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Excellent Good Fair Poor
Part 1: Agenda
Comparison Grid-
-Identify a
population health
concern
-Describe the
Population Health
concern you
selected and the
factors that
contribute to it.
5 (5%) - 5 (5%)
The response clearly and
accurately identifies and
describes a population health
concern.
4 (4%) - 4 (4%)
The response
vaguely identifies
and describes a
population health
concern.

3.5 (3.5%) - 3.5
(3.5%)
The response
inaccurately
identifies and
describes a
population health
concern.
0 (0%) - 3 (3%)
Identification and
description of a
population health
concern is missing
or incomplete.
Part 1: Agenda
Comparison Grid-
- Describe the
administrative
agenda focus
related to this
issue for the
current and two
previous
presidents.
- Identify the
allocations of
financial and
other resources
that the current
and two previous
presidents

dedicated to this
issue.
- Explain how each
of the presidential
administrations
approached the
issue.
18 (18%) - 20 (20%)
The response clearly and
accurately describes the
presidential administrations’
focus related to the concern, the
financial and resource allocation
dedicated to the concern, and
explains how each of the
presidential administrations
approached the issue.
16 (16%) - 17 (17%)
The response
vaguely describes
the presidential
administrations’
focus related to
the concern, the
financial and
resource
allocation
dedicated to the
concern, and
explains how each
of the presidential
administrations
approached the

issue.
14 (14%) - 15 (15%)
The response
inaccurately
describes the
presidential
administrations’
focus related to
the concern, the
financial and
resource
allocation
dedicated to the
concern, and how
each of the
presidential
administrations
approached the
issue.
0 (0%) - 13 (13%)
The description of
the presidential
administrations’
focus related to
the concern,
financial and
resource
allocation
dedicated to the
concern, and
explanation for
how each of the
presidential
administrations

approached the
issue is missing.
Part 2: Agenda
Comparison Grid
Analysis- Address
the following:
23 (23%) - 25 (25%)
-The response clearly and
accurately identifies an
administrative agency most likely
20 (20%) - 22 (22%)
-The response
vaguely identifies
an administrative
18 (18%) - 19 (19%)
-Identification of
an administrative
agency
0 (0%) - 17 (17%)
-Identification of
an administrative
agency
Name: NURS_6050_Module01_Week02_Assignment_Rubric
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-Which
administrative
agency would
most likely be
responsible for
helping you
address the
healthcare issue
you selected?
-How do you think
your selected
healthcare issue
might get on the
agenda? How does
it stay there?
-Who would you
choose to be the
entrepreneur/
champion/sponsor
of the healthcare
issue you selected
for the current
and two previous
presidents?
to be responsible for addressing
the selected healthcare issue.
-Response clearly and accurately
explains how the healthcare
issue gets on the agenda and

remains there.
- The response clearly and
accurately identifies the
entrepreneur/champion/sponsor
of the healthcare issue selected.
agency which may
be responsible for
addressing the
selected
healthcare issue.
-Response
adequately
explains how the
healthcare issue
gets on the
agenda and
remains there.
-Identification of
the entrepreneur/
champion/sponsor
of the healthcare
issue selected is
vague.
responsible for
addressing the
selected health
care issue is
inaccurate.
-Explanation of
how the
healthcare issue
gets on the
agenda and
remains there is

vague or
inaccurate.
-Identification of
the entrepreneur/
champion/sponsor
of the healthcare
issue selected is
inaccurate or does
not align with the
healthcare issue.
responsible for
addressing the
selected
healthcare issue is
missing.
-Explanation of
how the
healthcare issue
gets on the
agenda and
remains there is
vague and
inaccurate or is
missing.
-Identification of
the entrepreneur/
champion/sponsor
of the healthcare
issue selected is
vague and
inaccurate or is
missing.
Fact Sheet or
Talking Points

