Progress Assessment Structures Rubric FINAL-1
Transcript of Progress Assessment Structures Rubric FINAL-1
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The Conscious Discipline Rubrics are two documents designed to help you assess your understanding and application(delity) of Conscious Discipline in the classroom. One rubric focuses on Conscious Discipline Structures, the other
focuses on Conscious Discipline Skills. These rubrics also offer a way to increase learning and understanding by
providing a concrete measure of what the next level of implementation looks like. There are two ways to use these
rubrics:
1. Self-assessment: You can use the rubrics as a self-check of your progress with Conscious Discipline. Begin by
assessing yourself using the Structures Rubric, and only assess the structures you are currently using. Use your
results as a tool for growth: If you score a 2, look to the next level to see what implementation as a 3 looks like and
then focus on achieving that level of delity. Complete a new assessment twice a year or whenever you feel you have
experienced a shift in understanding/implementation. Once you have achieved 3s and 4s for most of the Structures
Rubric, you are ready to add the Skills Rubric to your self-assessment process.
2. Formalassessment: A formal assessment allows teachers and administrators to measure delity to Conscious
Discipline in each classroom. This method of assessment is necessary if you intend to conduct any sort of research
or results-tracking with Conscious Discipline. A formal assessment can be accomplished in three steps: 1. The
administrator asks for willingness from the teachers involved with the research/study 2. The same person will conduct
the rubric assessments to insure continuity in scoring 3. Every classroom involved in the research/study is assessed
using both the Structures Rubric and the Skills Rubric.
Generally, when combined with academic and social-emotional data gathered separately, the results from a formal
assessment will show a correlation between program delity and program effectiveness.
HowtoUsetheRubric
2011 Loving Guidance, Inc.
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Structure1:Inadequate
Little or noimplementation
2:MinimalPartial development or
implementation
3:GoodGeneral development
and mostly functionalimplementation
4:ExcellentFully functional
development andimplementation
Greetings 1 2 3 4
Safe Place 1 2 3 4
Brain Smart Start 1 2 3 4
Meaningful Jobs 1 2 3 4
Friends and Family Board 1 2 3 4
Ways to be Helpful 1 2 3 4
Time Machine 1 2 3 4
Visual Daily Schedule 1 2 3 4
Visual Routines 1 2 3 4
Picture Rule Cards 1 2 3 4
Celebration Center 1 2 3 4
We Care Center 1 2 3 4
Safekeeper Ritual 1 2 3 4
Wish Well Board 1 2 3 4
I Love You Rituals 1 2 3 4
Shubert Books 1 2 3 4
RubricRatingSheet
2011 Loving Guidance, Inc.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3
General development
and mostly functionalimplementation2 Partial developmentor implementation1 Little or noimplementation
Children are notindividually greeted
when they arrive.
The greeting routineis haphazard and does
not include all children.Teacher is not presentin the moment with
the children.
The teacher usesa prop such as a
greeting apron togreet each child everyday. The greeting is at
eye level and includeseye contact, a smile,novelty and fun.
The teachers eyeslight up when the
children enter theroom. The teacher ispresent in the moment
while individuallygreeting every child.The greeting is at
eye level, includeseye contact, a smile,novelty and fun, and is
genuine.
GreetingsGreetings connect with children and families. They are used to assess the childs state, and help in
the transition from home to school.
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3
General development
and mostly functionalimplementation2 Partial developmentor implementation1 Little or noimplementation
There is no Safe Placein the classroom or it isused for time out.
There is a Safe Place withvisual icons of balloon,pretzel, drain and S.T.A.R.that are posted but thereis no active teaching ofhow to do the activitiesor how they relate toupset.
There is a comfortableSafe Place with visualicons of balloon, pretzel,drain and S.T.A.R.Teachers teach how todo these stress reducingactivities and coach theiruse during upset times.You can hear words such
as, Breathe with me. Youcan handle this.
