Behavior & Social-Emotional Key Assessment/ Final Exam:

FBA/BIP- Behavior Intervention Plan

Candidate: Emma Murphy
Assessed by: Carrie Mitchell
Date: April 29, 2022

EDU 352 & SED 351: Final Exam Behavior Intervention Plan
For your final exam, you will be writing a Behavior Intervention Plan (BIP). The Functional behavioral Assessment and brainstorming section
has been already completed by you and your special education team, including the parents.

 You will be completing the BIP, based on the template below, as a TEAM! You will be paired up with others. Quality FBA
and BIPS are facilitated and developed as a TEAM.
 You will be including the following:
 Identify the target behaviors in the BIP
 Medication considerations
 General education classroom management techniques to help Joey/ differentiation
 Crisis plan
 The desirable appropriate behaviors that need to be “taught”
 Use of assistive technology (this also supports the family’s positive views of technology- home culture)
 Identify how Joey can self-advocate/ self-manage
 How can strategies be incorporated in the least “intrusive” way
 Incorporate full team participation and collaboration
 Tools/ data collection strategies
 Identify how the target skills will be generalized across settings
 You will identify the above by putting ( ) parentheses after the skill, strategy etc. is added o the BIP. Ex: (target behavior)
 The language needs to be clearly written with positive language.
 See rubric below
 See standard alignments below
 Passage of this assessment is based on earning threes and fours, with at least an 80% overall score (61/76 points).
Instrument/ Template

ABC
Functional Behavior Assessment
FBA
Student: Joey Smith

Date: 11/18/20

Members Present: Mrs. Smith (parent), Mr. Gym (P.E. Teacher), Ms. Martin (school psychologist), Mrs. Park (social worker), Mrs.
Lang (speech & language pathologist), Mrs. Jones (occupational therapist), Mrs. Adams (special education teacher/TC), Mrs. Shepard
(administrator)
Antecedents: Behavior: Consequences:
What happens before the behavior? What is the behavior? What happens after the behavior?
Who, what, where and when? Problem Identification: What have been our responses to the
List behaviors in measurable and behavior?
 Gym is very loud & echoes observable terms.
 Effortful tasks Rate impact: I=increased behavior
 Tasks that are physically hard for  Difficulty sleeping- hard time D=decreased the behavior
him falling asleep (usually 11:00)- N=no impact
 He is perfectionist. Slow to wake  D:Leaves to room for a drink of
 Lunch/recess/specials  Noise in the gym, music class, water/restroom break
 Doesn’t want to go to recess. increases the need to leave the  D: trampoline/ ball chair at home
 Social activities/ team activities room  D/I: Talk to him
 Leaves the cafeteria during lunch  D:Moves in classroom- paces in
 Crying at home- not wanting to the back of class

Extended History: What else do we need
to know that will be helpful that pertains
specifically to the problem behavior?
 ASD
 OT- sensory/motor planning/fine
motor/low tone
 SW- peer social interactions
 Speech & language
 TC- math; used to have
organizational goals
 Uses Alpha Smart independently
 On anxiety medication
come to school
 Crying during social studies
 He will “shut down” and say “I’m
fine”- does not want to talk about
it.
 Disorganized- can’t find
assignments, homework, pencils
 Anxiety, over-stimulated
Prioritize the behaviors based upon
whether they are dangerous, destructive,
or disruptive
 None are considered dangerous or
destructive
 Joey’s anxiety and lack of
organization are disruptive to his
learning.
Analyze data:
 Attain data for how many times
Joe participates in PE (Mr. Gym)
 Attain data: How many missing
assignments. (Mrs. Shepard).
Problem Specification:
(Why do you believe the behavior is
occurring?
 Both the difficulties in PE and
organization are a direct result of
Joe’s sensory needs/ASD.
 BRAINSTORM
What do we need to do differently to decrease the antecedents and responses which are triggering the problem behavior?

 All ideas are good ideas

 Do not over-explain, defend, convince
 Professional Role Elimination
 Focus on developing the best idea in the room

 Stay in for recess in RR room

 Scheduled body/ sensory break in the sensory room
 Ability to move as needed
 Help with assignment book
 Mavis Beacon Typing program to help increase typing speed
 use noise canceling headphones for gym.
 sensory seat during all classes especially social studies.
 optional classroom lunch.
 social stories for locker.
 Eliminate percentage grades.

