Revised Assessment #3
Evidence for Meeting Standard: Assessment #3
Lesson Planning
Brief description of the assessment and its use in the program
Lesson planning is initially taught in SPU 318 Assessment and Instructional Methods for
Students with Disabilities and is taken during the second year. This assessment will be
evaluated by the professor of record using a scoring guide. Results from this assessment
will be used annually by the department to evaluate program effectiveness.
Description of how this assessment specifically aligns with standards for which it is cited
Assessment #3 aligns with a number of CEC Standards. First, lesson planning addresses
CEC Standard #7 Instructional Planning CCS710 CCS76 GCS72 GCS73 GCS74
in that the assignment requires pre-service teachers to systematically plan carefully
selected shorter-range goals and objectives taking into consideration an individual’s
abilities and needs, the learning environment, and a myriad of cultural and linguistic
factors. The lesson planning assignment requires the pre-service teacher to understand the
implications of an individual’s exceptional condition, guide the pre-service teacher’s
selection, adaptation, and creation of materials, and the use of powerful instructional
variables. Finally, the Instructional plans are required to be modified based on ongoing
analysis of the individual’s learning progress.
Assessment #3 also addresses CEC Standard #8 Assessment CC858 CC853. As a part
of the requirements for the lesson plan, pre-service teachers are required to conduct formal
and informal assessments of behavior, learning, achievement, and environments to design
learning experiences that support the growth and development of individuals with ELN and
can adequately ensure the monitoring of student progress.
Assessment #3 also addresses CEC Standard # 4 Instructional Strategies CC4S4 CC4S5
GC4K1 GC4S6. This assessment requires pre-service teachers to utilize evidence-based
instructional strategies to individualize instruction for individuals with ELN. Special
educators select, adapt, and use these instructional strategies to promote positive learning
results in general and special curricula and to appropriately modify learning environments
for individuals with ELN.
Assessment #3 Addresses CEC Standard # 3 Individual Learning Differences CC3K2
CC3K5. In planning and preparing the three lesson plans, pre-service teachers are
required to plan a lesson for three different areas of exceptionality. In order to plan effect
lessons, pre-service teachers must understand the effects that an exceptional condition/
can have on an individual’s learning in school and throughout life.
Finally, Assessment #3 addresses CEC Standard #9 Professional and Ethical Practice
Candidates are prompted to reflect on their own personal cultural biases and to consider
ways in which they might become more culturally responsive in their teaching (CC9K1).
Candidates are also assessed on their use of verbal, nonverbal, and written language
effectively (CC9S8).
Description of the Assessment
The lesson plan assessment is designed to demonstrate candidate knowledge in planning,
implementing and evaluating effective lessons. This project provides the opportunity to
demonstrate relationship among planning, action and reflection in the daily teaching and
learning process of a student with special needs.
Following are broad goals for the lesson:
1. Create a learning environment to support the success of all students.
2. Accommodate the unique needs of diverse students.
3. Conduct formal and informal assessments of behavior, learning, achievement,
and environments to design learning experiences that support the growth and
development of individuals with ELN.
4. Use evidence-based instructional strategies to individualize instruction for
individuals with ELN.
The lesson plan must contain the following sections:
Standard: the PA standard(s) being addressed in the lesson.
1. Performance Objectives (Learning Outcomes):
o One or more objectives must be stated for each lesson.
o Objectives are stated as learning outcomes in behavioral terms that are clear
and measurable.
o Objectives should reflect cognitive, psychomotor and/or affective goals as
appropriate.
o Objectives should follow a three part format: (1) identify who is to perform
the desired behavior; (2) identify the actual behavior to be employed in
demonstrating mastery of the objective; (3) identify the result, the product or
the performance of the behavior that will be evaluated to determine whether
the objective has been mastered.
2. Instructional Materials:
o This section requires a list of all materials needed to implement the lesson.
o The list should include the quantity, source and title of print and non-print
materials.
o The list should include the quantity and source of any consumable materials
or supplies.
o Any handouts and/or transparencies utilized should be attached to lesson
plan when it is submitted for evaluation.
