Supervising and Coaching Special Education Teachers - Rubric Lessons and Student Needs 9 points Criteria Description Lessons and Student Needs 5. Target 9 points Questions and expected responses thoroughly address the lesson components and information regarding the students’ IEPs, accommodations, and specific disabilities. 4. Acceptable 7.83 points Questions and expected responses appropriately address the lesson components and information regarding the students’ IEPs, accommodations, and specific disabilities. 3. Approaching 6.66 points Questions and expected responses minimally address the lesson components and information regarding the students’ IEPs, accommodations, and specific disabilities. 2. Insufficient 6.21 points Questions and expected responses inadequately address the lesson components and information regarding the students’ IEPs, accommodations, and specific disabilities. 1. No Submission 0 points Di�erentiated Instruction 9 points Criteria Description Differentiated Instruction 5. Target 9 points Questions and expected responses insightfully address the teacher’s plan to differentiate instruction. 4. Acceptable 7.83 points Questions and expected responses significantly address the teacher’s plan to differentiate instruction. Collapse All 3. Approaching 6.66 points Questions and expected responses superficially address the teacher’s plan to differentiate instruction. 2. Insufficient 6.21 points Questions and expected responses fail to identify the teacher’s plan to differentiate instruction. Struggling Students 9 points Criteria Description Struggling Students 5. Target 9 points Questions and expected responses professionally identify areas the teacher believes students struggle and how the teacher plans to address these areas. 4. Acceptable 7.83 points Questions and expected responses effectively identify areas the teacher believes students struggle and how the teacher plans to address these areas. 3. Approaching 6.66 points Questions and expected responses inexplicitly identify areas the teacher believes students struggle and how the teacher plans to address these areas. 2. Insufficient 6.21 points Questions and expected responses ineffectively identify areas the teacher believes students struggle and how the teacher plans to address these areas. 1. No Submission 0 points Not addressed. Prior Knowledge 9 points Criteria Description Prior Knowledge 5. Target 9 points Questions and expected responses thoughtfully determine the teacher’s understanding of student’s prior knowledge and how it guides instructional planning. 4. Acceptable 7.83 points Questions and expected responses successfully determine the teacher’s understanding of student’s prior knowledge and how it guides instructional planning. 3. Approaching 6.66 points Questions and expected responses minimally determine the teacher’s understanding of student’s prior knowledge and how it guides instruction.

1. Supervising and Coaching Special Education Teachers - Rubric
Lessons and Student Needs 9 points
Criteria Description
Lessons and Student Needs
5. Target 9 points
Questions and expected responses thoroughly address the lesson
components and
information regarding the students’ IEPs, accommodations, and
specific disabilities.
4. Acceptable 7.83 points
Questions and expected responses appropriately address the
lesson components
and information regarding the students’ IEPs, accommodations,
and specific
disabilities.
3. Approaching 6.66 points
Questions and expected responses minimally address the lesson
components and
information regarding the students’ IEPs, accommodations, and

2. specific disabilities.
2. Insufficient 6.21 points
Questions and expected responses inadequately address the
lesson components
and information regarding the students’ IEPs, accommodations,
and specific
disabilities.
1. No Submission 0 points
Di�erentiated Instruction 9 points
Criteria Description
Differentiated Instruction
5. Target 9 points
Questions and expected responses insightfully address the
teacher’s plan to
differentiate instruction.
4. Acceptable 7.83 points
Questions and expected responses significantly address the
teacher’s plan to
differentiate instruction.
Collapse All

3. 3. Approaching 6.66 points
Questions and expected responses superficially address the
teacher’s plan to
differentiate instruction.
2. Insufficient 6.21 points
Questions and expected responses fail to identify the teacher’s
plan to differentiate
instruction.
Struggling Students 9 points
Criteria Description
Struggling Students
5. Target 9 points
Questions and expected responses professionally identify areas
the teacher
believes students struggle and how the teacher plans to address
these areas.
4. Acceptable 7.83 points
Questions and expected responses effectively identify areas the
teacher believes
students struggle and how the teacher plans to address these

4. areas.
3. Approaching 6.66 points
Questions and expected responses inexplicitly identify areas the
teacher believes
students struggle and how the teacher plans to address these
areas.
2. Insufficient 6.21 points
Questions and expected responses ineffectively identify areas
the teacher believes
students struggle and how the teacher plans to address these
areas.
1. No Submission 0 points
Not addressed.
Prior Knowledge 9 points
Criteria Description
Prior Knowledge
5. Target 9 points
Questions and expected responses thoughtfully determine the
teacher’s
understanding of student’s prior knowledge and how it guides

