Education Specialist Program

Signature Assignment for EDSP 578

Instructional Unit Plan Assignment

Student Learning Outcome(s) Assessed:

Design instructional units based on student data and best practices in special education

Description of the Signature Assignment

Unit Plans
Objective: Using evidence-based instructional approaches presented in this class, students will demonstrate their knowledge and application of components of
planning effective instructional units and lessons for students with moderate to severe disabilities. Decisions for planning will reflect previous assessments and
written IEP.
The following elements are required:
1. A unit of instruction for students in a selected grade level (K-12) and subject/content area. The unit must address IEP goals for students with identified
moderate to severe disabilities who will be participating in the instructional lessons. The unit must include the following:
a. Brief overview/description of the unit including the main topics, content, and curriculum.
b. Brief description of the students who will be participating in the lessons.
c. Five (5) lesson plans representative of lessons/activities to be used in the unit. Each lesson plan must include:
i. Content Standards to be addressed for the lesson (These may be across discipline areas.)
ii. Existing IEP objectives for the students with moderate/severe disabilities that will be addressed in each lesson.
iii. Appropriate adaptations and modifications needed in order for all students to be able to participate in and have access to the core curriculum.

2. Presentation: At the end of the semester each student will briefly present a summary of their instructional unit to classmates. A one-page
handout/summary of the instructional unit will be distributed to the class. The presentation must utilize technology and reflect how technology was used
throughout the lesson by the teacher and the students. (A separate score will be issued for the presentation.)

1
Directions for Students

1. Unit Description
a. Describe the unit, including subject area, topic, theme, issue, or problem; include a purpose statement/rationale for why the unit is appropriate and relevant
for students at this grade level and group curricular goals for the unit.
b. Describe the students for whom the unit is intended, including ages, grades, identified disabilities, and learning characteristics of students; description of
instructional setting.

2. Lesson Plans
The unit of instruction must include a total of five lesson plans. Three must be direct-instruction lessons and two must be cooperative lessons. Include the
following elements for each type of lesson:
Direct Instruction Lessons:
a. grade-level standards
b. clearly stated group learning goals
c. clear IEP objectives for a selected student in each lesson
d. clearly articulated teaching procedures appropriate to the instructional arrangement selected
e. criteria and methods for evaluating student performance that are aligned with group learning goals and IEP objectives
Cooperative Learning Lessons
a. grade-level standards
b. clearly stated group learning goals
c. clearly enumerated IEP objectives for a selected student
d. clearly articulated teaching procedures appropriate to the instructional arrangement selected including the selected format for cooperative learning
e. criteria and methods for evaluating student performance that are aligned with group learning and IEP objectives

A. Presentation: At the end of the semester each student will do a brief presentation to classmates. A one-page handout/summary of the instructional unit will
be distributed to the class. Technology must be used for the presentation.

Legend: Parts 1-6

Total Points College of Education Assessment Scale Equivalent

90-100 4 (Exceeds Expectations)
80-89 3 (Meets Expectations)
70-79 2 (Meets Some Expectations)
60-69 1 (Does Not Meet Expectations)
< 60 0 (Incomplete/Unable to Score)

2
Scoring Rubric for Instructional Unit Plan EDSP 578:
Criteria 4 = Exceeds expectations
Clear description of the
group of students including
ages, grades, identified
Description of disabilities, and learning
the student characteristics; clear
group description of instructional
setting; people-first
language is used.
5 points
Rationale for the unit of
instruction is clear; main
Overview of the topics, grade level
Instructional standards, curriculum, and
Unit individual needs have all
been considered and are
clearly presented.
14-15 points
At least two grade level
Lesson Plans content standards are
Element A: provided for each of the 5
Grade level lessons and it is clear how
standard they relate to the
instructional unit
9-10 points
At least 2 learning goals for
the group are written for
Lesson Plan each lesson; they are in
Element B: observable & measurable
Group Learning terms and clearly relate to
Goals content of the unit
18-20 points
2 = Meets some
3 = Meets expectations
expectations
Students and the setting Group members are
are briefly described. described in general
May have some errors terms but not individually;
in people-first language. may be missing at least
one criteria
4 points 3 points
A brief rationale for the A very brief rationale is
selection of this unit has presented but it is not
been provided based on clear upon what it has
relevant grade level been based. It does not
requirements appear to include grade-
level standards or
curriculum
12-13 points 10-11 points
At least one appropriate Standards are provided
grade level standard is but are not appropriate
provided for each of the for the grade level being
5 lessons and it is clear taught or it is not clear
how they relate to the how they relate to the
instructional unit unit
8 points 7 points
At least one group Group learning goals are
learning goal is written not written in measurable
for each lesson; each is terms or are not
in measurable terms presented for each
and relates to the lesson of the unit
content of the unit
16-17 points 14-15 points
0 = Unable to
1 = Does not meet score; Final
expectations incomplete or Score
missing work
Minimal terms are Student
used to describe the descriptions are
selected group. Not a omitted or so
clear image of the incomplete as to
participants be unable to score
2 points 1 points
Rationale was poorly Statement of
described and at least rational was
two of the required omitted or was so
elements are missing poorly presented
as to be unable to
score
8-9 points < 8 points
Grade level standards Grade level
are inconsistently standards have
applied to the lessons been omitted or so
or are not related to poorly presented
the topics being as to be unable to
taught score
6 points < 6 points
Group learning goals Group learning
are not in measurable goals are omitted
terms and are not or written so
presented for every poorly as to be
lesson in the unit. unable to grade
11-13 points < 11points
3
 At least 1 IEP objective is
presented in each lesson of
Lesson Plan the unit; objectives contain
Element C: all 5 required elements as
Student taught in class and are
objectives based on student need
18-20 points
A variety of instructional
methods and strategies
have been used in the unit;
Lesson Plan
citations are provided for the
Element D:
evidence-base of the
Instructional
selected methods; they are
methods &
designed to meet group and
strategies
individual goals and
objectives.
18-20 points
Student performance has
been evaluated using
multiple measures;
Lesson Plan
evaluation tools/methods
Element E:
are clearly related to the
Evaluation of
content being taught;
student
adaptations are presented
performance
as needed
9-10 points
SLO Scale = _______/ 4
At least one IEP IEP objectives are not IEP objectives are not IEP objectives
objective is presented presented for every presented for every have been omitted
for the student in each lesson or may be missing lesson and at least or are so poorly
lesson of the unit; one element of the 5 one element of the 5 written as to be
objectives contain all 5 required required elements unable to grade
required elements as has been omitted
taught in class and are
based on student need
16-17 points 14-15 points 11-13 points < 11points
Strategies and methods Limited methods and The five lesson plans The quality and
used throughout the unit strategies are presented; do not reflect relevance of the
are based on those from it is not clear upon what evidence-based methods and
course readings and the strategies are based; practices for strategies
lectures; they are there is weak evidence instruction of students presented are so
designed to meet that individual student with disabilities as poor as to be
individual and group needs are being presented in this unable to grade
needs addressed in the lessons course.
16-17 points 14-15 points 11-13 points < 11points
At least 2 methods or Only one method has Student evaluation is Evaluation of
tools have been used to been used to evaluate sporadic throughout student
evaluate student student performance in the unit; it is unclear performance has
progress in the unit of the unit; it may be how some of the been omitted or is
instruction; evaluation is unclear in all lessons evaluations relate to so poorly
clearly tied to the how the evaluation the content being presented as to be
content relates to the content taught in the unit unable to grade
8 points 7 points 6 points < 6 points
SLO Criteria = _______ / 100
4
Notes, no IEP objectives for each kid just for main kid

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