Peer Relationships Rubric Evidence Absent Inconsistent Evidence Reasonable Evidence Compelling Evidence There is little or no evidence is limited evidence that There is substantial evidence There is consistent and that facilitators are using facilitators are using strategies that facilitators are using meaningful evidence that strategies that allow students that allow students to build strategies that allow students facilitators are using strategies to build skills in peer skills in peer relationships. to build skills in peer that allow students to build relationships. relationships. skills in peer relationships. 1 2 3 4 Facilitator doesn’t use any Facilitator uses 1 (maybe 2) Facilitator consistently and Facilitator consistently and strategies to build peer effectively uses 1 (maybe 2) effectively uses 2 or more strategies to build peer relationships. strategies to build peer strategies to build peer relationships, but not relationships. relationships. consistently or effectively. OR The majority of interactions Interactions among students For example, there are no Facilitator uses a strategy in a are positive, however there and between the facilitator and overtly negative interactions negative way. are occasional interactions that students are consistently the atmosphere may be formal, are inconsistent with a positive positive, creating a warm and polite and verging on cold. For example, during a team environment. friendly learning environment building activity, students may make belittling comments on multiple occasions and the facilitator fails to intervene.
Peer Relationships Rubric Evidence Absent Inconsistent Evidence Reasonable Evidence Compelling Evidence There is little or no evidence that facilitators are using strategies that allow students to build skills in peer relationships. is limited evidence that facilitators are using strategies that allow students to build skills in peer relationships. There is substantial evidence that facilitators are using strategies that allow students to build skills in peer relationships. There is consistent and meaningful evidence that facilitators are using strategies that allow students to build skills in peer relationships. 1 2 3 4 Facilitator doesn’t use any strategies to build peer relationships. OR Facilitator uses a strategy in a negative way. For example, during a team building activity, students may make belittling comments on multiple occasions and the facilitator fails to intervene. Facilitator uses 1 (maybe 2) strategies to build peer relationships, but not consistently or effectively. For example, there are no overtly negative interactions the atmosphere may be formal, polite and verging on cold. Facilitator consistently and effectively uses 1 (maybe 2) strategies to build peer relationships. The majority of interactions are positive, however there are occasional interactions that are inconsistent with a positive environment. Facilitator consistently and effectively uses 2 or more strategies to build peer relationships. Interactions among students and between the facilitator and students are consistently positive, creating a warm and friendly learning environment
SLP-Power-Skills-Rubric.docx