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iRubric: Social Skills and Emotional Regulation rubric
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Social Skills and Emotional Regulation
Social Skills and Emotional Regulation
To Assess for Social Skills and Emotional Regulation in the Classroom.
Rubric Code:
DXCACAB
By
elefebvre
Ready to use
Public Rubric
Subject:
Social Sciences
Type:
Assignment
Grade Levels:
K-5
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Desktop Mode
Mobile Mode
Progress Chart
Poor
0 pts
Fair
1 pts
Good
2 pts
Mastery
3 pts
Looking
Poor
Does not look at work when prompted.
Fair
Looks at work when prompted, and then looks away.
Good
Looks at work when prompted, and continues to hold gaze appropriately.
Mastery
Looks at work without being prompted and holds gaze appropriately.
Listening
Poor
Does not show signs of listening when spoken to, or prompted.
Fair
Shows signs of listening when spoken to or prompted, but not for half of the conversation or activity/lesson.
Good
Shows signs of listening when spoken to or prompted for at least half of the conversation or activity/lesson.
Mastery
Listens when spoken to, and for duration of conversation or activity/lesson.
Following Directions
Poor
Does not follow directions:verbal or picture format.
Fair
Follows directions when given verbally and/or in picture format, but only when redirected constantly.
Good
Follows directions when given verbally and/or in picture format with 3 or less re-directions.
Mastery
Follows directions in either verbal or picture format with 1 or less re-direction.
Waiting
Poor
Does not wait for their turn; has an outburst or tantrum when told to wait.
Fair
Waits for their turn when verbally reminded to wait constantly, and when a reward is offered for waiting.
Good
Waits for their turn when verbally reminded to wait 3 or less times.
Mastery
Waits for their turn when verbally reminded 1 or less time.
Greeting
Poor
Does not greet others when given a full prompt.
Fair
Greets others when given a full prompt, or touches others on hands or arms.
Good
Responds appropriately to others when greeted.
Mastery
Initiates appropriate greetings with others.
Making a Request
Poor
Does not make requests.
Fair
Gives receiver (teacher, etc.) a picture card to make a request, or makes a verbal request, when given a full prompt.
Good
Gives receiver (teacher, etc.) a picture card to make a request, or makes a verbal request, when prompted.
Mastery
Gives receiver (teacher, etc.) a picture card to make a request independently, or verbally makes requests.
Answering a Question
Poor
Does not answer questions.
Fair
Gives receiver (teacher, etc.) a picture card to answer a question, or gives a verbal response, when given a full prompt.
Good
Gives receiver (teacher, etc.) a picture card to answer a question, or gives a verbal response, when prompted.
Mastery
Gives receiver (teacher, etc.) a picture card to answer a question independently, or verbally responds.
Asking a Question
Poor
Does not ask questions.
Fair
Gives receiver (teacher, etc.) a picture card to ask a question, or verbally questions, when given a full prompt.
Good
Gives receiver (teacher, etc.) a picture card to ask a question, or verbally questions, when prompted.
Mastery
Gives receiver (teacher, etc.) a picture card to ask a question independently, or verbally questions.
Accepting "No"
Poor
Does not accept "no"; has an outburst or tantrum when told "no," or immediately asks or tries again.
Fair
Accepts "no" when told for a maximum of 1 minute, and then asks or tries again.
Good
Accepts "no" when told for a maximum of 3 minutes, and then asks or tries again.
Mastery
Accepts "no" when told; does not ask again or have an outburst or tantrum.
Joining In
Poor
Does not join in to activity.
Fair
Joins in to activity when physically guided to do so.
Good
Joins in to activity when verbally prompted and offered a reward.
Mastery
Joins in to activity independently.
Friendships
Poor
Appears to prefer play alone or appears to be isolated by peers. OR makes no attempt to interact with others.
Fair
Only interacts with peers when requested to by an adult. Interactions often end in conflict. Appears anxious during interactions.
Good
Interacts with peers but conflict is often present. Appears awkward or anxious during interactions. Or child appears shy, quiet and withdrawn and lets peer take the lead in interaction.
Child prefers one peer or prefers adult interactions.
Mastery
Child confidently interacts with peers and appears to have many different peer friendships. Interactions are two-way with child taking the lead equally at times. Child does not appear shy or anxious during interactions.
Emotion Regulation
Poor
0 pts
Fair
1 pts
Good
2 pts
Mastery
3 pts
Manages feelings
Poor
Uses adult support to calm self.
Ex. Calms self when touched gently, patted, massaged, rocked or hears a soothing voice
Fair
Comforts self by seeking out special object or person.
Ex. Sits next to favorite adult when upset
Good
Is able to look at a situation differently or delay gratification.
Ex. When block area is full, looks to see what other areas are available.
Mastery
Controls strong emotions in an appropriate manner most of the time.
Ex. Asserts, "I'm mad, You're not sharing the blocks! I'm going to play with the ramps."
Transitioning
Poor
Becomes upset with transition or sudden changes to schedule. Shows extreme emotions or shuts down.
Fair
Shows significant distress with changes to schedule or with transitions. Often gets in trouble during transitions.
Good
Has moderate trouble during transitions or changes.
Mastery
Does not have trouble during change or transitions.
Problem Solving
Poor
Shut Downs or has extreme emotions when facing difficult problems such as work that is too hard. Does not appear to have problem solving ability.
Fair
Needs to be coached or reminded by an adult in order to avoid shut down/melt down when faced with a problem such as work being difficult.
Good
Has successfully been able to implement with practice a system to help avoid melt down/shut down (quiet space in room, break cards, etc) to avoid shut down/melt down when faced with a problem.
Mastery
Does not appear to have any difficulty solving most problems independently
Conflict
Poor
Is frequently upset due to conflict with peers. Does not take responsiblity for own actions, blames others. Feels others are picking on them. Conflict is EMOTION driven rather then actual problem. (hurt feelings). Child holds grudges.
Fair
Often in conflict (3 out of 5 days a week). Says they take responsibility but staff unsure if it true. Conflict appears to EMOTION driven rather then actual problem driven. (hurt feelings) Child holds grudges.
Good
Conflict occurs 2 out 5 days a week and appears EMOTION driven rather then conflict. (hurt feelings). Child continues to feel its the other persons fault even if the other person apologizes. Child holds Grudges.
Mastery
Conflict is minimum and child does not appear to hold grudges. Conflict appears to be more conflict based rather then emotion based (not hurt feelings). Child takes more responsibility and means it.
Communication
Poor
Child does not communicate his/her feelings. Child either holds them in or he/she tells everyone who will listen. Child often screams, cries, throws temper tantrums. He/she will throw things, be destructive, hit others or engage in other aggressive activities. Child can be secretive in his/her acts. Child can lie about their acts and their true feelings.
Fair
Child only communicates feelings sometimes and often with one or two trusted persons. Child can sometimes become aggressive at times but less often then the poor category. Child does make some minimal attempt to communicate feelings but it is usually in attempt to get out of trouble or get people to feel sorry for them.
Good
Child attempts to communicate feelings on some level to trusted people but at other times withholds their feelings. Often times this causes the child to appear withdrawn and sometimes causes them to appear as acting out or as exploding. Child seldom becomes aggressive but will become emotional occasionally. During these times, the child often times can not explain the reasons behind their emotions.
Mastery
The child communicates their emotions well with staff and peers. The child can clearly state when they are being bothered and frustrated although they may still be working on how to ask for what they need from their peers. The child is able to successfully state their emotions most of the time.
Subjects:
Social Sciences
Types:
Assignment
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