S102

Teacher:

In the event that you need to contact me,

please see checked items.

email:

phone:

Stephen Torres-Esquer, 2015

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Crossing the Street

1
Stop at the end of the sidewalk

Press the WALK button. Wait for the walk sign to be on.

3
Look BOTH ways to see if cars are coming!

4
Cross inside of the crosswalk
Stephen Torres-Esquer, 2015

Student:
Carry Picture Chart + Data Sheet with you on
a clipboard for easy marking.

Goal:
Student will be able to stop at an intersection in the
community and cross safely while traveling with an
adult given the designated level of prompting as
measured by teacher and staff on ___/___ trials.
The ultimate goal is that the student will do this:
Independently
With Gestural Cue
With Verbal Cue
With Visual Cue

OBJECTIVES:

1. STOP AT END OF SIDEWALK

2. PRESS THE WALK BUTTON
3. WAIT FOR THE WALK SIGN TO TURN ON
4. LOOK BOTH WAYS
5. SAY, CLEAR! WHEN ITS SAFE TO CROSS
6. CROSS THE STREET
7. USE THE CROSSWALK

CONTINUED
Date:

1. STOP AT END OF SIDEWALK

2. PRESS THE WALK BUTTON
3. WAIT FOR THE WALK SIGN TO TURN ON
4. LOOK BOTH WAYS
5. SAY, CLEAR! WHEN ITS SAFE TO CROSS

7. USE THE CROSSWALK

Stephen Torres-Esquer, 2015

Most to Least

Mark +
if student did it all on his/her own

Mark G
if you used body movement to prompt
Mark V
if you told student to do it

Mark VS
if you showed student a visual
Mark -
if student did not do it
(BL)

Date:

6. CROSS THE STREET

Least to Most

Least to Most:
First give student chance to be independnent.
Give more support as needed.
Most to Least:
Give the student highest level of support and
slowly fade the support

Ordering Fast Food

Choose a restaurant

Decide what you want to order before you get in line

Get in line and wait patiently

Speak loudly when you order. The cashier needs to hear you.

Pay! Keep your receipt and wait for your order.

Stephen Torres-Esquer, 2015

Student:
Reminders:

Goal:
Student will successfully choose an item from the
menu, place an order with the cashier, pay for the
order and pick up the order by waiting for his/her
number to be called during community instruction,
given adult support as needed as measured by
teacher and staff observations on ___/___ trials.

Least to Most

Most to Least

Least to Most:
First give student chance to be independnent.
Give more support as needed.
Most to Least:
Give the student highest level of support and
slowly fade the support

The ultimate goal is that the student will do this:

Independently
With Gestural Cue
With Verbal Cue
With Visual Cue

Mark +
if student did it all on his/her own

Mark G
if you used body movement to prompt
Mark V
if you told student to do it

Mark VS
if you showed student a visual
Mark -
if student did not do it

OBJECTIVES:

(BL)
Date:

1. DECIDE WHERE TO EAT

2. KNOW ORDER BEFORE GETTING IN LINE
3. WAIT IN LINE PATIENTLY
4. PLACES ORDER WITH APPROPRIATE VOLUME
5. PAY FOR THE ORDER (DEPENDING ON STUDENT)
6. HOLD ON TO RECEIPT AND WAIT FOR NUMBER
7. PICK UP ORDER WHEN NUMBER IS CALLED

CONTINUED
Date:

1. DECIDE WHERE TO EAT

2. KNOW ORDER BEFORE GETTING IN LINE
3. WAIT IN LINE PATIENTLY
4. PLACES ORDER WITH APPROPRIATE VOLUME
5. PAY FOR THE ORDER (DEPENDING ON STUDENT)
6. HOLD ON TO RECEIPT AND WAIT FOR NUMBER
7. PICK UP ORDER WHEN NUMBER IS CALLED

Stephen Torres-Esquer, 2015

Grocery Shopping

Make a shopping list and choose store to go to.

Make sure to take shopping list and bags

Use your list and the store signs to find items.

Take your items to the cash register area and wait in line.

Pay and put groceries into your bags.

Stephen Torres-Esquer, 2015

Student:
Reminders:

Goal:
Student will make an appropriate shopping list,
travel to the store with list and shopping bags,
locate items by reading list and using store signs
and take items to the cashier during community
based instruction, with adult support as needed, as
measured by teacher and staff observations on
___/___ trials.

Least to Most

Most to Least

Least to Most:
First give student chance to be independnent.
Give more support as needed.
Most to Least:
Give the student highest level of support and
slowly fade the support

The ultimate goal is that the student will do this:

Independently
With Gestural Cue
With Verbal Cue
With Visual Cue

Mark +
if student did it all on his/her own

Mark G
if you used body movement to prompt
Mark V
if you told student to do it

Mark VS
if you showed student a visual
Mark -
if student did not do it

OBJECTIVES:

(BL)
Date:

1. CREATE REASONABLE SHOPPING LIST

2. CARRY SHOPPING LIST AND BAGS
3. USE LIST AND SIGNS TO LOCATE ITEMS
4. DETERMINE BEST PRICES
5. WAIT IN LINE PATIENTLY
6. PAY (DEPENDING ON STUDENT)
7. BAG THE GROCERIES TO TAKE

CONTINUED
Date:

1. CREATE REASONABLE SHOPPING LIST

2. CARRY SHOPPING LIST AND BAGS
3. USE LIST AND SIGNS TO LOCATE ITEMS
4. DETERMINE BEST PRICES
5. WAIT IN LINE PATIENTLY
6. PAY (DEPENDING ON STUDENT)
7. BAG THE GROCERIES TO TAKE
Stephen Torres-Esquer, 2015

Paying at the Register

1
2

Listen to what the cashier tells you to pay.

