

tate

d p

ositiv

ely

, th

e e

xp

ecta

tio

ns a

re n

ot o

bse

rva

ble

. C

an

did

ate

do

es n

ot in

clu

de

con

text

for

the b

eha

vio

ral e

xp

ecta

tio

ns.

Ca

nd

ida

te p

osts

th

e b

eh

avio

r e

xp

ecta

tio

ns in

wo

rd f

orm

, b

ut m

ay

no

t in

clu

de

pic

ture

fo

rm f

or

those

w

ho

se

prim

ary

la

ng

uag

e is n

ot

En

glis

h o

r fo

r th

ose

wh

o h

ave

re

ad

ing

an

d la

ng

ua

ge

issu

es.

Th

e c

an

did

ate

do

es n

ot

mod

el th

e

be

ha

vio

ral e

xp

ecta

tio

ns,

bu

t g

ive

s

ve

rba

l e

xa

mp

les.

Ca

nd

ida

te d

oes n

ot cre

ate

sa

fe a

nd

in

clu

siv

e le

arn

ing

en

viro

nm

en

ts b

y

se

ttin

g a

pp

rop

ria

te b

eh

avio

ral

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies.

Th

e c

and

ida

te

sta

tes t

he

exp

ecta

tio

ns n

eg

ative

ly,

an

d t

he

exp

ecta

tio

ns a

re n

ot

ob

se

rva

ble

. C

an

did

ate

do

es n

ot

inclu

de

con

text

for

the

be

ha

vio

ral

exp

ecta

tio

ns.

Ca

nd

ida

te p

osts

th

e b

eh

avio

r e

xp

ecta

tio

ns in

wo

rd f

orm

, b

ut d

oe

s

no

t in

clu

de

pic

ture

fo

rm f

or

those

w

ho

se

prim

ary

la

ng

uag

e is n

ot

En

glis

h o

r fo

r th

ose

wh

o h

ave

re

ad

ing

an

d la

ng

ua

ge

issu

es.

Th

e c

an

did

ate

doe

s n

ot m

ode

l th

e

be

ha

vio

ral e

xp

ecta

tio

ns o

r g

ive

ve

rba

l e

xa

mp

les.

Can

dida

te

crea

tes

safe

le

arni

ng

envi

ronm

ents

by

man

agin

g an

d m

odify

ing

beha

vior

al

ante

cede

nts.

(C

EC 2

.3)

Ca

nd

ida

te c

rea

tes s

afe

lea

rnin

g

en

vir

onm

en

ts b

y m

an

ag

ing

an

tece

den

ts th

at tr

igg

er

ina

pp

rop

ria

te le

arn

er

be

ha

vio

r.

Ca

nd

ida

te e

ffective

ly a

nd

co

nsis

ten

tly s

ca

ns t

he

le

arn

ing

en

vir

onm

en

t a

s a

me

ans t

o

an

ticip

ate

un

wa

nte

d a

nte

ce

den

ts.

Ad

ditio

nally

, th

e c

an

did

ate

eff

ective

ly

uses p

reve

nta

tive

str

ate

gie

s s

uch

as

pro

xim

ity c

on

tro

l, p

refe

ren

tia

l se

atin

g, h

um

or,

an

d r

em

ova

l of

en

ticin

g o

bje

cts

to

cu

rta

il u

nd

esir

ed

be

ha

vio

r.

When

ne

ce

ssa

ry,

the c

an

did

ate

use

s

lea

rner

pe

rfo

rma

nce

data

to

eff

ective

ly m

od

ify e

xis

ting

a

nte

ce

den

ts s

uch

as p

rom

pts

, m

ate

ria

ls, m

eth

od

s,

sea

tin

g

arr

an

gem

en

ts in

ord

er

to p

rom

ote

th

e d

esire

d b

eh

avio

ral r

esp

onse

.

Ca

nd

ida

te c

rea

tes s

afe

lea

rnin

g

en

vir

onm

en

ts b

y m

an

ag

ing

an

tece

den

ts th

at tr

igg

er

ina

pp

rop

ria

te le

arn

er

be

ha

vio

r.

Ca

nd

ida

te e

ffective

ly a

nd

co

nsis

ten

tly s

ca

ns t

he

le

arn

ing

en

vir

onm

en

t a

s a

me

ans t

o

an

ticip

ate

un

wa

nte

d a

nte

ce

den

ts.

Ad

ditio

nally

, th

e c

an

did

ate

eff

ective

ly

uses p

reve

nta

tive

str

ate

gie

s s

uch

as

pro

xim

ity c

on

tro

l, p

refe

ren

tia

l se

atin

g, h

um

or,

an

d r

em

ova

l of

en

ticin

g o

bje

cts

to

cu

rta

il u

nd

esir

ed

be

ha

vio

r.

When

ne

ce

ssa

ry,

the c

an

did

ate

m

od

ifie

s e

xis

ting

an

tece

de

nts

su

ch

a

s p

rom

pts

, m

ate

rials

, m

eth

ods,

se

atin

g a

rra

nge

me

nts

, to

pro

mo

te

the

desire

d b

eh

avio

ral re

sp

onse

. H

ow

eve

r, t

he

ca

nd

ida

te d

oe

s n

ot

use

le

arn

er

perf

orm

ance

da

ta to

d

rive

th

e m

od

ific

atio

ns.

As a

re

su

lt,

the

ca

ndid

ate

’s m

od

ific

atio

ns m

ay

no

t h

ave

th

e d

esir

ed

im

pa

ct

on

th

e

lea

rner’

s b

eha

vio

r.

Ca

nd

ida

te a

ttem

pts

to

cre

ate

sa

fe

lea

rnin

g e

nvir

onm

ents

by m

ana

gin

g

an

tece

den

ts th

at tr

igg

er

ina

pp

rop

ria

te le

arn

er

be

ha

vio

r.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

eff

ective

ly a

nd

con

sis

ten

tly s

ca

n t

he

lea

rnin

g e

nvir

onm

ent

as a

mea

ns to

a

nticip

ate

un

wa

nte

d a

nte

ce

den

ts.

Ad

ditio

nally

, th

e c

an

did

ate

in

effe

ctive

ly u

ses p

reve

nta

tive

str

ate

gie

s s

uch

as p

roxim

ity c

on

tro

l,

pre

fere

ntial se

atin

g, h

um

or,

and

re

mo

va

l o

f en

ticin

g o

bje

cts

to

cu

rtail

un

desir

ed

beh

avio

r.

When

ne

ce

ssa

ry,

the c

an

did

ate

m

od

ifie

s e

xis

ting

an

tece

de

nts

su

ch

a

s p

rom

pts

, m

ate

rials

, m

eth

ods,

se

atin

g a

rra

nge

me

nts

, to

pro

mo

te

the

desire

d b

eh

avio

ral re

sp

onse

. H

ow

eve

r, t

he

ca

nd

ida

te d

oe

s n

ot

use

le

arn

er

perf

orm

ance

da

ta to

d

rive

th

e m

od

ific

atio

ns.

As a

re

su

lt,

the

ca

ndid

ate

’s m

od

ific

atio

ns m

ay

no

t h

ave

th

e d

esir

ed

im

pa

ct

on

th

e

lea

rner’

s b

eha

vio

r.

Ca

nd

ida

te d

oes n

ot cre

ate

sa

fe

lea

rnin

g e

nvir

onm

ents

by m

ana

gin

g

an

tece

den

ts th

at tr

igg

er

ina

pp

rop

ria

te le

arn

er

be

ha

vio

r. T

he

ca

ndid

ate

fre

qu

ently h

as t

he

ir b

ack

to t

he

le

arn

ers

and

th

us d

oe

s n

ot

eff

ective

ly a

nd

con

sis

ten

tly s

ca

n t

he

lea

rnin

g e

nvir

onm

ent

as a

mea

n s

to

a

nticip

ate

un

wa

nte

d a

nte

ce

den

ts.

Ca

nd

ida

te d

oes n

ot m

ake

eff

ective

u

se

of

pre

ve

nta

tive

str

ate

gie

s s

uch

a

s p

roxim

ity c

on

tro

l, p

refe

ren

tia

l se

atin

g, h

um

or,

an

d r

em

ova

l of

en

ticin

g o

bje

cts

to

cu

rta

il u

nd

esir

ed

be

ha

vio

r.

Be

ca

use

th

e c

and

idate

do

es n

ot

eff

ective

ly s

ca

n th

e le

arn

ing

en

vir

onm

en

t, t

he

can

did

ate

is n

ot

aw

are

of

the

an

tece

de

nts

tha

t n

ee

d

mo

difie

d.

As a

resu

lt,

the

can

did

ate

sp

end

s m

ore

tim

e m

an

ag

ing

le

arn

er

be

ha

vio

r th

an p

rovid

ing

instr

uctio

n.

99

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

crea

tes

safe

and

cu

ltura

lly

resp

onsi

ve

lear

ning

en

viro

nmen

ts b

y de

velo

ping

and

im

plem

entin

g a

syst

em o

f po

sitiv

e an

d ne

gativ

e co

nseq

uenc

es.

(CEC

2.3

)

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

cre

ate

s s

afe

le

arn

ing

en

vir

onm

ents

by d

eve

lop

ing

a

nd

im

ple

me

ntin

g a

con

tinu

um

of

po

sitiv

e a

nd

neg

ative

con

seq

ue

nces

use

d t

o r

ein

forc

e a

pp

rop

ria

te le

arn

er

be

ha

vio

r a

s w

ell

as r

ed

uce

beh

avio

r th

at

inte

rfe

res w

ith

le

arn

ing a

nd

n

eg

ative

ly im

pa

cts

so

cia

l in

tera

ctio

n.

Ca

nd

ida

te u

ses c

on

se

que

nces t

hat

alig

n w

ith

th

e le

arn

ers

’ in

tere

sts

, a

bili

ties,

an

d c

ultu

ral va

lues.

Ca

nd

ida

te is g

en

era

lly c

onsis

ten

t a

nd

fair

in

th

e d

eliv

ery

of

po

sitiv

e

an

d n

eg

ative

con

seq

uen

ces,

an

d

assu

res t

ha

t a

ll le

arn

ers

are

aw

are

o

f th

e r

easo

n th

e c

onse

qu

ence

is

be

ing p

rovid

ed

.

Ca

nd

ida

te im

ple

me

nts

a b

eh

avio

ral

syste

m t

hat

mo

ves f

rom

a s

ole

ly

tea

ch

er-

mo

nito

red

syste

m to

a

syste

m t

hat

enco

ura

ges lea

rne

rs

with

exce

ptio

na

litie

s to

self-m

on

ito

r th

eir

ow

n b

eh

avio

r. A

s a

re

su

lt,

lea

rners

with

exce

ptio

na

litie

s a

pp

ea

r to

take

mo

re a

cco

unta

bili

ty f

or

the

ir

ch

oic

es a

nd

beh

avio

ral re

sp

onse

s.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

cre

ate

s s

afe

le

arn

ing

en

vir

onm

ents

by d

eve

lop

ing

a

nd

im

ple

me

ntin

g a

con

tinu

um

of

po

sitiv

e a

nd

neg

ative

con

seq

ue

nces

use

d t

o r

ein

forc

e a

pp

rop

ria

te le

arn

er

be

ha

vio

r a

s w

ell

as r

ed

uce

beh

avio

r th

at

inte

rfe

res w

ith

le

arn

ing a

nd

n

eg

ative

ly im

pa

cts

so

cia

l in

tera

ctio

n.

Ca

nd

ida

te u

ses c

on

se

que

nces t

hat

alig

n w

ith

th

e le

arn

ers

’ in

tere

sts

, a

bili

ties,

an

d c

ultu

ral va

lues.

Ca

nd

ida

te is g

en

era

lly c

onsis

ten

t a

nd

fair

in

th

e d

eliv

ery

of

po

sitiv

e

an

d n

eg

ative

con

seq

uen

ces,

an

d

assu

res t

ha

t a

ll le

arn

ers

are

aw

are

o

f th

e r

easo

n th

e c

onse

qu

ence

is

be

ing p

rovid

ed

. H

ow

eve

r, b

eca

use

the

ca

ndid

ate

im

ple

men

ts a

b

eh

avio

ral syste

m t

hat

is p

rim

ari

ly

tea

ch

er-

mo

nito

red

, le

arn

ers

with

e

xce

ptio

nalit

ies a

pp

ea

r to

vie

w t

he

p

ositiv

e a

nd

neg

ative

con

seq

ue

nces

as s

om

eth

ing

tha

t is

“do

ne

to

th

em

” in

ste

ad

of

reco

gn

izin

g th

eir

cho

ices

an

d b

eh

avio

ral re

sp

on

se

s a

re o

wn

ed

b

y t

hem

.

