Daily Operations of Correctional Facilities
Course
Correctional
Services
Unit VI
Correctional
Operations
Essential
Question
What programs
are offered in
correctional
facilities to
reduce
recidivism?
TEKS
§130.297(c)
(10)(E–H)
Prior Student
Learning
History of
TDCJ
Estimated
Time
8 hours
Rationale
There many activities that occur within a correctional facility on a daily basis. It
is important for students to understand the initial intake process and daily
programs offered to help offenders reintegrate into society. Students also
need to know the process by which offenders are granted release into society
and the impact that public relations has on the community.
Objectives
The student will be able to:
1. Describe the steps for processing an inmate through reception,
orientation, and classification.
2. Conduct a simulated parole interview.
3. Analyze prisoner re-entry programs and the effect of the programs on
the community.
4. Describe the importance of public relations as related to communities
and citizens.
Engage
Partner the students and provide them computers with Internet access. Have
the students go to www.tci.tdcj.state.tx.us. Allow the students 10–15 minutes
to review the items that Texas Correctional Industries makes available for
purchase. After the review is complete discuss as a class the types of
products produced by the offenders. Use the Discussion Rubric for
assessment.
Key Points
I. Steps of Reception
A. The offenders are
1. Received from county/city jails daily and then housed in a special
intake area
2. Showered, shaved, and given haircuts during the first process of
reception
3. Given their uniform, toiletries, and bedding
4. Given a temporary housing assignment
5. Photographed for an ID, and all tattoos are documented
B. The offenders’ property is inventoried
1. There are a few items that they may keep
2. The remaining items may be donated to charity or mailed home if
the offender has the money to do so
II. Orientation
A. Offenders are given the TDCJ Orientation Offender Handbook in which
the following are reviewed:
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1. All guidelines and policies
2. The disciplinary process
III. Classification
A. Completed by the Unit Classification Committee
1. Consists of a chairperson, treatment staff, security staff, and
classification staff
2. Assesses the needs of the offender to determine the best
placement
3. Makes housing, job, and educational placements
B. An on-going process that depends mostly on the offender’s institutional
adjustment
C. Determines what privileges an offender is eligible for
D. Includes the option of Special Status Classification
1. Death Sentence – when offenders are sentenced to death, they
are automatically housed on death row at the Polunsky Unit in
solitary confinement
2. Medical – offenders who require extensive medical treatment for
current or chronic illness are placed on medical units that
specialize in the treatment of illness
3. Mentally Retarded Offender Program (MROP) – these offenders
are vulnerable to victimization because of their limited mental
capacity, so they are housed together in a specialized unit
4. Physical disability – offenders that have physically disabilities are
placed in a unit that can accommodate their needs
5. Psychiatric – these offenders are vulnerable to victimization
because they suffer from extreme mental illness, so they are
placed in units where they receive the appropriate level of
treatment and prescribed medications as needed
6. Safe Keeping – these offenders are vulnerable to victimization
because of special factors (i.e. size, type of crime, etc.) so they
are placed in special housing away from the general population
7. Transient – offenders who have not finished the classification
process; they may remain in transient status for up to two years
before receiving a permanent assignment. Many state jail facilities
also house transient offenders
IV.Prison Re-Entry Programs
A. Substance Abuse Treatment
1. Goal is to reduce recidivism of substance abusers which will
reduce crime in the community
2. Treatment Alternatives to Incarceration Program – in lieu of being
sentenced to prison, offenders are screened and assessed for
substance abuse and then referred to treatment as needed
3. Substance Abuse Felony Punishment Facility (SAFPF) – a secure
facility that provides treatment based on the Therapeutic
Community model. Offenders are sentenced for six to nine
months, plus twelve months of treatment once released. Most
SAFPF beds are designated for probationers
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4. In Prison Therapeutic Community (IPTC) – offenders in prison that
are sent for treatment during their last six months of incarceration,
prior to release. The offenders are sent by the Parole Division.
5. Pre-Release Therapeutic Community Program (PRTC) – located
at the Hamilton Unit and includes offenders who are and are not
substance abusers
6. Pre-Release Substance Abuse Program (PRSAP) – located at the
LeBlanc Unit which is strictly for substance abusers; it houses
offenders that have drug problems that are less severe than those
sentenced to IPTC
B. Chaplaincy – offenders are guaranteed the right to freedom of religion
as long as their practices and beliefs do not interfere with the security,
safety, or orderly conditions of the institution
1. Life Changes Academy – has seven tracks, which include spiritual
growth groups, family and life-skills, accountability, and mentoring
2. Program Management – chaplains work with security to ensure
that all goals of the facility are met
3. Pastoral Care – includes meeting the needs of various faith
groups, providing faith-specific religious reading materials,
conducting and supervising educational classes for various
religious beliefs and guiding the staff’s understanding of the many
different religious beliefs and practices of offenders
4. Emergencies – chaplains serve as the only line of communication
between the offender and his family during times of crisis
5. Executions – chaplains play a large role in the execution process.
A chaplain stays with the condemned offender on the day of
execution until he is pronounced dead.