Behavior Intervention Plan

BIP

Antecedent Strategies: Behavior Teaching: Consequences Strategies:

 What can we do to prevent the problem
behavior? How will the environment be
set up to decrease problem behaviors and
increase the likelihood for using new
skills?
 Joey is allowed to stay in for
recess in RR room with teacher
supervisor.
 Joey has a scheduled sensory
break every 8 minutes in
classroom but every 30 minutes
for sensory room or at least once a
day depending on if needed.
 Joey may be released to RR if
need during work time in the
classroom for help on assignment.
 Allow to use noise canceling
headphone during loud times at
gym or when Joey feels it is
needed.
 Have each classroom to allow Joey
to use sensory seats for
overstimulation and anxiety
 Joey will rely on buddy system
during whole school situations.
 Social stories in Joey’s locker to
explain what supplies to remember
for next class.
 After reading social stories in
locker, Joey is allowed to carry
backpack with needed items for
What skill does the student need to be
successful?(Consider child’s
developmental level.) is this an acquisition
deficit or performance deficit?
What skills do we want to teach?
 To be able to monitor and/or
recognize how Joey is
feeling/responding when he
became disorganized and anxious.
What are the replacement behaviors?
 Behavioral logs done by both gen
ed teacher and RR teacher.
 Coping with anxiety in a health
productive way by using social
stories.
What are specific behavior criteria?
 Joey will use the anxiety rating
scale that RR teacher provided and
of behavioral log completed by
both gen ed teacher and RR
teacher. He will be able to identify
when he is becoming anxious to
avoid crying and leaving
classroom.
 Different uses of sensory tools will
aid in allowing him to cope with
What will be our responses to support
teaching the new behavior?
What are our correction procedures?
 Review of anxiety rating scale
with Joey, both during state of
calm, when his anxiety begins to
escalate and after any breakdown.

How will we reinforce the target
behavior?
 Repeadly go over target behavior
with social stories at the beginning
and the end of the day.
 Breathing exercises when starting
to feel anxious.
 Allow for pacing room when
feeling anxious in all classrooms
but making this the last step of
attention.
Crisis Plan:
 Call principal and special
education when there is a
 the class to eliminate forgetting
supplies.
 To eliminate his perfectionist
behavior, correct the work on
worksheet but do no put
percentage grade on worksheets.
anxiety and disorganizations. meltdown. Then move Joey to the
sensory room.
What data will we collect?  If in crisis mode, use the anxiety
rating scale to help regulate his
 Parents will log break down behavior.
behaviors at home and how/when  Check last dose of anxiety
they occur. medications.
 Track number of needed sensory
breaks.
 Track when anxiety leads to
disorganization/ overstimulation.
 Track when anxiety medication is
being taken and how medication is
helping.

Action Plan

WHO Will do WHAT By WHEN Status at the time of

Plan Review Date
Parents Tracking meltdowns at home Wednesday, December 2,2020
how/when they are occurring.
Mr. Gym Track when/ frequency of Wednesday, December 2,2020
overstimulation.
Track when headphones are
need in the gym.
Ms. Martin Track medication intake and Wednesday, December 2,2020
 frequency.
Track behavior on/off
medications.
Mrs. Park Create new rating scale and go ASAP
over its use. But reviewed on Wednesday,
December 2,2020
Mrs. Lang Create plan for when feeling Wednesday, December 2,2020
overstimulated and anxious in
different classroom settings.
Mrs. Jones Provides different sensory seat ASAP
for each classroom. But reviewed on Wednesday,
December 2,2020
Mrs. Adams Track number of times when Wednesday, December 2,2020
using the RR for recess and
lunch.
Track number of times need to
be brought into the classroom
when in crisis mode.
Mrs. Shepard Track number of breakdowns Wednesday, December 2,2020
during social studies and what
is the trigger.
Track number of times needed
to pace in classroom or leaves
due to anxiety.

Plan Review Date:

Level Three Plans:
 Behavior Intervention Plan required
 Parental consent required (Use Level Three Parent Consent form)
 Administrative consent required (Use Supervisory BIP approval form)
 Behavior Plan Review Committee approval

Strategies: Emergency restraint, Seclusion Time-out (must follow Student Seclusion and Restraint Guidelines, 5630.01)

Assessment/ Rubric:
Assessment 16: Unsatisfactory: Basic: Proficient: Distinguished:

Behavior Intervention Plan Level of performance
Assessment- key assessment that demonstrates a lack
of understanding of the
topic and little
competence when
attempting to implement
related activities to the
topic
(1)
A level of performance A level of performance A level of excellence that
that demonstrates a that demonstrates a fairly demonstrates a very high
limited level of high level of level of understanding of
understanding of the understanding of the the topic and strong
topic and a low level of topic and some degree of competence in
competence when competence when implementing related
implementing related implementing related activities to the topic.
activities to the topic. activities to the topic.
(4)
(2) (3)

