Distinguished - Thoroughly and accurately completes the 11 sections (Sections I-XI) of the Progress Monitoring Plan template.

Proficient - Completes the 11 sections (Sections I-XI) of the Progress Monitoring Plan template. Minor details are missing or slightly inaccurate.

Basic - Partially completes the 11 sections (Sections I-XI) of the Progress Monitoring Plan template. Relevant details are missing and/or inaccurate.

Below Expectations - Attempts to complete the 11 sections (Sections I-XI) of the Progress Monitoring Plan template; however, significant details are missing and inaccurate.

Non-Performance - The 11 sections (Sections I-XI) of the Progress Monitoring Plan template is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively summarizes Henry’s evaluation results, including aligned present levels of performance.

Proficient - Summarizes Henry’s evaluation results, including aligned present levels of performance. Minor details are missing.

Basic - Minimally summarizes Henry’s evaluation results, including aligned present levels of performance. Relevant details are missing.

Below Expectations - Attempts to summarize Henry’s evaluation results, including aligned present levels of performance; however, significant details are missing.

Non-Performance - The summary of Henry’s evaluation results, including aligned present levels of performance is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - States the three annual goals developed in this week’s discussion forum post.

Proficient - N/A 

Basic - States one or two annual goals developed in this week’s discussion forum post.

Below Expectations - N/A 

Non-Performance - The three annual goals developed in this week’s discussion forum post are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Clearly and accurately identifies assessment/progress-monitoring tools used to evaluate and monitor student progress.

Proficient - Identifies assessment/progress-monitoring tools used to evaluate and monitor student progress. Minor details are slightly unclear or inaccurate. 

Basic - Identifies some assessment/progress-monitoring tools used to evaluate and monitor student progress. Relevant details are unclear and/or inaccurate.

Below Expectations - Attempts to identify assessment/progress-monitoring tools used to evaluate and monitor student progress; however, significant details are unclear and inaccurate.

Non-Performance - The assessment/progress-monitoring tools used to evaluate and monitor student progress are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Indicates the frequency of the assessment/progress-monitoring and data collection process for Henry.

Proficient - N/A

Basic - Vaguely indicates the frequency of the assessment/progress-monitoring and data collection process for Henry.

Below Expectations - N/A

Non-Performance - The indication of the frequency of the assessment/progress-monitoring and data collection process for Henry is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Identifies which team members are responsible for collecting, storing, and sharing this data.

Proficient - N/A

Basic - N/A

Below Expectations - N/A

Non-Performance - The identification of which team members are responsible for collecting, storing, and sharing this data is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Creates a comprehensive communication plan for ethically sharing this data with the IEP team.

Proficient - Creates a communication plan for ethically sharing this data with the IEP team. Minor details are missing.

Basic - Creates a limited communication plan for ethically sharing this data with the IEP team. Relevant details are missing.

Below Expectations - Attempts to create a communication plan for ethically sharing this data with the IEP team; however, significant details are missing.

Non-Performance - The communication plan for ethically sharing this data with the IEP team is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly reflects on how this data will be used to make instructional decisions.

Proficient - Reflects on how this data will be used to make instructional decisions. Minor details are missing.

Basic - Minimally reflects on how this data will be used to make instructional decisions. Relevant details are missing.

Below Expectations - Attempts to reflect on how this data will be used to make instructional decisions; however, significant details are missing.

Non-Performance - The reflection of how this data will be used to make instructional decisions is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Provides a link to the ePortfolio project in the submission comments in Waypoint.

Proficient - N/A

Basic - N/A

Below Expectations - N/A

Non-Performance - The link to the ePortfolio project in the submission comments in Waypoint is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Student work demonstrates strict adherence to the principles of academic integrity including a strong demonstration of the student’s original thinking and academic voice. Student fully supports ideas with research, following rules of proper citation to fully attribute words and information to the original source. All recycling of previous work is with instructor approval.

Proficient - Student work demonstrates adherence to the principles of academic integrity including evidence of original thinking and academic voice without an over-reliance on outside materials. Student supports ideas with research, following the rules of proper citation to attribute words and information to the original source. There is minimal recycling of previous work without instructor approval. There may be minor errors in acknowledgment of ideas and work that are not the student’s.

Basic - Student work demonstrates loose adherence to the principles of academic integrity. There may be an over-reliance on outside sources, resulting in reduced evidence of original thinking and academic voice. Student somewhat supports ideas with research, following the rules of proper citation to attribute words and information to the original source. There may be some recycling of previous work without instructor approval. There may be errors in acknowledgment of ideas and work that is not the student’s.

Below Expectations - Student work demonstrates minimal adherence to the principles of academic integrity which may include one or more following: an over-reliance on outside materials, resulting in limited evidence of original thinking and academic voice; extensive recycling of previous work without instructor approval; or significant errors in acknowledgment of ideas and words that are not the student’s.

Non-Performance - Student work does not demonstrate adherence to the principles of academic integrity, including one or more of the following; there may be significant over-reliance on outside materials, resulting in minimal evidence of original thinking and academic voice, there are words used that come from sources but are not properly attributed to those sources, there is significant recycling of previously graded work without instructor approval.

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.