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