The candidate has identified the
target behaviors.
P.1 Learner-Centered Supports: n
P.2 Ethics & Professional Growth: a, b
SED/ MARSE
Develop a systematic behavior management
The candidate somewhat
identifies target behaviors
in an honest manner. The
candidate identifies the
target behaviors without
data-driven decisions.
The candidate identifies The candidate clearly The candidate clearly
target behaviors in an identifies target behaviors identifies target behaviors in
honest, ethical, and legal in an honest, but sensitive, an honest, but sensitive,
manner. The candidate ethical, legal, and ethical, legal and respectful
identifies the target respectful manner. The manner. The candidate
behaviors based on a candidate identifies the identifies the target behaviors
limited assessment and target behaviors based on based on evidence from
data. evidence from some multiple forms of assessment
plan using observation, recording, charting, assessments and data. and data.
establishment of timelines, hierarchies of
interventions, and schedule of reinforcement.

Select target behaviors to be changed and

identify critical variables affecting the target
behavior.

Create interventions that begin with the least

intrusive approach, consistent with the needs
of the learner.

Identify legal and ethical implications

(including confidential communications) of
interventions and applicable laws,
rules/regulations, and procedural safeguards
regarding the planning and implementation of
behavior management techniques.

EDU: 6,10 SED: 1,3,4

In-TASC: Learner & Learning, Professional

Responsibilities

CEC-HLPS: 3,10,16

CAEP: 1.1

MDE Core Standards: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking, Ethics

The candidate identifies what skills The candidate somewhat
the team will need to teach. identifies what skills the
student will need to be
P.1 Learner-Centered Supports: n
taught. The candidate
SED/ MARSE identifies the skills based
on very little assessment
Develop a systematic behavior management
plan using observation, recording, charting, data, and research-based
establishment of timelines, hierarchies of practices. The skills are not
interventions, and schedule of reinforcement. clearly mapped out with
Select target behaviors to be changed and who is responsible. The
identify critical variables affecting the target interventions are somewhat
behavior. intrusive.
The candidate identifies
what skills the student will
need to be taught. The
candidate identifies the
skills are based on
evidence with limited
assessment data and
research-based practices.
The skills are mapped out
and identified in the plan,
as well as who is
responsible for
The candidate clearly
identifies what skills the
student will need to be
taught. The candidate
identifies the skills based
on evidence on some
assessment data and
research-based practices.
The skills are mapped out
and identified in the plan,
as well as who is
responsible for
The candidate clearly
identifies what skills the
student will need to be
taught. The candidate
identifies the skills based on
evidence from multiple forms
of assessment and data, and
research-based practices. The
skills are mapped out and
identified in the plan, as well
as who is responsible for
implementing and tracking
Create interventions that begin with the least implementing. The implementing and tracking the data, and by when. The
intrusive approach, consistent with the needs
interventions are somewhat the data. The interventions interventions are as least
of the learner.
intrusive. are as least intrusive as intrusive as possible to meet
EDU: 6,10 SED: 1,3,4 possible to meet the needs the needs of the student.
In-TASC: Learner & Learning of the student.

CEC-HLPS: 3,10,16

CAEP: 1.1

MDE Core Standards: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking

The candidate has identified the The candidate somewhat The candidate identifies The candidate clearly The candidate clearly
replacement behaviors. identifies what replacement what replacement identifies what replacement identifies what replacement
behaviors the student will behaviors the student will behaviors the student will behaviors the student will
P.1 Learner-Centered Supports: n
need to be taught. The need to be taught. The need to be taught. The need to be taught. The
SED/ MARSE candidate identifies the candidate identifies the candidate identifies the candidate identifies the
replacement behaviors replacement behaviors replacement behaviors replacement behaviors based
Develop a systematic behavior management
plan using observation, recording, charting, based on very little based on evidence from based on evidence from on evidence from multiple
establishment of timelines, hierarchies of assessment, data, and limited assessment data some assessment data and forms of assessment and
interventions, and schedule of reinforcement. research-based practices. and research-based research-based practices. data, and research-based
Select target behaviors to be changed and The skills are not clearly practices. The skills are The skills are mapped out practices. The skills are
identify critical variables affecting the target mapped out or identifies somewhat mapped out and and identified in the plan, mapped out and identified in
behavior. who is responsible. The identified in the plan, as as well as who is the plan, as well as who is
Create interventions that begin with the least interventions are somewhat well as who is responsible responsible for responsible for implementing
intrusive approach, consistent with the needs intrusive. for implementing. The implementing and tracking and tracking the data, and by
of the learner. interventions are somewhat the data. The interventions when. The interventions are
EDU: 6,10 SED: 1,3,4 intrusive. are as least intrusive as as least intrusive as possible.
possible.
In-TASC: Learner & Learning

