Standard PAES Presentation Guide

PAES Overview

PAES Terms and Definitions ....................................................................................... 1

PAES Components / Units / Jobs

Standard PAES Lab Management

Work Procedure ......................................................................................................... 3

Work Procedure – Checklist for Evaluators

Cumulative Record ..................................................................................................... 5

Weekly Planning

Behavior Inventory Graph .......................................................................................... 7

Behavior Inventory Form

Standard PAES Assessment

PAES Assessment for Transition ............................................................................... 9

Obtaining Assessment Data

PAES Assessment Terms and Definitions ............................................... 10

PAES Scores ............................................................................................ 11

Graduated Levels of Assistance ............................................................ 12

Adaptations ............................................................................................ 13

Recording Assessment Data

Data Collection Forms ............................................................................ 14

Scoring Guide ......................................................................................... 15

Scoring Guide Checklist for Evaluators ................................................. 16

Achieving Valid Assessment Results

Obtaining and Recording Assessment Data – Common Errors ............. 17

Data Entry – Common Errors ................................................................. 17

PAES Lab Student Orientation Activities ................................................................................. 18

 

1

Standard PAES Terms

Components: 5 PAES Components

•  Business / Marketing •  Computer /Technology •  Construction /Industrial •  Processing / Production •  Consumer / Service

Units: Each PAES component has either 8 or 10 units

Jobs: Each unit has 6 jobs – Levels 1 through Level 6 – PAES has 264 Jobs Component Charts:

Students use the Component Charts to identify which Component contains assigned Jobs.

Component Manuals: Supervisors use the 5 Component Manuals for Set-Up, Scoring, and Disassembly instructions. Job Codes: Each of the 264 Jobs has a unique code. For example, AB1 – DE1 – SM1 – BA1 – FM1

Job Card:

Each of the 264 PAES Jobs has a Job Card that includes a list of needed Equipment, Materials and Procedures to follow to perform the Job.

Job Card Boxes: There are 5 Job Card boxes – one for each PAES Component.

Job Boxes: Materials / equipment for a majority of Jobs are contained in individual color-coded boxes. Large equipment / materials are located outside the box in the designated Component area.

Equipment Manuals: Three manuals with photos of all Equipment used in Jobs for Business – Construction – and Consumer Components. Manuals are used for Tool and Equipment Identification.

Work Procedure Chart:

The PAES Work Procedure is a series of steps students follow each day to perform Jobs. Work Folder: Each student has a Work Folder with forms that document which Jobs have been attempted. The Work Folder contains the following forms:

Work Record – A chronological record of PAES Job attempts Cumulative Record – A one-page record of all attempted and correctly performed Jobs Daily Points Record – A one-page review of work skill performance for the week Component Job Lists – A one-page list of Job descriptions for each of the 5 Components

Data Collection Booklet: – Contains forms needed to record assessment data for each Component Behavior Inventory: – A checklist with 30 skills employers consider as needed for success

 

PAES – Components / Units / Jobs

BUSINESS / MARKETING

AB1 IF1 NS1 CO1 MC1 TK1 CR1 TP1 AB2 IF2 NS2 CO2 MC2 TK2 CR2 TP2 AB3 IF3 NS3 CO3 MC3 TK3 CR3 TP3 AB4 IF4 NS4 CO4 MC4 TK4 CR4 TP4 AB5 IF5 NS5 CO5 MC5 TK5 CR5 TP5 AB6 IF6 NS6 CO6 MC6 TK6 CR6 TP6

AB – Alphabetizing NS – Number Sorting MC – Making Change CR – Cash Register IF – Identification/Filing CO – Collating TK – Ten Key Calculator TP - Typing

COMPUTER TECHNOLOGY

DE1 WD1 MT1 EM1 IT1 IM1 PP1 DP1 DE2 WD2 MT2 EM2 IT2 IM2 PP2 DP2 DE3 WD3 MT3 EM3 IT3 IM3 PP3 DP3 DE4 WD4 MT4 EM4 IT4 IM4 PP4 DP4 DE5 WD5 MT5 EM5 IT5 IM5 PP5 DP5 DE6 WD6 MT6 EM6 IT6 IM6 PP6 DP6

DE – Data Entry MT – Mailing Technology IT – Information Technology PP – Power Point WD – Word Processing EM – E- Mail IM – Information Management DP – Digital Photos

