Distinguished - Clearly and accurately describes the demographics Identifies the content unit title, subject, one or more CCSS Standards, creates at least two measurable unit objectives that align with CCSS and thoroughly describes student mastery expectations.

Proficient - Describes the demographics. Identifies the content unit title, subject, one or more CCSS Standards, creates at least two measurable unit objectives that align with CCSS and describes student mastery expectations. Minor details are missing.

Basic - Somewhat describes the demographics. Identifies the content until title, subject, one CCSS Standards, creates at least one measurable unit objectives that align with CCSS and minimally describes student mastery expectations. Relevant details are missing.

Below Expectations - Describe the demographics and partially identifies the content unit title, subject, one CCSS Standards. The description of student mastery expectations is missing significant details.

Non-Performance - The description of the demographics, identification of the CCSS Standards, and measurable unit objectives that align with CCSS is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how student’s level of readiness and preexisting knowledge will be measured, comprehensively explains how formative assessments drive differentiated instructions, and designs a clearly appropriate summative assessment measuring student’s level of unit mastery.

Proficient - Explains how student’s level of readiness and preexisting knowledge will be measured, explains how formative assessments drive differentiated instructions and designs an appropriate summative assessment measuring student’s level of unit mastery. The explanations or the design of the summative assessment is slightly underdeveloped.

Basic - Somewhat explains how student’s level of readiness and preexisting knowledge will be measured, somewhat explains how formative assessments drive differentiated instructions, and partially designs a summative assessment measuring student’s level of unit mastery. The explanations and/or the design of the summative assessment are underdeveloped.

Below Expectations - Attempts to explain how student’s level of readiness and preexisting knowledge will be measured, how formative assessments drive differentiated instructions, and designs a summative assessment measuring student’s level of unit mastery; however, the explanations and the design of the summative assessment are significantly underdeveloped.

Non-Performance - The explanation how student’s level of readiness and preexisting knowledge will be measured, explanation how formative assessments drive differentiated instructions and designs a summative assessment are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Creates an exceptionally thorough list of daily breakdown of lesson topics, describes how each daily activity incorporates differentiated instructions and UDL, thoroughly discusses two technology tools that will be incorporated throughout the unit and describes which self-regulation strategies have been built into the lesson.

Proficient - Creates a sufficient list of daily breakdown of lesson topics, describes how each daily activity incorporates differentiated instructions and UDL, thoroughly discusses two technology tools that will be incorporated throughout the unit and describes which self-regulation strategies have been built into the lesson. Minor details are missing.

Basic - Creates a limited list of daily breakdown of lesson topics, describes how some daily activity incorporates differentiated instructions and UDL, discusses two technology tools that will be incorporated throughout the unit and describes which self-regulation strategies have been built into the lesson. Relevant details are missing.

Below Expectations - Attempts to create a list of daily breakdown of lesson topics, how daily activity incorporates differentiated instructions and UDL, discusses one technology tools that will be incorporated throughout the unit but provides little description of which self-regulation strategies have been built into the lesson. Significant details are missing.

Non-Performance - The list of daily breakdown of lesson topics, describes how each daily activity incorporates differentiated instructions and UDL, technology tools that will be incorporated throughout the unit and which self-regulation strategies have been built into the lesson) 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 - 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.