Brief - Promoting
Agenda Setting for
Healthcare Issues:
Based on your
Agenda
Comparison Grid
for the healthcare
issue you selected,
develop a 1-page
Fact Sheet or
Talking Points
Brief that you
could use to
communicate
with a policy-
maker/legislator
or a member of
their staff for this
healthcare issue.
-Summarize why
this healthcare
issue is important
and should be
included in the
agenda for
legislation.
-Justify the role of
the nurse in
agenda setting for
healthcare issues
32 (32%) - 35 (35%)
Creates a well-developed,

accurate, and thorough Fact
Sheet or Talking Points Brief.
The response provides a
complete, detailed, and specific
synthesis of two outside
resources reviewed on why this
healthcare issue is important
and should be included in the
agenda for legislation. The
response fully integrates at least
2 outside resources and 2-3
course specific resources that
fully supports the summary
provided.
Responses accurately and
thoroughly justify in detail the
role of the nurse in agenda
setting for healthcare issues.
28 (28%) - 31 (31%)
Creates an
accurate and
thorough Fact
Sheet or Talking
Points Brief.
The response
provides an
accurate synthesis
of at least one
outside resource
reviewed on why
this healthcare
issue is important

and should be
included in the
agenda for
legislation. The
response
integrates at least
1 outside resource
and 2-3 course
specific resources
that may support
the summary
provided.
Responses
accurately justify
the role of the
nurse in agenda
setting for
healthcare issues.
25 (25%) - 27 (27%)
Creates a Fact
Sheet or Talking
Points Brief. that is
partially accurate
or incomplete.
The response
provides a vague
or inaccurate
summary of
outside resources
reviewed on why
this healthcare
issue is important
and should be

included in the
agenda for
legislation. The
response
minimally
integrates
resources that
may support the
summary
provided.
The responses
partially justifies
the role of the
nurse in agenda
setting for
healthcare issues.
0 (0%) - 24 (24%)
Creates a poor
Fact Sheet or
Talking Points
Brief. that in
inaccurate and
incomplete or is
missing.
The response
provides a vague
and inaccurate
summary of no
outside resources
reviewed on why
this healthcare
issue is important
and should be

included in the
agenda for
legislation, or is
missing. The
response fails to
integrate any
resources to
support the
summary
provided.
Responses
justifying the role
of the nurse in
agenda setting for
healthcare issues
is inaccurate and
incomplete or is
missing.
Written
Expression and
Formatting -
Paragraph
Development and
Organization:
Paragraphs make
clear points that
support well
developed ideas,
flow logically, and
demonstrate
continuity of

ideas. Sentences
are carefully
focused--neither
long and rambling
nor short and
lacking substance.
A clear and
comprehensive
purpose
statement and
introduction is
provided which
delineates all
required criteria.
5 (5%) - 5 (5%)
Paragraphs and sentences follow
writing standards for flow,
continuity, and clarity.
A clear and comprehensive
purpose statement, introduction,
and conclusion is provided which
delineates all required criteria.
4 (4%) - 4 (4%)
Paragraphs and
sentences follow
writing standards
for flow,
continuity, and
clarity 80% of the
time.
Purpose,
introduction, and

conclusion of the
assignment is
stated, yet is brief
and not
descriptive.
3.5 (3.5%) - 3.5
(3.5%)
Paragraphs and
sentences follow
writing standards
for flow,
continuity, and
clarity 60%- 79% of
the time.
Purpose,
introduction, and
conclusion of the
assignment is
vague or off topic.
0 (0%) - 3 (3%)
Paragraphs and
sentences follow
writing standards
for flow,
continuity, and
clarity < 60% of
the time.
No purpose
statement,
introduction, or
conclusion was

provided.
Written
Expression and
Formatting -
English writing
standards:
Correct grammar,
mechanics, and
proper
punctuation
5 (5%) - 5 (5%)
Uses correct grammar, spelling,
and punctuation with no errors.
4 (4%) - 4 (4%)
Contains a few (1-
2) grammar,
spelling, and
punctuation
errors.
3.5 (3.5%) - 3.5
(3.5%)
Contains several
(3-4) grammar,
spelling, and
punctuation
errors.
0 (0%) - 3 (3%)
Contains many (≥
5) grammar,

spelling, and
punctuation errors
that interfere with
the reader’s
understanding.
Written
Expression and
Formatting - The
paper follows
correct APA
format for title
page, headings,
font, spacing,
margins,
indentations, page
numbers,
parenthetical/in-
text citations, and
reference list.
5 (5%) - 5 (5%)
Uses correct APA format with no
errors.
4 (4%) - 4 (4%)
Contains a few (1-
2) APA format
errors.
3.5 (3.5%) - 3.5
(3.5%)
Contains several
(3-4) APA format
errors.

