MSE 7405 - Curriculum and Instruction in Special Education by Michele Brewer

Wilmington University College of Education

Graduate Special Education Programs

Course Number: MSE 7405

Course Title: Curriculum and Instruction in Special Education

Faculty Contact Information:

Course Description: This course provides candidates with knowledge and skills related to a variety of evidence-based instructional practices that will enhance academic learning and everyday functioning with special education students. The course will cover instructional strategies such as Universal Design for Learning (UDL) and high leverage practices (HLP) for teaching the common core standards in inclusive settings as well as group or individualized instruction in more restricted smaller settings. The course content will prepare candidates on the importance of family engagement, student surveys, interventions, progress monitoring, and instructional strategies to meet the needs of all students. Students will apply what they learn in real scenarios throughout the course.

Use of Video: The use of technology is an integral part of the teaching / learning process and a necessary skill for success in teaching. As such, teacher candidates will engage in multiple forms of assessment including but not limited to creating and uploading digital recordings of various forms for evaluation and guidance. Candidate work is uploaded into secure sites and is not available to the public.

Minimum Time Requirements (in clock hours):

College Education Program Attributes

The manner in which we prepare educational personnel is informed by eight essential attributes:

1. ensuring that programs are knowledge-based;

2. viewing educational personnel as learners, including a focus on deconstructing past experiences as learners in coursework and field experiences and developing appropriate knowledge of the content and discourse of the disciplines to be taught;

3. contextual and cultural sensitivity;

4. facilitating inquiry and reflection, i.e., providing structured opportunities for critical reflection on and acting in one’s daily work;

5. enabling authentic participation, collegiality and collaboration;

6. building an ongoing developmental program that allows for continuous improvement, experimentation, and professional growth;

7. ensuring that programs are standards-driven; and

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8. ensuring that programs promote the effective use of technology.

Delaware Teacher Standards: Interstate Teacher Assessment and Support Consortium (InTASC)

Specialized Professional Association Standards: CAEP K-6

Initial Practice-Based Professional Preparation Standards for Special Educators: Council for Exceptional Children (CEC 2020)

Technology Standards: International Society for Technology in Education (ISTE)

Wilmington University Graduation Competencies: Graduate Educational Competencies

Dispositions: Model Code of Ethics for Educators

Delaware Teacher Growth and Support System: DTGSS

Global Awareness: Global awareness is knowledge of the interrelatedness of local, global, and international cultures. It is the understanding that our world is an interconnected system. Cultivating global awareness involves the ability to understand, respect, and get curious about challenges, trends, and systems present on a global level. College of Education and Liberal Arts Educator Preparation Programs foster global awareness by preparing and empowering teacher candidates to integrate that knowledge in their PreK - 12 classrooms. In MSE 7405, candidates learn and celebrate the uniqueness of others and focus on instructional practices that foster inclusiveness.

Cultural Differences: Culturally responsive practices acknowledge and honor the experiences and perspectives of children and their families as a tool to support them more effectively. This practice emphasizes incorporation of different perspectives that create an inclusive, relevant, and supportive environment for learners from various backgrounds. The College of Education and Liberal Arts Educator Preparation Programs incorporate culturally relevant instruction that integrate a wide variety of instructional strategies connected to different approaches to learning. In MSE 7405, candidates learn how to collaborate with families and students to learn about their interests and perspectives to better meet the needs of their students.

Learning Methods: A variety of teaching methods including inquiry–based learning, game-based learning, personalized learning, differentiated instruction, collaborative projects, and class participation will be used in a student-centered approach to learning. Candidates are encouraged to move from passive receivers of information to active participants in their own learning, where creativity and innovation are encouraged. The purposeful integration of technology is required.

Driving Question for the Course: How can educators use evidence-based instructional strategies and individualize instruction to meet the needs of students with exceptionalities? To address this, we will consider these four related questions:

What are the high leverage practices and evidence-based models and theories that can be used in the instructional planning process for students with exceptionalities?

How can I use MTSS/RTI and other intervention strategies to improve instruction for all students, including those with exceptionalities?

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How can I create a classroom environment that fosters the social and emotional growth of my students?

