Student demonstrates a deep conceptual understanding of the learning target(s) and consistently applies/adapts their proficiency to authentic situations.
Student Language: I am proficient, can apply this knowledge/skill to new/unfamiliar situations, and can teach others.

Student demonstrates deep understanding of the learning target(s).
Student Language: I am proficient with very few errors.

Student demonstrates a partial understanding of the learning target(s).
Student Language: I am making progress with guidance.

Student has begun to demonstrate an understanding of the learning target(s).
Student Language: I am just beginning to learn.

Student has not provided adequate evidence to assess level of understanding of the learning targets(s).
Student Language: I have not submitted any evidence of this learning.

Learning Target(s) not assessed during this marking period.

Student excels with the learning targets that have been assessed. They demonstrate knowledge of the skills and practices that exceed the instructional expectations.
This would be evidenced by students receiving 4’s and 3’s on all learning targets within the domain, with the majority being 4’s.

Student is proficient with the learning targets that have been assessed.  Student demonstrates sufficient knowledge of the instructional skills and practices.   
This would be evidenced by students receiving 3’s and/or 4’s on half or more of the learning targets within the domain. 

Student is developing their understanding of the learning targets that have been assessed.  They demonstrate partial knowledge of the instructional skills and practices.
This would be evidenced by students receiving 2’s on more than half of the learning targets within the domain. 

Student demonstrates an initial understanding of the learning targets that have been assessed.  They demonstrate limited knowledge of the skills and practices and may require additional support/prompting.   
This would be evidenced by students receiving 1’s on more than half of the learning targets within the domain.

Student has not provided sufficient evidence to assess the learning targets at this time. 

Learning targets from this domain were not assessed during this marking period.

The student has consistently demonstrated this learner behavior. 

The student has usually demonstrated this learner behavior.  

The student has sometimes demonstrated this learner behavior. 

The student has rarely demonstrated this learner behavior. 

• accept a variety of tasks
• Willing to work/ Socially/emotionally ready to work
• Good hygiene (basic clean vs dirty-hands, face, clothes)
• Has device (as needed) or necessary personal materials 

• Good hygiene
• Appearance/dress code
• Willing to work/socially-emotionally ready
• On time 

• Good hygiene
• Appearance/dress code
• Willing to work/socially-emotionally ready
• On time 

• Completes a task within a given time frame  
• Attends when scheduled 
  
  

• Attends to a task for 30 minutes
• Attends when scheduled
• Takes short breaks only when needed
• Completes tasks assigned
• Gets materials needed for job
  
  

• Attends to a task with no break for 45 minutes of work
• Takes appropriate/efficient breaks
• Manages workspace/materials effectively
• Completes a task
• Communicates with supervisor
  
  

• Locates a communicative partner
• Greets (verbal/non-verbal)
• Asks for help
  
  

• Advocates for self
• Communicates with supervisor  
• Knows when to ask for help
• Asks for help 
  
  

• Communicates with colleagues
• Communicates with those in community members
• Has appropriate workplace conversation
• Notifies supervisor of absence/tardiness/emergencies
• Advocates for self
• Appropriately engages in classroom discussions
  
  

• Tolerates working around others
• Respects people’s personal space (appropriately) 
  
  

• Works with a peer
• Will help boss when asked
• Will help peer when asked 
  
  

• Works well with, collaborates, and helps supervisor
• Works well with, collaborates, and helps colleagues
• Works well with, collaborates, and helps community members
• Demonstrates leadership skills (proactive, delegates, encourages teammates)
• Flexible/adaptable
• Patience/waiting 
  
  

• Follows 1-2 step directions
• Follows basic work routine
• Follows an adult’s directions 
  
  

• Follows simple multi-step directions
• Takes direction from a supervisor
• Occasionally takes direction from colleagues
• Follows routine
• Follows workplace rules/positive attitude 

• Solve uncommon problems
• Accepts constructive criticism
• Applies constructive criticism
• Handles problems professionally
• Assesses quality of work
• Takes initiative (ex: asks for more when done, starts without prompts) 
  
  

• Knows there is a problem that needs to be solved
• Student expresses that there is a problem

• Identifies common problems
• Solves common problems
• Identifies uncommon problems
• Accepts constructive criticism
• Requires minimal support to handle challenges appropriately
• Checks work when completed 
  
  

• Follows multi-step directions
• Follows workplace rules/has positive attitude
• Takes directions from authority
• Takes direction from peers
• Takes directions from community members 
  
  

• Uses materials safely
• Safe body/hands/feet
• Stays at designated workstation
• Safely transitions to/from classroom 
  
  

• Safe behavior
• Self-control
• Follows safety rules of the worksite
• Follows emergency procedures of the worksite
• Navigates school safely
• Demonstrates transportation safety skills (transitions through hall, sidewalks, etc.)
• Uses materials safely 
  
  

• Follows safety rules of the worksite
• Navigates school safely
• Navigates community safely
• Travels safely (ex: transportation, crosswalks, etc.)
• Handles all materials safely/correctly
• Follows emergency procedures