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CARDINAL STRITCH U N I V E R S I T Y
SYLLABUS OF COURSE
Course No: MUE 524 Title of Course: Adaptations for Students With Learning Disabilities Credit Hours: 3 Scheduled Class Time: Wednesdays Hours: 5:00 – 8:30 Instructor: Sue Rennane Semester: Spring Year: 2013 Syllabus Outline: The following information must be included in each syllabus of course.
a. Course title: Page 2
b. Course description (should match the current Cardinal Stritch University Catalog): Page 2
c. Program Learning Outcomes linked to the course (only note those that are achieved in the
specific course): Page 4 - 9
d. Measurable Course Learning Outcomes and Performance Indicators: Page 4 - 9
e. Explain how course is in compliance with University policy on Credit Hour.
f. Methods of assessment linked to each Course Learning Outcome: Page 4 - 9 g. Criteria for assessment that describe how the performances (Performance Indicators) will be judged and
ultimately graded. Assessment criteria must be clearly specified in a list, paragraph or scoring rubric format. A suggested grading scheme, which includes weighting of assignments, assessments or other measured performances, must be included here as well. Page 4 - 9
h. Outline of the sequence of topics and content covered in the course. Page 9 - 11
i. Required materials and other relevant supportive references cited in APA, MLA, or other style
appropriate to the discipline. Page 2
j. Textbook(s) used Page 2 k. Policy on class attendance Page 12
l. Policy on cheating and plagiarism (reference the University Policy on Academic Integrity in the
current University catalog at www.stritch.edu/catalogs) Page 12
m. Policy on late assignments Page 12 n. Policy on missed exams and assignments Page 12
o. Office hours Page 2
p. Last date for withdrawal (2/3 of semester for courses with unusual start dates or which don’t last
15 weeks) Page 12
q. Policy statement for Rehabilitation Act 504: It shall be the policy of Cardinal Stritch
University to comply with the Rehabilitation Act and Americans with Disabilities Act and
their regulations to the extent applicable to Cardinal Stritch University. Page 12
r. If this course requires LiveText, please include the following statement: “This course requires an
active subscription to LiveText. A five-year LiveText subscription must be purchased online at
www.livetext.com. Click on Purchase/Register at the top of the LiveText homepage. If you have
already purchased a LiveText subscription for a different course, you do not need to purchase it
again.” Page 12 - Revised Fall 2002 to reflect requirements of the Undergraduate and Graduate Curriculum Committees and the assessment
requirements of the Higher Learning Commission (HLC). - Revised Spring 2012 to reflect HLC and HLC Steering Committee requirements for University-wide and departmental student
learning outcomes, and word change from “objectives” to “outcomes.” - Revised January 2013
Cardinal Stritch University
MUE 524: Adaptations for Students with Learning Disabilities Three Credits Spring 2013
Meeting Times: Wednesdays Location: City Center (room varies) 5:00 p.m. – 8:30 p.m. Instructor: Susan Rennane, Room 110 Phone: 262.751.4324 (cell), 414-410-4548 (office) E-mail: [email protected] , [email protected] Office Hours 3:30 – 4:30 Wednesdays or by appointment Course Description
This course includes a study of the curriculum content, instructional methodologies, and instructional materials appropriate for students with learning disabilities. Teaching and learning strategies in the areas of reading, mathematics, communication, and social skills development for students with specific learning disabilities are reviewed and practiced. An understanding of the processes, strategies, and interpersonal dynamics involved in curricular adaptation to meet the needs of students with LD who receive instruction in general education classroom is promoted. Course Prerequisite
“Identifying and Supporting Students with Learning Disabilities” (MUE 522) Course Objectives
Through content covered in this course, students will be able to:
Describe a variety of curricular adaptation and planning models
Demonstrate the ability to select, implement, and modify instructional content, strategies, and materials according to students’ needs based on assessment data, and, cultural, linguistic, and learning differences
Plan and implement a unit of instruction that incorporates effective instructional approaches to meet the needs of learners with diverse needs
Required Readings
Required Texts Lerner, J. W., & Johns, B. (2009). Learning disabilities and related mild disabilities: Characteristics,
teaching strategies, and new directions (12h ed). Boston: Houghton Mifflin. Note: The Lerner text was also used for MUE 522. If you have another edition of this book, please talk with Ms. Rennane about its use. Wisconsin Department of Public Instruction. (updated draft, December 2010). A guide for writing IEPs. (draft). Madison, WI. This guide is available for download at: http://dpi.wi.gov/sped/pdf/iepguide.pdf Additional journal articles as assigned.
