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iRubric: Social-Emotional Skills Rubric
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Social-Emotional Skills Rubric
Social-Emotional Skills Rubric
Victor will demonstrate pro-social emotional and adaptive work skills in all areas throughout the school day.
Rubric Code:
J2343B3
By
Kasman
Ready to use
Public Rubric
Subject:
Education
Type:
(Other)
Grade Levels:
6-8
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Social-Emotional
Indicators
Introduced
1 pts
Emerging
2 pts
Developing
3 pts
On-Going
4 pts
Score & Date
(N/A)
Follows Directions
Introduced
- Demonstrates few independents listening skills
- Executes instructions only after significant teacher interventions
- Classroom routines followed after multiple reminders
-Refuses asking for or receiving help
Emerging
- Listens to instructions given
- Executes instructions with some teacher intervention
- Classroom routines followed with some reminders
- Beginning to understand need for help: Asks for and receives help when prompted
Developing
- Listens activly to instructions given
- Executes instructions with little teacher interventions
- Classroom routines followed, rarely requiring reminders.
- Identifies need for help, asks for and accepts help approx 50% of the time
On-Going
- Demonstrates independent listening skills
- Executes instructions independently
- Classroom routines consistently followed
- Independently asks for and receives help 75%
Score & Date
-
-
-
-
Responsibility
Introduced
- Consistently ignores expected behavior
- Disagrees with consequences of own behavior
- Does not take responsibility for own actions
- Makes no attempt to change inappropriate behavior
Emerging
- Sometimes ignore what is expected behavior
- Reluctantly accepts consequences of actions
- Sometimes takes responsibility of actions/need for assistance
- Beginning to change behavior with some guidance
Developing
- Mostly behaves appropriately
- Generally accepts guidance and correction
- Often takes responsibility of own actions and needing help
- Moves toward censoring own behavior
On-Going
- Consistently behaves appropriately
- Accepts consequences of own actions
- Takes responsibility of own actions consistently censors own behavior
Score & Date
-
-
-
-
Emotional Awareness
Introduced
- Anxious/ unable to cope with new situations/ challenges
- Does not recognize appropriate behavior
- Does not accept corrective criticism
Emerging
- Copes with new situations/ Challenges with support from staff
- Beginning to recognize appropriation behavior
- Sometimes accepts corrective ciriticism
Developing
- Participates in new situations/ challenges with minimal support
- Recognizes appropriate behaviors
- Accepts Corrective Criticism
On-Going
- Independently accepts new situations/ challenges
- Independently demonstrates appropriate behaviors
- Seeks and accepts corrective Criticism
Score & Date
-
-
-
-
Relationships
Introduced
- Has difficulty relating to others
- Un-cooperative and interacts negatively
- Shows lack of empathy for others
Emerging
- Attempts to relate to a few trusted individuals
- Begins to cooperate with teacher assistance
- Developing awareness of feeling of others
Developing
- Developing friendships with larger number of people
- Cooperates within small groups
- Generally considers the feelings of others
On-Going
- Demonstrates some social confidence and may provide support to others
- Acts positively and cooperates in various settings
- Usually considers the feelings of others
Score & Date
-
-
-
-
Self-Control
Introduced
- Regularly exhibits physical aggression towards others
- Emotional response inappropriate to situation
- Answers, Yells and/or blurts without being called upon
- Leaves assigned areas without permission
Emerging
- Exhibits some physical aggression toward others
- Makes attempts to verbalize feelings
- Makes attempts to raise hand to ask/answer questions
- Occasionally leaves assigned areas without permission
Developing
- Exhibits little to no physical aggression toward others
- Makes attempts to verbalize feelings and respond appropriately
- Usually asks/ answers question in a timely respectful manner
- Satisfactorily stays in seat and does not leave assigned areas
On-Going
- Exhibits no physical aggression towards self or others
- Verbalizes feeling and demonstrates acceptable emotional responses
- Consistently asks/answers questions in a timely, respectful manner
- Consistently stays in seat and does not leave assigned areas
Score & Date
-
-
-
-
Work Habits
Introduced
- Distracted/ off task majority of the school day
- Minimal assignment completion
- Unwillingness to participate
- Requires teachers attention to complete assignments
- Materials unorganized or missing
Emerging
- Occasionally distracted or off-task
- Completes some assignments in timely manner
- Minimal active participation
- Completes minimal assignments independently
- Has materials ready & organized some of the time
Developing
- Rarely distracted/ off task
- Completes Most assignments in timely manner
- Some Participation
- Most assignments completed independently
- Has materials & is organized most of the time.
On-Going
- Consistently on task
- Consistently completes assignments
- Acceptable participation
- Acceptable number of assignments completed independently
- Consistently organized with materials.
Score & Date
-
-
-
-
Communication
Introduced
-Unable/unwilling to express thoughts,needs, feelings and ideas
- Ignores communication from others
- Does not look at the other person
- Does not use facial expressions and body language to add to conversation.
-Does not or minimally participates in conversation once initiated by peer/staff. -Unable to maintain meaningful conversation.
-Does not stay on topic.
Emerging
- Expression occurs with maximum prompting
- Limited eye contact. -Needs a prompt for occasional eye contact during conversation.
- Needs multiple prompts to use appropriate facial expressions and body language.
-Initiates conversation. -Takes turns speaking. -Occasionally asks questions and makes comments.
-Stays on topic with moderate assistance.
Developing
- Expression occurs with minimal prompting
- Needs a prompt to maintain eye contact during conversation.
- Needs a prompt to use appropriate facial expressions and body language
-Initiates, maintains and ends conversation with some pauses.
- Maintains meaningful conversation with 4 exchanges given some support.
-Stays on topic with minimal assistance.
On-Going
-Consistently communicates ideas, needs, thoughts and feelings with adults and peers
-Independently asks for help or a break
- Maintains eye contact during conversation.
- Uses appropriate facial expressions and body language
-Initiates, maintains & ends conversation naturally. -Maintains meaningful conversation
- Takes turns & actively listens.
-Stays on topic independently.
Score & Date
Keywords:
social, emotional, behavior
Subjects:
Education
Types:
Class note
Assessment
(Other)
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