Curriculum for Teaching Students with Exceptionalities
EEX 4255
Description
EEX 4255 – Curriculum Assessment Assignment for Reading, Writing, & Math
This project addresses the link between assessment, curriculum, and instruction. UWF students
are given case studies of a student with disabilities who is performing below grade level in
reading, writing, and math. The case studies include background information and assessment
data from curriculum-based assessment measures. UWF students are required to analyze the
data to identify specific skill strengths and deficits related to state curriculum standards, to
identify research-based strategies to address the skill deficits, and to justify the selection of the
strategies.
Curriculum Assessment-Reading
The CA Reading assignment consists of three parts. In Part 1, you are introduced to the reading
instruments and some foundational information to help you complete the assignment. In Part
2, you review the case study. Finally, in Part 3, you complete and submit the assignment page
provided in that section.
CA Reading—Part 1: Introduction and Background Knowledge
This assignment relates to special education students who have fallen behind their same-age
peers academically and are in need of intensive remediation. As we studied previously,
curriculum-based assessment (CBA) in used to assess students on the actual curriculum to
identify skill strengths and deficits. Teachers use this information to plan instruction that
specifically meets the needs of the student. The first step in CBA is to identify the focus for the
intensive instruction. This will be the main focus of this assignment. You will be presented with
a case-study of a student who has fallen behind grade level in reading. Your assignment will be
to review the assessment data and determine specific skills to address and possible strategies
to use for intensive remediation. The second part of CBA involves ongoing progress monitoring
(formative assessment) that allows you to determine how the student is responding to the
intensive instruction. This guides you to adjust instruction as needed. Because you will not be
working with an actual student, this project will not focus on the ongoing progress monitoring
piece. However, it is important to remember that ongoing progress monitoring is a critical
component of CBA.
Before you get to the case-study, review some of the following foundational information.
Click here to review the Five Areas of the Reading Process
Another important consideration for effective instruction is teaching on an appropriate
instructional level. If a teacher teaches on a level where the child continues to fail (akafrustration level), the child will never make gains, will become frustrated, and often give up. It is
important for you, the teacher, to understand your student’s skill needs and performance levels
so that you can plan the most effective instruction and have the biggest impact.
At the same time we need to make sure we providing instruction at an appropriate grade/age
level. If you had a 9th grade student who was reading on the 3rd grade level, you would not
give this student a book to read about Dora the Explorer...right? You would find reading
material that age-appropriate, yet on a lower reading level. Here's a site for middle and high
school subjects written at the 1.5 to 5.5 grade reading level: Start to Finish Books.
To review grade level expectations for the State of Florida regarding Reading, visit this site. Be
sure to view the grade level benchmarks to understand expectations for each grade level.
Understanding a student's reading level:

Independent Level: A grade level is considered a student's independent level when the
student is reading independently with very little to no help. Typically the student reads
with 99% oral reading accuracy and understands the passage with at least 90%
accuracy. Students should be reading material at their independent reading level for
silent and/or independent reading (student reads and comprehends independently)
(This picture showcases student engaged in Independent Reading)

Instructional Level: This is the level where you will provide instruction (hence the level’s
name). This is the level where a student reads and understands with teacher guidance
and support. Typically the student reads with 95% oral accuracy and comprehends with
70% or better. The teacher can challenge the student on this level, without frustration.
A teacher will focus on the student’s instructional level during direct lessons, whole
group lessons, small group lessons, and individual lessons. The student needs assistance
and instruction, but has not reached the frustration level.
(This picture showcases “Guided Reading” during small group instruction)

Frustration Level: The student is having great difficulty reading and comprehending.
Typically oral reading is 90% or less and comprehension is less than 70%. Do not
attempt to teach a child on his frustration level. Students trying to work at the
frustration level often give up. Our purpose is not to frustrate the student, but to
motivate the student. Stay at the instructional level for instruction!!! (I cannot stress
this enough)
(This picture showcases a student frustrated with his reading assignment because it is above
his actual reading level)
You will conduct reading assessments to find a student’s reading levels. The independent level
is appropriate for independent reading like sustained silent reading. The instructional level is
where you will instruct a student on specific reading skills to help him progress towards his
actual grade level. You, as the teacher, must provide meaningful instruction for the student
using research-based strategies that have been shown to be effective. To do this, you must
have a clear understanding of the student’s current performance level.
What type of assessment do I use to find my students reading levels?
There are many different reading assessments throughout the country. For this assignment, we
will be using the Ekwall/Shanker Reading Inventory (an IRI-informal reading inventory). The
Ekwall/Shanker also includes the San Diego Quick Assessment (SDQA) which is a graded word
list assessment. The SDQA can also be used independently of the Ekwall/Shanker.
I challenge each of you to research what your local districts use. Sometimes you are required
to use only the district mandated assessment. In some cases, you may be able to select the
assessment that best fits your student's needs.
If you are in a field experience, ask your supervising teacher what assessment materials he/she
uses to find reading levels.
What assessments are used for this CA Reading Assignment?
For this assignment, an informal reading inventory (IRI) has already been conducted on the
student in the case study. You will be reviewing the assessments and analyzing the data to
make instructional decisions based on the student's strengths and deficits in reading. NOTE: In
a real situation, more extensive reading assessment might be used including tests for phonics,
structural analysis, etc. You will study reading assessment more extensively in your reading
courses.


