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iRubric: Executive Functioning Rubric

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Executive Functioning Rubric Executive Functioning Rubric Seeking assistance appropriately, time management, working memory & listening comprehension, transitioning Rubric Code: X2WB52W By teribaxter Ready to use Public Rubric Subject: (General) Type: (Other) Grade Levels: K-5

Executive Functioning
	Instructional 1 pts	Emerging 2 pts	Progressing 3 pts	Independent 4 pts
Seeks Assistance Appropriately Baseline: Goal:	Instructional Student seeks assistance only when prompted even when acknowledging "I don't know".	Emerging Student independently seeks general assistance 50% of the time	Progressing Student independently seeks assistance 75% of the time.	Independent Student independently seeks specific assistance 90% or more of the time
Time Management Baseline: Goal:	Instructional Student needs more than one reminder to begin a task and more than 3 reminders to complete the task	Emerging Student needs one reminder to start the task and 3 reminders or re-directions to complete the task.	Progressing Student starts task and completes with 2 or less reminders or re-directions.	Independent Student independently starts and completes task.
Strategy Use Working Memory & Listening Comprehension Baseline: Goal:	Instructional Given an assignment or task, student will use taught strategies (i.e. highlight directions, repeat directions to self, check with a peer, check notes, etc.) to remember what needs to be done with 4 prompts or more.	Emerging Given an assignment or task, student will use taught strategies (i.e. highlight directions, repeat directions to self, check with a peer, check notes, etc.) to remember what needs to be done with 3 prompts.	Progressing Given an assignment or task, student will use taught strategies (i.e. highlight directions, repeat directions to self, check with a peer, check notes, etc.) to remember what needs to be done with 2 prompts.	Independent Given an assignment or task, student will use taught strategies (i.e. highlight directions, repeat directions to self, check with a peer, check notes, etc.) to remember what needs to be done with 1 prompt or independently.
Transitioning Baseline: Goal:	Instructional Given the direction to transition, the student will clean up supplies and move to the next activity within 3-4 minutes with 3 or more prompts.	Emerging Given the direction to transition, the student will clean up supplies and move to the next activity within 3 minutes with 2 or less prompts.	Progressing Given the direction to transition, the student will clean up supplies within 2 minutes with 1 or less prompt.	Independent Given the direction to transition, the student will clean up supplies right away and move to the next activity with no prompts