Strategy Instruction for Rationale and Referencd

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Strategy Instruction Project- Grading Rubric

Unacceptable

Developing

Proficient

Exemplary

Target Child

The description of the focus learner includes information about less than 3 of the following: Their strengths, weaknesses, age, grade level, and special education services received (e.g. speech, BIP, OT) and/or the description is poorly written and difficult to understand.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand.

The description of the focus learner includes information about 3 of the following: Their strengths/interests, weaknesses, age, grade level, and special education services received (e.g. speech, BIP, OT).

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand.

The description of the focus learner includes information about 4 of the following: Their strengths/interests, weaknesses, age, grade level, and special education services received (e.g. speech, BIP, OT).

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand.

The description of the focus learner includes information about all of the following: Their strengths/interests, weaknesses, age, grade level, and special education services received (e.g. speech, BIP, OT).

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job

Target Behavior

One or more of the required elements is missing from your paper and/or all three descriptions are not well written or accurate.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand.

A description of each of the following is included: (a) the behavior to be targeted for intervention, (b) a rationale for why the behavior should be targeted, and (c) 3-5 observable and measurable objectives, and (d) the targeted communication skill; however, two are not well written or accurate.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand.

A well written and accurate description of each of the following is included: (a) the behavior to be targeted for intervention, (b) a rationale for why the behavior should be targeted, and (c) 3-5 observable and measurable objectives, and (d) the targeted communication skill

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job

Data Collection

One or both of the required elements is missing from your paper.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand.

A description of the process used to collect data is included (i.e. an account of how the data were collected with not enough detail that someone else could collect your data without you being there) AND an explanation of the type of data that were collected is provided (e.g. latency, duration, frequency, intervals, etc.); however, it is not accurate OR the type of data collected does not make sense given the targeted behavior.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand.

A description of the process used to collect data is included (i.e. an account of how the data were collected with enough detail that someone else could collect your data without you being there; however, the person would need to ask a few questions first) AND an accurate explanation of the type of data that were collected is provided (e.g. latency, duration, frequency, intervals, etc.) OR a well written description of the process used to collect data is included (i.e. an account of how the data were collected with enough detail that someone else could collect your data without you being there); however, the type of data that were collected is inaccurate (e.g. you collected latency data but called it duration) AND the type of data collected makes sense given the targeted behavior.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand.

A well written description of the process used to collect data is included (i.e. an account of how the data were collected with enough detail that someone else could collect your data without you being there) AND an accurate explanation of the type of data that were collected is provided (e.g. latency, duration, frequency, intervals, etc.) AND the type of data collected makes sense given the targeted behavior.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job

Intervention

The intervention or teaching strategy is described only generally and/or the description is so vague that it is unclear exactly what was implemented and how.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand.

The intervention or teaching strategy is described; however, details and examples are not clear enough that the reader can understand how you implemented the intervention (i.e. someone would need you to be there in order to use your intervention).

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand.

(1) The intervention or teaching strategy is described in a complete and detailed manner. (2) An explanation of why the intervention was chosen is included. (3) Details and/or examples are provided that allow the reader to understand how you implemented the intervention; however, someone would need to ask a few questions before they could use your intervention without you being there.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand.

(1) The intervention or teaching strategy is described in a complete and detailed manner. (2) An explanation of why the intervention was chosen is included. (3) Specific details and/or examples are provided that allow the reader to understand exactly how you implemented the intervention (i.e. someone could use your intervention without you being there simply from reading your description).

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job

Rationale & References

The intervention description includes a rationale with less than two references to professional literature and/or the references included do not match the intervention that you used.

Reference(s) have multiple APA errors.

The intervention description includes a rationale with two references supporting the use of the intervention or strategy that you used.

Both references mostly follow APA format, there may be a few mistakes

The intervention description includes a rationale with two references to the professional literature supporting the use of the intervention or strategy that you used. The references include at least one professional journal (e.g. Teaching Exceptional Children, Intervention in School and Clinic).

Both references follow APA format with little or no mistakes

The intervention description includes a rationale with two references to the professional literature supporting the use of the intervention or strategy that you used. Both references are from professional journals (e.g. Teaching Exceptional Children, Intervention in School and Clinic).

Both references follow APA format with little or no mistakes

Learning Goal Data

The graph does not accurately depict the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND/OR the graph includes less than two of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line.

The graph accurately depicts the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND the graph includes two of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line.

The graph accurately depicts the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND the graph includes three of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line.

The graph accurately depicts the data collected (e.g. rates, percentages, etc. are calculated and represented correctly) AND the graph includes all of the following components: (1) The X and Y axis are labeled accurately (i.e. the Y axis indicates the behavior and type of data collected and the X axis indicates a measure of time); (2) A separation between baseline and intervention data is indicated with a solid line; (3) The baseline and intervention phases are labeled accurately; and (4) Any change in intervention is indicated with a dotted line.

Communication Skill Data

Data Analysis

Two or more of the required elements is missing from your paper OR the analysis is poorly written and difficult to understand.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are unacceptable. This section is difficult to read and understand.

Your analysis includes two of the following: (1) An explanation of how you felt the intervention worked (or didn’t work); (2) changes you made during the project and/or would make in the future if you were to do it again; (3) the next steps for the target child/children that tell how you would continue to help the child make progress toward his/her goals.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are acceptable, however, at times, this section is difficult to read and understand.

Your analysis includes the following: (1) An explanation of how you felt the intervention worked (or didn’t work); (2) changes you made during the project and/or would make in the future if you were to do it again; (3) the next steps for the target child/children that tell how you would continue to help the child make progress toward his/her goals.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are proficient. This section is mostly easy to read and understand.

Writing style, flow, spelling, mechanics, sentence structure, organization, etc. are at an advanced level of proficiency. This section is easy to read and understand. Great Job