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iRubric: Executive Functioning rubric

iRubric: Executive Functioning rubric

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Executive Functioning 
Executive functioning is a set of skills focused on how a student manages themselves and their resources in order to complete something.
Rubric Code: C246XW8
By sanderson250
Draft
Public Rubric
Subject: Education  
Type: (Other)  
Grade Levels: 9-12

Powered by iRubric Executive Functioning
Students will develop the skills to become independent adults.
  Beginning (Dependent)

1 pts

Developing (Moderate Assist)

2 pts

Applying (Minimal Assist)

3 pts

Mastering (Independent)

4 pts

Planning

Independently fill out planner and have accurate homework due dates
Beginning (Dependent)

No assignments are written into the planner.
Developing (Moderate Assist)

Some of the assignments for classes (1-3 classes) are written into the planner with complete descriptions. No Homework is indicated if appropriate.
Applying (Minimal Assist)

Majority of the assignments for classes (4-6) are written into the planner with complete descriptions. No Homework is indicated if appropriate.
Mastering (Independent)

Assignments for each class (7-8) are written into the planner with complete descriptions. No Homework is indicated if appropriate.
Planning and Idea Construction

Identify and organize steps needed to accomplish task
Beginning (Dependent)

Student requires significant intervention to organize steps needed to accomplish a task.
Developing (Moderate Assist)

Student identifies and organizes steps needed to accomplish a task with frequent prompting and moderate assistance.
Applying (Minimal Assist)

Student identifies and organizes steps needed to accomplish a task with minimal prompting or assistance.
Mastering (Independent)

Student identifies and organizes steps needed to accomplish a task independently and proficiently.
Organization

Arrange and prioritize information or materials (keeps class notes, class work and materials organized in a folder)
Beginning (Dependent)

Student struggles to arrange and prioritize information or materials even with prompting/cues or assistance.
Developing (Moderate Assist)

Student can arrange and prioritize information or materials with frequent prompting/cues and moderate assistance.
Applying (Minimal Assist)

Student can arrange and prioritize information or materials with minimal prompting/cues and assistance.
Mastering (Independent)

Student can arrange and prioritize information or materials independently and proficiently.
Task Initiation

Begins a task or activity
Beginning (Dependent)

Student rarely or never begins a task or activity even with prompting or assistance.
Developing (Moderate Assist)

Student begins a task or activity with frequent prompting or moderate assistance.
Applying (Minimal Assist)

Student begins a task or activity with minimal prompting or assistance.
Mastering (Independent)

Student begins a task or activity without undue procrastination and prompting.
Preparedness/Time Management

Brings necessary materials (pencil/pen, folder, calculator, etc.) and uses work time appropriately
Beginning (Dependent)

Student struggled to gather materials required to complete the project. Student showed no interest in completing project.
Developing (Moderate Assist)

When given work time in the school setting, uses time appropriately to work on assignments 50% of the time.
Applying (Minimal Assist)

Student had/gathered most materials and went to work. Used time fairly well throughout classwork needed some teach assistance.
Mastering (Independent)

Student gathered all materials and was completely ready to go to work.Routinely used time well throughout classwork.

uses time appropriately to work on assignments 100% of the time.
On-Task

Beginning (Dependent)

Focuses on the classroom task and follows instructions and procedures with 4 or more prompts throughout the day.
Developing (Moderate Assist)

Focuses on the classroom task and follows instructions and procedures with 2-3 prompts throughout the day.
Applying (Minimal Assist)

Focuses on the classroom task and follows instructions and procedures with 1 or less prompts throughout the day.
Mastering (Independent)

Independently focuses on the classroom task and what needs to be done and follows instruction and procedures without being reminded throughout the day. Very Self-Directed!
Work Completion

Assignments or projects completed and turned in (missing assignments)
Beginning (Dependent)

The student did not complete classwork in time period given, refused to start or abandoned classwork once started.
Developing (Moderate Assist)
Applying (Minimal Assist)

The classwork was partially complete but needed minor modifications and completed to student's best ability working according to the task description.
Mastering (Independent)

The classwork was 100% complete and completed to student's best ability working according to the task description.
Emotional Regulation

Can you control your emotions and/or behavior in a given situation?

Identifies emotion and intensity, utilizes effective coping skills, problem solves, utilizes coping strategies
Beginning (Dependent)

Requires adults to cue application of known coping skills

Removal of task or removed from situation if needed
Developing (Moderate Assist)

Follows adult direction for coping skill

1. Self-identifies feelings and intensity of feelings
2. Self-identifies effective coping skills
3. Uses skills in situations
Applying (Minimal Assist)

Student understands how own behavior affects the way other people feel about him or her.

Student is able to use tools to self regulate when experiencing intense emotions.

Student is prompt and practices coping strategy without guided instruction
Mastering (Independent)

Student demonstrates problem solving with desirable solutions to problems.

Student identifies "triggers" that influence his or her behavior; and
uses tools to prevent dis-regulation.

Independently states and models all coping strategies to self calm intense feelings, managing anxiety and anger consistently

Self advocates when needs arise




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