Distinguished - Effectively incorporates the Common Core State Standards (CCSS)  that are related to the content area for English or math. The objectives are fully aligned with the CCSS, including what is to be taught, where and when it is to be taught, and the measurable standard of success for the individual lesson.

Proficient - Incorporates the Common Core State Standards (CCSS) that are related to the content area for English or math. The objectives are mostly aligned with the CCSS, including what is to be taught, where and when it is to be taught, and the measurable standard of success for the individual lesson.

Basic - Minimally incorporates the Common Core State Standards (CCSS) that are related to the content area for English or math; however, the objectives are vaguely aligned with the CCSS, including what is to be taught, where and when it is to be taught, and/or the measurable standard of success for the individual lesson. 

Below Expectations - Attempts to incorporate the Common Core State Standards (CCSS) that are related to the content area for English or math; however, the objectives are not clearly aligned with the CCSS, including what is to be taught, where and when it is to be taught, or the measurable standard of success for the individual lesson.

Non-Performance - The incorporation of Common Core State Standards (CCSS) is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Fully incorporates at least one universal design for learning (UDL) component and one instructional technology device in the lesson, using meaningful interpretations of their use in the lesson.

Proficient - Incorporates at least one universal design for learning (UDL) component and one instructional technology device in the lesson, using mostly meaningful interpretations of their use in the lesson.

Basic - Vaguely incorporates at least one universal design for learning (UDL) component and one instructional technology device in the lesson, using somewhat meaningful interpretations of their use in the lesson. 

Below Expectations - Attempts to incorporate at least one universal design for learning (UDL) component and one instructional technology device in the lesson; however, there is no interpretation of their use in the lesson. 

Non-Performance - The incorporation of at least one universal design for learning (UDL) component and one instructional technology device in the lesson is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively describes a formative assessment at the conclusion of the lesson to measure students’ mastery of the daily objective.

Proficient - Describes a formative assessment at the conclusion of the lesson to measure students’ mastery of the daily objective. The description is slightly underdeveloped.

Basic - Briefly describes a formative assessment at the conclusion of the lesson to measure the students' mastery of the daily objective. The description is underdeveloped.

Below Expectations - Attempts to describe a formative assessment at the conclusion of the lesson that measures the students’ mastery of the daily objective; however, the description is significantly underdeveloped.

Non-Performance - The description of the formative assessment at the conclusion of the lesson to measure students’ mastery of the daily objective is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Includes a precise teacher self-assessment that addresses the problems that are anticipated with the lesson and what was learned about assistive technology (AT) and UDL from creating this unit.

Proficient - Includes a teacher self-assessment that addresses the problems that are anticipated with the lesson and what was learned about assistive technology (AT) and UDL from creating this unit. The assessment is slightly underdeveloped.

Basic - Includes a vague teacher self-assessment that somewhat addresses the problems that are anticipated with the lesson and what was learned about assistive technology (AT) and UDL from creating this unit. The assessment is underdeveloped.

Below Expectations - Attempts to include a teacher self-assessment that addresses the problems that are anticipated with the lesson and what was learned about assistive technology (AT) and UDL from creating this unit; however, the assessment is significantly underdeveloped.

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

Distinguished - Develops a logical, consistent plan to solve a problem, identifies consequences of the solution, and can clearly communicate the reason for choosing the solution.

Proficient - Carefully chooses among alternatives, and develops a logical, consistent approach to problem solving.

Basic - Takes into account and eliminates less acceptable approaches to problem solving.

Below Expectations - Takes into account a single approach and uses the approach to problem solving.

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

Distinguished - Assesses changes in own learning over time, recognizing varied contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).

Proficient - Effectively communicates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self-awareness).

Basic - Depicts own performances with general descriptions of success and failure.

Below Expectations - Unsuccessfully defines own performances with general descriptors of success and failure.

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 - 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 basic 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.

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 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 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.