ࡱ> - [bjbjDD 7&vSh&vSh##0#!,((!(l!D3x#x#K#(X 2: Categories of EvaluationsConsistently Exceeds Standards  Exceeds Some Standards Meets Standards Inconsistently Meets Standards Does Not Meet Standards 54321Writing Competence: Candidate demonstrates professional written communication skills Candidate demonstrated professional writing skills with a rating of 4+ in 4-5 elements 1-5 below. Candidate demonstrated professional writing skills with a rating of 4 in 3 of 5 elements 1-5 below.Candidate demonstrated professional writing skills with a rating of 3 in all 5 elements 1-5 below.Professional writing skills were not demonstrated given the rating of 1 or 2 in 2 elements 1-5 below.Professional writing skills were not demonstrated given the rating of 1 or 2 in 3 or more elements 1-5 below.Form (CEC Adv St. 1, 4, & 6; CEC/ASCI 1S3, 4K1, 4S2, 4S3, & 6S2; CEC/SEAIS 6K1, 6S4; CEC/SEBIS 6S1; IL CAS 4; EIU GSLG 1, 2, 3, & 4)  FORMCHECKBOX  Design  FORMCHECKBOX  Implementation Candidates writing of a curriculum adaptation project incorporates evidenced-based instructional and assessment strategies that are adapted and in alignment with the learning styles, cultural values, and output modes of the learners. Material descriptions have a clear focus and show modification. Structure of the project demonstrates a level of adaptation to result in positive impact on P-12 learners.Candidates writing of a curriculum adaptation project incorporates evidenced-based instructional and assessment strategies that are adapted and in alignment with the learning styles, cultural values, and output modes of the learners, but lack clarity. Material descriptions show modification, but lack clarity. Structure of the project demonstrates a level of adaptation to result in positive impact on P-12 learners.Candidates writing of a curriculum adaptation project incorporates evidenced-based instructional strategies that are adapted and in alignment with the learning styles, cultural values, and output modes of the learner. Material descriptions are provided. Structure of the project demonstrates a level of adaptation to result in positive impact on P-12 learners.Candidates writing of a curriculum adaptation project incorporates modification of instructional strategies that lack consistent alignment with the learning styles, cultural values, and output modes of the learner. Material descriptions are provided, but show little modification. Structure of the project lacks a level of adaptation resulting in a lack positive impact on P-12 learners.Candidates writing of a curriculum adaptation project incorporates modification of instructional strategies that are not in alignment with the learning styles, cultural values, and output modes of the learner. Structure of the project lacks a level of adaptation resulting in a lack positive impact on P-12 learners. Categories of EvaluationsConsistently Exceeds Standards  Exceeds Some Standards Meets Standards Inconsistently Meets Standards Does Not Meet Standards Candidate demonstrates professional written communication skills54321Organization (CEC Adv St. 1, 3, 4, & 6; CEC/ASCI 1S3, 3S4, 4K1, 4S2, 4S3, & 6S2; CEC/SEAIS 3K2, 6K1, 6S4; CEC/SEBIS 6S1; IL CAS 4; EIU GSLG 1, 2, 3, & 4)  FORMCHECKBOX  Design  FORMCHECKBOX  Implementation Candidate develops a curriculum adaptation project that incorporates the mandatory components. The project contains learner work samples pre and post adaptation, and demonstrates impact on P-12 learners with exceptional learning needs. A variety of adaptations are documented and appropriate to the learner with exceptional learning needs.Candidate develops a curriculum adaptation project that incorporates the mandatory components. The project contains learner work samples pre and post adaptation, and demonstrates impact on P-12 learners with exceptional learning needs. Adaptations are documented and appropriate to the learner with exceptional learning needs, but lack variation.Candidate develops a curriculum adaptation project that incorporates the mandatory components. The project contains a description of learner work samples pre and post adaptation, and demonstrates impact on P-12 learners with exceptional learning needs. Adaptations appear appropriate.Candidate develops a curriculum adaptation project that incorporates the mandatory components. The project contains a description of learner work samples pre and/or post adaptation, adaptations at times lack appropriateness. Consequently, impact on P-12 learners with exceptional learning needs is not evident.Candidate develops a curriculum adaptation project that lacks the mandatory components. The project may or may not contain a description of learner work samples pre and/or post adaptation. When provided, adaptations generally lack appropriateness. Consequently, impact on P-12 learners with exceptional learning needs is not evident.Development (CEC Adv St. 1,4, & 6; CEC/ASCI 1S3, 4K1, 4S2, 4S3, & 6S2; CEC/SEAIS 6S4; CEC/SEBIS 6S2; IL CAS 4; ; EIU GSLG 2, 3, & 4)  FORMCHECKBOX  Design  FORMCHECKBOX  Implementation Candidate develops a curriculum adaptation project that is supported by a variety of curriculum-based assessment data inclusive of student work samples. Assessment