Skip to main content
iRubric: Social Learning rubric

iRubric: Social Learning rubric

find rubric

(draft) edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
Social Learning 
Rubrics to measure Social Learning objectives for Speech and Language.
Rubric Code: TXWC8X6
By mkcccslp
Draft
Public Rubric
Subject: Communication  
Type: Assessment  
Grade Levels: K-5, 6-8

Powered by iRubric Social Learning skills
 

between 0%-17%

1 pts


between 16%-35%

1.5 pts


between 36%-53%

2 pts


between 54%- 71%

2.5 pts


between 72%-89%

3 pts


between 90-100%

4 pts

Non-verbal Language

1

Is not aware of and cannot read/interpret Non-verbal language (facial expressions, body language, tone of voice). Needs constant adult cues and prompts.
1.5

Is on occasion able to read/interpret Non-verbal language (facial expressions, body language, tone of voice). Needs considerable adult cues and prompts
2

Inconsistent awareness and understanding of non-verbal language. Needs Moderate adult cues and support to identify, label and/or explain non-verbal language.
2.5

Somewhat consistent awareness and understanding of non-verbal language. Needs Mild adult support and cues to help identify, label and/or explain non-verbal language.
3

Nearly consistent awareness and understanding of non-verbal language. Intermittent adult support and cues to help identify, label and/or explain non-verbal language.
4

Demonstrates awareness of non-verbal language. Can identify, label and/or explain different types of non-verbal language. Adult cues similar to other peers in the setting.
Whole Body Listening

1

Does not understand or use Whole body listening skills (eyes, ears, mouth, hands, feet, body, brain) even with adult support and visual cues to assist.
1.5

Is on occasion able to understand andor use Whole body listening skills (eyes, ears, mouth, hands, feet, body, brain). Needs considerable adult cues and prompts.
2

Inconsistent ability to understand and/or demonstrate correct use of Whole body listening. Visuals and Moderate adult cues and support are needed to bring awareness to areas of need during group interactions.
2.5

Somewhat consistent ability to understand and/or demonstrate correct use of Whole body listening. Visual and Mild adult support are needed to bring awareness to areas of need during group interactions.
3

Nearly consistent ability to understand and/or demonstrate correct use of Whole body listening in a group interaction. Needs Intermittent use of visuals or adult support.
4

Demonstrates correct understanding and use of Whole body listening in a consistent manner in a group situation. Adult cues similar to other peers in the setting.
Thinking With Eyes

1

Does not understand the concept of "thinking with your eyes". Needs constant adult cues, prompts and visuals to identify and understand the concept.
1.5

Is on occasion able to understand the concept of "thinking with your eyes". Needs considerable adult cues, prompts and visuals to identify and understand the concept.
2

Inconsistent use of eyes to think about others during routines (small groups). Moderate adult cues, prompts and/or visuals are needed often.
2.5

Somewhat consistent use of eyes to think about others during routines (small groups). Mild adult cues, prompts and/or visuals are needed.
3

Nearly consistent use of eyes to think about others. Intermittent adult cues, prompts or visuals are needed.
4

Using eyes to think about others in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Understands/Follows the Group Plan

1

Is not able to understand/follow the group plan and expected behavior of attending to others unless provided with constant adult support and cues.
1.5

Is on occasion able to understand/follow the group plan and expected behavior of attending to others unless provided with considerable adult cues, prompts or visuals.
2

Inconsistent ability to state/follow the group plan when given both visual and verbal prompts. Moderate adult cues and support are needed.
2.5

Somewhat consistent ability to state/follow the group plan when given visual or verbal prompts. Mild adult cues and support are needed.
3

Nearly able to state/follow the group plan when given either visual or verbal prompts (less structure).
Intermittent adult cues and support are needed.
4

Able to state/follow the group plan when asked, "what's the plan?". Adult cues are similar to other peers in the setting.
Distinguishes Group vs Own Plan

1

Does not understand concept of Group vs Own Plan. Constant adult cues, support or visuals are needed.
1.5
2
2.5
3

Nearly able to identify if he/she is following the Group plan or his/her Own Plan. Intermittent adult cues, support or visuals are needed.
4

Able to state or otherwise show the concept of knowing about Group Plan versus Own Plan. Adult cues similar to other peers in the setting.
Expected Reactions

1

Typically over-reacts. Needs constant support from adults to react in an expected manner.
1.5

Is on occasion able to react and respond in an expected manner to peers or adults regarding a planned activity. Considerable adult cues, support or visuals are needed.
2

Inconsistent expected reactions and responses to peers or adults regarding a planned activities. Moderate adult cues, support or visuals are needed.
2.5

Somewhat consistent expected reactions and responses to peers and adults regarding a planned activity. Mild adult cues, support or visuals are needed.
3

Nearly consistent expected responses to peers and adults with planned activity. Intermittent adult cues, support or visuals are needed.
4

Demonstrates responses and reactions to peers in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Expected/Unexpected Behaviors

