ECSE 340 Infant Mentor Implementation Rubric

Scoring for the infant mentor implementation form reflects the student’s degree of ability to accomplish the tasks outlined on the evaluation form. Use the following continuum description to
score his/her performance.

Level 1: Unsatisfactory Score: 2.6

Performance: An infant mentor at this level does not understand the concepts underlying the skills of planning and implementation or does not care to apply the knowledge effectively. They
make many mistakes and continue to rely heavily on support and guidance in a highly structured environment. Consequently, performance at this level is below the licensing stand of “do no
harm.”
Level 2: Emerging Score: 3.0
Performance: An infant mentor at this level is given opportunities to try the use of basic skills learned and observed relating to planning and implementation yet they have fragmented skills in
regards to planning and implementation, with some developed further than others. They continue to learn through trying new skills, making mistakes, and continue to require significant
support and guidance.
Level 3: Developing Score: 3.4
Performance: An infant mentor at this level has skills relating to planning and implementation that are beginning to be applied more consistently and confidently, and with fewer mistakes,
yet continues to require some support and guidance.
Level 4: Applying Score: 4.0
Performance: An infant mentor at this level is able to plan and implement effective instruction with minimal input or assistance. They apply with confidence and regularity the skills they
have acquired over their experiences well enough to merit confidence from others with minimal support and guidance.

Level of performance - The infant mentor:
4 3
a. Respects the parent by
always being on time,
keeping the session to the
prescribed 30 minutes and
being professionally attired
for the session.
b. Always engages the
parent in a meaningful and
respectful manner and
consistently acknowledge
parent's strengths and
abilities to achieved desired
results.
c. Always makes
appropriate eye contact
with the parent and
consistently demonstrates
active listening techniques
with the parents to build
trust.
Generally shows respect for
parents by being on time,
keeping the session to 30
minutes, and being
professionally attired for the
session most of the time.
Generally engages the parent
in a meaningful and respectful
manner and acknowledges
parent's strengths and abilities
to achieved desired results
most of the time.
Makes appropriate eye contact
with the parent most of the time
and generally demonstrates
active listening techniques with
the parents to build trust.
1. Coaching Procedures
2 1
Is inconsistently on time,
sometimes the session is too
long or too short, and is
professional in attire some of
the time. Behavior is considered
disrespectful to parents
Inconsistently engages the
parent in a meaningful and
respectful manner and
acknowledges parent's
strengths and abilities to
achieved desired results some
of the time.
Makes appropriate eye contact
with the parent some of the time
and inconsistently demonstrates
active listening techniques with
the parents to build trust.
Is not on time, does not keep the
session to 30 minutes, and is not
professionally dressed for visits.
Behavior is considered disrespectful
to parents.
Does not understand or know how to
engage the parent in a meaningful
and respectful manner or
acknowledge parent's strengths and
abilities to achieved desired results,
Behavior could be considered
disrespectful or irresponsible.
Does not understand or know how to
make appropriate eye contact with
the parent or demonstrate active
listening techniques with the parents
to build trust. Behavior could be
considered disrespectful or
irresponsible
Comments:
Great job being on time and
ready to go for your visit.
I loved that you consistently
told mom what she was
doing well and really built
her up.
You both did a great job with
eye contact and being
engaged in the activities. I
love that Jason looked to you
both for praise after he did a
task. It just showed that he
knows you’ll give him praise
and support!

Level of performance - The infant mentor:
4 3
a. Always reviews the plan
related to what the parent
was going to do between
coaching sessions most of
the time and consistently
transitions to observations
and actions related to the
activity/routine planned
for the current visit.
b. Consistently provides
opportunities for the
parent to reflect on the
success or lack thereof
between coaching
sessions and always allows
the parent to reflect
without providing input/
suggestions/ or by leading
the conversation.
Level of performance - The infant mentor:
4 3
a. Is always confident
modeling how to support
the child's participation
within the activity or
routine, consistently
explains what was modeled
and gives the parent
something to observe
every time.
b. Always invites the
parent to try the modeled
activity or routine and
consistently takes the time
to observe the parent
during the routine or
activity as related to the
needs or goal of the family.
ECSE 340 Infant Mentor Implementation Rubric
Reviews the plan related to what
the parent was going to do
between coaching sessions most
of the time and generally
transitions to observations and
actions related to the
activity/routine planned for the
current visit.
Generally provides opportunities
for the parent to reflect on the
success or lack thereof between
coaching sessions and allows the
parent to reflect without
providing input/ suggestions/ or
by leading the conversation most
of the time.
Is generally confident
modeling how to support the
child's participation within the
activity or routine, explains
what was modeled and gives
the parent something to
observe most of the time.
Generally invites the parent to
try the modeled activity or
routine and takes the time to
observe the parent during the
routine or activity as related to
the needs or goal of the family
most of the time.
2. Coaching: Previous Plan
2 1
Reviews the plan related to what
the parent was going to do
between coaching sessions some
of the time and inconsistently
transitions to observations and
actions related to the
activity/routine planned for the
current visit.
Inconsistently provides
opportunities for the parent to
reflect on the success or lack
thereof between coaching
sessions or allows the parent to
reflect without providing input/
suggestions/ or by leading the
conversation some of the time.
3. Coaching: Observation
2 1
Is somewhat confident modeling
how to support the child's
participation within the activity
or routine, inconsistently explains
what was modeled and gives the
parent something to observe
some of the time.
Inconsistently invites the parent
to try the modeled activity or
routine and takes the time to
observe the parent during the
routine or activity as related to
the needs or goal of the family
only some of the time.
Does not review the plan related to
what the parent was going to do
between coaching sessions and is not
able transition to observations and
actions related to the activity/routine
planned for the current visit. Behavior
could be considered negligent and
disrespectful.
Does not provide opportunities for the
parent to reflect on the success or lack
thereof between coaching sessions or
allow the parent to reflect without
providing input/ suggestions/ or by
leading the conversation. Behavior
could be considered disrespectful.
Does not understand how to model or
explain how to support the child's
participation within the activity or
routine. Behavior could be considered
disrespectful and irresponsible.
Does not invite the parent to try the
modeled activity or routine, or take
the time to observe the parent during
the routine or activity as related to the
needs or goal of the family. Behavior
could be considered disrespectful and
irresponsible.
Comments
Great job reviewing the plan
and allowing mom some
reflection. You did this with
both activities and did a
really great job with it.
This one was done really well
as well. Mom was able to
reflect on what she had done
throughout the week to help
Jason with his goals.
Comments
For both activities, you
provided verbal instruction
on how to do the activity,
which was awesome. When
introducing both activities,
just make sure to model the
activity for mom first.
This was done really well. It
was awesome that you went
over your “too hard” activity,
as well.

