Autonomy Rubric (Grades K-2)
1 Initiating Progress
2 Approaching Expectations
3 Meeting Expectations
4 Exceeding Expectations
Show effort in learning
situations.
Demonstrate persistence in learning
situations with guidance.
Apply resourcefulness and
persistence in learning situations
with guidance.
Apply resourcefulness and
persistence in learning situations.
Describe problem-solving
and conflict resolution with
guidance.
Determine when problem-solving
and conflict resolution is needed.
Initiate problem-solving and
conflict resolution with guidance.
Initiate problem-solving and
conflict resolution independently.
Engage in self-directed, relevant
tasks.
Engage completely in selfdirected tasks and connect
challenges to find personal
relevance.
Perform tasks with guidance.
Perform relevant tasks that are
chosen with guidance.
Examples of Evidence: works from a
to-do list that was guided by
facilitator, requests facilitator guided
conflict resolution, completes
assigned DIYs based on assessment
data, attends workshops based on
teacher invitation, documents learning
on individual project plan
Autonomy Rubric | © 2015 Engage! Learning Inc.
Examples of Evidence: utilizes
project resources, creates daily to-do
list with facilitator reminders, uses
resources to facilitate conflict
resolution, completes needed DIYs
during research, requests workshops
based on need to know list,
documents and tracks learning on
individual project plan to support
decision making
1
Autonomy Rubric (Grades 3-5)
1 Initiating Progress
2 Approaching Expectations
3 Meeting Expectations
4 Exceeding Expectations
Show effort in learning
situations with guidance.
Demonstrate persistence in learning
situations with guidance.
Apply resourcefulness and
persistence in learning situations
with guidance.
Apply resourcefulness and
persistence in learning situations.
Describe problem-solving and
conflict resolution with
guidance.
Determine when problem-solving
and conflict resolution is needed.
Initiate problem-solving and
conflict resolution with guidance.
Initiate problem-solving and
conflict resolution independently.
Engage in self-directed, relevant
tasks.
Engage completely in selfdirected tasks and connect
challenges to find personal
relevance.
Perform tasks with guidance.
Perform relevant tasks that are
chosen with guidance.
Examples of Evidence: utilizes
project resources, creates daily to-do
list including facilitator reminders,
uses resources to facilitate conflict
resolution, attends workshops based
on need to know list and teacher
invitation, completes needed DIYs
during research, documents and
tracks learning on individual project
plan to support decision making
Autonomy Rubric | © 2015 Engage! Learning Inc.
Examples of Evidence: uses
additional resources available in
school, adapts to new situations,
creates daily to-do list, demonstrates
grit when facing challenges, requests
workshops based on assessment
data, uses team contract to solve and
document conflict resolution
independently, plans and documents
own learning with the individual
project plan, exceeds rubric
expectations by taking units to a
personally relevant level, willingness
to work with a variety of people
2
Autonomy Rubric (Middle School)
1 Initiating Progress
2 Approaching Expectations
3 Meeting Expectations
Demonstrate persistence in
learning situations with
guidance.
Apply resourcefulness and
persistence in learning situations
with guidance.
Apply resourcefulness and
Develop resourcefulness and
persistence in learning situations. persistence in learning situations.
Determine when problemsolving and conflict resolution
is needed.
Initiate problem-solving and conflict
resolution with guidance.
Initiate problem-solving and
conflict resolution independently.
Facilitate problem-solving and
conflict resolution independently.
Perform relevant tasks that
are chosen with guidance.
Engage in self-directed, relevant
tasks.
Engage completely in selfdirected in tasks and connect
challenges to find personal
relevance
Create self-directed tasks and
customize challenges based on
personal relevance.
