Organization of Correctional Systems
Course
Correctional
Services
Unit IV
Organization
of
Correctional
Systems
Essential
Question
What is the
history of
correctional
institutions
and how is it
shaped by the
justice
system?
TEKS
§130.297(c)
(1)(A)
(6)(B)(C)
Rationale
The history of correctional services has a somewhat cyclical pattern that is
grounded by constitutional law. The patterns include viewing offenders as bad
individuals that must be punished or as sick individuals that need treatment.
Constitutional law is and has been the standard that protects the overall welfare
of the individuals involved. An idea of the future correctional system can be
deduced from current trends in the justice system.
Objectives
The students will be able to:
1. Examine the history of corrections in Texas and the United States.
2. Explore the impact of the United States legal system on the correctional
system.
3. Differentiate between the civil and criminal justice systems and explain how
change impacts correctional services.
Engage
Use the following questions for a class discussion. Use the Discussion Rubric for
assessment.
 What are the major characteristics and purposes of correctional
institutions?
 What are the major problems and issues that prisons face today?
 What rights should be granted to prisoners?
 What are the most significant issues facing prison administrators today?
 Do you think that the issues will increase or decrease in importance in the
next 15 years?
Prior Student
Learning
Key Points
- Constitutional I. History of Corrections in the US
Law
A. Prison
- Civil and
1. A state or federal confinement facility that has custodial authority over
Criminal
adults sentenced to confinement
Justice
2. A type of total institution
Systems
a) Total institution – an enclosed place where people share all
aspects of their daily lives
Estimated
(1) Residents of total institutions
Time
(a) May be sent there forcibly
5 to 7 hours
(b) Are cut off from the larger society
(c) Operate like small societies
(d) Form distinctive value systems and lifestyles
3. Used as a place to serve punishment; a relatively new way to handle
offenders
B. Early punishments
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1. Were often cruel and torturous
2. Generally followed the doctrine of lex talionis
a) Lex Talionis – the law of retaliation, which was equal to “an eye
for an eye”
3. Included
a) Flogging
b) Mutilation
c) Branding
d) Public humiliation
e) Workhouses
f) Exile
C. American prisons began in the late 1700s with early confinement facilities
stressing reformation over punishment
D. There are nine US Prison Eras
1. The Penitentiary Era: 1790–1825
a) Philadelphia Penitentiary was started by the Quakers for
humane treatment of offenders; known as the “Pennsylvania
System”
b) Rehabilitation was through penance (solitary confinement and
Bible study)
2. The Mass Prison Era: 1825–1876
a) Auburn Prison (New York) featured group workshops and
silence enforced by whipping and hard labor
b) The Auburn system was the primary competitor to the
Pennsylvania system
3. The Reformatory Era: 1876–1890
a) The reformatory style was based on the use of the indeterminate
sentence
b) It attempted reform rather than punishment by using a system of
graded stages; introduced the system of parole
c) Ultimately it was considered a failure, since recidivism was still a
problem
4. The Industrial Era: 1890–1935
a) Prisoners were used for cheap labor in the era of the industrial
prison
b) Included six systems of inmate labor
(1) Contract system
(2) Piece-price system
(3) Lease system
(4) Public account system
(5) State-use system
(6) Public works system
c) Labor unions complained that they could not compete
5. The Punitive Era: 1935–1945
a) Characterized by the belief that prisoners owed a debt to society
b) The central values consisted of custody and institutional security
6. The Treatment Era: 1945–1967
a) A medical model that suggested inmates were sick and needed
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treatment
b) Most treatments included individual or group therapy
c) Other forms of therapy included
(1) Behavior therapy
(2) Chemotherapy
(3) Neurosurgery
(4) Sensory deprivation
(5) Aversion therapy
7. The Community-Based Era: 1967–1980
a) Based on the premise that rehabilitation cannot occur in isolation
from the real world
b) Prisons in this era were considered dehumanizing, which led to
innovations in the use of volunteers and the extension of inmate
privileges
c) Programs included
(1) Halfway houses
(2) Work-release
(3) Study-release
8. The Warehousing Era: 1980–1995
a) Public and judicial disapproval of the release programs and
recidivism led to longer sentences with fewer releases
b) Believed warehousing the serious offenders would protect
society
c) Prison overcrowding became widespread partly because of a
greater emphasis on incarcerating nonviolent drug offenders
