1. Description of Assessment and Its Use in Program Key ISMM Assessment #3 Ability to Plan Instruction Intervention Specialist: Mild/Moderate (ISMM): EDUC 418, 465, and 466 Initial Teacher Preparation Program / Baccalaureate Level Educator Preparation Provider Muskingum University Key ISMM Assessment #3: Ability to Plan Instruction is an assignment that serves as an assessment of a candidate s ability to plan instruction. The candidate is charged with writing multiple-day individualized lessons for at least two students with identified disabilities for use during student teaching. The plan is n included as a component of Professional Portfolio that is required for Professional Practices course (EDUC 418/465/466). The Portfolio is submitted at conclusion of student teaching. A faculty member or practitioner whose certification/licensure and teaching experience are in special education is n responsible for assessing assignment. This key assessment is precursor to Key ISMM Assessment #5: Effect on Student Learning with data from Key ISMM Assessment #3 being used to complete Key ISMM Assessment #5. To exit licensure program, a candidate must complete Key ISMM Assessments #3 - #8 (Ability to Plan Instruction, Assessment of Student Teaching Performance, Effect on Student Learning, Individual Learning and Postsecondary Transition Plan, Communication and Collaboration Project, and Behavioral Support Plan) with at least 80% of standard elements of Council for Exceptional Children (CEC) Initial Level Special Educator Preparation Standards evaluated across six assessments rated at meets standard element and no standard element rated unacceptable. 2. Description of How Assessment Specifically Aligns with CEC Initial Level Special Educator Preparation s (2012) and How s are supported by Initial Special Education Individualized General Curriculum Specialty Set (2012) The following displays Initial Special Education Individualized General Curriculum Specialty Set used to support CEC Initial Level Special Educator Preparation s assessed through this key ISMM assessment. CEC STARD STARD ELEMENT SPECIALTY SET ELEMENT DESCRIPTION 1 LEARNER DEVELOPMENT INDIVIDUAL LEARNING DIFFERENCES 1.2 use understanding of development and individual differences to respond to needs of individuals with exceptionalities IGC 1 S1 Relate levels of support to needs of individual. 2 LEARNING ENVIRONMENTS 2.1 create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions ISCI 2 S1 ISCI 2 S4 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. Design learning environments that encourage active participation in individual and group activities. Page 1 of 12
CEC STARD STARD ELEMENT SPECIALTY SET ELEMENT DESCRIPTION 3 CURRICULAR CONTENT KNOWLEDGE 3.1 understand central concepts, structures of discipline, and tools of inquiry of content areas y teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities ISCI 3 K2 Scope and sequences of general and special curricula. ISCI 3 K3 National, state or provincial, and local curricula standards. 3.3 modify general and specialized curricula to make m accessible to individual with exceptionalities ISCI 3 S1 Identify and prioritize areas of general curriculum and accommodations for individuals with exceptionalities. 4 ASSESSMENT 4.1 select and use technically sound formal and informal assessments that minimize bias ISCI 4 S2 Administer non-biased formal and informal assessments. ISCI 4 S3 Use technology to conduct assessments. ISCI 4 S4 Develop or modify individualized assessment strategies. IGC 4 S3 Select, adapt, and modify assessments to accommodate unique abilities and needs of individuals with exceptionalities. 4.2 use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities ISCI 4 S5 Interpret information from formal and informal assessments. 4.3 use multiple types of assessment information in making decisions about individuals with exceptionalities ISCI 4 S1 Gar relevant background information. 5 INSTRUCTIONAL PLANNING STRATEGIES 5.1 consider an individual s abilities, interests, learning environments, and cultural and linguistic factors in selection, development, and adaptation of learning experiences for individual with exceptionalities ISCI 5 S6 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. ISCI 5 S15 Select, adapt, and use instructional strategies and materials according to characteristics of individual with exceptionalities. IGC 5 S23 Select and use specialized instructional strategies appropriate to abilities and needs of individual. IGC 5 S24 Plan and implement age and ability appropriate instruction for individuals with exceptionalities. 5.2 use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities IGC 5 S7 Use appropriate adaptations and technology for all individuals with exceptionalities. 5.3 are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning of individuals with exceptionalities ISCI 5 K3 Augmentative and assistive communication strategies. ISCI 5 S7 Incorporate and implement instructional and assistive technology into educational program. IGC 5 S21 Plan instruction on use of alternative and augmentative communication systems. Page 2 of 12
