FOLLOW THE ASSIGMENT RUBRICS
5.2 Final PBIS Project
First and Last Name
ELSE 6163 Positive Behavior Interventions and Supports
Date
Part I: Functional Behavior Assessment
Summary of Student Profile
Name:
Date of Birth:
Grade:
Exceptionality:
Summary of 16 questions form Student Profile Information Sheet
Interviews – Provide a detailed summary of the parent and student interviews
Summary of Results of Social Skills Checklist and Motivation Assessment Scale
Provide summary of the results of Social Skills Checklist and Motivation Assessment Scale
Target Behavior
State the behavior that you want to change (increase or decrease)
ABC Charts
Observation 1
A-B-C Recording Form
Date: _____________________Location: ____________________________________
Observer’s name _____________________________Length of time observed: ___________
Date / Time
Antecedent
Behavior
Consequence
Observation 2
A-B-C Recording Form
Date: _____________________Location: ____________________________________
Observer’s name _____________________________Length of time observed: ___________
Date / Time
Antecedent
Behavior
Consequence
Observation 3
A-B-C Recording Form
Date: _____________________Location: ____________________________________
Observer’s name _____________________________Length of time observed: ___________
Date / Time
Antecedent
Behavior
Consequence
Antecedent, Behavior, Consequence Summary Statement
1. The antecedent is…..
2. The behavior is……
3. The consequence
Function of the behavior
Based on the ABC charts provided and the results of the Behavior Rating Scale the function of the behavior is……
Part II: Behavior Intervention Plan
Behavior Objective
State the ONE behavior that you want the student to exhibit positively. Make sure you include the 4 components of an objective (Learner, Condition, Behavior, and Criterion)
Operational Definition
Provide a detailed description of the behavior that you will be targeting. Provide an example and non-example of the behavior.
Intervention Plan
Description of intervention selected supported by evidenced based research. Rationale of why this intervention is selected.
Description of individuals that will be involved and their roles in implementing the plan.
Proactive Strategies
Describe what strategies will be implemented to avoid triggering the BOC. This is not the intervention.
Replacement Strategies
Replacement behaviors to be taught
How the behaviors will be taught
When and how will the replacement skill will be taught
Consequence Strategies
Criteria for token economy system
Brief crisis intervention plan
Generalization
Setting(s) the behavior will be generalized in
Timeline of intervention for generalization
Identify strategies that will be used to maintain positive behavior skills
Monitoring
How will progress be monitored during and after the intervention is implemented
How the team will monitor or revise the intervention if needed
INSERT BIP AT A GLANCE HERE
Part III: Intervention Implementation and Results
Summary Analysis of Results and Recommendations
-Provide a detailed summary of the results of the interventions.
-Links behavior change and the use of data collection to make educational decisions.
– Provide detailed recommendations for the target student and to personnel involved based on the results of the intervention and the present level of performance of the student.
Baseline and Intervention Chart
Include a graph to show the data collected from BOTH baseline and Intervention phase. A minimum of 10 data points is needed.
Defensible Stability Statement
Write a statement of stability (state how baseline data was collected and if the behavior was consistent). This shows that the targeted behavior is continuous.
Reflective Journals
Baseline Day One Date
Intervention Week 1
Day One Date
Intervention Week 2
Day One Date
Baseline Day Two Date
Intervention Week 1
Day Two Date
Intervention Week 2
Day One Date
Baseline Day Three Date
Intervention Week 1
Day Three Date
Intervention Week 2
Day Three Date
Baseline Day Four Date
Intervention Week 1
Day Four Date
Intervention Week 2
Day Three Date
Baseline Day Five Date
Intervention Week 1
Day Five Date
Intervention Week 2
Day 4 Date
Impact on Student Learning
Include summary statement(s) of how the project has impacted student learning and recommendations for the future.
Final Reflection of Experiences
Include a final reflection about this entire project. Answer the following questions within this section. What have you learned? What was the most difficult part of the project? What was the easiest? How do you think this experience has impacted you personally and professionally? If you had to do it all over again, what would you do differently? What would you keep the same?