5. instructional
planning.
4. Acceptable 7.83 points
Questions and expected responses successfully determine the
teacher’s
understanding of student’s prior knowledge and how it guides
instructional
planning.
3. Approaching 6.66 points
Questions and expected responses minimally determine the
teacher’s
understanding of student’s prior knowledge and how it guides
instructional
planning.
2. Insufficient 6.21 points
Questions and expected responses inadequately determine the
teacher’s
understanding of student’s prior knowledge and how it guides
instructional
planning.
Classroom Management 9 points

6. Criteria Description
Classroom Management
5. Target 9 points
Questions and expected responses skillfully determine the
teacher’s classroom
management plan and any behavior intervention plans for
individual students.
4. Acceptable 7.83 points
Questions and expected responses competently determine the
teacher’s classroom
management plan and any behavior intervention plans for
individual students.
3. Approaching 6.66 points
Questions and expected responses superficially evaluate the
teacher’s classroom
management plan and any behavior intervention plans for
individual students.
2. Insufficient 6.21 points
Questions and expected responses fail to determine the
teacher’s classroom
management plan and any behavior intervention plans for

7. individual students.
1. No Submission 0 points
Not addressed.
Documentation of Sources 3 points
Criteria Description
citations, footnotes, references, bibliography, etc., as
appropriate to assignment and
style
5. Target 3 points
Sources are completely and correctly documented, as
appropriate to assignment
and style. Format is free of error.
4. Acceptable 2.61 points
Sources are documented, as appropriate to assignment and style,
and format is
mostly correct.
3. Approaching 2.22 points
Sources are documented, as appropriate to assignment and style,
although some
key formatting and citation errors are present.

8. 2. Insufficient 2.07 points
Documentation of sources is inconsistent and/or incorrect, as
appropriate to
assignment and style, with numerous formatting errors.
1. No Submission 0 points
Organization 6 points
Criteria Description
Organization
5. Target 6 points
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 and provides
the audience with a clear sense of the main idea. The summary
is within the
required word count.
4. Acceptable 5.22 points
The content is logically organized. The ideas presented relate to
each other. The
content provides the audience with a clear sense of the main

9. idea. The summary is
within a reasonable range of the required word count.
3. Approaching 4.44 points
The content is not adequately organized even though it provides
the audience with
a sense of the main idea. The summary may not be within a
reasonable range of the
required word count.
2. Insufficient 4.14 points
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
summary is widely outside of the required word count.
Mechanics of Writing 6 points
Criteria Description
includes spelling, punctuation, grammar, language use
5. Target 6 points
Submission is virtually free of mechanical errors. Word choice
reflects well-
developed use of practice and content-related language.

10. Sentence structures are
varied and engaging.
4. Acceptable 5.22 points
Submission includes some mechanical errors, but they do not
hinder
comprehension. Variety of effective sentence structures are
used, as well as some
practice and content-related language.
3. Approaching 4.44 points
Frequent and repetitive mechanical errors distract the reader.
Inconsistent
language or word choice is present. Sentence structure is
lacking.
2. Insufficient 4.14 points
Surface errors are pervasive enough that they impede
communication of meaning.
Inappropriate word choice or sentence construction are used.
1. No Submission 0 points
Total 60 points

11. 1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
https://purdueglobal.brightspace.com/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=240888&evalObjectId=12
59383&evalObjectType=5&userId=… 1/5
30pt_SBIT_integrated_discussion_rubric
Course: IT190 Information Technology Concepts
Criteria 1
Level III Max
Points
12 points
Level II Max
Points
9.6 points
Level I Max
Points
7.2 points
Not Present
0 points
Criterion Score
Initial Post
& Content
Quality

12. / 12
● The initial
post to the
question
addresses all
parts of the
topic(s) and
requirements.
● The initial
post to the
question
includes
original
thoughts,
opinions, or
ideas.
● The initial
post to the
question

13. includes
support from
outside
sources
and/or
course
materials if
required.
● The initial
post to the
question
responds to
all parts of
the topic(s).
● The initial
post to the
question
includes

