Post on 05-Dec-2014
description
YES or NO?
Meaningful work… Must be done independently. includes activities that students can
do with a partner or in a small group.
Is targeted within a student’s proximal zone of development.
Utilizes visual structure to promote independence.
Focuses solely on life skills.
Guidelines for Meaningful Work Focused on targeted Access Points and/or IEP
goals. Steps of activity or task are explicitly taught Data via continuous assessment should be
collected to monitor progress with an eye for decision-making When are students ready to do an activity without direct
instruction (with para, partner, or solo)? When should the difficulty of the activity or task be
increased? Are students productive—fluent with a task? When should a student complete more than one activity
at a time in a given a given period of time?
Meaningful Work At-a-Glance
Computer
Activity
Life Skill Task
Leisure Activities
Solo/Partner
Work Task
Written Activity
Table
CampusSetting
s
Leisure Activities
Solo/Partner
Work Station
Desk
WHAT
WHERE
Examples
sorting and packaging tools
preparing a letter to be mailed
Examples
filling salt shakers
putting badges together
Examples
number sets 1-10using marbles
sorting toothbrushesby color
Examples
fine motor skills-sorting by color
Matching pictures from
book to communicatio
n device
Work/Activity Schedule
“A work system refers to the systematic and organized presentation of tasks/materials in order for students to learn to work independently, without adult directions/prompts”.
“…work systems can reflect any type of task(s) or activities (e.g. academic, daily living skills, recreation & leisure, etc.)”
Written by Susan Stokes under a contract with CESA 7 and funded by a discretionary
grant from the Wisconsin Department of Public Instruction
Making Connections
A work system is an activity schedule for students to complete work tasks independently.
Independent Student Schedule Chart
How does the student’s individual schedule influence the design of a work system?
Visual support
Length Organi-zation
Manipu-lation
Location
Transition
Learner Work System & Task Development
Tool
Now it’s Your Turn
Each team receives a student Work System & Task Development Tool.
Teams will review & discuss the information.
Teams set up the work system & tasks. Visit http://floridastandards.org and select
an additional access point. Plan a task that correlates with your selected access point.
Teams report out on their student, work tasks/system. Be sure to share your new task idea!
http://www.floridastandards.org/Standards/AccesspointSearch.aspx
Revisit
Reflect
Follow-up for Day 2!
Select a student. Complete the
Learner Work System & Task Development Tool:Record information about his/her Learner Profile & Student schedule. Target IEP goals and/or Access Points and design a work system & 3 work tasks for the student.
Be prepared to share with colleagues on Day 3