EDU644.W4A1.12.2014

Description:


Total Possible Score: 15.00

Introduction

Total: 1.00

Distinguished - Creates a comprehensive introduction that states the role assumed, the audience the presentation is for, and the purpose of the presentation.

Proficient - Creates an introduction that states the role assumed, the audience the presentation is for, and the purpose of the presentation.

Basic - Creates an underdeveloped introduction that inadequately states the role assumed, the audience the presentation is for, and the purpose of the presentation. 

Below Expectations - Creates a significantly underdeveloped introduction that does not state the role assumed, the audience the presentation is for, and the purpose of the presentation.

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


Youth At Risk

Total: 3.00

Distinguished - Presents eight or more indicators (i.e., examples) of youth at risk, such as those shared by SchoolEngagement.org, LDonline.org, those listed as recommended resources for this week, or others discussed during Weeks One thru Four of this course. SchoolEngagement.org and at least one additional scholarly source are cited. Students with learning disabilities are included as one of the indicators.

Proficient - Presents at least seven indicators (i.e., examples) of youth at risk, such as those shared by SchoolEngagement.org, LDonline.org, those listed as recommended resources for this week, or others discussed during Weeks One thru Four of this course. SchoolEngagement.org and at least one additional scholarly source are cited. Students with learning disabilities are included as one of the indicators.

Basic - Presents at least six indicators (i.e., examples) of youth at risk, such as those shared by SchoolEngagement.org, LDonline.org, those listed as recommended resources for this week, or others discussed during Weeks One thru Four of this course. SchoolEngagement.org at least one additional scholarly source are cited. Students with learning disabilities are included as one of the indicators.

Below Expectations - Presents fewer than five indicators (i.e., examples) of youth at risk, such as those shared by SchoolEngagement.org, LDonline.org, those listed as recommended resources for this week, or others discussed during Weeks One thru Four of this course. May not cite the SchoolEngagement.org website and at least one additional scholarly source. Students with learning disabilities may not be included as one of the indicators.

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


Effects and Implications

Total: 2.00

Distinguished - Describes eight or more behaviors associated with being at-risk and three or more potential short- and long-term implications of these behaviors on a student’s ability to achieve academic success. Cites the SchoolEngagement.org website and at least one additional scholarly source. Comprehensive details for each point are included in the Speaker’s notes not viewable by the audience.

Proficient - Describes at least seven behaviors associated with being at-risk and at least three potential short- and long-term implications of these behaviors on a student’s ability to achieve academic success. Cites the SchoolEngagement.org website and at least one additional scholarly source. Details for each point are included in the Speaker’s notes not viewable by the audience.

Basic - Describes five-to-six behaviors associated with being at-risk and at least two potential short- and long-term implications of these behaviors on a student’s ability to achieve academic success. Cites the SchoolEngagement.org website and at least one additional scholarly source. Limited details for each point are included in the Speaker’s notes not viewable by the audience.

Below Expectations - Attempts to describe behaviors associated with being at-risk and potential short- and long-term implications of these behaviors on a student’s ability to achieve academic success; however, the number of behaviors and implications are fewer than what is requested in the assignment instructions or the submission does not cite the SchoolEngagement.org website and at least one additional scholarly source. Speaker’s notes are not included.

Non-Performance - The effects and implications are either nonexistent or lack the components described in the assignment instructions.


Solutions – Create a Framework

Total: 2.00

Distinguished - Describes three or more points related to the school’s role in establishing youth development philosophies and cites the SchoolEngagement.org website and more than one additional scholarly source. Details for each point are included in the speaker’s notes not viewable by the audience. 

Proficient - Describes three points related to the school’s role in establishing youth development philosophies and cites the SchoolEngagement.org website and at least one additional scholarly source. Details for each point are included in the speaker’s notes not viewable by the audience.

Basic - Describes two points related to the school’s role in establishing youth development philosophies are included. SchoolEngagement.org and at least one additional scholarly source are cited. A limited description is provided in the speaker’s notes. 

Below Expectations - Describes one point related to the school’s role in establishing youth development philosophies is included. SchoolEngagement.org and/or at least one additional scholarly source are not cited. A description is absent from the speaker’s notes. 

