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ABSTRACT

DOCUMENT RESUME

EC 305 449

Loyd, Robert J.; Brolin, Donn E.Life Centered Career Education: Modified Curriculumfor Individuals with Moderate Disabilities.Council for Exceptional Children, Reston, Va.ISBN-0-86586-293-197114p.Council for Exceptional Children, 1920 AssociationDrive, Reston, VA 20191 ($30 nonmember; $21member).Guides Classroom Use Teaching Guides (For

Teacher) (052) Tests/Evaluation Instruments (160)

MF01/PC05 Plus Postage.Adult Education; Behavior Rating Scales; *CareerEducation; Classroom Techniques; Competency BasedEducation; *Curriculum; *Daily Living Skills;Elementary Secondary Education; IndividualizedEducation Programs; Instructional Design;*Interpersonal Competence; Job Skills; *ModerateMental Retardation; *Prevocational Education; StudentEducational Objectives; Student Evaluation; TeachingMethods; Vocational Rehabilitation

This scope and sequenced functional curriculum isdesigned for use in schools and adult training environments withindividuals who have moderate disabilities. The first chapterexplains the curriculum's origins in the original Life CenteredCareer Education Curriculum and the research project which determinedthe need for and modifications necessary to make the curriculum moreappropriate for individuals with moderate disabilities. An extensivechart correlating competencies and subcompetencies of this curriculumwith the original curriculum is also included. The second chapter,comprising the major portion of the guide, presents instructionalimplementation strategies for the three domains of the curriculum:daily living skills, personal-social skills, and occupational skills.Charts break these domains into 20 competencies as well assubcompetencies and objectives. Classroom training activities andhome/community-based training activities are suggested for eachobjective. Chapter 3 briefly addresses assessment and instructionalplanning strategies and integration of the curriculum into theIndividualized Education Program. Appended are the Competency RatingScale-Modified for Life Centered Career Education Modified Curriculumfor Individuals with Moderate Disabilities, master forms for use withthe curriculum, a modified Individualized Education Program form, andrelated resources. (DB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Life.61Cent d!Car'4Edu

Modified Curriculumfor Individualswith ModerateDisabilities

Robert J. LoydandDonn E. Brolin

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

tieThis document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

2 ffy BEST COPY AVAILABLE

The Council for Exceptional Children

CEC: Leading the WayThe Council for Exceptional Children (CEC) is the largest professional organization inter-nationally committed to improving educational outcomes for individuals with exception-alities. CEC accomplishes its worldwide mission on behalf of educators and others work-ing with children with exceptionalities by advocating for appropriate government policies;setting professional standards; providing continuing professional development; and assist-ing professionals to obtain conditions and resources necessary for effective professionalpractice.

CEC: The Unifying Force of a Diverse FieldThe Council for Exceptional Children, a private nonprofit membership organization, wasestablished in 1922. CEC is an active network of 59 State/Provincial Federations, 900Chapters, 17 Specialized Divisions, and 275 Subdivisions with reach in over 40 countries.

The CEC Information Center:International Resource for Topics in Specialand Gifted EducationThe Council for Exceptional Children is a major publisher of special education literatureand produces a comprehensive catalog semiannually. Journals such as TEACHINGExceptional Children (published six times a year) and Exceptional Children (publishedquarterly) and a newsletter, CEC Today, reach over 100,000 readers and provide a wealthof information on the latest teaching strategies, research, resources, and special educationnews.

To help those in the field respond to their ever-increasing classroom challenges, CEC isproud to release Life Centered Career Education: Modified Curriculum for Individualswith Moderate Disabilities.

The Council for Exceptional Children1920 Association Drive Reston, Virginia 20191-1589

Voice: 703/620-3660TTY: 703/264-9446Fax: 703/264-9494

E-mail: [email protected]: http://www.cec.sped.org

LifeCenteredCareerBc ucationModified Curriculumfor Individualswith ModerateDisabilities

Robert J. LoydandDonn E. Brolin

\\

v

Published by The Council for Exceptional Children

Library of Congress Cataloging-in-Publication Data

Loyd, Robert J.Life centered career education : modified curriculum for

individuals with moderate disabilities / Robert J. Loyd and Donn E.Brolin.

p. cm.Includes bibliographical references.ISBN 0-86586-293-11. Career educationUnited StatesCurricula. 2. Special

educationUnited StatesCurricula. 3. Life skillsStudy andteachingUnited States. I. Brolin, Donn E. II. Title.LC1037.5.L68 1997370.11'3dc21 97-3896

CIP

ISBN 0-86586-293-1

Copyright 1997 by The Council for Exceptional Children, 1920 Association Drive,Reston, Virginia 20191-1589

Stock No. P5194

All rights reserved. No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted, in any form or by any means, electronic, mechanical, photocopy-ing, recording, or otherwise, without prior written permission of the copyright owner.

Printed in the United States of America10 9 8 7 6 5 4 3 2 1

5

Contents

List of Figures v

Foreword vii

1. Life Centered Career Education (LCCE) Modified Curriculum for Individualswith Moderate Disabilities 1

2. Instructional Implementation Strategies 8

Daily Living Skills 12

Personal-Social Skills 39

Occupational Skills 63

3. Assessment and Instructional Planning Strategies 81

Appendix A: Competency Rating Scale-Modified (CRS-M) for the Life Centered Career Education (LCCE)Modified Curriculum for Individuals with Moderate Disabilities 83

Appendix B: Competency Rating Scale (CRS) Master Forms for the Life CenteredCareer Education (LCCE) Modified Curriculum for Individuals with Moderate Disabilities 91

Competency Rating Scale-Modified 92

Appendix C: Individualized Education Program Form-Modified 99

Appendix D: LCCE Resources Available from CEC 105

6iii

List of Figures

FIGURE 1 Correlation of Original Life Centered Career Education Competenciesand Subcompetencies with the Modified Curriculum (LCCE-M)Competencies and Subcompetencies 5

FIGURE 2 Life Centered Career EducationModified Curriculum (LCCE-M) 10

Competency Rating Scale-Modified (Master Forms) 92

Individualized Education Program Form-Modified (Master Forms) 99

v

Foreword

The Council for Exceptional Children is pleased to offer theLife Centered Career Education: Modified Curriculum forIndividuals with Moderate Disabilities. This work supportsCEC's policy on career education, which states that careereducation is the totality of experiences through which onelearns to live a meaningful, satisfying work life. Within thecareer education structure, work is conceptualized as con-scious effort aimed at producing benefits for oneself and/orothers. Career education provides the opportunity for indi-viduals to learn, in the least restrictive environment possi-ble, the academic, daily living, personal-social, and occupa-tional knowledge and the specific vocational skills neces-sary for attaining their highest levels of economic, personal,and social fulfillment.

CEC supports the belief that career education should per-meate the entire school program and even extend beyond it.It should be infused throughout the curriculum by knowl-edgeable teachers who are able to modify the curriculum tointegrate career development goals with existing subjectmatter goals and content. It is the position of the Councilthat individualized appropriate education for individualswith exceptionalities must include the opportunity for everystudent to attain his or her highest level of career potentialthrough career education experiences. Children with excep-tionalities require career education experiences that will

a

develop to the fullest extent possible their wide range ofabilities, needs, and interests.

In order to assist students with exceptionalities tobecome productive workers and independent adults, specialeducation needs to work in collaboration with parents, othereducators, community services, and business. The LCCEapproach serves as a model for making this happen.

This piece of the LCCE line of products has been indevelopment and field testing for several years. During thespring of 1995 more than 40 sites field-tested portions of thecurriculum with their students. The feedback from thesepractitioners was incorporated into the final version of thisproduct. Throughout the developmental phases of the cur-riculum, Dr. Loyd and Dr. Brolin worked in close collabo-ration, ensuring that the modified curriculum remained con-sistent with the original LCCE curriculum product. Becauseof the long history of collaboration, Dr. Loyd was able tobring this modified curriculum to completion in spite of theuntimely death of Donn Brolin in 1996.

The authors would also like to acknowledge the assis-tance of Robert McMullan, Project Research Assistant, forhis contributions to this publication.

CEC is proud to provide this modified LCCE curriculumfor use in schools and adult training environments.

vii

1. Life Centered CareerEducation (LCCE) Modified

Curriculum for Individualswith Moderate Disabilities

The Life Centered Career Education (LCCE) ModifiedCurriculum for Individuals with Moderate Disabilities(herein referred to as the LCCE Modified Curriculum)Program (3-21+) is a modified version of the popular andwidely implemented functional Life Centered CareerEducation (LCCE) curriculum program for individuals withmild disabilities (herein referred to as the "original LCCECurriculum"). This similarly designed modified curriculumand assessment version utilizes the same competency-basedframework and formatting as the original LCCECurriculum. The LCCE Modified Curriculum program addsto the original LCCE Curriculum program continuum acompetency-based functional component for individuals ata lower level of functioning (see Figure 1).

The major difference between the original and the modi-fied LCCE Curriculum programs is that the latter focuses onthe critical skills and outcomes that individuals with moder-ate disabilities need to assist them in making the successfultransition from school to work and community living. ThisLCCE Modified Curriculum retains the scope and sequenc-ing procedures found in the original LCCE Curriculum thatrequires teachers/trainers to match the appropriate level ofsubcompetency instruction/training to the individual's stageof career development (awareness, exploration, preparation,and career assimilation). This career stage approach pro-

vides a sequential framework for teaching/training the com-petencies and subcompetencies at all grade levels and com-munity need levels, as well as permitting older individualsan opportunity to experience a sequential career develop-ment approach. The LCCE Modified Curriculum's instruc-tional/training activities have been designed to promote theacquisition and performance of critical skills and outcomesneeded to succeed in school, at home, in the community,and in employment settings. Another significant differenceis that attention to both needed support and participationlevels is embedded into the curriculum activities. Each sub-competency includes activities that the teacher/trainer willaddress with each individual to encourage him or her to seekassistance and support when needed.

The original LCCE Curriculum, developed by Donn E.Brolin, was first published by The Council for ExceptionalChildren (CEC) in 1978. This functional curriculum pro-gram is a K-12+ scope and sequenced education systemdesigned to provide special education and other "at-risk"students with the important skills needed to function suc-cessfully as productive workers in school, home, and com-munity environments. The original LCCE Curriculuminstructional and assessment materials are grounded in morethan 21 years of research. All of the materials have beenwidely field tested in schools and with students from all

9

1

2 I LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

across the country. Many schools in the United States andinternationally have adopted the original LCCE Curriculumas their functional/transitional special education curriculum.

NEED FOR LCCE MODIFIED CURRICULUM

Recent follow-up studies and expert opinion clearly revealthe difficulty adults with moderate disabilities have inachieving successful and appropriate levels of adult com-munity living and working (Bates, 1986; Bellamy, 1986;Frank & Sitlington, 1993; Morgan, Moore, McSweyn, &Salzberg, 1992; Snell, 1988; Wehman & Hill, 1985). Afterleaving formal education programs, individuals with moder-ate disabilities often (a) are unemployed or severely under-employed, (b) do not participate in community living activ-ities, and (c) do not receive appropriate postsecondary train-ing and support services (Frank & Sitlington, 1993). It hasbeen reported that approximately 80 to 95% of adults withmoderate disabilities are unemployed or severely underem-ployed (Crites, Smull, & Sachs, 1985). These poor employ-ment adult outcomes result in individuals who must dependon additional supplemental funding programs for their sub-sistence.

In the IoWa special education follow-up study, Sitlington,Frank, and Carson (1993) interviewed approximately 600school leavers with mild and moderate disabilities, who leftschool during the 1985 and 1986 school years, to determinetheir transitional adult outcomes. It was found that only10% of the individuals with moderate disabilities were liv-ing independently without support. Most were still livingwith parents or relatives. The researchers also determinedthat the majority of this population's income came from thesupplemental security income (SSI) program. This follow-up study reported that over 75% of these school leavers hadnot participated in any postsecondary education since leav-ing school. At the time of the interview, only one was work-ing in competitive employment. The others were employedin sheltered employment and reported making less than$1.00 an hour. The most significant recommendation thestudy provided was to have schools begin functional cur-riculum implementation at the elementary school level. Theresearchers also recommended that a significant communi-ty-based and home component be included in these stu-dents' functional/transitional programs. Empowering stu-dents to become more involved in their own self-advocacyand career path options development during the elementaryschool years was another significant recommendation pro-vided by the study.

Rusch (1986) also reported the poor transitional out-comes these same individuals were experiencing after leav-ing formalized education. He described this situation as acritical concern in the education of individuals with moder-

ate disabilities and recommended that schools start imple-menting the "best practices" identified in model transitiondemonstration programs. His recommendation, along withother research studies, concurred with the Iowa special edu-cation follow-up study that there is a critical need forschools to begin implementing competency-based and com-munity-based functional curriculum programs (Enchel-maier, Kohler, & Rusch, 1994; Johnson & Rusch, 1993;Kohler, 1993; Morgan et al., 1992).

The career education research literature has for yearsexpressed the need for the development of an appropriatefunctional curriculum program. This expressed need led tothe development and wide implementation of the originalLCCE Curriculum program. This 21+-year program for stu-dents with mild disabilities has now been modified andexpanded. The LCCE Modified Curriculum has been devel-oped to meet the field's need for a functional, transitional,and community-based curriculum geared toward individualswith moderate disabilities.

ORIGINAL LCCE CURRICULUMMODIFICATION PROCESS

The original LCCE Curriculum program, which spans a 21-year developmental period, has gone through several revi-sions and modifications. The original LCCE Curriculumcompetencies and subcompetencies have been revisedtwice. The LCCE Modified Curriculum for individuals withmoderate disabilities is an extension and revision of theoriginal LCCE Curriculum. All revisions to the originalLCCE Curriculum were a result of the findings from field-validation research studies. The primary purpose of thesestudies was to determine whether the field felt that the cur-riculum's competencies, subcompetencies, and objectiveswere still appropriate. A field-validation research study wasalso conducted to determine whether the curriculum's com-petencies, subcompetencies, and objectives were appropri-ate for individuals with moderate disabilities. Each field-validation research study resulted in minor changes to theoriginal LCCE Curriculum and substantial changes for theLCCE Modified Curriculum for individuals with moderatedisabilities. The first LCCE Curriculum (1978) had 22major competencies, 102 subcompetencies, and 3 to 8objectives for each subcompetency. The original LCCECurriculum's revision in 1982 resulted in minor changes ina couple of the competencies and a reduction of the sub-competencies from 102 to the current 97. There are approx-imately 425 total objectives for the original LCCECurriculum. Each research project also resulted in revisionsto the curriculum guides. See the original LCCE Curriculumguide for a complete description and listing of the availableLCCE Curriculum instructional and assessment materials.

LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES / 3

LCCE MODIFIED CURRICULUMRESEARCH PROJECT

This LCCE Modified Curriculum resulted from a needexpressed by professionals and practitioners whoeducate/train individuals with moderate disabilities.Throughout the 21-year span of LCCE Curriculum develop-ment and use, LCCE staff received numerous requests fromacross the country to study the feasibility of having a sepa-rate LCCE Curriculum designed specifically for individualswith moderate disabilities. Prior to the development of theLCCE Modified Curriculum, project staff encouragedteachers who were requesting a modified version to developtheir own modified LCCE Curriculum for this population.Although many teachers did make some modifications tothe original LCCE Curriculum for individuals with moder-ate disabilities, most felt that a stand-alone, field-validatedcurriculum program would be more effective and beneficialfor this population. This prompted the LCCE staff to designand implement a research project to study the feasibility andappropriateness of modifying the original LCCECurriculum.

This research project's purpose was designed to (a)determine whether a sample of practitioners, parents, andagencies felt that the original LCCE Curriculum needed tobe modified for this population and, if so, (b) determine justwhat modifications would be necessary to make the cur-riculum more appropriate for this population. The researchproject utilized the same methodology and analysis as theearlier federally funded field-validated curriculum evalua-tion research projects.

METHOD

The research project encompassed five major activities.Deciding on the appropriate research design was the firstproject activity. A modified Delphi survey was selected todetermine whether the original LCCE Curriculum needed tobe modified and, if so, to indicate the LCCE ModifiedCurriculum's specific competencies, subcompetencies, andobjectives. Project staff decided to use the same surveyinstrument as was used in the previously conducted LCCECurriculum evaluation research projects. They felt that itwould be appropriate to use the same instrument since bothprojects addressed the same research questions and only dif-fered in the curriculum's intended population. This surveyinstrument had been reviewed by national experts, fieldpiloted, and validated during the earlier research projects.Respondents, who assisted or were familiar with individualswho have moderate disabilities, were given an opportunityon the survey to analyze the appropriateness of the originalLCCE Curriculum for individuals with moderate disabilitiesand then to suggest any necessary modifications. Only the

introduction section of the original survey had to be revised.The survey's revised introduction section explained the pur-pose of the study and asked survey respondents to indicate(a) whether the original LCCE Curriculum competencieswere appropriate for this other population and, if not, to sug-gest a more appropriate competency; (b) whether the origi-nal LCCE Curriculum subcompetencies were appropriateand, if not, to suggest a more appropriate subcompetency;and (c) if the subcompetencies were revised to suggest a listof objectives needed to master or perform the subcompe-tency.

Deciding upon a study sample was the second researchactivity. Project staff selected the following research sam-ple: 250 teachers who teach students with moderate disabil-ities, 250 family representatives who had children withmoderate disabilities, and 250 agency personnel who pro-vide service to children and adults with moderate disabili-ties. Surveys were either mailed or personally delivered tothe respondents. Project staff made oral presentations tosome groups, who then completed the surveys either afterthe presentation or at later times. Mailings to large groupsalso included a videotape explaining the survey and direc-tions for completion. Follow-up telephone calls were madeto the mailed survey respondents to ascertain their under-standing of the survey and completion procedures. As aresult of this more personalized administration procedure,project staff received a high survey return rate. Approx-imately 500 usable surveys were collected for analysis(67%).

The returned first-round surveys were then analyzed todetermine whether respondents felt there was a need tomodify the original LCCE Curriculum to make it moreappropriate for individuals with moderate disabilities.Almost all of the survey respondents (94%) felt that modifi-cations to the original LCCE Curriculum were necessaryand that there was a need to develop a separate LCCECurriculum modified for use with individuals who havemoderate disabilities. Based on the findings and recommen-dations from this first-round survey, major modificationswere made to the original LCCE Curriculum's competen-cies, subcompetencies, and objectives. A second-round sur-vey based on the modifications was prepared and adminis-tered to 150 selected first-round respondents. Project staffpersonally administered this second-round survey to aselected group of 75 teachers, 50 parents, and 25 agencypersonnel. The analysis of the second-round surveys result-ed in minor revisions to the LCCE Modified Curriculum.This revised LCCE Modified Curriculum was then present-ed to a panel of experts in the field for their review. Theexperts suggested some additional minor revisions, result-ing in the current LCCE Modified Curriculum forIndividuals with Moderate Disabilities.

4 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

This field-developed LCCE Modified Curriculum con-sists of a modified set of the original LCCE Curriculum'scompetencies, subcompetencies, and objectives. Many ofthe competency and subcompetency revisions are minor, butconsensus from the field indicates that this curriculumreflects a more community-based and performance-relatedorientation, which is more appropriate for this population.

Developing this curriculum guide was the final researchproject activity. The guide contains this overview (Chapter1), the suggested instructional/training activities and imple-mentation strategies (Chapter 2), assessment and instruc-tional planning strategies (Chapter 3), and the CompetencyRating Scale (CRS) (Appendix A). The instructional/train-ing activities for each of the subcompetency objectives weredeveloped for implementation in both school and communi-ty-based environments.

RESULTS

The LCCE Modified Curriculum validation research studyresulted in substantial modifications being made to the orig-inal LCCE Curriculum's competencies, subcompetencies,and objectives. These revisions included changing from 22to 20 major competencies along with changes in the compe-tency titles. The subcompetency revisions also involved titlechanges, and the total number of subcompetencies changedfrom 97 to 75. Objectives were also modified to correspondto the revisions made in the subcompetencies. Figure 1shows the Modified Curriculum along with the correspond-ing competencies from the original LCCE Curriculum.

SUMMARY

The LCCE Modified Curriculum is a scope and sequencedfunctional curriculum designed for use with individuals whohave moderate disabilities. Although this program wasdeveloped specifically for this population, consumers mayfind it appropriate to use with other disabled and/or nondis-abled populations. This program adds an additional func-tional curriculum component to the original LCCECurriculum program continuum. Individuals with moderatedisabilities who complete this curriculum program areencouraged to continue, if appropriate, their functionalschool- and community-based training in any part or withall of the original LCCE Curriculum program.

REFERENCES

Bates, P. (1986). Competitive employment in southern Illinois. InF. Rusch (Ed.), Competitive employment: Issues and strategies(pp. 51-63). Baltimore: Paul H. Brookes.

Bellamy, T. (1986). Severe disability in adulthood. Newsletter ofthe Association for Persons with Severe Handicaps, 11, 6.

Brolin, D. E. (1997). Life Centered Career Education: A compe-tency based approach, 5th ed. Reston, VA: The Council forExceptional Children.

Crites, L., Small, M., & Sachs, M. (1985). Demographic and func-tional characteristics of respondents to the mentally retardedcommunity needs survey: Persons living at home with the fam-ily. Unpublished manuscript, University of Maryland School ofMedicine, Baltimore.

Enchelmaier, J., Kohler, P., & Rusch, F. (1994). Employment out-comes and activities for youths in transition. Career Educationfor Exceptional Individuals. 17(1), 1-16.

Frank, A. R., & Sitlington, P. L. (1993). Graduates with mental dis-abilities: The story three years later. Education and Training inMental Retardation, 28(1), 30-37.

Johnson, J. R., & Rusch, F. R. (1993). Secondary special educationand transition services: Identification and recommendations forfuture research and demonstration. Career Education forExceptional Individuals, 16(1), 1-18.

Kohler, P. D. (1993). Best practices in transition: Substantiated orimplied? Career Development for Exceptional Individuals,16(2), 107-122.

Morgan, R. L., Moore, S. C., McSweyn, C. A., & Salzberg, C. L.(1992). Transition from school to work: Views of secondaryspecial educators. Education and Training in Mental Retarda-tion, 27(4), 315-323.

Rusch, F. (1986). Competitive employment: Issues and strategies.Baltimore: Paul H. Brookes.

Sitlington, R., Frank, A., & Carson, R. (1993). Adult adjustmentamong high school graduates with mild disabilities.Exceptional Children, 59, 221-233.

Snell, M. (1988). Curriculum and methodology for individualswith severe disabilities. Education and Training in MentalRetardation, 23(4), 302-314.

Wehman, P., & Hill, J. (1985). Competitive employment for per-sons with mental retardation. Richmond: Virginia Common-wealth University.

Wehman, P., Kregel, J., & Barcus, J. (1985). School-to-work: Avocational transition model for handicapped youth. In P.

Wehman and J. W. Hewitt (Eds.). Competitive employment forpersons with mental retardation: From research to practice.Richmond: Virginia. Commonwealth University.