The San Diego Quick Assessment (AKA: SDQA) was used for the graded word list.
The Ekwall/Shanker Reading Inventory was used for the Oral and Silent reading
passages.
What is a graded word list (San Diego Quick Assessment)?
(This picture shows a student being assessed on a graded word list)
I have provided the SDQA Directions as an overview of how to administer this assessment.
You are not required to administer this assessment (remember this assessment has already
been done for you). However, you should read the instructions before moving on so you will
better understand the assessment results.
The San Diego Quick Assessment (SDQA) is widely used to place a student at the correct
reading grade level based on the student's sight vocabulary, phonics, and structural analysis
skills. It is not intended to test a student's use of contextual cues for decoding nor the
student's ability to comprehend what is being read. Thus, the examiner should use this as a
star6ting point to determine which oral and silent reading passages to administer.
The word list in the SDQA has 12 levels starting with the Preprimer level through Grade 10.
Each grade level has 10 words in it. Look at the list now to see what I am referencing.
Megan's SDQA
Conducting an SDQA:
To conduct an SDQA you must find a starting point. To know where to start, refer to the
student’s previous reading assessment scores. If last year, your student was reading on a 3rd
grade reading level, you would drop down by two levels and start at 1st grade. For a student
who was reading at a 5th grade reading level, you would start at grade 3.
Self-Check #1: It is the beginning of the school year and you are going to do reading
assessment on your students to create your instructional plan. Your first student is
Michael. After looking at Michael's reading scores from the previous year, you see that
he was reading on a 4thgrade reading level. On what grade level should you begin the
SDQA?
Click here to check your understanding
This is a non-graded practice activity; however you will be accountable for the content
on course quizzes and to complete this assignment.
Once you have identified a starting level, you will then prompt the student to recite each
word in order as presented on the list. You may not help the student in any way. You can
encourage him to try his hardest and ensure that it is okay if he doesn’t know the word. If the
student correctly recites the word, put a "+" in the space beside the word. If the student
incorrectly recites a word or doesn't know the word at all, put an “x” or a “-“ in the space
next to the word. When the student has missed three words in one grade level, stop the
assessment. Your student has reached the “ceiling”. Dismiss your student and thank him for
his hard work.
At this point, you will analyze the results to determine his independent, instructional and
frustration levels.
Self-Check #2: Review the SDQA results for Megan.
Her independent score is Grade 4. Why is this?
Her instructional score is Grade 5. Why is this?
Her frustration score is Grade 6. Why is this?
Click here to check your understanding
This is a non-graded practice activity; however you will be
accountable for the content on course quizzes and to complete this
assignment.
What do I do with the information gathered from the SDQA Graded Word List?
After administering the graded word list (SDQA), you now have an independent, instructional
and frustration grade level based on word recognition. This information will be used to help
you select a starting point for conducting reading passage assessments: Oral Reading
Assessment and Silent Reading Assessment. You will use the student’s Instructional Level from
the SDQA to decide which reading passage to use. So, since the student in the example above
has an instructional grade level of 5th grade, you would start with the 5th grade for the Oral
Reading passages.
CA Reading—Part 2: Case Study
Savannah is a student who has already been assessed. Yes, this is a real student and yes these
assessments were really conducted on her. Provided below will give you background
knowledge on her education, her disability and her personality. Your job will be to review the
assessments, analyze the assessments and answer the”Stop and Think” questions. You may jot
down your notes on this document, but you will be required to submit an actual assignment
page to be graded.
Educational Background:
Savannah is currently in the 3rd grade, but working on a 2nd grade level (according to her
present teacher). She is receiving services within special education because she has been
identified as having a learning disability. She spends most of her day in the ESE classroom
except when she attends Language Arts with a general education teacher.
Savannah’s Social Personality:
Savannah is a very shy girl until you get to know her. When I first worked with her, she did not
want to say much to me, but as I continued to be in her classroom, the more she opened up.
When I first met her, it was hard to understand her because she has a small speech
impediment. She is not receiving speech therapy at this time. She seems to get along with all
her classmates and is very social with them. The happiest I see her is when she is playing
football with the boys in her class.
Savannah’s Classroom Behavior:
When it is time to check their homework or other class activities, she does it right away. She
pulls out what needs to be checked without talking to her neighbors. But for some reason, she
has a very low self efficacy when it comes to actually doing her work in class. For example, she
sometimes stops in the middle of an assignment thinking this is all she has to do. She has told
me before that she feels less capable with many class activities and assignments.
Interest Inventory:
An interest inventory was conducted on Savannah to see what her interests are outside of
school and at school. I found out through this interest inventory that her favorite book is
anything in the “Nate the Great” series. She also stated if she had a journal to write in, she
would write how mean her brother is. If she could travel anywhere it would be to Orlando. I
learned her favorite T.V. shows are 1. Zack and Cody 2. Hannah Montana 3. Timmy Turner. Her
favorite games to play are war, football and monopoly.
Here are a number of blank Interest Inventories for your resource collection for future use:
 Reading Interest Inventory
 Student Interest Inventory 2
 K-12 Sample Interest Inventory
 Remember, you can always create your own to address your students' ages, needs,
and interests.
For the Self-Check below, you will need to refer to the SDQA Directions.
Self-Check #3:
San Diego Quick Assessment (SDQA) Results:
For content review, please refer to Savannah's SDQA to answer these questions independently. Additionally, try to
analyze any error patterns.
On what grade level did the administrator begin?
What was Savannah's Independent Level?
What was Savannah's Instructional Level?
What was Savannah's Frustration Level?
On what level should you begin the reading passage assessment?
Click here to check your understanding.
This is a non-graded practice activity; however you will accountable for the content on course quizzes and to
complete this assignment
For this part of the assignment, you will need to refer to the Directions for Scoring the
Reading Passages.
Self-Check #4: Oral Reading Passage Results: The purpose of an Oral Reading Assessment is to
accurately define your student's current reading levels. We want to know the independent level so
we know what reading material is appropriate for independent reading and the instructional level so
we know what reading material is appropriate for teacher-directed instruction.
Remember: the oral reading passages assess decoding, fluency, and comprehension .
For more information on these areas of reading click here.
Notes about Savannah: Savannah was asked to read the following oral reading passages aloud .
Her fluency score was calculated based on a 1-minute sample. The assessor also noted information
related to word recognition issues and comprehension.
1. Oral Reading Passage 2A:


