• Morris School District

    Morristown, NJ

    2015-2016

     

    Transition Skills

    Superintendent

    Mr. Mackey Pendergrast

     

     

     

     

     

     

    Morris School District Board of Education

    January 2014 - January 2015

     

    Mr. Leonard Posey, President

    Dr. Peter Gallerstein, Vice President 

    MEMBERS

    Mrs. Nancy Bangiola

    Mr. Norman "JB" Blanchard

    Mrs. Teresa Murphy

    Ms. Lisa J. Pollak 

     Mrs. Ann Rhines

    Mrs. Fran Rossoff

    Ms. Jeanette Thomas

    Morris Plains Representative

    Ms. Lucia Galdi

    Morristown High School Administration

    Mr. Mark Manning, Principal

    Frelinghuysen Middle School Administration

    Mr. David Thompson, Principal

     

     

     

    Table of Contents

    Part I

     

        1.        Reading, Writing, and Communicating for Leisure Information

                    1.1.        Checks, receives, and sends an e-mail

                    1.2.        Uses appropriate telephone skills

                    1.3.        Reads and observes local information through media sources

     

        2.        Money Management in Everyday Life and Personal Finance

                    2.1.        Identifies various US monies

                    2.2.        Adds / subtracts like and unlike coins and bills

                    2.3.        Identifies equivalent monies

                    2.4.        Pays a cashier and waits to take change from a cashier

                    2.5.        Use various forms of payment (checks, credit cards, etc)

                    2.6.        Uses a wallet or purse to organize money

                    2.7.        Maintains a checking account

                    2.8.        Estimates the cost of items

                    2.9.        Uses a coupon

                  2.10.        Calculates a sale price

                  2.11.        Calculates tax, tip and total

                  2.12.        Designs budget and stay within in

                  2.13.        Compares the cost of items in different stores

                  2.14.        Identifies the benefits of saving money

     

        3.        Time Management in Everyday Life

                    3.1.        Tells time

                    3.2.        Identifies times of the day

                    3.3.        Develops a daily, weekly, and monthly schedule

                    3.4.        Follows a daily schedule

                    3.5.        Engages in organizational Skills

     

    PART II

     

        4.        Making Healthy Life Choices

                    4.1.        Identifies healthy meals

                    4.2.        Engages in physical activity

                    4.3.        Identifies how to make healthy life choices (drugs, sexual education, well checks, dentist visits, healthy routines, medication management, etc.)

     

        5.        Assisted Daily Living Skills - Self-Care

                    5.1.        Engages in a routine habits associated with hygiene

                    5.2.        Toilets independently

                    5.3.        Engages in behavior and routines associated with self-awareness

     

        6.        Assisted Daily Living Skills - Dressing Skills

                    6.1.        Takes clothes on and off

                    6.2.        Puts accessories on and off

                    6.3.        Manipulates clothing (buttons, snaps and zippers)

     

        7.        Assisted Daily Living Skills - Kitchen Skills

                    7.1.        Table Skills

                    7.2.        Sanitary Practices in the Kitchen

                    7.3.        Measures liquid and solid food using measuring spoons and cups

                    7.4.        Meal prep

                    7.5.        How to use a variety of kitchen tools

                    7.6.        Uses stove and microwave

                    7.7.        Washes dishes

                    7.8.        Food storage

                    7.9.        Use a dishwasher

                  7.10.        Reads dates and identify food expiration

                  7.11.        Identifies items that belong in a freezer, refrigerator, and cabinet

     

        8.        Assisted Daily Living Skills - Domestic Skills

                    8.1.        Laundry

                    8.2.        Household Cleaning

     

        9.        Assisted Daily Living Skills - Safety Skills

                    9.1.        Basic safety skills

                    9.2.        Basic first aid

                    9.3.        Safety in the community

                    9.4.        Crisis situations

     

     

    PART III

     

      10.        Introduction to the Community

                  10.1.        Transportation

                  10.2.        Community participation

                  10.3.        Navigating community environments

                  10.4.        General knowledge about community

     

      11.        Community Based Instruction

                  11.1.        Accessing community resources

                  11.2.        Leisure Time

                  11.3.        Dining Out

                  11.4.        Shopping

     

     

     

    PART IV

     

      12.        Social Skills/Decision Making

                  12.1.        Effective communication skills

                  12.2.        Social skills

                  12.3.        Conflict management skills

     

      13.        Emerging Employable Skills, Structured Learning Experience & Career Planning

                  13.1.        Identify a career plan

                  13.2.        Job search

                  13.3.        Job application

                  13.4.        Interview skills

                  13.5.        Appropriate work behavior

                  13.6.        Job skills / expectations

                  13.7.        Avoids common job mistakes

                  13.8.        Samples a variety of potential jobs in a variety of locations

     

      14.        Self-Advocacy

                  14.1.        Educational Advocacy

                  14.2.        Learns how to access assistance in the community

                  14.3.        Learns how to communicate for successful advocacy

     

    Curriculum Maps                                         20

     


     

    Rationale and Philosophy

     

    Transition Skills is a full-year study that offers students with identified learning challenges the opportunity to acquire a variety of skills that will enable them to successfully transition to postsecondary experiences. This course specifically addresses the needs of each individual learner, which is the most fundamental concept in special education (Council for Exceptional Children, 1997).

     

    According to the Council for Exceptional Children (1997), a transition skills program provides learners with an opportunity to engage in “the least restrictive environment possible, the academic, daily living, personal-social and occupational knowledge, and specific vocational skills necessary for attaining their highest levels of economic, personal, and social fulfillment.” This course is designed to provide students with educational experiences that will lead to an adult life identified as having positive relations with others, independent living, and meaningful engagement in the community. It encompasses the areas of Community Based Instruction for general knowledge, social and recreational purposes, career exploration through Structured Learning Experiences, functional academics in the areas of reading, writing, and math, daily living skills, health and safety, social skills and decision making, and self-advocacy skills. 

     

    The Transition Skills curriculum is aligned to the Common Core State Standards and meets the national and state requirements to prepare our students with the 21st Century Skills needed to live a fulfilling and independent life. An internal document to support this process and address critical life skills is based on the key outcomes for students upon graduation from Morristown High School. According to N.J.A.C. 6A:14-3.7, “measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, if appropriate, independent living and the transition services including a course of study needed to assist the child in reaching those goals” are requirements in special education. Transition services as defined in IDEA are a legal requirement and this course will assist in facilitating and optimizing the student’s movement from school to post-school life, “including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation, and be based on the individual student's needs, taking into account the student's strengths, preferences and interests.” 

     

    Goals and Objectives (outcomes):

     

    The Transition Skills curriculum incorporates the following Big Ideas and Enduring Understandings and strives to establish connections and applications of individual skills and concepts intertwined with the broad principles, critical goals, and objectives of the course:

     

    References:

    Council for Exceptional Children. (1997). Special education in the schools. Retrieved from: http://www.cec.sped.org/Policy-and-Advocacy/CEC-Professional-Policies/Special-Education-in-the-Schools

     

    Council for Exceptional Children. (2003). Policy on assessment and accountability. Retrieved from: http://www.cec.sped.org/~/media/Files/Policy/CEC%20Professional%20Policies%20and%20Positions/AssessmentAccountability_Policy.pdf

     

    New Jersey State Department of Education. (2013). New Jersey administrative code, title 6A, chapter 14, special education

     

    Partington, J. W. & Mueller, M. M. (2012). The assessment of functional living skills. Marietta, GA: Stimulus Publications.



     

    Units of Study

    Mastery Objectives Aligned with Common Core State Standards

    Category

    Mastery

    Objective

    Common Core Alignment

    1. Reading, Writing, and Communicating for Leisure Information

    1.1 Checks, receives, and sends an e-mail

     

     

    1.2 Uses appropriate telephone skills

     

     

    1.3  Reads/observes local current events

     

     

    2. Money Management in Everyday Life and Personal Finance

    2.1  Identifies various US monies

     

     

    2.2  Adds/subtracts like and unlike coins and bills

     

     

    2.3 Identifies equivalent monies

     

     

    2.4 Pays a cashier and waits to take change from a cashier

     

     

    2.5 Uses various forms of payment (checks, credit cards, etc.)

     

     

    2..6 Uses a wallet or purse to organize money

     

     

    2.7 Maintains a checking account

    CCSS.MATH.CONTENT.6.NS.C.7.D

    Adding and subtracting positive and negative values

     

    2.8 Estimates the cost of items

    CCSS.MATH.CONTENT.4.OA.A.3
    Mental computation and estimation

     

    2.9 Uses a coupon

     

     

    2.10 Calculates a sale price

    CCSS.MATH.CONTENT.7.EE.B.3

    Computations with percentages

     

    2.11 - Calculates tax, tip and total

    CCSS.MATH.CONTENT.7.RP.A.3

    Uses proportional relationships to solve multistep ratio and percent problems

     

    2.12 Designs a budget and stay within it

     

     

    2.13 Compares the cost of items in different stores

     

     

    2.14 Identifies the benefits of saving money

     

    3. Time Management in Everyday Life

    3.1 Tells time

    CCSS.MATH.CONTENT.1.MD.B.3
    Tells and write time using analog and digital clocks

     

    3.2 Identifies times that are earlier or later

    CCSS.MATH.CONTENT.3.MD.A.1

    Solves problems involving measurement and estimations

     

