Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| ECE-510 | ECE-510-O500 | IDEA Parts A and B and 504 Plans | 100.0 | |||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% | |||||||
| Explanations and Differences among IDEA, IEPs, IFSP, and 504 Plans | 20.0% | Not addressed. | Explanations and differences are inadequately explained. | Explanations and differences are unclearly explained. | Explanations and differences are accurately explained. | Explanations and differences are thoroughly explained. | ||
| Identification Process | 20.0% | Not addressed. | The identification process for IEPs, IFSPs, and 504 plans is ineffectively explained and is not understandable. | The identification process for IEPs, IFSPs, and 504 plans is vaguely explained and is underdeveloped. | The identification process for IEPs, IFSPs, and 504 plans is clearly explained and is understandable. | The identification process for IEPs, IFSPs, and 504 plans is expertly explained and thoroughly comprehensible. | ||
| Stakeholders' Roles | 20.0% | Not addressed. | The stakeholders' roles in the special education identification process is not included or is unintelligible. | The stakeholders' roles in the special education identification process is minimally explained. | The stakeholders' roles in the special education identification process is clearly explained. | The stakeholders' roles in the special education identification process is comprehensively explained. | ||
| Communication Methods | 20.0% | Not addressed. | Communication methods are insufficient and, therefore, inadequate for families who are undergoing the special education identification process. | Communication methods are unclear and, therefore, underdeveloped for families who are undergoing the special education identification process. | Communication methods are suitable and appropriate for families who are undergoing the special education identification process. | Communication methods are thoroughly explained and well- crafted for families who are undergoing the special education identification process. | ||
| 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 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. | ||
| 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. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties 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 key formatting and citation errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are documented completely and correctly, appropriate to assignment and style. Format is free of error. | ||
| Total Weightage | 100% |
Book Review Instructions GEO 402/502 Typed reports are to be submitted in Blackboard (Assignment Submission page) on or before December 7, 2018 (Late assignments not accepted). Instructions​: In a typed paper of about 3-4 pages (Double spaced, 12 point font with one inch margins and standard typeface (Time New Roman)), first provide a brief summary of the books content. After a brief summary you should discuss the main ideas or objectives of the book, under what context or ideas influenced the authors writing of the book. You must also discuss how the book relates to larger ideas/thoughts of Appalachia as was presented in class materials. Finally, you must provide your opinion of the book, this is your time to voice your pleasure/displeasure, condemnation/acceptance, agreement/disagreement with the contents of the book. Please make your reviews succinct, well thought-out, and relevant to Appalachia. You must cite and/or give credit to all material that is not your original idea. The method of citation is your choice, just be consistent. At the very least, you must list all sources consulted while completing your report. Plagiarism is not acceptable and will be handled appropriately if instances are substantiated. You will have to present your review of the book to class at a yet to-be-determined time during the last two weeks of the semester. The method of presentation is your choice (3-5 minutes).
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