CEC-HLPS: 3,10,16

CAEP: 1.1

MDE Core Standards: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking

The candidate identifies data (and The candidate has limited The candidate identifies The candidate clearly The candidate clearly
tools) the team will collect. data in which the team will some data in which the identifies data in which the identifies data in which the
collect. The data is based team will need to collect. team will need to collect. team will need to collect. The
P.1 Learner-Centered Supports: n
on limited forms of The data is based on The data will be based on data will be based on
SED/ MARSE assessment. limited forms of some forms of assessment. multiple forms of assessment
assessment. The data are The data are mapped out and instruments. The data are
Develop a systematic behavior management
plan using observation, recording, charting, somewhat mapped out and and identified in the plan, mapped out and identified in
establishment of timelines, hierarchies of identified in the plan. as well as who is the plan, as well as who is
interventions, and schedule of reinforcement. responsible. responsible for implementing
Select target behaviors to be changed and and tracking the data, and by
identify critical variables affecting the target when.
behavior.

Create interventions that begin with the least

intrusive approach, consistent with the needs
of the learner.

EDU: 6,10 SED: 1,3,4

In-TASC: Learner & Learning

CEC-HLPS: 3,10,16

CAEP: 1.1

MDE Core Standards: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking

The candidate identifies multiple The candidate identifies
strategies that will be utilized to limited strategies for the
prevent the behaviors. student to accomplish. The
candidate identifies the
P.1 Learner-Centered Supports: h
strategies based on limited
SED/ MARSE evidence from some forms
of assessment and data,
Identify and use a variety of research-based
The candidate identifies
some strategies for the
student to accomplish. The
candidate identifies the
strategies based on limited
evidence from some forms
of assessment and data,
The candidate identifies
some strategies for the
student to accomplish. The
candidate identifies the
strategies based on
evidence from some forms
of assessment and data,
The candidate clearly
identifies reasonable
strategies for the student
accomplish. The candidate
identifies the strategies based
on evidence from multiple
forms of assessment and
best practices for effective management of
teaching and learning, including use of
technology.
EDU: 7,8 SED: 4,5,9
In-TASC: Instructional Practices
CAEP:1.1
CEC-HLP: 7,8,9,22
MDE Core Practices: Building Respectful
Relationships with Students
Liberal Arts: Critical Thinking
The candidate identifies correction
procedures.
P.1 Learner-Centered Supports: h
SED/ MARSE
Identify and use a variety of research-based
best practices for effective management of
teaching and learning, including use of
technology.
EDU: 7,8 SED: 4,5,9
In-TASC: Instructional Practices
CAEP:1.1
CEC-HLP: 7,8,9,22
MDE Core Practices: Building Respectful
Relationships with Students
Liberal Arts: Critical Thinking
The candidate identifies how
the team will reinforce the
positive target behavior.
and research-based
practices. No plan is
mapped out with
responsibilities.
The candidate identifies
limited correction
procedures. The candidate
identifies the strategies
based on limited evidence
from some forms of
assessment and data, and
research-based practices.
Technology is not utilized.
The skills are somewhat
mapped out.
The candidate identifies
reinforcement techniques
that may meet the student’s
needs. The candidate
identifies the techniques
and research-based and research-based
practices. Some skills are practices. The skills are
mapped out and identified mapped out and identified
in the plan. in the plan, as well as who
is responsible for
implementing and tracking
the data, and by when.
The candidate identifies The candidate identifies
some correction procedures appropriate correction
that meet the student’s procedures that meet the
needs emotionally. The student’s needs
candidate identifies the emotionally and culturally.
strategies based on The candidate identifies
evidence from some forms the strategies based on
of assessment and data, evidence from some forms
and research-based of assessment and data,
practices. Technology is and research-based
limited. The skills are practices. Technology is
somewhat mapped out included. The skills are
when. mapped out and identified
in the plan, as well as who
is responsible for
implementing and tracking
the data, and by when.
The candidate identifies The candidate identifies
some reinforcement reinforcement techniques
techniques that meet the that meet the student’s
student’s needs needs emotionally and
emotionally. The candidate culturally. The candidate
data, and research-based
practices. The skills are
mapped out and identified in
the plan, as well as who is
responsible for implementing
and tracking the data, and by
when.
The candidate clearly
identifies appropriate
correction procedures that
meet the student’s needs
emotionally and culturally.
The candidate identifies the
strategies based on evidence
from multiple forms of
assessment and data, and
research-based practices.
Technology is included and
utilized either for the student
or for the purpose of tracking
data. The skills are mapped
out and identified in the plan,
as well as who is responsible
for implementing and
tracking the data, and by
when.
The candidate clearly
identifies reinforcement
techniques that meet the
student’s needs emotionally
and culturally. The candidate
(desirable behaviors) are based on limited identifies techniques based identifies techniques based identifies techniques based
evidence from assessment on evidence from some on evidence from some on evidence from multiple
P.1 Learner-Centered Supports: h and data, and research- forms of assessment and forms of assessment and forms of assessment and
SED/ MARSE based practices. data, and research-based data, and research-based data, and research-based
Technology is not utilized. practices. Technology is practices. Technology is practices. Technology is
Identify and use a variety of research-based
The skills are not mapped limited. The skills are included. The skills are included and utilized either
best practices for effective management of
teaching and learning, including use of out. somewhat mapped out. mapped out and identified for the student or for the
technology. in the plan, as well as who purpose of tracking data. The
is responsible for skills are mapped out and
EDU: 7,8 SED: 4,5,9
implementing and tracking identified in the plan, as well
In-TASC: Instructional Practices the data, and by when. as who is responsible for
CAEP:1.1
implementing and tracking
the data, and by when.
CEC-HLP: 7,8,9,22

