iRubric: Executive Functioning Skills Rubric

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Executive Functioning Skills Rubric

Habits of Learning - Executive Function

Executive Functioning Rubric

Rubric Code: BX9AAAA

By kgrantmcclure

Ready to use

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: K-5, 6-8

Executive Functioning Skills
	Little to no progress 1 pts	Progress with much assistance 2 pts	Progress with minimal assistance 3 pts	Goal met 4 pts	Exceeds Goal 5 pts
Academic Preparedness 1 pts Gauri will independently write down assignments and notes in her agenda on a daily basis and have the needed materials in her yellow folder to complete any assigned work/tasks at home.	Little to no progress Forgets to bring agenda and yellow folder on a daily basis. Does not write assignments in agenda. Does not have the needed materials to complete homework.	Progress with much assistance Brings agenda and yellow folder on daily basis and writes down all tasks/ assignments with descriptions 3 or more times per week. Tasks are completed by student with 2+ prompts from adult each day.	Progress with minimal assistance Brings agenda and yellow folder on a daily basis and writes down all tasks/ assignments with descriptions 4 or more times per week. Brings all needed materials to complete homework to and from school. Tasks are completed by student with 1 prompt from adult each day.	Goal met Brings agenda and yellow folder on a daily basis and all assignments are written with descriptions every day of the week. Brings all needed materials to complete homework to and from school. Tasks are completed by student independently with an occasional (one or less times per week) reminder from an adult.	Exceeds Goal Brings agenda and yellow folder on a daily basis and all assignments are written with descriptions every day of the week. Brings all needed materials to complete homework to and from school. Tasks are completed by student independently with no reminders from an adult.
Planning and Organizing 1 pts Student will demonstrate the ability to generate steps, sequences, materials required and necessary information to execute unfamiliar tasks or behaviors and independently create relevant strategies/steps to meet goal.	Little to no progress Student is never able to independently plan and organize unfamiliar information needed to complete tasks using a checklist.	Progress with much assistance Student is sometimes able to independently plan and organize unfamiliar information needed to complete tasks using a checklist.	Progress with minimal assistance Student is almost always able to independently plan and organize unfamiliar information needed to complete tasks using a checklist.	Goal met Student is always able to plan and organize unfamiliar information needed to complete tasks using a checklist.	Exceeds Goal Student plans and organizes unfamiliar information needed to complete tasks without the need to use a checklist.
Weather 1 pts Student is able to independently access and problem solve situations related to weather.	Little to no progress Student does not wear the appropriate clothing for the weather outside, the place of attendance, and if the items match every day of the week. and Requires 1+ prompts from adult on what to wear on a daily basis.	Progress with much assistance Student wears the appropriate clothing for the weather outside, the place of attendance, and the outfit matches 3 or more days of the week, and requires 1 or less prompts from an adult as to what to wear each day.	Progress with minimal assistance Student wears the appropriate clothing for the weather outside, the place of attendance, and the outfit matches 4 days of the week, and requires 3 or less prompts per week from an adult as to what to wear each day.	Goal met Student wears the appropriate clothing for the weather outside, the place of attendance, and the outfit matches 5 days of the week, and requires 1 or less prompts from an adult each week as to what to wear each day.	Exceeds Goal Student wears the appropriate weather-related and setting related clothing and everything matches 5 days per week with no prompts from an adult.
Safety 1 pts Student is able to independently access and problem solve situations related to keeping herself safe.	Little to no progress Student makes poor decisions in relation to keeping herself and/or her peers safe consistently across a variety of settings.	Progress with much assistance Student makes poor decisions in relation to keeping herself and/or her peers safe consistently across a variety of settings but will take redirection from an adult and modify her actions.	Progress with minimal assistance Student makes good decisions in relation to keeping herself and/or her peers safe the majority of the time but needs redirection from an adult 2 or more times per month.	Goal met Student makes good decisions in relation to keeping herself and/or her peers safe the majority of the time with an occasional (less than once per month) redirection from an adult.	Exceeds Goal
Peer Relationships 1 pts Student is able to independently approach, interact, and play with the same group of same-aged peers for 5 consecutive days during an unstructured setting.	Little to no progress Student does not approach same-aged peers to interact at any time, even with adult prompts/help, and/or Student plays alone, and/or Student plays with younger or older children and/or Student's group of friends changes every day.	Progress with much assistance Student will approach and interact with same-aged peers, but often requires adult prompts/help, and/or Student plays with younger or older children only two or less times per week, and/or Student's group of friends changes three or more times within the week.	Progress with minimal assistance Student will approach and interact with same-aged peers on a consistent basis but sometimes requires adult prompts/help, and/or Student plays with younger or older children only 1 time per week, and/or Student's group of friends changes only twice within the week.	Goal met Student can approach and appropriately interact with same - aged peers at any time without hesitation or prompting from an adult, and/or Student plays with same-aged peers 4+ days per week, and/or Student's group of friend(s) changes only once throughout the week.	Exceeds Goal Student plays with a consistent group of same-aged friends/friend on a daily basis for a minimum of 5 consecutive days.
Time 1 pts Student will demonstrate the ability to execute plan and strategies (original and revised) within constraints of the use of time (i.e. time throughout the day, days of the week, days within the month, and months within a year focusing on yesterday, today, tomorrow, and the future.	Little to no progress Student requires numerous reminders/prompts when discussing events/tasks/ actions that occurred yesterday, or will happen today/tomorrow, or in the future.	Progress with much assistance Student requires the use of visuals and prompts from adults to help keep track of events/tasks/ actions that occurred yesterday, or will happen today/tomorrow, or in the future.	Progress with minimal assistance Student requires the use of visuals or prompts (not both) from adults to help keep track of events/ tasks/actions that occurred yesterday, or will happen today/ tomorrow, or in the future.	Goal met Student requires an occasional (less than once per week) prompt from an adult to help keep track of events/tasks actions that occurred yesterday, or will happen today/ tomorrow, or in the future.	Exceeds Goal
Following Directions 1 pts Student will be able to follow multiple step verbal directions given by an adult of an unfamiliar task.	Little to no progress Student is unable to follow multiple step verbal directions given by an adult of an unfamiliar task at all times and/or across two or more settings.	Progress with much assistance Student is able to follow multiple step verbal directions given by an adult of an unfamiliar task but needs an organizing tool (i.e. organizer, visuals, and/or checklist) and/or requires redirections/support from an adult to complete the task/activity.	Progress with minimal assistance Student is able to follow multiple step verbal directions given by an adult of an unfamiliar task with the use of three or less prompts (i.e. organizer, visuals, or checklist) and/or three or less redirections from an adult on a weekly basis.	Goal met Student is able to follow multiple step verbal directions given by an adult of an unfamiliar task with the use of one or less prompts (i.e. organizer, visuals, or checklist) and/or one or less redirection from an adult on a weekly basis.	Exceeds Goal Student is able to follow multiple step verbal directions given by an adult of an unfamiliar task at all times without prompts of any kind (i.e. organizer, visuals, or checklist) and/or redirection from an adult.
Final Score 0 pts	Little to no progress	Progress with much assistance	Progress with minimal assistance	Goal met	Exceeds Goal

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