What was her reading level on this passage?
How many word recognition errors did she have for the entire passage?
2. Oral Reading Passage 1A:


What was her reading level on this passage?
How many word recognition errors did she have for the entire passage?
3. Why do you think the assessor moved from 2nd to 1st grade?
4. Fluency Rates for oral reading passages:

What do you know about her fluency rates for these passages?
Click here to check your understanding:
This is a non-graded practice activity; however you will accountable for the content on
course quizzes and to complete this assignment.
Self Check #5: Silent Reading Passage Results:
The purpose of a Silent Reading Assessment is to accurately identify the reading level at which your
student could independently read and comprehend.
Remember: The silent reading passages assess fluency and comprehension.
Note: Savannah was asked to read the following silent reading passage and answer the
comprehension questions. While she was reading silently, the assessor timed how long it took him to
complete the entire passage and noted her fluency rate.
The data collected during this assessment provides information on fluency rate and comprehension
during silent reading.
For more information on these areas of reading click here.
1. Silent Reading Passage 2B (including fluency rate)

What was her reading level on this passage (independent, instructional or frustration)?
2. What was her fluency rate on these passages?
Click here to check your understanding:This is a non-graded practice activity; however you will
accountable for the content on course quizzes and to complete this assignment.
CA Reading—Part 3 : CA Reading Assignment Using the information provided earlier in this
lesson, complete the CA Reading Assignment below. Remember to use the Assignment Page to
record your responses. The completed assignment page will need to be uploaded to TK20 using
the instructions provided at the end of this lesson.
CA Reading Rubric
(This is the grading rubric for this assignment. Do NOT upload this into TK20. It is already
available there.)
Stop and Think #1: Identifying the student's strengths and weaknesses:
After analyzing the data collected from the above assessments, it is now time to make
instructional recommendations for your student. Please record your answers on the
assignment page.
1st Step: We must identify the student's strong areas. Keep in mind; we always want to note a
student’s strengths before making note of the student’s weaknesses. In so many cases,
students who are identified with special needs already have daily reminders of their weak
areas. Let us encourage them by stating what they already do well.
2nd Step: After analyzing all of the assessment data on the case study above, list the student's
deficits. These deficits need to be specific skills for which you will be providing instructional
strategies designed to remediate these skill deficits.
Stop and Think #2: Relevant Reading Strategies:
Now that you have identified strengths and deficits, you
are ready to make instructional recommendations. To
ensure that you are selecting research-based strategies, I
have provided a list of the only sources you are allowed
to use for this assignment.
Click here to view the only resources you are allowed to
use for this assignment.
You will identify two reading strategies that meet the
student's needs (one for each identified deficit). You will
provide the following information for both reading
strategies on the assignment page. There is a word count for this portion on some of the
questions below. This is not a suggestion, but a requirement.
1. Skill Deficit identified in part one above.
2. Title of Reading Strategy that addresses the deficit.
3. Site the source where you retrieved your strategy:
4. Description of the strategy (explain it so that I know you understand the strategy and its use):
5. Justification for the selection of this strategy (appropriateness for student and for the
identified deficit; refer to the student's assessment data in your justification statement):
When you have completed the assignment page you will load it into TK20.
Click here for detailed instructions
Note from me:
As teachers, it is important to conduct ongoing assessments throughout the school year so
we are able to constantly tailor our instruction to meet our students’ needs. Also known as