MUE 524 Spring 2013 p. 3
Program Outcomes
By the end of this course, students will be able to do the following: INTASC Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Program Outcome 2. Teachers know how children grow.
Regular Education Outcome A. The teacher candidate will document an understanding of past/present learning theories, philosophies and approaches that explain how students learn and develop.
LD Outcome 14. The teacher candidate has an understanding of the legal, historical issues and characteristics.
Performance Indicator B. The teacher candidate will document understanding of current educational terminology, theories and definitions of individuals who have cognitive disabilities, learning disabilities, emotional and behavioral disorder, including identification criteria, labeling issues including cultural and linguistic diversity, utilization of professionally accepted classification systems and current incidence and prevalence figures. Method of assessment: Discussion questions; Take home examination Criteria for assessment: See rubric included. Performance Indicator D. The teacher candidate will document understanding of major characteristics of cognitive disability, learning disabilities, emotional and behavioral disorders as defined by state and federal law; developmental academic, social, functional, and career-related. Method of assessment: Discussion questions; Student description Criteria for assessment: See rubrics included. Performance Indicator I. The teacher candidate will document understanding of psychological characteristics including cognition, perception, and memory. Method of assessment: Discussion questions; Student description; Literature review; Unit and Lesson Plans Criteria for assessment: See rubrics included. Performance Indicator J. The teacher candidate will document understanding of social-emotional aspects including adaptive behavior, social competence, social isolation, and learned helplessness. Method of assessment: Discussion questions; Student description; Unit and Lesson Plans Criteria for assessment: See rubrics included.
MUE 524 Spring 2013 p. 4
Performance Indicator M. The teacher candidate will document understanding of physical development, physical disability, and health impairments as they relate to the development and behavior of students.
Method of assessment: Discussion questions; Student description; Criteria for assessment: See rubrics included.
INTASC Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Program Outcome 3. Teachers understand that children learn differently.
Regular Education Indicator A. The teacher candidate will demonstrate an understanding of various cultures and cultural learning styles. Regular Education Indicator B. The teacher candidate will be able to explain the inter-individual and intra-individual differences found in children who are classified as exceptional.
LD Outcome 14. The teacher candidate has an understanding of the legal, historical issues, and characteristics of individuals who have learning disabilities.
Performance Indicator K. The teacher candidate demonstrates knowledge of the differing perceptions of deviance, including mental health, religion, legal-correction, education, and social welfare.
Method of assessment: Discussion questions; Take home examination Criteria for assessment: See rubric included Performance Indicator N. The teacher candidate accounts for the effects of dysfunctional behavior on learning when planning for instruction. Method of assessment: Unit and Lesson Plans Criteria for assessment: See rubrics included.
LD Outcome 17. The teacher candidate has an understanding of assessment as it relates to students with learning disabilities.
Performance Indicator A. The teacher candidate can describe assurances and due process rights related to assessment, eligibility, and placement for students who are culturally and linguistically diverse. Method of assessment: Discussion questions Criteria for assessment: See rubric included Performance Indicator B. The teacher candidate can describe the influence of diversity on assessment, eligibility programming, and placement of exceptional learners. Method of assessment: Discussion questions Criteria for assessment: See rubric included.
MUE 524 Spring 2013 p. 5
Performance Indicator C. The teacher candidate considers the impact of deficits in the area of listening, reading, writing, math, social perception, and study skills on the individual with learning disabilities, grades K-8, when assessing students. Method of assessment: Unit and Lesson Plans Criteria for assessment: See rubric included.
INTASC Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Program Outcome 5. Teachers know how to manage a classroom.
Regular Education Outcome A. The teacher candidate will recognize individual differences in students and adapt learning experiences to meet student needs. Regular Education Outcome C. The teacher candidate will design and implement strategies that teach all students to resolve differences and manage their own behaviors.
LD Outcome 14. The teacher candidate has an understanding of the legal, historical issues, and characteristics of individuals who have learning disabilities.