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FIGURE 1Correlation of Original Life Centered Career Education Competencies and Subcompetencies

with the Modified Curriculum (LCCE-M) Competencies and Subcompetencies

Modified LCCE Original LCCE

Daily Living Skills

1. Managing Money1. Count money2. Make purchases3. Use vending machines4. Budget money5. Perform banking skills

2. Selecting and Maintaining Living Environments6. Select appropriate community living environments7. Maintain living environment8. Use basic appliances and tools9. Set up personal living space

3. Caring for Personal Health10. Perform appropriate grooming and hygiene11. Dress appropriately12. Maintain physical fitness

13. Recognize and seek help for illness

14. Practice basic first aid15. Practice personal safety

4. Developing and Maintaining Appropriate Intimate Relationships16. Demonstrate knowledge of basic human sexuality17. Demonstrate knowledge of appropriate dating behavior

5. Eating at Home and in the Community18. Plan balanced meals19. Purchase food20. Prepare meals21. Demonstrate appropriate eating habits22. Demonstrate meal clean-up and food storage23. Demonstrate appropriate restaurant dining

6. Cleaning and Purchasing Clothing24. Wash/dry clothes25. Buy clothes

7. Participate in Leisure/Recreational Activities26. Identify available community leisure/recreational activities

27. Select and plan leisure/recreational activities28. Participate in individual and group leisure/recreational

activities29. Select and participate in group travel

8. Getting Around in the Community30. Follow traffic rules and safety procedures31. Develop and follow community access routes32. Access available transportation

1. Managing Personal Finances1. Count money and make correct change2. Make responsible expenditures

3. Keep basic financial records6. Use banking services

2. Selecting and Managing a Household9. Select adequate housing7. Maintain home exterior/interior8. Use basic appliances and tools

10. Set up a household

3. Caring for Personal Needs13. Exhibit proper grooming and hygiene14. Dress appropriately12. Demonstrate knowledge of physical fitness, nutri-

tion, and weight15. Demonstrate knowledge of common illness

prevention and treatment

16. Practice personal safety

4. Raising Children and Meeting Marriage Responsibilities19. Demonstrate marriage responsibilities57. Establish and maintain close relationships

5. Buying, Preparing, and Consuming Food25. Plan/eat balanced meals20. Purchase food23. Prepare meals24. Demonstrate appropriate eating habits21. Clean food preparation areas; 22. Store food

6. Buying and Caring for Clothing26. Wash/clean clothing27. Purchase clothing

8. Utilizing Recreational Facilities and Engaging in Leisure33. Demonstrate knowledge of available community

resources34. Choose and plan activities36. Engage in group and individual activities

37. Plan vacation time

9. Getting Around the Community38. Demonstrate knowledge of traffic and safety40. Find way around the community39. Demonstrate knowledge and use of various means of

transportation

3

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Modified LCCE

FIGURE 1 Continued

Original LCCE

Personal-Social Skills9. Acquiring Self-Identity

33. Demonstrate knowledge of personal interests and abilities34. Demonstrate appropriate responses to emotions35. Display self-confidence and self-worth

36. Demonstrate giving and accepting praise and criticism

10. Exhibiting Socially Responsible Behavior37. Demonstrate appropriate behavior38. Identify current and future personal roles39. Demonstrate respect for others' rights and property40. Demonstrate respect for authority41. Demonstrate ability to follow directions/instructions42. Demonstrate appropriate citizen rights and responsibilities

43. Identify how personal behavior affects others

11. Developing and Maintaining Appropriate Social Relationships44. Develop friendships45. Maintain friendships

12. Exhibiting Independent Behavior46. Set and reach personal goals47. Demonstrate self-organization48. Demonstrate self-determination

13. Making Informed Decisions49. Identify problems/conflicts50. Use appropriate resources to assist in problem solving51. Develop and select best solution to problems/conflicts52. Demonstrate decision making

14. Communicating with Others53. Demonstrate listening and responding skills54. Demonstrate effective communication55. Communicate in emergency situations

10. Achieving Self-Awareness; 11. Acquiring Self-Confidence43. Identify interests and abilities44. Identify emotions47. Express feelings of self-worth; 50. Develop

confidence in oneself48. Accept and give praise; 49. Accept and give criticism

12. Achieving Socially Responsible Behavior53. Demonstrate appropriate behavior in public places55. Recognize personal roles51. Develop respect for the rights and property of others52. Recognize authority and follow instructions

32. Demonstrate knowledge of citizens' rights andresponsibilities

61. Demonstrate awareness of how one's behavioraffects others

13. Maintaining Good Interpersonal Skills58. Make and maintain friendships

14. Achieving Independence66. Develop goal-seeking behavior60. Demonstrate self-organization

15. Making Adequate Decisions65. Recognize nature of problems62. Locate and utilize sources of assistance64. Develop and evaluate alternatives63. Anticipate consequences

16. Communicating with Others56. Demonstrate listening and responding skills68. Communicate with understanding67. Recognize and respond to emergency situations

14


Occupational Guidance and Preparation15. Exploring and Locating Occupational Training and Job

Placement Opportunities56. Identify rewards of working

57. Locate available occupational training and jobplacement possibilities

17. Knowing and Exploring Occupational Possibilities

70. Identify remunerative aspects of work; 72.Identifypersonal values met through work; 73. Identifysocietal values met through work

71. Locate sources of occupational and traininginformation; 74. Classify jobs into occupationalcategories; 75. Investigate local occupational andtraining opportunities

16. Making Occupational and Job Placement Choices 18. Selecting and Planning Occupational Choices58. Demonstrate knowledge of occupational interests 79. Identify major occupational interests59. Demonstrate knowledge of occupational strengths

and weaknesses78. Identify occupational aptitudes

60. Identify possible and available jobs matching interestsand strengths

77. Identify requirements of appropriate and availablejobs

61. Plan and make realistic occupational training and jobplacement decisions

76. Make realistic occupational choices

62. Develop training plan for occupational choice

17. Applying for and Maintaining Occupational Training andJob Placements63. Apply for occupational training and job placements64. Interview for occupational training and job placements65. Make adjustments to changes in employment status

18. Developing and Maintaining Appropriate Work Skills andBehavior

20. Seeking, Securing, and Maintaining Employment

89. Apply for a job90. Interview for a job93. Know how to adjust to change in employment

19. Exhibiting Appropriate Work Habits and Behavior

66. Perform work directions and requirements 81. Follow directions and observe regulations67. Maintain good attendance and punctuality 82. Recognize importance of attendance and punctuality68. Respond appropriately to supervision 83. Recognize importance of supervision69. Demonstrate job safety 84. Demonstrate knowledge of occupational safety70. Work cooperatively with others 85. Work with others71. Meet quality and quantity work standards 86. Meet demands of quality work; 87. Work at a

satisfactory rate

19. Matching Physical-Manual Skills to Occupational Trainingand Employment

21. Exhibiting Sufficient Physical/Manual Skills

72. Demonstrate fine motor dexterity in occupational andjob placements

96. Demonstrate manual dexterity

73. Demonstrate gross motor dexterity in occupational trainingand job placements

74. Demonstrate sensory discrimination in occupationaltraining and job placements

97. Demonstrate sensory discrimination

75. Demonstrate stamina and endurance 94. Demonstrate stamina and endurance

20. Training and Occupational Choices 22. Obtaining a Specific Occupational SkillThere are no specific subcompetencies listed here since they depend upon the specific occupational training selected.

2. Instructional ImplementationStrategies

This chapter presents the guidelines for implementing theinstructional strategies and activities for the LCCEModified Curriculum. The curriculum outlines the instruc-tionaUtraining strategies and activities for teaching each oneof the LCCE Modified Curriculum's 20 major competen-cies, 75 subcompetencies, and their objectives. This cur-riculum guide employs the same format and guidelines asthe original LCCE Curriculum guide.

STRUCTURE OF CURRICULUM GUIDE

Each one of the 75 subcompetencies in the curriculum guideprovides the following three specific components: (1) a listof the objectives that are necessary for subcompetency mas-tery, (2) school training activities, and (3) home/communi-ty-based training activities. These three components aredesigned to assist teachers, family members, and communi-ty service personnel to provide individuals with moderatedisabilities with relevant performance experiences forachieving mastery of the 20 competencies and 75 subcom-petencies. No specific grade or age level is suggested forsubcompetency training. Instruction is to be designed andimplemented based on individual needs. Assessment of spe-cific individual needs can be determined by administeringthe Competency Rating Scale-Modified (CRS-M) (seeAppendix A). The CRS-M and LCCE Modified Curriculumassessment strategies and instructional planning are dis-cussed in Chapter 3.

8

Objectives

Each subcompetency includes two to six performanceobjectives that must be mastered to demonstrate subcompe-tency acquisition. Objectives can be expanded and/or devel-oped in smaller units to meet specific individual needs ofeach student with moderate disabilities. Additional objec-tives can also be developed if necessary.

Training Activities

Training activities are the vehicle by which teachers conveythe information to develop subcompetency acquisition. Thesuggested training activities are not arranged in any hierar-chy, although some consideration must be given to identify-ing the difficulty of any activity. More appropriate trainingactivities may be developed and included. The suggestedtraining activities make use of a wide array of resources andsupports. Emphasis on generalization is recommended toensure transfer of performance in natural settings. Theseactivities include roleplays, discussions, guest speakers,developing collages, and so forth.

A unique feature in this curriculum is that, for each of thesubcompetencies, students are taught to seek assistance andsupport when needed. This student empowerment strategyhas been embedded into the curriculum to prepare the stu-dents to request the supports they need for integration intonormalized environments.

16

Home-/Community-Based Training Activities

It is strongly suggested that these activities be given priori-ty as students/individuals move into higher grades or agelevels. These activities are critical in assisting students/indi-viduals with moderate disabilities to achieve a successfultransition from school to work and community living. Also,it is strongly suggested that parents and other family mem-bers be involved in home-/community-based training. Theseactivities include roleplays, discussions, job shadows,hands-on experience, and the like.

Integration

The successful implementation of this curriculum willrequire attention to instruction in natural environments. It isstrongly suggested that instruction always take place in theleast restrictive integrated environments. This usually can,and in most instances should, occur in normalized commu-nity environments. Finally, instructors/trainers should paycareful attention to addressing the current and future eco-logical environments, instructional needs, generalization/transfer of skills, and maintenance of skills of individualswith moderate disabilities. Implementation of these strate-gies is critical to ensure that students succeed in making thenecessary transition.

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 9

Guidelines for Effective Use of Curriculum Guide

Effective instruction using the curriculum guide is contin-gent on certain conditions or factors. As with any trainingactivity, teachers and support personnel must make individ-ualized decisions about student needs and the instructionnecessary to meet those needs. Several factors to considerwhen using the curriculum guide include (a) using age-appropriate materials; (b) teaching for generalization; (c)utilizing individual strengths and weaknesses; (d) utilizinghome and community supports; (e) providing instruction inintegrative and natural community environments; (f) active-ly involving and empowering the individual in the develop-ment and implementation of his or her functional individu-alized education program (IEP) and instructional program;(g) implementing self-advocacy strategies, training, andactivities; and (h) actively involving family members andcommunity supports.

The training activities and home/community-based train-ing activities presented in the following section are intend-ed to serve as a guide for teaching the 20 competencies and75 subcompetencies. We believe that these activities willresult in more successful transitional adult outcomes forindividuals with moderate disabilities.

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FIGURE 2Life Centered Career Education-Modified Curriculum (LCCE-M)

Curriculum Area Competency

DAILYLIVINGSKILLS

PERSONAL-SOCIALSKILLS

OCCUPATIONALGUIDANCE

ANDPREPARATION

1. Managing Money

2. Selecting and Maintaining LivingEnvironments

3. Caring for Personal Health

4. Developing and MaintainingAppropriate Intimate Relationships

5. Eating at Home and in theCommunity

6. Cleaning and Purchasing Clothing

7. Participate in Leisure/Recreational Activities

8. Getting Around in the Community

9. Acquiring Self-Identity

10. Exhibiting Socially ResponsibleBehavior

11. Developing and MaintainingAppropriate SocialRelationships

12. Exhibiting Independent Behavior

13. Making Informed Decisions

14. Communiciating with Others

15. Exploring and LocatingOccupational Training and JobPlacement Opportunities

16. Making Occupational and JobPlacement Choices

17. Applying for and MaintainingOccupatioinal Training and JobPlacements

18. Developing and MaintainingAppropriate Work Skills andBehavior

19. Matching Physical-ManualSkills to Occupational Trainingand Employment

20. Training and OccupationalChoices

18

Subcompetency: The student will be able to:

1. Count Money 2. Make purchases

6. Select appropriatecommunity living

7. Maintain livingenvironmentnvironment

10. Perform appropriategrooming and hygiene 11. Dress appropriately

16. Demonstrateknowledge of basichuman sexuality

17. Demonstrate knowledgeof appropriate datingbehavior

18. Plan balanced meals 19. Purchase food

24. Wash/dry clothes 25. Buy clothes

26. Identify available com-munity leisure/recre-ational activities

27. Select and planleisure/recreationalactivities

30. Follow traffic rules andsafety procedures

31. Develop and follow corn-munity access routes

33. Demonstrate knowl-edge of personalinterests and abilities

34. Demonstrate appro-priate responses toemotions

37. Demonstrateappropriate behavior

38. Identify current andfuture personal roles

44. Develop friendships 45. Maintain friendships

46. Set and reachpersonal goals

47. Demonstrate self-organization

49. Identify problems/conflicts

50. Use appropriateresources to assist inproblem-solving

53. Demonstrate listeningand responding skills

54. Demonstrate effectivecommunication

56. Identify rewards ofworking

57. Locate occupational5training and job place-ment possibilities

58. Demonstrate knowl-edge of occupationalinterests

59. Demonstrate knowledgeof occupational strengthsand weaknesses

63. Apply for occupationaltraining and job place-ments

64. Interview for occupa-tional training and jobplacements

66. Perform workdirections andrequirements

67. Maintain goodattendance andpunctuality

72. Demonstrate fine motordexterity in occupationaltraining & job placements

73. Demonstrate gross motordexterity in occupationaltraining & job placements

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / I I

3. Use vending machine 4. Budget money 5. Perform banking skills

8. Use basic appliancesand tools

9. Set up personal livingspace

12. Maintain physical fit-ness

13. Recognize and seekhelp for illness

14. Practice basic first aid 15. Practice personalsafety

20. Prepare meals21. Demonstrate appropri-

ate eating habits

22. Demonstrate mealclean-up and foodstorage

23. Demonstrateappropriate restaurantdining

28. Participate in individ-ual and group leisure/recreational activities

29. Select and participatein group travel

32. Access availabletransportation

35. Display self-confi-dente and self-worth

36. Demonstrate givingand accepting praiseaand criticism

39. Demonstrate respectfor others' rights andproperty

40. Demonstrate respectfor authority

41. Demonstrate ability tofollow directions/instructions

42. Demonstrate appropri-ate citizen rights andresponsibilities

43. Identify how personalbehavior affects others

48. Demonstrate self-determination

51. Develop and selectbest solution toproblems/conflicts

52. Demonstrate decision-making

55. Communicate inemergency situations

60. Identify possible andavailable matching in-terests and strengths

61. Plan and make realisticoccupational training andjob placement decisions

62. Develop training planfor occupational choice

65. Make adjustmentsto changes inemployment status

68. Respond appropriate-ly to supervision

69. Demonstrate job safety70. Work cooperatively

with others

71. Meet quality andquantity workstandards

74. Demonstrate sensory dis-crimination in occupationaltraining & job placements

75. Demonstrate staminaand endurance

There are no specific subcompetencies listed here since

I

they depend upon the specific

I

occupational training selected

I

19


DAILY LIVING SKILLSDomain: Daily Living SkillsCompetency 1: Managing MoneySubcompetency 1: Count Money

Objectives Training Activities Home-/Community-Based Training Activities

1. Identify coins Student discusses names of all coin types Student names the coins from adult's/peer'sStudent finds penny, nickel, dime, quarter,and half dollar from an assortment of coins

pocket changeStudent names the coins used during

Student names all coin types adult's/peer's transactions

2. Count sums of up to five coins Student collects and counts up to five like Student counts the value of two to fivefrom stacks of pennies, nickels,dimes, quarters, and half dollars

coinsStudent counts sums of up to five coins

coins from adult's/peer's changeStudent seeks assistance from adult/peer

Student collects and counts up to fivedifferent coinsStudent seeks assistance from teacher

3. Identify bills up to $20 Student identifies one-, five-, ten-, andtwenty-dollar bills by recognizing denom-

Student names currency from adult's/peer'swallet

ination Student names the currency used duringStudent finds one-, five-, ten-, and twenty- adult's/peer's transactions in the communitydollar bills from a stack of different bills Student seeks assistance from adult/peerStudent seeks assistance from teacher

4. Count currency with sums less Student counts like bills with sums up to Student counts bills up to sums of $20 withthan $20 $20 adult/peer at home and in the community

Student practices counting bills up to sumsof $20

Student seeks assistance from adult/peer

Student counts different bills with sums upto $20Student seeks assistance from teacher

Domain: Daily Living SkillsCompetency 1: Managing MoneySubcompetency 2: Make Purchases


1. Select appropriate items

2. Recognize and request assistance

Student finds items named by teacher inschool store, food mart, drugstores,grocery stores, and other communityretail stores/businessesStudent selects appropriate items fromteacher list

Student finds pictures of store clerk inmagazines or "world of work" textbooksStudent finds store clerk in retail store/businessStudent discusses and roleplays problemsituations that require help, finds appro-priate source of help, decides when to ask,and then requests assistance for problem

20

Student makes up a list for grocery stores,drugstores, and other community retailstores/businesses with adult/peerStudent selects appropriate items whenrequested by adult/peer

Student discusses ways to identify storeclerks in retail store/business with adult/peerStudent finds store clerk and requests helpin finding appropriate items with adult/peer

3. Locate cashier

4. Calculate and give appropriatepurchase amount

5. Receive purchase and change

INSTRUCT

Student recognizes and requests assistancefrom student named as the clerk in theschool store

Student finds picture of cashier in maga-zines or "world of work" textbooks andbooksStudent finds cash register with light/signal or cashier in several retail stores/businessesStudent seeks assistance from teacher

Student uses "next dollar" method inschool store, food marts, drugstores,grocery stores, and other communityretail stores/businessesStudent writes check for amount ofpurchase on cash register/tape/receipt(SEE Competency 1, Subcompetency 5).Student seeks assistance from teacher

Student waits for and accepts purchaseand change at school store, food marts,drugstores, grocery stores, and othercommunity retail stores/businessesStudent role plays making purchase andwaits for purchase and receives changeStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 1: Managing MoneySubcompetency 3: Use Vending Machines

Objectives Training Activities

businesses, and checks for correct changereturned with adult/peerStudent seeks assistance from adult/peer


1. Select appropriate coins

2. Operate vending machines

3. Receive vending machinepurchase and change

Student uses "four quarters" method inschool and in the community (method: putquarter(s) in machine and push button aftereach quarter until item is received), alwayschecking coin returnStudent selects appropriate coins for use inmaking vending machine selection

Student selects and cuts out vending itemfrom magazine picturesStudent verbally selects letters and/ornumbers of wanted pictured items onvending machineStudent selects wanted item and insertsmoney and pushes button to operate schoolvending machine

Student finds and points to the coin return/change box on school vending machineStudent finds and points to the item

Student uses "four quarters" method invending machine and pushes button aftereach quarter to check to see if item is re-ceived, always checking coin returnStudent waits for items to be received withadult/peer

Student pushes correct numbers or lettersof item wanted in machine, after insertingmoney into machine with adult/peerStudent operates vending machine in thecommunity or at job placement setting

Student removes the purchased item andchecks coin return/change box for changereturned with adult/peer in the community

BEST COPY AVAILABLE


4. Recognize and request assistanceas needed

Domain: Daily Living SkillsCompetency 1: Managing MoneySubcompetency 4: Budget Money

Objectives

dispensing area on school vending machineStudent receives vending machine purchaseand change from school vending machine

Student discusses what to do when vendingmachine does not give item or providecorrect/returned change at schoolStudent role plays actions when machinedoes not give purchased item or correct/returned changeStudent identifies whom to request helpfrom in resolving problems when operatingvending machineStudent role plays locating sources forhelping to resolve problems when operat-ing vending machinesStudent requests help in resolving aproblem operating vending machines

Training Activities

Student removes purchased item and checkscoin return/change box for returned changein the community

Student identifies to adult/peer whom tocontact to request assistance in resolvingproblems when operating vendingmachineStudent locates sources for helping toresolve problems when operating vendingmachines with adult/peerStudent requests help in resolving aproblem when operating vending machinesin the community


I. Identify weekly personal income

2. Identify weekly and/or monthlyexpenses

3. Calculate daily/weekly/monthlyexpenses

4. Compare expenses to date withremaining personal income

Student identifies weekly personal incomeTeacher discusses weekly personal in-come's purpose

Teacher discusses typical weekly and/ormonthly expensesStudent identifies typical weekly/monthlyexpensesStudent makes poster depicting typicalweekly/monthly expensesStudent makes chart depicting typicalweekly/monthly expenses

Teacher demonstrates how to calculatedaily/weekly/monthly expensesStudent, using calculator and chart/posterof weekly expenses, figures out personalincome and expense budget/totalStudent, using calculator and chart/posterof monthly expenses, figures out personalincome and expense budget/totalStudent seeks assistance from teacher

Teacher demonstrates how to compareexpenses to date with remaining personalincomeStudent keeps records on chart to makeweekly comparisons of expenses withremaining income

22

Student identifies earned personal weeklyincome from job with adult/peerAdult/peer discusses weekly personalincome's use in the community

Adult/peer discusses typical weekly and/ormonthly expensesStudent determines what her/his weekly/monthly expenses include with adult/peerStudent writes out her/his expenses for atypical week and/or monthStudent writes out items that can bepurchased with her/his weekly incomes

Adult/peer demonstrates how to calculatedaily/weekly/monthly expensesStudent, using a calculator and writtenrecord, figures out weekly personal incomeand expense budget/total with adult/peerStudent, using a calculator and writtenrecord, figures out monthly personal incomeand expense budget/total with adult/peerStudent seeks assistance from adult/peer

Adult demonstrates how to compareexpenses to date with remaining personalincomeStudent keeps her/his own records to makeweekly comparison of expenses with re-maining income with adult/peer


Student makes adjustments as needed tonot exceed personal incomeStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 1: Managing MoneySubcompetency 5: Perform Banking Skills


Student makes adjustments as needed tonot exceed personal incomeStudent seeks assistance from adult/peer

Home /Community -Based Training Activities

I. Open checking account

2. Open savings account

3. Write checks and recordtransactions

4. Make deposits and recordtransactions

5. Request banking assistance

Teacher discusses services provided bybanks and the benefits of opening andhaving a checking accountStudent visits a local bank and bankerdiscusses the benefits of having a checkingaccount and the various types of checkingaccounts availableStudent knows and can print full name,address, birthdate, telephone number, andnames of referencesStudent practices copying informationfrom ID card to account application foropening a checking account at school bankStudent opens school checking accountStudent seeks assistance from teacher

Teacher discusses services provided bybanks and the benefits of opening andhaving a savings accountStudent visits a local bank and bankerdiscusses the benefits of having a savingsaccountStudent practices copying informationfrom ID card to account application foropening a savings account at school bankStudent opens school savings accountStudent seeks assistance from teacher

Teacher demonstrates how to write a checkand record transactions in ledgerStudent practices writing a check andrecording transactions at school bankStudent seeks assistance from teacher

Teacher demonstrates how to make depositsand record transactions in ledger forchecking and savings accountsStudent practices making deposits and with-drawals and recording transactions atschool bankStudent seeks assistance from teacher

Teacher demonstrates how to and withwhom to request banking help

Student visits a local bank and bankerdiscusses services provided by banks, thebenefits of opening and having a checkingaccount, and how to open various types ofchecking accountsStudent fills out information on accountapplication in order to open a checkingaccount at a bank with adult/peerStudent knows and can print full name,address, birthdate, telephone number, andnames of referencesStudent opens checking account withbanker's or adult's/peer's assistance ifneededStudent seeks assistance from adult/peer

Student visits a local bank and bankerdiscusses services provided by banks, thebenefits of opening and having a savingsaccount, and how to open a savings accountStudent fills out information on accountapplication in order to open a savingsaccount at a bank with adult/peerStudent opens savings account with banker'sor adult's/peer's assistance if neededStudent seeks assistance from adult/peer

Adult/peer demonstrates how to write acheck and record transactions in ledgerStudent writes checks and records trans-actions for her/his bank checking accountwith adult/peerStudent seeks assistance from adult/peer

Adult/peer demonstrates how to makedeposits and record transactions in ledger forchecking and savings accountsStudent makes deposits and withdrawalsand records transactions for her/his banksavings accountsStudent seeks assistance from adult/peer

Adult/peer demonstrates how to and withwhom to request banking help


6. Use check cashing cards/services

Student demonstrates what to do whenproblems occur while making checking orsavings transactionsStudent identifies whom to request helpfrom in resolving problems while makingchecking or savings transactionsStudent role plays actions when problemsoccur while making checking or savingstransactionsStudent requests help in resolving problemswhen making checking or savings trans-actions

Teacher demonstrates how to use checkcashing cardsStudent demonstrates the use of checkcashing cards/servicesStudent obtains check cashing cards/services informationStudent writes down procedures for usingcheck cashing cards/services on chart/posterStudent verbally explains how to use checkcashing cards/servicesStudent practices using check cashingcards/servicesStudent demonstrates what to do whenproblems occur while using check cash-ing cards/servicesStudent role plays actions when problemsoccur while using check cashing cards/servicesStudent identifies whom to request helpfrom in resolving problems when usingcheck cashing cards/servicesStudent role plays locating sources forhelping to resolve problems when usingcheck cashing cards/servicesStudent requests help in resolving a problemwhen using check cashing cards/servicesStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 2: Selecting and Maintaining Living EnvironmentsSubcompetency 6: Select Appropriate Community Living Environments


Student determines when problemsoccur during checking or savings trans-actions with adult/peerStudent locates source for requesting helpin resolving problems when makingchecking or savings transactionsStudent reviews problem and tries to resolveit himself or herself when making checkingor savings transactionsStudent requests help in resolving problemswhen making checking or savings trans-actions

Adult/peer demonstrates how to use checkcashing cardsStudent obtains information for checkcashing cards/services with adult/peerStudent obtains check cashing card/serviceStudent explains how to use check cashingcards/services from procedure in informa-tion packetsStudent uses check cashing cards/serviceswith adult/peerStudent determines when problems occurwhile using check cashing cards/servicesStudent identifies problems in using checkcashing cards/servicesStudent locates sources and requests helpin resolving a problem when using checkcashing cards/servicesStudent participates in resolving problemusing check cashing cards/servicesStudent seeks assistance from adult/peer


1. Identify available livingenvironments

2. Choose appropriate livingenvironments

Teacher discusses various living environ-ments and benefits/disadvantages of eachStudent visits living environment optionsin her/his community

Student discusses and lists advantagesand disadvantages of each type of livingenvironment in the community

24

Adult/peer discusses various living environ-ments and benefits/disadvantages of eachStudent visits and discusses availableliving environments in her/his community

Student lists advantages and disadvantagesof different living environments in her/hiscommunity

3. Identify procedures for rentingand connecting utilities


Student makes poster of each of thecommunity living environmentsStudent selects appropriate living environ-ment for her/his needsStudent seeks assistance from teacher

Teacher describes procedures for rentingand connecting utilitiesStudent visits apartment complex in her/his community, and landlord discusses pro-cedures for renting an apartment and con-necting utilitiesStudent uses ID card to complete apartmentapplication and roll plays telephoning toconnect utility companiesStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 2: Selecting and Maintaining Living EnvironmentsSubcompetency 7: Maintaining Living Environment


Student discusses her/his choices of appro-priate living environmentStudent seeks assistance from adult/peer

Adult/peer describes procedures for rentingand connecting utilitiesStudent visits living environment of her/his choice and discusses with landlord theprocedures for renting the apartment orhouse and connecting utilitiesStudent completes application for lease andtelephones the necessary utility companiesto connect utilitiesStudent seeks assistance from adult/peer


1. Identify routine cleaning tasks

2. Plan daily/weekly cleaningroutine

3. Identify and use commonhousehold cleaning products

Teacher demonstrates routine cleaning tasksStudent discusses the areas that need to becleaned weeklyStudent visits an apartment/house and dis-cusses with manager the areas that needroutine cleaningStudent states what areas of an apartment/house need daily and weekly cleaningStudent demonstrates making and changingbedStudent seeks assistance from teacher

Student plans approximate time of day fordaily cleaning tasksStudent plans tentative day of the week forweekly cleaning tasksStudent develops poster/calendar of daily/weekly cleaning tasks using pictures and/or descriptionsStudent seeks assistance from teacher

Teacher demonstrates the common house-hold cleaning products and their usesStudent develops poster/collage of cleaningproducts for use in daily/weekly cleaningStudent demonstrates the use of eachcleaning productIn pairs, students discuss the amounts usedin cleaning for each cleaning product ontheir posters

Adult/peer demonstrates routine cleaningtasksStudent visits an apartment/house anddemonstrates which areas need daily orweekly cleaningStudent names with the adult/peer theroutine cleaning tasks in the home/apart-ment that need daily/weekly cleaningStudent identifies what areas of house needdaily and weekly cleaningStudent demonstrates making and changingbedStudent seeks assistance from adult/peer

