Distinguished - Develops a complete statement of purpose that outlines the purpose of assessment, the plan for including assessment when working with children, how assessment can be used to document children’s work, how children’s interests and ideas will be used when assessing, and how to differentiate instruction and intervention for children who may have a special need. 

Proficient - Develops a statement of purpose that mostly outlines the purpose of assessment, the plan for including assessment when working with children, how assessment can be used to document children’s work, how children’s interests and ideas will be used when assessing, and how to differentiate instruction and intervention for children who may have a special need. The statement of purpose slightly underdeveloped.

Basic - Develops a partial statement of purpose that somewhat outlines the purpose of assessment, the plan for including assessment when working with children, how assessment can be used to document children’s work, how children’s interests and ideas will be used when assessing, and how to differentiate instruction and intervention for children who may have a special need. The statement of purpose is underdeveloped.

Below Expectations -  Attempts to develop statement of purpose; however, does not sufficiently outline the purpose of assessment, the plan for including assessment when working with children, how assessment can be used to document children’s work, how children’s interests, and/or how to differentiate instruction and intervention for children who may have a special need. The statement of purpose is significantly underdeveloped.

Non-Performance - The statement of purpose is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Creates a comprehensive partial portfolio that includes a description of the child you are creating the portfolio for, the child’s developmental screener, a diagnostic activity for the child along with an explanation of its purpose and the information from the Week Two observation. The partial portfolio is well-supported by scholarly sources.

Proficient - Creates a partial portfolio that includes a description of the child you are creating the portfolio for, the child’s developmental screener, a diagnostic activity for the child along with an explanation of its purpose and the information from the Week Two observation. The partial portfolio is supported by scholarly sources but is slightly underdeveloped.

Basic - Creates a limited partial portfolio that includes a description of the child you are creating the portfolio for, the child’s developmental screener, a diagnostic activity for the child along with an explanation of its purpose and the information from the Week Two observation. The partial portfolio is minimally supported by scholarly sources and/or is underdeveloped.

Below Expectations - Attempts to create a partial portfolio that includes a description of the child you are creating the portfolio for, the child’s developmental screener, a diagnostic activity for the child along with an explanation of its purpose and the information from the Week Two observation; however, the partial portfolio is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance - The partial portfolio is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Develops at least three comprehensive instructional goals for each developmental domain. Provides corresponding classroom activities that will be used to help the child reach the goals.

Proficient - Develops at least three instructional goals for each developmental domain. Provides corresponding classroom activities that will be used to help the child reach the goals. One of the goals or activities is slightly underdeveloped.

Basic - Develops at least two instructional goals for each developmental domain. Provides corresponding classroom activities that will be used to help the child reach the goals. One of the goals or activities is underdeveloped.

Below Expectations - Develops at least two instructional goals for each developmental domain. Provides corresponding classroom activities that will be used to help the child reach the goals. The goals and/or the activities are significantly underdeveloped.

Non-Performance - The instructional goals are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Creates a comprehensive recommendation plan for helping the child continue their growth and development at home. Includes summary for how to talk with parents about assessments and the information gained from them. Provides three activities as well as instructions for each that the parents of the child can work on at home.

Proficient - Creates a recommendation plan for helping the child continue their growth and development at home. Includes a summary for how to talk with parents about assessments and the information gained from them. Provides three activities as well as instructions for each that the parents of the child can work on at home. The recommendation plan is slightly underdeveloped.

Basic - Creates a brief recommendation plan for helping the child continue their growth and development at home. Includes a partial summary for how to talk with parents about assessments and the information gained from them. Provides three activities as well as instructions for each that the parents of the child can work on at home. The recommendation plan is underdeveloped.

Below Expectations - Attempts to create a recommendation plan for helping the child continue their growth and development at home; however, does not include a sufficient summary for how to talk with parents about assessments and the information gained from them. Provides at least two activities and instructions for each that the parents of the child can work on at home. The recommendation plan is significantly underdeveloped.

Non-Performance - The recommendation plan is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively discusses the next steps (intervention plans, referral for further evaluation, etc.) that should be taken after connecting with the child’s family about their strengths and areas of need including how these next steps align with the instructional objectives that were created.

Proficient - Discusses the next steps (intervention plans, referral for further evaluation, etc.) that should be taken after connecting with the child’s family about their strengths and areas of need including how these next steps align with the instructional objectives that were created. Minor details are missing.

Basic - Briefly discusses the next steps (intervention plans, referral for further evaluation, etc.) that should be taken after connecting with the child’s family about their strengths and areas of need, but only briefly includes how these next steps align with the instructional objectives that were created. Relevant details are missing.

Below Expectations - Attempts to discuss the next steps (intervention plans, referral for further evaluation, etc.) that should be taken after connecting with the child’s family about their strengths and areas of need including how these next steps align with the instructional objectives that were created; however, significant details are missing.

Non-Performance - The discussion of the next steps to take are either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient - Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic - Uses appropriate and pertinent content but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations - Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work and may distract the reader from its purpose.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Basic - Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Below Expectations - Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.