Performance Indicator F. The teacher candidate will be knowledgeable about the range of service program options and delivery. Method of assessment: Discussion question; Student description Criteria for assessment: See rubrics included.
INTASC Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
LD Outcome 14. The teacher candidate has an understanding of the legal, historical issues, and characteristics of individuals who have learning disabilities.
Performance Indicator A. The teacher candidate will demonstrate the ability to discuss the historical foundations, classic studies including efficacy studies, the major contributors and advocacy organizations that under gird the growth and improvement of past-to-present knowledge and current practices in the field of education of individuals who have cognitive disability, learning disabilities, emotional and behavioral disorders.
Method of assessment: Discussion questions; Take home examination Criteria for assessment: See rubric included.
Performance Indicator C. The teacher candidate will demonstrate the ability to critically analyze the impact of current state and federal law and regulation regarding due process rights relating to assessment eligibility and placement. Method of assessment: Discussion questions; Take home examination
Criteria for assessment: See rubric included.
MUE 524 Spring 2013 p. 6
Performance Indicator L. The teacher candidate will demonstrate the ability to differentiate the differences between etiology and diagnosis unique to a variety of theoretical approaches (biophysical, psychodynamic, behavioral, ecological) and their application for students.
Method of assessment: Discussion questions; Take home examination
Criteria for assessment: See rubric included.
INTASC Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
LD Outcome 16. The teacher candidate will demonstrate an understanding of the principles and procedures of assessment.
Performance Indicator A. The teacher candidate will articulate knowledge of legal provisions, regulations, and guidelines regarding unbiased assessment and use of psychometric instructions and instructional assessment measures with individuals who have cognitive disability, learning disability, emotional and behavioral disorders. Method of assessment: Discussion question; Unit and Lesson Plans Criteria for assessment: See rubrics included.
Performance Indicator B. The teacher candidate will articulate knowledge of the specialized policies regarding screening, referral, eligibility criteria, multidisciplinary team responsibilities and processes, placement procedures for individuals who have cognitive disability, learning disabilities, emotional and behavioral disorders. Method of assessment: Discussion questions; Student description Criteria for assessment: See rubrics included.
Performance Indicator C. The teacher candidate will articulate typical procedures used for screening, prereferral, referral, and classification. Method of assessment: Discussion questions Criteria for assessment: See rubric included.
Performance Indicator D. The teacher candidate will articulate the relationship between assessment and placement decisions. Method of assessment: class discussions, class activities Criteria for assessment
INTASC Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
LD Outcome 14. The teacher candidate has an understanding of the legal, historical issues, and characteristics of individuals who have learning disabilities.
Performance Indicator E. The teacher candidate will demonstrate an understanding of etiology, cultural and social factors and medical implications for the prevention and
MUE 524 Spring 2013 p. 7
teaching of students with cognitive disability, learning disabilities emotional and behavioral disorders. Method of assessment: Unit and Lesson Plans; Teaching Reflection Criteria for assessment: See rubrics included.
INTASC Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Program Outcome 9. Teachers are able to evaluate themselves.
Regular Education Indicator C. The teacher candidate will seek the advice of others and draw upon educational research and scholarship to improve instruction. Method of assessment: Discussion questions; Teaching Reflection Criteria for assessment: See rubrics included.
Program Outcome 6. Teachers communicate well.
Regular Education Indicator A. The teacher candidate will display characteristics indicative of an ability to work cooperatively and collaboratively in a classroom environment.
Regular Education Indicator B. The teacher candidate will demonstrate the ability to communicate effectively in writing.
Regular Education Indicator C. The teacher candidate will demonstrate the ability to communicate effectively orally.
Regular Education Indicator D. The teacher candidate will effectively use technology to communication with faculty and peers.
INTASC Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
LD Outcome 18. The teacher candidate will engage in communicative and collaborative partnerships.
