rubric gallery

Ultimately, teaching is what special education is most about!!!!!! In order to teach children with disabilities effectively(according to NCLB), districts must higher qualified teachers. These teachers must know and use curriculum and instructional methods validated by rigorous scientific research. Ultimate goal for these teachers is for all children to be proficient in all subject matter. NCLB, points educators toward the tool that allow schools to make meaningful changes in the academic achievement of their students. These teachers must plan special education, that specially designed with intensive instruction. SP ED teachers must recognize signal flags that are simple and effective way for students to obtain their assistance and feedback.

Creating a book which includes labeled drawings, life cycle chart, story, facts page.

This tool is used to grade students' journal entries.

Rubric displaying content, organization, conventions, sentences, voice, word choice, and handwriting. The rubric includes points, weight, and differentiated instruction for special needs students.

This rubric serves as a resource for school administrators when evaluating instructor unit plans. It focuses upon the Understanding by Design structure while highlighting the incorporation of Differentiated Instruction and the Rigor/Relevance Framework. *Materials Created/Adapted by Christine Miles using reference materials from: -The International Center for Leadership in Education, "Using Rigor & Relevance Framework for Planning and Instruction" -Jay McTighe's & ASCD's publication "Understanding by Design and Differentiation" (2004)

Science : The ways we stay healthy: washing hands, eating healthy choices, brushing teeth, dressing appropriately for weather, exercise, avoiding sweets, etc.

Rubric to question #9 in my pre-assessment on why it is important not to talk to strangers

THE STUDENT WILL BE ABLE TO CLASSIFY FOODS INTO THE PROPER FOOD GROUPS.

THE STUDENT WILL BE ABLE TO CLASSIFY FOODS INTO THE PROPER FOOD GROUPS.

The student will create a food collage.

Student will be able to color and define assigned type of cloud, and through oral questioning will be able to identify 4 types of clouds. (Standard 2.1 B)

Students will be able to describe the properties of their own rocks.

GPS: S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations.

Students will identify the 4 seasons and illustrate the different types of weather that may occur during each season. Summer - drawings reflect that summer is the hottest season of the year. Fall - drawings reflect an understanding that the weather gets cooler and that leaves may change color. Winter - drawings reflect an understanding that winter is the coldest season. Spring - Drawings reflect an understanding that spring weather is warmer than winter and that many plants may bloom.

An assessment tool used for the "Insulator or Conductor" experiment.

students will be graded on their ability to create a skit that clearly portrays a message about healthy and unhealthy food choices. They will also be graded on a writing assignment where they are to describe how they plan to make healthier food choices in the future.

Students will reflect on what they have learned over a one week unit on the Food Guide Pyramid, tracking daily food intake, internet research on healthy food choices, and learning how to read nutrition labels.

Students will choose their favorite items from their set of picture card. Students will place their cards on either the green paper (healthy) or red paper (unhealthy).