Kelly's Salon Appointment Process

Sheet1
Individual Needs Appointment for Hair Styling
Employee greets customer and asks customer last name or
phone number
Calls Kelly's Salon and requests appointment
Is appointment today ?
Does customer want to schedule next appointment?
Is one of the dates/times acceptable?
Does customer want the same stylist as last time?
Previous Customer?
Employee checks stylist availability and times and advises
customer
Employee asks customer feedback questions and enters
responses into the system
Drives to Kelly's Salon
YES
YES
YES
NO
NO
NO
Employee asks customer when the service is desired
Employee tells customer cost and time needed for service
Employee asks customer what services are needed
Employee welcomes customer back and reminds of last
appointment and services provided
Cashier enters info from paper receipt to system and advises
customer of total charges
Customer receives service; employee documents services
completed and time on paper receipt
Employee Schedules Appointment
Customer takes paper receipt to cashier
Process: Accept Payment from Customer
Stylist selected

NO
NO
YES
Employee gets alternate date/time and/or alternate stylist from
customer
Will customer provide feedback?
YES
YES
NO
Customer leaves Kelly's Salon
Customer completes call or leaves Kelly's Salon
Employee asks for and enters customer information
Kelly's Salon Appointment Process
1
3
4
5
6
7
Schedule
Process: Enter Time Needed and Cost for Services
Service, Time, Cost
Customers
2
Appoint-ments
Customer pays bill
Employee Scheduling Process
Financial Data
Questions/Customer
Responses
Sheet2
Sheet3
9
Running head: PHI BENCHMARK ASSESSMENT

Characteristics of Students with Physical and Health
Impairments and Math and ELA Strategies to Teach Individuals
with PHI Benchmark Assessment and Rubric
Margo Moriarty
Grand Canyon University
SPE 358
November 20, 2016
Abstract
Begin a new page. Your abstract page should already include
the page header On the first line of the abstract page, center the
word “Abstract” (no bold, formatting, italics, underlining, or
quotation marks).
Beginning with the next line, write a concise summary of the
key points of your research. (Do not indent.) Your abstract
should contain at least your research topic, research questions,
participants, methods, results, data analysis, and conclusions.
You may also include possible implications of your research
and future work you see connected with your findings. Your
abstract should be a single paragraph double-spaced. Your
abstract should be between 150 and 250 words.
You may also want to list keywords from your paper in your
abstract. To do this, indent as you would if you were starting a
new paragraph, type Keywords: (italicized), and then list your
keywords. Listing your keywords will help researchers find
your work in databases.
Here is the site with this information:
https://owl.english.purdue.edu/owl/resource/560/01/
PHI Benchmark Assessment
Introduction

After filling out the Practicum Placement Form and Observation
Record for three classrooms that serve students with physical
and/or health impairments, how much progress that was made in
this class is evident. Three observations are varied grade levels
were done so as to identify and evaluate instructional,
behavioral, and social skills accommodations/modifications for
students with physical and/or health impairments. As a result,
being introduced to working with this population has been an
amazing life learning experience.
Research-based Evaluation of Accommodations and/or
Modifications.
Accommodations/Modifications
Accommodations/Modifications
Describe them in detail
Evaluate them according to research findings from a minimum
of five references
1. Classroom step up
The placement of desks and chairs in the classroom is essential
to ensure everybody is able make easy movements because most
of the learners have wheelchairs while others have medical
equipment. The goal of this modification is avoid accidents.
ENTER INFO PLEASE
2. Notetaker, lab assistant and/or undertaking group lab
assignments
Student’s who need assistance with note taking are provided
with assistive technology to ensure their needs are met.
the class assignments should be offered in electronic format and
the computers are fitted out with special input device as Morse
codes, voice inputs, and optional keyboards.
Students who also receive transportation, physical therapy,
occupational therapy, diagnostic services, school health