References
Appendices
Scan Interview Forms Here
Scan Motivational Assessment Scale Here
Scan in Social Skills Assessment
Scan in Data Collection Sheets here
ELSE 6163
POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS
PBIS PROJECT
SCORING RUBRIC
PBIS PROJECT RUBRIC 2
TASKS
Exemplary
Acceptable
Unacceptable
Summary Student
Profile
Information
Candidate describes the student’s
demographic and background
information that includes relevant
cultural and familial information that is
related to the target learner’s
educational needs and abilities that
supports the need for the development
of interventions with positive behavior
supports.
Candidate describes the student’s
demographic and background
information, including pertinent
cultural and familial information,
related to the target learner’s
educational needs and abilities.
Candidate fails to provide
a description of the
student’s demographic and
background information
that relates to the learner’s
educational needs.
Candidate also does not
justify the need for the
development of
interventions with positive
behavior supports.
Completed
Assessments and
Interviews
Clearly and accurately summarized all
completed the Social Skills Checklist
and Motivational Assessment Scale and
parent and student interviews.
Completed assessments and interviews
are uploaded to Blackboard.
Vaguely or inaccurately completed
the Social Skills Checklist and
Motivational Assessment Scale and
parent and student interviews.
Completed assessments and
interviews are uploaded to
Blackboard.
Unclearly completed the
Social Skills Checklist and
Motivational Assessment
Scale and parent and
student interviews and or
fails to upload. Completed
assessments and
interviews to Blackboard.
Target Behavior The candidate identifies the student’s
target behavior that is observable,
measurable, and includes examples and
non-examples of the behavior.
The candidate identifies a target
behavior that is observable but does
not include examples and non-
examples of
the behavior.
The candidate does not
identify a target behavior
that is observable and/or
does not include examples
and non-examples of the
behavior.
ABC Recording
The candidate provides a collection of
student’s behavior using observation
notes; antecedents, behavior, and
consequences are defined with action
words without the use of feelings,
intentions, or inferences.
The candidate provides a collection
of behavior notes using observation;
antecedents, behavior, and
consequences however, behaviors
are defined with the use of feelings
or inferences such as aggressive,
angry, happy, excited, or lazy.
The candidate does not
provide a collection of
student behaviors using
either observation notes or
antecedents, behavior, or
consequences.
PBIS PROJECT RUBRIC 3
ABC Summary
Statement
The candidate identifies a hypothesis in
one complete statement; the behavior
listed in the hypothesis is the same one
identified as the focus of the FBA, and
all three components (antecedent,
behavior, consequence) are linked to the
FBA data.
The candidate identifies the
hypothesis in a statement that
includes the antecedent, behavior,
and consequence; however, one
does not link to
the FBA data.
Candidate does not
identify a hypothesis
statement or the statement
written only links one
component (antecedent,
consequence, behavior) to
the FBA data.
Function of
Behavior
The candidate identifies a function of the
behavior that is valid, supported in
research literature, and linked to FBA
data.
The candidate identifies the function
of the behavior that is valid and
supported in research literature but
is not linked to FBA data.
Candidate fails to identify
function of the behavior
that is related to the
observations conducted.
Writing Behavioral
Objectives
The candidate identifies a behavioral
objective by including: the learner,
behavior, condition and criteria within the
objective.
The candidate identifies skill in
developing behavioral objectives by
including: 3 of the 4 components.
Learner, behavior, condition and
criteria.
The candidate
demonstrates fails to write
a behavioral objectives for
the behavior. The objective
is vague and/or includes
less than three
components.
Operational
Definition
Candidate identifies operational
definition of the target behavior that is
clear and explicitly defined and
generalized (repeated, paraphrased by
others) that include both examples and
non-examples of the behavior observed.
Candidate identifies an operational
definition of the targeted behavior
that are both measurable and
observable to ensure proper data
collection. Examples and non-
examples of the behavior are not
provided.
