Copied from the following NASP website: NCSP application for non-approved programs: web pages 27-31 NCSP Case Rubric Section 1: Problem Identification Very Effective Effective Needs Development 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 and/or peer operationally defined expectations, e.g., local norms The problem is collaboratively The problem is not 1.2 defined collaboratively defined 1.3 The discrepancy between The behavior is operationally The behavior is not current and desired level of defined or quantified in terms of operationally defined in terms performance is explained both current and desired levels of both current and desired of performance levels of performance 1.4 Baseline includes the student A baseline for the student A baseline for the student behavior and behavior is established using behavior is not established or norms and expectations with sufficient data has insufficient data computed trend lines 1.5 The student behavior is The student behavior is not identified as a skill and/or identified as a skill and/or performance deficit performance deficit 1.6 Parents/guardians and teachers Parents/guardians and are involved in the teachers are not involved in process the problem-identification process
Copied from the following NASP website: NCSP application for non-approved programs: web pages 27-31 NCSP Case Rubric Section 1: Problem Identification Very Effective Effective Needs Development 1.1 The student’s behavior is defined in the context of appropriate 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 1.2 The problem is collaboratively defined The problem is not collaboratively defined 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 terms of both current and desired levels of performance 1.4 Baseline includes the student behavior and 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 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 1.6 Parents/guardians and teachers are involved in the process Parents/guardians and teachers are not involved in the problem-identification process
cpse-eds-handbook-2014-15-Final-v2.docx