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Title

Built By

Appropriate peer and adult interactions

By XX/XX/XXXX Student will demonstrate appropriate social interactions 75% of the time across school settings as measured on a 4 point scale.

Grade levels:

snapelee

Social Interaction Goal with Peers

increased appropriate social interaction with peers

Grade levels: K-5 6-8 9-12

snapelee

Olivia J.

By May 2014, Olivia will increase her ability to interact with her peers with acceptable social skills through all school settings as measured by a rubric.

Grade levels: K-5

snapelee

Independent Task Completion

Rubric for rating student's puropseful use of class time, including initiating work, remaining on-task,

Grade levels: K-5

snapelee

Emotional Regulation

Use Kari Dunn Buron's 5 point scale to increase self awareness of emotions and use strategies for self regulation

Grade levels: K-5 6-8 9-12

snapelee

Perspective Taking

Given visuals and coaching experiences, discuss what others may be thinking or feeling. Discuss perspective of others during social situations, characters in stories or videos.

Grade levels:

snapelee

Think Social!

When getting frustrated, the student will determine the size of the problem (small, medium, big problem), describe their own and others emotional reactions to problems based on the size and then minimize their own emotional response to problems.

Grade levels: K-5 6-8

snapelee

Coping: Whole Body Listening/Size of Problem

Social thinking

Grade levels: K-5 6-8

snapelee

Perspective Taking

Given visuals and coaching experiences, discuss what others may be thinking or feeling. Discuss perspective of others during social situations, characters in stories or videos.

Grade levels:

snapelee

Size of the problem

Grade levels: K-5 6-8

snapelee

On Task Behaviors

While participating in the virtual classroom, student will increase his on-task behaviors by looking at his computer screeen, staying in the area of his computer, following along with his teacher, and refraining from becoming distracted by other people talking as measured by a behavioral rubric improving from his current baseline of 48% accuracy to 70% accuracy in 3 out of 4 trials over 4 nine week grading periods.

Grade levels: K-5

snapelee

On Task Behaviors

On-Task Goal: Hayden will remain on task and work independently 80% of the time as measured by the following behaviors:

Grade levels: K-5

snapelee

Self-Regulation Skills

Increases students' ability to gain insight and learn to navigate emotions and behaviors associated with self-regulation skills.

Grade levels:

snapelee

Emotion Regulation

This rubric scores the student on the number of behavioral episodes, intensity, and ability to self regulate.

Grade levels: K-5

snapelee

Impulse Control

Recognize and control impulsive behavior such as lying, stealing, cheating.

Grade levels: 6-8

snapelee

Classroom Participation Rubric

Teacher friendly rubric to monitor executive functioning skills including task initiation, on task behavior, and disruptive behavior

Grade levels: K-5

snapelee

Personal/Social Well-being

eIIP Independence goal: By June 2017, Davin will use self-regulation strategies to manage his negative emotions so that there is minimal disruption in his participation in the classroom and his ability to learn.

Grade levels: 9-12

snapelee

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