Ca

nd

ida

te a

ttem

pts

to

cre

ate

sa

fe

lea

rnin

g e

nvir

onm

ents

by d

eve

lop

ing

a

nd

im

ple

me

ntin

g a

lis

t o

f p

ositiv

e

an

d n

eg

ative

con

seq

uen

ces u

se

d to

re

info

rce

ap

pro

pri

ate

le

arn

er

be

ha

vio

r a

s w

ell

as r

ed

uce

beh

avio

r th

at

inte

rfe

res w

ith

le

arn

ing a

nd

n

eg

ative

ly im

pa

cts

so

cia

l in

tera

ctio

n.

Ho

we

ve

r, t

he

ca

nd

ida

te d

id n

ot

co

nsid

er

ho

w t

he

co

nse

qu

ence

s

alig

n w

ith

th

e le

arn

ers

’ in

tere

sts

, a

bili

ties,

an

d c

ultu

ral va

lues.

OR

Ca

nd

ida

te is u

sua

lly in

con

sis

ten

t in

th

e d

eliv

ery

of

po

sitiv

e a

nd

neg

ative

co

nse

que

nce

s, a

nd d

oes n

ot

info

rm

the

le

arn

ers

as t

o t

he r

easo

n th

e

co

nse

que

nce

is b

ein

g p

rovid

ed

. D

ue

to

th

e c

an

did

ate

’s in

co

nsis

ten

cy

lea

rners

with

exce

ptio

na

litie

s a

pp

ea

r to

vie

w t

he

deliv

ery

of

positiv

e a

nd

n

eg

ative

con

seq

uen

ces t

o b

e fa

ir,

an

d r

ece

ivin

g c

onse

que

nce

s is

ba

sed

on t

he

ca

nd

ida

te’s

“lik

e”

or

“dis

like

” o

f th

em

ra

the

r th

an

the

ir

ch

oic

es a

nd

beh

avio

ral re

sp

onse

s.

Ca

nd

ida

te a

ttem

pts

to

cre

ate

sa

fe

lea

rnin

g e

nvir

onm

ents

by d

eve

lop

ing

a

nd

im

ple

me

ntin

g a

lis

t o

f p

ositiv

e

an

d n

eg

ative

con

seq

uen

ces u

se

d to

re

info

rce

ap

pro

pri

ate

le

arn

er

be

ha

vio

r a

s w

ell

as r

ed

uce

beh

avio

r th

at

inte

rfe

res w

ith

le

arn

ing a

nd

n

eg

ative

ly im

pa

cts

so

cia

l in

tera

ctio

n.

Ho

we

ve

r, t

he

ca

nd

ida

te d

id n

ot

co

nsid

er

ho

w t

he

co

nse

qu

ence

s

alig

n w

ith

th

e le

arn

ers

’ in

tere

sts

, a

bili

ties,

an

d c

ultu

ral va

lues.

AN

D

Ca

nd

ida

te is u

sua

lly in

con

sis

ten

t in

th

e d

eliv

ery

of

po

sitiv

e a

nd

neg

ative

co

nse

que

nce

s, a

nd d

oes n

ot

info

rm

the

le

arn

ers

as t

o t

he r

easo

n th

e

co

nse

que

nce

is b

ein

g p

rovid

ed

. D

ue

to

th

e c

an

did

ate

’s in

co

nsis

ten

cy

lea

rners

with

exce

ptio

na

litie

s a

pp

ea

r to

vie

w t

he

deliv

ery

of

positiv

e a

nd

n

eg

ative

con

seq

uen

ces t

o b

e fa

ir,

an

d r

ece

ivin

g c

onse

que

nce

s is

ba

sed

on t

he

ca

nd

ida

te’s

“lik

e”

or

“dis

like

” o

f th

em

ra

the

r th

an

the

ir

ch

oic

es a

nd

beh

avio

ral re

sp

onse

s.

100

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

) C

andi

date

in

terv

enes

saf

ely

and

appr

opria

tely

w

ith s

tude

nts

with

ex

cept

iona

litie

s in

cr

isis

. (C

EC 2

.3)

Ca

nd

ida

te in

terv

ene

s s

afe

ly a

nd

a

pp

rop

ria

tely

with

stu

de

nts

with

e

xce

ptio

nalit

ies in

cri

sis

by f

ollo

win

g

the

sch

oo

l d

istr

ict’s c

risis

pla

n.

Ca

nd

ida

te c

an

art

icu

late

th

e

pro

ced

ure

s f

or

no

tify

ing

ap

pro

pri

ate

p

ers

on

nel o

f th

e c

risis

, th

e

inte

rve

ntio

n(s

) th

at

will

be

used

to

a

ssis

t th

e le

arn

er

in r

ega

inin

g c

on

tro

l,

an

d f

ollo

w-u

p p

roced

ure

s w

ith

th

e

stu

de

nt,

sch

oo

l p

ers

onn

el, a

nd

pa

ren

ts.

When

re

qu

ire

d, th

e c

and

ida

te

ind

epe

nde

ntly (

with

ove

rsig

ht b

y t

he

co

ope

ratin

g te

ach

er)

im

ple

men

ts th

e

cri

sis

pla

n c

alm

ly,

resp

onsiv

ely

, a

nd

a

ssu

res t

he

dig

nity o

f th

e le

arn

er

in

cri

sis

. C

an

did

ate

im

ple

men

ts th

e c

risis

p

lan

re

sultin

g in

the

lea

st a

mou

nt

of

inte

rrup

tion

s to

in

str

uctio

n o

f th

e

lea

rner

in c

risis

as w

ell

as o

ther

lea

rners

in

the

cla

ssro

om

.

Ca

nd

ida

te in

terv

ene

s s

afe

ly a

nd

a

pp

rop

ria

tely

with

stu

de

nts

with

e

xce

ptio

nalit

ies in

cri

sis

by

follo

win

g th

e s

cho

ol d

istr

ict’s c

risis

p

lan

. C

an

did

ate

ca

n a

rtic

ula

te th

e

pro

ced

ure

s f

or

no

tify

ing

a

pp

rop

ria

te p

ers

onn

el o

f th

e

cri

sis

, th

e in

terv

en

tion

(s)

tha

t w

ill

be

use

d to

assis

t th

e le

arn

er

in

reg

ain

ing c

on

tro

l, a

nd

follo

w-u

p

pro

ced

ure

s w

ith

th

e s

tud

ent,

scho

ol p

ers

on

ne

l, a

nd

pa

rents

.

When

re

qu

ire

d, th

e c

and

ida

te

assis

ts t

he

co

op

era

tin

g t

ea

ch

er

in

imp

lem

en

tin

g th

e c

risis

pla

n

ca

lmly

, re

sp

onsiv

ely

, a

nd

assure

s

the

dig

nity o

f th

e lea

rne

r in

crisis

. H

ow

eve

r, t

he

ca

nd

ida

te

imp

lem

en

ts t

he c

risis

pla

n in

a

ma

nne

r th

at

resu

lts in

a lo

ss o

f in

str

uctio

nal tim

e fo

r th

e le

arn

er

in

cri

sis

as w

ell

as o

the

r le

arn

ers

in

th

e c

lassro

om

. T

he

am

ou

nt o

f in

str

uctio

nal tim

e lost

ma

y o

r m

ay

no

t b

e w

arr

an

ted

.

Ca

nd

ida

te a

ttem

pts

to

in

terv

ene

sa

fely

an

d a

pp

rop

ria

tely

with

stu

de

nts

with

exce

ptio

na

litie

s in

cri

sis

by f

ollo

win

g t

he

sch

ool

dis

tric

t’s c

risis

pla

n.

Ho

we

ve

r, th

e

ca

ndid

ate

ca

nno

t a

rtic

ula

te t

he

co

mp

lete

se

t o

f p

roce

du

res fo

r n

otify

ing

app

rop

ria

te p

ers

on

nel o

f th

e c

risis

, th

e in

terv

ention

(s)

tha

t w

ill

be

use

d to

assis

t th

e le

arn

er

in

reg

ain

ing c

on

tro

l, a

nd

follo

w-u

p

pro

ced

ure

s w

ith

th

e s

tud

ent,

sch

ool

pe

rson

nel, a

nd

pa

ren

ts.

When

re

qu

ire

d, th

e c

and

ida

te

assis

ts t

he

co

op

era

tin

g t

ea

ch

er

in

imp

lem

en

tin

g th

e c

risis

pla

n in a

tim

ely

ma

nn

er,

bu

t th

e c

an

did

ate

a

pp

ea

rs u

nce

rta

in a

bo

ut

wh

at to

do

o

r a

llow

s e

mo

tio

ns t

o in

terf

ere

. C

on

se

qu

en

tly,

the c

an

did

ate

im

ple

me

nts

th

e c

risis

pla

n in

a

ma

nne

r th

at

resu

lts in

a s

ign

ific

an

t lo

ss o

f in

str

uction

al tim

e f

or

the

le

arn

er

in c

risis

as w

ell

as o

ther

lea

rners

in

the

cla

ssro

om

. T

he

am

oun

t o

f in

str

uction

al tim

e lost

wa

s

no

t n

ecessa

ry.

Ca

nd

ida

te d

oes n

ot

inte

rve

ne

sa

fely

a

nd

app

rop

ria

tely

with

stu

den

ts w

ith

e

xce

ptio

nalit

ies in

crisis

by f

ollo

win

g

the

sch

oo

l d

istr

ict’s c

risis

pla

n.

Sp

ecific

ally

, th

e c

an

did

ate

d

em

on

str

ate

s n

o a

wa

ren

ess th

at

a

cri

sis

pla

n e

xis

ts.

As a

result,

the

co

ope

ratin

g t

ea

ch

er

do

es n

ot a

llow

th

e c

an

did

ate

to

a

ssis

t in

im

ple

me

ntin

g th

e c

risis

pla

n

for

a le

arn

er

wh

o is in

cri

sis

.

101

DO

MA

IN 5

: PR

OFE

SSIO

NA

L D

ISPO

SIT

ION

S A

ND

CO

LL

AB

OR

AT

IVE

BE

HA

VIO

RS

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

)In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

prac

tices

with

in

the

prof

essi

onal

et

hics

, st

anda

rds,

and

po

licie

s of

CEC

; up

hold

ing

law

s,

regu

latio

ns, a

nd

polic

ies

that

in

fluen

ce

prof

essi

onal

pr

actic

e. (C

EC

6.1)

Ca

nd

ida

te e

ffective

ly p

ractices w

ith

in

the

pro

fessio

na

l e

thic

s,

sta

nd

ard

s,

an

d p

olic

ies o

f C

EC

by u

pho

ldin

g

law

s,

reg

ula

tio

ns, a

nd

polic

ies th

at

influe

nce

the

edu

cation

and

tre

atm

en

t o

f le

arn

ers

with

exce

ptio

na

litie

s a

t lo

cal le

ve

l IE

P m

ee

tin

gs a

nd

pa

ren

t co

nfe

rence

s.

Ca

ndid

ate

is a

ctive

ly

invo

lve

d o

n t

he I

EP

tea

m, a

nd

wo

rks

with

th

e c

oo

pe

rating

tea

che

r to

a

ssu

re s

pecia

l e

du

catio

n s

erv

ice

s

an

d I

EP

pla

nn

ing

and

im

ple

men

tatio

n

are

with

in le

gal co

mplia

nce.