services, counseling, and school social work services
(n.d.).Burgstahler and Jirikowic (2002) asserts that Mobility
Impairments demand for the need for a Notetaker, lab assistant
and/or undertaking group lab assignments as well as taking all
instructional activities in reachable places. The Department of
Disability (2016) states that such students face difficulties in
class when taking notes and sitting for exams.
3. Adjustable tables and/or apparatus and location of sources at
reachable positions
These students require the school administration to purchase
larger desks; wider chairs so as to enable the students to balance
papers, classroom supplies papers, and books. Such tables can
as well accommodate a paraprofessional, in case they are
available within the learner’s class if she is in class.
ENTER INFO PLEASE
4. Assignment modifications
Multiple assignment modifications must occur. The assignments
must be in digital form in order to coincide with assistive
technology. For the assignments that involve movement I am
flexible and tend to require the learner’s suggestions on what
they think is the best way to participate in these activities.
Sometimes the assignments have to be adjusted or modified for
students, too so that most presentations are less involving in
terms of movement (Beech, 2010).
5.Partnering Peers
Ms. Jacobs showed me how a student can be another’s best
teacher. By having one of our student’s who needs extra
practice take note for another, it was the best of both worlds.
Each party benefited off this peer partnership.
ENTER INFO PLEASE
6.IPADs and Computers
These assistive technologies have helped student’s ability to see
the presentations and virtually interact in the given lesson. It
also speeds up the time for each assignment.
ENTER INFO PLEASE
7. ENTER INFO PLEASE

ENTER INFO PLEASE
ENTER INFO PLEASE
ENTER INFO PLEASE
ENTER INFO PLEASE
ENTER INFO PLEASE
ENTER INFO PLEASE
ENTER INFO PLEASE
ENTER INFO PLEASE
Suggestions
CAN YOU ADD TO THIS SECTIONS PLEASE….It can be with
information you added…please add 3 sources…if you can proof
read also I would appreciate it!
ALSO IF YOU COULD WRITE A QUICK CONCLUSION and
add a few sentences in section above with” ENTER INFO
PLEASE” TY****
Students indicated challenges as delays in moving from one
class to another, the difficulty in carrying out practical lessons
in the laboratory, inability to access areas where the
wheelchairs cannot access, discomfort when they sat on the
regulars chairs, delay in finishing assignments alongside.
Making specific accommodations to keep these children active
is essential.
Self-evaluation of Accommodations/Modifications
Implementation
As Torreno (2015) posits, in this case, the focus is on students
with health impairment that has led to physical impairment.
Essentially the Individuals with Disabilities Education Act
(IDEA), encourages accommodation of such learners in the
school context. From the information gathered in class, the
students have been identified as having cases of cerebral palsy,
muscular dystrophy, and spina bifida. Given that these are

varied conditions in one class, I have applies the broad
considerations such as Classroom step up that is I have ensured
that the arrangement of desks and chairs in the classroom allows
everybody to make easy movements because most of the
learners have wheelchairs while others have medical equipment,
The arrangement is to stop them from falling and having
avoidable injuries.
Andrew M.I. Lee (2014) notes that IEP demands for tracking of
annual school progress after extensive services have been
offered .The services should be given in time to the
students.Venn, on the other hand, considers that such learners
require transportation, physical therapy, occupational therapy,
diagnostic services, school health services, counseling, and
school social work services (n.d.).Burgstahler and Jirikowic
(2002) asserts that Mobility Impairments demand for the need
for a Note taker, lab assistant and/or undertaking group lab
assignments as well as taking all instructional activities in
reachable places.
Moreover, there is the need for adjustable tables and/or
apparatus and location of sources at reachable positions.
Additionally, the class assignments should be offered in
electronic format and the computers are fitted out with special
input device as Morse codes, voice inputs, and optional
keyboards. In addition, the safety devices and procedures
should be accessible safety devices and procedures.
Furthermore, because of extra room requirements by these
learners, I requested the school administration to purchase
larger desks; wider chairs so as to enable the students to balance
papers, classroom supplies papers, and books. Such tables can
as well accommodate a paraprofessional, in case they are
available within the learner’s class if she is in class. The
interrogation of the learners on the particular positions they
would prefer in class before allocating.
Among the teaching strategies are the accommodations like

