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Foreword

Acknowledgements

eYearbook Committee

Introduction to Exemplary Teachers, Programs and Practices

A Call to Action: Family and Consumer Sciences (FCS) Program Evaluation

Careers Class

Dynamic Leadership

It's All About Kids

Lights! Camera! Action!

Patchwork of Kindness

Child Development

Culinary Arts/Human Behavior

Foods/Biology

Health Science Occupations

Teens As Parents
Return
Delivery
The nonverbal message supports and is consistent with the verbal message.
Advanced (5)
The delivery is natural, confident and enhances the message.
Posture
Eye contact
Smooth gestures
Facial expressions
Volume
Pace
Limited filler words (“ums”) are used.
Clear articulation and pronunciation are used.
Limited dependence on notes.
 (4) Developing (3)
The delivery generally seems effective – however, may not be consistent in the effective use of:
Volume
Eye contact
Vocal control
Some hesitancy may be observed.
Filler words are not distracting.
Generally, articulation and pronunciation are clear.
Frequent dependence on notes may be observed.
(2) Emerging (1)
The delivery detracts from the message;
Eye contact may be very limited
Mumble
Speak inaudibly
Fidget
Filler words (“ums”) are used excessively.
Articulation and pronunciation tend to be sloppy.
Complete dependence on notes.
Content/Purpose
Idea development, use of language, and the organization of ideas are effectively used to achieve a purpose.
Advanced (5)
Ideas are clearly organized, developed, & supported to achieve a clear purpose.
The introduction is well developed.
Main points are clear and organized effectively.
Supporting material is original, logical, and relevant (facts, examples, etc.).
Smooth transitions are used.
The conclusion is effective
Word choice is appropriate and precise.
 (4) Developing (3)
The main idea is evident; ideas may not always flow smoothly.
The introduction is moderately well developed.
Main points are not always clear.
Supporting material may lack originality or adequate development.
Transitions may be awkward.
The conclusion may need additional development.
Word choice is not particularly vivid or precise.
 (2) Emerging (1)
The main idea is not clear; ideas may not be focused or developed; the main purpose is not clear.
The introduction is undeveloped or irrelevant.
Main points are difficult to identify.
Supporting material is inaccurate, generalized or inappropriate.
Transitions are lacking.
The conclusion is abrupt or limited.
Word choice may be limited or inappropriate.