Transition to Success
Functional Math
Name: ___________________ Teacher:
Date : ___________________ Title of Work: ___________________
 
Criteria
Points
1
2
3
4
 
Student refers to a clock to organize daily schedule. Wall clock, iPad clock, watch
Recognizes time at beginning of scheduling. Does not include important events in schedule. May have activities out of sequence.
Recognizes time at start of scheduling. Includes important events on schedule. May leave some out.
Recognizes time at start of scheduling. Includes important events, and preferred events, and orders them correctly. Has one or two corrections after checking in on classroom schedule.
Recognizes time at start of scheduling. Includes important events, and preferred events, and orders them correctly. Has one or two corrections after checking in on classroom schedule. Makes those adjustments. Starts first activity on schedule, or the activity that is next in the day.
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Student refers to a timer to pace their activities.
Student needs reminder to get timer ready. Sets the timer inaccurately.
Student sets timer accurately, without prompts. Does not change activity when timer goes off.
Student sets timer accurately, without prompts. Adjusts the pace of work when checking in on their time allotment. Recognizes the need to begin task sooner, keep a certain pace.
Student uses timer as a tool, and sets it as a matter of routine for the activities for which is needed and helpful. Staff offer minimal support, more positive feedback for success.
____
Student uses calendar accurately to include important dates/event in their life/schedule. (Wall, tablet computer, cell phone, custom made/Velcro)
Student can access a calendar in their environment. Recognizes correct date. (Needs physical or gesture prompts.)
Student corrects calendar position for display of date, if it is inaccurate. Student identifies correct day of the week in which special event is scheduled. (Verbal prompts)
Student starts calendar use with the correct day of the week in which special event is scheduled. Student uses information from personal calendar to inform others, adjust schedule with minimal support.
Student accesses calendar without more than one reminder. Identifies important events and incorporates that information/appt. in their daily schedule. Informs others who need to know. Uses calendar as a tool, and anticipates changes in months, vacations, etc. (Verbal prompts).
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Student uses time management in work and recreation situations.
Student recognizes time to be at work, recreation event.
Student recognizes time to be at work, recreation event. Student informs other of times if they need to know.
Student recognizes time to be at work, recreation event. And informs others in advance so they may give support. Student is aware of beginning And ending times.
Student refers to watch, calendar when discussing special work or recreation times(start, end, how much time in all is needed.) Student notes event on calendar that they use. Student shares information with those who need to know.
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Total---->
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Teacher Comments:

 


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