Rubric for Shifting GearsRubric for Shifting GearsRubric for Shifting GearsRubric for Shifting GearsRubric for Shifting GearsRubric for Shifting GearsScoring Levels

Substituting Strategies Seeking Different HelpEmulating Strategies

of OthersChanging Goals Without

Feeling Bad“Loss-based Selection”

Checking Your Progress

5Consistent initiative;

skill mastery

Consistently shows mastery and initiative to substitute strategies and/or change parts of strategies to meet positive goals during difficulties.

Consistently shows mastery and initiative to look for help from familiar and new people and resources. Uses familiar resources in new ways to help meet positive goals during difficulties.

Consistently shows mastery and initiative to use the strategies of successful others to help meet positive goals during difficulties.

Consistently shows mastery at accepting loss as part of success and begins to move to new goals. Keeps long-term goals in perspective, and works to find a positive goal that is a better “fit”.

Consistently shows mastery and initiative at regularly checking goal progress and how strategies are working. These checks may lead to changes in strategies.

4“On and off” initiative;

skill competence

Shows competency and takes initiative—about half the time—to substitute strategies and/or change parts of strategies to meet goals during difficulties. May keep using strategies that aren’t working well.

Shows competency and takes initiative —about half the time— to look for help from familiar people and resources. Will sometimes look for help from new people or resources.

Shows competency and takes initiative—about half the time— to use the strategies of successful others to help meet goals during difficulties. May only use examples of a few people.

Shows competency and takes initiative—about half the time— to move to new goals and recognize and accept loss. May have difficulty keeping long term goals in perspective after loss.

Shows competency and takes initiative—about half the time—to check goal progress and how strategies are working.

3Emerging initiative;

basic skill

Shows motivation to substitute strategies and and/or change parts of strategies to meet goals during difficulties. Needs mentor’s help to make these changes and pick useful new strategies.

Shows motivation to choose and use resources and people for help during difficulties. Needs mentor to help make these connections. Mostly uses familiar people and resources.

Shows motivation to use the strategies of successful others to meet goals during difficulties. Needs mentor to point out these successful others, and suggest how to use their strategies.

Shows motivation to move to new goals and accept loss. May rely on mentor support to feel “it will be okay” after loss.

Shows motivation to check goal progress and how strategies are working. Needs mentor to give most feedback and change suggestions.

2Low initiative

low skill

May say that current strategies will “eventually work”. Shows low motivation and substitutes and/or changes parts of strategies to meet goals only when mentor presses.

Rarely ever uses different resources or people for help. Shows low motivation and selects and uses resources and people for help, but only when mentor presses.

May say others’ strategies will not apply to them. Shows low motivation and uses the strategies of successful others to meet goals during difficulties only when mentor presses.

May cling to goals that have little to no chance of being met. Shows low motivation and moves to new goals after loss only when mentor presses.

May say checking progress is a “waste of time”. Shows low motivation and checks goal progress and how strategies are working only when mentor presses.

1Lacks skill;

pre-aware or disengaged

Doesn’t yet substitute and/or change parts of strategies to meet positive goals during difficulties.

Doesn’t yet look for help from others to meet positive goals during difficulties.

Doesn’t yet use the strategies of successful others.

Doesn’t yet let go of unrealistic goals, accept loss, and move to new positive goals.

Doesn’t yet check goal progress or how strategies are working.

0I don’t do this.

Cannot see a pattern

Skip this measure

Cannot see a pattern

Skip this measure

Cannot see a pattern

Skip this measure

Cannot see a pattern

Skip this measure

Cannot see a pattern

Skip this measure

“When things get tough!”

Thrive Foundation for Youth • www.stepitup2thrive.orgCreative Commons Attribution-Noncommercial-Share Alike 3.0 U.S. LicenseLast Updated: 9/9/11Step-It-Up-2-Thrive

Rubric Skill_____________________ Score: ____

Youth pursues negative goals with skill level of ___

Rubric Skill_____________________ Score: ____

Youth pursues negative goals with skill level of ___

Rubric Skill_____________________ Score: ____

Youth pursues negative goals with skill level of ___

Rubric Skill_____________________ Score: ____

Youth pursues negative goals with skill level of ___

Rubric Skill_____________________ Score: ____

Youth pursues negative goals with skill level of ___

Rubric Scoring Sheet Instructions:1)Label columns below with rubric skills.2)Record youth’s score, or level, for each rubric skill. (1 = pre-awareness 2 = low skill 3 = rising skill 4 = competency 5 = mastery)3)Describe “evidence” or examples of a youth’s behavior pattern that reflects rubric level. 4)Total individual scores and divide by number of columns to represent youth’s final score. Final Score:________

Youth Name:_____________________

Adult Name:_____________________

Date:_____________________

Rubric Title: _____________________

Thrive Foundation for Youth • www.stepitup2thrive.orgCreative Commons Attribution-Noncommercial-Share Alike 3.0 U.S. LicenseLast Updated: 9/9/11Step-It-Up-2-Thrive