Case Study Evaluation
Grading Criteria
Class members will work in groups to prepare an evaluation of a case study in mild disabilities. Information about a specific student in each of the disability categories covered in the course will be presented, based on information provided by the instructor. A summary of the student’s background will be required, along with key characteristics, academic and behavioral strengths and needs, eligibility considerations, individualized academic and behavioral goals, instructional recommendations and suggestions for intervention. You will also evaluate the efficacy of your group collaboration.
Criterion / Unacceptable(0 – 79%) / Meets
(80 – 89%) / Target
(90 – 100%) / Score
STUDENT DEMOGRAPHICS
CEC Standard 2 / 0-7
Minimal or no demographic information is provided in the evaluation;
Demographic information is identified, but no connections are made to its relevance to the case study / 8
Key information for the student is identified;
Characteristics of the student that reflect similarities and differences in human development are identified, such as:
The student’s name, age, or grade;
Some family characteristics, including information regarding parents, siblings, and related topics (e.g. single-parent household, etc.);
Some elements of the socio-economic status of the family, including income, employment, and other relevant information;
The demographic factors discussed are connected to the way in which they interact in the context of the case study, but the connections are general or incomplete; / 9-10
Key information for the student is identified;
The student’s name, age, and grade are identified;
Characteristics of the student that reflect similarities and differences in human development are identified, including:
All relevant family characteristics, including information regarding parents, siblings, and related topics (e.g. single-parent household, etc.);
All relevant aspects of the family’s socio-economic status of the family, including income, employment, and other relevant information;
The demographic factors discussed are connected directly to their relevance in the case study evaluation (i.e. how do each interact within the context of the case study? to your evaluation?)
ACADEMIC STRENGTHS & NEEDS / 0-7
Strengths and needs are identified for two, or fewer, major content areas;
Little or no evidence is provided from the case study to support the identification of strengths and needs / 8
Strengths and needs are identified for each of the three major content areas (reading, written expression, and math);
Strengths and needs in other content areas are not discussed, when relevant;
Strengths and needs are generally described;
Specific detail from the case study to support the identified strengths and needs is limited / 9-10
The exceptional conditions of the student are identified for academic contexts;
Strengths and needs are identified for each of the three major content areas (reading, written expression, and math);
Strengths and needs in other content areas are discussed, where relevant;
Strengths and needs are described in detail, with specific supporting detail from the case study
SOCIAL, EMOTIONAL & BEHAVIORAL STRENGTHS & NEEDS
CEC Standard 2 / 0-7
Strengths and needs are not identified for social, emotional, or behavioral characteristics of the student;
Some strengths and needs are identified, but little or no evidence is provided from the case study to support their identification / 8
The exceptional conditions of the student are identified for social, emotional, and behavioral contexts;
Social, emotional, or behavioral strengths and needs are identified for the student;
Strengths and needs are generally described;
Specific detail from the case study to support the identified strengths and needs is limited / 9-10
The exceptional conditions of the student are identified for social, emotional, and behavioral contexts;
Social, emotional, and behavioral strengths and needs are identified for the student;
Strengths and needs are described in detail, with specific supporting detail from the case study
ELIGIBILITY
CEC Standard 1 / 0-15
No IDEA classification is identified for the student;
A classification is provided, but lacks justification;
A justification is provided, but is general, uninformative, or neglects appropriate information;
The eligibility criteria for the classification are missing, incomplete, or inaccurate; / 16-17
Characteristics of the student are applied to relevant laws and policies to make a valid eligibility determination;
An IDEA classification is identified for the student;
The eligibility criteria for the IDEA classification is explicitly and accurately included in the evaluation;
The source for the eligibility criteria used in the evaluation is not provided;
A justification for the student’s classification is provided;
The justification accurately, but generally, connects the student’s strengths, needs, and other relevant information, to the eligibility criteria / 18-20
Characteristics of the student are applied to relevant laws and policies to make a valid eligibility determination;
An IDEA classification is identified for the student;
The eligibility criteria for the IDEA classification is explicitly and accurately included in the evaluation;
The source for the eligibility criteria used in the evaluation is provided;
A justification for the student’s classification is provided;
The justification accurately and specifically connects the student’s strengths, needs, and other relevant information, to the eligibility criteria
IEP GOALS
CEC Standard 2 / 0-15
Fewer than three IEP goals are written for the student;
The goals have little or no connection with the student’s identified strengths and needs;
Little or no justification is provided for why the goals are appropriate for the student;
The goals written have no apparent connection with the Arizona Academic Standards, or their connection is not identified; / 16-17
Information in the case study is used to effectively respond to the varying abilities and behaviors of the student in the development of IEP goals;
Three to five IEP goals are created for the student;
The goals reflect identified academic needs of the student;
The goals are directly, but generally, connected with the Arizona Academic Standards;
A justification is provided for the goals chosen, including how they connect with the identified strengths and needs of the student / 18-20
Information in the case study is used to effectively respond to the varying abilities and behaviors of the student in the development of IEP goals;
Three to five IEP goals are created for the student;
The goals reflect identified academic and behavioral needs of the student;
The goals are directly and explicitly connected with the Arizona Academic Standards, including standard indicators (e.g. “Strand II, concept 4, PO 6,” etc.);
A justification is provided for the goals chosen, including how they connect with the identified strengths and needs of the student and the Arizona Academic Standards
ACADEMIC INTERVENTIONS
CEC Standard 2 / 0-7
Universal design considerations are present, but address fewer than five academic issues;
A description of universal design considerations is provided for the classroom or school, but does not address the specific strengths and needs of the student;
A description of universal design considerations is provided, but demonstrates little or no understanding of the principles of universal design;
‘OR-
Fewer than five accommodations are identified to help the student reach her/his IEP goals;
The accommodations do not relate to one or more of the identified goals;
Little or no justification is provided to explain how the accommodation is related to “bringing the student to the curriculum;”
Little or no justification is provided to explain how the accommodations will help the student achieve her/his IEP goals;