CONSTRUCTION / INDUSTRIAL

SM1 WB1 SN1 SS1 WP1 MP1 EP1 PI1 SM2 WB2 SN2 SS2 WP2 MP2 EP2 PI2 SM3 WB3 SN3 SS3 WP3 MP3 EP3 PI3 SM4 WB4 SN4 SS4 WP4 MP4 EP4 PI4 SM5 WB5 SN5 SS5 WP5 MP5 EP5 PI5 SM6 WB6 SN6 SS6 WP6 MP6 EP6 PI6

SM – Shop Measurement SN – Screws and Nails WP – Wood Project EP – Electrical Project WB – Wrenches and Bolts SS – Shop Saws MP – Metal Project PI – Parts Identification

PROCESSING / PRODUCTION

BA1 PA1 CA1 FD1 PD1 VP1 TD1 PC1 AT1 DT1 BA2 PA2 CA2 FD2 PD2 VP2 TD2 PC2 AT2 DT2 BA3 PA3 CA3 FD3 PD3 VP3 TD3 PC3 AT3 DT3 BA4 PA4 CA4 FD4 PD4 VP4 TD4 PC4 AT4 DT4 BA5 PA5 CA5 FD5 PD5 VP5 TD5 PC5 AT5 DT5 BA6 PA6 CA6 FD6 PD6 VP6 TD6 PC6 AT6 DT6

BA – Bolt Assembly CA – Color Assembly PD – Peg Design TD – Thread Design AT – Analogue Time PA – Pipe Assembly FD – Form Design VP – Visual Perception PC – Paper Cutting DT – Digital Time

CONSUMER / SERVICE

FM1 FP1 KA1 FS1 FW1 CM1 HS1 MS1 CC1 HC1 FM2 FP2 KA2 FS2 FW2 CM2 HS2 MS2 CC2 HC2 FM3 FP3 KA3 FS3 FW3 CM3 HS3 MS3 CC3 HC3 FM4 FP4 KA4 FS4 FW4 CM4 HS4 MS4 CC4 HC4 FM5 FP5 KA5 FS5 FW5 CM5 HS5 MS5 CC5 HC5 FM6 FP6 KA6 FS6 FW6 CM6 HS6 MS6 CC6 HC6

FM – Food Measurement KA – Kitchen Appliances FW – Food Weights HS – Hand Sewing CC – Cloth Construction FP – Food Preparation FS – Food Service CM – Cloth Measurement MS – Machine Sewing HC – Housekeeping Custodial

 

3

PAES Work Procedure

Students follow a typical work routine each day to perform Jobs. PAES Staff members record assessment data at Step 5 and Step 10.

PAES WORK PROCEDURE Time In Get Work Folder Get Stopwatch Get Job Assignment from Work Record Use PAES Charts to locate Job Assignment

1. Get Job Card 2. Get Job Materials 3. Fill Out Work Record:

(Date, Job, Start Time) 4. Look over Job Card

5. Call a Supervisor to Begin the Job

6. Start Stopwatch 7. Do the Job 8. Stop Stopwatch 9. Write Stop Time and Check Interest

10. Call a Supervisor to Check Your Work

Repeat Job if performed incorrectly. Follow Steps 3 – 10. If the Job is performed correctly, put away materials. Get next Job assignment and follow Steps 1 – 10.

CHECK OUT

Mark  a  “+”  in unmarked skills on Daily Points Record Time Out Take the Time Card – Daily Points Record – Work Folder

to Supervisor for final Check Out

 

Standard PAES Work Procedure Checklist for Supervisors

� Before students arrive, write the first  Job  Code  Assignment  on  each  student’s  Work  Record. � As  students  arrive  and  begin  locating  materials  and  equipment,  go  to  each  student’s  work  

station and open the Data Collection Booklet to the appropriate page

Step 5 on the PAES Work Procedure Chart – When the student calls to begin a job

Check to be sure your student has the following:

� Work Folder

� Stopwatch

� Job Card – The correct Job Card for the assigned job � Materials and Equipment – All materials – equipment – supplies listed on the Job Card � Date and Start Time from the PAES Lab clock written on the Work Record

� Check to be sure the Job was properly disassembled by the previous student � Ask  the  student:  “Do  you  know  how  to  do  this  job?”

