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iRubric: Executive Functioning Skills - Performance Task rubric

iRubric: Executive Functioning Skills - Performance Task rubric

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Executive Functioning Skills - Performance Task 
Executive Functioning Skills - Performance Task
Self-management, organization, executive function, time management/uses time wisely, assignment completion
Rubric Code: Z236B65
By Kasman
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: 9-12

Powered by iRubric Executive Functioning Skills
  Instructional

1 pts

Emerging

2 pts

Independent

3 pts

Organization/Planning

Instructional

-Has no systems of organization to track assignments, activities ( ie calendar, folders, etc)
-If system is chosen to use, does not use to manage assignments, notes, due dates, etc.
Emerging

--Requires support to break down larger task into manageable parts
- Requires support to develop and use chosen system (calendar, checklist, etc)
Independent

-Student able to break larger task inot manageable parts with independence
- Student able to develop and use organizational system (calendar, checklist, etc)
Time Mgmt./Uses Time Wisely

Instructional

-Multiple cues (over 5) to return to task

-Does not complete assigned tasks in class

-Consistently late to start class or assigned work

-Does not do work at home
Emerging

-Occasional cues (2-3) from teacher to return to task at hand

-Completes over 50% work in class

-Late to class 1-2 times/week

- Willing to complete missing work at home most of the time
Independent

-Asks for help when needed

-Redirects self without cues from teacher

-Works consistently in class to complete work

-Arrives to class on time and is ready to begin work time.

-Routinely and without reminding, uses time at home to complete work
Self-Control/Management

Instructional

-Disrupting teacher and instruction

-Disrupting peers'/classmates' attention to task

Behavior/words inappropriate to situation/context/mood

-Does not maintain goal-directed momentum or request assistance when shifting between activities, subjects, strategies or mood
Emerging

-1-2 individual cues to return to task.

-Requires prompting to correct class disruption or to correct behavior/words inappropriate to situation/mood/context

-Requires prompting to regain momentum or request assistance when shifting between activities, subjects, strategies or mood
Independent

-Returns to task when given large group cue.
-Independently maintains attn to tasks
-Self corrects behavior/words which do not match context, situation, mood AND/OR independently regains momentum during a shift between activities, subjects, strategies or mood.
-Independently requests assistance
Self Advocacy

Instructional

-Student makes no effort or does not perceive that he/she requires assistance or a request
Emerging

-Requires prompts to identify a need

-Requires assistance in identifying a need and prompting to request assistance or request what is needed
Independent

-Independently identifies a need

-Independently makes a request for assistance or makes a direct request for what is needed



Keywords:
  • Executive Functioning - Note taking/test review, self-control/management, organization, assignment completion, time management/uses time wisely



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