Distinguished - Conducts a clear and detailed needs analysis for each of the two ELLs, accurately identifies their English language levels, and provides relevant evidence for the needs analysis from the scenario.

Proficient - Conducts a needs analysis for each of the two ELLs, identifies their English language levels, and provides evidence for the analysis from the scenario, but the needs analysis is somewhat underdeveloped.

Basic - Conducts a needs analysis for each of the two ELLs, identifies their English language levels, and provides some evidence for the needs analysis from the scenario, but some of the information is inaccurate and/or the needs analysis is underdeveloped.

Below Expectations - Attempts to conduct a needs analysis for each of the two ELLs, identify their English language levels, and provide evidence for the needs analysis, but some of the information is inaccurate and/or the needs analysis is significantly underdeveloped.

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

Distinguished - Clearly identifies the strategies used in the scenario by the teacher to help English language learners develop social and academic language skills in English and thoroughly explains if they are effective. Specific examples are included.

Proficient - Identifies the strategies used in the scenario by the teacher to help English language learners develop social and academic language skills in English and explains if they are effective. Specific examples are included, but the explanation is slightly underdeveloped.

Basic - Identifies the strategies used in the scenario by the teacher to help English language learners develop social and academic language skills in English and briefly explains if they are effective. A few specific examples are included, but the explanation is underdeveloped.

Below Expectations - Attempts to identify the strategies used in the scenario by the teacher to help English language learners develop social and academic language skills in English and to explain if they are effective; however, specific examples may not be included and the explanation is significantly underdeveloped.

Non-Performance - The identification and explanation of strategies used by the teacher are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly identifies and explains the theories and research in ELL development currently being used by the teacher in the scenario. Specific examples are included.

Proficient - Identifies and explains the theories and research in ELL development currently being used by the teacher in the scenario. Specific examples are included, but the explanation is slightly underdeveloped.

Basic - Identifies and briefly explains the theories and research in ELL development currently being used by the teacher in the scenario. Examples are included, but some of the explanation is inaccurate and/or underdeveloped.

Below Expectations - Attempts to identify and explain the theories and research in ELL development currently being used by the teacher in the scenario; however, specific examples may not be included and the explanation is significantly inaccurate and/or underdeveloped.

Non-Performance - The identification and explanation of the theories and research in ELL development currently being used by the teacher in the scenario is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly identifies and comprehensively describes one to two Common Core or state ELD standards. Appropriate sources are cited.

Proficient - Identifies and describes one to two Common Core or state ELD standards. Appropriate sources are cited, but minor details are missing from the description.

Basic - Identifies and somewhat describes one to two Common Core or state ELD standards. Some sources are cited, but relevant details are missing from the description.

Below Expectations - Identifies and minimally describes one to two Common Core or state ELD standards. Sources may not be cited, and significant details are missing from the description.

Non-Performance - Identifies and minimally describes one to two Common Core or state ELD standards. Sources may not be cited, and significant details are missing from the description.

Distinguished - Thoroughly describes two standards-based interventions/activities for each ELL based on student data and expertly explains why these are suggested. Appropriate sources are cited.

Proficient - Describes two standards-based interventions/activities for each ELL based on student data and explains why these are suggested. Appropriate sources are cited, but the description and/or explanation is slightly underdeveloped.

Basic - Briefly describes two standards-based interventions/activities for each ELL based on student data and briefly explains why these are suggested. Sources are cited, but the description and/or explanation is underdeveloped.

Below Expectations - Attempts to describe two standards-based interventions/activities for each ELL based on student data and explains why these are suggested; however, appropriate sources may not be cited and the description and/or explanation is significantly underdeveloped.

Non-Performance - The description of two interventions/activities for each ELL and explanation of why they are suggested are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly explains how fundamental theories of English language learner instruction were used to inform thinking for each intervention/activity. Appropriate sources are cited.

Proficient - Explains how fundamental theories of English language learner instruction were used to inform each intervention/activity. Appropriate sources are cited, but the explanation is slightly underdeveloped.

Basic - Briefly explains how fundamental theories of English language learner instruction were used to inform each intervention/activity. Sources are cited, but the explanation is underdeveloped.

Below Expectations - Attempts to explain how fundamental theories of English language learner instruction were used to inform each intervention/activity; however, sources may not be cited and the explanation is significantly underdeveloped.

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

Distinguished - Describes detailed advice for the teacher in the scenario about effectively working with ELLs, including what skills and knowledge he should master and what kinds of professional development he would benefit from.

Proficient - Describes advice for the teacher in the scenario about effectively working with ELLs, including what skills and knowledge he should master and what kinds of professional development he would benefit from, but the advice is somewhat underdeveloped.

Basic - Briefly describes advice for the teacher in the scenario about effectively working with ELLs, including what skills and knowledge he should master and what kinds of professional development he would benefit from, but the advice is underdeveloped.

Below Expectations - Attempts to describe advice for the teacher in the scenario about effectively working with ELLs, including what skills and knowledge he should master and what kinds of professional development he would benefit from, but the advice is significantly underdeveloped.

Non-Performance - The description of the advice for the teacher in the scenario 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.