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iRubric: Executive Functioning Rubric

iRubric: Executive Functioning Rubric

 
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Executive Functioning Rubric 
Seeking assistance appropriately, time management, strategy use (working memory & listening comprehension), transitioning
Rubric Code: N2X79WB
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: K-5


Powered by iRubric Executive Functioning
  Instructional

1 pts

Emerging

2 pts

Progressing

3 pts

Independent

4 pts

Seeks Assistance Appropriately

Baseline:
Goal: 4

Instructional

Student seeks assistance only when prompted even when acknowledging "I don't know".
Emerging

Student independently seeks general assistance 50% of the time
Progressing

Student independently seeks assistance 75% of the time.
Independent

Student independently seeks specific assistance 90% or more of the time
Time Management

Baseline:
Goal: 4

Instructional

Student needs more than one reminder to begin a task and more than 3 reminders to complete the task
Emerging

Student needs one reminder to start the task and 3 reminders or
re-directions to complete the task.
Progressing

Student starts task and completes with 2 or less reminders or
re-directions.
Independent

Student independently starts and completes task.
Strategy use

Working Memory & Listening Comprehension
Baseline:
Goal: 4

Instructional

Given an assignment or task, student will use taught strategies (highlight directions, repeat directions to self, check with a peer, check notes, etc.) to remember what needs to be done with 4 prompts or more.
Emerging

Given an assignment or task, student will use taught strategies (highlight directions, repeat directions to self, check with a peer, check notes, etc.) to remember what needs to be done with 3 prompts.
Progressing

Given an assignment or task, student will use taught strategies (highlight directions, repeat directions to self, check with a peer, check notes, etc.) to remember what needs to be done with 2 prompts.
Independent

Given an assignment or task, student will use taught strategies (highlight directions, repeat directions to self, check with a peer, check notes, etc.) to remember what needs to be done with 1 prompt or independently.
Transitioning

Baseline:
Goal: 4

Instructional

Given the direction to transition, the student will clean up supplies and move to the next activity within 3-4 minutes with 3 or more prompts.
Emerging

Given the direction to transition, the student will clean up supplies and move to the next activity within 3 minutes with 2 or less prompts.
Progressing

Given the direction to transition, the student will clean up supplies within 2 minutes with 1 or less prompt.
Independent

Given the direction to transition, the student will clean up supplies right away and move to the next activity with no prompts










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