rubric gallery

Given instruction and practice, Dorian will demonstrate appropriate social interactions 75-100% of the time across school settings as measured on a 5 point scale.

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

Within the IEP year, Micah will have required materials/assignments necessary for class on 80% of opportunities teacher rubric. Within the IEP year, Micah will create a sequential list of steps (including materials needed and steps to accomplish the task) prior to beginning a project or complex task independently with 80% accuracy as measured by teacher rubric.

Attention, Focus, Task Completion

Rubric to review the effectiveness of therapeutic listening coupled with sensory integrative functioning to speed the emergence of: attention, self regulation, postural control, fine motor control, oral motor skills and visual motor integration. Criteria selected, specific to the needs of individual students. Not all areas need to be scored. Work completion and in class behavior criteria not to be scored as part of rubric, but included for observation review only.

This rubric is to be used when students are working on collaborative groups. The rubric outlines the expectations for the collaborative group work.

Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

This rubric scores the student on number of behavioral episodes and the ability to self regulate during situations. It is scored so that the higher the percentage, the more frequent, intense the behavior and the less self-regulation used. Goal is to decrease the challenging behavior.

self-regulation inhibition attention

This rubric assesses a students ability to demonstrate age appropriate class behavior and peer interaction. Criterion numbers may need to be changed and specific behaviors defined.

initiating, engaging, and sustaining creative peer interactions in play

initiating, engaging, and sustaining creative peer interactions in play

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