3. Subject Matter:
o An accurate and complete outline of the content to be taught in the lesson is
required in this section of the plan.
This material could be factual information, concepts, skills or values
depending on the lesson.
o Prerequisite content and skills should be listed in this section of the plan.
4. Implementation:
o This section of the plan requires a complete explanation of how the lesson
will be taught. It should flow in a developmental, logical and sequential
manner. A series of short phrases or a narrative format can be used for this
section.
o
A. Introduction - This sub-section should: (1) establish the purpose or
objective of the lesson for the students (anticipatory set); (2) connect this
lesson to prior knowledge; (3) engage the learners, i.e. motivate them.
B. Development - This sub-section should include a detailed and sequential
explanation of the developmentally appropriate methods (strategies) that
will be employed to teach this lesson; such things as teacher modeling, ways
to check for students' understanding and techniques to provide for guided
practice should be considered; this section can also include an explanation
of room arrangement, a listing of questions to be asked and even expected
student responses.
C. Closure - This sub-section should include: (1) an explanation of the
techniques(s) that will be used to summarize or review the lesson's content;
(2) an assignment, if appropriate; and (3) reference to the lesson's purpose
or objective that was presented at the beginning of the lesson.
5. Evaluation of Students:
o This plan for assessing learning achievement is written before the lesson is
taught.
o Clear, measurable criteria for evaluating student performance of each
instructional objective through traditional or alternative forms of assessment
will be explained in this section and attached.
6. Reflective Response:
o Report of Students' Performance in Terms of Stated Objectives
1. This section is to be completed after the lesson is taught.
2. A report of how the students actually performed in assessment
process will address the evaluation plan stated in Section V.
3. Leave blank space for this handwritten report.
o Personal Reflection:
1. Experience + Reflection = Growth
2. Teacher candidates are expected to thoughtfully consider every
lesson taught in light of how their latest performance as a teacher
correlates with what they believe teaching and learning to be.
3. Prior to teaching the lesson, the teacher candidate lists two or three
questions to consider for reflection on their teaching behavior.
4. After each question, leave blank space for this reflection.
5. In addition, the following questions must be considered:
 How have you considered cultural differences in your lesson?
 How effective were you in meeting the needs of languageminority children in your lesson?
 In what ways have your own personal cultural beliefs and
differences affected your teaching?
 In what ways can you become more culturally responsive in
your teaching? Include examples.
After the lesson is taught, the questions are answered in a typed
reflection and self-evaluation.
Lesson Plan Rubric
Objectives
(2 pts. possible)
CEC Standard #7
Instructional
Planning
CC7S6
Standards
(2 pts. possible)
CEC Standard #7
Instructional
Planning
CC7K3
Materials
(2 pts. possible)
CEC Standard #7
Instructional
Planning
CC7S10, GC7S4
GC4K1
Introduction
(2 pts. possible)
CEC Standard 3
Individual Learning
Differences
GC3K2
CEC Standard #7
Instructional
Planning
GC7S3, CC7S10,
GC7S2
Development
Exemplary
Superior
Satisfactory
Unsatisfactory
Teacher candidate
develops objectives that
sequence, implement, and
evaluate individualized
learning objectives.
Objectives provide a clear
sense of what students will
know and be able to do as
a result of the lesson.
Teacher candidate
references key standards
and the lesson is guided by
national, state or provincial,
and local curricula
standards.
Teacher candidate develops
objectives that mostly
sequence, implement, and
evaluate individualized
learning objectives.
Objectives often provide a
sense of what students will
know and be able to do as a
result of the lesson.
Teacher candidate’s lesson
is influenced by national,
state or provincial, and local
curricula standards. Some
relevant standards are
referenced.
Teacher candidate develops
objectives that are somewhat
sequenced, implements, and
evaluates individualized
learning objectives. Objectives
sometimes provide a sense of
what students will know and be
able to do as a result of the
lesson.
Teacher candidate’s lesson is
related to national, state or
provincial, and local curricula
standards. Standards are only
alluded to in lesson.
Teacher candidate did not
develop objectives that
sequence, implement, and
evaluate individualized
learning objectives.
