Target Selection and Task Analysis:

In what contexts does the student need to display this skill, now and in the future?

What are the steps that comprise this skill?
These steps may need to be re-sequenced or broken down further to support the individual needs of the student: 

• Work with the student to identify vocational areas of interest. Generate a written list of these areas using terms that are likely to produce promising results.  When possible, be sure to include the city or town in the search phrase (e.g. Papa Johns Atlanta).  To increase the likelihood for success, this list may also include specific, local organizations or businesses that are of interest to the student.  Use this list to guide the search process.
• Log on to the computer.  Launch internet.  Type the first search term into search engine (e.g. Google).
• If the search term is the name of a specific organization and location (e.g. “SPCA Raleigh”), click on the listing that matches those key terms. 
• Examine the website.  Look for key words (e.g. “Career opportunities,” “Volunteer,” “Join our team”) on the navigation bar(s) that might lead to the application section / job information. 
• Click on that section.
• From this point, the student might print out an application form, or he may come to an online application system.  In some cases, he may not find an application.  Instead, he may encounter contact numbers or email addresses for those seeking more information about work opportunities. 
• Use the original list of vocational interests (or a graphic organizer) to record and keep track of findings. 

How can you break this skill down into segments (i.e. task analyze the skill) with which the student can show success quickly in independent performance? What sub-skill should you target first for the student to initiate?  

For the student who can locate potential websites of interest, perhaps you will start by teaching the student to identify key words and phrases within a website navigation bar that would lead him to more information about potential opportunities and applications. 

A different student might require that you begin by targeting much more basic internet search functions (launching the internet, typing terms into a search engine, clicking “go” or “enter,” etc.) that will lead him to relevant websites. 

Your entry point for instruction depends on the unique learning needs of the student.