<p> Impact Study Rubric</p><p>Intern's First and Last Name: ______Date Resubmitted to University Supervisor: ______Evaluated by: ______Re-evaluated by: ______Date of Evaluation: ______Date of Re-evaluation: ______Date Returned to Intern for Revision (if needed):______</p><p>Demographic Profile Beginning Level: The Developing Level: The Target Level: The candidate provides a thorough, comprehensive narrative candidate provides candidate provides a description and demographic profile of the community, school system, brief or limited narrative description and school, and classroom. (Considers context in planning and reflection?) 17- descriptions of the demographic profile of 20 points community, school community, school system, system, school, and school, and classroom. May classroom, or does not have limited descriptions of describe one or more one or more aspects of the of these areas. 0-12 profile. 13-16 points points Enter Points Unit Construction: •Unit goals •Assessment plan •Lesson plans •Aligned assessment Beginning Level: Developing Level: Missing Target Level: The candidate translates goals into specific knowledge, Several components at least one item from skills, and dispositions for diverse learners aligned with the Standards of of lessons are missing right. Components of Learning. At least three complete lesson plans have clear lesson steps and and there is little lessons are present, but it come together to form an especially cohesive unit. The candidate alignment within and may difficult to see how incorporates multiple instructional strategies and organizes students for among lessons. they come together as a learning in various ways for various instructional purposes. The candidate Demonstrates major cohesive unit; alignment modifies instruction to meet the needs of individuals and groups of misunderstanding of may be lacking. students. The candidate designs meaningful learning experiences to planning strategies. Instructional strategies may differentiate for a variety of diverse learners. pre-assessment of student Differentiation is not seem overused or knowledge, skills, and dispositions and uses that information to plan present. 0-24 points unvaried, and effective instruction; uses various authentic summative assessment differentiation is not well strategies to determine learning gains; and employs authentic formative considered. 25-31 points assessment strategies to monitor student learning on a daily basis. 32-40 points Enter Points Data Analysis Beginning Level: Data Developing Level: Data Target Level: The candidate summarizes assessment data in a display and analysis display and analysis are professionally presented graphic display. The candidate analyzes and are missing, presented, but may appear interprets data accurately and ethically for individual students and groups inaccurate, or confusing, awkward, or of students. The candidate uses initial assessment results to plan unprofessional and/or slightly inaccurate. remediation for individual students. 17-20 points candidate does not Candidate mentions initial analyze data. assessment but does not Candidate does not have explanations for some use initial data, which important aspects of the negatively impacts on data. 13-16 points student learning. 0-12 points Enter Points</p><p>Reflections Beginning Level: Developing Level: Reflections Target Level: Reflections show true understanding of student Reflections are missing, discuss some elements of learning and behaviors and are thorough. The candidate or very brief and instruction and student reflects on the experience, acknowledging what worked and superficial. Conclusions understanding but are not what didn’t. The candidate articulates how to apply what do not reflect an thorough. Conclusions seem was learned to future teaching experiences. 17-20 points understanding of the related to findings but are not findings. 0-12 points detailed or may lack clarity. 13- 16 points Enter Points Enter total of points from above responses: _____ </p><p>Comments:</p>