Candidate does not
identify the operational
definition of the target
behavior in observable and
measurable terms or
provide examples of the
behavior to ensure proper
data collection.
Intervention Plan –
Overview
Candidate selects and uses research
supported methods for academic and
nonacademic instruction of individuals
with exceptionalities that provides a
detailed description of the intervention
that is supported by evidence based
Candidate selects and uses
research supported methods for
academic and nonacademic
instruction of individuals with
exceptionalities that provides the
name and a general description of
Candidate does not select
or use research supported
methods for academic and
nonacademic instruction of
individuals with
exceptionalities that is
PBIS PROJECT RUBRIC 4
research and states a correlation
between the intervention and its impact
on the target behavior.
intervention selected that is
supported by evidence based
research.
supported by evidence
based research.
Proactive
Preventative
Strategies
The candidate develops strategies and
supports to prevent the behaviors
described in the Behavior Intervention
Plan and includes both: strategies which
are general, prevention supports such as
providing choices, reinforcing alternative
acceptable behavior, self- monitoring
checklist, and strategies that are based
on the function (e.g., if escape work,
then reduce work stress); if for social
attention from peers, then design
opportunities for peer interaction that are
based on the function of the behavior.
The candidate develops strategies
and supports to prevent the
behaviors that are described in the
Behavior Intervention Plan but only
include general, prevention supports
that are not based on the function of
the behavior.
The candidate does not
develop strategies to
prevent the behavior that
is described in the
Behavior Intervention Plan
and/or does not describe
how to respond when the
behavior occurs (i.e., how
to prevent the behavior
from becoming worse
when it has already
occurred).
Replacement
Skills
The candidate identify ‘replacement’
behaviors that serve the same function
as the problem behavior (i.e. allows the
student to communicate the same need
in a more acceptable way) and provides
details regarding what strategies will be
used to teach the replacement
behaviors, when it will be taught,
frequency, and duration.
The candidate identify replacement
behavior that is defined but not
aligned to the function of the
behavior and strategies to teach
replacement behaviors.
The candidate does not
identify replacement
behaviors.
Consequence
Strategies
The candidate develops strategies that
describe how to respond when/if the
student demonstrates the replacement
behaviors and identify what reinforcers
will
be used, the schedule of reinforcers.
The candidate develops strategies
that describe how to respond when
and if the student demonstrates the
replacement behaviors but fail to
clearly identify what reinforcers will
be used, the schedule of reinforcers.
The candidate does not
develop strategies that
describe how to respond
when/if the student
demonstrates the
replacement behaviors are
not identified.
PBIS PROJECT RUBRIC 5
Generalization The candidate describes how
interventions will be implemented across
time, people and settings; and identifies
the time line, and where the
interventions will be implemented, and
strategies that will be used to maintain
positive behavior skills.
The candidate describes how
interventions will be implemented
across time, people and settings.
Identifies the time line, and where
the interventions will be
implemented.
The candidate does not
describe how interventions
will be implemented across
time, people and settings.
Monitoring The candidate develops a
comprehensive plan for monitoring and
evaluating the fidelity of implementation
data (who, what, when, how, and review
dates) as well as a plan to assess the
social validity of the implementation,
positive impact on the target behavior,
and impact of the plan on the student’s
academic and social behaviors.
The candidate develops a plan for
monitoring and evaluating the fidelity
of implementation data (who, what,
when, how, and review dates).
The candidate does not
develop a plan for
monitoring or evaluating
student progress.
Collaborate with
School Personnel
BIP at a Glance
The candidate meets with a team of
individuals to discuss the preventative
and replacement strategies, what will be
taught, supports, monitoring, and the
crisis
plan.
The candidate initiates a meeting
but does not meet with individuals to
discuss preventative and
replacement strategies, what will be
taught, supports, monitoring, and
the crisis plan.
The candidate fails to
initiate or meet with a team
of individuals to discuss
the behavior intervention
plan.