operation through the buddy system through which another
student may take notes for every learner with the disability.
Sometimes the assignments have to be adjusted or modified for
students, too so that most presentations are less involving in
terms of movement (Beech, 2010). The presentations can be
done from where the learner is seated .For the assignments that
involve movement I am flexible and tend to require the
learner’s suggestions on what they think is the best way to carry
them out. There is a need for the teacher to be free with the
learners too and dig out information thus identifying what they
like and what they can do best. That has helped me know the
strength of every learner and make others learn from them
despite the physical challenge. Finally, the schools have to
hire at least one specialist in the ESE so that he can guide the
regular teachers on how to handle and offer better
accommodation to the learners with challenges.
ii) Select three accommodations/modifications to implement
with a student who has physical or health impairment (you may
use three different students if desired). Implement them under
the auspices of the mentor teacher. Conduct the implementation
with the following questions in mind for the section of the essay
entitled Self-evaluation of Accommodations/Modifications
Implementation:
From the present setting, I will apply the following three
strategies more than the rest. Namely, I will base of the
questions
(1) What were the accommodations/modifications you
implemented? Why did you choose them?
Being rather successful in implementing the assistive tactic in
writing notes, I learned new ways to organize and implement
information learned. Ms.Jacobs showed me how to effectively
take notes for one of her students. Furthermore, I initiated the
sitting arrangements alongside broad chairs for the learners.

Finally, the suggestive attempts and sharing of personal
successes have been part and parcel of our lessons. I chose
these three alternatives because they are the foundational
grounds for the comfort, social success and the psychological
establishment of the learners in the class. Furthermore, given
that my class objective was to make all students cohesive and
happy so that lessons can be fun it was that through the three
approaches the rest would come in smoothly later.
(2) Did the implementation of the
accommodations/modification unfold smoothly and effectively?
Why or why not?
It was a bit difficult to make the rest of the learners help the
physically disabled learners in writing notes, especially those
who have challenges with the hands, but after a discussion and
emotive tactic through which I made them imagine being the
ones in the situation everyone was willing to take up the
challenge. Furthermore, some of the learners disliked being
distinguished and given special care as broader chairs and tables
but I had to show them that they are not any less from the rest
but the chairs and tables will offer comfort and adequate space
for carrying out activities. Finally, the usage of suggestions
tended to give me confusing options because almost all the
physically disabled learners wanted particular positions, we,
therefore, decided to pair physically disabled and regular
students then consider the level of inability in each learner.
Now they are set and comfortable with the arrangements now.
(3) What element(s) of the accommodations/modification
was/were most effective?
Pairing learners and bringing broader chairs for learners has
been very effective for them. Furthermore, allowing students to
use recorders and technological assistive like ipads and
computers is effective for the learners who can use that because

it enables them to assist others in the usage of that.
(4) What aspect(s) of the accommodations/modification
was/were difficult to facilitate? Did it negatively impact the
overall success of the lesson? How so?
At first the declining of suggestions of where some learners
wanted to sit at the beginning of our lessons impacted
negatively to our classes. Some learners became emotional and
could not talk at all, others jeered when I gave the decision I
thought would help the class be settled easily. Furthermore, the
pairing of regular and physically disabled was a bit hectic
because I had no idea who would sit with the other. Then I
assigned letters and numbers and I indicated that students pick
and so the alphabet and the numerals that marched would lead
to the sitting together of the pair. Learners realized their choice
was the final way and once they picked the papers no one
complained.
(4) How did you interpret the level of student engagement and
motivation during the implementation of the
accommodations/modifications? How would you suggest it be
modified to heighten its effectiveness?
There was average/fair .The modification could be a success
only if the students are often counseled and trained ion
appreciating themselves regardless of their challenges,
Furthermore, the rest of the learners have to be enlightened on
the significance of helping and supporting others whenever they
realize the challenges others are going, though. Furthermore,
the administration should be built bigger classrooms that the
present ones so as to allow comfortable and better arrangements
of learners.
(5) Defend your use of, or your rejection of, each
accommodation/modification within this section of the essay.