Student lists approximate time and planstentative day of the week for daily orweekly cleaning tasksStudent writes out schedule for day of theweek for weekly cleaning tasksStudent develops schedule of daily/weeklycleaning tasks and hangs it up in utilityclosetStudent seeks assistance from adult/peer

Adult/peer demonstrates the commonhousehold cleaning products and their usesStudent lists and demonstrates the use ofeach cleaning productStudent determines the amounts used foreach cleaning productStudent performs the cleaning task usingthe appropriate cleaning productStudent seeks assistance from adult/peer


4. Identify and demonstrate safeuse of household cleaningproducts

5. Perform daily/weekly cleaningroutine

6. Identify when and where toobtain common householdcleaning products

Student is given cleaning task and performsthe task using the appropriate cleaningStudent seeks assistance from teacher

Teacher demonstrates the common house-hold cleaning products and their safe useStudent discusses the dangers of mostcleaning products (e.g., to eyes, skin,etc.)Student demonstrates the use of safetyglasses, gloves, aprons, brushes, bucketsStudent discusses the precautions listedon all cleaning productsStudent states the emergency first aidinterventionsStudent puts labels on cleaning products,outlining where they should be used(e.g., furniture, bathroom, dishes, counter-tops, floors, etc.)Student performs cleaning tasks in schooland in community living environments,using cleaning products safelyStudent seeks assistance from teacher

Student practices cleaning and chartingdaily/weekly cleaning tasksStudent seeks assistance from teacher

Teacher discusses when and where to ob-tain common household cleaning productsStudent discusses when to obtain cleaningproductsStudent discusses where to obtain cleaningproductsStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 2: Selecting and Maintaining Living EnvironmentsSubcompetency 8: Use Basic Appliances and Tools


Adult/peer demonstrates the commonhousehold cleaning products and their safeuseStudent discusses the dangers of mostcleaning products, regarding eyes, skin, etc.Student demonstrates the safe use and theprecautions to take when using cleaningproducts, regarding glasses, gloves, aprons,brushes, buckets, etc.Student states cleaning products' emer-gency first aid interventionsStudent performs the cleaning task in her/his community living environment, usingthe cleaning products safelyStudent seeks assistance from adult/peer

Student cleans and charts daily/weeklycleaning tasks at home or in living environ-ment with adult/peerStudent seeks assistance from adult/peer

Adult/peer discusses when and where to ob-tain common household cleaning productsStudent demonstrates the appropriate timeand place to purchase household cleaningproductsStudent seeks assistance from adult/peer


1. Identify common householdappliances and tools and theiruses

Teacher demonstrates the common house-hold appliances and tools and their usesStudent names common householdappliances and toolsStudent discusses the uses for the namedcommon household appliances and toolsStudent identifies common householdappliances and tools appropriate to thecleaning/repair tasksStudent seeks assistance from teacher

26

Adult/peer demonstrates the commonhousehold appliances and tools and theirusesStudent demonstrates the uses for commonhousehold appliances and toolsStudent identifies the appropriate appli-ances and tools for the cleaning/repair tasksStudent seeks assistance from adult/peer

2. Demonstrate appropriate use ofcommon household appliancesand tools

3. Identify safety procedures whenusing household appliances andtools

4. Request appropriate assistancefor household repair tasks


Teacher describes the common householdappliances and tools and their safe useStudent selects on request the appropriatehousehold appliances or tools from thestorage areaStudent uses common household tools andappliances to perform household cleaningand repair tasksStudent stores tools and appliances in theappropriate areaStudent discusses routine care required fortools and appliancesStudent seeks assistance from teacher

Teacher demonstrates the safe use of com-mon household appliances and toolsStudent discusses the precautions to bepracticed when using common householdtools and appliancesStudent demonstrates using electrical toolsand appliances safelyStudent lists "Dos and Don'ts" of usinghousehold tools and appliances on chart/posterStudent seeks assistance from teacher

Student demonstrates what to do whenfaced with household repairs requiringrepair personStudent role plays actions when faced withhousehold repairs requiring repair personStudent identifies whom to request helpfrom in resolving repair problemsStudent role plays locating sources forhelp with household repair problems

Domain: Daily Living SkillsCompetency 2: Selecting and Maintaining Living EnvironmentsSubcompetency 9: Set up Personal Living Space


Adult/peer describes the common house-hold appliances and tools and their safe useStudent demonstrates the use of commonhousehold tools and appliances by perform-ing household cleaning and repair tasksStudent demonstrates storing tools andappliances in the appropriate areaStudent demonstrates the required routinecare for tools and appliancesStudent seeks assistance from adult/peer

Adult/peer demonstrates the safe use ofcommon household appliances and toolsStudent demonstrates the precautions forusing common household tools andappliancesStudent demonstrates using electricaltools and appliances safelyStudent discusses and lists rules for usinghousehold tools and appliancesStudent seeks assistance from adult/peer

Student demonstrates actions when facedwith household repairs requiring repairpersonStudent demonstrates whom to call andlocates source in resolving repair problemStudent demonstrates procedure forrequesting help in repairing householdproblemStudent requests help in repairing house-hold problem


I. Identify and select personalliving space

2. Identify and select personalliving space furnishings

Teacher discusses how to identify andselect personal living spaceStudent names preferred personal livingspaceStudent selects preferred personal livingspaceStudent seeks assistance from teacher

Teacher discusses how to identify andselect personal living space furnishings

2?

Adult/peer discusses how to identify andselect personal living spaceStudent selects personal living spaceStudent seeks assistance from adult/peer

Adult/peer discusses how to identify andselect personal living space furnishings


Student discusses different styles ofpersonal living space furnishings

Student determines his/her needs for differ-ent styles of personal living space furnishings

Student names needs for personal livingspace furnishings

Student visits stores that provide personalliving space furnishings

Student develops poster depicting personalliving space furnishings

Student selects personal living space fur-nishings

Student seeks assistance from teacher Student seeks assistance from adult/peer

3. Arrange personal living space Student develops a poster/picture of howpersonal furnishings will be arranged inpreferred personal living space

Student determines and demonstrates howhis/her choices of personal furnishings willbe arranged in his/her personal living space

Student furnishes personal preferred livingspace at school

Student furnishes personal preferred livingspace with adult/peer


Domain: Daily Living SkillsCompetency 3: Caring for Personal HealthSubcompetency 10: Perform Appropriate Grooming and Hygiene

Objectives Training Activities Home /Community -Based Training Activities

1. Identify grooming products andwhere to obtain them

2. Identify and practice body careskills

Teacher identifies grooming products andwhere they can be purchasedStudent discusses grooming products he/she should or does useStudent develops poster depicting personalgrooming products he/ she should or doesuseStudent discusses retail stores that providegrooming productsStudent locates where in the communitygrooming products can be obtainedStudent visits retail store and managerdiscusses grooming products and costsRetail store manager discusses, at school,grooming products and costs

Nurse discusses personal hygiene practicesNurse discusses menstrual cycle and careskillsStudent discusses reasons for showering/bathing dailyStudent discusses reasons why there is aneed to perform other body hygiene tasksStudent practices shower/bathing skillsat schoolStudent practices other hygiene skillsat a community recreational centerStudent discusses need for controlling bodyodorStudent practices controlling body odorStudent demonstrates options for skin careand make-upStudent practices skin care and make-upaccording to personal preferenceStudent visits hospital and nurse discussesthe need for caring for our bodies and howit relates to good health

28

Adult/peer identifies grooming products andwhere they can be purchasedStudent discusses grooming products he/shewill or does useStudent locates where in the communitygrooming products can be obtainedStudent visits a retail store and managerdiscusses grooming products and costs

Adult/peer discusses personal hygienepracticesStudent discusses reasons for showering/bathing dailyStudent demonstrates showering/bathingskills in the community and at homeStudent demonstrates other hygiene skills:trimming nails, blowing nose, etc.Adult/peer discusses menstrual cycle andcare skillsStudent visits hospital and nurse discussescleanliness and health issuesStudent seeks assistance from adult/peer


Student develops poster of good hygienepracticesStudent seeks assistance from teacher

3. Identify and practice oral/dentalhygiene skills

Dentist discusses oral/dental hygiene prac-ticesStudent discusses the importance of goodoral/dental hygieneStudent visits dental office and dentist/hygienist discusses good oral hygiene anddemonstrates brushing, flossing, and waterpicking practicesStudent develops poster of good oralhygiene/dental practicesStudent seeks assistance from teacher

4. Identify and practice hair care Beautician demonstrates hair care practicesskills Student discusses the procedures for sham-

pooing and drying hairStudent practices taking care of hair atschool and in the communityStudent visits hair salon and stylist dem-onstrates good hair care and styling tech-niquesStudent cuts from fashion magazine hairstyles he/she prefers and takes to hairstylistStudent discusses the importance ofshavingStudent practices shaving skillsStudent practices caring for hairStudent seeks assistance from teacher

5. Identify and practice toileting Nurse discusses toileting practicesskills Student discusses the importance of prac-

ticing appropriate toileting skills andwashing handsStudent discusses appropriate toiletingskillsStudent sorts different male and femalerestroom signs into male and femalefemale stacksStudent operates coin-operated restroomstalls in public restroomsStudent practices toileting skillsStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 3: Caring for Personal HealthSubcompetency 11: Dress Appropriately


Adult/peer discusses oral/dental hygienepracticesStudent visits dental office and dental hy-gienist demonstrates brushing, flossing, andwater picking practicesStudent demonstrates good oral/dentalhygieneStudent seeks assistance from adult/peer

Adult/peer demonstrates hair care practicesStudent demonstrates shampooing anddrying hairStudent visits hair salon and stylist demon-strates good hair care and styling techniquesStudent demonstrates shaving skillsStudent demonstrates good hair careStudent seeks assistance from adult/peer

Adult/peer discusses toileting practicesStudent demonstrates appropriate toiletingskillsStudent demonstrates washing after toiletingStudent demonstrates which signs are formale or female restrooms in the communityStudent demonstrates correct way to usecoin-operated restrooms.Student demonstrates good toileting skillsStudent seeks assistance from adult/peer

Home /Community -Based Training Activities

1. Select clothing for differentweather conditions

Teacher discusses dressing for differentweather conditionsStudent demonstrates what clothing isappropriate for seasonal conditions

Adult/peer discusses dressing for differentweather conditionsStudent demonstrates selecting appropriateclothing for seasonal conditions

BEST COPY AMIABLE


2. Select clothing for differentactivities

3. Select and coordinateappropriate fitting clothing

4. Maintain neat appearance

Student demonstrates storing clothing byseasonStudent selects and stores clothing forseasons and various weather conditionsStudent role plays selecting differentclothes for different weather conditionsStudent develops poster depicting appro-priate clothing for different weather con-ditionsStudent seeks assistance from teacher

Teacher demonstrates dressing for differentdaily activitiesStudent makes poster matching clothingand types of activitiesStudent selects appropriate clothing fordifferent types of school activitiesStudent seeks assistance from teacher

Teacher demonstrates dressing in coordin-ated, properly fitting clothingStudent visits retail clothing store, andsalesperson discusses the importance ofdressing in appropriately sized and coor-dinated clothing.Student develops card listing sizes forclothing/shoes/outerwearStudent practices selecting coordinated andfitted clothing for schoolStudent seeks assistance from teacher

Teacher discusses the importance of a neatappearanceStudent discusses the importance of a neatappearance at schoolStudent identifies several times of the dayto check and make needed adjustments toappearance at schoolStudent practices keeping a neat appear-ance at schoolStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 3: Caring for Personal HealthSubcompetency 12: Maintain Physical Fitness


Student demonstrates which clothing tostore for the seasonStudent seeks assistance from adult/peer

Adult/peer demonstrates dressing for differ-ent daily activitiesStudent demonstrates appropriate clothingfor different types of community activitiesStudent seeks assistance from adult/peer

Adult/peer demonstrates dressing in coor-dinated, properly fitting clothingStudent visits retail clothing store andsalesperson demonstrates coordinated andappropriately sized clothingStudent develops card listing sizes forclothing/shoes/outerwearStudent practices selecting coordinated andfitted clothing for community activitiesStudent seeks assistance from adult/peer

Adult/peer discusses the importance of aneat appearanceStudent demonstrates that he/she under-stands the need for keeping a neat appear-ance in the communityStudent demonstrates an overall neatappearance, including hair, teeth, andclothing, in the communityStudent practices keeping a neat appear-ance in the community and at job sitesStudent seeks assistance from adult/peer


1. Identify physical exercises/activities

Teacher discusses the importance of exer-cise and some home examplesStudent states physical exercises/activitiesindividual can practice to maintain physicalfitness at home

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Adult/peer discusses the importance ofexercise and some community examplesStudent identifies which physical exercises/activities individuals can practice to main-tain physical fitness in the community


Student identifies preferred physical homeand school exercises/activities

Student identifies preferred physical com-munity exercises/activities


2. Practice physical exercises/ Student practices preferred physical exer- Student demonstrates the physical exercises/activities daily cises/activities daily to maintain adequate

fitness level at school/homeactivities daily and maintains adequatefitness level in the community


Domain: Daily Living SkillsCompetency 3: Caring for Personal HealthSubcompetency 13: Recognize and Seek Help for Illness


1. Identify signs/symptoms of Teacher discusses signs/symptoms of com- Adult/peer discusses signs/symptoms ofcommon illnesses/diseases mon illnesses/diseases common illnesses/diseases

Student discusses signs/symptoms of com-mon illnesses/diseases

Student demonstrates that he/she under-stands signs/symptoms of common ill-

Student role-plays signs/symptoms of com- nesses/diseasesmon illnesses/diseases Student seeks assistance from adult/peerStudent seeks assistance from teacher

2. Contact medical assistance Teacher demonstrates how to contact med-ical help

Adult/peer demonstrates how to contactmedical help

Student discusses appropriate medicalassistance for common illnesses/diseases

Student demonstrates appropriate ways tocontact medical assistance for common

Student role plays contacting appropriate illnesses/diseasesmedical assistance for differing identifiedillnesses/diseases

Student contacts appropriate medicalsources when needed

Student contacts appropriate medical Student practices taking medications safelysources when needed Student seeks assistance from adult/peerStudent practices taking medications safelyStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 3: Caring for Personal HealthSubcompetency 14: Practice Basic First Aid


1. Perform basic first aidmeasures

Nurse describes how to perform basic firstaidStudent visits hospital, and nurse demon-strates appropriate basic first aid for minorillnesses/injuriesStudent participates in Red Cross basic firstaid trainingStudent role plays basic first aid proce-dures for minor illnesses/injuriesStudent performs first aid procedures forminor illnesses/injuries at schoolNurse discusses need to wear rubbergloves for blood borne pathogensStudent seeks assistance from teacher

Adult/peer describes how to perform basicfirst aidStudent visits hospital, and nurse demon-strates appropriate basic first aid for minorillnesses/injuriesStudent participates in Red Cross basicfirst aid trainingStudent demonstrates first aid proceduresfor minor illnesses/injuries in the com-munityRed Cross instructor discusses the need towear rubber gloves for blood borne patho-gensStudent seeks assistance from adult/peer


2. Identify emergency situations

3. Contact emergency assistance

4. Follow emergency procedures

Nurse identifies school/home emergencysituationsStudent discusses emergency situationsStudent visits fire department and firefighterdiscusses emergency situations (e.g., fire,tornado, hurricane, accident, etc.), appro-priate actions to take, and whom to contactStudent makes booklet of school/home/community emergency situationsStudent seeks assistance from teacher

Teacher demonstrates how to contact emer-gency helpStudent states how and whom to contactfor different emergency situationsStudent role plays contacting appropriateemergency assistanceStudent seeks assistance from teacher

Teacher describes emergency proceduresat school and homeStudent identifies signs identifying emer-gency assistance and precautionsStudent demonstrates appropriate proce-dures to take during various emergencysituations at school or homeStudent practices performing appropriateprocedures during emergency situationsStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 3: Caring for Personal HealthSubcompetency 15: Practice Personal Safety


Adult/peer identifies community emergencysituationsStudent visits fire department and fire-fighter demonstrates emergency situations(e.g., fire, tornado, hurricane, accident,etc.), appropriate actions to take, and whomto contactStudent seeks assistance from adult/peer

Adult/peer demonstrates how to contactemergency helpStudent demonstrates to adult/peer how andwhom to contact for different emergencysituationsStudent seeks assistance from adult/peer

Adult/peer describes emergency proceduresin the community or at the job siteStudent demonstrates appropriate proce-dures for various situations in the commu-nity or at the job siteStudent determines different appropriateprocedures for different emergency situa-tions in the community or at the job site withadult/peerStudent practices performing appropriateprocedures during emergency situationsStudent seeks assistance from adult/peer


1. Identify situations that aredangerous in the home,community, and at work

2. Identify safety precautions toavoid personal injury in thehome, community, and at work

Teacher describes dangerous situations atschool and homeStudent discusses situations in the home,community, and at work that require thepracticing of personal safetyStudent develops poster depicting danger-ous situations at school and homeStudent seeks assistance from teacher

Teacher describes safety precautions totake at school and homeStudent demonstrates safety actions to taketo avoid dangerous situations leading topersonal injury in the home, community,and at workStudent develops poster depicting safetyprecautions to take at school and homeStudent seeks assistance from teacher

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Adult/peer describes dangerous situationsin the community or at the job siteStudent determines situations in the home,community, and at work in which he/she candemonstrate personal safetyStudent seeks assistance from adult/peer

Adult/peer describes safety precautions totake in the community or at the job siteStudent determines safety actions foravoiding dangerous situations that maylead to personal injury in the home, com-munity, and at workStudent seeks assistance from adult/peer

3. Identify self-protectionprocedures

4. Practice precautions whendealing with strangers


Police officer describes self-protectionprocedures to take at school and homeStudent demonstrates ways to secure per-sonal living environmentStudent visits police station and officerdiscusses/demonstrates self-protectionmethodsStudent demonstrates ways to protect selfwhen out in public (e.g., traveling in pairs,not hitchhiking, etc.)Student role plays self-protection proce-dures to take in school, home, community,and at the job siteStudent seeks assistance from teacher

Officer describes "Dos and Don'ts" whenmeeting strangersStudent discusses "Dos and Don'ts" ofmeeting strangersStudent role plays appropriate methodswhen meeting strangersStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 4: Developing and Maintaining Appropriate Intimate RelationshipsSubcompetency 16: Demonstrate Knowledge of Basic Human Sexuality


Adult/peer describes self-protection pro-cedures to take in the community or at thejob siteStudent visits police station with policeofficer demonstrating self-protectionmethodsStudent demonstrates different ways toprotect self when in community (e.g., travelin groups, be alert)Student seeks assistance from adult/peer

Adult/peer describes "Dos and Don'ts" ofmeeting strangersStudent demonstrates appropriate methodsof interacting with strangersStudent demonstrates ways to distance selffrom strangersStudent seeks assistance from adult/peer


1. Identify basic male and femalesexual differences

2. Describe the human reproduc-tion process

3. Discuss personal responsibili-ties/behaviors

Teacher identifies basic differences inmales and females and purposes of thedifferencesStudent locates male and female reproduc-tive organs on diagrams or modelsStudent discusses purpose of the repro-ductive organsStudent seeks assistance from teacher

Student views film/video on human repro-ductionPhysician discusses the human reproduc-tion processStudent discusses pregnancy and the child-birth stagesStudent seeks assistance from teacher

Teacher identifies basic personal responsi-bilities/behaviors when expressing humansexualityStudent identifies the reasons for maturehuman sexual feelingsStudent discusses that erections andejaculations are normal human sexualexperiences but are only for privatetimes

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Adult/peer identifies basic differences inmales and females and purposes of differ-encesStudent locates male and female reproduc-tive organs on diagrams or modelsStudent identifies several purposes ofthe reproductive organs and understandsthemStudent seeks assistance from adult/peer

Student views film/video on human repro-ductionStudent visits community clinic and physi-cian discusses the human reproductionprocessStudent demonstrates an understanding ofpregnancy and the childbirth stagesStudent seeks assistance from adult/peer

Adult/peer identifies basic personal reponsi-bilities/behaviors when expressing humansexualityStudent demonstrates an understanding ofthe reasons for mature human sexual feel-ingsStudent demonstrates an understanding ofprivacy relating to normal human sexualexperiences


Student discusses the appropriate times andplaces for masturbationStudent discusses appropriate sexualityexpression with other individualsStudent discusses sexually transmitted dis-eases and preventionStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 4: Developing and Maintaining Appropriate Intimate RelationshipsSubcompetency 17: Demonstrating Knowledge of Appropriate Dating Behavior


Student identifies an understanding ofthe appropriate times and places formasturbationStudent discusses appropriate sexualityexpression with other individualsStudent discusses sexually transmitteddiseases and preventionStudent seeks assistance from adult/peer


I. Identify the physical needsof dating

2. Identify the social-emotionalneeds of dating

3. State parents'/guardians'on dating and dating behavior

Teacher describes the physical needs ofdatingStudent discusses the need for appropriatetouchingStudent practices appropriate touching atschool and in the community with dateStudent seeks assistance from teacher

Teacher describes the social-emotionalneeds of datingStudent discusses the types of relation-ships (e.g., friends, boyfriend/girlfriend,marriage, etc.) and the mature social-emotional feelings involved in eachStudent role plays expressing appropriatefeelings for different types of personalrelationshipsStudent practices expressing appropriatefeelings for different types of relationshipsStudent seeks assistance from teacher

Student demonstrates appropriate behavioron a dateStudent states parents'/guardians' positionon dating and dating behaviorStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 5: Eating at Home and in the CommunitySubcompetency 18: Plan Balanced Meals


Adult/peer describes the physical needs ofdatingStudent demonstrates an understanding ofthe need for appropriate touchingStudent demonstrates appropriatetouching with her/his dateStudent seeks assistance from adult/peer

Adult/peer describes the social-emotionalneeds of datingStudent demonstrates an understanding oftypes of relationships such as friends,boyfriend/girlfriend, marriageStudent demonstrates the mature social-emotional feelings involved in differenttypes of relationships.Student demonstrates an understanding ofothers (different views on relationships)Student seeks assistance from adult/peer

Student determines her/his views on appro-priate behaviors on a dateStudent demonstrates an understanding ofothers' views on appropriate behaviors ona dateStudent seeks assistance from adult/peer


I. Identify the basic food groups Teacher identifies food guide pyramidStudent names the food guide pyramidgroupsStudent sorts food products into the foodguide pyramidStudent develops poster depicting foods inthe food guide pyramid

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Adult/peer identifies food guide pyramidStudent demonstrates understanding of thefood guide pyramid by classifying thefoods that he/she eats at all three of themeals and at snack times


2. Identify appropriate foods eatenat typical daily meals

Student states approximate times for mealsStudent discusses appropriate foods and

Student writes out names of foods, deter-mining at which meal they would be served

portions to be eaten at different meals Student determines which foods are notStudent judges simulated meals as being typical for the different mealsbalanced meals Student demonstrates an understanding ofStudent names junk foods and discussesreasons for limiting the amounts consumed

junk foods and healthy foods to adult/peer

3. Plan weekly menu Student visits hospital and dietician demon-strates how to plan weekly menu

Student visits hospital and dietician demon-strates how to plan weekly menu

Student plans weekly word/picture menu Student plans a weekly menu including allStudent seeks assistance from teacher three meals and snacks


Domain: Daily Living SkillsCompetency 5: Eating at Home and in the CommunitySubcompetency 19: Purchase Food


1. Construct shopping list from Student identifies food products needed to Student makes a list of foods that he/she will

weekly word or picture menu complete a weekly menu need to complete her/his weekly menuStudent develops word/picture shoppinglist from weekly menu

Student develops word/picture shoppinglist from weekly menu with adult/peer


2. Locate food items on list Grocery manager discusses locations offood departments in grocery store

Student demonstrates an understanding ofthe locations of different food departments

Student visits grocery store and locates in a grocery storefoods from shopping list Student locates the groceries he/she needsStudent seeks assistance from teacher from his/her shopping list in a grocery store


3. Recognize and request assist- Teacher discusses whom to request assist- Adult/peer discusses whom to request assist-

ance as needed ance from in a grocery store ance from in a grocery storeStudent discusses whom to request assist-ance from in a grocery store

Student identifies whom to request helpfrom in a grocery store with adult/peer

Student role plays requesting assistance ina grocery store

Student requests assistance in a grocerystore

Student appropriately requests assistance ina grocery store


Student seeks assistance from teacher

4. Locate cashier Student discusses where cashiers aregenerally located in grocery store

Student locates open cashier's lane in agrocery store

Student demonstrates how to tell whethercashier's lane is open or closed

Student demonstrates an understanding ofchecking out

Student visits grocery store and locatescashier

Student visits grocery store and locatescashier


5. Calculate and give appropriate Student pays for simulated purchase of Student demonstrates purchasing groceries

purchase amount groceries from shopping list at schoolgrocery store

using the "next dollar" method or writescheck for purchase

Student purchases groceries using the"next dollar" method or writes check for

Student demonstrates purchases usingcorrect amount

purchase in a grocery store Student seeks assistance from adult/peerStudent seeks assistance from teacher

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RFST COPY AVAILABLE


6. Receive purchase and change Student receives purchase and change forsimulated purchase of groceries from shop-ping list at school grocery storeStudent makes purchase and waits for pur-chase and receives change at grocery storeStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 5: Eating at Home and in the CommunitySubcompetency 20: Prepare Meals


Student receives groceries and correctchange from cashierStudent seeks assistance from adult/peer


1. Identify food preparationprocedures

2. Identify and demonstrate usesof basic kitchen tools andappliances

3. Select recipe

4. Collect foods and utensilslisted on recipe

5. Follow simple recipe

Student visits restaurant and observes foodpreparation and practicesStudent discusses food preparation pro-ceduresStudent practices cleaning hands and foodpreparation areaStudent seeks assistance from teacher

Teacher discusses basic kitchen tools andappliances and their usesStudent develops poster/collage of kitchentools and appliances and their usesStudent visits restaurant and chef discussesand demonstrates the uses of basic foodpreparation tools and appliancesStudent names basic kitchen tools andappliancesStudent demonstrates the safety precau-tions when using basic kitchen tools andappliancesStudent practices using basic kitchen toolsand appliancesStudent seeks assistance from teacher

