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iRubric: Social Skills and Emotional Regulation rubric

iRubric: Social Skills and Emotional Regulation rubric

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Social Skills and Emotional Regulation 
Social Skills and Emotional Regulation
To Assess for Social Skills and Emotional Regulation in the Classroom.
Rubric Code: S2253X8
By LindaRannow
Ready to use
Public Rubric
Subject: Social Sciences  
Type: Assignment  
Grade Levels: K-5

Powered by iRubric Progress Chart
  Poor

0 pts

Fair

1 pts

Good

2 pts

Mastery

3 pts

Listening

Poor

Does not show signs of listening when spoken to, or prompted.
Fair

Shows signs of listening when spoken to or prompted, but not for half of the conversation or activity/lesson.
Good

Shows signs of listening when spoken to or prompted for at least half of the conversation or activity/lesson.
Mastery

Listens when spoken to, and for duration of conversation or activity/lesson.
Following Directions

Poor

Does not follow directions:verbal or picture format.
Fair

Follows directions when given verbally and/or in picture format, but only when redirected constantly.
Good

Follows directions when given verbally and/or in picture format with 3 or less re-directions.
Mastery

Follows directions in either verbal or picture format with 1 or less re-direction.
Waiting

Poor

Does not wait for their turn; has an outburst or tantrum when told to wait.
Fair

Waits for their turn when verbally reminded to wait constantly, and when a reward is offered for waiting.
Good

Waits for their turn when verbally reminded to wait 3 or less times.
Mastery

Waits for their turn when verbally reminded 1 or less time.
Answering a Question

Poor

Does not answer questions.
Fair

Gives receiver (teacher, etc.) a picture card to answer a question, or gives a verbal response, when given a full prompt.
Good

Gives receiver (teacher, etc.) a picture card to answer a question, or gives a verbal response, when prompted.
Mastery

Gives receiver (teacher, etc.) a picture card to answer a question independently, or verbally responds.
Asking a Question

Poor

Does not ask questions.
Fair

Gives receiver (teacher, etc.) a picture card to ask a question, or verbally questions, when given a full prompt.
Good

Gives receiver (teacher, etc.) a picture card to ask a question, or verbally questions, when prompted.
Mastery

Gives receiver (teacher, etc.) a picture card to ask a question independently, or verbally questions.
Accepting "No"

Poor

Does not accept "no"; has an outburst or tantrum when told "no," or immediately asks or tries again.
Fair

Accepts "no" when told for a maximum of 1 minute, and then asks or tries again.
Good

Accepts "no" when told for a maximum of 3 minutes, and then asks or tries again.
Mastery

Accepts "no" when told; does not ask again or have an outburst or tantrum.
Joining In

Poor

Does not join in to activity.
Fair

Joins in to activity when physically guided to do so.
Good

Joins in to activity when verbally prompted and offered a reward.
Mastery

Joins in to activity independently.
Friendships

Poor

Appears to prefer play alone or appears to be isolated by peers. OR makes no attempt to interact with others.
Fair

Only interacts with peers when requested to by an adult. Interactions often end in conflict. Appears anxious during interactions.
Good

Interacts with peers but conflict is often present. Appears awkward or anxious during interactions. Or child appears shy, quiet and withdrawn and lets peer take the lead in interaction.
Child prefers one peer or prefers adult interactions.
Mastery

Child confidently interacts with peers and appears to have many different peer friendships. Interactions are two-way with child taking the lead equally at times. Child does not appear shy or anxious during interactions.
Emotion Regulation
  Poor

0 pts

Fair

1 pts

Good

2 pts

Mastery

3 pts

Manages feelings

Poor

Uses adult support to calm self.
Ex. Calms self when touched gently, patted, massaged, rocked or hears a soothing voice
Fair

Comforts self by seeking out special object or person.
Ex. Sits next to favorite adult when upset
Good

Is able to look at a situation differently or delay gratification.
Ex. When block area is full, looks to see what other areas are available.
Mastery

Controls strong emotions in an appropriate manner most of the time.
Ex. Asserts, "I'm mad, You're not sharing the blocks! I'm going to play with the ramps."
Transitioning

Poor

Becomes upset with transition or sudden changes to schedule. Shows extreme emotions or shuts down.
Fair

Shows significant distress with changes to schedule or with transitions. Often gets in trouble during transitions.
Good

Has moderate trouble during transitions or changes.
Mastery

Does not have trouble during change or transitions.
Problem Solving

Poor

Shut Downs or has extreme emotions when facing difficult problems such as work that is too hard. Does not appear to have problem solving ability.
Fair

Needs to be coached or reminded by an adult in order to avoid shut down/melt down when faced with a problem such as work being difficult.
Good

Has successfully been able to implement with practice a system to help avoid melt down/shut down (quiet space in room, break cards, etc) to avoid shut down/melt down when faced with a problem.
Mastery

Does not appear to have any difficulty solving most problems independently
Conflict

Poor

Is frequently upset due to conflict with peers. Does not take responsiblity for own actions, blames others. Feels others are picking on them. Conflict is EMOTION driven rather then actual problem. (hurt feelings). Child holds grudges.
Fair

Often in conflict (3 out of 5 days a week). Says they take responsibility but staff unsure if it true. Conflict appears to EMOTION driven rather then actual problem driven. (hurt feelings) Child holds grudges.
Good

Conflict occurs 2 out 5 days a week and appears EMOTION driven rather then conflict. (hurt feelings). Child continues to feel its the other persons fault even if the other person apologizes. Child holds Grudges.
Mastery

Conflict is minimum and child does not appear to hold grudges. Conflict appears to be more conflict based rather then emotion based (not hurt feelings). Child takes more responsibility and means it.
Communication

Poor

Child does not communicate his/her feelings. Child either holds them in or he/she tells everyone who will listen. Child often screams, cries, throws temper tantrums. He/she will throw things, be destructive, hit others or engage in other aggressive activities. Child can be secretive in his/her acts. Child can lie about their acts and their true feelings.
Fair

Child only communicates feelings sometimes and often with one or two trusted persons. Child can sometimes become aggressive at times but less often then the poor category. Child does make some minimal attempt to communicate feelings but it is usually in attempt to get out of trouble or get people to feel sorry for them.
Good

Child attempts to communicate feelings on some level to trusted people but at other times withholds their feelings. Often times this causes the child to appear withdrawn and sometimes causes them to appear as acting out or as exploding. Child seldom becomes aggressive but will become emotional occasionally. During these times, the child often times can not explain the reasons behind their emotions.
Mastery

The child communicates their emotions well with staff and peers. The child can clearly state when they are being bothered and frustrated although they may still be working on how to ask for what they need from their peers. The child is able to successfully state their emotions most of the time.






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