Distinguished - Provides the lesson title, grade level, and subject area for the lesson and thoroughly describes the classroom for which the lesson is planned, such as classroom setting, number of students, and two or more other characteristics that are pertinent to the classroom.

Proficient - Provides the lesson title, grade level, and subject area for the lesson and describes the classroom for which the lesson is planned, such as classroom setting, number of students, and one other characteristic that is pertinent to the classroom. Minor details are missing.

Basic - Provides the lesson title, grade level, or subject area for the lesson and somewhat describes the classroom for which the lesson is planned, such as classroom setting, number of students, and any other pertinent information about the classroom. Relevant details are missing.

Below Expectations - Provides the lesson title, grade level, and subject area for the lesson and attempts to describe the classroom for which the lesson is planned, such as  classroom setting, and any other pertinent information about the classroom; however, significant details are missing.

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

Distinguished - Fully describes at least one learner with mild or moderate disabilities who will participate in the lesson. Includes the type of disability, the student’s individualized needs, and at least two more items of pertinent information about each of the students.

Proficient - Describes at least one learner with a mild or moderate disability who will participate in the lesson. Includes the type of disability, the student’s individualized needs, and at least one more item of pertinent information about the student(s). Minor details are missing.

Basic - Partially describes one learner with a mild or moderate disability who will participate in the lesson. Includes the type of disability and the student’s individualized needs, and any other pertinent information about the student(s). Relevant details are missing.

Below Expectations - Attempts to describe one learner with a mild or moderate disability who will participate in the lesson, including the type of disability, the student’s individualized needs, and any pertinent information about the student; however, significant details are missing.

Non-Performance - The description of at least one learner with a mild or moderate disability who will participate in the lesson is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how the specific learning objective for the lesson aligns with the Common Core State Standard that the lesson plan will address. 

Proficient - Explains how the specific learning objective for the lesson aligns with the Common Core State Standard that the lesson plan will address. Minor details are missing.

Basic - Partially explains how the specific learning objective for the lesson aligns with the Common Core State Standard that the lesson plan will address. Relevant details are missing.

Below Expectations - Attempts to explain how the specific learning objective for the lesson aligns with the Common Core State Standard that the lesson plan will address; however, significant details are missing. 

Non-Performance - The explanation of how the specific learning objective for the lesson aligns with Common Core State Standard is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes how to assess student learning of the lesson objective based on the age, grade, and needs that are documented. 

Proficient - Describes how to assess student learning of the lesson objective based on the age, grade, and needs that are documented. Minor details are missing.

Basic - Partially describes how to assess student learning of the lesson objective based on the age, grade, and needs that are documented. Relevant details are missing.

Below Expectations - Attempts to describe how to assess student learning of the lesson objective based on the age, grade, and needs that are documented; however, significant details are missing.

Non-Performance - The description of how to assess student learning of the lesson objective is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes the accommodations used throughout the lesson to address the individualized needs of each student with a disability. 

Proficient - Describes the accommodations used throughout the lesson to address the individualized needs of each student with a disability. Minor details are missing.

Basic - Partially describes the accommodations used throughout the lesson to address the individualized needs of each student with a disability. Relevant details are missing.

Below Expectations - Attempts to describe the accommodations used throughout the lesson to address the individualized needs of each student with a disability; however, significant details are missing.

Non-Performance - The description of the accommodation used to address the individualized needs of each student with a disability is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes the teaching procedures, including teacher input and modeling, guided practice, independent practice, and closure. Effectively uses strategies from the text and peer-reviewed articles, which are related to effective strategies for teaching students with disabilities.

Proficient - Describes the teaching procedures, including teacher input and modeling, guided practice, independent practice, and closure. Uses strategies from the text and peer-reviewed articles, which are somewhat related to effective strategies for teaching students with disabilities. Minor details are missing.

Basic - Partially describes the teaching procedures, including teacher input and modeling, guided practice, independent practice, or closure. Somewhat uses one strategy from the text or peer-reviewed articles, which is related to effective strategies for teaching students with disabilities. Relevant details are missing.

Below Expectations - Attempts to describe one or more teaching procedures, including teacher input and modeling, guided practice, independent practice, or closure; however, does not use a strategy from the text or peer-reviewed articles, which is related to effective strategies for teaching students with disabilities and/or significant details are missing.

Non-Performance - The description of the teaching procedures, including strategies that are related to effective strategies for teaching students with disabilities is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly discusses a minimum of three ways to check for understanding throughout the lesson to ensure students are grasping pertinent and central concepts in your lesson. 

Proficient - Discusses a minimum of three ways to check for understanding throughout the lesson to ensure students are grasping pertinent and central concepts in the lesson. Minor details are missing.

Basic - Partially discusses a minimum of three ways to check for understanding throughout the lesson to ensure students are grasping pertinent and central concepts in the lesson. Relevant details are missing.

Below Expectations - Attempts to discuss a minimum of three ways to check for understanding throughout the lesson to ensure students are grasping pertinent and central concepts in the lesson; however, does not address at least three and/or significant details are missing. 

Non-Performance - The discussion of ways to check for understanding throughout the lesson to ensure students are grasping pertinent concepts is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly reflects on how the assessment will help inform student achievement of the learning objective, as well as how it will inform future instructional actions. Includes a well-conceived and detailed plan to take if students do not meet the assessment objectives.

Proficient - Reflects on how the assessment will help inform student achievement of the learning objective, as well as how it will inform future instructional actions. Includes a plan to take if the students do not meet the assessment objectives. Minor details are missing.

Basic - Partially reflects on how the assessment will help inform student achievement of the learning objective, as well as how it will inform future instructional actions. Includes a limited plan to take if students do not meet the assessment objectives. Relevant details are missing.

Below Expectations - Attempts to reflect on how the assessment will help inform student achievement of the learning objective as well as how it will inform future instructional actions; however, does not include a plan to take if students do not meet the assessment objectives and/or significant details are missing.

Non-Performance - The reflection on how the assessment will inform student achievement and future instructional actions is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly and comprehensively explains the issue to be considered, delivering all relevant information necessary for a full understanding.

Proficient - Clearly explains the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic - Briefly explains the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations - Briefly explains the issue to be considered, but may not deliver additional information necessary for a basic understanding.

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

Distinguished - Creates meaningful correlations among experiences outside of the classroom to demonstrate an understanding of the given field of study and to broaden one's own viewpoints.

Proficient - Compares life experiences and academic knowledge to distinguish differences and similarities while acknowledging perspectives other than one's own.

Basic - Recognizes correlations between life experiences, academic texts, and ideas perceived as similar and related to one's own interests.

Below Expectations - Briefly comments about the connections between one's life experiences and academic texts.

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 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.