Social Emotional Engagement – Knowledge & Skills (SEE-KS) Instruction Rubric – UDL Version
Emerging Language Stage
For a student, who is communicating using single words, combinations of words, and brief or “scripted” phrases (using speech, pictures, sign language or assistive technology), lessons should be
rated according to these elements:
Exemplary (3)
Proficient (2)
Emerging (1)
Absent (0)
Continually provides access, references, and
encourages students to independently use
daily agendas and within task schedules (with
written language paired wit photos, and/or
graphics) and multi-modal environmental cues
(e.g., music, lights, and routine actions) to
predict the sequence of activities and the steps
toward completion, using the actual materials
when necessary to support the student’s
progress within a task in familiar situations and
novel situations.
Consistently provides access, references, and
encourages students to independently use
daily agendas and within task schedules (with
written language, photos, and/or graphics) and
multi-modal environmental cues (e.g., music,
lights, and routine actions) to predict the
sequence of activities and the steps toward
completion, using the actual materials when
necessary to support the student’s progress
within a task in familiar situations.
Provides access but inconsistently references
daily agendas and within task schedules and
inconsistently uses multi-modal environmental
cues (e.g., music, lights, and routine actions),
often leading students to require verbal
reminders and physical assistance to predict
the sequence of activities and the steps toward
completion.
Seldom incorporates daily agendas, within task
schedules, or multi-modal cues to prepare
students for transitions (e.g., transitions and
steps toward completion are attempted
verbally and within physical guidance).
2. Have supports been embedded to ensure a
student’s sustained effort and persistence (e.g.,
providing choices of coping strategies to help
students remain alert and/or soothe when
needed, adjusting demands, and providing
social engagement)?
Continually plans and implements supports to
foster a student’s independent use of
regulatory strategies to sustain active
engagement and prevent escalation (e.g., an
emotion key ring to express emotion and
request assistance and/or access to coping
supports) while monitoring student signals of
attention, motivation, and regulation and
adjusting demands as needed to prevent
problem behavior (e.g., infusing choices of
strategies, and increasing or decreasing
demands).
Consistently plans and implements supports to
foster a student’s independent use of
regulatory strategies to sustain active
engagement and prevent escalation (e.g., an
emotion key ring to express emotion and
request assistance and/or access to coping
supports) while monitoring student signals of
attention, motivation, and regulation to
prevent problem behavior (e.g., infusing
choices of strategies).
Inconsistently plans for and implements
supports to sustain active engagement and
prevent escalation (e.g., visuals may be
available for requesting help, but limited
responses to student’s mild to moderate
signals of dysregulation results in problem
behavior).
Seldom plans for, nor implements supports
proactively to sustain active engagement or
prevent escalation; strategies are primarily
reactive to moderate to severe problem
behaviors.
3. Have student interests been considered as
a means to stimulate interest and motivation
for engagement and learning?
Continually ensures that tasks involve
purposeful application or an engaging social
interaction (e.g., writing a word or phrase = a
social request or a comment about a real-life
event) and embeds materials that include a
student’s special interests or sensory
preferences (e.g., hands-on, music, movement)
as a means to recruit interests proactively.
Consistently ensures that tasks involve
purposeful application or an engaging social
interaction (e.g., writing a word or phrase = a
social request or a comment about a real-life
event) as a means to recruit interests
proactively.
Inconsistently links tasks to purposeful
application and/or an engaging social
interaction and inconsistently embeds
materials that include a student’s special
interests or sensory preferences (e.g., handson, music, movement) as a means to recruit
interests.
Seldom links tasks to purposeful application
and/or an engaging social interaction and
seldom embeds materials that include a
student’s special interests or sensory
preferences as a means to recruit interests.
Motivation is offered predominantly through
extrinsic reward following a student’s
participation.
Consistently presents verbal information in
multiple ways to ensure comprehension by
supplying contextual information, visual tools
(graphics and photographs), hands-on
materials, and imaginative play, ensuring that
student’s are linking the information to
previous experiences.
Inconsistently presents verbal information in
multiple ways to ensure comprehension by
providing access to visual tools and hands-on
materials but not consistently supplying
contextual information or imaginative play
opportunities, making it difficult for a student
to link information to previous experiences.
Seldom presents verbal information in multiple
ways to ensure comprehension (e.g.,
information is presented verbally to students
with no access to visual support, hands-on
materials, or imaginative play involving the
information).
A. Fostering Engagement
1. Have supports been embedded to ensure
students can predict the sequence of activities
and the steps within each task?
Examples: Portable daily agendas, graphics/photos
for steps within a task, and timers
B. Presenting information in multiple ways
1. Is verbal language paired with multiple
means of representation to foster
comprehension (e.g., written language paired
with graphics, photos, role-play, and real-life
materials)?
Continually presents verbal information in
multiple ways to ensure comprehension by
supplying contextual information, visual tools
(graphics and photographs), hands-on
materials, and imaginative play ensuring that
student’s are linking the information to
previous experiences, and maximizes transfer
of information to new contexts using visual
tools, rehearsal, and experiential learning.
Copyright 2014 – All Rights Reserved; Marcus Autism Center – Educational Outreach
2. Are mathematical and other symbols paired
with multiple forms of representation to
ensure access to curricular materials (e.g.,
hands-on and/or real-life materials, multiple
media, and role-play)?
Continually presents mathematical and other
symbols in multiple ways to ensure
comprehension by supplying contextual
information, visual tools (graphics and
photographs), hands-on materials, imaginative
play related to real-life applications ensuring
that student’s are linking the information to
previous experiences, and maximizes transfer
of information to new contexts using visual
tools, rehearsal, and experiential learning.