formative assessment, this is conducted in addition to statewide summative assessment near
the end of the year (FCAT for Florida). Formative assessment allows us to adjust our
instruction as we go to better meet our student's needs. Remember, students’ skill levels
change, and we must adjust our instruction with these changes. Our goal is to encourage,
motivate and inspire our students. We want them to enjoy reading. Without the skill of
reading (decoding, fluency, comprehension, vocabulary) so many opportunities are limited.
EEX 4255: Curriculum Assessment-Reading
Assignment Page
Name:
Date:
Answers should be provided in the format below. Use additional space as needed.
1. Student’s skill strengths and weaknesses:
(Refer to the 5 areas of reading provided earlier in the lesson and provide specific
descriptions using the assessment data.)
1. After analyzing the student’s reading assessments, list one reading skill strength and explain
why you selected this as a strength using information from the reading assessments. Be
sure to include assessment data in your justification.
Skill Strength:
Justification: (50-100 words)
2. After analyzing the student’s reading assessments, list two reading skill deficits and explain
why you selected these as deficits using information from the reading assessments. Be sure
to include assessment data in your justification.
Skill Deficit #1:
Justification: (50-100 words)
Skill Deficit #2:
Justification: (50-100 words)
2. Relevant Reading Strategies
Reading Strategy #1:
1. Skill Deficit #1 (list from above):
2. Title of Reading Strategy #1 that addresses this deficit:
3. Site the source from where you retrieved your strategy
Description of your strategy: (50-100 words)
4. Justify why this strategy would be appropriate to help the student with this specific skill
deficit: (100-250 words)
NOTE: If needed, provide a visual example to explain your strategy. This is not needed if you
have adequately described your strategy above. (Cut and Paste on your assignment page. Do
NOT turn in a separate file).
Reading Strategy #2:
1. Skill Deficit #2 (list from above):
2. Title of Reading Strategy #2 that addresses this deficit:
3. Site the source from where you retrieved your strategy:
4. Description of your strategy: (50-100 words)
5. Justify why this strategy would be appropriate to help the student with this specific skill
deficit: (100-250 words)
NOTE: If needed, provide a visual example to explain your strategy. This is not needed if you
have adequately described your strategy above. (Cut and Paste on your assignment page. Do
NOT turn in a separate file).
Rubric Curriculum Assessment - Reading
Key Assignment: Curriculum Assessment Project: Reading
Program SLO: 1.2 Content: Identify the cognitive, linguistic, emotional, and physical needs of ESE/Elementary students and match them
appropriately to instructional plans
NCATE Standard 1 Component: 1b. Pedagogical Content Knowledge and Skills for Teacher Candidates
Conceptual Framework Outcomes: Decision Maker
EEX 4255: Curriculum Assessment for Reading
Competency Rubric
Evaluation of the Course Student Learning Outcome (SLO) listed below is determined based on performance on the corresponding Assignment Grading
Rubric as follows: 100-90% = Exceeds Expectations, 89-70% = Meets Expectations, 69% & below = Does Not Meet Expectations
FEAPS
Subject Area
ESOL Performance
Reading
Exceeds
Meets
Does not
Competencies
Standards
Endorsement
Expectations Expectations
Meet
Competencies
Expectations
1.10, 1.11
Course
SLO
61.2.4, 61.2.7,
n/a
n/a
6. Analyzes curriculum-based assessment
(CBA) data
Assignment Grading Rubric
Performance Descriptors
Criteria
Analyzes curriculum-based assessment data
 Identifies a skill strength based on
the assessment data
FEAPS: 1.10, 1.11
FSAC: 61.2.4, 61.2.7
Analyzes curriculum-based assessment data
Exemplary
2 points
Accurately interprets
assessment data to
identify one specific,
priority skill strength
based on the data (e.g.,
oral reading fluency at 2nd
grade)
2 points
Accurately interprets
Accomplished
1.75 points
Accurately interprets
assessment data to
identify a strength in a
general skill area based
on the data (e.g.,
fluency)
Developing
1.25 points
Identification of
strength reveals
limited
interpretation of
assessment data
Inadequate
0 points
Inaccurately
interprets data
and/or
misidentifies
learning needs
1.75 points
Accurately interprets
1.25 points
Identification of
0 points
Inaccurately

