Assignment 4: Behavior Intervention Plan Grading Rubric
Project 4: Behavior Intervention Plan Grading Rubric
Criteria
Advanced
(10 Points)
Proficient
(8 Points)
Developing
(4 Points)
Not Addressed
(0 Points)
Points Earned
Philosophy
One-paragraph opening statement of the classroom philosophy of meeting student’s individual needs, which includes proactive techniques as described in PRAISE.
One-paragraph statement of classroom s philosophy for meeting a student’s individual needs with a brief discussion proactive measures.
Philosophy is included but is brief and underdeveloped.
Philosophy is not included1
Student description
Description of the student (social interaction, overall academic performance, gender, any other relevant data) depicts a clear understanding of a student with a disability, indicating details on how this …show more content…
student meets the criteria for having the specified disability.
Description of the student is missing some relevant information.
The description of the student is very brief and does not mention the disability.
No description is provided.
Target behavior
One specific target behavior is identified, with baseline data and goal(s), to aid intervention with this student who is in crisis. Use PRAISE’s Assessing chapter for examples.
Target behavior is not specific (measureable) and more than one has been identified or baseline data or goals are missing.
Relevant pieces of information are missing in regards to the target behavior.
No target behavior is given.
Rewards
Rewards are stated in the order in which they will be utilized, recognizing that the least restrictive rewards should be utilized first.
Rewards are present, but no order for which they should be utilized is noted.
The rewards are stated in vague terms.
No rewards are given.
Consequences
Consequences are stated in the order in which they will be utilized, recognizing that the least restrictive consequences should be utilized first. A sample behavior contract is given.
Consequences are present, but no order for which they should be utilized is noted.
The rewards and consequences are stated in vague terms or one is missing. A sample behavior contract is not given.
No consequences are given.
Record-keeping
The record-keeping system for behavior is explained and an example is provided.
The record-keeping system is explained with no example.
Record-keeping system is briefly mentioned and it is not clearly explained.
No record keeping system is
identified.
Communication
The system for communication with parents about behavior is explained and example(s) are attached.
The system for communicated is explained, but there are no examples attached.
System for communicating with parents is brief or not covered.
Communication systems are not provided.
Suspension
Procedures are stated that are required before suspending this student, specifically a discussion on the laws required for suspending a student with a disability.
Procedures are briefly stated that are required before suspending this student.
Discussion on suspension for students with a disability is not included.
Suspension procedures are not addressed.
Professionalism
Assignment is free of grammar and spelling errors. First person terminology is used.
A few grammar and spelling errors are noted. First person terminology is not consistently used.
Many grammar and spelling errors are noted. First person terminology is not used.
An excess of grammar and spelling errors are noted.
References
All references are noted and in current APA format.
References are noted in wrong format.
No references are noted.
Total
Criteria
Advanced
(10 Points)
Proficient
(8 Points)
Developing
(4 Points)
Not Addressed
(0 Points)
Points Earned
Philosophy
One-paragraph opening statement of the classroom philosophy of meeting student’s individual needs, which includes proactive techniques as described in PRAISE.
One-paragraph statement of classroom s philosophy for meeting a student’s individual needs with a brief discussion proactive measures.
Philosophy is included but is brief and underdeveloped.
Philosophy is not included1
Student description
Description of the student (social interaction, overall academic performance, gender, any other relevant data) depicts a clear understanding of a student with a disability, indicating details on how this …show more content…
student meets the criteria for having the specified disability.
Description of the student is missing some relevant information.
The description of the student is very brief and does not mention the disability.
No description is provided.
Target behavior
One specific target behavior is identified, with baseline data and goal(s), to aid intervention with this student who is in crisis. Use PRAISE’s Assessing chapter for examples.
Target behavior is not specific (measureable) and more than one has been identified or baseline data or goals are missing.
Relevant pieces of information are missing in regards to the target behavior.
No target behavior is given.
Rewards
Rewards are stated in the order in which they will be utilized, recognizing that the least restrictive rewards should be utilized first.
Rewards are present, but no order for which they should be utilized is noted.
The rewards are stated in vague terms.
No rewards are given.
Consequences
Consequences are stated in the order in which they will be utilized, recognizing that the least restrictive consequences should be utilized first. A sample behavior contract is given.
Consequences are present, but no order for which they should be utilized is noted.
The rewards and consequences are stated in vague terms or one is missing. A sample behavior contract is not given.
No consequences are given.
Record-keeping
The record-keeping system for behavior is explained and an example is provided.
The record-keeping system is explained with no example.
Record-keeping system is briefly mentioned and it is not clearly explained.
No record keeping system is
identified.
Communication
The system for communication with parents about behavior is explained and example(s) are attached.
The system for communicated is explained, but there are no examples attached.
System for communicating with parents is brief or not covered.
Communication systems are not provided.
Suspension
Procedures are stated that are required before suspending this student, specifically a discussion on the laws required for suspending a student with a disability.
Procedures are briefly stated that are required before suspending this student.
Discussion on suspension for students with a disability is not included.
Suspension procedures are not addressed.
Professionalism
Assignment is free of grammar and spelling errors. First person terminology is used.
A few grammar and spelling errors are noted. First person terminology is not consistently used.
Many grammar and spelling errors are noted. First person terminology is not used.
An excess of grammar and spelling errors are noted.
References
All references are noted and in current APA format.
References are noted in wrong format.
No references are noted.
Total