Content Knowledge / Pedagogical Skills
Teacher candidates demonstrate thorough knowledge of content and pedagogical skills in
planning and preparation. Teacher candidates plan and set goals based on the content to be
taught/learned, knowledge of assigned students, and the instructional context. This task/domain
addresses the following CEC Standards:
CEC Standard 1 - Foundations is evident in knowledge of education content and pedagogy
including visual impairment.
CEC Standard 3 - Individual Learning Differences is evident in pedagogy, instructional skills.
CEC Standard 4 - Instructional Strategies is evident in the use of technology, specialized
equipment for students with visual impairment and the sequencing and organization of lessons in
the core and expanded core curriculum.
CEC Standard 5 – Learning Environment/Social Interaction is evident in the candidate’s
appropriate demonstration of the ability to actively create learning environments for individuals
with exceptional learning needs (ELN) that foster cultural understanding, safety and emotional
well-being, positive social interactions, and active engagement of individuals with ELN.
Additionally, foster environments in which diversity is valued and individuals are taught to live
harmoniously and productively in a culturally diverse world.
CEC Standard 6 - Language and its impact is evident with families of culturally diverse and
linguistic different backgrounds, the use of augmented and assistive communication devices, as
well as communication issues for students who are non-verbal and students who are deafblind.
CEC Standard 7 - Instructional Planning is evident in the candidate’s appropriate demonstration
of decision-making and instructional planning/preparation.
CEC Standard 8 - Assessment is evident in the candidate’s appropriate demonstration of the use
of Functional Vision Assessment and Learning Media assessment, effectively selecting and
implementing multiple types of non-biased, meaningful assessment tools to identify supports and
adaptations required for individuals with visual impairment, including exceptional learning needs
(ELN), to access the general curriculum and to participate in school, system, and statewide
assessment programs.
CEC Standard 9 - Professional and Ethical Practice is evident in the candidate’s appropriate
demonstration of ethical and professional standards.
Description of the Assignment
Individualized Education Plan, SPU 302
Each teacher candidate is required to complete an IEP. The purpose of this assessment is to
evaluate the competencies of teacher candidates in the planning of individualized instruction for
students with exceptional learning needs. Being provided with an Evaluation Report, teacher
candidates are required to complete the IEP that is legally sufficient and educationally/socially
appropriate for students with visual impairment. Specific areas that are required for discussion
in this assignment are; student background information, present educational levels, annual
goals/short term objectives, related services, progress monitoring reporting, and writing
mechanics.
1. IEP Background Information. Teacher candidates are required identify relevant information
as it pertains to compliance with special education laws and policies. Additionally, information
regarding the impact of diversity and the student’s exceptional learning needs are considered for
education and treatment in both school and society.
2. Present Educational Levels. Teacher candidates were required to gather data from formal and
informal assessments; standardized test scores, grades, curriculum based measurements, etc. as a
baseline for individualized instructional programming.
3. Annual Goals. Teacher candidates were required to identify instructional strategies to
promote positive learning results in general and special curricula. Furthermore, annual goals and
short term objectives (when required) are required to be selected and prioritized by data found in
present educational levels.
4. Special Education and Related Services/Supplementary Aids and Services/Program
Modifications. Teacher candidates were required to identify specially designed instruction and
support for school staff serving students with exceptional learning needs across settings and
content areas.
5. Progress Monitoring Reporting. Teacher candidates were required to review collected data to
adjust instruction in response to the ongoing learning process. Additionally, the use of
appropriate technology to support instructional decisions was required.
6. Writing Mechanics. Teacher candidates were required to use nonverbal language
appropriately and effectively.
Scoring Rubrics Individualized Education Plan including CEC Standards
SPU 302
Individualized Education Plan Rubric
Evaluation Standards
IEP Background
Information
CEC Standard 1
Foundations ICC1K1
B&VI1K2, B&VI1S1,
B&VI1S2
Exemplary
10-9.2
All information
regarding relevant
laws and district
policies concerning
the IEP team, child,
considerations of
special factors,
participation on
state assessments,
ESY, educational
placement, etc.
found in the ER is
provided. Relevant
issues of human
diversity are present.
Some information
may be made up by
the IEP developer.
Superior
9.1-8.5
Most information
regarding relevant
laws and district
policies
concerning IEP
team, child,
considerations of
special factors,
participation on
state assessments,
ESY, educational
placement, etc.
found in the ER is
provided.
Relevant issues of
human diversity
are present. Some
information may
Satisfactory
8.4-7.5
Some information
regarding relevant
laws and district
policies concerning
IEP team, child,
considerations of
special factors,
participation on
state assessments,
ESY, educational
placement, etc.
found in the ER is
provided. Some
issues of human
diversity are
present. Some
information may be
made up by the IEP
Unsatisfactory
7.4-0
No information
regarding relevant
laws and district
policies concerning
IEP team, child,
considerations of
special factors,
participation on
state assessments,
ESY, educational
placement, etc.
found in the ER is
provided. No issues
of human diversity
are present. Some
information may be
made up by the IEP
developer.
