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.
Impacts on Development 20 points GA PSC 2-III, IV Demonstrate extensive understanding of the characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family, and clearly explicates, using specific details, an understanding of family systems and the role of families in supporting development. Impact of parental and family dynamics on student development and achievement clearly discussed. Demonstrates understanding of the characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family, and states a limited understanding of family systems and the role of families in supporting development. Impact of parental and family dynamics on student development and achievement discussed, but with few relevant details attached. Limited understanding of the characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning and the family, and/or limited understanding of family systems and the role of families in supporting development. Impact of parental and family dynamics on student development and achievement poorly discussed or only in generalities. Compare and Contrast between and among students 20 points GA PSC 2-V, VI Clearly demonstrates awareness of similarities and differences among individuals with exceptional learning needs. Appreciation of human diversity is clearly demonstrated. Demonstrates awareness of similarities and differences individuals with exceptional learning needs. Appreciation of human diversity is demonstrated. Demonstrates limited or judgmental awareness of similarities and differences among individuals with exceptional learning needs. Appreciation of human diversity is limited. Mechanics 10 points Paper is professional and neat, with correct grammar, spelling, and punctuation Paper is professional, generally neat, with no more than 5 errors in grammar, spelling, or punctuation Paper lacks professional appearance and contains more than 5 errors in grammar, spelling, or punctuation
Transition Plan 10 points Transition plan is present and reflects strengths of the student Transition plan is present but does not necessarily reflect individual strengths of the student but appears written for a “standard” student Transition plan is either not present or not focused on strengths of the student Mechanics 5 points There is use of appropriate grammar, mechanics and spelling; product looks professional There is use of appropriate grammar, mechanics and spelling; product looks professional is inappropriate grammar, mechanics or spelling; product does not look professional Individual Reflection Group process 10 points Group process is described; individual contribution is appropriately assessed Group process is described; individual contribution is appropriately assessed Group process is poorly described; individual contribution is not appropriately assessed Usefulness and validity 10 points Linkages between the written IEP and the student documented needs is clearly explained Linkages between the written IEP and the student documented needs is mostly explained Linkages between the written IEP and the student documented needs is poorly explained Connections to course work made 10 points Aspects of the course, such as: Cultural differences Teaching/Learning Strategies Classroom Management Assessment Strategies Are made and linked to the IEP process. Aspects of the course, such as: Cultural differences Teaching/Learning Strategies Classroom Management Assessment Strategies Are made with 75% linkage and vaguely linked to the IEP process. Aspects of the course, such as: Cultural differences Teaching/Learning Strategies Classroom Management Assessment Strategies Are less than 75% linkages to the course content, but are not explicitly linked to the IEP process or are so vague that it is difficult to draw connections between the course and the IEP.