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YES or NO?

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.

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YES or NO?

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  1. 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.

  2. 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?

  3. Meaningful Work At-a-Glance WHAT WHERE

  4. Examples sorting and packaging tools preparing a letter to be mailed

  5. Examples putting badges together filling salt shakers

  6. Examples number sets 1-10 using marbles sorting toothbrushes by color

  7. Examples fine motor skills- sorting by color Matching pictures from book to communication device

  8. 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

  9. Making Connections • A work system is an activity schedulefor students to complete work tasks independently. • Independent Student Schedule Chart How does the student’s individual schedule influence the design of a work system?

  10. Learner Work System & Task Development Tool

  11. 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.organd 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!

  12. http://www.floridastandards.org/Standards/AccesspointSearch.aspxhttp://www.floridastandards.org/Standards/AccesspointSearch.aspx

  13. Revisit Reflect

  14. 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

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