How can I incorporate tools of language development into planning and instruction to support the development of language and literacy in all students, including English Language Learners and those with exceptionalities?

Learning Outcome 1 – Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs. (CEC 2.1, 2.2)

Learning Activities/Performance Tasks:

1. Candidates will create IEP snapshots to better understand the needs of their students.

2. Candidates will plan and implement an inclusive learning environment for their students with exceptionalities.

3. Candidates will create and utilize student interest surveys to help plan for differentiated instruction that focuses on each individual’s strengths and needs.

Assessment: Candidates will develop a behavior support intervention to support the student based off of their interests and behaviors.

Learning Outcome 2 – Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities (CEC 3.1, 3.2)

Learning Activities/Performance Tasks:

1. Candidates explore all of the different components of Universal Design by Learning (UDL) theory: engagement, representation, and action and expression.

2. Candidates will use high leverage practices (HLP) across all settings and content areas to meet the needs of all students.

3. Candidates will employ various forms of differentiation when planning for student instruction.

Assessment: Candidates will create and submit 4 lesson plans using a detailed UDL template that outlines strategies for increasing engagement, representation, action, and expression.

Learning Outcome 3 – Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate. (CEC 4.1, 4.2, 4.3)

Learning Activities/Performance Tasks:

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1. Candidates will plan instruction for students in various tiers of MTSS.

2. Candidates will progress monitor within MTSS as well as a student’s IEP.

3. Candidates will use progress monitoring data to drive instruction and to make both short-term and long-term decisions in planning.

4. Candidates will research a reading intervention that they could use with one of their students and explain why that intervention is appropriate as a type of progress monitoring.

Assessment: Candidates will take data on behaviors with a specific student. They will develop a behavior support intervention to support the student based off of their interests and behaviors.

Learning Outcome 4 – Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates also use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual (CEC 5.1, 5.2, 5.3, 5.4, 5.5, 5.6)

Learning Activities/Performance Tasks:

1. Candidates will use parent questionnaires and student surveys to meet the needs of students.

2. Candidates will use student interest surveys to plan for instruction to increase engagement and motivation during lessons.

3. Candidates will discuss how HLP and differentiation can be used to support each student.

4. Candidates will explore how the UDL model can be used to increase engagement and motivation during each lesson.

5. Candidates will progress monitor students and discuss the importance of using the data to make instructional decisions.

Assessment: Candidates will create a video presentation outlining three different interventions and AT tools for both ELA and math.

Learning Outcome 5 - Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being (CEC 6.1, 6.2, 6.3)

Learning Activities/Performance Tasks:

1. Candidates will describe instructional strategies that can be used in the classroom to support social emotional learning (SEL) in students.

2. Candidates will discuss various types of behavior management strategies to be used in the classroom as well as for individual students.

Assessment: Candidates will design an inclusive classroom and explain how their design makes the environment more inclusive for all students.

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Week Week at a Glance Essential Questions

One How does understanding the needs of our students and families help teachers effectively plan for instruction?

Two How can an inclusive environment be beneficial for all students?

Three How can High Leverage Practices (HLP) and Universal Design for Learning (UDL) be used in instructional planning to meet the needs of all students?

Four How does a multi-tier system of supports (MTSS) and specific reading interventions help meet the needs of struggling readers?

Five How does a multi-tier system of supports (MTSS) with specific math interventions help meet the needs of struggling students?

Six How can progress monitoring help teachers effectively plan and support students with disabilities?

Seven How can we use behavior management strategies and interventions to support all students?

Assignments and Grading

1. Discussion Boards (20%)

2. Assignments (50%)

3. SEA (30%)

These required projects are briefly described in the “Learning Outcomes” section of the syllabus. Additional details and resources, including Open Educational Resources (OERs), and the course outline, can be found on the course site.

Academic Policies

Procedure/Guidelines for Receiving Special Accommodations

College of Education Attendance Policy:

In the College of Education, faculty must approve all requests for absences that are exceptions to the University policy. Vacations are not considered legitimate reasons for missing classes. Faculty must be contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions may result in lowering the final passing grade or assigning a FA (failure due to absence).