Children go to theSafe Place withteacher assistanceor independently.Teachers constantlyremind children to be aS.T.A.R., etc., and calmthemselves using thesame strategies. The
Safe Place has visualicons for balloon, drainand S.T.A.R., picturesof children using thesestrategies, iChoose boardor equivalent, class madebooks showing how touse the Safe Place, andfeeling chart to identifythe emotional state.Children can explain thepurpose and use of theSafe Place.
SafePlaceThe Safe Place is an inviting space where teachers instruct and encourage children in self-regulation.
Children may remove themselves from the group to practice ways to handle emotional upsetthrough active calming in the Safe Place.
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3
General development
and mostly functionalimplementation2 Partial developmentor implementation1 Little or noimplementation
There is no classmeeting, morning
circle time or BrainSmart Start.
Some days the teacherbegins with some
elements of a BrainSmart Start. Some ofthe children are active
participants.
The teacher startseach day with most
elements of the BrainSmart Start. Theteacher can explain
the purpose for eachof the activities. Mostchildren participate.
The teacher startseach day with a Brain
Smart Start includingactivities to unite,disengage stress,
connect and commit.The teacher canexplain the purpose for
each of the activities.The children areactively engaged and
having fun.
BrainSmartStartThe Brain Smart Start is a routine composed of activities to unite, reduce stress, connect and
commit. It helps class members shift to an organized internal state, and creates a biochemistrythat balances and integrates brain, mind and body.
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PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3
General development
and mostly functionalimplementation2 Partial developmentor implementation1 Little or noimplementation
No job board isdisplayed, or job board
is displayed but notused.
Teacher displays ajob board and some
children have jobs.
Teacher displays a jobboard at childrens eye
level in a convenientlocation. Every childhas a job every day.
Teacher displays a jobboard at childrens eye
level in a convenientlocation. The jobsare authentic
responsibilities,contribute to theclassroom community
and rotate in apredictable order.Children can explain
the jobs and enjoythem.
MeaningfulJobsAll children have a meaningful job each day that provides them with opportunities to be signicant
contributors to others and the running of the School Family.
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3
General development
and mostly functionalimplementation2 Partial developmentor implementation1 Little or noimplementation
There is no Friendsand Family Board.
The Friends and FamilyBoard represents some
families and personnel.
Friends and FamilyBoard represents
most personnel andfamilies, includingthe teachers. The
display is attractive, atchildrens eye level andconvenient.
Friends and FamilyBoard represents all
families and relevantschool personnel likespecial area teachers
and principal. Thedisplay is attractive, atchildrens eye level and
convenient. Studentscan explain its purposeand new pictures are
added as familiesgrow and change.Children have a
class-made Friendsand Family Book forcomfort or sharing
with others.
FriendsandFamilyBoardThe Friends and Family Board consists of picture boards and books that include photos of
everyone in the School Family, including school personnel and the childrens extended family.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3
General development
and mostly functionalimplementation2 Partial developmentor implementation1 Little or noimplementation
No visual images arepresent to remind
children of ways to behelpful. Teacher doesnot encourage children
to be helpful.
The teacher postsvisual images of ways
to be helpful, butchildren are rarelyencouraged to be
helpful. Phrases likegood job and thankyou are often used for
helpfulness.
The teacher postsvisual images of
ways to be helpful atchildrens eye leveland refers to them
often. Children areencouraged to behelpful and helpful
with phrases like youdid it and that washelpful.
The teacher postsvisual images at
childrens eye level,refers to them oftenand acknowledges
acts in ways that showhow they contributeto others. The phrase
You _____ so _____,that was helpful iscommonplace. Ways
to be Helpful class-made books changeand grow throughout
the year.
WaysToBeHelpfulThe Ways to be Helpful Board or Book displays illustrations of expected behaviors. It is
supported by helpful language.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
The teacher doesnot teach children
to handle verbal orphysical aggressiveacts. The teacher
ignores, punishes orremoves involvedchildren.