Objectives are missing,
unclear, or are unrelated to
standards.
Teacher candidate
prepares lesson plans
utilizing sources of
specialized materials,
curricula, and resources for
individuals with exceptional
learning needs. Teacher
candidate selects, designs,
and uses technology,
materials and resources
required to educate
individuals whose
exceptional learning needs
inhibit communication.
Materials and student
handouts are clear,
complete, and appealing.
Teacher candidate often
prepares lesson plans
utilizing sources of
specialized materials,
curricula, and resources for
individuals with exceptional
learning needs. Teacher
candidate mostly selects,
designs, and uses
technology, materials and
resources required to
educate individuals whose
exceptional learning needs
inhibit communication.
Materials and student
handouts are clear,
complete, and mostly
appealing.
Teacher candidate mostly
prepares lesson plans that
select and use specialized
instructional strategies
appropriate to the abilities
and needs of the individual.
Teacher candidate mostly
plans and implements age
and ability appropriate
instruction for individuals with
exceptional learning needs.
Teacher candidate is mostly
aware of how student
disabilities may affect
auditory and information
processing skills. An
introduction establishes the
purpose or the objective of
the lesson; connects the
lesson to prior knowledge;
and engages learners to
some extent.
Teacher candidate often
Teacher candidate prepares
lesson plans sometimes
utilizing sources of specialized
materials, curricula, and
resources for individuals with
exceptional learning needs.
Teacher candidate sometimes
selects, designs, and uses
technology, materials and
resources required to educate
individuals whose exceptional
learning needs inhibit
communication. Materials and
student handouts are messy,
incomplete, and/or unappealing
to students.
Teacher candidate does not
prepare lesson plans that
utilize sources of
specialized materials,
curricula, and resources for
individuals with exceptional
learning needs. Teacher
candidate fails to select,
design, and use technology,
materials and resources
required to educate
individuals whose
exceptional learning needs
inhibit communication. No
supporting materials are
included.
Teacher candidate sometimes
prepares lesson plans that
select and use specialized
instructional strategies
appropriate to the abilities and
needs of the individual. Teacher
candidate sometimes plans and
implements age and ability
appropriate instruction for
individuals with exceptional
learning needs. Teacher
candidate is somewhat aware
of how student disabilities may
affect auditory and information
processing skills. An
introduction establishes the
purpose or the objective of the
lesson; there is no connection
to prior knowledge; and
learners are not engaged.
Teacher candidate does not
prepare lesson plans that
select and use specialized
instructional strategies
appropriate to the abilities
and needs of the individual.
Teacher candidate fails to
plan and implement age
and ability appropriate
instruction for individuals
with exceptional learning
needs. Teacher candidate
is not aware of how student
disabilities may affect
auditory and information
processing skills. The
introduction is missing or is
not appropriate.
Teacher candidate sometimes
Teacher candidate fails to
Teacher candidate
prepares lesson plans that
select and use specialized
instructional strategies
appropriate to the abilities
and needs of the individual.
Teacher candidate plans
and implements age and
ability appropriate
instruction for individuals
with exceptional learning
needs. Teacher candidate
is aware of how student
disabilities may affect
auditory and information
processing skills. The
introduction establishes the
purpose or the objective of
the lesson; connects the
lesson to prior knowledge;
and engages learners.
Teacher candidate
Teacher candidate’s lesson
is not related to national,
state or provincial, and local
curricula standards. No
standards are mentioned in
lesson.
(3 pts. possible)
CEC Standard #4
Instructional
Strategies
CC4S4, GC4S6
CEC Standard #7
Instructional
Planning
CC7S10,GC7S2
Closure
(2 pts. possible)
CEC Standard #4
Instructional
Strategies
CC4S5
Assessment
(3 pts. possible)
CEC Standard 8
Assessment
CC8S8, CC8S3
Reflection
(2 pts. possible)
CEC Standard 3
Individual Learning
Differences
CC3K3
CEC Standard 9
Professional and
Ethical Practice
CC9K1
Style(2 pts.)CEC
Standard 9
Professional and
Ethical Practice
CC9S8
prepares lesson plans that
incorporate strategies to
facilitate maintenance,
generalization of skills, and
transitions. Teacher
candidate modifies the pace
of instruction and provides
organizational cures.