9. The Just Deserts Era: 1995–present
a) Emphasis on individual responsibility, justice, and punishment
b) Imprisonment is a proper consequence of criminal and
irresponsible behavior
c) Includes chain gangs, “three-strikes,” and reduced parole
II. The US Legal System’s Impact on Corrections
A. First Amendment – congress shall make no law respecting an
establishment of religion, or prohibiting the free exercise thereof; or
abridging the freedom of speech, or of the press; or the right of the people
peaceably to assemble, and to petition the government for a redress of
grievances
1. Prisoners do not have a First Amendment right to speak freely
2. Prison officials may discipline inmates who distribute circulars calling
for a mass protest against mistreatment
B. Fourth Amendment – the right of the people to be secure in their persons,
houses, papers, and effects and against unreasonable searches and
seizures, shall not be violated, and no warrants shall issue but upon
probable cause, supported by oath or affirmation, and particularly
describing the place to be searched, and the persons or things to be
seized
1. Prisoners do not have the right to expect privacy in a prison setting
2. Court decisions have established that prison officials can properly
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monitor and record prisoners' conversations, provided that the
prisoner and the visitor are warned that this will be done
3. Prison officials cannot intrude upon conversations that are legally
afforded confidentiality, such as those between the prisoner and his
or her attorney or spouse
4. Prisoners do not have a Fourth Amendment right to be free of
unreasonable searches and seizures of their property because the
Fourth Amendment is inapplicable to them
C. Fifth Amendment – no person shall be held to answer for a capital or
otherwise infamous crime, unless on a presentment or indictment of a
grand jury, except in cases arising in the land or naval forces or in the
militia when in actual service in time of war or public danger, nor shall any
person be subject for the same offense to be twice put to jeopardy of life or
limb; nor shall be compelled in any criminal case to be a witness against
himself or herself, nor be deprived of life, liberty, or property, without due
process of law; nor shall private property be taken for public use without
just compensation
1. Prisoners are afforded the same rights regarding self-incrimination
and double jeopardy as defendants that are not incarcerated
2. Prisoners do not have access to grand juries unless they are charged
with a new crime
3. Officers are not required to give the Miranda warning prior to
interrogation (it is only necessary for new charges)
4. Prisoners are given due process in all forms of discipline and criminal
proceedings
D. Sixth Amendment – in all criminal prosecutions the accused shall enjoy the
right to a speedy and public trial, by an impartial jury of the state and
district wherein the crime shall have been committed, which district shall
have been previously ascertained by law, and to be informed of the nature
and cause of the accusation; to be confronted with witnesses against him
or her; to have compulsory process for obtaining witnesses in his or her
favor, and to have the assistance of counsel for his or her defense
1. Prisoners are given the same opportunity for a speedy and public trial
as someone who is awaiting trial
2. Prisoners are afforded a jury in any criminal proceeding
3. Prisoners are notified of charges against them in both criminal and
discipline proceedings
4. Prisoners have the right to confront witnesses and present witnesses
on their behalf
5. Prisoners may have the right to counsel
a) Prisoners are given the opportunity for counsel if they cannot
afford it during felony criminal proceedings
b) Prisoners do not have the right to counsel during institutional
proceedings such as discipline hearings or parole hearings
E. Eighth Amendment – excessive bail shall not be required, nor excessive
fines imposed, nor cruel and unusual punishments inflicted
1. Prisoners are granted a minimum standard of living
2. Prisoners are entitled to adequate medical treatment
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3. Prisoners retain some other constitutional rights, including due
process in their right to administrative appeals and a right of access
to the parole process
F. Fourteenth Amendment – all persons born or naturalized in the United
States, and subject to the jurisdiction thereof, are citizens of the United
States and of the state wherein they reside. No state shall make or enforce
any law which shall abridge the privileges or immunities of citizens of the
United States; nor shall any state deprive any person of life, liberty, or
property, without due process of law; nor deny to any person within its
jurisdiction the equal protection of the laws
