1 2 3 Score Explain why it is Gives a limited Gives a clear Gives a clear important for explanation of explanation of explanation of educators to why it is why it is why it is understand FASD. important for important for important for educators to educators to educators to understand understand understand FASD. FASD while FASD while showing some showing a deep understanding understanding of the theory of the theory presented. presented. Describe the Gives a Accurately Clearly primary disabilities superficial describes the describes the and possible description of primary primary resulting the primary disabilities and disabilities and secondary disabilities with shows some makes disabilities. little or not connections appropriate and connection to between primary insightful secondary and secondary connections disabilities. disabilities between primary through and secondary examples. disabilities through examples. Demonstrate an Explains that all Shows that all Shows that all understanding learners have learners have learners have that all learners unique needs unique needs unique needs have unique and strengths and strengths and strengths needs and including with appropriate through strengths. superficial or no examples. appropriate and examples. insightful examples. Learner will be able to develop appropriate accommodations for learners with FASD. Summative Assessment Rubric for completed LEIC Planning Tool 1 2 3 Score Connecting Creates Creates Creates realistic primary and accommodations appropriate and appropriate
1 2 3 Score Explain why it is important for educators to understand FASD. Gives a limited explanation of why it is important for educators to understand FASD. Gives a clear explanation of why it is important for educators to understand FASD while showing some understanding of the theory presented. Gives a clear explanation of why it is important for educators to understand FASD while showing a deep understanding of the theory presented. Describe the primary disabilities and possible resulting secondary disabilities. Gives a superficial description of the primary disabilities with little or not connection to secondary disabilities. Accurately describes the primary disabilities and shows some connections between primary and secondary disabilities through examples. Clearly describes the primary disabilities and makes appropriate and insightful connections between primary and secondary disabilities through examples. Demonstrate an understanding that all learners have unique needs and strengths. Explains that all learners have unique needs and strengths including superficial or no examples. Shows that all learners have unique needs and strengths with appropriate examples. Shows that all learners have unique needs and strengths through appropriate and insightful examples. Learner will be able to develop appropriate accommodations for learners with FASD. Summative Assessment Rubric for completed LEIC Planning Tool 1 2 3 Score Connecting primary and Creates accommodations Creates appropriate Creates realistic and appropriate
FASD-Instructor-Session-Outlines-FINAL.docx