Requires Lopeswrite
Assessment Description
Special education teachers often consult and train staff members. Consideration of typical development and achievement of developmental milestones can help staff determine if a student needs a referral for a special education evaluation. This information is often used to select assessments and identify the effects of a possible disability. If eligibility is determined, an Individualized Education Plan (IEP) is developed. IEP teams describe an individual’s strengths, interests, preferences, and needs, while considering the characteristics of a given disability and its effect on a student. The IEP defines the specially designed instruction, accommodations, related services, and supplementary aids and services that will best support a student in accessing and achieving goals aligned with the general education curriculum. When teachers understand the effect of a disability on learning, they are able to prepare the classroom environment and use specially designed instructions to support students with disabilities.
Imagine that your principal has asked you to conduct a professional development session for staff members about developmental milestones for students. Referring to the topic Resources and your research, use the “Developmental Milestones In-Service” template to create a 15-20 slide digital presentation that describes the typical cognitive, linguistic, physical, social, and emotional developmental milestones of children in the grade levels associated with your field of study.
The presentation should address the following:
· Describe developmental milestones and explain why they are important.
· For each disability category, describe typical cognitive, linguistic, physical, social, and emotional development and the atypical development of a student with the specified disability. Include examples of how the milestones may present differently for students with and without each disability.
· For each disability category, explain at least one specially designed instructional strategy that could be used to enhance academic achievement.
· For each disability category, explain at least one environmental strategy (how you would change the classroom environment) to increase success in the classroom setting.
· Title slide, reference slide, and speaker notes.
Support the assignment with a minimum of three scholarly resources.
Rubric Criteria
Expand All Rubric CriteriaExpand All
Developmental Milestones
20 points
Criteria Description
Developmental Milestones
5. 5: Target
20 points
Description of developmental milestones, including explanation of why there are important, is comprehensive and in-depth.
4. 4: Acceptable
17.4 points
Description of developmental milestones, including explanation of why there are important, is complete and includes relevant supporting details.
3. 3: Approaching
14.8 points
Description of developmental milestones, including explanation of why there are important, is cursory and is missing key supporting details.
2. 2: Insufficient
13.8 points
Description of developmental milestones, including explanation of why there are important, is inaccurate and lacks relevant supporting details.
1. 1: No Submission
0 points
Not addressed.
Typical and Atypical Development
20 points
Instructional Strategies
20 points
Criteria Description
Instructional Strategies
5. 5: Target
20 points
Explanation of a specially designed instructional strategy that could be used to enhance academic achievement is exemplary and demonstrates best practices.
4. 4: Acceptable
17.4 points
Explanation of a specially designed instructional strategy that could be used to enhance academic achievement is clear and appropriate for students.
3. 3: Approaching
14.8 points
Explanation of a specially designed instructional strategy that could be used to enhance academic achievement is ambiguous and identifies few connections to best practices.
2. 2: Insufficient
13.8 points
Explanation of a specially designed instructional strategy that could be used to enhance academic achievement is erroneous and inappropriate for students.
1. 1: No Submission
0 points
Not addressed.
Environmental Strategies
15 points
Title Slide, Slide Notes, and Research Citations
5 points
Criteria Description
Title Slide, Slide Notes, and Research Citations
5. 5: Target
5 points
Title slide and thorough slide notes are present. In-text citations and a reference slide are complete and correct. Sources are credible. The documentation of cited sources is free of error.
4. 4: Acceptable
4.35 points
Title slide and slide notes are present. In-text citations have few errors. References used are reliable and reference slide lists all cited sources with few errors.
3. 3: Approaching
3.7 points
Title slide, and/or slide notes, and/or reference slide are not present. Sources do not fully support claims, or sources are not all credible. Sources are documented, although several errors are present.
2. 2: Insufficient
3.45 points
No title slide or slide notes. Reference slide includes errors and/or inconsistently used citations. Sources are noncredible.
1. 1: No Submission
0 points
Not addressed.
Layout
5 points
Criteria Description
Layout
5. 5: Target
5 points
The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
4. 4: Acceptable
4.35 points
The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.
3. 3: Approaching
3.7 points
The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.
2. 2: Insufficient
3.45 points
The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.
1. 1: No Submission
0 points
Not addressed.
Language Use and Audience Awareness
5 points
Criteria Description
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
5. 5: Target
5 points
Word choice is distinctive, creative and well-suited to purpose, discipline, scope, and audience of the presentation.
4. 4: Acceptable
4.35 points
Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.
3. 3: Approaching
3.7 points
Some distracting inconsistencies or repetitions in word choice are present. Language is not clearly designed for the targeted audience.
2. 2: Insufficient
3.45 points
Inappropriate word choice is evident. Language is not reflective of the targeted audience.
1. 1: No Submission
0 points
Not addressed.
Research Citations
5 points
Criteria Description
Research Citations (in-text citations, reference slide, and type of sources)
5. 5: Target
5 points
In-text citations and references slide are complete and error-free. Sources are credible and appropriate for the submission. The sources strongly support the submission.
4. 4: Acceptable
4.35 points
In-text citations and references slide have few errors. Sources are credible and appropriate for the submission.
3. 3: Approaching
3.7 points
Some citations may be missing, or the citations do not support the submission. References slide may include errors. Sources may not be appropriate for the submission.
2. 2: Insufficient
3.45 points
Many citations are missing where needed. References slide includes numerous errors. Sources may not be credible.
1. 1: No Submission
0 points
Not addressed.
Mechanics of Writing
5 points
Total100 points
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