]Mentoring Class Rubric!!!!
Learning Goal
1--dependent
2--developing
3--meets expectations
4--exceeds expectations
Executive Functioning and
organization
-Student does not work toward
independence when organizing
and prioritizing work
-Student does not use the
physical planner to help practice
executive functioning skills
-Student is not independently
completing assignments and does
not show much improvement
-Student sometimes works
toward independence when
organizing and prioritizing work
-Student sometimes uses the
physical planner to help practice
executive functioning skills
-Student is sometimes
independently completing
assignments, but improving in
small increments with a lot of
teacher intervention
-Student often works toward
independence when organizing
and prioritizing work
-Student often uses the physical
planner to help practice
executive functioning skills
-Student is mostly independently
completing assignments, and
improving with a little teacher
intervention
-Student consistently works
toward independence when
organizing and prioritizing work
-Student consistently uses the
physical planner to help practice
executive functioning skills
-Student is independently
completing assignments and
shows marked improvement
daily/weekly
Self-advocacy
-Student does not ask for help
when needed
-Student does not ask clarifying
questions in order to complete
assignments
-Student sometimes asks for
help, but needs to be reminded by
teachers or parents to do so
-Student sometimes asks
clarifying questions, but
reluctantly does so
-Student often asks for help
when needed
-Student often asks clarifying
questions
-Student consistently asks for
help when needed
-Student always asks clarifying
questions
-Student consistently
communicates with teachers
about his/her needs in order to
be successful
Academic ownership, and
commitment to learning, and
personal growth
-Student does not play an active
role in setting academic and
personal growth goals
-Student does not demonstrate
care and effort in his/her own
learning and activities--this
motivation comes mostly from
the teacher
-Student does not reflect on
goals
-Student does not come to class
prepared to learn
-Student sometimes plays a role
in setting academic and personal
growth goals
-Student sometimes
demonstrates care and effort in
his/her own learning and
activities--though this motivation
is inconsistent and needs a lot of
convincing from the teachers
-Student sometimes reflects on
goals
-Student sometimes comes to
class prepared to learn
-Student often plays a role in
setting academic and personal
growth goals
-Student often demonstrates care
and effort in his/her own
learning and activities--this
motivation comes from the
student, but also with a little
convincing from the teachers
-Student often reflects on goals
and makes academic progress
-Student often comes to class
prepared to learn
-Student consistently plays a role
in setting academic and personal
growth goals
-Student consistently
demonstrates care and effort in
his/her own learning and
activities--this motivation mostly
comes from the student
-Student consistently reflects on
goals and continuously makes
academic progress
-Student consistently comes to
class prepared to learn
Resilience and perseverance
-Student is aware of his/her own
learning challenges, but does not
strive to work hard to overcome
difficulties
-Student is aware of his/her own
learning challenges and
sometimes strives to overcome
difficulties
-Student is aware of his/her own
learning challenges and often
strives to overcome difficulties
-Student is aware of his/her own
learning challenges and
consistently strives to overcome
difficulties