Criteria and Points for Evaluation	Beginning 0-69	Developing 70-79	Accomplished  80-89	Exemplary 90-100
Ø       Identifies appropriate content built around learners needs and interests	Fails to identify appropriate content built around learners needs and interests	Somewhat   identifies appropriate content built around learners needs and interests	Identifies appropriate content built around learners needs and interests	Outstanding job in identifying  appropriate content built around learners needs and interests
Ø       Evidence of sound knowledge of learners strengths and weaknesses	No Evidence of sound knowledge of learners strengths and weaknesses	Some Evidence of sound knowledge of learners strengths and weaknesses	Much Evidence of sound knowledge of learners strengths and weaknesses	Outstanding job of locating Evidence of sound knowledge of learners strengths and weaknesses
Ø       Themes, tasks and ideas developed to meet appropriate and relevant literacy outcomes	No Themes, tasks and ideas developed to meet appropriate and relevant literacy outcomes	Some Themes, tasks and ideas developed to meet appropriate and relevant literacy outcomes	Many Themes, tasks and ideas developed to meet appropriate and relevant literacy outcomes	Outstanding job of generating Themes, tasks and ideas developed to meet appropriate and relevant literacy outcomes
Ø       Documents comprehensive understanding of the connections between evaluation, curriculum and instruction	Does not Document comprehensive understanding of the connections between evaluation, curriculum and instruction	Documents some  comprehensive understanding of the connections between evaluation, curriculum and instruction	Good job in documenting   comprehensive understanding of the connections between evaluation, curriculum and instruction	Outstanding job in documenting  comprehensive understanding of the connections between evaluation, curriculum and instruction
Ø       Evidence of  development of theory of literacy learning	No Evidence of  development of theory of literacy learning	Some Evidence of  development of theory of literacy learning	Much Evidence of  development of theory of literacy learning	Outstanding Evidence of  development of theory of literacy learning
Ø       Evidence of connection between theory and practice	No Evidence of connection between theory and practice	Some Evidence of connection between theory and practice	Much Evidence of connection between theory and practice	Outstanding Evidence of connection between theory and practice
Proper format; submitted by due date; complete.	No Proper format; submitted by due date; complete.	Some Proper format; submitted by due date; complete.	Much Proper format; submitted by due date; complete.	Outstanding Proper format; submitted by due date; complete.