6. Hospice – chaplaincy finds a compassionate way to assist
offenders who are dying and helps the offender grieve and cope
with end-of-life issues
7. InnerChange Freedom Initiative – a voluntary, faith-based, prerelease program conducted at the Carl Vance Unit in a
partnership between the State of Texas and the Prison Fellowship
Ministries. It consists of three phases and accommodates
minimum custody males who will parole to the Houston area and
are within 18–30 months of release
8. Education – chaplaincy works closely with the Windham School
district to provide educational programs
9. Treatment – religious views are at the core of most substance
abuse programs; the chaplaincy provides another perspective to
offenders that can positively change their attitudes and behaviors
C. Youthful Offender Program (YOP)
1. Texas Juvenile Justice Department (TJJD) can transfer youthful
offenders to the Texas Department of Criminal Justice (TDCJ)
prior to reaching age 18. If a child is a repeat offender, the
transfer is mandatory
2. A juvenile can be tried as an adult if
a) The child is 14 years of age and committed
(1) A capital felony offense or
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(2) An aggravated controlled substance felony offense or
(3) A 1st degree felony, and
(4) No adjudication hearing was conducted concerning the
offense
b) If the child was 15 years of age and committed
(1) A second or third degree felony or
(2) A state jail felony, and
(3) No adjudication hearing was conducted concerning the
offense
3. Goals
a) Teach self-discipline by providing clear consequences for
behavior
b) Replace gang principles with community-accepted values
c) Provide staff and community members to act as role models
d) Teach problem-solving skills
e) Reinforce pro-social skills
D. Windham School District (WSD)
1. The largest “dropout” recovery program in Texas
2. Offers basic education for adult offenders with less than a 6th
grade education
3. Offers general education development (GED) exam preparation
for offenders with more than a 6th grade education
4. Has programs that improve the behavior among offenders, reduce
the cost of incarceration, and increase employment opportunities
for offenders
5. Educational achievement is associated with
a) Higher post-release employment and wages
b) Lower recidivism rates
6. A Typical WSD student
a) Dropped out of school in the 9th or 10th grade
b) Functions at the 5th or 6th grade level
c) Has an IQ of 85
d) Is 35 years of age or less, on average
e) Has a history of academic failure
f) Has a defensive or negative attitude
g) Has low self-esteem and little confidence
7. Goals
a) Reduce recidivism
b) Reduce the cost of incarceration
c) Increase the success of offenders obtaining and maintaining
employment
d) Provide an incentive for offenders to behave positively
e) Help offenders to become productive, responsible members
of the community
8. Continuing Education – through partnerships with universities and
community colleges for academic and vocational classes
9. Literacy I-Reading – for offenders who read at or below a 3rd
grade level; focuses on reading and language arts
10. Title I program – for offenders who are 21 years of age or younger
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and are enrolled in literacy class; the program supplements the
literacy class with additional instruction with classes that are six
hours a day
11. English as Second Language (ESL) – offenders who are not
proficient in English receive instruction in oral language and
beginning reading and writing
12. Cognitive Intervention
a) Improves behavior before and after an offender’s release
b) Targets offenders who have poor institutional adjustment
c) Addresses the thinking patterns that result in criminal
behavior
d) Develops personal accountability, anger management,
impulse control, noncriminal thinking, goal-setting, and
positive attitudes and beliefs
e) A 60-day program
f) Significantly reduces the number of disciplinary cases for
offenders who complete the program
13. CHANGES program – Offenders must be within 2 years of
release; the curriculum includes
a) Family relationships and parenting
b) Civic and legal responsibilities
c) Victim sensitivity
d) Health maintenance
e) Employability
f) Money management
14. Career and Technical Education (CTE)
a) Training is offered in 34 areas
b) Training is six hours a day, five days a week, 600 hours a
year
c) Classes are about entry-level industry standards with the
opportunity to obtain industry certifications
d) Offenders are trained for post-release employment or for work
in Texas Correctional Industries
15. Other vocational programs – periodically, WSD offers short
courses (200 hours or less) that prepare offenders for specific
prison jobs
16. Apprenticeship programs – registered with US Department of
Labor, offered in 32 craft/trade areas, and last from 1–6 years
E. Sex Offender Treatment Program (SOTP) and Sex Offender Education
Program (SOEP)
1. Offenders
a) Must be within 24 months of release
b) Are provided with specialized education, counseling,
psychological evaluations, and assessment of re-offense risk
2. Both programs are based on the cognitive-behavioral model and
share the same objectives:
a) Provide highly structured and focused treatment plans
b) Encourage offenders to accept responsibility for their behavior
c) Record progress or lack thereof and adjust treatment as