data justify instructional strategies, material and assessment strategies adaptation. Candidate develops a curriculum adaptation project that is supported by a variety of curriculum-based assessment data Student work samples lack relevance at times to the modifications. Assessment data justify instructional strategies, material and assessment strategies adaptation. Candidate develops a curriculum adaptation project that is supported by curriculum-based assessment data. Assessment data inconsistently justify instructional strategies, material and assessment strategies adaptation. Student work samples are not provided.Candidate develops a curriculum adaptation project that is inconsistently supported by curriculum-based assessment data. Assessment data inconsistently justify instructional strategies, material and assessment strategies adaptation. Student work samples are not provided.Candidate develops a curriculum adaptation project that lacks support from curriculum-based assessment data. Assessment data do not justify instructional strategies, material and assessment strategies modification. Student work samples are not provided. Categories of EvaluationsConsistently Exceeds Standards  Exceeds Some Standards Meets Standards Inconsistently Meets Standards Does Not Meet Standards 54321Style (CEC Adv St. 1 & 6; CEC/ASCI 1S4, 4K1, 4S2, & 6S4; CEC/SEAIS 1S3; IL CAS 3; EIU GSLG 2, 3, & 4)  FORMCHECKBOX  Design  FORMCHECKBOX  ImplementationCandidate writes using clear and precise language that can be understood by both professionals and families. Content terminology is accurate and when appropriate, explained within the project and illustrated with examples.Candidate writes using language that may be understood by both professionals and families. Content terminology is accurate. Explanations of content terminology are defined within the project, but wordy. Illustrative examples are not provided.Candidate writes using imprecise language resulting in a lack of clarity. Content terminology tends to be inaccurate and lacks explanation.Mechanics  FORMCHECKBOX  Design  FORMCHECKBOX  ImplementationCandidates writing contains less than 3 errors in spelling and/or punctuation. Candidates writing contains a total of 3-5 errors in spelling and/or punctuation.Candidates writing contains more than 3-5 errors in spelling and/or punctuation. Candidate is required to rewriteProfessional Presentation: Candidate advocates using curricular adaptation and assures the integrity and dignity of the learner and the learning environment (CEC Adv. St. 6.3; CEC/ASCI 6K1,6K2, & 6S1; CEC/SEAIS 6K1; CEC/SEBIS 6K1 & 6S1; IL CAS 8; IL BIS 8B & 8C; ; EIU GSLG 1 and 5)  FORMCHECKBOX  Design  FORMCHECKBOX  Implementation Candidate advocates for using curricular adaptation in a way that assures the legal rights, integrity and dignity of the learner and the instructional environment. Candidate uses non-labeling language. Candidate effectively organizes project content by demonstrating sequential steps of the curriculum adaptation process resulting in impact on P-12 learning.Candidate advocates for the use of curricular adaptation and assures the legal rights, integrity and dignity of the learner and the instructional environment. Candidate uses non-labeling language. Candidate holistically demonstrates the curriculum adaptation process demonstrating the potential for positively impacting the P-12 learning.Candidate advocates for the use of curricular adaptation, but the process does not assure the legal rights, integrity and/or dignity of the learner and the instructional environment. Candidate uses labeling language. Candidate incorporates the required components into the project, but the candidate lacks organization resulting in an inability to demonstrate impact on P-12 learning.Categories of EvaluationsConsistently Exceeds Standards  Exceeds Some Standards Meets Standards Inconsistently Meets Standards Does Not Meet Standards Required Components54321Candidate demonstrates skills in identifying and defining learner target behavior (CEC Adv St. 3; CEC/ASCI 3K1; CEC/SEAIS 3K4 & 3K5; CEC/SEBIS 3K1, 3K4, & 3S2; IL. CAS 2F & 5B; IL BIS 1E, 1F, & 1G; ; EIU GSLG 1)  FORMCHECKBOX  Design  FORMCHECKBOX  ImplementationCandidate accurately explains the impact of the disability on learning and skill development. Learner behavior to be targeted for change is defined and is observable, measurable, and data driven. Additional contextual information impacting the severity of the behavior is discussed ( ex. environmental variables, learning style dissonance with environmental requirements, communication needs, linguistic diversity, cultural factors, etc.), and data driven.Candidate accurately explains the impact of the disability on learning and skill development. Learner behavior to be targeted for change is defined and is observable, measurable, and data driven. Additional contextual information impacting the severity of the behavior is discussed ( ex. environmental variables, learning style dissonance with environmental requirements, communication needs, linguistic diversity, cultural factors, etc.), but is not data driven.Candidate accurately explains the impact of the disability on learning and