| Course Code | Class Code | Assignment Title | Total Points |
| ECE-510 | ECE-510-O500 | Evaluating Developmental Milestones | 100.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Identification of Concern | 12.0% | Not addressed. | Identification of the academic or behavioral concern is imprecise. | Identification of the academic or behavioral concern is unclear. | Identification of the academic or behavioral concern is clear. | Identification of the academic or behavioral concern is concise and convincing. |
| Explanation of Milestone Delay or Learning Preference | 12.0% | Not addressed. | Explanation of the academic or behavior concern as a delay or learning preference is inadequate. | Explanation of the academic or behavior concern as a delay or learning preference is inconsistent with previous identification or justification is weak. | Explanation of the academic or behavior concern as a delay or learning preference is logical and soundly justified. | Explanation of the academic or behavior concern as a delay or learning preference is persuasive and expertly justified. |
| Description of Instructional Strategies | 12.0% | Not addressed. | Instructional strategies chosen are inappropriate for student. | Instructional strategies chosen are underdeveloped for student. | Instructional strategies chosen are suitable for student. | Instructional strategies chosen are well crafted for student. |
| Collaboration with Stakeholders | 10.0% | Not addressed. | Plan for collaboration with key stakeholders is imprecisely outlined and outcomes of the collaboration are imprecisely explained or not included. | Plan for collaboration with key stakeholders is vaguely outlined and outcomes of the collaboration are inexplicit. | Plan for collaboration with key stakeholders is reasonably outlined and outcomes of the collaboration are clearly explained. | Plan for collaboration with key stakeholders is proficiently outlined and outcomes of the collaboration are thoroughly explained. |
| Strategies for Family | 12.0% | Not addressed. | Strategies are inadequate and would poorly support the child's development in the identified areas. | Strategies are missing key detail and would minimally support the child's development in the identified areas. | Strategies are appropriately identified and would reasonably support the child's development in the identified areas. | Strategies skillfully identified and would realistically support the child's development in the identified areas. |
| Communication | 12.0% | Not addressed. | An unrealistic description of how and when you will be communicating the student's progress with the family is incomprehensibly described. | An inexplicit description of how and when you will be communicating the student's progress with the family is superficially described. | A clear description of how and when you will be communicating the student's progress with the family is accurately described. | An in-depth description of how and when you will be communicating the student's progress with the family is professionally described. |
| 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. |
| Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 15.0% | Not addressed. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are documented completely and correctly, as appropriate to assignment and style. Format is free of error. |
| Total Weightage | 100% |
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Rubric_Print_Format.xlsx
