State Projects Rubric
Ohio FCCLA Cancer Campaign
Chapter Name
School Name
School Address
Adviser’s Name
Type of Chapter
HELP –Hunger
Education Leads to
Prevention
Comprehensive High School
POWER reserving Our
World’s Environmental
Resources
FREEDOM
Recognizing Endless Efforts of
Dedicated Ohio Military
Operation Evergreen
Comprehensive Middle School
I. Criteria
Application is complete
Meets Submission Criteria
Application is signed (electronic signature acceptable)
Career Field
Possible 5 points
II. Grammar/Word Usage
1
2
3
4
5
Grammar and
Spelling Errors
Extensive (more than
5) grammatical and
spelling errors
Some (3-5)
grammatical and
spelling errors
Few (1-2)
grammatical and
spelling errors
Presentation has no
grammatical with 2
spelling errors
Presentation has no
grammatical or
spelling errors
Appearance
Hand written
Typed
No variation in fonts
and/or point size
Typed
Appropriate font no
variation in point size
Typed
Appropriate font
incorrect point size
Typed
Appropriate font size
and point size
7/24/2014
FCCLA Respect
1
Possible 10 points
Score
III. Project Summary
0
Absent from
application
1
2
3
4
Present, but not
adequately complete,
very little detail
present, no purpose
identified, no
outcomes and target
audience identified
Very few details
present within
summary, purpose of
project and targeted
audience unclear,
outcomes not
identified adequately
Some details are
provided within the
summary; purpose of
project and targeted
audience clear;
outcomes not
identified adequately
Details are provided
and accurate,
purpose of project
clear but not concise,
targeted audience
and outcomes
somewhat identified
1
2
3
4
5
Concern is identified
Concern is identified
with 1-2 statements
of the issue
Concern is identified
with 2-3 statements
of issue and how it
relates to the goal of
the program
Concern is identified
with 3 or more
compelling
statements if the
need and relation to
the program
Goal is stated
strongly; ambitious
and clear steps are
identified
Concern is written
well with 4 or more
compelling
statements of the
need and relation to
the program
Ambitious goal is
stated, and
articulated with clear
steps and evaluation
methods
Objective is stated
strongly; ambitious
and clear steps are
identified
Ambitious objective is
stated, and
articulated with clear
steps and evaluation
methods
IV. Needs, Goal and Objectives
0
No concern is
Needs of Project
identified
Goals
Goal missing
Goal is simplistically
stated
Goal is stated
adequately
Goal is stated with
some steps identified
Objectives
Objective missing
Objective is
simplistically stated
Objective is stated
adequately
Objective is stated
with some steps
identified
7/24/2014
Possible 10 points (points x 2)
5
Score
2
Accurate and full of
detailed, purpose of
project clear and
concise, target
audience and
outcomes identified
Possible 15 points
Score
V. Activities and Resources
0
1
2
3
4
Major Activities Summary
No plan is
presented
Plan is presented
with minimal
steps
Plan is stated
with 3-5 steps
Plan is clearly
stated with 3-5
steps and a
timeline
identified
Plan is multiphased,
chronologically
sequenced, and
has measureable
expectations
Timeline
Goal missing
Goal is
simplistically
stated
Goal is stated
adequately
Goal is stated
with some steps
identified
Goal is stated
strongly;
ambitious and
clear steps are
identified
Limited evidence
of partnerships
and resources
Evidence of
partnerships and
resources
exploration, but
no action to
develop
relationships was
taken
Evidence of
search for
partners and
resources with
appropriate
action taken to
begin
relationships
The project
identifies action
taken to identify
and build
relationships with
partners and
resources who are
relevant to the
project
Collaborations/Partnerships/Resources No evidence of
partnership and
resources
7/24/2014
3
5
Possible 15 points
Score
Plan is multiphased,
chronologically
sequenced, has
measurable
expectations and is
realistic and
challenging for
participants level
Plan identified who,
what, where, when,
why, how, and lists
abilities, resources,
possible barriers,
and ways to
recognize and
measure
accomplishments
The project
identifies
possibilities and
attempts to
develop
relationships with
partners and
resources who
enhance the
project
VI. Evaluation and Results
0
1
2
3
4
5
Evaluation methods
are evident, purpose
fully used and broad
outcomes are listed
Evidence of impact of
project is observed
Evaluation methods
are evident, but their
purpose and
outcomes are
insufficient
Evidence of impact of
project and is noted
Limited evidence of
project achieved
Evidence of project
achieved
Evidence of project
achieved and is noted
Evidence of project
achieved with limited
details
Evaluation methods
are evident, purpose
fully used, and
measureable
outcomes listed
Evidence of impact of
project is observed
and noted with proof
exhibited
Evidence of project
achieved and is
detailed
Limited evidence of
numbers of
participants and
number of people
served
Evidence of number
of participants and no
number of people
served
Evidence of number
of participants and
number of people
served
Evidence of number
of participants and
number of people
served with limited
details
Evaluation
Methods Used
Evaluation methods
are not evident in the
past
Evaluation methods
are mentioned
Evaluation methods
are included in the
plans and results
Impact
Observed/Noted
No evidence of
impact of project
Limited evidence of
impact of project
Results Project
Achieved
No evidence of
project achieved
School
Information
No evidence of
numbers of
participants or
number of people
served
VII. Image and Public Relations
0
No
evidence
of
Promoting
relationship
with
understanding of
FACS
FACS education
and FCCLA
accomplished by
the project
Little or no evidence
Use of Guide to
Promoting FCCLA of knowledge
Evidence of
Public Relations
7/24/2014
There are not
publicity or
recognition strategies
1
2
Evidence of impact of
project is observed
and noted
3
4
Evidence of number
of participants and
number of people
served with details
5
Minimal evidence of
FACS coursework and
knowledge
Some evidence of
FACS relationship
Knowledge of FACS
coursework is evident
but not shared
Knowledge of
relationship to FACS
is evident and shared
Knowledge of FACS
relationship is
evident and
explained well
Little or no evidence
of knowledge
Some evidence of
knowledge
Publicity and
recognition strategies
are limited in use
Knowledge of subject
matter is evident and
shared at times in the
presentation
Publicity is utilized
throughout the
action plan,
recognition is evident
and appropriate
Knowledge of subject
matter is evident and
explained well
Publicity and
recognition are
acknowledged, but
not an intentional
component
Knowledge if subject
matter is evident but
not shared in
presentation
Publicity is utilized at
many steps of the
action plan,
recognition is evident
4
Possible 20 points
Score
Publicity is utilized
throughout,
recognition is
evident. Both are
creative and
purposeful
Possible 15 points
Score
VIII. Family and Consumer Sciences Skills
0
1
Presentation is not
Presentation covers
Project used
done
some of the topics
FACS skills
Specific skills
listed
No skills identified
One skill identified
2
3
Presentation covers
all topic elements but
with minimal
information
Presentation gives
complete information
but does not explain
the project well
Presentation covers
the information
completely but does
not flow well
4
5
Two skills identified
Three skills identified
Four skills identified
Presentation covers
all relevant
information with
seamless and logical
delivery
Five skills identified
Possible Points
Section One
Criteria
5
Section Two
Grammar/Word Usage
10
Section Three
Project Summary
10
Section Four
Needs, Goal and Objectives
15
Section Five
Activities and Resources
15
Section Six
Evaluation and Results
20
Section Seven
Image and Public Relations
15
Section Eight
Family and Consumer Sciences Skills
10
Possible Total (100)
7/24/2014
5
Possible 10 points
Score
Score