Distinguished - Constructs a thorough analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns.

Proficient - Constructs an analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns. The analysis is slightly underdeveloped.

Basic - Constructs a limited analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns. The analysis is underdeveloped.

Below Expectations - Attempts to construct an analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns; however, the analysis is significantly underdeveloped.

Non-Performance - The analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Identifies each person’s interests in attending this collaborative team meeting, including a detailed rationale to support the identified interests.

Proficient - Identifies each person’s interests in attending this collaborative team meeting, including a rationale to support the identified interests. The rationale is slightly underdeveloped.

Basic - Identifies each person’s interests in attending this collaborative team meeting, including a limited rationale to support the identified interests. The rationale is underdeveloped.

Below Expectations - Attempts to identify each person’s interests in attending this collaborative team meeting; however, does not include a rationale to support the identified interests.

Non-Performance - The identification of each person’s interests in attending this collaborative team meeting is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Constructs a detailed analysis of each person’s area of interest, including why their interest is important professionally and personally, the emotions involved in the decision-making, and each person’s perceptions of the issues in the case. Thoroughly describes what each person has in common.

Proficient - Constructs an analysis of each person’s area of interest, including why their interest is important professionally and personally, the emotions involved in the decision-making, and each person’s perceptions of the issues in the case. Describes what each person has in common. The analysis or the description is slightly underdeveloped.

Basic - Constructs a limited analysis of each person’s area of interest, including why their interest is important professionally and personally, the emotions involved in the decision-making, and each person’s perceptions of the issues in the case. Partially describes what each person has in common. The analysis and/or the description are underdeveloped.

Below Expectations - Attempts to construct an analysis of each person’s area of interest and describe what each person has in common; however, includes why their interest is important professionally and personally, the emotions involved in the decision-making, or each person’s perceptions of the issues in the case. The analysis and the description are significantly underdeveloped.

Non-Performance - The analysis of each person’s area of interest and the description of what each person has in common are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly explains ten ways to provide Henry with equitable access to education, including the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, and how instruction will be delivered and by whom.

Proficient - Explains ten ways to provide Henry with equitable access to education, including the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, and how instruction will be delivered and by whom. The explanation is slightly underdeveloped.

Basic - Partially explains nine ways to provide Henry with equitable access to education, including the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, and how instruction will be delivered and by whom. The explanation is underdeveloped.

Below Expectations - Attempts to explain eight ways to provide Henry with equitable access to education, including the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, or how instruction will be delivered and by whom. The explanation is significantly underdeveloped.

Non-Performance - The explanation of ten ways to provide Henry with equitable access to education is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Reflects on the ideas from the previous Brainstorming Options section, and then thoroughly explains the plan that will meet the needs and interests of everyone on Henry’s team. The plan is fully supported by the scholarly sources.

Proficient - Reflects on the ideas from the previous Brainstorming Options section, and then explains the plan that will meet the needs and interests of everyone on Henry’s team. The plan is supported by the scholarly sources, but is slightly underdeveloped.

Basic - Reflects on the ideas from the previous Brainstorming Options section, and then partially explains the plan that will meet the needs and interests of everyone on Henry’s team. The plan is minimally supported by the scholarly sources and is underdeveloped.

Below Expectations - Reflects on the ideas from the previous Brainstorming Options section, then attempts to explain the plan that will meet the needs and interests of everyone on Henry’s team; however, the plan is not supported by the scholarly sources and is significantly underdeveloped.

Non-Performance - The reflection on the ideas from the previous Brainstorming Options section and the explanation of the plan that will meet the needs and interests of everyone on Henry’s team are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Includes a thorough analysis of how the proactive team collaboration and the final agreement align with the long-term school goal to promote a collaborative school culture that embraces professional growth and leadership.

Proficient - Includes an analysis of how the proactive team collaboration and the final agreement align with the long-term school goal to promote a collaborative school culture that embraces professional growth and leadership. The analysis is slightly underdeveloped.

Basic - Includes a limited analysis of how the proactive team collaboration and the final agreement align with the long-term school goal to promote a collaborative school culture that embraces professional growth and leadership. The analysis is underdeveloped.

Below Expectations - Attempts to include an analysis of how the proactive team collaboration and the final agreement align with the long-term school goal to promote a collaborative school culture that embraces professional growth and leadership; however, the analysis is significantly underdeveloped.

Non-Performance - The analysis of how the proactive team collaboration and the final agreement align with the long-term school goal to promote a collaborative school culture that embraces professional growth and leadership is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes the skills when encountering conflict and how to leverage these during Henry’s meeting, including how to use other’s skills in Henry’s meeting to strengthen areas of weakness and how to grow professionally from this experience to become a stronger leader.

Proficient - Describes the skills when encountering conflict and how to leverage these during Henry’s meeting, including how to use other’s skills in Henry’s meeting to strengthen areas of weakness and how to grow professionally from this experience to become a stronger leader. The descriptions are slightly underdeveloped.

Basic - Partially describes the skills when encountering conflict and how to leverage these during Henry’s meeting, including how to use other’s skills in Henry’s meeting to strengthen areas of weakness and how to grow professionally from this experience to become a stronger leader. The descriptions are underdeveloped.

Below Expectations - Attempts to describe the skills when encountering conflict and how to leverage these during Henry’s meeting, including how to use other’s skills in Henry’s meeting to strengthen areas of weakness; however, does not describe how to grow professionally from this experience to become a stronger leader and the descriptions are significantly underdeveloped.

Non-Performance - The descriptions of the skills when encountering conflict and how to leverage these during Henry’s meeting, including how to use other’s skills in Henry’s meeting to strengthen areas of weakness 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 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.

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.