0 (0%) - 3 (3%)
Contains many (≥
5) APA format
errors.
Total Points: 100
Name: NURS_6050_Module01_Week02_Assignment_Rubric
EXIT
SGA-302
Lesson Plan Template
This lesson plan template seeks to ensure that you are creating a
strong lesson plan that mirrors what we have learned about
effective lesson planning and instructional delivery. Please be
attentive to the guidance on pages 1 and 2 for specific
expectations and use the lesson plan template starting on page 3
to plan your lesson. Remember that your final portfolio
submission should include:
1. Your detailed lesson plan
2. Your SGA-302 final portfolio template
3. Your SGA tracker (originally submitted on Canvas in
February 2020)
EFFECTIVE LESSON PLANNING & INSTRUCTIONAL
DELIVERY CHECKLIST
Lesson Plan
Standard/

Objective
· A learning standard (CCSS, NGSS, state standard, etc.)
· A standards-aligned objective that has the following: a clear
and appropriate skill, concept, context, and “by” statement
· Name if objective is procedural or conceptual with rationale
Intro to New Material
· Script What, Why, and How Key Points
· Identify 2+ Misconceptions (State, rationale, and plan to
address)
· Identify 2+ Instructional Delivery methods (w/ rationale for
selection)
· Script your Instructional Delivery method (i.e. Think Aloud,
Model, Demonstration, etc)
Engagement Strategies
· Script 2+ examples of engagement strategies (Wait Time, Cold
Call, Everybody Write, Call and Response, and Turn and Talk)
CFUs
· Script 1 example of AAA
· Script 1 example of Gestures /Whiteboards
· Script anAdjustment for each CFU (including Do Over, Check
In, and Pinpoint) for how will address student misconceptions.
Practice
· Provide rationale for alignment of practice
· At bats: Name number of at bats and provide rationale for the
number of at bats of the standard
· Gradual Release: Provide rational for how practice becomes
more independent
· Monitor and Adjust: Identify 2+ strategies for how you will
monitor student practice and adjust instruction
· Script plan/rationale for collecting data and adjusting at each
stage of practice
· Script exemplar responses for each question in practice

Name:
Date:
School:
Grade/Subject:
Collaborator(s), if applicable[footnoteRef:1]: [1: All
collaboration should be verbal in nature and each teacher should
submit unique, individual written work for each assessment.
Any additional resources consulted should be listed at the end
of the assessment. The primary volume of your work should be
yours and yours alone. ]
Lesson Objective
Total Lesson Time:
What is the associated standard?
Is this objective PROCEDURAL or DECLARATIVE?
· SKILL: Aligned to the standard; uses an operational verb
· CONCEPT: Aligned to the content in the standard
· CONTEXT: Specific to what the students will use (e.g., text,
source, lab, center) to practice the skill
· “BY” STATEMENT: Previews what will happen in class to
work towards the objective on that day
· ATTAINABLE: Spans the length of the lesson
Key Points

What are the key ideas (WHAT) or steps (HOW) you are
teaching? Why is this objective important to learn and master?
· Key points represent the WHAT, HOW, and WHY of what
you’re teaching.
· Key points are in student-friendly language.
Anticipated Misconceptions and Confusion
What are the potential misconceptions or confusions that may
arise during the lesson? Where and how will you address them
in your lesson?
· At least 2 identified misconceptions: each is reasonable and
aligned with the objective
· Rationale is provided for why this is a realistic misconception
· A plan for addressing the misconception is outlined here
(punch the error, emphasize the opposite, etc) and that outline is
ALSO included in the lesson itself.
Opening
Time:
How will you preview the lesson and hook students’ interest?
Introduction to New Material
Time:
How will you introduce the material to students?
In 3-4 sentences, answer the following questions.
Which instructional delivery methods will you use? What is
your rationale for using these?
· MATERIAL: The plan presents key points in bite-sized chunks
and using multiple explanatory devices that are likley to be
accessible to almost all students. We recommend that GS us the
Explanatory Device How-To Guide to support their planning

