Week 6 Final Grading RubricDescription Total Possible Score.docx

Week 6 Final Grading Rubric
Description:
Total Possible Score: 23.00
Explains how One of the Key Landmark Cases Was Most
Influential
Total: 3.25
Distinguished - Thoroughly explains how one of the key
landmark cases was most influential in the field of special
education.
Proficient - Explains how one of the key landmark cases was
most influential in the field of special education. Minor details
are missing or slightly underdeveloped.
Basic - Minimally explains how one of the key landmark cases
was most influential in the field of special education. Relevant
details are missing and/or underdeveloped.
Below Expectations - Attempts to explain how one of the key
education; however, significant details are missing and
underdeveloped.
Non-Performance - The explanation of how one of the key
education is either nonexistent or lacks the components
described in the assignment instructions.
Defines Ten Terms That Are Useful in Everyday Classroom
Situations
Total: 3.25
Distinguished - Clearly and comprehensively defines ten terms
that are useful in everyday classroom situations.
Proficient - Defines ten terms that will be most useful in
everyday classroom practice. Minor details are unclear or
slightly underdeveloped.
Basic - Defines at least eight terms that will be most useful in

everyday classroom practice. Relevant details are unclear and/or
underdeveloped.
Below Expectations - Attempts to define at least six terms that
will be most useful in everyday classroom practice; however,
significant details are missing and underdeveloped.
Non-Performance - The definitions of the terms that will be
most useful in everyday classroom practice are either
nonexistent or lack the components described in the assignment
instructions.
Outlines the Importance of Formal and Informal Assessments
Total: 3.25
Distinguished - Fully outlines the importance of formal and
informal assessments in driving instructional planning.
Proficient - Outlines the importance of formal and informal
assessments in driving instructional planning. Minor details are
missing.
Basic - Partially outlines the importance of formal and informal
assessments in driving instructional planning. Relevant details
are missing.
Below Expectations - Attempts to outline the importance of
formal and informal assessment in driving instructional
planning; however, significant details are missing.
Non-Performance - The outline of the important of formal and
informal assessments in driving instructional planning is either
nonexistent or lacks the components described in the assignment
instructions.
Lists and Explains At Least Three Common Etiological Factors
Total: 3.25
Distinguished - Lists and thoroughly explains at least three
common etiological factors of students with mild to moderate
disabilities.
Proficient - Lists and explains three common etiological factors
of students with mild to moderate disabilities. The explanation
is slightly underdeveloped.

Basic - Lists and partially explains at least two common
etiological factors of students with mild to moderate
disabilities. The explanation is underdeveloped.
Below Expectations - Lists and attempts to explain at least two
common etiological factors of students with mild to moderate
disabilities; however, the explanation is significantly
underdeveloped.
Non-Performance - The list and explanation are either
nonexistent or lack the components described in the assignment
instructions.
Identifies Teaching Techniques
Total: 3.25
Distinguished - Accurately identifies appropriate teaching
techniques for students with common mild to moderate
disabilities in an inclusion classroom.
Proficient - Identifies teaching techniques for students with
common mild to moderate disabilities in an inclusion classroom.
Minor details are inaccurate, or the teaching techniques are
slightly inappropriate.
Basic - Identifies teaching techniques for students with common
mild to moderate disabilities in an inclusion classroom.
Relevant details are inaccurate, and/or the teaching techniques
are inappropriate.
Below Expectations - Attempts to identify teaching techniques
for students with common mild to moderate disabilities in an
inclusion classroom; however, significant details are inaccurate,
and the teaching techniques are significantly inappropriate.
Non-Performance - The identification of the teaching techniques
is either nonexistent or lacks any of the components described
in the assignment instructions.
Identifies Positive Proactive Behavior Strategies
Total: 3.25
Distinguished - Identifies appropriate positive proactive
behavior strategies for students with common mild to moderate