    3.3 Develops a daily, weekly, and monthly schedule

     

     

    3.4 Follows a daily schedule

     

     

    3.5 Engages in organizational Skills

     

    4. Making Healthy Life Choices

    4.1 Identifies healthy meals

     

     

    4.2 Engages in physical activity

     

     

    4.3 Identifies how to make healthy life choices  (drugs, sexual education, well checks, dentist visits, healthy routines, medication management)

     

    5. Assisted Daily Living Skills-Self Care

    5.1 Engages in routine habits associated with hygiene

     

     

    5.2 Toilets independently

     

     

    5.3 Engages in behavior and routines associated with self-awareness

     

    6. Assisted Living Skills-Dressing Skills

    6.1 Take clothes on and off

     

     

     

    6.2 Puts accessories on and off

     

     

    6.3 Manipulates clothing (buttons, snaps and zippers)

     

     

    7. Assisted Daily Living Skills - Kitchen Skills

    7.1Table Skills

     

     

    7.2 Sanitary Practices in the Kitchen

     

     


    7.3 Measuring liquids and solids

    CCSS.MATH.CONTENT.3.MD.A.2
    Measures, estimates and solves problems with liquid volume

     

    7.4 Meal Preparation

     

     

    7.5 How to use a variety of kitchen tools

     

     

    7.6 Uses stove and microwave

     

     

    7.7 Washes dishes

     

     

    7.8 Food Storage

     

    8. Assisted Daily Living Skills - Domestic Skills

    8.1 Laundry

     

     

    8.2 Household Cleaning & Tasks

     

     

    9. Assisted Daily Living Skills - Safety Skills 

    9.1 Basic safety skills

     

     

    9.2 Basic first aid

     

     

    9.3 Safety in community

     

     

    9.4 Crisis Situations

     

    10. Introduction to community

    10.1 Transportation

     

     

    10.2 Community participation

     

     

    10.3 Navigating community environments

     

     

    10.4  General knowledge about the community

     

    11. Community Based Instruction

    11.1 Accessing Community Resources

     

     

    11.2 Leisure Time

     

     

    11.3 Dining Out

     

     

    11.4 Shopping

     

    12. Social Skills / Decision Making

    12.1 Effective communication skills

     

     

     

    12.2 Social Skills

     

     

    12.3 Conflict management skills

    CCSS.ELA-LITERACY.SL.9-10.1.D
    Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify own views and understanding

    13. Emerging Employable Skills & Career Planning SLE (Project Discovery)

    13.1 Identify a career path

     

     

    13.2 Job search

     

     

    13.3 Job application

     

     

    13.4 Interview skills

     

     

    13.5 Appropriate work behavior

     

     

    13.6 Job Skills / Expectations

     

     

    13.7 Avoids common job mistakes

     

     

    13.8 Samples a variety of potential jobs in a variety of locations

     

    14. Self-Advocacy

    14.1 Educational Advocacy

    CCSS.ELA-LITERACY.SL.8.4
    Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume and clear pronunciation.

     

    14.2  Learns how to access assistance in the community

     

     

    14.3 Learns how to communicate for successful advocacy

    CCSS.ELA-LITERACY.SL.6-12.1
    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

     

     

    Assessment Methodologies:

    The Council for Exceptional Children has identified the importance of the role of assessments in education for students with special needs. These assessments are used to inform sound decision making to guide instruction in order for students to achieve the highest possible academic standard (Council for Exceptional Children, 2003).

     

    The Transition Skills course will include a variety of assessment tools for the effective teaching and to help monitor student progress, evaluate content mastery, and ensure student success.  These indicators will consist of both formative and summative assessments that may include, but are not limited to: 

    ●      Observation

    ●      Data collection and analysis on student learning and performance behaviors

    ●      Lesson and assessments

    ●      Interviews

    ●      Portfolios

    ●      Cross-curricular activities (tie to a variety of curriculum areas)

     

     

     

    Curriculum Maps

    Curriculum Maps
    Reading, Writing & Communicating for Leisure Information

    Long Term Mastery Objective - 1

    Reading, Writing & Communicating for Leisure Information

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

     

    The learner will:

    1.1 -Check, receive and send emails

    1.2- Utilize appropriate telephone skills

    1.3- read and observe local information through media sources

     

     

     

     

     

     

     

     

     

     

    AFLS Protocol

     

    -Vocational Skills & Community

     

    Phone Skills, Computer Skills, & Office Skills

     

     

     

    What skills are needed to engage in email correspondence (1.1)?

    -What are the steps required to create and send an email?

    -What are the steps required to respond to an email?

    -How can students apply Internet safety skills to email correspondence?

     

    What skills are needed to engage in telephone conversation (1.2)?

    -What are appropriate greetings and closing statements for a phone conversation?

    -How do you engage in reciprocal conversation via telephone?

    -What are the steps for taking a message/relaying a message from a phone call?

    -What information should be shared when leaving a voicemail?

     

    How can the learner acquire local information through media sources(1.3)?

    -What are some examples of local information that is relevant for everyday life (e.g. weather, new laws,

     

     

    Knowledge and Ideas:

     

    Check, Receive, & Send Email

    -Students learn the multi-step skills associated with drafting and sending an email

    -Students learn how to check and reply to email

    -Students learn to discriminate between replying to an individual or a group in email correspondence that involves more than one individual

    -Students learn how to search an email account to locate  prior correspondence

    -Students learn to attach content to an email (e.g. documents, pictures, videos etc.)

     

    Utilize appropriate phone skills

    -Students learn phone etiquette skills associated with beginning a conversation, engaging in conversational exchanges and closing a conversation

    -Students identify and model appropriate information to share on a voicemail message

    -Students will be able to record information from a phone call or voicemail message for future reference or to share with others.

     

    Types of Instruction:

     

    * Classroom Learning

    -Lessons that teach symbols and icons associated with email

    -Lessons that teach vocabulary associated with email (e.g. “forward”, “reply all”, “spam” etc.)

    -Lessons that teach the steps to create an email, send an email and  reply to an email

    -Lessons that teach editing features within email (e.g. spell check)

    -Lesson that teaches Internet safety regarding email correspondence (e.g. information that should not be shared via email, not replying to unfamiliar emails

    -Review positive and negative exemplars of email correspondence

     

    Utilize appropriate phone skills

    -Role play phone call scenarios to practice salutations, closings, and reciprocal dialogue for phone call conversations

    -Listen to positive and negative exemplars of phone conversations

    -Simulate scenarios for leaving a message (voicemail) and taking/recording a message (e.g. individual's name, phone number, and reason for calling etc.)

     

    Read and observe information through media sources

    -Research current events using Internet sources (e.g. Yahoo news, CNN.com, etc.)

    -Locate current events using local mediums (e.g. local paper, local T.V. channel, neighborhood blog) and share current events in the form of information sharing or a presentation to teachers/peers

     

    *Community Connections-

    -Practice email use by emailing school leaders and local agencies in the community

    -Practice answering a phone engaging in conversation, or recording a message in the school setting (e.g. answering phones in the main office)

     

    *Cross curricular

    connection:

    -Social Studies: Organize activities that emphasize the benefit of using email to correspond with individuals across the country and the world

    -Math: General understanding of email storage size and capacity, quantity of emails in an account etc.

    -ELA: Application of conventional writing rules in email (e.g. use of salutation, closing, accurate grammar and spelling etc.)

     

    *Technology Integration

    -Learning to access and utilize email features on a variety of technology mediums (PC, iPad)

    Suggested Assessments:

    Task Analysis with observations across a variety of Internet accessible mediums (e.g. computer, iPad, smartphone etc.), Simulated phone call scenarios, Internet searches for current local, national, or global events,lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments), Permanent Products of email correspondence or a phone conversation/voicemail.

     

     

     

    Modifications and Accommodations

    Use of Assistive Technology (e.g. software for visual impairments)

     

     

     

    Money Management in Everyday Life and Personal Finance

     

     Long Term Mastery - Objective 2

    Money Management in Everyday Life & Personal Finance

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    2.1 - Identify various U.S. monies

    2.2 - Add / Subtract like and unlike coins and bills

    2.3 - Identify equivalent monies

    2.4 - Pay a cashier and wait to take change from a cashier

    2.5 - Uses various forms of payment (checks, credit cards, etc)

    2..6 Uses a wallet or purse to organize money

    2.7 - Maintain a checking account

    2.8 - Estimate the cost of items

    2.9 - Use a coupon

    2.10 - Calculate a sale price

    2.11 - Calculate tax, tip and total

    2.12 - Design a budget and stay within it

    2.13 - Compare the cost of items in different stores

    2.14 - Identify the benefits of saving money

     

     

     

    AFLS Protocol

     

    - School Protocol

     

    Core Academics

     

    Applied Academics

     

    - Community Protocol

     

    Money

     

    - Independent Living Skills

     

    Money Management

     

    Independent Shopping

    What skills are needed for the learner to identify various US monies presented in a variety of formats (2.1)?

    - Can the learner expressively and receptively identify US coins and bills?

    - Can the learner expressively and receptively identify the value of US coins and bills?

    What skills are needed for the  learner to add and subtract unlike coins and bills (2.2)?

    - Can the learner sort money of various denominations?

    - What skills are needed for the learner to add and subtract like monies?

    What skills are needed for the learner to identify monies (2.3)?

