Maintaining a Safe Work Environment
Course
Security
Services
Unit II
Safety
Essential
Question
How does safety
affect the field of
security?
TEKS
§130.298(c)
(2)(A)(B)(C)(D)
Prior Student
Learning
Identify safety
related issues in
the workplace
Estimated Time
3 to 5 hours
Rationale
While the primary function of security professionals is to observe and report,
they in turn must be able to not only document information, but also identify
and investigate situations associated with potential hazards to health, safety,
and environmental dangers. In this unit students will learn how early
awareness of dangers can result in becoming proactive rather than reactive.
Objectives
The students will be able to:
1. Define terms associated with the lesson.
2. Identify workplace hazards to health, safety, and the environment.
3. Inspect a workplace and/or home to identify potential health, safety, and
environmental problems.
4. Investigate and document findings in simulated workplace incidents and
accidents.
5. Summarize issues and problems associated with hazardous materials.
Engage
Have students work in approximately five small groups. Provide each group
with a safety, caution, or hazard image (sample images may be found by
doing an Internet search for the following: compliance signs safety). Have
students discuss the purpose of the sign, the location in which the sign is
typically found, and the consequence(s) of not following the sign’s directions.
Afterwards, have the entire class discuss all of the images. Use the
Discussion Rubric for assessment.
Key Points
I. Basic Principles
A. Primary rule – arrive and return safely, the officer’s safe return is
imperative for the officer’s continued service to the community, the
department, his or her family, and himself or herself
B. Professionalism – a subculture of people who respect each other’s
diversity through training and communication skills resulting in welltrained, community-minded, professional security officers
C. Gut feeling – an emotional or intuitive reaction, often one of
uneasiness; it is important to listen and assess the feeling’s message;
ignoring, disregarding, rationalizing and/or making excuses for gut
feelings without evaluation is usually a mistake
D. Reaction
1. Stress is neither good nor bad
2. The coping strategies we employ towards these stressors
determine the outcome of these daily events
3. We have only two alternatives when presented with a stressor:
fight or flight
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E.
F.
G.
H.
4. Hence, we should continuously learn, review, and devise coping
skills that afford us the greatest latitude in stress management
Observe and report
1. Security officers protect property by maintaining a high visibility
presence to deter illegal and inappropriate actions
2. Observing (through patrols or by watching alarm systems or video
cameras) for signs of crime or disorder
3. Taking action and reporting any incidents to the client and
emergency services
4. Many security firms practice the "detect, deter, observe, and
report" methodology
5. Security officers are not required to make arrests, but have the
authority to make a citizen's arrest or otherwise act as an agent of
law enforcement
6. The primary duty is the prevention and deterrence of crime,
enforcing company rules, and acting to protect lives and property;
