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iRubric: Mrs. Potts' Executive Function Rubric

iRubric: Mrs. Potts' Executive Function Rubric

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Mrs. Potts' Executive Function Rubric 
Rubric Code: PX937A2
By MrsPotts
Draft
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: (none)

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  Instructional

1 pts

Emerging

2 pts

Independent

3 pts

Goal setting

Instructional

Goal setting is completed by teacher.

Teacher models goal setting that is attainable, and appropriate for level of challenge for student.

Student is not able to plan ahead for upcoming assignments.
Emerging

Goal setting is completed by student with guided assistance.

Goal setting is completed by student and teacher with corrections by teacher.

Goal setting is completed by student with with 1 prompt.

Student is beginning to plan head for upcoming assignments with guided assistance.
Independent

Goal setting is completed independently, attainable, and appropriate for level of challenge.

Student independently plans ahead to finish all upcoming assignments and will ask for clarification as needed.
Goal Setting Reflection

Instructional

Students does not reflect when they don't meet their goal. Student given 1-2 prompts.
Emerging

Student needs 1 prompt to reflect on when they don't meet their goal.

Reflection statement is limited or doesn't explain what could be done differently for next time.
Independent

Student independently reflects on achieving their goal.

Reflection statement is well thought out. Student explains what they could change in order to meet their goal.
Management of materials

Instructional

Binder/Folder system developed by and used by adult.

Binder/Folder system checked daily by adult.

Binder/Fold is organized by adult.
Emerging

Binder/Folder system developed by teacher and student.

Binder/Folder system checked 1-3x per week by teacher.

Binder/Folder is missing papers, is unorganized and/or missing work completion checklist.
Independent

Binder/Folder system organization is designed by student and used by student independently.

Binder/Folder contains all papers for class, and has the work completion checklist for each class.

All materials for class are independently brought to each class.
Time management

Instructional

Multiple cues to return to task.

Disrupts instruction.

Disrupting peers attention to task.

Doesn't meet goal when there was enough time in class.

Teacher models how to use pacing guide, student does not independently use pacing guide without support.
Emerging

1-2 individual cues to return to task.

Student meets minimal work requirements.

Work completion goal not met when there was enough time in class to complete work goal.

Student inconsistently uses pacing guide to help keep on track and/or uses pacing guide with teacher assistance.

Teacher supports student using pacing guide, student uses pacing guide independent inconsistently.
Independent

Returns to task when given whole group cue.

Asks for help when needed.

Student uses class time wisely and stays on task 100% of the time in order to meet work completion goal.

Student uses pacing guide independently.
Use of visual aids and resources

Instructional

Student does not understand the materials that are needed for daily tasks and doesn't understand what is expected in each class.

Student doesn't asks for clarification on any task that is misunderstood, full teacher support is required.
Emerging

Student understands what is expected in class, but doesn't always use visual aids and/or resources to apply strategies to complete tasks.

Student inconsistently asks for clarification on any task that is misunderstood.
Independent

Student independently uses all visual aids and resources to study for tests/quizzes or to complete any given assignment.

Student asks for clarification on any task that is misunderstood.




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