SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

UNIT WORK SAMPLE GUIDELINES EARLY CHILDHOOD & ELEMENTARY

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of
strategies and builds on each students strengths, needs and prior experiences. Through this performance
assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following
standards:
The candidate uses multiple assessment strategies and approaches aligned with learning goals to
assess student learning before, during and after instruction.
The candidate designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
The candidate uses regular and systematic evaluations of student learning to make instructional
decisions.
The candidate uses assessment data to profile student learning and communicate information about
student progress and achievement.
The candidate reflects on his or her instruction and student learning in order to improve teaching
practice.
The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached
template, which consists of several components, should be used to fulfill this requirement. Attach samples of
student work as an appendix.

Revised 2015

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

SCHOOL OF EDUCATION CLAFLIN UNIVERSITY
UNIT WORK SAMPLE TEMPLATE EARLY CHILDHOOD AND ELEMENTARY
Section I:
Candidate: Courtney Frasier

Cooperating Teacher: Dr. A. Jamison

District: OCSD 5

School: Whittaker Elementary

Subject: Math

Dates of unit: November 14th to November 21st

Academic Year: Fall 2016

Grade Level: 2 nd

Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your
students. Dont forget to include how you obtained your information about the students.

In Dr. Jamisons class, there are twenty-one students twelve being females and nine being males. The
demographics include nineteen African American students and one Hispanic student. All twenty students in
the class receive free lunch. The reading level of the students varies from pre-primer to third grade level.
Out of the twenty students in the classroom, one student gets pulled out for resource, one gets pulled out
for speech, and one gets pulled out for ESOL. I received the students description from various sources
such as classroom observations, conversations with my cooperating teacher, cafeteria manager, class
roster, and student files.

Section III:

Contextual Factors: Describe the contextual factors, including the (1) relevant
student characteristics from Section II, as well (2) as other factors related to the community,
district, school, classroom or students, that are likely to impact instruction and/or student
learning with regard to the selected instructional unit. Include a (3) description of the ways in
Since there are more females in the classroom, I would need to create a classroom environment that
which each of these factors will be taken into consideration during unit planning and
makes all the students feel equal with no gender being left out.
instruction.
I would make sure that I treat all the students fairly. Since the class is predominantly African American
except for one student, I would make sure that they are included in the lessons and activities by
providing examples of their culture.
Seeing that all twenty students receive free lunch lets me know that they come from a low
socioeconomic status, so they will not have funds to buy the necessary things for school. They may
also face challenges academically.
One student is reading on a 3rd grade level. Two students are reading on the 2nd grade level. The rest
of the students are reading on a pre-primer to a 1st grade level but some are not far from the 2nd grade
level. Since three students are on track with their reading, I would have to find ways to accommodate
the other students. As the teacher, I can provide more reading strategies during the lessons.
With three students being pulled out of the classroom, I would make sure to accommodate all these
students in the lessons and activities.
As their teacher, I need to know all of my students in the classroom. I need to know their strengths,
weaknesses, and learning styles when it comes to planning the instruction. I need to provide
Revised 2015
strategies that will incorporate all learners. I will use this information to provide my students with a
safe and positive environment to help them succeed.

Section IV A: Major Unit Objectives (1) List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Correlated
Standards/Expectations

Unit Objectives
MATH 1: Demonstrate fluency with addition and related subtraction facts through 20.

2.ATO.2

2: Solve one-and two-step real world/story problems using addition (as joining
action and as a part-part-whole action) and subtraction (as a separation action, finding
parts of the whole, and as a comparison) through 99 with unknowns in all positions.

2.ATO.1

Section IV B: Instructional Plan

Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the
unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional
technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that
are addressed.

SUBJECT: Mathematics

Length: November 14 th-21st

Unit Title: Addition Strategies

Instructional Plan for the Unit

Activities/Strategies/Materials/Resources

Timeline

Unit Objective
Number(s)

Anticipatory Set: I will engage the student by asking them

connecting questions that pertains to the math lesson for that
day.
Direct Instruction: I will state the objective and introduce the
lesson by showing students examples and explaining what is
expected of them. I may even show them through a
PowerPoint. During my instruction, I will use manipulatives
(counters) and use the students as counters to better assist
students with the content. After my intro, I will log on to
www.pearsonsuccessnet.com to view the topic math video.
While watching the video, volunteers will be allowed to
respond to the questions.