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Students who have registered for a course and never attended the class at all will receive a grade of NA (never attended). Early departures and late arrivals will be cumulative toward class absences. It is the student’s responsibility to obtain and complete assignments on the due dates. Students who register and enter the course on the drop/add date have four days to complete the first week’s assignments.

Course Materials: No Textbook Required; Online Educational Resources Only

Course Resource List:

Iris Center Modules

Edutopia

Universal Design for Learning for Teachers

Education Week

Reading Rockets Center On Multi-Tiered System of Supports

Equity by Design

Novak Education

Journal of Special Education

LD Online

Reading Horizons

CEEDAR Center

Journal of Mathematics- Teacher Edition

Full SPED Ahead

Understood

Positive Behavior Intervention and Supports (PBIS)

PBS Learning Media

Journal of Developmental and Physical Disabilities

Beyond Behavior Journal

At A Loss for Words

Hard Words: Why Kids Aren’t Being Taught to Read

What the Words Say

The Reading League Compass: Educators/Specialists

Structured External Assignment Instructions and Rubric

The special education professional will create a highly rigorous, appropriately differentiated, unit plan using the Wilmington University Lesson Plan format that outlines the planning and instruction process utilized for the described group of students. The candidate will design a Four Lesson Unit Plan. A unit is a cohesive set of lessons which build upon each other and is designed to provide students with an opportunity to deepen their learning. The unit plan must include: standards, differentiation (explicit for each identified student), assistive and instructional technology, behavior support tools, lesson essential questions, activating activities, summarizing activities, evidence of student collaboration, formative assessment, and all other necessary elements as indicated by the planned lessons.

 Interdisciplinary Unit for Elementary must include one lesson in each content area

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 Secondary Unit must include four lessons in specialty content area addressing the various elements of the Common Core State Standards in English Language Arts, or Math, or Social Studies, or Next Generation Science Standards for Science.

The Unit/Lesson plans assessment is designed to demonstrate candidate knowledge in instructional planning, implementing and evaluating effective lessons aligned to the state standards and differentiated to meet the exceptional learner’s needs. This SEA provides the opportunity to demonstrate relationship among planning, action and reflection in the daily teaching and learning process of students with special needs (SEE DISABILITIES AND DEFINITIONS under supporting documents).

Following are broad goals for the lesson:

1. Create a learning environment to support the success of all students.

2. Accommodate the unique needs of diverse students.

3. Conduct formal and informal assessments of behavior, learning, achievement, and environments to inform and design learning experiences that support the growth and development of individuals with Exceptional Learning Needs (ELN).

4. Use evidence-based instructional strategies to individualize instruction for individuals with ELN.

The Unit plan with multiple lesson plans/roadmap must contain the following sections: Standard: the DE standard(s) being addressed in the lesson. Consult the Wilmington Lesson Plan or Unit Plan Template for further details.

1. Performance Objectives (Learning Outcomes):

1) One or more objectives must be stated for each lesson (following structures above for elementary and secondary content areas.

2) Objectives are stated as learning outcomes in behavioral terms that are clear and measurable.

3) Objectives should reflect cognitive, psychomotor and/or affective goals as appropriate.

4) Objectives should follow a three-part format: (1) identify who is to perform the desired behavior; (2) identify the actual behavior to be employed in demonstrating mastery of the objective; (3) identify the result, the product or the performance of the behavior that will be evaluated to determine whether the objective has been mastered.

5) Instructional Materials:

i. This section requires a list of all materials needed to implement the lesson.

a. The list should include the quantity, source and title of print and non-print materials.

b. The list should include the quantity and source of any consumable materials or supplies.

c. Any handouts and/or transparencies utilized should be attached to the lesson plan when it is submitted for evaluation.

6) Subject Matter (aligned to CCSS or NGSS):

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i. An accurate and complete outline of the content to be taught in the lesson is required in this section of the plan.

ii. This material could be factual information, concepts, skills or values depending on the lesson.

iii. Prerequisite content and skills should be listed in this section of the plan.

