3.6q Adaptive Special Education Practicum Rubric
1.
Proficient Satisfactory
Standard Eight
Professional Characteristics
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The practicum student demonstrates specific attitudes and behaviors which illustrate ethical behavior and professional demeanor (appearance, attendance, punctuality, response to directions)
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The practicum student is aware of and adheres to policies, procedures and regulations of the building and district.
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The practicum student is professionally appropriate when interacting with staff.
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The practicum student is professionally appropriate and proactive when communicating with students.
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Practicum student and student interactions are appropriate.
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The practicum student seeks out opportunities for professional development to enhance content knowledge and pedagogical skills
The practicum student demonstrates a high level of professional characteristics reflected by exceptional interactions with others and pursuing professional development activities.
The practicum student demonstrates a satisfactory level of professional characteristics reflected by appropriate interactions with others and attending required professional development activities.
Standard Four
2. Instructional Planning
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The practicum student demonstrates appropriate preparation for instruction
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The practicum student organizes and manages activities/learning to ensure students participate and are successful in the learning process
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The practicum student chooses and implements appropriate methodology and varied instructional strategies that address the diversity of learners.
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Lessons are designed with an understanding of the developmental level of the students and IEP goals.
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Objectives of lessons are clear and developed in a logical fashion
The practicum student demonstrates a deep understanding of instructional planning and uses a variety of methodologies and instructional strategies to develop lesson objectives that clearly implement IEP goals.
The practicum student demonstrates a satisfactory understanding of instructional planning and uses appropriate methodologies and instructional strategies to develop lesson objectives that implement IEP goals.
Unsatisfactory
The practicum student does not demonstrate professional characteristics, engage in appropriate interactions with others or attend professional development activities.
The practicum student does not demonstrate an understanding of instructional planning nor uses methodologies and instructional strategies to develop lesson objectives.

3.6q Adaptive Special Education Practicum Rubric
3.
Standards Two and Five
Instruction
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The practicum student actively participate sand engages in activities/learning that integrate the skills of gathering, analyzing, and applying information directly related to the cognitive, physical, social and emotional needs of students.
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The practicum student acts as a facilitator in managing activities/learning to ensure students participate and are successful in the learning process.
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The practicum student incorporates opportunities and expectations for students to engage in self-reflection
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The practicum student demonstrates clear/understandable and high expectations for student performance or product.
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The practicum student demonstrates a substantial command of relevant subject matter
4. Evaluation
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The practicum student selects and uses a variety of instructional strategies, based on careful analysis of curriculum objectives, student cognitive, physical, social and emotional needs and experiences
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The practicum student maintains and uses data to modify instructional practices and materials to enhance the learning of all students.
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The practicum student selects and uses informal and formal
(traditional and performance based) assessments, as appropriate.
Proficient
The practicum student understands and exhibits a high level of instructional skills in addition to demonstrating excellent knowledge of subject matter.
Satisfactory
The practicum student understands and exhibits instructional skills at a satisfactory level in addition to demonstrating adequate knowledge of subject matter.
Unsatisfactory
The practicum student does not adequately understand or exhibit satisfactory instructional skills; nor demonstrate adequate knowledge of subject matter.
The practicum student understands the evaluation process and demonstrates execution of procedures at a high level of implementation.
The practicum student understands the evaluation process and demonstrates execution of procedures at a satisfactory level of implementation.
The practicum student does not demonstrate understanding of the evaluation process nor demonstrate implementation of procedures.

3.6q Adaptive Special Education Practicum Rubric
5.
Classroom Management
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The practicum student effectively manages student behaviors .
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The practicum student creates a positive learning environment.
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The practicum student demonstrates genuine caring and respect for individual students.
 The practicum student’s response to misbehavior is effective and sensitive to students’ individual needs, or student behavior is entirely appropriate
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The practicum student is alert to student behavior at all times.
 The practicum student’s response to behavior is appropriate and respects the student’s dignity.
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The practicum student takes appropriate actions as needed, consistent with classroom rules and policies
Proficient
The practicum student demonstrates a deep understanding of classroom management practices and implements them at an exceptional level of expertise.
Satisfactory
The practicum student demonstrates an adequate understanding of classroom management practices and implements them at a satisfactory level of expertise.
Unsatisfactory
The practicum student does not demonstrate an understanding or adequately implement classroom management practices.

3.6q Adaptive Special Education Practicum Rubric
6.
Special Education Process
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The practicum student observes the program and other programs (i.e., speech therapy, physical therapy, etc.)
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The practicum student observes and or participates in meetings which are part of the program (i.e. conferences, IEP meetings, eligibility meetings, placement meetings, regular education consultations, etc.)
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The practicum student appropriately completes duties assigned by the cooperating teacher (i.e., monitoring time out, keeping attendance, bus duty, etc.).
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The practicum student uses strategies and techniques to facilitate the effective inclusion of students with adaptive learning needs in least restrictive environments, and teaches students in a variety of educational settings
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The practicum student plans as a collaborative team member the placement and management of students in a full continuum of instructional environments.
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The practicum student observes, evaluates, and provides feedback on the activities and involvement of para-educators, aides, parents, volunteers, and peer tutors relative to their participation in instructional activities and support services.
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The practicum student demonstrates effective consultation and problem-solving strategies in working with students, parents, and school and community personnel, and maintained confidential communications
Proficient
The practicum student demonstrates a deep and thorough understanding of the special education process; implementing this understanding at a high level of expertise.
Satisfactory
The practicum student demonstrates a satisfactory understanding of the special education process; implementing this understanding at an adequate level of expertise.
Unsatisfactory
The practicum student does not demonstrate a an adequate understanding of the special education process.