‘OR-
Fewer than five accommodations and modifications are identified for students who require significant changes to the curriculum;
Modifications are partially or exclusively recommended for students who require accommodations;
Little or no justification is provided to explain why the identified accommodations and modifications are appropriate for the student;
Little or no justification is provided to explain how the accommodations and modifications will help the student achieve her/his IEP goals; / 8
Information in the case study is used to effectively respond to the varying abilities and behaviors of the student in the development of academic interventions;
A description is provided that includes at least five ways in which principles of universal design can be applied in the student’s classroom and/or school to ameliorate any academic issues faced by the student;
A justification is provided that explains how the application of universal design will provide the student with effective access to the general curriculum by addressing his/her academic strengths and needs;
The justification demonstrates a general understanding of the principles of universal design in educational contexts
-OR-
At least five accommodations are identified to help the student reach her/his IEP goals;
The accommodations generally relate to one or more of the identified goals;
A justification is provided that generally explains how the accommodation is related to “bringing the student to the curriculum;”
A justification is provided that generally explains how the accommodations will help the student achieve her/his IEP goals;
‘OR-
A combination of at least five accommodations and modifications are identified for students who require significant changes to the curriculum;
A justification is provided that generally explains why the identified accommodations and modifications are appropriate for the student;
The justification includes general reference to the student’s strengths and needs and other relevant characteristics
A justification is provided that generally explains how the accommodations and modifications will help the student achieve her/his IEP goals; / 9-10
Information in the case study is used to effectively respond to the varying abilities and behaviors of the student in the development of academic interventions;
A clear and detailed description is provided that includes at least five ways in which principles of universal design can be applied in the student’s classroom and/or school to ameliorate any academic issues faced by the student;
A strong justification is provided that clearly and explicitly explains how the application of universal design will provide the student with effective access to the general curriculum by addressing his/her academic strengths and needs;
The justification demonstrates an accurate understanding of the principles of universal design in educational contexts
-OR-
At least five accommodations are identified to help the student reach her/his IEP goals;
The accommodations relate directly to one or more of the identified goals;
A strong justification is provided that clearly and explicitly explains how the accommodation is directly related to “bringing the student to the curriculum;”
A strong justification is provided that clearly and explicitly explains how the accommodations will help the student achieve her/his IEP goals;
‘OR-
A combination of at least five accommodations and modifications are identified for students who require significant changes to the curriculum;
A strong justification is provided that clearly and explicitly explains why the identified accommodations and modifications are appropriate for the student;
The justification includes specific reference to the student’s strengths and needs and other relevant characteristics
A strong justification is provided that clearly and explicitly explains how the accommodations and modifications will help the student achieve her/his IEP goals;
BEHAVIORAL INTERVENTIONS
CEC Standard 2 / 0-7
Universal design considerations are present, but address fewer than four behavioral issues;
A description of universal design considerations is provided for the classroom or school, but does not address the specific strengths and needs of the student;
A description of universal design considerations is provided, but demonstrates little or no understanding of the principles of universal design;
‘OR-
Fewer than four interventions are identified to help the student reach her/his IEP goals;
The interventions do not relate to the student’s behavioral needs;
Little or no justification is provided to explain how the interventions will help the student address her/his behavioral needs;
A justification exists, but does not explain the implementation of the behavioral interventions / 8
Information in the case study is used to effectively respond to the varying abilities and behaviors of the student in the development of behavioral interventions;
A description is provided that includes at least five ways in which principles of universal design can be applied in the student’s classroom and/or school to ameliorate any behavioral issues faced by the student;
A justification is provided that generally explains how the application of universal design will provide the student with effective access to the general curriculum by addressing his/her behavioral needs;
The justification demonstrates a general understanding of the principles of universal design in educational contexts
-OR-
At least four behavioral interventions are described to address the student’s behavioral needs;
The interventions generally, but accurately, reflect the behavioral needs of the student, as described in the case study;
A justification is provided that generally explains how the interventions address the specific behavioral needs of the student, and how they will be implemented / 9-10
Information in the case study is used to effectively respond to the varying abilities and behaviors of the student in the development of behavioral interventions;
A clear and detailed description is provided that includes at least five ways in which principles of universal design can be applied in the student’s classroom and/or school to ameliorate any behavioral issues faced by the student;
A strong justification is provided that clearly and explicitly explains how the application of universal design will provide the student with effective access to the general curriculum by addressing his/her behavioral needs;
The justification demonstrates an accurate understanding of the principles of universal design in educational contexts
-OR-
At least four behavioral interventions are described to address the student’s behavioral needs;
The interventions clearly and accurately reflect the behavioral needs of the student, as described in the case study;
A strong justification is provided that clearly and explicitly explains how the interventions address the specific behavioral needs of the student, and how they will be implemented
ADDITIONAL OBSERVATIONS & ENHANCEMENTS / 0-7
No observations are made that reflect insight into the case study;
No additional considerations or enhancements exist in the evaluation of the case study / 8
Minimal observations or hypotheses about the student are made that reflect insight beyond the explicit information presented in the case study;
Additional considerations or enhancements exist that demonstrate effort beyond the requirements of the assignment / 9-10
Observations and hypotheses about the student are made that reflect insight beyond the explicit information presented in the case study;
IEP goals reflect an integration of academic, behavioral, and transition planning strengths and needs;
Additional considerations or enhancements exist that demonstrate effort beyond the requirements of the assignment
TOTAL