Summary and
Analysis of
Results and
Recommendations
Candidate uses assessment information
in making eligibility, programming, and
placement decisions for individuals with
exceptionalities by providing a detailed
summary of the results of the
interventions, links behavior change and
the use of data collection to make
educational decisions, provides detailed
recommendations that are based on the
results of the interventions and the
present level of performance of the
student.
Candidate uses assessment
information in making eligibility,
programming, and placement
decisions for individuals with
exceptionalities: provides general
summary of the results of the
interventions and general
recommendations that are based on
the results of the interventions and
the present level of performance of
the student.
Candidate does not use
assessment information in
making eligibility,
programming, and
placement decisions for
individuals with
exceptionalities.
PBIS PROJECT RUBRIC 6
Gather, develop,
modify
Baseline and
Intervention Data
Candidate selects and uses a technically
sound formal or informal assessment
tool to gather baseline and intervention
(formative) data. The candidate provides
a written rationale for the use of the
assessment tool.
Candidate selects and uses an
assessment tool to gather baseline,
and intervention (formative) data but
the rationale for its use is not
provided or not accurate.
Candidate selects and
uses an assessment tool
to gather baseline and
intervention (formative)
data, however the
assessment tool was not
the appropriate measure
for the behavior being
measured.
Daily Reflective
Journals
Candidate evaluates instruction by
reflecting upon the principles of behavior
change and
his/her impact on student
learning.
-Provides detailed daily reflective journal
on project.
– reflections include detailed description
of on-going evaluation of the
intervention.
Candidate evaluates instruction by
reflecting upon the principles of
behavior change and his/her impact
on student learning.
-Provides daily reflective journal on
project.
– reflections include general
description of on-going evaluation of
the intervention.
Candidate fails to evaluate
instruction by reflecting
upon the principles of
behavior change and
his/her impact on student
learning.
-Provides incomplete daily
reflective journal on
project.
– reflections include vague
description of on-going
evaluation of the
intervention.
Impact to Student
Learning
Statement
Candidate summarizes the impact of
the behavioral intervention using positive
behavior supports on the student’s
access to, participation in, and progress
in the general education curriculum
through consideration of all relevant
factors (abilities, interests, environments,
and cultural and linguistic factors)when
considering how the intervention
affected the
student’s behavior.
Candidate summarizes the impact of
the behavioral intervention using
positive behavior supports on the
student’s access to, participation in,
and progress in the general
education through some but not all
related areas (abilities, interests,
environments, and cultural and
linguistic factors)when considering
how the intervention affected the
student’s behavior.
Candidate summarizes of
the impact of the
behavioral intervention on
the student’s access to,
participation in, and
progress in the general
education curriculum.
PBIS PROJECT RUBRIC 7
Final Reflection of
Project
Candidate includes a detailed final
reflection of entire project.
– Answers all of questions listed in
guidelines.
-Follows formatting guidelines.
Candidate includes a final reflection
of entire project.
– Answers 5 of the 6 questions listed
in guidelines.
-Follows formatting guidelines.
Candidate includes a final
reflection of entire project.
– Answers less than 5 of
the questions listed in
guidelines.
-Follows some of the
formatting guidelines.
Appendices Candidate includes a scanned and
completed copy of the following items in
the appropriate section of the PBIS
Project: Interview forms, Behavior Rating
Scale, and Data Collection forms.
Candidate includes a scanned and
completed copy of the following
items in the appropriate section of
the PBIS Project: Interview forms,
and data collection forms.
Candidate fails to include a
scanned and scanned and
completed copy of the
following forms: Interview
forms, and data collection
forms.
Overall Writing
Guidelines
Candidate’s project is exemplary and
demonstrates a high level of
professionalism expected for graduate
level programs:
-Follows format and guidelines. No
errors noted.
Candidate’s project is acceptable
and demonstrates a basic level of
professionalism expected for
graduate level programs. Mostly
follows format and guidelines; minor
errors were noted.
Candidate’s project is
unacceptable and
demonstrates a lack of
professionalism expected
for graduate level
programs. Did not
consistently follow format
and guidelines. The project
was seriously flawed and
contained numerous
errors.
