Distinguished - Thoroughly discusses how to get the audiences’ attention to visit this station.

Proficient - Discusses how to get the audiences’ attention to visit this station. The discussion is slightly underdeveloped.

Basic - Partially discusses how to get the audiences’ attention to visit this station. The discussion is underdeveloped.

Below Expectations - Attempts to discuss how to get the audiences’ attention to visit this station; however, the discussion is significantly underdeveloped.

Non-Performance - The discussion on how to get the audiences’ attention to visit this station is either nonexistent or lacks the components described in the instructions.

Distinguished - Clearly describes the most essential information attendees should know about UDL and how it specifically pertains to the population of Pre-Kindergarten through 12th grade students in the school district or the adult learners at the community center.

Proficient - Describes the most essential information attendees should know about UDL and how it specifically pertains to the population of Pre-Kindergarten through 12th grade students in the school district or the adult learners at the community center. The description is slightly underdeveloped.

Basic - Partially describes the most essential information attendees should know about UDL and how it specifically pertains to the population of Pre-Kindergarten through 12th grade students in the school district or the adult learners at the community center. The description is underdeveloped.

Below Expectations - Attempts to describe the most essential information attendees should know about UDL and how it specifically pertains to the population of Pre-Kindergarten through 12th grade students in the school district or the adult learners at the community center; however, the description is significantly underdeveloped.

Non-Performance - The description of the most essential information attendees should know about UDL is either nonexistent or lacks the components described in the instructions.

Distinguished - Thoroughly discusses how to demonstrate UDL in action. 

Proficient - Discusses how to demonstrate UDL in action. The discussion is slightly underdeveloped.

Basic - Partially discusses how to demonstrate UDL in action. The discussion is underdeveloped. 

Below Expectations - Attempts to discuss how to demonstrate UDL in action; however, the discussion is significantly underdeveloped. 

Non-Performance - The discussion on how to demonstrate UDL in action is either nonexistent or lacks the components described in the instructions.

Distinguished - Thoroughly discusses the impact UDL has on teaching and learning for the specific population of PK through 12th grade students at the school district or adult learners at the community center. The discussion clearly includes how incorporating UDL principles enhances learning by providing differentiated learning opportunities.

Proficient - Discusses the impact UDL has on teaching and learning for the specific population of PK through 12th grade students at the school district or adult learners at the community center. The discussion includes how incorporating UDL principles enhances learning by providing differentiated learning opportunities. The discussion is slightly underdeveloped.

Basic - Minimally discusses the impact UDL has on teaching and learning for the specific population of PK through 12th grade students at the school district or adult learners at the community center. The discussion partially includes how incorporating UDL principles enhances learning by providing differentiated learning opportunities. The discussion is underdeveloped.

Below Expectations - Attempts to discuss the impact UDL has on teaching and learning for the specific population of PK through 12th grade students at the school district or adult learners at the community center. The discussion includes how incorporating UDL principles enhances learning by providing differentiated learning opportunities; however, the discussion is significantly underdeveloped.

Non-Performance - The discussion on the impact UDL has on teaching and learning for the specific population is either nonexistent or lacks the components described in the instructions.

Distinguished - Clearly describes how attendees could interact in this station and how this will increase their interest and appreciation for educational use of technology.

Proficient - Clearly describes how attendees could interact in this station and how this will increase their interest and appreciation for educational use of technology.

Basic - Partially describes how attendees could interact in this station and how this will increase their interest and appreciation for educational use of technology. The description is underdeveloped.

Below Expectations - Attempts to describes how attendees could interact in this station and how this will increase their interest and appreciation for educational use of technology; however, the description is significantly underdeveloped.

Non-Performance - The description how attendees could interact in this station and how this will increase their interest and appreciation for educational use of technology is either nonexistent or lacks the components described in the instructions.

Distinguished - Clearly crafts an original mission and belief statement for the school district or community center as it pertains to technology integration and career and technical education (CTE). Constructs two to three specific goals for the educational programs or courses offered to the respective population served that clearly align with the mission and beliefs. The mission and belief statements are well-developed and the goals are appropriate.

Proficient - Crafts an original mission and belief statement for the school district or community center as it pertains to technology integration and career and technical education (CTE). Constructs two to three specific goals for the educational programs or courses offered to the respective population served that align with the mission and beliefs. The mission and belief statements are slightly underdeveloped or the goals are slightly inappropriate.

Basic - Partially crafts an original mission and belief statement for the school district or community center as it pertains to technology integration and career and technical education (CTE). Constructs two to three specific goals for the educational programs or courses offered to the respective population served that mostly align with the mission and beliefs. The mission and belief statements are underdeveloped and/or the goals are inappropriate.

Below Expectations - Attempts to craft an original mission and belief statement for the school district or community center as it pertains to technology integration and career and technical education (CTE). Constructs two to three specific goals for the educational programs or courses offered to the respective population served that somewhat aligns with the mission and beliefs; however, the mission and belief statements are significantly underdeveloped and the goals are entirely inappropriate.

