Academic Behavior Checklist
Student: Grade: Team/Teacher:
Check the skills the student has difficulty in. Complete the rating scale for each skill
checked:
Homework Completion. Poor Fair Good N.O.
The student:
writes down homework assignments accurately and completely 1 2 3 --
when completing homework, uses highlighters, margin notes, or 1 2 3 --
other strategies to note questions or areas of confusion for later
review with teacher or tutor
turns in homework on time 1 2 3 --
Study Skills. Poor Fair Good N.O.
The student:
takes complete, organized class notes in legible form and 1 2 3 --
maintains them in one accessible notebook
When reviewing notes, uses highlighters, margin notes, or other 1 2 3 --
strategies to note questions or areas of confusion for later review
with teacher or tutor
follows an efficient strategy to study for tests and quizzes 1 2 3 --
allocates enough time to study for tests and quizzes 1 2 3 --
seeks help from the teacher to answer questions or clear up areas 1 2 3 --
of confusion
Organization Skills. Poor Fair Good N.O.
The student:
arrives to class on time. 1 2 3 --
maintains organization of locker to allow student to efficiently 1 2 3 --
store and retrieve needed books, assignments, work materials, and
personal belongings
brings to class the necessary work materials expected for the 1 2 3 --
course (e.g., pen, paper, calculator, etc.)
is efficient in switching work materials when transitioning from 1 2 3 --
one in-class learning activity to another
Cooperative Learning Skills. Poor Fair Good N.O.
The student:
participates in class discussion 1 2 3 --
gets along with others during group/pair activities 1 2 3 --
does his or her ‘fair share’ of work during group/pair activities 1 2 3 --
takes a leadership position during group/pair activities 1 2 3 --
takes ownership for his/her choices 1 2 3 --
Independent Seat Work. Poor Fair Good N.O.
The student:
has necessary work materials for the assignment 1 2 3 --
is on-task during the assignment at a level typical for students in 1 2 3 --
the class
refrains from distracting behaviors (e.g., talking with peers 1 2 3 --
without permission, pen tapping, vocalizations such as loud sighs
or mumbling, etc.)
recognizes when he or she needs teacher assistance and is willing 1 2 3 --
to that assistance
requests teacher assistance in an appropriate manner 1 2 3 --
requests assistance from the teacher only when really needed 1 2 3 --
if finished with the independent assignment before time expires, 1 2 3 --
uses remaining time to check work or engage in other academic
activity allowed by teacher
takes care in completing work—as evidenced by the quality of the 1 2 3 --
finished assignment
is reliable in turning in in-class assignments 1 2 3 --
Motivation. Poor Fair Good N.O.
The student:
has a positive sense of ‘self-efficacy’ about the academic content 1 2 3 --
area (self-efficacy can be defined as the confidence that one can
be successful in the academic discipline or subject matter if one
puts forth reasonable effort)
displays some apparent intrinsic motivation to engage in course 1 2 3 --
work (e.g., is motivated by topics and subject matter discussed or
covered in the course; finds the act of working on course
assignments to be reinforcing in its own right)
displays apparent extrinsic motivation to engage in course work 1 2 3 --
(e.g., is motivated by grades, praise, public recognition of
achievement, access to privileges such as sports eligibility, or
other rewarding outcomes)
Compliance Poor Fair Good N.O.
The student:
is compliant 1 2 3 --
follows/understands directions the first time they are given 1 2 3 --
responds to teacher requests and does not ignore teacher 1 2 3 --
responds well to natural consequences 1 2 3 --