and they often have a contractual obligation to provide these
actions
Intimidation Theory
1. When one person intimidates another, it can cause fear, which
then allows the intimidator to exert control and attain power
2. Security and law enforcement must be aware of this and develop
strategies to prevent and control its illegal, unfair, and
inappropriate application
Communication
1. Be a good listener: listen to what you are hearing
2. Be a good observer: see what you are viewing
3. Ask questions: seek information
Documentation
1. A report is a written formal statement of facts
2. Asking: who, what, when, why, where, and how?
3. Reports must be clear, concise, correct, complete, legible, and
objective
4. All reports should contain certain basic qualities to enable the
reader to have immediate understanding on which to base
criminal, corrective, administrative, or disciplinary action
II. Occupational Safety and Health Administration (OSHA)
A. United States Department of Labor
B. Mission
1. Prevent work-related injuries, illnesses, and occupational fatalities
by issuing and enforcing standards for workplace safety and
health
2. Create a better workplace for all workers and to ensure the safety
of everyone by making and enforcing certain standards that are
needed to protect the people
C. Safety Regulations
1. Guards on all moving parts – to prevent inadvertent contact with
most moving parts that were accessible in the normal course of
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operation
2. Permissible Exposure Limits (PEL) – maximum concentrations of
chemicals stipulated by regulation for chemicals and dusts
3. Personal Protective Equipment (PPE) – broader use of
respirators, gloves, coveralls, and other protective equipment
when handling hazardous chemicals including goggles, face
shields, ear protection in typical industrial environments
4. Lockout/tagout – requirements for locking out energy sources
(securing them in an “off” condition) when performing repairs or
maintenance
5. Confined space – requirements for air sampling and use of a
"buddy system" when working inside tanks, manholes, pits, bins,
and similar enclosed areas
6. Hazard Communication (HazCom) – also known as the "Right to
Know" standard; requires developing and communicating
information on the hazards of chemical products used in the
workplace
7. Process Safety Management (PSM) – created to reduce largescale industrial accidents
8. Blood-borne Pathogens (BBP) – standard designed to prevent
healthcare (and other) workers from being exposed to bloodborne pathogens such as Hepatitis B and HIV
9. Excavations and trenches – regulations that specify that trenches
and excavations in which workers are working 5 feet or more
down must be provided with safeguards, in addition to proper
sloping and storage of excavated material in order to prevent
collapses and/or cave-ins
10. Exposure to asbestos – requirement that applies to most
workplaces, most notably construction work. "Construction work"
means work for construction, alteration, and/or repair, including
painting and decorating
11. Mandatory training – it is currently mandatory in the states of
Connecticut, Massachusetts, Missouri, Nevada, New Hampshire,
New York, and Rhode Island that all workers on a public jobsite
have a minimum of 10 hours of OSHA authorized safety training
III. Safety Preparedness
A. Structural and nonstructural hazards – potentially hazardous
conditions in various types of structures and their contents during a
disaster
B. Hazard mitigation – what to do to reduce the risk of damage from
hazards that threaten your area
C. Home and workplace preparedness – how you can prepare in
advance to reduce structural and nonstructural hazards and survive
the initial period after a disaster
IV. Classification of Emergency
A. Active Shooter
1. If it is safe to do so, leave the building and get away from the area
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2. If you cannot leave, lock or barricade all of the doors
3. Close the blinds and block the windows, and then move away
from them
4. Stay low or behind available heavy objects
5. Turn off lights, radios, and computer monitors
6. Keep out of sight
7. Silence all cell phones
8. Call 911 to provide your location, report any injuries, or provide a
description of the assailant(s) (e.g., name, number of suspects,
gender, race, clothing, physical features, type of weapon)
9. Remain in the secured area until you are certain that the shooter
has been contained by law enforcement
10. Do not attempt to rescue anyone if it will further endanger the
persons within the secured area
11. When in doubt, remain within the secured area
12. If you encounter police officers, raise your hands and follow their
commands immediately and completely. They may not know the
identity of the shooter
B. Fire
1. Manually activate the fire alarm
2. Immediately exit the building and close the door(s) behind you
3. Tell others in the area that there is a fire
4. Call 911 when you have reached safety
5. If you are trapped during a fire, take the following steps:
a) Wet and place a cloth material around and under the door to
prevent smoke from entering
b) Close as many doors as possible between you and the fire
c) Be prepared to signal someone outside, but do not break the
glass until absolutely necessary as smoke may be drawn into
