Distinguished - Thoroughly explains how one of the key landmark cases was most influential in the field of special education.

Proficient -  Explains how one of the key landmark cases was most influential in the field of special education. Minor details are missing or slightly underdeveloped.

Basic - Minimally explains how one of the key landmark cases was most influential in the field of special education. Relevant details are missing and/or underdeveloped.

Below Expectations - Attempts to explain how one of the key landmark cases was most influential in the field of special education; however, significant details are missing and underdeveloped.

Non-Performance - The explanation of how one of the key landmark cases was most influential in the field of special education is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly and comprehensively defines ten terms that are useful in everyday classroom situations.

Proficient - Defines ten terms that will be most useful in everyday classroom practice. Minor details are unclear or slightly underdeveloped.

Basic - Defines at least eight terms that will be most useful in everyday classroom practice. Relevant details are unclear and/or underdeveloped.

Below Expectations - Attempts to define at least six terms that will be most useful in everyday classroom practice; however, significant details are missing and underdeveloped.

Non-Performance - The definitions of the terms that will be most useful in everyday classroom practice are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Fully outlines the importance of formal and informal assessments in driving instructional planning.

Proficient - Outlines the importance of formal and informal assessments in driving instructional planning. Minor details are missing.

Basic - Partially outlines the importance of formal and informal assessments in driving instructional planning. Relevant details are missing.

Below Expectations - Attempts to outline the importance of formal and informal assessment in driving instructional planning; however, significant details are missing.

Non-Performance - The outline of the important of formal and informal assessments in driving instructional planning is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Lists and thoroughly explains at least three common etiological factors of students with mild to moderate disabilities.

Proficient - Lists and explains three common etiological factors of students with mild to moderate disabilities. The explanation is slightly underdeveloped.

Basic - Lists and partially explains at least two common etiological factors of students with mild to moderate disabilities. The explanation is underdeveloped.

Below Expectations - Lists and attempts to explain at least two common etiological factors of students with mild to moderate disabilities; however, the explanation is significantly underdeveloped.

Non-Performance - The list and explanation are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Accurately identifies appropriate teaching techniques for students with common mild to moderate disabilities in an inclusion classroom.

Proficient - Identifies teaching techniques for students with common mild to moderate disabilities in an inclusion classroom. Minor details are inaccurate, or the teaching techniques are slightly inappropriate.

Basic - Identifies teaching techniques for students with common mild to moderate disabilities in an inclusion classroom. Relevant details are inaccurate, and/or the teaching techniques are inappropriate.

Below Expectations - Attempts to identify teaching techniques for students with common mild to moderate disabilities in an inclusion classroom; however, significant details are inaccurate, and the teaching techniques are significantly inappropriate.

Non-Performance - The identification of the teaching techniques is either nonexistent or lacks any of the components described in the assignment instructions.

Distinguished - Identifies appropriate positive proactive behavior strategies for students with common mild to moderate disabilities in an inclusion classroom.

Proficient - Identifies positive proactive behavior strategies for students with common mild to moderate disabilities in an inclusion classroom. Minor details are missing, or positive proactive behavior strategies are slightly inappropriate.

Basic - Identifies positive proactive behavior strategies for students with common mild to moderate disabilities in an inclusion classroom. Relevant details are missing, and/or the positive proactive behavior strategies are inappropriate.

Below Expectations - Attempts to identify positive proactive behavior strategies for students with common mild to moderate disabilities in an inclusion classroom; however, significant details are missing, and the positive proactive behavior strategies are significantly inappropriate.

Non-Performance - The identification of the positive proactive behavior strategies is either nonexistent or lacks any of 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 - 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 - 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 - 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.