Distinguished - Differentiates the selected lesson plan in three ways for content, process, and product based on student readiness. The differentiations for student readiness are entirely appropriate and clearly supported with substantial evidence from the text and scholarly sources.

Proficient - Differentiates the selected lesson plan in three ways for content, process, and product based on student readiness. The differentiations for student readiness are mostly appropriate and supported with evidence from the text and scholarly sources.

Basic - Differentiates the selected lesson plan in at least two ways for content, process, and product based on student readiness. The differentiations for student readiness are somewhat appropriate and/or partially supported with evidence from the text and scholarly sources.

Below Expectations - Attempts to differentiate three ways the selected lesson plan in three ways for content, process, and product based on student readiness; however, the differentiations for student readiness are not appropriate and/or not supported with evidence from the text and scholarly sources.

Non-Performance - The differentiations of the selected lesson plan in three ways for content, process, and product based on student readiness are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Differentiates the selected lesson plan in three ways for content, process, and product based on student interest. The differentiations for student interest are entirely appropriate and clearly supported with substantial evidence from the text and scholarly sources.

Proficient - Differentiates the selected lesson plan in three ways for content, process, and product based on student interest. The differentiations for student interest are mostly appropriate and supported with evidence from the text and scholarly sources.

Basic - Differentiates the selected lesson plan in at least two ways for content, process, and product based on student interest. The differentiations for student interest are somewhat appropriate and/or partially supported with evidence from the text and scholarly sources.

Below Expectations - Attempts to differentiate the selected lesson plan in three ways for content, process, and product based on student interest; however, the differentiations for student interest are not appropriate and/or not supported with evidence from the text and scholarly sources.

Non-Performance - The differentiation of the selected lesson plan in three ways for student interest is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Differentiates the selected lesson plan in three ways for content, process, and product based on student learning profile. The differentiations for student learning profile are entirely appropriate and clearly supported with substantial evidence from the text and scholarly sources.

Proficient - Differentiates the selected lesson plan in three ways for content, process, and product based on student learning profile. The differentiations for student learning profile are mostly appropriate and supported with evidence from the text and scholarly sources.

Basic - Differentiates the selected lesson plan in at least two ways for content, process, and product based on student learning profile. The differentiations for student learning profile are somewhat appropriate and/or partially supported with evidence from the text and scholarly sources.

Below Expectations - Attempts to differentiate the selected lesson plan in three ways for content, process, and product based on student learning profile; however, the differentiations for student learning profile are not appropriate and/or not supported with evidence from the text and scholarly sources.

Non-Performance - The differentiation of the selected lesson plan in three ways for for student learning profile is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides an exceptionally thorough description of what an administrator would see if observing his or her class by explaining what the students would be doing, the elements of differentiation that would be present, and how the classroom would be effectively managed to support the methods of differentiation.

Proficient - Provides a sufficient description of what an administrator would see if observing his or her class by explaining what the students would be doing, the elements of differentiation that would be present, and how the classroom would be effectively managed to support the methods of differentiation.

Basic - Provides a limited description of what an administrator would see if observing his or her class by explaining what the students would be doing, the elements of differentiation that would be present, and how the classroom would be effectively managed to support the methods of differentiation.

Below Expectations - Attempts to provide a description of what an administrator would see if observing his or her class by explaining what the students would be doing, the elements of differentiation that would be present, and how the classroom would be effectively managed to support the methods of differentiation, but the description lacks relevant details.

Non-Performance - The description of what an administrator would see if observing his or her class by explaining what the students would be doing, the elements of differentiation that would be present, and how the classroom would be effectively managed to support the methods of differentiation is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Employs persuasive and applicable information from credible sources to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly.

Proficient - Employs applicable information from credible sources to develop an analysis of the topic.

Basic - Identifies applicable information from credible sources, but may neglect the application of such information toward the analysis of the topic. 

Below Expectations - Presents information from external sources, but such information may lack credibility and/or relevance. Neglects to apply such information toward the analysis of the topic.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Develops a logical, consistent plan to solve a problem. Identifies consequences of the solution and clearly communicates the reason for choosing the solution.

Proficient - Carefully chooses among alternatives and develops a logical, consistent approach to problem solving.

Basic - Takes into account and eliminates less acceptable approaches to problem solving.

Below Expectations - Takes into account a single approach and uses the approach to problem solve.

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 - 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 - 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.