Ca

nd

ida

te a

dh

ere

s to

dis

tric

t po

licie

s

rela

ted

to

med

ica

tion

adm

inis

tra

tio

n,

su

sp

ensio

n/e

xp

uls

ion

, te

chn

olo

gy

use

, a

nd

ze

ro t

ole

rance

as it

ap

plie

s

to lea

rne

rs w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te e

ffective

ly p

ractices

with

in t

he

pro

fessio

na

l e

thic

s,

sta

nd

ard

s,

and

po

licie

s o

f C

EC

by

up

ho

ldin

g la

ws,

reg

ula

tion

s, an

d

po

licie

s t

ha

t in

flue

nce

the

e

du

ca

tion

of le

arn

ers

with

e

xce

ptio

nalit

ies a

t IE

P m

ee

ting

s

an

d p

are

nt-

teach

er

co

nfe

rence

s.

Ca

nd

ida

te r

eq

uests

to

att

end

IE

P

me

etin

gs a

nd

pa

ren

t-te

ach

er

co

nfe

rence

s,

and

pro

vid

es

su

ppo

rt t

o t

he

coo

pe

ratin

g t

each

er

to a

ssu

re s

pe

cia

l e

duca

tio

n

se

rvic

es a

nd

IE

P p

lan

nin

g a

nd

imp

lem

en

tatio

n a

re w

ith

in leg

al

co

mp

lian

ce

.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of h

ow

dis

tric

t p

olic

ies r

ela

ted

to

med

ica

tion

a

dm

inis

tra

tio

n,

su

sp

ensio

n/e

xp

uls

ion

, te

chn

olo

gy

use

, a

nd

ze

ro t

ole

rance

ap

ply

to

le

arn

ers

with

exce

ptio

na

litie

s.

Ca

nd

ida

te p

ractice

s w

ith

in t

he

pro

fessio

nal e

thic

s, sta

nd

ard

s, a

nd

p

olic

ies o

f C

EC

by u

pho

ldin

g la

ws

reg

ula

tion

s, a

nd

po

licie

s th

at

influe

nce

the

edu

cation

of le

arn

ers

w

ith

exce

ptio

na

litie

s a

t IE

P m

ee

tin

gs

an

d p

are

nt-

teach

er

co

nfe

rence

s.

When

re

qu

este

d b

y t

he c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

atte

nds I

EP

m

ee

tin

gs a

nd

pa

ren

t-te

ach

er

co

nfe

rence

s.

Th

e c

an

did

ate

is a

p

assiv

e p

art

icip

an

t p

rovid

ing

little

to

no

inp

ut.

Ca

nd

ida

te d

oes n

ot a

ppe

ar

to b

e

fam

ilia

r w

ith

th

e c

on

ten

ts o

f th

e

dis

tric

t p

olic

ies r

ela

ted

to

me

dic

atio

n

ad

min

istr

atio

n, susp

en

sio

n a

nd

e

xp

uls

ion

, te

ch

nolo

gy u

se

, and

ze

ro

tole

ran

ce a

s it

ap

plie

s t

o le

arn

ers

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te d

oes n

ot p

ractice

with

in

the

pro

fessio

na

l p

olic

ies o

f C

EC

by

up

ho

ldin

g la

ws,

reg

ula

tion

s, an

d

po

licie

s t

ha

t in

flue

nce

the

educa

tio

n

of

lea

rne

rs w

ith

exce

ptio

na

litie

s a

t IE

P m

eetin

gs a

nd

pa

ren

t co

nfe

rence

s. W

hen

req

ueste

d b

y

the

co

ope

ratin

g te

ach

er,

th

e

ca

ndid

ate

doe

s n

ot a

tte

nd

IE

P

me

etin

gs a

nd

pa

ren

t-te

ach

er

co

nfe

rence

s.

Ca

nd

ida

te d

oes n

ot a

ppe

ar

to k

no

w

ho

w d

istr

ict

po

licie

s r

ela

ted

to

m

ed

ica

tio

n a

dm

inis

tration

, su

sp

ensio

n a

nd

exp

uls

ion

, te

chn

olo

gy u

se,

and

ze

ro t

ole

ran

ce

ap

ply

to

le

arn

ers

with

e

xce

ptio

nalit

ies.

102

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

dem

onst

rate

s th

e be

lief t

hat a

ll ch

ildre

n ca

n le

arn

rega

rdle

ss

of c

ultu

re,

lang

uage

, and

ba

ckgr

ound

. (C

EC 6

.1)

Ca

nd

ida

te d

em

on

str

ate

s t

he

be

lief

tha

t all

ch

ildre

n c

an

le

arn

by c

rea

ting

a

nd

ma

inta

inin

g c

ha

llen

gin

g

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies to

de

velo

p th

e

hig

hest p

ossib

le le

arn

ing o

utc

om

es

an

d q

ua

lity o

f lif

e p

ote

ntial in

wa

ys

tha

t re

sp

ect

the

ir d

ign

ity, cu

ltu

re,

lan

gua

ge

, a

nd

backg

rou

nd

.

Ca

nd

ida

te e

nco

ura

ge

s le

arn

ers

to

se

t le

arn

ing

go

als

fo

r th

em

se

lve

s.

Ca

nd

ida

te d

em

on

str

ate

s t

he

be

lief

tha

t all

ch

ildre

n c

an

le

arn

by c

rea

ting

a

nd

ma

inta

inin

g c

ha

llen

gin

g

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies to

de

velo

p th

e

hig

hest p

ossib

le le

arn

ing o

utc

om

es

an

d q

ua

lity o

f lif

e p

ote

ntial in

wa

ys

tha

t re

sp

ect

the

ir d

ign

ity, cu

ltu

re,

lan

gua

ge

, a

nd

backg

rou

nd

.

Ca

nd

ida

te c

rea

tes a

nd

main

tain

s

exp

ecta

tio

ns t

ha

t a

re c

om

me

nsu

rate

w

ith

th

e lea

rne

rs’ ab

ilitie

s.

Ca

nd

ida

te d

em

on

str

ate

s t

ha

t a

ll ch

ildre

n c

an

lea

rn b

y c

rea

tin

g a

nd

m

ain

tain

ing e

xp

ecta

tio

ns f

or

lea

rne

rs

with

exce

ptio

na

litie

s.

Ho

we

ve

r, t

he

ca

ndid

ate

cre

ate

s a

nd

ma

inta

ins

exp

ecta

tio

ns t

ha

t do

not

cha

llen

ge

th

e le

arn

er.

OR

Ca

nd

ida

te s

ets

exp

ecta

tio

ns th

at

dis

resp

ect

the

le

arn

ers

’ d

ign

ity,

cu

ltu

re, la

ngu

age

, a

nd

backg

rou

nd

.

Ca

nd

ida

te d

em

on

str

ate

s t

ha

t a

ll ch

ildre

n c

an

lea

rn b

y c

rea

tin

g a

nd

m

ain

tain

ing e

xp

ecta

tio

ns f

or

lea

rne

rs

with

exce

ptio

na

litie

s.

Ho

we

ve

r, t

he

ca

ndid

ate

cre

ate

s a

nd

ma

inta

ins

exp

ecta

tio

ns t

ha

t do

not

cha

llen

ge

th

e le

arn

er.

AN

D

Ca

nd

ida

te s

ets

exp

ecta

tio

ns th

at

dis

resp

ect

the

le

arn

ers

’ d

ign

ity,

cu

ltu

re, la

ngu

age

, a

nd

backg

rou

nd

.

Can

dida

te

dem

onst

rate

s ef

fect

ive

oral

co

mm

unic

atio

n w

ith fa

mili

es a

nd

prof

essi

onal

s.

(CEC

6.1

)

Ca

nd

ida

te d

em

on

str

ate

s e

ffe

ctive

o

ral co

mm

unic

ation

with

lea

rne

rs,

fam

ilies a

nd

pro

fessio

na

ls b

y

co

mm

unic

ating

ide

as h

one

stly a

nd

co

nfid

entially

. C

an

did

ate

use

s

gra

mm

atically

co

rre

ct la

ng

uage

, d

em

on

str

ate

s a

po

sitiv

e t

on

e w

he

n

sp

eakin

g a

nd

assure

s th

at n

on-

ve

rba

l sig

na

ls s

uch

as fa

cia

l e

xp

ressio

ns a

nd

bo

dy la

ng

uage

a

lign

with

th

e c

onte

nts

an

d

sig

nific

ance

of

the

me

ssa

ge.

Ca

nd

ida

te s

pea

ks a

t a

vo

cab

ula

ry

leve

l th

at

is a

pp

rop

ria

te t

o th

e ta

rge

t a

ud

ien

ce

. In

ad

ditio

n,

the

ca

ndid

ate

u

ses n

on

-lab

elin

g la

ngu

age

wh

en

sp

eakin

g a

bo

ut le

arn

ers

with

e

xce

ptio

nalit

ies.

When

in

tera

ctin

g w

ith

fa

mili

es a

nd

p

rofe

ssio

nals

, th

e c

and

ida

te u

se

s

the

pre

ferr

ed

ve

rba

l m

eth

ods (

e.g

.,

face

-to

-face

, S

kyp

e,

ph

one

call)

an

d

tim

es o

f com

mu

nic

atio

n.

Ca

nd

ida

te d

em

on

str

ate

s e

ffe

ctive

o

ral co

mm

unic

ation

with

lea

rne

rs,

fam

ilies a

nd

pro

fessio

na

ls b

y

co

mm

unic

ating

ide

as h

one

stly a

nd

co

nfid

entially

. C

an

did

ate

use

s

gra

mm

atically

co

rre

ct la

ng

uage

, d

em

on

str

ate

s a

po

sitiv

e t

on

e w

he

n

sp

eakin

g a

nd

assure

s th

at n

on-

ve

rba

l sig

na

ls s

uch

as fa

cia

l e

xp

ressio

ns a

nd

bo

dy la

ng

uage

a

lign

with

th

e c

onte

nts

an

d

sig

nific

ance

of

the

me

ssa

ge.

Ca

nd

ida

te s

pea

ks a

t a

vo

cab

ula

ry

leve

l th

at

is a

pp

rop

ria

te t

o th

e ta

rge

t a

ud

ien

ce

. In

ad

ditio

n,

the

ca

ndid

ate

u

ses n

on

-lab

elin

g la

ngu

age

wh

en

sp

eakin

g a

bo

ut le

arn

ers

with

e

xce

ptio

nalit

ies.

When

in

tera

ctin

g w

ith

fa

mili

es a

nd

p

rofe

ssio

nals

, th

e c

and

ida

te d

oe

s

no

t te

nd

to

use

the

pre

ferr

ed v

erb

al

me

tho

ds (

e.g

., f

ace

-to

-fa

ce

, S

kyp

e,

ph

on

e c

all)

or

tim

es o

f co

mm

unic

ation

.

Ca

nd

ida

te d

em

on

str

ate

s o

ral

co

mm

unic

ation

skill

s w

ith

le

arn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y

co

mm

unic

ating

ide

as h

one

stly a

nd

co

nfid

entially

. C

an

did

ate

sp

eaks a

t a

vo

ca

bu

lary

le

ve

l th

at is

ap

pro

pri

ate

to

th

e ta

rge

t a

ud

ien

ce.

Ho

we

ve

r, t

he

ca

ndid

ate

use

s la

be

ling

lan

guag

e.

Ca

nd

ida

te a

t tim

es m

ay d

em

on

str

ate

a

con

descen

din

g t

on

e,

gra

mm

atically

inco

rrect

lan

gu

ag

e,

or

no

n-v

erb

al sig

nals

such

as fa

cia

l e

xp

ressio

ns a

nd

bo

dy la

ng

uage

th

at

do

no

t a

lign

with

th

e c

on

ten

ts a

nd

sig

nific

ance

of

the

me

ssa

ge.

Ca

nd

ida

te d

em

on

str

ate

s o

ral

co

mm

unic

ation

skill

s w

ith

le

arn

ers

, fa

mili

es,

an

d p

rofe

ssio

nals

by

go

ssip

ing

or

sh

ari

ng

in

form

ation

in

a

se

ttin

g o

r situ

atio

n w

he

re

co

nfid

entialit

y is n

ot m

ain

tain

ed

. C

an

did

ate

do

es n

ot con

sid

er

the

vo

ca

bu

lary

le

ve

l o

f th

e t

arg

et

au

die

nce

wh

en

spe

akin

g a

nd

uses

lab

elin

g lan

gu

ag

e.

