Special Education Performance Assessmentrubric
Assessment VI
Special Education Performance AssessmentRubric
Date: ______University Supervisor Score: ______
Name of Student: ______Cooperating Teacher Score: ______
Student Score: ______
Category / Advanced4 / Proficient
3 / Basic
2 / Below Basic
1 / Score
1) Articulate Philosophy of Special Education / Describes philosophy of special education with rationale and examples / Describes philosophy of special education with rationale or examples / Describes philosophy of special education
(without rationale and examples) / Ambiguous articulation / 4 3 2 1
2) Create and Maintain Records
CC8S9 / Files are detailed, complete and well organized / Files are organized and complete / Files are complete but not well organized / Files are not complete / 4 3 2 1
3) Facilitate communication
CC6S2 / Uses multiple communication strategies and resources consistently and effectively to facilitate understanding of subject matter for students whose primary language is not the dominant language. / Uses various
communication strategies and resources consistently and effectively most of the time to facilitate understanding of subject matter for students whose primary language is not the dominant language. / Uses various
communication strategies and resources consistently and effectively some of the time to facilitate understanding of subject matter for students whose primary language is not the dominant language. / Rarely uses various
communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language. / 4 3 2 1
4) Design and integrate affective, social, and life skills, with academic curricula
CC7S7
CC8S6 / Designed and integrated affective, social, and life skills with academic curricula in detail / Designed and integrated affective, social, and life skills with academic curricula with some detail / Designed and integrated affective, social, and life skills with academic curricula, but results are unclear / Did not design or integrate affective, social, and life skills with academic curricula / 4 3 2 1
5) Use strategies to support and enhance communication skills
CC6S1 / The teacher candidate clearly documents in detail the strategies to support and enhance communication skills / The teacher candidate documents the strategies to support and enhance communication skills / The teacher candidate uses strategies to support and enhance communication skills but did not document all of them / The teacher candidate uses strategies to support and enhance communication skills but did not document any of them / 4 3 2 1
6) Teach learning strategies and study skills to acquire academic content
CC4S3 / All of the learning activities are highly relevant to students and instructional goals. Activities progress coherently, produce an unified whole, and reflect recent professional research. / Most of the learning activities are highly relevant to students and instructional goals. Progression of activities in the unit or lesson plan is fairly even and most activities reflect recent professional research. Time allocations are reasonable / A minimal number of learning activities are suitable to students or instructional goals. . Progression of activities in the unit or lesson plan is uneven and only some activities reflect recent professional research. Time allocations are usually reasonable. / Learning activities are not suitable to students or instructional goals most of the time. Learning activities do not necessarily follow an organized progression and rarely reflect recent professional research. Time allocations are unrealistic / 4 3 2 1
7) Use strategies to facilitate maintenance and generalization of skills across learning environments
CC4S4
St.7 “(develop) individualized instructional plans (that) emphasize explicit modeling and efficient guided practice to assure … maintenance and generalization” / Strategies are authentic and community based so student can independently generalize skills across learning / Strategies are authentic and community based so student can generalize skills across learning environment 80% of the time / Strategies are authentic and community based so student can generalize skills across learning environment 50% of the time / Strategies are NOT well defined or authentic or community based / 4 3 2 1
8) Teach individuals to use self-assessment problem solving, and other cognitive strategies to meet their needs
CC4S2
CC8S3 / Four or more self-assessment problem solving or other cognitive strategies (including technology based) are used / Three or more self-assessment problem solving or other cognitive strategies (including technology based) are used / Two self-assessment problem solving or other cognitive strategies (including technology based) are used / No self-assessment problem solving or other cognitive strategies were used / 4 3 2 1
9) Use appropriate adaptations and technology for all individuals with disabilities
CC7K4
CC7S9
EC5S4
EC8S3 / Adaptations and technology utilized are well matched for all individuals with disabilities 90-100% of the time. / Adaptations and technology utilized are well matched for all individuals with disabilities 80-89% of the time. / Adaptations and technology utilized are well matched for all individuals with disabilities 70-79% of the time / Adaptations and technology utilized are well matched for all individuals with disabilities below 70% of the time / 4 3 2 1
10) Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem
CC4S5 / Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem 90-100% of the time / Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem 80-89% of the time / Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem 70-79% of the time / Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem 70% of the time / 4 3 2 1
11) Administer and/or interpret nonbiased formal and informal assessments in both individual and group settings
CC8S2
CC8S5
EC8S2 / Administer and/or interpret nonbiased formal and informal assessments in both individual and group settings independently / Administer and/or interpret nonbiased formal and informal assessments in both individual and group settings with assistance 80% of the time / Administer and/or interpret nonbiased formal and informal assessments in both individual and group settings with assistance some of the time. / Cannot administer and/or interpret nonbiased formal and informal assessments in both individual and group settings / 4 3 2 1
