| Course Code | Class Code | Assignment Title | Total Points |
| ECS-555 | ECS-555-O500 | Benchmark - Wellness Fair | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Part 1: Mini-Lessons Rationale COE: D1, C1.1 CEC 1.2; NAEYC 1a; InTASC 1(b); MC2 | 10.0% | Not addressed. | Rationale for wellness mini-lessons inadequately describes how instructional decisions directly support the characteristics and needs of Class Profile students. | Rationale for wellness mini-lessons provides a marginal validation of how instructional decisions directly support the characteristics and needs of Class Profile students. | Rationale for wellness mini-lessons provides a sound reasoning of how instructional decisions directly and fittingly support the characteristics and needs of Class Profile students. | Rationale for wellness mini-lessons provides a compelling justification of how instructional decisions directly and superbly support the characteristics and needs of Class Profile students. |
| Part 2: Event Welcome, Plan | 10.0% | Not addressed. | Wellness event welcome is inappropriate. Agenda includes an inappropriate timeline of the event. Agenda has underdeveloped or missing descriptions of each event activity and purpose weakly promotes student well-being. | Wellness event welcome is not fully developed. Agenda includes a timeline that does not clearly allow for the activities outlined. Agenda also includes vague descriptions of each event activity and promotes student well-being. | Wellness event Welcome is appropriate and engaging. Agenda includes a reasonable timeline of the event. Agenda also includes clear descriptions of each event activity and promotes student well-being. | Wellness event welcome is thoughtful and inviting. Agenda includes a realistic timeline of the event. Agenda also includes clear, relatable descriptions of each event activity and promotes student well-being. |
| Part 2: Event Opening Activity COE: D1, C1.3 CEC 7.3; NAEYC 1c; InTASC 3(c), 3(f) | 10.0% | Not addressed. | Wellness event opening activity does not clearly reflect the purpose of the event or promote collaborating with the families. Activity inaccurately or insufficiently promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. | Wellness event opening activity broadly reflects the purpose of the event while vaguely encouraging collaboration with the families. Activity moderately promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. | Wellness event opening activity reflects the purpose of the event while inviting collaboration with the families. Activity realistically promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. | Wellness event opening activity is inviting to family members, clearly encouraging their participation. The activity thoughtfully reflects the purpose of the event and professionally and skillfully promotes shared values and expectations in creating a healthy, respectful, and challenging learning environment. |
| Part 2: Event Closing Activity | 10.0% | Not addressed. | Wellness event closing activity describes inappropriate or underdeveloped strategies for ensuring future collaboration with families, with little connection to the well-being of students in the areas of health, nutrition, safety, and fitness. | Wellness event closing activity includes broadly-defined strategies and opportunities that may promote future collaboration with families in the areas of health, nutrition, safety, and fitness for their children. | Wellness event closing activity includes sound strategies and opportunities to ensure future collaboration with families while clearly pursuing the well-being of students in the areas of health, nutrition, safety, and fitness. | Wellness event closing activity includes creative, relevant strategies and opportunities to ensure future collaboration with families while actively pursuing the well-being of students in the areas of health, nutrition, safety, and fitness. |
| Part 2: Community Booths COE: D1, C1.6 CEC 7.1; NAEYC 2c; InTASC 1(a), 1(c), 2(f) | 10.0% | Not addressed. | Description of each health, safety, nutrition, and fitness booth provides an inappropriate explanation of how it supports the developmental and learning needs of Class Profile students. Community resources chosen to represent each topic are inappropriate for the wellness fair. Description inadequately supports how each supports the data-based information to support each booth in the fair is irrelevant, incomplete or missing. | Description of each health, safety, nutrition, and fitness booth provides a marginal validation of how it supports the developmental and learning needs of Class Profile students. Community resources chosen to represent each topic somewhat relate to the purpose of the fair. There are minimal examples of data based information that support each booth, or data provided do not clearly relate to fair’s purpose. | Description of each health, safety, nutrition, and fitness booth provides a reasonable explanation of how it supports the developmental and learning needs of Class Profile students. Community resources chosen to represent each topic clearly relate to the purpose of the fair. Relevant examples of data-based information support each booth. | Description of each health, safety, nutrition and fitness booth provides a compelling explanation of how it supports the developmental and learning needs of Class Profile students, including those with and without exceptionalities. Community resources chosen to represent each topic are relevant and excellent choices in light of the wellness fair’s purpose. There is well-researched data-based information that supports each booth. . |
| Part 2: Wellness Fair Rationale COE: D5, C5.9 CEC 7.3; NAEYC 2c, 6c; InTASC 10(j) | 10.0% | Not addressed. | Wellness Fair rationale provides an irrelevant explanation of how the fair supports the collaboration between faculty, students, families, and the larger community. It provides an inadequate description of why such collaboration is vital to promoting the development of all children, including those with and without exceptionalities. | Wellness Fair rationale provides a marginal explanation of how the fair supports the collaboration between faculty, students, families, and the larger community. It provides a minimal description of why such collaboration is vital to promoting the development of all children, including those with and without exceptionalities. | Wellness Fair rationale provides a clear explanation of how the fair supports the collaboration between faculty, students, families, and the larger community. It provides a reasonable description of why such collaboration is vital to promoting the development of all children, including those with and without exceptionalities. | Wellness Fair rationale provides a compelling explanation of how the fair supports the collaboration between faculty, students, families, and the larger community. It thoughtfully describes why such collaboration is vital to promoting the development of all children, including those with and without exceptionalities. |
| Part 3: Digital Invitation COE: D5, C5.8 CEC 7.2; NAEYC 2c, 6c, 6d; InTASC 9(d), 10(d), 10(e), 10(g), 10(k); ISTE-T 3b | 10.0% | Not addressed. | Digital invitation poorly serves as a collaborative tool for families, community members, and colleagues to promote the Wellness Fair. The information on the invitation is unclear or lacking important details, and weakly supported with scholarly resources. | Digital invitation serves as a sparse collaborative tool for families, community members, and colleagues to promote the Wellness Fair. The information on the invitation is basic, and somewhat supported by scholarly resources. | Digital invitation is a relevant collaborative tool for families, community members, and colleagues that promotes the Wellness Fair. The information on the invitation is clear and appropriately supported with quality scholarly resources. | Digital invitation is an insightful, professional collaborative tool for families, community members, and colleagues to promote the Wellness Fair. The information on the invitation is compelling, concise, and exceptionally supported with relevant scholarly resources. |
| Research Citations (in-text citations, references, and type of sources) | 10.0% | Not addressed. | Many citations are missing where needed. References sections include numerous errors. Sources may not be credible. | Some citations may be missing or the citations do not support the submission. References sections may include errors. Sources may not be appropriate for the submission. | In-text citations and references sections have few errors. Sources are credible and appropriate for the submission. | In-text citations and references sections are complete and error-free. Sources are credible and appropriate for the submission. The sources strongly support the submission. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 20.0% | 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. Inconsistent language or word choice is present. Sentence structure is lacking. | 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. |
| Total Weightage | 100% |
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