Ca

nd

ida

te c

onsis

ten

tly d

em

onstr

ate

s

a c

on

descen

din

g t

on

e,

gra

mm

atically

inco

rrect

lan

gu

ag

e,

or

no

n-v

erb

al sig

nals

such

as fa

cia

l e

xp

ressio

ns a

nd

bo

dy la

ng

uage

th

at

do

no

t a

lign

with

th

e c

on

ten

ts a

nd

sig

nific

ance

of

the

me

ssa

ge.

103

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

dem

onst

rate

s ef

fect

ive

writ

ten

com

mun

icat

ion

with

lear

ners

, fa

mili

es a

nd

prof

essi

onal

s.

(CEC

6.1

)

Ca

nd

ida

te d

em

on

str

ate

s e

ffe

ctive

w

ritt

en

com

mun

ica

tio

n w

ith

learn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y u

sin

g

gra

mm

atically

an

d m

ech

an

ica

lly

co

rrect

lan

gua

ge

. C

an

did

ate

wri

tes

co

mm

unic

ation

ite

ms in

an

o

rga

niz

ed

, cle

ar,

an

d s

uccin

ct

ma

nne

r a

t a

vo

cab

ula

ry le

ve

l a

pp

rop

ria

te t

o th

e ta

rge

t a

udie

nce

. In

ad

ditio

n,

the

ca

ndid

ate

uses n

on

- la

belin

g lan

gu

ag

e w

he

n r

efe

rrin

g t

o

lea

rners

with

exce

ptio

na

litie

s.

When

usin

g w

ritt

en

com

mun

ica

tio

n

with

fa

mili

es a

nd

pro

fessio

na

ls,

the

ca

ndid

ate

use

s t

he

pre

ferr

ed

wri

tte

n

co

mm

unic

ation

me

thod

s (

lett

ers

, e

- m

ails

, te

xts

).

Ca

nd

ida

te d

em

on

str

ate

s e

ffe

ctive

w

ritt

en

com

mun

ica

tio

n w

ith

learn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y u

sin

g

gra

mm

atically

an

d m

ech

an

ica

lly

co

rrect

lan

gua

ge

. C

an

did

ate

wri

tes

co

mm

unic

ation

ite

ms in

an

o

rga

niz

ed

, cle

ar,

an

d s

uccin

ct

ma

nne

r a

t a

vo

cab

ula

ry le

ve

l a

pp

rop

ria

te t

o th

e ta

rge

t a

udie

nce

. In

ad

ditio

n,

the

ca

ndid

ate

uses n

on

- la

belin

g lan

gu

ag

e w

he

n r

efe

rrin

g t

o

lea

rners

with

exce

ptio

na

litie

s.

When

usin

g w

ritt

en

com

mun

ica

tio

n

with

fa

mili

es a

nd

pro

fessio

na

ls,

the

ca

ndid

ate

doe

s n

ot

ten

d to

use

th

e

pre

ferr

ed

wri

tte

n c

om

mu

nic

atio

n

me

tho

ds (

lette

rs, e

-ma

ils,

texts

).

Ca

nd

ida

te u

ses a

me

tho

d th

at is

m

ost con

ve

nie

nt.

Ca

nd

ida

te d

em

on

str

ate

s w

ritt

en

co

mm

unic

ation

with

le

arn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y

co

mp

osin

g w

ritt

en

com

mu

nic

atio

ns

tha

t co

nta

in g

ram

ma

tica

lly a

nd

me

ch

an

ically

co

rre

ct la

ng

uag

e.

In

ad

ditio

n, th

e c

an

did

ate

uses lab

elin

g

lan

gua

ge

wh

en

re

ferr

ing

to

learn

ers

w

ith

exce

ptio

na

litie

s.

OR

Ca

nd

ida

te w

rite

s c

om

mu

nic

atio

n

ite

ms t

ha

t la

ck o

rga

niz

atio

n, cla

rity

, a

nd

are

not

at a

vo

cab

ula

ry leve

l a

pp

rop

ria

te t

o th

e ta

rge

t a

udie

nce

.

Ca

nd

ida

te d

em

on

str

ate

s w

ritt

en

co

mm

unic

ation

with

le

arn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y

co

mp

osin

g w

ritt

en

com

mu

nic

atio

ns

tha

t co

nta

in g

ram

ma

tica

lly a

nd

me

ch

an

ically

co

rre

ct la

ng

uag

e.

In

ad

ditio

n, th

e c

an

did

ate

uses lab

elin

g

lan

gua

ge

wh

en

re

ferr

ing

to

learn

ers

w

ith

exce

ptio

na

litie

s.

AN

D

Ca

nd

ida

te w

rite

s c

om

mu

nic

atio

n

ite

ms t

ha

t la

ck o

rga

niz

atio

n, cla

rity

, a

nd

are

not

at a

vo

cab

ula

ry leve

l a

pp

rop

ria

te t

o th

e ta

rge

t a

udie

nce

.

Can

dida

te

dem

onst

rate

s pr

ofes

sion

alis

m.

(CEC

6.1

)

Ca

nd

ida

te d

em

on

str

ate

s

pro

fessio

nalis

m b

y b

ein

g o

n-t

ime

, o

rga

niz

ed

, a

nd

su

bm

ittin

g w

ork

to

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity

su

pe

rvis

or

by th

e d

ue

da

te.

Ca

nd

ida

te p

ositiv

ely

resp

on

ds to

ch

ang

es in

th

e s

ch

ed

ule

an

d

assig

ned

resp

on

sib

ilities.

Ca

nd

ida

te is w

ell

gro

om

ed

and

d

resse

s in

acco

rdan

ce

with

the

scho

ol a

nd

un

ive

rsity p

olic

ies.

Ca

nd

ida

te d

resses in a

ma

nner

tha

t is

no

t dis

tractin

g to

the

lea

rne

rs

with

in t

he

cla

ssro

om

.

Ca

nd

ida

te d

em

on

str

ate

s

pro

fessio

nalis

m b

y u

su

ally

bein

g o

n-

tim

e, o

rga

niz

ed

, a

nd s

ub

mitting

wo

rk

to c

oo

pe

rating

tea

che

r a

nd

univ

ers

ity

su

pe

rvis

or

by th

e d

ue

da

te. If

an

e

xte

nsio

n is n

ee

ded

or

the

ca

nd

ida

te

will

be

late

, th

e c

an

did

ate

co

mm

unic

ate

s w

ith

bo

th t

he

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity

su

pe

rvis

or

prio

r to

the

assig

nm

en

t b

ein

g d

ue o

r p

rio

r to

bein

g la

te t

o

cla

ss.

Ca

nd

ida

te p

ositiv

ely

re

sp

on

ds

to c

ha

nge

s in

the

sch

ed

ule

and

a

ssig

ned

resp

on

sib

ilities.

Ca

nd

ida

te is w

ell

gro

om

ed

and

d

resse

s in

acco

rdan

ce

with

the

scho

ol a

nd

un

ive

rsity p

olic

ies.

Ca

nd

ida

te d

resses in a

ma

nner

tha

t is

no

t dis

tractin

g to

the

lea

rne

rs

with

in t

he

cla

ssro

om

.

Ca

nd

ida

te d

em

on

str

ate

s issu

es w

ith

p

rofe

ssio

nalis

m b

y b

ein

g la

te to

cla

ss o

r la

te in

su

bm

ittin

g w

ork

to

co

ope

ratin

g te

ach

er.

If

an e

xte

nsio

n

is n

ee

ded

or

the

ca

nd

idate

will

be

la

te, th

e c

and

ida

te c

om

mun

icate

s

with

bo

th t

he

co

op

era

tin

g t

ea

ch

er

an

d u

niv

ers

ity s

upe

rvis

or

on

the

da

y

the

assig

nm

en

t is

du

e o

r a

fte

r b

ein

g

late

to

cla

ss.

OR

Ca

nd

ida

te in

app

rop

ria

tely

re

spo

nd

s

to c

ha

nge

s in

the

sch

ed

ule

and

a

ssig

ned

resp

on

sib

ilities b

y

co

mp

lain

ing

to o

the

r can

did

ate

s

with

in t

he

sch

oo

l.

OR

Ca

nd

ida

te is w

ell-

gro

om

ed

and

d

resse

s in

acco

rdan

ce

with

the

scho

ol a

nd

un

ive

rsity p

olic

ies.

Ho

we

ve

r, t

he

ca

nd

ida

te d

resse

s in

a

ma

nne

r th

at

is d

istr

actin

g to

the

le

arn

ers

with

in t

he

cla

ssro

om

.

Ca

nd

ida

te d

em

on

str

ate

s issu

es w

ith

p

rofe

ssio

nalis

m b

y b

ein

g la

te to

cla

ss o

r la

te in

su

bm

ittin

g w

ork

to

co

ope

ratin

g te

ach

er.

Can

did

ate

d

oe

s n

ot e

xp

lain

the

re

aso

n f

or

be

ing la

te o

r su

bm

ittin

g a

n

assig

nm

en

t la

te.

OR

Ca

nd

ida

te in

app

rop

ria

tely

re

spo

nd

s

to c

ha

nge

s in

the

sch

ed

ule

and

a

ssig

ned

resp

on

sib

ilities b

y

co

mp

lain

ing

to o

the

r can

did

ate

s,

pro

fessio

nals

, a

nd

un

ive

rsity fa

cu

lty

with

in t

he

sch

oo

l.

OR

Ca

nd

ida

te d

resses in a

cco

rdan

ce

w

ith

th

e s

ch

oo

l an

d u

niv

ers

ity

po

licie

s.

Ho

we

ve

r, t

he

can

did

ate

is

no

t w

ell

gro

om

ed

.

104

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te s

eeks

an

d ac

cept

s as

sist

ance

and

fe

edba

ck.

(CEC

6.1

)

Ca

nd

ida

te a

ctively

se

eks a

ssis

tan

ce

a

nd

fee

dba

ck o

n h

is/h

er

instr

uction

al

pla

nnin

g a

nd instr

uction

al d

eliv

ery

fr

om

qu

alif

ied

pro

fessio

na

ls w

ho

in

tera

ct

or

sup

erv

ise

the

can

did

ate

.

When

fe

edb

ack is p

rovid

ed

, th

e

ca

ndid

ate

positiv

ely

acce

pts

the

fe

ed

ba

ck a

nd

atte

mpts

to

im

ple

me

nt

the

fee

db

ack in

a s

ub

se

que

nt cla

ss

pe

rio

d.

Ca

nd

idate

co

llects

da

ta o

n

the

fee

db

ack s

ug

gestio

ns to

su

pp

ort

co

ntin

ued

use

of

the s

tra

tegie

s o

r a

ga

in s

ee

ks a

ssis

tan

ce a

nd

m

ake

s a

dju

stm

en

ts.

Ca

nd

ida

te a

ctively

se

eks a

ssis

tan

ce

a

nd

fee

dba

ck o

n h

is/h

er

instr

uction

al

pla

nnin

g a

nd instr

uction

al d

eliv

ery

fr

om

qu

alif

ied

pro

fessio

na

ls w

ho

in

tera

ct

or

sup

erv

ise

the

can

did

ate

.

When

fe

edb

ack is p

rovid

ed

, th

e

ca

ndid

ate

positiv

ely

acce

pts

the

fe

ed

ba

ck a

nd

atte

mpts

to

im

ple

me

nt

the

fee

db

ack in

a s

ub

se

que

nt cla

ss

pe

rio

d.

Ho

we

ve

r, t

he

ca

ndid

ate

do

es

no

t co

llect d

ata

on

th

e fe

edb

ack

su

gge

stio

ns.

Ca

nd

ida

te d

oes n

ot see

k a

ssis

tan

ce

a

nd

fee

dba

ck o

n h

is/h

er

instr

uction

al

pla

nnin

g a

nd instr

uction

al d

eliv

ery

, b

ut

wa

its u

ntil a

pp

roach

ed

by a

q

ua

lifie

d p

rofe

ssio

na

l w

ho

in

tera

cts

o

r sup

erv

ises th

e c

an

did

ate

.

When

fe

edb

ack is p

rovid

ed

, th

e

ca

ndid

ate

ackno

wle

dg

es t

he

fee

dba

ck b

ut th

e c

an

did

ate

ma

y o

r m

ay n

ot a

ttem

pt to

im

ple

me

nt th

e

fee

dba

ck.