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needed
d) As an offender progresses, a summary of his or her
rehabilitation is sent to the parole office
3. SOTP is for offenders with medium to high risk of re-offense and
lasts for 18 months
4. SOEP is for low risk offenders and lasts for only 4 months
F. Serious and Violent Offender Reentry Initiative
1. Goal is to reduce the recidivism of administrative segregation
offenders
2. Provides
a) Pre-release, in-cell programming
(1) 6-month cognitive-based program provided and
(2) 12-months continuum of care from Parole Division
b) Transitional services
c) Post-release supervision
3. A partnership between the Parole Division, TDCJ, and the Board
of Pardons and Parole
4. Designed to help offenders who have been housed in
administrative segregation to reintegrate back into the community
after release
V. Work and Training Programs
A. Senate Bill 338 in 1963 authorized the Texas Department of
Corrections to sell prison-made goods to state and local agencies
known as Texas Correctional Industries (TCI)
B. Goals
1. Provide marketable job skills to offenders in order to reduce
recidivism
2. Provide job skill training
3. Provide documentation of work history
4. Provide access to the resources from Project Rio and Texas
Workforce Commission
5. Reduce department costs by providing products and services for
sale to state and local agencies
C. On-the-job training – job training conducted in a real work environment
D. Apprenticeship training – long-term training conducted during an
offender’s off-work hours; consists of lab and classroom hours for
classes that may last up to four years
E. Vocational Training – conducted by WSD or a community college,
consists of 600 hours during a 6-month period
F. Short Courses – 50 to 100 hours, follow a set curriculum and award an
offender a certificate of completion
G. Diversified Career Preparation (DCP) – a 6-month class that covers a
variety of topics (2 hours a day in the classroom and 6 hours at the job
assignment)
H. Manufacturing and Logistics – has 22 apprenticeship programs as well
as DCP programs; must complete the OJT program to participate
I. Prison Industries Enhancement Certification Program (PIE) – offenders
work in one of the many PIE programs and are paid at significantly
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reduced rates
1. Offender receives 20 percent (only 10 percent if he or she has
court ordered child support)
2. 20 percent goes to the offender’s legal dependents
3. 5 percent goes to the Victim’s Compensation Fund
4. 10 percent goes to restitution (if restitution is court ordered)
5. Federal taxes are paid
6. The remainder goes to room and board
J. Transportation and Supply – offenders are drivers that deliver materials
and goods throughout the agency, which provides valuable work
experience and provides low-cost deliveries
K. Agribusiness – offenders produce goods and provide services that
reduce the cost of operating TDCJ
1. Field Crops – surpluses of items such as corn, milo, hay, and
cotton are sold
2. Edible Crops – fruits and vegetables are consumed by the
offenders and the employees, and the surplus is distributed to
area food banks
3. Poultry – eggs are consumed within the food service department
4. Swine – kitchen waste is fed to the pigs to reduce disposal fees
and produce quality pork products
5. Beef/Cattle – raise and sell calves to purchase beef products
6. Horses – used in the tracking dog program, security support, and
livestock production
7. Dogs – track escaped offenders or help law enforcement
agencies
8. Farm Shops – take care of the mechanical needs of agribusiness
and vehicles for the motor pool
9. Pest Control –operated by offenders who are supervised by
licensed pest control personnel
10. Canning Plant – can vegetables grown as edible crop production
11. Meat Packing Plant – process pork for consumption
12. Beef Plant – process raw beef into food products for the offenders
13. Special projects – include food banks, gleaning programs, and
brush clearing to benefit local communities or the state
14. Support – operate feed mills, farm offices, cotton gins, combine
crews, etc. to support all agribusiness operations
L. Food Services – offenders must complete OJT and skilled job training;
includes positions such as baker, butcher, and kitchen help
M. Laundry Service – offenders must complete a short course about
laundry management and then maintain the cleanliness of all of the
offenders’ uniforms and the officers’ clothing
N. Asbestos Abatement Group – offenders remove asbestos from TDCJ
facilities and other state buildings after completing a 40-hour course
and completing OJT
VI.Public Relations
A. Plays a large role in the successful operation of TDCJ facilities
B. The management function that evaluates the public’s attitudes
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C. Identifies the policies and procedures of an agency with public interest
D. Plans and executes programs of action to earn public understanding
and acceptance
E. Remembers that community support is imperative to the success of the
offenders after release
F. Notifies the community and the areas surrounding TDCJ units of
emergencies
Activities
1. Victim Impact Statements (VIS). Have the students imagine they are
victims and complete a TDCJ Victim Impact Statement Packet. Use the
Individual Work Rubric for assessment (Note: Select one of the VIS’s for
use in the Parole Interview).
