Classroom Behavior Rubric

Sad Face Neutral Good Outstanding

Student requires from 2-3 Student requires minimal Student thinks ahead about
Student consistently prompts or reminders of prompting to follow what the next direction will
Following needs directions repeated stated directions before directions. Only needs be following the sequence
Directions 3 or more times until complying. directions stated once in of the day and prepares
showing compliance. most instances. accordingly.
Student engages in Student displays Student is able to get Student speaks
arguments on a argumentative behaviors along with others in the appropriately to others and
Interactions consistent basis and does with teacher/peers and class; avoids arguing is able to play/work with
with others not respond to refocusing requires 1:1 assistance / with teacher and peers; all students. This student
cues from teacher. prompting to refocus. uses advice from teacher helps others, does not
Causes classroom Distracts others to develop social skills. argue and promotes social
distractions on a Able to work with others. togetherness.
consistent basis.
Student needs 2-3 prompts Student is able to walk in Student finishes work and
Student shows non- to stop a preferred activity. the hallways moves onto next activity
Handling compliance in hallways; Teacher has to wait for appropriately and move independently. Minimal
transitions requires more than 3 cues student to line-up or between activities with prompting is needed.
to stop a preferred change activities; student no more than 1 reminder. Student is self-motivated to
between activity; delays starting with refuse to start new Student shows minimal complete tasks and be a
activities undesirable work. tasks at times. frustration when stopping role model for others in the
a desired activity. hallways.
Student uses no coping Student needs 2-3 prompts Student uses coping Student uses coping
strategies; behaviors to help de-escalate; student strategies with only one strategies provided by
Self- impede the learning of stays upset for a longer teacher cue; student teacher independently
management & others and disrupt period of time requiring refocuses after being when needed; problem
classroom routines; 1:1 teacher intervention; upset with minimal solves situations
coping skills student shows minimal minimal use of coping teacher input; identifies effectively; shares
response to teacher strategies. troubling situations and needs/wants appropriately
intervention. avoids them. to prevent becoming upset.