| Course Code | Class Code | Assignment Title | Total Points |
| ECS-550 | ECS-550-O500 | Classroom Crisis Prevention and Intervention Plan | 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% |
| Classroom Crisis Prevention and Intervention Plan Handout [CEC 2.3; NAEYC 1c, 4a; InTASC 2(h), 3(a), 3(k), 9(j)] | 40.0% | Not addressed. | Handout depicting step-by-step procedures for incidents that involve severe/injurious behaviors is lacking important information, unclear, or inappropriate for intended audience. Visual representations are ambiguous or inappropriate. | Handout depicting step-by-step procedures for incidents that involve severe/injurious behaviors is lacking detail, or includes unnecessary information. Visual representations are overly simplistic or include irrelevant information. | Handout depicting step-by-step procedures for incidents that involve severe/injurious behaviors is clear and appropriate for paraprofessionals and substitute teachers. Visual representations clearly align to procedures and are appropriate. | Handout depicting realistic step-by-step procedures for incidents that involve severe/injurious behaviors is professional and comprehensive, clearly intended for paraprofessionals and substitute teachers. Visual representations skillfully align to procedures and are thoughtful. |
| Classroom Crisis Prevention and Intervention Plan Rationale and Summary [CEC 2.3; NAEYC 1c, 4a; InTASC 2(h), 3(a), 3(k), 9(j)] | 30.0% | Not addressed. | Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is inappropriate. A plan to communicate procedures to students is vague or incomplete. | Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is marginal. Plan to communicate procedures to students is overly simplistic or overburdened with details. . | Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is clear. Plan to communicate procedures to students is mindful and efficient. | Rationale for Classroom Crisis Prevention and Intervention Plan procedure choices is thorough and insightful. Plan to communicate procedures to students is comprehensive and professional. |
| 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 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) | 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% |
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Rubric_Print_Format3355.xlsx
