Rubric

=Rubric for the Unit=

oral presentation Does not provide an oral presentation Only provides minimal presentation Goes over time limit OR takes a very short time. || Demonstration of two technologies, professional in presenting, can handle technology. Presents in time frame and Knows order in presentation. Presents just technology. || Provides an overview of the unit, describes important goals of the unit, Demonstration of two technologies, prepared, professional in presenting and attending, can handle technology. Presents in time frame. Knows order in presentation, ready to go. Knows how to manipulate windows in browser. || Provides an overview of the unit, describes important goals of the unit. Demonstration of two or more different technologies, prepared, professional in presenting and attending, can handle technology. Presents in time frame. Knows order in presentation, ready to go. Closes only personal windows when leaving. Knows how to manipulate windows in browser. If showing interactive has it prepared ahead of time. || Inconsistent format and lack of use of technology for personal productivity || Document formatted correctly with minor errors such as inconsistent font formats or colors, incorrect color combinations, or font changes. || Uniform format that uses text, color and graphics to emphasize parts of the units || Formatting and use of technology in visual presentation follows recommendations for 508 guidelines for document preparation. In addition, Consistently uses technology to display parts of the unit. Displays originality, creativity and use of fonts. Colors checked for contrast. Use of Header1, Header2 etc and captions for alt text. All pages include screen shots of technology or other image. PowerPoint and videos (if appropriate) are embedded. || Rationale does not include relationship to overall curricula and standards. || Rationale is limited with respect to overall curricula and standards. || Rationale includes broad description of how the unit addresses Universal Design for Learning and provides and overview of long-range plans that consider specific learning characteristics. Discuss how curricula standards are integrated into the unit. || Introduction page and purpose to the reader includes broad rationale for the unit. Provide rationale for your topic with emphasis on importance in “big picture” context. Discuss rationale with respect to __curricula and standards__. In addition, Rationale specifically addresses UDL for students in target area and how technology will assist in managing the learning environment. || Standards, NETS, or functional goals are not appropriate for the target audience, content or use of technology. || Section on standards could be expanded and more appropriate for the target audience, content or use of technology. NETS standards are not included. || Standards and goals are appropriate for the students, the content and the technology. General materials related to off computer activities are also included. || List of standards and broad unit goals. Goals for unit, address content standards & NETS standards In addition, reflects an understanding of the scope and sequence of special and general curricula and how this unit works within that framework of teaching students in target area. General materials related to off computer activities are also included. || Discussion of UDL is deficient in description of: -Integration of UDL within unit -Adaptations used throughout -Considerations for diverse learners -Classroom management || Discussion of UDL is slightly deficient in description of one of the following: -Integration of UDL within unit -Adaptations used throughout -Considerations for diverse learners -Classroom management -barriers to learning without any solutions || Discussion of UDL to promote generalization and inclusion in general education. Inclusion of accommodation, modifications, adaptations for diverse populations. Provide a model of how you will manage activities and technology needs if you only have access to one computer. Includes barriers to learning and solutions || Describe the unit with reference to UDL and strategies for students in target area. Consider how the unit will address multiple means of presentation, engagement, and expression. Discuss accommodations for a variety of students in target area; even in a self-contained classroom you can have a range of behavior and learning differences. In addition, consistently uses UDL throughout unit. All activities and assessments reflect UDL. Technology is managed as an instructional tool not as a separate content. UDL also considers strategic learning, extension and enrichment activities and barriers to learning & solutions. || Limited description of any technology tool. Tool used in activity but not listed within toolbox. Tools listed without description of how it will be used in the unit. || Description of technology tools missing minor information about access or Tools listed without description of how it will be used in the unit. || Annotated list of all tools: software, devices, hardware, assistive technology and web pages. Include description of the tools, URL, how used || Include all software, devices, hardware, assistive technology & web pages used, recommended, or required. In addition, Extensive description of the tools, URL, and how used. Additional tools for enhancement of spelling, vocabulary, oral and written communication are listed. Description specific reflects knowledge base of devices and software for students in target area and how they should use these tools. Unit addresses barriers to learning and how technology can help. || Annotated list does not include all activities; activities are minimally described. No creative titles uses || Annotated list only includes a very limited context for the activity. No creative titles || Annotated list contains 8 titles with 1 sentence summarizing each activity and describing the use of technology related to content. Description includes appropriate technology for the skill involved. || Annotated list contains 8 creative titles for lessons with 2-3 sentences summarizing each activity. Description provides reader with enough information to create individual lessons. Description references materials, curricula and technology used in each lesson. Indicates knowledge of specialized criteria for students in target area || Lessons plans do not reflect use of UDL, deficiencies in engagement/relevance, objectives, and evaluation. Or actual instructional strategies Does not have 10 complete lesson plans || Some lessons plans reflect use of UDL; most lessons include ways of engagement/relevance, match objectives with evaluation and actual instructional strategies, Most lessons follow the template || Lesson plans reflect use of UDL; include motivating engagement/relevance, and objectives and evaluation appropriate for the learning needs of the students. Incorporate effective teaching strategies and are appropriate for target audience. All lessons follow the template. || Include 8 **lesson** plans that follow the template with examples of technology, and instructional materials appropriate for students in target area. In addition, lesson plans are consistent (engagement/relevance, objectives, evaluation) and appropriate for the students in target area incorporating UDL, research supported methods and systematic instruction, differentiation, specific solutions for any barriers to learning. Finally lessons display a variety of instructional strategies to promote challenging learning for students in target area. Lessons incorporate standards, core concepts or functional skills. All lessons incorporate corrections. || Assessment is only included within the actual lessons. || Assessment rubric for the unit does not relate back to standards or actual lesson activities or big ideas for the units || Include performance-based assessment in **rubric** or **checklist** (task analysis) format for technology and main goals for the unit. Assessment should also be included related to the specific objectives you have stated for each lesson. || Performance-based assessment in **rubric** or **checklist** (task analysis) format for technology and main goals for the unit. Includes assessment in lessons. Rubric reflects levels for student performance and can be adapted for other units ||
 * **0-4 UA** || **5-7 Conditional** || **8-9 Acceptable** || **10 Target** ||
 * **PRESENTATION**
 * **0-4 UA** || **5-7 C** || **8-9 Acceptable** || **10 Target** ||
 * **FORMATTING**
 * **0-3 UA** || **4-5 Conditional** || **7 Acceptable** || **8 Target** ||
 * **RATIONALE**
 * **0-3 UA** || **4-5 C** || **6-7 Acceptable** || **7 Target** ||
 * **STANDARDS & IEP GOALS**
 * **0-4 UA** || **5-7 C** || **8-9 Acceptable** || **10 Target** ||
 * **UDL**
 * **0-5 UA** || **6-14 C** || **15-19 Acceptable** || **20 Target** ||
 * **WEB TOOLS**
 * 0-4 UA || 5-7 C || 8-9 Acceptable || 10 Target ||
 * **LESSON ANNOTATIONS**
 * 0-5 **Unacceptable** || 6-14 **Conditional** || 15-19 **Acceptable** || 20 **Target** ||
 * **LESSONS**
 * 0-2 UA || 3 C || 4 Acceptable || 5 Target ||
 * **ASSESSMENT**