CEC STARD STARD ELEMENT SPECIALTY SET ELEMENT DESCRIPTION 5.6 teach to mastery and promote generalization of learning ISCI 5 S4 Use task analysis. ISCI 5 S5 Sequence, implement, and evaluate individualized learning objectives. ISCI 5 S6 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. ISCI 5 S11 Make responsive adjustments to instruction based on continual observations. ISCI 5 S21 Modify instructional practices in response to ongoing assessment data. IGC 5 S12 Use responses and errors to guide instructional decisions and provide feedback to learners. IGC 5 S13 Identify and teach essential concepts, vocabulary, and content across general curriculum. 3. Assessment Instrument Guidelines for Ability to Plan Instruction Assignment As you complete following, refer to Scoring Guide for Key ISMM Assessment #3 in Section 4 below to ensure that you carefully and completely address articulated for rating of meets standard element (2). Purpose of Assignment The purpose of Ability to Plan Instruction assignment is to demonstrate your knowledge, understanding, and ability to put into practice each of CEC Initial Level Special Educator Preparation Standard elements and specialty set elements articulated in Section 2 above. Assignment Tasks Task 1: Select at least two (2) students who vary in knowledge, skills, and abilities, each with an identified disability, to teach multiple-day individualized lessons (four days for instruction and one day for administration of a summative post-assessment), one set for each student, focused on appropriate and relevant learning targets in content areas of English Language Arts, Mamatics, Science, and/or Social Studies. Task 2: Identify learning targets for each set of multiple-day individualized lessons using Ohio s New Learning Standards (http://education.ohio.gov/topics/ohio-s-new-learning-standards). Task 3: Develop and attach formative pre-assessments, aligned with selected learning targets (see Task 2 above), to be used as basis for writing designated lesson plans. The pre-assessments are to include observation and documentation of learning targets (5.6: ISCI 5 S11), use of assistive technology (5.3: ISCI 5 S7), and allow for identification of error patterns (5.6: IGC 5 S12). Task 4: Administer pre-assessments (4.1: ISCI 4 S2) to respective students. Task 5: Analyze pre-assessment data of each student, beginning with electronically charting, according to learning targets, achievement levels of each. After charting data, write a narrative that interprets your findings and that describes how what you learned from pre-assessment data will be used to write plans for each set of multiple-day lessons and for developing formative and post-assessment tools (4.1: ISCI 4 S4). Page 3 of 12
Task 6: Write five (5) inter-related lesson plans for each of students selected. Each set of plans is to address one or more of learning targets identified (see Task 2 above). Use Student Teaching Instructional Plan Template for ISMM Teacher Preparation Candidates (see page 4 of his document), responding to each component of Instructional Plan Template and labeling each component of instructional plan with respective CEC : Specialty Set Element(s). Task 7: Teach lessons using lesson plans developed. Task 8: Continue to Key ISMM Assessment #5: Effect on Student Learning. Submission of Assignment Upon completion, assignment is to become a component of your Professional Portfolio that is to be submitted as directed by course instructor of EDUC 418, 465, and 466: Professional Practices. ---------------------------------------------------------------------------- Muskingum University Student Teaching Instructional Plan Template for ISMM Teacher Preparation Candidates Student s Name Subject Grade Lesson Plan 1 2 3 4 5 (circle one) I. Learning Standards and Targets: 1. Identify learning standard(s) for lesson as articulated in Ohio s New Learning Standards (http://education.ohio.gov/topics/ohio-s- New-Learning-Standards) (3.1: ISCI 3 K3). 2. Conduct a task analysis of learning standards selected above and n identify specific learning target(s) for lesson specifically, what student will be expected to know and be able to do by conclusion of this lesson (5.6: ISCI 5 S4 and 5.6: IGC 5 S13). 3. Describe why selected learning target(s) are appropriate for each of respective students (3.3: ISCI 3 S1). II. Assessment 1. With exception of last lesson, develop and attach a formative assessment for each lesson that is aligned with learning target(s) for lesson, that includes observation and documentation of learning target(s) (5.6: ISCI 5 S11) and makes use of assistive technology (5.3: ISCI 5 S7). Each formative assessment needs to allow for error patterns to be identified (5.6: IGC 5 S12), current learning activities to be modified (5.6: ISCI 5 S21), and to determine wher student is ready to move to next learning target(s). 2. For last of five lessons, develop and attach a summative post-assessment for each student, aligned with learning targets for lessons, that makes use of assistive technology (5.3: ISCI 5 S7) and states expected levels of student performance. [Only include this component in last lesson plan for each student.] 3. Describe in specific terms what you expect to learn from results of formative assessment for lesson; that is, describe what you anticipate as goals, benefits, and uses of formative assessment you have developed for lesson (4.2: ISCI 4 S5). Page 4 of 12
