| Course Code | Class Code | Assignment Title | Total Points |
| ECS-550 | ECS-550-O500 | Response to Intervention Graphic Organizer | 80.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| RTI Graphic Organizer [CEC 2.2; NAEYC 4a, 4c, InTASC 3(b), 3(i)] | 35.0% | Not addressed. | Three RTI tiers depicted in graphic organizer describe examples of academic interventions and behavior interventions that are inappropriate for the respective tier. | Graphic organizer depicts three tiers of RTI where each tier describes examples of academic interventions and behavior interventions that are minimally aligned to the tier, or are not all appropriate to address the needs of the tier. | Three tiered RTI graphic organizer identifies and describes adequate, relevant aligned examples of academic interventions and behavior interventions. | Three tiered RTI graphic organizer identifies and describes thoughtfully aligned exemplary examples of academic interventions and behavior interventions. |
| RTI Interventions Progression Reflection [CEC 2.2; NAEYC 4a, 4c, InTASC 3(b), 3(i)] | 35.0% | Not addressed. | Vague reflection of the progression of intervention throughout the RTI tiers and application to future professional practice is provided. Examples of how these can be used in the future professional practice is incomplete or irrelevant. | Progression of intervention throughout the RTI tiers and future professional practice developing reflection is provided. Examples of how these can be used in the future professional practice is lacking or insufficient. | Reflection of progression of intervention throughout the RTI tiers and application to future professional practice is extensive and provides reference to support the premises made. Provides relevant examples of how these findings can be used in the future professional practice. | Reflection of progression of intervention throughout the RTI tiers and application to future professional practice is thorough, clearly explaining reasoning. Provides insightful explanations of how these findings can be used in the future professional practice. |
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the reflection is widely outside of the required word count. | The content is not consistent or adequately organized even though it provides the audience with a sense of the main idea. The reflection may not be within a reasonable range of the required word count. | The content is logically organized. The ideas presented clearly relate to each other. The reflection is within a reasonable range of the required word count. | The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit. The reflection is within the required word count. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | 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 reader. Inconsistencies in language choice (register) and/or word choice are present. | 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. |
| Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | 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 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. |
| Total Weightage | 100% |
rnixon@123
Rubric_Print_Format32.xlsx