    - Can the learner expressively and receptively identify the value of US coins and bills?

    - Can the learner interchange coins/bills to arrive at equal value?

    What skills are needed for the learner to pay a cashier and wait to take change from a cashier (2.4)?

    -Can the learner calculate change?

    What skills does the learner need in order to use various forms of payment (2.5)?

    -Can the learner identify different forms of payment?

    - Can the learner explain the relationship of money to various methods for paying for items?

    What skills are needed for a learner to utilize a wallet or purse to organize money (2.6)?

    - Can the learner sort money?

    - Can the learner open and securely close a wallet/purse?

    - Can the learner keep a wallet / purse safe?

    What skills are needed for the learner to maintain a checking account (2.7)?

    -Does the learner understand the benefits of keeping an accurate bank record?

    - Can the learner write a check?

    - Can the learner keep check books and debit cards safe and secure?

    -What skills are needed for the learner to use online banking?

    What skills are needed for the learner to accurately estimate the cost of items (2.8)?

    - What are the ways the learner can be exposed to the cost of items?

    - Does the learner feel comfortable making a guess?

    What skills are needed for the learner to use a coupon (2.9)?

    -Can the learner use a calculator?

    What skills are needed for the learner to calculate a sale price (2.10)?

    -Can the learner use a calculator?

    - Can the learner divide numbers?

    - Can the learner subtract numbers?

    What skills are needed for the learner to calculate tax, tip and total bill (2.11)? 

    -Can the learner use a calculator?

    - Can the learner divide numbers?

    - Can the learner multiple numbers?

    - Can the learner add numbers?

    What skills does the learner need to plan a budget and stay within it (2.12)?

    -What are the guidelines for planning a budget?

    - How does the learner monitor his/her budget?

    What skills does the learner need to compare the cost of items in different stores and make savvy shopping decisions (2.13)?

    -Does the learner know how to gain access to different stores pricing information (sales pages, websites)?

    - Can the learner compare two prices and identify which is less?

    - Does the learner understand the benefits of spending less money?

    What skills the learner need to identify the benefits of saving money (2.14)?

    - What types of events does the learner need to save money for?

    -Can the learner plan ahead for major life events / purchases that will cost additional funds?

    - Can the learner calculate for savings?

    - Does the learner know where (savings account / bank) to put the money they are saving money?

    Knowledge and Ideas:

     

    Identify various U.S. monies

    -Practice receptively identifying US coins

    -Practice receptively identifying US coins based upon value

    -Practice  expressively labeling US coins

    -Practice expressively labeling US coins by value

    -Practice receptively

    labelling dollar bills

    -Practice expressively labelling dollar bills

     

    Add / Subtract like and unlike coins and bills

    -Practice sorting money (bills and coins) of various denominations independent of an example

    - Practice adding/subtracting coins / bills of the same value

    -Practice adding/subtracting coins / bills of different values

     

    Maintain a checking account

    - Practice checking online banking statements to check for purchases and review balance

    - Practice entering items into a checkbook ledger and keeping the ledger balanced

    - Review “rules” for a checking account (e.g. minimum balance, not over drawing)

    - Practice how to endorse checks

    - Practice completing deposit and withdrawal tickets

     

    Design a budget

    - Discuss the relationship between income, expenses and debt

    - Determine amount of income (yearly, monthly, weekly)

    - Determine type of expenses each week/month

    - Determine amount of money to spend on each expense

    - Determine amount of money to save per week or month

    - Determine a monthly/weekly budget that covers all major needs

    - Develop plan for financial needs that are non-routine

    - Teach a budget tracking platform / application (e.g. Mint)

     

    Identify the benefits of saving money

    - Discuss why people save money (big expenses, unexpected expenses, etc)

     

    Types of Instruction:

    * Classroom Learning

    -Coin identification activities with mock money and actual money

    manipulatives

    -Coin identification activities presented in a variety of formats (e.g. worksheets, computer-based programs, technology applications, money games)

    -Facilitate activities that require coin sorting

    - Coin addition and subtraction activities with mock money and actual money manipulatives

    --Coin addition / subtraction activities presented in a variety of formats (e.g. worksheets, computer-based programs, technology applications, money games)

    - Lesson(s) that teaches how to properly write a check and allows learners to practice doing so

    - Lesson(s) in maintaining a checking account using a pen / paper ledger and online banking

    - Lesson(s) in estimating cost of various items and comparing to cost found through research online or weekly newspaper ads

    - Practice finding coupons online or in weekly newspaper ads

    - Practice completing “coupon” math problems to determine who different coupons affect the price of items purchased

    - Sales price calculation activities (worksheets, technology, response boards) using a calculator located on a devise a student would have access to when shopping (e.g. phone / ipad)

    - Lesson(s) in calculating tax, tip and total bill using a calculator  located on a devise a student would have access to when shopping (e.g. phone / ipad)

    - Lesson(s) on the importance of budgets and designing a budget to fit the learner’s needs

    - Practice finding the same items in a weekly ad, comparing the price and determining which store is selling the item for less

    - Lesson(s) on the importance of saving money

     

    Pay a cashier and wait to take change from a cashier

    -Mock practice sessions with peers alternating playing the role of cashier and customer

     

    *Community Connections

    - Practice being responsible for own money by carrying a wallet or purse when out in the community

    - Practice using a variety of payment methods when out in the community

    - Practice going into stores and paying with cash and waiting for change

    - Practice estimating the cost of items then going to stores and finding the items and their current price

    -Practice using a coupon or store card when making purchases

    - Practice calculating the actual cost of items on sale in a store

    - Practice calculating the final bill at a restaurant

     

    *Cross curricular connection:

    -Social Studies: Organize community outings that allow the learner to practice these skills in the school community (cafeteria) or community at large.

    -Math: General understanding of money concepts. Basic addition and subtraction skills needed for adding monies. Percentage calculations required for sales, tax and tip. Basic understanding of how to use a calculator and doing so fluently.

    -ELA: Application of reading and literacy skills to sale notices

    -Physical Education: Practice waiting while standing in a line

     

     

    *Technology Integration

    -Use of computer-based programs and iPad applications

    --Learning to access and utilize the calculator features on a variety of technology mediums (iPad, Phone)

    - Budgeting websites or applications (e.g. Mint)

    - Online banking

    Suggested Assessments:

    Assessments with money manipulatives, lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments)

     

    Modifications and Accommodations

    Use of Assistive Technology (e.g. software for visual impairments)

     

    Use of a coinulator (coin calculator)

     

     


     

    Time Management in Everyday Life

     

     Long Term Mastery Objective 3

    Time  Management in Everyday Life

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    3.1- Tell time

    3.2-Identify times of day (early, late, AM, PM)

    3.3-Develop a daily, weekly and monthly schedule

    3.4-Follow a daily schedule

    3.5-Engage in organizational skills

    AFLS Protocols

     

    -School Skills

     

    Core Academics

     

    -Community Participation Skills

    Time  

     

    -Vocational Skills

    Organizational Skills

     

     

     

     

     

    What skills are needed for the learner to identify the time of day (3.1)?

    -What are the prerequisite skills for identifying the time (e.g. number identification, understanding of a colon [:], common words and phrases associated with telling time [“quarter after,” “ half-past” etc.])

     

    What is the difference between AM and PM (3.2)?

    Which common routines and activities are associated with certain times of the day(3.3)?

    -What are common routines/activities that occur in the AM?

    -What are common routines/activities that occur in the PM?

     

    Why do we utilize daily, weekly, and/or monthly schedules to organize our time (3.4)?

    -What is the difference between short and long term schedules?

     

     

    What supports and organizational systems help to maintain a schedule or calendar of events (3.5)?

    -Which mediums can we use to organize our time (e.g. electronic calendar, planners, daily schedules etc.)

     

     

    What are the key components of a daily schedule (3.4)?

    -What types of information should be recorded in a schedule?

    -How can routines, responsibilities and special events be organized and prioritized in a schedule?

    Knowledge and Ideas:

     

    Tells Time

    -Students will identify/tell time  to the hour, half-hour, and minute

    -Students will understand time  and learn to convey the time in a variety of way (e.g. “It is one, ten (1:10) PM” or “It is ten past one.”)

     

    Identify Times of Day

    -Students will discriminate the difference between AM and PM

    -Students will identify common activities that occur at particular times of the day (e.g. AM activities vs. PM activities)

     

    Develop a daily, weekly, or monthly schedule

    -Students will create schedules/calendars of events of a variety of durations (daily, monthly)

    -Students will utilize a variety of mediums to create schedules and calendars (paper/pencil written planners/agendas, dry erase board visual schedules visual schedules etc.)

    -Students will identify individualized ways to organize their time and maintain a schedule

     

     

     

     

    Follow a daily schedule

    -Students will follow a daily schedule by identifying tasks and activities for a given day

     

    -Students will  monitor their completion of tasks or attendance at appointments/special events etc. using a daily schedule

     

    Types of Instruction:

    * Classroom Learning

    -Lessons and activities (use of response boards/dry erase boards, choral responding, and worksheets)  that target telling time using a variety of clock mediums (digital, analogue etc.)