5 minutes each class period

Unit Objectives 1, 2

15 minutes each class period

Unit Objectives 1, 2

Guided Practice: The students and I will complete the

guided practice portion in their Math Booklets. This is where
they will practice and apply the skills taught to them. The
Booklet contains problems on the math topic.

15 minutes each class period

Independent Practice: The students will complete the

independent portion in their Math Booklets. They will
demonstrate whether they understood the lessons learning
goals. The Booklet contains problems on the math topic.

15-20 minutes each class period

Revised 2015

Unit Objectives 1, 2

Unit Objectives 1,2

Closure: The students will review what they have learned by

answering review questions from the lesson.

5 minutes each class period

Integration of the Arts: I will integrate art by logging on to

www.pearsonsuccessnet.com to have students view the topic math video.
While watching the video, volunteers will be allowed to respond to the
questions.

Each class period

Integration of Health: I will integrate health by letting the students use

healthy snacks as counters to solve math problems.

Time will vary during the unit

Integration of Physical Education: I will integrate physical education by

having students come to the front of the class to be used as counters to
assist with math problems.

Each class period

Unit Objectives 1, 2
Unit Objectives 1,2

Unit Objectives 1,2

Unit Objectives

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level
academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss
the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students
characteristics, needs and learning contexts.

My instructional plan will meet the needs of all students by making sure the instruction is differentiated between
the learning styles. Different strategies such as pictures, manipulatives, and reading strategies will be
implemented in the different lesson plans so all students have a chance to be successful. For the students who
may have trouble comprehending the material, I plan to monitor and focus more on them when needed. For
the students who have mastered the concept, I will allow some of them to assist students who may need extra
help because students tend to learn best from their peers. Overall, all students should receive an equal chance
to learn no matter their learning styles.

Section V A: Unit Assessments - List the key unit assessments.

Key Unit Assessments

Type of Assessment
(Check one for each assessment)
Teacher-Made
Commercially
(A copy of each teacher
Available

made assessment must be

attached to this plan.)

Addition Strategies Pre-& Post Test

Lesson 2-1: Adding 0, 1, 2

Lesson 2-2: Doubles

Lesson 2-3: Near Doubles

Lesson 2-4: Adding in Any Order

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students?
(2) How did you use your prior understanding of students skills to plan your instruction?

Revised 2015

I determined my unit assessments to be valid and reliable for all students by making sure they were aligned
with the standards in the Orangeburg Consolidated School District 5 pacing guide. I used my prior
understanding of students skills to plan by instruction by giving them a pretest of the content. This allowed me
to see who knew and did not know the content and what area(s) I needed to focus on more.
Section V B: Other Assessments (1) Describe and attach the assessments for each unit objective. (2) Include
descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe
and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4)
Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments
Mathematics
Unit Objective 1: Pre-Assessment(s)

Accommodations
Students will be given an
ample amount of time to
complete their test

Evaluation Criteria
A: 100-90
B: 89-80
C: 79-70
D: 69-60
F: 59 and below

: Post-Assessment(s)

: Summative
Assessment(s)
No accommodations

Mathematics
Unit Objective 2: Pre-Assessment(s)

Students will be given an

ample amount of time to
complete their test.

Formative Assessment(s)

Summative Assessment(s)
No accommodations

A: 100-90
B: 89-80
C: 79-70
D: 69-60
F: 59 and below
A: 100-90
B: 89-80
C: 79-70
D: 69-60
F: 59 and below
A: 100-90
B: 89-80
C: 79-70
D: 69-60
F: 59 and below
A: 100-90
B: 89-80
C: 79-70
D: 69-60
F: 59 and below
A: 100-90
B: 89-80
C: 79-70
D: 69-60
F: 59 and below

Section V C: Data Analysis: After administering the pre-assessment(s), (1) analyze student performance relative to the
unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the preassessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize
the results of the pre-assessment(s) and describe the implications of these results on instruction.

Revised 2015

After administering and analyzing

pre-assessment, I noticed that
master the concept of Addition
were some students who did not
were not familiar with finding the
and adding in any order. The
their pre-assessment let me know
more on during the lessons. I
more on the content that my
pre-assessment.

