| Course Code | Class Code | Assignment Title | Total Points |
| SPD-575 | SPD-575-O501 | Benchmark - Philosophy as an ASD Specialist | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Category | 100.0% |
| Understanding of Cultural, Social, and Economic Diversity and Individual Student Differences [CEC 3.2; InTASC 2(b), 2(j), 2(h); COE 3.2] | 15.0% | No submission. | Philosophy has little or nothing to do with cultural, social, and economic diversity and individual student differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities. | Philosophy inadequately describes how the teacher will address cultural, social, and economic diversity and individual student differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities. | Philosophy describes how the teacher will clearly incorporate cultural, social, and economic diversity and individual student differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities. | Philosophy describes how the teacher will skillfully and realistically incorporate cultural, social, and economic diversity and individual student differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities. |
| Application of Knowledge of Theories, Evidence-Based Practices, and Relevant Laws [CEC 3.3; InTASC 9(a), 10(j), 10(l); COE 3.3] | 15.0% | No submission. | Philosophy has little or nothing to do with the application of knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities. | Philosophy inadequately describes how the teacher will apply theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities. | Philosophy describes how the teacher will clearly apply theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities. | Philosophy describes how the teacher will skillfully and realistically apply theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities. |
| Evaluation of Progress Toward Achieving the Vision, Mission, and Goals of Programs, Services, and Supports [CEC 3.5; InTASC 9(h), 10(c); COE 3.5] | 15.0% | No submission. | Philosophy has little or nothing to do with the evaluation of progress toward achieving vision, mission, and goals of programs, services, and supports for individuals with exceptionalities. | Philosophy inadequately describes how the teacher will evaluate progress toward achieving vision, mission, and goals of programs, services, and supports for individuals with exceptionalities. | Philosophy describes how the teacher will clearly evaluate progress toward achieving vision, mission, and goals of programs, services, and supports for individuals with exceptionalities. | Philosophy describes how the teacher will skillfully and realistically evaluate progress toward achieving vision, mission, and goals of programs, services, and supports for individuals with exceptionalities. |
| Research Evaluation and Inquiry to Identify Effective Practices [CEC 4.1; InTASC 9(a), 9(h), 10(h); COE 3.6] | 15.0% | No submission. | Philosophy has little or nothing to do with evaluating research and inquiring to identify effective practices. | Philosophy inadequately describes how the teacher will evaluate research and inquires to identify effective practices. | Philosophy describes how the teacher will clearly evaluate research and inquires to identify effective practices. | Philosophy describes how the teacher will skillfully and realistically incorporate research and inquiry to identify effective practices. |
| Knowledge of the Professional Literature to Improve Practices [CEC 4.2; InTASC 9(b); COE 3.7] | 10.0% | No submission. | Philosophy has little or nothing to do with knowledge of the professional literature to improve practices with individuals with exceptionalities and their families. | Philosophy inadequately describes how the teacher will use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families. | Philosophy describes how the teacher will clearly use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families. | Philosophy describes how the teacher will skillfully and realistically use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families. |
| Environment Improvement and Research and Inquiry Engagement [CEC 4.3; InTASC 9(b), 9(d), 9(g), 10(a), 10(h); COE 3.8] | 10.0% | No submission. | Philosophy has little or nothing to do with the fostering of an environment that is supportive of continuous instructional improvement and engages in the design and implementation or research and inquiry. | Philosophy inadequately describes how the teacher will foster an environment that is supportive of continuous instructional improvement and engages in the design and implementation or research and inquiry. | Philosophy describes how the teacher will clearly foster an environment that is supportive of continuous instructional improvement and engages in the design and implementation or research and inquiry. | Philosophy describes how the teacher will skillfully and realistically foster an environment that is supportive of continuous instructional improvement and engages in the design and implementation or research and inquiry. |
| Promotion of the Advancement of the Profession [CEC 6.7; InTASC 10(k); COE 4.12] | 10.0% | No submission. | Philosophy has little or nothing to do with promoting the advancement of the profession. | Philosophy inadequately describes how the teacher will promote the advancement of the profession. | Philosophy describes how the teacher will clearly promote the advancement of the profession. | Philosophy describes how the teacher will clearly promote the advancement of the profession. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | No submission. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | Submission includes some mechanical errors, but they do not hinder comprehension. A Varieties of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | 5.0% | No submission. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. | In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |
| Total Weightage | 100% |
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