| 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% |
