NASP CASE STUDY RUBRIC Practicum and Intern Guidelines for Evaluating Case Study Patterned after the NASP Case Study Rubric: NCSP Case Study Rubric Very Effective Effective Development Problem Identification Problem Identification The student’s behavior is The student’s behavior is The student’s behavior is 1.1 defined in the context of operationally defined identified but not appropriate grade and/or operationally defined peer expectations, e.g., local norms Problem Identification The problem is -- The problem is not 1.2 collaboratively defined collaboratively defined Problem Identification The discrepancy between The behavior is The behavior is not 1.3 current and desired level of operationally defined or operationally defined in performance is explained quantified in terms of both of both current and current and desired levels desired levels of of performance performance Problem Identification Baseline includes the A baseline for the student A baseline for the student 1.4 student behavior and behavior is established behavior is not established peer/grade norms and using sufficient data or has insufficient data expectations with computed trend lines Problem Identification The student behavior is -- The student behavior is 1.5 identified as a skill and/or not identified as a skill performance deficit and/or performance deficit Problem Identification Parents/guardians and -- Parents/guardians and 1.6 teachers are involved in the teachers are not involved problem-identification in the process identification process Problem Analysis Problem Analysis Hypotheses are generated One or more hypotheses Hypotheses are not 2.1 through collaboration with are developed to identify developed, hypotheses are teacher and/or parent the functions that the developed in only one area behavior serves and/or the and/or hypotheses are not conditions under which the measurable behavior is occurring or has developed in two or more of the following areas: child factors, curriculum, peers, teacher, classroom, home
NASP CASE STUDY RUBRIC Practicum and Intern Guidelines for Evaluating Case Study Patterned after the NASP Case Study Rubric: NCSP Case Study Rubric Very Effective Effective Development Problem Identification Problem Identification 1.1 The student’s behavior is defined in the context of appropriate grade and/or peer expectations, e.g., local norms The student’s behavior is operationally defined The student’s behavior is identified but not operationally defined Problem Identification 1.2 The problem is collaboratively defined -- The problem is not collaboratively defined Problem Identification 1.3 The discrepancy between current and desired level of performance is explained The behavior is operationally defined or quantified in terms of both current and desired levels of performance The behavior is not operationally defined in of both current and desired levels of performance Problem Identification 1.4 Baseline includes the student behavior and peer/grade norms and expectations with computed trend lines A baseline for the student behavior is established using sufficient data A baseline for the student behavior is not established or has insufficient data Problem Identification 1.5 The student behavior is identified as a skill and/or performance deficit -- The student behavior is not identified as a skill and/or performance deficit Problem Identification 1.6 Parents/guardians and teachers are involved in the problem-identification process -- Parents/guardians and teachers are not involved in the process Problem Analysis Problem Analysis 2.1 Hypotheses are generated through collaboration with teacher and/or parent One or more hypotheses are developed to identify the functions that the behavior serves and/or the conditions under which the behavior is occurring or has developed in two or more of the following areas: child factors, curriculum, peers, teacher, classroom, home Hypotheses are not developed, hypotheses are developed in only one area and/or hypotheses are not measurable identification
School-Psych-Handbook-For-Fall-2018.12.docx