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BehavioralPlan Grading Rubric

Criterion

Advanced – 4

Proficient – 3

Basic – 2

Minimal – 1

Potential

Problem InTASC 3

Student is described clearly and concisely. Behavioral issue(s) is/are clearly identified, and the impact of the behavior(s) is/are clearly explained. Reader obtains a precise image of the student and the situation by reading this description. (20 points)

Student is described clearly. Behavioral issue is clearly identified, and the impact of the behavior is explained. Reader obtains an image of the student and the situation by reading this description. (17 points)

Student is somewhat described. Behavioral issue is mentioned. Reader obtains an idea of the student and the situation by reading this description.
(14 points)

Student is mentioned. Behavioral issue is mentioned. Reader is unclear about the exact nature of either the student or the need for a behavioral plan. (11 points)

In Addition to the Rules InTASC 3

Specific situations that tend to trigger the identified misbehaviors are identified and specifically addressed by these additional rules. .
(20 points)

Specific situations that tend to trigger general misbehaviors are identified and addressed by these additional rules. (17 points)

General situations that tend to trigger misbehaviors are identified. The additional rules may or may not address these situations.
(14 points)

Additional rules are lacking in direct connection to the targeted misbehaviors. (11 points)

Routines InTASC 3

Multiple classroom routines (at least 4) that all students are required to follow but might serve as a trigger for misbehavior are identified, and adapted strategies for this student are presented. (20 points)

Some classroom routines (3) that all students are required to follow but might serve as a trigger for misbehavior are identified, and adapted strategies for this student are presented.
(17 points)

A few classroom routines (2) that all students are required to follow but might serve as a trigger for misbehavior are identified, and adapted strategies for this student are presented.
(14 points)

One classroom routine that all students are required to follow but might serve as a trigger for misbehavior is identified, and/or adapted strategies are not presented.
(11 points)

Transitions InTASC 3

Techniques and procedures for making transitions (minimum of 3 situations) are addressed and preventive behaviors are presented. (20 points)

Techniques and procedures for making transitions (2 situations) are addressed and preventive behaviors are presented. (17 points)

Techniques and procedures for making transitions (1 situation) are addressed and preventive behaviors are presented. (14 points)

Transitions are addressed but procedures and/or preventive behaviors are missing. (11 points)

Positive

Reinforcements
InTASC 3

Specific positive reinforcement strategies explicitly linked to the targeted behaviors are presented. (20 points)

Positive reinforcement strategies linked to the targeted behaviors are presented (17 points)

Positive reinforcement strategies are presented but not linked to the targeted behaviors (14 points)

Positive reinforcement strategies are presented for some but not all of the targeted behaviors. (11 points)

Consequences
InTASC 3
CAEP A1.4

Specific consequences for targeted misbehaviors are presented. Consequences are natural results of the misbehavior (i.e. “natural consequences”). (20 points)

Specific consequences for targeted misbehaviors are presented. (17 points)

General consequences for some misbehaviors are presented but 1 or more targeted misbehaviors are not addressed. (14 points)

Consequences are presented but not linked to the targeted misbehaviors
(11 points)

APA formatting

The presentation specifically attends to Belhaven APA format. There is a Works Cited/Reference page with no errors. (15 points)

Consistently follows Belhaven APA format including title page, running heads, citations, quotations or references (NO errors). (12.75 points)

Limited (no more than 3)
APA errors in Belhaven APA format including title page, running heads, citations, quotations or references. (10.5 points)

More than 6 APA errors in format including title page, running heads, citations, quotations or references.
(8.25 points)

Mechanics

The presentation demonstrates exceptional use of standard English conventions (mechanics, usage, grammar and syntax). NO ERRORS. (15 points

The presentation demonstrates consistent use of standard English conventions (mechanics, usage, grammar and syntax). NO ERRORS. (12.75 points)

The presentation demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar and syntax). (1.5 points)

The presentation does NOT demonstrate use of standard English conventions (mechanics, usage, grammar and syntax). (8.25 points)

Describe a hypothetical class of your own design and creation. Include in your

description a listing of the number of students with specific learning issues (see part 3

for a list of student issues). Select one hypothetical student from your class and

develop a specific behavior plan designed to address this student’s behavioral needs

and issues. See Appendix B for specific details and scoring rubric. As a subset to

your plan, construct a detailed behavior management plan for one different student in

your class. Refer to Appendix B for details of the entire behavioral plan.

NOTE: below is a sample plan only. It is not necessarily a top scoring plan, but is included

here to give you an idea of what is expected in this assignment.

SAMPLE BEHAVIOR MANAGEMENT PLAN: (Your name goes here)

Potential Problems: Isaac is a 10-year-old boy in a third-grade general education class. Isaac

gets pulled out of class every Tuesday and Thursday for Adapted Physical Education class. Isaac

has cerebral palsy with spastic quadriplegia and is non-ambulatory. He sits in a non-electric

wheelchair but is unable to travel with it independently. Instead, his aide pushes Isaac during the

school day. Isaac is a very talkative person and can get off task when telling a story. Isaac also

gets easily distracted by watching others and interrupts the instructor by wanting to talk about other

things. Isaac also tends to want to talk about guns, gangs, and wrestling. He also claims he’s

always tired, not wanting to concentrate, even when the instructor says to do so. When the

instructor is speaking, Isaac fails to make eye contact, fails to wipe his mouth when drooling (even

though he knows he’s drooling), and will purposely slow down his activities.

A. In addition to the rules:

1. Isaac will respect and take care of all equipment as if it were his own.

2. When the instructor is speaking, Isaac will make eye contact and listen to any

instructor, during the lesson.

3. Isaac will speak using only appropriate topics when talking about the lesson.

B. Routines:

1. When starting the lesson, Isaac will sit in a designated spot, put on his wheelchair

brakes, wipe his mouth, and wait for the teacher to begin instructing.

2. Isaac will help the instructor put any equipment used during the lesson away in its

appropriate space, after the activity is completed.

3. Isaac will go over the grade sheet at the end of each individual lesson and decide with

the instructor what his grades should be for the day.

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4. Isaac will state one thing he liked about the clinic and one thing he needs to work on,

at the end of the individual lesson each day.

C. Transitions:

1. Isaac will transition quickly and safely, given clear and concise instructions from the

instructor.

2. Isaac will be given notice when an activity is about to end, and a new activity is about

to begin.

D. Positive Reinforcements:

1. Isaac will receive a prize from the prize bag one time a week if he completes 8 out of

10 activities during the span of two lessons.

2. Isaac will receive a sticker at the end of the lesson if he completes four out of five

activities during the day’s lesson.

3. Isaac will receive positive specific feedback when slowing down and concentrating on

the task, with verbal cues, until he can perform the task slowly without any cues from

the instructor.

4. Isaac will discuss with the teacher the activities that he would like to do as well as his

interests, to keep Isaac motivated during the lesson and get prizes that Isaac can be

motivated to receive.

E. Consequences:

1. Isaac will be read and explained the rule that was broken as well as receive a warning.

2. Isaac will be given a second warning, a talk with the instructor, as well as lose his

sticker privilege for the day.

3. Isaac will be given a third warning, will not be able to receive a sticker for the day as

well as a prize for the week, as well as have a conference with the instructor and aide,

and a written note to his mother.