iRubric: Appropriate peer and adult interactions rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...

Appropriate peer and adult interactions

Gavyn will demonstrate appropriate social interactions 75% of the time across school settings as measured on a 4 point scale.

Rubric Code: F245A32

By rissa1943

Ready to use

Public Rubric

Subject: Education

Type: (Other)

Grade Levels: 9-12

Appropriate Social Interactions
	Poor No Progress 0%-25% 1 pts	Fair Slight Progress 25%-50% 2 pts	Good Moderate Progress 50%-75% 3 pts	Excellent Achieved or Maintained Progress 75%-100% 4 pts
self awareness Student will increase understanding of how thier interactions	Poor Student cannot problem solve situations. Does not demonstrate an awareness of other's perspective. Is unable at take initiative or be flexible in most situations.	Fair Student can problem solve situations only with adult prompts and assistance. With adult support, student can recognize the perspectives of others. Rarely takes initiative or is flexible.	Good Student will attempt to problem solve social situations. At times will recognize the perspectives of others. Can take initiative and be flexible.	Excellent Student can problem solve social situations. Demonstrates an awareness of the perspectives of others. Takes initiative and is flexible when needed.
Initiate Social Interaction Student will initiate social interaction in an appropriate manner.	Poor Student is unable to share information about only themselves. Continually tries to give updates on others despite prompting.	Fair Student rarely shares stories without including the negative behavior of others. Prompting is needed.	Good Student sometimes demonstrates the ability to intitiate appropriate interactions with peers and adults with information only pertaining to themselves. Prompts are sometimes.	Excellent Student demonstrates the ability to initiate an appropriate interaction with peers and adults in a school setting.
self regulation Generalize use of learned skills across all educational settings	Poor Student is able to identify a few emotions with consistency; but... remains unclear about how emotions affect his or her thinking & behavior, how his or her behavior affects others, and how others think about his or her behaviors.	Fair Student is able to identify a range of emotions with consistency. Student is able to read own body cues to determine emotions he or she is experiencing with consistency.	Good Student understands how own behavior affects the way other people feel about him or her. Student is able to use tools to self regulate when experiencing intense emotions.	Excellent Student demonstrates problem solving with desirable solutions to problems. Student identifies "triggers" that influence his or her behavior; and uses tools to prevent dis-regulation.