Distinguished - Comprehensively describes the purpose of behavior management in early childhood settings. Includes specific insights regarding why it is important to think proactively.  Specific challenging behaviors are thoroughly described.

Proficient - Describes the purpose of behavior management in early childhood settings.  The importance of thinking proactively is discussed.  Specific challenging behaviors are described.

Basic - Briefly describes the purpose of behavior management in early childhood settings with some discussion of the importance of thinking proactively.  Specific challenging behaviors are listed, but are not fully described.

Below Expectations - Attempts to describe the purpose of behavior management in early childhood settings with minimal or no discussion of the importance of thinking proactively.  Specific challenging behaviors are unclear and/or missing.

Non-Performance - The description of the purpose of behavior management in early childhood settings is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Detailed and organized discussion of at least three strategies teachers may use to determine the function of challenging behaviors.  Includes supporting research and examples.  

Proficient - Discussion of three strategies teachers may use to determine the function of challenging behaviors. Includes some supporting research and examples.

Basic - Sufficient discussion of three strategies teachers may use to determine the function of challenging behaviors. Includes a limited amount of supporting research and examples.

Below Expectations - Incomplete discussion of at least two strategies teachers may use to determine the function of challenging behaviors.

Non-Performance - The discussion of three strategies teachers may use to determine the function of challenging behaviors is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - The individual support plans designed for each of the three challenging behaviors expertly integrate the possible functions of the behavior, specific positive behavior supports, and identification of replacement behaviors.     

Proficient - The individual support plans designed for each of the three challenging behaviors integrate the possible functions of the behavior, positive behavior supports, and identification of replacement behaviors.  Some minor details may be missing from at least one of the plans.

Basic - The individual support plans designed for each of the three challenging behaviors integrate some of the possible functions of the behavior, positive behavior supports, and replacement behaviors.  Some minor details are missing from at least one of the plans.

Below Expectations - The individual support plans for each of the three challenging behaviors addressed in this paper are incomplete in design.  The plans do not include adequate details of the possible functions of each behavior, positive behavior supports, and replacement behaviors.

Non-Performance - Individual support plans for the three challenging behaviors which should be addressed in this paper are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly summarizes the role of the teacher in designing and implementing a classroom behavior plan.

Proficient - Summarizes the role of the teacher in designing and implementing a classroom behavior plan.  Some minor details are missing.

Basic - Briefly summarizes the role of the teacher in designing and implementing a classroom behavior plan.  Significant details are missing.

Below Expectations - Attempts to summarize the role of the teacher in designing and implementing a classroom behavior plan.  The summary provides minimal detail and lacks focus.  

Non-Performance - The summary of the teacher's role in designing and implementing a classroom behavior plan is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Demonstrates methodical  application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand.  There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Basic - Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident, but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes.  Paper does not flow smoothly in all sections.

Below Expectations - Organization and presentation of content is extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.

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 paper, title and reference page.

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

Basic - Exhibits basic 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 paper meets the specific page requirement stipulated in the assignment description.

Proficient - The paper closely meets the page requirement stipulated in the assignment description.

Basic - The paper meets over half of the page requirement.

Below Expectations - A fraction of the page requirement is completed.

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

Distinguished - Provides ample resources and uses the correct number of sources from the specified search agents.

Proficient - Provides the approximate number of sources, while using some of the correct search agents specified in the assignment instructions.

Basic - Provides over half of the sources required in the assignment instructions.

Below Expectations - Provides inadequate number of resources and does not include sources from specified search agents.

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