The teacher managesconict but tends to
go to the aggressorrst with goal ofstopping behavior.
Comments like lookhow you made herfeel are common.
The teacher coacheschildren to use the
Time Machine to smile,take a deep breath,wish well, regain
composure andassertively addressthe issue. The children
are learning to sayphrases like, I don tlike it when you _____.
Please _______.
The teacher coacheschildren to use the
Time Machine to smile,take a breath, wishwell, regain composure
and assertively addressthe issue. Childrenuse the Time Machine
with assistance orindependently, andcan explain the basic
processes andlanguage.
TimeMachineThe Time Machine helps children learn to assertively handle verbal aggression (name calling,
teasing) and physical aggression (pushing, grabbing) through role-play that changes hurtfulinteractions into helpful behaviors.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
The teacher doesnot provide a visual
schedule or theschedule lacks visualsthat make sense to the
children.
The teacher displaysa visual schedule but
does not refer to oruse it with children asa way of telling time
(what comes next).
The teacher displaysa visual schedule at
childrens eye level, ina convenient location,reviews it often and
uses it to help childrentell time.
The teacher displaysa visual schedule at
childrens eye level ina prominent locationand reviews it often.
Teachers refer childrento the schedule sothey can nd the
answers to their ownquestions. Teacherscreate individual
schedule books forchildren who requireadditional security/
assistance.
VisualDailyScheduleA consistent and predictable visual daily schedule helps build predictability and safety into a
childrens day.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
No visual routines aredisplayed. The teacher
does not actively teachchildren how to meetexpectations; they are
expected to pick it upover time.
Some visual routinesare displayed, but
chaotic times still existand are not beingM.A.P.ed.
Visual routines areclearly posted for
children at eye levelnear the place theroutine occurs (line up
routine near the door).The teacher M.A.P.s,reviews and teaches
regularly.
Visual routines areclearly posted for
children at eye levelnear the place theroutine occurs. The
teacher M.A.P.s,reviews and teachesregularly. S/he adds
new visual routines asneeded for the class,individuals or families,
and has created visualroutine books.
VisualRoutinesVisual routines are the foundation for creating a safe, organized classrooms. Teachers M.A.P.
expectations for daily routines like going to the bathroom, coming to circle and turning inhomework. M= Model A= Add visuals P= Practice
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
No picture rule cardsexist. Rules may be
listed in writing, not asa useful tool but as arequirement of the
district, school oragency.
The teacher displayspicture rules, but
doesnt use or refer tothem as a tool formanaging behavior.
The teacher displayspicture rules
throughout theclassroom, posted ateye level, reviewed
often and used whenneeded. The teacherconsciously uses them
to provide childrenwith two positivechoices.
The picture rules areattractively displayed
and posted at eye levelwhere needed in theclassroom (line up rule
card posted near thedoor). The rules arereviewed when needed
and used to helpchildren makeappropriate choices.
The teacher createsindividual rule cardsfor children needing
more assistance. Theteacher uses role-playand games to support
the rules cards, andchildren can explaintheir choices if asked.
PictureRuleCardsPicture rule cards display your class rules in pictures showing two positive choices of acceptable
behavior and one negative choice of unacceptable behavior.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
There is no celebrationcenter in the classroom
or rewards given forgood behavior.
The teacher creates aCelebration Center, but
doesnt use it regularly(for example, onlymilestones like
birthdays arecelebrated).
The teacher createsa Celebration Center,
and provides childrenwith materials andtime to post their
celebrations. Mostchildren participate.
The teacher createsa Celebration Center,
and provides childrenwith materials andtime to post their
celebrations. Allchildren participate,and are excited to
share their successesand the successes ofothers.
CelebrationCenterThe Celebration Center provides children and adults a way to honor each others efforts and
achievements.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
The teacher does notprovide a We Care
Center. Children arenot encouraged tocare for each other.