12) Evaluate instruction, monitor progress, and modify assessments to meet the individual needs of students with disabilities
CC8S8
CC7S3
CC7S13
St 8 “monitor the progress of individuals with ELN in general and special curricula” / Evaluates instruction, monitor progress, and modify assessments to meet the individual needs of students with disabilities 90-100% of the time / Evaluates instruction, monitor progress, and modify assessments to meet the individual needs of students with disabilities 80-89% of the time / Evaluates instruction, monitor progress, and modify assessments to meet the individual needs of students with disabilities 70-79% of the time / Evaluates instruction, monitor progress, and modify assessments to meet the individual needs of students with disabilities below 70% of the time / 4 3 2 1
13) Use functional assessment and task analysis to sequence implement an evaluate individualized learning objectives
CC7S4
CC7S5
EC5S3 / Use functional assessment and task analysis to sequence implement an evaluate individualized learning objectives independently / Use functional assessment and task analysis to sequence implement an evaluate individualized learning objectives 80% of the time / Use functional assessment and task analysis to sequence implement an evaluate individualized learning objectives some of the time / Does not use functional assessment and task analysis to sequence implement an evaluate individualized learning objectives / 4 3 2 1
14) Use performance data and information from all stakeholders to make or suggest modifications in learning environments
CC8S6
CC5S6 / Use performance data and information from all stakeholders to make or suggest modifications in learning environments
90-100% of the time / Use performance data and information from all stakeholders to make or suggest modifications in learning environments
80-89% of the time / Use performance data and information from all stakeholders to make or suggest modifications in learning environments
70-79% of the time / Use performance data and information from all stakeholders to make or suggest modifications in learning environments below
70% of the time / 4 3 2 1
15) Use strategies that promote successful transitions for individuals with various disabilities
CC4S6
EC10S1
St 7 “develop a variety of individualized transition plans such as transitions from preschool to elementary school” / Uses 4strategies that promote successful transitions for individuals with various disabilities / Uses 3 strategies that promote successful transitions for individuals with various disabilities / Uses 2 strategies that promote successful transitions for individuals with various disabilities / Does not use strategies that promote successful transitions for individuals with various disabilities / 4 3 2 1
16) Practice within the CEC Code of ethics and other standards of the profession, including applicable laws and policies / Practice within the CEC Code of ethics and other standards of the profession, including applicable laws and policies 100% of the time / Practice within the CEC Code of ethics and other standards of the profession, including applicable laws and policies 90-99% of the time / Practice within the CEC Code of ethics and other standards of the profession, including applicable laws and policies
80-89% of the time / Practice within the CEC Code of ethics and other standards of the profession, including applicable laws and policies less than
80% of the time / 4 3 2 1
17) Maintain confidential communication about individuals with exceptional learning needs
CC10S1 / Maintain confidential communication about individuals with exceptional learning needs
100% of the time / Maintain confidential communication about individuals with exceptional learning needs
90-99% of the time / Maintain confidential communication about individuals with exceptional learning needs
80-89% of the time / Maintain confidential communication about individuals with exceptional learning needs less than
80% of the time / 4 3 2 1
18) Engage in professional activities that benefit individuals with exceptionalities learning needs, their families and one’s colleagues
CC5S16
EC5S2 / Engage in professional activities that benefit individuals with exceptionalities learning needs, their families and one’s colleagues 90%-100% of the time. The candidate implements appropriate universal precautions as necessary. The candidate recognizes signs of abuse and neglect / Engage in professional activities that benefit individuals with exceptionalities learning needs, their families and one’s colleagues 80%-89% of the time. The candidate implements appropriate universal precautions as necessary. The candidate recognizes signs of abuse and neglect / Engage in professional activities that benefit individuals with exceptionalities learning needs, their families and one’s colleagues 70%-79% of the time. The candidate implements appropriate universal precautions as necessary. The candidate usually recognizes signs of abuse and neglect / Engage in professional activities that benefit individuals with exceptionalities learning needs, their families and one’s colleagues less than 70% of the time
The candidate seldom implements appropriate universal precautions as necessary. The candidate seldom recognizes signs of abuse and neglect. / 4 3 2 1
19) Creates learning environments that foster cultural understanding
CC5S1
CC5K7
CC5K8
CC5S1
CC5S13
CC5S14
CC10K4 / Creates learning environments that foster cultural understanding using 5 categories evident in the classroom for example:
- Literature
- Bulletin boards
- Grouping
- Activities
- Materials for
- teaching
- Literature
- Bulletin boards
- Grouping
- Activities
- Materials for
- Literature
- Bulletin boards
- Grouping
- Activities
- Materials for
20) Provides guidance to paraeducators/
paraprofessional, tutors and volunteers
CC5S15
CC7K5
CC10S11 / Provides guidance to paraeducators/
paraprofessional, tutors and volunteers by clearly defining the roles and responsibilities of each participant
100% of the time / Provides guidance to paraeducators/
paraprofessional, tutors and volunteers by clearly defining the roles and responsibilities of each participant
90-99% of the time / Provides guidance to paraeducators/
paraprofessional, tutors and volunteers by clearly defining the roles and responsibilities of each participant
80-89% of the time / Provides guidance to paraeducators/
paraprofessional, tutors and volunteers by clearly defining the roles and responsibilities of each participant less than
80% of the time / 4 3 2 1