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SPE 358 Characteristics of Students with Physical and Health Impairments and Math and ELA Strategies to Teach Individuals with PHI Benchmark Assessment and Rubric

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Targeted Essential Learning

An effective teacher will have an in-depth knowledge of their content area and is able to successfully individualize instruction for students with disabilities by modifying the learning environment. Effective teachers recognize instructional planning involves adaptations of general and special curricula and the selection of appropriate modifications. (InTASC 4, 8; CEC 2, 3)

Assessment Tool Selected

Essay

Specific Performance/Task(s)

·            Adapt instruction based on student needs. (InTASC 4f)

·            Select, adapt, create, and use curricular materials. (CEC 3.1)

·            Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (InTASC 8(a))

·            Select, adapt, and use techniques to modify learning environments. (CEC 2.2)

·            Design instruction to meet individual student needs. (InTASC 4(f))

Relevancy of Task to Teacher Candidate

Special Education teachers must be able to identify, evaluate, and implement accommodations and/or modifications to assist learners with physical and/or health impairments.

Assessment: Student Prompts/Teacher Directions

1)      Individual: Accommodating Physical and Other Health Impairments (Benchmark Assessment)

a)      General practicum information:

i)        Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form.

ii)       Students should fill out the Practicum Placement Form and Observation Record. Complete the form with the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the form to the course instructor along with your Benchmark Assessment.               

iii)     Select 3 classrooms that serve students with physical and/or health impairments. Two observations must be in different grade levels and one placement must be in a Title 1 school. Each observation will be a minimum of 5 hours (20 hours total practicum experience). Let the classroom teacher know you are working to identify and evaluate instructional, behavioral, and social skills accommodations/modifications for students with physical and/or health impairments.

(1)    Note: You may choose to do one of the 5-hour observations in a regular educational setting which serves at least one student with a physical and/or health impairment.

b)      Benchmark Assessment:

i)        Identify a minimum of 10 accommodations and/or modifications that the teachers used to assist students with physical and/or health impairments. Describe them in detail and then evaluate them according to research findings from a minimum of five references. Use the GCU eLibrary for your research. Make suggestions regarding more appropriate accommodations and/or modifications. This section of your essay is entitled Research-based Evaluation of Accommodations and/or Modifications.

ii)       Select three accommodations/modifications to implement with a student who has a physical or health impairment (you may use three different students if desired). Implement them under the auspices of the mentor teacher. Conduct the implementation with the following questions in mind for the section of the essay entitled Self-evaluation of Accommodations/Modifications Implementation:

(1)    What were the accommodations/modifications you implemented? Why did you choose them?

(2)    Did the implementation of the accommodations/modification unfold smoothly and effectively? Why or why not?

(3)    What element(s) of the accommodations/modification was/were most effective?

(4)    What aspect(s) of the accommodations/modification was/were difficult to facilitate? Did it negatively impact the overall success of the lesson? How so?

(5)    How did you interpret the level of student engagement and motivation during the implementation of the accommodations/modifications? How would you suggest it to be modified to heighten its effectiveness?

(6)    Defend your use of, or your rejection of, each accommodations/modification within this section of the essay.

2)      Obtain parental permission to access the student’s IEP (or choose one of the three students). Analyze the student’s IEP and answer the following questions as the third section of your Benchmark Assessment essay entitled IEP Analysis:

(1)    Which accommodations/modifications are listed in the IEP that would be effective to use with this student?

(2)    Which accommodations/modifications are listed in the IEP that would not be effective to use with this student?

(3)    Are there any modifications/accommodations that are not considered or discussed in the IEP that would be effective to use with this student? Explain.

ii)       Write a 1250-1500 word essay that encompasses the three sections. Ensure that responses to the above questions are inherent within the essay and not simply short answer. Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is required. Cite in-text and in the References section.

iii)     Submit the following materials to your instructor by Module 8.

Scoring Tool/Guide (Rubric)

Educational Implications for Students with Physical and Health Impairments

Criteria

% Value

1: Unsatisfactory

2: Less Than Satisfactory

3: Satisfactory

4: Good

5: Excellent

% Scaling

 

0%

65%

75%

85%

100%

Content – 85%

Educational Implications for Students with Physical and Health Impairments

InTASC 4

CEC 3

 

45%

One  to two accommodations and/or modifications are identified, but not described.

 

 

 

 

Three to four accommodations and/or modifications are identified, but not described.

Less than 5 references are cited.

 

 

 

 

Five accommodations and/or modifications are described in full.

Evaluations of the accommodations/modifications are cited with 5 references.

 

Six to seven accommodations and/or modifications are completely described.

Essay clearly describes and evaluates the accommodations/ modifications. Six to seven references are cited. An attempt at suggesting alternative accommodations/ modifications is made.

 

 

 

Eight to ten accommodations and/or modifications are skillfully described.

Essay thoroughly and accurately describes and evaluates the accommodations/modifications. Seven+ references are cited. Creative suggestions for alternative accommodations/ modifications are proposed.

 

 

 

Self-evaluation of Accommodations/ Modifications Implementation

InTASC 8

CEC 2

 

40%

 Fails to self-evaluate required implementation plan. A rationale to use or reject each accommodation/modification is not stated.

 

Essay section notes minimal accommodations/ modifications, but does not sufficiently address the ease of their implementation, effectiveness, and impact on lesson. A rationale to use or reject each accommodation/ modification is not stated.

Essay section describes a minimum of 3 accommodations/ modifications and addresses the ease of their implementation, effectiveness, impact on lesson, and student engagement /motivation. A rationale to use or reject each accommodation/ modification is stated.

The rationale to use or reject each accommodation/ modification is relevant and focused.

Student’s insights during the implementation process are significant and credible.

Organization and Effectiveness – 10%

Essay Structure, Paragraph Development, and Transitions

5%

 

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.

 

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

 

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

 

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope.

 

There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.

Mechanics of Writing (includes spelling, punctuation, grammar)

 

5%

 

Surface errors are pervasive enough that they impede communication of meaning.

 

 

 Frequent and repetitive mechanical errors distract the reader.

 

Some mechanical errors or typos are present, but are not overly distracting to the reader.

 

Prose is largely free of mechanical errors, although a few may be present.

 

Writer is clearly in control of standard, written American English.

 

Format – 5%

APA Format and Style Requirements

5%

APA format and style are not evident.

Title page is present, though missing APA elements; in-text citations, where necessary, are used though formatted inaccurately, but not referenced.

All key elements of an APA title page are present; an abstract is present and formatted correctly; in-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style.

Plan elements are theoretically supported with accurate citations and references.

A broad understanding of APA format and style is evident in use of level headings and lists, for example.

 

 

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