Assessment 3: Lesson Plans
A brief description of the assessment and its use in the program (one sentence may be sufficient)
The detailed lesson plans assess candidates’ proficiency in knowledge of current levels of
functioning in learners with severe disabilities, planning instruction or activities that are
appropriate and sensitive to the learner’s language, culture, and familial background, as well as
include a review of current literature to document the rationale for selection of the specific lesson
and strategies.
A description of how this assessment specifically aligns with the standards
The key assessment aligns with the standards in the following ways:
Key Assessment Task
Conduct a literature review and synthesize an evidence-based rationale
from literature in the field of mental retardation and physical
disabilities in a specific content area within the scope and sequence of
general and special curricula.
Write short term objectives for the learner with a severe/multiple
disability, includes partial conditions, behavior, and criteria in the
correct sequence
Provide a task analysis for the general education curriculum area
containing detailed steps of the procedures that are appropriate for a
learner with severe/multiple disability and that include steps for
assistance by paraeducators.
Adapt curriculum materials to include the use of assistive technology
and show creativity for the learner with a severe/multiple disability.
Alignment with Standard
Standard 4: ICC4K1, IIC4S1
Standard 7: ICC7K1, ICC7K2
Standard 9: ICC9S13
Standard 4: PH4K1, IIC4S5
Standard 5: MR5K1, IIC5S3, IIC5S4
Standard 6: ICC6S2, MR6S1
Standard 7: ICC7S10, ICC7S5,
ICC7K5, IIC7S2
Standard 7: ICC7S11, MR7S1, IIC7S5
The assessment tool or description of the assignment
During the semester the teacher candidate is required to submit 3 lesson plans for learners who
are severe/multiply disabled including deafblindness in their settings. The following areas are
addressed in the lesson plan:
1.
The teacher candidate provides evidenced –based rationale from current literature form
the basis of instructional practice specifically related specifically to learners who are
severe/multiply impaired by using theories/research as a basis for a lesson. (ICC4K1, ICC7K1,
ICC7K2 ICC9S13, IIC4S1)
2.
The teacher candidate writes individualized long range goals and objectives for learners
who have a range of functioning levels .by incorporating modifications to the curriculum and
providing instructional practices, strategies and adaptations to accommodate physical and
communication characteristics of learners. (PH4K1, IIC4S5)
3.
The teacher candidate prepares lesson plans by providing a detailed task analysis
including communication strategies and AAC equipment when appropriate through a positive
learning environment. (MR5K1, ICC6S1, MR6S1, ICC7S10, ICC7S5, IIC5S3, IIC5S4,
IIC7S2)
4.
The teacher candidate prepares and organizes materials, uses specialized instructional
strategies and implements the lessons with modifications and adaptations with the assistance of
para educators for learners who are severe/multiply impaired. (ICC7S11, MR7S1, IIC7S4,
IIC7S5).
Lesson Plan Outline:
Age of Student:
Description of Student: (e.g. motor, speech, visual and auditory function)
Grade Level:
Setting:
Classroom Organization: (small group, cooperative lesson, one to one)
Materials: ICC7S11
Assistive Technology Devices: ICC7S11
New York State Learning Standard of Lesson:
Rationale of Lesson: Connection between previous lesson and current lesson
Rationale from Literature: (use at least two references within 5 years) APA style and how the
literature review applies to this lesson ICC4K1
Long Term Content Goal:
Short Term Behavioral Objectives: What will the learner be able to do at the end of the
lesson?
Prerequisite Skills: What are the sequential prerequisite skills? (List them)
Step by Step Procedure of Lesson: Sequence of outcomes that lead to the lesson objectives,
breaking it down into fine components and differentiated instruction.
