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iRubric: Self-Determination rubric

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Self-Determination

Executive Functioning

Rubric Code: U2XC39C

By eakock

Draft

Private Rubric

Subject: Education

Type: Assessment

Grade Levels: K-5, 6-8

Executive Functioning Skills
	Extensive Support Needed 1 pts	Developing 2 pts	Proficient 3 pts	Independent 4 pts
Organization	Extensive Support Needed Even with frequent reminders student was not able to maintain... -planner use -keeping track of assignments -organized work area and materials	Developing Daily reminders were often needed in order to maintain... -planner use -keeping track of assignments -organized work area and materials	Proficient Only a few daily reminders were needed in order to maintain... -planner use -keeping track of assignments -organized work area and materials	Independent No reminders were needed in order to maintain... -planner use -keeping track of assignments -organized work area and materials
Focus/Attention	Extensive Support Needed Student was not yet able to maintain focus on lesson or activity, even with many reminders and re-directs.	Developing When given periodic redirects and reminders to stay on task, student was able to return focus to lesson or activity.	Proficient Only a few redirects or reminders were necessary for student to stay on task, student demonstrated the ability to maintain focus on the lesson or activity.	Independent No reminders or redirects were needed for student to stay on task, student was able to consistently and independently maintain focus to lesson or activity.
Time Management	Extensive Support Needed Even with extensive reminders student was not yet able to use time productively and sustain effort. Although assistance was given, student was not able to break down assignments into tasks and prioritize work.	Developing Many reminder were needed for student to use time productively and sustain effort on tasks. Assistance was frequently needed to break down assignments into tasks and prioritize work.	Proficient A few reminders were needed to use time productively and sustain effort on tasks. Some assistance was needed to break down assignments into tasks and prioritize work.	Independent Student was able to use his time productively with minimal reminders to sustain effort or keep working. Student was independent in breaking down assignments into tasks and prioritizing work.
Task initiation	Extensive Support Needed Student was not yet able to repeat directions to demonstrate comprehension of task or begin a task even with frequent reminders and re-directs.	Developing Student often needed checks for understanding of directions and redirection to understand and begin a task.	Proficient Student occasionally needed a check-in to demonstrate understanding of directions or to begin a task.	Independent Student was able to demonstrate independent task initiation without adult check-ins.

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