1

Is not able to identify, label or follow expected or unexpected behaviors of self or other peers for a situation or setting without constant adult cues or support.
1.5

Is on occasion able to identify, label or follow expected or unexpected behaviors of self or other peers for a situations. Considerable adult cues, support or visuals are needed.
2

Inconsistent ability to identify, label or follow expected or unexpected behaviors of self or other peers for a situation or setting. Moderate adult cues, support or visuals are needed.
2.5

Somewhat consistent ability to identify, label or follow expected or unexpected behaviors of self or other peers for a situation or setting. Mild adult cues, support or visuals are needed.
3

Nearly consistent ability to identify, label or follow an expected or unexpected behaviors of self or peers for a situation or setting. Intermittent adult cues, support or visuals are needed.
4

Demonstrates the ability to identify, label or follow most expected or unexpected behaviors of self or peers for a situation or setting. Adult cues are similar to other peers in the setting.
Thinking/Saying Thoughts

1

Does not understand or correctly use the concept of Thinking vs. Saying thoughts. Needs constant adult cues, support or visuals to use expected thoughts in a peer group.
1.5

Is on occasion able to understand correctly use Thinking vs Saying thoughts. Needs considerable adult cues, support or visuals to use expected thoughts in a peer group.
2

Inconsistent ability to understand or correctly use Thinking/Saying thoughts. Moderate adult cues, support or visuals needed when interacting in a group to verbalize in an expected manner.
2.5

Somewhat consistent ability to understand or correctly use Thinking/Saying thoughts. Needs Mild adult cues, support or visuals when interacting in a group to verbalize in an expected manner.
3

Nearly consistent ability to understand or correctly use Thinking/Saying thoughts. Can often state when self or others have/have not used Thinking/Saying thoughts in an expected manner. Intermittent adult cues, support or visual are needed.
4

Demonstrates and correctly uses Thinking/Saying thoughts with peers and adults in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Comfortable/Uncomfortable Thoughts

1

Does not understand or cannot take the perspective of another to identify or label what comfortable/ uncomfortable thoughts someone may be thinking or correctly use or retain comfortable/uncomfortable thoughts based on behaviors. Constant adult cues and support is necessary.
1.5

Is on occasion able to take the perspective of another to identify or label what comfortable/uncomfortable thoughts someone may be thinking and/or appropriately use or retain a comfortable/uncomfortable thought based on behaviors. Considerable adult cues, support or visuals are needed.
2

Inconsistent ability to identify or label a comfortable/uncomfortable thought that someone may have or that they may think about someone and/or use or retain a comfortable/uncomfortable thought based on behavior. Moderate adult cues, support or visuals are needed.
2.5

Somewhat consistent identify or label a comfortable/uncomfortable thought that someone may have or that they may think about someone and/or use/retain a comfortable/uncomfortable thought based on behavior. Mild adult cues, support or visuals are needed.
3

Nearly consistent ability to identify and label a comfortable/ uncomfortable thought that someone may have or they may have about someone and/or use/retain a comfortable/uncomfortable thought based on behavior. Intermittent adult cues and support are needed.
4

Demonstrates the ability to identify and label most comfortable/uncomfortable thoughts that someone may have or they may have or someone and/or use/retain a comfortable/uncomfortable thought based on behavior. Adult cues are similar to other peers in the setting.
Smart vs Wacky Guesses

1

Is not able to "read the situation" (use clues that you see, hear, know) and infer what action to take based on the situation. Constant adult cues and support is needed.
1.5

Is on occasion able to "read the situation" (use clues that you see, hear, know) and infer what action to take based on the situation. Considerable adult cues, support and visuals are needed.
2

Inconsistent ability to "read the situation", but can make some inferences about what action to take based on the situation. Moderate adult cues, support and visuals are needed.
2.5

Somewhat consistent "read the situation" (use clues that you see, hear, know) and infer what action to take based on the situation. Mild adult cues, support and visuals are needed.
3

Nearly consistent ability to "read the situation". Able to use clues regarding situation and infer what actions to take based on clues. Intermittent adult cues and support is needed.
4

Demonstrates the ability to "read the situation", make smart guesses/inferences regarding what actions to take. Adult cues similar to other peers in the setting.
Obvious/Hidden Rules

1

Does not understand the concept of Obvious/Hidden rules. Needs constant adult cues, support and visuals to identify, label and correctly use obvious/hidden rules in a situation or setting.
1.5

Is on occasion able to understand the concept of Obvious/Hidden rules. Needs considerable adult cues, support and visuals to identify, label and correctly use obvious/hidden rules in a situation or setting.
2

Inconsistent ability to identify and label Obvious/Hidden rules. Needs moderate adult cues, support and visuals in order to identify, label and correctly use obvious/hidden rules in a situation or setting.
2.5

Somewhat consistent understand the concept of Obvious/Hidden rules. Needs Mild adult cues, support and visuals in order to identify, label and correctly use obvious/hidden rules in a situation or setting.
3