4. Describe in specific terms how you will use what you learn from results of formative assessment for lesson; that is, describe how you will use results of assessment to furr identify appropriate learning targets, to modify plans, and to furr enhance curriculum and teaching strategies (5.6: ISCI 5 S21). 5. Describe in specific terms why you believe that formative assessment for lesson, including use of technology and assistive technology, will promote positive outcomes for student (5.6: ISCI 5 S21). 6. Develop and attach examples of technology you will use to collect assessment data and document assessment results (4.1: ISCI 4 S3). III. Student Backgrounds and Experiences 1. Describe characteristics and needs of each of students selected (4.3: ISCI 4 S1). Include with submission of se assessment materials, documentation from your cooperating teacher regarding accuracy of your description. 2. Describe various influences, including prior knowledge, skills, and experiences se students will need, that may impact this student being successful in reaching learning target(s) of this lesson (5.1: ISCI 5 S15, 5.1: IGC 5 S23, and 5.1: IGC 5 S24). 3. Describe how you will know if students have knowledge, skills, and experiences y need in order to be successful in reaching learning target(s) of this lesson (4.3: ISCI 4 S1). 4. Describe how you will use and/or accommodate for diverse backgrounds (gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, and/or learning preferences) that students bring to activities of this lesson (5.1: ISCI 5 S15, 5.1: IGC 5 S23, and 5.1: IGC 5 S24). IV. Content Knowledge 1. Outline content for each of respective learning targets identified for this lesson, including central concepts and structures of content (3.1: ISCI 3 K2). V. Learning Environment 1. Describe room arrangements for instructional activities designed to create a learning environment that is safe, healthy, respectful, supportive, challenging, and instructionally sound and n provide rationales for such arrangements (2.1: ISCI 2 S1 and 2.1: ISCI 2 S4). 2. Describe instructional activities designed to support student engagement in learning and that are instructionally sound and n provide rationales for such activities (2.1: ISCI 2 S4). VI. Learning Resources and Materials 1. Describe learning resources and materials, including technologies (5.2: IGC 5 S7), to be used in facilitating achievement of each learning target during lesson and provide rationales for use of each (5.3: ISCI 5 K3). 2. More specifically, describe inquiry tools to be used in promoting achievement of each learning target during lesson and provide rationales for use of each (5.3: ISCI 5 K3). Page 5 of 12
VII. Instructional Activities and Strategies Outline sequence of activities of instructional plan (5.6: ISCI 5 S5), including projected time allocations for each section of sequence (see below), making sure to articulate developmentally appropriate teaching and learning approaches (5.1: IGC 5 S23) and teaching strategies, including augmentative and alternative systems (5.3: ISCI 5 K3 and 5.3: IGC 5 S21), assistive technologies (5.3: ISCI 5 K3), and or technologies (5.2: IGC 5 S7) to be used across course of lesson. Provide a thorough description of each of following: 1. Opening Activities for Lesson: 2. Main Instructional Activities for each Learning Target, including Formative Assessment: 3. Closing Activities for Lesson: VIII. Differentiation of Instruction Modifications: changes that need to be made in student learning targets/objectives for lesson and/or in content taught to alter for a student (e.g. reduced number of questions to answer, questions at different levels of Bloom s taxonomy, and/or content extensions for advanced students) Accommodations: changes that need to be made in teaching methods, activities, and or materials to help students meet student learning targets/objectives for lesson (e.g. extended time, assistance of a scribe, assistance of a reader, spell checker, and/or guided notes) Describe how you will differentiate instruction/make adaptations for individual students during teaching of lesson. 1. Describe specific needs you will address for this student in writing lesson plan (1.2: IGC 1 S1). 2. Describe modifications you will make in what you expect this student to know and/or do (5.6: ISCI 5 S5). 3. Describe adaptations to instructional resources and materials you will make for this student during lesson (5.6: ISCI 5 S21). 4. Describe adaptations to instructional strategies you will make for this student during lesson (5.6: ISCI 5 S21). 5. Describe developmentally appropriate approaches you will use with this student during lesson (5.1: ISCI 5 S6 and 5.6: ISCI 5 S6). 6. Describe and attach adapted formative assessment tools you will use with this student during lesson (4.1: IGC 4 S3). 7. Describe and attach adapted summative post-assessment tools you will use with this student at conclusion of five lessons (4.1: IGC 4 S3). [Only include this component in last lesson plan.] Student Names (expand columns to number of students selected) Page 6 of 12
