| Course Code | Class Code | Assignment Title | Total Points |
| ECE-510 | ECE-510-O500 | IDEA Parts A and B and 504 Plans | 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% |
| Explanations and Differences among IDEA, IEPs, IFSP, and 504 Plans | 20.0% | Not addressed. | Explanations and differences are inadequately explained. | Explanations and differences are unclearly explained. | Explanations and differences are accurately explained. | Explanations and differences are thoroughly explained. |
| Identification Process | 20.0% | Not addressed. | The identification process for IEPs, IFSPs, and 504 plans is ineffectively explained and is not understandable. | The identification process for IEPs, IFSPs, and 504 plans is vaguely explained and is underdeveloped. | The identification process for IEPs, IFSPs, and 504 plans is clearly explained and is understandable. | The identification process for IEPs, IFSPs, and 504 plans is expertly explained and thoroughly comprehensible. |
| Stakeholders' Roles | 20.0% | Not addressed. | The stakeholders' roles in the special education identification process is not included or is unintelligible. | The stakeholders' roles in the special education identification process is minimally explained. | The stakeholders' roles in the special education identification process is clearly explained. | The stakeholders' roles in the special education identification process is comprehensively explained. |
| Communication Methods | 20.0% | Not addressed. | Communication methods are insufficient and, therefore, inadequate for families who are undergoing the special education identification process. | Communication methods are unclear and, therefore, underdeveloped for families who are undergoing the special education identification process. | Communication methods are suitable and appropriate for families who are undergoing the special education identification process. | Communication methods are thoroughly explained and well- crafted for families who are undergoing the special education identification process. |
| Aesthetic Quality | 10.0% | Not addressed. | Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present. | Design is clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message. | Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation. | Design is professional, visually appealing, and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 5.0% | 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) | 5.0% | 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, appropriate to assignment and style. Format is free of error. |
| Total Weightage | 100% |
Kyeugelowitz1
Rubric_Print_Format2.xlsx