skill development. Learner behavior to be targeted for change is defined, but is not clearly observable and measurable. Additional contextual information impacting the severity of the behavior is discussed ( ex. environmental variables, learning style dissonance with environmental requirements, communication needs, linguistic diversity, cultural factors, etc.), but is not clear enough to determine how the target behavior is impacted.Candidate accurately explains the impact of the disability on learning and skill development. Learner behavior to be targeted for change is defined, but is not observable and measurable. Additional contextual information impacting the severity of the behavior is discussed ( ex. environmental variables, learning style dissonance with environmental requirements, communication needs, linguistic diversity, cultural factors, etc.), but is not clear enough to determine how the target behavior is impacted.Candidate inaccurately explains the impact of the disability on learning and skill development. Learner behavior to be targeted for change is defined, but is not observable and measurable. Additional contextual information impacting the severity of the behavior is discussed ( ex. environmental variables, learning style dissonance with environmental requirements, communication needs, linguistic diversity, cultural factors, etc.), but is not clear enough to determine how the target behavior is impacted. Categories of EvaluationsConsistently Exceeds Standards  Exceeds Some Standards Meets Standards Inconsistently Meets Standards Does Not Meet Standards 54321Candidate demonstrates skills in assessing the learners performance (CEC Adv St 1.2; CEC/ ASCI 1K2, 1K4, 1S1, & 1S3; CEC/SEAIS 1S1 & 1S2; CEC/SEBIS 3S3; IL. CAS 3A, 3C, & 3F; IL BIS 3D; EIU 1, 2, & 4; CAEP GPS 1 )  FORMCHECKBOX  Design  FORMCHECKBOX  ImplementationAs evidenced in the lesson plans, candidate utilizes a variety of pre and post assessment strategies to determine the curricular adaption for individuals with exceptional learning needs. Assessment strategies are in alignment with the learners learning style and curriculum needs.As evidenced in the lesson plans, candidate utilizes a variety of pre and post assessment strategies to determine the curricular adaption for individuals with exceptional learning needs. Assessment strategies are in alignment with the learners curriculum needs.As evidenced in the lesson plans, candidate utilizes a variety of pre and post assessment strategies to determine the curricular adaption for individuals with exceptional learning needs. Assessment strategies are in alignment with the learners learning style and curriculum needs. Assessment strategies lacked creativity.As evidenced in the lesson plans, candidate fails to utilize a variety of pre and post assessment strategies to determine the curricular adaption for individuals with exceptional learning needs. Assessments inconsistently aligned with the learners learning style and curriculum needs.As evidenced in the lesson plans, candidate fails to utilize a variety of pre and post assessment strategies to determine the curricular adaption for individuals with exceptional learning needs. Most assessment tasks were paper-pencil and lacked creativity. Assessments were not in alignment with the learners learning style and curriculum needs.Candidate demonstrates skills in planning and implementing the adaptation (CEC Adv St. 2.2 & 2.3; CEC/ASCI 3K2, 3K6, 3S1,3S2, 3S3, 4K1, 4S1, 4S2, & 4S3; CEC/SEAIS 3K2, 3K3, 3K5, 3S1, 3S2, 3S5, 4K1, & 4K2; CEC/SEBIS 3K2, 3K3, 4K1, & 4S2; IL. CAS 4B, 4D, 4F, 4G, 4I, 6A, 6G, 6H, 6I, 6J, & 6K; IL BIS 4A & 5B; EIU 1, 2, & 4; CAEP GPS 1, 2, and 4)  FORMCHECKBOX  Design  FORMCHECKBOX  ImplementationCandidate develops and implements a developmentally appropriate and culturally responsive adaptation and targets a needed academic/ social/functional skill of the learner. Candidate uses research and learner needs to drive the selection of the least intrusive adaptation. Candidate uses the adaptation to support and engage the learner in independently accessing and participating in meaningful learning opportunities across learning environments.Candidate selects and implements a developmentally appropriate and culturally responsive adaptation and targets a needed academic/ social/functional skill of the learner. Candidate uses the learners needs to drive the selection of the least intrusive adaptation. However, it is not evident that the candidate used research in making the selection. Candidate uses the adaptation to support the learner in accessing and participating in learning opportunities within the classroom.Candidate identifies, various adaptations and attempts to target a needed academic/ social/functional skill of the learner with exceptional learning need. However, it is not apparent that the candidate could use the adaptation to address the needs of the learner. As a result, the candidate does not demonstrate that the use of the adaptation would assist the learner in accessing learning opportunities in the classroom.Categories of EvaluationsConsistently Exceeds Standards  Exceeds Some Standards Meets Standards Inconsistently Meets Standards Does Not Meet