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iRubric: Coping: Whole Body Listening rubric

iRubric: Coping: Whole Body Listening rubric

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Coping: Whole Body Listening 
Coping: Whole Body Listening/Size of Problem
Social thinking
Rubric Code: DXB3X48
By skklein
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: K-5, 6-8

Powered by iRubric Social Thinking
Coping Skills, Whole Body Listening and Communication
  Meets Standards

3 pts

Partially Meets Standards

2 pts

Does Not Meet Standards

1 pts

Social Thinking

Whole Body Listening and Social Communication
Meets Standards

Demonstrates whole body listening, using social filter, social greetings, thinking about others in the group, stays on topic, both with communication partners and whole group/classroom lessons with minimal prompting.
Partially Meets Standards

Inconsistent use of whole body listening, social filter, social greetings and thinking about others in the group. Moderate support needed with more cues than peers in setting. Defines what it means to use whole body listening skills and social thinking skills with social greetings, thinking about others in the group and staying on topic in whole group and classroom, but is not able to demonstrate without moderate cues and support.
Does Not Meet Standards

Needs full support of adult to use whole body listening, social filter, social greetings and thinking about others in the group. Does not define whole body listening, nor can label it accurately when given scenarios.
Executive Functioning

Organization, completing work, attempting tasks independently, asking for help
Meets Standards

Student demonstrates executive functioning skills (organization, completing work, attempting tasks independently, asking for help) in the classroom/social work/resource room settings, requiring the same amount of reminders or prompts as his/her peers. Further, student is demonstrating communication skills/participation skills and self regulation skills to complete tasks in 2 out of 4 observations or opportunities.
Partially Meets Standards

Student inconsistently demonstrates executive functioning skills (organization, completing work, attempting tasks independently, asking for help) in the classroom/social work/resource room settings, requiring moderate support and reminders or prompts (2 to 3 more than peers). Further, student is demonstrating communication skills/participation skills and self regulation skills to complete tasks in 1 out of 4 observations or opportunities.
Does Not Meet Standards

Student needs full support in using executive functioning skills (organization, completing work, attempting tasks independently, asking for help) in the classroom/social work/resource room settings, requiring one on one individualized attention in order to complete tasks or stay organized. Further, student is not demonstrating communication skills/participation skills and self regulation skills to complete tasks when observed.




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