the room
6. If caught in smoke, take the following steps:
a) Drop to the floor and crawl toward an exit
b) Stay as low as possible
c) Take shallow breaths through your nose and use a shirt or
towel as a filter
C. Criminal activity
1. Call 911 immediately
2. Do not attempt to apprehend or interfere with a criminal
3. Note the criminal’s characteristics: height, weight, sex, race, age,
clothing, weapon (if any), and the direction and method of travel
4. If the criminal flees the scene in an automobile, note the license
plate, make, model, color, and any other characteristics of the
vehicle
D. Medical emergency
1. Call 911 immediately
2. Do not move the person unless he or she is in danger
3. Avoid leaving the person, except to summon help
4. Render first aid or cardiopulmonary resuscitation (CPR) if you are
trained and qualified
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E. Workplace violence
1. Call 911 immediately and provide a location and a description of
the assailant or suspicious individual
2. Seek cover behind a locked door
F. Chemical, radioactive, or biological spill
1. During business hours, call Environmental Health and Safety at
612-626-6002. After hours, or if someone is injured, call 911
2. Attend to injuries first
3. Warn others nearby of the spill
4. Avoid breathing vapors
5. Direct potentially contaminated people to stay in a controlled area
until they have been cleared of contaminants
6. Isolate and contain the spill. Post or tape off the affected area and
establish a controlled entry point
7. Do not allow others into the area, even to retrieve personal
belongings
8. Do not spread contaminants. Take off your shoes before walking
to other parts of the building
9. Cover wet spills with something absorbent. Cover dry spills with
something slightly dampened
10. Discard towels in the garbage. Do not wash contaminants down
the drain
11. Use an appropriate kit to neutralize and absorb inorganic acids
and bases, or to absorb spills with vermiculite, dry sand, or
diatomaceous earth. Collect and dispose of them as chemical
waste
12. If the spill is flammable, turn off any ignition and heat sources. Do
not light burners or turn on switches
G. Bomb threat
1. If received by phone
a) Use the Department of Homeland Security telephone checklist
(http://dps.nku.edu/documents/Bomb_Threat_brochure.pdf) to
record information regarding the bomb threat and have it
available for the police when they arrive
b) If your phone has a display, copy the number or letters from
the display screen
c) The most crucial information you can obtain from the caller is
the detonation time, the location, and the appearance of the
bomb
d) Do not hang up; instead, have someone call 911 from another
phone and give the phone number for the location that
received the bomb threat
2. If a bomb threat is received as a note, take the following steps:
a) Call 911 immediately
b) Do not handle the note
3. If a suspicious object is found, take the following steps:
a) Call 911 immediately
b) Do not touch or move the object
c) Evacuate the immediate area
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d) Stop anyone from entering the area where the object is
located
4. If a suspicious package arrives in the mail, take the following
steps:
a) Call 911 immediately
b) Do not handle the package
c) Evacuate the immediate area
d) Stop anyone from entering the area where the object is
located
V. Awareness and Procedure
A. Signs of a suspicious package
1. No return address
2. Excessive postage
3. Stains
4. Strange odor
5. Strange sounds
6. Unexpected delivery
7. Physical appearance
B. Evacuation procedures
1. Walk, do not run
2. Do not use elevators
3. Move a safe distance from the building
4. If you know of any hazards or trapped persons, inform the first
response team
5. Do not reenter the building until told otherwise
C. The Emergency Operations Plan (EOP)
1. A document that assigns responsibility to organizations and
individuals for carrying out specific actions at projected times and
places, in an emergency that exceeds the capability or routine
responsibility of any one agency
2. Sets forth lines of authority and organizational relationships, and
shows how all actions will be coordinated
3. Describes how people and property will be protected in
emergencies and disasters
4. Identifies personnel, equipment, facilities, supplies, and other
resources available—within the jurisdiction or by agreement with
other jurisdictions—for use during response and recovery
operations
D. The Size-up
1. A continual nine-step process that enables first responders and
security professionals to make decisions and respond
appropriately in the areas with the greatest need
2. The nine steps include
a) Gather facts – what has happened? How many people are
involved (if you know)? What is the current situation?
b) Assess and communicate the damage – take a lap around the
building. Try to determine what has happened, what is
happening now, and how bad things can really get
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c) Consider probabilities – what is likely to happen? What could
happen through cascading events?
d) Assess your own situation – are you in immediate danger?
Have you been trained to handle the situation? Do you have
the equipment that you need?
e) Establish priorities – are lives at risk? Can you help?