Consistently presents mathematical and other
symbols in multiple ways to ensure
comprehension by supplying contextual
information, visual tools (graphics and
photographs), hands-on materials, and
imaginative play related to real-life applications,
ensuring that students are linking the
information to previous experiences.
Inconsistently presents mathematical and
other symbols in multiple ways to ensure
comprehension by providing access to visual
tools (graphics and photographs) and hands-on
materials but not consistently supplying
contextual information or imaginative play
related to real-life applications, making it
difficult for a student to link information to
previous experiences.
Seldom presents mathematical and other
symbols in multiple ways to ensure
comprehension (e.g., information is presented
verbally to students with no access to graphics
or photographs, hands-on materials, or
imaginative play related to real-life application).
3. Are social cues presented in multiple ways
to ensure accurate perception (e.g., providing
visuals to clarify expectations for where to sit,
how to engage in turn-taking)?
Continually presents social cues in multiple
ways to ensure comprehension of
expectations and social norms by supplying
visual tools (social narratives paired with
graphics and photographs), hands-on materials,
and imaginative play in familiar routines and
maximizes transfer of information to new
contexts using visual tools, rehearsal, and
experiential learning to prepare for new and
changing situations.
Consistently presents social cues in multiple
ways to ensure comprehension of
expectations and social norms by supplying
visual tools (social narratives paired with
graphics and photographs), hands-on materials,
and imaginative play in familiar routines.
Inconsistently presents social cues in multiple
ways to ensure comprehension of
expectations and social norms by supplying
some visual tools and hands-on materials for
social cues, but not others. A teacher may
provide a social narrative for how to stand in
line, but use a reactive style when letting a
student know that their vocal volume is not
appropriate.
Seldom presents social cues in multiple ways
to ensure comprehension of expectations and
social norms. Response to a student’s
misunderstanding or misuse of social cues is
primarily reactive and consequence-based.
Examples: Social narratives, helping hand cards,
turn-taking dials
C. Allowing students to act and express themselves in multiple ways
1. Are students provided with opportunities
to independently access materials in the
environment, engage with others, and
reference developmentally appropriate
supports designed to foster self-determination
and self-regulation?
Continually plans and provides options for
students to practice self-regulation by allowing
students to independently access materials and
seek engagement with others and providing
tools that enable students to self-monitor (e.g.,
visual time-tables, timers, and to do lists with
graphics) within familiar routines and
unfamiliar activities.
Consistently plans and provides options for
students to practice self-regulation by allowing
students to independently access materials and
seek engagement with others, and providing
tools that enable students to self-monitor (e.g.,
visual time-tables, timers, and to do lists with
graphics) within familiar routines.
Inconsistently plans and provides options for
students to practice self-regulation by allowing
students to independently access materials but
only occasionally providing tools that enable
students to self-monitor (e.g., visual timetables, timers, and to do lists with graphics).
Seldom plans and provides options for
students to practice self-regulation. Students
are not encouraged and do not yet
independently access materials during
transitions nor do they have access to tools
that enable self-monitoring (e.g., visual timetables, visual timers, and to do lists with
graphics).
2. Are students provided with multiple
options for expression and communication
sensitive to their developmental level (e.g.,
visuals to remind emerging language students
to use people’s names and verbs, choices of
see-thru containers when graphics or photos
are ineffective)?
Continually fosters opportunities for student
expression and communication by encouraging
active learning and interaction and providing
visual supports for key social language targets
at an emerging language stage (e.g., graphics to
denote people’s names and verbs for subject +
verb word combinations) in both familiar and
novel situations.
Consistently fosters opportunities for student
expression and communication by encouraging
active learning and interaction and providing
visual supports for key social language targets
at an emerging language stage (e.g., graphics to
denote people’s names and verbs for subject +
verb word combinations) in familiar situations.
Inconsistently fosters opportunities for
student expression and communication by
encouraging, on occasion, interaction but only
occasionally providing visual supports for key
social language targets at an emerging language
stage (e.g., graphics to denote people’s names
and verbs for subject + verb word
combinations)
Seldom fosters opportunities for student
expression and communication; students
remain in passive role most of the activity and
visuals are not provided to encourage key
social language targets (e.g., people’s names).
3. Are students provided with multiple
options for sustaining engagement in activities
(e.g., participating with access to hands-on
materials, with options for using
visuals/written choices, and with assistance of
others as a support)?
Continually provides options for students to
use physical action and/or expression to
sustain engagement in activities by varying the
response methods within activities (e.g.,
providing duplicate sets of materials and/or
visuals for students), providing visuals &
assistive technologies to remind the student of
coping strategies for staying alert and
requesting assistance, and monitoring the
students’ signals to adjust demands
accordingly.
Consistently provides options for students to
use physical action and/or expression to
sustain engagement in activities by varying the
response methods within activities (e.g.,
providing duplicate sets of materials and/or
visuals for students) and providing visuals &
assistive technologies to remind the student of
coping strategies for staying alert and
requesting assistance.
Inconsistently provides options for students to
use physical action and/or expression to
sustain engagement in activities by varying the
response methods within activities (e.g.,
providing duplicate sets of materials and/or
visuals for students) but only providing limited
visuals & assistive technologies to remind the
student of coping strategies for staying alert
and requesting assistance.
Seldom provides options for students to use
physical action and/or expression to sustain
engagement in activities. Student is expected
to engage in the same way throughout the task
(e.g., sitting, attending and verbally engaging)
without varying response opportunities (e.g.,
allowing student to follow along on a duplicate
visual or with their own set of materials).
Copyright 2014 – All Rights Reserved; Marcus Autism Center – Educational Outreach