1. Prisoners are afforded due process, regardless of whether it is an
institutional proceeding such as a discipline hearing or a criminal
proceeding
2. Prisoners are therefore protected against unequal treatment on the
basis of race, sex, and creed
III. Civil and Criminal Justice System
A. Civil Law – laws governing disputes between individuals
B. Criminal Law – laws governing offenses that are public and relate to the
government
C. Prior to the 1960s, American courts had taken a neutral approach—
commonly called the hands-off doctrine—toward the running of prisons,
which rested on the belief that inmates experienced civil death
D. In Pell v. Procunier (1974) the US Supreme Court established the
“balancing test” which attempts to weigh the rights of individuals against
the state’s authority to make laws or otherwise restrict a person’s freedom
in order to protect its interests and its citizens
E. Prisoner rights can be thought of as conditional rights, meaning that they
are rights constrained by the legitimate needs of imprisonment
F. First Amendment guarantees of freedom of speech apply to inmates’ rights
in three areas:
1. Receipt of mail
a) The courts generally have not allowed restrictions on the receipt
of published mail
b) A prisoner’s mail can be censored if necessary for security
reasons
c) Magazines, newspapers, and the like must be mailed from the
publisher
d) Magazines that depict deviant sexual behavior can be banned
e) Prisons cannot ban nude pictures of inmates’ wives or girlfriends
2. Communications with others (especially those on the outside)
a) In McNamara v. Moody (1979) a federal court upheld an
inmate’s right to write vulgar letters to his girlfriend
b) Prisoners have no inherent right to publish material for use by
other prisoners
3. Visitation
a) In Block v. Rutherford (1984), the US Supreme Court upheld a
policy that prohibited all inmate visits
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b) In Overton v. Bazzetta (2003), the Court upheld a state’s
visitation plan that limited visitation for certain substance
abusing inmates
c) Media members get no special privileges for interviews, but
cannot be denied correspondence
d) Policies for media access must be administered fairly and
without bias
G. The First and Fourteenth Amendments provide the basis for inmates’ rights
of religious freedom
1. Cruz v. Beto (1972)
a) Prisoners must be given a “reasonable opportunity” to pursue
their faith, even if it differs from traditional forms of worship
b) Meeting facilities must be provided for religious purposes when
those same facilities are made available to other groups of
prisoners for other purposes
2. Possessing Items of Worship
a) In Dettmer v. Landon a federal court held that a prisoner who
claimed to practice witchcraft must be provided with the artifacts
needed for worship
b) Drugs, dangerous substances, and dangerous items of worship
may be banned
c) It is acceptable to ban the wearing of beards, even those grown
for religious reasons (Hill v. Blackwell [1985])
H. The First and Fourteenth Amendment allows access to the courts and legal
assistance
1. Bounds v. Smith (1977) recognized the right of prisoners to petition
the court; it is the duty of the state to assist prisoners in the
preparation and filing of legal papers
a) Assistance could be in the form of trained personnel or
institutional law libraries
2. The court in Lewis v. Casey (1996) overturned part of Bounds v.
Smith
a) Prisoners are not guaranteed the “wherewithal to file any and
every type of legal claim”
3. The court in Johnson v. Avery (1968) held that prisoners under
correctional supervision have a right to consult “jailhouse lawyers” for
advice when assistance from trained professional is not available
4. Indigent inmates do not have the right to an appointed lawyer if no
judicial proceedings have been initiated against them
I. The Eighth Amendment guarantees medical care for prisoners
1. Court held prison officials responsible for providing adequate medical
care
a) In Estelle v. Gamble (1976) the US Supreme Court concerned
itself with “deliberate indifference” on the part of staff toward a
prisoner’s need for medical attention
b) Deliberate indifference requires both actual knowledge and
disregard of risk of harm (Hudson v. McMillan [1992])
c) In Washington v. Harper (1990), the US Supreme Court held
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that prisoners can refuse the involuntary administration of
antipsychotic drugs unless government officials can demonstrate
an “overriding justification” as to why the drugs may be
necessary
d) In Pennsylvania Department of Corrections v. Yeskey (1998),
the US Supreme Court held that the Americans with Disabilities
Act (ADA) of 1990 applies to prisons and to prison inmates
e) In US v. Georgia (2006), the US Supreme Court held that state’s
claims of sovereign immunity could not bar suits brought under
the ADA
