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Habits of Engaged Learners

What are the habits of engaged learners? How will students' habits be assessed?

Personal and interpersonal qualities such as attitude, work ethic, respect for others, self and materials, readiness for work, cooperation and collaboration are not only necessary for a successful educational experience, but are essential lifelong skills. The Habits of Engaged Learners will be reported out at regular intervals. It is important that these factors are communicated to students and parents but not included as part of the evaluation of a student’s academic achievement. In many ways, these habits of engaged learners are essential skills for your student to develop over their educational experiences to prepare them for college and career readiness. As educators, we work to foster these habits of learning in students. By assessing the habits of learning, we are communicating to students that these habits are important and must be worked on throughout their learning experiences. Often times, the students will be self-assessing their habits of engaged learning as part of the tasks they participate in while learning. At the high school level, a student’s Habits of Engaged Learner assessment will be reported on their transcript.

Teachers will be assessing each student during each marking period on these habits of learning.

The rubric below will be used to assess students.
Exceeds Expectations

Student has a positive effect on the learning and school environment and plays an active role in his/her academic success. This may be displayed through the following classroom observations:

  • Student adds to the learning environment. · Student is consistently punctual, engaged, and motivated during academics.

  • Student is respectful, independent, compliant, and consistent with behavioral norms of the classroom.

  • Student accurately self-assesses academic, physical, and emotional needs and actively seeks appropriate supports.

  • Student consistently and actively works towards group goals; willingly accepts and fulfills individual role within group.
Meets Expectations

Student requires support in order to have a positive effect on the learning and school environment and to achieve academic success. This may be displayed through the following classroom observations:

  • Student participates in the learning environment

  • Student is usually punctual, engaged, and motivated during academics.

  • Student is usually respectful, independent, compliant, and consistent with behavioral norms of the classroom.

  • Student will access appropriate support for academic, physical, and emotional needs when prompted.

  • Student works toward group goals with occasional group prompting; accepts and fulfills individual role within group.
Needs Improvement

Student has a negative effect on the learning and school environment and does not access support to achieve academic success. This may be displayed through the following classroom observations:

  • Student detracts from the learning environment.

  • Student is rarely punctual, engaged, and motivated during academics.

  • Student is rarely respectful, independent, compliant, and consistent with behavioral norms of the classroom.

  • Student refuses or ignores appropriate support for academic, physical, and emotional needs which often leads to behavioral interventions.

  • Student works toward group goal only when prompted.