The focus is onkeeping your handsand feet to yourself.
The teacher providesa We Care Center,
but does not givechildren time orencouragement to
express their concernor caring for eachother.
The teacher providesa We Care Center.
Most children use thematerials to expresstheir appreciation,
care and concern forothers. The We CarePerson is a classroom
job.
The teacher providesa We Care Center and
encourages children toexpress their feelingsto others. All children
have the opportunityto use the We CareCenter and it is
assigned as aclassroom job. Childrencan share the purpose
of and the ways to useit when asked.
WeCareCenterThe We Care Center allocates time and materials for children to express their appreciation,
concern and caring.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
No Safekeeper ritual inplace. The classroom
is not based on safety,but on teachercontrol.
Visual items indicate aSafekeeper ritual, but
the teacher does notuse it or the languageof safety. Teacher uses
phrases like stoprunning or walkingfeet.
The teacheroccasionally uses
visual representationof a Safekeeper ritual,and is recognized
by most studentsas the person whois responsible for
keeping the classroomsafe. The language ofsafety is occasionally
used. Keep yourhands by your side soeveryone is safe.
The teacher conductsa Safekeeper ritual
daily and is recognizedby children asresponsible for
keeping the classroomsafe. Children canstate their job as
helping to keep theclassroom safe, andgive examples of how
to do that. The teacherand children use thelanguage of safety.
Walk in the room soeveryone is safe.
SafekeeperRitualThe Safekeeper Ritual is a way to verbally and nonverbally show children that the teachers job
is to keep the class safe and the childrens job is to help keep it safe.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
The class does not usea Wish Well Board, and
does not acknowledgeabsent or upsetchildren.
Teacher has a WishWell Board and uses it
for attendance.
Teacher uses a WishWell Board to help
the class wish absentchildren well every day.
Teacher uses a WishWell Board and Ritual
every day. Children areresponsible foradding their picture to
the board when theyenter the classroom.They use the board
to help wish wellfor those they feelconcern about and
absent children.Children can explainthe function of the
Wish Well Board andare encouraged towish well throughout
the day.
WishWellBoardA Wish Well Board and Ritual helps children express caring for those who are absent or feel
upset, and situations that seem out of their control.
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
The teacher does notuse I Love You Rituals
and seems unaware ofthe importance ofconnection.
The teacher sometimesuses I Love You Rituals
as an activity or songwithout emphasison authentic
connection.
The teacher often usesI Love You Rituals with
the group. Every ritualincorporates eyecontact, touch,
presence andplayfulness.
The teacher uses ILove You Rituals with
the group every day,and schedules dailyone-on-one Rituals
with children whorequire additionalopportunities to
connect. Everyritual incorporateseye contact, touch,
presence andplayfulness. Theteacher can explain the
purpose of the Rituals.
ILoveYouRitualsI Love You Rituals are activities that promote connection through eye contact, touch, presence
and playfulness. They help children increase attention span, reduce hyperactivity, build self-esteem and develop language skills.
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ProgressAssessment
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Indicator&Description
PerformanceLevels
2011 Loving Guidance, Inc.
4Fully functional
development andimplementation3General development
and mostly functionalimplementation2Partial developmentor implementation1
Little or noimplementation
There are noShubert books in the
classroom.
The teacher hasShubert books in the
class library and readsthem occasionally.
The teacher readsShubert books to the
children and discussesthe skills. The childrenshow interest and
enjoy reading aboutShubert.
The teacher usesShubert books to
teach the skillsdemonstrated within(composure, seeing
the best, helpfulness,etc.). The teacheremphasizes the skills
throughout the day,and uses toolslike role-play and
mind mapping tosupport childrensunderstanding.
ShubertBooksThe Shubert series builds character through conict for both children and adults. Shubert
demonstrates helpful ways for children to solve problems, while Mrs. Bookbinder modelsConscious Discipline strategies for adults.