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


Solutions – Integrating a Framework

Total: 2.00

Distinguished - Provides a comprehensive description of what schools can do specifically to integrate the framework developed with staff, community, and parental support/involvement and includes a successful program, model, strategy, or approach to serve as an example of a potential solution. SchoolEngagement.org, the source of the example, and at least one additional scholarly source are cited. Specific details are included in the Speaker’s notes not viewable by the audience.

Proficient - Provides a slightly underdeveloped description of what schools can do specifically to integrate the framework developed with staff, community, and parental support/involvement and includes a successful program, model, strategy, or approach to serve as an example of a potential solution. SchoolEngagement.org, the source of the example, and at least one additional scholarly source are cited. Details are included in the Speaker’s notes not viewable by the audience.

Basic - Provides an underdeveloped description of what schools can do specifically to integrate the framework developed with staff, community, and parental support/involvement. May not include a successful program, model, strategy, or approach to serve as an example of a potential solution. One or more of the required resources are not cited (SchoolEngagement.org website, the source of the example, and at least one additional scholarly source). Limited or no details are included in the Speaker’s notes.

Below Expectations - Provides a significantly underdeveloped description of what schools can do specifically to integrate the framework developed with staff, community, and parental support/involvement; however, the presentation does not include a successful program, model, strategy, or approach to serve as an example of a potential solution. One or more of the required resources are not cited (SchoolEngagement.org website, the source of the example, and at least one additional scholarly source). 

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


Participant Activity

Total: 2.00

Distinguished - Constructs an engaging activity that encourages presentation participants to provide feedback regarding their own respective, potential role in supporting a school’s efforts to create and integrate a framework for students at risk, and to share ideas for potential solutions. A detailed description of how participants will interact, collaborate, and share ideas to all in attendance is included in the Speaker’s notes.

Proficient - Constructs a moderately engaging activity that encourages presentation participants for the presentation to provide feedback regarding their own respective, potential role in supporting a school’s efforts to create and integrate a framework for students at risk and to share ideas for potential solutions. A description of how participants will interact, collaborate, and share ideas to all in attendance is included with some detail in the Speaker’s notes. 

Basic - Constructs an underdeveloped activity that provides limited opportunities for presentation participants to provide feedback regarding their own respective, potential role in supporting a school’s efforts to create and integrate a framework for students at risk or to share ideas for potential solutions. A vague description of how participants will interact, collaborate, and share ideas to all in attendance is included in the Speaker’s notes. 

Below Expectations - Constructs a significantly underdeveloped activity that fails to encourage presentation participants to provide feedback regarding their own respective, potential role in supporting a school’s efforts to create and integrate a framework for students at risk, or to share ideas for potential solutions. A description of how participants will interact, collaborate, and share ideas to all in attendance is either significantly underdeveloped or not included.

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


Slide Design

Total: 1.00

Distinguished - Creates a high-quality presentation consisting of eight-to-ten slides and uses relevant graphics, sound, and/or animation that enhances the presentation without distracting from the main focus. Slides have a consistent theme, format, and font that augment the readability of the presentation.

Proficient - Creates a presentation consisting of eight-to-ten slides and uses graphics, sound, and/or animation that are relevant to some degree and/or enhances the presentation without distracting from the main focus. Slides have a consistent theme, format, and font that augment the readability of the presentation.

Basic - Creates a presentation consisting of fewer than eight slides and uses a limited amount of relevant graphics, sound, and/or animation that attempts to enhance the presentation but may slightly distract from the main focus. Slides may have an inconsistent theme, format, or font that impacts the readability of the presentation.

Below Expectations - Creates a presentation consisting of fewer than eight slides. Either limited graphics, sound, and/or animation are used and fail to enhance the presentation, distracting from the main focus or none are included. Slides lack a consistent theme, format, or font, reducing the readability of the presentation.

Non-Performance - The slide design lacks the components described in the assignment instructions.


Written Communication: Control of Syntax and Mechanics

Total: 1.00

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: Resource Requirement

Total: 1.00

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 the 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 an 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.