here.
· DELIVERY: The plan shows that the teacher plans to vary
delivery in a way that is likely to reach all students and
addresses all key points
· CONFUSION: The plan anticipates and clarifies likely student
misconceptions
Student Practice
Time:
How will you provide practice opportunities for students?
LABEL your practice as I do, you help; you do, I help; you do, I
monitor and adjust; or you do.
In the space below, provide any rationale and/or context
necessary to justify your plan’s alignment with the four
components of student practice (At-Bats, Gradual Release,
Alignment, Monitoring and Adjusting).
· AT BATS: given the type of objective, there is a sufficient
NUMBER of at-bats, those at-bats are appropriate and likely to
lead to student mastery of the objective, and include
opportunities for truly independent practice.
· GRADUAL RELEASE: teacher gradually releases cognitive
responsibility to students over the course of the lesson in
alignment using either Shared, Guided, or Interactive Writing.
· ALIGNMENT: practice aligns to the objective.
· MONITORING AND ADJUSTING: The plan includes an
exemplar, a plan to collect and analyze data, and a plan to
address misunderstandings.
Closing
Time:
How will this lesson be summarized?
How will you assess student mastery of the objective? Include

your assessment and your exemplar.
· SUMMARY: The planned Closing allows for a teacher-led
summary of what was accomplished by the lesson; the summary
is focused on the key ideas and/or objective
· ASSESSMENT: The teacher plans an efficient lesson
assessment
· EXEMPLAR: The teacher includes an exemplar, not simply an
answer key, for student responses to the assessment.
Student Materials
Include a copy of any student materials used in this lesson such
as student practice or problem sets, reading passages, writing
prompts, exit tickets, and exemplars, etc. You can copy and
paste below or upload documents directly to Canvas.
SGA-302
Adjusted Final Portfolio Template
Name:
Date:
School:
Grade/Subject:
Collaborator(s), if Applicable
Teacher-Generated Exemplar
2. Exemplar: In the space below, paste your teacher-generated
exemplar (or share the file name if you intend to zip the file
with this template).
...

SGA Tracker
3. Share Your Tracker File Name: In the space below, share the
file name of your SGA Tracker, which you should zip with this
template.
...
Data-Driven Instruction
4. Strengths: Using the data gathered on your SGA tracker
reflect on student strengths that accurately reflect trends in data
gathered within the tracker. Describe patterns of learning for
the whole class and differences for groups or individual
learners, and share your reflections:
Please limit your response to 250 words.
...
5. Areas for Growth: Using the data gathered on your SGA
tracker reflect on student growth areas that accurately reflect
trends in data gathered within the tracker. Describe patterns of
learning for the whole class and differences for groups or
individual learners, and share your reflections:
...
6. Plan an Intervention: Based on the areas for growth you
listed above, share an intervention you would plan to implement
based on a standard (refer to your standard mastery tracker) or
reading skill (refer to your reading growth tracker) or
domain/standard (refer to your developmental pathway).
Provide the following:
· The focus of your intervention
· The group size for your intervention (i.e., whole-group, small-
group, or individual)
· The intervention you used (e.g., Think Aloud, Show Call,
focused feedback, specific questions)
· A brief description of your intervention plan or an annotated
lesson plan, indicating where you would incorporate the

intervention (e.g., the questions you would ask, points you
would highlight in a Think Aloud)
...
Student Growth and Achievement
7. Data Analysis & Outcome Reflection: Reflecting on your
student achievement data from your SGA Tracker(Note: You
can use the SGA tracker submitted previously. Use previous
feedback to update the SGA tracker to ensure it includes a set of
honest, accurate, complete, error-free data. If you were able to
acquire an additional data collection round, add that to your
tracker and reflect on the updated data set.)
· Explain how your final round of outcomes compare to what
you anticipated at the start of the year. What are your reactions
to these results?
· Did any of your data-driven interventions this year have a
positive impact on your students’ outcomes? If so, please
describe the change you saw in your data
· Overall, what do these results signify for your students going
forward (e.g., Are they prepared for the next grade? What
content will they struggle with? Where will they excel?)
...
1

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