Performance Indicator A. The teacher candidate demonstrate knowledge of sources of unique services, networks, agencies, community resources and organizations for students with cognitive disabilities, learning disabilities, emotional and behavioral disorders and their families, including career/vocational support. Method of assessment: Discussion question; Take home examination Criteria for assessment: See rubrics included. Performance Indicator B. The teacher candidate will collaborate and use good communication skills enabling teachers to jointly plan, implementing and evaluating education programs with pupils, parents, and other educational and community personnel including general education teachers and administrators. Method of assessment: Unit and Lesson Plan; Teaching Reflection
MUE 524 Spring 2013 p. 8
Criteria for assessment: See rubrics included. Performance Indicator C. The teacher candidate will use various methods of assisting students, with the support of parents and other professionals, in planning for transition to adulthood, including career and vocational awareness, education for employment, job training and community experiences, with maximum opportunities for full participation in decision-making. Method of assessment: Unit and Lesson Plans; Teaching Reflection Criteria for assessment: See rubric included.
LD Outcome 19. The teacher candidate will continually update his/her professional knowledge and ethical practices.
Performance Indicator A. The teacher candidate will demonstrate knowledge of information regarding consumer and professional organizations, publications and journals relevant to the field of cognitive disability, learning disabilities, and emotional and behavioral disorders. Method of assessment: Literature Review Criteria for assessment: See rubric included
Assessment Please see attached guidelines and rubrics for additional details about these assessments.
Task Points Possible
Due Date
Discussion question Identify a topic of interest related to instructional strategies, adaptations, IEP implementation, or other course content. Plan a discussion question. Lead in class discussion.
10
As
scheduled
Contract Select a student with LD who will be your “target” learner. Identify a curricular area for planning. Meet with the instructor to discuss your plan.
0
4/10/13
Student description Describe your target learner using a record review and your own observations.
20
5/1/13
Annotated bibliography Select a topic related to the instruction of your target learner. Review at least three professional resources. Prepare an annotated bibliography of your resources.
10
4/24/13
Unit plan Develop a unit for your target learner that includes an objective, lesson content and activities, needed adaptations, and assessment. Instructional strategies utilized should be linked to your review of professional resources.
32
5/15/13
Lesson plan From your unit plan, design and implement a comprehensive lesson.
32
5/22/13
Teaching Reflection After teaching your lesson, reflect on the student(s)’s performance and on your teaching.
30
5/22/13
MUE 524 Spring 2013 p. 9
Take home examination
50
5/29/13
Total Course Points
184
Grading Scale
Grade Percent of Total Course Points
Grade
Percent of Total Course Points
A 93-100 C 73-76 A- 90-92 C- 70-72 B+ 87-89 D+ 67-69 B 83-86 D 63-66 B- 80-82 D- 60-62 C+ 77-79 F Below 60%
Sequence of Classes, Topics, and/or Content
Session/ Date
Topic(s)/ Readings Task(s) Due
# 1 3/27/13
Introductions and Course Overview
Check-in: Using the Stritch Library databases and Angel
Review: Characteristics of students with learning disabilities
Current issues in special education and curriculum
Curriculum for students with learning disabilities (e.g., IDEA provisions, FAPE, RTI, Placement)
Readings:
Review Lerner Chapters 1 and 4
#2 4/10/13
Assessment process (review from MUE522)
The IEP process
Writing IEPs
Using IEPs
Curriculum Decision Making/Unit & Lesson Planning (introduced)
Readings:
Lerner, Chapter 2
Wisconsin DPI. (2010). A guide for writing IEPs.