Throughout the lesson the
teacher candidate selects
and uses specialized
instructional strategies
appropriate to the
abilities/needs of students.
The topic is presented in a
sequential orderly manner
and examples are clearly
related to the content.
Teacher candidate uses
procedures to increase the
individual’s self-awareness,
self-management, selfcontrol, self-reliance, and
self-esteem of students.
The lesson has a closing
that pulls the lesson
objectives, experiences,
and learning into a coherent
whole.
Teacher candidate
assesses/evaluates
instruction and monitors
progress of individuals with
exceptional learning needs
and assessment directly
relates to objectives.
Teacher candidate uses
technology to conduct
assessments.
Teacher candidate reflects
on personal cultural biases
and differences that affect
one’s teaching and is also
aware of the variations in
beliefs, traditions, and
values of students with
exceptional learning needs.
Teacher candidate provides
a thorough reflection of
lesson presented and uses
information for instructional
decisions.
Teacher candidate uses
verbal, nonverbal, and
written language effectively.
Spelling and grammar in
lesson plan are flawless.
prepares lesson plans that
incorporate strategies to
facilitate maintenance,
generalization of skills, and
transitions. Teacher
candidate frequently modifies
the pace of instruction and
provide organizational cures.
Throughout the lesson the
teacher candidate frequently
selects and uses specialized
instructional strategies
appropriate to the
abilities/needs of students.
The topic is presented in a
sequential manner, and most
directly examples related.
prepares lesson plans that
incorporate strategies to
facilitate maintenance,
generalization of skills, and
transitions. Teacher candidate
occasionally modifies the pace
of instruction and provides
organizational cures.
Throughout the lesson the
teacher candidate sometimes
selects and uses specialized
instructional strategies
appropriate to the
abilities/needs of students. The
topic is developed somewhat
and the order of the lesson at
times is not clear.
prepare lesson plans that
incorporate strategies to
facilitate maintenance and
generalization of skills.
Teacher candidate never
modifies the pace of
instruction and provide
organizational cures.
Throughout the lesson the
teacher candidate does not
select and use specialized
instructional strategies
appropriate to the
abilities/needs of students.
The topic is not fully
developed.
Teacher candidate often
uses procedures to increase
the individual’s selfawareness, selfmanagement, self-control,
self-reliance, and selfesteem of students. The
lesson has a closing that, for
the most part, pulls the
lesson objectives,
experiences, and learning
into a coherent whole.
Teacher candidate often
assesses/evaluates
instruction and monitors
progress of individuals with
exceptional learning needs
and assessment mostly
relates to objectives.
Teacher candidate frequently
uses technology to conduct
assessments.
Teacher candidate often
reflects on personal cultural
biases and differences that
affect one’s teaching and is
somewhat aware of the
variations in beliefs,
traditions, and values of
students with exceptional
learning needs. Teacher
candidate frequently uses
information to make
instructional decisions.
Teacher candidate sometimes
uses procedures to increase
the individual’s self-awareness,
self-management, self-control,
self-reliance, and self-esteem of
students. The lesson has a
closing that pulls the lesson
objectives, experiences and
learning together, but is missing
some connections.
Teacher candidate does not
use procedures to increase
the individual’s selfawareness, selfmanagement, self-control,
self-reliance, and selfesteem of students. The
lesson has an insufficient
closing to pull the lesson
objectives, experiences,
and learning together.
Teacher candidate occasionally
assesses/evaluates instruction
and monitors progress of
individuals with exceptional
learning needs and assessment
somewhat relates to objectives.
Teacher candidate sometimes
uses technology to conduct
assessments.
Teacher candidate never
assesses/evaluates
instruction or monitors
progress of individuals with
exceptional learning needs
and assessments are not
related to objectives.
Teacher candidate fails to
use technology to conduct
assessments.
Teacher candidate fails to
reflect on personal cultural
biases and differences that
affect one’s teaching and is
not aware of the variations
in beliefs, traditions, and
values of students with
exceptional learning needs..