7) Instructional Planning:

i. Plan to teach a 20-40 minute lesson from your Unit in your classroom placement. Your instructional plan should include: (Refer to the Wilmington University Lesson Plan for Special Education for specific requirements).

a. Introduction- This sub-section should: (1) establish the purpose or objective of the lesson for the students (anticipatory set); (2) connect this lesson to prior knowledge; (3) engage the learners; i.e. motivate them.

b. Development- This sub-section should include a detailed and sequential explanation of the developmentally appropriate methods (strategies) that will be employed to teach this lesson; such things as teacher modeling, ways to check for students’ understanding and techniques to provide for guided practice should be considered; this section can also include an explanation of room arrangement, a list of questions to be asked and even expected student responses.

c. Closure- This sub-section should include: (1) an explanation of the technique(s) that will be used to summarize or review the lesson’s content; (2) an assignment, if appropriate; (3) reference to the lesson’s purpose or objectives that was presented at the beginning of the lesson.

8) Evaluation of Students:

i. This plan for assessing learning achievement is written before the lesson is taught.

ii. Clear, measurable criteria for evaluating student performance of each instructional objective through traditional or alternative forms of assessment will be explained in this section and attached.

Elements Novice

Context for Learning

CEC 2 and 5

Candidate lists how the contextual information affects their instructional choices.

Description of

Identified Students

CEC 2

Goals and Standards

Alignment CEC 5

Candidate identifies the disability of each of the targeted students.

Candidate identifies how the contextual information affects their choice of content or instructional practices.

Candidate explains how the contextual information affects their choice of content or instructional practices. Candidate selects materials and learning activities that are relevant to the students’ sociocultural backgrounds.

Performance

Candidate explains how the contextual information influences their choice of content and instructional practices. Candidate aligns the content and instructional practices with the students’ needs and explains how the materials and learning activities are meaningful and relevant to students’ sociocultural backgrounds.

Candidate lists one or more examples.

Candidate identifies the disability and IEP services of each of the targeted students.

Candidate lists two or more examples that illustrate connectedness between group experiences and educational standards/goals in the instructional process.

Candidate outlines the identified disability, IEP services, and academic and functional level of each of the targeted students.

Candidate outlines the identified disability, IEP services, and academic and functional level of each of the targeted students, providing a complete student profile for each of them.

Candidate describes three or more examples that illustrate the connectedness between group and targeted students' experiences and educational standards/goals in the instructional process.

Candidate outlines four or more specific examples that illustrate the connectedness between group and targeted students' experiences and educational 9 | Page

Elements Novice

Lesson Objectives

CEC 3 and 5

Candidate lists learning objectives that are performance based.

Candidate lists learning objectives that are performance based and framed using Bloom’s Taxonomy

Candidate designs learning objectives that are performance based, measurable, and framed using Bloom’s Taxonomy or Depth of Knowledge. All objectives contain a measurable action verb and a condition or criteria.

Advanced Performance standards/goals in the instructional process.

Candidate designs learning objectives that are performance based, measurable, and framed using framed using Bloom’s Taxonomy or Depth of Knowledge. All objectives are written with clarity and specificity and contain an action verb that measures various levels of skills (from concrete skills to higher-level thinking skill) in addition to a condition or criteria.

Lesson Rationale

CEC 3 and 5

Candidate lists learning objectives that are misaligned to the needs of the whole group and the targeted students.

Candidate lists learning objectives that are aligned to the needs of the whole group.

Candidate designs learning objectives that are aligned to the needs of the whole group and the collective group of targeted students.

Candidate designs learning objectives that are aligned to the individual needs of the targeted students, collective group of targeted students and whole group needs.

Alignment of Lesson with Identified

Candidate lists learning objectives that are

Candidate formulates learning objectives that are directly

Candidate formulates learning objectives that

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Student Needs CEC 2 and 3

Essential Question CEC 3

aligned with the content from the lesson.

aligned with the standards and the content from the lesson.

aligned with the standards and the content from the lesson to show learning progressions for targeted students. are directly aligned with the standards and the content from the lesson to show learning progressions for targeted students. Candidate builds lesson extension opportunities into their lesson plan to encourage higher-level thinking and student growth.