disabilities in an inclusion classroom.
Proficient - Identifies positive proactive behavior strategies for
students with common mild to moderate disabilities in an
inclusion classroom. Minor details are missing, or positive
proactive behavior strategies are slightly inappropriate.
Basic - Identifies positive proactive behavior strategies for
students with common mild to moderate disabilities in an
inclusion classroom. Relevant details are missing, and/or the
positive proactive behavior strategies are inappropriate.
Below Expectations - Attempts to identify positive proactive
behavior strategies for students with common mild to moderate
disabilities in an inclusion classroom; however, significant
details are missing, and the positive proactive behavior
strategies are significantly inappropriate.
Non-Performance - The identification of the positive proactive
behavior strategies is either nonexistent or lacks any of the
components described in the assignment instructions.
Critical Thinking: Explanation of Issues
Total: 1.00
Distinguished - Clearly and comprehensively explains the issue
to be considered, delivering all relevant information necessary
for a full understanding.
Proficient - Clearly explains the issue to be considered,
delivering enough relevant information for an adequate
understanding.
Basic - Briefly explains the issue to be considered, delivering
minimal information for a basic understanding.
Below Expectations - Briefly explains the issue to be
considered, but may not deliver additional information
necessary for a basic understanding.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Critical Thinking: Evidence
Total: 1.00

Distinguished - Employs persuasive and applicable information
from credible sources to develop an ample analysis or synthesis
of the topic. Viewpoints of experts are scrutinized thoroughly.
Proficient - Employs applicable information from credible
sources to develop an analysis of the topic.
Basic - Identifies applicable information from credible sources,
but may neglect the application of such information toward the
analysis of the topic.
Below Expectations - Presents information from external
sources, but such information may lack credibility and/or
relevance. Neglects to apply such information toward the
analysis of the topic.
Written Communication: Control of Syntax and Mechanics
Total: 1.00
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Written work contains no errors and is very easy to
understand.
Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to
understand.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few
errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of
syntax or mechanics, such as spelling and grammar. Written
work contains major errors which distract the reader.
Written Communication: APA Formatting
Total: 0.25

Distinguished - Accurately uses APA formatting consistently
throughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper.
However, layout contains a few minor errors.
Basic - Exhibits limited knowledge of APA formatting
throughout the paper. However, layout does not meet all APA
requirements.
Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There are frequent errors, making the layout
difficult to distinguish as APA.
Written Communication: Resource Requirement
Total: 0.25
Distinguished - Uses more than the required number of
scholarly sources, providing compelling evidence to support
ideas. All sources on the reference page are used and cited
correctly within the body of the assignment.
Proficient - Uses the required number of scholarly sources to
support ideas. All sources on the reference page are used and
cited correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support
ideas. Some sources may not be scholarly. Most sources on the
reference page are used within the body of the assignment.
Citations may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources
that provide little or no support for ideas. Sources used may not
be scholarly. Most sources on the reference page are not used
within the body of the assignment. Citations are not formatted
correctly.
Powered by

NAME OF YOUR RESOURCE GUIDE
APA HEADING
Tips for Creating Resource Guide
(Please delete the page before submitting your final copy)
Inserting Pictures saved on your computer
1. Click where you want to insert the picture
2. Click on the “Insert” menu
3. Click on “Picture” and find the picture you want that is saved
on your computer
4. Double click on the picture. It will be inserted into document
Modifying your picture
1. Click ONE TIME on the picture you want to modify
2. Click on the “Picture Tool” menu. There are many options to
modify your pictures including: size, position, and location.
Inserting Table of Contents
1. Click where you want to insert the Table of Contents.
2. On the “Insert” menu, click Reference, then:
· Word 97 – 03: Click Reference, then Index & Tables, and then
Click the Table of Contents tab
· Word 2004 – Present: Click Reference, and then Click the
Table of Contents tab
3. Select any formatting preferences, and then click OK. The
Table of Contents will be automatically created with words
contained in Headings 1 through 3.
Adding Textboxes
1. Click where you want to add the textbox