Student practices selecting appropriaterecipes for mealsStudent seeks assistance from teacher

Student practices collecting food productsand cooking utensils needed to followrecipesStudent seeks assistance from teacher

Student visits restaurant and chef demon-strates how to follow simple recipe forpreparing a mealStudent follows simple no-cook recipeStudent follows simple cook recipeStudent demonstrates how to use micro-wave to follow recipeStudent follows microwave recipeStudent follows oven/stove recipeStudent discusses signs of overcookedfoodsStudent seeks assistance from teacher

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Student visits restaurant, observing foodpreparation proceduresStudent cleans hands and food preparationareaStudent seeks assistance from adult/peer

Adult/peer discusses basic kitchen tools andappliances and their usesStudent lists and discusses the use of eachkitchen tool and applianceStudent visits restaurant and chef demon-strates food preparation and use of kitchentools and appliancesStudent demonstrates familiarity with basickitchen tools and appliances, and safetyprecautions, with adult/peerStudent use basic kitchen tools and appli-ances safelyStudent seeks assistance from adult/peer

Student selects appropriate recipes for mealsStudent seeks assistance from adult/peer

Student collects food products and cookingutensils needed for following recipeStudent seeks assistance from adult/peer

Student visits a restaurant, with chef pre-paring a simple meal from a recipeStudent prepares from recipes:a. no-cook mealb. toaster, no-cook recipesc. microwave reciped. oven-/stove-cooked recipeStudent points out overcooked meal anddiscusses signs of overcooked foodsStudent seeks assistance from adult/peer

Domain: Daily Living SkillsCompetency 5: Eating at Home and in the CommunitySubcompetency 21: Demonstrate Appropriate Eating Habits




1. Demonstrate table setting

2. Demonstrate appropriate servingof food

3. Demonstrate appropriate eatingmanners

Teacher demonstrates appropriate table set-tingsStudent demonstrates procedures for settingtableStudent makes poster of appropriate placesetting for table settingStudent practices setting the table for mealsStudent seeks assistance from adult/peer

Teacher demonstrates appropriate servingof foodStudent demonstrates procedures for serv-ing foodsStudent practices appropriate way to servefoodStudent seeks assistance from teacher

Teacher demonstrates appropriate eatinghabitsStudent demonstrates eating etiquetteStudent practices appropriate eating man-nersStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 5: Eating at Home and in the CommunitySubcompetency 22: Demonstrate Meal Clean-Up and Food Storage

Adult/peer demonstrates appropriate tablesettingsStudent demonstrates appropriate way ofsetting the table for meals with adult/peerStudent seeks assistance from adult/peer

Adult/peer demonstrates appropriate servingof foodStudent demonstrates appropriate way toserve foodStudent seeks assistance from adult/peer

Adult/peer demonstrates appropriate eatinghabitsStudent demonstrates understanding ofappropriate eating mannersStudent seeks assistance from adult/peer


1. Demonstrate meal clean-up Teacher demonstrates appropriate meal Adult/peer demonstrates appropriate meal

procedures clean-up procedures clean-up proceduresStudent discusses the importance of mealclean-up immediately after mealtime

Student identifies the importance of mealclean-up

Student demonstrates the procedure for Student removes leftover food from table

meal clean-up Student removes dishes from table

Student practices removing leftover foodfrom table

Student uses space to clean the table of foodscraps and crumbs

Student practices removing dishes fromtable

Student washes, dries, and stores cleandishes

Student practices cleaning the table of foodscraps and crumbs

Student reviews eating area after meal clean-up and repeats any necessary procedures

Student demonstrates the procedures forwashing, drying, and storing clean dishes


Student practices the procedures for wash-ing, drying, and storing clean dishesStudent inspects eating area after mealclean-upStudent seeks assistance from teacher


2. Identify signs of food spoilage

3. Demonstrate waste disposalprocedures

4. Sort food into storage groups

5. Demonstrate appropriate foodstorage

Teacher describes signs of food spoilageStudent discusses the signs of food spoilageStudent discusses the consequences of eat-ing spoiled foodsStudent finds spoiled foods in a group offoodsStudent seeks assistance from teacher

Teacher demonstrates waste disposal proce-duresStudent discusses reasons for proper wastedisposalStudent demonstrates procedures for usingand cleaning trash receptaclesStudent observes school cook using the gar-bage disposalStudent demonstrates the appropriate useof garbage disposalStudent demonstrates the appropriate meth-ods of disposing of food wasteStudent seeks assistance from teacher

Student observes school cook placing foodin appropriate containers and wrappingfoodsStudent practices wrapping foods to bestoredStudent practices placing foods in contain-ers to be storedStudent practices checking food for spoil-age weeklyStudent practices appropriate food storageStudent seeks assistance from teacher

Student visits restaurant and chef demon-strates food storage into appropriate groupsStudent discusses why foods are stored indifferent locationsStudent develops posters depicting foodsstored in refrigerator, in cool places, pan-tries, etc.Student sorts and stores food in the schoolfood preparation/storage area for schoolcooksStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 5: Eating at Home and in the CommunitySubcompetency 23: Demonstrate Appropriate Restaurant Dining


Adult/peer describes signs of food spoilageStudent demonstrates an understanding offood spoilage and includes the signs andconsequencesStudent seeks assistance from adult/peer

Adult/peer demonstrates waste disposalproceduresStudent demonstrates an understanding ofthe reasons for disposing of food wastesand trash preparationStudent demonstrates that he/she under-stands the procedures for using and cleaningtrash receptacles and garbage disposalsStudent demonstrates the appropriateways to dispose of food and use garbagedisposalsStudent seeks assistance from adult/peer

Student demonstrates which foods can bewrapped and which foods can be placed incontainers for storingStudent demonstrates that he/she unders-stands how to check food for spoilageStudent stores food appropriately in akitchen after visit to a grocery storeStudent seeks assistance from adult/peer

Student learns how to store food intoappropriate groups by visiting restaurantStudent writes out where food is stored inkitchenStudent stores food in his/her own livingspaceStudent seeks assistance from adult/peer

Home /Community -Based Training Activities1. Identify types of restaurants Teacher describes different types of res-

taurantsStudent develops a poster depicting typesof restaurantsStudent discusses different types of restau-rants

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Adult/peer describes different types ofrestaurantsStudent writes out the different types ofrestaurants

2. Estimate meal costs and bringsufficient money to dine out

3. Order from wall/printed menus

4. Demonstrate eating manners

5. Pay bill and tip appropriately


Student discusses where he/she is to dineoutStudent estimates meal costsStudent secures estimated money to covermeal costs prior to dining outStudent seeks assistance from teacher

Student role plays ordering meal from wall/printed menus from different types of res-taurantsStudent orders meals from wall/printedmenus

Teacher demonstrates appropriate eating-out habitsStudent demonstrates appropriate eatingmanners when dining outStudent practices appropriate eating mannerswhen dining out

Student discusses various ways to pay forrestaurant meals (pay cashier or waiter)Student discusses the types of restaurantsthat accept only currency or checksStudent discusses tipping policiesStudent role plays paying meal bills andtippingStudent practices paying meal bills andtipping

Domain: Daily Living SkillsCompetency 6: Cleaning and Purchasing ClothingSubcompetency 24: Wash/Dry Clothes


Student estimates restaurants that he/shehas enough money to dine inStudent estimates what food he/she can havefor meal with his/her given supply of moneyStudent seeks assistance from adult/peer

Student orders meals from wall/printedmenus in various restaurants

Adult/peer demonstrates appropriate eating-out habitsStudent demonstrates he/she understandsappropriate eating manners when dining out

Student demonstrates various ways forpaying for food in a restaurant (check, cur-rency, credit card)Student demonstrates appropriate amount totip, and in which restaurants not to tipStudent demonstrates how he/she would payher/his bill and tip in a restaurant


I. Identify types and uses oflaundry products

2. Sort clothing by temperature,load, and colors

Teacher describes types and uses of laun-dry productsStudent visits home economics teacher, andshe discusses and demonstrates the use oflaundry products (e.g., detergents, bleaches,spot prewashes, softeners, and dryer sheets)Student develops poster with laundryproductsStudent discusses the types and uses ofeach type of laundry productStudent seeks assistance from teacher

Teacher demonstrates sorting clothes bytemperature, load, and colorsStudent locates temperature and load set-tings on school/home washing machineStudent demonstrates how clothes shouldbe sorted for washing and the reasons todo thisStudent sorts clothing appropriatelyStudent seeks assistance from teacher

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Adult/peer describes types and uses oflaundry productsStudent demonstrates the use of laundryproducts such as detergents, bleaches, spotprewashes, softeners, dryer sheetsStudent seeks assistance from adult/peer

Adult/peer demonstrates sorting clothes bytemperature, load, and colorsStudent locates temperature and load set-tings on washing machineStudent sorts clothes appropriatelyStudent seeks assistance from adult/peer


3. Load clothes Student visits home economics teacher,who demonstrates how to wash/dry clothes

Student demonstrates appropriate way toload clothes into washer/dryer

Student practices loading clothing in Student loads clothes in washing machineschool/home washing machine Student seeks assistance from adult/peerStudent seeks assistance from teacher

4. Add detergent Student visits home economics teacher,who demonstrates how to wash/dry clothes

Student demonstrates appropriate amountand type of detergent to add to clothes in

Student practices adding detergent washing machineStudent seeks assistance from teacher Student adds detergent in washing machine


5. Set temperature and loadsettings

Student visits home economics teacher,who demonstrates how to wash/dry clothes

Student demonstrates appropriate way toset the temperature and water amount on

Student practices setting the load temper-ature and load settings

washing machineStudent demonstrates settings with different

Student seeks assistance from teacher loads with adult/peerStudent seeks assistance from adult/peer

6. Start washing machine Student visits home economics teacher,who demonstrates how to wash/dry clothes

Student demonstrates how to start washingmachine

Student practices starting washing machine Student demonstrates starting washingStudent seeks assistance from teacher machine with adult/peer


7. Remove clothes at end ofwashing cycle and hang non-


Student removes clothing from washingmachine when machine stops and hangs

dryable clothes up to dry Student practices removing clothes at endof the washing cycle and hanging non-dryable clothes up to dry

nondryable clothes up to dryStudent hangs nondryable clothes on lineto dry


8. Load washed clothes in dryer Student visits home economics teacher,who demonstrates how to wash/dry clothes

Student demonstrates loading clothes intodryer with adult/peer

Student practices loading washed clothesin dryer

Student loads clothes in dryer with adult/peer


9. Set temperature and time dials Student visits home economics teacher,who demonstrates how to wash/dry clothes

Student sets temperature and time dialsappropriately for the load

Student practices setting temperature andtime dials

Student sets temperature and time dialswith adult/peer


10. Start dryer Student visits home economics teacher,who demonstrates how to wash/dry clothes

Student demonstrates how to start dryerStudent starts dryer with adult/peer

Student practices starting dryer Student seeks assistance from adult/peerStudent seeks assistance from teacher

11. Remove clothes from dryerand hang or fold at end of


Student removes clothing from dryer andhangs or folds when clothes are dry

drying cycle Student practices removing clothes fromdryer and hanging or folding at end of dry-

Student hangs clothes on hanger or foldswhen dry from dryer with adult/peer

ing cycle Student demonstrates how to iron wrinkledStudent demonstrates how to iron wrinkled clothesclothes Student seeks assistance from adult/peerStudent seeks assistance from teacher

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12. Store clothes Student demonstrates how and whereclothes should be stored

Student demonstrates an understanding ofstoring clothes

Student practices storing clothes Student puts clothes away after drying withStudent seeks assistance from teacher adult/peer


13. Perform minor maintenance Student visits home appliance retail store Student demonstrates an understanding ofprocedures and manager discusses minor maintenance minor maintenance on washer and dryer

practices on appliances Student performs routine maintenance onStudent performs minor maintenance on washer and dryer with adult/peerwashing machines and dryers Student seeks assistance from adult/peerStudent seeks assistance from teacher

14. Perform washing/drying Student visits laundromat and attendant Student visits laundromats and demonstratesclothes at laundromat demonstrates using washing machines and

dryersskills of washing/drying clothes, using coin-operated machines.

Student washes and dries clothes at laun-dromat

Student demonstrates requesting assistancefrom attendant

Student requests assistance from laundro-mat attendant

Domain: Daily Living SkillsCompetency 6: Cleaning and Purchasing ClothingSubcompetency 25: Buy Clothes


1. Identify basic clothing needs Student visits clothing store and sales-person discusses a basic wardrobe

Student visits clothing store and demon-strates knowledge of basic clothes needed to

Student discusses number and types ofclothes needed to compose a wardrobe

compose a wardrobe

Student develops a poster depicting basicclothing needed for wardrobe

2. Identify appropriate size, color,and style of clothing needed

Student discusses the size, color, and styleof clothes he/she needs for a wardrobe

Student demonstrates knowledge of thesize, color, and style of clothes needed for

Student seeks assistance from teacher wardrobeStudent seeks assistance from adult/peer

3. Estimate clothing costs and Student identifies current clothing needs Student demonstrates knowledge of costsbring money for clothing needs Student estimates costs for clothing needs for clothing needs

and brings amount to make needed pur-chases

Student brings amount needed to makepurchases

4. Identify appropriate clothing Student discusses appropriate types of Student identifies appropriate store tostore clothing stores to shop at shop at for clothing


5. Locate appropriate store Student states the location of clothing Student approriately locates which cloth-department store departments ing department to shop in for each item

Student locates appropriate clothingdepartments



6. Request assistance from store Student role plays asking store clerk for Student identifies store clerks and appro-clerk assistance priately requests information from them

Student identifies the school store clerksStudent requests assistance from schoolstore clerk

4 I.


7. Select clothing item(s) Student develops poster of clothing needs Student selects appropriate clothing item(s)Student selects clothing item(s) Student selects, from catalogs, appropriateStudent seeks assistance from teacher clothes with adult/peer


8. Check fit of clothing item(s) Sales clerk discusses clothing sizing Adult/peer discusses clothing sizingStudent discusses how to check clothing Student checks fit of clothing itemfit Student demonstrates appropriate way toStudent checks fit of clothing prior to request assistance from sales clerkpurchasing Student seeks assistance from adult/peerStudent seeks assistance from teacher

9. Locate cashier Student demonstrates where cashiers are Student locates cashier to purchase clothinggenerally located in clothing stores Student tells adult/peer where to findStudent locates cashier to make purchase cashiers in clothing storesof clothes Student seeks assistance from adult/peerStudent seeks assistance from teacher

10. Calculate and give appropriate Student role plays the calculating and use Student uses "next dollar" method to paypurchase amount of the "next dollar" method to pay for for purchases

simulated purchase and make purchase Student uses correct amount of money toStudent uses "next dollar" method to pay pay for purchasesfor clothing purchase and make purchase Student seeks assistance from adult/peerStudent seeks assistance from teacher

11. Receive purchase and change Student role plays receiving purchase andchange

Student receives purchase and determineswhether he/she should receive change

Student receives purchase and change Student receives purchase and change withStudent seeks assistance from teacher adult/peer


Domain: Daily Living SkillsCompetency 7: Participate in Leisure/Recreational ActivitiesSubcompetency 26: Identify Available Community Leisure/Recreational Activities

Objectives Training Activities Home - /Community -Based Training Activities

1. Identify types of individualleisure/recreational activities

Student discusses the importance of par-ticipating in individual leisure/recreationalactivitiesStudent visits YMCA/YWCA or commu-nity recreational center and director dis-cusses and demonstrates activities thatcan be performed alone during leisuretimeStudent demonstrates various activitiesthat an individual can perform alone dur-ing leisure timeStudent develops posters depicting activi-ties he/she enjoys performing alone dur-ing leisure timeStudent seeks assistance from teacher

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Student visits YMCA/YWCA or communityrecreational center and watches others par-ticipate in activities that can be performedalone during leisure timeStudent visits YMCA/YWCA or communityrecreational center and participates in activi-ties that can be performed alone duringleisure timeStudent seeks assistance from adult/peer

2. Identify types of group leisure/recreational activities

3. Locate equipment and facilitiesof leisure/recreational activities


Student discusses the importance of par-ticipating in group leisure/recreationalactivitiesStudent visits YMCA/YWCA or commu-nity recreational center and director discus-ses and demonstrates activities that can beperformed in a group during leisure timeStudent demonstrates various activitiesthat an individual can perform in a groupduring leisure timeStudent develops posters depicting activi-ties he/she enjoys performing in a groupduring during leisure timeStudent seeks assistance from teacher

Student visits YMCA/YWCA or commu-nity recreational center and director discus-ses where equipment and facilities can befound for participating in leisure/recrea-tional activitiesStudent locates where equipment andfacilities for leisure/recreational activitiescan be foundStudent locates the sources for assisting inidentifying leisure/recreational activities inthe community using telephone directoryStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 7: Participate in Leisure/Recreational ActivitiesSubcompetency 27: Select and Plan Leisure/Recreational Activities


Student visits YMCA/YWCA or communityrecreational center and watches others par-ticipate in activities that can be performedin a group during leisure timeStudent visits YMCA/YWCA or communityrecreational center and participates in activ-ities that can be performed in a groupduring leisure timeStudent seeks assistance from adult/peer

Student visits YMCA/YWCA or recreation-al center in community and locates whereequipment and facilities for leisure/recrea-tional activities can be foundStudent visits YMCA/YWCA or recreation-al center in community and locates wherethe sources for assisting in identifyingleisure/recreational activities can be foundStudent seeks assistance from adult/peer


1. Identify personal leisure/recreational activities andinterests

2. Identify costs, time, andphysical requirements ofleisure/recreational activities

Recreational director discusses the avail-ability of leisure/recreational activities inthe communityStudent identifies personal leisure/recrea-tional activities and interestsStudent states preference for personalcommunity leisure/recreational activitiesand interestsStudent states preference for personalhome leisure/recreational activities andinterestsStudent seeks assistance from teacher

Recreational director discusses the costs,time, and physical requirements of leisure/recreational activities in the communityStudent discusses the costs, time, and phys-ical requirements of leisure/recreationalactivities depicted on her/his posterStudent seeks assistance from teacher

Adult/peer discusses the availability ofleisure/recreational activities in the com-munity and visits community center withstudentStudent makes a list of personal communityleisure/recreational activities and interestsStudent discusses and states preference forpersonal leisure/recreational activities andinterestsStudent states preference for personal homeleisure/recreational activities and interestsStudent seeks assistance from adult/peer

Adult/peer discusses the costs, time, andphysical requirements of leisure/recrea-tional activities in the communityStudent writes out on lists the costs, time,and physical requirements of leisure/recreational activities and interestsStudent seeks assistance from adult/peer

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3. Develop weekly schedule ofleisure/recreational activities

Recreational director demonstrates how toconstruct a weekly schedule of leisure/recreational activitiesStudent constructs personal word/picture/symbol charts of weekly schedule ofleisure/recreational activitiesStudent seeks assistance from teacher

Adult/peer demonstrates how to constructa weekly schedule of leisure/recreationalactivitiesStudent writes out personal charts of weeklyschedule of leisure/recreational activitiesand interests, which may contain pictures orsymbolsStudent seeks assistance from adult/peer

Domain: Daily Living SkillsCompetency 7: Participate in Leisure/Recreational ActivitiesSubcompetency 28: Participate in Individual and Group Leisure/Recreational Activities


I. Identify and obtain necessaryequipment

2. Identify and follow rules ofleisure/recreational activities

P.E. teacher identifies and discusses howto obtain leisure/recreational equipmentStudent states equipment needed for pre-ferred leisure activitiesStudent practices purchasing, borrowing,and renting equipment needed for pre-ferred leisure activitiesStudent seeks assistance from teacher

P.E. teacher identifies and discusses howto follow rules of leisure/recreationalactivitiesStudent discusses the rules in her/his pre-ferred leisure/recreational activitiesStudent practices following rules andsafety precautions in preferred leisure/recreational activitiesStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 7: Participate in Leisure/Recreational ActivitiesSubcompetency 29: Select and Participate in Group Travel


1. Identify travel interests

2. Identify travel possibilities

3. Identify expenses and resourcesneeded for travel

Adult/peer identifies and discusses how toobtain leisure/recreational equipmentStudent visits shops that stock equipmentneeded for preferred leisure activitiesStudent rents or purchases some equipmentneeded for preferred leisure activitiesStudent seeks assistance from adult/peer

Adult/peer identifies and discusses how tofollow rules of leisure/recreational activi-tiesStudent demonstrates an understandingof rules and safety precautions in preferredleisure/recreational activitiesStudent seeks assistance from adult/peer


Travel agent discusses travel/vacationoptionsStudent visits travel agency and travelagent discusses travel options and proce-duresStudent discusses travel/vacation interestsStudent constructs a poster depictingtravel/vacation interests

Travel agent discusses travel/vacationoptionsStudent states travel possibilities withintime and costs framework, with assistance

Travel agent discusses expenses andresources needed for travel/vacation

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Adult/peer discusses travel/vacation optionsStudent visits travel agency and exploresinterests with travel agent for travel orvacationsStudent writes out a list of travel/vacationinterests

Adult/peer discusses travel/vacation optionsStudent determines travel possibilitieswithin time and costs framework, usingassistance if needed

Adult/peer discusses expenses andresources needed for travel/vacation

4. Request assistance in travelplanning

5. Demonstrate appropriate travelbehavior


Student, with assistance, identifies costsand needed resources for travel plansStudent seeks assistance from teacher

Student seeks assistance in planning travelStudent develops chart listing resourcesfor assisting in setting up vacation/travel,also including telephone numbers and con-tacts

Student demonstrates appropriate behaviorwhen traveling in group or individualtravel in various modes of transportation

Domain: Daily Living SkillsCompetency 8: Getting Around in the CommunitySubcompetency 30: Follow Traffic Rules and Safety Procedures


Student writes out a list of travel plans,determining costs and needed resourcesStudent seeks assistance from adult/peer

Student demonstrates an understanding ofwhere to seek assistance in planning travelStudent develops listing of resources forassisting in setting up vacation/travel, alsoincluding telephone numbers and contacts

Student demonstrates appropriate behaviorwhen traveling in group or individualtravel in various modes of transportation


1. Identify common traffic andsafety signs and rules

2. Practice following commontraffic and safety signs and rules

Student visits the police department andpolice officer discusses the community'straffic signs and rules to followStudent travels around the communityand lists the common traffic andsafety signs and rules in the commu-nityStudent seeks assistance from teacher

Student demonstrates following com-mon traffic signs and rules on the wayto school and keeps journal of successesStudent seeks assistance from teacher

Domain: Daily Living SkillsCompetency 8: Getting Around in the CommunitySubcompetency 31: Develop and Follow Community Access Routes


Student visits the police department andpolice officer discusses the community'straffic signs and rules to followStudent travels around the communityand demonstrates an understanding ofcommon traffic and safety signs and rulesin the communityStudent seeks assistance from adult/peer

Student demonstrates other safety precau-tions he/she can use while on city streets,other than traffic rulesStudent seeks assistance from adult/peer


1. Identify routinely usedcommunity locations

2. Plan and practice followingimportant community routes

Student identifies community locationsroutinely traveled to and lists on chartStudent discusses routinely utilized com-munity locationsStudent develops collage with picture,handouts, brochures of visited commu-nity locations for a weekStudent seeks assistance from teacher

Bus/taxi company representative discussesimportant community routesStudent states routes to several locationslisted on collage of important communityroutes

Student writes out a list of places traveledto in a week with adult/peerAdult/peer discusses community locationsroutinely traveled toStudent seeks assistance from adult/peerStudent visits bus company and personnelexplain commonly utilized routes forcommunity trips

Adult/peer discusses important communityroutesStudent demonstrates an understanding ofimportant community routes by major modeof relevant transportation

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3. Request assistance as needed

Student practices following importantroutes by major mode of transportationStudent seeks assistance from teacher

Student identifies sources for providingassistance in accessing important commu-nity locationsStudent requests appropriate assistance forcommunity access

Domain: Daily Living SkillsCompetency 8: Getting Around in the CommunitySubcompetency 32: Access Available Transportation


Student practices following important routesby major mode of transportationStudent seeks assistance from adult/peer

Student demonstrates an understanding ofrequesting appropriate assistance forcommunity accessStudent requests appropriate assistance forcommunity access


1. Identify modes of transpor-tation in the community

2. Identify requirements of eachmode of communitytransportation

3. Practice using modes ofcommunity transportation

4. Request assistance for usingmodes of communitytransportation

5. Identify and develop strategiesfor coping with disruption inprimary community transpor-tation mode

Student visits local bus or taxicab companyin town and dispatcher discusses anddemonstrates how to use local modes oftransportation in the communityStudent discusses the modes of availabletransportation in the communityStudent states her/his types of personaltransportation

Student visits local bus or taxicab companyin town and dispatcher discusses the re-quirements for using each communitymode of transportationStudent states the requirements for usingher/his major mode of transportationStudent seeks assistance from teacher

Student practices using the various typesof community transportationStudent participates in bike safety trainingprogramStudent participates in public transporta-tion training programStudent seeks assistance from teacher

Student identifies sources of assistancefor travel in the community for anyof the available modes of transportationand lists on chart/posterStudent requests assistance from appro-priate sources for using modes of com-unity travel

Teacher demonstrates strategies to usewhen there is a disruption in primary trans-portation

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Student visits local bus and taxicabcompany in town, demonstrating an under-standing of the use of local modes oftransportation in the communityStudent identifies her/his preference foravailable transportation in the community

Student demonstrates an understandingof the requirements for using each commu-nity mode of transportationStudent states the requirements for usingher/his major mode of transportation withadult/peerStudent seeks assistance from adult/peer

Student demonstrates that he/she can use thevarious types of community transportationindependentlyStudent participates in bike safety trainingprogramStudent uses or demonstrates an under-standing of curb-to-curb van serviceStudent seeks assistance from adult/peer

Student demonstrates an understanding ofrequesting assistance for any of the avail-able modes of transportation in thecommunity to adult/peerStudent requests assistance from appropri-ate sources for using modes of communitytravel

Adult/peer demonstrates strategies to usewhen there is a disruption in primary trans-portation


Student discusses her/his options for useof community travel when major mode isdisruptedStudent states her/his strategies for usingalternative modes of transportationwhen primary mode is disruptedStudent seeks assistance from teacher