4. Scoring Guide for Assessment Statement [Assignment Tasks and/or Lesson Plan Template Components] and [ISCI and/or IGC alignment] 1.2: use understanding of development and individual differences to respond to needs of individuals with exceptionalities [VIII.1] [IGC 1 S1] 2.1: create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions [V.1 and V.2] [ISCI 2 S1 and ISCI 2 S4] Meets (2) (1.5) Described at least three relevant ways in which specific needs of each respective student would be addressed in respective lessons [VIII.1]. (1) described room arrangements that would create safe, healthy, respectful, supportive, challenging, and instructionally sound environments and that were clearly appropriate for instructional activities planned [V.1]; (2) described instructional activities for lessons that were clearly appropriate for supporting student engagement and that were instructionally sound [V.2]; (3) provided logical rationales for room arrangements and for instructional activities intended to support student engagement [V.1 and V.2]. Developing (1) (0.5) Described one relevant way in which specific needs of each respective student would be addressed in respective lessons [VIII.1]. (1) described room arrangements that would create safe, healthy, respectful, supportive, challenging, and instructionally sound environments and that were clearly appropriate for instructional activities planned [V.1]; OR (2) described instructional activities for lessons that were clearly appropriate for supporting student engagement and that were instructionally sound [V.2]; of. of. Unacceptable (0) Failed to describe any relevant ways in which specific needs of each respective student would be addressed in respective lessons [VIII.1]. Failed to describe any room arrangements instructional activities for supporting student engagement that were instructionally sound [V.1 and V.2]. Page 7 of 12
Statement [Assignment Tasks and/or Lesson Plan Template Components] and [ISCI and/or IGC alignment] 3.1: understand central concepts, structures of discipline, and tools of inquiry of content areas y teach, and can organize this knowledge, integrate crossdisciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities [I.1 and IV.1] Meets (2) (1.5) (1) identified from Ohio s New Learning Standards, standards that were appropriate for age-, grade-, and ability-levels of students engaged in lessons [I.1] and (2) accurately outlined [IV.1] content of each of learning targets taught across lessons of respective students. Developing (1) (0.5) (1) identified from Ohio s New Learning Standards, standards that were appropriate for age-, grade-, and ability-levels of students engaged in lessons [I.1], but (2) failed to accurately outline content of each of learning targets taught across lessons of respective students [IV.1]. of. Unacceptable (0) Failed to identify from Ohio s New Learning Standards, standards that were appropriate for age-, grade-, and ability-levels of students engaged in lessons [I.1]. [ISCI 3 K2 and ISCI 3 K3] 3.3: modify general and specialized curricula to make m accessible to individual with exceptionalities [I.3] [ISCI 3 S1] Logically described why learning targets articulated were appropriate for respective students engaged in lessons [I.3]. Described why learning targets articulated were appropriate for students engaged in lessons, but some of reasoning provided was contradictory [I.3]. of. Description as to why learning targets articulated were appropriate for students engaged in lessons was illogical [I.3]. Page 8 of 12
Statement [Assignment Tasks and/or Lesson Plan Template Components] and [ISCI and/or IGC alignment] 4.1: select and use technically sound formal and informal assessments that minimize bias [Tasks 4 and 5, II.6, VIII.6, and VIII.7] [ISCI 4 S2, ISCI 4 S3, ISCI 4 S4, and IGC 4 S3] 4.2: use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities [II.3] [ISCI 4 S5] Meets (2) (1.5) (1) provided evidence of administering pre-assessments [Task 4]; (2) logically interpreted preassessment data findings and provided an analytical description of how what s/he learned from pre-assessment data would be used to design plans for lessons and for developing additional assessment tools [Task 5]; (3) designed formative assessments that were accurately aligned with selected learning targets for respective lessons and appropriate for respective students [VIII.6]; (4) designed summative postassessments that were accurately aligned with selected learning targets for lessons and appropriate for respective students [VIII.7]; (5) provided examples of technology that would be effective for collecting assessment data and documenting assessment results [II.6]. Provided an analytical description of what s/he saw as goals, benefits, and uses of each of formative assessments s/he developed for respective lessons [II.3] Developing (1) (0.5) (1) provided evidence of administering pre-assessments [Task 4]; (2) logically interpreted preassessment data findings and provided an analytical description of how what s/he learned from pre-assessment data would be used to design plans for respective lessons and for developing additional assessment tools [Task 5]; (3) designed formative assessment summative post-assessment instruments that were accurately aligned with selected learning targets and appropriate for respective students [VIII.6 and VIII.7]. Provided a simplistic description of what s/he saw as goals, benefits, and uses of each of formative assessments s/he developed for respective lessons [II.3]. of. of. Unacceptable (0) Failed to design assessment instruments that were accurately aligned with selected learning targets and appropriate for respective students [Task 4, VIII.6, and VIII.7]. Failed to provide any description of what s/he saw as goals, benefits, and uses of each of formative assessments s/he developed for respective lessons [II.3]. Page 9 of 12
Statement [Assignment Tasks and/or Lesson Plan Template Components] and [ISCI and/or IGC alignment] 4.3: use multiple types of assessment information in making decisions about individuals with exceptionalities [III.1 and III.3] [ISCI 4 S1] Meets (2) (1.5) (1) accurately described, as documented by cooperating teacher, characteristics and needs of each respective student [III.1] (2) described at least three appropriate methods for knowing if students had knowledge and skills needed in order to be successful in reaching learning targets of lessons [III.3]. Developing (1) (0.5) (1) accurately described, as documented by cooperating teacher, characteristics and needs of majority of students [III.1] (2) described at least one appropriate method for knowing if students had knowledge and skills needed in order to be successful in reaching learning targets of lessons [III.3]. of. Unacceptable (0) (1) failed to accurately describe, as documented by cooperating teacher, characteristics and needs of any student [III.1] (2) failed to describe any appropriate method for knowing if students had knowledge and skills needed in order to be successful in reaching learning targets of lessons [III.3]. 5.1: consider an individual s abilities, interests, learning environments, and cultural and linguistic factors in selection, development, and adaptation of learning experiences for individual with exceptionalities [III.2, III.4, VII, and VIII.5] [ISCI 5 S6, ISCI 5 S15, IGC 5 S23, and IGC 5 S24] (1) described at least three credible influences that may impact students in being successful in reaching learning targets of lessons [III.2]; (2) described at least three appropriate strategies for using and/or accommodating for diverse experiences students may have brought to lessons [III.4]; (3) described developmentally appropriate teaching and learning approaches for age-group of students engaged in lessons developmentally appropriate teaching and learning approaches to address individual abilities of respective students [VII and VIII.5]. (1) described at least one credible influence that may impact students in being successful in reaching learning targets of lessons [III.2]; (2) described at least one appropriate strategy for using and/or accommodating for diverse experiences students may have brought to lessons [III.4]; (3) described developmentally appropriate teaching and learning approaches for age-group of students engaged in lessons [VII], but teaching and learning approaches described to address individual abilities of students were not consistently appropriate for respective students [VIII.5]. of. (1) failed to describe any credible influences that may impact students in being successful in reaching learning targets of lessons [III.2]; (2) failed to describe any appropriate strategies for using and/or accommodating for diverse experiences students may have brought to lessons [III.4]; (3) teaching and learning approaches described were not developmentally appropriate for eir age-group of students engaged in lessons [VII] nor were y suitable for addressing individual abilities of respective students [VIII.5]. Page 10 of 12