Ca

nd

ida

te d

oes n

ot see

k a

ssis

tan

ce

a

nd

fee

dba

ck o

n h

is/h

er

instr

uction

al

pla

nnin

g a

nd instr

uction

al d

eliv

ery

, b

ut

wa

its u

ntil a

pp

roach

ed

by a

q

ua

lifie

d p

rofe

ssio

na

l w

ho

in

tera

cts

o

r sup

erv

ises th

e c

an

did

ate

.

When

fe

edb

ack is p

rovid

ed

, th

e

ca

ndid

ate

becom

es d

efe

nsiv

e a

nd

m

ake

s e

xcu

se

s fo

r w

hy t

he

fee

db

ack

will

no

t w

ork

.

Can

dida

te u

ses

the

evol

utio

n of

ph

iloso

phie

s,

theo

ries,

pr

actic

es a

nd

polic

ies

to in

form

te

ache

r pra

ctic

e.

(CEC

6.2

)

Ca

nd

ida

te u

ses t

he

evo

lution

of

ph

ilosop

hie

s,

the

orie

s,

pra

ctice

s a

nd

p

olic

ies t

o in

form

te

ach

er

pra

ctice

by

be

ing a

bre

ast o

f cu

rren

t is

su

es a

nd

tr

en

ds a

cq

uire

d f

rom

th

e lite

ratu

re

an

d p

rofe

ssio

nal d

eve

lopm

en

t o

pp

ort

un

itie

s (

wo

rksh

op

s a

nd

co

nfe

rence

s).

Ba

se

d o

n th

e c

ha

ng

es in

pra

ctices

an

d p

olic

ies,

the

ca

ndid

ate

tries n

ew

id

eas t

o im

pro

ve

the

qua

lity o

f a

sse

ssm

en

t, p

lann

ing

, in

str

uctio

n,

an

d b

eh

avio

r m

an

ag

em

ent

with

g

uid

an

ce

fro

m t

he

co

op

era

ting

tea

ch

er

or

un

ive

rsity s

up

erv

isor.

Ca

nd

ida

te u

ses t

he

evo

lution

of

ph

ilosop

hie

s,

the

orie

s,

pra

ctice

s a

nd

p

olic

ies t

o in

form

te

ach

er

pra

ctice

by

be

ing a

bre

ast o

f cu

rren

t is

su

es a

nd

tr

en

ds b

ase

d o

n e

xp

eri

en

ces in

u

niv

ers

ity c

ou

rses a

nd

in

tera

ctio

ns

with

pro

fessio

na

ls w

ith

in th

e s

ch

ool.

Ba

se

d o

n th

e c

ha

ng

es in

pra

ctices

an

d p

olic

ies,

the

ca

ndid

ate

tries n

ew

id

eas t

o im

pro

ve

the

qua

lity o

f a

sse

ssm

en

t, p

lann

ing

, in

str

uctio

n,

an

d b

eh

avio

r m

an

ag

em

ent

with

a

ssis

tan

ce

fro

m t

he

co

op

era

ting

te

ach

er

or

un

ive

rsity s

up

erv

isor.

Ca

nd

ida

te c

an

art

icu

late

th

e

sig

nific

an

t cha

nge

s in

ph

ilosoph

ies,

the

orie

s, p

ractice

s a

nd p

olic

ies a

nd

h

ow

th

e c

ha

ng

es in

form

tea

che

r p

ractice,

bu

t th

e c

an

did

ate

la

cks th

e

se

lf-c

onfid

en

ce

to

alte

r th

eir

a

sse

ssm

en

t, p

lann

ing

, in

str

uctio

n,

an

d b

eh

avio

r m

an

ag

em

ent

meth

ods

with

ou

t sig

nific

an

t su

ppo

rt f

rom

th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or.

Ca

nd

ida

te c

ann

ot

art

icu

late

the

sig

nific

an

t cha

nge

s in

ph

ilosoph

ies,

the

orie

s, p

ractice

s a

nd p

olic

ies a

nd

h

ow

th

e c

ha

ng

es in

form

tea

che

r p

ractice.

Co

nse

que

ntly,

the

ca

ndid

ate

doe

s n

ot a

lte

r th

eir

a

sse

ssm

en

t, p

lann

ing

, in

str

uctio

n,

an

d b

eh

avio

r m

an

ag

em

ent

meth

ods.

Can

dida

te

syst

emat

ical

ly

refle

cts

on

his/

her p

ract

ice

to im

prov

e th

eir

prac

tice.

(CEC

6.

4)

Ca

nd

ida

te s

yste

ma

tically

re

flects

on

th

eir

pra

ctice

by r

egu

larly r

eflecting

o

n a

nd

adju

sting

th

eir

pra

ctice

by

ide

ntify

ing

pe

da

go

gic

al an

d

cu

rric

ula

r str

en

gth

s a

nd

ne

ed

s.

Ca

nd

ida

te s

upp

ort

s a

dju

stm

ents

to

th

eir

pra

ctice

with

fe

ed

back f

rom

m

ultip

le s

ou

rce

s s

uch

as

ob

se

rva

tio

ns b

y t

he

co

op

era

ting

te

ach

er,

un

ive

rsity s

up

erv

isor,

stu

de

nt

pe

rfo

rma

nce

da

ta, a

nd

pro

fessio

nal lit

era

ture

.

Ca

nd

ida

te m

ake

s a

dju

stm

ents

in

th

eir

pra

ctice

tha

t p

ositiv

ely

im

pa

cts

th

e le

arn

ing

of

stu

den

ts w

ith

e

xce

ptio

nalit

ies.

Ca

nd

ida

te s

yste

ma

tically

re

flects

on

th

eir

pra

ctice

by r

egu

larly r

eflecting

o

n a

nd

adju

sting

th

eir

pra

ctice

by

ide

ntify

ing

pe

da

go

gic

al an

d

cu

rric

ula

r str

en

gth

s a

nd

ne

ed

s.

Ca

nd

ida

te s

upp

ort

s a

dju

stm

ents

to

th

eir

pra

ctice

with

fe

ed

back p

rim

ari

ly

fro

m o

bse

rva

tio

ns b

y t

he

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity

su

pe

rvis

or.

Can

did

ate

pro

vid

es

stu

de

nt

pe

rfo

rma

nce

da

ta to

su

pp

ort

im

pact o

n le

arn

ing

. C

an

did

ate

make

s a

dju

stm

ents

in

th

eir

pra

ctice

tha

t p

ositiv

ely

im

pa

cts

th

e le

arn

ing

of

stu

den

ts w

ith

e

xce

ptio

nalit

ies.

Ca

nd

ida

te r

eflects

on

an

d a

dju

sts

th

eir

pra

ctice

wh

en

bein

g e

va

lua

ted

b

y a

co

op

era

tin

g t

each

er

or

un

ive

rsity s

upe

rvis

or.

Ca

ndid

ate

can

lis

t th

eir

ped

ag

og

ica

l str

en

gth

s a

nd

n

ee

ds w

ith

pro

mp

tin

g.

Ca

nd

ida

te s

upp

ort

s a

dju

stm

ents

to

th

eir

pra

ctice

with

fe

ed

back p

rim

ari

ly

fro

m o

bse

rva

tio

ns b

y t

he

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity

su

pe

rvis

or.

Ca

nd

ida

te d

oes n

ot p

rovid

e s

tud

en

t p

erf

orm

ance

da

ta, so

it

is n

ot e

vid

en

t w

he

the

r th

e a

dju

stm

en

ts p

ositiv

ely

im

pacts

th

e lea

rnin

g o

f stu

de

nts

with

e

xce

ptio

nalit

ies.

Ca

nd

ida

te r

eflects

on

th

eir p

ractice

w

he

n b

ein

g e

va

luate

d b

y a

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or.

Can

did

ate

can

lis

t th

eir

p

ed

ago

gic

al str

en

gth

s a

nd

nee

ds

with

pro

mp

tin

g.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

ma

ke

an

eff

ort

to

make

ad

justm

en

ts

to t

heir

pra

ctice

.

105

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

unde

rsta

nds

the

sign

ifica

nce

of

lifel

ong

lear

ning

. (C

EC 6

.4)

Ca

nd

ida

te u

nd

ers

tan

ds t

he

im

po

rta

nce

of

bein

g a

life

lon

g le

arn

er

by r

eg

ula

rly r

efle

ctin

g o

n a

nd

a

dju

sting

the

ir p

ractice

base

d o

n

fee

dba

ck f

rom

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity s

upe

rvis

or

as w

ell

as

lea

rner

pe

rfo

rma

nce

da

ta.

Ca

nd

ida

te d

eve

lops, im

ple

men

ts,

an

d m

on

ito

rs a

pe

rson

aliz

ed

p

rofe

ssio

nal p

lan

to

set

goa

ls fo

r im

pro

vin

g t

he

ir p

ractice

.

Ca

nd

ida

te k

eep

s a

bre

ast

of

curr

en

t e

vid

en

ce

-base

d p

ractice

s t

hro

ug

h

the

re

ad

ing

of p

rofe

ssio

na

l lit

era

ture

. In

ad

ditio

n,

the

ca

ndid

ate

ve

rba

lize

s

the

desire

to

pu

rsu

e a

n a

dvance

d

de

gre

e.

Ca

nd

ida

te u

nd

ers

tan

ds t

he

im

po

rta

nce

of

bein

g a

life

lon

g le

arn

er

by r

eg

ula

rly r

efle

ctin

g o

n a

nd

a

dju

sting

the

ir p

ractice

base

d o

n

fee

dba

ck f

rom

the

co

op

era

tin

g

tea

ch

er

an

d u

niv

ers

ity s

up

erv

iso

r.

Ca

nd

ida

te d

eve

lops a

nd

im

ple

me

nts

a

pe

rso

naliz

ed

pro

fessio

na

l pla

n t

o

se

t go

als

fo

r im

pro

vin

g t

heir

pra

ctice

.

Ca

nd

ida

te k

eep

s a

bre

ast

of

curr

en

t e

vid

en

ce

-base

d p

ractice

s t

hro

ug

h

the

re

ad

ing

of p

rofe

ssio

na

l lit

era

ture

.

Ca

nd

ida

te a

rtic

ula

tes t

he

im

po

rta

nce

of

bein

g a

life

lon

g

lea

rner,

but

doe

s n

ot

de

mo

nstr

ate

b

eh

avio

rs a

sso

cia

ted w

ith

a life

lon

g

lea

rner

by r

efle

ctin

g o

n a

nd

a

dju

sting

the

ir p

ractice

wh

en

be

ing

e

va

lua

ted

by a

co

op

era

tin

g tea

ch

er

or

un

ive

rsity s

up

erv

iso

r.

Ca

nd

ida

te d

eve

lops a

pe

rso

naliz

ed

p

rofe

ssio

nal p

lan

to

set

goa

ls fo

r im

pro

vin

g t

he

ir p

ractice

, bu

t do

es n

ot

imp

lem

en

t th

e p

lan

.

Ca

nd

ida

te d

oes n

ot kee

p a

bre

ast

of

cu

rre

nt

evid

en

ce

-base

d p

ractice

s

thro

ugh

the

re

ad

ing o

f p

rofe

ssio

na

l lit

era

ture

or

an

y o

the

r m

eth

od

.

Ca

nd

ida

te a

rtic

ula

tes t

he

im

port

an

ce

o

f b

ein

g a

life

lon

g le

arn

er,

bu

t d

oe

s

no

t d

em

on

str

ate

be

ha

vio

rs

asso

cia

ted w

ith

a life

lon

g le

arn

er

by

reflecting

on t

heir

pra

ctice

wh

en

b

ein

g e

va

lua

ted b

y a

co

ope

ratin

g

tea

ch

er

or

un

ive

rsity s

up

erv

isor.

Th

e

ca

ndid

ate

doe

s n

ot m

ake

ap

pro

pri

ate

a

dju

stm

en

ts t

o th

eir p

ractice

.

Ca

nd

ida

te s

tart

s t

o d

eve

lop

a

pe

rson

aliz

ed

pro

fessio

na

l p

lan t

o s

et

go

als

fo

r im

pro

vin

g th

eir

pra

ctice

, bu

t d

oe

s n

ot com

ple

te th

e d

eve

lopm

en

t o

f th

e p

lan

.