    -Lesson that teach how to calculate elapsed time

    -Creation of a daily schedule in a preferred format 

    -Activities that extend a daily schedule into weekly, monthly, and annual schedules that monitor holidays and special events throughout the year

     

    *Community Connections

    -Reference school and community calendars to identify important events and activities to include in a weekly/ monthly schedule

     

    *Cross curricular connection:

    -Social Studies: Understand the concept of time zones and the concept that time can vary across geographic locations

    -Math: Extension of telling time to the ability to calculate elapsed

    -Physical Education: Incorporation of healthy routines into a daily or weekly schedule (e.g. I will go to the gym 2 days per week on Monday and Friday)

     

    *Technology Integration

    Use of technology and applications for creating and maintaining schedules (e.g. iCalendar, Google calendar, Visual Schedules applications etc.)

    Suggested Assessments:

    Task Analysis for creating a virtual schedule (e.g. use of Google Calendar), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) associated with telling time, making a schedule, maintaining a schedule, and prioritizing life events.

     

    Modifications and Accommodations

    Use of a digital clock, assistive technology when applicable 

     


     

    Making Healthy Life Choices 

     

     Long Term Mastery Objective 4

    Making Healthy Life Choices

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    4.1 - Identify healthy meals

    4.2 - Engage in physical activity

    4.3 - Identify how to make healthy life choices regarding: drugs, sexual education, well checks, dentist visits, healthy routines, and medication management

    AFLS Protocols

     

    -Independent Living Skills

     

    Self Care

     

    - Basic Living Skills

     

    Self Management

     

    - Home Skills

     

    Cooking

     

     

    What are the key components of healthy meals vs. unhealthy meals (4.1)?

    - How can the food pyramid be used to help guide choices?

    - What foods have nutritional benefits?

    - What foods can be potentially harmful and why / how?

     

    What are the benefits of physical activity (4.2)?

     

    What are physical activities that the learner enjoys and can do (4.2)?

    - How can the learner access these activities?

    - What additional activities can be taught / conditioned to expand this repertoire?

     

    What are healthy life choices (4.3)?

    - What are drugs and what are the risks associated with doing drugs?

    - What does the learner need to know in order to protect themselves from sexual abuse / misconduct, sexually transmitted diseases and pregnancy?

    - What supports and organizational systems does the learner need to schedule well checks at the doctor and dentist?

    - What supports and organizational systems does the learner need to manage his / her medication?

    - How can the learner schedule physical activity into his/her daily life?

     

     

    Knowledge and Ideas:

     

    Identify key components of healthy meals vs. unhealthy meals

    - Identify healthy foods and what makes them healthy

    - Identify unhealthy foods and what makes them unhealthy (high levels of: sugar, fat, salt)

    - Acknowledge that unhealthy foods should be eaten in limited quantities

    - Eat healthy foods in a variety of ways (including how they are typically prepared)

    - Eat a variety of foods from each food group

     

    Identify benefits of physical activity

    - Discuss health benefits of physical activity

    - Expose students to different kinds of physical activity

    - Plan how to increase activity into daily life

     

    Identify drugs and the risks associated with doing drugs

    - Discuss what drugs are

    - Explain the harmful effects of drugs and the risks associated with doing drugs

    - Role play saying no to peers when offered drugs

     

    Basics of sexual education

    - Provide instruction on issues relating to human sexuality including: sexual activity, sexual abuse / misconduct, emotional relations, sexual reproduction, reproductive health, and reproductive rights and responsibilities

    - Discuss who the learner can disclose to if they have been sexually abused and what information should they provide

    - Role play saying no

    - Role play accepting “no” and obtaining consent

     

    Scheduling well checks / yearly exams

    - Discuss importance of regular doctor and dentist visits

    - Discuss the basics of health insurance

    - Help learner identify doctors and dentists he/she can see

    - Practice calling to schedule an appointment (what information do you need to have present)

    - Putting appointment in calendar and setting alert or reminder

     

    Medication Management

    - Discuss the importance of taking medication in a timely manner

    - Identify who to ask when the learner has questions about his/her medication

    - Identify the instructions on the bottle

    - Identify the warning labels on the bottle / package of medication

    - Setting up an alert or calendar entry to remind learner to take medication

     

    Types of Instruction:

    * Classroom Learning

    - Lessons and activities (use of response boards/dry erase boards, choral responding, and worksheets)  that target identifying healthy vs. unhealthy foods

    - Lessons and activities that identify which food group foods belong to

    - Lessons and activities that identify what qualities make foods healthy or unhealthy to consume

    - Practice preparing and eating a variety of healthy foods

    - Lessons and activities (use of response boards/dry erase boards, choral responding, and worksheets)  that identify the health benefits of physical activity

    - Create lists of different physical activities

    - Create lists of ways to increase activity in daily life

    - Practice different kinds of physical activities

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that identify different drugs, the harmful effects of drugs and the risks associated with doing drugs

    - Role play how to say “no” to drugs in different situations

    - Lessons on issues related to human sexuality including: sexual activity, sexual abuse / misconduct, emotional relations, sexual reproduction, reproductive health, and reproductive rights and responsibilities

    - Create lists of who students can disclose to if they have been sexually abused

    - Role playing saying “No”

    - Role play accepting “No”

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that identify the benefits of regular doctor and dentist visits

    - Discuss the basics of health insurance and how to navigate the health care system (insurance cards, ID numbers, company names)

    - Practice looking up local health care providers

    - Role play calling to schedule an appointment

    - Practice using a calendar or electronic calendar to record appointment date and set reminders

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that identify the importance of taking medication on time

    - Practice reading medication warnings and directions

    - Set up a calendar or alert system for medication

     

    *Community Connections

    - Reference community calendars to see if there are events / classes / teams focused on physical activity the learner can attend / join

    - Visit local gyms / activity centers (e.g. bowling) to allow the learn to become familiar with the activities and locations the activities occur

    - Practice choosing healthy meals at restaurants

    - Practice eating a variety of foods when out at restaurants

    - Practice identifying healthy vs. unhealthy foods in the grocery store

    -Visiting local dentist, doctors, and hospital locations.

     

    *Cross curricular connection:

    -Social Studies:  Help the student identify support and organizational systems, that focus on healthy life choices.

    -Math: Different ways to combine the food pyramid in order to still get full servings of important food groups.

    -Science: The effects of healthy foods and drugs on the body

    -ELA: Practice calls / emails to the doctor / dentist. Reading warning labels and instructions on medications.

    -Physical Education: Introduce students to a variety of physical activities.

     

    *Technology Integration

    Use of technology and applications for creating and maintaining schedules and alerts (e.g. iCalendar, Google calendar, Visual Schedules applications etc.)

    Suggested Assessments:

    Task Analysis with observations in community-based settings (e.g. ordering food at a fast food restaurant), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) associated with healthy life choices.

     

    Modifications and Accommodations

    Use of Assistive Technology during Community-based instruction.

     

    Modifications for physical activities to allow all learners to participate.

     

     

     

     

     

     

     

     


     

    Assisted Daily Living Skills-Self Care

     

    Long Term Mastery Objective 5

    Assisted Daily Living Skills - Self Care

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    5.1-Engage in routine

    habits associated with hygiene

    5.2-Toilet independently

    5.3-Engage in behavior and routines associated with self-awareness

     

    AFLS Protocol

     

    -Basic Living Skills

     

    Self-Management

    Toileting

    Grooming

     

    Which routine habits are associated with daily hygiene (5.1.)?

    -Which self-management skills are needing for engaging in basic and complex healthy hygiene habits (e.g. washing your face vs. cleaning contact lens)?

    -What are some common grooming skills (e.g. brushing hair, using mouthwash, cutting and cleaning fingernails etc.)?

     

    Why do we need to maintain healthy and routine hygiene (5.1)?

    -How do others relate to us based upon our appearance and hygiene (e.g. body odor and the benefit of deodorant, being well groomed is important in the community and workplace setting etc.)?

     

    What are the positive and negative outcomes associated with our hygiene habits (e.g. consistent oral hygiene habits can help prevent tooth decay and the need for dental work) (5.1)?

    -What are some examples of positive outcomes that result from essential hygiene habits?

    -What are some examples of negative outcomes that may result from a lack of hygiene habits?

    -What routine habits should we maintain to promote a healthy lifestyle?

     

    What are the self-help skills associated with toilet routines (5.2)?

    -What are the steps in the task analysis of toileting routines?

    -What are the self-management skills needed for independent toileting skills across settings (e.g. personal bathroom vs. public restroom)?

     

    Which routines help to maintain our self-awareness about our bodies, mind, and overall health (5.3)?

    How can we monitor our health and appearance (e.g. using a sale to check your weight, monitoring  body odor, monitoring oral hygiene, use of a mirror to assess appearance etc.)?

     

     

     

     

     

    Knowledge and Ideas:

     

    Engage in routine habits associated with hygiene

    -Students will learn daily healthy hygiene habits (e.g. brushing teeth)

    -Students will learn routine healthy hygiene habits (e.g. going to the Dentist for a cleaning)

    -Student will learn daily grooming habits (e.g. brushing hair)

    -Students will learn routine grooming habits (e.g. going for a haircut)

    -Students will understand the difference between daily, routine, and as needed hygiene/grooming

    -Students will be aware of optional grooming in comparison to essential grooming (e.g. washing your hair in comparison to  shaving body hair)

    -Students will gain an understanding of symptoms that may require hygiene or grooming intervention

     

    Toileting Independently

    -Students will learn the self-management skills associated with independent toileting

    -Students will learn the differences between hygiene/etiquette in public restrooms in comparison to personal or private bathrooms

    -Students will learn toileting and hygiene skills associated with a menses cycle

     

    Engage in behavior and routines associated with self-awareness

    -Students will learn how to evaluate their appearance (.e.g mirror use)

    -Students will learn how to request and receive feedback on their appearance

    -Students will gain an understanding of ways to alter and enhance their appearance (e.g. applying makeup, cutting or dying hair, shaving/growing facial hair etc.)