2. Parole Interview. Divide the students into small groups. Each group will act
as a parole panel. Select one student to play the role of the offender.
Have the students review the sample Grand Jury Indictment, the selected
Victim Impact Statement, and all of the included documents related to the
offender who is eligible for parole (Note: add the case details to the
offender’s file as needed). After the review of the documents, have the
offender create a “parole plan” that details his or her plans for employment,
education, living arrangements, treatment, etc., and have the parole panel
determine what questions are important to ask this offender regarding his
or her return to the community. Have the panel consider if there are any
areas of concern and what information should determine whether or not to
release the offender.
The parole panels’ questions should address
 History of the case
 Prisoner’s discipline and work history
 Prisoner’s medical history
 Prisoner’s mental issues
 Prisoner’s educational program participation
The offender should also be questioned about
 Why he or she is ready for parole
 What preparation he or she has made for release
 Whether he or she has completed any rehabilitation
 Whether he or she is sorry for the crime
 Any other questions the parole panel feels is relevant to the
offender’s success if released
Have the parole panel decide to grant or deny parole. Use the Group
Evaluation Rubric, the Peer Evaluation Rubric, and the Role Play Rubric
for assessment.
3. Public Hearing. Divide the students into groups. Have each group research
the impact a TDCJ unit would have on their city of residence. Have the
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groups present an affirmative plan discussing why the local community
would benefit from having a TDCJ unit within the boundaries. The groups
may need to look at current cities with TDCJ units for guidance. Use the
Presentation Rubric for assessment.
Assessments
Daily Operations of Correctional Facilities Exam and Key
Discussion Rubric
Group Evaluation Rubric
Individual Work Rubric
Peer Evaluation Rubric
Presentation Rubric
Role Play Rubric
Materials
Daily Facility Operations computer-based presentation
Computers with Internet access
Sample parole documents
Resources
Texas Department of Criminal Justice (TDCJ)
 Orientation Offender Handbook
http://www.tdcj.state.tx.us/documents/Offender_Orientation_Handbook
_English.pdf
 Pre-Service Training Manual http://www.tdcj.state.tx.us/vacancy/hrpolicy/pd-97.pdf
 Victim Impact Statement Packet
http://www.tdcj.state.tx.us/documents/Victim_Impact_Statement_Packe
t_English.pdf
020547893X, Criminal Justice, James A. Fagin, Pearson Education, 2006.
Do an Internet search for the following:
 entrepreneur
Accommodations for Learning Differences
For reinforcement, students will review the TDCJ website and locate the
offender orientation handbook. Have them review the guidelines that an
offender must follow. Use the Individual Work Rubric for assessment.
For enrichment, students will research statistics on recidivism rates of those
offenders who complete the educational or vocational programs offered
though TDCJ. Use the Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.297. Correctional Services (One to Two Credits).
(10) The student applies technical skill procedures of correctional
staff to effectively manage day-to-day operations of correctional
facilities. The student is expected to:
(E)
describe the steps for processing an inmate through
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(F)
(G)
(H)
reception, orientation, and classification;
conduct a simulated parole interview;
analyze prisoner re-entry programs and the effect of the
programs on the community; and
describe the importance of public relations as related to
communities and citizens.
College and Career Readiness Standards
Cross-Disciplinary Standards
II. Foundational Skills
E. Technology
1. Use technology to gather information.
2. Use technology to organize, manage, and analyze information.
3. Use technology to communicate and display findings in a clear and
coherent manner.
4. Use technology appropriately.
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Name________________________________
Date__________________________
Daily Correctional Operations Exam
1. _____ Which of the following is not a step in the reception process?
A. Showering the offender
B. Inventorying the offender’s property
C. Documenting tattoos
D. Reviewing the offender handbook
2. _____ The offender handbook is given to offenders for general information and a
standard of acceptable conduct.
