Benchmark Assessment

SPE 357 Characteristics of Emotional/Behavioral Disabilities and Strategies to Teach Individuals With EBD Benchmark Assessment and Rubric

Targeted Essential Learning

Effective teachers are able to implement research-based instructional plans and effective classroom management techniques to enhance the development of students’ abilities to learn. (APTS 8, 9; INTASC 1, 2; CEC 4, 5)

Assessment Tool Selected

Chart

Specific Performance/Task(s)

· Examine the needs of exceptional children for special services and resources. (APTS 8.11)

· Understand the characteristics associated with a variety of disability categories. (APTS 9.1)

· Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 4.1)

· Select appropriate strategies to meet the needs of students with specific disabilities in various situations (instructional, behavioral, crisis resolution, and conflict resolution). (CEC 5.5)

Relevancy of Task to Teacher Candidate

Special education teachers must have a multitude of strategies for instruction and in-depth knowledge of students with emotional/behavioral disabilities (EBD).

Assessment: Student Prompts/Teacher Directions

1) General Practicum Information:

a) Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form.

b) Students should fill out the Practicum Placement Form and Observation Record. Complete the form with the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the form to the course instructor along with your Benchmark Assessment.

c) Spend 20 hours in a self-contained setting that serves individuals with emotional disabilities. During this time, note instructional practices and behavior interventions that appear to be effective and ineffective when working with students with emotional disabilities. Also, observe the various systems for behavior modification (their purpose, the way in which they are operated/enforced, etc.).

2) eMOTION (Benchmark Assessment)

a) Make a three-column chart with the following column headings: Observation, Reflection, and Recommendation. Using your notes from your practicum experience, complete the columns according to the following:

i) In the Observation column, explain what you observed in terms of instructional practice, behavior interventions and modifications, and systems. Be thorough and complete in your observations.

ii) In the Reflection column, write your reflection in terms of whether or not you believe this instruction, behavior, or system is effective. Do this for each observation you make. Support your opinion with information you have gained from this course (lecture, text, discussion, etc.).

iii) In the Recommendation column, discuss what you would recommend in terms of improving that which you observed (be specific). Use the course lectures, readings, and discussion forum to inform this recommendation.

b) APA format is not required, but solid academic writing is expected.

c) Submit the assignment to the instructor at the end of Module 7.

Scoring Tool/Guide (Rubric)

eMOTION (Benchmark Assessment)

Criteria	1: Unsatisfactory	2: Less Than Satisfactory	3: Satisfactory	4: Good	5: Excellent
Instructional, Behavior Interventions/ Modifications, and Systems Observations and Reflections (45%)	Observations are vague and all three categories are not stated.	Two of three category observations are stated and briefly discussed in terms of their effectiveness and ineffectiveness.	Each category has a minimum of three observations; each is reflected upon in terms of its effectiveness and ineffectiveness.	Each category has a minimum of five observations; each is reflected upon in terms of its effectiveness and ineffectiveness.	Reflection of effectiveness and ineffectiveness is thorough and logical.
Recommendations for Improvement (45%)	No improvement recommendations are made.	Recommendations for improvement are made for some of the observations, but they are sketchy.	Recommendations for improvement are made for all observations and are informed by course material and discussion.	Recommendations are credible and viable.	Recommendations indicate an insightful understanding of the subject matter.
Three-Column Chart and APA-Style Title Page	Chart is not used for assignment nor are columns titled as required. No title page is included.	Chart is used. Title page is not in APA style.	Columns are titled as required. Title page is in APA style.	All information is present in the chart, and described correctly.	Chart goes beyond just describing the information—explains observations, recommendations, and the influence that the recommendations will have for long-term goals.
Mechanics of Writing (includes spelling, punctuation, grammar)	Surface errors are pervasive enough that they impede communication of meaning. APA style is not used.	Frequent and repetitive mechanical errors distract the reader.	Some mechanical errors or typos are present, but are not overly distracting to the reader. APA style is used.	Prose is largely free of mechanical errors, although a few may be present.	Writer is clearly in control of standard, written, American English.

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