     

    Types of Instruction:

    * Classroom Learning

    -Lessons that teach the component  skills of routine hygiene and grooming activities

    -Lessons that target gender specific self-care (e.g. using a urinal, monitoring menses etc.)

    -Review positive and negative exemplars of hygiene and grooming

    -Role play scenarios for students to practice seeking or receiving feedback on appearance

    -Model grooming and provide opportunities for students to practice routine hygiene/ grooming skills (e.g. cutting fingernails, applying makeup, shaving etc.)

     

    *Community Connections

    -Discuss and practice toileting routines in the community

    -Discuss and practice grooming routines that are associated with the workplace setting

    *Technology Integration

    -Utilize/create video tutorials for teaching hygiene and grooming routines

    -Teach students to research current trends that may impact decisions about appearance (e.g. magazines or internet research about hair cuts, nail polish, makeup etc.)

    Suggested Assessments:

    Task Analysis with observations across a variety of settings (e.g. use of public restroom), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) associated with hygiene.

     

    Modifications and Accommodations

     

     


     

    Assisted Living Skills-Dressing 

     

     Assisted Living Skills-Dressing Skills 6

    Assisted Living Skills - Dressing

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    6.1 - Take clothes on and off

    6.2 - Puts accessories on and off

    6.3 - Manipulating clothing (buttons, snaps and zippers)

    AFLS Protocols

     

    -Basic Living Skills

     

    Dressing

     

    What skills are needed for the learner to independently dress him/herself (pants, shirts, socks, shoes) (6.1)?

     

    What skills are needed for the learner to independently put on accessories (belt, hat, gloves, jewelry) (6.2)?

     

    What skills does the learner need to learn in order to independently manipulate clothing (buttons, snaps and zippers) (6.3)

    Knowledge and Ideas:

     

    Dressing Skills

    - The learner will learn how to pull pants up and down

    - The learner will learn how to put on and remove pants

    - The learner will put on and remove pullover shirts

    - The learner  will put on and remove buttoning shirts

    - The learner will learn how to put on and remove socks

    - The learner  will learn how to put on and remove shoes (different types)

    - The learner will put on and remove coat

    - The learner will put all clothing on right side out

    - The learner  will adjust clothing as needed

    - The learner  will put on appropriate clothes based on the season and activity

    - The learner  will identify matching clothes

     

    Accessory Skills

    - The learner will put on and take off a variety of hats

    - The learner  will put on and take of mittens

    - The learner will put on and take off gloves

    - The learner  will put on a belt

    - The learner  will put on and remove earrings

    - The learner will put on and remove necklace and bracelet

    - The learner  will put on and remove watch

    - The learner  will put on a clip-on tie

    - The learner will put on and tie a necktie

     

    Manipulating Clothing

    - The learner will learn how to fasten and unfasten buttons on all types of clothing

    - The learner  will learn how to fasten and unfasten snaps on all types of clothing

    - The learner  will learn how zip and unzip a zipper on all types of clothing

    - The learner will hook and unhook fasteners on articles of clothing

    - The learner will fasten and unfasten belt buckles

    - The learner will learn to fasten velcro shoes

    - The learner will learn to tie shoes

     

    Types of Instruction:

    * Classroom Learning

    - Lessons that teach the component skills of dressing and manipulating clothing

    - Practice manipulating clothing, dressing and putting on accessories

    - Practice identifying inside out and right side out clothing articles

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that identify clothes that match

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that identify what clothes to wear based on the weather or planned activities

     

    *Community Connections

    - Identify clothes that match in a store

    - Select clothes that fit properly in a store

     

    *Cross curricular connection:

    -Science: Identify what clothes and shoes are appropriate for different types of weather

    -Physical Education: Identify what clothes and shoes are appropriate for physical activity

     

    *Technology Integration

    -Utilize/Create video tutorials for teaching how to put on accessories or complete clothing manipulations

    - Use weather apps or website to identify the days weather in order to pick out appropriate clothing

    Suggested Assessments:

    Task Analysis with observations in community-based settings (e.g. getting dressed in winter accessories), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) associated with dressing skills.

     

    Modifications and Accommodations

    Use of Assistive Technology during Community-based instruction

     

     

     

     

     


     

    Assisted Living Skills-Kitchen

     

     Long Term Mastery Objective 7

    Assisted Living Skills - Kitchen

    Component Skills


    References 

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    7.1.- Engage in table skill behavior

    7.2-Employ sanitary practices in the kitchen

    7.3-Measure liquids and solids

    7.4-Engage in Meal Preparation

    7.5-Utilize a variety of kitchen tools

    7.6-Use a stove and microwave for cooking practice

    7.7.-Wash Dishes

    7.8-Store food in the kitchen in appropriate locations (e.g. refrigerator vs. pantry)

    AFLS Protocols

     

    Home Skills

    Meals at home,

    Dishes,

    Kitchen, and Cooking

    What are the expectations for table manners and behavior while eating in home and community settings (7.1)?

    -What are the etiquette expectations associated with eating a meal in formal and informal settings (e.g. not placing elbows on the table, placing a dinner napkin on your lap, using utensils/napkin, how to pass condiments, remaining at the table until others have finished their meal etc.)

     

    What skills are needed to engage in meal preparation in a sanitary manner (7.2, 7.3 7.4)

    -What is the importance of hand washing while cooking?

    -What are some examples of meal prep “dos and don’ts?”

    -How do we ensure fis thoroughly cooked?

    -How do we prevent food from prematurely spoiling?

     

    Which kitchen tools are commonly used? What is the function of these tools (7.5)?

    -What are the names of common kitchen tools (spatula, measuring cups, cutting board, colander etc.) ?

    -What is the function of common kitchen tools?

    What are the necessary  safety measures when using a stove or microwave for cooking (7.6)?

    -How do we prevent kitchen fires?

    -What items and containers should not be placed in the microwave?

     

    What are the steps involved in washing dishes by hand or using a dishwasher (7.7)?

    -What are the steps, materials,  and important safety skills for washing dishes by hand?

    -What are the steps, materials and important safety skills for using a dishwasher?

     

    In which locations in the kitchen should a variety of foods be stored (7.8)?

    -What is the difference between perishable and nonperishable items?

    -Which foods are stored in the refrigerator and which foods are stored in a pantry, cabinet, or countertop?

    Knowledge and Ideas:

     

    Types of Instruction:

    * Classroom Learning

    -Teach prerequisite skills for kitchen safety (e.g. sanitary rules, use of a fire extinguisher, fire prevention etc.) and cooking (e.g. names and function of commonly used kitchen tools

    -Role play positive and negative exemplars of table manners

    -Utilize school kitchen to directly teach and practice cooking and cleaning skills

    -Introduce healthy recipes with a variety of ingredients for meals across the day (e.g. breakfast, snack, lunch/dinner)

    -Practice selecting a recipe utilizing a recipe book or electronic resources

    -Create a recipe book or rolodex that is individual to the student’s food preferences

    -Teach identifying necessary ingredients and tools for executing a recipe

    -Teach the components of following a recipe and schedule for cooking (e.g.adhering to the amount of time an item should be in an oven)

    -Prepare for a meal experience by teaching students to set the table

    -Practice all components of meal preparation by taking a trip to the grocery store, purchasing the ingredients, preparing the meal, serving guests, and cleaning up by simulating a special meal (e.g. holiday meal hosted for teachers at school) or “restaurant experience” facilitated at school

     

     

    *Community Connections

    -Community-based instruction and field trips to restaruant settings

     

    *Cross curricular connection:

    -Social Studies: Attending a community cooking class or having a local chef facilitate a cooking class within the school setting

    -Math/Science: Skills associated with weight and measurement

     

     

    *Technology Integration

    -Have students identify positive exemplars of functional cooking videos or T.V. shows  that can be used as future resources

    -Watch and create  videos on kitchen safety

    Suggested Assessments:

    Task Analysis with observations in kitchen setting (e.g. preparing a meal, washing dishes etc.), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) based upon kitchen assisted living skills.

     

    Modifications and Accommodations

     

     

     


     

    Assisted Living Skills-Domestic Skills

     Long Term Mastery Objective 8

    Assisted Living Skills - Domestic Skills

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    8.1 - Complete laundry tasks

    8.2 - Perform household cleaning and maintenance tasks

    AFLS Protocols

     

    -Home Skills

     

    Clothing & Laundry

     

    Housekeeping & Chores

     

    - Independent Living Skills

     

    Maintenance & Cleaning

     

    - Vocational Skills

     

    Laundry

     

     

    What skills are needed for the learner to sort laundry (8.1)?

    - Can the learner identify whites vs. colors?

    - Can the learner identify clothes vs. towels / sheets?

    - Can the learner read the labels on clothes regarding their care?

     

    What skills are needed for the learner to independently complete the laundry (8.1)?

    - Can the learner operate the machine?

    - Can the learner pour the appropriate amount of detergent and place it in the correct slot?