Pre-Assessment Results

Revised 2015

Students
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21

Addition
Strategies
Pre-Test Grade
100
100
60
100
30
100
100
90
60
Absent
Absent
100
100
100
70
Absent
100
100
50
90
80

the students performance on the

majority of the students could
Strategies. I also noticed that there
master the concept. The students
missing number in math problems
performance of my students on
the areas that I needed to focus
planned my instruction to focus
students failed to master on the

Pre-Test Results
120%
100%
80%

Grades

60%
40%
20%
0%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Students

Section VI: Analysis of Student Learning)

Once you have completed the unit, analyze all your assessments and determine your students progress relative to the unit
objectives. (1) Did the information increase your understanding of individual students performance?
(2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire
class, for one selected subgroup and for at least two individual students.
(3) For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and
achievement.
(4) Finally, explain the ways in which you have assigned student grades (or other indicators of student performance), and
what were the overall results?
(5) Based on the overall results, did the students gain from this unit all that you expected? Why or why not?
(6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been
reported.
(7) Provide evidence to support the impact on student learning in terms of the number of students who achieved and make
progress toward the unit objectives.

The information from the post assessment results increased my understanding of individual students
performance. It let me see what the students understood after the lessons was taught. By giving a pre and post
test, I was able to see the strengths and weaknesses of my students in regards to their understanding of the
content. After changing some of the lesson plans to meet the needs of the students, I saw that the students
who did not do well on the pretest improved a great deal on the post test. For example, a student went from a
50 on the pretest to a 100 on the post test which is a 50 point difference. Another student went from a 30 to a
90. With me monitoring and working with the low scorers, I see that they learned a lot and was able to
understand the content once taught. The results of the assessments were recorded in PowerSchool which is
Revised 2015

used to keep a record of students grades. Overall, the student did gain from this unit because the ones who
scored low on the pretest made progress on the post test and the ones who scored high on the pretest
remained the same.
Post Assessment Results
Students
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21

Addition Strategies
Post Test Grade
100
100
90
90
90
100
100
100
80
Absent
Absent
100
100
100
100
80
100
100
100
100
100

Post Test Results

120%
100%
80%

Grades

60%
40%
20%
0%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Students

Comparing Pre-Test to Post Test

Revised 2015

Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21

Pre-Test Results
100
100
60
100
30
100
100
90
60
Absent
Absent
100
100
100
70
Absent
100
100
50
90
80

Post Test Results

100
100
90
90
90
100
100
100
80
Absent
Absent
100
100
100
100
80
100
100
100
100
100

Pre-Test and Post Test Comparison

120
100
80

Grades

60 Pre-Test

Post Test

40
20
0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Students

Revised 2015

Section VII.

Reflection and Self-Assessment

(1) Reflect on and describe the relationship between your students progress and achievement and your teaching
performance.
(2) If you were to teach this unit again to the same groups of students, (2) what, instructional decisions would you make to
improve your students performance? What specific aspects of the instruction need to be modified?
(3) What activities were successful? Which were unsuccessful? Give reasons based on theory or research as to why you
believe the activities were successful or unsuccessful.

There was a positive relationship between my students progress and achievement and my teaching
performance. They were able to understand my teaching and show evidence through their responsive
feedback and the results of their assessment. If I were to teach this unit again to the same groups of students I
would try to provide more small group and peer teaching opportunities because students sometimes
understand better from their peers. I also would have challenged the students who scored high on the pretest
since they grasped the content quickly. Using the topic math video is always success. The students are
engaged and answering the questions to the video.

Section VIII: Sample Work (Attach)

Revised 2015

EDUC 450
Name:
COMPONENT

UNIT WORK SAMPLE SCORING RUBRIC

Early Childhood/Elementary
TARGET (3)

ACCEPTABLE (2)

SCHOOL OF EDUCATION
Date:
UNACCEPTABLE/DEVELOPIN
G (1)

DESCRIPTION OF STUDENTS
Description of
Students
ACEI 3.1
NAEYC 1a
Contextual
Factors
collaborating
with others and
sources of
information
ACEI 3.5/NAEYC
5c
Contextual
Factors
ACEI 3.5/NAEYC
3b
Contextual
Factors
ACEI 5.2/NAEYC
2c

Describes students in-depth

according to ability, disabilities,
ethnicity/race, socioeconomic
status, student interests and
other relevant school factors that
could impact student learning;
list 5 or more factors.

Describes students according to

some differences, lists at least 4
factors that could impact
student learning

Does not include at least three

(3) types of descriptions;
displays minimal understanding
of addressing a variety of
student needs.

