| Course Code | Class Code | Assignment Title | Total Points |
| ECS-550 | ECS-550-O500 | Benchmark - Classroom Management and Behavioral Intervention Plans | 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: Classroom Management Plan COE: D1, C 1.3 [NAEYC 1c; InTASC 3(c)] | 20.0% | Not addressed. | Classroom management plan includes an incomplete or poorly written classroom mission statement inappropriate for the student described in the Functional Behavior Assessment example. Weakly supports developing shared values and expectations when creating a healthy, respectful, supportive, and challenging learning environment for young children. | Classroom management plan includes a basic written classroom mission statement acceptable, but not ideal, for the student described for the student described in the Functional Behavior Assessment example. Broadly supports developing shared values and expectations when creating a healthy, respectful, supportive, and challenging learning environment for young children. | Classroom management plan includes a clearly written classroom mission statement appropriate for the student described in the Functional Behavior Assessment example. Soundly supports developing shared values and expectations when creating a healthy, respectful, supportive, and challenging learning environment for young children. | Classroom management plan is proficiently and professionally written and incorporates an exemplary classroom mission statement appropriate for the student described in the Functional Behavior Assessment example. Excellently supports developing shared values and expectations when creating a healthy, respectful, supportive, and challenging learning environment for young children. |
| Part 2: Behavior Intervention Plan COE: D1, C1.2 [NAEYC 1b; InTASC 1(f)] | 20.0% | Not addressed. | Behavior intervention plan vaguely or inaccurately utilizes information presented in the Functional Behavior Assessment example, and does not sufficiently address the student?s readiness for learning or multiple influences affecting her development. IEP goals included in the behavior intervention plan are not measurable and/or are unsuitable in meeting the needs of the student. | Behavior intervention plan generally relates to the information presented in the Functional Behavior Assessment example, only minimally taking into account the student?s readiness for learning and multiple influences affecting her development. IEP goals included in the behavior intervention plan are not clearly measurable and are not fully developed to meet the student?s needs. | Behavior intervention plan soundly utilizes student information presented in the Functional Behavior Assessment example, clearly taking into account the student?s readiness for learning and multiple influences affecting her development. IEP goals included in the behavior intervention plan are measurable and appropriate for meeting the student?s needs. | Behavior intervention plan thoroughly and professionally utilizes student information presented in the Functional Behavior Assessment example, thoughtfully taking into account the student?s readiness for learning and multiple influences affecting her development. IEP goals included in the behavior intervention plan are specific, measurable and exceptional for meeting the student?s needs. |
| Part 2: Behavior Intervention Plan Communication Summary COE: D3, C3.5 [CEC 2.1; InTASC 3(k)] | 10.0% | Not addressed. | Summary weakly or inaccurately outlines how to communicate the developed Behavior Intervention Plan to general educators and other applicable colleagues. Explanation of how communication will help in creating a safe learning environment and promote meaningful learning activities and social interactions for the student is inaccurate or incomplete. | Summary broadly outlines how to communicate the developed Behavior Intervention Plan to general educators and other applicable colleagues. Explanation of how such communication will help in creating a safe learning environment and promote meaningful learning activities and social interactions for the student is underdeveloped. | Summary soundly outlines how to communicate the developed Behavior Intervention Plan to general educators and other applicable colleagues. Includes a clear, appropriate explanation of how such communication will help in creating a safe learning environment and promote meaningful learning activities and social interactions for the student. | Summary comprehensively and professionally outlines how to communicate the developed Behavior Intervention Plan to general educators and other applicable colleagues. Includes a skillful explanation of how such communication will help in creating a safe learning environment and promote meaningful learning activities and social interactions for the student. |
| Part 3: Classroom Management Mini-Action Plan Instructional Interventions COE: D3, C3.6 [CEC 2.2; InTASC 3(l)] | 10.0% | Not addressed. | Mini-Action Plan is incomplete or inadequately supports how instructional decisions directly support the characteristics and needs of the student in the Functional Behavior Assessment Example and instructional interventions to meet the needs of students with exceptionalities. | Mini-Action Plan provides a marginal validation of how instructional decisions support the characteristics and needs of the student in the Functional Behavior Assessment Example and incorporates motivational and instructional interventions to meet the needs of students with exceptionalities. | Mini-Action Plan provides a sound reasoning of how instructional decisions support the characteristics and needs of the student in the Functional Behavior Assessment Example and incorporates motivational and instructional interventions to meet the needs of students with exceptionalities. | Mini-Action Plan provides a compelling justification of how instructional decisions directly and superbly support the characteristics and needs of the student in the Functional Behavior Assessment Example and incorporates motivational and instructional interventions to meet the needs of students with exceptionalities. |
| Part 3: Classroom Management Mini-Action Plan Strengths, Interests, Needs COE: D1, C1.1 [CEC 1.2; NAEYC 1a; InTASC 1(b)] | 20.0% | Not addressed. | Classroom Management Mini-Action Plan does not address instructional interventions for a young child with exceptionalities. The plan in incomplete or does not incorporate strengths, interests, and needs that enable the student to advance and accelerate their learning. | Classroom Management Mini-Action Plan addresses instructional interventions for a young child with exceptionalities, but it is lacking depth. The plan may not fully incorporate strengths, interests, and needs that enable the student to advance and accelerate their learning. | Classroom Management Mini-Action Plan soundly addresses appropriate instructional interventions for a young child with exceptionalities. The plan appropriately incorporates strengths, interests, and needs that enable the student to advance and accelerate their learning | Classroom Management Mini-Action Plan skillfully addresses appropriate instructional interventions for a young child with exceptionalities. The plan expertly incorporates strengths, interests, and needs that enable the student to advance and accelerate their learning. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 15.0% | 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. 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) | 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 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% |
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