2. Click on the “insert” menu
3. Choose the Textbox you want to insert
4. Add your text
5. While the textbox is highlighted, the “format” menu will be
highlighted on the toolbar. You have many options to change
the color, shape and size.
Adding ‘Flare’ to your Title Page
1. Click on the “Page Layout” menu
2. Choose either “Page Color” or “Page Borders” where you can
customize the look of your title page
Title relating to Landmark CaseSummary of the Landmark Case
(Subtitle)
Here is where you will summarize the Landmark case you
believe is the most important contribution to special education.
Summary of Contribution to Special Education (Subtitle)
Here is where you will explain how the Landmark case you’ve
chosen is the biggest contributor to special education relevant
to 21st century learning
Title relating to Special Education Terms
Here you will generate a list of ten terms, with authentic
examples, relating to special education that will be the most
useful and relevant to everyday classroom practice. Remember,
each must be written in your own words with citations that
support your interpretation

Title relating to assessment driving instructionSummary of how
formal assessments drive instruction
Here is where you will explain how formal assessments drive
instructional planning.
Summary of Informal Assessments
instructional planning
Title relating to assessment driving instructionSummary of how
formal assessments drive instruction (Subtitle)
instructional planning.
Summary of Informal Assessments (Subtitle)
instructional planning
Title relating to Common Etiological Factors
Here is where you will list and explain common etiological
factors with students with mild to moderate disabilities
Title relating to Teaching TechniquesSummary of Teaching
Technique #1 (Subtitle)

Here is where you will identify teaching techniques for students
with common mild to moderate disabilities
Summary of Teaching Technique #2 (Subtitle)
Title relating to Proactive Behavior Strategies
Summary of Behavior Strategy #1 (Subtitle)
Here is where you explain proactive teaching strategies common
to children with mild to moderate disabilities

Title relating to Informal AssessmentsInformal Assessment #1
(Subtitle)
Here is where you will explain the informal assessment
including how it will evaluate student progress at various
ability levels
Informal Assessment #2 (Subtitle)
ability levels
ability levels
ability levels

References
Week 6 Final Paper Resource Manual
Since Mr. Franklin has been expressing his confusion regarding
special education and the students’ needs, you have decided to
create a user-friendly guide that has relevant resources,
definitions, examples, and family-based privacy information
specific to students with disabilities.
Instructions
As you move through the program, this manual will become a
resource of up-to-date information in the field of special
education. It can also be a rich source of documentation of
your work in this program as you consider entering or
continuing your work in the profession and field of special
education. Additionally, this manual will be a practical source
of your completed coursework in preparation for the Capstone
course.
Content Expectations:
· Explain one key landmark case that made the biggest impact
on special education.
· Define ten terms that will be most useful in everyday
classroom practice.
· Outline the importance of formal and informal assessments in
driving instructional planning.
· List at least three common etiological factors of students with
mild to moderate disabilities.
· Identify teaching techniques for students with common mild to
moderate disabilities in an inclusion classroom.
· Identify positive proactive behavior strategies for students
with common mild to moderate disabilities in an inclusion
classroom.
· Describe five easy to administer informal assessments to
evaluate student progress at various ability levels.

Written Expectations:
Using the template provided, compile the appropriate resources
within each section. Follow each section’s instructions and
complete as indicated within the template. Please note that there
is a minimum of four scholarly sources to be used including the
course textbook.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric (Links to an
external site.) to ensure you have achieved the distinguished
levels of performance for each criterion. Next, submit your
document no later than Day 7.
Recommendation
The MASE program provides the opportunity for you to create
an online portfolio that can be used in your career development
and professional practice. Throughout the program you will
have various assessments that can be included in this e-portfolio
and these will be finalized in the last course of the MASE
program, Capstone course, ESE699. You may select this
assignment and subsequent coursework to include as artifacts.
Therefore, it is strongly encouraged you save your coursework
on a flash-drive (e.g., a USB removable drive) or store in a
cloud-based option such as Dropbox, GoogleDrive, or other
similar applications.
Instructor Guidance
Week Six
Introduction
The Council for Exceptional Children (CEC), comprised of
international education professionals, is a like-minded
community who share the common goal of improving
educational practices for students with disabilities. The
video Celebrate Exceptional (Links to an external site.)explains
how this organization celebrates exceptionality, diversity, and
individuality.
The Council for Exceptional Children is a premier education
organization, internationally renowned for its expertise and

