Case study

Criteria

Far Below Average/ Missing

Below Average

Average

Mastery

Exceptional

Characteristics

Lacking knowledge and understanding of characteristics. Note: Characteristics are defined as the following: For the subject area and grade or age levels where you intend to teach or work professionally (identify), what are some general characteristics that students or individuals might display that would indicate the presence of a disability, a need for adaptations to accommodate identified “504” needs, or a struggle to respond positively to the nuances of the culture and/or the English language.

Demonstrates surface level knowledge and understanding of characteristics. Note: Characteristics are defined as the following: For the subject area and grade or age levels where you intend to teach or work professionally (identify), what are some general characteristics that students or individuals might display that would indicate the presence of a disability, a need for adaptations to accommodate identified “504” needs, or a struggle to respond positively to the nuances of the culture and/or the English language.

Demonstrates a suitable level knowledge and understanding of characteristics. Note: Characteristics are defined as the following: For the subject area and grade or age levels where you intend to teach or work professionally (identify), what are some general characteristics that students or individuals might display that would indicate the presence of a disability, a need for adaptations to accommodate identified “504” needs, or a struggle to respond positively to the nuances of the culture and/or the English language.

Demonstrates mastery level knowledge and understanding of characteristics. Note: Characteristics are defined as the following: For the subject area and grade or age levels where you intend to teach or work professionally (identify), what are some general characteristics that students or individuals might display that would indicate the presence of a disability, a need for adaptations to accommodate identified “504” needs, or a struggle to respond positively to the nuances of the culture and/or the English language.

Demonstrates highly advanced level of knowledge and understanding of characteristics. Note: Characteristics are defined as the following: For the subject area and grade or age levels where you intend to teach or work professionally (identify), what are some general characteristics that students or individuals might display that would indicate the presence of a disability, a need for adaptations to accommodate identified “504” needs, or a struggle to respond positively to the nuances of the culture and/or the English language.

Academic Content

Lacking understanding of Academic content.

Note: Academic content is defined as the following: For one grade level and subject area (or in the case of early childhood, age group), describe 3-4 “big ideas” that are typically taught during one semester. Use state or national standards and identify the source. Alternately, describe the professional setting where individuals with disabilities may be encountered (recreational program, museum, or other situation) and describe what the individulas are expected to do or perform.

Demonstrates partial understanding of academic content. Note: Academic content is defined as the following: For one grade level and subject area (or in the case of early childhood, age group), describe 3-4 “big ideas” that are typically taught during one semester. Use state or national standards and identify the source. Alternately, describe the professional setting where individuals with disabilities may be encountered (recreational program, museum, or other situation) and describe what the individulas are expected to do or perform.

Demonstrates sufficient understanding of academic content. Note: Academic content is defined as the following: For one grade level and subject area (or in the case of early childhood, age group), describe 3-4 “big ideas” that are typically taught during one semester. Use state or national standards and identify the source. Alternately, describe the professional setting where individuals with disabilities may be encountered (recreational program, museum, or other situation) and describe what the individulas are expected to do or perform.

Demonstrates competent understanding of academic content. Note: Academic content is defined as the following: For one grade level and subject area (or in the case of early childhood, age group), describe 3-4 “big ideas” that are typically taught during one semester. Use state or national standards and identify the source. Alternately, describe the professional setting where individuals with disabilities may be encountered (recreational program, museum, or other situation) and describe what the individulas are expected to do or perform.

Demonstrates an exceptional level of understanding of academic content. Note: Academic content is defined as the following: For one grade level and subject area (or in the case of early childhood, age group), describe 3-4 “big ideas” that are typically taught during one semester. Use state or national standards and identify the source. Alternately, describe the professional setting where individuals with disabilities may be encountered (recreational program, museum, or other situation) and describe what the individulas are expected to do or perform.

Universal Design

Lacking consideration for universal design. Note: Universal design is defined as the following: Lists at least one accommodation that could be made to make learning or participation more accessible for the “big ideas” in this area in each of the three principle areas of UDL: representation, expression of understanding, and engagement or apprenticeship.

Demonstrates partial understanding of universal design. Note: Universal design is defined as the following: Lists at least one accommodation that could be made to make learning or participation more accessible for the “big ideas” in this area in each of the three principle areas of UDL: representation, expression of understanding, and engagement or apprenticeship.

