Skip to main content
iRubric: Habits of Learning - Executive Function rubric

iRubric: Habits of Learning - Executive Function rubric

find rubric

edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
Habits of Learning - Executive Function 
Habits of Learning - Executive Function
Alivia Bowen
Rubric Code: UX8563W
By cturnerslp
Ready to use
Public Rubric
Subject: Vocational  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Habits of Learning - Executive Func
  Substantially Below Proficient

(N/A)

Partially Proficient

(N/A)

Proficient

(N/A)

Proficient w/ Distinction

(N/A)

Goal Selection

The student will demonstrate the ability to anticipate consequences and predicts outcomes and chooses goals based on priority, relevance, experience, and knowledge of current expectation and limitations.
Substantially Below Proficient

Forgets to bring in agenda
No assignments are written in agenda book
Partially Proficient

Some of classes are in the planner
Planner completed by student with 2 prompt from adult
Proficient

Most assignments are written in the planner with descriptions
Planner completed by student with 1 prompt from adult
Proficient w/ Distinction

All assignments are written in the planner with descriptions
Planner completed independently
Planning and Organizing

The student will demonstrate the ability to generate steps, sequences, materials required and necessary information to execute task or behavior and create relevant strategies to meet goal
Substantially Below Proficient

Student is never able to plan and organize information needed to complete tasks.
Partially Proficient

Student is sometimes able to plan and organize information needed to complete tasks.
Proficient

Student is almost always able to plan and organize information needed to complete tasks.
Proficient w/ Distinction

Student is always able to plan and organize information needed to complete tasks
Initiation and Persistence

The student will demonstrate the ability to initiate and maintain goal-directed behavior despite intrusions, distractions, or changes in task demands
Substantially Below Proficient

Student is always able to begin assignments without assistance.

Does not work quietly and causes consistent distractions.

Interrupts when others are being helped.

Does not follow directions.

Does not accept responsibility for actions.
Partially Proficient

Student is almost always able to begin assignments without assistance.
Works causes several distractions.
Interrupts when others are being helped.
Follows directions with 3 to 4 cues.
Does not accept responsibility for actions
Proficient

Student is sometimes able to begin assignments without assistance.

Works quietly and causes minimum distractions.

Doesn't interrupt when others are being helped.
Follows directions with minimal cues.
Accepts responsibility for actions.
Proficient w/ Distinction

Student is never able to begin assignments without assistance
Works quietly and causes minimum distractions.
Doesn't interrupt when others are being helped.
Follows directions with out cues.
Accepts responsibility for actions.
Flexibility

The student will demonstrate the ability to adapt in strategic thinking and problem solving as goal or environment changes and shift attention and plans accordingly
Substantially Below Proficient

Student is never able to shift attention and behaviors to the next task.
Partially Proficient

Student is sometimes able to shift attention and behaviors to the next task.
Proficient

Student is almost always able to shift attention and behaviors to the next task.
Proficient w/ Distinction

Student is always able to shift attention and behaviors to the next task.
Execution and Goal Attainment

The student will demonstrate the ability to execute plan and use strategies (original and revised) within constraints of environment or time
Substantially Below Proficient

Student never controls impulsivity.
Disrupting Instruction
Disrupting peers attention to task
Missing work
Partially Proficient

Student sometimes controls impulsivity.
Multiple cues to return to task
Work completed at below minimal passing standards
Late work
Proficient

Student almost always controls impulsivity.
1-2 individual cues to return to task
Work completed at minimal passing standards
Work Completed on time
Proficient w/ Distinction

Student always controls impulsivity
Returns to task when given large group cue
Ask for help when needed
Work completed accurately and on time
Final Score

Substantially Below Proficient
Partially Proficient
Proficient
Proficient w/ Distinction




Subjects:

Types:

Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
Test run

Test run

Test this rubric or perform an ad-hoc assessment.
Grade

Grade

Build a gradebook to assess students.
Collaborate

Collaborate

Apply this rubric to any object and invite others to assess.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n98