| 1 |
Identify and/or describe strategies para educators can use to address students’ behavior. |
| 2 |
Describe a student’s development and/or behavior (e.g. abilities, interests, routines, needs, socialization skills, progress, etc.). |
| 3 |
Identify, discuss, and employ behavior management and communication strategies useful for working with students of different ages. |
| 4 |
Demonstrate the ability to write on a para educator-related topic. |
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Identifies strategy clearly.
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1 |
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No strategy identified or strategy unclear.
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0 |
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Response is level-appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning.
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2 |
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Response is level-appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the statement can be understood with inference.
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1 |
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Response is inappropriate, incomprehensible, or incorrect, or there is no statement.
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0 |
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Addresses all parts of the task effectively. At least three sentences are written. The sentences are comprehensible and related to the topic. May contain minor errors that do not interfere with comprehension.
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8 |
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Addresses all parts of the task adequately. At least three sentences are written. Some sentences may require inference to understand.
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6 |
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Addresses the task generally, but relationship to topic is evident. Some sentences may require a substantial degree of inference to understand. There may be fewer than three sentences written.
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4 |
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Nothing written or content is incomprehensible or completely inappropriate.
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0 |
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Grammar, structure and capitalization are mostly correct; most of the words are spelled correctly.
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3 |
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Writing contains some errors in grammar, structure, capitalization or spelling that may slow comprehension, but meaning can be understood.
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2 |
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Writing contains errors in grammar, structure, capitalization, spelling, or punctuation that require the reader to use significant inference to understand meaning.
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1 |
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Writing is incomprehensible or task is not complete.
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0 |
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Paragraph(s) form (i.e. title, indentation, margins) is correct. Writing is neat and legible, if applicable.
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2 |
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Paragraph(s) form (i.e. title, indentation, margins) is mostly correct. Writing is mostly neat and legible, if applicable.
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1 |
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Form is not recognizable and/or writing is not legible or neat.
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0 |
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Addresses all parts of the task effectively in one paragraph. Ideas are comprehensible and clearly related to the topic. At least five sentences are written. Topic sentence, supporting details and concluding sentence are identifiable. May contain a few errors that do not interfere with comprehension.
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10 |
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Addresses all parts of the task adequately in one paragraph. The sentences are comprehensible and related to the topic. At least four sentences are written. A topic sentence, details and concluding sentence are present. May contain some errors that do not interfere with comprehension.
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8 |
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Addresses the task in a general way. The writing may lack a topic sentence, supporting details or a concluding sentence. At least four sentences are identifiable. May contain some errors that interfere with comprehension.
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6 |
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Nothing written or content is incomprehensible or completely inappropriate.
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0 |
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Writing may contain some errors in grammar, structure, spelling, and/or capitalization that may slow comprehension and/or distract the reader but errors do not require inference for understanding.
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4 |
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Writing may contain grammatical errors that require the reader to infer meaning. There may be spelling, capitalization and/or punctuation errors that slow comprehension.
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3 |
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Writing contains errors in grammar, structure, spelling, capitalization or punctuation that require the reader to use significant inference to understand meaning.
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2 |
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Errors in grammar, structure, spelling, capitalization or punctuation make the writing incomprehensible.
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0 |
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Paragraph(s) form (i.e. title, indentation, margins) is correct. Writing is neat and legible, if applicable.
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3 |
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Paragraph(s) form (i.e. title, indentation, margins) is mostly correct. Writing is mostly neat and legible, if applicable.
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2 |
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Form is not recognizable and/or writing is not legible, if applicable.
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0 |
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Level Adv: Addresses all parts of the task effectively. There are at least 3-5 paragraphs, each with a clear topic sentence and supporting sentences with concrete examples. There are appropriate transition words and a relevant concluding paragraph. The essay shows good comprehension of the topic.
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18 |
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Level Adv: Addresses all parts of the task adequately. There are at least 3-5 paragraphs each with a topic sentence and supporting sentences with examples. There are transition words and a concluding paragraph. Contains some relevant details. Some ideas may not be well stated. May require minimal interference. Written in adequately-organized paragraph(s).
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16 |
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Level Adv: Addresses the task generally, but may have gaps. Contains at least 3 paragraphs. Many ideas may not be well stated. May lack appropriate or sufficient detail or clear focus. Requires some inference. May be loosely organized. OR Level IH: Addresses all parts of the task effectively in at least 3 paragraphs. The topic sentences, supporting details and conclusion of the composition are easily identified and clearly related to the topic.
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14 |
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Level IH: Addresses the task adequately in at least 3 paragraphs. The topic sentences, supporting details and conclusion are identifiable. Some ideas require inference, but can be understood and are mostly related to the topic.
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12 |
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Level IH: Addresses task generally, but ideas may require inference to understand, and some sentences may not be clearly related to topic. The topic sentences, supporting details or conclusion are not present, or can only be minimally identified even with effort. May be less than 3 paragraphs.
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10 |
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Levels IH, Adv: Nothing written or content is incomprehensible or completely inappropriate.
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0 |
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Level Adv: Writing contains almost no errors in grammar, structure, spelling, capitalization, or punctuation.
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6 |
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Levels IH, Adv: Writing contains only minor errors in grammar and/or structure that do not interfere with understanding and/or minor errors in spelling, capitalization, or punctuation that do not distract the reader.
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5 |
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Levels IH, Adv: Writing may contain some errors in grammar, structure, spelling, capitalization, and/or spelling that may slow comprehension, but errors do not require inference for understanding.
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4 |
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Levels IH, Adv: Writing contains grammatical errors that require the reader to infer meaning. There may be spelling, capitalization and/or punctuation errors that slow comprehension.
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3 |
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Level IH: The writing contains errors in grammar, structure, spelling, capitalization or punctuation that require the reader to use significant inference to understand meaning.
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2 |
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Levels IH, Adv: Writing is incomprehensible or task is not completed.
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0 |
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Levels IH, Adv: Paragraph(s) form (i.e. title, indentation, margins) is correct. Writing is neat and legible, if applicable.
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3 |
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Levels IH, Adv: Paragraph(s) form (i.e. title, indentation, margins) is mostly correct. Writing is mostly neat and legible.
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2 |
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Levels IH, Adv: Form is not recognizable and/or writing is not legible.
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0 |
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