Modifying a Academic Unit Plan

Criteria

Excellent (8)

Good (6)

Fair (4)

Needs Improvement (2)

Adaptations Variety

The required number of distinct, well-chosen adaptations are described, addressing diverse reading levels and communication skills comprehensively.

The required number of adaptations are provided, but some may overlap or lack distinctiveness.

Fewer than the required number of adaptations, or adaptations may not fully address diverse needs.

Less than the required number of adaptations, and adaptations are generic and not specific to the needs of students with autism.

Relevance to Unit Plan

All adaptations are highly relevant and seamlessly integrate into the mini-unit plan, enhancing learning for students with autism.

Most adaptations are relevant and integrate well into the mini-unit plan.

Some adaptations are relevant, but integration into the mini-unit plan is partial or unclear.

Adaptations are minimally relevant or poorly integrated into the mini-unit plan.

Specificity and Clarity

Adaptations are described in detail with clear, actionable steps that can be easily implemented by any educator.

Adaptations are clear but may lack some detailed steps or require further clarification for implementation.

Adaptations are somewhat vague, requiring significant interpretation or modification for implementation.

Adaptations are unclear, vague, or incomplete, making them difficult to implement.

Highlighting in Document

All accommodations/modifications are accurately highlighted in the copied Google document, making them easy to identify.

Most accommodations/modifications are highlighted correctly, with minor errors or omissions.

Some accommodations/modifications are highlighted, but several are missing or incorrectly identified.

Few or no accommodations/modifications are highlighted, or highlights are inaccurate and confusing.

Consideration of Diverse Needs

Adaptations comprehensively address a wide range of needs, including varying reading levels and communication skills specific to students with autism.

Adaptations address multiple needs but may not cover the full spectrum of diverse needs.

Adaptations address a limited range of needs, missing significant areas of support.

Adaptations show little to no consideration of diverse needs, particularly for students with autism.