Identifies a skill deficit based on the
assessment data
FEAPS: 1.10, 1.11
FSAC: 61.2.4, 61.2.7
Analyzes curriculum-based assessment data
 Identifies another skill deficit based
on the assessment data
FEAPS: 1.10, 1.11
FSAC: 61.2.4, 61.2.7
assessment data to
identify one specific,
priority skill deficit based
on the data (example of a
specific skill: oral reading
fluency at 2nd grade)
assessment data to
identify a deficit in a
general skill area based
on the data (example
of a general skill area:
fluency)
deficit reveals
limited
interpretation of
assessment data
interprets data
and/or
misidentifies
learning needs
2 points
Accurately interprets
assessment data to
identify one specific,
priority skill deficit based
on the data (example of a
specific skill: oral reading
fluency at 2nd grade)
1.75 points
Accurately interprets
assessment data to
identify a deficit in a
general skill area based
on the data (example
of a general skill area:
fluency)
1.25 points
Identification of
deficit reveals
limited
interpretation of
assessment data
0 points
Inaccurately
interprets data
and/or
misidentifies
learning needs
Competency Rubric
Evaluation of the Course Student Learning Outcome (SLO) listed below is determined based on performance on the corresponding Assignment Grading
Rubric as follows: 100-90% = Exceeds Expectations, 89-70% = Meets Expectations, 69% & below = Does Not Meet Expectations
FEAPS
Subject Area
ESOL Performance
Reading
Exceeds
Meets
Does not
Competencies
Standards
Endorsement
Expectations Expectations
Meet
Competencies
Expectations
Course
SLO
7. Uses assessment data to identify
materials, resources & strategies to address
deficits identified through CBA
5.5, 7.5, 8.3, 10.3,
10.6, 10.7
61.3.1, 61.5.13,
5.14, 5.15, 5.16
n/a
n/a
Assignment Grading Rubric
Performance Descriptors
Criteria
Strategy for Deficit #1
Exemplary
4 points
Selects a research-based
Accomplished
3 points
Selects a research-
Developing
2 points
Selects a strategy
Inadequate
0 points
Selects
 Selects research-based strategy
FEAPS: 5.5, 7.5, 8.3, 10.7
FSAC: 61.3.1, 61.5.13, 61.5.14, 61.5.15,
61.5.16

Demonstrates an understanding of
the strategy

strategy appropriate for
student’s performance
level & interests and
directly related to the
identified skill deficit
based strategy
appropriate for
student’s performance
level and related to the
deficit skill area
generally related to
student’s learning
needs
3 points
Demonstrates an accurate
and in-depth
understanding of the
strategy
2 points
Demonstrates a basic
understanding of the
strategy
1 point
Demonstrates a
partial
understanding of
the strategy
Provides a rationale for the use of
the strategy
FEAPS: 10.3, 10.6
4 points
Provides a rationale for
use of strategy
demonstrating a direct
link to student’s skill
deficit
3 points
Provides a rationale for
use of strategy
demonstrating a link to
student’s general
deficit area
2 points
Provides an
incomplete
rationale for use of
strategy to address
student’s deficit
Strategy for Deficit #2
4 points
Selects a research-based
strategy appropriate for
student’s performance
level & interests and
directly related to the
identified skill deficit
3 points
Selects a researchbased strategy
appropriate for
student’s performance
level and related to the
deficit skill area
2 points
Selects a strategy
generally related to
student’s learning
needs
 Selects research-based strategy
FEAPS: 5.5, 7.5, 8.3, 10.7
FSAC: 61.3.1, 61.5.13, 61.5.14, 61.5.15,
61.5.16

Demonstrates an understanding of
the strategy
3 points
Demonstrates an accurate
and in-depth
understanding of the
strategy

