Distinguished - Thoroughly completes all seven elements of the Behavior Plan.

Proficient - Completes all seven elements of the Behavior Plan. Relevant details are included in each section. The behavioral plan is slightly underdeveloped.

Basic - Partially completes the Behavior Plan.   The behavioral plan is underdeveloped.

Below Expectations - Attempts to complete the Behavior Plan; however, the behavioral plan is significantly underdeveloped.

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

Distinguished - Thoroughly describes the target behavior that is addressed in the Plan using observable terms.  All components of a measurable behavior definition are included.

Proficient - Describes the target behavior that is addressed in the Plan using observable terms. Most of the components of a measurable behavior definition are included.

Basic - Somewhat describes the target behavior that is addressed in the Plan using observable terms. Some of the components of a measurable behavior definition are included.

Below Expectations - Attempts to describe the target behavior that is addressed in the Plan using observable terms. Most of a measurable behavior definition are missing or inaccurate.

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

Distinguished - Thoroughly analyzes the relevancy of the process of creating a Behavior Plan for current or future professional roles. Provides examples, along with details relating the importance of the role of Behavior Plans in the classroom for students with challenging behavior.

Proficient - Analyzes the relevancy of the process of creating a Behavior Plan for current or future professional roles. Provides some examples relating to the importance of the role of Behavior Plans in the classroom for students with challenging behavior. Minor details are missing.

Basic - Partially analyzes the relevancy of the process of creating a Behavior Plan for current or future professional roles. Examples relating to the importance of the role of Behavior Plans in the classroom for students with challenging behavior are missing.

Below Expectations - Attempts to analyze the relevancy of the process of creating a Behavior Plan for current or future professional roles. Examples relating to the importance of the role of Behavior Plans in the classroom for students with challenging behavior are missing. Some information might be inaccurate.

Non-Performance - The analysis of Behavior Plan relevancy is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly reflects on the process of creating a Behavior Plan that includes Observation, Collaboration, Parent Engagement, and Student Input. Reflections are sophisticated and formulate wholly appropriate and pertinent connections between process and relevant prior knowledge.

Proficient - Reflects on the process of creating a Behavior Plan that includes Observation, Collaboration, Parent Engagement, and Student Input. Reflections are appropriate and pertinent connections between the proccess and relevant prior knowledge.

Basic - Partially reflects on the process of creating a Behavior Plan that includes Observation, Collaboration, Parent Engagement, and Student Input. Reflections between the process and relevant prior knowledge are vague.

Below Expectations - Attempts to reflect on the process of creating a Behavior Plan that includes Observation, Collaboration, Parent Engagement, and Student Input. Fails to provide a reflection that connects the process to prior knowledge.

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

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.