Student determines which other modes oftransportation she/he can use when her/hismajor mode is disruptedStudent explores ways of travel when allof her/his primary modes of transportationare disruptedStudent seeks assistance from adult/peer

PERSONAL-SOCIAL SKILLSDomain: Personal-Social SkillsCompetency 9: Acquiring Self-IdentitySubcompetency 33: Demonstrate Knowledge of Personal Interests


1. Identify and describe personalinterests

2. Identify and describe personalabilities

Teacher discusses why people have interestsand examples of interestsStudent discusses personal interests withher/his parents and siblingsStudent constructs poster outlining some ofher/his personal interestsStudent seeks assistance from teacher

Teacher discusses why people have abili-ties and examples of abilitiesStudent discusses and defines personalabilitiesStudent discusses personal abilities withher/his parents and siblingsStudent constructs poster outlining her/hispersonal abilitiesStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 9: Acquiring Self IdentitySubcompetency 34: Demonstrate Appropriate Responses to Emotions


Adult/peer describes her/his personalinterests and examples of other people'sinterestsAdult/peer explains how her/his personalinterests were developedAdult/peer explores the community withstudent, discussing other peoples' personalinterests/abilitiesStudent seeks assistance from adult/peer

Adult/peer describes her/his personalabilities and examples of other people'sabilitiesStudent describes her/his personal abilitiesStudent explains the development of her/hispersonal abilitiesStudent explores other people's abilities inthe communityStudent seeks assistance from adult/peer


1. Identify different emotions Teacher discusses why people have emo-tions and examples of emotionsStudent names common emotions thatpeople expressStudent develops list and teacher lists onchart or chalkboard several common emo-tions expressed dailyStudent develops poster by cutting andpasting pictures from magazines of peopledemonstrating the emotions listed on chartor chalkboardStudent seeks assistance from teacher

Adult/peer describes her/his personalemotions and examples of other people'semotionsStudent demonstrates an understanding ofemotions that people expressStudent identifies emotions from pictures ofpeople in magazines and newspapersStudent seeks assistance from adult/peer


2. Identify ways to expressemotions

3. Practice appropriate ways toexpress emotions

4. Request assistance for copingwith emotions

Teacher discusses ways people can expressand examples of emotionsStudent demonstrates ways emotionslisted on the chart or chalkboard areexpressedStudent role plays expressing emotionslisted on chart or chalkboardStudent seeks assistance from teacher

Student states emotions that are difficultfor him/her to express and role playsstrategies to express them appropriatelyStudent develops self-monitoring plan fortracking difficult-to-express emotionsStudent demonstrates appropriate ways toexpress emotionsStudent seeks assistance from teacher

Student identifies sources of assistance forcoping with emotions and lists telephonenumbers and contacts on chart/posterStudent role plays seeking assistance forcoping with emotionsStudent requests assistance to help him/her cope with emotions

Domain: Personal-Social SkillsCompetency 9: Acquiring Self-IdentitySubcompetency 35: Display Self-Confidence and Self-Worth


Adult/peer describes how he/she expressesemotions and examples of how other peopleexpress emotionsStudent identifies emotions expressed byother adult peers in work settings or in thecommunity to adult/peerStudent seeks assistance from adult/peer

Student describes which emotions are hardfor him/her to express in work settings andin the communityStudent explains these difficult emotionshe/she sees with other adult peers in worksettings and in the communityStudent demonstrates appropriate ways toexpress those difficult emotions in worksettings and in the communityStudent seeks assistance from adult/peer

Student demonstrates an understanding ofhow to request assistance in coping withher/his difficult emotions in work settingsand in the community to adult/peerStudent requests assistance from adult/peerfor coping with emotions


1. Identify positive aspectsof people in general

2. Identify positive aspects ofself

Counselor discusses positive aspects ofpeople in generalStudent discusses common positive per-sonal behaviors people exhibitStudent names common positive personalbehaviors that people exhibitStudent develops list and teacher lists onchart or chalkboard several common per-sonal positive behaviors that people exhibitdailyStudent develops poster by cutting andpasting pictures from magazines of peopledemonstrating common positive personalbehaviors listed on chart or chalkboard

Student identifies common positive per-sonal behaviorsStudent names 5 common positive personalbehaviors that he/she exhibitsStudent develops list and teacher lists onchart or chalkboard several common per-sonal positive behaviors he/she exhibitsdaily

Adult/peer discusses positive aspects ofpeople in generalStudent discusses common positive personalwork and community behaviorsStudent demonstrates an understanding ofpositive personal work and community be-haviorsStudent identifies positive personal workbehaviors from pictures of people in maga-zines and newspapers

Student demonstrates common positive per-sonal work and community behaviorsStudent names 5 common critical statementsexpressed in the work settings and in thecommunityStudent identifies positive personal workbehaviors he/she should exhibit frompictures in magazines and newspapers

3. Practice displaying self-confidence and self-worth


Student develops poster by cutting andpasting pictures from magazines of peopledemonstrating his/her common positivepersonal behaviors listed on chart or chalk-board

Student identifies behaviors of self-confi-dence and self-worth that are difficult forhim/her to exhibitStudent develops self-monitoring plan fortracking difficult-to-exhibit behaviors ofself-confidence and self-worthStudent demonstrates appropriate self-confidence and self-worth in role-playscenariosStudent demonstrates examples of self-confidence and self-worth in the class-room

Domain: Personal-Social SkillsCompetency 9: Acquiring Self-IdentitySubcompetency 36: Demonstrating Giving and Accepting Praise and Criticism


Student describes which behaviors of self-confidence and self-worth in the work set-ting and in the community are difficult toexhibitStudent explains these difficult-to-exhibitbehaviors of self-confidence and self-worthto training program supervisor, job place-ment supervisor, or adults in the commu-nityStudent demonstrates appropriate waysto express self-confidence and self-worthwith training program or job placementsupervisor and in the communityStudent demonstrates examples of appro-priate self-confidence and self-worth intraining programs and job placements andin the community


1. Identify statements of praise

2. Identify appropriate/inappro-priate responses to praise

Counselor discusses statements of praisethat people expressStudent identifies common statementsof praise that people expressStudent names 5 common statements ofpraise that people expressStudent develops list and teacher lists onchart or chalkboard several common state-ments of praise dailyStudent develops poster by cutting andpasting statements of praise listed in mag-azines and newspapers from the chart orchalkboard listsStudent seeks assistance from teacher

Counselor discusses appropriate/inappro-priate responses to praiseStudent identifies common appropriate/inappropriate responses to praise in theclassroomStudent names 5 common appropriate and5 inappropriate responses to praise thatpeople express

Adult/peer discusses statements of praisethat people expressStudent identifies common statements ofpraise expressed in work settings and in thecommunityStudent names 5 common statements ofpraise expressed in work settings and inthe communityStudent identifies statements of praise ex-pressed in work settings or in the com-munity listed in magazines or "world ofwork" textbooks and newspaperStudent seeks assistance from adult/peer

Adult/peer discusses appropriate/inappro-priate responses to praiseStudent identifies common appropriateresponses to praise in work settings and inthe communityStudent names 5 common appropriate and 5inappropriate responses to praise expressedin work settings and in the community

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3. Respond to receiving praise

4. Identify critical statements

5. Identify appropriate/inappropriate responsesto criticism

6. Respond to accepting criticism

Student develops list and teacher lists onchart or chalkboard several common appro-priate/inappropriate responses to praiseStudent develops poster by cutting andpasting common appropriate/inappropriateresponses to praise listed in magazines andnewspapers from the chart or chalkboardlistsStudent seeks assistance from teacher

Student role plays responding to receivingpraiseStudent appropriately receives praise inthe classroomStudent seeks assistance from teacher

Counselor discusses with studentscritical statements made by peopleStudent identifies common criticalstatements people expressStudent names 5 common critical state-ments expressed in work settings andin the communityStudent develops list and teacher lists onchart or chalkboard several commoncritical statements expressed dailyStudent develops poster by cutting andpasting pictures from magazines ofpeople making common critical statementslisted on chart or chalkboardStudent seeks assistance from teacher

Counselor discusses appropriate/inappro-priate responses to criticismStudent role plays common appropriate/inappropriate responses to criticism in theclassroomStudent names 5 common appropriate and5 inappropriate responses to criticism thatpeople expressStudent develops list and teacher lists onchart or chalkboard several commonappropriate/inappropriate responses tocriticismStudent develops poster by cutting andpasting common appropriate/inappropriateresponses to criticism listed in magazinesand newspapers from the chart or chalk-board listsStudent seeks assistance from teacher

Student role plays responding to acceptingcriticismStudent appropriately accepts criticism inthe classroom

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Student identifies appropriate/inappropriateresponses to praise found in work settingsand in the community listed in magazinesnewspapersStudent seeks assistance from adult/peer

Student asks supervisor in training programor job placement or an adult in the commu-nity to evaluate responses to receiving praiseStudent appropriately receives praise intraining programs or job placements and inthe communityStudent seeks assistance from adult/peer

Adult/peer discusses with student criticalstatements made by peopleStudent identifies common critical state-ments expressed in work settings and inthe communityStudent names 5 common critical personalbehaviors that people exhibit in work set-tings and in the communityStudent identifies critical work statementslisted in magazines, "world of work" text-books, and newspapersStudent seeks assistance from adult/peer

Adult/peer discusses appropriate/inappro-priate responses to criticismStudent role plays common appropriate/inappropriate responses to criticism inwork settings and the communityStudent names 5 common appropriate and5 inappropriate responses to criticism ex-pressed in work settings and in the com-munityStudent identifies appropriate/inappropriateresponses to criticism found in work settingsand in the community listed in magazinesand newspapersStudent seeks assistance from adult/peer

Student asks supervisor in training programor job placement or an adult in the com-munity to evaluate responses to acceptingcriticism


Domain: Personal-Social SkillsCompetency 10: Exhibiting Socially Responsible BehaviorSubcompetency 37: Demonstrate Appropriate Behavior



Student appropriately accepts criticism intraining programs or, job placements andin the communityStudent seeks assistance from adult/peer


1. Identify appropriate/inappropriate behaviorat home

2. Identify appropriate/inappropriate behavior at work

3. Identify appropriate/inappropriate behavior attraining programs

4. Identify appropriate/inappropriate behavior inthe community

5. Practice appropriate behaviorat home

Counselor discusses appropriate/inappro-priate behavior at homeStudent identifies 5 appropriate and 5 inap-propriate behaviors exhibited in the homeStudent names 5 appropriate and 5 inap-propriate behaviors exhibited in the homeand the teacher lists them on chart/chalk-boardStudent seeks assistance from teacher

Counselor discusses appropriate/inappro-priate behavior at workStudent identifies 5 appropriate and 5inappropriate behaviors exhibited at workStudent names 5 appropriate and 5 inap-propriate behaviors exhibited at work andthe teacher lists them on chart or chalk-boardStudent seeks assistance from teacher

Counselor discusses appropriate/inap-propriate behavior at training programsStudent identifies 5 appropriate and 5inappropriate behaviors exhibited at atraining programStudent names 5 appropriate and 5 inap-propriate behaviors exhibited at a train-ing program and the teacher lists themon chart or chalkboardStudent seeks assistance from teacher

Counselor discusses appropriate/inappro-priate behavior in the communityStudent identifies 5 appropriate and 5inappropriate behaviors exhibited in thecommunityStudent names 5 appropriate and 5 inap-propriate behaviors exhibited at work andand the teacher lists them on chart orchalkboardStudent seeks assistance from teacher

Student demonstrates appropriate behaviorat home in role-play scenarios

Adult/peer discusses appropriate/inappro-priate behavior at homeStudent describes 5 appropriate and 5inappropriate behaviors exhibited in theworkplace to an adult/peerStudent names 5 appropriate and 5 inappro-priate behaviors exhibited in the workplaceand adult/peer lists them on chart or notepadStudent seeks assistance from adult/peer

Adult/peer discusses appropriate/inappro-priate behavior at workStudent describes 5 appropriate and 5 in-appropriate behaviors exhibited at work toa supervisorStudent names 5 appropriate and 5 inap-propriate behaviors exhibited at work anda supervisor lists them on chart/notepadStudent seeks assistance from adult/peer

Adult/peer discusses appropriate/inappro-priate behavior at training programsStudent describes 5 appropriate and 5 in-appropriate behaviors exhibited at a trainingprogram to a supervisorStudent names 5 appropriate and 5 inappro-priate behaviors exhibited at a trainingprogram and a supervisor lists them onchart or notepadStudent seeks assistance from adult/peer

Adult/peer discusses appropriate/inappro-priate behavior in the communityStudent describes 5 appropriate and 5 in-appropriate behaviors exhibited in thecommunity to an adult/peerStudent names 5 appropriate and 5 inappro-priate behaviors exhibited in the communityand an adult/peer lists them on chart/notepadStudent seeks assistance from adult/peer

Student demonstrates appropriate ways tobehave in the home with adults/peers

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6. Practice appropriate behaviorat work

7. Practice appropriate behaviorat school/training program

8. Practice appropriate behaviorin the community

Student demonstrates examples of appro-priate behavior in the home and in theclassroomStudent teams practice exhibiting appro-priate behavior at home and monitor dailyand report at end of each dayStudent seeks assistance from teacher

Student demonstrates appropriate behaviorat work in role play scenariosStudent demonstrates examples of appro-priate behavior at work in the classroomStudent teams practice exhibiting appropri-ate behavior at work and monitor daily andreport at end of each dayStudent seeks assistance from teacher

Student demonstrates appropriate behaviorat school/training program in role-playscenariosStudent demonstrates examples of appro-priate behavior at school/training programin the classroomStudent teams practice exhibiting appro-priate behavior at school/training programand monitor daily and report at end ofeach dayStudent seeks assistance from teacher

Student demonstrates appropriate behaviorin the community in role-play scenariosStudent demonstrates examples of appro-priate behavior at work and in the class-roomStudent teams practice exhibiting appro-priate behavior in the community and mon-itor daily and report at end of each dayStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 10: Exhibiting Socially Responsible BehaviorSubcompetency 38: Identify Current and Future Personal Roles



Student demonstrates appropriate ways tobehave at work with adults/peersStudent seeks assistance from adult/peer

Student demonstrates appropriate ways tobehave at school/training program withadults/peersStudent seeks assistance from adult/peer

Student demonstrates appropriate ways tobehave in the community with adults/peersStudent seeks assistance from adult/peer


1. Identify current personal roles Teacher describes her/his current personalroles and examples of other people'spersonal rolesStudent names possible current personalrolesStudent develops list and teacher lists onchart or chalkboard several possible cur-rent personal roles

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Adult/peer describes student's current per-sonal roles and examples of other people'spersonal rolesStudent demonstrates an understanding ofcurrent personal work rolesStudent identifies possible current workrole from pictures in magazines or "worldof work" textbooks and newspapers

2. Identify possible future personalroles

3. Describe how personal rolesdiffer from those of signifi-cant others

4. Describe how personal rolesinteract with others' roles


Student develops poster by cutting andpasting pictures from magazines of peopledemonstrating possible currentpersonal roles listed on chart or chalkboardStudent seeks assistance from teacher

Teacher describes student's possible futurepersonal rolesStudent names possible future personalrolesStudent develops list and teacher lists onchart or chalkboard several possible futurepersonal rolesStudent develops poster by cutting andpasting pictures from magazines of peopledemonstrating possible future personalroles listed on chart or chalkboardStudent seeks assistance from teacher

Student discusses the differences betweenher/his current and/or future personalroles and those of her/his significant othersStudent lists on chart/chalkboard her/hisown current and/or future personal rolesand her/his significant others' current andfuture personal roles

Student discusses how her/his current and/or future personal roles interact with thatof her/his significant othersStudent lists on chart/chalkboard her/hisown current and/or future personal rolesand how they interact with her/his signifi-ficant others' current and future personalrolesStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 10: Exhibiting Socially Responsible BehaviorSubcompetency 39: Demonstrate Respect for Others' Rights and Property



Adult/peer describes student's possiblefuture personal rolesStudent demonstrates an understanding offuture personal work rolesStudent identifies possible future work rolesfrom pictures in magazines or "world ofwork" textbooks and newspapersStudent seeks assistance from adult/peer

Student discusses the differences betweenher/his personal current and/or future workroles and those of her/his significant othersStudent lists with adults/peers her/his ownpersonal current and/or future work rolesand her/his significant others' personalcurrent and future work roles

Student discusses how her/his own personalcurrent and/or future work roles interactwith those of her/his significant othersStudent lists with adults/peers how her/hisown personal current and/or future workroles interact with those of her/his signifi-cant others on notepad/chartStudent seeks assistance from adult/peer


1. Identify personal property andrights of others

Teacher describes student's personal prop-erty and rights of others and examples ofothers' personal propertyStudent lists on chart/chalkboard her/hisown personal property and the rights ofothers to her/his personal propertyStudent lists on chart/chalkboard others'personal property and her/his rights toothers' personal propertyStudent seeks assistance from teacher

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Adult/peer describes student's personalproperty and rights of others and examplesof others' personal propertyStudent lists with supervisor her/hispersonal property that should accompanyher/him at training programs or job place-ments and the rights of others to her/hispersonal property on notepad/chartStudent lists with supervisor others' per-sonal property that could accompany themat training programs or job placementsand others' rights to her/his personal prop-,erty on notepad/chart


2. Identify reasons for respectingpersonal property and rightsof others

3. Practice respecting others'personal property and rights

4. Identify actions for borrowingitems

5. Identify actions when others'personal property has beendamaged

Teacher describes reasons for respectingpersonal property and rights of othersStudent lists on chart/chalkboard reasonsfor respecting others' personal propertyand rights of others on notepad/chartStudent role plays scenarios depicting thereasons for respecting the personalproperty and rights of others

Student self-monitors daily on a classroomchart his/her practice of respecting otherclass members' personal property andrightsStudent role plays scenarios depicting thepractice of respecting other class members,personal property and rightsStudent teams practice respecting teammembers' personal property and rights andmonitor daily and report at end of each dayStudent seeks assistance from teacher

Teacher describes and demonstrates actionsfor borrowing itemsStudent lists on chalkboard/chart the appro-priate actions for borrowing itemsStudent role plays scenarios depicting theappropriate actions for borrowing itemsStudent seeks assistance from teacher

Teacher describes and demonstrates appro-priate actions when others' personalproperty has been damagedGuest speaker discusses the appropriateactions that should be taken when others'personal property has been damagedStudent lists on chalkboard/chart the ap-propriate actions that should be takenwhen others' personal property has beendamagedStudent role plays scenarios depicting theappropriate actions for when others'personal property has been damagedStudent seeks assistance from teacher

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Student lists with adult/peer her/his personalproperty in the community and the rights ofothers to her/his personal property onnotepad/chartStudent lists with adult/peer others' personalproperty in the community and others'rights to her/his personal property on note-pad/chartStudent seeks assistance from adult/peer

Adult/peer describes reasons for respectingpersonal property and rights of othersStudent lists with supervisor the reasonsfor respecting others' personal propertyrights at training programs or job placementsStudent lists with adult/peer the reasons forrespecting others' personal property andrights in the community

Student is evaluated by supervisor at train-ing program or job placements on his/herpractice of respecting others' personalproperty and rightsStudent is evaluated by adult/peer on his/herpractice of respecting others' personalproperty and rights in the communityStudent seeks assistance from adult/peer

Adult/peer describes and demonstratesactions for borrowing itemsStudent lists with supervisor on notepad/chart the appropriate actions for borrowingitems at training programs or job place-mentsStudent lists with adult/peer on notepad/chart the appropriate actions for borrowingitems in the communityStudent seeks assistance from adult/peer

Adult/peer describes and demonstratesappropriate actions when others' personalproperty has been damagedSupervisor discusses the appropriate actionsthat should be taken when others' personalproperty in training programs or job place-ments has been damagedAdult/peer discusses the appropriate actionsthat should be taken when others' personalproperty in the community has beendamagedStudent lists with supervisor on notepad/chart the appropriate actions that should betaken when others' personal property intraining programs or job placements hasbeen damaged

6. Identify actions when others'personal rights have beenviolated


Guest speaker discusses the appropriateactions that should be taken when others'personal rights have been violatedStudent lists on chalkboard/chart theappropriate actions that should be takenwhen others' personal rights have beenviolatedStudent role plays scenarios depicting theappropriate actions that should be takenwhen others' personal rights have beenviolatedStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 10: Exhibiting Socially Responsible BehaviorSubcompetency 40: Demonstrate Respect for Authority


Student lists with adult/peer the appropriateactions that should be taken when others'personal property in the community hasbeen damagedStudent seeks assistance from adult/peer

Supervisor discusses the appropriate actionsthat should be taken when others' personalrights in training programs or job place-ments have been violatedAdult/peer discusses the appropriateactions that should be taken when others'personal rights in the community havebeen violatedStudent lists with supervisor on notepad/chart the appropriate actions that should betaken when others' personal rights in train-ing programs or job placements have beenviolatedStudent lists with adult/peer the appropriateactions that should be taken when others'personal rights in the community have beenviolatedStudent seeks assistance from adult/peer


1. Identify authority figures

2. Identify roles of authorityfigures

3. Identify consequences of notrespecting authority

Teacher identifies authority figures atschoolStudent lists on chalkboard/chart individ-uals who are to be respected as authorityTeacher discusses who are authorityindividuals at schoolSpeaker discusses figures who are typi-cally regarded as being authoritiesStudent seeks assistance from teacher

Teacher discusses the roles of authorityfigures and how and why we respect theseindividualsGuest speaker identifies the roles ofthose individuals in position of authorityand how and why we show them respectStudent lists on chalkboard/chart 5 differ-ent roles of authority figures

Guest speaker discusses the consequencesof not respecting authority in school or inthe community

Adult/peer identifies authority figures incommunitySupervisor discusses authority figures intraining programs or job placementsAdult/peer discusses authority figures inthe communitySupervisor and student list on notepad/chart5 individuals who are authority figures attraining programs or job placementsStudent seeks assistance from adult/peer

Supervisor discusses the roles of authorityfigures in training programs or job place-ments and how and why we show themrespectAdult/peer identifies the roles of authorityfigures in the community and how andwhy we show them respectSupervisor and student list on notepad/chart5 different roles of authority figuresAdult/peer lists on notepad/chart 5 differentroles of authority figures in the community

Supervisor discusses with student theconsequences of not respecting authorityin training programs or job placements


4. Practice respecting authority

Teacher identifies the consequences ofnot respecting authorityStudent lists on chalkboard/chart 5 conse-quences of not respecting authority

Student self-monitors daily on a classroomchart her/his practice of respecting author-ity figures in schoolStudent role plays scenarios depicting thepractice of respecting authority in schoolStudent teams practice respecting authorityand monitor daily and report at end of eachdayStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 10: Exhibiting Socially Responsible BehaviorSubcompetency 41: Demonstrate Ability to Follow Directions/Instructions


Adult/peer identifies the consequences ofnot respecting authority in the communitySupervisor and student list on notepad/chart 5 consequences of not respectingauthority in training programs or job place-mentsAdult/peer lists on notepad/chart 5 conse-quences of not respecting authority in thecommunity

Student is evaluated by supervisor attraining program or job placements on her/his practice of respecting authority figuresStudent is evaluated by adult/peer on her/hispractice of respecting authority figures inthe communityStudent seeks assistance from adult/peer


1. Identify importance offollowing authority directions/instructions

2. Identify actions of not followingauthority directions/instructions

Teacher discusses importance of followingauthority directions/instructionsStudent lists on chalkboard/chart the im-portance of following authority direc-tions in schoolTeacher discusses the importance of fol-lowing authority directions/instructionsin schoolGuest speaker discusses the importanceof following authority directions/instruc-tions in school or in the community

Teacher discusses actions of not followingauthority directions/instructionsGuest speaker discusses the consequencesof not following authority directions/instructions in school or in the communityTeacher discusses the consequences of notfollowing authority directions/instructionsin schoolStudent lists on chalkboard/chart 5 conse-quences of not following authority direc-tions/instructions

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Adult/peer discusses the importance offollowing authority directions/instructionsin the communitySupervisor discusses the importance offollowing authority directions/instructionsin training programs or job placements

Adult/peer discusses actions of not follow-ing authority directions/instructions in thecommunitySupervisor discusses with student theconsequences of not following authoritydirections/instructions in training programor job placementsAdult/peer discusses the consequences ofnot following authority directions/instruc-tions in the communitySupervisor and student lists on notepad/chart 5 consequences of not followingauthority directions/instructions in trainingprograms or job placementsAdult/peer lists on notepad/chart 5 conse-quences of not following authority direc-tions/instructions in the community

3. Practice following authoritydirections/instructions


Student self-monitors daily on a classroomchart his/her practice of following author-ity directions/instructions in schoolStudent role plays scenarios depicting thepractice of following authority directions/instructions in schoolStudent teams practice following direc-tions/instructions and monitor daily andreport at end of each day

Student is evaluated by supervisor at train-ing program or job placements on his/herpractice of following authority directions/instructionsStudent is evaluated by adult/peer on his/her practice of following authority direc-tions/instructions in the community

Domain: Personal-Social SkillsCompetency 10: Exhibiting Socially Responsible BehaviorSubcompetency 42: Demonstrate Appropriate Citizen Rights and Responsibilities


1. Identify community servicesavailable to citizens

2. Locate community servicesavailable to citizens

3. Identify major rights of citizens

Teacher discusses available communityservicesStudent develops a collage depictingavailable community servicesStudent lists on chalkboard/chart avail-able community services

Teacher discusses available communityservices locationsStudent uses a telephone directory andlocal map and student and teacher locateavailable utility servicesStudent uses a telephone directory andlocal map and student and teacher locateavailable medical servicesStudent uses a telephone directory andlocal map and student and teacher locateavailable transportation servicesStudent uses a telephone directory andlocal map and student and teacher locateavailable government servicesStudent uses a telephone directory andlocal map and student and teacher locateavailable miscellaneous servicesStudent seeks assistance from teacher

Teacher discusses the major rights ofcitizensGuest speaker discusses the major rightsof citizens in the United StatesStudent lists on chalkboard/chart 5 differ-ent rights of citizensStudent develops poster depicting therights of citizensStudent seeks assistance from teacher

