Distinguished - Designs a comprehensive resource manual using the provided document template with a table of contents, submitting to both Waypoint and ePortfolio.

Proficient - Designs a resource manual using the provided document template with a table of contents, submitting to both Waypoint and ePortfolio. Minor details are missing.

Basic - Designs a limited resource manual using the provided document template with a table of contents, submitting to both Waypoint and ePortfolio. Relevant details are missing.

Below Expectations - Attempts to design a resource manual using the provided document template with a table of contents, submitting to both Waypoint and ePortfolio; however, significant details are missing.

Non-Performance - The resource manual using the provided document template with a table of contents, submitting to both Waypoint and ePortfolio is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively explains five key terms in educating students with exceptionalities relating to IDEA.

Proficient - Explains five key terms in educating students with exceptionalities relating to IDEA. The explanation is slightly underdeveloped.

Basic - Minimally explains five key terms in educating students with exceptionalities relating to IDEA. The explanation is underdeveloped.

Below Expectations - Attempts to explain five key terms in educating students with exceptionalities relating to IDEA; however, the explanation is significantly underdeveloped. 

Non-Performance - The explanation of five key terms in educating students with exceptionalities relating to IDEA is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly reflects on the development of a Timeline of Important Legislation and Case Law in one paragraph, including the link to the Week 1 Historical Timeline for Students with Exceptionalities assignment.

Proficient - Reflects on the development of a Timeline of Important Legislation and Case Law in one paragraph, including the link to the Week 1 Historical Timeline for Students with Exceptionalities assignment. Minor details are missing.

Basic - Minimally reflects on the development of a Timeline of Important Legislation and Case Law in one paragraph, including the link to the Week 1 Historical Timeline for Students with Exceptionalities assignment. Relevant details are missing.

Below Expectations - Attempts to reflect on the development of a Timeline of Important Legislation and Case Law in one paragraph, including the link to the Week 1 Historical Timeline for Students with Exceptionalities assignment; however, significant details are missing.

Non-Performance - The reflection on the development of a Timeline of Important Legislation and Case Law in one paragraph, including the link to the Week 1 Historical Timeline for Students with Exceptionalities assignment is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Accurately lists the thirteen categories of eligibility for students with exceptionalities under IDEA, citing the source.

Proficient - N/A

Basic - Lists some of the thirteen categories of eligibility for students with exceptionalities under IDEA, citing the source.

Below Expectations - N/A

Non-Performance - The list of the thirteen categories of eligibility for students with exceptionalities under IDEA, citing the source is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively analyzes the steps from referral to evaluation of students with exceptionalities under IDEA discussed in Week 2 in one paragraph.

Proficient - Analyzes the steps from referral to evaluation of students with exceptionalities under IDEA discussed in Week 2 in one paragraph. The analysis is slightly underdeveloped.

Basic - Minimally analyzes the steps from referral to evaluation of students with exceptionalities under IDEA discussed in Week 2 in one paragraph. The analysis is underdeveloped.

Below Expectations - Attempts to analyze the steps from referral to evaluation of students with exceptionalities under IDEA discussed in Week 2 in one paragraph; however, the analysis is significantly underdeveloped.

Non-Performance - The analysis of the steps from referral to evaluation of students with exceptionalities under IDEA discussed in Week 2 in one paragraph is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Includes the link to the graphic organizer from the Week 3 Universal Learning Characteristics assignment, completely incorporating any instructor feedback.

Proficient - N/A

Basic - Includes the link to the graphic organizer from the Week 3 Universal Learning Characteristics assignment, minimally incorporating any instructor feedback.

Below Expectations - N/A

Non-Performance - The link to the graphic organizer from the Week 3 Universal Learning Characteristics assignment, incorporating any instructor feedback is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively summarizes the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph.

Proficient - Summarizes the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph. Minor details are missing.

Basic - Minimally summarizes the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph. Relevant details are missing.

Below Expectations - Attempts to summarize the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph; however, significant details are missing.

Non-Performance - The summary of the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Lists and links three strategies from the What Works Clearing House or other scholarly sources for each: academic support strategies and resources for students with exceptionalities, social/emotional support strategies and resources for students with exceptionalities, and behavioral support strategies and resources for students with exceptionalities.

Proficient - N/A

Basic - Lists and links one or two strategies from the What Works Clearing House or other scholarly sources for each: academic support strategies and resources for students with exceptionalities, social/emotional support strategies and resources for students with exceptionalities, and behavioral support strategies and resources for students with exceptionalities.

Below Expectations - N/A

Non-Performance - The listing and linking of three strategies from the What Works Clearing House or other scholarly sources for each: academic support strategies and resources for students with exceptionalities, social/emotional support strategies and resources for students with exceptionalities, and behavioral support strategies and resources for students with exceptionalities.is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly describes the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph.

Proficient - Describes the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph. Minor details are missing.

Basic - Minimally describes the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph. Relevant details are missing.

Below Expectations - Attempts to describe the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph; however, significant details are missing.

Non-Performance - The description of the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Accurately and completely interprets the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph.

Proficient - Interprets the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph. Minor details are missing or slightly inaccurate.

Basic - Minimally interprets the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph. Relevant details are missing and/or inaccurate.

Below Expectations - Attempts to interpret the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph; however, significant details are missing and inaccurate.

Non-Performance - The interpretation of the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Inserts the Week 5 Instructional Planning: Assessment to Practice Plan assignment, completely incorporating any instructor feedback.

Proficient - N/A

Basic - Inserts the Week 5 Instructional Planning: Assessment to Practice Plan assignment, minimally incorporating any instructor feedback.

Below Expectations - N/A

Non-Performance - The Week 5 Instructional Planning: Assessment to Practice Plan assignment, accurately incorporating any instructor feedback is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly illustrates the role and resources of professional and ethical considerations supporting professionals working with students with exceptionalities. 

Proficient - Illustrates the role and resources of professional and ethical considerations supporting professionals working with students with exceptionalities. Minor details are missing.

Basic - Minimally illustrates the role and resources of professional and ethical considerations supporting professionals working with students with exceptionalities. Relevant details are missing.

Below Expectations - Attempts to illustrate the role and resources of professional and ethical considerations supporting professionals working with students with exceptionalities; however, significant details are missing.

Non-Performance - The illustration of the role and resources of professional and ethical considerations supporting professionals working with students with exceptionalities is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly reflects on how the resource manual applies to career goals and future students.

Proficient - Reflects on how the resource manual applies to career goals and future students. Minor details are missing.

Basic - Minimally reflects on how the resource manual applies to career goals and future students. Relevant details are missing.

Below Expectations - Attempts to reflect on how the resource manual applies to career goals and future students; however, significant details are missing.

Non-Performance - The reflection on how the resource manual applies to career goals and future students 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 - 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.