Ca

nd

ida

te d

oes n

ot kee

p a

bre

ast

of

cu

rre

nt

evid

en

ce

-base

d p

ractice

s

thro

ugh

the

re

ad

ing o

f p

rofe

ssio

na

l lit

era

ture

or

an

y o

the

r m

eth

od

.

Can

dida

te

part

icip

ates

in

prof

essi

onal

ac

tiviti

es a

nd

lear

ning

co

mm

uniti

es.

(CEC

6.4

)

Ca

nd

ida

te p

art

icip

ate

s in

pro

fessio

nal activitie

s a

nd

le

arn

ing

co

mm

unitie

s b

y a

tte

nd

ing a

nd

pa

rtic

ipating

in u

niv

ers

ity s

em

ina

rs,

scho

ol in

-se

rvic

es o

r lo

ca

l w

ork

sh

op

s,

and

is a

mem

be

r of

the

C

ou

ncil

for

Exce

ptio

na

l C

hild

ren

.

With

th

e c

oo

pe

ratin

g te

ach

er’s

ap

pro

va

l, t

he

can

did

ate

is in

a

tte

nda

nce

an

d p

rovid

es

co

ntr

ibu

tio

ns a

t IE

P m

ee

tin

gs a

nd

p

are

nt te

ach

er

con

fere

nces.

Ca

nd

ida

te p

art

icip

ate

s in p

rofe

ssio

nal

activitie

s a

nd le

arn

ing

co

mm

un

itie

s

by a

tte

ndin

g a

nd

pa

rtic

ipa

tin

g in

u

niv

ers

ity s

em

ina

rs a

nd

sch

ool in

-se

rvic

es o

r lo

ca

l w

ork

sh

ops.

With

th

e c

oo

pe

ratin

g te

ach

er’s

ap

pro

va

l, t

he

can

did

ate

is in

a

tte

nda

nce

at IE

P m

ee

tin

gs a

nd

p

are

nt te

ach

er

con

fere

nces.

Ca

nd

ida

te p

art

icip

ate

s in

pro

fessio

nal activitie

s a

nd

le

arn

ing

co

mm

unitie

s b

y a

tte

nd

ing a

nd

pa

rtic

ipating

in u

niv

ers

ity s

em

ina

rs

an

d s

cho

ol in

-se

rvic

es.

Alth

oug

h g

ive

n a

pp

rova

l b

y t

he

co

ope

ratin

g te

ach

er,

th

e c

and

ida

te

incon

sis

ten

tly a

tte

nds I

EP

mee

tin

gs

an

d p

are

nt te

ach

er

con

fere

nces.

Ca

nd

ida

te p

art

icip

ate

s in p

rofe

ssio

nal

activitie

s a

nd le

arn

ing

co

mm

un

itie

s b

y

att

en

din

g a

nd p

art

icip

atin

g in

u

niv

ers

ity s

em

ina

rs.

Alth

oug

h g

ive

n a

pp

rova

l b

y t

he

co

ope

ratin

g te

ach

er,

th

e c

and

ida

te

do

es n

ot a

tten

d I

EP

me

etin

gs a

nd

p

are

nt te

ach

er

con

fere

nces.

106

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

)In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te

adva

nces

the

prof

essi

on b

y en

gagi

ng in

ac

tiviti

es s

uch

as

advo

cacy

and

m

ento

ring.

(CEC

6.

5)

Ca

nd

ida

te a

dva

nce

s th

e p

rofe

ssio

n

by e

ng

agin

g in

cu

rric

ula

r,

extr

acu

rric

ula

r scho

ol a

ctivitie

s,

an

d

co

mm

unity a

ctivitie

s th

at

ad

voca

te

for

the r

esp

ect

and

inclu

sio

n o

f stu

de

nts

with

exce

ptio

na

litie

s.

Ad

ditio

nally

, th

e c

an

did

ate

a

rtic

ula

tes th

e im

po

rta

nce

of

resp

ectin

g a

nd

me

anin

gfu

lly

inclu

din

g s

tude

nts

with

e

xce

ptio

nalit

ies a

nd

th

e im

pa

ct

low

p

rofe

ssio

nal e

xp

ecta

tio

ns,

nega

tive

a

ttitud

es,

and

ste

reo

typic

be

liefs

in

flue

nce

ha

ve

on

le

arn

ing

an

d

ind

epe

nde

nce

.

Ba

se

d o

n th

e s

tude

nt’s in

tere

sts

, th

e c

an

did

at e

se

eks o

ut

and

e

sta

blis

hes o

pp

ort

un

itie

s f

or

stu

de

nts

with

exce

ptio

na

litie

s to

se

rve

in c

lassro

om

le

ad

ers

hip

ro

les

an

d p

art

icip

ate

in

sch

oo

l clu

bs,

sp

ort

ing

eve

nts

, a

nd

in

ter-

cla

ssro

om

activitie

s w

ith

stu

den

ts

with

ou

t e

xce

ptio

na

litie

s.

Ca

nd

ida

te

pro

vid

es s

up

po

rt t

o th

e s

tude

nt

to

assu

re a

cce

ss a

nd

a q

ua

lity

exp

eri

en

ce

. F

urt

he

rmo

re,

the c

an

did

ate

e

mp

ha

siz

es t

o s

tud

ents

with

e

xce

ptio

nalit

ies th

e im

po

rta

nce

o

f self-a

dvocacy.

With

pe

rmis

sio

n o

f th

e c

oop

era

tin

g

tea

ch

er,

ca

ndid

ate

co

llab

ora

tive

ly

wo

rks w

ith

pa

raed

uca

tors

and

vo

lun

tee

rs to

assu

re t

hat

the

p

ara

edu

ca

tors

an

d v

olu

nte

ers

p

rovid

e q

ua

lity s

up

po

rt to

in

str

uctio

n.

Ca

nd

ida

te a

dva

nce

s th

e p

rofe

ssio

n

by e

ng

agin

g in

cu

rric

ula

r an

d

extr

acu

rric

ula

r scho

ol a

ctivitie

s t

ha

t a

dvo

ca

te f

or

the

re

spe

ct a

nd

in

clu

sio

n o

f stu

den

ts w

ith

e

xce

ptio

nalit

ies.

Ad

ditio

na

lly,

the

ca

ndid

ate

art

icula

tes th

e im

port

an

ce

o

f re

sp

ecting

and

me

an

ing

fully

in

clu

din

g s

tude

nts

with

e

xce

ptio

nalit

ies a

nd

th

e im

pa

ct

low

p

rofe

ssio

nal e

xp

ecta

tio

ns,

nega

tive

a

ttitud

es,

and

ste

reo

typic

be

liefs

in

flue

nce

ha

ve

on

le

arn

ing

an

d

ind

epe

nde

nce

.

Ba

se

d o

n th

e s

tude

nt’s in

tere

sts

, th

e

ca

ndid

ate

se

eks o

ut

exis

ting

an

d

ne

w o

pp

ort

unitie

s fo

r stu

den

ts w

ith

e

xce

ptio

nalit

ies to

se

rve

in

cla

ssro

om

le

ad

ers

hip

ro

les a

nd

p

art

icip

ate

in

sch

oo

l clu

bs, sport

ing

e

ve

nts

, a

nd

in

ter-

cla

ssro

om

activitie

s

with

stu

den

ts w

ith

ou

t e

xce

ptio

nalit

ies.

With

pe

rmis

sio

n o

f th

e c

oop

era

tin

g

tea

ch

er,

ca

ndid

ate

co

llab

ora

tive

ly

wo

rks w

ith

pa

raed

uca

tors

and

vo

lun

tee

rs to

assu

re t

hat

the

p

ara

edu

ca

tors

an

d v

olu

nte

ers

p

rovid

e q

ua

lity s

up

po

rt to

in

str

uctio

n.

Ca

nd

ida

te a

dva

nce

s th

e p

rofe

ssio

n

by e

ng

agin

g in

cu

rric

ula

r an

d

extr

acu

rric

ula

r scho

ol a

ctivitie

s t

ha

t a

dvo

ca

te f

or

the

re

spe

ct a

nd

in

clu

sio

n o

f stu

den

ts w

ith

e

xce

ptio

nalit

ies.

Ad

ditio

na

lly,

the

ca

ndid

ate

art

icula

tes th

e im

port

an

ce

o

f re

sp

ecting

and

me

an

ing

fully

in

clu

din

g s

tude

nts

with

e

xce

ptio

nalit

ies a

nd

th

e im

pa

ct

low

p

rofe

ssio

nal e

xp

ecta

tio

ns,

nega

tive

a

ttitud

es,

and

ste

reo

typic

be

liefs

in

flue

nce

ha

ve

on

le

arn

ing

an

d

ind

epe

nde

nce

.

Ca

nd

ida

te in

form

s th

e s

tud

en

t o

f e

xis

tin

g o

pp

ort

un

itie

s t

o s

erv

e in

cla

ssro

om

le

ad

ers

hip

ro

les a

nd

p

art

icip

ate

in

sch

oo

l clu

bs, sport

ing

e

ve

nts

, a

nd

in

ter-

cla

ssro

om

activitie

s

with

stu

den

ts w

ith

ou

t e

xce

ptio

nalit

ies.

Ho

we

ve

r, t

he

ca

ndid

ate

doe

s n

ot co

nsid

er

the

stu

de

nt’s in

tere

sts

.

Ca

nd

ida

te fo

llow

s t

he

gu

idan

ce

of

pa

rae

du

ca

tors

an

d v

olu

nte

ers

to

a

ssu

re q

ua

lity s

upp

ort

to

in

str

uction

.

Ca

nd

ida

te d

oes n

ot m

ea

nin

gfu

lly

ad

va

nce t

he

pro

fessio

n.

Ca

ndid

ate

p

art

icip

ate

s in

th

ose

cu

rric

ula

r a

nd

e

xtr

acu

rric

ula

r e

ve

nts

th

at a

re

req

uire

d b

y t

he

co

op

era

tin

g t

ea

ch

er.

A

lth

oug

h th

e c

an

did

ate

art

icula

tes

the

im

po

rta

nce

of re

sp

ecting

an

d

me

anin

gfu

lly in

clu

din

g s

tude

nts

with

e

xce

ptio

nalit

ies, th

e c

and

ida

te

de

mon

str

ate

s b

eh

avio

rs t

hat

do

no

t a

lign

with

th

eir

wo

rds.

Ca

nd

ida

te d

oes n

ot a

ppa

rently

en

cou

rage

stu

de

nts

with

exce

ptio

nalit

ies to

part

icip

ate

in

a

ny in

teg

rate

d a

ctivitie

s o

uts

ide

o

f th

ose

op

po

rtu

nitie

s

esta

blis

hed

in

th

e c

lassro

om

.

Ca

nd

ida

te fo

llow

s t

he

gu

idan

ce

of

pa

rae

du

ca

tors

an

d v

olu

nte

ers

to

a

ssu

re q

ua

lity s

upp

ort

to

in

str

uction

107

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

) C

andi

date

use

s th

eir k

now

ledg

e of

theo

ry a

nd

prin

cipl

es o

f co

llabo

ratio

n to

ef

fect

ivel

y co

mm

unic

ate

and

prob

lem

so

lve

with

pr

ofes

sion

als

and

fam

ilies

. (C

EC 7

.1)

Ca

nd

ida

te u

ses t

he

ir k

no

wle

dg

e o

f th

eo

ry a

nd

prin

cip

les o

f colla

bo

ration

to

eff

ectively

com

mun

ica

te a

nd

co

nsu

lt w

ith

pro

fessio

na

ls a

nd

fam

ilies b

y b

uild

ing

re

sp

ectfu

l p

art

ne

rsh

ips th

at a

re b

ase

d o

n t

rust

an

d m

ea

nin

gfu

lly v

alu

e d

ive

rse

p

ers

pe

ctive

s a

nd

exp

ert

ise

.

