Behavior & Skills Checklist

Use this table to record observed behaviors. For each behavior, mark tallies as they occur and note the context (when/where).

Add additional rows as needed when you observe new behaviors.

Student Self-Reflection Journal

1. What did I learn about tracking my behavior today?

2. How will I use this data to improve my actions or choices?

3. Describe a challenge you faced while collecting data and how you addressed it.

4. As a Data Detective, what new clues will you look for in the next session?

5. Set one specific goal for your next data collection session. Make it SMART (Specific, Measurable, Achievable, Relevant, Time-bound).

Investigation Rubric

This rubric assesses the quality of the student’s data collection and coding. Each criterion is scored on a 1–3 scale.

Score Range: 1 (Needs Improvement) to 3 (Meets Expectation)

Checklist Guidance

This guidance explains the correct way to complete the Behavior & Skills Checklist for the modeled scenario (Case #1) and the practice scenario (Case #2). It also shows how to apply the Investigation Rubric to self-check data quality.

Case #1 (Modeled Scenario)

Scenario Recap: During math class, Alex called out without raising hand 4 times in 10 minutes.

Expected Checklist Entry:

Step-by-Step Thought Process:

1. Identify the target behavior: “called out without raising hand.”
2. Count occurrences exactly (4) and record four tally marks.
3. Note when and where: partner work, time span 10:05–10:15 AM.
4. Leave other rows blank (no other behaviors observed).

Rubric Self-Check:

• Accuracy of Tally Marks: 3 (exact match)
• Context Notes: 3 (clear, specific)
• Completeness: 3 (all behaviors recorded)
• Use of Rubric: 3 (self-checked and correct)

Total: Meets Expectation across all criteria.

Case #2 (Practice Scenario)

Scenario Recap: In reading group, Sam got out of seat 3 times and asked for help 2 times in 8 minutes.

Expected Checklist Entries:

Step-by-Step Thought Process:

1. Locate two behaviors in the table: “got out of seat” and “asked for help.”
2. For each, tally the exact count (3 and 2).
3. Use the same context for both, specifying reading group and the 8-minute window.
4. Verify no extra or missing behaviors.

Common Pitfalls & Corrections:

• Mis-counting tallies (e.g., writing 4 instead of 3): recount the scenario details.
• Vague context (e.g., writing just “in class”): add both setting and time range.
• Omitting a behavior: scan the scenario to ensure all behaviors are listed.

Rubric Self-Check:

• Accuracy of Tally Marks: 3 (exact match)
• Context Notes: 3 (specific time & setting)
• Completeness: 3 (both behaviors recorded)
• Use of Rubric: 3 (reviewed own work and made no corrections needed)

Using the Investigation Rubric for Future Entries

After every data-collection entry, guide the student to self-assess using these steps:

1. Accuracy of Tally Marks: Recount each behavior in your head; ensure tally marks match.
2. Context Notes: Check that each entry includes both a setting (e.g., reading group) and a time range.
3. Completeness of Observations: Confirm that you recorded every target behavior from the scenario.
4. Use of Rubric for Review: Circle any rubric criteria you did not fully meet, then revise your checklist entry.

Encourage the student to aim for a score of 3 on each criterion. If they score a 2, prompt them to identify the minor gap and correct it. A score of 1 indicates a larger issue—provide direct modeling and practice until they can self-correct.

By following this guidance, both teacher and student can ensure that behavior data are accurate, detailed, and complete—building a solid foundation for personalized, data-driven supports.