ECSE 602: Instructional Programming for Infants and Young Children with Disabilities
Classroom Level Instructional Unit Plan Rubric
CEC Standards 4, 7
Student: Beth ReedInstructor: Xu
Points AwardedComponents 1: Rationale (3 points) CC4S3, CC6K4, CC6S1, CC6S2, CC7K2, CC7S1, CC7S6, EC7S2 / 3
Unacceptable
Rationale explanation lacks required elements: benefits for children and/or families; how approach helps staff. / Acceptable
Basic explanation of rationale for using the selected curriculum or approach, including benefits for children and families and how the curriculum/approach helps staff. / Target
Thorough explanation of rationale for using the selected curriculum or approach, including benefits for children and families and how the curriculum/approach helps staff.
Component 2: Content/Conceptual links (2 points) EC4S1, CC7K3 / 2
Unacceptable
Content/conceptual links of unit to the Virginia’s Foundation Blocks of Early Learning are missing, incomplete, or inaccurate. / Acceptable
Identification of content/conceptual links of unit to the Virginia’s Foundation Blocks of Early Learning is appropriate and accurate. / Target
Identification of content/conceptual links of unit to the Virginia’s Foundation Blocks of Early Learning is thorough, appropriate, and accurate.
Component 3: Planning matrix (5 points) CC4S3, EC4S1, CC6K4, CC6S1, CC6S2, CC7K2, EC7S2 / 5
Unacceptable
Planning matrix is incomplete and/or lacks descriptions of changes in classroom learning centers and planned group activities related to the unit theme. / Acceptable
Planning matrix is complete and describes changes in classroom learning centers and planned group activities related to the unit theme. / Target
Planning matrix is complete and accurate including thorough descriptions of changes in classroom learning centers and planned group activities related to the unit theme.
Component 4: Group activity plans (15 points/5 points per plan) CC4S3, EC4S1, CC6S1, CC6S2,
CC7K2, CC7S6, CC7S7, CC7S8, EC7S2, EC7S3, EC7S4 / 15
Unacceptable
Plans are incomplete, lacking one or more of the components. Fewer than three plans are provided. Plans do not include family involvement. / Acceptable
Three basic plans focusing on early literacy, movement/music, math/science/cooking, and /or art/sensory/constructions. Each plan includes all the required components as listed in the UDL lesson plan form with basic information. / Target
Three well-developed appropriate UDL lesson plans focusing on early literacy, movement/music, math/science/cooking, and/or art/sensory/construction. Each plan includes all therequired components as listed in the UDL lesson plan form with appropriate and accurate information.
Component 5: Field test (2 points) CC4S3, CC7S6, EC7S2, EC7S4 / 2
Unacceptable
Field-report lacks required elements: description of implementation, evidence of learning, and/or suggestions for improvement. / Acceptable
Field-test report includes basic description of implementation of activity and some evidence of children’s engagement and learning. Includes suggestions for improvement. / Target
Field-test report includes a detailed description of implementation of activity and evidence of children’s engagement and learning. Reflections include meaningful suggestions for improvement.
Project quality (3 points) CC9S8 / 2.5
Unacceptable
Project is incomplete, lacks cohesiveness, and of poor quality. / Acceptable
Project is complete, cohesive, and of average quality. / Target
Project is thorough, highly cohesive and clearly written, and of high quality.
[KG1]
Unacceptable
Project contains numerous errors in grammar and spelling. / Acceptable
Project contains few errors in grammar and/or spelling. / Target
Project contains no grammatical or spelling errors.
The following feedback is provided by the instructor:
Evaluation Date: 12/1/2014
Points possible: 30
Points earned: 29.5
Overall Level (Check One):
Target (90% or above: 27-30)
Acceptable (80-89%: 24-26)
Unacceptable (79% or less: <24)
Strengths: You did an excellent job completing each component, Sarah. You provided a strong rationale for your selected curriculum. The planning matrix was well balanced and explicitly linked to the early learning standards. Meaningful lesson objectives were developed related to the unit theme. Family involvement was included in your planning. Your reflections on the lessons showed a thorough understanding of the approach and the contents.
Areas of Improvement: Contents: To assess your students’ learning, be sure to include the methods on how you would record the data to document students’ learning outcomes, e.g., a checklist, graph, or videotaping, etc.
Format: Please combine all separate files into one document.
[KG1]Please combine the separate files with components into one document.