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Learning & Behavior Disorders Areas of Concentration: Learning & Behavior Disorders and Moderate & Severe Disabilities Critical Performances Outline Special Education Referral Course: EDSP 230 Title of Critical Performance: REFERRAL KY Teacher standards addressed: Standard IV: The teacher assesses and communicates learning results. Standard V: The teacher reflects and evaluates specific teaching/learning situations and/or programs. Materials Needed: Kentucky Department of Education Special Education Referral Form, student information (Either from a case study or through field experience) and the rubric. Rationale: Candidates will learn to evaluate student data for the purposes of understanding how a Response to Intervention (RTI) is based on observation and collected data. Candidates will analyze the strengths and weaknesses of students either through direct observation and classroom data or through case study information Candidates will learn to use the referral as a data gathering tool. Candidates will create a referral based on information presented of student learning within a classroom. Candidates will document interventions. Performance Criteria: REFERRAL Using information provided, complete a student referral by documenting learning interventions and observations. Analyze student data for strengths and weaknesses in learning and make recommendations for further evaluation of the student. Referral Form: Attached separately. Case Study: An optional Case study is attached. Performance Rubric 0-11 12-14 15-17 18-20 POINTS Completing Several areas Three to four One to two All areas are Form are left blank areas have areas have filled in: or are been filled out been filled in Hearing, inappropriately inappropriately, inappropriately vision, filled in. are incomplete or left blank. name, or left blank. important information Educational More than Three areas are One or two of Concerns in concerns three areas are vague or are the educational all areas are not not concerns are clearly substantiated substantiated vague or are explained with with not and are observations. observations. substantiated described with with observations objective observations Documenting More than four Two or three One Interventions Interventions interventions interventions Intervention or and are missing are missing strategy is strategies starting and/or starting and/or missing a are ending dates. ending dates starting or documented ending date with start and ending dates. Interventions Many of the Three or more One or two of Interventions and Interventions of the the and Strategies: and strategies Interventions Interventions strategies Narrative were not and strategies and strategies are well applicable to were not were not written, with the concerns applicable to applicable to explanation OR they do not the concerns the concerns of effect of include the OR they do not OR they do not interventions effect of the include the include the on student intervention on effect of the effect of the learning student intervention on intervention on learning student learning student learning Mechanics Many words At least 5-8 No more than 4 Writing is are misspelled, mistakes in mistakes in any coherent, punctuation is grammar, combination of with poor or non- punctuation, punctuation, accurate existent, and/or spelling, and punctuation Grammar is grammar. grammar and no poor misspelled words. Grammar is excellent. TOTAL Areas of Concentration: Learning & Behavior Disorders and Moderate & Severe Disabilities Critical Performances Outline Educational Assessment Course Title: EDSP 367 List Critical Performance Case Study: Measure academic functioning, and & Sub-Performances: interpret performance KY Teacher Standards Standard II: The teacher designs and plans instruction Addressed: Standard III: The teacher creates/maintains learning climate Standard V: The teacher assesses and communicates learning results Standard VI: Teacher demonstrates the implementation of technology Product/Task: Students will administer standardized academic achievement tests to a school-age individual (P-12). The test results will be norm-referenced, analyzed for intra- individual strengths and weaknesses, and a professional report will be written which interprets and summarizes the student's performance and provides instructional recommendations. Scoring rubric W-J III Test administration___________________________________ 10% 1. Background Information ________________________________________ 3% 2. Behavioral Information _________________________________________ 3% 3. Assessment Results and Clinical Impressions ________________ 10% 4. Recommendations Specific to Each Content Area ______________ 6% 5. Summary ____________________________________________________ 2% 6. Report appropriately organized & structured with sub-headings 1% Total __________________________________________________________ 35% Areas of Concentration: Learning & Behavior Disorders and Moderate & Severe Disabilities Critical Performances Outline: Due Process in Special Education Course Title: EDSP 367 List Critical Performance Individualized Education Program (IEP) & Sub-Performances: KY Teacher Standards Standard II: The teacher designs and plans instruction Addressed: Standard III: The teacher creates/maintains learning climate Standard V: The teacher assesses and communicates learning results Standard VI: Teacher demonstrates the implementation of technology Product/Task: Students will utilize the assessment information from a the Case Study assignment involving standardized test administration, also completed in EDSP 367, and complete a Kentucky State Department of Education (KDE) Individualized Education Program (IEP) form, utilizing KDE Program of Studies Academic Expectations and Grade-Level Indicators of performance. EDSP 367 IEP EVALUATION RUBRIC: Fall 2009 Name: ______________________________________ The following are the components of the IEP and the scoring assigned to each: IEP Components Weighted Your score points PLEP: Academic Performance 2 2 GOAL 1 + 3 Benchmarks 2 3 Behavioral Objectives per Goal 1 3 GOAL 2 + 3 Benchmarks 2 3 Behavioral Objectives per Goal 2 3 GOAL 3 + 3 Benchmarks 2 3 Behavioral Objectives per Goal 3 3 Specially Designed Instruction 1 Completeness of IEP 2 Total: 20 points Areas of Concentration: Learning & Behavior Disorders Critical Performances Outline Course Title: EDSP 353 List Critical Performance Instructional Planning and Field-Based Implementation & Sub-Performances: KY Teacher Standards Addressed: Standard I: The teacher demonstrates content Knowledge Standard II: The teacher designs and plans instruction Standard III: The teacher creates/maintains learning climate Standard IV: The teacher implements/manages instruction Standard V: The teacher assesses and communicates learning results Standard VI: Teacher demonstrates use of technology Standard VII: The teacher reflects/evaluates teaching /learning Standard VIII: The teacher collaborates with colleagues/ parents and others Product/Task: Lesson Context (10 pts): Provide contextual information regarding the school, classroom, and student characteristics and how they may impact instruction. Include existing assessment data, as well as informal assessment data, such as running records, observations, and performance on class work. Rubric below. Lesson Plans (180 pts): Prepare and teach 6 lesson plans in the area of language arts, which may include lessons in phonemic awareness, phonics, morphology, semantics, syntax, pragmatics, spelling, handwriting, written expression, social language use, or augmentative communication. Select and prepare materials necessary to effectively teach concepts and /or make appropriate modifications for diverse students in the area of language arts. Describe and provide examples when possible. Rubric below. Lesson Plan Reflections (90 pts): For each lesson taught, provide a 1-2 page written description of the lesson. For example: Were students engaged in the lesson? Was there an adequate amount of material prepared? Did students demonstrate learning of the concepts? Were the materials and modifications appropriate and how was this determined? What parts of the lesson were challenging for you? Were modifications and/or strategies effective? How can this success be measured? Rubric below. Summary Reflection (20 pts): Write an analytical narrative which analyses the individual critical teaching behaviors as they are related to student performance. Describe changes or adjustments made in materials and instructional approach throughout the semester. Identify areas of strength in your teaching, as well as areas that may need improvement. Refer to the KY Teacher Standards to provide a comprehensive description of 3-5 pages. Holistic grading employed for this component. The following scoring rubrics will be applied to each piece of the critical performance as appropriate. The following rubric will be completed to evaluate information on contextual factors related to classroom environment and student ability levels. A total of 10 points is possible. Lesson Context Not Met (0-1) Partially Met (2-4) Met (5) Environmental factors Demonstrates minimal Demonstrates some Demonstrates an or biased knowledge of knowledge of school understanding of school the characteristics of the and classroom and classroom school and classroom environment. environments and the environments. impact environmental factors will have on student learning. Informal Assessment Demonstrates limited Provides a general Demonstrates ability to understanding the discussion
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