Total Points 300 points
ELSE 6163
POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS
PBIS PROJECT
SCORING RUBRIC
PBIS PROJECT RUBRIC 2
TASKS
Exemplary
Acceptable
Unacceptable
Summary Student
Profile
Information
Candidate describes the student’s
demographic and background
information that includes relevant
cultural and familial information that is
related to the target learner’s
educational needs and abilities that
supports the need for the development
of interventions with positive behavior
supports.
Candidate describes the student’s
demographic and background
information, including pertinent
cultural and familial information,
related to the target learner’s
educational needs and abilities.
Candidate fails to provide
a description of the
student’s demographic and
background information
that relates to the learner’s
educational needs.
Candidate also does not
justify the need for the
development of
interventions with positive
behavior supports.
Completed
Assessments and
Interviews
Clearly and accurately summarized all
completed the Social Skills Checklist
and Motivational Assessment Scale and
parent and student interviews.
Completed assessments and interviews
are uploaded to Blackboard.
Vaguely or inaccurately completed
the Social Skills Checklist and
Motivational Assessment Scale and
parent and student interviews.
Completed assessments and
interviews are uploaded to
Blackboard.
Unclearly completed the
Social Skills Checklist and
Motivational Assessment
Scale and parent and
student interviews and or
fails to upload. Completed
assessments and
interviews to Blackboard.
Target Behavior The candidate identifies the student’s
target behavior that is observable,
measurable, and includes examples and
non-examples of the behavior.
The candidate identifies a target
behavior that is observable but does
not include examples and non-
examples of
the behavior.
The candidate does not
identify a target behavior
that is observable and/or
does not include examples
and non-examples of the
behavior.
ABC Recording
The candidate provides a collection of
student’s behavior using observation
notes; antecedents, behavior, and
consequences are defined with action
words without the use of feelings,
intentions, or inferences.
The candidate provides a collection
of behavior notes using observation;
antecedents, behavior, and
consequences however, behaviors
are defined with the use of feelings
or inferences such as aggressive,
angry, happy, excited, or lazy.
The candidate does not
provide a collection of
student behaviors using
either observation notes or
antecedents, behavior, or
consequences.
PBIS PROJECT RUBRIC 3
ABC Summary
Statement
The candidate identifies a hypothesis in
one complete statement; the behavior
listed in the hypothesis is the same one
identified as the focus of the FBA, and
all three components (antecedent,
behavior, consequence) are linked to the
FBA data.
The candidate identifies the
hypothesis in a statement that
includes the antecedent, behavior,
and consequence; however, one
does not link to
the FBA data.
Candidate does not
identify a hypothesis
statement or the statement
written only links one
component (antecedent,
consequence, behavior) to
the FBA data.
Function of
Behavior
The candidate identifies a function of the
behavior that is valid, supported in
research literature, and linked to FBA
data.
The candidate identifies the function
of the behavior that is valid and
supported in research literature but
is not linked to FBA data.
Candidate fails to identify
function of the behavior
that is related to the
observations conducted.
Writing Behavioral
Objectives
The candidate identifies a behavioral
objective by including: the learner,
behavior, condition and criteria within the
objective.
The candidate identifies skill in
developing behavioral objectives by
including: 3 of the 4 components.
Learner, behavior, condition and
criteria.
The candidate
demonstrates fails to write
a behavioral objectives for
the behavior. The objective
is vague and/or includes
less than three
components.
Operational
Definition
Candidate identifies operational
definition of the target behavior that is
clear and explicitly defined and
generalized (repeated, paraphrased by
others) that include both examples and
non-examples of the behavior observed.
Candidate identifies an operational
definition of the targeted behavior
that are both measurable and
observable to ensure proper data
collection. Examples and non-
examples of the behavior are not
provided.
Candidate does not
identify the operational
definition of the target
behavior in observable and
measurable terms or
provide examples of the
behavior to ensure proper
data collection.