Review: Wisconsin Model Academic Standards Home Page, including Core Standards, at http://dpi.wi.gov/standards/
Additional Resource: Wisconsin DPI IEPs Reference Page at http://dpi.wi.gov/sped/sbiep.html
Download A guide for writing IEPs at http://dpi.wi.gov/sped/pdf/iepguide.pdf
Due: Select “target” learner and curricular area
MUE 524 Spring 2013 p. 10
Session/
Date Topic(s)/ Readings Task(s)
Due
#3 4/17/13
Curriculum Decision Making/Unit & Lesson Planning (continued)
Accessing the general education curriculum
Universal Design for Learning/Differentiated Instruction
Introduction to “adaptations”, “accommodations”, “modifications”
Readings:
Visit www.cast.org
Lerner, Chapter 1 (pp. 32)
Lerner, Chapter 3 9 (pp. 75-97)
Due: Discussion Presentation
#4 4/24/13
Accessing the general education curriculum
Instructional strategies to support students’ learning: o Active learning o Reciprocal teaching o Direct instruction (explicit instruction) o Metacognitive strategies
Readings:
Lerner, pp. 98-106, 85-86, 149-165
Additional readings for assigned instructional strategy
Due: Annotated Bibliography Due: Discussion Presentation
#5 5/1/13
Instructional Strategies continued o Cooperative learning o Peer supports
“Adaptations”, “Accommodations”, “Modifications”
Team planning processes
Models for consultation and collaboration Readings:
Lerner pp. 121-133
Cooperative learning demonstrations Due: Student Description Due: Discussion Presentation
Session/
Date Topic(s)/ Readings Task(s)
Due
#6 5/8/13
Learning strategies
Memory enhancement strategies
Study skills
Organizational skills Readings:
Lerner pp. 161-165; pp 284-289
Due: Discussion Presentation DL Unit Planning documents (target student background, Lesson plan, & planning form)
#7 5/15/13
Role of technology in promoting effective instruction
Use of assistive technology Readings:
Lerner pp. 29-32, & pp. on “computer technology” listed in subject index
Review resources available from the Wisconsin Assistive Technology Initiative (WATI) at http://wati.org/
Due: Unit Plan Due: Discussion Presentation Lesson planning documents
#8 5/22/13
Assessing Learning
Accommodations for standards-based assessment
Accommodations for classroom assessments
Due: Lesson Plan and Teaching Reflection Take Home exam due
MUE 524 Spring 2013 p. 11
Grading practices
Skills for collaborative team membership
Readings:
Lerner, pp. 42-45, 60-61, 63-67, 70-71, 95-98, 251-253, 274-275, 291-294, 336-338, 382-383, 427-428, 461-468
Wisconsin DPI resources
5/29/13
MUE 524 Spring 2013 p. 12
Policies
1. Attendance: Emergency absences require an email, text or call to the instructor in advance of the class meeting time. The student is responsible for contacting their “study buddy” for assignments/handouts and the instructor for make-up assignments. Unexcused absences or more than one excused absence will negatively affect course grade. Based on department policy, missing more than two classes in this course can result in a withdrawal. This withdrawal will need to be processed through the registration office and may impact your financial aid. Three tardies or early departures will be equal to one absence. 2. Assignments: Any late or missing assignments inevitably affect the final grade. Late assignments will be lowered one grade per day. Assignments may be e-mailed in the case of absence to avoid a late penalty. 3. Cardinal Stritch University and the instructor wish to positively affirm the intent of the Americans with Disability Act. Any person enrolling in this course who may require alternative instructional and/or evaluative procedures due to a documented disability should feel free to discuss these needs with the instructor so that appropriate arrangements can be made. 4. Any work found to be plagiarized from the Internet or other sources will automatically result in a grade of F in the course and the “author’s” name will be given to the Vice-President for Academic Affairs. Please review the Cardinal Stritch University policy on academic integrity in the Graduate Studies Handbook, which is available online at www.stritch.edu. 5. Current and respectful language regarding persons with disabilities is expected throughout this course. The words we use have a tremendous impact on how individuals are viewed and treated. If you have questions about the use of unbiased language, please see the Publication Manual of the American Psychological Association (6th ed.) (2009) or see http://www.apastyle.org/disabilities.html. 6. This course requires an active subscription to LiveText. A five-year LiveText subscription must be purchased online at www.livetext.com. Click on Purchase/Register at the top of the LiveText homepage. If you have already purchased a LiveText subscription for a different course, you do not need to purchase it again. 7. If you have any questions, concerns, or comments about course content and/or grading expectations and procedures, please contact the instructor as soon as possible. 8. Last day to drop this class. Please contact the Program Advisor and the Registrar’s Office Last day to withdraw from this class: Please contact the Program Advisor and the Registrar’s Office. Since this is a cohort program, special procedures apply.
MUE 524 Spring 2013 p. 13
Guidelines for Discussion Question Each class member will sign up for one topic. For the topic, plan a question based on the week’s readings and/or professional experiences. Each class member will then lead the in-class discussion.