Lesson Introduction CEC 5 and 6

Candidate lists Essential Questions that lack connectedness to the content standards.

Candidate lists Essential Questions that are open-ended but lack connectedness to the content standards. Candidate develops Essential Questions that are open-ended and aligned to the correct content standard. Candidate formulates Essential Questions that are open-ended and aligned to the correct content standard. Essential questions present opportunities for higher-level thinking.

Candidate lists the methods used while introducing the lesson.

Candidate describes the methods used to motivate and engage students while introducing the lesson.

Candidate describes the methods used to motivate and engage students while introducing the lesson in detail. Candidate explains how the lesson will address student motivation and student interest.

Candidate outlines the methods used to motivate and engage students while introducing the lesson in detail. Candidate explains how the lesson will address student motivation and student interest as it relates to 11 | Page

Elements Novice

Pre-Requisite Knowledge CEC 4

Connection to Prior Knowledge in Introduction of Lesson CEC 3 and 5

Candidate identifies the background information and assessments data that was used to plan instruction.

Candidate describes the background information and assessments data that was used to plan instruction. Candidate provides evidence that either the targeted students or whole group possess the prerequisite skills necessary to master the new content.

Proficient (TARGET) Advanced Performance the needs of both the targeted students and the group demographics.

Candidate identifies the specific methods, activities, etc. students will complete to access their prior knowledge.

Candidate describes the specific methods, activities, etc. students will complete to access their prior knowledge and provides the prompts and questions used in the lesson.

Candidate summarizes the background information and assessment information that was used to plan instruction. Candidate provides evidence that both the targeted students and whole group possess the prerequisite skills necessary to master the new content.

Candidate outlines the specific methods, activities, etc. students will complete to access their prior knowledge and provides the prompts and questions used in the lesson. Candidate describes student reflections on relevant prior content knowledge

Plan for Assessment

CEC 4

Candidate identifies the daily formal and informal formative and summative assessments used to determine student understanding of the learning objectives.

Candidate identifies the daily formal and informal formative and summative assessments used to determine student understanding of the learning objectives and there is an assessment at the end of the lesson.

Candidate describes the daily formal and informal formative and summative assessments used to determine student understanding of the learning objectives. The assessments and learning objectives are aligned and there is an assessment at the end of the lesson.

relevant prior content knowledge, connections between new and familiar concepts and connecting to their personal experiences.

Candidate describes and justifies the daily formal and informal formative and summative assessments used to determine student understanding of the learning objectives. The assessments and learning objectives are aligned and assessments occur throughout the lesson.

Plan for Feedback

CEC 4

Candidate identifies the potential opportunities for feedback for the whole group.

Candidate identifies the potential opportunities for feedback for the targeted students and whole group.

Candidate describes the potential opportunities for feedback for the targeted students and whole group. Candidate explains and provides examples of how they will use the results from formative and summative assessments to guide learning and monitor student progress.

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Elements Novice Emerging Proficient (TARGET) Advanced Performance to guide learning and monitor student progress.

Respect for Cultural, Linguistic, Ability, and Racial Diversity Based Upon Student Demographics CEC 6

Candidate identifies instructional tasks and activities that are appropriate to the cultural, linguistic, and academic needs of diverse students.

Candidate describes instructional tasks and activities that are appropriate to the cultural, linguistic, and academic needs of diverse students.

Candidate plans and describes instructional tasks and activities that are appropriate to the cultural, linguistic, and academic needs of diverse students. Instructional tasks and activities promote safety, equity, and support in the learning environment.

Support of Behavioral and Social-Emotional Needs CEC 6

Candidate identifies how the targeted students’ behavioral and social-emotional needs are supported by the IEP.

Candidate explains how the targeted students’ behavioral and socialemotional needs are supported by the IEP.

Candidate explains how the targeted students’ behavioral and social-emotional needs are supported by the IEP.

Candidate explains how they actively create an environment that supports positive social interactions for the targeted students.

Candidate explains and provides examples of how the targeted students’ behavioral and social-emotional needs are supported by the IEP. Candidate explains how they actively create an environment that supports positive social interactions for the 14 | Page © 2024. Wilmington University. All Rights Reserved. This syllabus and its contents are the intellectual property of Wilmington University. Unauthorized reproduction, distribution, or modification, in whole or in part, is strictly prohibited without written permission from Wilmington University.