Provides a rationale for the use of
4 points
2 points
Demonstrates a basic
understanding of the
strategy
3 points
inappropriate
strategy (not
research-based
and/or does not
address student’s
learning needs)
0 points
Does not
demonstrate an
understanding of
the strategy
1 point
Demonstrates a
partial
understanding of
the strategy
0 points
Provides
inappropriate or
no rationale for
use of strategy to
address student’s
deficit
0 points
Selects
inappropriate
strategy (not
research-based
and/or does not
address student’s
learning needs)
0 points
Does not
demonstrate an
understanding of
the strategy
2 points
0 points
the strategy
FEAPS: 10.3, 10.6
Provides a rationale for
use of strategy
demonstrating a direct
link to student’s skill
deficit
Provides a rationale for
use of strategy
demonstrating a link to
student’s general
deficit area
Provides an
incomplete
rationale for use of
strategy to address
student’s deficit
Provides
inappropriate or
no rationale for
use of strategy to
address student’s
deficit
Other Criteria
Assignment Grading Rubric
Performance Descriptors
Criteria
Writing Mechanics
Exemplary
2 points
Grammar, spelling,
punctuation &
capitalization are correct
Accomplished
1.5 points
Includes no more than
2 errors
Developing
1 points
Includes no more
than 4 errors
Inadequate
0 points
Includes 5 or more
errors
Rubric Curriculum Assessment - Writing
Key Assignment: Curriculum Assessment Project: Writing
Program SLO: 1.2 Content: Identify the cognitive, linguistic, emotional, and physical needs of ESE/Elementary students and match them
appropriately to instructional plans
NCATE Standard 1 Component: 1b. Pedagogical Content Knowledge and Skills for Teacher Candidates
Conceptual Framework Outcomes: Decision Maker
EEX 4255: Curriculum Assessment for Reading
Competency Rubric
Evaluation of the Course Student Learning Outcome (SLO) listed below is determined based on performance on the corresponding Assignment Grading
Rubric as follows: 100-90% = Exceeds Expectations, 89-70% = Meets Expectations, 69% & below = Does Not Meet Expectations
FEAPS
Subject Area
ESOL Performance
Reading
Exceeds
Meets
Does not
Competencies
Standards
Endorsement
Expectations Expectations
Meet
Competencies
Expectations
1.10, 1.11
Course
SLO
61.2.4, 61.2.7,
n/a
n/a
6. Analyzes curriculum-based assessment
(CBA) data
Assignment Grading Rubric
Performance Descriptors
Criteria
Analyzes curriculum-based assessment data
 Identifies a skill strength based on
the assessment data
FEAPS: 1.10, 1.11
FSAC: 61.2.4, 61.2.7
Exemplary
2 points
Accurately interprets
assessment data to
identify one specific,
priority skill strength
based on the data (e.g.,
oral reading fluency at 2nd
Accomplished
1.75 points
Accurately interprets
assessment data to
identify a strength in a
general skill area based
on the data (e.g.,
fluency)
Developing
1.25 points
Identification of
strength reveals
limited
interpretation of
assessment data
Inadequate
0 points
Inaccurately
interprets data
and/or
misidentifies
learning needs
grade)
Analyzes curriculum-based assessment data
 Identifies a skill deficit based on the
assessment data
FEAPS: 1.10, 1.11
FSAC: 61.2.4, 61.2.7
Analyzes curriculum-based assessment data
 Identifies another skill deficit based
on the assessment data
FEAPS: 1.10, 1.11
FSAC: 61.2.4, 61.2.7
2 points
Accurately interprets
assessment data to
identify one specific,
priority skill deficit based
on the data (example of a
specific skill: oral reading
fluency at 2nd grade)
1.75 points
Accurately interprets
assessment data to
identify a deficit in a
general skill area based
on the data (example
of a general skill area:
fluency)
1.25 points
Identification of
deficit reveals
limited
interpretation of
assessment data
0 points
Inaccurately
interprets data
and/or
misidentifies
learning needs
2 points
Accurately interprets
assessment data to
identify one specific,
priority skill deficit based
on the data (example of a
specific skill: oral reading
fluency at 2nd grade)
1.75 points
Accurately interprets
assessment data to
identify a deficit in a
general skill area based
on the data (example
of a general skill area:
fluency)
1.25 points
Identification of
deficit reveals
limited
interpretation of
assessment data
0 points
Inaccurately
interprets data
and/or
misidentifies
learning needs
Competency Rubric
Evaluation of the Course Student Learning Outcome (SLO) listed below is determined based on performance on the corresponding Assignment Grading
Rubric as follows: 100-90% = Exceeds Expectations, 89-70% = Meets Expectations, 69% & below = Does Not Meet Expectations
FEAPS
Subject Area
ESOL Performance
Reading
Exceeds
Meets
Does not
Competencies
Standards
Endorsement
Expectations Expectations
Meet
Competencies
Expectations
Course
SLO
7. Uses assessment data to identify
materials, resources & strategies to address
deficits identified through CBA
5.5, 7.5, 8.3, 10.3,
10.6, 10.7
61.3.1, 61.5.13,
5.14, 5.15, 5.16
Assignment Grading Rubric
Performance Descriptors
n/a
n/a
Criteria
Strategy for Deficit #1
 Selects research-based strategy
FEAPS: 5.5, 7.5, 8.3, 10.7
FSAC: 61.3.1, 61.5.13, 61.5.14, 61.5.15,
61.5.16

