iRubric: Executive Functioning Skills/Prag Commun rubric

-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.

-Unwilling to learn to use a system

--Requires support to break down larger tasks into manageable parts

- Requires support to develop and use chosen system (calendar, checklist, etc)

-Is willing to learn and tries to use a system

-Student able to break larger task inot manageable parts with independence

- Student able to develop and use organizational system (calendar, checklist, etc)

-System of organization is a habit

-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

-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

-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

The student requires frequent cues and instructional supports to engage with others and use the expected nonverbal and vernal communication skills needed for a communication
The student may be able to express himself but does not always know the hows or whens to apply the communicative processes

With minimal prompting, the student is able to simultaneously engage and use the expected non verbal and verbal communication skill needed for effective communication.
The student may require some assistance and direction in 1-2 of the previous communicative processes. The student usually knows when to ask assistance.

The student is mostly independently able to
1 Observe the context and understand the expected behaviors for the situation
2 Interpret the nonverbal and verbal messages
3. Use information including prior knowledge and shared experiences to predict the needs of communicative partners(s).
4. Convey an expected nonverbal and verbal message
5. Consider the thoughts and feelings of others
6. Monitor and adjust behaviors based on the reactions of others.

The student is unable to recognize the expected rules for behavior in a setting without consistent prompts,The student requires adult mediation to participate in the group or classroom contexts. The student requires frequent corrective directives for adjusting and modifying behaviors in the given environment..(in class we need to ...)

The student is able to identify a few of the expected rules or behaviors for a group or context, but needs frequent cues to monitor and adjust verbal and nonverbal actions, The student requires 3-5 prompts during 20 minute observation..."what do you think or in this setting others expect you to...."

The student is able to identify most of the expected rules and behaviors for a group or context. They use the information to monitor verbal and nonverbal actions with minimal adult cuing. The student uses observation skills and thinking to monitor behavior and actions as needed.
Student may require 1 indirect prompt during 10 minute observation..."what do you think are the expectations?"