Analyzed the question(s), fact(s), issue(s), etc. and provided well-reasoned and substantive answers.

/in /by

Reflecting on the patterns of adolescent development described in  the readings, how much did your adolescent peer group follow the  developmental patterns you studied?  What aspect of adolescent  development do you think is the most challenging for today’s adolescents  and why?  Be sure to support your writing with references/resources.   Simply giving an opinion is not sufficient.

Criteria/ 300 Level Forum Rubric

Possible Points

Student Points

 

Initial post

 

Analyzed the question(s), fact(s), issue(s), etc. and provided well-reasoned and substantive answers.

20

 

Supported  ideas and responses using appropriate examples and references from  texts, professional and/or academic websites, and other references.   (All references must be from professional and/or academic sources.  Websites such as Wikipedia, about.com, and others such as these are NOT  acceptable.)

20

 

Post meets the 300 word minimum requirement and is free from spelling/grammar errors

Developmental Milestones

/in /by

Create a 15 slide minimum professional development digital presentation for staff members which outlines developmental milestones. Within your presentation, include how these milestones may be different for students with the following types of disabilities:

Intellectual disabilities
Learning disabilities
Emotional or behavioral disorders
Physical disabilities
Other health impairments
Autism spectrum disorders
Be sure to include a title slide, reference slide, and presenter’s notes.

In addition, create a brochure for staff to be distributed as a take-away. Include developmental milestones as they vary for each type of disability with 1-3 suggested specific instructional strategies (some strategies may be repeated if applicable).

Developmental Milestones Rubric:

 

· 50.0 %Developmental Milestones Content: Comprehensive presentation of all 13 categories of disabilities under IDEA. Presentation thoroughly details how milestones may be different for: intellectual disabilities, learning disabilities, emotional or behavioral disabilities, physical disabilities, and other health impairments.

·

· 35.0 %Brochure Take-Away: Comprehensive brochure provided, thoroughly detailing developmental milestones as they vary for each type of disability and three teaching strategies.

·

· 5.0% Layout: The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

·

· 5.0% Language Use and Audiences Awareness (includes sentence construction, word, choice, etc.): The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

· 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use): Writer is clearly in control of standard, written academic English.

Early Intervention Strategies Digital Poster And Brochure

/in /by

Create a digital poster and brochure for parents, of a grade level of your choice, outlining early intervention strategies. Your digital poster and brochure are to illustrate the following:

  1. Risk factors
  2. Early intervention strategies
  3. Timeframes
  4. Roles of the parent/guardian in early intervention
  5. Roles of the state in early intervention
  6. Roles of providers of services in early intervention

Support your findings with 2-3 scholarly resources.

Learning Objective & Assessment

/in /by

EDUC 307

 

Learning Objective and Assessment Assignment Grading Rubric

100 Points

 

Criteria Levels of Achievement
Content Advanced Proficient Developing Not present
Answer and Reflection

70 points

 63 to 70 points

Assignment meets all of the following criteria:

• Specific SOL or state standard included for each of 3 sections.

• Verb and level of rigor correctly

and clearly indicated for each of 3 sections.

• Objective clearly written for each of 3 sections to include student performance and criterion.

• Assessment clearly described for each of three sections that matches the criterion of the objective.

 49 to 62 points

Assignment meets some of the following criteria, or most answers meet all of the criteria:

• Specific SOL or state standard included for each of 3 sections.

• Verb and level of rigor correctly

and clearly indicated for each of 3 sections.

• Objective clearly written for each of 3 sections to include student performance and criterion.

• Assessment clearly described for each of three sections that matches the criterion of the objective.

 1 to 48 points

Assignment is missing needed detail with the SOL’s, verb and level of rigor, objectives, and assessments.

 0 points

Missing.
Structure Advanced Proficient Developing Not present
Writing Quality

30 points

 

 

 27 to 30 points

Minimal or no grammatical, spelling, or punctuation errors exist. All portions of the template are complete and thorough.

 21 to 26 points

A few grammatical, spelling, or punctuation errors exist. The template is all or mostly complete and/or all answers or most answers are thorough.

 1 to 20 points

Many grammatical, spelling, or punctuation errors exist. There are numerous portions of the template incomple