    - Can the learner select the correct water temperature?

    - Can the learner select the appropriate settings?

     

    What skills are needed for the learner to be able to fold items removed from the laundry (8.1)?

    - Can the learner bring basket of clean clothes to an area to be folded?

    - Can the learner fold towels?

    - Can the learner fold sheets?

    - Can the learner fold different types of clothing items (pants vs. shirts)?

     

     

    What skills are needed for the learner to put clothes away in their proper place (8.1)?

    - Can the learner sort clothes by item type?

    - Can the learner pair socks?

    - Can the learner hang clothing items?

     

    What skills are needed for the learner to make a bed (8.2)?

    - Can the learner put pillow into pillow case?

    - Can the learner put clean sheets on the bed (both fitted and flat)?

    - Can the learner make a bed including: sheets, pillow cases, blankets, and bedspread?

     

    What skills are needed for the learner to clean a floor (vacuum, sweep, mop) (8.2)?

    - Can the learner use a broom to sweep debris into a pile?

    - Can the learner use a dustpan to move a pile of debris from the floor to the garbage?

    - Can the learner use a mop (changing mop head or water when needed)?

    - Can the learner use a vacuum?

    - Can the learner empty a vacuum bag when full?

    - Can the learner identify when the floor needs to be cleaned and what method of cleaning them is most appropriate?

     

    What skills are needed for the learner to clean surfaces in the home (dust) (8.2)?

    - Can the learner remove items from a shelf, dust the shelf and then replace the items in their original location?

    - Can the learner spray surface and clean sprayed area?

     

    What skills are needed for the learner to clean the bathroom (8.2)?

    - Can the learner use disinfectant to clean a toilet seat?

    Can the learner use a toilet brush and cleaning solution to clean a toilet?

    - Can the learner clean the bathroom sink?

    - Can the learner clean the bathtub?

    - Can the learner clean the mirrors?

     

    What skills are needed for the learner to clean the kitchen (8.2)?

    - Can the learner clean spilled food on the stove top?

    - Can the learn clean spilled food inside a microwave?

    - Can the learner clean the counter?

    Knowledge and Ideas:

     

    Laundry

    - The learner will find the tag inside clothing items and determine what laundry services it requires (dry cleaning, lay flat, etc)

    - The learner will sort laundry based on color and item type

    - Demonstrate how to use a washing machine

    - Discuss the appropriate soap, temperature and settings for different types of items

    - Identify appropriate areas to fold clothes (what characteristics need to be present)

    - Demonstrate and practice how to fold different articles of laundry

    - The learner will sort laundry based on type of clothing

    - Demonstrate and practice how to pair socks

    - Demonstrate and practice how to hang clothes

     

    Household Cleaning

    - The learner should learn how to make a bed

    - The learner should learn how to dust shelves

    - The learner should learn how clean all components of the bathroom

    -The learner should learn how to clean all components of the kitchen

     

    Types of Instruction:

    * Classroom Learning

    - Lessons and activities on reading laundry tags and what the symbols mean

    - Practice sorting laundry

    - Demonstrate how to use the laundry machine and have the learners practice

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets) on what detergent, temperature and settings the learner should use on different items

    - Demonstrate how to fold different items and have students practice

    - Demonstrate and practice how to pair socks

    - Demonstrate and practice how to hang clothes

    - Demonstrate and practice how to put pillows in pillow cases

    - Demonstrate and practice how to put sheets on a bed (fitted and straight)

    - Demonstrate and practice how to make a bed (sheets, pillow cases, blankets and bedspread)

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets) on what a dirty floor looks like and what cleaning method (sweep, vacuum, or mop) would be most effective

    - Demonstrate and practice how to use a broom and dustpan

    - Demonstrate and practice how to use a vacuum (and change the bag)

    -Demonstrate and practice how to use a mop (and when / how to change the mop head or water)

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets) on when to dust

    - Demonstrate and practice dusting

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets) on when, how and why we clean bathrooms

    - Demonstrate and practice how to clean a bathroom including: toilet, toilet seat, bathroom sink, bath tub, counters and mirror

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets) on when, how and why we clean kitchens

    - Demonstrate and practice how to clean a bathroom including: sink, stove, microwave and counter

     

    *Community Connections

    - Identify laundry mats in the neighborhood

    - Practice using laundry facilities at a laundry mat

     

    *Cross curricular connection:

    -Math: Measuring laundry detergent

    -Science: Identifying different cleaning products to use in different situations

    -ELA: Reading clothing labels for washing instructions

    -Physical Education: Practicing pushing items in straight lines (for the vacuum)?

     

    *Technology Integration

    -Utilize/Create video tutorials for teaching how to do the laundry or fold clothes

    Suggested Assessments:

    Task Analysis with observations in community-based settings (e.g. completing a load of laundry), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) associated with domestic skills.

     

    Modifications and Accommodations

    Use of Assistive Technology during Community-based instruction

     

     

     


     

    Assisted Living Skills-Safety Skills

     

     Long Term Mastery Objective 9

    Assisted Living Skills - Safety Skills

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    9.1.- Employ basic safety skills in everyday life

    9.2.-Apply a knowledge of first aid

    9.3-Understand and apply safety concepts in the larger community

    9.4.-Identify a crisis situation and possible responses to crisis management

    AFLS Protocol

     

    Basic Living Skills

     

    Basic Communication
    Health, Safety, & First Aid,

    Community Knowledge, Social Awareness and Manners

     

    What safety skills are needed in everyday life (9.1)?

    -What are the concepts of safety and danger?

    -What are some ways that we maintain safety? (e.g. kitchen safety)

    -Which household items are essential for maintaining safety? (e.g. smoke detectors, fire extinguishers etc.)

     

    What are the basic understandings of first aid (9.2)?

    -What is a first aid kit?

    -How are the common items in a first aid used? (e.g. burn cream, band aids, antiseptic etc.)

    -What steps can we take to avoid the need for first aid? (e.g. staying hydrated, using sun block etc.)

    -In which scenarios do we need basic first aid? (.e.g burning your skin while cooking, cutting yourself on a sharp object etc.)

    -What is the difference between basic first aid and medical care (e.g. over the counter medications in comparison to prescription medication, first aid in comparison to needing medical attention at a hospital or with a physician)

     

    How can safety concepts be applied in the larger community (9.3)?

    -What are some examples of ways that safety is maintained  in the community? (e.g. safely crossing the street, wearing protective equipment while driving or riding, communicating appropriately with “strangers” or unfamiliar persons, police presence, crime alerts etc.)

     

     

    What are the signs of a crisis situation and possible responses to crisis (9.4)?

    -What are examples of a crisis situation in an environment? (.e.g signs of a fire, warnings of natural disaster)

    -What are examples of a crisis situation with an individual? (e.g. signs of a person needing medical attention)

    -How can 911 be a resource in a crisis?

    -What are the steps to contacting 911 and reporting an emergency?

    -How do we practice and prepare for a potential crisis situation?

     

    Knowledge and Ideas:

     

    Employ basic safety skills in everyday life

    -Students learn to identify potentially dangerous situations

    -Students learns strategies for maintaining a safe home, school, and community environments

     

    Apply a knowledge of first aid

    -Students will identify common objects in a first aid kit and their function/need for use

    -Students will be complete task analyses associated with applying first aid

    -Students will discriminate between situations in which first aid can be used and when more advanced medical attention is needed

    -Students will discriminate between first aid supplies and prescription medication

     

    Understand and apply safety concepts in the larger community

    -Students will understand scenarios in the community when safety skills should be applied (e.g. pedestrian safety, safety rules when driving/riding in a car, safety skills in crowded spaces, safety skills with unfamiliar persons etc.)

    -Students will gain an awareness of how to seek safety assistance when needed in the community (e.g. asking a police officer for help, telling a person if they are having important medical symptoms etc.)

     

    Identify a crisis situation and possible responses to crisis management

    -Students are directly taught about the meaning of a crisis and ways to identify a crisis

    -Students will learn how to assist in a crisis (e.g. signs of a fire, a person needing an ambulance etc.)

    -Students will learn to place a 911 call and supply essential information

    -Students will understand the concept of emergency/crisis preparation and comply with routines  (e.g. evacuation drills at school, emergency broadcast testing on a TV, flash flood warning on a cell phone)

     

    Types of Instruction:

    * Classroom Learning

    -Lessons that teach the concept of safety and danger

    -Lessons that allow students to role play responses to potentially dangerous situations

    -Teaching relevant task analyses for using a first aid kit

    -Observe positive and negative exemplars of safety skills across home, school, and community settings

    -Generate a checklist for home settings of ways to promote and maintain safety (e.g. replacing batteries in smoke/carbon monoxide detectors, notices of pets on windows, practicing an exit plan, using a home monitoring/alarm system etc.)

     

    *Community Connections

    -Visits to or from community officials that assist with emergency situations (e.g. police officers, firefighters, paramedics etc.)

     

    *Technology Integration

    -Video exemplars of crisis situations and positive and negative responses to emergency situations

    -Video tutorials on first aid application

    Suggested Assessments:

    Task analysis completion during a simulated situation (e.g.using a first aid kit, making a mock call to 911), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) associated with safety skills.