The rejection of computer usage is because some learners
require special instruction in it and any are interested in
independence. The usage of pairing, class arrangement and the
use of recorders is because the resources needed for that were
easily available and they would enable the accomplishment of
the lesson objective.
IEP Analysis
(1) Which are accommodations/modifications listed in the IEP
that would be effective to use with this student?
In the IEP base on the fact that accommodations involve
changes that are made in how the student accesses information
and demonstrates performance. They state the fact that the
instructors have to put into consideration the implementation of
the accommodations from the time of making a plan, to teaching
and finally the examining time. They stress on the consistent
evaluation of the impact of accommodation so as to locate
students’ needs in line with lesson objectives. The provision of
means of demonstration, numerous means of accomplishment
and expression and engagement is vital too. Learners need to be
engaged as the teacher motivates them through repetitive
procedures.
Andrew M.I. Lee (2014) notes that IEP demands for tracking of
annual school progress after extensive services have been
offered. The services should be given in time .Venn (n.d.) on
the other hand considers that such learners require transport,
physical therapy, professional therapy, investigative services,
school healthiness services, psychotherapy, and institute social
work services. Burgstahler and Jirikowic (2002) suggest Note
taker, lab assistant, and/or undertaking group lab assignments as
well as taking all instructional activities in reachable places and
creation of adjustable tables and/or apparatus. They also
indicate fitting electronic format assignments and the computers
with special input device as Morse codes, voice inputs, and

optional keyboards and the safety devices and procedures.
According to IEP, the slow rate at which learners with physical
ability can lag the rest of the learners is a challenge that
demands the establishment of intensive, direct instruction at the
access points for they parallel alternate standards that imitate
reformed learning prospects and reduced intricacy heights
(Beech, 2010). It is necessary to cross-examine the IEP
curriculum and have the consultation with the learners is
significant and the IEP team should then gather so as to
implement more about the curriculum expectations.
The Department of Disability (2016) states that such students
face difficulties in class when taking notes and sitting for
exams. They are uncomfortable when made to sit in standard
desks. Furthermore, in the case of lab lessons, lab tables and
equipment are hard to reach, moving from one class to another
and place within a class to another. They can hardly
operate/reach places that are without wheelchairs. IEP indicates,
that these ;earners require the relocation of classes of
laboratories to an accessible building, the usage of an audio
recorder or note taking assistance because they cannot write
fast. Moreover, they should be provided with accessible seating
or table in the classroom extra time during examination
/assessment time as well as Copyist for Cantons and/or essay
exams.
(2) Which are accommodations/modifications listed in the IEP
that would not be effective to use with this student?
IEP has some suggestions that cannot work. For example, the
proposal that there be an establishment of intensive, direct
instruction at the access points is impossible as that need extra
time that is unavailable. The suggestion of the use of physical
therapy, occupational therapy, diagnostic services, school health
services, as well as social worker services is a challenge for the
school because of its funding (Beech, 2010). Furthermore, since

the usage of computers requires instruction and among the three
students their IEP indicates that they have a low appreciation
and comprehension of the computer, then the use of the
computer may not be effective for the. Furthermore, as a result
of interest to be dependent, the usage of assistance may not be
quite useful to these learners.
(3) Are there any modifications/accommodations that are not
considered or discussed in the IEP that would be effective to
use with this student? Explain. ENTER INFO PLEASE
Significant accommodations like the allowing learners to
suggest assignments and activities they have to so, class
arrangement and making furniture that is comfortable for them.
Conclusion ENTER INFO PLEASE
Wrap up your essay by relating it back to the thesis statement.
You will want to leave your reader with a strong statement of
closure. Explain anything that has not been explained yet.
Close with a bang. Here is the address of a site that you might
want to check out for help with your conclusion:
http://www.fas.harvard.edu/~wricntr/documents/Conclusions.ht
ml
In addition to spacing, APA style includes a special way of
citing resource articles. See the APA Manual, Section 3.39, pp.
120-121, for detailed information on in-text citations.
References
References
Andrew M.I. Lee, J. (2014). The difference between IEPs and
504 plans. Retrieved from HYPERLINK
"https://www.understood.org/en/school-learning/special-
services/504-plan/the-difference-between-ieps-and-504-plans"
https://www.understood.org/en/school-learning/special-
services/504-plan/the-difference-between-ieps-and-504-plans

