Harding - A Community of Mission



Assessment VI

Special Education Performance Assessment Rubric

Date: __________ University Supervisor Score: ________

Name of Student: _____________ Cooperating Teacher Score: ________

Student Score: ________

| | | | | | |

|Category |Advanced |Proficient |Basic |Below Basic |Score |

| |4 |3 |2 |1 | |

| | | | | | |

|1) Articulate Philosophy of|Describes philosophy of |Describes philosophy of |Describes philosophy of special |Ambiguous articulation | |

|Special Education |special education with |special education with |education | | |

| |rationale and examples |rationale or examples |(without rationale and examples)| |4 3 2 1 |

|2) Create and Maintain |Files are detailed, |Files are organized and |Files are complete but not well |Files are not complete | |

|Records |complete and well |complete |organized | |4 3 2 1 |

| |organized | | | | |

|CC8S9 | | | | | |

|3) Facilitate communication |Uses multiple |Uses various |Uses various |Rarely uses various | |

|CC6S2 |communication strategies|communication strategies |communication strategies and |communication strategies and|4 3 2 1 |

| |and resources |and resources |resources consistently and |resources to facilitate | |

| |consistently and |consistently and |effectively some of the time to |understanding of subject | |

| |effectively to |effectively most of the |facilitate understanding of |matter for students whose | |

| |facilitate understanding|time to facilitate |subject matter for students |primary language is not the | |

| |of subject matter for |understanding of subject |whose primary language is not |dominant language. | |

| |students whose primary |matter for students whose |the dominant language. | | |

| |language is not the |primary language is not | | | |

| |dominant language. |the dominant language. | | | |

|4) Design and integrate |Designed and integrated |Designed and integrated |Designed and integrated |Did not design or integrate | |

|affective, social, and |affective, social, and |affective, social, and |affective, social, and life |affective, social, and | |

|life skills, with academic |life skills with |life skills with academic |skills with academic curricula, |life skills with academic | |

|curricula |academic curricula in |curricula with some detail|but results are unclear |curricula | |

| |detail | | | | |

| | | | | |4 3 2 1 |

|CC7S7 | | | | | |

|CC8S6 | | | | | |

|5) Use strategies to support|The teacher candidate |The teacher candidate |The teacher candidate uses |The teacher candidate uses | |

|and enhance communication |clearly documents in |documents the strategies |strategies to support and |strategies to support and | |

|skills |detail the strategies to|to support and enhance |enhance communication skills but|enhance communication skills| |

| |support and enhance |communication skills |did not document all of them |but did not document any of| |

|CC6S1 |communication skills | | |them | |

| | | | | |4 3 2 1 |

|6) Teach learning strategies|All of the learning |Most of the learning |A minimal number of learning |Learning activities are not | |

|and study skills to acquire |activities are highly |activities are highly |activities are suitable to |suitable to students or | |

|academic content |relevant to students and|relevant to students and |students or instructional goals.|instructional goals most of | |

| |instructional goals. |instructional goals. |. Progression of activities in |the time. Learning | |

|CC4S3 |Activities progress |Progression of activities |the unit or lesson plan is |activities do not | |

| |coherently, produce an |in the unit or lesson plan|uneven and only some activities |necessarily follow an | |

| |unified whole, and |is fairly even and most |reflect recent professional |organized progression and |4 3 2 1 |

| |reflect recent |activities reflect recent |research. Time allocations are |rarely reflect recent | |

| |professional research. |professional research. |usually reasonable. |professional research. Time| |

| | |Time allocations are | |allocations are unrealistic | |

| | |reasonable | | | |

| 7) Use strategies to |Strategies are authentic|Strategies are authentic |Strategies are authentic and |Strategies are NOT well | |

|facilitate maintenance and |and community based so |and community based so |community based so student can |defined or authentic or | |

|generalization of skills |student can |student can generalize |generalize skills across |community based | |

|across learning environments|independently generalize|skills across learning |learning environment 50% of the | | |

| |skills across learning |environment 80% of the |time | |4 3 2 1 |

|CC4S4 | |time | | | |

| | | | | | |

|St.7 “(develop) | | | | | |

|individualized instructional| | | | | |

|plans (that) emphasize | | | | | |

|explicit modeling and | | | | | |

|efficient guided practice to| | | | | |

|assure … maintenance and | | | | | |

|generalization” | | | | | |

|8) Teach individuals to use |Four or more |Three or more |Two self-assessment problem |No self-assessment problem | |

|self-assessment problem |self-assessment problem |self-assessment problem |solving or other cognitive |solving or other cognitive | |

|solving, and other cognitive|solving or other |solving or other cognitive|strategies (including technology|strategies were used | |

|strategies to meet their |cognitive strategies |strategies (including |based) are used | |4 3 2 1 |

