Schedule Matrix for Employment Guide
This tool is intended to be used by IEP and behavioral planning teams to assist in goal development and identification of necessary supports and strategies in work settings. The grid below lays out the information that should be captured in each column and is followed by an example and a blank form. The tool can be completed with as much detail as is needed to get a clear picture of the student’s daily expectations and engagement across the work day. This information can then be used to draft a PLAAFP statement and plan for transition goals and services.
Student Schedule / Expectations &Instructional Outcomes / Current Level of Skills / Current Supports,
Strategies & EBPs / Potential Goals &
Strategies Needed
In this column, list the student’s daily schedule including all primary activities, courses / classes and/or transitions. / In this column, identify the expectations & instructional outcomes during this part of the schedule. Expectations and outcomes may include:
· Independence Skills
· Social Interaction Skills
· Communication Skills
· Behavioral Skills
· Productivity Skills
For example, during “arrival,” the instructional outcomes may include independently getting to work, clocking in, and getting to the work site on time. / In this column, identify the student’s performance, compared to co-workers, in this part of the schedule.
Include the following:
· Independent Skills
· Social Interaction Skills
· Communication Skills
· Engagement Skills including task initiation, participation, and task completion (output)
· Challenging Behaviors
Deficits in these areas will be targeted for intervention and should be included in the last column. / List in this column, all the supports, strategies, and/or supplementary aides and services currently in place to support the student. These include but are not limited to:
· Visual / Organizational Supports / Strategies
· Peer to Peer Supports
· Functional Communication System
· Positive Behavioral Interventions & Supports
· Evidence-Based Practices
· Accommodations
· Behavioral Response Plan / Crisis Plan
· Adult Support (e.g. job coach) / In this column, based on information in the previous columns, list potential goal areas (areas of need) and additional supports or strategies needed (i.e. potential supplementary aids and services) for the student to independently make adequate progress in all areas.
Schedule Matrix EXAMPLE---EMPLOYMENT
Student Name: TARGET District / Building / Setting: WORK
Student Schedule / Expectations &Instructional Outcomes / Current Level of Skills / Current Supports,
Strategies & EBPs / Potential Goals &
Strategies Needed
Arrival / Independently
· Get to work
· Clock in
· Get to first assignment on time / · Parents drop off
· Job coach meets at the door
· Job coach assists for clocking in and getting to first assignment / · Job Coach
· Visuals available, used following a number of verbal prompts / · Transportation plan
· Visual schedule / supports for completing clock in routine
· Natural supports for getting to first assignment on time
Stock / Independently
· Get needed stock
· Locate where stock belongs in the isles
· Stock accurately and completely
· Ask for help when needed / · Job coach reminders for needed stock
· Slow to find where stock belongs so productivity is low
· When needs help, does not continue but does not ask for help / · Job Coach
· Visuals (not used consistently and sometimes refuses to look at when presented) / · Self-management checklists for stock organization
· Natural supports for productivity
Food Service / Independently
· Get needed food items
· Prepare expected recipes
· Ask for help when needed / · Job coach reminders for needed food items
· Difficulty with co-workers (argues about exact ways)
· Refuses help / · Job Coach
· Visuals (not used consistently and sometimes refuses to look at when presented)
· Co-workers want to help – not sure how to / · Natural Supports (training)
· Visuals
· Self-management checklists
Choice / Independently
· Select a choice activity
· Go to the break area
· Return to work on time / · Performs choice time perfectly / · No supports in place / · No needed supports
Lunch / Independently
· Get lunch (or bring)
· Engage with co-workers
· Take care of own belongings
· Return to work on time / · Gets lunch independently
· Sits at same table – co-workers join but no interaction
· Takes care of own belongings / · No supports in place / · Natural supports training –preferred interests
Schedule Matrix for Employment
Student Name: District / Building / Setting:
Student Schedule / Expectations &Instructional Outcomes / Current Level of Skills / Current Supports,
Strategies & EBPs / Potential Goals &
Strategies Needed
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START August 2016