Distinguished - States the age group the curriculum plan is designed for.

Non-Performance - Does not state the age group the curriculum plan is designed for.

Distinguished - Thoroughly explains the purpose of the presentation by fully explaining the importance of a collaborative approach to working with families regarding the curriculum.

Proficient - Explains the purpose of the presentation by explaining the importance of a collaborative approach to working with families regarding the curriculum but the explanation is slightly underdeveloped.

Basic - Partially explains the intended career path, including the age of children they will be working wit the purpose of the presentation by minimally explaining the importance of a collaborative approach to working with families regarding the curriculum. The explanation is underdeveloped.

Below Expectations - Attempts to explain the purpose of the presentation by explaining the importance of a collaborative approach to working with families regarding the curriculum; however, the explanation is significantly underdeveloped.

Non-Performance - The explanation of the purpose of the presentation by explaining the importance of a collaborative approach to working with families regarding the curriculum is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly summarizes the philosophy of curriculum planning. The summary is well-supported with history and research.

Proficient - Summarizes the philosophy of curriculum planning. The summary is supported by history and research but is slightly underdeveloped.

Basic - Partially summarizes the philosophy of curriculum planning.  The summary is somewhat supported by by history and research and/or is underdeveloped.

Below Expectations - Attempts to summarize the philosophy of curriculum planning; however, the summary is not supported history and research and is significantly underdeveloped.

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

Distinguished - Comprehensively and effectively discusses how early learning and academic standards drive the curriculum. The discussion is well-supported by scholarly sources.

Proficient - Effectively discusses how early learning and academic standards drive the curriculum. The discussion is supported by scholarly sources but is slightly underdeveloped.

Basic -  Minimally discusses how early learning and academic standards drive the curriculum. The discussion is somewhat supported by scholarly sources or is underdeveloped.

Below Expectations - Attempts to discuss how early learning and academic standards drive the curriculum; however, the discussion is not supported by scholarly sources and/or is significantly underdeveloped.

Non-Performance - The discussion of how early learning and academic standards drive the curriculum is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly synthesizes how to differentiate the curriculum to meet the needs of diverse learners. The synthesis is well-supported by scholarly sources.

Proficient - Synthesizes how you differentiate the curriculum to meet the needs of diverse learners.  The synthesis is supported by scholarly sources but is slightly underdeveloped.

Basic - Partially synthesizes how to differentiate the curriculum to meet the needs of diverse learners.  The synthesis is minimally supported by scholarly sources and underdeveloped.

Below Expectations - Attempts to synthesize how to differentiate the curriculum to meet the needs of diverse learners; however, the summary is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance - The synthesis of how to differentiate the curriculum to meet the needs of diverse learners is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly examines the professional and ethical practices related to working with families when planning contemporary curriculum for diverse learners.  Specific examples to support the explanation are included.

Proficient - Examines the professional and ethical practices related to working with families when planning contemporary curriculum for diverse learners. The explanation includes examples but is slightly underdeveloped.

Basic - Vaguely examines the professional and ethical practices related to working with families when planning contemporary curriculum for diverse learners. The explanation includes some examples and is underdeveloped.

Below Expectations - Attempts to examine the professional and ethical practices related to working with families when planning contemporary curriculum for diverse learners; however, the explanation does not include examples and/or is significantly underdeveloped.

Non-Performance - The examination of the professional and ethical practices related to working with families when planning contemporary curriculum for diverse learners is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly summarizes how to use play as a part of the curriculum. The summary is well-supported by scholarly sources.

Proficient - Summarizes how to use play as a part of the curriculum. The summary is supported by scholarly sources but is slightly underdeveloped.

Basic - Partially summarizes how to use play as a part of the curriculum. The summary is somewhat supported by scholarly sources and underdeveloped.

Below Expectations - Attempts to summarize how to use play as a part of the curriculum; however, the summary is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance - The summary of how to use play as a part of the curriculum is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly explains how to keep families informed about curriculum throughout the year. The explanation is well-supported by scholarly sources.

Proficient - Explains how you will keep families informed about curriculum throughout the year. The explanation is supported by scholarly sources but is slightly underdeveloped.

Basic - Briefly explains how to keep families informed about curriculum throughout the year. The explanation is somewhat supported by scholarly sources and/or is underdeveloped.

Below Expectations - Attempts to explain how to keep families informed about curriculum throughout the year; however, the explanation is not supported by scholarly sources and is significantly underdeveloped.

Non-Performance - The explanation of how to keep families informed about curriculum throughout the year is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.

Proficient - Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.

Basic - Uses appropriate and pertinent content but does not apply it toward discovering or developing ideas. Overall, content assists in shaping the written work.

Below Expectations - Uses content, though it may be unrelated or inappropriate to the topic. Content does not contribute toward the development of the written work and may distract the reader from its purpose.

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

Distinguished - Demonstrates consistent use of reliable, appropriate sources and/or evidence to support ideas that are situated within the discipline and genre of the writing.

Proficient - Demonstrates mostly consistent use of reliable sources that are appropriate to the discipline and genre of the writing. Sources offer some support to the ideas in the writing. 

Basic - Demonstrates somewhat inconsistent use of sources that are mostly reliable to the discipline and genre of the writing. Sources offer little support to the ideas in the writing.

Below Expectations - Inconsistently utilizes sources and/or evidence that may be unrelated and offer little support to the ideas in the writing. 

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 presentation, title and reference slides.

Proficient - Exhibits APA formatting throughout the presentation; however, the layout contains a few minor errors. 

Basic - Exhibits basic knowledge of APA formatting throughout the presentation. The 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 presentation is equivalent to the required number of correctly formatted slides. 

Proficient - The length of the presentation is nearly equivalent to the required number of correctly formatted slides. 

Basic - The length of the presentation is equivalent to at least three quarters of the required number of correctly formatted slides.

Below Expectations - The length of the presentation is equivalent to at least one half of the required number of correctly formatted slides.

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, which provide compelling evidence to support ideas. All sources on the reference slide 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 slide 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 slide 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 slide 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.