Optimal Conditions Assessment Rubric (Based on research of Evans et.al, 2006; Miranda, Prestacion & Soriano, 2002)

Not Yet Approaching / Acceptable Achieved / Outstanding

Counselor

Competency

and Training

Counselor with B.A.

No special training with 1-3

years of school experience.

Veteran school Counselor with M.Ed

including coursework in behavior

disorders.

Doctorate in psychology with clinical and

school-based experience. Well connected with

local mental health services.

Teacher

Competency

and Training

First year teacher with no

specialized training.

Developing classroom

management skills. Some

differentiated instruction.

Three years of teaching experience. Good

classroom management. Differentiated

instruction. Professional Development in

the School’s behavior management

program.

Veteran teacher with extensive training and

experience working with ADHD students.

Excellent classroom management,

comprehensive, differentiated, integrated

literacy instruction.

Target

population

High percentage of Low SES.

Open admission.

Medium income student population with

community serviced available. Open

admission.

High percentage of High SES with selective

admission.

Treatment

Options

No school-wide positive

behavior support system

Discipline Plan focused on definition of

behaviors and consequences

Well-established SWPBSS. Intervention

services for ESL and LD provided by trained

resource teachers. Group sessions offered for

academic training, social skills training, family

training.

Family

dynamics

Single parent or both parents

working a combination of day

and night shifts. Difficult to

contact. Childcare provided by

someone other than the

parents. Minimal or no

response to notes or homework

requests.

Positive engagement of at least one parent.

Interest and support for a school-based

intervention plan.

Positive engagement with both parents.

Proactive interest and support for a school-

based intervention plan. Committed to family

counseling from outside sources.

School-wide

Positive

Behavior

Support

System

Student handbooks and policy

are published, but there is not a

well communicated plan for

consistent implementation.

Teachers have classroom plans aligned to

school policy that are communicated to

students and parents.

Classroom and school-wide plans are clearly

communicated and followed consistently. There

is a strong emphasis on celebrating positive

behavior and providing support to students who

struggle with behavior issues.