Nearly consistent ability to identify and label Obvious/Hidden. Needs intermittent adult cues, support and visuals in order to identify, label and correctly use obvious/hidden rules in a situation or setting.
4

Demonstrates the ability to identify, label and demonstrate use of Obvious/Hidden rules in most situations in a manner consistent with peer group. Adult cues similar to other peers in the setting.
Social Behavior Mapping

1

Does not understand the concept of Social Behavior Mapping to explain his/her social responsibility tied to figuring out hidden rules. Adult support/cues are needed to define all areas.
1.5

Is on occasion able to understand the concept of Social Behavior Mapping to explain his/her social responsibility tied to figuring out hidden rules. Considerable cues, support and visuals are needed to define all areas.
2

Inconsistent ability to provide examples of one of more areas in order to behavior map: situation, expected/unexpected behaviors, reactions of others or self. Moderate adult cues, support and visuals are needed.
2.5

Somewhat consistent ability to provide examples of one of more areas in order to behavior map: situation, expected/unexpected behaviors, reactions of others or self. Mild adult cues, support and visuals are needed.
3

Nearly consistent ability to label provide examples of one of more areas to behavior map a social situation. Intermittent adult cues and support are needed.
4

Demonstrates the ability to identify and label all areas related to social behavior mapping a situation. Adult cues are similar to other peers in the setting.
Size of the Problem

1

Does not understand and cannot identify the concept that there are different sized problems. Student over-reacts to all problems (unexpected). Constant adult support and cues are needed.
1.5

Is on occasion able to understand/identify the concept that there are different sized problems and how reactions should match the problem. Many times, student still over-reacts to problems (unexpected). Considerable adult cues, support and visuals are needed.
2

Inconsistent ability to understand/identify the size of the problem and if their reaction matches the problem size. Seeing some expected and unexpected reactions from student. Moderate adult cues and support are needed.
2.5

Somewhat consistent ability to understand/identify the size of the problem and if their reaction matches the problem size. Seeing more expected and fewer unexpected reactions from student. Mild adult cues, support and visuals are needed.
3

Nearly consistent ability to understand/identify the size of the problem and if the reaction matches the size of problem. Many expected reactions noted from student. Intermittent adult cues and support are needed.
4

Demonstrates the ability to understand/identify the size of the problem and reacts in an expected manner according to the problem size. Adult cues are similar to other peers in the setting.
Flexible/Inflexilbe Thinking

1

Is not aware of inflexible thinking patterns and unexpected behaviors that self or others exhibit. Constant adult cues, support and "Unthinkables" visuals are needed.
1.5

Is on occasion able to be aware of inflexible thinking patterns and unexpected behaviors that self or others exhibit. Considerable adult cues, support and "Unthinkables" visuals are needed.
2

Inconsistent ability to identify or show awareness of inflexible patterns and behaviors. in self or others. Some ability to describe an "Unthinkable" that represents the unexpected behavior. Moderate adult cues and support are needed. Replacement behaviors used with adult support.
2.5

Somewhat consistent ability to identify or show awareness of inflexible patterns and behaviors in self or others. Intermittent ability to describe an "Unthinkable" that represents the unexpected behavior. Mild adult cues, support or visuals are needed.
3

Nearly consistent ability to identify or show awareness of inflexible patterns and behaviors in self and others. Often able to identify the "Unthinkable" that represents the unexpected behavior and use occasional strategies to change behavior. Intermittent adult support and cued are needed.
4

Demonstrates the ability to identify and show awareness of inflexible patterns and unexpected behaviors in self and others. Can identify correct "Unthinkable" and some strategies to change behavior. Little adult support is needed.
Perspective Taking

1

Is not aware of another person's perspective. Does not understand that another person may have thoughts/feelings about them and vise versa or that their thoughts and feelings can be different from someone else. Constant adult cues and support is needed to be aware of other people thoughts/feelings about them and how to monitor their own behaviors.
1.5

Is on occasion able to be aware of another person's perspective. Occasionally is aware that others have thoughts and feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Considerable adult cues and support is needed to be aware of others thoughts/feelings about them and how to monitor their own behavior.
2

Inconsistent ability to be aware that others have thoughts and feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Moderate adult cues and support are needed to be aware of others thoughts/feelings about them and how to monitor their own behaviors.
2.5

Somewhat consistent ability to be aware that others have thoughts and feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Mild adult cues and support are needed to be be aware of others thoughts/feelings about them and how to monitor their own behaviors.
3

Nearly consistent ability to be aware that others have thoughts/feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Intermittent adult cues and support are needed to be aware of others thoughts/feelings about them and how to monitor their own behaviors.
4

Demonstrates the ability to show awareness of others thoughts/feelings about them and vice versa and that their thoughts and feelings can be different from someone else. Little adult support is needed to be aware of others thoughts/feelings about them and how to monitor their own behaviors.



Keywords:
  • Social Learning, 1-4 scale


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
This rubric is still in draft mode and cannot be scored. Please change the rubric status to ready to use.
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.
n60