MDE Core Practices: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking

The candidate includes a
crisis plan.
P.1 Learner-Centered Supports: m
SED/ MARSE
Apply basic classroom management theories
and strategies, including those for crisis
management
Delineate and apply appropriate management
procedures when presented with spontaneous
management problems
The candidate identifies
signs of extreme distress
and or abuse. A crisis plan
is included, but vague. The
candidate identifies some
target strategies.
The candidate identifies
signs of extreme distress
and or abuse. A crisis plan
is included that is legal and
respectful, but vague. The
candidate identifies the
target strategies based on
some forms of evidence
from multiple forms of
assessment and the legal
guidelines.
The candidate identifies
signs of extreme distress
and or abuse. A crisis plan
is included that is sensitive,
ethical, legal and
respectful. The candidate
identifies the target
strategies based on some
forms of evidence from
assessments and the legal
guidelines.
The candidate clearly
identifies signs of extreme
distress and or abuse. A crisis
plan is included that is
sensitive, ethical, legal and
respectful. The candidate
identifies the target strategies
based on evidence from
multiple forms of assessment
and the legal guidelines.

EDU:3, SED: 5, 9

In-TASC: Professional Responsibilities

CAEP 1.1

HPL-CEC: 5,9

MDE Core Practices: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking, Ethics

The candidate will include in the The candidate identifies a The candidate identifies a The candidate identifies a The candidate identifies a
action plan, who will be involved. limited plan. The plan is vague plan. The plan is clear plan. The plan is clear plan. The plan is
somewhat mapped out but mapped out but involves mapped out, with who is mapped out in detail, as well
P.1 Learner-Centered Supports: n
involves only a few only some members of the responsible for as who is responsible for
P.3 Strategic Partnerships: c members of the team. The team. The interventions are implementing and tracking implementing and tracking
interventions are as least as least intrusive as the data, and by when. The the data, and by when. The
SED/ MARSE
intrusive as possible. The possible. The plan has interventions are as least interventions are least
Develop a systematic behavior management plan does not take into taken in account for some intrusive as possible. The intrusive as possible. The
plan using observation, recording, charting, account parental parental involvement. plan has taken in account plan has taken in account for
establishment of timelines, hierarchies of
interventions, and schedule of reinforcement. involvement. for parental and some team parental and full team
involvement. involvement. These include
Select target behaviors to be changed and intervention responsibilities,
identify critical variables affecting the target
behavior. communication, and
collaboration.
Create interventions that begin with the least
intrusive approach, consistent with the needs
of the learner.

Articulate ways to encourage collaborations of

families, teachers, and other school personnel
in the development of classroom and
individual management strategies

EDU: 6,10 SED: 1,3,4, 7

In-TASC: Learner & Learning , Professional

Responsibilities

CEC-HLPS: 3,10,11, 16

CAEP: 1.1

MDE Core Standards: Building Respectful

Relationships with Students & Learning about
students’ cultural, religion, family, intellectual,
personal experiences, & resources for use of
instruction

Liberal Arts: Critical Thinking, Ethics

The candidate will include in The candidate identifies a The candidate identifies a The candidate identifies a The candidate identifies a
the action plan, what each limited plan. The plan is plan. The plan is mapped clear plan. The plan is clear plan. The plan is
team member will be mapped out but involves out but involves only some mapped out, with who is mapped out in detail, as well
few members of the team. members of the team. The responsible for what as who is responsible for
responsible for. The interventions are as interventions are as least strategies, and implementing the strategies,
P.1 Learner-Centered Supports: n somewhat intrusive. The intrusive as possible. The implementing and tracking tracking the data, and by
plan has little parental plan has taken in account the data by when. The when. The interventions are
SED/ MARSE
involvement. for some parental interventions are as least as least intrusive as possible.
Develop a systematic behavior management involvement. intrusive as possible. The The plan has taken in account
plan using observation, recording, charting, plan has taken in account for parental and full team
establishment of timelines, hierarchies of
interventions, and schedule of reinforcement.
for parental involvement. involvement. These include
intervention responsibilities,
Select target behaviors to be changed and communication, and
identify critical variables affecting the target
collaboration.
behavior.

