Social/Emotional Rubric for the Classroom Setting

Skills Beginning 1 Pts. Developing 2 Pts. Accomplished 3 Pts. Exemplary 4 Pts. SCORE

Respect Is disrespectful after Needs reminders to be Is respectful to adults but Respectful to peers and
reminders. respectful to adults and needs reminders to be adults. Uses manners
peers. respectful to peers. without being reminded.

Social Interactions Child often shuts Needs to be encouraged to Can independently Can independently
down or removes him interact appropriately with interact with others but interact with others in a
or herself from peer or others (peers/adults) and may struggle in a variety of school social
adult social settings often requires adult particular setting or with a settings.
OR is socially coaching. certain individual.
aggressive.

Coping Skills Needs removal to Needs multiple Must have a prompt to Can independently
implement a coping (3 or more) prompts and implement a coping skill identify and implement a
skill. Cannot regularly adult coaching or but calms down within the variety of coping skills that
regain control within suggestions to implement classroom setting in a are classroom
the classroom setting. a coping skill. short time. appropriate.

Expression of Never uses I Rarely uses I statements Sometimes uses I Uses I statements to
Thoughts and Feelings statements to express to express statements to express express thoughts/feelings.
thoughts/feelings. thoughts/feelings. thoughts/feelings. Ex. I feel ______when
______.

Accepting Needs multiple Needs an extra individual Is able to control emotions Is able to be compliant
Redirections (3 or more) redirection to be compliant but is not compliant with with minimal individual
redirections to be or extra time to gain control classroom directions with redirections.
compliant or exhibits of emotions. an individual prompt every (1 or 2 a day)
inappropriate emotion now and then. (50%)
control.

Problem Solving Skills Is unable to engage in Is able to identify the Can identify the problem Can implement the steps
the problem solving problem but is unable to and can implement steps of the problem solving
process by identifying implement the remaining but may need adult process without adult
the problem. steps of the problem guidance at times. assistance.
solving process such as
brainstorming solutions, try
a plan and evaluate the
solution.

Total