|needs |(including technology |technology based) are used| | | |

| |based) are used | | | | |

|CC4S2 | | | | | |

|CC8S3 | | | | | |

|9) Use appropriate |Adaptations and |Adaptations and technology|Adaptations and technology |Adaptations and technology | |

|adaptations and technology |technology utilized are |utilized are well matched |utilized are well matched for |utilized are well matched | |

|for all individuals with |well matched for all |for all individuals with |all individuals with |for all individuals with | |

|disabilities |individuals with |disabilities 80-89% of the|disabilities 70-79% of the time |disabilities below 70% of |4 3 2 1 |

| |disabilities 90-100% of |time. | |the time | |

|CC7K4 |the time. | | | | |

|CC7S9 | | | | | |

|EC5S4 | | | | | |

|EC8S3 | | | | | |

|10) Use procedures to |Use procedures to |Use procedures to increase|Use procedures to increase the |Use procedures to increase | |

|increase the individual’s |increase the |the individual’s |individual’s self-awareness, |the individual’s | |

|self-awareness, |individual’s |self-awareness, |self-management, self-control, |self-awareness, | |

|self-management, |self-awareness, |self-management, |self-reliance, and self-esteem |self-management, | |

|self-control, self-reliance,|self-management, |self-control, |70-79% of the time |self-control, self-reliance,|4 3 2 1 |

|and self-esteem |self-control, |self-reliance, and | |and self-esteem 70% of the | |

| |self-reliance, and |self-esteem 80-89% of the | |time | |

|CC4S5 |self-esteem 90-100% of |time | | | |

| |the time | | | | |

| 11) Administer and/or |Administer and/or |Administer and/or |Administer and/or interpret |Cannot administer and/or | |

|interpret nonbiased formal |interpret nonbiased |interpret nonbiased formal|nonbiased formal and informal |interpret nonbiased formal | |

|and informal assessments in |formal and informal |and informal assessments |assessments in both individual |and informal assessments in | |

|both individual and group |assessments in both |in both individual and |and group settings with |both individual and group |4 3 2 1 |

|settings |individual and group |group settings with |assistance some of the time. |settings | |

| |settings independently |assistance 80% of the time| | | |

|CC8S2 | | | | | |

|CC8S5 | | | | | |

|EC8S2 | | | | | |

|12) Evaluate instruction, |Evaluates instruction, |Evaluates instruction, |Evaluates instruction, monitor |Evaluates instruction, | |

|monitor progress, and modify|monitor progress, and |monitor progress, and |progress, and modify assessments|monitor progress, and modify| |

|assessments to meet the |modify assessments to |modify assessments to meet|to meet the individual needs of |assessments to meet the | |

|individual needs of students|meet the individual |the individual needs of |students with disabilities |individual needs of students| |

|with disabilities |needs of students with |students with disabilities|70-79% of the time |with disabilities below 70% |4 3 2 1 |

| |disabilities 90-100% of |80-89% of the time | |of the time | |

|CC8S8 |the time | | | | |

|CC7S3 | | | | | |

|CC7S13 | | | | | |

| | | | | | |

|St 8 “monitor the progress | | | | | |

|of individuals with ELN in | | | | | |

|general and special | | | | | |

|curricula” | | | | | |

|13) Use functional |Use functional |Use functional assessment |Use functional assessment and |Does not use functional | |

|assessment and task analysis|assessment and task |and task analysis to |task analysis to sequence |assessment and task analysis| |

|to sequence implement an |analysis to sequence |sequence implement an |implement an evaluate |to sequence implement an | |

|evaluate individualized |implement an evaluate |evaluate individualized |individualized learning |evaluate individualized | |

|learning objectives |individualized learning |learning objectives 80% of|objectives some of the time |learning objectives |4 3 2 1 |

| |objectives independently|the time | | | |

|CC7S4 | | | | | |

|CC7S5 | | | | | |

|EC5S3 | | | | | |

| | | | | | |

|14) Use performance data and|Use performance data and|Use performance data and |Use performance data and |Use performance data and | |

|information from all |information from all |information from all |information from all |information from all | |

|stakeholders to make or |stakeholders to make or |stakeholders to make or |stakeholders to make or suggest |stakeholders to make or | |

|suggest modifications in |suggest modifications in|suggest modifications in |modifications in learning |suggest modifications in | |

|learning environments |learning environments |learning environments |environments |learning environments below |4 3 2 1 |

| |90-100% of the time |80-89% of the time |70-79% of the time |70% of the time | |

|CC8S6 | | | | | |

|CC5S6 | | | | | |

| | | | | | |

|15) Use strategies that |Uses 4strategies that |Uses 3 strategies that |Uses 2 strategies that promote |Does not use strategies that| |

