Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

CATEGORY

Level 1

Level  2

Level 3

Level 4

Standards of Practice

-Demonstrates limited understanding and implementation of the Ministry of Education and district school board curriculum expectations, policies and guideliness

-Demonstrates some understanding and implementation of the Ministry of Education and district school board curriculum expectations, policies and guideliness

-Demonstrates considerable understanding and implementation of the Ministry of Education and district school board curriculum expectations, policies and guideliness

-Demonstrates thorough understanding and implementation of the Ministry of Education and district school board curriculum expectations, policies and guideliness

Legislation and Policy

Demonstrates limited awareness of -legal issues pertaining to S.E. -current theory and equitable classroom practice -discrimination issues and biases related to S.E.

Demonstrates some awareness of -legal issues pertaining to S.E. -current theory and equitable classroom practice -discrimination issues and biases related to S.E.

Demonstrates considerable awareness of -legal issues pertaining to S.E. -current theory and equitable classroom practice -discrimination issues and biases related to S.E.

Demonstrates thorough awareness of -legal issues pertaining to S.E. -current theory and equitable classroom practice -discrimination issues and biases related to S.E.

Planning, Development, and Implementation

Demonstrates limited knowledge of -program development which engage students to achieve obtainable objectives -formal and informal data collection procedures -differences between accommodations and modifications -interpreting assessment results

Demonstrates some knowledge of -program development which engage students to achieve obtainable objectives -formal and informal data collection procedures -differences between accommodations and modifications -interpreting assessment results

Demonstrates considerable knowledge of -program development which engage students to achieve obtainable objectives -formal and informal data collection procedures -differences between accommodations and modifications -interpreting assessment results

Demonstrates thorough knowledge of -program development which engage students to achieve obtainable objectives -formal and informal data collection procedures -differences between accommodations and modifications -interpreting assessment results

The Learning Environment

Demonstrates limited ability to -develop effective IEP's -explore and use assistive facilities, equipment, and technology -implement exemplary practices to support exceptional students -assess exceptionality definitions as related to funding -use conflict resolution skills and effective problem solve skills

Demonstrates some ability to -develop effective IEP's -explore and use assistive facilities, equipment, and technology -implement exemplary practices to support exceptional students -assess exceptionality definitions as related to funding -use conflict resolution skills and effective problem solve skills

Demonstrates considerable ability to -develop effective IEP's -explore and use assistive facilities, equipment, and technology -implement exemplary practices to support exceptional students -assess exceptionality definitions as related to funding -use conflict resolution skills and effective problem solve skills

Demonstrates thorough ability to -develop effective IEP's -explore and use assistive facilities, equipment, and technology -implement exemplary practices to support exceptional students -assess exceptionality definitions as related to funding -use conflict resolution skills and effective problem solve skills

School, Parent/Guardian, and Community

Demonstrates limited ability to -develop strong community partnerships -teach advocacy skills to students and parents -learn from, support, and advocate with parents and students -become an active member in the S.E. team -encourage mentorship and facilitate work with colleagues, EA's, resource personnal and volunteers

Demonstrates some ability to -develop strong community partnerships -teach advocacy skills to students and parents -learn from, support, and advocate with parents and students -become an active member in the S.E. team -encourage mentorship and facilitate work with colleagues, EA's, resource personnal and volunteers

Demonstrates considerable ability to -develop strong community partnerships -teach advocacy skills to students and parents -learn from, support, and advocate with parents and students -become an active member in the S.E. team -encourage mentorship and facilitate work with colleagues, EA's, resource personnal and volunteers

Demonstrates thorough ability to -develop strong community partnerships -teach advocacy skills to students and parents -learn from, support, and advocate with parents and students -become an active member in the S.E. team -encourage mentorship and facilitate work with colleagues, EA's, resource personnal and volunteers