Rubric Benchmark
July 22nd, 2021
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| SPD-330 | SPD-330-O500 | Benchmark – Language Disabilities and Assistive Technology 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. | You did not describe the classroom and student factors and their effect on planning, teaching, and assessing students are insignificant to the development of the lesson | 9.75/15.00 |
| 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. | Good job referencing the academic standards. Your objectives are skill based, measurable, and developmentally-appropriate for the student. Don’t forget that April is apart of the class so planning should be inclusive of her and her needs, not singularly focused. | 12.75/15.00 |
| 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. | The vocabulary is broad and general as it relates to the academic standards and they are not associated with any specified text. | 11.25/15.00 |
| 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. | The AAC should be referenced as it is a form of equipment & technology that should be incorporated in instruction and planned for. | 11.25/15.00 |
| 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. | Your questions are anchored in the DOK framing. | 25.50/30.00 |
| 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. | Your anticipatory set can engage the students but the activity/presentation of the information should have been differentiated and not repetitive. The plan should be inclusive of April and not singularly focused on her as there are other students in the class that need structured support. | 11.25/15.00 |
| 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. | Good job providing support to all groups of learners. What if a student doesn’t have a hearing or visual impairment? There is no incorporation of the AAC system. Use the term native language not "mother language" as that term has a negative connotation. Students helping other students is not a form of differentiation nor is it an educational advancement for the students who finished early or are gifted. | 22.50/30.00 |
| 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 | Your engagement plan does not allow students to explore, practice, and apply the content and academic language, while developing critical thinking and problem-solving skills. Your differentiation strategies do not address the needs of April and include the use of the AAC system identified in the goal. Students helping other students is not a form of differentiation nor is it an educational advancement for the students who finished early or are gifted. | 22.50/30.00 |
| 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. | Your formative and summative assessments are not 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. | 22.50/30.00 |
| 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. | Extension activities and/or homework are very simplistic and vague in addressing and reinforcing the objective. They minimally meet the developmentally needs of the students. They broadly align to the unit’s learning objective. | 11.25/15.00 |
| 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. | You did not provide a rationale that articulates why the unit instructional choices made are ideal for meeting April’s needs. | 0.00/30.00 |
| 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. | You did not provide a rationale that articulates how the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs. | 0.00/30.00 |
| 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. | Good use of spelling, grammar, and sentence structure. | 12.75/15.00 |
| 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. | You did not document or cite any sources as required by the assignment. The requirement was to support your work with 2-3 scholarly resources. | 0.00/15.00 |