Adult/peer discusses available communityservicesSupervisor discusses with student availablecommunity employment servicesAdult/peer lists on notepad/chart 5 availablecommunity services

Adult/peer discusses available communityservices locationsSupervisor and student locate availablecommunity employment servicesStudent seeks assistance from adult/peer

Supervisor discusses the major rights ofstudents in training programs or job place-mentsAdult/peer discusses the major rights ofcitizens in the communitySupervisor and student list on notepad/chart5 different rights students have in trainingprograms or job placementsAdult/peer lists on notepad/chart 5 differentrights of citizens in the communityStudent seeks assistance from adult/peer


4. Identify major responsibilitiesof citizens

5. Identify citizens' duties togovernments

6. Practice being a good citizen

Teacher discusses the major responsibili-ties of citizensGuest speaker discusses the major respon-sibilities of citizens in the United StatesStudent lists on chalkboard/chart 5 dif-ferent responsibilities of citizensStudent develops poster depicting the re-sponsibilities of citizensStudent seeks assistance from teacher

Teacher discusses the major duties ofcitizensGuest speaker discusses the major rightsof citizens in the United StatesStudent lists on chalkboard/chart 5 differ-ent duties citizens have to the governmentStudent develops poster depicting citizens'duties to governmentsStudent seeks assistance from teacher

Student self-monitors daily on a classroomchart her/his practice of being a goodcitizenStudent role plays scenarios depicting thepractice of being a good citizenStudent teams practice exhibiting goodcitizenship and monitor daily and reportat end of each day

Domain: Personal-Social SkillsCompetency 10: Exhibiting Socially Responsible BehaviorSubcompetency 43: Identify How Personal Behavior Affects Others


Supervisor discusses the major responsibili-ties of students in training programs or jobplacementsAdult/peer discusses the major responsibili-ties of citizens in the communitySupervisor and student list on notepad/chart5 different responsibilities students have intraining programs or job placementsAdult/peer lists on notepad/chart 5 differentresponsibilities of citizens in the communityStudent seeks assistance from adult/peer

Adult/peer discusses the major duties citi-zens have in the communityAdult/peer lists 5 major duties citizens havein the communityStudent seeks assistance from adult/peer

Student is evaluated by supervisor at train-ing program or job placements on her/hispractice of being a good citizenStudent is evaluated by adult/peer on her/hispractice of being a good citizen


1. Identify how personal behaviorcan affect others

Guest speaker discusses how appropriateand inappropriate personal behaviorsaffect others positively or negativelyTeacher discusses how appropriate or in-appropriate personal behaviors affectothers in school positively or negativelyStudent lists on chalkboard/chart 5 appro-priate and 5 inappropriate personal behav-iors and how they affect others in schoolpositively or negativelyStudent seeks assistance from teacher

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Supervisor discusses with student howappropriate and inappropriate personalbehaviors affect other students in trainingprograms or job placements positively ornegativelyAdult/peer discusses how appropriate orinappropriate personal behaviors affectothers in the community positively ornegativelySupervisor and student list on notepad/chart5 appropriate and 5 inappropriate personalbehaviors and how they affect other studentsin training programs and job placementspositively or negativelyAdult/peer lists on notepad/chart 5 appropri-ate and 5 inappropriate personal behaviorsand how they affect others in the commun-ity positively or negativelyStudent seeks assistance from adult/peer

2. Identify cues others providewhen personal behavior isinappropriate

3. Describe ways to changeinappropriate behavior


Guest speaker discusses cues others giveto let you know when your personal be-havior is inappropriate in schoolTeacher discusses cues others give to letyou know when your personal behavioraffects others in schoolStudent lists on chalkboard/chart 5 cuesothers give to let you know when personalbehavior in school is inappropriateStudent seeks assistance from teacher

Teacher discusses the importance of know-ing how to change inappropriate personalbehaviors and describes strategies forchanging behavior in schoolStudent lists on chalkboard/chart waysthat he/she can change inappropriate per-sonal behavior in schoolGuest speaker discusses the importanceof knowing how to change inappropriatepersonal behaviors and describes strategiesfor changing behaviorStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 11: Developing and Maintaining Appropriate Social RelationshipsSubcompetency 44: Develop Friendships


Supervisor discusses with student cuesothers provide at training programs or jobplacements when personal behavior isinappropriateAdult/peer discusses cues others give to letyou know when your personal behavior isinappropriate in the communitySupervisor and student list on notepad/chart5 cues others give to let you know when per-sonal behavior in training programs or jobplacements is inappropriateAdult/peer lists on notepad/chart 5 cuesothers give to let you know when personalbehavior is inappropriate in the communityStudent seeks assistance from adult/peer

Adult/peer discusses the importance ofknowing how to change inappropriate per-sonal behavior exhibited in the communitySupervisor discusses the importance ofknowing how to change inappropriatepersonal behaviors exhibited in trainingprograms or at job placementsStudent seeks assistance from adult/peer


I. Identify why friendship isimportant

2. Identify characteristics offriendship

3. Describe how to select a friend

Teacher discusses the reasons for havingfriends in schoolStudent lists on chalkboard/chart why itis important to have friends at schoolSpeaker discusses the importance of hav-ing friends at school or in the community

Teacher discusses the characteristics ofschool friendshipsStudent lists on chalkboard/chart thecharacteristics of school friendshipsSpeaker discusses the characteristics in-volved in school and/or communityfriendships

Teacher describes how to select friendsat school

Adult/peer discusses the importance ofhaving friends in the communitySupervisor discusses the importance ofhaving friends at training programs or jobplacementsStudent names 2 reasons why it is importantfor having friends in the community, at train-ing programs, or at job placements

Adult/peer discusses the characteristics ofcommunity friendshipsSupervisor discusses the characteristics oftraining program or job friendshipsStudent names 5 characteristics of friend-ships in the community, at training pro-grams, or job placements

Adult/peer describes how to select friendsin the community

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4. Practice developing friends

Student lists on chalkboard/chart theprocess of selecting friends at schoolGuest speaker discusses the process ofselecting friends at school and in thecommunity

Student self-monitors daily on a classroomchart her/his practice of developing friendsat schoolStudent role plays scenarios depicting thepractice of developing friendshipsStudent teams practice developing friendsand monitor daily and report at end of eachdayStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 11: Developing and Maintaining Appropriate Social RelationshipsSubcompetency 45: Maintain Friendships


Supervisor describes how to select friendsin training programs or job placements

Student is evaluated by supervisor at train-ing program or job placement on her/hispractice of developing friendshipsStudent is evaluated by adult/peer on her/hispractice of developing friendshipsStudent seeks assistance from adult/peer


1. Identify ways to keep andlose friends

2. Identify how to select a date

3. Identify procedures for dating

4. Identify appropriate responsesto intimacy with close friends

Teacher discusses ways to keep and losefriends in schoolStudent lists on chalkboard/chart ways tokeep and lose friends at schoolGuest speaker discusses ways to keep andlose friends at school or in the communityStudent seeks assistance from teacher

Teacher demonstrates how to select a dateat schoolStudent lists on chalkboard/chart ways toselect a date at schoolSpeaker demonstrates ways to select a dateat school or in the communityStudent seeks assistance from teacher

Teacher discusses the activities of datingStudent lists on chalkboard/chart some ofthe activities of datingCounselor discusses appropriate datingactivities in the communityStudent role plays dating scenariosStudent seeks assistance from teacher

Teacher discusses appropriate acts of in-timacy with close friends

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Adult/peer discusses the ways to keep andlose friends in the communitySupervisor discusses the ways to keep andlose friends at training programs or jobplacementsStudent names 5 ways to keep friends and 5ways to lose friends in the community, attraining programs, or at job placementsStudent seeks assistance from adult/peer

Adult/peer demonstrates how to select a datein the communitySupervisor demonstrates the ways to select adate at training programs or job placementsStudent names 5 ways to select a date in thecommunity, at training programs, or at jobplacementsStudent seeks assistance from adult/peer

Adult/peer discusses the activities of datingin the communitySupervisor discusses the activities of datingin the communityStudent names appropriate activities relatedto dating in the communityStudent practices dating with chaperoneStudent seeks assistance from adult/peer

Adult/peer discusses appropriate acts of in-timacy in the community with close friends

5. Practice maintaining friendships


Student lists on chalkboard/chart appro-priate acts of intimacy and privacy concernsCounselor discusses appropriate imtimacyactivities in the community and privacyconcerns with close friendsStudent role plays appropriate public actsof intimacy with close friendsStudent seeks assistance from teacher

Student role plays acts for maintainingfriendships in the classroomStudent keeps journal/checklist of personalfriendships and shares with teacher forfeedback and assistanceStudent teams work on maintaining friend-ship and report daily on the their successStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 12: Exhibiting Independent BehaviorSubcompetency 46: Set and Reach Personal Goals


Supervisor discusses the acts of intimacy inin the community that are appropriate andinappropriate and privacy concernsStudent names appropriate and inappro-priate acts of intimacy and the appropriatelocations with close friendsStudent practices exhibiting appropriate actsof intimacy in the community with closefriendsStudent seeks assistance from adult/peer

Supervisor assists student in maintainingfriendshipsStudent keeps journal/checklist of personalfriendships and shares with adult/peer forfeedback and assistanceStudent seeks assistance from adult/peer


1. Identify the importance ofsetting personal goals

2. Identify how to set goals

3. Identify reasons to reach goals

Teacher discusses the reasons for settingand reaching personal goals in school andin the communityStudent lists on chalkboard/chart why it isimportant to set and reach personal schooland community goalsGuest speaker discusses the importanceof setting and reaching school and com-munity personal goalsStudent seeks assistance from teacher

Teacher describes how to set school andcommunity goalsStudent lists on chalkboard/chart ways toset school and community goalsCounselor identifies ways to set schoolor community goalsStudent seeks assistance from teacher

Teacher discusses reasons to reach schooland community goalsStudent lists on chart/chalkboard reasonsfor reaching personal goals at school or inthe communityStudent role plays scenarios depicting thereasons for reaching personal goals atschool or in the communityStudent seeks assistance from teacher

Adult/peer discusses the importance ofsetting and reaching personal community-related goalsSupervisor discusses the importance of set-ting and reaching training program or jobplacement goalsStudent names 2 reasons why it is importantto set and reach personal community train-ing program or job placement goalsStudent seeks assistance from adult/peer

GIL

Adult/peer describes how to set community-related goalsSupervisor discusses the ways to set trainingprogram or job placement goalsStudent names 5 ways to set community,training program, or job placement goalsStudent seeks assistance from adult/peer

Adult/peer discusses reasons to reach com-munity-related goalsStudent lists with supervisor the reasonsfor reaching personal training program orjob placement goalsStudent lists with adult/peer the reasons forreaching personal community goalsStudent seeks assistance from adult/peer


4. Identify how to modify/revisegoals

5. Practice setting and meetinggoals

Teacher describes how to modify/revisepersonal school and community goalsStudent lists on chalkboard/chart ways tomodify/revise personal goals at school andin the communityCounselor describes ways to modify/revise school or community goalsStudent seeks assistance from teacher

Student self-monitors daily on a classroomchart his/her practice of setting and meet-ing goalsStudent role plays scenarios depicting thepractice of setting and meeting goalsStudent teams set individual goals andmonitor each other's goals on a daily basisand report at end of each day whether ornot they met set goalsStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 12: Exhibiting Independent BehaviorSubcompetency 47: Demonstrate Self-Organization


Adult/peer describes how to modify/revisepersonal community-related goalsSupervisor describes the ways to modify/revise training program or job placementgoalsStudent names 5 ways to modify/revise acommunity goalStudent seeks assistance from adult/peer

Student is evaluated by supervisor at train-ing program or job placement on his/herpractice of setting and meeting goalsStudent is evaluated by adult/peer on his/herpractice of setting and meeting goals in thecommunityStudent seeks assistance from adult/peer


1. Identify routine daily activities

2. Develop plan of daily activities

3. Identify areas of responsibilityin personal life

Teacher demonstrates routine daily activi-ties at home and in schoolStudent lists on chalkboard/chart some ofthe routine daily activities that take placein school and at homeCounselor discusses appropriate routinedaily activities that are conducted at schooland in the homeStudent role plays conducting daily rou-tines that occur in the school and in thehomeStudent seeks assistance from teacher

Student devises a plan outlining personaldaily activities in school and at homeStudent plans approximate time of dayfor daily routine activities in school andin the homeStudent develops poster/calendar depictingnormal/routine daily activities at schooland in the home using pictures and/ordescriptionsStudent seeks assistance from teacher

Teacher discusses the major responsibili-ties of a citizen's personal life at schooland at homePrincipal discusses the major responsi-bilities of a citizen's personal life in schooland in the home

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Adult/peer demonstrates routine daily activ-ities in the community and in job placementsSupervisor demonstrates some of the dailyroutine activities that take place in thecommunity and in job placementsStudent names appropriate activities thatare conducted daily in the community andin job placementsStudent practices conducting daily routinesthat occur in the community and in jobplacementsStudent seeks assistance from adult/peer

Student writes out a plan outlining personaldaily activities in the community and in jobplacementsStudent lists approximate time for conduct-ing routine daily activities in the communityand in job placementsStudent seeks assistance from adult/peer

Supervisor discusses the major responsibili-ties of the student in her/his personal life inthe community or in job placementsAdult/peer discusses the major responsibili-ties of a citizen's personal life in the commu-nity

4. Identify importance oforganizing personal activities

5. Practice daily self-organization

6. Request assistance with self-organization


Student lists on chalkboard/chart 5 differ-ent responsibilities of citizens' personallifeStudent develops poster depicting theresponsibilities of a citizen's personal lifeat school or in the homeStudent seeks assistance from teacher

Teacher discusses the importance of organ-izing personal activitiesStudent lists on chalkboard/chart the im-portance of being organized in school andat homeTeacher discusses the importance of beingorganized at school and at homeGuest speaker discusses the importance ofbeing organized in school, at home, or inthe communityStudent seeks assistance from teacher

Student identifies daily self-organizationstrategies and practices at school and inher/his homeStudent develops self-monitoring plan forbeing organized daily in school and in her/his homeStudent demonstrates daily self-organiza-tion at school and in her/his homeStudent seeks assistance from teacher

Teacher identifies sources for assistingstudent with self-organizationStudent identifies sources of assistance tohelp with self-organizationStudent role plays seeking assistance withself-organization in school or at homeStudent requests assistance with self-organization

Domain: Personal-Social SkillsCompetency 12: Exhibiting Independent BehaviorSubcompetency 48: Demonstrate Self-Determination


Supervisor and student list on notepad/chart5 different personal life responsibilities thestudent has in training programs or jobplacementsAdult/peer lists on notepad/chart 5 differentresponsibilities of a citizen's personal life inthe communityStudent seeks assistance from adult/peer

Adult/peer discusses the importance of or-ganizing personal activitiesSupervisor discusses the importance ofbeing organized at training programs or atjob placementsAdult/peer discusses the importance ofbeing organized in the communityStudent seeks assistance from adult/peer

Student describes daily self-organizationstrategies and practices in job placementsand in the communityStudent develops self-monitoring plan forbeing organized daily in job placements andin the communityStudent demonstrates self-organization dailyin job placements and in the communityStudent seeks assistance from adult/peer

Adult/peer identifies sources for assistingstudent with self-organizationStudent demonstrates how to requestassistance in being self-organized in jobplacements and in the communityStudent requests assistance with self-organization in the community or in jobplacements


1. Identify importance ofpracticing self-determination

Teacher discusses the importance of prac-ticing self-determinationStudent lists on chalkboard/chart the im-portance of exhibiting self-determinationin school and at homeTeacher discusses the importance of exhib-iting self-determination at school and athome

Adult/peer discusses the importance of prac-ticing self-determinationSupervisor discusses the importance of ex-hibiting self-determination at training pro-grams or at job placementsAdult/peer discusses the importance of ex-hibiting self-determination in the commu-nity

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2. Practice self-determination

3. Request assistance with self-determination

Guest speaker discusses the importance ofexhibiting self-determination in school,at home, and in the community

Student identifies daily self-determinationstrategies and practices at school and inher/his homeStudent develops self-monitoring plan forusing self-determination skills daily inschool and in her/his homeStudent demonstrates daily self-determina-tion skills at school and in the community

Student identifies sources of assistancewith using self-determination skills in her/his school and at homeStudent role plays seeking assistance touse self-determination skills in her/hisschool or at homeStudent requests assistance to use self-determination skills

Domain: Personal-Social SkillsCompetency 13: Making Informed DecisionsSubcompetency 49: Identify Problems/Conflicts


Student identifies daily self-determinationstrategies and practices in job placementsand in the communityStudent develops self-monitoring plan forusing self-determination skills daily in jobplacements and in the communityStudent demonstrates self-determinationskills at job placements and in the commu-nity

Student demonstrates how to requestassistance to use self-determination skillsin job placements and in the communityStudent requests assistance to use self-determination skills in the community or injob placements

Home - /Community -Based Training Activities

1. Identify personal problems/conflicts

2. Identify why personalproblems/conflicts exist

Teacher discusses possible personal prob-lems/conflicts that can occur in school orat homeStudent lists on chalkboard/chart personalproblems/conflicts that can occur in schooland at homeTeacher discusses some of the personalproblems/conflicts that can occur in schooland at homeStudent seeks assistance from teacher

Teacher discusses some of the reasons whypersonal problems/conflicts arise in schoolor at homeStudent lists on chalkboard/chart some ofthe reasons why personal problems arisein school or at homeGuest speaker discusses some of the majorreasons why personal problems/conflictsarise in school, at home, or in the com-munityStudent seeks assistance from teacher

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Adult/peer discusses possible personalproblems/conflicts that can occur in thecommunitySupervisor discusses personal problems/conflicts that can occur at training programsor at job placementsAdult/peer discusses personal problems/conflicts that can occur in the communityStudent seeks assistance from adult/peer

Supervisor discusses some of the reasonswhy personal problems/conflicts arise inwork training programs or job placementsAdult/peer discusses some of the reasonswhy personal problems/conflicts arise in thecommunityStudent names 2 reasons why personal prob-lems arise for each: work training programs,job placements, or in the communityStudent seeks assistance from adult/peer

3. Request assistance in identify-ing personal problems/conflicts


Student identifies sources of assistance forhelping him/her resolve personal problems/conflicts at school or in the homeStudent role plays seeking assistance withresolving personal problems/conflicts inschool or at homeStudent requests assistance with resolvingpersonal problems/conflicts at school orin the home

Domain: Personal-Social SkillsCompetency 13: Making Informed DecisionsSubcompetency 50: Use Appropriate Resources to Assist in Problem Solving


Student demonstrates how to requestassistance in resolving personal problems/conflicts in job placements and in thecommunityStudent requests assistance with resolvingpersonal problems/conflicts in job place-ments and in the community


1. Identify situations in whichindividuals need advice

2. Identify available sources forproviding assistance inresolving personalproblems/conflicts

3. Identify outcomes of seekinghelp in resolving personalproblems/conflicts

Teacher identifies possible situationsrequiring adviceStudent lists on chalkboard/chart situationsin which individuals need assistance oradvice in school and at homeTeacher identifies some of the more com-mon situations in which individuals needassistance or advice at school and at homeGuest speaker discusses some of the situa-tions that arise in which individuals needassistance or advice at school, at home,or in the communityStudent seeks assistance from teacher

Teacher identifies available sources forproviding assistance in resolving personalproblems/conflictsStudent lists on chalkboard/chart sourcesfor providing assistance in resolving per-sonal problems/conflicts in school and athomeTeacher discusses some of the more com-mon sources of support for providingassistance for resolving personal problems/conflicts in school and at homeGuest speaker discusses some of the morecommon sources of support for assistingin resolving personal problems/conflictsinschool, at home, or in the community

Teacher identifies outcomes of seeking helpin resolving personal problems/conflictsStudent lists on chalkboard/chart possibleoutcomes of resolving personal problems/conflicts in school or at home with helpfrom sources of support

Adult/peer identifies possible situationsrequiring adviceSupervisor identifies situations in whichindividuals need assistance or advice attraining programs or at job placementsAdult/peer identifies situations in whichindividuals need assistance or advice in thecommunityStudent seeks assistance from adult/peer

Adult/peer identifies available sources forproviding assistance in resolving personalproblems/conflictsSupervisor discusses sources for providingassistance in resolving personal problems/conflicts in training programs or at jobplacementsAdult/peer discusses sources for providingassistance in resolving personal problems/conflicts in the community

Adult/peer identifies outcomes of seekinghelp in resolving personal problems/conflictsSupervisor discusses possible outcomes ofresolving personal problems/conflicts intraining programs or at job placements withhelp from sources of support

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4. Seek appropriate sources inhelping to resolve personalproblems/conflicts

Teacher discusses some of the more com-mon outcomes of resolving personal prob-lems/conflicts with help from sources ofsupport in school or at homeGuest speaker identifies some of the morepossible outcomes of resolving personalproblems/conflicts in school, at home, orin the community with help from sourcesof support

Student identifies sources of assistancewith resolving personal problems/con-flicts at school or in the homeStudent role plays seeking assistance withresolving personal problems/conflicts atschool or at homeStudent seeks assistance with resolvingpersonal problems/conflicts at school orin the home

Domain: Personal-Social SkillsCompetency 13: Making Informed DecisionsSubcompetency 51: Develop and Select Best Solution to Problems/Conflicts


Adult/peer discusses possible outcomes ofresolving personal problems/conflicts in thecommunity with help from sources of sup-port

Student demonstrates how to seek assis-tance with resolving personal problems/conflicts in job placements and in thecommunityStudent seeks assistance with resolving per-sonal problems/conflicts in job placementsand in the community


1. Identify solutions to personalproblems/conflicts

2. Select best solutions developedto personal problems/conflicts

3. Seek assistance in helping todevelop and select best solu-tions to personal problems/conflicts

Teacher identifies solutions to personalproblems/conflictsStudent lists on chalkboard/chart solutionsto identified personal problems/conflictsthat can occur in school and at homeTeacher discusses some of the personalproblems/conflicts that can occur in schooland at homeGuest speaker discusses some of the solu-tions to identified personal problems/conflicts that can occur in school or in thecommunityStudent seeks assistance from teacher

Student lists on chalkboard/chart the bestsolutions to identified personal problems/conflicts that can occur in school andhomeTeacher discusses some of the best solu-tions to identified problems/conflicts thatcan occur at school and at homeGuest speaker discusses some of the bestsolutions to identified personal problems/conflicts that can occur in school or inthe community

Student identifies sources of assistance indeveloping and selecting the best solutionsto resolving personal problems/conflicts atschool or at home

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Adult/peer identifies solutions to personalproblems/conflictsSupervisor discusses solutions to identifiedpersonal problems/conflicts that can occurat training programs or at job placementsAdult/peer discusses solutions to identifiedpersonal problems/conflicts that can occurin the communityStudent seeks assistance from adult/peer

Supervisor discusses the best solutions toidentified personal problems/conflicts thatcan occur at training programs or at jobplacementsAdult/peer discusses the best solutions toidentified personal problems/conflicts thatcan occur in the community

Student demonstrates an understanding ofhow to seek assistance with developing andselecting the best solutions to resolvingpersonal problems/conflicts in job place-ments and in the community

4. Practice developing andselecting best solutions topersonal problems/conflicts


Student role plays seeking assistance withdeveloping and selecting the best solutionsto resolving personal problems/conflictsat school or at homeStudent seeks assistance to help with de-veloping and selecting the best solutionsto resolving personal problems/conflicts atschool or in the home

Student develops and selects best solutionsto resolving personal problems/conflictsin school and at homeStudent develops self-monitoring plan fordeveloping and selecting the best solutionsto personal problems/conflicts in schooland at homeStudent demonstrates using the skills ofselecting and developing the best solutionsto resolving personal problems/conflictsin school and at homeStudent seeks assistance from teacher

Domain: Personal-Social SkillsCompetency 13: Making Informed DecisionsSubcompetency 52: Demonstrate Decision Making


Student seeks assistance with developingand selecting the best solutions to personalproblems/conflicts in job placements andin the community

Student identifies strategies for developingand selecting the best solutions to personalproblems/conflicts in job placements and inthe communityStudent develops self-monitoring plan fordeveloping and selecting the best solutionsto personal problems/conflicts in job place-ments and in the communityStudent demonstrates using the skills ofselecting and developing the best solutionsto resolving personal problems/conflicts atjob placements and in the communityStudent seeks assistance from adult/peer


1. Identify importance ofmaking decisions

2. Identify steps in makinginformed decisions

3. Seek help in making decisions

Teacher discusses importance of makingdecisions at school and homeStudent lists on chalkboard/chart the im-portance of making decisions in schooland at homeTeacher discusses the importance of mak-ing decisions in school or at homeSpeaker discusses the importance of mak-ing decisions in school or in the commu-nityStudent seeks assistance from teacher

Student devises a plan outlining the stepsin making informed decisions in schooland at homeStudent develops poster/calendar depictingthe steps in making informed decisions atschool and in the home using pictures and/or descriptionsStudent seeks assistance from teacher

Teacher identifies sources for helping indecision makingStudent identifies sources of assistance inmaking informed decisions at school or athome

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Adult/peer discusses importance of makingdecisions in the communitySupervisor discusses the importance ofmaking decisions in training programs orjob placementsAdult/peer discusses the importance ofmaking decisions in the communityStudent seeks assistance from adult/peer

Student writes out a plan outlining the stepsfor making informed decisions in trainingprograms and in job placementsStudent writes out a plan outlining the stepsfor making informed decisions in the com-munityStudent seeks assistance from adult/peer

Adult/peer identifies sources for helping indecision makingStudent demonstrates how to seek assist-ance with making informed decisions injob placements and in the community


Domain: Personal-Social SkillsCompetency 14: CommunicatingSubcompetency 53: Demonstrate

Objectives

Student role plays seeking assistance withmaking informed decisions at school orat homeStudent seeks assistance with making in-formed decisions at school or at home

with OthersListening and Responding Skills

Training Activities

Student seeks assistance with making in-formed decisions in job placements and inthe community


1. Identify the importance oflistening and responding

2. Identify appropriate listeningtechniques

3. Identify appropriate respondingtechniques

4. Practice attentive listening andresponding

Teacher discusses importance of listeningand responding at school and at homeStudent lists on chalkboard/chart the im-portance of listening and responding inschool and at homeTeacher discusses the importance of listen-ing and responding in school and at homeGuest speaker discusses the importance oflistening and responding in school or inthe community

