Transition Plan Transition plan is present and Transition plan is present but does Transition plan is either not present or 10 points reflects strengths of the student not necessarily reflect individual not focused on strengths of the student strengths of the student but appears written for a student “standard” Mechanics There is use of appropriate grammar, There is use of appropriate is inappropriate grammar, 5 points mechanics and spelling; product grammar, mechanics and spelling; mechanics or spelling; product does not looks professional product looks professional look professional Individual Reflection Group process Group process is described; Group process is described; Group process is poorly described; 10 points individual contribution is individual contribution is individual contribution is not appropriately assessed appropriately assessed appropriately assessed Usefulness and Linkages between the written IEP Linkages between the written IEP Linkages between the written IEP and validity and the student documented needs is and the student documented needs the student documented needs is poorly 10 points clearly explained is mostly explained explained Connections to Aspects of the course, such as: Aspects of the course, such as: Aspects of the course, such as: course work Cultural differences Cultural differences Cultural differences made Teaching/Learning Teaching/Learning Teaching/Learning Strategies 10 points Strategies Strategies Classroom Management Classroom Management Classroom Management Assessment Strategies Assessment Strategies Assessment Strategies Are less than 75% linkages to the Are made and linked to the IEP Are made with 75% linkage and course content, but are not explicitly process. vaguely linked to the IEP process. linked to the IEP process or are so vague that it is difficult to draw connections between the course and the IEP.
Transition Plan 10 points Transition plan is present and reflects strengths of the student Transition plan is present but does not necessarily reflect individual strengths of the student but appears written for a “standard” student Transition plan is either not present or not focused on strengths of the student Mechanics 5 points There is use of appropriate grammar, mechanics and spelling; product looks professional There is use of appropriate grammar, mechanics and spelling; product looks professional is inappropriate grammar, mechanics or spelling; product does not look professional Individual Reflection Group process 10 points Group process is described; individual contribution is appropriately assessed Group process is described; individual contribution is appropriately assessed Group process is poorly described; individual contribution is not appropriately assessed Usefulness and validity 10 points Linkages between the written IEP and the student documented needs is clearly explained Linkages between the written IEP and the student documented needs is mostly explained Linkages between the written IEP and the student documented needs is poorly explained Connections to course work made 10 points Aspects of the course, such as: Cultural differences Teaching/Learning Strategies Classroom Management Assessment Strategies Are made and linked to the IEP process. Aspects of the course, such as: Cultural differences Teaching/Learning Strategies Classroom Management Assessment Strategies Are made with 75% linkage and vaguely linked to the IEP process. Aspects of the course, such as: Cultural differences Teaching/Learning Strategies Classroom Management Assessment Strategies Are less than 75% linkages to the course content, but are not explicitly linked to the IEP process or are so vague that it is difficult to draw connections between the course and the IEP.
NAGC%20Syllabus%20Intro%20to%20Exceptionalities.docx