Points Possible
Points Earned
Question format Question is typed or e–mailed (1 point)
Question is submitted before the start of targeted class session (1 point)
2
Content Question is clearly articulated and shows depth of thought. (4 points)
Question is somewhat clearly articulate, but shows little depth of thought. (2-3 points)
Question is not clearly articulated; no depth of thought. (0-1 point)
4
Discussion Discussion is lively; class members are engaged (4 points)
Discussion is fairly lively; many class members are engaged (2-3 points)
Discussion is not lively; few class members are engaged (0-1 point)
4
TOTAL
10
Comments:
MUE 524 Spring 2013 p. 14
Contract
Teacher’s Name ___________________________________________________________ Student’s Name (Use pseudonym) _____________________________________________ Curricular Area to be Adapted _________________________________________________ _________________________________________________________________________ Date of Planning Meeting with Ms. Rennane _________________________________________ Specific ideas about students’ abilities and needs: Ideas concerning potential instructional strategies and adaptations to incorporate into planning: Additional comments:
MUE 524 Spring 2013 p. 15
Rubric: Description of a Student with LD
Indicator
Rating
Minimal (1) Indicator not met
Basic (2) Indicator
Partially Met
Proficient (3) Indicator Met
Advanced (4) Exemplary
Performance
Identifying Information, School History, and Medical Information Score ____
Identifying information (e.g., CA, grade) is incomplete. School history is incomplete; no reason for lack of information is stated. Relevant medical information is missing and/or not defined.
Complete identifying information (e.g., CA, grade) is present. Only school history or medical information is stated.
Complete identifying information (e.g., CA, grade) is present. A chart details school history (schools and dates of attendance). Relevant medical information is included and a brief definition is stated. Implications for instruction are not stated.
Complete identifying information (e.g., CA, grade) is present. A chart details school history (schools and dates of attendance). Relevant medical information is included. If medical conditions are present, a brief definition and implications for instruction are stated.
Academic Characteristics Score ____
Description of the student’s academic characteristics is incomplete or unclear. Either overall or specific performance is absent. Assessment information is not used to support description. Implications for instruction are not stated.
Description of the student’s academic characteristics is included. Statements of student’s current overall and specific performance is incomplete. Assessment information is not consistently used to support description. Implications for instruction are stated, but are incomplete or unclear.
Description of student ‘s academic characteristics is clear and includes statement of the student’s current overall and specific performance. Assessment information generally well used to support description. Partial implications for instruction are stated.
Description of student’s academic characteristics is vivid and includes statement of the student’s current overall and specific performance. Assessment information, including available norm-referenced and classroom observations, is used to support description. Implications for instruction are stated.
Information Processing Score ____
Description of the student’s information processing characteristics is incomplete or unclear. Either overall or specific performance is
Description of the student’s information processing characteristics is included. Statements of student’s current overall and specific
Description of student ‘s information processing characteristics is clear and includes statement of the student’s current
Description of student’s information processing characteristics is vivid and includes statement of the student’s current overall and specific
MUE 524 Spring 2013 p. 16
absent. Assessment information is not used to support description. Implications for instruction are not stated
performance is incomplete. Assessment information is not consistently used to support description. Implications for instruction are stated, but are incomplete or unclear.
overall and specific performance. Assessment information generally well used to support description. Partial implications for instruction are stated.
performance. Assessment information, including available norm-referenced and classroom observations, is used to support description. Implications for instruction are stated.
MUE 524 Spring 2013 p. 17
Indicator
Rating
Minimal (1) Indicator not met
Basic (2) Indicator
Partially Met
Proficient (3) Indicator Met
Advanced (4) Exemplary
Performance
Social-Emotional Characteristics Score ____
Description of the student’s social-emotional characteristics is incomplete or unclear. Either overall or specific performance is absent. Assessment information is not used to support description. Implications for instruction are not stated.
Description of the student’s social-emotional characteristics is included. Statements of student’s current overall and specific performance is incomplete. Assessment information is not consistently used to support description. Implications for instruction are stated, but are incomplete or unclear.
Description of student ‘s social-emotional characteristics is clear and includes statement of the student’s current overall and specific performance. Assessment information generally well used to support description. Partial implications for instruction are stated
Description of student’s social-emotional characteristics is vivid and includes statement of the student’s current overall and specific performance. Assessment information, including available norm-referenced and classroom observations, is used to support description. Implications for instruction are stated.
Professional Writing Score ____
Writing is not clear. Many mechanical errors are present (i.e., spelling, punctuation); they may interfere with understanding. Inferences are used without observational support. Nonbiased language is not used.
