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Benchmark Instruction:

Rubric Criteria

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Christian Worldview Perspective and Respecting Students

60 points

Criteria Description

Christian Worldview Perspective and Respecting Students

5. Target

60 points

Discussion of how Christian worldview perspective can be demonstrated in professional practice, including explanation of why teachers need to respect the individual strengths, interests, and needs of student to promote growth and potential, is thorough and includes substantial details.

4. Acceptable

52.2 points

Discussion of how Christian worldview perspective can be demonstrated in professional practice, including explanation of why teachers need to respect the individual strengths, interests, and needs of student to promote growth and potential, is sound and includes relevant details.

3. Approaching

44.4 points

Discussion of how Christian worldview perspective can be demonstrated in professional practice, including explanation of why teachers need to respect the individual strengths, interests, and needs of student to promote growth and potential, is minimal and missing key details.

2. Insufficient

41.4 points

Discussion of how Christian worldview perspective can be demonstrated in professional practice, including explanation of why teachers need to respect the individual strengths, interests, and needs of student to promote growth and potential, is poor and lacks details.

1. No Submission

0 points

Not addressed.

Language, Culture, and Family Background (B)

60 points

Criteria Description

C1.1

5. Target

60 points

Explanation of how language, culture, and family background influence student learning is extensive.

4. Acceptable

52.2 points

Explanation of how language, culture, and family background influence student learning is complete.

3. Approaching

44.4 points

Explanation of how language, culture, and family background influence student learning is underdeveloped.

2. Insufficient

41.4 points

Explanation of how language, culture, and family background influence student learning is incomplete.

1. No Submission

0 points

Not addressed.

Specially Designed Instructional Strategies (B)

60 points

Criteria Description

C.1.2

5. Target

60 points

The three research-based, specially designed instructional strategies that can be used to respond to developmental differences and individual needs are well-crafted for the student.

4. Acceptable

52.2 points

The three research-based, specially designed instructional strategies that can be used to respond to developmental differences and individual needs are appropriate for the student.

3. Approaching

44.4 points

The three research-based, specially designed instructional strategies that can be used to respond to the developmental differences and individual needs of the student are vague and do not demonstrate best practices.

2. Insufficient

41.4 points

The three research-based, specially designed instructional strategies that can be used to respond to the developmental differences and individual needs of the student is incorrect and/or inappropriate for the student.

1. No Submission

0 points

Not addressed.

Strategy Justification

30 points

Criteria Description

Strategy Justification

5. Target

30 points

Cited research and justification of how selected strategies provide specially designed instruction and access to the general education curriculum and standards as required by IDEA are excellent and draw complex connections.

4. Acceptable

26.1 points

Cited research and justification of how selected strategies provide specially designed instruction and access to the general education curriculum and standards as required by IDEA are logical and reasonable.

3. Approaching

22.2 points

Cited research and justification of how selected strategies provide specially designed instruction and access to the general education curriculum and standards as required by IDEA are weak and identify few connections.

2. Insufficient

20.7 points

Cited research and justification of how selected strategies provide specially designed instruction and access to the general education curriculum and standards as required by IDEA are insufficient and lack reason.

1. No Submission

0 points

Not addressed.

Thesis, Position, or Purpose

21 points

Criteria Description

Communicates reason for writing and demonstrates awareness of audience.

5. Target

21 points

The thesis, position, or purpose is persuasively developed throughout, and skillfully directed to a specific audience.

4. Acceptable

18.27 points

The thesis, position, or purpose is clearly communicated throughout, and clearly directed to a specific audience.

3. Approaching

15.54 points

The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.

2. Insufficient

14.49 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

1. No Submission

0 points

Not addressed.

Development, Structure, and Conclusion

24 points

Criteria Description

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

5. Target

24 points

The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.

4. Acceptable

20.88 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.

3. Approaching

17.76 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

2. Insufficient

16.56 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

1. No Submission

0 points

Not addressed.

Evidence

15 points

Criteria Description

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

5. Target

15 points

Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.

4. Acceptable

13.05 points

Specific and appropriate evidence is included. Other perspectives are integrated.

3. Approaching

11.1 points

Relevant evidence that includes other perspectives is used.

2. Insufficient

10.35 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

1. No Submission

0 points

Not addressed.

Mechanics of Writing

15 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

15 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

13.05 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

11.1 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

2. Insufficient

10.35 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

1. No Submission

0 points

Not addressed.

Format/Documentation

15 points

Criteria Description

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

5. Target

15 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.

4. Acceptable

13.05 points

Appropriate format and documentation are used with only minor errors.

3. Approaching

11.1 points

Appropriate format and documentation are used, although there are some obvious errors.

2. Insufficient

10.35 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

1. No Submission

0 points

Not addressed.

Total300 points

BenchmarkEssayassignment.docx

Benchmark

Requires Lopeswrite

Assessment Description

Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with exceptionalities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.

Case Study: Larissa

Grade: 3rd

Age: 8

Larissa is a female third grade student with a specific learning disability in written expression and an executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower-level vocabulary and fragmented sentences, and her writing lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion. She often cannot find her materials when needed such as pencils, paper, assignments, books, etc.

Recently, her mother and father separated. Her mother has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three-bedroom, one bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred.

Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language, and she sometimes has difficulty understanding written English, despite speaking it well.

At a recent parent-teacher conference with Larissa’s teacher, Mr. Fleming, Rita shared that she obtained an order of protection against her husband after they separated. Because the order of protection extends to the children, she provided Mr. Fleming legal documentation of the order. The day after the conference, Mr. Fleming notified the office and gave them the documentation in the event that Larissa’s father should come to the school.

Using the information from the case study, address the following in a 1,000-1,250-word essay:

· Discuss how the Christian worldview perspective can be demonstrated in professional practice by explaining why teachers need to be committed to respecting students’ individual strengths, interests, and needs to promote each student’s growth and potential.

· Explain how language, culture, and family background influence the student’s student' learning.

· Describe three research-based, specially designed instructional strategies that can be used to respond to the developmental differences and individual needs of the student.

· Cite research to provide justification for how the selected strategies provide specially designed instruction and access to the general education curriculum and standards as required by IDEA.

Support the assignment with at least three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Elementary Education and Special Education ITL/NITL

1.1: Explain how language, culture, and family background influence the learning of individuals with disabilities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); GCU Mission Criticals 3, 5]

1.2: Use understanding of development and individual differences to respond to the needs of individuals with disabilities. [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); GCU Mission Criticals 1, 2, 3, 5]