CCE Behavior Rubric for Implementing PAWS

Guidelines – PAWS / Persevere / Act Responsibly / Winning Attitude / Self Control
S / ·  Tries first before asking for help
·  No whining
Attitude:
I can / ·  Recognizes that their behavior determines their success / ·  Makes good use of time and produces good quality work
·  Follows all rules, directions first time given
·  Works well in groups
·  Usually has all supplies and all assignments completed
·  Immediately corrects any shortcomings when reminded by teacher
·  Asks for help to improve quality of work
·  Works at an appropriate rate and level / ·  Exhibits acceptable levels of respect for themselves, others, the class work, and the physical classroom at all times
·  Language, dress and actions are mostly appropriate
·  Self-corrects and/or apologizes
·  Needs little redirection
N / ·  Asks for help before attempting
·  Whines and complains frequently
Attitude:
I’ll do it only if you help me / ·  Recognize that their behavior determines their success in the classroom, but they need to be redirected to show more initiative to be fully successful / ·  Follows all rules and corrects behavior when reminded once
·  Sometimes asks for help to improve quality of work
·  Work is sometimes late / ·  Exhibits repeated minor instances of lack of respect for themselves, others, the class work, and the physical classroom, or are occasionally dangerous or disruptive
·  Language, dress, and actions are usually appropriate
·  Needs adult intervention to change actions
· 
U / ·  Gives up and/or refuses
·  Refuses to try
Attitude:
I can’t or I won’t / ·  Allow outside influences to determine their success in the classroom
·  Make excuses instead of taking initiative / ·  Makes unproductive use of time
·  Work lacks quality
·  Occasionally prompts others to be unproductive
·  Difficulty working in groups
·  Occasionally is unprepared for class and does nothing to improve
·  Does not participate in some class activities
·  Work is frequently late and the quality is poor / ·  Exhibits frequent instances of lack of respect for themselves, others, the class work, and the physical classroom, or act in a dangerous or disruptive manner
·  Language, dress, and actions are often inappropriate
·  Little improvement is seen even after adult intervention