| Course Code | Class Code | Assignment Title | Total Points |
| ELM-555 | ELM-555-O500 | Strategies for Reaching All Students | 100.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Differentiating Based on Readiness | 10.0% | Not addressed. | Differentiation presentation is unfocused in identifying student readiness and is not based on data from the Class Profile. Students are grouped insufficiently or inaccurately. | Differentiation presentation minimally identifies student readiness or is not based on data from the Class Profile. Student groupings are partially complete or groupings are partially accurate. | Differentiation presentation adequately identifies student readiness based on data from the Class Profile. Students are sufficiently grouped. | Differentiation presentation thoroughly identifies student readiness and is based on data from the Class Profile. Students grouped are thoughtfully and accurately. |
| Differentiating Based on Interest | 10.0% | Not addressed. | Description of how to determine student interest is irrelevant. Strategy for capturing low interest level is inadequate. | Description of how to determine student interest is basic. Strategy for capturing low interest level is on the cusp of adequacy. | Description of how to determine student interest is sufficient and reasonable. Strategy for capturing low interest level is adequate. | Description of how to determine student interest is thoughtful. Insightful strategy for capturing low interest level is realistic and creative. |
| Differentiating Instruction | 10.0% | Not addressed. | Instructional strategies are not considerate of learning preferences. Strategies are inconsistent with the qualitative data. Differentiation is insufficiently explained. | Instructional strategies are included with limited consideration of learning preferences. Strategies are somewhat based on qualitative data. Differentiation is inadequately explained. | Instructional strategies are included with consideration of some learning preferences. Strategies are based on qualitative data. Differentiation is realistic and accurately explained. | Instructional strategies are mindful of learning preferences and based on qualitative data. Differentiation is realistic and thoughtfully explained. |
| Differentiating with Technology Integration | 10.0% | Not addressed. | Technology tool chosen does not consider different students and is a weak example for creating technology-rich learning experiences. | Technology tool is included, but is a weak example for creating technology-rich learning experiences. | Technology tool chosen considers different students and is a reasonable example for creating technology-rich learning experiences. | Technology tool chosen thoughtfully considers different students and is an outstanding example for creating technology-rich learning experiences. |
| Progress Goals | 10.0% | Not addressed. | Differentiation plan incompletely explains how progress goals are formed and does not include progress goals for each student. | Differentiation plan demonstrates some understanding of how progress goals are formed, but does not include progress goals for each student, or the goals are not realistic, reasonable, or highlight students' strength. | Differentiation plan explains how progress goals are formed, including progress goals for each student that are realistic, reasonable, and highlight students' strengths. | Differentiation plan thoroughly and proficiently explains how thoughtful progress goals are formed for each student that are realistic, reasonable, and highlight students' strengths. |
| Learning Preferences | 10.0% | Not addressed. | Description of how learning preferences are intentionally considered in instruction is inadequate. | Description of how learning preferences are intentionally considered in instruction is minimal. | Description of how learning preferences are intentionally considered in instruction is realistic and appropriate. | Description of how learning preferences are intentionally considered in instruction is thoughtful and persuasive. |
| Summary and Goal Setting | 10.0% | Not addressed. | Summary vaguely explains how data informs instruction, and insufficiently identifies goals in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction. | Summary minimally explains how data informs instruction and moderately identifies goals in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction. | Summary is fluid in explaining how data informs instruction, with identified goals in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction. | Summary is insightful and comprehensive in explaining how data informs instruction, with thoughtful and reasonable goals set in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 15.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/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. Varieties 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. |
| Research Citations and Format | 15.0% | Not addressed. | Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspects are missing or mistaken. | Some citations may be missing where needed; or some of the sources do not support the submission; or APA is attempted where required, but some aspects are missing or mistaken. | All sources are credible, adequate, and support the submission. All required aspects of APA format are correct within the submission. | All sources are credible, appropriate, and strongly support the submission. All required aspects of APA format are correct within the submission. |
| Total Weightage | 100% |
kcurry90
Rubric_Print_Format.xlsx