Level of performance - The infant mentor:
4 3
a. Always asks the parent to
demonstrate what worked
or did not work from the
previous intervention plan
and consistently provides
opportunities within the
present activity settings or
routines for the parent to
demonstrate/practice new
knowledge, skills, and
strategies based on
discussion/reflection and
your modeling.
b. Always provides verbal
prompting or direct
teaching when necessary
to support parent/teacher
success in promoting child
participation within the
activity or routine.
Consistently identifies how
the parent will continue to
use the newly learned
knowledge, skills, and
strategies in the current
and future
activities/routines.
Level of performance - The infant mentor:
4 3
a. The intervention plan
always reflects the
parent's goals and the
child's interests.
Overall Points: 97/100
Overall Feedback:
ECSE 340 Infant Mentor Implementation Rubric
Generally asks the parent to
demonstrate what worked or
did not work from the
previous intervention plan and
provides opportunities within
the present activity settings or
routines for the parent to
demonstrate/practice new
knowledge, skills, and
strategies based on
discussion/reflection and your
modeling most of the time.
Generally provides verbal
prompting or direct teaching
when necessary to support
parent/teacher success in
promoting child participation
within the activity or routine.
Most of the time identifies how
the parent will continue to use
the newly learned knowledge,
skills, and strategies in the
current and future
activities/routines.
5. Professional Commitment & Responsibility
The intervention plan generally
reflects the parent's goals and
the child's interests.
4. Coaching: Action/Practice
2 1
Inconsistently asks the parent to
demonstrate what worked or did
not work from the previous
intervention plan and provides
opportunities within the present
activity settings or routines for the
parent to demonstrate/practice
new knowledge, skills, and
strategies based on
discussion/reflection and your
modeling some of the time.
Inconsistently provides verbal
prompting or direct teaching when
necessary to support
parent/teacher success in
promoting child participation
within the activity or routine.
Sometimes identifies how the
parent will continue to use the
newly learned knowledge, skills,
and strategies in the current and
future activities/routines.
2 1
The intervention plan somewhat
reflects the parent's goals and the
child's interests.
Does not ask the parent to
demonstrate what worked or did not
work from the previous intervention
plan or provide opportunities within
the present activity settings or
routines for the parent to
demonstrate/practice new
knowledge, skills, and strategies based
on discussion/reflection and your
modeling. Behavior could be
considered disrespectful or
irresponsible.
Does not provide verbal prompting or
direct teaching when necessary to
support parent/teacher success in
promoting child participation within
the activity or routine. Does not
identify how the parent will continue
to use the newly learned knowledge,
skills, and strategies in the current and
future activities/routines. Behavior
could be considered disrespectful or
irresponsible.
The intervention plan does not reflect
the parent's goals and the child's
interests.
Comments
Mom did this on her own
coincidentally by having
Annie share with Jason. But
this was done really well.
Just make sure to do it with
both activities (even though
this one is tricky because the
mom said she hadn’t been
doing it during the week but
you could have her show you
the activity again and how
she would do it.)
You did a great job
presenting the strategies to
mom and how she can
incorporate them into the
home. And did a really great
job with verbal prompting
throughout the visit.
Comments
Your intervention plans have
been great and goal-
oriented.
 ECSE 340 Infant Mentor Implementation Rubric

You two did so well today. I honestly was so impressed! I love that you had mom prepare for your activities ahead of time by grabbing the
materials you needed for your activities. That was something that I haven’t seen done before but it was really helpful and I felt like it got mom
excited for the activities. Seriously, I don’t have much constructive criticism to give at all. Keep doing what you’re doing!