J. Based on the Eighth Amendment, inmates have the right to protection from
harm by being provided food, water, and shelter, and protection from
foreseeable attack, from predictable sexual attack, and against suicide
1. In Farmer v. Brennan (1994), the court extended the deliberate
indifference standard to claims of liability for harm which exists only if
a prison official “knows that inmates face a substantial risk of serious
harms and disregards that risk by failing to take reasonable measures
to abate it”
2. In Helling v. McKinney (1993), the court maintained that prison
officials are responsible for maintaining environmental conditions
under which health problems might be prevented from developing
K. Most major Supreme Court cases have held that prisoners do not have a
reasonable expectation to privacy when incarcerated; examples of these
cases include
1. Katz v. US (1967)
2. US v. Ready (1978)
3. Hudson v. Palmer (1984)
4. Block v. Rutherford (1984)
L. Prisons must provide formal opportunities to hear inmate grievances
1. Grievances are handled internally
2. All sizable prisons have established procedures whereby an inmate
files a complaint and receives mandated responses
3. Procedures may include a hearing board made of both inmates and
staff, or a single staff member may be responsible
4. Dissatisfied inmates may appeal to an external source
M. Disciplinary actions by prison authorities may require a formalized hearing
process
1. Sanctions cannot be levied against inmates without appropriate due
process (Wolff v. McDonnell [1974])
2. Courts generally have held that inmates going before disciplinary
hearing boards are entitled to
a) A notice of the charges brought against them
b) The chance to organize a defense
c) An impartial hearing
d) The opportunity to present witnesses and evidence in their
behalf
N. The Prison Litigation Reform Act of 1996
1. Sought to reduce the number of frivolous lawsuits alleging
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unconstitutional prison conditions
2. Opponents argue that it could stifle inmates facing real deprivations
Activities
1. Correctional Institute Design. Divide the students into small groups. Have the
students create a diagram of a correctional institute of their own design. The
design is to include all working facilities such as a cafeteria, beds, security,
cameras, offices, etc. Then have the students present their creations to the
entire class for discuss and critique. A captain may be designated for each
group to present the collaborative resolution. Use the Group Evaluation Rubric
and the Presentation Rubric for assessment.
2. Inmate Reflection. Have students write a report or “journal entry” describing the
realities of prison life from the inmate’s point of view. Alternatively, have
students describe the realities of prison life from the prison administration’s
point of view. For extra points have students volunteer to read in front of the
class. Use the Writing Rubric for assessment.
3. Rights Research. Have students work in pairs on a computer with Internet
access. Have the students research the following questions and create a
computer-based presentation with their findings. Have the students present
and discuss their finding with the class. Use the Research Rubric and the
Presentation Rubric for assessment.
 What legal rights do inmates have while incarcerated?
 Do you think that these rights are sufficient?
 Do you think that inmates have too many rights?
Assessments
Organization of Correctional Systems Exam and Key
Discussion Rubric
Group Evaluation Rubric
Individual Work Rubric
Presentation Rubric
Research Rubric
Writing Rubric
Materials
Organization of Correctional Systems computer-based presentation
Organization of Correctional Systems Key Terms
White board/chalk board
Computers with Internet Access and computer-based presentation software
Resources
0133009793, Criminal Justice Today (10th Ed.), Frank Schmalleger, Prentice Hall,
2013
Texas Department of Criminal Justice http://www.tdcj.state.tx.us/
Texas State Historical Association
www.tshaonline.org/handbook/online/articles/jjp03
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Texas Penal Code http://www.statutes.legis.state.tx.us/
Investigator/Officer’s Personal Experience
Accommodations for Learning Differences
For reinforcement, the students will define and illustrate the Organization of
Correctional Systems Key Terms. Use the Individual Work Rubric for assessment.
For enrichment, the students will research and write a report based on a US
Supreme Court case related to Prisoner Rights. The following websites may
assist the students’ research. Use the Research Rubric for assessment.
 www.aclu.org/prisoners-rights
 www.firstamendmentcenter.org/remembering-the-high-point-of-prisonerrights
 http://www.law.cornell.edu/supct/cases/topic.htm
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.297. Correctional Services (One to Two Credits).
