help with 303 communication signature assessment

Category

Unacceptable

(1 point)

Revisions Required

(3 points)

Target

(5 points)

Routine Communications

The frequency with which communication occurs is appropriate.

(InTASC 1, 3; CAEP 1.1)

Frequency is not defined; contextual information is not adequate to allow for proper evaluation; justification for choice is missing

Frequency is defined, but is excessive or too sparse for age group and/or context; justification for choice is presented but is not adequately supported

Frequency is defined and appropriate for age group and/or context; justification for choice is presented and is adequately supported

The format for regular communication is appropriate.

(InTASC 1, 3; CAEP 1.1)

Format is not defined and/or sample is not a clear example of the defined format; contextual information is not adequate to allow for proper evaluation; justification for choice is missing

Format is defined and represented in sample, but is overly simplistic or overwhelming based on contextual information; justification for choice is presented but is not adequately supported

Format is defined and represented in sample, and is appropriate for age group, context, and unique parental characteristics; clear justification for choice is presented and is adequately supported

Content of regular communication is appropriate.

(InTASC 1, 3; CAEP 1.1)

Content is not defined and/or sample is not a clear example of the defined content; contextual information is not adequate to allow for proper evaluation; justification for choice is missing

Content is defined and represented in sample, but language is juvenile or jargon heavy and/or content is overly simplistic or overwhelming based on contextual information; clear justification for choices is presented but is not adequately supported

Content is clearly defined and represented in sample and language and content is appropriate based on contextual characteristics; clear justification for choices is presented and is adequately supported

Alternative Communications

Appropriate alternate forms of communication are identified.

(InTASC 1, 3; CAEP 1.1)

Alternative option is not described; justification for option choice(s) is missing; contextual information is not adequate to allow for proper evaluation

Alternative option(s) is described; justification for option choice(s) is presented but not properly supported

Alternative option(s) is described; justification for option choice(s) is presented and properly supported; there is evidence that contextual information was considered

Communication Protocols

Disciplinary communication form(s) is described.

(InTASC 1, 3; CAEP 1.1)

Protocol is not defined; no evidence of adherence to a management plan; justification is missing

Protocol is defined, but is not representative of a clear management plan and/or tiered teacher actions are not described; justification for protocol is presented but not adequately supported

Protocol is defined and representative of a clear management plan with tiered teacher actions; justification for protocol is presented and adequately supported

Emergency communication form(s) is described.

(InTASC 1, 3; CAEP 1.1)

Protocol for either school emergencies and/or last minute notices is missing; justification is missing

Protocols for both school emergencies and last minute notices are defined, but there is no evidence of knowledge of school/district policies; justification for protocols is presented but not adequately supported

Protocols for both school emergencies and last minute notices are defined, and there is evidence of knowledge of school/district policies; justification for protocols is presented and adequately supported

CATEGORY

Unacceptable

(1 point)

Revisions Required

(3 points)

Target

(5 points)

Are the focus and purpose clear?

Missing thesis; confusion about or misunderstanding of topic; no sense of purpose

Simplistic and unfocused ideas; limited sense of purpose

Developed thesis; represents sound understanding of the assigned topic; focused

Are ideas clear and well supported?

Absence of support for main points

Support is provided, but is not specific; support is only loosely relevant to the main points

Ideas sufficiently supported; support is sound, valid, and logical

Is the writing structured and well organized?

No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs

Organization is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate

Clear organizational structure; easily followed; includes transitions; structured format

Did the writer consider audience and tone?

No awareness of appropriate audience for assignment; tone is inappropriate

Lacks awareness of appropriate audience for the assignment; tone is inconsistent

Effective and accurate awareness of audience; tone is appropriate for audience and assignment

Is correct sentence structure utilized?

Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons; unable to write simple sentences

Formulaic sentence patterns or overuse of simple sentences; errors in sentence structure

Effective and varied sentences; errors (if present) due to lack of careful proofreading

Are proper mechanics utilized?

Frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation; communication is hindered

Contains several punctuation, spelling, and/or capitalization errors (up to 6); errors interfere with meaning

Virtually free of punctuation, spelling, capitalization errors (no more than 3); errors do not interfere with meaning

Are vocabulary and word usage varied and appropriate?

Vocabulary is unsophisticated; or subject specific vocabulary or sophisticated vocabulary used incorrectly

Proper, but simple vocabulary used; subject specific vocabulary used infrequently

Vocabulary is varied, specific and appropriate; uses subject specific vocabulary correctly