Writing is somewhat clear. Some mechanical errors are present (i.e., spelling, punctuation). If used, inferences are sometimes supported with observations. Nonbiased language is sometimes used.
Writing is generally clear. Some mechanical errors are present (i.e., spelling, punctuation). If used, inferences are most often supported with observations. Nonbiased language is used.
Writing is clear and no/few mechanical errors are present (i.e., spelling, punctuation). If used, inferences are supported with observations. Nonbiased language is used.
Comments: Final Score: ___________/20 points
MUE 524 Spring 2013 p. 18
Annotated Bibliography
Individual _________________________________________________________________ Topic _____________________________________________________________________
Points Possible
Points Earned
Selection of Professional Resources
At least three professional resources reviewed
Resources are from varied sources
Only one resource is a web site
3
Annotation
For each professional resource reviewed, a brief paragraph summarizes and evaluates the resource
5
Format of Citations
APA style guidelines are used in citations on bibliography
2
TOTAL
10
MUE 524 Spring 2013 p. 19
Rubric: Unit of Instruction Curricular Area: ______________________________________________________________ Unit Topic: ____________________________ Dates of Instruction: ______________________
Indicator
Rating
Minimal (1) Indicator not met
Basic (2) Indicator Partially Met
Proficient (3) Indicator Met
Advanced (4) Exemplary
Performance
Unit Overview Score ____
Stated rationale is not complete or not compelling. Relationship to the Wisconsin Model Academic Standards and the students’ IEPs is not complete or not clear.
Overview states rationale for teaching this unit, including the relationship to the Wisconsin Model Academic Standards and the students’ IEPs.
Overview clearly states rationale for teaching this unit, including the relationship to the Wisconsin Model Academic Standards and the students’ IEPs. Some other critical considerations (e.g., interests, community standards) may be included.
Overview compellingly states rationale for teaching this unit, including the relationship to the Wisconsin Model Academic Standards, the students’ IEPs, and other critical considerations (e.g., interests, community standards).
Unit Outcomes and Assessment Score ____
Unit outcomes are incomplete. Outcomes do not include measurable, observable behaviors. Alignment of outcomes with Standards and students’ IEP goals is not clear or not included. Methods to assess outcomes are incomplete, unclear, or not feasible.
Unit outcomes are stated and may include measurable, observable behaviors. Outcomes may be aligned with Standards and with students’ IEP goals. Method(s) to assess outcomes are stated.
Unit outcomes are stated and may include measurable, observable behaviors. Outcomes may be aligned with Standards and with students’ IEP goals. Method(s) to assess outcomes are stated.
Unit outcomes are complete, including measurable, observable behaviors. Outcomes are clearly aligned with Standards and with students’ IEP goals. Method(s) to assess outcomes are clear and feasible.
Unit Lesson Plans Score ____
Lesson plans are incomplete. Description of activities is not clear; lesson implementation based solely on plans would be difficult.. Plans are not clearly aligned with unit outcomes. Strategies to
Lesson plans are partially complete, although description of activities and instructional strategies is not consistently clear. Plans may be aligned with unit outcomes. Strategies to
Lesson plans are generally complete, including description of activities and instructional strategies. Plans are aligned with unit outcomes. Strategies to assess student learning are stated.
Lesson plans are comprehensive, including clear description of activities and instructional strategies. Plans are clearly aligned with unit outcomes. Strategies to asses student
MUE 524 Spring 2013 p. 20
assess student learning are missing or unclear..
assess student learning may be stated.
learning are clear.
Unit Adaptations Score ____
Adaptations for individual students are missing or incomplete. Directions for adaptation use are missing, incomplete, or unclear. Rationales for the adaptations’ use and relationships with students’ needs are missing, incomplete, or unclear.
Adaptations for individual students are described, but are not consistently clear. Directions for adaptation use are somewhat confusing. Rationales for the adaptations’ use and relationships with students’ needs may be stated, but not necessarily clearly.
Adaptations for individual students are described. Directions for adaptation use are stated. Rationales for the adaptations’ use and relationships with students’ needs are included.
Adaptations for individual students are clearly described. Clear directions for adaptation use are delineated. Rationales for the adaptations’ use are explicit; relationships with students’ needs are clear.
