Assessment 3 Lesson Plans
A brief description of the assessment and its use in the program (one sentence may be sufficient)
The detailed lesson plans assess candidates’ proficiency in knowledge of current levels of
functioning in learners who are blind or visually impaired, planning instruction or activities that are
appropriate and sensitive to the learner’s language, culture, and familial background, as well as
include a review of current literature to document the rationale for selection of the specific lesson
and strategies.
A description of how this assessment specifically aligns with the standards
The key assessment aligns with the standards in the following ways:
Key Assessment Task
Alignment with Standard
Conduct a literature review and synthesize an evidence-based rationale Standard 4: ICC4K1
from literature in the field of blindness in a specific content area
Standard 7: ICC7K1
within the scope and sequence of general and special curricula.
Standard 7: ICC7K2
Write short term objectives for the learner who is blind or visually
Standard 4: VI4K1
impaired that include Braille, auditory and technology skills utilizing
Standard 4: VI4K4
partial conditions, behavior, and criteria in the correct sequence.
Standard 4: VI4K6
Provide a task analysis for the general education curriculum area
Standard 5: VI5K1
containing detailed steps of the procedures that are appropriate for a
Standard 7: ICC7S10
learner who is blind or visually impaired and that include steps for
Standard 7: ICC7S5
assistance by paraeducators.
Standard 7: ICC7K5:
Standard 7: VI7S3
Identify roles of paraeducators who work directly with individuals
Standard 5: VI5K1
with visual impairments
Identify roles and responsibilities of the paraeducator related to
Standard 7: ICC7K5
instruction, intervention, and direct service.
Adapt curriculum materials to include the use of assistive technology
Standard 7 ICC7S11
and show creativity for the learner who is blind or visually impaired.
The assessment tool or description of the assignment
During the semester the teacher candidate is required to submit 5 lesson plans for learners who are
blind and visually impaired in their settings. Each plan will be implemented with the students on
their caseload. Utilizing Blackboard, the lesson plans will be submitted electronically on a Wiki
which will allow professors and peers from the class to provide feedback. (ICC7S10)
1. The teacher candidate will provide evidenced –based rationale from current literature that form
the basis of instructional practice specifically related to learners who are blind or visually
impaired within the scope and sequence of the general and special curricula (ICC4K1,
ICC7K1, ICC7K2).
2. The teacher candidate writes individualized long range goals and objectives for learners who
have a range of functioning levels .by incorporating modifications to the curriculum including
Braille, large print, assistive technology, listening and communication skills. (VI4K1. VI4K4,
VI4K6).
3. The teacher candidate provides a detailed task analysis. (ICC7S5)
4. The teacher candidate implements the lessons with modifications and adaptations for their
learners who are blind and visually impaired (VI7S3, ICC7S11).
5. The teacher candidate defines and shapes the role of the paraeducators in instructing students
with visual impairments during the lesson. (VI5K1, ICC7K5).
Lesson Plan Outline
Placement: Itinerant, self contained, resource room
Age of Student:
Grade Level:
Visual Information: Diagnosis, acuity, FVA info, description of how student utilizes vision,
tactile functioning
Setting: in classroom or out of classroom, table, chairs, lighting,
Classroom Organization: small group, cooperative lesson, one to one
Materials: list all items needed for lesson such as type of paper, pen, lighting, brailler, include
curriculum and text, teacher made materials with description of adaptation (attach sample)
Assistive Technology Devices: CCTV, computer with adaptations such as JAWS or a screen
reader, hand held magnifiers, Braille N Speak
New York State Learning Standard of Lesson:
Rationale of Lesson: Connection between previous lesson and current lesson
Rationale from Literature: (use at least two references within 5 years) APA style and how did
the literature review apply to this lesson (ICC4K1, ICC7K1, and ICC7K2).
Long Term Content Goal:
Short Term Behavioral Objectives: What will the learner be able to do at the end of the lesson?
(VI4K1, VI4K4 and VI4K6) including Braille, large print, assistive technology, listening and
communication skills.
