Criteria and Points for Evaluation	Beginning 0-69	Developing 70-79	Accomplished  80-89	Exemplary 90-100
The author completes all required assessments* and focuses upon communicating the learner's important cognitive, social and affective strengths and understandings about literacy  based upon those careful observations.	Missing assessments, few strengths are shared, focus is not on full literacy, unimportant weakness is detailed.	All required assessments, some strengths are shared for all aspects of literacy, important weaknesses and confusions are listed.	All required assessments, some strengths are shared for all aspects of literacy, important weaknesses and confusions are listed; plus many strengths are explained, literacy concepts and abilities are detailed, access to important weaknesses and confusions are explained through strengths.	All required assessments, some strengths are shared for all aspects of literacy, important weaknesses and confusions are listed; plus many strengths are explained, literacy concepts and abilities are detailed, access to important weaknesses and confusions are explained through strengths; plus strengths from all parts of learner's life are detailed, literacy concepts from a range of contexts are discussed.
The author fully analyzes that data and writes Summary Statements that accurately describe the strengths and understandings upon which improved literacy might be built.  Critical weaknesses and confusions may also be addressed here.	data analysis absent or spotty, no summary statements made, strengths are ignored	data is basically analyzed, summary statements address main strengths that directly impact literacy development	data is well analyzed, summary statements include all strengths and focus those on the most important weaknesses	data is fully organized, summary statements reflect insights into how strengths can be used to build weak areas into success
The author suggests appropriate Learner Objectives (Cognitive, Affective and maybe even Psychomotor) for the learner indicating the direction in which literacy may be built from the above strengths / understandings.	Learner objectives are few and offer no direction for the curriculum.	Learner objectives address cognitive and affective directions for curriculum, and acknowledge learner strengths.	Learner objectives address all aspects of the individual and are fully contextualized in the life of the learner.  Explicitness allows learner to see direction for growth.	Learner objectives encompass all strengths of the individual and take advantage of the individual's personal interests and values. Learner's values and culture are generously addressed
The author writes a conventionally spelled, composed and prepared paper which can be understood and appreciated by the audience of peers and the professor.	many misspellings, organization is hard to follow, leads to misunderstandings by readers.	several misspellings, basic organization sound, generally understandable.	minimal misspellings, well organized, easy to follow and understand.	no misspellings, effectively and efficiently organized, interesting reading.
The author provides appropriate Teaching Goals to support a professional working with this learner to meet the above objectives.	Teaching goals fail to reflect summary statements or learner objectives.	Teaching goals reflect summary statements and learning objectives.	Teaching goals coherently reflect summary statements and learning objectives.	Teaching goals are coherent, reflect what is known about the learner and the goals, culture and life of the learner, and embody a full understanding of best practices for this particular learner. Explicit concepts to teach are identified along with specific lesson structures / contents.
Proper format used; submitted by due date; complete.