| Course Code | Class Code | Assignment Title | Total Points |
| SPD-330 | SPD-330-O500 | Benchmark – Language Disabilities and Assistive Technology Mini-Unit Plan | 300.0 |
| Criteria | Percentage | 1: No Submission (0.00%) | 2: Insufficient (65.00%) | 3: Approaching (75.00%) | 4: Acceptable (85.00%) | 5: Target (100.00%) | Comments | Points Earned |
| CRITERIA | 100.0% |
| Classroom and Student Factors/Grouping | 5.0% | Not addressed. | Classroom and student factors and their effect on planning, teaching, and assessing students are insignificant to the development of the lesson or are insufficiently described. | Classroom and student factors and their effect on planning, teaching, and assessing students minimally relate to the development of the lesson and are cursorily described. | Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and clearly described. | Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described. |
| Standards and Learning Targets/Objectives | 5.0% | Not addressed. | The objective is not skill-based or measurable. It is not appropriate for students, and ineffectively aligned with the state standard. | The objective is somewhat skill-based and measurable. It is sufficient for the students who will be taught the lesson, and generally aligned with the state standard. | The objective is skill-based, measurable, developmentally-appropriate, and effectively aligned with the state standard. | The objective is performance-driven, measurable, developmentally-appropriate, and directly aligned with the state standard. |
| Vocabulary and Academic Language | 5.0% | Not addressed. | Vocabulary and academic language is missing several key terms, or terms presented are not relevant. Teaching strategies are inappropriate or underdeveloped. | Vocabulary and academic language is sufficient, although missing some key terms, or includes a term that is irrelevant. Includes adequate strategies for teaching the new terms. | Appropriate vocabulary and academic terms are listed along with clear and relevant strategies for teaching the new terms. | An ideal list of vocabulary and academic terms are included along with innovative and engaging strategies for teaching the new terms. |
| Resources, Materials, Equipment, and Technology | 5.0% | Not addressed. | Resources, materials, equipment, and technology are inappropriate for the lesson. | Resources, materials, equipment, and technology are adequate for the lesson. | Resources, materials, equipment, and technology are appropriate for the lesson. | Resources, materials, equipment, and technology are innovative and enhance the lesson. |
| Depth of Knowledge Lesson Questions | 10.0% | Not addressed. | Irrelevant or unrelated questions are given and will not meet the diverse students outlined in the Class Profile. | Vague or unfocused questions are given and do not assess all levels of student understanding to meet the diverse students outlined in the Class Profile. | Clear and relevant questions are created to assess all levels of student understanding to meet the diverse students outlined in the Class Profile. | Creative and thoughtful questions are created to assess all levels of student understanding to meet the diverse students outlined in the Class Profile. |
| Anticipatory Set | 5.0% | Not addressed. | Anticipatory set is insufficient to engage students and activate prior knowledge. | Anticipatory set marginally engages students and activates prior knowledge. | Anticipatory set is clearly designed to engage students and activate prior knowledge. | Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge. |
| Multiple Means of Representation and Differentiation [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); COE 2.9] | 10.0% | Not addressed. | Presents content using inappropriate methods or tools that inadequately meet the needs of students in developing language and communication skills. The skills taught may not align to the identified ELA standard. Differentiation strategies insufficiently address the students’ needs, and may not include the use of the AAC system identified in the goal. | Presents content using sufficient methods or tools that generally meet the needs of students in developing language and communication skills aligned to the identified ELA standard. Differentiation strategies broadly address the students’ needs and include the use of the AAC system identified in the goal. | Presents content using sound, developmentally-appropriate methods or tools that meet the needs of students in developing language and communication skills aligned to the identified ELA standard. Differentiation strategies clearly address the students’ needs and incorporate the use of the AAC system identified in the goal. | Creatively presents content using a variety of developmentally-appropriate methods or tools that meet the needs of diverse students in developing language and communication skills aligned to the identified ELA standard. Differentiation strategies meaningfully address the students’ needs, incorporating the use of the AAC system identified in the goal. |
| Multiple Means of Engagement and Differentiation [CEC 5.7, ICSI.5.S14, ICSI.5.S15, ICSI.5.S16, IGC.5.S3, IGC.5.S10; InTASC 5(a), 7(h); MC1, MC2, MC4; COE 3.12] | 10.0% | Not addressed. | Engagement plan does not adequately allow students to explore, practice, and apply the content and academic language, nor does it sufficiently develop critical thinking and problem-solving skills. Differentiation strategies insufficiently address the needs, and may not include the use of the AAC system identified in the goal. | Engagement plan generally allows students to explore, practice, and apply the content and academic language, while developing critical thinking and problem-solving skills. Differentiation strategies simplistically address the needs of April and include the use of the AAC system identified in the goal. | Engagement plan soundly allows students to explore, practice, and apply the content and academic language, while developing critical thinking and problem-solving skills. Differentiation strategies reasonably address the students’ needs, incorporating the use of the AAC system identified in the goal. | Engagement plan innovatively allows students to explore, practice, and apply the content and academic language, while developing critical thinking and problem-solving skills. Differentiation strategies meaningfully address the students’ needs, incorporating the use of the AAC system identified in the goal |
| Multiple Means of Expression and Differentiation [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, IGC.5.S24, IGC.5.S25, IGC.5.S29; InTASC 6(g), 6(i), 6(r), 8(b); ISTE-E 3b, 5b, 5c, 6b; MC1, MC4; COE 4.6] | 10.0% | Not addressed. | Formative and summative assessments are inadequately designed to monitor students’ progress toward the identified learning targets/objectives. Differentiation strategies insufficiently address the students’ needs, and may not include the use of the AAC system identified in the IEP goals. | Formative and summative assessments are adequately designed to monitor students’ progress toward the identified learning targets/objectives. Differentiation strategies simplistically address the needs of April and include the use of the AAC system identified in the IEP goals. | Formative and summative assessments are technically sound and clearly designed to monitor students’ progress toward the identified learning targets/objectives. Differentiation strategies reasonably address the needs of April, incorporating the use of the AAC system identified in the IEP goals. | Formative and summative assessments are technically sound and superbly designed to monitor students’ progress toward the identified learning targets/objectives. Differentiation strategies meaningfully address the needs of April, incorporating the use of the AAC system identified in the IEP goals. |
| Extension Activity and/or Homework | 5.0% | Not addressed. | Extension activities and/or homework are unrealistic, developmentally inappropriate for the students, or unrelated to the unit’s learning objective. | Extension activities and/or homework are either simplistic or overly complicated. They minimally meet the developmentally needs of the students. They broadly align to the unit’s learning objective. | Extension activities and/or homework are clear, developmentally appropriate, and appropriately aligned to the unit’s learning objective. | Extension activities and/or homework are creative, developmentally appropriate, and fully aligned to the unit’s learning objective. |
| Rationale: Part 1 [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); MC1, MC2, MC3, MC5; COE 1.7] | 10.0% | Not addressed. | Rationale insufficiently articulates why the unit instructional choices made are ideal for meeting April’s needs. | Rationale adequately articulates why the unit instructional choices made are ideal for meeting April’s needs. | Rationale clearly articulates why the unit instructional choices made are ideal for meeting April’s needs. | Rationale comprehensively articulates why the unit instructional choices made are ideal for meeting April’s needs. |
| Rationale: Part 2 [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 3.9] | 10.0% | Not addressed. | Rationale insufficiently articulates how the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs. | Rationale adequately articulates how the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs. | Rationale clearly articulates how the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs. | Rationale comprehensively articulates how the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Submission includes mechanical errors, but they do not hinder comprehension. Includes some appropriate practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although several formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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