| Course Code | Class Code | Assignment Title | Total Points |
| | | Benchmark - Language Disabilities and Assistive Technology Unit Plan |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Part 1: Student Goal [CEC 5.3; ICSI.5.K2, ICSI.5.K3, ICSI.5.S15, ICSI.5.S19, ICSI.5.S20; IGC.5.K1, IGC.5.S7, IGC.5.S21; InTASC 3(h), 8(g); MC1, MC4; COE 5.3] | 10.0% | Not addressed. | IEP goal is not measurable and/or does not use, or inappropriately uses, alternative and augmentative communication systems and assistive technology to facilitate communication with peers and aid in comprehension of content. | IEP goal is somewhat measurable. Goal superficially involves alternative and augmentative communication systems and assistive technology to facilitate communication with peers and aid in comprehension of content. | IEP goal is clear, measurable, and appropriately incorporates alternative and augmentative communication systems and assistive technology to facilitate communication with peers and aid in comprehension of content. | IEP goal is specific, measurable, ideal for measuring reading comprehension, and skillfully incorporates the use of alternative and augmentative communication systems to support her communication and learning. |
| Part 2: Mini-Unit Sections A, B, C, and D | 10.0% | Not addressed. | Information in Sections, A, B, C, and D are incomplete. Objectives are not measurable and do not align to listed learning standards. Vocabulary/Academic Language do not reflect the text and are not suited to the class grade level. Materials and resources do not support each lesson’s content and are not integrated into each lesson’s activities. | Information in Sections A, B, C, and D are somewhat appropriate. Objectives are marginally measurable, but align to listed learning standards. Vocabulary/Academic Language weakly reflect the text and are not well suited to the class grade level. Materials and resources are inappropriate for each lesson’s content and are superficially integrated into each lesson’s activities. | Information in Sections A, B, C, and D are clear and appropriate. Objectives are measurable and align to listed learning standards. Vocabulary/Academic Language reflect the text and are developmentally appropriate to the class grade level. Materials and resources described are suitable for each lesson’s content and are integrated appropriately into each lesson’s activities. | Information in Sections A, B, C, and D are skillfully detailed. Objectives are measurable and align to listed learning standards. Vocabulary/Academic Language reflect the text and are well suited to the class grade level. Materials and resources described are ideal for each lesson’s content and are skillfully integrated into each lesson’s activities. |
| Part 2: Mini-Unit Sections E and F (Instructional Strategies and Activities) | 15.0% | Not addressed. | Mini-unit strategies to enhance language development and communication skills of the student with disabilities are ineffective for the content and/or student being taught. | Mini-unit strategies to enhance the language development and communication skills of the student with disabilities are not ideal for the content and/or student being taught. | Mini-unit sufficiently uses strategies to enhance the language development and communication skills of the student with disabilities. | Mini-unit adeptly teaches literacy content and skills by using well-planned strategies and activities that are ideal for the developmental level of the class. Unit thoughtfully incorporates a mix of collaborative and individual activities. |
| Part 2: Mini-Unit Section G (Differentiation) COE: 5.4 [CEC 5.4 ICSI.5.K2, ICSI.5.S19, IGC.5.S13, IGC.5.S14, IGC.5.S16, IGC.5.S17, IGC.5.S18, IGC.5.S19, IGC.5.S23, IGC.5.S24; InTASC 2(e); MC1, MC4] | 20.0% | Not addressed. | Mini-unit poorly identifies the content being taught and is irrelevant to the needs of the student. Instructional activities are not developmentally appropriate in meeting the needs of the student, and inadequately address the identified content. Instructional activities include differentiation that is ineffective in meeting the needs of the student. | Mini-unit marginally identifies the content being taught and is ambiguous to the needs of the student. Instructional activities are unclearly developmentally appropriate to meet the needs of the student, and vaguely teach the identified content. Instructional activities include differentiation that only partially meets the needs of the student. | Mini-unit appropriately identifies the content being taught and is relevant to the needs of the student. Instructional activities are developmentally appropriate to meet the needs of the student, and clearly teach the identified content. Instructional activities include differentiation that is suitable for meeting the needs of the student. | Instructional activities are developmentally appropriate to meet the needs of the student, and skillfully teach the identified content, standards and objectives. Differentiation is exceptionally responsive to the needs of the student, allowing her to access the curriculum. |
