iRubric: Red Light/Green Light rubric

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Red Light/Green Light Red Light/Green Light self-regulation inhibition attention Rubric Code: XCX272 By MeagRyan Ready to use Public Rubric Subject: Vocational Type: Assessment Grade Levels: K-5

Red Light/ Green Light
	Poor 1 pts	Fair 2 pts	Good 3 pts	Great 4 pts
listens/attends	Poor Highly self-directed Leaves area Requires 1:1 support Seems unaware of activity	Fair Sometimes looks at speaker Requires repeated redirection and prompting to decrease vocalizations and inhibit movement	Good Usually looks at speaker Requires cues to avoid commenting or fidgeting	Great Looks at speaker Quiet body Quiet mouth May look away or fidget momentarily
stops/starts on cue	Poor Highly Self-directed Leaves area Requires 1:1 support Seems unaware of cue	Fair Sometimes responds to directive Requires repetition *Requires prompting	Good Usually responds to directive May require occassional repetition or prompt	Great Responds to directive Attempts to anticipate cue
self-regulation	Poor Highly Self-directed Leaves area Requires 1:1 support Does not demonstrate awareness of strategies	Fair Student can be made aware of their emotions/activity level with adult facilitation. May not impact regulation.	Good Student can state emotion/activity level and attempt to self-regulate with a strategy suggested by the adult. Has at least a temporary impact on regulation.	Great Student can quickly identify emotions/activity level and use practiced strategies to self-regulate. Has an impact on regulation that lasts through activity.

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n16

Red Light/ Green Light
	Poor 1 pts	Fair 2 pts	Good 3 pts	Great 4 pts
listens/attends	Poor Highly self-directed Leaves area Requires 1:1 support Seems unaware of activity	Fair Sometimes looks at speaker Requires repeated redirection and prompting to decrease vocalizations and inhibit movement	Good Usually looks at speaker Requires cues to avoid commenting or fidgeting	Great Looks at speaker Quiet body Quiet mouth May look away or fidget momentarily
stops/starts on cue	Poor Highly Self-directed Leaves area Requires 1:1 support Seems unaware of cue	Fair Sometimes responds to directive Requires repetition *Requires prompting	Good Usually responds to directive May require occassional repetition or prompt	Great Responds to directive Attempts to anticipate cue
self-regulation	Poor Highly Self-directed Leaves area Requires 1:1 support Does not demonstrate awareness of strategies	Fair Student can be made aware of their emotions/activity level with adult facilitation. May not impact regulation.	Good Student can state emotion/activity level and attempt to self-regulate with a strategy suggested by the adult. Has at least a temporary impact on regulation.	Great Student can quickly identify emotions/activity level and use practiced strategies to self-regulate. Has an impact on regulation that lasts through activity.