Remember, the safety of lives is the first priority
f) Make decisions – base your decisions on the answers to
Steps 1 through 3 and in accordance with the priorities that
you have established
g) Develop plans of action – develop a plan that will help you
accomplish your priorities. Simple plans may be verbal, but
more complex plans should always be written down
h) Take action – execute your plan, documenting deviations and
status changes so that you can report the situation accurately
to the first responders.
i) Evaluate progress – at intervals, evaluate your progress in
accomplishing the objectives in the plan of action to determine
what is working and what changes you may have to make to
stabilize the situation
Activities
1. Security scenarios – Divide the students into groups and provide each
group with a safety scenario (see the Safety Scenario handout). Have the
students discuss how they would resolve the situation. A captain may be
designated for each group to present the collaborative resolution. Use the
Presentation Rubric for assessment.
2. Have students work in pairs on a computer with internet access. Have the
students research an incident that has occurred based on any of the above
mentioned forms of safety or emergency types. Students will need to
create a computer-based presentation about the incident and “teach” the
class about lessons that were learned during the incident. Use the
Presentation Rubric for assessment.
Assessments
Maintaining a Safe Work Environment Exam and Key
Discussion Rubric
Individual Work Rubric
Presentation Rubric
Research Rubric
Materials
Maintaining a Safe Work Environment computer-based presentation
Classifying Map handout
OSHA Safety Regulation handout
Safety/Hazard Signs Research Graphic Organizer handout
Security Scenario handout
Whiteboard/chalkboard
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Computers with Internet access and computer-based presentation software
Resources
Texas Commission on Private Security http://www.txdps.state.tx.us/psb
Department of Homeland Security
http://www.dhs.gov/files/programs/gc_1269012811362.shtm
http://dps.nku.edu/documents/Bomb_Threat_brochure.pdf
John Hopkins – Health, Safety and the Environment
http://www.hopkinsmedicine.org/hse/occupational_safety/index.html
Occupational Safety and Health Administration http://www.osha.gov/
University of Minnesota – Safety & Security
http://www1.umn.edu/prepared/safety.html
0205592406, Introduction to Private Security: Theory Meets Practice, Cliff
Roberson and Michael L. Birzer, 2009
9780750691918, Introduction to Security (6th Edition), Robert J. Fischer &
Gion Green
Investigator/Officer’s Personal Experience
Do an Internet search for the following: compliance signs safety
Accommodations for Learning Differences
For reinforcement, the students will create a diagram (see the Classifying Map
handout) illustrating the various Classifications of Emergency. Use the
Individual Work Rubric for assessment.
For enrichment, the students will research and identify one safety hazard sign.
Use the Safety/Hazard Signs Research Graphic Organizer handout. Use the
Research Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.298. Security Services (One to Two Credits).
(2)
The student identifies health, safety, and environmental
responsibilities of security personnel in establishing and
maintaining a safe work environment. The student is expected
to:
(A)
identify workplace hazards to health, safety, and the
environment;
(B)
inspect a workplace to identify potential health, safety,
and environmental problems;
(C)
investigate and document findings in simulated workplace
incidents and accidents; and
(D)
summarize issues and problems associated with
hazardous materials.
College and Career Readiness Standards
Cross-Disciplinary Standards
II. Foundational Skills
1. Understand which topics or questions are to be investigated.
2. Explore a research topic.
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3. Refine research topic based on preliminary research and devise a
timeline for completing work.