| Part 2: Mini-Unit Section H (Assessment) COE: 5.2 [CEC 5.2, ICSI.5.K2, ICSI.5.K3, ICSI.5.S7, ICSI.5.S14, IGC.5.K1, IGC.5.K3, IGC.5.S1, IGC.5.S7, IGC.5.S23-25, IGC.5.S29; InTASC 6(g), 6(i), 6(r), 8(b); ISTE-T 2a, 2d, 2c; MC1, MC4] | 10.0% | Not addressed. | Mini-unit pre- and post-assessment items and accommodations for the student, fail to evaluate the learning, and are not aligned to the predetermined IEP goal. | Mini-unit pre- and post-assessment items and accommodations are inappropriate for the student, weakly evaluate the learning, and are not fully aligned to the predetermined IEP goal. | Mini-unit pre- and post-assessment items and accommodations are appropriate for the student, evaluate the learning, and are aligned to the predetermined IEP goal. | Pre- and post-assessments are ideal for the class grade level and objectives being learned. Planned low- or high-tech accommodations are well suited for the student, and comprehensively evaluate her progress toward achieving the predetermined IEP goal. |
| Rationale: Instructional Choices and Accommodations COE: 3.3 [CEC 3.3, ICSI.1.K3, ICSI.3.K2, ICSI.3.K3, ICSI.5.S15, ICSI.5.S21, IGC.5.S23, IGC.5.S24; InTASC 3(a); MC1, MC2, MC4, MC5; COE 3.3] | 10.0% | Not addressed. | Rationale does not explain how instructional choices are developmentally appropriate for teaching the content standards. Does not detail how the differentiated activities and assessments allow the student to meet her goal and access the curriculum. | Rationale weakly explains how instructional choices are developmentally appropriate for teaching the content standards. Partially details how the differentiated activities and assessments allow the student to meet her goal and access the curriculum. | Rationale appropriately explains how instructional choices are developmentally appropriate for teaching the content standards. Sufficiently details how the differentiated activities and assessments allow the student to meet her goal and access the curriculum. | Rationale convincingly explains how instructional choices are developmentally appropriate for teaching the content standards. Insightfully details how the differentiated activities and assessments allow the student to meet her goal and fully access the curriculum. |
| Rationale: Supportive Learning Environment COE: 2.4 [CEC 2.1 ICSI.2.K1-K4, ICSI.2.S1, ICSI.2.S3, ICSI.2.S4, ICSI.2.S8, ICSI.2.S9, IGC.2.K2, IGC.2.K3, IGC.2.S2; InTASC 9(f); ISTE-T 4a, 4b, 4c; MC4, MC5] | 10.0% | Not addressed. | Information on how the accommodations and differentiation will encourage self-advocacy, increase independence, and emphasize the safe and ethical use of information and technology is missing or is insufficient. | Although it is mentioned, detail is lacking on how the accommodations and differentiation will encourage self-advocacy, increase independence, and emphasize the safe and ethical use of information and technology | Sufficiently describes how the accommodations and differentiation will encourage self-advocacy, increase independence, and emphasize the safe and ethical use of information and technology. | Rationale convincingly explains how instructional choices are developmentally appropriate for teaching the content standards. Insightfully details how the differentiated activities and assessments allow the student to meet her goal and fully access the curriculum. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Submission contains frequent mechanical and conventional errors or non-relevant language that affects meaning and clarity. | Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. | Rationale skillfully describes how the accommodations and differentiation create a supportive learning environment that encourages self-advocacy, increases independence, and emphasizes the safe and ethical use of information and technology. |
| Research and Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | 5.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. Citations may include several formatting errors or not follow APA conventions at all. | Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. Citations may include several formatting errors. | Research is timely and relevant, and generally supports the information presented. All the criteria stated in the assignment are addressed. Citations may include minor errors in format. | Submission is nearly/ completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and topic-related language. |
| Total Weightage | 100% |
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