Teacher identifies appropriate listeningtechniques at school and at homeStudent lists on chalkboard/chart the ap-propriate techniques for listening at schooland at homeTeacher demonstrates some of the mostappropriate listening techniques to use atschool and at homeGuest speaker demonstrates some of themost appropriate listening techniques touse in school or in the communityStudent seeks assistance from teacher

Teacher identifies appropriate respond-ing techniques at school and at homeStudent lists on chalkboard/chart the appro-priate techniques for responding at schooland at homeTeacher demonstrates some of the mostappropriate responding techniques to useat school and at homeSpeaker demonstrates some of the mostappropriate responding techniques to usein school or in the communityStudent seeks assistance from teacher

Student develops self-monitoring plan forpracticing attentive listening and respond-ing skills in school and at homeStudent demonstrates using the skills ofattentive listening and responding inschool and at homeStudent seeks assistance from teacher

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Adult/peer discusses importance of listeningand responding in the communitySupervisor discusses the importance oflistening and responding at training pro-grams or job placementsAdult/peer discusses the importance oflistening and responding in the community

Adult/peer identifies appropriate listeningtechniques in the communitySupervisor demonstrates appropriate tech-niques for listening at training programs orat job placementsAdult/peer demonstrates appropriate tech-niques for listening while in the communityStudent seeks assistance from adult/peer

Adult/peer identifies appropriate respond-ing techniques in the communitySupervisor demonstrates appropriate tech-niques for responding at training programsor at job placementsAdult/peer demonstrates appropriate tech-niques for responding while in the commu-nityStudent seeks assistance from adult/peer

Student develops self-monitoring plan forpracticing attentive listening and respondingskills in job placements and in the com-munityStudent demonstrates using the skills ofattentive listening and responding at jobplacements and in the communityStudent seeks assistance from adult/peer

Domain: Personal-Social SkillsCompetency 14: Communicating with OthersSubcompetency 54: Demonstrate Effective Communication




I. Identify modes of communica-tion

2. Identify appropriate speakingmethods

3. Identify inappropriate speakingmethods

4. Identify methods of expressingneeds and feelings

Teacher identifies modes of communica-tion at school and homeStudent lists on chalkboard/chart theeffective techniques of communicationat school and at homeTeacher demonstrates some of the mosteffective communication techniques touse at school and at homeGuest speaker demonstrates some of themost effective communication techniquesto use in school or in the communityStudent seeks assistance from teacher

Teacher identifies various appropriatespeaking methods used in school or athomeStudent discusses why people use differentappropriate speaking method in school orat homeTeacher demonstrates appropriate speakingmethods at school and homeStudent constructs poster outlining someof the appropriate speaking methods usedin the school or at homeStudent seeks assistance from teacher

Teacher identifies various inappropriatespeaking methods used in school or athomeStudent discusses why people use differentinappropriate speaking methods in schoolor at homeTeacher demonstrates inappropriate speak-ing methods at school and homeStudent constructs poster outlining someof the inappropriate speaking methods usedin the school or at homeStudent seeks assistance from teacher

Student discusses why people express dif-ferent needs and feelings in school or athomeTeacher identifies various methods of ex-pressing needs and feelings in school or athomeTeacher demonstrates methods of express-ing needs and feelings at school and athome

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Adult/peer identifies modes of communica-tion in the communitySupervisor demonstrates appropriate tech-niques for communicating at training pro-grams or at job placementsAdult/peer demonstrates appropriate tech-niques for communicating while in thecommunityStudent seeks assistance from adult/peer

Adult/peer describes appropriate speakingmethods he or she uses in training programsor job placementsAdult/peer describes appropriate speakingmethods he or she uses in the communityAdult/peer demonstrates appropriate speak-ing methods in the communityAdult/peer explores the community withstudent discussing other peoples' speakingmethods used appropriately in the commu-nityStudent seeks assistance from adult/peer

Adult/peer describes inappropriate speakingmethods used in training programs or jobplacementsAdult/peer describes inappropriate speak-ing methods used in the communityAdult/peer demonstrates inappropriatespeaking methods in the communityAdult/peer explores the community withstudent, discussing other peoples' speakingmethods used inappropriately in the com-munityStudent seeks assistance from adult/peer

Adult/peer describes appropriate methods ofexpression of needs and feelings in train-ing programs or job placementsAdult/peer describes appropriate methodsof expression of needs and feelings in thecommunityAdult/peer demonstrates methods of ex-pressing needs and feelings in the commu-nity


5. Identify appropriate techniquesof communicating on the tele-phone

6. Identify nonverbal cues andcommunication skills

7. Practice effectivecommunication

Student constructs poster outlining someof the most common methods of expres-sion of needs and feelings in the schoolor at homeStudent seeks assistance from teacher

Teacher identifies appropriate tech-niques of communicating on the tele-phone at homeStudent lists on chalkboard/chart the ap-propriate techniques for communicatingon the telephone at homeTeacher demonstrates some of the mostappropriate communication techniques touse on the telephone at homeRepresentative from local telephone ser-vice discusses some of the most appropri-ate telephone communication techniquesto use in school or in the communityStudent seeks assistance from teacher

Teacher identifies some of the mostappropriate nonverbal communicationtechniques to use at school and at homeSpeaker discusses some of the most ap-propriate nonverbal communication tech-niques to use in school or in the commu-nityStudent lists on chalkboard/chart the ap-propriate nonverbal communication tech-niques to use in school and at homeStudent seeks assistance from teacher

Student develops self-monitoring plan forpracticing effective communication skillsin school and at homeStudent demonstrates using the skills ofeffective communication in school and athome

Domain: Personal-Social SkillsCompetency 14: Communicating with OthersSubcompetency 55: Communicate in Emergency Situations


Adult/peer explores the community withstudent, discussing methods other peopleuse to express needs and feelingsStudent seeks assistance from adult/peer

Adult/peer identifies appropriate tech-niques of communicating on the telephonein the communitySupervisor demonstrates appropriate tech-niques for communicating on the telephoneat training programs or at job placementsAdult/peer demonstrates appropriate tech-niques for communicating on the telephonewhile in the community.Student seeks assistance from adult/peer

Supervisor discusses appropriate nonverbalcommunication techniques used at trainingprograms or at job placementsAdult/peer demonstrates appropriate non-verbal communication techniques used inthe communityStudent seeks assistance from adult/peer

Student develops self-monitoring plan prac-ticing effective communication skills injob placements and in the communityStudent demonstrates using the skills ofeffective communication in job placementsand in the community


I. Identify signs of an emergencysituation

Teacher identifies signs indicating anemergency situation in school or at homeStudent lists on chalkboard/chart the effec-tive techniques of communicating emer-gencies at school and at homeTeacher demonstrates some of the mosteffective communication techniques touse for emergencies at school and at home

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Adult/peer identifies signs indicating anemergency situation in the communitySupervisor demonstrates appropriate tech-niques for communicating emergencies attraining programs or at job placementsAdult/peer demonstrates appropriate tech-niques for communicating emergencieswhile in the community

2. Identify appropriate authoritiesto contact in different emer-gency situations

3. Practice communicating inemergency situations


Guest speaker discusses some of the mosteffective communication techniques to useuse during emergency situations in schoolor in the communityStudent seeks assistance from teacher

Teacher identifies appropriate authoritiesto contact in different emergency situationsStudent lists on chalkboard/chart appropri-ate authorities to contact in various emer-gency situations occurring in school orat homeTeacher discusses some of the more appro-priate authorities to contact in variousemergency situations occurring in schooland at homeGuest speaker discusses some of the moreappropriate authorities to contact in variousemergency situations occurring in school,at home, or in the communityStudent seeks assistance from teacher

Student develops self-monitoring plan forpracticing effective communication skillsduring emergency situations that occur inschool or at homeStudent demonstrates using the skills ofeffective communication during emergencysituations in school and at homeStudent seeks assistance from teacher


Adult/peer identifies appropriate authoritiesto contact in different emergency situationsSupervisor discusses various appropriateauthorities to contact during emergency situ-ations occurring at training programs or atjob placementsAdult/peer discusses various appropriateauthorities to contact during emergencysituations in the communityStudent seeks assistance from adult/peer

Student develops self-monitoring plan forpracticing effective communication skillsduring emergency situations occurringin job placements and in the communityStudent demonstrates using the skills ofeffective communication during emergencysituations in job placements and in thecommunityStudent seeks assistance from adult/peer

OCCUPATIONAL GUIDANCE AND PREPARATION

Domain: Occupational Guidance and PreparationCompetency 15: Exploring and Locating Occupational Training and Job Placement OpportunitiesSubcompetency 56: Identify Rewards of Working


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1. Identify the importance ofworking

2. Discuss the rewards ofworking

3. Identify the reasons some jobspay more than others

Teacher discusses importance of workingat school and homeStudent discusses the reasons for paid andunpaid work.Student seeks assistance from teacher

Teacher discusses the rewards of workingat school and homeStudent develops collage illustrating mate-rial rewards of workingStudent discusses nonmaterial rewards ofworkingStudent seeks assistance from teacher

Teacher discusses the reasons why somejobs pay more than others

Adult/peer discusses importance of workingin the communityAdult/peer discusses reasons he or sheworksStudent seeks assistance from adult/peer

Adult/peer discusses the rewards of workingin the communityStudent writes out list of material rewards ofworkingStudent writes out list of nonmaterial re-wards of workingStudent seeks assistance from adult/peer

Adult/peer discusses the reasons why somejobs pay more than others in the community

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4. Identify personal needs that aremet through work

5. Identify how work is part ofone's personal identity

6. Identify ways workers contributeto society

7. Identify ways society rewardsdifferent types of jobs

Student discusses different jobs that areavailable in the communityStudent discusses the jobs that pay themost and leastStudent seeks assistance from teacher

Teacher discusses how personal needs aremet through workStudent states personal needs for workingStudent develops collage of personal needsthat are met through workStudent seeks assistance from teacher

Teacher discusses how work is part ofone's personal identityStudent discusses how work is part ofone's parents'/guardians' identityStudent seeks assistance from teacher

Teacher discusses how workers contributeto societyStudent discusses how working benefitsthe communityStudent seeks assistance from teacher

Teacher discusses ways society rewardsdifferent types of jobsStudent states how the community re-wards workersStudent seeks assistance from teacher

Student describes different jobs that areavailable in the communityStudent explores the reasons for pay differ-entials among jobsStudent seeks assistance from adult/peer

Adult/peer discusses how personal needsmet through workStudent writes out list of personal needs forworkingStudent discusses personal needs that aremet through work with adult/peerStudent seeks assistance from adult/peer

Adult/peer discusses how work is part ofone's personal identityStudent explores identity gained throughworkStudent seeks assistance from adult/peer

Adult/peer discusses how workers contri-bute to societyStudent demonstrates how workingbenefits societyStudent seeks assistance from adult/peer

Adult/peer discusses ways society rewardsdifferent types of jobsStudent explores how the community re-wards workersStudent seeks assistance from adult/peer

Domain: Occupational Guidance and PreparationCompetency 15: Exploring and Locating Occupational Training and Job Placement OpportunitiesSubcompetency 57: Locate Available Occupational Training and Job Placement Possibilities


1. Identify sources for locatingoccupational training and jobplacement information

2. Discuss different types ofoccupational trainingpossibilities

Teacher identifies sources for locatingoccupational training and job placementsStudent visits job service office and listsjob sources' agenciesStudent states community agencies provid-ing information regarding job placementand occupational training opportunitiesStudent seeks assistance from teacher

Teacher identifies possible occupationaltraining placementsStudent identifies possible communityoccupational training sitesStudent seeks assistance from teacher

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Adult/peer identifies sources for locatingoccupational training and job placementsStudent visits job service office and listsjob sources' agenciesStudent writes out list of informationneeded for job placement and trainingopportunitiesStudent seeks assistance from adult/peer

Adult/peer identifies possible occupationaltraining placementsStudent locates possible community occu-pational training sitesStudent seeks assistance from adult/peer


3. Identify general job placement Teacher identifies possible job placements Adult/peer identifies possible job place-possibilities Student states potential jobs in the com-

munitymentsStudent determines potential jobs in the

Student seeks assistance from teacher communityStudent seeks assistance from adult/peer

4. Identify general training Teacher identifies general training possi- Adult/peer identifies general trainingpossibilities bilities possibilities

Student states potential occupational train-ing options

Student describes potential occupationaltraining options


5. Practice locating available Student locates community occupational Student demonstrates community joboccupational training training options options, by examplepossibilities Student locates community job options by

role playingStudent locates available occupationaltraining possibilities with adult/peer


6. Request assistance for locating Student identifies whom to request help Student locates sources for assistance inoccupational training from in locating community occupational community occupational training and jobpossibilities training and job placement possibilities placement possibilities

Student role plays locating sources forhelping to find community occupationaltraining and job placement possibilities

Student locates sources for occupationaltraining options

Student requests help locating occupa-tional training options

Domain: Occupational Guidance and PreparationCompetency 16: Making Occupational Training and Job Placement ChoicesSubcompetency 58: Demonstrate Knowledge of Occupational Interests


1. Identify occupational interests

2. Discuss types of jobs matchingpersonal occupational interests

3. Request assistance regardingmatching jobs with personaloccupational interests

Teacher identifies personal occupationalinterests and examples of other people'soccupational interestsStudent discusses job interests and teacherlists on chalkboardStudent seeks assistance from teacher

Student develops collage identifying jobsmatching personal occupational interestsStudent presents collage to other studentsand discusses jobs that are available in thecommunityStudent seeks assistance from teacher

Student states sources to help to identifyrealistic occupational training and jobchoices that match interestsStudent role plays seeking help for match-ing jobs with personal occupationalinterestsStudent requests help in matching jobswith personal occupational interests

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Adult/peer identifies personal occupationalinterests and examples of other peoples'occupational interestsStudent describes jobs that are of interest toadult/peerStudent seeks assistance from adult/peer

Student writes out list of jobs matchingpersonal occupational interestsStudent writes out list of available jobs incommunity and discusses with adult/peerStudent seeks assistance from adult/peer

Student determines interests and possiblejob choices and realistic occupational train-ing that matchesStudent requests help from sources that willmatch jobs and occupational training


Domain: Occupational Guidance and PreparationCompetency 16: Making Occupational Training and Job Placement ChoicesSubcompetency 59: Demonstrate Knowledge of Occupational Strengths and Weaknesses


1. Identify occupational strengthsand weaknesses

2. Discuss jobs matching personaloccupational strengths

3. Request assistance regardingmatching jobs with personaloccupational strengths

Teacher identifies personal occupationalstrengths and weaknesses and other peo-ple's strengths and weaknessesStudent states personal occupationalstrengthsStudent states personal occupationalweaknessesStudent seeks assistance from teacher

Teacher meets with student and discussesjob requirements of jobs matching per-sonal occupational strengths and interestsStudent develops collage of jobs matchingpersonal occupational strengthsStudent seeks assistance from teacher

Student identifies sources for helping tomatch jobs with personal occupationalstrengthsStudent role plays seeking sources for help-ing to match jobs with personal occupa-tional strengthsStudent requests help in matching jobswith personal occupational strengths

Adult/peer identifies personal occupationalstrengths and weaknesses and other peoples'strengths and weaknessesStudent writes out personal occupationalstrengths and discusses with adult/peerStudent writes out personal occupationalweaknesses and discusses with adult/peerStudent seeks assistance from adult/peer

Adult/peer meets with student and discussesjob requirements of jobs matching personaloccupational strengths and interestsStudent writes out occupational strengthsand discusses jobs matching strengths withadult/peerStudent seeks assistance from adult/peer

Student assists other student in determiningpersonal occupational strengths and match-ing with jobsStudent requests help from other sources inmatching jobs with personal occupationalstrengths

Domain: Occupational Guidance and PreparationCompetency 16: Making Occupational Training and Job Placement ChoicesSubcompetency 60: Identify Possible and Available Jobs Matching Interests and Strengths


1. Identify jobs of interest

2. State jobs of interest that matchpersonal occupational strengthsand weaknesses

3. Discuss job-related require-ments of jobs matchingpersonal occupational interests

Student looks through catalogs and identi-fies jobs of interestStudent lists jobs of interest on chart/posterStudent develops collage of jobs of interest

Student lists jobs of interest that matchpersonal occupational strengths and weak-nessesStudent lists jobs of interest on chart/posterStudent develops collage of jobs of interest

Teacher meets with student and discussesjob requirements of jobs matching personaloccupational strengths and interests

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Student discusses with adult/peer jobs thatare of interestStudent writes out list of jobs of interestand discusses with adult/peer

Student writes out list of jobs of interestthat match personal occupational strengthsand weaknessesStudent writes out list of jobs of interestand discusses with adult/peer

Adult/peer meets with student and discussesjob requirements of jobs matching personaloccupational strengths and interests


Student states general job requirementsStudent identifies the job-related require-ments of jobs matching personal occupa-tional interestsStudent seeks assistance from teacher

Student demonstrates an understanding ofthe general job requirementsStudent finds out more about the jobs thatmatch her/his personal occupational inter-ests from other sourcesStudent seeks assistance from adult/peer

Domain: Occupational Guidance and PreparationCompetency 16: Making Occupational Training and Job Placement ChoicesSubcompetency 61: Plan and Make Realistic Occupational Training and Job Placement Decisions


1. Identify occupational trainingand job placement options

2. Develop plan to meet identifiedoccupational training and jobplacement options

3. Request assistance to help planand make realistic occupationaltraining and job placementchoices

Teacher identifies student's occupationaltraining and job placement optionsStudent lists occupational training and/orjob placement possibilitiesStudent seeks assistance from teacher

Teacher meets with student and discussesdeveloping plan for meeting identifiedoccupational training and job placementsStudent devises a plan outlining realisticoccupational training and/or job placementpossibilitiesStudent seeks assistance from teacher

Teacher identifies sources of assistancefor helping to plan and make realisticoccupational training and job placementchoicesStudent states sources to help him/her planand make realistic occupational trainingand job placement decisions and list themon poster/chartStudent role plays seeking help in planningand making realistic occupational trainingand job placement decisionsStudent requests help to plan and makerealistic occupational training and jobplacement decisions

Domain: Occupational Guidance and PreparationCompetency 16: Making Occupational Training and Job Placement ChoicesSubcompetency 62: Develop Training Plan for Occupational Choice


Adult/peer identifies student's occupationaltraining and job placement optionsStudent demonstrates an understanding ofthe occupational training and job placementpossibilitiesStudent seeks assistance from adult/peer

Adult/peer meets with student and discussesdeveloping plan for meeting identified occu-pational training and job placementsStudent writes out a plan outlining realisticoccupational training and job placementpossibilitiesStudent seeks assistance from adult/peer

Adult/peer identifies sources of assistancefor helping to plan and make realisticoccupational training and job placementchoicesStudent demonstrates an understanding ofseeking help in planning and making realis-tic occupational training and job placementdecisionsStudent requests help in planning and mak-ing realistic occupational training and jobplacement decisions


1. Identify steps in developingoccupational choice trainingplan

Teacher meets with student and discussessteps in developing occupational choicetraining planStudent devises steps for developingoccupational choice training planStudent seeks assistance from teacher

Adult/peer meets with student and discussessteps in developing occupational choicetraining planStudent writes out steps for developing anoccupational choice training planStudent seeks assistance from adult/peer

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2. Develop occupational choicetraining plan

Teacher meets with student and discussesdeveloping occupational choice trainingplanStudent devises an occupational choicetraining planStudent seeks assistance from teacher

Adult/peer meets with student and discussesdeveloping occupational choice trainingplanStudent writes out an occupational choicetraining planStudent seeks assistance from adult/peer

Domain: Occupational Guidance and PreparationCompetency 17: Applying for and Maintaining Occupational Training and Job PlacementsSubcompetency 63: Apply for Occupational Training and Job Placement

Objectives Training Activities Home /Community -Based Training Activities

1. Identify steps in applying foroccupational training and jobplacements

2. Collect and develop personaldata card for completingapplication forms

3. Complete applications foroccupational training and jobplacements

4. Request assistance in applyingfor occupational training and/or job placement

Human resources manager (HRM) identi-fies the steps in applying for occupationaltraining and job placementsStudent discusses steps in applying foroccupational training and job placementsStudent role plays steps in applying foroccupational training and job placementsStudent seeks assistance from teacher

Teacher meets with student and discussesdeveloping personal data card or complet-ing job application formsStudent states personal information gener-ally included on most job applications andlists on chart/posterStudent pairs present to each other personaldata that is generally included on mostapplications and they add other informa-tion on chart/posterStudent develops personal data card for usewhen completing application formsStudent seeks assistance from teacher

Human resources manager identifies thesteps inapplying for occupational trainingand job placementsStudent discusses items on several occu-pational training and job applications andteacher reviewsStudent pairs complete several occupationaltraining and job applicationsStudent demonstrates how to completeoccupational training and job applicationswith teacherStudent completes several examples ofoccupational training and job applicationsStudent seeks assistance from teacher

HRM demonstrates sources for assisting inapplying for occupational training and/orjob placementsStudent states how to seek help in complet-ing occupational training and/or job appli-cations

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Student visits human resources office andmanager identifies the steps in applyingfor occupational training and job placementsStudent demonstrates an understanding ofthe steps in applying for occupational train-ing and job placementsStudent seeks assistance from adult/peer

Adult/peer meets with student and discussesdeveloping personal data card or completingjob applicationsStudent brings personal data generally in-cluded on most applications to adult/peerand they work on developing personal dataformStudent writes out on card the personal dataused when completing application formsStudent presents personal data form to anHRM and asks him/her to review andmake suggestions for revisionsStudent seeks assistance from adult/peer

Student visits human resources officeand officer identifies the steps in applyingfor occupational training and job placementsStudent completes several occupationaltraining and job applications and has HRMreviewStudent reviews HR office's occupationaltraining and job applicationsStudent completes several examples ofoccupational training and job applicationsand reviews with adult/peerStudent completes job applications in HRoffice using personal data formStudent seeks assistance from adult/peer

HRM discusses sources for assisting inapplying for occupational training and/orjob placementsStudent demonstrates an understandingof seeking help in completing occupationaltraining and job applications


Student role plays seeking help in com-pleting occupational training and/or jobapplicationsStudent requests help in completing occu-pational training and/or job applicationsStudent seeks assistance from teacher

Student requests help in completing occupa-tional training and job applicationsStudent seeks assistance from HRM incompleting occupational training and/orjob applicationsStudent seeks assistance from adult/peer

Domain: Occupational Guidance and PreparationCompetency 17: Applying for and Maintaining Occupational Training and Job PlacementsSubcompetency 64: Interview for Occupational Training and Job Placements


1. Identify appropriate interviewskills for occupational trainingand job placements

2. Practice mock interviews foroccupational training and jobplacements

3. Practice interviews foroccupational training and jobplacements

4. Request help in preparing andinterviewing for occupationaltraining and job placements

Student visits business/agency HRMto learn about interviewing practicesStudent states appropriate interview prac-tices to another studentStudent states inappropriate interviewpractices to another studentStudent develops poster/chart listing ap-propriate interview skillsStudent seeks assistance from teacher

Student visits business/agency and prac-tices mock interviewing with HRdepartmentStudent pairs practices mock interviewswith each other and critique each others'interviewsStudent seeks assistance from teacher

Student visits business/agency and prac-tices interviewing with HR departmentStudent pairs practice interviewing witheach other and critique each others' in-terviewStudent seeks assistance from teacher

HRM demonstrates sources for assistancein preparing for occupational trainingand/or job placement interviewsStudent identifies sources for helping inpreparing and interviewing for occupa-tional training and job placementsStudent role plays seeking help in pre-paring and interviewing for occupationaltraining and job placementsStudent states how to seek help in prepar-ing and interviewing for occupationaltraining and/or job placementsStudent requests help for preparing andinterviewing for occupational training andjob placementsStudent seeks assistance from teacher

7 Li

Student visits business/agency HRM tolearn about interviewing practicesStudent demonstrates an understanding ofappropriate interview practices with adult/peerStudent states inappropriate interview prac-tices to adult/peerStudent writes the appropriate interviewskillsStudent seeks assistance from adult/peer

Student visits business/agency and partici-pates in mock interviews with HRdepartmentStudent practices mock interviews withadult/peer and critiques interviewStudent seeks assistance from adult/peer

Student visits business/agency and partici-pates in interviews with HR departmentStudent practices interviews with adult/peerand critiques interviewStudent seeks assistance from adult/peer

HRM demonstrates sources for assistancein preparing for occupational trainingand/or job placement interviewsStudent demonstrates an understanding ofseeking help in preparing and interviewingfor occupational training and job placementsin the communityStudent requests assistance in preparingand interviewing for occupational trainingand job placements with an agencyStudent demonstrates an understandingof seeking help in preparing and interview-ing for occupational training and job place-mentsStudent seeks assistance from personnelofficer preparing for and interviewing foroccupational training and job placementsStudent seeks assistance from adult/peer


Domain: Occupational Guidance and PreparationCompetency 17: Applying for and Maintaining Occupational Training and Job PlacementsSubcompetency 65: Make Adjustments to Changes in Employment Status


1. Identify potential problemsencountered in occupationaltraining and job placements

2. Identify potential solutionsto problems encountered inoccupational training andjob placements

3. Identify factors that deter-mine successful workadjustment

HRM discusses potential problemsencountered in occupational trainingjob placementsStudent visits business/agency HRM tolearn of potential problems to be en-countered while participating in occu-pational training and in jobsStudent discusses problems that may beencountered while participating in occu-pational training and maintaining a jobwith teacherStudent role plays potential problemsthat may be encountered while participat-ing in occupational training and maintain-ing a jobStudent seeks assistance from teacher

HRM discusses potential solutions toproblems encountered in occupationaltraining and job placementsStudent visits business/agency HRM tolearn of solutions to potential problemsto be encountered while participating inoccupational training and in jobsStudent discusses with teacher problemsthat may be encountered while participa-ting in occupational training and main-taining a jobStudent role plays potential solutions toproblems that may be encountered whileparticipating in occupational training andmaintaining a jobStudent seeks assistance from teacher