Teacher candidate does not
provide a reflection of the
lesson or does not use
information to make
instructional decisions.
Teacher candidate rarely
uses verbal, nonverbal, and
written language effectively.
Spelling and grammar are
unacceptable.
Teacher candidate often
uses verbal, nonverbal, and
written language effectively.
The lesson plan contains few
spelling and grammar errors.
Teacher candidate sometimes
reflects on personal cultural
biases and differences that
affect one’s teaching and is
somewhat aware of the
variations in beliefs, traditions,
and values of students with
exceptional learning needs..
Teacher candidate provides a
reflection of the lesson and
makes an attempt to use
information to make
instructional decisions.
Teacher candidate occasionally
uses verbal, nonverbal, and
written language effectively.
The lesson plan contains many
spelling and grammar errors.
Individual Rubric Outcomes for Lesson Plan, Fall 2011
Objectives
CEC Standard #7
Instructional Planning
CC7S6
Standards
CEC Standard #7
Instructional Planning
CC7K3
Materials
CEC Standard #7
Instructional Planning
CC7S10, GC7S4 GC4K1
Introduction
CEC Standard 3
Individual Learning
Differences GC3K2
CEC Standard #7
Instructional Planning
GCS72, GC7S3
CC7S10, GC7S2
Development
CEC Standard #4
Instructional Strategies
CC4S4, GC4S6
CC4S6
CEC Standard #7
Instructional Planning
CC7S10,GC7S2
Closure
CEC Standard #4
Instructional Strategies
CC4S5
Assessment
CEC Standard 8
Assessment
CC8S8, CC8S3
Reflection
CEC Standard 3
Individual Learning
Differences CC3K3
CEC Standard 9
Professional and Ethical
Practice
CC9K1
Style
CEC Standard 9
Professional and Ethical
Practice
CC9S8
N=98
Exemplary
Superior
Satisfactory
Unsatisfactory
Fall 2011
Fall 2011
Fall 2011
Fall 2011
97%
n=95
3%
n=3
0%
n=0
0%
n=0
Fall 2011
Fall 2011
Fall 2011
Fall 2011
98%
n=96
2%
n=2
0%
n=0
0%
n=0
Fall 2011
Fall 2011
Fall 2011
Fall 2011
99%
n=97
0%
n=0
1%
n=1
0%
n=0
Fall 2011
Fall 2011
Fall 2011
Fall 2011
98%
n=96
2%
n=1
0%
n=1
0%
n=0
Fall 2011
Fall 2011
Fall 2011
Fall 2011
94%
n=92
2%
n=2
4%
n=4
0%
n=0
Fall 2011
Fall 2011
Fall 2011
Fall 2011
96%
n=94
4%
n=1
0%
n=2
0%
n=1
Fall 2011
Fall 2011
Fall 2011
Fall 2011
92%
n=90
5%
n=5
3%
n=3
0%
n=0
Fall 2011
Fall 2011
Fall 2011
Fall 2011
94%
n=92
2%
n=2
3%
n=3
1%
n=1
Fall 2011
Fall 2011
Fall 2011
Fall 2011
97%
n=95
2%
n=2
1%
n=1
0%
n=0
Individual Rubric Outcomes for Lesson Plan, Spring 2012
N= 111
Analysis of Data for Fall 2011 and Spring 2012
Exemplary
Superior
Satisfactory
Unsatisfactory
Objectives
CEC Standard #7 Instructional
Planning
CC7S6
Standards
CEC Standard #7 Instructional
Planning
CC7K3
Materials
CEC Standard #7 Instructional
Planning
CC7S10, GC7S4 GC4K1
Spring 2012
98%
n=109
Spring 2012
Spring 2012
Spring 2012
1%
n=1
0%
n=0
1%
n=1
Spring 2012
Spring 2012
Spring 2012
Spring 2012
99%
n=110
1%
n=1
0%
n=0
0%
n=0
Spring 2012
Spring 2012
Spring 2012
Spring 2012
100%
n=111
0%
n=0
0%
n=0
0%
n=0
Introduction
Spring 2012
Spring 2012
Spring 2012
Spring 2012
96%
n=107
2%
n=2
2%
n=2
0%
n=0
Spring 2012
Spring 2012
Spring 2012
Spring 2012
95%
n=105
3%
n=4
0%
n=0
2%
n=2
Closure
CEC Standard #4 Instructional
Strategies
CC4S5
Assessment
CEC Standard 8 Assessment
CC8S8, CC8S3
Spring 2012
Spring 2012
Spring 2012
Spring 2012
97%
n=108
2%
n=2
1%
n=1
0%
n=0
Spring 2012
Spring 2012
Spring 2012
Spring 2012
96%
n=107
3%
n=3
1%
n=1
0%
n=0
Reflection
CEC Standard 3
Individual Learning Differences
CC3K3
Spring 2012
Spring 2012
Spring 2012
Spring 2012
92%
n=102
4%
n=5
3%
n=3
1%
n=1
Spring 2012
Spring 2012
Spring 2012
Spring 2012
93%
n=104
3%
n=3
3%
n=3
1%
n=1
CEC Standard 3
Individual Learning