Present Educational
Levels
CEC Standard 3 Individual
Learning Differences
ICC3K1, ICC3K2,
ICC3K3, ICC3K4,
ICC3K5
B&VI3K1, B&VI3S1,
B&VI3S2
Annual Goals/Short
Term Objectives
CEC Standard 4
Instructional Strategies
ICC4S1, ICC4S2, ICC4S3,
ICC4S4
B&VI41-9, B&VI4S1-5
CEC Standard 5 Learning
Objective statements
about the effects that
an exceptional
condition can have
on academic,
functional,
behavioral, social
strengths and needs
are consistently and
comprehensively
written, and directly
related to evaluation
results. Three out of
the four types of
assessment data
(diagnostic,
benchmark,
formative,
summative) are
included with results
showing effects of
child's disability on
performance level in
the skill areas.
Clearly provides the
impact of the
disability on the
student’s
involvement and
progress in the
general education
curriculum that
provides foundation
for individualized
instruction. Includes
logical cues that
lead to writing
accompanying goals
for improvement.
Annual goals and
short-term
objectives (when
required by IDEA)
are selected and
prioritized based on
data. Appropriate
learning
environments are
identified for
be made up by the
IEP developer.
Objective
statements about
the effects that an
exceptional
condition can
have on academic,
functional,
behavioral, social
strengths and
needs are clearly,
not consistently
and
comprehensively
written, and
directly related to
evaluation results.
All relevant
evaluation data
are included, with
results showing
effects of child’s
disability on
performance level
in the skill areas.
Clearly provides
the impact of the
disability on the
student’s
involvement and
progress in the
general education
curriculum that
provides
foundation for
individualized
instruction.
Includes logical
cues that lead to
writing
accompanying
goals for
improvement.
developer.
Objective
statements about
the effects that an
exceptional
condition can have
on academic,
functional,
behavioral, social
strengths and needs
are provided, but
not consistently
appropriate or do
not directly relate
to evaluation
results. Some
relevant evaluation
data are included,
with results
showing effects of
child’s disability
on performance
level in the skill
areas. The impact
of the disability on
the student’s
involvement and
progress in the
general education
curriculum is not
clear. Includes
some cues that lead
to writing
accompanying
goals for
improvement.
Objective statements
about the effects that
an exceptional
condition can have
on academic,
functional,
behavioral, social
strengths and needs
are provided, but are
not appropriate and
do not relate to
evaluation results.
Little of the relevant
evaluation data are
included, with no
results showing
effects of child’s
disability on
performance level in
the skill areas. The
impact of the
disability on the
student’s
involvement and
progress in the
general education
curriculum is not
provided. Includes
little to no cues that
lead to writing
accompanying goals
for improvement.
Annual goals and
short-term
objectives (when
required by
IDEA) are
selected and based
on data.
Appropriate
learning
environments are
Annual goals and
short-term
objectives (when
required by IDEA)
are selected and
inconsistently
based on data.
Appropriate
learning
environments are
Annual goals and
short-term
objectives (when
required by IDEA)
are selected but not
based on data.
Appropriate learning
environments are
not identified for
exceptional learning
Environment and Social
Interactions CC5S10,
ICC5S11, ICC5S12,
ICC5S13, ICC5S14,
ICC5S15
B&VI5K1,
B&VIB&VI5S1,
B&VI5S2
CEC Standard 7
Instructional Planning
ICC7K1, ICC7K2,
CC7K3, ICC7K4,
ICC7K5, ICC7S1,
ICC7S2, ICC7S3, ICC7S4,
ICC7S5, ICC7S6, ICC7S7,
ICC7S8, ICC7S9,
ICC7S10, ICC7S11,
ICC7S12, ICC7S13,
ICC7S14, ICC7S15
B&VI7K1, B&VI7S2
Special Education
and Related
Services/Supplement
ary Aids and
Services/Program
Modifications
CEC Standard 6
Communication ICC6K1,
ICC6K4, ICC6S1
B&VI6K1, B&VI6K2,
B&VI6S1
exceptional learning
needs. Goals are
evidence-based
instructional
strategies written in
measurable terms
and show direction
for growth. Short
term objectives/
benchmark are
directly linked to
annual goals. Goals
and objectives use
the exact same unit
of measurement.
Each contains the 4
required
components (who,
condition, behavior,
criteria) with a
minimum of 5 goals
targeting the
development,
maintenance, and
generalization of
knowledge.
Program
modifications,
augmentative/assisti
ve communication
strategies, specially
designed instruction,
related services,
supplemental aids
and services, and
supports for
personnel listed
w/locations/
class/setting are all
listed and directly
linked to goals and
student needs. All
modifications and
specially designed
instruction are
highly appropriate
and reflect adapting
identified for
exceptional
learning needs.
