Once the student is able to identify the most appropriate reference from one work or school experience, is he then able to independently consider other experiences, explore possible references from each experience, consider the best candidates, and select appropriate individuals to be references?
Once the student is able to identify a set of appropriate references for a desired position, are you arranging opportunities for him to identify a set of appropriate references for a different position?
Consider how the student’s list of references might change if he applies to a volunteer position at an animal shelter versus when he applies to a post-secondary institution.
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?
Is the student practicing the skill outside of the classroom? Doing so can provide the student with independent practice, and your review of completed assignments (e.g. worksheets, graphic organizers) can provide a measurement of the student’s true independent ability.