Demonstrates sufficient understanding of universal design. Note: Universal design is defined as the following: Lists at least one accommodation that could be made to make learning or participation more accessible for the “big ideas” in this area in each of the three principle areas of UDL: representation, expression of understanding, and engagement or apprenticeship.

Demonstrates competent understanding of universal design. Note: Universal design is defined as the following: Lists at least one accommodation that could be made to make learning or participation more accessible for the “big ideas” in this area in each of the three principle areas of UDL: representation, expression of understanding, and engagement or apprenticeship.

Demonstrates an exceptional level of universal design. Note: Universal design is defined as the following: Lists at least one accommodation that could be made to make learning or participation more accessible for the “big ideas” in this area in each of the three principle areas of UDL: representation, expression of understanding, and engagement or apprenticeship.

Collaboration

Lacking knowledge and understanding of collaboration.

Note: The Collaboration is component defined through the following question: How might you best use special education, grade level, student social, family and community resources to best insure the success of these individuals?

Demonstrates limited understanding of collaboration. Note: The Collaboration is component defined through the following question: How might you best use special education, grade level, student social, family and community resources to best insure the success of these individuals?

Begins to connect the knowledge and understanding in collaborative efforts. Note: The Collaboration is component defined through the following question: How might you best use special education, grade level, student social, family and community resources to best insure the success of these individuals?

Connects the knowledge and understanding related to collaborative efforts. Note: The Collaboration is component defined through the following question: How might you best use special education, grade level, student social, family and community resources to best insure the success of these individuals?

Shows advanced level synthesis of the knowledge and understanding related to collaboration. Note: The Collaboration is component defined through the following question: How might you best use special education, grade level, student social, family and community resources to best insure the success of these individuals?

Resources

Does not include 3 annotated sites.

Note: Resources are defined as the following: List and annotate 3 websites that describe inclusive practices or offer general suggestions for teachers, parents, and/or students that are applicable to your area of teaching or other professional work.

Includes 1-2 annotated sites. Note: Resources are defined as the following: List and annotate 3 websites that describe inclusive practices or offer general suggestions for teachers, parents, and/or students that are applicable to your area of teaching or other professional work.

Includes 3 sites with average annotation. Note: Resources are defined as the following: List and annotate 3 websites that describe inclusive practices or offer general suggestions for teachers, parents, and/or students that are applicable to your area of teaching or other professional work.

Thorough annotation of 3 sites. Note: Resources are defined as the following: List and annotate 3 websites that describe inclusive practices or offer general suggestions for teachers, parents, and/or students that are applicable to your area of teaching or other professional work.

Exceptional annotation of 3 sites. Note: Resources are defined as the following: List and annotate 3 websites that describe inclusive practices or offer general suggestions for teachers, parents, and/or students that are applicable to your area of teaching or other professional work.

Continuing Professional Development

Lacking understanding of continuing professional development. Note: continuing professional development is defined as the following: information available to teachers from the Council for Exceptional Children and one other national or international professional organization dedicated to your potential area(s) of teaching or other professional work.

Demonstrates partial understanding of continuing professional development. Note: continuing professional development is defined as the following: information available to teachers from the Council for Exceptional Children and one other national or international professional organization dedicated to your potential area(s) of teaching or other professional work.

Demonstrates sufficient understanding of continuing professional development. Note: continuing professional development is defined as the following: information available to teachers from the Council for Exceptional Children and one other national or international professional organization dedicated to your potential area(s) of teaching or other professional work.

Demonstrates competent understanding of continuing professional development. Note: continuing professional development is defined as the following: information available to teachers from the Council for Exceptional Children and one other national or international professional organization dedicated to your potential area(s) of teaching or other professional work.

Demonstrates an exceptional level of understanding in continuing professional development. Note: continuing professional development is defined as the following: information available to teachers from the Council for Exceptional Children and one other national or international professional organization dedicated to your potential area(s) of teaching or other professional work.

Grammar, Writing Skills, and APA

Lacking in effort and/or knowledge of grammar, writing skills, and mechanics.

Demonstrates minimal effort and/or knowledge of grammar, writing skills, and mechanics.

Demonstrates average level effort and/or knowledge of grammar, writing skills, and mechanics.

Demonstrates mastery level effort and/or knowledge of grammar, writing skills, and mechanics.

Demonstrates exceptional level effort and/or knowledge of grammar, writing skills, and mechanics.