� Provide amount of assistance needed to begin the Job � Tell the student to start the stopwatch and begin

FOLLOW the PAES Scoring Guide instructions for Step 5

� Walk away and give the student a chance to perform the entire Job

Step 10 on the PAES Work Procedure Chart – When the student calls to check their work

Check to be sure the student has done the following:

� Stop Time from the PAES Lab clock is written on the Work Record � Interest is marked on the Work Record � Check Stopwatch to see if the time has stopped and if the amount of time appears to be an

accurate indication of the amount of time it took to perform the job

� Review Scoring Criteria in the Component Manual � Check  the  student’s  work

FOLLOW the PAES Scoring Guide instructions for Step 10

� Reset the Stopwatch to  “0” � Review the Disassembly instructions for that Job and assist or tell the student to disassemble

the job so it will be ready for the next student. � Choose  the  student’s  next  job  assignment and write it on the Work Record.

Check Out: � Go  to  each  student  individually.  “It  is  time  to  disassemble  your  Job  and  put  it  away.”

� Write the total number of points earned that day in the margin of the Work Record.

� When a student brings Time Card, Work Folder and Points Record for check-out,

check Time Card entry and write Total Points earned for the day on Points Record.

� Tell the student to put away their Time Card and Work Folder.

 

PAES Cumulative Record

An at-a-glance planning tool for assigning PAES jobs

Students work in a different PAES Component each day. First, they attempt Level One Jobs to identify areas of strength and potential strength. Once they have attempted as many Level 1 Jobs as possible, they attempt Levels 2 through 6 in Units of identified Strength and Potential Strength.

The Cumulative Record documents which PAES jobs have been Attempted and which Jobs have been Performed Correctly.

Attempted Jobs are those with marked tallies. Jobs Performed Correctly have a circle drawn around the tallies.

 

PAES Weekly Planning Form Students work in a different PAES Component each day.

The Weekly Planning Form is used alongside the PAES Cumulative Record to assign the first Job of the day. Students attempt as many BASELINE Level One Jobs as possible each day to identify Units of strength and potential. Once all BASELINE Level One Jobs have been attempted, students continue to work in a different Component each day on Units of identified Strength and Potential.

 

PAES Behavior Inventory Students are rated at the beginning and end of their PAES Lab experience.

The PAES Behavior Inventory is based on skills employers consider as needed for success in community-based employment. Ratings are based on how the student performs in comparison to average entry-level employees that PAES supervisors encounter in the community, e.g. grocery sackers, fast food workers, etc.

 

PAES Behavior Inventory Form

The Behavior Inventory Form allows evaluators to make on-going brief comments that support and clarify assigned ratings.

 

PAES Assessment for Transition Valid Data-Driven

Age-Appropriate Transition Assessment

Information necessary to achieve valid PAES Performance Summary Reports is included on the following pages:

PAES Assessment Terms and Definitions PAES Assessment Scores PAES Graduated Levels of Assistance PAES Data Collection Forms PAES Scoring Guide PAES Scoring Guide Checklist PAES Adaptations Achieving Valid PAES Performance Summary Reports

 

PAES Assessment Terms and Definitions Assessment Data collected on PAES Jobs: Asst = Assistance Maximum amount of assistance needed to perform the job.

Provide amount of assistance student needs to learn how to do the Job. Most students are capable of doing more of their own work and more of their own thinking. The goal is to help students find out what they can do on their own with as little help as possible. Try  asking  the  “W”  Questions: “What do you think you should do? etc

Score = Quality Describes how well the student performed the job on the First Attempt Rate = Work Rate Amount of time the student spent performing the job on the First Attempt If stopwatch was not running or student reset the watch, Job is repeated. Int = Interest Amount of interest expressed by the student on the First Attempt Trials = Attempts One Trial is marked each time the Evaluator walks away and lets the

student attempt to perform the job on their own.

If the Evaluator intervenes and assists while the student is performing a job, the intervention is counted as a Trial. Be sure to document the extra trial.