Non-Performance - The original mission and belief statement for the school district or community center as it pertains to technology integration and career and technical education (CTE) are either nonexistent or lack the components described in the instructions.

Distinguished - Clearly constructs a list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station.

Proficient - Constructs a list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station. The list is slightly underdeveloped.

Basic - Partially constructs a list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station. The list is underdeveloped.

Below Expectations - Attempts to construct a list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station; however, the list is significantly underdeveloped.

Non-Performance - The list of eight to ten courses or programs including CTE courses offered in either the school district or the community center to serve as examples to attendees of this station is either nonexistent or lacks the components described in the instructions.

Distinguished - Clearly showcases one specific course from the list of courses offered that integrates technology. Thoroughly describes at least one 21st-century skill from each of the four 21st-century outcomes represented in the Partnership for 21st-Century Skills framework that students should gain as a result of participating in the course. Comprehensively describes how Information, Media, and Technology Skills (ICT) Literacy outcomes ICT Literacy outcomes are addressed, specifically for applying technology effectively, and how such applications will support future employability.

Proficient - Showcases one specific course from the list of courses offered that integrates technology. Describes at least one 21st-century skill from each of the four 21st-century outcomes represented in the Partnership for 21st-Century Skills framework that students should gain as a result of participating in the course. Describes how Information, Media, and Technology Skills (ICT) Literacy outcomes ICT Literacy outcomes are addressed, specifically for applying technology effectively, and how such applications will support future employability. The descriptions are slightly underdeveloped.

Basic - Vaguely showcases one specific course from the list of courses offered that integrates technology. Minimally describes at least one 21st-century skill from each of the four 21st-century outcomes represented in the Partnership for 21st-Century Skills framework that students should gain as a result of participating in the course. Partially describes how Information, Media, and Technology Skills (ICT) Literacy outcomes ICT Literacy outcomes are addressed, specifically for applying technology effectively, and how such applications will support future employability. The descriptions are underdeveloped.

Below Expectations - Attempts to showcase one specific course from the list of courses offered that integrates technology, describe at least one 21st-century skill from each of the four 21st-century outcomes represented in the Partnership for 21st-Century Skills framework that students should gain as a result of participating in the course, and describe how Information, Media, and Technology Skills (ICT) Literacy outcomes ICT Literacy outcomes are addressed, specifically for applying technology effectively, and how such applications will support future employability; however, the descriptions are significantly underdeveloped.

Non-Performance - The showcase of one specific course from the courses offered list that integrates technology is either nonexistent or lacks the components described in the instructions.

Distinguished - Clearly includes an additional example of a tech/digital tool used in one or more courses. The example is clearly appropriate for the course.

Proficient - Includes an additional example of a tech/digital tool used in one or more courses. The example is appropriate for the course.

Basic - Partially includes an additional example of a tech/digital tool used in one or more courses. The example is mostly appropriate for the course.

Below Expectations - Attempts to include an additional example of a tech/digital tool used in one or more courses; however, the example is not appropriate for the course.

Non-Performance - The inclusion of an additional example of a tech/digital tool used in one or more courses is either nonexistent or lacks the components described in the instructions.

Distinguished - Clearly describes how attendees could interact in this station and how this might increase their interest and appreciation for educational use of technology.

Proficient -Describes how attendees could interact in this station and how this might increase their interest and appreciation for educational use of technology. The description is slightly underdeveloped.

Basic - Partially describes how attendees could interact in this station and how this might increase their interest and appreciation for educational use of technology. The description is underdeveloped.

Below Expectations - Attempts describe how attendees could interact in this station and how this might increase their interest and appreciation for educational use of technology; however, the description is significantly underdeveloped.

Non-Performance - The description of how attendees could interact in this station and how this might increase their interest and appreciation for educational use of technology is either nonexistent or lacks the components described in the instructions.

Distinguished - Clearly discusses how school or community programs, courses, and students would benefit from upgraded technology from an approved bond.

Proficient - Discusses how school or community programs, courses, and students would benefit from upgraded technology from an approved bond. The discussion is significantly underdeveloped.

Basic - Partially discusses how school or community programs, courses, and students would benefit from upgraded technology from an approved bond. The discussion is underdeveloped.

Below Expectations - Attempts to discuss how school or community programs, courses, and students would benefit from upgraded technology from an approved bond however, the discussion is significantly underdeveloped.

Non-Performance - The discussion on how school or community programs, courses, and students would benefit from upgraded technology from an approved bond is either nonexistent or lacks the components described in the instructions.

Distinguished - Creates a link to the presentation and follows presentation guidelines.

Proficient - Creates a link to the presentation and follows presentation guidelines but minor details are missing or slightly unclear.

Basic - Creates a link to the presentation and follows presentation guidelines. Important details are missing and/or unclear.

Below Expectations - Attempts to create a link to presentation and follow the presentation guidelines; however, significant details are missing and severely unclear.

Non-Performance - The presentation 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 presentation, title and reference slides.

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

Basic - Exhibits basic knowledge of APA formatting throughout the presentation. The 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, which provide compelling evidence to support ideas. All sources on the reference slide 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 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 an 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.