Prerequisite Skills: What are the sequential prerequisite skills? (List them)
Step by Step Procedure of Lesson: Sequence of outcomes that lead to the lesson objectives,
breaking it down into fine components with a task analysis (VI5K1, ICC7S10, ICC7S13,
ICC7S5, ICC7K5, VI7S3).
Evaluation of the Lesson: Reflection on the organization and implementation of the instructional
goals. For individuals with visual impairments (positive as well as areas of change and
improvement) (VI7S3, ICC7S11).
The scoring guide for the assessment
CEC Standard
Assessment/
Evidence
Does Not Meet Standard
Meets Standard
Above Standard
The teacher candidate
provides and synthesizes a
comprehensive evidencebased rationale from
literature in the field of
blindness in a specific
content area within the scope
and sequence of general and
special curricula.
The teacher candidate
provides numerous
appropriate current
references in correct APA
style which are reflected in
the lesson plan.
The teacher candidate writes
short term objectives that are
appropriate to the learner
who is blind or visually
impaired including Braille,
auditory and technology skills
that fully describe conditions,
behavior, and criteria in the
correct sequence.
The teacher candidate
provides a comprehensive
task analysis for the general
education curriculum area
containing fully detailed steps
of the procedures that are
appropriate for a learner who
is blind or visually impaired.
The task analysis was
Review of the
Literature in a
specific content
area
The teacher candidate provides
and synthesizes a weak evidencebased rationale from literature in
the field of blindness in a specific
content area.
The teacher candidate
provides and synthesizes a
satisfactory evidence-based
rationale from literature in the
field of blindness in a specific
content area within the scope
and sequence of general and
special curricula.
Current
references/APA
format
The teacher candidate provides a
minimum of current references in
correct APA style.
The teacher candidate
provides a few current
references in correct APA
style which are reflected in
the lesson plan.
Standard 4:
VI4K1 Braille
VI4K4 Auditory
VI4K6 Technology
Objectives for
learners with
visual impairment
and blindness
The teacher candidate writes
inappropriate short term objectives
for the learner who is blind or
visually impaired that includes
weak conditions, behavior, and
criteria.
Standard 5:
VI5K1 Role of para
educator
Standard 7:
ICC7S10 Prepare
lesson plans
ICC7S13 Make
responsive adjustments
to instruction based on
Step by step
analysis of
procedure for a
learner with visual
impairment
The teacher candidate’s task
analysis for the general education
curriculum area contains minimal
steps of the procedures for a
learner who is blind or visually
impaired. Few of the components
of the task analysis were
implemented with the assistance
of paraeducators.
The teacher candidate writes
satisfactory short term
objectives for the learner who
is blind or visually impaired
that include Braille, auditory
and technology skills utilizing
partial conditions, behavior,
and criteria in the correct
sequence.
The teacher candidate
provides an adequate task
analysis for the general
education curriculum area
containing some detailed
steps of the procedures that
are appropriate for a learner
who is blind or visually
impaired. Some of the
Standard 4:
ICC4K1
Evidence-based
practices
Standard 7:
ICC7K1 Theories and
research
ICC7K2 Scope and
sequence
observations
ICC7S5 Task Analysis
ICC7K5: Para
educators
VI7S3 Implement goals
Standard 7
ICC7S11
Prepare and organize
materials for lesson
plan
Curriculum
adaptations for a
learner with visual
impairment
The teacher candidate’s adapted
materials lacked creativity and
were minimally appropriate for the
learner who is blind or visually
impaired.
components of the task
analysis were implemented
with the assistance of
paraeducators.
appropriately implemented
with the assistance of
paraeducators.
The teacher candidate’s
adapted materials including
the use of assistive
technology were adequate
and showed some evidence
of creativity for the learner
who is blind or visually
impaired.
The teacher candidate’s
adapted materials including
the use of assistive
technology were creative,
outstanding and highly
appropriate for the learner
who is blind or visually
impaired.