Adapt = Adaptations

Adaptations make it possible for students to perform Jobs that otherwise they would not be able to do. Minor Adaptations – Accommodations that DO NOT CHANGE expected Job outcomes Supports that would be considered as reasonable at typical community job sites:

Examples: Job Sample Assistive Devices / Jigs Entire Job Model Assistive Technology Visual Guides Behavior Supports Large Print Extra Time Interpreter Color Coding

Major Adaptations – Modifications that CHANGE expected Job outcomes Job Restructuring involves changes in Job outcomes:

Examples: Correctly performs all Subtasks but produces fewer items than expected Produces expected job outcomes with extra supplies removed Does not perform all steps listed on Job Card

Baseline Assessment: Baseline Assessment documents student performance on Level 1 Jobs in all PAES Components,

e.g., (AB1, IF1, NS1, CO1). The purpose is to identify areas of strength and potential strength for further exploration in Level 2 through 6 Jobs, e.g., (AB2, 3, 4, 5, 6).

Subtask Assessment: Subtask Assessment documents which part(s) of a job the student can perform when unable to perform the entire job.

PAES Behavior Inventory: Documents student performance on skills employers consider as needed on a job

 

Standard PAES Assessment Scores

Asst = Assistance Scores – Maximum Amount of Assistance needed to perform the job Score can Increase. Do Not REDUCE this score.

1 = Independent – NO assistance needed to perform entire job 2 = Verbal Assistance – Evaluator TELLS the student how to do the job

3 = Gesture Assistance – Evaluator SHOWS the student how to do a Minor PART of the job 4 = Demonstration – Evaluator SHOWS the student how to do a Major PART of the job 5 = Task Intervention – Evaluator CORRECTS / ASSISTS while the Student PRACTICES

Evaluator WALKS AWAY and gives the student a chance to attempt the entire job.

Score = Quality of Performance – First Trial Only

1 = Totally Correct – No errors 2 = Few Errors – Few errors (at least 80% Correct) 3 = Many Errors – Many errors (50% to 80% Correct) 4 = Needs Instruction – Not currently able to perform the Job (Less than 50% Correct)

Rate = Work Rate Scores – First Trial Only 1 = Competitive – Less than smallest amount of time posted on Job Card 2 = Semi-Competitive – Between two amounts of time posted on Job Card 3 = Non-Competitive – More than largest amount of time posted on Job Card

Int = Interest Scores – First Trial Only 1 = High – Student marked the Interest Level on the Work Record 2 = Moderate 3 = Low

Trials = Number of Trials (Attempts) needed to perform Entire Job Correctly Number of Trials Can INCREASE. Do Not REDUCE the number of Trials. Each attempt of the entire job is counted as a Trial. If the supervisor intervenes after student has started a Job, it counts as a Trial. Partially completed jobs at the end of a lab period do not count as a Trial.

Adapt = Adaptations – Accommodations / Modifications provided

1 = Minor Adaptation 2 = Major Adaptation (Reasonable Accommodation) (Job Restructuring Modification) (Does Not Change Job Outcomes) (Changes Job Outcomes)

Subtask Assessment:

Consider Subtask Assessment when: Student CANNOT perform the Whole Job but is likely able to perform Specific Subtask(s)

On the Subtask Data Collection Booklet mark the following scores for the Job:

Adapt = 2 Asst = 5 Score = 4 Rate = 3 Trials = 3 Int = Interest Data for each Subtask: Asst = Amount of Assistance Provided ( See above Ratings for Assistance ) Score = Current level of performance ( See above Ratings for Score ) 11

                                           

Standard PAES - Graduated Levels of Assistance Evaluator Student Evaluator Student Evaluator Assistance “Do  you  know how to do this  job?”

“Yes” or    “No”

It’s  optional  to  say: “Show  me  what  you  

think you will do.” “What will you do next?”…  etc., until you think the student knows how to do the job.

Student correctly describes or demonstrates the job ► If Student does not describe or demonstrate correctly ►

TELL the student how to do the job► VERBAL Assistance

A = 1 A = 2

After Verbal Asst: It’s  optional  to  say:   “Now show me what

you think you will do.” “What will you do next?”…  etc., until you think the student knows how to do the job.

Student correctly describes or demonstrates the job ► If Student does not describe or demonstrate correctly ►

SHOW the student how to do a Minor PART of the job ► GESTURE Assistance

A = 2 A = 3

After Gesture Asst: It’s  optional  to  say:   “Now show me what

you think you will do.” “What will you do next?”…  etc.,  until you think the student knows how to do the job.

Student correctly describes or demonstrates the job ► If Student does not describe or demonstrate correctly ►

SHOW the student how to do a Major PART of the job ► DEMONSTRATION Assistance

A = 3 A = 4

After Demonstration: It’s  optional  to  say:   “Now show me what

you think you will do.” “What will you do next?”…  etc.,  until you think the student knows how to do the job.

