Distinguished - Thoroughly defines and describes what it means to be a twice-exceptional learner.

Proficient - Defines and describes what it means to be a twice-exceptional learner. Minor details are missing.

Basic - Defines and partially describes what it means to be a twice-exceptional learner. Relevant details are missing.

Below Expectations - Attempts to define and describe what it means to be a twice-exceptional learner; however, significant details are missing.

Non-Performance - The definition and description of what it means to be a twice-exceptional learner are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Provides three detailed examples of the diagnoses for twice-exceptional students.

Proficient - Provides three examples of the diagnoses for twice-exceptional students. Minor details are missing.

Basic - Provides three examples of the diagnoses for twice-exceptional students. Relevant details are missing.

Below Expectations - Provides at least two examples of the diagnoses for twice-exceptional students. Significant details are missing.

Non-Performance - The three examples of the diagnoses for twice-exceptional students are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Fully discusses the general challenges related to learning and school life that twice-exceptional students experience that are otherwise atypical in those without exceptionalities. The discussion includes significant information on work ethic, strengths, academic, and social challenges. Fully and accurately connects the strengths and challenges presented to the examples provided.

Proficient - Discusses the general challenges related to learning and school life that twice-exceptional students experience that are otherwise atypical in those without exceptionalities. The discussion includes information on work ethic, strengths, academic, and social challenges. Accurately connects the strengths and challenges presented to the examples provided. Minor details are missing.

Basic - Partially discusses the general challenges related to learning and school life that twice-exceptional students experience that are otherwise atypical in those without exceptionalities. The discussion includes some information on work ethic, strengths, academic, and social challenges and mostly connects the strengths and challenges presented to the examples provided. Relevant details are missing.

Below Expectations - Attempts to discuss the general challenges related to learning and school life that twice-exceptional students experience; however, the discussion does not include sufficient information on work ethic, strengths, academic, and social challenges and the connection between the strengths and challenges presented to the examples provided.

Non-Performance - The discussion of the general challenges related to learning and school life that twice-exceptional students experience is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Fully analyzes what the research says about twice-exceptional learners, including concerns on achievement and performance of learners, particularly on high-stakes tests, and school funding.

Proficient - Analyzes what the research says about twice-exceptional learners, including concerns on achievement and performance of learners, particularly on high-stakes tests, and school funding. Minor details are missing.

Basic - Partially analyzes what the research says about twice-exceptional learners, including concerns on achievement and performance of learners, particularly on high-stakes tests, and school funding. Relevant details are missing.

Below Expectations - Attempts to analyze what the research says about twice-exceptional learners; however, the analysis does not include concerns on achievement and performance of learners, particularly on high-stakes tests, and school funding and/or significant details are missing.

Non-Performance - The analysis of research on twice-exceptional learners is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a comprehensive reflection, thoroughly addressing current levels of support for twice-exceptional learners. Thoroughly discusses the efforts teachers can make to positively impact these learners and why it is important to do so. The recommendations are clearly connected to the analysis of the research.

Proficient - Provides a reflection that mostly addresses current levels of support for twice-exceptional learners. Discusses the efforts teachers can make to positively impact these learners and why it is important to do so. The recommendations are connected to the analysis of the research.

Basic - Provides a reflection that somewhat addresses for the current levels of support for twice-exceptional learners. Briefly discusses the efforts teachers can make to positively impact these learners and why it is important to do so. The recommendations are loosely connected to the analysis of the research.

Below Expectations - Provides a minimal reflection that addresses the current levels of support needs of twice-exceptional learners and discussion of the efforts teachers can make to positively impact these learners and why it is important to do so. The recommendations are not tied to the analysis of the research.

Non-Performance - The reflection of the current levels of support for twice-exceptional learners and the discussion of the efforts teachers can make to positively impact these learners are either nonexistent or lack 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 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.