Burgstahler, S., & Jirikowic, T. (2002). Supporting students
with disabilities: What every teaching assistant should
know. The Journal of Graduate Teaching Assistant
Development, 9(1), 23-30.Retrieved
fromhttp://staff.washington.edu/sherylb/teaching_assistant.html
Department of Disability. (2016). Faculty guide: teaching &
interacting with students with disabilities. n.p. Retrieved from
HYPERLINK "http://disability.tamu.edu/facultyguide/teaching"
http://disability.tamu.edu/facultyguide/teaching
Torreno, S. (2015). Special instruction: classroom strategies for
teaching physically disabled students. (S. Malburg, Ed.) n.p.
Retrieved from HYPERLINK
"http://www.brighthubeducation.com/special-ed-physical-
disabilities/51778-teaching-strategies-for-students-with-
physical-disabilities/"
http://www.brighthubeducation.com/special-ed-physical-
disabilities/51778-teaching-strategies-for-students-with-
physical-disabilities/
Venn, J. (n.p.) Students with Physical Disabilities and Health
Impairments. http://www.ericdigests.org/pre-9213/health.htm
Beech, M. (2010) .Accommodations assisting students with
disabilities. Bureau of Exceptional Education and Student
Services: Florida. Retrieved from
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070069-
accomm-educator.pdf
Sheet1
Employee decides to update work schedule
Employee reviews customer appointments
Employee logs into the System
YES
NO
Employee logs out
Employee enter dates/times available for work
Kelly's Salon
Employee Scheduling Process

1
3
Appoint-ments
2
Security database
Schedule
Kelly reviews and approves schedule
Kelly logs into the System
Kelly reviews appointments and schedule
Does schedule need to change?
Kelly makes changes to schedule and informs employee
Kelly logs out
Sheet2
Sheet3
ISFM-300 Case Study, Stage 2: Business Process Analysis and
Functional Requirements
Before you begin this assignment, be sure you:
1. Have completed all previously assigned readings, particularly
those assigned in Week 2.
2. Re-read the “Kelly's Salon Case Study" and the Stage 1
assignment, and review the “Walmart Example,” beginning with
"Background for Stage 2" on page 3.
3. Review Instructor feedback from the Stage 1 assignment.
4. Carefully review the Example shown following the
Assignment instructions below.
Purpose of this Assignment
This assignment demonstrates how business processes are
analyzed to develop information systems functional (business)
requirements. This assignment specifically addresses the
following course outcome to enable you to:
· analyze internal and external business processes to identify
information systems requirements

Overview of Business Process Analysis and Functional
Requirements for Kelly's Salon
For your Case Study Stage 1 assignment, you performed a Five
Forces Analysis and justified Kelly's chosen strategy for
competitive advantage and the business process that she would
like to improve through the application of technology.
In the Stage 2 assignment, you will identify the inputs,
processing, and outputs of Kelly's selected businessprocess.
Those inputs, processing, and outputs form the functional
(business) requirements for an IT system to improve the
process.
The first step in identifying the functional or business
requirements for an information system is to develop the high
level requirements that establish the scope of the system. Kelly
has selected the Customer and Employee Scheduling Process for
improvement using an IT solution, and together you have
identified the following high level requirements. The system
must:
· Allow employees to enter their availability and desired
days/times to work
· Allow Kelly to review the employee requests and develop a
schedule
· Make the schedule available to employees to review their final
work schedule
· Make the employee schedule available for staff to enter
customer appointments
· Allow Kelly and the staff to enter customer appointments
· Keep track of customer appointments, including stylist and
service performed
· Accommodate changes in the employee schedules and
customer appointments, and update the schedule accordingly
· Accommodate changes in the customer information stored in

