Distinguished - Creates an exceptionally clear and focused mission statement regarding developmentally appropriate practices with 3- to 5-year olds and teaching.

Proficient - Creates a mission statement regarding developmentally appropriate practices with 3- to 5-year olds and teaching.

Basic - Creates a vague mission statement regarding developmentally appropriate practices with 3- to 5-year olds and teaching.

Below Expectations - Creates a limited mission statement, which fails to sufficiently integrate developmentally appropriate practices with 3- to 5-year olds and teaching.

Non-Performance - The mission statement regarding developmentally appropriate practices with 3- to 5-year olds is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a detailed outline of the laws governing exceptional children that impact instruction.

Proficient - Provides an outline of the laws governing exceptional children that impact instruction. Minor details are missing.

Basic - Provides a limited outline of the laws governing exceptional children that impact instruction. Relevant details are missing.

Below Expectations - Attempts to outline the laws governing exceptional children that impact instruction; however, significant details are missing.

Non-Performance - The outline of the laws governing exceptional children that impact instruction is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a thorough description of the classroom environment for the 12 children.

Proficient - Provides a description of the classroom environment for the 12 children. The description is slightly underdeveloped.

Basic - Provides a brief description of the classroom environment for the 12 children. The description is underdeveloped.

Below Expectations - Attempts to describe the classroom environment for the 12 children; however, the description is significantly underdeveloped.

Non-Performance - The description of the classroom environment for the 12 children is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a comprehensive discussion of how to communicate with the families of students in order to meet the individual needs of each child.

Proficient - Provides a discussion of how to communicate with the families of students in order to meet the individual needs of each child. Minor details are missing.

Basic - Provides a minimal discussion of how to communicate with the families of students in order to meet the individual needs of each child. Relevant details are missing.

Below Expectations - Attempts to discuss how to communicate with the families of students in order to meet the individual needs of each child; however, significant details are missing.

Non-Performance - The discussion of how to communicate with the families of students in order to meet the individual needs of each child is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a complete description of three wholly appropriate and specific instructional approaches to utilize and why the chosen approaches will be effective.

Proficient - Provides a description of two to three appropriate and specific instructional approaches to utilize and why the chosen approaches will be effective. The description is slightly underdeveloped.

Basic - Provides a brief description of two to three appropriate and specific instructional approaches to utilize and why the chosen approaches will be effective. The description is underdeveloped.

Below Expectations - Attempts to describe two to three specific instructional approaches to utilize and why the chosen approaches will be effective; however, the description is significantly underdeveloped and/or the approaches are not entirely appropriate or effective.

Non-Performance - The description of two to three specific instructional approaches to utilize and why the chosen approaches will be effective is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a detailed explanation of the instructional techniques/ plans for the eight typically developing students.

Proficient - Provides an explanation of the instructional techniques/ plans for the eight typically developing students. Minor details are missing.

Basic - Provides a limited explanation of the instructional techniques/ plans for the eight typically developing students. Relevant details are missing.

Below Expectations - Attempts to explain the instructional techniques/ plans for the eight typically developing students; however, significant details are missing.

Non-Performance - The explanation of the instructional techniques/ plans for the eight typically developing students is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a comprehensive description of the instructional plan, including accommodations, modifications, and services available, for the student who has an autism spectrum disorder.

Proficient - Provides a description of the instructional plan, including accommodations, modifications, and services available, for the student who has an autism spectrum disorder. The description is slightly underdeveloped.

Basic - Provides a limited description of the instructional plan, including accommodations, modifications, and services available, for the student who has an autism spectrum disorder. The description is underdeveloped.

Below Expectations - Attempts to describe the instructional plan, including accommodations, modifications, and services available, for the student who has an autism spectrum disorder; however, the description is significantly underdeveloped.

Non-Performance - The description of the instructional plan, including accommodations, modifications, and services available, for the student who has an autism spectrum disorder is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a thorough discussion of the instructional plan, including accommodations, modifications, and services available, for the student who exhibits certain behaviors but has not been diagnosed.