Priority of goals
lacks alignment
with learner
strength and
needs. Goals are
evidence-based
instructional
strategies written
in measurable
terms and show
direction for
growth. Majority
of short term
objectives/
benchmark are
linked to annual
goals. Goals and
objectives use the
same unit of
measurement.
Each contains the
4 required
components (who,
condition,
behavior, criteria)
with a minimum
of 3 goals
targeting the
development,
maintenance, and
generalization of
knowledge.
Program
modifications,
augmentative/assi
stive
communication
strategies,
specially designed
instruction,
related services,
supplemental aids
and services, and
supports for
personnel listed
w/locations/
class/setting are
all listed and
directly linked to
goals and student
needs, but not
consistently
correct. Most
mostly identified
for exceptional
learning needs.
Priority of goals
lacks alignment
with learner
strength and needs.
Goals are
inconsistently
written in
measurable terms
and do not show
direction for
growth. Majority of
short term
objectives/
benchmark are not
linked to annual
goals. Majority of
goals and
objectives do not
use the same unit
of measurement.
Some contain the 4
required
components (who,
condition,
behavior, criteria)
with a minimum of
3 goals targeting
the development,
maintenance, and
generalization of
knowledge.
needs. Priority of
goals lacks
alignment with
learner strength and
needs. Goals are not
written in
measurable terms
and do not show
direction for growth.
Short term
objectives/
benchmark are not
linked to annual
goals. Goals and
objectives do not
use the same unit of
measurement. Some
contain the 4
required
components (who,
condition, behavior,
criteria) with less
than 3 goals
targeting the
development,
maintenance, and
generalization of
knowledge.
Program
modifications,
augmentative/assist
ive communication
strategies, specially
designed
instruction, related
services,
supplemental aids
and services, and
supports for
personnel listed
w/locations/
class/setting are not
listed and not
linked to goals and
student needs, and
not consistently
correct. Some
modifications and
specially designed
Program
modifications,
augmentative/assisti
ve communication
strategies specially
designed instruction,
related services,
supplemental aids
and services, and
supports for
personnel listed
w/locations/
class/setting are
listed but not linked
to goals and student
needs, and not
consistently correct.
Modifications and
specially designed
instruction are not
appropriate and do
the content,
methodology, or
delivery of
instruction to
address the unique
needs of the student
that result from the
student’s disability
and to ensure access
of the student to the
general education
curriculum so that
the student can meet
the educational
standards. Location
consistently
provided.
Progress Monitoring
Reporting
ICC8K1, ICC8K3,
ICC8S4, ICC8S6, ICC8S8,
ICC8S9
B&VI8K1, B&VI8K2,
B&VI8S2, B&VI8S3,
B&VI8S4, B&VI8S5
Writing Mechanics
CEC Standard 9
Professional and Ethical
Practice ICC9S8
Evaluation schedule
and procedures
using appropriate
technologies
monitor progress of
goals/benchmarks is
present. Multiple
types of information
were provided and a
variety of evaluation
procedures are used.
Methods of
notifying parents on
learner progress are
provided.
Grammar and
spelling are
flawless. Logical
sequence is
apparent. Consistent
and engaging style
occurs throughout.
modifications and
specially designed
instruction are
highly appropriate
and reflect
adapting the
content,
methodology, or
delivery of
instruction to
address the unique
needs of the
student that result
from the student’s
disability and to
ensure access of
the student to the
general education
curriculum so that
the student can
meet the
educational
standards.
Location
consistently
provided.
Evaluation
schedule and
procedures using
appropriate
technologies
monitor progress
of
goals/benchmarks
is present. Several
types of
information were
and a variety of
evaluation
procedures were
used. Methods of
notifying parents
on learner
progress are
provided.
Grammar and
spelling are nearly
flawless. Logical
sequence is
apparent. Some
wording is
careless and style
is inconsistent.
instruction are
highly appropriate
and reflect
adapting the
content,
methodology, or
delivery of
instruction to
address the unique
needs of the
student that result
from the student’s
disability and to
ensure access of
the student to the
general education
curriculum so that
the student can
meet the
educational
standards. Location
may or may not be
provided.
not reflect adapting
the content,
methodology, or
delivery of
instruction to
address the unique
needs of the student
that result from the
student’s disability
and does not ensure
access of the student
to the general
education
curriculum so that
the student can meet
the educational
standards. Location
may or may not be
provided.
Evaluation
schedule and
procedures using
appropriate
technologies
monitor progress of
goals/benchmarks
is present. Limited
types of
information were
provided with few
evaluation
procedures.
Methods of
notifying parents
on learner progress
are not clear.
Evaluation schedule
and procedures are
inappropriate to the
goals/benchmarks.
Methods of
notifying parents on
learner progress are
not provided.
Text contains some
spelling/ grammar
errors. Little
logical
Structure occurs.
Evidence of
carelessness in
writing is apparent.
Text contains many
spelling/ grammar
errors. Writing
seems disconnected
and there is
carelessness
throughout.