Elements Novice Emerging Proficient (TARGET) Advanced Performance targeted students.

Assessment Criteria & Rubrics CEC 4

Lesson Outline:

Including Methods and Activities CEC 5

Candidate creates a generic assessment rubric.

Candidate creates an assessment rubric that is aligned with learning objectives and content.

Candidate creates an assessment rubric that is aligned with learning objectives and content and explains how the criteria was co-created with students and shared with students.

Candidate creates an assessment rubric that is aligned with learning objectives and content and explains how the criteria was co-created with students, shared with students, and provides opportunities for all students to demonstrate learning.

Candidate develops a generic instructional plan appropriate to the needs of the whole group.

Candidate develops an instructional plan appropriate to the needs of the targeted students and whole group to complete the main learning experiences for instruction each day.

Candidate develops a differentiated instructional plan appropriate to the abilities and needs of the targeted students and whole group that is progressive and sequential without gaps to complete the main learning experiences for instruction each day. Procedures are clear and detailed.

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Elements Novice

Lesson Outline Including Terminology, Groupings, Essential Questions CEC 3 and 5

Candidate designs an instructional plan that includes one or two of the following: groupings, specific content or academic key vocabulary and definitions, and essential questions for each step.

Content Knowledge CEC 3

Candidate formulates an instructional plan that is designed to teach content.

Candidate designs an instructional plan that includes groupings, specific content or academic key vocabulary and definitions, and essential questions for each step.

Candidate formulates an instructional plan that illustrates an understanding of fundamental concepts.

Candidate designs a developmentally appropriate lesson to teach content.

Candidate designs a developmentally appropriate instructional plan that includes groupings, specific content or academic key vocabulary and definitions, and essential questions for each step.

Candidate designs a developmentally appropriate instructional plan that includes groupings, specific content or academic key vocabulary and definitions, and essential questions for each step. Candidate justifies their grouping selection.

Candidate formulates an instructional plan that illustrates an understanding of advanced concepts, scope, and sequence of the content.

Candidate designs developmentally and ability appropriate lessons that build student understanding of content.

Candidate formulates an instructional plan that illustrates an understanding of advanced concepts, scope, and sequence of the content. Candidate designs developmentally and ability appropriate lessons to teach basic structures and relationships within and across curricula lessons that build student understanding of content and promote connections to other content areas.

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Elements Novice

Scaffolding

Instruction CEC 5

Candidate identifies how instruction is scaffolded to provide support needed by the whole group.

Candidate identifies how instruction is scaffolded to provide the levels of support needed by the whole group and targeted students.

Candidate explains how instruction is scaffolded to provide the levels of support needed by the whole group and targeted students.

Assistive Technology and Technology for Instruction and Planning CEC 4 and 5

Candidate generally integrates teacher use of instructional or assistive technology.

Candidate integrates teacher use of instructional or assistive technology into the lesson to support student learning of content material.

Candidate integrates both teacher and student use of instructional or assistive technology into the lesson to support student learning of content material.

Explicit Teaching

Strategies CEC 3 and 5

Candidate identifies how they will explicitly teach, model, or demonstrate the skill/concept/strategy.

Candidate identifies how they will explicitly teach, model, or demonstrate the skill/concept/strategy in a way that promotes student understanding.

Candidate explains how they will explicitly teach, model, or demonstrate the skill/concept/strategy in a way that promotes student understanding. Teaching strategies are aligned with the content and meet the needs of the whole group and targeted

Performance

Candidate explains how instruction is scaffolded to provide the levels of support needed by the whole group and target students and provides specific examples related to the needs of the targeted students.

Candidate integrates both teacher and student use of instructional or assistive technology into the lesson to support student learning of content material.

Candidate explains how students will use technology to monitor their progress.

Candidate explains how they will explicitly teach, model, or demonstrate the skill/concept/strategy in a way that promotes student understanding and engagement. Teaching strategies are 17 | Page

Elements Novice Emerging Proficient (TARGET) Advanced Performance students. aligned with the content and meet the needs of the whole group and targeted students.