Ca

nd

ida

te e

ffective

ly u

se

s a

ctive

lis

ten

ing

tech

niq

ue

s a

nd

cu

ltu

rally

re

sp

on

siv

e c

om

mu

nic

atio

n

str

ate

gie

s r

esu

ltin

g in

an

alig

nm

en

t o

f th

e v

erb

al m

essag

es a

nd

no

n-

ve

rba

l m

essa

ge

s c

om

mun

ica

ted

to

fa

mili

es a

nd

pro

fessio

na

ls.

Co

nse

qu

en

tly,

the c

an

did

ate

d

em

on

str

ate

s c

olla

bo

rative

b

eh

avio

rs t

ha

t em

po

we

r fa

mili

es a

nd

p

rofe

ssio

nals

to

be e

ffective

d

ecis

ion

-ma

ke

rs r

eg

ard

ing

le

arn

ers

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te u

ses t

he

ir k

no

wle

dg

e o

f th

eo

ry a

nd

prin

cip

les o

f colla

bo

ration

to

eff

ectively

com

mun

ica

te a

nd

co

nsu

lt w

ith

pro

fessio

na

ls a

nd

fam

ilies b

y b

uild

ing

re

sp

ectfu

l p

art

ne

rsh

ips th

at a

re b

ase

d o

n t

rust

an

d m

ea

nin

gfu

lly v

alu

e d

ive

rse

p

ers

pe

ctive

s a

nd

exp

ert

ise

.

Ca

nd

ida

te e

ffective

ly u

se

s a

ctive

lis

ten

ing

tech

niq

ue

s a

nd

cu

ltu

rally

re

sp

on

siv

e c

om

mu

nic

atio

n

str

ate

gie

s.

Ho

we

ve

r, t

he

ca

nd

ida

te

ma

y s

en

d m

ixe

d m

essa

ge

s b

eca

use

o

f a

la

ck o

f a

lign

me

nt in

th

e v

erb

al

me

ssa

ge

s a

nd

no

n-v

erb

al m

essag

es

co

mm

unic

ate

d to

fam

ilies a

nd

p

rofe

ssio

nals

.

Co

nse

qu

en

tly,

the c

an

did

ate

d

em

on

str

ate

s c

olla

bo

rative

b

eh

avio

rs t

ha

t re

su

lt in e

ffective

p

art

ne

rsh

ips, b

ut th

e p

art

ne

rship

s

ma

y n

ot se

rve

to

em

po

we

r fa

mili

es

an

d p

rofe

ssio

nals

to

be e

ffective

d

ecis

ion

-ma

ke

rs r

eg

ard

ing

le

arn

ers

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te a

ttem

pts

to

use t

heir

kn

ow

led

ge o

f th

eo

ry a

nd

prin

cip

les

of

colla

bo

ratio

n to

co

mm

unic

ate

an

d

co

nsu

lt w

ith

pro

fessio

na

ls a

nd

fam

ilies b

y b

uild

ing

re

sp

ectfu

l p

art

ne

rsh

ips th

at a

re b

ase

d o

n t

rust

an

d m

ea

nin

gfu

lly v

alu

e d

ive

rse

p

ers

pe

ctive

s a

nd

exp

ert

ise

. H

ow

eve

r, t

he

ca

nd

ida

te s

pe

aks

mo

re th

an

lis

tens s

o it is

no

t a

pp

are

nt

tha

t th

e c

an

did

ate

desir

es

to c

on

sid

er

div

ers

e p

ers

pective

s.

Ca

nd

ida

te te

nds t

o s

en

d m

ixe

d

me

ssa

ge

s b

eca

use

of a

la

ck o

f a

lign

men

t in

th

e v

erb

al m

essag

es

an

d n

on

-ve

rbal m

essa

ges

co

mm

unic

ate

d to

fam

ilies a

nd

p

rofe

ssio

nals

.

Co

nse

qu

en

tly,

the c

an

did

ate

d

em

on

str

ate

s b

eh

avio

rs t

hat

resu

lt in

rela

tio

nsh

ips w

ith

pro

fessio

na

ls a

nd

fa

mili

es,

bu

t th

e r

ela

tio

nsh

ips a

re n

ot

co

llab

ora

tive

or

eff

ectively

used

to

m

ake

edu

catio

n a

l d

ecis

ions a

bo

ut

lea

rners

with

exce

ptio

na

litie

s.

Ca

nd

ida

te d

oes n

ot u

se

the

ir

kn

ow

led

ge o

f th

eo

ry a

nd

prin

cip

les

of

colla

bo

ratio

n to

co

mm

unic

ate

an

d

co

nsu

lt w

ith

pro

fessio

na

ls a

nd

fam

ilies.

Ca

nd

ida

te p

lace

s t

heir

tho

ugh

ts a

nd

id

ea

s a

bo

ve

oth

er

pro

fessio

nals

an

d fa

mili

es b

y

sp

eakin

g o

ve

r pe

ople

to

ma

ke

th

eir

p

oin

ts k

no

wn

. T

he

can

did

ate

do

es

no

t se

ek o

ut p

ers

pective

of

oth

ers

, a

nd

be

com

es a

gita

ted

wh

en

the

ir

ide

as a

re n

ot a

dop

ted b

y f

am

ilie

s

an

d p

rofe

ssio

nals

.

Ca

nd

ida

te te

nds t

o s

en

d m

ixe

d

me

ssa

ge

s b

eca

use

of a

la

ck o

f a

lign

men

t in

th

e v

erb

al m

essag

es

an

d n

on

-ve

rbal m

essa

ges

co

mm

unic

ate

d to

fam

ilies a

nd

p

rofe

ssio

nals

.

Co

nse

qu

en

tly,

the c

an

did

ate

d

em

on

str

ate

s b

eh

avio

rs t

hat

do

no

t n

ecessa

rily

en

cou

rage

re

lationsh

ips

with

pro

fessio

na

ls a

nd

fam

ilies,

an

d

the

in

tera

ctio

ns a

re n

ot co

llab

ora

tive

a

nd

ca

nno

t be

effe

ctive

ly u

sed t

o

ma

ke

edu

catio

na

l d

ecis

ions a

bo

ut

Le

arn

ers

with

exce

ptio

na

litie

s.

108

Com

pone

nts

Exce

eds

Expe

ctat

ion

(4)

Mee

ts E

xpec

tatio

n (3

) In

cons

iste

ntly

Mee

ts

Expe

ctat

ions

(2)

Doe

s N

ot M

eet E

xpec

tatio

ns (1

)

Can

dida

te u

ses

know

ledg

e of

co

llabo

ratio

n th

eorie

s an

d pr

inci

ples

to

reso

lve

conf

lict.

(CEC

7.1

)

Ca

nd

ida

te e

ffective

ly u

se

s

kn

ow

led

ge o

f co

llab

ora

tio

n t

heo

rie

s

an

d p

rin

cip

les to

reso

lve

co

nflic

t b

y

actin

g p

roa

ctive

ly a

nd

usin

g a

ctive

lis

ten

ing

tech

niq

ue

s (

sum

ma

rizin

g,

pa

rap

hra

sin

g, I-

sta

tem

en

ts)

to a

vo

id

ma

kin

g a

ssu

mp

tio

ns a

nd

to

ide

ntify

th

e s

ou

rce

of con

flic

t, b

rain

sto

rm

so

lutio

ns, a

nd

se

ek a

mu

tua

lly

ag

ree

d u

pon

so

lutio

n.

In s

itu

atio

ns o

f con

flic

t, th

e c

an

did

ate

re

ma

ins o

utw

ard

ly c

alm

by u

sin

g a

so

ft a

nd

po

sitiv

e to

ne

of

vo

ice

, m

ake

s in

ten

de

d p

oin

ts o

f e

ye

co

nta

ct,

op

en

bod

y p

ostu

re, an

d

ackn

ow

led

ges t

he

em

otio

ns a

nd

m

essa

ge

s o

f th

e s

pe

ake

r(s).

C

an

did

ate

’s b

eh

avio

rs a

pp

ea

r to

re

su

lt in a

de

-esca

latio

n in

th

e

co

nflic

t.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f co

llab

ora

tion

the

orie

s a

nd

princip

les

to r

eso

lve

co

nflic

t b

y a

ctin

g

pro

active

ly a

nd

usin

g a

ctive

lis

ten

ing

te

chn

ique

s (

sum

mari

zin

g,

pa

rap

hra

sin

g, I-

sta

tem

en

ts)

to a

vo

id

ma

kin

g a

ssu

mp

tio

ns a

nd

to

ide

ntify

th

e s

ou

rce

of con

flic

t, b

rain

sto

rm

so

lutio

ns, a

nd

se

ek a

mu

tua

lly

ag

ree

d u

pon

so

lutio

n.

In s

itu

atio

ns o

f con

flic

t, th

e c

an

did

ate

a

ckn

ow

led

ges t

he

em

otio

ns a

nd

m

essa

ge

s o

f th

e s

pe

ake

r(s).

A

lth

oug

h th

e c

an

did

ate

rem

ain

s

ge

ne

rally

ca

lm b

y u

sin

g a

so

ft a

nd

p

ositiv

e t

on

e o

f vo

ice

, m

akes

inte

nd

ed

po

ints

of

eye

co

nta

ct, a

nd

u

ses o

pe

n b

od

y p

ostu

re,

the

ca

ndid

ate

is n

ot

aw

are

th

ey t

alk

lo

ud

er

wh

en

de

fen

din

g o

r e

xp

ressin

g

an

opin

ion

fo

r w

hic

h t

he

y f

ee

l str

ong

ly.

Ca

ndid

ate

’s b

eh

avio

rs m

ay

or

ma

y n

ot

resu

lt in

a d

e-e

sca

latio

n

in t

he

con

flic

t.

Ca

nd

ida

te a

ttem

pts

to

use

kn

ow

led

ge o

f co

llab

ora

tio

n t

heo

rie

s

an

d p

rin

cip

les to

reso

lve

co

nflic

t u

sin

g a

ctive

lis

ten

ing

techn

ique

s

(su

mm

ari

zin

g,

pa

raph

rasin

g,

I-

sta

tem

ents

) b

ut m

ake

s a

ssum

ptio

ns

tha

t in

terf

ere

with

ide

ntify

ing

the

so

urc

e o

f con

flic

t, b

rain

sto

rmin

g

so

lutio

ns, a

nd

se

ekin

g a

mu

tua

lly

ag

ree

d u

pon

so

lutio

n.

OR

In s

itu

atio

ns o

f con

flic

t, th

e c

an

did

ate

a

pp

ea

rs r

ea

ctio

na

ry a

nd

ra

ttle

d b

y

de

mon

str

ating

clo

se

d b

od

y p

ostu

re,

ma

kin

g m

inim

al pu

rpose

ful po

ints

of

eye

co

nta

ct, a

nd

vo

ice

escala

tes

de

pe

nd

en

t o

n th

e le

ve

l to

wh

ich

th

e

ca

ndid

ate

dis

ag

rees w

ith

a s

pe

ake

r.

Ca

nd

ida

te’s

be

ha

vio

rs d

o n

ot re

su

lt

in a

de

-escala

tio

n in

the

co

nflic

t.

Ca

nd

ida

te d

oes n

ot u

se

kn

ow

led

ge

o

f colla

bo

ratio

n th

eo

ries a

nd

p

rin

cip

les to

reso

lve

co

nflic

t,

Ca

nd

ida

te d

oes n

ot u

se

active

liste

nin

g t

ech

niq

ue

s (

sum

ma

rizin

g,

pa

rap

hra

sin

g, I-

sta

tem

en

ts)

and

m

ake

s a

ssu

mp

tion

s th

at in

terf

ere

w

ith

id

en

tify

ing

th

e s

ou

rce

of

co

nflic

t,

bra

insto

rmin

g s

olu

tio

ns,

an

d s

ee

kin

g

a m

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pa

rtic

ipate

in

rein

forc

ing

instr

uction

.

109

FORMAL CLASSROOM OBSERVATIONBloomsburg University College of Education

Student Teacher ________________________________ Date________________ Time _______________

School ___________________________________ Grade(s) ____________ Subject _____________________

Supervisor ________________________________ Cooperating Teacher ________________________________

Performance Scale:

Category Exceeds Expectations (3 pts)

Meets Expectations (2 pts)

Emerging (1 pt)

Does Not Meet Expectations (0 pts)

Not Applicable (NA)

Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Item not applicable or necessary in this setting or lesson.

