| Course Code | Class Code | Assignment Title | Total Points |
| ECS-565 | ECS-565-O500 | Positive Intervention Strategies | 50.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Positive intervention strategies | 20.0% | Not addressed. | The essay includes less than 3 intervention strategies, or intervention strategies are irrelevant or incomplete. | The essay minimally describes 3-5 intervention strategies, or intervention strategies are not clearly positive and developmentally appropriate. | The essay clearly describes 3-5 positive, developmentally appropriate intervention strategies. | The essay is exceptionally detailed in describing 3-5 positive, developmentally appropriate intervention strategies. |
| Positive Intervention Strategies ? Support and Guide | 30.0% | Not addressed. | The essay does not sufficiently describe the intervention strategies that positively support and guide children in the accessibility of the general curriculum and daily routines. | The essay insignificantly describes intervention strategies that positively support and guide children in the accessibility of the general curriculum and daily routines. | The essay describes the positive intervention strategies that positively support and guide children in the accessibility of the general curriculum and daily routines. | The essay is exceptionally detailed in intervention strategies that positively support and guide children in the accessibility of the general curriculum and daily routines. |
| Family Support | 30.0% | Not addressed. | The essay does not sufficiently describe how to provide support to families | The essay marginally describes how to provide support to families. | The essay describes how to provide support to families, including development of goals and intervention strategies | The essay is exceptionally detailed in describing how to provide support to families, including development of goals and intervention strategies |
| Thesis Development and Purpose | 6.0% | Not addressed. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose but leaves room for more information or detail. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Paragraph Development and Transitions | 6.0% | Not addressed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Mechanical errors or typos are present, and can be distracting to the reader. Correct and varied sentence structure and audience-appropriate language are inconsistent. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Paper Format (use of appropriate style for the major and assignment) | 1.0% | Not addressed. | Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Appropriate template is used, and formatting is mostly correct, although minor errors are present. | Appropriate template is fully used; There are virtually no errors in formatting style. | All format elements are correct. |
| Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) | 2.0% | Not addressed. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are documented, although errors are present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and appropriate style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. |
| Total Weightage | 100% |
K_Coromandel
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