| Course Code | Class Code | Assignment Title | Total Points |
| SPD-500 | SPD-500-O503 | Intervention Strategies Digital Brochure | 75.0 |
| Criteria | Percentage | 1: No Submission (0.00%) | 2: Insufficient (69.00%) | 3: Approaching (74.00%) | 4: Acceptable (87.00%) | 5: Target (100.00%) | Comments | Points Earned |
| Group 1 | 100.0% |
| Rationale for Collaboration | 10.0% | Not addressed. | Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is insufficient. | Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is inexplicit. | Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is complete. | Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is thorough. |
| Disability Category | 15.0% | Not addressed. | Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is incomplete. | Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is cursory. | Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is complete. | Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is comprehensive. |
| Specially Designed Instructional Strategies | 15.0% | Not addressed. | Three specially designed instructional strategies that can be used to address the educational needs of students with the disability are inappropriate for students. | Three specially designed instructional strategies that can be used to address the educational needs of students with the disability do not demonstrate best practices. | Three specially designed instructional strategies that can be used to address the educational needs of students with the disability are appropriate for students. | Three specially designed instructional strategies that can be used to address the educational needs of students with the disability demonstrate best practices. |
| Family Intervention Strategies | 15.0% | Not addressed. | Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are insufficient. | Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are overly simplistic. | Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are logical. | Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are exemplary. |
| Communication/Collaboration Strategies | 15.0% | Not addressed. | Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are implausible. | Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are underdeveloped. | Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are reasonable. | Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are in-depth. |
| Organization Recommendations | 10.0% | Not addressed. | Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are inappropriate for supporting students. | Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are somewhat inaccurate for supporting students. | Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are appropriate for supporting students. | Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are excellent for supporting students. |
| 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 fairly 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. |
| 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 completely and correctly documented, as appropriate to assignment and style. Format is free of error. |
| Mechanics of Writing (includes spelling, punctuation, and grammar) | 5.0% | Not addressed. | Presentation and speaker’s notes include surface errors that are pervasive enough that they impede communication of meaning. Inappropriate sentence construction is used. | Presentation and speaker’s notes include frequent and repetitive mechanical errors that distract the reader. Sentence structure is lacking. | Presentation and speaker’s notes include some mechanical errors, but they do not hinder comprehension. Effective sentence structures are used. | Presentation and speaker’s notes are virtually free of mechanical errors. Sentence structures are engaging. |
| Total Weightage | 100% |
Pookie624
Rubric_Print_Format3.xlsx