leadership, working collaboratively with strategic partners to
ensure that children and youth with exceptionalities are valued
and full participating members of society. As a diverse and
vibrant professional community, CEC is a trusted voice in
shaping education practice and policy. (CEC, vision, 2015).
The CEC standardized a guide of ethical principles and
practices for special educators to meet the needs of students
with disabilities, respect the rights of the families they support,
create a learning environment founded on respect and
acceptance and commit to lifelong learning and professional
growth.
In addition to professional and ethical safeguards outlined by
the CEC, the federal law, Family Educational Rights and
Privacy Act (FERPA), was designed to ensure that the privacy
of student records (FERPA, n.d.). For students with a disability
covered under IDEA, there are additional provisions provided to
children and their families that include education records,
personal identifying information and dispute resolution outcome
(IDEA and FERPA, 2014). The Law of Student Records
or...FERPA Guy Explains It All to You! (Links to an external
site.) provides an authentic example of how teachers may
unintentionally violate a student’s right to privacy.
In Practice
Along with Henry, you have six other students identified as
having specialized academic and behavioral needs. Some of
these students may be falling behind in their academics. Others
may not appear engaged in the classwork or homework
activities. Yet others may appear to have a negative attitude.
You work hard to focus on creating a proactive positive
classroom environment, where every student feels safe and
embraced for their unique characteristics. During your lunch
break, you go to the teacher’s lounge where you overhear some
teachers talking about some of the other students with

disabilities in your class. One of the teachers is warning the
next grade’s successor of future students, their behavior
problems, IEP goals, and issues with the families during team
meetings. Being a new teacher, you tend to avoid conflict; but,
in this instance, you know that the student’s privacy rights are
being violated, and that if a visiting parent overheard this
conversation the school could be held liable for violating
FERPA laws.
Week Six Discussion
Children with disabilities are protected by various laws,
agencies, and organizations that are all aligned with the
common goal of respecting the rights and privacy of students
and their families. FERPA, CEC Ethical Principles and
Professional Standards, and the National Association of Special
Education Teachers (NASET) Code of Ethics are recognized as
the national guideline standards. During the Week Six
discussion board, you will explain how FERPA relates directly
to the CEC and NASET standard of ethics for special educators
and what characteristics and behaviors will make you stand out
as an ethical teacher. First, you will review the Code of Ethics
published by the CEC and by the NASET in the weekly required
reading. Then you will watch the Voicethread video posted in
the discussion board prompt. After watching the video, you will
create an initial response that answers how FERPA relate
directly to the CEC and NASET standard of ethics for special
educators and what characteristics and behaviors will make you
stand out as an ethical teacher?
For the second discussion board post this week you will watch
the video Creating Your Teacher Interview Portfolio (Links to
an external site.) and then reflect on how this course has helped
you determine your professional interests in the field of special
education. Think about how an online portfolio will give you a
competitive edge in the 21st-century job market. Consider new