Universal Design for Learning CEC 3 and 5

Specially Designed Instruction CEC 5

Candidate identifies elements of Universal Design for Learning in their lesson. Candidate integrates the principles of Universal Design for Learning into their lesson.

Candidate integrates the principles of Universal Design for Learning into their lesson and describes how they integrated it throughout their instructional plan.

Candidate integrates the principles of Universal Design for Learning into their lesson and describes how they integrated it throughout their instructional plan. Candidate explains how those principles relate to the needs of the whole group and targeted students.

Communication and Technology Use CEC 4 and 5

Candidate identifies general instructional strategies used in group instruction.

Candidate describes general instructional strategies used in group instruction that allow students to achieve appropriate learning goals.

Candidate lists alternative and augmentative communication systems or assistive

Candidate identifies alternative and augmentative communication systems or how the use of

Candidate designs specialized instruction for the targeted students that allow them to achieve appropriate learning goals.

Candidate creates and implements lesson plans that include alternative and augmentative communication systems or explains how the

Candidate designs specialized instruction for the targeted students that allow them to achieve appropriate learning goals and provide examples.

Candidate creates and implements lesson plans that include a variety of alternative and augmentative

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Elements Novice Emerging Proficient (TARGET) Advanced Performance technology supports.

assistive technology supports and enhances language and communication of the targeted students. use of assistive technology supports and enhances language and communication of the targeted students.

communication systems or creates lesson plans with assistive technology to support and enhance the language and communication of the targeted students.

Questioning

Strategies CEC 5

Candidate identifies a variety of developmentally appropriate questioning strategies that reflect lower order thinking skills.

Candidate identifies a variety of developmentally appropriate questioning strategies that reflect higher order and lower order thinking skills.

Candidate describes a variety of developmentally appropriate questioning strategies that reflect higher order and lower order thinking skills and provide examples of questions to be used in the lesson plan.

Organization of Classrooom, Team/Groups CEC 5 and 6

Candidate identifies how their organization of learning teams and groups promotes content learning.

Candidate identifies how their organization of learning teams and groups promotes content learning. Candidate uses whole group and small group grouping strategies.

Candidate explains how their organization of learning teams and groups promotes content learning and allows for meaningful engagement. Candidate uses a variety of grouping strategies (whole group, small group, centers, cooperative learning, 1:1)

Candidate explains how their organization of learning teams and groups promotes content learning and allows for meaningful engagement of both the whole group and targeted students. Candidate uses a variety 19 | Page

Elements Novice Emerging Proficient (TARGET) Advanced Performance throughout their lesson. of grouping strategies (whole group, small group, centers, cooperative learning, 1:1) throughout their lesson.

Graphic Organizers, Mind Maps CEC 3 and 5

Candidate provides generic graphic organizers, mind maps or other organizers that lack alignment with the content.

Candidate provides generic graphic organizers, mind maps or other organizers that align with content.

Candidate provides a variety of graphic organizers, mind maps or other advanced organizers that align with content.

Candidate provides a variety of graphic organizers, mind maps or other advanced organizers that align with content and explains how they used those graphic organizers to promote learning for both the whole group and the targeted students.

Strategies to Promote Mastery and Generalization

CEC 3

Candidate lists how they use evidencebased instructional strategies to promote mastery.

Candidate lists how they use evidence-based instructional strategies to promote mastery and generalization across content for individual students based on ability, interest, learning environments, and cultural and linguistic factors.

Candidate explains how they use differentiated, evidencebased instructional strategies to promote mastery and generalization across content for individual students based on ability, interest, learning environments, and cultural and linguistic factors.

Candidate explains how they use differentiated, evidence-based instructional strategies to promote mastery and generalization across content for individual students based on ability, interest, learning environments, and cultural and linguistic

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Elements Novice Emerging Proficient (TARGET)

Demonstration of Student

Understanding CEC 3 and 4

Candidate identifies formative and summative assessments that are appropriate for curricular goals.

Candidate identifies formative and summative assessments that are appropriate for curricular goals and support the whole group and targeted students in demonstrating learning.

