| Course Code |
Class Code |
Assignment Title |
Total Points |
| SPD-580 |
SPD-580-O501 |
At-Risk and Struggling Readers |
80.0 |
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
| Criteria |
100.0% |
| Tier of Instruction |
15.0% |
Not addressed. |
An unconvincing justification of how the student is responding to Tier 1 interventions is provided. |
A weak justification of how the student is responding to Tier 1 interventions is provided. |
Clear justification of how the student is responding to Tier 1 interventions is provided. |
Thorough rationalization of how the student is responding to Tier 1 interventions is provided. |
| Student Recommendations |
15.0% |
Not addressed. |
Irrelevant recommendations of tiered instruction for the student is given and suggested reading are ineffective or inappropriate. |
Recommendations of tiered instruction for the student is overly simplistic or overly complex. Readings are suggested but minimally relate to the students’ interest or background. |
Clear recommendations of tiered instructions for the student are logical, and appropriate readings are suggested based on the students’ interest or background. |
Insightful recommendations of tiered instruction that is needed for the student is given, and quality readings are suggested based on students’ interest or background. |
| Cultural and Linguistic Factors |
15.0% |
Not addressed. |
List of cultural and linguistic factors that must be considered when planning an intervention for the student is inadequate, missing several key elements, or including elements that have no basis. The items on the list are not clearly supported by data from the scenario. |
List of cultural and linguistic factors that must be considered when planning an intervention for the student is missing some key elements. The items on the list are broadly supported by data from the scenario. |
An appropriate list of cultural and linguistic factors that must be considered when planning an intervention for the student is provided, and is supported by data from the scenario. |
A thorough list of cultural and linguistic factors that must be considered when planning an intervention for the student is provided, and is well-supported by data from the scenario. |
| Environment |
10.0% |
Not addressed. |
The evaluation unconvincingly explains the best learning environment for the student and an unrelated reasoning is provided. |
The evaluation weakly explains the best learning environment for the student and an underdeveloped reasoning is provided. |
The evaluation clearly explains the best learning environment for the student and a logical justification is provided. |
The evaluation thoroughly explains the best learning environment for the student and a quality justification is provided. |
| Next Steps |
15.0% |
Not addressed. |
Presents an ineffective argument for next steps. Position may be stated unclearly, or several key factors were not addressed. |
Presents a simplistic argument for next steps, either to wait and see how the student does in the next quarter, or to begin immediate intervention. It appears not all key factors where considered. |
Presents a clear, reasonable argument for next steps, either to wait and see how the student does in the next quarter, or to begin immediate intervention. |
Presents a cohesive, convincing argument for next steps, either to wait and see how the student does in the next quarter, or to begin immediate intervention. |
| Organization |
10.0% |
Not addressed. |
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. |
The content may not be adequately organized even though it provides the audience with a sense of the main idea. |
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. |
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) |
10.0% |
Not addressed. |
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. |
Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Paper Format (use of appropriate style for the major and assignment) |
5.0% |
Not addressed. |
Template is not used appropriately, or documentation format is rarely followed correctly. |
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. |
Appropriate template is fully used. There are virtually no errors in formatting style. |
All template and format elements are correct. |
| Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) |
5.0% |
Not addressed. |
No reference page is included. No citations are used. |
Reference page is present. Citations are inconsistently used. |
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. |
In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |
| Total Weightage |
100% |
