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This guide provides strategies for implementing meaningful work activities that promote student independence and life skills development. Focused on individualized education plans (IEPs) and accessibility, it outlines how tasks can be organized for different learners, encouraging both solo and partnered activities. Key components include utilizing visual structures, explicitly teaching task steps, and assessing progress through continuous data collection. Readers will find practical examples and a structured approach to designing work systems that align with students' developmental levels and learning goals.
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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 WHAT WHERE
Examples sorting and packaging tools preparing a letter to be mailed
Examples putting badges together filling salt shakers
Examples number sets 1-10 using marbles sorting toothbrushes by color
Examples fine motor skills- sorting by color Matching pictures from book to communication 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 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?
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!
http://www.floridastandards.org/Standards/AccesspointSearch.aspxhttp://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