Differences GC3K2
CEC Standard #7 Instructional
Planning
GCS72, GC7S3
CC7S10, GC7S2
Development
CEC Standard #4 Instructional
Strategies
CC4S4, GC4S6
CC4S6
CEC Standard #7 Instructional
Planning
CC7S10,GC7S2
CEC Standard 9 Professional
and Ethical Practice
CC9K1
Style
CEC Standard 9 Professional
and Ethical Practice
CC9S8
The data for the lesson planning assessment indicates that the vast majority of
special education teacher candidates have mastered all components of lesson planning
development. According to the data, 99% (n=208) of teacher candidates scored in
either the Exemplary or Superior range for their ability to develop objectives that
sequence, implement, and evaluate individualized learning objectives, with 1% (n=1) of
teacher candidates performing unsatisfactorily in this area. With regard to referencing
key standards and guiding the lesson is by national, state or provincial, and local
curricula standards, 100%(n=209) of teacher candidates were either in the Exemplary or
in the Superior range for being able to accomplish this component. Choice of materials
for lesson requires teacher candidates to prepare lesson plans utilizing sources of
specialized materials, curricula, and resources for individuals with exceptional learning
needs; as well as using technology, materials and resources required to educate
individuals whose exceptional learning needs inhibit communication. For the choice of
materials component, 99% of teacher candidates scored either in the Exemplary or
Superior range, with 1% (n=2) teacher candidates scoring in the Satisfactory range.
Demonstration of the ability to prepare lesson plans that use age appropriate
specialized instructional strategies, demonstrate an awareness of how auditory and
information processing skills might impact learning, generalize/maintain learning gains,
and develop cognitive behavioral strategies were evidenced in an average of 97% of
teacher candidates scoring in the Exemplary or Superior range of lesson planning, with
an average of 2% of teacher candidates scoring satisfactory, and an average of 1% of
teacher candidates scoring unsatisfactory. Finally, according to the data, an average of
94% of teacher candidates scored in the Exemplary or Superior range, an average of
5% of teacher candidates scored satisfactory, and 1% scored unsatisfactory when it
came to assessing/evaluating instruction and monitoring progress of individuals with
exceptional learning needs, reflecting on personal cultural biases and differences that
affect their teaching, and using verbal, nonverbal, and written language effectively.
In summary, 94% to 97% of all teacher candidates scored in the Exemplary or
Superior range for lesson planning, indicating the majority of teacher candidates gained
mastery. There remains roughly 2% of teacher candidates who scored Satisfactory for
lesson planning specifically in every category but objectives. Finally, close to 1% of
teacher candidates scored Unsatisfactory in the areas of writing objectives, lesson
development/closure, style, and reflection. Therefore, the department will implement
more careful formative assessments of teacher candidate progress during the lesson
planning instructional period to determine which students may require more support or
additional instruction in the areas of writing objectives, lesson development/closure,
style, and reflection. Based on the formative assessments, students who appear to be
struggling with this skill set will be encouraged to seek classroom peer supports and
one-on-one instruction will be offered by professors during office hours.