ideas and topics you would like to learn more about and why.
For each discussion board post, make sure to use the Grading
Rubric as a self-checklist before submitting the final copy of
your assignment to confirm you have met or exceeded each
required expectation. The highest level of achievement on the
rubric is distinguished, which is only earned through exceeding
posted expectations at the proficiency level. Please remember
you are in a masters-level program. Therefore, your writing,
research, and content are held to graduate-level expectations.
Week Six Final Paper Guidance
As you complete your first year of teaching, you think about the
process of creating a partnership of respect, mutual
understanding, and professional comradery. You decide to end
the school year by creating a user-friendly guide with relevant
resources, special education terms and definitions, real-world
examples, and family-based privacy information specific to
students with disabilities for Mr. Franklin and other general
educators. For the final summative assignment, you will design
a resource manual of up-to-date information in the field of
special education. It can also be a rich source of documentation
of your work in this program as you consider entering the field
of special education and in preparation for the Capstone course,
the final class required to complete the Masters of Arts in
Special Education program.
The MASE program provides the opportunity to create an online
portfolio that can be used in your professional practice and also
in the final Capstone course, ESE699. You may select this
assignment and subsequent coursework to include as artifacts.
Therefore, it is strongly encouraged that you save your
coursework on a flash-drive (e.g., a USB removable drive) or
store in a cloud-based option such as Dropbox, GoogleDrive, or
other similar applications.

References
CEC. (2014). Mission & vision (Links to an external site.).
Retrieved from http://www.cec.sped.org/About-Us/Mission-and-
Vision
Classroom Caboodle. (2014, September 4). Creating your
teacher interview portfolio (Links to an external site.) (Links to
an external site.)[Video file]. Retrieved
from https://youtu.be/5GRQlfYACkY
Council for Exceptional Children. (2014, July 20). Celebrate
exceptional (Links to an external site.) [Video file]. Retrieved
from https://youtu.be/0f4o5KNO6-4
legaldigest. (2010, June 4). The law of student records or ...
FERPA guy explains it all to you! (Links to an external site.)
[Video file]. Retrieved from https://youtu.be/2HdyItsQK-Q
Surprenant, K., Miller, F., & Pasternak, S. (2014, June). IDEA
and FERPA confidentiality provisions (Links to an external
site.). Retrieved from
https://www2.ed.gov/policy/gen/guid/ptac/pdf/idea-ferpa.pdf
U.S. Department of Education. (n.d.). Family educational rights
and privacy act (FERPA) (Links to an external site.). Retrieved
from http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Required Resources
Text
Henley, M., Ramsey, R. S., & Algozzine, R. (2009).
Characteristics of and strategies for teaching students with mild
disabilities. Upper Saddle River, N.J: Pearson
· Chapter 11: Building Family Partnerships
Multimedia
Classroom Caboodle. (2013, September 4). Creating Your
Teacher Interview Portfolio (Links to an external site.) [Video
file]. Retrieved from
https://www.youtube.com/watch?v=5GRQlfYACkY

· This brief video outlines the importance and usefulness of
creating an online teacher interview portfolio. Included is
information on choosing appropriate artifacts and documents.
Accessibility Statement (Links to an external site.)Privacy
Policy (Links to an external site.)
Phillips, M. (2014, December 4). Ethics and
Responsibilities (Links to an external site.) [Presentation].
Retrieved from
https://voicethread.com/new/myvoice/#thread/6362620/3287516
1
· This is the prompt for the web-based application required for
the this week’s discussion board.
Policy
Websites
National Association of Special Education Teachers: Code of
ethics (Links to an external site.). (2007). Retrieved from
https://www.naset.org/2444.0.html
· Then National Association of Special Educators (NASET) has
published a code of ethics for all special educators to establish
a level of professional excellence.
Accessibility Statement does not exist.
Privacy Policy
Special education professional ethical principles and practice
standards (Links to an external site.). (2014). Retrieved from
http://www.cec.sped.org/Standards/Ethical-Principles-and-
Practice-Standards
· Special education teachers use the Council for Exceptional
Children (CEC) as the ‘gold star’ standard for ethical principles
and practices standards. The Special Education Professional
Ethical Principals outline the commitment to children and their
families required by all special educators.
Accessibility Statement does not exist.
Privacy Policy Recommended Resource

Multimedia
Usedgov. (2013, November 7). Student Privacy 101: FERPA for
Parents and Students (Links to an external site.) [Video file].
Retrieved from
https://www.youtube.com/watch?v=nhlDkS8hvMU
· This is the video used in Voicethread which includes closed
captions for those who require additional supports.
Policy

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