Evaluation of the Lesson: Reflection (positive as well as areas of change and improvement)
Follow-up Lesson:
The scoring guide for the assessment
CEC Standard
Assessment/
Does Not Meet Standard
Evidence
Review of the
Standard 4:
The teacher candidate
Literature in a
ICC4K1, IIC4S1
provides and synthesizes a
specific content
Evidenceweak evidence-based rationale
area
based/Researchfrom literature in the field of
supported practices
mental retardation and physical
Standard 7:
ICC7K1 Theories and
disabilities in a specific content
research
area.
ICC7K2 Scope and
sequence
Meets Standard
Above Standard
The teacher candidate
provides and synthesizes
a satisfactory evidencebased rationale from
literature using the scope
and sequence for the
lesson plan in the field of
mental retardation and
physical disabilities in a
specific content area.
The teacher candidate
provides a few current
references in correct APA
style which are reflected in
the lesson plan.
The teacher candidate
provides and synthesizes a
comprehensive evidencebased rationale from
literature using the scope
and sequence for the
lesson plan in the fields of
mental retardation and
physical disabilities in a
specific content area.
The teacher candidate
provides numerous
appropriate current
references in correct APA
style which are reflected in
the lesson plan.
The teacher candidate
writes short term
objectives that are
appropriate to the learner
with a severe/multiple
disability that fully describe
conditions, behavior, and
criteria in the correct
sequence.
.
The teacher candidate
provides a comprehensive
task analysis for the
general education
Standard 9:
ICC9S13 Evidence
Current
references/APA
format
The teacher candidate
provides a minimum of current
references in correct APA style.
Standard 4:
PH4K1, IIC4S5
Instructional practices,
methods, and strategies
to accommodate
physical and
communication
characteristics and
compensate for deficits
in students with
severe/multiple
disabilities
Standard 5:
MR5K1, IIC5S3,
IIC5S4 Approaches to
structuring creative
positive learning
Objectives for
learners with
severe/multiple
disabilities
The teacher candidate writes
inappropriate short term
objectives for the learner with a
severe/multiple disability that
includes weak conditions,
behavior, and criteria.
The teacher candidate
writes satisfactory short
term objectives for the
learner with a
severe/multiple disability,
includes partial conditions,
behavior, and criteria in
the correct sequence.
Step by step
analysis of
procedure for a
learner with
severe/multiple
The teacher candidate’s task
analysis for the general
education curriculum area
contains minimal steps of the
The teacher candidate
provides an adequate task
analysis for the general
education curriculum area
environments in a
variety of educational
settings.
Standard 6:
ICC6S2
Communication
Strategies
MR6S1 Plan
instruction on the use
of AAC systems.
Standard 7:
ICC7S10 Prepare
lesson plans
ICC7S5 Task Analysis
ICC7K5 Para
educators
IIC7S2 Age and ability
appropriate instruction
Standard 7
ICC7S11
Prepare and organize
materials for lesson
plan
MR7S1Select and use
specialized strategies
for an individual with
mental retardation and
developmental
disabilities
ICC7S5 Interpret
sensory and physical
information to create
or adapt learning plans
disabilities.
procedures for a learner with a
severe/multiple disability. Few
of the components of the task
analysis were implemented with
the assistance of
paraeducators.
containing some detailed
steps of the procedures
that are appropriate for a
learner with a
severe/multiple disability.
Some of the components
of the task analysis were
implemented with the
assistance of
paraeducators.
curriculum area containing
fully detailed steps of the
procedures that are
appropriate for a learner
with a severe/multiple
disability. The task
analysis was appropriately
implemented with the
assistance of
paraeducators.
Curriculum
adaptations for a
learner with
severe/multiple
disabilities.
The teacher candidate’s
adapted materials lacked
creativity and were minimally
appropriate for the learner with
a severe/multiple disability.
The teacher candidate’s
adapted materials
including the use of
assistive technology were
adequate and showed
some evidence of
creativity for the learner
with a severe/multiple
disability.
The teacher candidate’s
adapted materials
including the use of
assistive technology were
creative, outstanding and
highly appropriate for the
learner with a severe/
multiple disability.