Support Scout Log Support Scout Log
Targeted Observation: Independent Task Completion
Scholar Name:
Date/Time:
Observer:
Subject Area:
ELA
Math
Other
Engagement Check (10 Min)
Mark box every 1 minute if the student is actively engaged in the independent task.
1m
2m
3m
4m
5m
6m
7m
8m
9m
10m
Support Intensity (Tally)
Verbal Prompts"Get to work..."
Visual/GesturalPointing/Proximity
Direct Scaffold"We do..."
Readiness Indicators
Started task within 1 min
Accessed tools independently
Remained in designated area
Attempted self-correction
Completed steps correctly
Observations & Anecdotal Notes
Session Outcome
Total % of assigned independent task completed
0%
25%
50%
75%
100%
Support Rubric Guide Support Level Rubric
Standard Criteria for 1:1 Evaluation
Teacher Reference
Use this rubric to categorize support required during independent ELA and Math tasks. Scores in Intensive typically justify 1:1 assistance.
Level Behavioral Indicators Prompt Frequency Independent
| Starts work immediately. Follows multi-step directions. On task 8-10 min. | 0-1 prompts / 10 min. |
|
Minimal
| Needs one reminder to start. On task 5-7 min. Responds well to redirection. | 2-3 prompts / 10 min. |
|
Moderate
| Stops working without adult proximity. On task 2-4 min. Easily frustrated. | 4-6 prompts; frequent proximity. |
|
Intensive
| Requires adult presence to initiate. Engagement < 2 min without prompts. | 7+ prompts; 1:1 required. |
ELA Independence
Attempts phonics work before asking for help?
Writes name/date without explicit prompts?
Maintains focus during independent reading?
Math Independence
Self-selects manipulatives as needed?
Moves to next problem without being told?
Follows established routine (Draw, Label, Solve)?
This rubric is a tool for data collection. Refer to district procedures for IEP/504 evaluation.
Observation Summary Report Support Summary Report
Diagnostic Data Synthesis
Confidential File
Scholar:
Date:
Evaluator:
Observation Count:
Academic Synthesis
1. ELA Task Completion
Note reading/writing stamina and independent decoding attempts.
2. Math Task Completion
Note problem-solving independence and use of manipulatives.
3. Behavioral Impact on Learning
Summary of focus, engagement, and redirection needs.
Final Determination
Immediate 1:1 Support
Increased Tier 2 Group
Current Levels Sufficient
Evidence-Based Justification
Cite specific observation data points that support this recommendation.
Lead Teacher Signature
Administrator Signature