Proficient - Provides a discussion of the instructional plan, including accommodations, modifications, and services available, for the student who exhibits certain behaviors but has not been diagnosed. Minor details are missing.

Basic - Provides a minimal discussion of the instructional plan, including accommodations, modifications, and services available, for the student who exhibits certain behaviors but has not been diagnosed. Relevant details are missing.

Below Expectations - Attempts to discuss the instructional plan, including accommodations, modifications, and services available, for the student who exhibits certain behaviors but has not been diagnosed; however, significant details are missing.

Non-Performance - The discussion of the instructional plan, including accommodations, modifications, and services available, for the student who exhibits certain behaviors but has not been diagnosed is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a thorough explanation of the instructional plan, including accommodations, modifications, and services available, for the student who has a sensory processing disorder.

Proficient - Provides an explanation of the instructional plan, including accommodations, modifications, and services available, for the student who has a sensory processing disorder. The explanation is slightly underdeveloped.

Basic - Provides an incomplete explanation of the instructional plan, including accommodations, modifications, and services available, for the student who has a sensory processing disorder. The explanation is underdeveloped.

Below Expectations - Attempts to explain the instructional plan, including accommodations, modifications, and services available, for the student who has a sensory processing disorder; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of the instructional plan, including accommodations, modifications, and services available, for the student who has a sensory processing disorder is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a comprehensive description of the instructional plan, including modifications/extensions, for the student who is cognitively and linguistically advanced.

Proficient - Provides a description of the instructional plan, including modifications/extensions, for the student who is cognitively and linguistically advanced. Minor details are missing.

Basic - Provides a limited description of the instructional plan, including modifications/extensions, for the student who is cognitively and linguistically advanced. Relevant details are missing.

Below Expectations - Attempts to describe the instructional plan, including modifications/extensions, for the student who is cognitively and linguistically advanced; however, significant details are missing.

Non-Performance - The description of the instructional plan, including modifications/extensions, for the student who is cognitively and linguistically advanced is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Creates a thorough and specific sample lesson plan using the Lesson Plan Template, showing how the needs of all learners for the chosen lesson will be met and explains, in detail, why this is a comprehensive plan.

Proficient - Creates a sample lesson plan using the Lesson Plan Template, showing how the needs of all learners for the chosen lesson will be met and explains why this is a comprehensive lesson plan. The lesson plan or explanation is slightly underdeveloped.

Basic - Creates a brief sample lesson plan using the Lesson Plan Template, showing how the needs of all learners for the chosen lesson will be met and partially explains why this is a comprehensive lesson plan. The lesson plan and/or the explanation is underdeveloped.

Below Expectations - Attempts to create a sample lesson plan using the Lesson Plan Template, showing how the needs of all learners for the chosen lesson will be met and explains how this is a comprehensive lesson plan; however, the lesson plan and explanation are significantly underdeveloped.

Non-Performance - The creation of a lesson plan using the Lesson Plan Template, showing how the needs of all learners for the chosen lesson will be met and the explanation of why this is a comprehensive lesson plan are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient - Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic - Uses appropriate and pertinent content, but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations - Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work, and may distract the reader from its purpose.

Non-Performance - The assignment is either nonexistent or lacks the components described in the 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 presentation, title slide, and reference slide.

Proficient - Exhibits APA formatting throughout the presentation. However, layout contains a few minor errors.

Basic - Exhibits basic knowledge of APA formatting throughout the presentation. 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 presentation is equivalent to the required number of correctly formatted slides.

Proficient - The length of the presentation is nearly equivalent to the required number of correctly formatted slides.

Basic - The length of the presentation is equivalent to at least three quarters of the required number of correctly formatted slides.

Below Expectations - The length of the presentation is equivalent to at least one half of the required number of correctly formatted slides. 

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 slide 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 slide 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 slide 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 slide 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.