Curricular Content Knowledge: Component Target Acceptable Progressing Unacceptable 3 2 (Used at 0 but not on Final Evaluation) 1 Always uses Consistently uses Occasionally uses Rarely uses Curricular knowledge of the knowledge of the knowledge of the knowledge of the Content content areas to content areas they content areas they content areas they Knowledge teach, organize teach, organizes teach, organizes teach, organizes this knowledge, this knowledge, this knowledge, this knowledge, integrate integrates integrates integrates skills, skills, skills, skills, and develop and develops and develops and develops meaningful and meaningful and meaningful and meaningful and personalized personalized personalized personalized learning learning learning learning progressions for progressions for progressions for progressions for individuals with individuals with individuals with individuals with exceptionalities. exceptionalities. exceptionalities. exceptionalities. Always uses Consistently uses Occasionally uses Rarely uses knowledge and knowledge and knowledge and knowledge and skills to generate skills to generate skills to generate skills to generate accommodations accommodations accommodations accommodations and modifications and modifications and modifications and modifications to ensure that the to ensure that the to ensure that the to ensure that the general education general education general education general education and specialized and specialized and specialized and specialized curricula is curricula is curricula is curricula is accessible to accessible to accessible to accessible to individuals with individuals with individuals with individuals with exceptionalities. exceptionalities. exceptionalities. exceptionalities. COMMENTS / FEEDBACK ON CURRICULAR CONTENT KNOWLEDGE:
Curricular Content Knowledge: Component Target 3 Acceptable 2 Progressing (Used at but not on Final Evaluation) 1 Unacceptable 0 Curricular Content Knowledge Always uses knowledge of the content areas to teach, organize this knowledge, integrate skills, and develop meaningful and personalized learning progressions for individuals with exceptionalities. Consistently uses knowledge of the content areas they teach, organizes this knowledge, integrates skills, and develops meaningful and personalized learning progressions for individuals with exceptionalities. Occasionally uses knowledge of the content areas they teach, organizes this knowledge, integrates skills, and develops meaningful and personalized learning progressions for individuals with exceptionalities. Rarely uses knowledge of the content areas they teach, organizes this knowledge, integrates skills, and develops meaningful and personalized learning progressions for individuals with exceptionalities. Always uses knowledge and skills to generate accommodations and modifications to ensure that the general education and specialized curricula is accessible to individuals with exceptionalities. Consistently uses knowledge and skills to generate accommodations and modifications to ensure that the general education and specialized curricula is accessible to individuals with exceptionalities. Occasionally uses knowledge and skills to generate accommodations and modifications to ensure that the general education and specialized curricula is accessible to individuals with exceptionalities. Rarely uses knowledge and skills to generate accommodations and modifications to ensure that the general education and specialized curricula is accessible to individuals with exceptionalities. COMMENTS / FEEDBACK ON CURRICULAR CONTENT KNOWLEDGE:
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