     

    Modifications and Accommodations

     

     

     


     

    Introduction to the Community 

     

     Long Term Mastery Objective 10

    Introduction to Community

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    10.1 - Use public transportation

    10.2 - Participate in community activities

    10.3 - Navigate community environments

    10.4 - Increase general knowledge about the community

    AFLS Protocols

     

    -Community Participation Skills

     

    Basic Mobility

     

    - Independent Living Skills

     

    Transportation

     

    Social Interaction

     

    Community Travel

    What skills are needed for the learner to use and successfully navigate the public transportation system (10.1)?

    - How can the learner use a taxi (appropriately hail, give directions and pay)?

    - How can the learner locate the appropriate public transportation service?

    - How can the learner behave on public transportation?

     

    How will the learn identify community activities that they could participate in (10.2)?

    - How does the learner use community and school calendars to identify social events?

    - How can the learner find social events on the news or newspapers?

     

    What skills does the learner need to participate in various community activities (10.2)?

    - How should the learner socially interact with other individuals?

     

    What skills does the learner need to navigate a variety of community environments (10.3)?

    - How does the learner use elevators and escalators?

     

     

    What information does the learner need to know about his / her community (10.4)?

    - Where are the major locations (police stations, schools, bus stops, shops, etc.)?

    - What items can you find in each major location?

    Knowledge and Ideas:

     

    Public Transportation

    - Locate bus / train stops

    - Use bus / train stops

    - Determines if approaching transportation is correctly

    - Appropriately enters and exits public transportation

    - Appropriately buys fare

    - Finds appropriate seat on public transportation

    - Exits transportation at appropriate destination

    - Signals to bus driver to stop

    - Appropriately calls for or hails a taxi, tells taxi where to go and pays for the ride

     

    Participate in Community Activities

    - Participates with others in a variety of activities

    - Demonstrates appropriate social interactions (greeting, introducing self, circulating, speaking with others, saying goodby) with others during social events

     

    Navigate Community Environments

    - Safely enters and exists escalator and moving walkways

    - Uses elevator appropriately (enter, exit, press buttons, and stand at an appropriate distance from others)

     

    Increase General Community Knowledge

    - Identifies major locations in community

    - Identifies locations where specific services or items are obtained

    - Identifies community locations where objects can be found

     

    Types of Instruction:

    * Classroom Learning

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that focus on identifying public transportation services and stops

    - Calculate monies for exact fare

    -Role play appropriately entering, exiting and  finding seat on public transportation

    - Role play hailing a taxi, telling the driver directions and paying for a ride

    - Practice engaging in a variety of leisure activities that are available in the school and community environment

    - Discuss and role play appropriate social interactions

    - Role play and practice appropriate elevator use

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that

    identify major locations in community and specific services are items that are obtained there

     

    *Community Connections

    - Transportation training - practice riding public transportation in the community

    - Practice riding elevators and escalators in community

    - Go to major locations in community and discuss what items and services are available there

    - Participate in community leisure activities

     

    *Cross curricular connection:

    -Social Studies: Maps of the community and transportation routes

    -Math: Calculating appropriate monies to pay transportation fare

    -ELA: Speaking to and with groups

     

    *Technology Integration

    Use electronic copies of bus / train schedules or a transportation app (e.g. “hop stop”) to determine how to get to location.

    Suggested Assessments:

    Task Analysis with observations in community-based settings (e.g. ordering food at a fast food restaurant), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) associated with the community.

     

    Modifications and Accommodations

    Use of Assistive Technology during Community-based instruction


     

    Community Based Instruction 

     

     Long Term Mastery Objective 11

    Community Based Instruction

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    11.1-Access community resources

    11.2-Engage in leisure activities in the community

    11.3-Dine out within the community

    11.4-Shopping

    AFLS Protocols

     

    Basic Living Skills
    Basic Communication

     

    Communication Participation Skills

    Community Knowledge, Shopping,

    Eating in Public,

    Social Awareness and Manners

     

     

    Home Skills

    Leisure

     

     

     

    How can the community offer resources (11.1)?

    -Which resources are available in the community? (e.g. post office, grocery store, fitness/gym, bank, leisure activities etc.)

    -What skills are required to engage in community-based activities (e.g. shopping skills, interpersonal skills, self-awareness etc.)?

    -Which etiquette skills are required when engaging in community-based activities?

     

     

    What are some leisure activities that can be accessed in the community (11.2)?

    -Why is it important to engage in leisure activities?

    -What skills are required to participate in leisure activities?

     

    What are the prerequisite skills associated with dining out in the community (11.3)?

    -What are the different settings where we dine within the community (e.g. fast food, formal dining etc.)

    -What skills are need to order a meal?

    -Which etiquette skills are needed to dine in a community setting?

    What are the prerequisite skills associated with shopping (11.4)?

    -What are the common items that we shop for in the community (e.g. groceries,clothing, services-mail,hair cut etc.)

     

     

     

    Knowledge and Ideas:

     

    Access community resources

    -Student learn the range of resources available to them in the community

    -Students learn how to identify community resources to meet specific needs and wants

     

    Engage in leisure activities in the community

    -Student identify preferred leisure activities, areas of interest or hobbies (e.g. fitness classes, local art of museum exhibits, community sports teams etc.)

    -Students learn to participate in a variety of recreational activities

    -Student learn to participate in leisure activities independently and in a group

    -Students create and maintain a schedule of leisure activities

     

    Dine out within the community

    -Students learn dining options within their community and identify preferred locations

    -Students acquire the self-management skills to dine in the community (e.g. ordering from a menu, exhibiting table manner, paying for a meal check etc.)

     

     

     

    Shopping

    -Student learn to  identify stores that will sell particular products or services (e.g. grocery store in comparison to a pharmacy)

    -Students acquire the prerequisite skills for shopping (e.g. selecting merchandise, locating merchandise within a store, evaluating the price, testing or trying items before purchasing, paying for items etc.)

     

    Types of Instruction:

    * Classroom Learning

    -Lesson that teach the prerequisite and component skills for shopping and dining

    -Role play positive and negative exemplars of etiquette in the community 

    -Classroom and school activities that provide access to a variety of leisure and recreational activities to help students determine interests and preferences and enhance skills

    (e.g. physical education activities, fine arts activities, library and media activities etc.)

     

    *Community Connections

    -Teaching target skills through community based instruction/field trips (e.g. grocery store shopping, dining out experiences etc.)

    -Participating in community- based leisure activities (e.g. group fitness class, book signing at a library)

     

    *Cross curricular connection:

    -Math: Skills associated with dining or shopping (e.g. calculating tip, tax, discounts, adding/subtracting money etc.)

    -ELA: Skills associated with dining or shopping (e.g. reading a menu, reading signage at a store or in the general community etc.

     

    *Technology Integration

    -Researching community activities and special events through community websites, Internet calendars and blogs

    -Using Internet resources and applications  to shop (e.g. Cyber shopping, places take out orders electronically)

    -Using Internet resources and web applications  to manage money (e.g. online banking)

    Suggested Assessments:

    Task Analysis with observations in community-based settings (e.g. buying stamps and mailing a letter, depositing and withdrawing money from a bank, ordering food at a restaurant, signing up for a recreational class etc.), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) based upon community engagement and participation

     

    Modifications and Accommodations

    Use of Assistive Technology during Community-based instruction,math accommodations for skills associated with payment during shopping or dining activities.

     


     

    Social Skills/Decision Making

     

    Long Term Mastery Objective 12

    Social Skills / Decision Making

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    12.1 - Increase effective communication skills

    12.2 - Increase social skills

    12.3 - Develop conflict management skills

    AFLS Protocols

     

    -Community Participation Skills

     

    Social Awareness & Manners

     

    - Vocational Skills

     

    Basic Skills

     

    Coworker Relations

     

    - Independent Living Skills

     

    Personal Management

     

    Social Interactions

    What skills are needed for the learner to develop effective communication skills (12.1)?

    - What greetings, manners and social norms does the learner need to learn?

    - Can the learner maintain on-topic conversation?

    - Does the learner show empathy for his/her peers?

     

    What social skills does the learner need to develop (12.2)?

    - How can the learner increase his/her social skills?

     

    What skills are needed for the learner to manage conflicts (12.3)?

    - Does the learner advocate for themselves when needed?

    - Can the learner stay calm and consider the intentions of others before responding?

    - Can the learner both apologize and forgive others?

    Knowledge and Ideas:

     

    Communication Skills

    - Return appropriate greetings

    - Use manners (please, thank you, excuse me, hold door)

    - Maintains personal space

    - Uses appropriate volume of speech

    - Maintain on-topic conversation

    - Actively listens to others

    - Introduces him/her self

    - Shows empathy for others and refrains from criticizing them

    - Asks to borrow items that belong to others

    - Offers assistance when it is needed

    - Apologizes when appropriate and tries to remedy any damage mistake may have caused

    - Offers and accepts compliments

     

    Social Skills

    - Displays good sportsmanship

    - Participates in activities with others who share interest in the same activities

     

    Conflict Management

    - Considers the intention of others

    - Remains calm when receiving suggestions and corrective feedback

    -Offer positive feedback and constructive criticism to others

    - Accepts apologies from others

    - Negotiates compromises with others

    - Defend oneself in a calm but direct manner

    - Identifies when is being bullied and seeks assistance from an appropriate figure

     

    Types of Instruction:

    * Classroom Learning

    - Role play appropriate social interactions

    - Practice on-topic conversations with active listening

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that

    demonstrate people in different situations and explore feelings and empathy

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that show people needing assistance, identify that assistance is needed and how to best help.