Uses substantial information from

descriptions of the students to
select standards to meet
students individual differences
and plan instruction and
assessment

Uses adequate information from

the descriptions to select
standards to meet students
differences and plan instruction
and assessments

Fails to use the information from

the descriptions to plan
instruction and assessments to
meet the needs of students

Data is collected from multiple

sources, including verbal,
nonverbal and media, etc.

Uses at least three (3) types of

sources to collect data

Uses only one data source

(records) to set standards and
plan assessments

Displays an understanding of the

importance of collaborative
relationships with families, school
colleagues and agencies in the
community.

Selected sources show the

importance of collaborative
relationships with families,
school colleagues, and agencies
in the community

Shows little or no importance of

collaborative relationships with
families, school colleagues, and
agencies in the community

Overall Rating

UNIT
Objectives
ACEI 3.3/NAEYC
5b
Revised 2015

All objectives are thorough,

significant and challenging, and
are clearly stated and correlated
with the SC State standards

PLAN

Objectives are challenging and

are clearly stated and correlated
with the SC State standards

Objectives are not given;

standards are used.

SCORE

Objectives
ACEI 3.2/NAEYC
5c
Objectives
ACEI 3.2/NAEYC
5c

Objectives are appropriate for the

development, prerequisite
knowledge, experiences,
diversity, and other student
needs
All objectives contain
performance, products,
conditions and criteria
components

Objectives are appropriate for

the development, prerequisite
knowledge and experiences, but
are limited in diversity or other
student needs.

Objectives are not given;

standards are used.

Objectives are measurable,

containing 2-3 components

Objectives are not measurable.

All content is paced and

sequenced so that it is covered in
the allotted time

Content is paced that it is

covered in the allotted times,
but there are some sequencing
issues

The content is not paced and

sequenced so that is covered in
the allotted time

All standards thoroughly display

knowledge, skills and dispositions

Standards are inclusive of

knowledge, skills and
dispositions

Standards are not inclusive of

knowledge, skills, and
dispositions

3 or more activities relate to real

world experiences

2 activities relate to real world

experiences

Activities do not relate to real

world experiences

The instructional plan aligns with

the objective(s) for each content
area.

The instructional plan aligns

with the objective(s) for at least
two or more content areas.

The instructional plan does align

with the objective(s) for any of
content areas.

Plans to assess each objective

domain through the assessment
plan.

Plans to assess most of the

objectives through the
assessment plan.

Does not plan to assess the

objectives through the
assessment plan

All assessments are congruent

with standards, content and
cognitive complexity.

Most assessments are congruent

with the standards, content, but
have limited cognitive
complexity.

Assessments are not congruent

with the standards, content, or
cognitive complexity.

Overall Rating
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Instructional
Plan
NAEYC 5c
Overall Rating
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Alignment with
Learning
Objectives and
Assessment
ACEI 4.0/NAEYC
3b
Overall Rating
Revised 2015

Selection of
Strategies for
Varying Levels
ACEI 3.3/NAEYC
4b;4c
Design for
Instruction
ACEI 1.0/NAEYC
5c

Uses and justifies a variety of

strategies to teach students on
varying levels, including activities
that require students to think
critically and solve problems.

Uses a variety of strategies to

teach students on varying
levels, including activities that
require students to think
critically and solve problems.

Uses less than three (3)

strategies; does not
accommodate the varying levels
of students or activities that
require students to think
critically and solve problems.

Designs instruction for specific

learning standards using
students characteristics and
needs for learning contexts.

Designs most of the instruction

using the standards, but fails to
use students characteristics
and needs for learning contexts

Attempts to design the

instruction using the standards,
but the attempt lacks
congruency and fails to use
students characteristics and
needs for learning contexts.

ASSESSMENTS
Knowledge of
Students Skills
and Prior
Learning
ACEI 3.1
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes/NAEYC 3b
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
Revised 2015

Displays specific understanding

of students skills and prior
learning that affect instruction.

Displays general understanding

of students skills and prior
learning that affect instruction.

Displays no understanding of
students skills and prior
learning that affect instruction.