Intervention Plan –
Overview
Candidate selects and uses research
supported methods for academic and
nonacademic instruction of individuals
with exceptionalities that provides a
detailed description of the intervention
that is supported by evidence based
Candidate selects and uses
research supported methods for
academic and nonacademic
instruction of individuals with
exceptionalities that provides the
name and a general description of
Candidate does not select
or use research supported
methods for academic and
nonacademic instruction of
individuals with
exceptionalities that is
PBIS PROJECT RUBRIC 4
research and states a correlation
between the intervention and its impact
on the target behavior.
intervention selected that is
supported by evidence based
research.
supported by evidence
based research.
Proactive
Preventative
Strategies
The candidate develops strategies and
supports to prevent the behaviors
described in the Behavior Intervention
Plan and includes both: strategies which
are general, prevention supports such as
providing choices, reinforcing alternative
acceptable behavior, self- monitoring
checklist, and strategies that are based
on the function (e.g., if escape work,
then reduce work stress); if for social
attention from peers, then design
opportunities for peer interaction that are
based on the function of the behavior.
The candidate develops strategies
and supports to prevent the
behaviors that are described in the
Behavior Intervention Plan but only
include general, prevention supports
that are not based on the function of
the behavior.
The candidate does not
develop strategies to
prevent the behavior that
is described in the
Behavior Intervention Plan
and/or does not describe
how to respond when the
behavior occurs (i.e., how
to prevent the behavior
from becoming worse
when it has already
occurred).
Replacement
Skills
The candidate identify ‘replacement’
behaviors that serve the same function
as the problem behavior (i.e. allows the
student to communicate the same need
in a more acceptable way) and provides
details regarding what strategies will be
used to teach the replacement
behaviors, when it will be taught,
frequency, and duration.
The candidate identify replacement
behavior that is defined but not
aligned to the function of the
behavior and strategies to teach
replacement behaviors.
The candidate does not
identify replacement
behaviors.
Consequence
Strategies
The candidate develops strategies that
describe how to respond when/if the
student demonstrates the replacement
behaviors and identify what reinforcers
will
be used, the schedule of reinforcers.
The candidate develops strategies
that describe how to respond when
and if the student demonstrates the
replacement behaviors but fail to
clearly identify what reinforcers will
be used, the schedule of reinforcers.
The candidate does not
develop strategies that
describe how to respond
when/if the student
demonstrates the
replacement behaviors are
not identified.
PBIS PROJECT RUBRIC 5
Generalization The candidate describes how
interventions will be implemented across
time, people and settings; and identifies
the time line, and where the
interventions will be implemented, and
strategies that will be used to maintain
positive behavior skills.
The candidate describes how
interventions will be implemented
across time, people and settings.
Identifies the time line, and where
the interventions will be
implemented.
The candidate does not
describe how interventions
will be implemented across
time, people and settings.
Monitoring The candidate develops a
comprehensive plan for monitoring and
evaluating the fidelity of implementation
data (who, what, when, how, and review
dates) as well as a plan to assess the
social validity of the implementation,
positive impact on the target behavior,
and impact of the plan on the student’s
academic and social behaviors.
The candidate develops a plan for
monitoring and evaluating the fidelity
of implementation data (who, what,
when, how, and review dates).
The candidate does not
develop a plan for
monitoring or evaluating
student progress.
Collaborate with
School Personnel
BIP at a Glance
The candidate meets with a team of
individuals to discuss the preventative
and replacement strategies, what will be
taught, supports, monitoring, and the
crisis
plan.
The candidate initiates a meeting
but does not meet with individuals to
discuss preventative and
replacement strategies, what will be
taught, supports, monitoring, and
the crisis plan.
The candidate fails to
initiate or meet with a team
of individuals to discuss
the behavior intervention
plan.
Summary and
Analysis of
Results and
Recommendations
Candidate uses assessment information
in making eligibility, programming, and
placement decisions for individuals with
exceptionalities by providing a detailed
summary of the results of the
interventions, links behavior change and
the use of data collection to make
educational decisions, provides detailed
recommendations that are based on the
results of the interventions and the
present level of performance of the
student.