Standards 54321Candidate demonstrates skills in collecting and analyzing data (CEC Adv St. 1.2; CEC/ ASCI 1K2, 1K4, 1S1, 1S2, 1S3, & 1S4; CEC/SEAIS 1K4, 1S1, 1S2, 1S3, & 1S4; CEC/SEBIS 1S1; IL. CAS 3A, 3C, 3F & 3H; EIU GSLG 1, 2, & 4; CAEP GPS 1 and 4)  FORMCHECKBOX  Design  FORMCHECKBOX  ImplementationCandidate systematically and purposefully monitors the effectiveness of the curricular adaptation by appropriately using quantitative and qualitative data collection procedures to record pre and post data on the target behavior inclusive of an error analysis. Candidate identifies both random and pattern errors. Candidate effectively selects and uses a research design to graphically display data in a manner that demonstrates the impact of the adaptation on the learners target behavior. Candidate systematically monitors the effectiveness of the curricular adaptation by appropriately using quantitative data collection procedures to record pre and post data on the target behavior. Although the candidate identifies the errors made, error patterns are not identified. Candidate selects and uses a research design to graphically display data. However, the candidate selects and uses a research design that is not effectively align with measuring the impact of the adaptation on the learners target behavior.Candidate monitors the effectiveness of the curricular adaptation by appropriately using quantitative data collection procedures to record pre and post data. However, the candidate does not identify errors made by the learner. Candidate selects and uses a research design to graphically display the pre and post data. However, the candidate presents the research design phases on different graphs impacting data. Candidate attempts to monitors the effectiveness of the curricular adaptation by using quantitative data collection procedures to record pre and post data. However, the candidate uses a data collection procedure that skews the data. Candidate selects and uses a teacher research design. Consequently, the impact of the adaptation on the learners target behavior cannot be verified. Candidate ineffectively monitors the effectiveness of the curricular adaptation by using quantitative data collection procedures to record post data. The candidate may or may not use an appropriate data collection procedure. Candidate graphically displays the post data. Because no pre data exists, the impact of the adaptation on the learners target behavior cannot be determined.  Categories of EvaluationsConsistently Exceeds Standards  Exceeds Some Standards Meets Standards Inconsistently Meets Standards Does Not Meet Standards 54321Candidate demonstrates skills in reflecting on impact (CEC Adv St. 6.2; CEC/ASCI 4S2, 6K2, 6S2; CEC/SEAIS 4S1; CEC/SEBIS 4S2; IL. CAS 9A; EIU GSLG 5; CAEP GPS 6)  FORMCHECKBOX  Design  FORMCHECKBOX  ImplementationBased on the learner data, the candidate formatively reflects on his/her strengths and challenges in participating in the steps of the curriculum adaptation process. Candidate discusses changes that could be made to enhance learner impact, variables that may have impeded the impact of the adaptation from selection to implementation. Candidate provides ideas to modify the existing adaptation in order to strengthen learner growth. Candidate supports ideas for modifying or altering the adaptation with relevant data and supporting examples of implementation. Candidate summatively reflects on the curriculum adaptation process. Candidate reflects on his/her strengths and challenges in selecting and implementing the curriculum adaptation. Candidate describes changes in implementation that could be made to enhance learner impact. Candidate provides ideas to modify the existing adaptation to strengthen learner growth. However, the candidate the utility of the ideas do not appear to be data driven.Candidate holistically reflects on the curriculum adaptation process. Candidate reflects on his/her challenges in selecting or implementing the curriculum adaptation. However, the candidate does not reflect on the strengths he/she brought to the curriculum adaptation process. Candidate identifies changes that could be made to enhance learner impact, but the candidate focuses solely on his/her ineffective decisions as impacting the effectiveness of the adaptation. Consequently, the candidate provides a limited scope of ideas to modify the existing adaptation to strengthen learner growth. Candidate holistically reflects on the curriculum adaptation process. Candidate reflects solely on the strengths in selecting or implementing the curriculum adaptation. Candidate identifies changes that could be made to enhance learner impact, but the candidate focuses solely on his/her effective decisions as impacting the effectiveness of the adaptation. Consequently, the candidate does not accurately perceive how the adaptation can be altered to strengthen learner growth.Candidate attempts to reflect on the curriculum adaptation process. However, the candidate focuses on the successes and challenges of the learner in using the adaptation. Consequently, the candidate targets the learners need to change to improve learning.     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