Trait

Novice/Developing
1
Consistently doesnt set
personal goals and rarely
fills out daily planning
sheet. Teacher must set
goals or write in planner for
student.
Is frequently unfocused, off
task and/or is consistently
distracting to other
students.
Rarely uses resources
effectively and needs
consistent or constant
redirection and teacher
observation/monitoring.
May need resources taken
away due to misuse.

Basic/Progressing
2
Has difficulty setting goals
on daily planning sheet and
needs on-going teacher
assistance. Skips days
frequently in planner.

Proficient
3
Sets daily goals by filling
out daily planning sheet
with minimal assistance.
Rarely skips days in
planner.

Advanced
4
Independently sets
challenging, achievable
goals on daily planning
sheet every day. May help
others with this.

Requires moderate
redirection to focus, work
on goals and/or to not to
distract others.
Frequently requires teacher
guidance or
redirection/monitoring to
use resources effectively.
Needs many reminders but
is able to occasionally use
resources affectively.

#4
Self-Evaluation
and Reflection

Very reluctant, unwilling, or

vague. Rarely or never selfreflects on performance on
this rubric without teacher
prompting to identify
strengths and weaknesses,
using feedback, and
modifying behavior or work.
(reflects 0/1 days/week)

Moderately reluctant or
vague. Frequently requires
teacher prompting to selfreflect upon performance
on this rubric to identify
strengths, weaknesses,
using feedback, and
modifying behavior or work.
(reflects 2/5 days/week)

#5
Time Management

Does not appropriately use

time to work on goals or
assignments. Spends most
of the time work-avoiding,
being off-task, talking
and/or playing. Finds
excuses not to work.

With substantial assistance,

can use time to work on
goals or assignments.
Student requires consistent
supervision and spends a
lot of time work-avoiding,
being off-task, talking
and/or playing.

Occasionally needs
redirection to focus,
remain on task and/or
not to distract others.
Selects and uses
resources with minimal
teacher guidance or
monitoring. May need
rare reminders of proper
usage and will
immediately become ontask afterwards.
Occasionally and
adequately self-reflects
upon performance on
this rubric to identify
strengths, weaknesses,
using feedback, and
modifying behavior or
work (reflects 3/5
days/week) with very
little teacher prompting.
Is able to manage time
with occasional/little
redirection order to work
on goals or assignments.
Spends a majority of the
time on task.

#6
Persistence
through
challenges

Student abandons tasks or

goals as soon as they
become too complex or as
soon as they lose interest
or encounter obstacles.

Student requires substantial

encouragement to persist in
accomplishing goals or
tasks when obstacles arise.
Occasionally abandons

Always independently
maintains focus on goals,
is always on task and
never distracts others.
Consistently and
independently uses
resources appropriately
without any teacher
monitoring or guidance.
Always uses resources
appropriately and/or helps
others to do so.
Independently and
abundantly self-reflects
upon performance on this
rubric to identify
strengths, weaknesses,
using feedback and
modifying behavior or
work (reflects 4/5 days per
week with no teacher
prompting).
Student independently
establishes routines and
schedules and uses most
of the time on task
working on goals or
assignments. Student is
very organized and
efficient and usually helps
others with this.
Student always remains
determined and pursues
goals, even when
encountering large-scale
and complex set-backs or

#1
Goal Setting

#2
Focus
#3
Effective Use of
resources
(Laptops, Phones,
Tools, and/or
Textbooks)

With minimal
encouragement, student
persists in completing
goals or tasks when they
encounter difficulties.

#7
Effort/Participation

#8
Work Completion

#9
Interactions with
Peers and Adults

#10
Self-Control

Becomes angry, causes

problems for others, does
nothing to solve problem.
Cannot wait patiently.

tasks, has difficulty asking

for help appropriately, or
waits for others to help.