    -Role play apologizing

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that

    discuss conflicts and how to best manage them

    - Role play how to deal with a bully

     

    *Community Connections

    - Target appropriate social interactions and personal space in the community

     

    *Cross curricular connection:

    -ELA: Identifies problems and challenges for characters (empathy)

    -Physical Education: Displaying good sportsmanship

     

    Suggested Assessments:

    Task Analysis with observations in community-based settings (e.g. ordering food at a fast food restaurant), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) associated with social skills and decision making.

     

    Modifications and Accommodations

    Use of Assistive Technology during Community-based instruction

     

     

     

     

     

     


     

    Emerging Employable Skills, Structured Learning, & Career

     

    Long Term Mastery Objective 13

    Emerging Employable Skills, Structured Learning Experience, and Career Planning

    Component Skills


    References

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    13.1 - Identify a career path

    13.2 - Conduct a job search

    13.3 - Complete a job application

    13.4 - Learn interview skills

    13.5 - Identify appropriate work behavior

    13.6 - Learn job skills and job expectations

    13. 7 - Avoid common job mistakes

    13. 8 - Sample a variety of potential jobs in a variety of locations

    AFLS Protocols

     

    - Vocational Skills

     

    Basic Skills

     

    Job Search

    What skills are needed for the learner to identify a potential career path (13.1)?

     

    What skills are needed for the learner to conduct a job search (13.2)?

     

    What skills does the learner need to complete a job application (13.3)?

     

    Which interview skills does the learner need to know (13.4)?

     

    What is appropriate work behavior (13.5)?

     

    What skills are needed for the learner to complete his / her job (13.6)?

    - What information does the student need to know or know how to gather in order to meet job expectations?

     

    What skills does the learner need to develop in order to identify common job mistakes and ways to avoid them (13.7)?

     

    How many potential job sites has the learner been exposed to (13.8)?

    Knowledge and Ideas:

     

    Identify a Career Path

    - Identify personal strengths and weaknesses

    - Identify job related interests and employment opportunities that go with them

    - Identify jobs that do not fit with personal preferences

     

    Conduct a Job Search

    - Identify help wanted signs in community

    - Go to potential job site and inquires about employment

    - Search help wanted ads

    - Join a job search site and successfully use it (e.g. monster)

    - Email potential employers to inquire about open positions

    - Call potential employers to inquire about open positions?

    - Identify meanings of common abbreviations found in want ads and job postings

    - Research job position and company

    - Identify if learner possess the skills for the job requirements and he/she is interested in it

     

    Complete a Job Application

    - Correctly complete a prepared job application neatly

    - Prepare a resume

    - Prepare a cover letter

    - Obtain letter(s) of reference

     

    Interview Skills

    - Use phone or email to schedule an interview (location, date and time)

    - Put job interviews on calendar and schedule alert / reminders

    - Prepare questions to ask the potential employer

    - Describe relevant past work experiences

    - Practice mock interviews

    - Use good manners and social skills during interview

    - Appropriate interview attire

    - Prepares follow-up thank you letters

    - Appropriately respond to a job offer

     

    Appropriate Work Behavior

    - The learner will pay attention during training

    - The learner will focus on specific task for set time period

    - Dress appropriately for the job, following the company dress code policy and maintains adequate hygiene

    - Remains calm at work

    - Interacts with others in a friendly and courteous manner

     

    Job Skills and Job Expectations

    - Consistently arrive to work on time

    - Perform all assigned job tasks

    - Is truthful with employers and does not steal

     

    Avoiding Common Job Mistakes

    - The learner will identify how to: avoid workplace drama, demonstrate assertiveness when needed, respond appropriately to bullying and walk away from confrontation

    - Identify community resources to support learner in job

     

    Types of Instruction:

    * Classroom Learning

    - Discuss personal strengths and weaknesses, have learners create individual lists

    - Discuss job related interests and have learners identify ones they related with.

    - Discuss personal preferences and have learners list his/hers, then identify jobs that do not fit

    - Identify help wanted signs

    - Role play inquiring about employment

    - Practice calling and emailing employers

    - Discuss how to search for jobs and practice using help wanted ads and a web based resource

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that

    identify common abbreviations in job ads

    - Research job positions and companies

    - Discuss resume and cover letter templates and practice writing

    - Identify good sources for references and write letters requesting letters of reference

    - Practice good manners and social skills (handshake, eye contact, greeting, thank you, posture, smiling, happy attitude)

    - Discuss questions to ask potential employers and make relevant lists

    - Practice mock interviews

    - Lessons and activities (use of response boards/dry erase boards, choral responding, worksheets and videos)  that focus on appropriate interview attire and behavior

    - Role play staying calm in a variety of settings and following directions from different adults

     

    *Community Connections

    - Tour community to look for local job postings

    - Expose learner to a variety of potential job sites

     

    *Cross curricular connection:

    -Social Studies: Use a map to locate potential job sites

    -Math: Calculate potential earnings

    -ELA: Create resume, cover letters and thank you letters

    -Physical Education: Practice physical movements or endurance that will be required for position

     

    *Technology Integration

    Learn how to use job search sites. Create resume on computer. Use technology forums to hold interviews (e.g. Skype).

    Suggested Assessments:

    Task Analysis with observations in community-based settings (e.g. ordering food at a fast food restaurant), lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments) associated with employment skills and career preparation.

     

    Modifications and Accommodations

    Use of Assistive Technology during Community-based instruction

     

     


     

     

    Self-Advocacy

     

     Long Term Mastery Objective 14

    Self-Advocacy

    Component Skills


    References 

    Essential Questions/

    Enduring Understandings

    Suggested Activity/

    Appropriate Materials-Equipment

    Evaluation/Assessment

    Introduction: 

    The learner will:

    14.1.-Learn the meaning advocacy means and identify examples of self-advocacy in an educational setting

     

    14.2-Learn how to access assistance in the community

     

    14.3-Learn how to communicate with others to successfully advocate for self, others, and causes

    AFLS Protocols

     

    Independent Living Skills

    Personal Management, Problem Solving, Living with Others

     

    Skills to Pay the Bills: “Mastering Soft Skills for Workplace Success” (Office of Disability Employment Policy, ODEP)

     

    Whose Future it is Anyway?

    What is the meaning of “Advocacy” for self and others (14.1)?

     

    -What are some of the ways we can advocate our needs in school and community settings?

    -What are some examples of causes for others that one can advocate for?

    -Which  local and national current events that worthy of advocacy (school and community)?

     

    What resources are available in school/community (14.2)?

    -Who can students seek  for assistance at school? (e.g.teacher, nurse, adminstrators, role of child study team/case manager)

     

    -What resources does my community provide to assist with my needs (e.g. Meal  services, Transportation services, Buddy programs, Mentorship Programs, Volunteer opportunities, Job placement centers etc.)

     

    How can we learn to communicate with others to successfully advocate for self, others and causes (14.3)?

    -How can we teach students to formulate options on causes and advocacy opportunities for self and others?

    -What are appropriate forums for advocacy?

    -How do we advocate while remaining respectful of the thoughts and opinions of others?

    Knowledge and Ideas:

     

    Meaning of advocacy

    -Students learn the concept and meaning of advocacy

    -Student learn their rights in an educational setting (general and specific to IEP)

    -Students learn to present questions and questions regarding their IEP

    -Students are encouraged to self-advocate for their goals and needs

     

    Learn how to access community assistance

    -Students learn which resources are available to them in the community

    -Students learn how to access and benefit from community resources

    -Students learn how to direct others to community resources

     

    Learn how to communicate with others to successfully advocate for self, others and causes

    -Students learn to discriminate between potentially positive and potentially negative exemplars of advocacy

    -Students are exposed to a variety of ways in which advocacy can be conveyed

     

     

    Types of Instruction:

    * Classroom Learning

    -Lessons that teach the meaning of self advocacy

    -Classroom discussions on ways to engage in advocacy

    -Research on current events that individuals are advocating for

    -Classroom discussions on how to develop and opinion on current events or causes that are being advocated for

    -Research on community resources

    -Creating a rolodex of community resources that are individual to the student's needs

    -Role play of IEP meeting to practice how to actively participate and express wants, needs and goals as a self-advocate

    -Positive classroom climate “Class debate” to practice advocacy skills using oral communication

    -Working collaboratively with peers to initiate or support a school or community relevant cause

     

    *Community Connections

    -Facilitate presentations by guest speakers on advocacy (e.g. organizations that promote and assist with advocacy)

    -Attend or support a  local event that is advocating for a cause that is appropriate for a school- based event

     

    *Cross curricular connection:

    -Social Studies: Exposure to local and national events that require advocacy

    -Writing to or participating in a group petition with a local (e.g. school superintendent, mayor etc.) or national representative (e.g. senator) about a cause or concern

     

    *Technology Integration

    -Internet research on current local or national causes that have advocacy initiatives

    -Internet research on community resources

    Suggested Assessments:

    Lesson assessment (pre-and post tests), Oral/Vocal Questioning, Choral Responding, Formative Assessment (selection and production based assessments), performance during a simulated IEP meeting, public speaking/ formal writing opportunities to exercise thoughts on advocacy, participation in a class debate on a controversial topic or cause.

     

    Modifications and Accommodations