Demonstrates an understanding of
the strategy

Exemplary
4 points
Selects a research-based
strategy appropriate for
student’s performance
level & interests and
directly related to the
identified skill deficit
Accomplished
3 points
Selects a researchbased strategy
appropriate for
student’s performance
level and related to the
deficit skill area
Developing
2 points
Selects a strategy
generally related to
student’s learning
needs
3 points
Demonstrates an accurate
and in-depth
understanding of the
strategy
2 points
Demonstrates a basic
understanding of the
strategy
1 point
Demonstrates a
partial
understanding of
the strategy
Provides a rationale for the use of
the strategy
FEAPS: 10.3, 10.6
4 points
Provides a rationale for
use of strategy
demonstrating a direct
link to student’s skill
deficit
3 points
Provides a rationale for
use of strategy
demonstrating a link to
student’s general
deficit area
2 points
Provides an
incomplete
rationale for use of
strategy to address
student’s deficit
Strategy for Deficit #2
4 points
Selects a research-based
strategy appropriate for
student’s performance
level & interests and
directly related to the
identified skill deficit
3 points
Selects a researchbased strategy
appropriate for
student’s performance
level and related to the
deficit skill area
2 points
Selects a strategy
generally related to
student’s learning
needs
 Selects research-based strategy
FEAPS: 5.5, 7.5, 8.3, 10.7
FSAC: 61.3.1, 61.5.13, 61.5.14, 61.5.15,
61.5.16

Demonstrates an understanding of
the strategy
3 points
Demonstrates an accurate
and in-depth
understanding of the
2 points
Demonstrates a basic
understanding of the
strategy
1 point
Demonstrates a
partial
understanding of
Inadequate
0 points
Selects
inappropriate
strategy (not
research-based
and/or does not
address student’s
learning needs)
0 points
Does not
demonstrate an
understanding of
the strategy
0 points
Provides
inappropriate or
no rationale for
use of strategy to
address student’s
deficit
0 points
Selects
inappropriate
strategy (not
research-based
and/or does not
address student’s
learning needs)
0 points
Does not
demonstrate an
understanding of
strategy

Provides a rationale for the use of
the strategy
FEAPS: 10.3, 10.6
4 points
Provides a rationale for
use of strategy
demonstrating a direct
link to student’s skill
deficit
3 points
Provides a rationale for
use of strategy
demonstrating a link to
student’s general
deficit area
the strategy
the strategy
2 points
Provides an
incomplete
rationale for use of
strategy to address
student’s deficit
0 points
Provides
inappropriate or
no rationale for
use of strategy to
address student’s
deficit
Other Criteria
Assignment Grading Rubric
Performance Descriptors
Criteria
Writing Mechanics
Exemplary
2 points
Grammar, spelling,
punctuation &
capitalization are correct
Accomplished
1.5 points
Includes no more than
2 errors
Developing
1 points
Includes no more
than 4 errors
Inadequate
0 points
Includes 5 or more
errors
Rubric Curriculum Assessment - Math
Key Assignment: Curriculum Assessment Project: Math
Program SLO: 1.2 Content: Identify the cognitive, linguistic, emotional, and physical needs of ESE/Elementary students and match them
appropriately to instructional plans
NCATE Standard 1 Component: 1b. Pedagogical Content Knowledge and Skills for Teacher Candidates
Conceptual Framework Outcomes: Decision Maker
EEX 4255: Curriculum Assessment for Reading
Competency Rubric
Evaluation of the Course Student Learning Outcome (SLO) listed below is determined based on performance on the corresponding Assignment Grading
Rubric as follows: 100-90% = Exceeds Expectations, 89-70% = Meets Expectations, 69% & below = Does Not Meet Expectations
FEAPS
Subject Area
ESOL Performance
Reading
Exceeds
Meets
Does not
Competencies
Standards
Endorsement
Expectations Expectations
Meet
Competencies
Expectations
1.10, 1.11
Course
SLO
61.2.4, 61.2.7,
n/a
n/a
6. Analyzes curriculum-based assessment
(CBA) data
Assignment Grading Rubric
Performance Descriptors
Criteria
Analyzes curriculum-based assessment data
 Identifies a skill strength based on
the assessment data
FEAPS: 1.10, 1.11
FSAC: 61.2.4, 61.2.7
Analyzes curriculum-based assessment data
Exemplary
2 points
Accurately interprets
assessment data to
identify one specific,
priority skill strength
based on the data (e.g.,
oral reading fluency at 2nd
grade)
2 points
Accurately interprets
Accomplished
1.75 points
Accurately interprets
assessment data to
identify a strength in a
general skill area based
on the data (e.g.,
fluency)
Developing
1.25 points
Identification of
strength reveals
limited
interpretation of
assessment data
Inadequate
0 points
Inaccurately
interprets data
and/or
misidentifies
learning needs
1.75 points
Accurately interprets
1.25 points
Identification of
0 points
Inaccurately