A. True
B. False
3. _____ Classification is used to provide all but which of the following?
A. Education
B. Job skills
C. Training
D. Classification provides all of the above
4. _____ The Unit Classification Committee is responsible for all but which of the following?
A. Reviewing the offender handbook
B. Making custody assignments
C. Reviewing newly-assigned offenders
D. Housing assignments
5. _____ The classification process is primarily based on the offender’s criminal history.
A. True
B. False
6. _____ Which of the following is not a special status classification?
A. MROP
B. State jail offenders
C. Safe Keeping
D. Death Sentence
7. _____ Which of the following is not a re-entry program?
A. Substance abuse treatment
B. Windham school district
C. Sex Offender Treatment
D. Agribusiness
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E.
8. _____ Which of the following is not a substance abuse treatment program offered by
TDCJ?
A. Substance Abuse Felony Punishment Facility (SAFPF)
B. In Prison Therapeutic Community (IPTC)
C. Pre-Release Substance Abuse Program (PRSAP)
D. InnerChange Program Initiative
9. _____ Which program does an offender enter without being incarcerated in prison?
A. Substance Abuse Felony Punishment Facility (SAFPF)
B. Treatment Alternatives to Incarceration Program
C. Pre-Release Therapeutic Community Program (PRTC)
D. In-Prison Therapeutic Program (IPTC)
10. _____ Chaplain services may be utilized under all of the following except which?
A. Parole Hearings
B. Executions
C. Hospice
D. Emergencies
11. _____ Which of the following is not a goal of the youthful offender program?
A. Provide role models for behavior
B. Teach problem-solving
C. Institute anger management for all offenders
D. Replace gang principles with accepted community values
12. _____ One of the goals of the Windham School District (WSD) is to reduce recidivism.
A. True
B. False
13. _____ The WSD is the smallest dropout recovery program in Texas.
A. True
B. False
14. _____ Which is not a characteristic of a WSD student?
A. Functions at a 5th or 6th grade level
B. Has high self-esteem and confidence
C. Has an IQ of 85
D. Has a defensive or negative attitude
15. _____ Which of the following is not a program of the WSD?
A. Title I
B. Cognitive Intervention
C. InnerChange Program
D. Career and Technology Education
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16. _____ Sex offenders in the SOTP and SOEP programs are provided with all but which of
the following services?
A. Specialized Education
B. Extended family visits
C. Psychological evaluations
D. Counseling
17. _____ The serious and violent offender reentry initiative works with what type of
offenders?
A. Sex offenders
B. State jail offenders
C. General population offenders
D. Administrative segregation offenders
18. _____ Long-term training conducted during an offender’s off-work hours that may last up
to 4 years is which of the following?
A. On-the-job training
B. Apprenticeship program
C. Vocational training
D. A short course
19. _____ Which of the following follows a set curriculum in which the offender is awarded a
certificate of completion?
A. Short Course
B. Apprenticeship
C. Vocational training
D. On-the-job training
20. _____ There are currently how many apprenticeship trade areas?
A. 24
B. 32
C. 48
D. 18
21. _____ How many hours are students required to complete in the Career and Technology
Education program?
A. 32
B. 600
C. 200
D. 50
22. _____ Which of the work training programs allows an offender to be paid for his or her
work?
A. Apprenticeship program
B. Prison Industries Enhancement Certification program (PIE)
C. Diversified Career Prep (DCP)
D. Manufacturing and Logistics
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23. _____ Which of the following area of specialty does not fall under the Agribusiness
program?
A. Edible crops
B. Transportation and supply
C. Dogs
D. Farm shops
24. _____ Public Relations play a key role in community support of TDCJ.
A. True
B. False
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Daily Correctional Operations Exam Key
1. D
2. A
3. D
4. A
5. B
6. B
7. D
8. D
9. B
10. A
11. C
12. A
13. B
14. B
15. C
16. B
17. D
18. B
19. A
20. B
21. B
22. B
23. B
24. 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
Was the group portrayal creative?
No
1
2
3
4
5
6
9
Yes
10
9
Yes
10
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_______
16
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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
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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.
Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
19
Copyright © Texas Education Agency, 2012. All rights reserved.
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
20
Copyright © Texas Education Agency, 2012. All rights reserved.
5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
21
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:
22
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:
23
Copyright © Texas Education Agency, 2012. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
Objectives
4 pts.
Excellent
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:
24
Copyright © Texas Education Agency, 2012. All rights reserved.
Name:____________________________________
Date:_____________________________
Role Play Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
Comments:
25
Copyright © Texas Education Agency, 2012. All rights reserved.