Statement [Assignment Tasks and/or Lesson Plan Template Components] and [ISCI and/or IGC alignment] 5.2: use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities [VI.1 and VII] [IGC 5 S7] 5.3: are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning of individuals with exceptionalities [Task 3, II.1, II.2, VI.1, VI.2, and VII] [ISCI 5 K3, ISCI 5 S7, and IGC 5 S21] Meets (2) (1.5) Accurately described and provided logical rationales for use of technologies which were identified for delivery of lessons [VI.1 and VII]. (1) designed formative assessment instruments that effectively incorporated use of appropriate assistive technology for respective students [Task 3 and II.1]; (2) designed summative postassessment instruments that effectively incorporated use of appropriate assistive technology for respective students [Task 3 and II.2]; (3) accurately described and provided logical rationales for use of learning resources, materials, strategies, including augmentative and alternative systems assistive technologies that were identified for delivery of lessons [VI.1 and VII]; (4) accurately described and provided logical rationales for inquiry tools to be used in promoting achievement of each learning target during lessons [VI.2]. Developing (1) (0.5) Accurately described use of technologies that were identified for delivery of lessons [VI.1 and VII]. (1) designed formative assessment instruments that incorporated use of assistive technology for respective students [Task 3 and II.1]; (2) designed summative postassessment instruments that incorporated use of assistive technology for respective students [Task 3 and II.2]; (3) described and provided rationales for learning resources, materials, strategies, identified for delivery of lesson [VI.1 and VII]; (4) described and provided rationales for inquiry tools to be used in promoting achievement of each learning target during lesson [VI.2]. of expectation s for a rating of 1. of expectation s for a rating of 1. Unacceptable (0) Failed to accurately describe and provide logical rationales for use of technologies that were identified for delivery of lessons [VI.1 and VII]. (1) failed to design any assessment instrument that incorporated use of appropriate assistive technology for respective students [Task 3, II.1, and II.2]; (2) failed to design formative assessment [II.1] summative post-assessment [II.2] instruments that were accurately aligned with selected learning targets for lessons; (3) failed to describe any strategies, tools, materials, technologies that were appropriate for students involved in lessons [VI.1 and VII]. Page 11 of 12
Statement [Assignment Tasks and/or Lesson Plan Template Components] and [ISCI and/or IGC alignment] 5.6: teach to mastery and promote generalization of learning [Task 3, I.2, II.1, II.4, II.5, VII, VIII.2, VIII.3, VIII.4, and VIII.5] [ISCI 5 S4, ISCI 5 S5, ISCI 5 S6, ISCI 5 S11, ISCI 5 S21, IIC 5 S5, and IIC 5 S7] Meets (2) (1.5) (1) designed pre-assessments that were accurately aligned with learning standards selected for respective students, that included observation and documentation of learning standards, and that allowed for error patterns to be identified [Task 3]; (2) provided evidence of conducting a task analysis of selected learning standards in order to identify learning targets for respective students [I.2]; (3) designed formative assessments that were accurately aligned with learning standards selected for respective students, that included observation and documentation of learning standards, that allowed for error patterns to be identified, and learning activities to be modified [II.1]; (4) provided logical descriptions of how results of formative assessments would be used to identify learning targets, modify plans, furr enhance curriculum and teaching strategies, and promote positive outcomes for respective students [II.4 and II.5]; (5) appropriately sequenced content of lesson [VII]; (6) provided logical descriptions for differentiating instruction for respective students [VIII.2- VIII.5]. Developing (1) (0.5) (1) designed pre-assessments that were accurately aligned with learning standards selected for respective students [Task 3]; (2) provided no evidence of conducting a task analysis of selected learning standards in order to identify learning targets for respective students [I.2]; (3) designed formative assessments that were accurately aligned with learning standards selected for respective students [II.1]; (4) provided simplistic descriptions of how results of formative assessments would be used to identify learning targets, modify plans, furr enhance curriculum and teaching strategies, and promote positive outcomes for respective students [II.4 and II.5]; (5) appropriately sequenced portions of lesson [VII]; (5) provided simplistic descriptions for differentiating instruction for respective students [VIII.2-VIII.5]. of expectation s for a rating of 1. Unacceptable (0) (1) designed assessments that were inaccurately aligned with learning standards and targets [Task 3 and II.1]; (2) provided no evidence of conducting a task analysis of selected learning standards in order to identify learning targets for respective students [I.2]; (3) provided disjointed descriptions of how results of formative assessments would be used to identify learning targets, modify plans, furr enhance curriculum and teaching strategies, and promote positive outcomes for respective students [II.4 and II.5]; (5) components of lesson were not connected [VII]; (4) provided disjointed descriptions for differentiating instruction for respective students [VIII.2- VIII.5]. Page 12 of 12