Identifies a skill deficit based on the
assessment data
FEAPS: 1.10, 1.11
FSAC: 61.2.4, 61.2.7
Analyzes curriculum-based assessment data
 Identifies another skill deficit based
on the assessment data
FEAPS: 1.10, 1.11
FSAC: 61.2.4, 61.2.7
assessment data to
identify one specific,
priority skill deficit based
on the data (example of a
specific skill: oral reading
fluency at 2nd grade)
assessment data to
identify a deficit in a
general skill area based
on the data (example
of a general skill area:
fluency)
deficit reveals
limited
interpretation of
assessment data
interprets data
and/or
misidentifies
learning needs
2 points
Accurately interprets
assessment data to
identify one specific,
priority skill deficit based
on the data (example of a
specific skill: oral reading
fluency at 2nd grade)
1.75 points
Accurately interprets
assessment data to
identify a deficit in a
general skill area based
on the data (example
of a general skill area:
fluency)
1.25 points
Identification of
deficit reveals
limited
interpretation of
assessment data
0 points
Inaccurately
interprets data
and/or
misidentifies
learning needs
Competency Rubric
Evaluation of the Course Student Learning Outcome (SLO) listed below is determined based on performance on the corresponding Assignment Grading
Rubric as follows: 100-90% = Exceeds Expectations, 89-70% = Meets Expectations, 69% & below = Does Not Meet Expectations
FEAPS
Subject Area
ESOL Performance
Reading
Exceeds
Meets
Does not
Competencies
Standards
Endorsement
Expectations Expectations
Meet
Competencies
Expectations
Course
SLO
7. Uses assessment data to identify
materials, resources & strategies to address
deficits identified through CBA
5.5, 7.5, 8.3, 10.3,
10.6, 10.7
61.3.1, 61.5.13,
5.14, 5.15, 5.16
n/a
n/a
Assignment Grading Rubric
Performance Descriptors
Criteria
Strategy for Deficit #1
Exemplary
4 points
Selects a research-based
Accomplished
3 points
Selects a research-
Developing
2 points
Selects a strategy
Inadequate
0 points
Selects
 Selects research-based strategy
FEAPS: 5.5, 7.5, 8.3, 10.7
FSAC: 61.3.1, 61.5.13, 61.5.14, 61.5.15,
61.5.16

Demonstrates an understanding of
the strategy

strategy appropriate for
student’s performance
level & interests and
directly related to the
identified skill deficit
based strategy
appropriate for
student’s performance
level and related to the
deficit skill area
generally related to
student’s learning
needs
3 points
Demonstrates an accurate
and in-depth
understanding of the
strategy
2 points
Demonstrates a basic
understanding of the
strategy
1 point
Demonstrates a
partial
understanding of
the strategy
Provides a rationale for the use of
the strategy
FEAPS: 10.3, 10.6
4 points
Provides a rationale for
use of strategy
demonstrating a direct
link to student’s skill
deficit
3 points
Provides a rationale for
use of strategy
demonstrating a link to
student’s general
deficit area
2 points
Provides an
incomplete
rationale for use of
strategy to address
student’s deficit
Strategy for Deficit #2
4 points
Selects a research-based
strategy appropriate for
student’s performance
level & interests and
directly related to the
identified skill deficit
3 points
Selects a researchbased strategy
appropriate for
student’s performance
level and related to the
deficit skill area
2 points
Selects a strategy
generally related to
student’s learning
needs
 Selects research-based strategy
FEAPS: 5.5, 7.5, 8.3, 10.7
FSAC: 61.3.1, 61.5.13, 61.5.14, 61.5.15,
61.5.16

Demonstrates an understanding of
the strategy
3 points
Demonstrates an accurate
and in-depth
understanding of the
strategy

Provides a rationale for the use of
4 points
2 points
Demonstrates a basic
understanding of the
strategy
3 points
inappropriate
strategy (not
research-based
and/or does not
address student’s
learning needs)
0 points
Does not
demonstrate an
understanding of
the strategy
1 point
Demonstrates a
partial
understanding of
the strategy
0 points
Provides
inappropriate or
no rationale for
use of strategy to
address student’s
deficit
0 points
Selects
inappropriate
strategy (not
research-based
and/or does not
address student’s
learning needs)
0 points
Does not
demonstrate an
understanding of
the strategy
2 points
0 points
the strategy
FEAPS: 10.3, 10.6
Provides a rationale for
use of strategy
demonstrating a direct
link to student’s skill
deficit
Provides a rationale for
use of strategy
demonstrating a link to
student’s general
deficit area
Provides an
incomplete
rationale for use of
strategy to address
student’s deficit
Provides
inappropriate or
no rationale for
use of strategy to
address student’s
deficit
Other Criteria
Assignment Grading Rubric
Performance Descriptors
Criteria
Writing Mechanics
Exemplary
2 points
Grammar, spelling,
punctuation &
capitalization are correct
Accomplished
1.5 points
Includes no more than
2 errors
Developing
1 points
Includes no more
than 4 errors
Inadequate
0 points
Includes 5 or more
errors