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iRubric: Executive Functioning Skills rubric

iRubric: Executive Functioning Skills rubric

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Executive Functioning Skills 
Executive Functioning Skills
Self-management, organization, executive function, time management/uses time wisely, assignment completion, note taking/test review
Rubric Code: A238CB7
By awilder01915
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: 9-12

Powered by iRubric Executive Functioning Skills
  Instructional

1 pts

Emerging

2 pts

Independent

3 pts

Organization/Planning

Instructional

-Has no systems of organization to track assignments, activities ( ie calendar, folders, etc)
-If system is chosen to use, does not use to manage assignments, notes, due dates, etc.
Emerging

--Requires occasional reminders to use chosen system
-Uses system inconsistently resulting in lost work and missed deadlines greater than 50%
Independent

-Student places all papers independently in the provided binder/labeled folders for each class.

-Student independently asks for missing work
Time Mgmt./Uses Time Wisely

Instructional

-Multiple cues (over 5) to return to task

-Does not complete assigned tasks in class

-Consistently late to start class or assigned work

-Does not do work at home
Emerging

-Occasional cues (2-3) from teacher to return to task at hand

-Completes over 50% work in class

-Late to class 1-2 times/week

- Willing to complete missing work at home most of the time
Independent

-Asks for help when needed

-Redirects self without cues from teacher

-Works consistently in class to complete work

-Arrives to class on time and is ready to begin work time.

-Routinely and without reminding, uses time at home to complete work
Assignment Initiation and Completion

Instructional

-Student does not know what work to make up

-Student does not make any effort to make up work.

-Missing work/work not turned in or on time
Emerging

-Student knows there is work to be made up and requests help

-Student completes some of the work.

-Occasionally turns in assignments late (1-2 assignments/week).
Independent

-Work is completed

-Work is handed in on time

-In extenuating circumstances, student is self-advocating and asks for time extension.
Note Taking/Test Review

Instructional

-Student does not participate in oral reviews/discussions.

-Doesn't make effort to participate when redirected.

-Student doesn't complete review/study guides or take notes.
Emerging

-Student participates occasionally in oral reviews/discussions.

-Review/study guides are not completely filled out after checked by teacher. Notes are missing some relevant info.
Independent

-Student always participates without requiring additional direction.

-Review/study guides are completely filled out; guides/notes are sufficient after checked by teacher.

-Self advocates if more information is needed
Self-Control/Management

Instructional

-Disrupting teacher and instruction

-Disrupting peers'/classmates' attention to task

Behavior/words inappropriate to situation/context/mood

-Does not maintain goal-directed momentum or request assistance when shifting between activities, subjects, strategies or mood
Emerging

-1-2 individual cues to return to task.

-Requires prompting to correct class disruption or to correct behavior/words inappropriate to situation/mood/context

-Requires prompting to regain momentum or request assistance when shifting between activities, subjects, strategies or mood
Independent

-Returns to task when given large group cue.
-Independently maintains attn to tasks
-Self corrects behavior/words which do not match context, situation, mood AND/OR independently regains momentum during a shift between activities, subjects, strategies or mood.
-Independently requests assistance
Self-Monitoring/Assessment

Instructional

-Self assessment of strengths and weaknesses of academic/social skills do not match those identified by teachers/staff

-Not interested in improving increased alignment of skill assessment
Emerging

-Student curious in learning about others' perception of his academic and social skills

-Beginning to be receptive in learning about skill-assessment discrepancy
Independent

-Student self assessment mostly aligned with staff/others' skill assessment

-Pursues feedback from others regarding strengths and weaknesses for the purpose of increasing personal and professional effectiveness
Self Advocacy

Instructional

-Student makes no effort or does not perceive that he/she requires assistance or a request
Emerging

-Requires prompts to identify a need

-Requires assistance in identifying a need and prompting to request assistance or request what is needed
Independent

-Independently identifies a need

-Independently makes a request for assistance or makes a direct request for what is needed



Keywords:
  • Executive Functioning - Note taking/test review, self-control/management, organization, assignment completion, time management/uses time wisely



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