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iRubric: Social-Emotional Skills Rubric

iRubric: Social-Emotional Skills Rubric

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Social-Emotional Skills Rubric 
Self-Determination/Regulation Skills
Rubric Code: P224839
By eakock
Draft
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Social-Emotional Skills
  Extensive Support Needed

1 pts

Developing

2 pts

Proficient

3 pts

Independent

4 pts

Emotion Regulation with Coping Skills

Goal: Remington will improve his emotion regulation skills when experiencing a negative emotion (e.g. sad, frustrated/angry, anxious/worried, stressed, bored, etc.) by using an appropriate coping strategy with 2 or less prompts in 75% of opportunities.
Extensive Support Needed

Even with frequent reminders and prompts the student rarely selects or uses an appropriate coping strategy (25% of the time or less or in at least 1 of 4 needed opportunities).
Developing

The student occasionally uses an appropriate coping strategy as needed with 2 or less prompts (at least 50% of the time or in 2 of 4 needed opportunities).
Proficient

The student often uses an appropriate coping strategy as needed with 2 or less prompts (at least 75% of the time or in 3 of 4 needed opportunities).
Independent

The student almost always uses an appropriate coping strategy as needed with 2 or less prompts or typical support for his age.
Social Thinking with Expected Behaviors

Goal: Remington will improve his social thinking skills by using expected behaviors to obtain adult attention in 75% of opportunities.
Extensive Support Needed

Student was not yet able to demonstrate expected behaviors to obtain adult attention (25% or less in a typical day).
Developing

Student occasionally uses expected behaviors to obtain adult attention (at least 50% of a typical day).
Proficient

Student often uses expected behaviors to obtain adult attention (at least 75% of a typical day).
Independent

The student almost always uses expected behaviors to obtain adult attention with typical support for his age.
Cognitive Flexibility with Directions

Goal: Remington will improve cognitive flexibility skills by following the group plan or teacher/adult's direction with 2 or less prompts in 75% of opportunities.
Extensive Support Needed

Student was not yet able to follow the group plan or a teacher's direction despite frequent reminders or support (25% or less of the day).
Developing

Student occasionally follows a direction or follows the group plan with 2 or less prompts (at least 50% of a typical day).
Proficient

Student often follows adults' directions and follows the group plan with 2 or less prompts (at least 75% of a typical day).
Independent

Student almost always follows adults' directions and follows the group plan with 2 or less prompts and/or typical support for his age.






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