MMS629A - Seminar A

TEXTBOOK - Extensive Support Needs Directions and Rubrics
Learning About Students with IEPs and Planning Instruction   Extensive Support Needs Directions and Rubric.

are aligned to the pedagogical steps of plan, teach and assess, reflect, and apply. Each rubric is framed by an essential question that outlines the knowledge, skills, and abilities assessed within the rubric. The table below is a summary of the essential questions for the eight rubrics of Cycle 1

How does the candidate’s proposed learning goal(s) connect with prior knowledge and define specific outcomes for students? Based on UDL principles, how do proposed content-specific learning activities, instructional and grouping strategies, and facilitation of instructional support personnel support, engage, and/or challenge all students to meet the learning goal(s) of the lesson?

How does the candidate use UDL principles to plan instruction using knowledge of FS1’s assets and learning needs* to support meaningful engagement with the content-specific lesson goal(s) and ELD goal(s)?

How does the candidate use UDL principles to plan instruction using knowledge of FS2’s assets and learning needs* to support meaningful engagement with the content-specific lesson goal(s) and, if appropriate, ELD goal(s)?

How does the candidate plan to use UDL principles in instruction using knowledge of FS3’s* assets and learning needs** to support meaningful engagement with the content-specific lesson goal(s) and, if appropriate, ELD goal(s) and address the student’s well-being by creating a safe and positive learning environment during or outside of the lesson***?

How does the candidate maintain a positive and safe learning environment* that supports the student(s) to access and meet the content-specific learning goal(s) and ELD goal(s)? How does the candidate support the student(s) in making connections between prior learning and the current lesson and establishing clear learning expectations?

How does the candidate actively engage the student(s) in higher-order thinking, monitor/informally assess their understanding, and explain to the student(s) the next steps for content learning and/or skills?

How does the candidate reflect on (citing evidence from Steps 1 and/or 2) the impact of their asset- and needs-based lesson planning, teaching, and informal assessment of student learning and instructional support personnel to analyze how effective the lesson was in supporting the students and/or the three focus students in meeting the grade-level content-specific learning goal(s) and ELD goal(s) and creating a language-rich environment?

How will the candidate apply what they have learned about UDL principles in Cycle 1 (citing evidence from Steps 1, 2, and/or 3) about students’ learning to strengthen and extend students’ understanding of content, higher-order thinking, and academic language development to determine next steps for instruction, including collaboration with and/or facilitation of instructional support personnel?