Student Teacher/Candidate’s performance demonstrates:

PDE 430 Category II: Classroom Environment Exceeds Expectations

(3 pts)

Meets Expectations

(2 pts)

Emerging

(1 pt)

Does Not Meet Expectations NA

1. Expectations for student achievement with value placedon the quality of student work

2. Attention to equitable learning opportunities forstudents

3. Appropriate interactions between teacher and studentsand among students

4. Effective classroom routines and procedures resulting inlittle or no loss of instruction time

5. Clear standards of conduct and effective management ofstudent behavior

6. Appropriate attention given to safety in the classroom tothe extent that it is under the control of the studentteacher

7. Ability to establish and maintain rapport with students

Justification for Evaluation:

(0 pts)

Appendix Q

110

PDE 430 Category III: Instructional Delivery NA

8. Clear and accurate communication of content/ideas andlearning objectives

9. Direct communication of procedures/ studentexpectations

10. Recognizable and systematic lesson sequencedemonstrating knowledge of pedagogical theory (e.g.,opening, model, guided practice, independent practice,appropriate summary/conclusion)

11. Engagement of students in learning (e.g., questioningand discussion strategies) and adequate pacing ofinstruction

12. Feedback to students on their learning (e.g., usingpositive reinforcement and appropriate errorcorrections)

13. Use of informal and formal assessment to meet learninggoals and to monitor student learning

14. Flexibility and responsiveness in meeting the learningneeds of students (including meaningful integration ofadaptations for individual student needs)

15. Voice that is loud, clear, and pleasant as well as anappropriate level of animation


PDE 430 Category IV: Professionalism

16. Effective communication, both oral and written, withstudents, colleagues, paraprofessionals, related servicepersonnel, administrators, and universitysupervisor/personnel

17. Professionalism in appearance, demeanor, and conduct

18. Preparation of the observed lesson(materials and lesson plan submission)

19. Ability to welcome and seek out feedback forimprovement


Exceeds Expectations

(3 pts)

Meets Expectations

(2 pts)

Emerging

(1 pt)

Does Not Meet Expectations

(0 pts)

NAExceeds Expectations

(3 pts)

Meets Expectations

(2 pts)

Emerging

(1 pt)

Does Not Meet Expectations

(0 pts)

111

Appendix R

Weekly Suggested Student Teacher/ Supervising Classroom Teacher Activities

Activities for First Week

Student Teacher Supervising Classroom Teacher

First day - report to the principal's office - Orient student teacher to school and introduce introduce self. to staff.

Meet class - join in group activities. Familiarize student teacher with supply sources and procedures for obtaining them.

Observe class routine and procedures. Provide class roll - program schedule - school

Prepare copies of class roll and daily schedule. rules and regulations.

Explore room to become familiar with Provide student teacher with desk or similar materials and resources, and their locations. work area.

Begin to help individual children with teacher's Supply student teacher with a School Policy permission. Handbook.

Associate with children during recess, or other Introduce student teacher to class. informal periods.

Discuss student teacher schedule plan for Observe standards of behavior for different beginning of participation in classroom activities. activities.

Begin to conduct total group activities for a Discuss student teacher responsibilities such period not to exceed a class period each day. as lesson plans, arrival time, duties, absence

procedures, etc. Become familiar with basic texts used for skill areas. Require student teacher to observe teaching.

Become familiar with school rules and Observe and give suggestions to student regulations by reading School Policy teacher for any activities in which he/she is

Handbook. engaged.

Provide basic skill area texts for student teacher.

Prepare a list of suggestions for directed observations - i.e. routine procedures, child behavior, discipline options, special teacher techniques for handling aroups.

112

Activities for Second Week


Teach total group activity for at least one class Make comments on student teacher's lesson period daily. plans.

Make written lesson plans for lessons taught. Evaluate student teacher performance; discuss strengths and weaknesses with student

Submit plans in advance to supervising teacher. teacher for corrective feedback.

Encourage self-evaluation by student. Continue to observe classroom instruction, especially the teaching of skill subjects. Provide samples of types of seatwork activities

suitable for class. Share playground, lunchroom, or similar responsibilities. Discuss activities which student teacher might

use with individual child. Observe and note teacher's methods and techniques for handling group, special Help student teacher plan appropriate goals, discipline problems. content, and seatwork for lessons to be

presented. Prepare a list of ways supervising teacher handles classroom routines and management. Share your planning with the student teacher;

emphasize the importance of planning ahead. Teach reading and arithmetic lesson to small group. Demonstrate a specific teaching technique or

skill - discuss and evaluate the lesson with the Become involved in classroom activities, give student teacher. help and assistance when needed.

Provide children's cumulative records. Visit other special education or regular education classes in building. Begin list of materials, texts, etc. loaned to

student teacher. Ask questions about observations, teaching skills, materials, etc. Remind student to list in priority classes to be

taken over (a take over schedule).

Identify and consult with support personnel (speech clinician, physical therapist, etc.)

Select pupil for assessment and IEP development.

Outline a take over schedule.

113

Activities for the Third Week


Assist in preparing materials. Include student teacher in parent conferences if scheduled.

Teach about two periods of the day including total group activities and two small groups. Emphasize growth and learning aspect of

student teaching experiences. Plan bulletin board display.

Explain reasons for techniques and approaches Assist children in changing classes, going to used in your teaching. special rooms, dismissal, etc.

Make available resources and materials Be responsible for managing behavior of for teaching. children while in charge of a group.

Give student teacher opportunities to feel Engage in self-evaluation of teaching independent. experiences.

Discuss list of observed classroom routines Familiarize yourself with children's papers and and management with the student teacher. work.

** Complete first evaluation on overall Continue to observe classroom instructions - performance of student teacher (same as final planned observations. evaluation).

Continue to submit teaching plans to supervising teacher.

Test pupil chosen for IEP (if aoorooriate).

114

Activities for Fourth Week


Increase teaching time to about one-half of Be sure that student teacher has access to the day, or three instructional periods. teaching materials.

In teaching and classroom responsibilities, Continue to support and encourage efforts of include academic and non-academic areas. student teacher through written and oral

comments. Help keep records of children's progress.

Begin to leave room for short periods of time Be involved with children at individual, small while student teacher is teaching. group, and total group levels.

Help student teacher in proper use of Differentiate instruction based on student instructional technology (if necessary). levels and lesson content.

Discuss evaluation with student teacher. Be prompt in returning borrowed materials, equipment, etc. Require plans only for new activities -

discontinue plans for routines such as opening Be considerate and neat in using materials and exercises, etc. resources.

115

Activities for Fifth Week

Student Teacher Suoorvising Classroom Teacher

Increase teaching responsibilities to about Include student teacher in meetings that may three-fourths of the day or four instructional arise (faculty, parents). periods.

Continue observation and evaluation of

Assume all routine management of children. student teacher lessons.

Submit plans for intensive teaching Take advantage of opportunities to work with experience. individual children, administer progress tests,

special help, etc. Prepare for unit work during intensive teaching period. Help children adjust to the increasing role of

the student teacher in the classroom. Be aware of mechanics and housekeeping needs of the classroom.

Continue to submit lesson plans and self-evaluations.

Prepare materials needed for teaching.

Complete IEP.

116

Activities for Sixth and Seventh Weeks

Student Teacher Supervisinq Classroom Teacher

If practical, assume full day teaching **Complete second evaluation on overall responsibility. performance of student teacher after week six

(same as final evaluation). Prepare all needed materials for teaching.

Discuss evaluation with student teacher. Initiate instructional unit if not already in progress. Observe areas of teaching not already

observed.

Know where supervising teacher can be reached if necessary. Spot check areas of weakness.

Be independent in handling group, but don't Plan with student teacher for intensive

hesitate to ask for help. teaching. Explain and make necessary suggestions to avoid disaster.

Share day's experiences with supervising teacher, especially if she has been out of the Leave room to allow student teacher freedom room. for teaching.

Be available if student teacher needs help.

Activities for Eighth Week

Student Teacher Suoervisina Classroom Teacher

Perform classroom routine non-academic Help children plan farewell for student teacher. activities.

Check list of borrowed materials; are all

Return all materials and resources borrowed. returned?

Be responsible for physical condition of room. Begin taking over teaching skill subjects.

Express appreciation to principal and other Complete final overall evaluation form.

staff for their help. Discuss with student teacher the final

Complete unfinished units, projects, etc., if not evaluation (strengths and areas that need

finished during intensive teaching. development for future growth).

Begin turning responsibilities back to suoervisino classroom teacher.

Adapted from Mays

117

Appendix S

70.461/561 - Student Teaching Seminar

RESOURCES

Adams, N.G.; Shea, M.C.: Liston, D.D. & Deever, B. (2006). Learning to teach: A critical approach to field experiences (2nd ed.). Mahwah, NJ: Lawrence Erlbawn Associates.

Borich, G.D. (2014). Observational skills for effective teaching (7th ed.). Boulder, CO: Paradigm Publishers.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Goethals, M.S.; Howard, RA. & Sanders, M.M. (2004). Student teaching: A process approach to reflective practice (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Goor, M.B. & Santos, K.E. (2002). To think like a teacher: Cases for special education interns and novice teachers. Boston, MA: Allyn & Bacon.

Guillaume, A.M. (2011). K-12 classroom teaching: A primer for new professionals (4th ed.). Boston, MA: Allyn & Bacon.

Kellough, R.D. (2001 ). Surviving your first year of teaching: Guidelines for success (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Kronowitz, E.L. (2003). Your first year teaching and beyond (4th ed.). New York: Longman, Inc.

Moffatt, C.W. & Moffatt, T.L. (2003). Handbook/or the beginning teacher: An educator's companion. Boston, MA: Allyn & Bacon.

Pelletier, C.M. (2012). Strategies for successful student teaching: A comprehensive guide (3rd ed.). Upper Saddle River, NJ: Pearson

Roe, B.D., Ross, E.P. & Smith, S.H. (2009). Stucfent teaching and field experience handbook (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Roberts, P.L., Moore, K.M. & Kellough, R.D. (2011). A resource guide for elementary school teaching: Planning/or competence (7th ed.). Upper Saddle River, NJ: Pearson

Rosenberg, M.S., O'Shea, L. & O'Shea, D. (2005). Student teacher to master teacher: A practical guide/or educating students with special needs (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Wandberg, R. & Rohwer, J. (2003). Teaching to the standards of effective practice: A guide to becoming a successful teacher. Boston, MA: Allyn & Bacon.

Wentz, P.J. (2001). The student teaching experience: Cases from the classroom. Upper Saddle River, NJ: Merrill/Prentice Hall.

118

WEB SITES

Bloomsburg University Career Development Center http://www. bloomu. edulcareers

You Can Handle Them All (Discipline) http:/ lwww.disciplinehelp.com/

Pennsylvania Department of Education http:llwww.pde.state.pa.us/portal/server.pt/community/pennsylvania_department_of_educationl7237

Pennsylvania System of School Assessment (PSSA) http://www.pde.state.pa. us/pssa/esstand.html

StateStandards.com http://www. academic benchmarks. com

Pennsylvania Core Standards Website http://www.pdesas.org/Standard/P A Core

Pennsylvania State Standards Website http://www.pdesas.org/Standard/Views

Best Practices for Creative Teachers http://www. leading-learning. co. nz/

Learning Disabilities "Tips for Teachers" http://www.ncldorglat-school/especially-for-teachers

Learning Disabilities Strategies http://www. ldonline. org

PBS TeacherSource http:/lwww.pbs.org/teachers

Teaching Thinking Skills http:/ lwww.nwrel.org

Commonwealth of Pa. SAP Home Page http://www.sap.state.pa. us

PECT Exams http://www.pa. nesinc. com

Praxis Exams http://www. ets. org/praxis

US Dept. of Education/Federal Registers http://www.ed.gov

Lesson Plans http://www. enchanted/earning. com http://www. discoveryeducation. com/teachers/free-lesson-plans/

Portfolios http:/ lwww.teachingheart.net

Reading http:/ lwww 2.scholastic. com http://www.readwritethinkorg/

Education Jobs http://www. teachers-teachers. com/ http://www.schoolspring.com/

Teaching Jobs http://www. teachforamerica. org http://www.pareap.net https:l/www.paeducator.net/

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