|promote successful |promote successful |promote successful |successful transitions for |promote successful | |

|transitions for individuals |transitions for |transitions for |individuals with various |transitions for individuals | |

|with various disabilities |individuals with various|individuals with various |disabilities |with various disabilities |4 3 2 1 |

| |disabilities |disabilities | | | |

|CC4S6 | | | | | |

|EC10S1 | | | | | |

| | | | | | |

|St 7 “develop a variety of | | | | | |

|individualized transition | | | | | |

|plans such as transitions | | | | | |

|from preschool to elementary| | | | | |

|school” | | | | | |

|16) Practice within the CEC |Practice within the CEC |Practice within the CEC |Practice within the CEC Code of |Practice within the CEC Code| |

|Code of ethics and other |Code of ethics and other|Code of ethics and other |ethics and other standards of |of ethics and other | |

|standards of the profession,|standards of the |standards of the |the profession, including |standards of the profession,| |

|including applicable laws |profession, including |profession, including |applicable laws and policies |including applicable laws | |

|and policies |applicable laws and |applicable laws and |80-89% of the time |and policies less than |4 3 2 1 |

| |policies 100% of the |policies 90-99% of the | |80% of the time | |

| |time |time | | | |

|17) Maintain confidential |Maintain confidential |Maintain confidential |Maintain confidential |Maintain confidential | |

|communication about |communication about |communication about |communication about individuals |communication about | |

|individuals with exceptional|individuals with |individuals with |with exceptional learning needs|individuals with exceptional| |

|learning needs |exceptional learning |exceptional learning |80-89% of the time |learning needs less than |4 3 2 1 |

| |needs |needs | |80% of the time | |

|CC10S1 |100% of the time |90-99% of the time | | | |

|18) Engage in professional |Engage in professional |Engage in professional |Engage in professional |Engage in professional | |

|activities that benefit |activities that benefit |activities that benefit |activities that benefit |activities that benefit | |

|individuals with |individuals with |individuals with |individuals with |individuals with | |

|exceptionalities learning |exceptionalities |exceptionalities learning |exceptionalities learning needs,|exceptionalities learning | |

|needs, their families and |learning needs, their |needs, their families and |their families and one’s |needs, their families and | |

|one’s colleagues |families and one’s |one’s colleagues 80%-89% |colleagues 70%-79% of the time. |one’s colleagues less than |4 3 2 1 |

| |colleagues 90%-100% of |of the time. The candidate|The candidate implements |70% of the time | |

|CC5S16 |the time. The candidate |implements appropriate |appropriate universal |The candidate seldom | |

|EC5S2 |implements appropriate |universal precautions as |precautions as necessary. The |implements appropriate | |

| |universal precautions as|necessary. The candidate |candidate usually recognizes |universal precautions as | |

| |necessary. The candidate|recognizes signs of abuse |signs of abuse and neglect |necessary. The candidate | |

| |recognizes signs of |and neglect | |seldom recognizes signs of | |

| |abuse and neglect | | |abuse and neglect. | |

|19) Creates learning |Creates learning |Creates learning |Creates learning environments |Does not creates learning | |

|environments that foster |environments that foster|environments that foster |that foster cultural |environments that foster | |

|cultural understanding |cultural understanding |cultural understanding |understanding using 3 |cultural understanding | |

| |using 5 categories |using 4 categories evident|categories evident in the | | |

|CC5S1 |evident in the classroom|in the classroom for |classroom for example: | | |

|CC5K7 |for example: |example: |Literature | | |

|CC5K8 |Literature |Literature |Bulletin boards | | |

|CC5S1 |Bulletin boards |Bulletin boards |Grouping | | |

|CC5S13 |Grouping |Grouping |Activities | |4 3 2 1 |

|CC5S14 |Activities |Activities |Materials for | | |

|CC10K4 |Materials for |Materials for |teaching | | |

| |teaching |teaching | | | |

| | | | | | |

| | | | | | |

|20) Provides guidance to |Provides guidance to |Provides guidance to |Provides guidance to |Provides guidance to | |

|paraeducators/ |paraeducators/ |paraeducators/ |paraeducators/ |paraeducators/ | |

|paraprofessional, tutors and|paraprofessional, tutors|paraprofessional, tutors |paraprofessional, tutors and |paraprofessional, tutors and| |

|volunteers |and volunteers by |and volunteers by clearly |volunteers by clearly defining |volunteers by clearly | |

| |clearly defining the |defining the roles and |the roles and responsibilities |defining the roles and |4 3 2 1 |

|CC5S15 |roles and |responsibilities of each |of each participant |responsibilities of each | |

|CC7K5 |responsibilities of each|participant |80-89% of the time |participant less than | |

|CC10S11 |participant |90-99% of the time | |80% of the time | |

| |100% of the time | | | | |

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