Target
Acceptable
Unacceptable
1. Learner Development and Individual Learning Differences: Beginning special education professionals
understand how exceptionalities may interact with development and learning and use this knowledge to provide
meaningful and challenging learning experiences for individuals with exceptionalities
Element 1.1 articulate how language, Clearly understands how a
References to
No mention of cultural
culture, and family background
dominant culture might
cultural
responsiveness or the
influence the learning of individuals
impact the learning of
responsiveness impact of failing to do so on
with exceptionalities
children from diverse
are made but
diverse student populations.
backgrounds and addresses
lacking in
the need to be culturally
detail.
responsive to students of
different cultures, family
backgrounds, languages,
and/or undervalued dialects,
when assessing students from
CLD backgrounds.
Standard 6 Professional Learning and Ethical Practice Beginning special education professionals use foundational
knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education
practice, to engage in lifelong learning, and to advance the profession.
Element 6.2 discuss how
Student makes specific
Describes
Little discussion of theory
foundational knowledge and current
commentaries on how
strategies used and historical perspective
issues influence professional practice
foundational knowledge,
with some
when addressing strategies
historical legacies, and
reference to
chosen.
current issues impact the
theory or
education and the general
historical
welfare of student with
perspective.
disabilities.
No link to theory and
Links to theory (citations) are
research
numerous and evident
Links to
theory and
research are
limited
Element 6.3 discuss diversity as a
Student is aware of the
Discusses
References to diversity are
part of families, cultures, and schools, growing diversity of the
meeting the
very vague and lacking in
and that complex human issues can
student body in general, and
needs of gifted detail. Cultural
interact with the delivery of special
how educators demonstrate
students in
responsiveness is not
education services.
cultural responsiveness in
general, with
mentioned.
particular.
some
reference to
diverse
populations,
but unclear
understanding
of culturally
responsiveness
in delivering
instruction
Standard 3 Curricular Content Knowledge
Beginning special education professionals use knowledge of general and specialized curricula to individualize learning
for individuals with exceptionalities.
Target
Acceptable
Unacceptable
Element 3.1 understand the central
Demonstrates strong
Designs
Designs learning
concepts, structures of the discipline, pedagogical content
learning
experiences without
and tools of inquiry of the content
knowledge through design
experiences
providing scaffolds or
areas he or she teaches and can
of learning experiences that that provide
differentiation; fails to
organize this knowledge, integrate
cross-disciplinary skills, and develop
meaningful learning progressions for
individuals with exceptionalities
provide scaffolding and
differentiation to support
targeted learners. Includes
clear examples of crossdisciplinary skills to meet
the needs of a variety of
learners with disabilities.
Element 3.2 use general and
specialized content knowledge for
teaching across curricular content
areas to individualize learning for
individuals with exceptionalities
Integrates academic and
functional skills across
content. Addresses all
stated IEP goals in both
general and specialized
content.
Element 3.3 modify general and
specialized curricula to make them
accessible to individuals with
exceptionalities
Adaptations to curriculum
and materials allow for
access for targeted learners
while maintaining high
expectations for learning.
scaffolding or
differentiation
to support
targeted
learners.
Includes
discussion of
crossdisciplinary
skills to meet
the needs of
both case study
students.
Integrates
academic and
functional
skills in
instructional
overview.
Addresses all
stated IEP
goals.
Adaptations to
curriculum and
materials allow
access for
targeted
learners but no
not hold
learners to
appropriately
high
expectations.
integrate cross-disciplinary
skills
Fails to integrate either
functional or academic
content or fails to address all
stated IEP goals.
Adaptations do not address
the learning needs of the
case study students.
Standard 5 Instructional Planning and Strategies
Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies
to advance learning of individuals with exceptionalities.
Target
Acceptable
Unacceptable
Element 5.1 consider an individual’s
Discussion of academic,
Discussion of
Discussion of instruction fails
abilities, interests, learning
non-academic, and
at least 2 of the to address at least 2 of the
environments, and cultural and
communication skills
following:
following: academic, nonlinguistic factors in the selection,
instruction incorporates
academic, non- academic, and communication
development, and adaptation of
Sheree’s interests, culture academic, and
skills OR instruction fails to
learning experiences for individual
and language, and the
communication incorporate Sheree’s interests,
with exceptionalities.
multiple environments in skills
culture and language, and the
which she needs to
instruction
multiple environments in
function
incorporates
which she needs to function
Sheree’s
interests,
culture and
language, and
the multiple
environments
in which she
needs to
function
Element 5.3 utilize augmentative and
alternative communication systems
and a variety of assistive technologies
to support the communication and
learning of individuals with
exceptionalities.
Discusses a variety of
options for
communication in both
academic and nonacademic settings.
Options discussed
address Sheree’s physical
and language needs.
Element 5.4 use strategies to enhance
language development and
communication skills of individuals
with exceptionalities
Instruction of
communication skills
appropriately
incorporates appropriate
scaffolding, direct
instruction and practice
with multiple demands
(partners, settings, etc)
includes discussion of
communication in school
and at home.
Element 5.6 teach to mastery and
promote generalization of learning.
Includes appropriate
methods of data
collection to document
mastery and plans for
generalization of at least
one academic, one
language and one
functional skill.
Element 5.7 teach cross-disciplinary
knowledge and skills such as critical
thinking and problem solving to
individuals with exceptionalities.
Discussion of literacy and
problem solving skills
includes clear plan for
teaching these skills
across disciplines
Discusses a
variety of
options for
communication
in both
academic and
non-academic
settings.
Options may
not fully
address
Sheree’s
physical and
language
needs.
Instruction of
communication
skills
appropriately
incorporates 3
of the
following:
appropriate
scaffolding;
direct
instruction;
practice with
multiple
demands;
communication
in school and at
home.
Includes
appropriate
methods of
data collection
to document
mastery and
plans for
generalization
of at least two
of the
following: one
academic, one
language and
one functional
skill.
Discussion of
either literacy
or problem
solving skills
includes a clear
plan for
teaching these
skills across
disciplines.
Fails to discuss several options
for communication or does not
address both academic and
non-academic areas. Does not
consider Sheree’s physical and
language needs.
Instruction of communication
skills fails to address at least 3
of the following:
appropriate scaffolding; direct
instruction; practice with
multiple demands;
communication in school and
at home.
Fails to include appropriate
data collection methods to
document mastery or fails to
address generalization of skills
in at least two domains
(academic, language,
functional)
Discussion of teaching literacy
and problem solving fail to
include a clear plan for using
these skills across disciplines.