Examples of Evidence: uses
additional resources available in
school, adapts to new situations,
creates daily to-do list, demonstrates
grit when facing challenges, requests
workshops based on assessment
data, uses team contract to solve and
document conflict resolution without
facilitator intervention, plans and
documents own learning with the
individual project plan, exceeds rubric
expectations by taking units to a
personally relevant level
Examples of Evidence: reflect on and
use goal setting to develop autonomy,
collaborate with facilitator to create
challenges and resources based on
student relevance, independently
provides evidence of mastery of
standards, locates and provides
relevant resources to class, requests
additional critique from facilitator and
peers, creates and/or initiates
communication about learning to
parents and community members,
utilizes technology independently
Autonomy Rubric | © 2015 Engage! Learning Inc.
4 Exceeding Expectations
3
Autonomy Rubric (High School)
1 Initiating Progress
2 Approaching Expectations
3 Meeting Expectations
Demonstrate persistence in
learning situations with
guidance.
Apply resourcefulness and
persistence in learning situations
with guidance.
Apply resourcefulness and
Develop resourcefulness and
persistence in learning situations. persistence in learning situations.
Determine when problemsolving and conflict resolution
is needed.
Initiate problem-solving and conflict
resolution with guidance.
Initiate problem-solving and
conflict resolution independently.
Facilitate problem-solving and
conflict resolution independently.
Engage in self-directed, relevant
tasks.
IEngage completely in selfdirected in tasks and connect
challenges to find personal
relevance.
Create self-directed tasks and
customizes challenges based on
personal relevance.
Perform relevant tasks that
are chosen with guidance.
Examples of Evidence: uses
additional resources available in and
out of school, quickly adapts to new
situations, creates daily to-do list,
demonstrates grit when facing
challenges, requests workshops
based on assessment data, uses team
contract to solve and document
conflict resolution without facilitator
intervention, plans and documents
own learning with the individual
project plan, exceeds rubric
expectations by taking units to a
personally relevant level
Autonomy Rubric | © 2015 Engage! Learning Inc.
4 Exceeding Expectations
Examples of Evidence: reflects on
and uses goal setting to develop
autonomy, collaborates with facilitator
to create challenges and resources
based on student relevance,
independently provides evidence of
mastery of standards, locates and
provides relevant resources to class,
requests additional critique from
facilitator and peers, creates and/or
initiates communication about
learning to parents and community
members, makes suggestions for
adaptations to learning environment,
utilizes technology independently,
works in all the spaces of the campus
appropriately
4
Autonomy Rubric (Faculty/Staff)
1 Initiating Progress
2 Approaching Expectations
3 Meeting Expectations
Apply resourcefulness and
persistence in learning
situations with guidance.
Apply resourcefulness and
persistence in learning situations.
Develop resourcefulness and
Facilitate resourcefulness and
persistence in learning situations. persistence in learning situations
with others.
Initiate problem-solving and
conflict resolution with
guidance.
Initiate problem-solving and conflict
resolution independently.
Facilitate problem-solving and
conflict resolution independently.
Create resources to support
others in facilitating problemsolving and conflict resolution.
Engage in self-directed,
relevant tasks.
Engage completely in self-directed in
tasks and connect challenges to find
personal relevance.
Create self-directed tasks and
customize challenges based on
personal relevance.
Create self-directed tasks and
customize challenges based on
relevance of audience.
Examples of Evidence: receives
constructive feedback with a growth
mindset, adapts to new situations,
resolves conflicts and solves problems
with co-workers, engages in optional
professional development and finds
personal relevance in what is required
Examples of Evidence: reflective of
mindset to support goal setting,
skillfully adapts to new situations,
facilitates problem-solving and
conflict resolution with team or other
teachers, Engage units or professional
development designed based on what
the designer sees relevant, seeks
critique, provides specific, meaningful
feedback, adapts the learning
environment to suit model needs
Examples of Evidence: open-ended
questions posed often, coach to win
model used to encourage persistence
in others, creates conflict resolution
guides for teachers or students, units
or professional development designed
based on needs and interests of
audience, initiates learning
experiences with peers
Autonomy Rubric | © 2015 Engage! Learning Inc.
4 Exceeding Expectations
5