14. original
thoughts,
opinions, or
ideas.
● The initial
post to the
question
does not
include
supporting
resources if
required.
Any of the
following are
true:
● The initial
post to the
question

15. does not
respond to all
parts of the
topic(s).
● The initial
post to the
question
shows no
originality
when
compared to
other
responses.
No initial
post to the
question(s).
Criteria 2
Level III Max
Points

16. 6 points
Level II Max
Points
4.8 points
Level I Max
Points
3.6 points
Not Present
0 points
Criterion Score
1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
https://purdueglobal.brightspace.com/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=240888&evalObjectId=12
59383&evalObjectType=5&userId=… 2/5
Criteria 2
Level III Max
Points
6 points
Level II Max
Points
4.8 points
Level I Max
Points
3.6 points

17. Not Present
0 points
Criterion Score
Responses
and
Engagemen
t in Social
Learning
/ 6
● Posts two
or more
responses to
others.
● Two or
more
responses to
others ask
follow-up
questions or

18. provide
additional
ideas that
expand on
the topic.
● Posts two
or more
responses to
others.
● One
response to
others asks
follow-up
questions or
provides
additional
ideas that
expand on

19. the topic.
Any of the
following are
true:
● Does not
post at least
two
responses to
others.
● Responses
to others do
not ask
follow-up
questions or
provide
additional
ideas that
expand on

20. the topic.
No additional
responses or
additional
responses do
not
demonstrate
respect and
consideration
toward the
instructor
and peers.
Criteria 3
Level III Max
Points
6 points
Level II Max
Points
4.8 points
Level I Max
Points

21. 3.6 points
Not Present
0 points
Criterion Score
1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
https://purdueglobal.brightspace.com/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=240888&evalObjectId=12
59383&evalObjectType=5&userId=… 3/5
Criteria 3
Level III Max
Points
6 points
Level II Max
Points
4.8 points
Level I Max
Points
3.6 points
Not Present
0 points
Criterion Score
Post

22. timeliness
/ 6
● Provides an
initial post to
the
question(s)
by Saturday
11:59 p.m.
ET.
● Posts on
three or more
different days
during the
unit.
● Provides an
initial post to
the
question(s)
by Saturday

23. 11:59 p.m.
ET.
● Posts on
two different
days during
the unit.
Any of the
following are
true:
● Provides an
initial post to
the
question(s)
after Saturday
11:59 p.m.
ET
● Posts on
only one day

24. during the
unit.
No posts.
Criteria 4
Level III Max
Points
3 points
Level II Max
Points
2.4 points
Level I Max
Points
1.8 points
Not Present
0 points
Criterion Score
1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
https://purdueglobal.brightspace.com/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=240888&evalObjectId=12
59383&evalObjectType=5&userId=… 4/5
Criteria 4
Level III Max

25. Points
3 points
Level II Max
Points
2.4 points
Level I Max
Points
1.8 points
Not Present
0 points
Criterion Score
Writing
Mechanics
/ 3
● Displays
college-level
writing in
Standard
English that
is mostly free
of errors in
spelling,

26. grammar, or
punctuation.
● Posts are
logically
organized.
● Displays
college-level
writing in
Standard
English but
has several
errors in
spelling,
grammar, or
punctuation.
● Posts are
logically
organized.

27. At least one
of the
following is
true:
● Displays
college-level
writing in
Standard
English with
many errors
in spelling,
grammar, or
punctuation.
● The
organization
of posts is
not logical
and detracts

28. from
readability.
No posts.
Criteria 5
Level III Max
Points
3 points
Level II Max
Points
2.4 points
Level I Max
Points
1.8 points
Not Present
0 points
Criterion Score
APA
Citation
/ 3
● Includes
APA style in-
text style

29. citations
where
appropriate,
and a list of
references
when needed,
with few or
no errors.
● Includes
APA style in-
text style
citations
where
appropriate,
and a list of
references
when needed,
with several

30. errors.
● Includes
APA style in-
text style
citations
where
appropriate,
and a list of
references
when needed,
with many
errors.
Does not
include
citations or
references (if
needed).

31. 1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
https://purdueglobal.brightspace.com/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=240888&evalObjectId=12
59383&evalObjectType=5&userId=… 5/5
Total / 30
Overall Score
Level III
24.01 points minimum
Level II
18.01 points minimum
Level I
0.01 points minimum
Not Present
0 points minimum