EDUC 5340 Benchmark Rubric Reading Disabilities Resource

EDUC 5340 Benchmark Rubric Reading Disabilities Resource

With a Literacy Plan Reflection to Increase Literacy Skills and Motivation to Read Educator Standards and /PPR / Content Standards

PPR Standards and Testing Competencies as Applied to TC Course Sections TAC 228.30

Standard I: (Domain I. Competencies 001-004 Domain III. Competencies 007-010) The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment.

Standard III: (Domain III. Competency 007-010)

The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback.

Educator Standards TAC 149

Standard 1–Instructional Planning and Delivery. Teachers demonstrate their understanding of instructional planning and delivery by providing standards-based, data-driven, differentiated instruction that engages students, makes appropriate use of technology, and makes learning relevant for today’s learners.

Standard 2—Knowledge of Students and Student Learning. Teachers work to ensure high levels of learning, social-emotional development, and achievement outcomes for all students, taking into consideration each student’s educational developmental background and focusing on each student’s needs.

Standard 5— Data-Driven Practice. Teachers use formal and informal methods to assess student growth aligned to instructional goals and course objectives and regularly review and analyze multiple sources of data to measure student progress and adjust instructional strategies and content delivery as needed.

Reading Content Competencies:

Standard II: Phonological and Phonemic Awareness: Teachers of young students understand the components of phonological and phonemic awareness and utilize a variety of approaches to help young students develop this awareness and its relationship to written language.

Standard X: Assessment and Instruction of Developing Literacy: Teachers understand the basic principles of assessment and use a variety of literacy assessment practices to plan and implement literacy instruction for young students.

STR Standards:

Competency 001 (Foundations of the Science of Teaching Reading): Understand foundational concepts, principles, and best practices related to the science of teaching reading.

Description of Benchmark Performance Assessment: Create a research-based Reading Disabilities Resource for addressing dyslexia and related reading difficulties. The student will also create a presentation based on the Science of Reading and connect it to an action plan to increase literacy skills based on the course content and other resources.

Reflection Questions: (narrative)

Question 1. What is the purpose of being able to identify the characteristics of dyslexia and general reading difficulties in students?

Questions 2. How has your understanding of the topics/content in this course evolved or confirmed what you already knew? What are your reflections or questions about the course content?

Questions 3. How can you apply the information from this course in your current and/or future practices as an educator?

RUBRIC

OUTCOME ASSESSED	Below expectations	Approaches expectations	Meets expectations	Exceeds expectations
0-69%	70-79%	80-89 %.	90-100%	Rating
Content Knowledge: In- depth knowledge of the STR and reading disability content from the readings, research, and experience supported with examples, explanations, and evidence.	The assignment is incomplete, unsatisfactory, and/ or submitted late. Does not demonstrate an understanding of the content. Copies	Demonstrates limited knowledge of the course content and does not meet most of the assignment objectives. Limited attempt to	Demonstrates a satisfactory knowledge of the course content and meets most of the assignment objectives. Paraphrases and	Demonstrates in- depth, accurate knowledge of the course content and meets /exceeds the assignment objectives. Shows a synthesis and
	directly from the	summarize or	summarizes most	analysis of
	course documents	paraphrase the	readings and other	information from
	and other resources.	readings and	sources. Most ideas	different sources.
	Mostly includes	supplemental	and concepts are	The ideas and
	personal statements	content. Includes	supported by	concepts are
	instead of	many personal	relevant cited	supported by
	information from	statements instead	references.	relevant cited
	valid, cited	of information		references.
	references.	from valid, cited
		references.
Application of	There is limited	There is limited evidence of critical thinking, reflexive inquiry, and strong insight related to the principles of STR and the understanding of reading disability. The assignment reflects a limited	Critical thinking, reflexive inquiry, and strong insight into the principles of STR and the understanding of reading disability were demonstrated in the application of strategies for student success in literacy. The	Critical thinking, reflexive inquiry, and a strong insight into the principles of STR and reading disability were effectively demonstrated in the application of strategies for students’ success in literacy.
Content	evidence of
Knowledge	insightful or critical thinking in the
	application of STR
	and reading
	disability content to
	meet the objectives
	of the assignment.
	There is limited or

	no application of	understanding of	assignment mostly reflects the student’s understanding and ability to apply strategies to increase learning and literacy. The ideas and concepts are mostly supported by cited references.	The assignment
knowledge of the	STR standards or	consistently
topic that is	how to apply	reflects the
supported by cited	strategies to	students’ deep
references and	increase literacy.	understanding and
demonstrates the	The ideas and	ability to apply
relevance of the	concepts are rarely	strategies to
concepts and ideas	supported by cited	increase learning
to teaching and	references.	and literacy.
learning.
Reflection	The reflection/analysis is missing or incomplete.	Includes a limited analysis and reflection on the topic and learning process. Demonstrates a limited ability to connect course content to relevant personal, learning, and professional experiences.	Includes an adequate analysis and reflection on the topic and learning process. Demonstrates a satisfactory ability to connect course content to relevant personal, learning, and professional experiences.	Includes an insightful analysis and reflection on the topic and learning process. Demonstrates an ability to connect course content to relevant personal, learning, and professional experiences.
Organization /	Academic /formal	Academic /formal writing styles are used inconsistently. There are some spelling and/or grammatical errors. Some of the assignment guidelines for the organization are followed.	Academic or formal writing styles are used with some consistency throughout the assignment. There are no significant spelling or grammatical errors. APA 7 guidelines are used for references. Most of the assignment guidelines are used to organize the content.	Academic/ formal writing styles are used throughout the assignment. There are no significant spelling or grammatical errors. APA 7 guidelines are used for references. The information is presented clearly and follows the assignment guidelines.
Editing	writing styles are
	used inconsistently.
	There are many
	spelling/and or
	grammatical errors.
	Many of the
	assignment
	guidelines are not
	followed.

Rating:

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EDUC 5340 Benchmark Rubric Reading Disabilities Resource

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