EDU422.W1A1.07.2013

Description:


Total Possible Score: 10.00

Identifies the Six Key Components of IDEA and the Five Key Components of NCLB

Total: 2.00

Distinguished - Clearly and accurately identifies the six key components of IDEA and the five key components of NCLB, specifically focusing on children with disabilities.

Proficient - Accurately identifies the six key components of IDEA and the five key components of NCLB. The specific focus on children with disabilities may not be emphasized sufficiently.

Basic - Identifies at least five key components of IDEA and at least four key components of NCLB. The focus on children with disabilities may not be emphasized.

Below Expectations - Attempts to identify the six key components of IDEA and the five key components of NCLB; however, the identification of the elements is inaccurate and the focus on children with disabilities is not emphasized.

Non-Performance - The identification of the six key components of IDEA and the five key components of NCLB is either nonexistent or lacks the components described in the assignment instructions.


Compares and Contrasts How Both Major Laws are Integrated to Ensure Overall Academic Gains and Any Major Conflicts Specific to Students With Disabilities

Total: 2.00

Distinguished - Provides an in-depth and fully developed comparison and contrast of how both major laws are integrated to ensure overall academic gains and any major conflicts specific to students with disabilities. The comparison and contrast is well-aligned with the application of knowledge gained and information from the text or other scholarly sources.

Proficient - Provides a comparison and contrast of how both major laws are integrated to ensure overall academic gains and any major conflicts specific to students with disabilities. The comparison and contrast is mostly aligned with the application of knowledge gained and information from the text or other scholarly sources.

Basic - Provides a minimal comparison and contrast of how both major laws are integrated to ensure overall academic gains and any major conflicts specific to students with disabilities. The comparison and contrast is somewhat aligned with the application of knowledge gained and information from the text or other scholarly sources.

Below Expectations - Attempts to compare and contrast how both major laws are integrated to ensure overall academic gains and any major conflicts specific to students with disabilities; however, the comparison and contrast is not aligned with the application of knowledge gained and information from the text or other scholarly sources.

Non-Performance - The comparison and contrast of how both major laws are integrated to ensure overall academic gains and any major conflicts specific to students with disabilities is either nonexistent or lacks the components described in the assignment instructions.


Explains at Least Five Ways the Laws Were Created to Work Together to Ensure Equal Access to Education for Students With Disabilities

Total: 2.00

Distinguished - Provides an exceptionally thorough explanation of at least five ways the laws were created to work together to ensure equal access to education for students with disabilities. The explanation includes several details and examples.

Proficient - Provides an explanation of at least five ways the laws were created to work together to ensure equal access to education for students with disabilities. The explanation includes some details and examples but is slightly underdeveloped.

Basic - Provides a limited explanation of at least four ways the laws were created to work together to ensure equal access to education for students with disabilities. The explanation includes few details and examples and is underdeveloped.

Below Expectations - Attempts to provide an explanation of at least five ways the laws were created to work together to ensure equal access to education for students with disabilities; however, the explanation includes no details or examples and is significantly underdeveloped.

Non-Performance - The explanation of at least five ways the laws work together to ensure equal access to education for students with disabilities is either nonexistent or lacks the components described in the assignment instructions.


Explains at Least Three Specific Differences Between the Two Policies With an Emphasis on Benefiting Students with Disabilities

Total: 2.00

Distinguished - Provides an exceptionally comprehensive explanation of at least three specific differences between the two policies with a clear emphasis on benefiting students with disabilities.

Proficient - Provides an explanation of at least three specific differences between the two policies with an emphasis on benefiting students with disabilities. Minor details are missing.

Basic - Provides a limited explanation of at least two specific differences between the two policies with minimal emphasis on benefiting students with disabilities. Relevant details are missing.

Below Expectations - Attempts to provide an explanation of at least one specific difference between the two policies with an emphasis on benefiting students with disabilities; however, significant details are missing.

Non-Performance - The explanation of at least three specific differences between the two policies with an emphasis on benefiting students with disabilities is either nonexistent or lacks the components described in the assignment instructions.


Critical Thinking: Explanation of Issues

Total: 0.50

Distinguished - Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for a full understanding.

Proficient - Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic - Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations - Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Creative Thinking: Connecting, Synthesizing, Transforming

Total: 0.50

Distinguished - Renovates ideas or solutions into entirely new forms.

Proficient - Conceives ideas or solutions into a coherent whole.

Basic - Associates ideas or solutions in novel ways.

Below Expectations - Recognizes existing connections among ideas or solutions.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Control of Syntax and Mechanics

Total: 0.25

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: APA Formatting

Total: 0.25

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic - Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Page Requirement

Total: 0.25

Distinguished - The paper meets the specific page requirement stipulated in the assignment description.

Proficient - The paper closely meets the page requirement stipulated in the assignment description.

Basic - The paper meets over half of the page requirement stipulated in the assignment description.

Below Expectations - A fraction of the page requirement is completed.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Resource Requirement

Total: 0.25

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.