Professional Documents
Culture Documents
CRITERIA
Identificatio
n of needs
of the
student
supported
by evidence
from
reading and
research
20%
Explanation
of key
terms and
strategies
used to
differentiat
e learning
and
teaching;
Explanation
of
strategies
to make
accommod
ations and
adjustment
s to
teaching
and
learning.
35%
HIGH DISTINCTION
Excellent and thorough
identification of needs of
the student supported by
extensive evidence from
research; excellent
identification of the
needs of the other
students in the class.
Principles of UDL
explained clearly using
examples.
Provided excellent,
appropriate strategies for
differentiation and for
making adjustments and
accommodations.
Minimum of 20
referenced strategies
linked to the students
needs. Excellent
explanation of the
difference between
differentiation and
accommodations/adjust
ments.
DISTINCTION
Very good identification
of needs of the student
supported by research;
very good identification
of the needs of the other
students in the class.
Principles of UDL
explained using
examples.
CREDIT
Good identification of
needs of the student mainly taken from the
text book but with a
definition included from
research; identification
of the needs of the other
students in the class.
Principles of UDL
explained well.
PASS
Satisfactory
identification of needs
of the student just
from the text book;
some consideration of
the needs of the other
students in the class
Principles of UDL
explained satisfactorily.
FAIL
Poor identification of
needs of the student; no
mention of the other
students in the class and
their needs. No
explanation of the
principles of UDL.
Provided good,
appropriate strategies for
differentiation and for
making adjustments and
accommodations.
Minimum of 12
referenced strategies
linked to the students
needs. Good
explanation of the
difference between
differentiation and
accommodations/adjust
ments.
Provided satisfactory
and appropriate,
strategies for
differentiation and for
making adjustments and
accommodations.
Minimum of 8
referenced strategies
linked to the students
needs. Satisfactory
explanation of the
difference between
differentiation and
accommodations/adjust
ments
Provided inappropriate
strategies; Strategies
were not linked to the
needs of the students.
Poor explanation of the
difference between
differentiation and
accommodations/adjust
ments
Identificatio
n of support
agencies
and
technologie
s
appropriate
for the
student
15%
ILP
25%
Literacy
criteria
5%
Identified 2 or more
appropriate support
agency; identified 3 or
more appropriate
assistive technologies
Identified 1 or more
appropriate support
agency; identified 2 or
more appropriate
assistive technologies
No support agency
identified or explained;
no appropriate assistive
technologies identified
or explained
Excellent, appropriate
focus areas identified
(3); 3 long term goals
and 3 short term
SMART goals listed for
student; excellent
strategies on how to
assist the student to
achieve these learning
outcomes; excellent
strategies to monitor
progress towards
achieving the goals.
Excellent, appropriate
focus areas identified
(3); 3 long term goals
and 3 short term
SMART goals listed for
student; very good ideas
on how to assist the
student to achieve these
learning outcomes; very
good suggestions on
ways to monitor
progress towards
achieving the goals.
Inappropriate focus
areas identified; short
term goals were not
SMART goals;
inappropriate strategies
on how to assist the
student to achieve these
learning outcomes;
inappropriate ways to
monitor progress
towards the goals.
Excellent grammar,
spelling, written
expression; excellent
referencing throughout;
minimum 10 references
Generally excellent
grammar, spelling,
written expression; very
good referencing
throughout; minimum 8
references
Satisfactory grammar,
spelling, written
expression; satisfactory
referencing; 5
references including the
text