HOW will you help this child continue to develop? Be sure to look at the rubric and closely follow the guidelines for writing the ***Remember to keep your student’s name and information confidential. It should be a professional document: word processed, size 12 font, double spaced, and written with correct grammar, punctuation, and spelling. The product should be between 7-9 in length. Charts are fine. Case Study 100 points Distinguished Meets Does not Meet Element 90-100% 70-90% Needs Improvement <70% Extensive background Adequate background Little or no background Understanding of knowledge that knowledge that knowledge that specifically human specifically demonstrates specifically demonstrates demonstrates development understanding of typical understanding of typical understanding of typical 20 points and atypical human and atypical human and atypical human growth School of growth and development. growth and development. and development. Little to Education Extensive use of relevant Strong linkage to data. no data provided. Conceptual data. Common Common developmental Common developmental Foundation developmental misconceptions relevant misconceptions are poorly Objective #2 misconceptions specific to age group are addressed. InTASC #2 to the individual are addressed. #1 addressed. Planning- Using Knowledge of students- Rubric 2 Extensive relevant Relevant learning Few learning opportunities Teaching learning opportunities are opportunities are are described that support implications of described that support described that support intellectual, social, and developmental intellectual, social, and intellectual, social, and personal development, and/ issues personal development, personal development, or are poorly linked to 30 points are clearly linked to are linked to identified identified developmental InTASC #2 identified developmental developmental differences, and/or School of differences, and differences, and demonstrate limited levels Education demonstrate high levels demonstrate high levels of expectations. Conceptual of expectations. of expectations. Experiences do not reflect Foundation Experiences clearly Experiences reflect the the educational ECSP Outcome reflect the educational educational implications implications of #4 implications of of characteristics of characteristics of various EdTPA #1 characteristics of various various exceptionalities. exceptionalities. Planning- exceptionalities; Justifies Justifies why learning Justification for learning Knowledge of why learning tasks are tasks are appropriate are either missing or students- Rubric 3 appropriate using using examples from represents a deficit view of examples from prior prior learning or students. learning and examples of examples of personal personal assets assets
HOW will you help this child continue to develop? Be sure to look at the rubric and closely follow the guidelines for writing the ***Remember to keep your student’s name and information confidential. It should be a professional document: word processed, size 12 font, double spaced, and written with correct grammar, punctuation, and spelling. The product should be between 7-9 in length. Charts are fine. Case Study 100 points Element Distinguished 90-100% Meets 70-90% Does not Meet Needs Improvement <70% Understanding of human development 20 points School of Education Conceptual Foundation Objective #2 InTASC #2 #1 Planning- Using Knowledge of students- Rubric 2 Extensive background knowledge that specifically demonstrates understanding of typical and atypical human growth and development. Extensive use of relevant data. Common developmental misconceptions specific to the individual are addressed. Adequate background knowledge that specifically demonstrates understanding of typical and atypical human growth and development. Strong linkage to data. Common developmental misconceptions relevant to age group are addressed. Little or no background knowledge that specifically demonstrates understanding of typical and atypical human growth and development. Little to no data provided. Common developmental misconceptions are poorly addressed. Teaching implications of developmental issues 30 points InTASC #2 School of Education Conceptual Foundation ECSP Outcome #4 EdTPA #1 Planning- Knowledge of students- Rubric 3 Extensive relevant learning opportunities are described that support intellectual, social, and personal development, are clearly linked to identified developmental differences, and demonstrate high levels of expectations. Experiences clearly reflect the educational implications of characteristics of various exceptionalities; Justifies why learning tasks are appropriate using examples from prior learning and examples of personal assets Relevant learning opportunities are described that support intellectual, social, and personal development, are linked to identified developmental differences, and demonstrate high levels of expectations. Experiences reflect the educational implications of characteristics of various exceptionalities. Justifies why learning tasks are appropriate using examples from prior learning or examples of personal assets Few learning opportunities are described that support intellectual, social, and personal development, and/ or are poorly linked to identified developmental differences, and/or demonstrate limited levels of expectations. Experiences do not reflect the educational implications of characteristics of various exceptionalities. Justification for learning are either missing or represents a deficit view of students.
NAGC%20Syllabus%20Intro%20to%20Exceptionalities.docx