| Course Code | Class Code | Assignment Title | Total Points |
| SPD-500 | SPD-500-O503 | Explaining IDEA and the IEP Process | 90.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Group 1 | 100.0% |
| IDEA Components Summary Visual | 30.0% | Not addressed. | Visual summarizing the 12 key components of IDEA is poor and lacks details. | Visual summarizing the 12 key components of IDEA is missing key details or includes extraneous information. | Visual summarizing the 12 key components of IDEA is logical and includes relevant details. | Visual summarizing the 12 key components of IDEA is creative and includes substantial details. |
| Parent/Guardian and Student Involvement | 5.0% | Not addressed. | Explanation of parent/guardian and student involvement in the IEP process is incomplete. | Explanation of parent/guardian and student involvement in the IEP process is underdeveloped. | Explanation of parent/guardian and student involvement in the IEP process is complete. | Explanation of parent/guardian and student involvement in the IEP process is thorough. |
| Referral, Evaluation, and Eligibility | 15.0% | Not addressed. | Description and summary of referral, evaluation, and eligibility is inaccurate. | Description and summary of referral, evaluation, and eligibility is cursory. | Description and summary of referral, evaluation, and eligibility is accurate. | Description and summary of referral, evaluation, and eligibility is comprehensive. |
| Components of the IEP | 15.0% | Not addressed. | Description of the components of the IEP is incomplete and/or incorrect. | Description of the components of the IEP is cursory and lacks relevant details. | Description of the components of the IEP is complete and includes relevant details. | Description of the components of the IEP is in-depth and includes substantial details. |
| Communication Expectations | 5.0% | Not addressed. | The expectations for ongoing communication between the teacher, school, and parent/guardian are insufficient to support the development and achievement of the student. | The expectations for ongoing communication between the teacher, school, and parent/guardian are overly simplistic to support the development and achievement of the student. | The expectations for ongoing communication between the teacher, school, and parent/guardian clearly support the development and achievement of the student. | The expectations for ongoing communication between the teacher, school, and parent/guardian are thorough and well-crafted to support the development and achievement of the student. |
| 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. |
| Presentation of Content | 10.0% | Not addressed. | Student demonstrates minimal presentation skills, including professional appearance, body language, eye contract, evidence of preparation, and clear articulation of the IEP process. | Student demonstrates moderate presentation skills, including professional appearance, body language, eye contract, evidence of preparation, and clear articulation of the IEP process. | Student demonstrates good presentation skills, including professional appearance, body language, eye contract, evidence of preparation, and clear articulation of the IEP process. | Student demonstrates exemplary presentation skills, including professional appearance, body language, eye contract, evidence of preparation, and clear articulation of the IEP process. |
| 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, grammar, and language use) | 5.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | 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. | 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. |
| Total Weightage | 100% |
Pookie624
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