the system
· Provide management reports to Kelly showing employee
workload, customers served, customer contact information, busy
times/days, etc.
For this assignment, you will focus on the customer
appointment portion of the overall process. The high level
requirements are not detailed enough to be used as the
functional or business requirements. More detailed
requirements are developed using a variety of tools and
methods. One such tool is a process model. The process model
shows the steps in the customer appointment process. In a
process model, rectangles are used to illustrate process steps
and diamonds are used where decisions, or choices, are made.
You need to be aware that there are other aspects of the process
to be considered, as shown in the high level requirements
above. The points at which these additional steps intersect with
the customer appointment process are shown in the process
model with a circle.
Customer Appointment Process Model: The Customer
Appointment Process model is separately provided as an Excel
file, labeled "Stage 2 Customer Appointment Process Model."
Assignment: Kelly's Salon Stage 2: Using the Customer
Appointment Process Model, create a document that includes:
I. Introduction
At the top of your paper, show the strategy for competitive
advantage that Kelly selected and the business process she has
chosen to improve, using the following format (no additional
explanation is required):
Generic Strategy for Competitive Advantage: xxxxxxx (just
name the strategy)
Business Process to Be Improved: xxxxxxxxx (just name the
process)
II. Table of Functional (Business) Requirements
Copy the table below into your paper. Using the Customer
Appointment Process Model provided complete the table of
requirements for an IT system, for each of the numbered process

steps, that includes:
· the inputs to the process – include specific items of
information or data elements (for example, customer name)
entered into the system as part of the process step
· processing or actions that the system takes (for example,
check calendar to let person know if Kelly's Salon is open at the
specified time)
· outputs of the process – include specific items of information
or data elements (for example, appointment date) that the
system will display or print out for the user to see
Note: This is not about what the employee or customer is doing
but specifically about data into the system (input), the system
does something with that data (process) to deliver the end result
(output)
There are 7 numbered steps in the Appointment Process itself.
In addition, there are three other processes that are needed
(shown in the circles), but are beyond the scope of the
appointment process: (1) a process for entering the time needed
and costs for the various styling services – this builds a
database or table for reference in future transactions; (2) a
process for scheduling employees to work; and (3) the payment
process that collects customer payments and updates the
database accordingly. You should be aware that these processes
are needed to complete the system, but you do not need to
address them in your assignment.
The responses that you enter into the table for each requirement
must be aligned to the specific business process to be improved
and the data it uses, and it must be appropriate to the Kelly's
Salon business.
Note: Processes are actions that the system will take and should
include action verbs. Inputs and outputs are not actions, but are
data or information. If you need to use action words (verbs) to
describe the input or output, they should be kept to a minimum
and put in parentheses.

Table of Functional (Business) Requirements
Steps in the Appointment Process
Process Step
Step from Customer Appointment Process Model
(insert label/title from numbered step)
Input
Information/data item(s) entered into the system as part of this
step
Process
Processing or action the system must perform for this step
Output
Information/data item(s)/record created, or displayed, or printed
out for the user in this step
1
2
3
4
5

6
7
EXAMPLE Using the Employee Scheduling Process
The example below demonstrates what is required for the
assignment, using the Employee Scheduling Process, which is
shown in a circle in the Customer Appointment Process Model.
The process model for this example is separately provided as an
Excel file named "Stage 2 Example - Scheduling Process
Model." The entries in the table correspond with the numbered
process steps in the model.
Table of Functional (Business) Requirements
Steps in the Employee Scheduling Process
Process Step
Step from Customer Appointment Process Model
(insert information from numbered step
Input
Information/data item(s) entered into the system as part of this
step
Process
Processing or action the system must perform for this step
Output
Information/ data item(s)/record created, or displayed, or
printed out for the user in this step