All informal assessments are

completely aligned to the
objectives

Informal assessments are

aligned to adequate portions of
the standards

Does not use informal

assessments

All formal assessments are

completely aligned to the
objectives

Formal assessments are aligned

to adequate portions of the
standards

Does not use formal assessments

Uses more than one (1) authentic

assessment type

Applies an authentic assessment

type

Does not use authentic

assessments

Uses more than one (1) l

performance tasks and includes
the scoring rubric

Uses a performance task(s) but

does not use a scoring rubric

Does not use performance tasks

3b
Multiple
Assessment
Modes
ACEI 4.0/NAEYC
3b

Plans substantially for student

reflections

Plans adequately for student

reflections

Does not plan for student

reflections

All assessments are valid

Most assessments are valid

Assessments are not valid

All items or prompts are clearly

written and correct

Items or prompts are clearly

written, but exhibit minimal
errors

Items or prompts are not clearly

written

All directions and procedures are

clearly written and correct

Directions and procedures are

clearly written, but exhibit
minimal errors

Directions and procedures are

not clearly written

Thoroughly, but succinctly,

explains the scoring procedures
for all of the assessments

Adequately explains some of the

scoring procedures for the
assessments

Fails to explain the scoring

procedures for any of the
assessments.

Uses assessment data using

graphs, charts, tables, etc., to
profile student learning and
communicate information about
student progress and
achievement.
Thorough and accurate
interpretation is provided

Provides an appropriate
summary of assessment data to
explain student learning and
communicate information about
student progress and
achievement.
An adequate interpretation is
provided; contains few errors in
accuracy

Overall Rating
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Validity of
Assessments
ACEI 4.0/NAEYC
3b
Overall Rating
Scoring
Procedures
Explained(Eval.
Crit)
ACEI 4.0/NAEYC
3b
Analysis of
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
Revised 2015

Makes an inadequate attempt to

summarize or display student
learning and communicate
information about student
progress and achievement.
Interpretation is not accurate

3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Interpretation of
Data and
Student Learning
ACEI 4.0/NAEYC
3b
Overall Rating
Instructional
Decision-making
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Effective
Instruction and
Assessment
ACEI 4.0/NAEYC
3c
Overall Rating
Impact on
Student Learning
ACEI 4.0/NAEYC
3b
Clarity and
Accuracy of
Presentation/NA
Revised 2015

Meaningful, appropriate, and

data supported conclusions are
drawn

Meaningful and appropriate

conclusions are drawn with
limited inclusion of data

Conclusions are not meaningful

or supported by data

Provides relevant and detailed

hypotheses for all achieved and
unachieved learning goals.

Provides generalized hypotheses

for why students met or did not
meet the learning goals

Does not provide hypotheses as

to why the students did not meet
the learning goals

Uses ongoing analysis of student

learning to make instructional
decisions.

Uses intermittent analysis of

student learning to make
instructional decisions.

Provides no evidence of using an

analysis of student learning to
make instructional decisions.

Identifies successful and

unsuccessful activities and
assessments

Identifies unsuccessful and

successful activities , but not
assessments or vice versa

Does not identify successful or

unsuccessful activities or
assessments

Provides plausible reasons (based

on theory or research) for both
the success and lack thereof

Provides plausible reasons to

support why activities and
assessments were either
successful or not successful

Does not provide reasons to

support the success or
nonsuccess of activities or
assessments

Includes adequate evidence of

the impact on student learning
in terms of numbers of students
who achieved and made
progress toward the unit
objectives
Is easy to follow and contains
minimal errors in conventions or
grammar usage.

Includes incomplete or no
evidence of the impact on
student learning in terms of
numbers of students who
achieved and made progress
toward unit objectives
Is easy to follow and contains
numerous errors in conventions
or grammar usage.

Includes substantial evidence of

the impact on student learning in
terms of the number of students
who achieved and made progress
toward the unit objectives
Is easy to follow and contains no
errors in conventions or grammar
usage.

EYC 6b
Reflection/Self
Evaluation
ACEI 5.1/NAEYC
4d
Student Work

Reflects comprehensively on his

or her instruction and student
learning in order to improve
teaching practice.

Reflects adequately on his or her

instruction and student learning
in order to improve teaching
practice.

Reflects, but does not

adequately support ways to
improve teaching practice.

Ample student work attached

Appropriate student work

attached

No student work attached

TOTAL

Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the
attributes of the standard. Performance indicates
that few competencies have been demonstrated.

Revised 2015

Acceptable/Meets (3)
Candidate demonstrates most of the attributes of
the standard. Performance indicates that the
competency has been demonstrated including
examples, extension, or enrichment.

POINTS

Target/Exceeds (5)
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including
examples, extension, and enrichment.