Create interventions that begin with the least

intrusive approach, consistent with the needs
of the learner.

EDU: 6,10 SED: 1,3,4

In-TASC: Learner & Learning

CEC-HLPS: 3,10,16

CAEP: 1.1

MDE Core Standards: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking

The candidate will include in The candidate identifies a The candidate identifies a The candidate identifies a The candidate identifies a
the action plan, the date in limited plan. The plan is vague plan. The plan is plan. The plan is mapped clear plan. The plan is
mapped out but lacks dates mapped out but includes out, with some dates and mapped out in detail, as well
which tasks need to be and a timeline. The only some dates. The timelines for implementing as the timeline and dates for
completed. interventions are somewhat interventions are as least and tracking the data, and implementing strategies and
P.1 Learner-Centered Supports: n intrusive. The plan has intrusive as possible. The by when. The interventions tracking the data with what
little parental and team plan has taken in account are as least intrusive as instruments. The
P.3 Strategic Partnerships: d, e involvement. for some team and parental possible. The plan has interventions are as least
SED/ MARSE involvement. taken in account for intrusive as possible. The
parental involvement and plan has taken in account for
Develop a systematic behavior management the other team members. parental and full team
plan using observation, recording, charting, involvement. These include
establishment of timelines, hierarchies of
intervention responsibilities,
interventions, and schedule of reinforcement.
communication, and
Select target behaviors to be changed and collaboration for each of the
identify critical variables affecting the target
team members.
behavior.

Create interventions that begin with the least

intrusive approach, consistent with the needs
of the learner.

Consider concerns of others, including

families, teachers, school personnel,
community members, and other students when
designing interventions.

EDU: 6,10 SED: 1,,3,4,7

In-TASC: Learner & Learning, Professional

Responsibility

CEC-HLPS: 31,2,10,16

CAEP: 1.1

MDE Core Standards: Building Respectful

Relationships with Students 7 Learning about
students’ cultural, religion, family, intellectual,
personal experiences, & resources for use of
instruction

Liberal Arts: Critical Thinking, Diversity &

Community

The candidate will include The candidate identifies The candidate identifies The candidate identifies The candidate clearly
notes related to medication little to no information on limited information on some information on identifies information on all
medications. The medications. Some medications. The medications. The prescription
considerations. prescription names or prescription names or prescription names and names and dosages are
P.1 learner-Centered Supports: a, f dosages are omitted from dosages are included. dosages are included per included per the parent to
the plan. the parent to provide more provide more information
SED/ MARSE
Understand impact of disability, medications, information about the about the student as-a whole
and previous history on behavior. Articulate student as-a whole. The to help the student engage in
impact of teacher attitudes and behaviors that information includes past positive social interactions.
positively or negatively influence behavior of
students, including importance of teacher as and current prescriptions. The notes are specific and
role model. include both past and current
EDU: 1,2 SED: 1,2,4
In-TASC: learner & learning information.
CAEP: 1.1
CEC-HLP: 3
MDE Core Practices: Building Respectful
Relationships with Students
Liberal Arts: Ethics

The candidate will include The candidate identifies The candidate identifies a The candidate identifies The candidate clearly
strategies that the general limited strategies to be few strategies implemented some strategies identifies strategies
implemented in the school in the school environment. implemented in the school implemented in the school
education teacher can do in environment. The The candidate identifies environment. The environment. The candidate
relation to classroom strategies are vague and are the skills based on candidate identifies the identifies the skills based on
management to help the not backed by research or evidence which may or skills based on evidence evidence from multiple forms
student. data. may not be based on data from some assessment and of assessment and data, and
or research. The strategies data, and research-based research-based practices. The
.1 Learner-Centered Supports: c, e, p Norms and routines are practices. The strategies strategies are individualized
SED/ MARSE implemented to promote engage or empower and engage, such as
Design environments that encourage self- engagement or social students while promoting movement, and empower
advocacy and increase independence by using
procedures to increase self-awareness, self-
interactions. some self-esteem, self- students while promoting
management, self-control, self-reliance, and advocacy and self-esteem, self- advocacy
self-esteem. independence. Norms and and independence. Norms
Articulate the basic components of Gardner’s
routines are implemented and routines are implemented
multiple intelligences and the role they play in to promote engagement or to promote engagement and
learning social interactions. social interactions.
EDU: 7, SED: 4

