(ED 200) Introduction to Education



EDS 629: Transition Practices Common Course Assessment: Special Education Transition Project Common Course Standards: Council for Exceptional Children (CEC) Special Education Specialist Advanced Preparation 2012 Standards2 – Curricular Content Knowledge5 – Leadership and Policy7 – CollaborationInTASC Standards3 – Learning Environments7 – Planning for Instruction 8 – Instructional Strategies 10 – Leadership and CollaborationRubric for Special Education Transition Project:ElementsDistinguished (3)Proficient (2)Progressing (1) Unsatisfactory (0)Part One: Transition Unit and Lesson PlansUnit PlanCEC 2, 5InTASC 3, 7, 8The Unit Plan includes one or more transition-related topics, visual and text depictions of the organizational structure of the unit, key questions, and a unit schedule. Additionally, the content is appropriate for the specified students.The Unit Plan includes one or more transition-related topics, is appropriate for the specified students but lacks one of the key Unit Plan elements.The Unit Plan includes one or more transition-related topics, is appropriate for the specified students but lacks more than one of the key Unit Plan elements.The Unit Plan does not include one or more of the transition-related topics or is not appropriate for the specified students.Special Education Lesson PlansCEC 2, 5InTASC 3, 7, 8Five Lesson Plans are provided, filled out correctly, are age and disability appropriate, and include at least one field trip or guest speaker.Five Lesson Plans are provided and include at least one field trip or guest speaker. They are age/or disability appropriate, but are missing some of the criteria.Less than Five Lesson Plans are provided and are not filled out correctly. They are age and disability appropriate.Five or fewer Lesson Plans are provided, most are filled out correctly, but few if any are age and disability appropriate.General Education Lesson PlansCEC 2, 5InTASC 3, 7, 8Five Lesson Plans are provided, filled out correctly, are grade and content appropriate, and include at least one field trip or guest speaker.Five Lesson Plans are provided and include at least one field trip or guest speaker. They are grade and content appropriate, but are missing some of the criteria.Less than Five Lesson Plans are provided and are not filled out correctly. They are grade and content appropriate.Five or fewer Lesson Plans are provided, most are filled out correctly, but few if any are grade and content appropriate. Part Two: Categorical Transition Research & PresentationTopicCEC 7InTASC 10Team's topic is clearly identified and described. It addresses a specific disability category within special education, specifies an age range, and is targeted toward a timely and important issue within transition.Team's topic is not clearly identified and described. It appears to addresses a specific disability category within special education, specifies an age range, and is targeted toward a timely and important issue within transitionTeam's topic is not clearly identified and described. It appears to addresses a specific disability category within special education, specifies an age range, but is not targeted toward a timely and important issue within ic is vague and undefined.Quality of SourcesEach team member independently located at least 2 reliable, interesting information sources from professional journals.Each team member independently located at least 2 reliable information sources, but they were not all from professional journals.Team members did not locate at least half of their information sources from professional journalsEach team member located less than two reliable information sourcesPresentationsCEC 7InTASC 10Presentation was well-organized, fluid, included each member of the team, and highlighted key findings from their research.Presentation was well-organized, fluid, and highlighted key findings from their research but did not include each member of the team.Presentation was well-organized and fluid but did not highlight key findings from their research and did not include each member of the team.Presentation was not well-organized and fluid, did not highlight key findings from their research and did not include each member of the team.HandoutCEC 7InTASC 10Handout was clear, concise, free of errors, and offered a strong summary of the key points of the presentation. Additionally, the handout included citations for the articles used in the presentation.Handout was missing one of the previously described requirements.Handout was missing two or the previously described requirements.Handout did not meet three or more the previously described requirements. ................
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