Candidate uses assessment
information in making eligibility,
programming, and placement
decisions for individuals with
exceptionalities: provides general
summary of the results of the
interventions and general
recommendations that are based on
the results of the interventions and
the present level of performance of
the student.
Candidate does not use
assessment information in
making eligibility,
programming, and
placement decisions for
individuals with
exceptionalities.
PBIS PROJECT RUBRIC 6
Gather, develop,
modify
Baseline and
Intervention Data
Candidate selects and uses a technically
sound formal or informal assessment
tool to gather baseline and intervention
(formative) data. The candidate provides
a written rationale for the use of the
assessment tool.
Candidate selects and uses an
assessment tool to gather baseline,
and intervention (formative) data but
the rationale for its use is not
provided or not accurate.
Candidate selects and
uses an assessment tool
to gather baseline and
intervention (formative)
data, however the
assessment tool was not
the appropriate measure
for the behavior being
measured.
Daily Reflective
Journals
Candidate evaluates instruction by
reflecting upon the principles of behavior
change and
his/her impact on student
learning.
-Provides detailed daily reflective journal
on project.
– reflections include detailed description
of on-going evaluation of the
intervention.
Candidate evaluates instruction by
reflecting upon the principles of
behavior change and his/her impact
on student learning.
-Provides daily reflective journal on
project.
– reflections include general
description of on-going evaluation of
the intervention.
Candidate fails to evaluate
instruction by reflecting
upon the principles of
behavior change and
his/her impact on student
learning.
-Provides incomplete daily
reflective journal on
project.
– reflections include vague
description of on-going
evaluation of the
intervention.
Impact to Student
Learning
Statement
Candidate summarizes the impact of
the behavioral intervention using positive
behavior supports on the student’s
access to, participation in, and progress
in the general education curriculum
through consideration of all relevant
factors (abilities, interests, environments,
and cultural and linguistic factors)when
considering how the intervention
affected the
student’s behavior.
Candidate summarizes the impact of
the behavioral intervention using
positive behavior supports on the
student’s access to, participation in,
and progress in the general
education through some but not all
related areas (abilities, interests,
environments, and cultural and
linguistic factors)when considering
how the intervention affected the
student’s behavior.
Candidate summarizes of
the impact of the
behavioral intervention on
the student’s access to,
participation in, and
progress in the general
education curriculum.
PBIS PROJECT RUBRIC 7
Final Reflection of
Project
Candidate includes a detailed final
reflection of entire project.
– Answers all of questions listed in
guidelines.
-Follows formatting guidelines.
Candidate includes a final reflection
of entire project.
– Answers 5 of the 6 questions listed
in guidelines.
-Follows formatting guidelines.
Candidate includes a final
reflection of entire project.
– Answers less than 5 of
the questions listed in
guidelines.
-Follows some of the
formatting guidelines.
Appendices Candidate includes a scanned and
completed copy of the following items in
the appropriate section of the PBIS
Project: Interview forms, Behavior Rating
Scale, and Data Collection forms.
Candidate includes a scanned and
completed copy of the following
items in the appropriate section of
the PBIS Project: Interview forms,
and data collection forms.
Candidate fails to include a
scanned and scanned and
completed copy of the
following forms: Interview
forms, and data collection
forms.
Overall Writing
Guidelines
Candidate’s project is exemplary and
demonstrates a high level of
professionalism expected for graduate
level programs:
-Follows format and guidelines. No
errors noted.
Candidate’s project is acceptable
and demonstrates a basic level of
professionalism expected for
graduate level programs. Mostly
follows format and guidelines; minor
errors were noted.
Candidate’s project is
unacceptable and
demonstrates a lack of
professionalism expected
for graduate level
programs. Did not
consistently follow format
and guidelines. The project
was seriously flawed and
contained numerous
errors.
Total Points 300 points
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Formatting
Title Page
Citation
Outline