4. Evaluate the validity and reliability of sources.
5. Synthesize and organize information effectively.
6. Design and present an effective product.
7. Integrate source material.
8. Present final product.
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OSHA Safety Regulation Highlights
Guards on all moving parts – to prevent inadvertent contact with most moving parts
that were accessible in the normal course of operation
Permissible Exposure Limits (PEL) – maximum concentrations of chemicals stipulated
by regulation for chemicals and dusts
Personal Protective Equipment (PPE) – broader use of respirators, gloves, coveralls,
and other protective equipment when handling hazardous chemicals including
goggles, face shields, ear protection in typical industrial environments
Lockout/tagout – requirements for locking out energy sources (securing them in an “off”
condition) when performing repairs or maintenance
Confined space – requirements for air sampling and use of a "buddy system" when
working inside tanks, manholes, pits, bins, and similar enclosed areas
Hazard Communication (HazCom) – also known as the "Right to Know" standard,
requires developing and communicating information on the hazards of chemical
products used in the workplace
Process Safety Management (PSM) – created to reduce large scale industrial accidents
Blood-borne Pathogens (BBP) – standard designed to prevent healthcare (and other)
workers from being exposed to blood-borne pathogens such as Hepatitis B and
HIV
Excavations and trenches – regulations that specify that trenches and excavations in
which workers are working 5 feet or more down must be provided with safeguards
in addition to proper sloping and storage of excavated material in order to prevent
collapses and/or cave-ins
Exposure to asbestos – a requirement that applies to most workplaces: most notably is
construction work. "Construction work" means work for construction, alteration,
and/or repair, including painting and decorating
Mandatory Training – it is currently mandatory in the states of Connecticut,
Massachusetts, Missouri, Nevada, New Hampshire, New York, and Rhode Island
that all workers on a public jobsite must have a minimum of 10 hours of OSHA
authorized safety training
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Safety Scenarios
Scenario 1
You are conducting security at a construction site where a net was hung to catch falling parts
from a building under construction. The net has developed holes, and yesterday a hammer fell
through and nearly hit you. Last week a large piece of metal fell through and injured another
worker. You tell the foreman that you were almost hit and ask him to replace the net. He tells
you to avoid working in the areas where the net may be weak; but your job takes you all over
the area around the site. You are afraid next time something falls you could be seriously injured.
Questions to consider
1. What are the hazards in this situation?
2. Who is notified and how?
3. Are there particular buildings/areas of immediate concern?
4. What actions are taken at this point?
5. What OSHA rights might be useful to you and your coworkers in this situation?
Scenario 2
You are conducting security in a hospital. An orderly on the 6th floor of the hospital slipped while
carrying a load of towels and dislocated his shoulder. The towels blocked his vision and he
didn’t see the “Caution: Wet Floors” sign. Last month an orderly slipped while pushing a patient.
You have been told the hospital floors need to be washed several times a day because of
constant foot traffic from the outside. You know that the new, high-gloss flooring is very slippery
when wet and you are concerned about this.
Questions to consider
1. What are the hazards in this situation?
2. Are there particular buildings/areas of immediate concern?
3. What actions are taken at this point?
4. What are current priorities and concerns?
5. What OSHA rights might be useful to you and your co-workers in this situation?
Scenario 3
You are working as a dispatcher in a large security company and spend most of your day sitting
in front of a computer at a desk next to a window. You are short and the desktop is too high for
you. The company has laid off some workers and your workload has grown. Recently the
company installed video cameras to monitor the clerical workers. Over the past two months you
have developed a nervous stomach and headaches. You would complain to your supervisor, but
you can’t afford to lose your job.
Questions to consider
1. What are the hazards in this situation?
2. Who is notified and how?
3. What are current priorities and concerns?
4. What protective measures are taken?
5. What OSHA rights might be useful to you and your co-workers in this situation?
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Scenario 4
You are a security officer at a college campus when an F4 tornado touches down near one of
the main halls. There is major structural damage to this building and the roof is gone. The
dormitory and the Science Building are also severely damaged. A large metal tank near the
athletic field ruptured on impact and is leaking. You have limited communications capability.
Phone lines are out, and cell phones are working sporadically. However, you learn that there
have been other touchdowns in the area and police and emergency response time is limited.
Questions to consider
1. What are the hazards in this situation?
2. Are there particular buildings/areas of immediate concern?
3. What actions are taken at this point?
4. What are current priorities and concerns?
5. What facilities measures are taken (e.g., gas shutoff)?
Scenario 5
A custodian finds a note taped to the wall of the men’s restroom on the second floor of a
commercial building. The custodian immediately removes the note and takes it to the security
office in which you are stationed. At the security office, the custodian shows the note to the
security personnel.
