Progress Assessment Structures Rubric FINAL-1

8/6/2019 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



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ProgressAssessment

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Indicator&Description

PerformanceLevels


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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ProgressAssessment

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PerformanceLevels


4Fully functional


General development


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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ProgressAssessment

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PerformanceLevels


4Fully functional


General development


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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ProgressAssessment

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PerformanceLevels


4Fully functional


General development


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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ProgressAssessment

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PerformanceLevels


4Fully functional


General development


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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PerformanceLevels


4Fully functional


General development


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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PerformanceLevels


4Fully functional

development andimplementation3General development

and mostly functionalimplementation2Partial developmentor implementation1


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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PerformanceLevels


4Fully functional




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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PerformanceLevels


4Fully functional




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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PerformanceLevels


4Fully functional




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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PerformanceLevels


4Fully functional




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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PerformanceLevels


4Fully functional




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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PerformanceLevels


4Fully functional




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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PerformanceLevels


4Fully functional




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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ProgressAssessment

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PerformanceLevels


4Fully functional




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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PerformanceLevels


4Fully functional




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.

Documents

Progress Assessment Structures Rubric FINAL-1