EDS 638: Instructional Practices: Learning Disabilities 2
Common Course Assessment: LD/EI Instruction Report
Common Course Standards:
Council for Exceptional Children (CEC) Special Education Specialist Advanced
Preparation 2012 Standards
3 – Program, Services, and Outcomes
4 – Research and Inquiry Professionalism and Collaboration
5 – Leadership and Policy
6 – Professional and Ethical Practice
InTASC Standards
4 – Content Knowledge
5 – Application of Content
6 – Assessment
7 – Planning for Instruction
8 – Instructional Strategies
9 – Professional Learning and Ethical Practice
Rubric for LD/EI Instruction Report:
Elements
Summary of
Present Level
of Performance
CEC 4
InTASC 6
Distinguished
(3)
All 4 of the
following were
satisfied.
1) A 5 paragraph
summary was
written that
described the
student’s present
level of
performance in
oral language,
read language,
written
language,
mathematics,
and social skills;
2) Each
paragraph
correctly
answered the
following
questions: (a)
does the student
have difficulty in
Proficient
(2)
Progressing
(1)
Unsatisfactory
(0)
3 of the following
were satisfied.
2 of the following
were satisfied.
1) A 5 paragraph
summary was
written that
described the
student’s present
level of
performance in
oral language,
read language,
written
language,
mathematics,
and social skills;
1) A 5 paragraph
summary was
written that
described the
student’s present
level of
performance in
oral language,
read language,
written
language,
mathematics,
and social skills;
2) Each
paragraph
correctly
answered the
following
questions: (a)
does the student
have difficulty in
oral language,
2) Each
paragraph
correctly
answered the
following
questions: (a)
does the student
have difficulty in
oral language,
0-1 of the
following were
satisfied.
1) A 5 paragraph
summary was
written that
described the
student’s present
level of
performance in
oral language,
read language,
written
language,
mathematics,
and social skills;
2) Each
paragraph
correctly
answered the
following
questions: (a)
does the student
have difficulty in
Updated 2/8/16
oral language,
read language,
written
language,
mathematics,
and social skills?;
(b) if so,
specifically, in
which sub-areas
of oral language,
read language, a
written
language,
mathematics,
and/or social
skills does the
student have
needs?; and (c)
what assessment
data exist to
support this
claim?;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling
Selection and
Description of
2-3 Need Areas
CEC 3
InTASC 4
All 4 of the
following were
satisfied.
1) A one
paragraph
summary was
written that
identified 2-3
need areas to be
developed;
2) Proper
justifications
read language,
written
language,
mathematics,
and social skills?;
(b) if so,
specifically, in
which sub-areas
of oral language,
read language, a
written
language,
mathematics,
and/or social
skills does the
student have
needs?; and (c)
what assessment
data exist to
support this
claim?;
read language,
written
language,
mathematics,
and social skills?;
(b) if so,
specifically, in
which sub-areas
of oral language,
read language, a
written
language,
mathematics,
and/or social
skills does the
student have
needs?; and (c)
what assessment
data exist to
support this
claim?;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
3 of the following
were satisfied.
2 of the following
were satisfied.
1) A one
paragraph
summary was
written that
identified 2-3
need areas to be
developed;
1) A one
paragraph
summary was
written that
identified 2-3
need areas to be
developed;
2) Proper
justifications
were provided
2) Proper
justifications
were provided
oral language,
read language,
written
language,
mathematics,
and social skills?;
(b) if so,
specifically, in
which sub-areas
of oral language,
read language, a
written
language,
mathematics,
and/or social
skills does the
student have
needs?; and (c)
what assessment
data exist to
support this
claim?;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
0-1 of the
following were
satisfied.
1) A one
paragraph
summary was
written that
identified 2-3
need areas to be
developed;
2) Proper
justifications
Updated 2/8/16
were provided
that explained
why the 2-3
need areas were
selected over all
other need
areas;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
Statement of
Goals and
Related
Objectives
CEC 3, 5, 6
InTASC 4, 5, 7,
8, 9
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
All 4 of the
following were
satisfied.
1) For each need
area, a longterm goal was
stated;
2) Each goal was
followed by a
sequentially
appropriate list
of behavioral
objectives, and
each objective
was measurable;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All sentences
that explained
why the 2-3
need areas were
selected over all
other need
areas;
that explained
why the 2-3
need areas were
selected over all
other need
areas;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling..
3 of the following
were satisfied.
2 of the following
were satisfied.
1) A one
paragraph
summary was
written that
identified 2-3
need areas to be
developed;
1) For each need
area, a longterm goal was
stated;
2) Proper
justifications
were provided
that explained
why the 2-3
need areas were
selected over all
other need
areas;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
were provided
that explained
why the 2-3
need areas were
selected over all
other need
areas;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
0-1 of the
following were
satisfied.
1) For each need
area, a longterm goal was
stated;
2) Each goal was
followed by a
sequentially
appropriate list
of behavioral
objectives, and
each objective
was measurable;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All sentences
were written with
2) Each goal was
followed by a
sequentially
appropriate list
of behavioral
objectives, and
each objective
was measurable;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All sentences
Updated 2/8/16
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
Selection and
Description of
Instructional
Practices
CEC 3, 5, 6
InTASC 4, 5, 7,
8, 9
All 4 of the
following were
satisfied.
1) Each
instructional
practice was
named; and
accurately
described
2) Each
instructional
practice listed
was appropriate
to the objective
and research
validated, and
multiple
practices were
named when
appropriate.
explained.
4) All sentences
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
3 of the following
were satisfied.
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
were written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
2 of the following
were satisfied.
0-1 of the
following were
satisfied.
1) Each
instructional
practice was
named; and
accurately
described;
1) Each
instructional
practice was
named; and
accurately
described;
2) Each
instructional
practice listed
was appropriate
to the objective
and research
validated, and
multiple
practices were
named when
appropriate.
2) Each
instructional
practice listed
was appropriate
to the objective
and research
validated, and
multiple
practices were
named when
appropriate.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) All parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
1) Each
instructional
practice was
named; and
accurately
described;
2) Each
instructional
practice listed
was appropriate
to the objective
and research
validated, and
multiple
practices were
named when
appropriate.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) All parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
Updated 2/8/16
Description of
Progress
Monitoring
Assessments
CEC 3, 4, 5, 6
InTASC 4, 6, 7,
8, 9
All 4 of the
following were
satisfied.
1) A progress
monitoring
assessment was
named for each
objective, and
each continuous
assessment was
accurately
described;
2) Each progress
monitoring
assessment was
appropriate for
its matched
objective;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) Parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
3 of the following
were satisfied.
3 of the following
were satisfied.
1) A progress
monitoring
assessment was
named for each
objective, and
each continuous
assessment was
accurately
described;
1) A progress
monitoring
assessment was
named for each
objective, and
each continuous
assessment was
accurately
described;
2) Each progress
monitoring
assessment was
appropriate for
its matched
objective;
2) Each progress
monitoring
assessment was
appropriate for
its matched
objective;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) Parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
4) Parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
0-1 of the
following were
satisfied.
1) A progress
monitoring
assessment was
named for each
objective, and
each continuous
assessment was
accurately
described;
2) Each progress
monitoring
assessment was
appropriate for
its matched
objective;
3) All sentences
were written
using terms that
are easily
understood by
parents, general
educators, and
administrators,
or terms that are
explained.
4) Parts were
written with
clarity, correct
capitalization,
correct
punctuation, and
correct spelling.
Updated 2/8/16