(1)
The student researches the history of correctional services. The
student is expected to:
(A)
examine the history of corrections in the United States and
Texas;
(6)
The student recognizes constitutional laws and laws of correctional
systems. The student is expected to:
(B)
explore the impact of the United States legal system on the
correctional system;
(C)
differentiate between the civil and criminal justice systems
and explain how change impacts correctional services;
College and Career Readiness Standards
English/Language Arts Standards
V. Research
C. Produce and design a document.
1. Design and present an effective product.
2. Use source material ethically.
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Organization of Correctional Systems Key Terms
Alternative Sentencing Strategies – (a.k.a. intermediate sanctions) the use of non-traditional sentences in
lieu of imprisonment and fines; these sentences offer alternatives that fall somewhere between
simple probation and outright incarceration
Civil Law – laws governing disputes between individuals
Community Corrections – (a.k.a. community-based corrections) refers to a wide range of sentences that
depend on correctional resources available in the community and permit convicted offenders to
remain in the community under conditional supervision as an alternative to an active prison
sentence
Community Service – requires offenders to spend time working for a community agency; services can
include washing police cars, cleaning graffiti, and refurbishing public facilities
Criminal Law – laws governing offenses that are public and relate to the government
Home Confinement – (a.k.a. house arrest) a form of corrections sentencing where offenders may be
allowed to leave during work hours and in emergencies; sometimes combined with electronic
monitoring
Jail – a locally operated, short-term confinement facility for suspects convicted of misdemeanors and
some felonies, as well as holding for suspects following arrest and awaiting trial
Lex Talionis – the law of retaliation, which was equal to “an eye for an eye”
Maximum Security – high security prisons reserved for the most violent and dangerous offenders; include
far more guards than both minimum and medium security, and very few personal freedoms; each
person confined to such a prison is considered to be a high-risk individual
Medium Security – the standard prison facilities used to house most criminals; feature cage-style
housing, armed guards, and a much more regimented daily routine than minimum security
Minimum Security – prisons that are usually reserved for white collar criminals who have committed acts
such as embezzlement or fraud; although these are serious crimes, they are nonviolent in nature,
and therefore, the perpetrators are not considered to be a risk for violence; these lawbreakers are
sent to facilities that offer a dormitory-type living environment, fewer guards, and more personal
freedoms
Mixed Sentencing – a sentence requiring that a convicted offender serve weekends in a confinement
facility while undergoing probationary supervision in the community
Parole – a prisoner reentry strategy in which inmates receive supervised conditional early release from
correctional confinement
Prison – a state or federal confinement facility that has custodial authority over adults sentenced to
confinement
Probation – a sentence of imprisonment that is suspended; instead, the sentence is served while under
supervision in the community; a conditional freedom granted by a judicial officer to a convicted
offender, as long as the person meets certain conditions of behavior
Shock Probation – offender is sentenced to prison and allowed to apply for probationary release; the
offender usually does not know if he or she will be released and expects to serve a long prison
term
Shock Parole – similar to shock probation, but the decision to release is administrative rather than
judicial
Shock Incarceration – a program that uses “boot camps” to demonstrate the reality of prison life; mainly
used for first-time offenders and involves strict discipline and physical training; programs typically
last from 90–180 days, and failure results in a return to the general prison population
Split Sentencing – a combination of brief incarceration followed by probation; frequently used for minor
drug offenders
Total Institution – enclosed places where people share all aspects of their daily lives
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Name:_________________________
Date:__________________________
Organization of Correctional Systems Exam
Matching
A. Alternative sentencing strategies
B. Civil law
C. Community corrections
D. Community service
E. Criminal law
F. Home confinement
G. Jails
H. Lex talionis
I. Maximum security
J. Medium security
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
Minimum security
Mixed sentencing
Parole
Prison
Probation
Shock parole
Shock probation
Shock incarceration
Split sentencing
Total institution
1. _____ A program that uses “boot camps” to demonstrate the reality of prison life; mainly
used for first time offenders and involves strict discipline and physical training
2. _____ The standard prison facilities used to house most criminals; feature cage-style
housing, armed guards, and a much more regimented daily routine than minimum
security
3. _____ Laws governing offenses that are public and relate to the government
4. _____ A prisoner reentry strategy in which inmates receive supervised conditional early
release from correctional confinement
5. _____ A sentence that requires that a convicted offender serve weekends in a
confinement facility while undergoing probationary supervision in the community
6. _____ Enclosed places where people share all aspects of their daily lives