1
Employee logs into the System
User ID and password
Verify user id and password against security database
"Welcome" screen or "Invalid User ID and Password" message
2
Employee reviews customer appointments
Employee name, dates
Locate and present appointment dates for the employee
Appointment dates for employee
3
Employee enter dates/times available for work
Dates and times available for work (employee name entered in
step 2)
Record dates and times employee is available for work
Confirmation that dates and times have been saved
Formatting:
For academic writing, the writer is expected to write in the third
person. In third person, the writer avoids the pronouns I, we,
my, and our. The third person is used to make the writing more
objective by taking the individual, the “self,” out of the writing.
This method is very helpful for academic writing, a form in
which facts, not opinion, drive the tone of the text. Writing in
the third person allows the writer to come across as unbiased
and thus more informed.
· Submit a document that includes the Table of Functional
Requirements.
· Table entries should be single spaced.
· Use APA formatted citations and references for any external
sources used.
· Include a title page, and a reference page if references are
included.

· Compare your final work to the rubric to be sure you have met
content and quality criteria.
· Submit your paper as a Word document, or a document that
can be read in Word.
· Your submission should include your last name first in the
filename: Lastname_firstname_Stage _2
GRADING RUBRIC:
The "right" and "wrong" answers have to do with whether or not
you correctly incorporated the course vocabulary and concepts
to support your choices, and that you address all parts of the
assignment. Be sure to review the grading rubric below before
submitting your assignment:
ISFM-300 Case Study, Stage 2 Rubric: Functional
RequirementsCriteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points

Inputs
27-30 Points
All inputs listed demonstrate a strong understanding of course
concepts, analysis and critical thinking; and are appropriate for
the business in the case study and the process. Avoids the use of
action words.
24-26 Points
Most inputs listed demonstrate an understanding of course
the business in the case study and the process. Limited use of
action words.
21-23 Points
Inputs listed are designated and demonstrate a basic
understanding of course concepts or analysis. May include
some action words.
18-20 Points
Inputs are provided but selection may be lacking in
demonstration of understanding of course concepts or analysis.
May overuse action words.
0-17 Points
Few, if any inputs are provided or inputs are not appropriate for
the process step and/or the case study.
30
Processing
27-30 Points
All processing listed demonstrates a strong understanding of
course concepts, analysis and critical thinking; and are
appropriate for the business in the case study and the process.
24-26 Points
Most processing listed demonstrates an understanding of course
the business in the case study and the process.
21-23 Points
Processing is listed and demonstrates a basic understanding of

course concepts or analysis.
18-20 Points
Processing is provided but may be lacking in demonstration of
understanding of course concepts or analysis.
0-17 Points
Processing shown is not appropriate for the process step and/or
the case study.
30
Outputs
27-30 Points
All outputs listed demonstrate a strong understanding of course
the business in the case study and the process. Avoids the use
of action words.
24-26 Points
Most outputs listed demonstrate an understanding of course
the business in the case study and the process. Limited use of
action words.
21-23 Points
Outputs listed are designated and demonstrate a basic
understanding of course concepts or analysis. May include
some action words.
18-20 Points
Outputs are provided but selection may be lacking in
demonstration of understanding of course concepts or analysis.
May overuse action words.

0-17 Points
Few, if any outputs are provided or outputs are not appropriate
for the process step and/or the case study.
30
Table Format
9-10 Points
Information is professionally presented, clear and easily
understood; is written in third person and uses course
vocabulary, correct sentence structure, grammar, and spelling.
Any references used are listed and cited using APA style.
8 Points
Information is presented well; is clear, and uses correct
sentence structure; written in third person, and has few grammar
and spelling errors. Any references used are listed and cited
using APA style.
7 Points
Information is presented with some grammar and/or spelling
errors. Any references used are listed and cited using APA
style.
6 Points
Information is not professionally presented, may not be clearly
written, and/or contains several grammar and/or spelling errors,
or errors in use of APA style for references/ citations.
0-5 Points
Information is extremely poorly written; has many grammar
and/or spelling errors; and/or does not convey the information
adequately.
10

TOTAL Points Possible
100
8/13/16
8/13/2016 – Rev 2
3 | Page

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