Questions to consider
1. What actions are taken at this point?
2. Who is in charge of response operations at this point?
3. What are current priorities and concerns?
4. What additional notification processes are undertaken?
5. What are your immediate challenges, and how will they be addressed?
Scenario 6
You are a security officer at a shopping mall in a major metropolitan city when a panel van
drives up to the front of the shopping center. Two men with rifles step out of the van, enter the
shopping center, and begin shooting at customers. A second vehicle arrives at the opposite side
of the shopping center and two additional men begin shooting as they enter the rear of the
campus.
Questions to consider
1. Who is notified and how?
2. Who is in charge of response operations at this point?
3. What are current priorities and concerns?
4. What do you need to know?
5. What do you need to do?
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Name:_________________________
Date:__________________________
Maintaining a Safe Work Environment Exam
Answer the following multiple choice questions.
1. _____ An emotional reaction to something, often one of uneasiness.
a. Primary Rule
b. Gut Feeling
c. Professionalism
d. Fight or Flight
2. _____ Reports must not be
a. Correct
b. Concise
c. Objective
d. Subjective
3. _____ The Occupational Safety and Health Administration (OSHA) is part of The United
States Department of ______
a. Homeland Security
b. Energy
c. Labor
d. Criminal Justice
4. _____ The Intimidation Theory states that___________________.
a. Information is key to communication
b. When in doubt, remain within a secured area
c. Creating fear in one person can lead to control over that person
d. The most crucial information you can obtain from the caller is detonation time
5. _____ Creating a better workplace for all workers and ensuring the safety of everyone by
making and enforcing certain standards that are needed to protect the people is
a. OSHA’s mission
b. The Emergency Operations Plan
c. The Size-up Plan
d. Safety Regulations
True & False Questions
6. _____ The primary Rule is Arrive and Return Safely
a. True
b. False
7. _____ Mandatory training is currently mandatory in all states.
a. True
b. False
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8. _____ The mission of OSHA is to prevent work-related injuries, illnesses, and occupational
fatality by issuing and enforcing standards for workplace safety and health.
a. True
b. False
9. _____ Reports should contain certain basic qualities to enable the reader to have an
immediate understanding on which to base criminal, corrective, administrative, or
disciplinary action, and only contain facts.
a. True
b. False
10. ____ Hazard Mitigation is how one can prepare in advance to reduce structural and
nonstructural hazards and survive the initial period after a disaster.
a. True
b. False
11. Safety Regulations include
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
12. List four examples of Classifications of Emergency
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
13. List the three examples of Evacuation Procedures
1. _____________________________________
2. _____________________________________
3. _____________________________________
14. List the four elements of the Emergency Operation Plan (EOP)
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
15. List the four elements of the Size-up:
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
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Maintaining a Safe Work Environment Exam Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
b
d
c
c
a
a
b
a
a
b
Safety Regulations include Guards on all moving parts, Permissible Exposure Limits (PEL),
Personal Protective Equipment (PPE), Lockout/tagout, Confined space, Hazard
Communication (HazCom), Process Safety Management (PSM), Blood-borne Pathogens
(BBP), Excavations and Trenches, Exposure to asbestos
Classification of Emergency include active shooter; fire; criminal activity; medical
emergency; workplace violence; chemical, radioactive, or biological spill; bomb threat
Evacuation procedures include Walk, don't run; Do not use elevators; Move a safe distance
from the building; If you know of hazards or trapped persons, inform the first response team;
Do not re-enter the building until told otherwise
The Emergency Operations Plan (EOP) includes a document that assigns responsibility to
organizations and individuals for carrying out specific actions at projected times and places
in an emergency; lines of authority and organizational relationships; how people and
property will be protected in emergencies and disasters; personnel, equipment, facilities,
supplies, and other resources available
The Size-up includes gather facts, assess and communicate the damage, consider
probabilities, assess your own situation, establish priorities, make decisions, develop plans
of action, take action, evaluate progress
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Name:____________________
_____
Date:__________________________
Classifying Map
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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:
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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:
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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:
20
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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:
21
Copyright © Texas Education Agency, 2011. All rights reserved.