Distinguished - Provides a thorough discussion of the social and academic challenges unique to ELLs and comprehensively explains how a teacher would identify an ELL student’s level of academic readiness.

Proficient - Provides a discussion of social and academic challenges unique to ELLs and explains how a teacher would identify an ELL student’s level of academic readiness. The discussion or explanation is slightly underdeveloped.

Basic - Provides a limited discussion of how a teacher would identify an ELL student’s level of academic readiness and partially explains how a teacher would identify an ELL student’s level of academic readiness. The discussion and/or the explanation are underdeveloped.

Below Expectations - Attempts to provide a discussion of how a teacher would identify an ELL student’s level of academic readiness and explain how a teacher would identify an ELL student’s level of academic readiness; however, the discussion and the explanation are significantly underdeveloped.

Non-Performance - The discussion of how a teacher would identify an ELL student’s level of academic readiness and explanation of how a teacher would identify an ELL student’s level of academic readiness are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly describes the characteristics of an effective ELL instructor and at least three common language proficiency assessments for reading or writing.

Proficient - Describes the characteristics of an effective ELL instructor and at least three common language proficiency assessments for reading or writing The descriptions are slightly underdeveloped.

Basic - Minimally describes the characteristics of an effective ELL instructor and at least three common language proficiency assessments for reading or writing. The descriptions are underdeveloped.

Below Expectations - Attempts to describes the characteristics of an effective ELL instructor and at least three common language proficiency assessments for reading or writing; however, the descriptions are significantly underdeveloped.

Non-Performance - The descriptions of characteristics of an effective ELL instructor and at least three common language proficiency assessments for reading or writing are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly describes at least three teaching strategies used by experienced ELL teachers when planning effective lessons. The strategies are clearly appropriate.

Proficient - Describes at least three teaching strategies used by experienced ELL teachers when planning effective lessons. The strategies are mostly appropriate, but minor details are missing.

Basic - Minimally describes at least three teaching strategies used by experienced ELL teachers when planning effective lessons. The strategies are somewhat appropriate and/or relevant details are missing.

Below Expectations - Attempts to describe at least three teaching strategies used by experienced ELL teachers when planning effective lessons; however, the  strategies are not appropriate and significant details are missing.

Non-Performance - The descriptions of at least three teaching strategies used by experienced ELL teachers when planning effective lessons 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 - 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.