Rarely shows effort, rarely

listens attentively, asks
questions or participates,
often off-task. Excessively
distracted or distracting to
others. Chooses not to
participate.

Shows inconsistent effort

that requires lots of adult
prompting, listens
passively, doesnt always
contribute, sometimes offtask, distracted or
distracting others.
Reluctant to share.

Rarely or never writes down

assignments or
independently checks
studentvue, materials are
lost, messy, or
disorganized. Many late or
missing assignments.
Rarely utilizes study skills
class as an opportunity to
complete work effectively
on time. Usually off task
despite verbal prompts.
Rude or negative toward
others. Very reactive or
inappropriate. Instigates by
teasing, annoying or
confronting others.
Confrontational when
corrected. Often does not
follow school and classroom
rules. Makes excuses,
blames others, and avoids
consequences. Complains
about work. Resists
apologizing.

Rarely or inconsistently
writes down assignments,
rarely independently checks
studentvue, materials are in
book bag, but not organized
well. Some late or missing
assignments. Occasionally
utilizes study skills class to
catch up on work. May
have trouble with being off
task.

Does not think before

acting, is not able to
independently control their
actions, does not want help

Is not able to independently

control their actions but
may want help managing
their actions better. Is able

Usually respectful.
Sometimes forgets to use
best manners when angry.
Sometimes doesnt follow
school and classroom rules.
Sometimes avoids
responsibilities for their
actions and argues about
consequences. Reluctantly
apologizes. Needs
encouragement to make
good choices. May struggle
with maturity.

Only abandons tasks

when are large-scale or
complex. Asks for help
calmly and tries to
problem solve.
Usually shows good
effort, participates and
actively listens a majority
of the time, usually
makes an effort to stay
on task. Contributes to a
positive learning
environment.
Usually writes down
assignments or has a
system to organize
upcoming work/due
dates, independently
checks studentvue,
materials are organized.
Most assignments are
turned in on time.
Utilizes study skills class
to catch up on work a
majority of the time.
Almost always respectful.
May need occasional
reminders to use best
manners or follow
school/class rules, but
when corrected, chooses
to turn behavior around.
Accepts responsibility
and consequences for
behavior. Apologizes for
mistakes. May role
model to help others.
Acts in an age
appropriate manner.
Understands how their
actions impact others
and is often, but not
always able to

obstacles. Asks for help

calmly, waits patiently or
helps others solve
problems.
Always puts forth their
best effort and shows
interest, actively listens
and participates,
contributes by raising
hand, asking questions,
making meaningful
comments, leading on-task
discussions.
Uses planner or a system
to organize and check
assignments daily,
independently checks
studentvue multiple times
a week to record/report
grades. Materials are very
organized, has few or no
missing assignments.
Helps others catch up on
work in study skills class
Always respectful and
helpful to others.
Practices responsible
behavior. Has many
leadership qualities and is
a good role model for
other students. May be a
conflict mediator or
provide resources or
solutions to solve
problems. Independently
apologizes if needed.
Shows maturity.
Understands how their
actions impact others and
is able to independently
control their actions. Is

understanding the impact

of or how to control their
actions. Has trouble with
forward thinking. Very
reactive. Very judgmental
of others, not willing to
consider alternative
replacement behaviors. Has
trouble seeing connection
between behavior and
consequences.

to establish goals and

routines, withhold
judgements, reflect before
acting, and consider
alternative replacement
behaviors only with strong
teacher support. Doesnt
always see the connection
between behavior and
consequences.

independently control
their actions. Attempts
to establish goals and
routines, withhold
judgements, and
frequently willing to
consider replacement
behaviors, but may not
always be successful.
Tries to reflect on
behavior. Understands
connection between
behavior and
consequences.

deliberate in learning and

in behavior. Consistently
strives to establish goals
and routines, withhold
judgements, considers and
suggests alternative
replacement behaviors.
Forward thinking and
reflective. Always
understands how actions
lead to certain
consequences.