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Nicole's Teacher Rating Rubric 
Nicole's Self Regulating Rubric
Rubric Code: RX23CC8
By jtsoble
Ready to use
Public Rubric
Subject: (General)  
Type: Project  
Grade Levels: 6-8

Powered by iRubric Nicole Self Regulate
  Good

At this level, Nicole is able to stay on task, follow directions and have positive interactions with peers.

3 pts

Fair

At this level, Nicole needs more than 2 prompts to stay on task, follow directions and have positive interactions with peers.

2 pts

Poor

At this level, Nicole needs more than 4 prompts to stay on task, follow directions and have positive interactions with peers.

1 pts

Morning Routine

Good

Nicole needed only 1 prompt to get her going and joining the class in morning routine; ie. walking with class from auditorium/lunchroom in the morning, eating breakfast and going to 9:00 specials.
Fair

Nicole needed more than 2 prompts to get her going and joining the class in morning routine; ie. walking with class from auditorium/lunchroom in the morning, eating breakfast and going to 9:00 specials.
Poor

Nicole needed more than 4 prompts to get her going and joining the class in morning routine; ie. walking with class from auditorium/lunchroom in the morning, eating breakfast and going to 9:00 specials.
Journal writing

Good

Nicole understood the writing prompt and set to work without any prompts and needed verbal and visual prompts to complete the assignment.
Fair

Nicole understood the writing prompt and set to work with more than 3 prompts and needed verbal and visual prompts to complete the assignment.
Poor

Nicole understood the writing prompt and set to work with more than 3 prompts and needed verbal and visual prompts to complete the assignment.
Transition to Science

Good

Nicole needed only 1 visual or verbal prompt to get up to go to Scence class and was able to to stay focused during Science class to complete assignments
Fair

Nicole needed more than 2 visual or verbal prompts to get up to go to Science class and prompting to stay focused during Science class to complete assignments.
Poor

Nicole needed more than 4 visual or verbal prompts to get up to go to Scence class and prompting to stay focused during Science class to complete assignments.
Exercise, Reading and Transition to

Good

Nicole stayed in her space for exercise and waited to hear her name to answer questions during reading.
Fair

Nicole needed 2 or more prompts to remind her to stay in her space for exercise and wait to hear her name to answer questions during reading.
Poor

Nicole needed 4 or more prompts to remind her to stay in her space for exercise and wait to hear her name to answer questions during reading.
Recess and Lunch

Good

Nicole only 1 visual or verbal prompts to help her make positive decisions such as keeping my hands to myself and staying with the class.
Fair

Nicole needed 2 or more visual or verbal prompts to help her make positive decisions such as keeping my hands to myself and staying with the class.
Poor

Nicole needed 3 or more visual or verbal prompts to help her make positive decisions such as keeping my hands to myself and staying with the class.
Math/Social Studies/Science

Good

Nicole was able to stay focused on her work without verbal and/or visual prompts.
Fair

Nicole was able to stay focused on her work with 2 or more verbal and/or visual prompts
Poor

Nicole was able to stay focused on her work with 4 or more verbal and/or visual prompts.
Transition

Good

Nicole needed only 1 visual or verbal prompts to get ready to go home. She needed help to make her space neat and put her homework in her daily planner. She engages in positive peer interactions such as ignoring negative behaviors of others. She is able to promote home/school connection.
Fair

Nicole needed 4 or more visual or verbal prompts to get ready to go home. She needed help to make her space neat and put her homework in her daily planner. She engages in negative peer interactions such as name calling or put downs. She is not able to promote home/school connection.
Poor

Nicole needed 4 or more visual or verbal prompts to get ready to go home. She needed help to make her space neat and put her homework in her daily planner. She engages in negative peer interactions such as name calling or put downs. She is not able to promote home/school connection.



Keywords:
  • self regulating



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