6-8, 9-12Percent accuracy
Explain what a job gives besides money
Why people work
By the annual IEP review date, given 10 short scenarios about people at work, read aloud or in writing, the student will name what the person in each scenario gets from the job (pay, benefits, a routine, coworkers, skills, or a sense of purpose) independently with at least 80% accuracy on work scenarios, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
9-12Percent accuracy
Compare paid work, internships and volunteering
Why people work
By the annual IEP review date, given 10 descriptions of work experiences (paid job, paid or unpaid internship, volunteer role), the student will sort each experience as paid work, an internship or volunteering and name one thing the person gains from it independently with at least 85% accuracy on work experience items, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
6-8, 9-12Percent accuracy
Match job benefits to what they cover
Pay, benefits and pay stubs
By the annual IEP review date, given 8 benefit terms and 8 short life situations (a doctor visit, a family trip, getting older), the student will match each benefit to the situation it helps with and say one way it helps independently with at least 75% accuracy on benefit matches, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
6-8, 9-12Percent accuracy
Define hourly pay, overtime and tips
Pay, benefits and pay stubs
By the annual IEP review date, given 10 pay words (hourly wage, salary, overtime, tips, pay period, payday, direct deposit) used in short job situations, the student will tell what each pay word means in the situation and give an example from a job independently with at least 80% accuracy on pay word items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
9-12Percent accuracy
Find paid leave balances on a pay stub
Pay, benefits and pay stubs
By the annual IEP review date, given a sample pay stub with leave balances and 6 questions about time off, the student will find the sick leave and paid time off balances and say how many hours they could take off independently with at least 83% accuracy on leave balance questions, on 3 of 4 consecutive pay periods, as measured by work-sample analysis collected each pay period.
9-12Opportunities
Ask the right person about a pay question
Pay, benefits and pay stubs
By the annual IEP review date, when the student has a question or concern about pay or benefits at their job, the student will bring the pay stub or schedule to the supervisor or payroll contact at a calm time and ask the question in one or two sentences independently in at least 4 of 5 opportunities, across 3 consecutive monthly reviews, as measured by frequency recording collected monthly, plus each real pay question.
6-8, 9-12Percent accuracy
Sort work habits that keep or lose a job
Behaviors that keep or lose a job
By the annual IEP review date, given 12 short workplace scenarios (arriving late without calling, helping a coworker, using a phone during work), the student will sort each choice as helping or hurting the worker's job and give the reason independently with at least 85% accuracy on workplace scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
9-12Percent accuracy
Look up rules in an employee handbook
Behaviors that keep or lose a job
By the annual IEP review date, given a sample employee handbook and 8 questions about attendance, dress code, breaks and phone use, the student will find the section that answers each question and state the rule in their own words independently with at least 88% accuracy on handbook questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
9-12Rubric score
Make a plan after a supervisor's warning
Behaviors that keep or lose a job
By the annual IEP review date, after receiving a verbal or written warning at work, during a check-in with the job coach, the student will say back what the warning was about, name one change they will make and ask the supervisor when to check in independently, earning a score of at least 7 out of 8 on a 4-row warning response rubric scored 0 to 2 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks in practice and after each real warning.
9-12Percent accuracy
Submit a time-off request on the work app
Calling in sick and asking for time off
By the annual IEP review date, given the workplace's time-off request form or scheduling app and a planned event at least two weeks away, the student will fill in the dates, shift times and reason on the request, submit it, and check the status a few days later independently with at least 90% accuracy on time-off request fields, on 3 of 4 consecutive requests, as measured by work-sample analysis collected monthly and at each real request.
9-12Rubric score
Phone the supervisor before a missed shift
Calling in sick and asking for time off
By the annual IEP review date, when the student is sick or has an emergency before a scheduled shift and the workplace rule is to call the supervisor, the student will call the supervisor before the shift and say their name, the shift, the reason in a few words and when they expect to return independently, earning a score of at least 9 out of 10 on a 5-row call-in call rubric scored 0 to 2 per row, on 3 of 4 consecutive scored calls, as measured by a defined scoring rubric collected every two weeks in practice and at each real call-in.
9-12Opportunities
Leave a call-in voicemail or text by the rule
Calling in sick and asking for time off
By the annual IEP review date, when the student must miss or be late for a shift and the supervisor does not answer or the workplace rule names a text or app, the student will use the channel the workplace rule names and leave a message with their name, the shift, the reason and when they will be in independently in at least 5 of 6 opportunities, across 3 consecutive data collection periods, as measured by opportunity-by-opportunity data collected every two weeks.