In-TASC: learner & Learning

CEC-HLPS: 10,14,18

CAEP: 1.1

MDE Core Practices: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking

The candidate will include The candidate identifies no
strategies for AT to support assistive technology
strategies. The candidate
the ASD needs as well as the may or may not take into
family’s culture and cultural account the cultural needs
The candidate identifies
limited assistive
technology strategies. The
candidate identifies the
strategies based on
The candidate identifies The candidate clearly
some assistive technology identifies assistive
strategies in an ethical technology strategies in a
manner. The candidate sensitive, ethical, legal, and
identifies the strategies respectful manner. The
of technology. of the family. evidence from limited based on evidence from candidate identifies the
forms of assessment, data, some forms of assessment, strategies based on individual
P.1 learner-Centered Supports: b, and research-based data, and research-based needs and evidence from
P.1 Learner-Centered Supports: d practices. The candidate practices. The candidate multiple forms of assessment,
also respects the cultural also respects the cultural data, and research-based
SED/MARSE
needs of the family. needs of the family and the practices. The candidate also
Identify certain behaviors as either family’s culture of respects the cultural needs of
appropriate or inappropriate for a specific age technology. the family and the family’s
and disability group based on observation and
culture of technology.
social validation.

Identify ways to create learning environments

that consider cultural heritage and support
positive intercultural experiences. Articulate
characteristics, and effects of the cultural and
environmental milieu of the child and the
family including cultural and linguistic
diversity, socioeconomic level, abuse/neglect,
and substance abuse

EdU:1,2,3 6, SED:2,3, 5

In-TASC: learner & Learner

CAEP:1.1

CEC/HLP: 3,4

Core Practices: Building Respectful

Relationships with Students

Liberal Arts: Diversity & Community

The candidate will provide The candidate identifies The candidate identifies The candidate identifies The candidate clearly
strategies in the plan that are strategies maybe intrusive strategies that are strategies that are least identifies strategies that are
and are implemented somewhat intrusive and intrusive and are least intrusive and are
least intrusive. intermittently into the intermittent in the student’s implemented into the implemented into the
P.1 Learner-Centered Supports: d, p school day. The candidate everyday environment. The student’s everyday student’s everyday
identifies strategies that strategies are presented in a environment. The environment. The strategies
SED/ MARSE
lack evidence from legal manner. The strategies are presented in a are presented in a sensitive,
Identify ways to create learning environments assessment, data, and candidate identifies the sensitive, ethical, legal, and ethical, legal, and respectful
that consider cultural heritage and support research-based practices. strategies based on some respectful manner. The manner. The candidate
positive intercultural experiences. Articulate
characteristics, and effects of the cultural and
The candidate takes into evidence from assessment, candidate identifies the identifies the strategies based
environmental milieu of the child and the account limited needs of data, and research-based strategies based on some on individual needs &
family including cultural and linguistic
the family’s cultural practices. The candidate evidence from assessment, preferences, such as
diversity, socioeconomic level, abuse/neglect,
and substance abuse background. also respects some of the data, and research-based movement, as well as
needs of the student and practices. The candidate evidence from multiple forms
EDU: 1,2,3 SED: 2,5
family’s cultural needs. also respects the cultural of assessment, data, and
IN-TASC: Learner & Learning and linguistic needs of the research-based practices. The
student and family. candidate also respects the
CEC-HLPS: 4
cultural and linguistic needs
CAEP:1.1 of the student and family.
MDE Core Practices: Building Respectful
Relationships with Students

Liberal Arts: Diversity & Community

The candidate will include The candidate identifies The candidate identifies The candidate identifies The candidate clearly
strategies for the student to limited strategies that are few strategies that are some strategies that identifies strategies that
intended promote self- intended promote self- promote self-management promote self-management &
learn how to self-manage and management & self- management & self- & self-advocacy. The self-advocacy. The candidate
self-advocate. advocacy. The candidate advocacy. The candidate candidate identifies the identifies the skills based on
P.1 Learner-Centered Supports: c, e identifies the skills without identifies the skills based skills based on some individual preferences and
the backing of research or on limited evidence from evidence from assessment evidence from multiple forms
SED/ MARSE data. Norms and routines assessment and data, and and data, and research- of assessment and data, and
Design environments that encourage self-
advocacy and increase independence by using are not implemented in the research-based practices. based practices. The research-based practices. The
procedures to increase self-awareness, self- school environment. Some norms and routines strategies engage and strategies engage and
management, self-control, self-reliance, and are implemented to empower students while empower students while
self-esteem.
promote some engagement promoting self-esteem, promoting self-esteem, self-
and social interactions in self- advocacy and advocacy, and independence.
Articulate the basic components of Gardner’s the school environment. independence. Norms and Norms and routines are
multiple intelligences and the role they play in
learning routines are implemented implemented to promote
to promote engagement engagement and social
EDU: 7, SED: 4 and social interactions in interactions in various school
In-TASC: learner & Learning various school environments.
environments.
CEC-HLPS: 10,14,18

