Distinguished - Comprehensively describes the students and lesson plan information and at least two ELL students who are a part of the class based on the school districts demographics.

Proficient - Describes the students and lesson plan information and at least two ELL students who are a part of the class based on the school districts demographics. Minor details are missing.

Basic - Partially describes the students and lesson plan information and at least two ELL students who are a part of the class based on the school districts demographics. Relevant details are missing.

Below Expectations - Attempts describe the students and lesson plan information and at least two ELL students who are a part of the class based on the school districts demographics; however, significant details are missing.

Non-Performance - The description of the students and lesson plan information and describe at least two ELL students who are a part of the class based on the school districts demographics is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly discusses the Common Core State Standard(s) (or the state’s standards) and English Language Development Standard(s) that are addressed in the lesson.

Proficient - Discusses the Common Core State Standard(s) (or the state’s standards) and English Language Development Standard(s) that are addressed in the lesson. The discussion is slightly underdeveloped.

Basic - Partially discusses the Common Core State Standard(s) (or the state’s standards) and English Language Development Standard(s) that are addressed in the lesson. The discussion is underdeveloped.

Below Expectations - Attempts to discusses the Common Core State Standard(s) (or the state’s standards) and English Language Development Standard(s) that are addressed in the lesson; however, the discussion is significantly underdeveloped.

Non-Performance - The discussion of the Common Core State Standard(s) (or the state’s standards) and English Language Development Standard(s) that are addressed in the lesson is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Creates a detailed lesson plan for an inclusive classroom of both English and ELL students following the SDAIE lesson plan template. The lesson plan clearly includes: the anticipatory set, guided practice, independent practice,  and closure. 

Proficient - Creates a  lesson plan for an inclusive classroom of both English and ELL students following the SDAIE lesson plan template. The lesson plan includes: the anticipatory set, guided practice, independent practice,  and closure.  Minor details are missing or unclear.

Basic - Creates a limited lesson plan for an inclusive classroom of both English and ELL students following the SDAIE lesson plan template. The lesson plan minimally includes: the anticipatory set, guided practice, independent practice,  and closure.  Relevant details are missing and/or unclear.

Below Expectations - Attempts to create a  lesson plan for an inclusive classroom of both English and ELL students following the SDAIE lesson plan template; however,  the lesson plan does not includes: the anticipatory set, guided practice, independent practice,  and/or  closure, significant details are missing and unclear.

Non-Performance - The lesson plan for an inclusive classroom of both English and ELL students following the SDAIE lesson plan template is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides an exceptionally clear and focused explanation of how to check for ELL mastery of the English language development and content standards, during the lesson (formative) and at the end of the lesson (summative), to ensure that students are grasping content specific vocabulary and meeting the learning objective.

Proficient - Provides an explanation of how to check for ELL mastery of the English language development and content standards, during the lesson (formative) and at the end of the lesson (summative), to ensure that students are grasping content specific vocabulary and meeting the learning objective. Minor details are missing.

Basic - Provides a limited explanation of how to check for ELL mastery of the English language development and content standards, during the lesson (formative) and at the end of the lesson (summative), to ensure that students are grasping content specific vocabulary and meeting the learning objective. Relevant details are missing.

Below Expectations - Attempts to provide an explanation of how to check for ELL mastery of the English language development and content standards, during the lesson (formative) and at the end of the lesson (summative), to ensure that students are grasping content specific vocabulary and meeting the learning objective; however, significant details are missing.

Non-Performance - The explanation of how to check for ELL mastery of the English language development and content standards, during the lesson (formative) and at the end of the lesson (summative), to ensure that students are grasping content specific vocabulary and meeting the learning objective is either nonexistent or lacks the components described in the assignment instructions.

Distinguished -  Thoroughly reflects on the assessment addressing how it is culturally sensitive, addresses multiple learning styles, and how it accurately measures achievement without interference of English language mastery.

Proficient - Reflects on the assessment addressing how it is culturally sensitive, addresses multiple learning styles, and how it accurately measures achievement without interference of English language mastery. The reflection is slightly underdeveloped.

Basic - Partially reflects on the assessment addressing how it is culturally sensitive, addresses multiple learning styles, and how it accurately measures achievement without interference of English language mastery. The reflection is underdeveloped.

Below Expectations - Attempts to reflect on the assessment addressing how it is culturally sensitive, addresses multiple learning styles, and how it accurately measures achievement without interference of English language mastery; however, the reflection is significantly underdeveloped.

Non-Performance - The reflection of the assessment addressing how it is culturally sensitive, addresses multiple learning styles, and how it accurately measures achievement without interference of English language mastery 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 - 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.