Candidate selects and creates formative and summative assessments that are appropriate for curricular goals and support the whole group and targeted students in demonstrating learning. Candidate explains the connection between assessments and curricular goals.

Advanced Performance factors. Candidate provides a rationale for the instructional strategies selected.

Candidate selects and creates formative and summative assessments that are appropriate for curricular goals, support the whole group and targeted students in demonstrating learning, and are based on identified principles of effective teaching. Candidate explains the connection between assessments and curricular goals.

Accommodations or Modifications for Identified Students

CEC 5

Candidate provides evidence of implementing general accommodations and modifications for instruction.

Candidate provides evidence of implementing general accommodations and modifications for instruction and assessment for the group of targeted students.

Candidate provides evidence of implementing required accommodations and modifications for instruction and assessment for the targeted students and explains how those accommodations align to the specific student needs.

Candidate provides evidence of implementing required accommodations and modifications for instruction and assessment for the targeted students and explains how those accommodations align to 21 | Page

Elements Novice

Proficient (TARGET) Advanced Performance

the specific student needs. Candidate creates a plan that anticipates potentially necessary student accommodations and modifications.

Time for Learning

CEC 5

Candidate plans time enough time for instruction.

Candidate plans an appropriate amount of time for instruction and assessment, allowing time for the whole group to practice and demonstrate learning.

Candidate plans an appropriate amount of time for instruction and assessment, allowing time for both the whole group and the targeted students to practice and demonstrate learning.

Candidate plans an appropriate amount of time for instruction and assessment, allowing time for modifications based on students’ responses and for both the whole group and targeted students to practice and demonstrate learning.

Challenging Expectations/ Developmental Appropriateness CEC 5

Candidate identifies how they will provide opportunities for critical thinking to the whole group.

Candidate identifies how they will create challenging expectations and opportunities for critical or creative thinking to the whole group.

Candidate summarizes how they will create challenging expectations and opportunities for critical or creative thinking for the targeted students and the whole group.

Candidate summarizes how they will create challenging expectations and opportunities for critical or creative thinking for the targeted students and the whole group. Candidate explains how the central concepts of the content is reflected in the lesson

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Elements Novice Emerging Proficient (TARGET) Advanced Performance plan.

Demonstration of Student Understanding on Assessments CEC 3 and 4

Candidate identifies how the formative and summative assessments they selected are appropriate for curricular goals.

Candidate describes how the formative and summative assessments they selected are appropriate for curricular goals and support the whole group and targeted students in demonstrating learning.

Candidate describes how the formative and summative assessments they selected are appropriate for curricular goals and support the whole group and targeted students in demonstrating learning. Candidate explains the connection between assessments and curricular goals.

Demonstrate Knowledge of Appropriate Learning Theory or Research, Depending on Lesson Content CEC 4 and 7

Candidate identifies academic and nonacademic instructional strategies.

Candidate identifies their selection of academic and nonacademic instructional strategies by providing evidence or research.

Candidate justifies their selection of academic and nonacademic instructional strategies by providing evidence or research.

Candidate explains how the evidence-based instructional strategies they chose align with the abilities and needs of individual students.

Candidate justifies their selection of academic and non-academic instructional strategies by providing evidence or research, referencing theorists and theory principles. Candidate explains how the evidence-based instructional strategies 23 | Page

Elements Novice Emerging Proficient (TARGET) Advanced Performance they chose align with the abilities and needs of individual students.

Materials & Resources CEC 5

Candidate selects less than three resources to use in their instructional plan.

Candidate selects three or more resources, both print and electronic, to use in their instructional plan.

Candidate selects three or more resources, both print and electronic, to use in their instructional plan. Selected resources benefit the targeted students by promoting learning objectives and enhancing the learning experience of both the whole group and targeted students.

Unit Format

Candidate designs a unit that contains less than four lessons.

Candidate designs a unit that contains four lessons.

Candidate designs a unit that contains four lessons that build upon one another to deepen student understanding of content.

Candidate designs a unit that contains four lessons that build upon one another to deepen student understanding of content. Candidate explains how each lesson builds upon the previous one.

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