CAEP: 1.1

MDE Core Practices: 7 Building Respectful

Relationships with Students
Liberal Arts: Critical Thinking

The candidate will include The candidate identifies a The candidate identifies a The candidate identifies The candidate clearly
the data collection process limited data collection limited data collection some data collection identifies a data collection
process and plan. process. Data are process and instruments process and what tools and
and what tools will be used. somewhat identified in the that will be used to assess instruments will be used to
P.1 Learner-Centered Supports: n plan. Data collection will and collect. The data are assess strategies and collect
occur as part of the mapped out and identified data. The data are mapped
SED/ MARSE
student’s daily routine and in the plan, as well as who out and identified in the plan,
Develop a systematic behavior management curriculum. is responsible for as well as who is responsible
plan using observation, recording, charting, implementing and tracking for implementing and
establishment of timelines, hierarchies of
interventions, and schedule of reinforcement.
the data, and by when. tracking the data, and by
Data collection will occur when. Data collection will
Select target behaviors to be changed and as part of the student’s occur as part of the student’s
identify critical variables affecting the target
daily routine and daily routine and curriculum.
behavior.
curriculum.
Create interventions that begin with the least
intrusive approach, consistent with the needs
of the learner.

EDU: 6,10 SED: 1,3,4

In-TASC: Learner & Learning

CEC-HLPS: 3,10,16

CAEP: 1.1

MDE Core Standards: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking

The candidate will The candidate identifies
incorporate strategies to limited strategies that may
or may not promote
generalize these skills across generalization. The
settings. candidate identifies the
P.1 Learner-Centered Supports: c, e skills without the backing
of research or data. Norms
SED/ MARSE and routines are
Design environments that encourage self-
advocacy and increase independence by using implemented to promote
The candidate identifies
vague strategies that are
intended to generalize
skills. The candidate
identifies the skills based
on limited evidence from
assessment and data, and
research-based practices.
Norms and routines are
The candidate identifies
some strategies that
promote generalization
across environments. The
candidate identifies the
skills based on some
evidence from assessment
and data, and research-
based practices. The
The candidate clearly
identifies strategies that
promote generalization and
mastery of skills across
environments. The candidate
identifies the skills based on
individual preferences and
evidence from multiple forms
of assessment and data, and
procedures to increase self-awareness, self- some engagement and implemented to promote strategies engage and research-based practices. The
management, self-control, self-reliance, and
self-esteem.
social interactions in the some engagement and empower students while strategies engage and
school environment. social interactions in the promoting self-esteem, empower students while
Articulate the basic components of Gardner’s school environment. self- advocacy and promoting self-esteem, self-
multiple intelligences and the role they play in
learning
independence. Norms and advocacy and independence.
routines are implemented Norms and routines are
EDU: 7, SED: 4 to promote engagement implemented to promote
In-TASC: learner & Learning and social interactions in engagement and social
various school interactions in various school
CEC-HLPS: 10,14,18 environments. environments.
CAEP: 1.1

MDE Core Practices: Building Respectful

Relationships with Students

Liberal Arts: Critical Thinking

The assignment is The candidate develops a
professional and well written Behavior Intervention Plan
based off of the Functional
& free of grammatical and Behavioral Assessment.
spelling errors. The plan was developed in
Liberal Arts: Communication collaboration with
colleagues but lacks a
In-TASC: Professional Responsibilities professional tone and has
multiple grammatical or
spelling errors.
The candidate develops a
professional Behavior
Intervention Plan based off
of the Functional
Behavioral Assessment.
The plan was developed in
collaboration with
colleagues with several
grammatical or spelling
errors.
The candidate develops a
professional Behavior
Intervention Plan based off
of the Functional
Behavioral Assessment.
The plan was developed in
collaboration with
colleagues in a
professional manner with a
few grammatical or
spelling errors.
The candidate develops a
professional Behavior
Intervention Plan based off of
the Functional Behavioral
Assessment. The plan was
developed in collaboration
with colleagues with no
grammatical or spelling
errors. The plan is presented
in a polished and professional
manner.

Total= ______/ 76