7. _____ A form of corrections sentencing where offenders may be allowed to leave during
work hours and in emergencies; sometimes combined with electronic monitoring
8. _____ A wide range of sentences that depend on correctional resources available in the
community, permitting convicted offenders to remain in the community under
conditional supervision as an alternative to an active prison sentence
9. _____ Similar to shock probation but the decision to release is administrative, not judicial
10. _____ A combination of brief incarceration followed by probation; frequently used for
minor drug offenders
11. _____ The use of nontraditional sentences in lieu of imprisonment and fines; these
sentences offer alternatives that fall somewhere between simple probation and
outright incarceration
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12. _____ The law of retaliation, which was equal to “an eye for an eye”
13. _____ Locally operated, short-term confinement facilities for suspects convicted of
misdemeanors and some felonies, as well as suspects awaiting trial after arrest
14. _____ A state or federal confinement facility that has custodial authority over adults
sentenced to confinement
15. _____ Requires offenders to spend time working for a community agency; services can
include washing police cars, cleaning graffiti, and refurbishing public facilities
16. _____ Prisons that are usually reserved for white collar criminals who have committed
acts such as embezzlement or fraud
17. _____ Prisons that are reserved for the most violent and dangerous offenders; include
far more guards and very few personal freedoms
18. _____ Offender is sentenced to prison and is allowed to apply for probationary release;
the offender usually does not know if he or she will be released and expects to
serve a long prison term
19. _____ Laws governing disputes between individuals
20. _____ A suspended sentence of imprisonment; the sentence is served while under
supervision in the community; a conditional freedom granted by a judicial officer
to a convicted offender, as long as he or she meets certain conditions of behavior
Multiple Choice
21. _____ American prisons began in the late _____ with early confinement facilities
stressing reformation over punishment.
A. 1600s
B. 1700s
C. 1800s
D. 1900s
22. _____ Programs typically last from 90–180 days and failing the program resulted in
return to general prison population.
A. Probation
B. Shock Probation
C. Shock Parole
D. Shock Incarceration
23. _____ Which of the following facilities offer a dormitory-type living environment, fewer
guards, and more personal freedoms?
A. Maximum Security
B. Medium Security
C. Minimum Security
D. Jail
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24. _____ Which of the following 1974 Supreme Court cases decided that sanctions could
not be levied against inmates without appropriate due process?
A. Katz v. US
B. Cruz v. Beto
C. Johnson v. Avery
D. Wolff v. McDonnell
25. _____ Which of the following is used to describe the court’s unwillingness to intervene
with prison management?
A. Civil control
B. Judicial oversight
C. Hands-on doctrine
D. Hands-off doctrine
26. _____ Which of the following is the 1974 Supreme Court case in which the court ruled
that inmates have rights, much the same as people who are not incarcerated,
provided that the legitimate needs of the prison for security, custody, and safety
are not compromised?
A. Bell v. Wolfish
B. Cooper v. Pate
C. Katz v. US
D. Pell v. Procunier
True or False
27. _____ Courts generally have allowed restrictions on the receipt of published mail,
especially magazines and newspapers, that do not threaten prison security.
A. True
B. False
28. _____ The First Amendment guarantees of freedom of speech are applicable to
prisoners' rights in the areas of receipt of mail, communications with others, and
visitation.
A. True
B. False
29. _____ The First and Fifth Amendments provide the basis for prisoners' rights claims in
the area of religious freedom.
A. True
B. False
30. _____ Prisoners can be made to attend religious services.
A. True
B. False
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31. _____ Today, all sizable prisons have established grievance procedures whereby an
inmate files a complaint with local authorities and receives a mandated response.
A. True
B. False
32. _____ The federal Prison Litigation Reform Act requires inmates to exhaust their prison's
grievance procedure before filing a lawsuit.
A. True
B. False
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Organization of Correctional Systems Exam Key
1. R
2. J
3. E
4. M
5. L
6. T
7. F
8. C
9. P
10. S
11. A
12. H
13. G
14. N
15. D
16. K
17. I
18. Q
19. B
20. O
21. B
22. D
23. C
24. D
25. D
26. D
27. B
28. A
29. B
30. B
31. A
32. A
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Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
9
Yes
10
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
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Copyright © Texas Education Agency, 2012. All rights reserved.
Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
17
Copyright © Texas Education Agency, 2012. All rights reserved.
Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
18
Copyright © Texas Education Agency, 2012. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
19
Copyright © Texas Education Agency, 2012. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
20
Copyright © Texas Education Agency, 2012. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
21
Copyright © Texas Education Agency, 2012. All rights reserved.
Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
22
Copyright © Texas Education Agency, 2012. All rights reserved.
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
23
Copyright © Texas Education Agency, 2012. All rights reserved.