Student correctly describes or demonstrates  the  job                        ► If Student does not describe or  demonstrate  correctly              ►

INTERVENE and CORRECT the student as he/she practices the job TASK INTERVENTION

A = 4 A = 5

 

PAES Adaptations PAES Adaptations are supports that enable students to perform Jobs that otherwise they would not be able to do.

1 = Minor Adaptations (Accommodations)

Accommodations are supports that could be provided to students who have paid employment in the community. Minor Adaptations DO NOT CHANGE expected outcomes of the Job.

Minor Adaptations – (Accommodations)

Job Sample – Model of Part of the Job (e.g. BA1 – 2 nuts on a bolt) Entire Job Model – Model of Entire Job Visual Guides – Charts / Diagrams / Templates Enlarged Print / Illustrations Taped Audio Prompts Color Coding Interpreter – Hearing loss / English learners Assistive Device – Jig / Tool / Tape / Velcro Assistive Technology Extra Time Behavior Supports

2 = Major Adaptations (Modifications)

Modifications CHANGE the expected outcomes of the Job.

Major Adaptations – (Modifications) Job Restructuring Examples: Correctly performs all Subtasks but produces fewer items than expected Produces expected job outcomes with extra supplies removed Does not perform all steps (Subtasks) listed on Job Card The PAES Scoring Program

A  column  for  “Adapt”  appears  in  the  PAES  Scoring  Program  when  “Yes”  is  selected  for  “Severely  Disabled”.

When  “1”  or  “2”  is  entered  in  the  “Adapt”  score,  a  text  box  appears  for  typing  a  description of Minor or Major Adaptations that were provided for that job.

 

PAES – Standard Data Collection Forms

Each student has a Data Collection Booklet for recording assessment data: Adaptations – Assistance – Score – Rate – Trials – Interest The Data Collection booklet provides a hard copy record of performance on all Jobs that were attempted and those that were performed correctly. Trials tallies on the Data Collection Form should match Trials tallies on the Cumulative Record.

 

 

PAES Scoring Guide Checklist

Step 5 – When the student calls to begin a Job

� Ask the Student: Do you know how to do this Job? � It’s  optional  to  ask  W  questions  like:  What do you think you will do? � Pay close attention to whether you give the student Verbal information (Asst = 2) or any type of Gesture (Asst = 3) or

Hands-On Demonstration (Asst = 4) about how to do the Job. � If after providing a Hands-On demonstration of any part of the Job, you correct the student as they demonstrate what

they think they are supposed to do to perform the Job – assign Task Intervention (Asst = 5). (When Asst = 5, then Score will need to be > 1 and Trials will need to be > 1)

Data Collection Form: � RECORD the Maximum Amount of Assistance provided in the space for Asst. � If more Assistance is provided at a later time, be sure to change the Assistance score to reflect the additional Assistance.

Step 10 – First Trial – When the student calls to check their work

Data Collection Form: � 1. Mark scores for: Score – Rate – Interest � 2. Mark a tally in the Trials space � 3. If Adaptation(s) were provided mark a 1 or 2 in the Adapt space

1 = Minor Adaptation = Accommodation 2 = Major Adaptation = Modification / Job Restructuring

� Describe Accommodation(s) or how the Job was Restructured on the Data Collection Form or Adaptations Form

Cumulative Record: � 4. Mark a Trial tally on the Cum Record

If NO ERRORS: If there are ERRORS: Data Collection Form: DO NOT circle Trial tally(s) on Data Collection Form

� 5. Circle the number of Trial tally(s) DO NOT circle Trial tally(s) on Cumulative Record

Cumulative Record: � 6. Circle the number of Trial tally(s)

Step 10 – 2nd, 3rd, or 4th Trials – Student calls to check work Do NOT CHANGE scores for Score – Rate – Interest

These scores are recorded ONLY on the FIRST TRIAL

Do NOT REDUCE scores for Assistance or Trials These scores can INCREASE – They CANNOT be REDUCED

If NO ERRORS: If there are ERRORS: Data Collection Form: Data Collection Form: � 1. Mark another Trial tally. � 1. Mark another Trial tally � 2. Circle the number of Trial tally(s) Cumulative Record: Cumulative Record: � 2. Mark another Trial tally � 3. Mark a Trial tally DO NOT circle Trial tally(s) on Data Collection Form � 4. Circle the number of Trial tally(s) DO NOT circle Trial tally(s) on Cumulative Record

 

Achieving Valid PAES Summary of Performance Reports….