Use the DOLLAR UP method and pay the cashier.

Take your change and the receipt.

Check your receipt to make sure that you have enough change.

Stephen Torres-Esquer, 2015

Student:
Reminders:

Goal:
Student will order or take items to the cash
register, listen for the total cost, pay using the
dollar-up method, take change and check receipt
for accuracy
during community based
instruction, with adult support as needed, as
measured by teacher and staff observations on
___/___ trials.

Least to Most

Most to Least

Least to Most:
First give student chance to be independnent.
Give more support as needed.
Most to Least:
Give the student highest level of support and
slowly fade the support

The ultimate goal is that the student will do this:

Independently
With Gestural Cue
With Verbal Cue
With Visual Cue

Mark +
if student did it all on his/her own

Mark G
if you used body movement to prompt
Mark V
if you told student to do it

Mark VS
if you showed student a visual
Mark -
if student did not do it

OBJECTIVES:

(BL)
Date:

1. PRESENT ORDER AND/OR ITEMS TO CASHIER

2. LISTEN FOR TOTAL COST
3. PAY CASHIER USING DOLLAR-UP METHOD
4. TAKE THE CHANGE
5. TAKE RECEIPT
6. CHECK THAT CHANGE MATCHES RECEIPT
7. LET SOMEONE KNOW IF IT IS NOT RIGHT

CONTINUED
Date:

1. PRESENT ORDER AND/OR ITEMS TO CASHIER

2. LISTEN FOR TOTAL COST
3. PAY CASHIER USING DOLLAR-UP METHOD
4. TAKE THE CHANGE
5. TAKE RECEIPT
6. CHECK THAT CHANGE MATCHES RECEIPT
7. LET SOMEONE KNOW IF IT IS NOT RIGHT
Stephen Torres-Esquer, 2015

Job Completion

1
Arrive on time!

Say hello to your supervisor.

Ask what you will start with.

Begin work. Let someone know when you complete a task.

Stephen Torres-Esquer, 2015

Student:
Reminders:

Goal:
Student will arrive on time to job site, greet
supervisors and co-workers, ask what theyll be
doing that day and let someone know when
theyve finished a task during vocational skills
learning, with adult support as needed, as
measured by teacher and staff observations on
___/___ trials.

Least to Most

Most to Least

Least to Most:
First give student chance to be independnent.
Give more support as needed.
Most to Least:
Give the student highest level of support and
slowly fade the support

The ultimate goal is that the student will do this:

Independently
With Gestural Cue
With Verbal Cue
With Visual Cue

Mark +
if student did it all on his/her own

Mark G
if you used body movement to prompt
Mark V
if you told student to do it

Mark VS
if you showed student a visual
Mark -
if student did not do it

OBJECTIVES:

(BL)
Date:

1. ARRIVE ON TIME
2. GREET SUPERVISOR
3. GREET COWORKERS
4. FIND OUT WHAT TASKS NEED TO BE DONE
5. FOCUS ON TASK DURING CONTRACTED TIME
6. COMPLETE TASK
7. RECOGNIZES WHEN TASK IS COMPLETE

CONTINUED
Date:

1. ARRIVE ON TIME
2. GREET SUPERVISOR
3. GREET COWORKERS
4. FIND OUT WHAT TASKS NEED TO BE DONE
5. FOCUS ON TASK DURING CONTRACTED TIME
6. COMPLETE TASK
7. RECOGNIZES WHEN TASK IS COMPLETE
Stephen Torres-Esquer, 2015

Traveling on MUNI

Where are you going?

What bus should you take?

2
3
4
5
6

Where is the stop? When is it coming? Where do you get off?

Safely travel to the bus stop.

Get on the bus and scan your clipper card or pay the fare.

Do not talk to any strangers.

Do not give away your money or things.

Look for your stop. Get off when its time.

Stephen Torres-Esquer, 2015

Student:
Reminders:

Goal:
Student will determine bus route to take, start and
end point, arrivals/departures and student will
safely get on the bus and decide when its time to
get off during community based instruction, with
adult support as needed, as measured by teacher
and staff observations on ___/___ trials.

Least to Most

Most to Least

Least to Most:
First give student chance to be independnent.
Give more support as needed.
Most to Least:
Give the student highest level of support and
slowly fade the support

The ultimate goal is that the student will do this:

Independently
With Gestural Cue
With Verbal Cue
With Visual Cue

Mark +
if student did it all on his/her own

Mark G
if you used body movement to prompt
Mark V
if you told student to do it

Mark VS
if you showed student a visual
Mark -
if student did not do it

OBJECTIVES:

(BL)
Date:

1. COMMUNICATE DESTINATION
2. DECIDE BUS ROUTE
3. FIND START AND END POINT
4. FIND ARRIVAL/DEPARTURE
5. SAFELY TRAVEL TO BUS STOP
6. SCAN CARD OR PAY FARE AND RIDE SAFELY
7. DETERMINE WHEN ITS TIME TO EXIT

CONTINUED
Date:

1. COMMUNICATE DESTINATION
2. DECIDE BUS ROUTE
3. FIND START AND END POINT
4. FIND ARRIVAL/DEPARTURE
5. SAFELY TRAVEL TO BUS STOP
6. SCAN CARD OR PAY FARE AND RIDE SAFELY
7. DETERMINE WHEN ITS TIME TO EXIT

Stephen Torres-Esquer, 2015