A Day in the W.A.V.E.S.

TIER 1 FUNCTIONAL INDEPENDENCE

Young adults who are 18 years and older, have completed 4 years of high school and qualify for continuing special services.


Students who have, or function as if they have mild cognitive impairment. They also have a limited ability to generalize learning across contexts and their learning rates are significantly slower than those of their age-level peers. These students typically can assess their personal strengths and limitations, and access resources, strategies, supports, and linkages to help them maximize their independence. In adulthood these students will most likely be able to meet their own needs and live successfully in their communities without overt support from others.

  • Learners at this level are developing splinter skills and have transition needs that can be met in a few years. These adult learners continue in the Adult Transition Program/Services for 2-4 years, while they connect with community agencies, explore employment and consider Project SEARCH for their last year.

  • Learners have had previous vocational training and can attend a vocational training internship without behavioral concerns for 4-5 hours/ 2 days per week

  • Learners at this level may or may not participate in 5 traditional school days as described in Level 2. Students/families are responsible for transportation to and from paid employment and may include the need to use public transportation.

  • Learners have potential to live with a roommate or semi-independently with family and/or agency support.

Learning to accurately measure

Kitchen safety basics

Preparing a snack for peers

Enjoying leisure time with friends

Sharing recipes with friends

Functional Academics-credit and debits

Continuing skills utilizing the GOOGLE classroom

Sharing weekly journaling

Sticking to a budget-Virtual community outings

EMPLOYMENT SKILLS

Working towards employment goals.

Employment skills in the Clothing Closet

Sizing product

Quality Control in the YUM YUM Tree

Visual strategies used as job supports

Skills used in measurements

Organizational skills

WAVES Video Project

Working towards employment goals. STAY TUNED!

Film Crew

Film Director

Assistant Director for the day

Selecting an opening shot

Prepping equipment for the photo shoot

Team members interview staff

Practicing speaking skills

Asking the right questions to seek information

TIER 2 SUPPORTED INDEPENDENCE

Young adults who are 18 years and older, have completed 4 years of high school and qualify for continuing special services.

Students who have, or function as if they have moderate cognitive impairment. These students may also have both cognitive and physical impairments that impact their ability to generalize or transfer learning; however, they usually can follow learned routines and demonstrate independent living skills. These students are expected to require ongoing support in adulthood.

  • Learners may have had some previous vocational training or evidence of ability to behaviorally attend a vocational training internship without extreme concerns for 1-3 hours/2-3 days per week - MoCI-ASD

  • Learners show evidence of the potential for supported employment/volunteer work in the community. Adult learners who demonstrate they can be safe and secure in the community with staff support approx. 1/8 ratio based on student ability.

  • Learner has the potential to live in the community with family/agency support, may or may not include 24-hour care.

Social Skills

Leisure Activities

Functional Academics

Cooking / Kitchen Safety

TIER 3 PARTICIPATION

Young adults who are 18 years and older and qualify for continuing special services through the school district.


Students who have, or function as if they have severe cognitive impairment. These students may have both significant cognitive and physical impairments that limit their ability to generalize or transfer learning, and thus makes determining their actual abilities and skills difficult. These students are expected to require extensive, ongoing support in adulthood.

  • Ratio of 1:2 to 1:3 in most settings.

  • Need structured, comprehensive, intentional instruction to develop work, social, and life skills.

  • These adult learners will likely require active support and supervision to be safe and secure in the community -24-hour care.

  • Adult learners at this level will build skills to work 1-2 hours during in-house training jobs, or in a controlled community environments

Leisure Activities

Interactive Technology

Vocational Skills

Art and Sensory Activity