Reports are valid representations of student potential when assessment data is:

1) Obtained properly according to PAES Scores and the PAES Scoring Guide

2) Recorded properly on PAES Data Collection Booklet Forms

3) Entered properly in the PAES Scoring Program software

4) Interpreted properly

Obtaining Data - Errors that Effect Assessment Validity

1) Assistance – Assistance provided but not recorded in the Data Collection Booklet

immediately after providing initial or additional assistance

2) Score – Quality scores on the First Trial that do not accurately reflect the number of errors

3) Trials – Number of Trials scores that do not accurately reflect the number of attempts

the student has made to perform the job

Recording Data on Data Collection Forms - Errors that Effect Assessment Validity

1) Assessment Data not recorded in the Data Collection Booklet immediately after working

with the student at Step 5 and Step 10 of the Work Procedure Chart

2) Missing Data – Each attempted job should have data for: Asst – Score – Rate – Trials - Int

3) If Score is > 1, then Trials cannot = 1

4) If Trials is > 1, then Score cannot = 1

Entering Data in the PAES Scoring Program Software - Issues that Effect Assessment Validity

1) Assistance & Trials scores should not be entered in the PAES Scoring Program software

until the job has been performed correctly – (Correctly performed jobs have a circle

around Trial tallies on the Data Collection Form and the Cumulative Record. If tallies are

not circled, then Assistance and Trials data should not be entered in the scoring software.)

2) Score – Rate – Interest scores should be entered if the job has been attempted but not

yet performed correctly.

3) Major Adaptations (Job Restructuring Modifications) need to be described in the text box

that appears when 1 or 2 is entered in “Adapt.”

Interpreting Assessment Results - Issues that Effect Assessment Validity

1) Student performance on the PAES Behavior Inventory is a necessary factor to consider

when interpreting assessment results on the PAES Performance Summary Report.

2) Aptitude scores (potential for employment) need to be viewed in light of student

performance on the PAES Behavior Inventory.

 

PAES Lab Student Orientation

Orientation Activities include the following topics: A. Explain how the PAES Lab is set up to be as much like a real job as possible:

1. Employees use a Time Clock to check in and check out 2. Entry-level employees typically stand while working – Counter height tables recommended 3. Employees do what supervisors ask them to do 4. Employees use their time wisely and keep busy working 5. Employees are respectful and considerate of co-workers 6. Employees are compensated for their work:

(20 points once the Job is performed correctly – 5 points each time the Job is attempted) (Each PAES Lab sets up a compensation strategy that works for their students)

B. Group Practice Activities to Introduce the PAES Work Procedure: Part One – Practice Getting Started 1. Timing In using the PAES Time Clock and Time Cards practice 2. Locating Work Folder and Stopwatch 3. Starting and Stopping the Stopwatch

(Students start and stop their watches. Supervisors always reset the watches.) 4. Locating Job Assignments on Work Record 5. Locating Job Assignments on Component Charts 6. Locating Job Cards

Part Two – Practice Job Setup 1. Using Materials list on a Job Card to Locate Job Materials 2. Using PAES Equipment manuals for Business – Construction – Consumer

Components to locate and identify Equipment and Materials

Part Three – Practice Doing Parts of Level One Jobs – No Assessment Data is Recorded

1. Writing Date, Job, and Start Time (from PAES Lab clock) on Work Record 2. Doing what they can to figure out how to do a Job 3. Calling a Supervisor 4. Performing parts of Level One Jobs 5. Writing Stop Time (from PAES Lab clock) and Interest on Work Record 6. Calling a Supervisor 7. Disassembling and putting the Job away Part Four – Practice Student CHECK OUT Tasks 1. Disassembling and putting Jobs away – (Supervisors go to each student at the end of the lab

period  and  say:  “It’s  time  to  disassemble  and  put  your  Job  away.”) 2. Putting  “+” in each box that is not already marked with a score on the Daily Points Record 3. Timing Out and taking the following items to a Supervisor for Check Out:

Time Card – Work Folder – Daily Points Record 4. Putting away Time Card, Work Folder and Daily Points Record