Final Score = __________ x 2 = ______/ 32 points
MUE 524 Spring 2013 p. 21
Rubric: Lesson Plan
Lesson plan includes: Phases of learning Materials Beginning Closure
Rating
Indicator
Minimal (1)
Indicator not
met
Basic (2)
Indicator Partially
Met
Proficient (3)
Indicator Met
Advanced (4)
Exemplary
Performance
Learn
in
g O
bjectives
Score _____
The lesson has
superficial
learning
objectives The
learning
objectives do not
specify WI
standards.
Learning
objectives are not
behavioral.
The lesson reflects
most of the stated
learning goals.
Learning goals
reflect WI
standards.
Learning objectives
are adequate but
may be missing
details of
measurability and
observability.
The lesson
clearly reflects
at least one
learning goal.
Learning
objective is
developed
directly from WI
standards. and
reflects
condition,
behavior, and
criteria of
success.
The lesson is
explicitly linked
to learning
goals. Learning
goals are
developed
directly from WI
standards.
Learning
objectives are
measurable and
observable.
Appropriate IEP
goals/objectives
are linked to the
lesson.
Read
in
ess
Score _____
The student has
an incomplete
understanding of
readiness
activities and/or
misconceptions
about the
development,
pre-requisite
knowledge, skills,
experiences and
other student
needs.
The readiness
activity is teacher-
centered and does
not effectively
reflect the
development, pre-
requisite
knowledge, skills,
experiences and
other student
needs.
The readiness
activity
effectively
focuses on
student
attention and
interest or
background
knowledge.
The activity is
appropriate for
the age and
knowledge of
the students.
The purpose and
learning
objective of the
lesson is clear.
The readiness
activity
effectively
reflects the
development,
pre-requisite
knowledge,
skills,
experiences and
other student
needs. Emotion,
attention, and
background
knowledge are
positively
activated.
In
pu
t/T
each
in
g
Meth
od
s
Score _____
The content and
instructional
processes are not
appropriate for
the
developmental
level of these
students. The
lesson is not
The teacher has a
basic
understanding of
the content and
processes with
some
misconceptions or
in completions.
The presentation
The teacher’s
use of content
and process is
accurate.
Structure of the
content and
processes are
logically
organized and
The teacher uses
some variety
across
instruction,
activities,
assignments
and/or
resources.
Structure of the
MUE 524 Spring 2013 p. 22
logically
organized. There
is little variety of
instruction with a
heavy reliance on
a textbook or
single resource.
structure is not
organized and may
impede student
learning.
appear to be
useful in
moving
students toward
achieving the
learning
objectives.
content and
processes are
logically
organized in an
effective,
bulleted format,
and move
students toward
achieving the
learning
objectives/IEP
goals.
I O
utp
ut/ A
ssessm
en
t
Score _____
The
measurements
contain no clear
criteria for
measuring
student
performance
relative to the
learning goals.
No closure
activity is
provided. IEP
goals are not
assessed.
The teacher
candidate
constructed an
independent
practice activity,
but it does not
measure the
learning objective
of the lesson.
Content and
methods of
assessment lack
congruence with
learning goals or
lack cognitive
complexity. IEP
goals are not
clearly assessed.
The
independent
practice
effectively
measures the
learning
objective and
measures
whether the
purpose of the
lesson has been
accomplished.
IEP objectives
are also
assessed.
Each of the
learning goals is
assessed. The
assessment
includes multiple
modes but all
are either
pencil/paper
based and/or
authentic/project
based. There is a
student-centered
closure activity.
A note is made
to how IEP
objectives will be
assessed
Adapted from Fontannini, J., 2003 (Ed. 504) Final Score __________ x 2 = _____/32 points
MUE 524 Spring 2013 p. 23
Guidelines: Teaching Reflection
Points Possible
Points Earned
Reflection Components
Reflection includes: 1. brief summary of what took place 2. your positive comments regarding your
performance 3. your constructive critical comments regarding
your performance 4. statements about your learnings 5. statements about your student(s)’s
performance
15
Use of Data
Data is used to support: 1. statements about student(s)’s performance 2. statements about teacher’s performance
5
Recommendations for the Future
Recommendations are stated regarding 1. instruction 2. data collection 3. professional growth 4. other
10
TOTAL
30
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