Student discusses successful work adjust-ment skills (e.g., getting along with co-workers, taking appropriate time forlunch and breaks, etc.)HRM discusses potential factors insuccessful work adjustmentStudent visits business/agency HRMto learn of potential factors that deter-mine successful work adjustmentStudent discusses factors determiningsuccessful work adjustment with teacherStudent role plays potential factors thatdetermine successful work adjustmentStudent seeks assistance from teacher

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HRM discusses potential problems en-countered in occupational training and jobplacementsStudent visits business/agency HRM andasks him/her what problems may beencountered while participating in occu-pational training and maintaining a jobStudent makes a list of different problemsthat may be encountered while participatingin occupational training and maintaining ajobStudent discusses with adult/peer potentialproblems that may be encountered whileparticipating in occupational training andmaintaining a jobStudent seeks assistance from adult/peer

HRM discusses potential solutions toproblems encountered in occupa-tational training and job placementsStudent visits business/agency HRM andasks him/her what are some solutions toproblems encountered while participatingin occupational training and maintaininga jobStudent makes a list of different solutions toproblems that may be encountered whileparticipating in occupational training andmaintaining a jobStudent discusses with adult/peer potentialsolutions to problems that may be encoun-tered while participating in occupationaltraining and maintaining a jobStudent seeks assistance from adult/peer

Students, in pairs, develop a list of success-ful work adjustment skills for occupationaltraining and jobs and review list with HRMPersonnel officer discusses potential factorsin successful work adjustmentStudent visits business/agency HRM andasks him/her what factors determinesuccessful work adjustmentStudent makes a list of factors determiningsuccessful work adjustment with adult/peerStudent discusses potential factors thatdetermine successful work adjustmentStudent seeks assistance from adult/peer

4. Identify factors that determineunsuccessful work adjustment

5. Identify reasons for occupa-tional training or employmentchanges or termination

6. Identify factors relating tobeing promoted in jobs

7. Request assistance in makingchanges in employment status


Student discusses unsuccessful workadjustment skills (e.g., inability to getalong with coworkers, taking inappropri-ate time for lunch and breaks, etc.)HRM discusses potential factors inunsuccessful work adjustmentStudent visits business/agency HRM tolearn of potential factors that determineunsuccessful work adjustmentStudent discusses factors determining un-successful work adjustment with teacherStudent role plays potential factors thatdetermine unsuccessful work adjustmentStudent seeks assistance from teacher

HRM discusses reasons for employmentchanges or terminationStudent role plays scenarios depictingreasons employees lose jobs or changeplace of employmentStudent develops list of reasons whyemployees lose jobs or change place ofemploymentStudent seeks assistance from teacher

Student discusses factors related to beingpromoted in jobsHRM discusses factors related to beingpromoted in jobsStudent visits business/agency HRM tolearn of potential factors related to beingpromoted in jobsStudent discusses factors related to beingpromoted in jobs with teacherStudent role plays potential factors thatare related to being promoted in jobsStudent seeks assistance from teacher

HRM discusses sources for assistance inmaking changes in employment statusStudent identifies sources for helping inmaking changes in employment statusStudent role plays seeking help in makingchanges in employment statusStudent states how to seek help in makingchanges in employment statusStudent requests help in making changesin employment statusStudent seeks assistance from teacher

Student pairs develop a list of unsuccessfulwork adjustment skills for occupationaltraining and jobs and review list with HRMHRM discusses potential factors in un-successful work adjustmentStudent visits business/agency HRM andasks him/her what factors determine un-successful work adjustmentStudent makes a list of factors determiningunsuccessful work adjustment with adult/peerStudent discusses potential factors thatdetermine unsuccessful work adjustmentStudent seeks assistance from adult/peer

Student speaks with HRM about reasonsfor employment changes or terminationStudent provides, to adult/peer, fivefactors related to being terminated andfive factors related to why employeesdecide to change jobs/training programsStudent discusses reasons with personnelofficer why employees lose jobs or changeplace of employmentStudent seeks assistance from adult/peer

Student pairs discuss factors related to beingpromoted in jobsHRM discusses factors related to beingpromoted in jobsStudent visits business/agency HRM andasks him/her what factors are related tobeing promoted in jobsStudent makes a list of factors related tobeing promoted in jobs with adult/peerStudent discusses potential factors that arerelated to being promoted in jobsStudent seeks assistance from adult/peer

HRM discusses sources for assistance inmaking changes in employment statusStudent demonstrates an understanding ofseeking help in making changes in employ-ment statusStudent requests assistance in makingchanges in employment statusStudent demonstrates an understanding ofseeking help in making changes in employ-ment statusStudent seeks assistance from personnelofficer in making changes in employmentstatusStudent seeks assistance from adult/peer


Domain: Occupational Guidance and PreparationCompetency 18: Developing and Maintaining Appropriate Work Skills and BehaviorSubcompetency 66: Perform Work Directions and Meet Requirements


I. Identify the importance offollowing directions and meet-ing requirements

2. Perform a series of tasks inresponse to verbal instructions

Teacher discusses importance of followingauthorities' directions/instructions in jobsStudent lists on chalkboard/chart the im-portance of following authorities' direc-tions at jobs

Student practices completing a series ofwork/job tasks with partner after receiv-ing verbal instructionsStudent practices completing a series ofwork/job tasks alone after receiving verbalinstructions

Adult/peer discusses importance of follow-ing authorities' directions/instructions injobsSupervisor discusses the importance offollowing authorities' directions/instructionsin training programs or job placements

Student completes a series of tasks in thecommunity with a partner after receivingverbal instructionsStudent completes a series of tasks in thecommunity alone after receiving verbalinstructions

Domain: Occupational Guidance and PreparationCompetency 18: Developing and Maintaining Appropriate Work Skills and BehaviorSubcompetency 67: Maintain Good Attendance and Punctuality


1. Identify reasons for goodattendance and punctuality

2. Identify actions to take fortardiness or absence from work

HRM discusses reasons for good attend-ance and punctuality at occupationaltraining and job placementsStudent role plays scenarios depicting rea-son for good attendance and punctuality inoccupational training and job placementsStudent develops list of reasons why it isimportant to have good attendance andpunctuality in occupational training andjob placementsStudent seeks assistance from teacher

HRM discusses appropriate actions totake for tardiness or absence from workStudent role plays scenarios depictingactions to take for tardiness or absencefrom workStudent develops list of actions to takefor tardiness or absence from workStudent seeks assistance from teacher

Student speaks with HRM about reasonsfor good attendance and punctuality atoccupational training and job placementsStudent provides five reasons for goodattendance and punctuality in occupationaltraining and job placements with adult/peerStudent discusses reasons why it is impor-tant to have good attendance and punctualityat occupational training and job placementswith HRMStudent seeks assistance from adult/peer

Student speaks with HRM about actions totake for tardiness or absence from workStudent provides five actions to take fortardiness or absence from workStudent demonstrates actions to take fortardiness or absence from workStudent seeks assistance from adult/peer

Domain: Occupational Guidance and PreparationCompetency 18: Developing and Maintaining Appropriate Work Skills and BehaviorSubcompetency 68: Respond Appropriately to Supervision


1. Identify appropriate behavior Teacher demonstrates appropriate behavior Adult/peer demonstrates appropriate behav-when being supervised when being supervised ior when being supervised

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Student lists on chalkboard/chart appropri-ate behavior when being supervised

Supervisor demonstrates the importance ofappropriate behavior when being supervised

Student pairs demonstrate appropriate be-havior when being supervised

Student demonstrates with adult/peer theimportance of appropriate behavior when

Student seeks assistance from teacher being supervisedStudent seeks assistance from adult/peer

2. Exhibit appropriate response Student practices with partner performing Student performs appropriate response toto supervision appropriate response to supervision supervision in community with a partner


Domain: Occupational Guidance and PreparationCompetency 18: Developing and Maintaining Appropriate Work Skills and BehaviorSubcompetency 69: Demonstrate Job Safety


1. Identify the importance ofjob safety

2. Identify potential job hazards

3. Identify safety measures injob choices

Teacher discusses importance of followingjob safety guidelines in occupational train-ing and job placementsStudent lists on chalkboard/chart the im-portance of following job safety guidelinesin occupational training and job placementsStudent pairs discuss the importance offollowing job safety guidelines in occupa-tional training and job placementsStudent seeks assistance from teacher

Business supervisor discusses potential jobhazardsStudent pairs demonstrate the activitiesthat are unsafe/hazardous at an occupa-tional training or job placementStudent demonstrates potential job hazardswith teacherStudent develops job hazards poster/chartStudent demonstrates whom to contactwhen hazardous situations are encounteredStudent seeks assistance from teacher

Business supervisor discusses potentialsafety measures at job siteStudent pairs demonstrate the activitiesthat are safety measures at occupationaltraining or job placementsStudent discusses potential job safetymeasures with teacherStudent develops job safety measures onthe job poster/chartStudent demonstrates whom to contactwhen needing assistance in practicing jobsafety measures on the jobStudent seeks assistance from teacher

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Adult/peer discusses importance of follow-ing job safety guidelines in occupationaltraining and job placementsSupervisor discusses the importance offollowing job safety guidelines in occupa-tional and job placementsStudent discusses the importance of follow-ing job safety guidelines in occupationaltraining and job placementsStudent seeks assistance from adult/peer

Business supervisor discusses potential jobhazardsStudent lists activities that are unsafe orhazardous at occupational training or jobplacementsStudent at job site identifies activities thatare unsafe or hazards on the job with adult/peerStudent lists with partner ways to avoidhazards on the jobStudent, with adult/peer, explores and listsemergency procedures when hazardoussituations are encountered on job siteStudent seeks assistance from adult/peer

Business supervisor discusses potentialsafety measures at job siteStudent lists activities that are safety meas-ures at occupational training or job place-mentsStudent at job site identifies with adult/peeractivities that are safety measures on the jobStudent lists with partner ways to practicejob safety measures on the jobStudent explores and lists job safety mea-sures on job sites with adult/peerStudent seeks assistance from adult/peer


4. Exhibit job safety Student practices with partner performingappropriate job safety behaviorsStudent seeks assistance from teacher

Student performs appropriate job safetybehaviors in community with a partnerStudent seeks assistance from adult/peer

Domain: Occupational Guidance and PreparationCompetency 18: Developing and Maintaining Appropriate Work Skills and BehaviorSubcompetency 70: Work Cooperatively with Others


1. Identify reasons for workingwith others

2. Practice working cooperativelywith others

HRM discusses reasons for workingcooperatively with others at occupationaltraining and job placementsStudent role plays scenarios depictingreasons for working cooperatively atoccupational training and job placementsStudent develops list of reasons why it isimportant to work cooperatively withothers in occupational training and jobplacementsStudent develops poster/chart listingreasons for working cooperatively withothers in occupational training and jobplacementsStudent seeks assistance from teacher

Student pairs demonstrate how to workcooperatively with othersStudent role plays situations requiring thecooperation of coworkersStudent discusses what actions to takewhen problems between coworkers occurStudent practices working cooperativelywith coworkersStudent seeks assistance from teacher

Student speaks with HRM about reasonsfor working cooperatively with othersat occupational training and job place-mentsStudent provides, with adult/peer, five rea-sons for working cooperatively with othersat occupational training and job placementsStudent discusses with personnel officerreasons why it is important to work cooper-atively with others at occupational trainingand job placementsStudent discusses with adult/peer reasonsfor working cooperatively with others atoccupational training and job placementsStudent seeks assistance from adult/peer

Student lists situations that require workingcooperatively with othersStudent lists appropriate actions to takewhen problems between coworkers occurStudent works cooperatively with coworkerson job siteStudent practices working cooperativelywith others while being reviewed by adult/peerStudent seeks assistance from adult/peer

Domain: Occupational Guidance and PreparationCompetency 18: Developing and Maintaining Appropriate Work Skills and BehaviorSubcompetency 71: Meet Work Quality and Quantity Standards


1. Identify reasons for workquality standards

HRM discusses reasons for performingto meet work quality standards at occupa-tional training and job placementsmentsStudent role plays scenarios depicting rea-sons for performing to meet work qualitystandards at occupational training and jobplacements

Student speaks with HRM about reasonsfor performing to meet work quality stan-dards at occupational training and jobplacementsStudent provides, with adult/peer, fivereasons for performing to meet work qualitystandards at occupational training and jobplacements

2. Identify reasons for workquantity standards

3. Identify consequences of notmeeting work quality andquantity standards

4. Practice meeting work qualityand quantity standards


Student develops list of reasons why it isimportant to perform to meet work qualitystandards in occupational training and jobplacementsStudent develops poster/chart listingreasons for performing to meet workquality standards in occupational trainingand job placementsStudent seeks assistance from teacher

HRM discusses reasons for performing tomeet work quantity standards at occupa-tional training and job placementsStudent role plays scenarios depictingreasons for performing to meet workquantity standards in occupational trainingand job placementsStudent develops list of reasons why it isimportant to perform to meet work quantitystandards in occupational training and jobplacementsStudent develops poster/chart listing rea-sons for performing to meet work quantitystandards in occupational training and jobplacementsStudent seeks assistance from teacher

Business supervisor discusses the conse-quences of not meeting work quality andquantity standards at occupational train-ing and job placementsStudent discusses the consequences of notmeeting work quality and quantity stand-ards at occupational training and jobplacementsTeacher discusses the consequences of notmeeting work quality and quantity stand-ards at occupational training and jobplacementsStudent seeks assistance from teacher

Student pairs discuss how to meet workquality and quantity standardsStudent role plays situations meetingwork quality and quantity standardsStudent demonstrates what actions to taketo meet work quality and quantity stan-dardsStudent practices working to meet workquality and quantity standardsStudent seeks assistance from teacher

Student discusses with HRM reasons why itis important to perform to meet workquality standards at occupational trainingand job placementsStudent discusses with adult/peer reasonsfor performing to meet work qualitystandards at occupational training and jobplacementsStudent seeks assistance from adult/peer

Student speaks with HRM about reasonsfor performing to meet work quantitystandards at occupational training and jobplacementsStudent provides, with adult/peer, fivereasons for performing to meet workquantity standards at occupationaltraining and job placementsStudent discusses with HRM reasons why itis important to perform to meet workquantity standards at occupational trainingand job placementsStudent discusses with adult/peer reasonsfor performing to meet work quantitystandards at occupational training and jobplacementsStudent seeks assistance from adult/peer

Student visits business and supervisordiscusses the consequences of not meetingwork quality and quantity standards atoccupational training and job placementsStudent lists the consequences of not meet-ing work quality and quantity standards atoccupational training and job placementsStudent visits work site, interviews em-ployers, and discusses the consequences ofnot meeting work standards at occupationaltraining and job placementsStudent seeks assistance from adult/peer

Student practices meeting work quality andquantity standardsStudent lists appropriate actions to taketo meet work quality and quantity standardsStudent works at meeting work quality andquantity standards on job site with super-visorStudent practices working to meet workquality and quantity standards with co-workerStudent seeks assistance from adult/peer


Domain: Occupational Guidance and PreparationCompetency 19: Matching Physical/Manual Skills to Occupational Training and EmploymentSubcompetency 72: Demonstrate Fine Motor Dexterity in Occupational Training and Job Placements


1. Identify need for good finemotor dexterity in occupationaltraining and employment

2. Identify jobs in which finemotor dexterity is critical

3. Demonstrate fine motordexterity in occupationaltraining programs and/orat job sites

4. Request assistance in develop-ing fine motor dexterity inoccupational training and jobplacements

HRM discusses reasons for good finemotor dexterity in occupational trainingand job placementsStudent role plays scenarios depictingreasons for exhibiting good fine motordexterity in occupational training and jobplacementsStudent develops list of reasons why goodfine motor dexterity is important at occu-pational training and job placementsStudent develops poster/chart listing rea-sons for exhibiting good fine motor dex-terity at occupational training and jobplacementsStudent seeks assistance from teacher

Student develops a list of jobs requiringgood fine motor dexterityGuest speaker discusses the many jobsrequiring good fine motor dexterityStudent develops poster identifying 20jobs requiring good fine motor dexterityStudent seeks assistance from teacher

Student pairs demonstrate how to performgood fine motor dexterity at occupationaltraining and job placementsStudent role plays situations demon-strating good fine motor dexterityStudent demonstrates what actions to taketo perform good fine motor dexterity atoccupational training and job placementsStudent practices working to perform goodfine motor dexterity at occupational train-ing and job placementsStudent seeks assistance from teacher

HRM discusses sources for assistance indeveloping good fine motor dexterityStudent identifies to teacher sources forhelp in developing good fine motordexterityStudent role plays seeking help to improvefine motor dexterityStudent states how to seek help in improv-ing fine motor dexterityStudent requests help for making improve-ments in fine motor dexterityStudent seeks assistance from teacher

Student speaks with HRM about reasonsfor good fine motor dexterity in occupa-tional training and job placementsStudent provides, with adult/peer, fivereasons for exhibiting good fine motordexterity at occupational training and jobplacementsStudent discusses with HRM reasons whygood fine motor dexterity is important atoccupational training and job placementsStudent discusses with adult/peer reasonsfor exhibiting good fine motor dexterity atoccupational training and job placementsStudent seeks assistance from adult/peer

Student visits jobs that require good finemotor dexterityStudent visits several job sites and identifiesthe jobs that require good fine motor dex-terityStudent discusses with adult/peer severaljobs that require good fine motor dexterityStudent seeks assistance from adult/peer

Student practices demonstrating good finemotor dexterity at occupational trainingand job placementsStudent lists appropriate actions to take todemonstrate good fine motor dexterity atoccupational training and job placementsStudent works at demonstrating good finemotor dexterity on job site with supervisorStudent practices working to meet goodfine motor dexterity with coworkerStudent seeks assistance from adult/peer

HRM discusses sources for assistance indeveloping good fine motor dexterityStudent demonstrates an understanding ofseeking help in developing good fine motordexterityStudent requests assistance in developinggood fine motor dexterityStudent demonstrates an understanding ofseeking help to improve fine motor dexterityStudent seeks assistance from personnelofficer for developing good fine motor dex-terityStudent seeks assistance from adult/peer

BEST COPY AVAILABLE

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Domain: Occupational Guidance and PreparationCompetency 19: Matching Physical/Manual Skills to Occupational Training and EmploymentSubcompetency 73: Demonstrate Gross Motor Dexterity in Occupational Training and Job Placements


1. Identify need for gross motordexterity in occupationaltraining and employment

2. Identify jobs in which grossmotor dexterity is critical

3. Demonstrate gross motordexterity in occupationaltraining programs and/orat job sites

4. Request assistance in develop-ing gross motor dexterity inoccupational training and jobplacements

HRM discusses reasons for good grossmotor dexterity in occupational trainingand job placementsStudent role plays scenarios depictingreasons for demonstrating good grossmotor dexterity at occupational trainingand job placementsStudent develops list of reasons why goodgross motor dexterity is important at oc-cupational training and job placementsStudent develops poster/chart listing rea-sons for having good gross motor dexter-ity at occupational training and job place-mentsStudent seeks assistance from teacher

Student develops a list of jobs requiringgood gross motor dexterityGuest speaker discusses the many jobsrequiring good gross motor dexterityStudent develops poster identifying 20jobs requiring good gross motor dexterityStudent seeks assistance from teacher

Student pairs demonstrate how to exhibitgood gross motor dexterity at occupa-tional training and job placementsStudent role plays situations exhibitinggood gross motor dexterityStudent discusses what actions to take toexhibit good gross motor dexterity atoccupational training and job placementsStudent practices working to exhibit goodgross motor dexterity at occupationaltraining and job placementsStudent seeks assistance from teacher

HRM discusses sources for assistance indeveloping good gross motor dexterityStudent identifies to teacher sources forhelp in developing good gross motordexterityStudent role plays seeking help to improvegross motor dexterityStudent states how to seek help in improv-ing gross motor dexterityStudent requests help for making improve-ments in gross motor dexterityStudent seeks assistance from teacher

Student speaks with HRM about reasonsfor good gross motor dexterity in occu-pational training and job placementsStudent provides, with adult/peer, fivereasons for demonstrating good grossmotor dexterity at occupational training andjob placementsStudent discusses with personnel officer rea-sons why it is important to have good grossmotor dexterity at occupational training andjob placementsStudent discusses with adult/peer reasonsfor having good gross motor dexterity atoccupational training and job placementsStudent seeks assistance from adult/peer

Student visits jobs that require good grossmotor dexterityStudent visits several job sites and identifiesthe jobs that require good gross motor dex-terityStudent discusses with adult/peer severaljobs that require good gross motor dexterityStudent seeks assistance from adult/peer

Student practices exhibiting good grossmotor dexterity at occupational training andjob placementsStudent lists appropriate actions to taketo exhibit good gross motor dexterity atoccupational training and job placementsStudent works at meeting good gross motordexterity requirements on job site withsupervisorStudent practices working to meet goodgross motor dexterity requirements withcoworkerStudent seeks assistance from adult/peer

HRM discusses sources for assistance indeveloping good gross motor dexterityStudent demonstrates an understanding ofseeking help to improve gross motor dex-terityStudent requests assistance in developinggood gross motor dexterityStudent demonstrates an understanding ofseeking help in developing good grossmotor dexterityStudent seeks assistance from HRM forfor developing good gross motor dexterity


Domain: Occupational Guidance and PreparationCompetency 19: Matching Physical/Manual Skills to Occupational Training and EmploymentSubcompetency 74: Demonstrate Sensory Discrimination in Occupational Training and Job Placements


I. Demonstrate size and shapediscrimination

2. Demonstrate color discrimina-tion

3. Demonstrate auditory discrim-ination

4. Demonstrate adequate sensorydiscrimination in occupationaltraining and job placements

Student pairs demonstrate how to performsize and shape discrimination at occupa-tional training and job placementsStudent role plays performing in situationswhere size and shape discrimination isrequiredStudent discusses what actions to take toperform size and shape discriminationtasks at occupational training and jobplacementsStudent practices working to perform sizeand shape discrimination tasks at occupa-tional training and job placementsStudent seeks assistance from teacher

Student pairs discuss how to perform colordiscrimination tasks at occupational train-ing and job placementsStudent role plays performing in situationsrequiring color discriminationStudent discusses what actions to take toperform color discrimination tasks at occu-pational training and job placementsStudent practices working to performcolor discrimination tasks at occupationaltraining and job placementsStudent seeks assistance from teacher

Student pairs discuss how to performauditory discrimination tasks at occupa-tional training and job placementsStudent role plays performing in situationsrequiring auditory discriminationStudent discusses what actions to take toperform auditory discrimination tasks atoccupational training and job placementsStudent practices working to performauditory discrimination tasks at occupa-tional training and job placementsStudent seeks assistance from teacher

Student pairs discuss how to perform sen-sory discrimination tasks at occupationaltraining and job placementsStudent role plays performing in situationsrequiring sensory discriminationStudent demonstrates what actions to taketo perform sensory discrimination tasksat occupational training and job place-ments

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Student practices performing size and shapediscrimination tasks at occupational trainingand job placementsStudent lists appropriate actions to taketo perform size and shape discriminationtasks at occupational training and jobplacementsStudent works at meeting size and shape dis-crimination requirements on job site withsupervisorStudent practices working to meet size andshape discrimination requirements withcoworkerStudent seeks assistance from adult/peer

Student practices performing color discrim-ination tasks at occupational training and jobplacementsStudent lists appropriate actions to take toperform color discrimination tasks at occu-pational training and job placementsStudent works at meeting color discrimina-tion requirements on job site with supervisorStudent practices working to meet colordiscrimination requirements with coworkerStudent seeks assistance from adult/peer

Student practices performing auditory dis-crimination tasks at occupational trainingand job placementsStudent lists appropriate actions to take toperform auditory discrimination tasks atoccupational training and job placementsStudent works at meeting auditory discrim-ination requirements on job site with super-visorStudent practices working to meet auditorydiscrimination requirements with coworkerStudent seeks assistance from adult/peer

Student practices performing sensory dis-crimination tasks at occupational trainingand job placementsStudent lists appropriate actions to take toperform sensory discrimination tasks atoccupational training and job placementsStudent works at meeting sensory discrimin-ation requirements on job site with super-visor

5. Request assistance in develop-ing size, shape, color, auditory,and sensory discrimination inoccupational training and jobplacements


Student practices working to perform sen-sory discrimination tasks at occupationaltraining and job placementsStudent seeks assistance from teacher

HRM discusses sources for assistance indeveloping size, shape, color, auditory,and sensory discriminationStudent identifies sources for help indeveloping size, shape, color, auditory,and sensory discrimination to teacherStudent role plays seeking help to improvesize, shape, color, auditory, and sensorydiscriminationStudent states how to seek help in improv-ing size, shape, color, auditory, and sen-sory discriminationStudent requests help for making improve-ments in size, shape, color, auditory, andsensory discriminationStudent seeks assistance from teacher

Student practices working to meet sensorydiscrimination requirements with coworkerStudent seeks assistance from adult/peer

HRM discusses sources for assistance indeveloping size, shape, color, auditory,and sensory discriminationStudent demonstrates an understanding ofseeking help to improve size, shape, color,auditory, and sensory discriminationStudent requests assistance in developingsize, shape, color, auditory, and sensorydiscriminationStudent demonstrates an understanding ofseeking help in developing size, shape,color, auditory, and sensory discriminationStudent seeks assistance from personnelofficer for developing size, shape, color,auditory, and sensory discriminationStudent seeks assistance from adult/peer

Domain: Occupational Guidance and PreparationCompetency 19: Matching Physical/Manual Skills to Occupational Training and EmploymentSubcompetency 75: Demonstrate Stamina and Endurance


1. Identify need for stamina andendurance in occupationaltraining programs and jobplacements

2. Identify jobs in which staminaand endurance are critical

HRM discusses reasons for good staminaand endurance in occupational trainingand job placementsStudent role plays scenarios depicting rea-sons for good stamina and endurance atoccupational training and job placementsStudent develops list of reasons why goodstamina and endurance are important atoccupational training and job placementsStudent develops poster/chart listing rea-sons for having good stamina and endur-ance at occupational training and jobplacementsStudent seeks assistance from teacher

Student develops a list of jobs requiringgood stamina and enduranceGuest speaker discusses the many jobs re-quiring good stamina and enduranceStudent develops poster identifying 20jobs requiring good stamina and endur-anceStudent seeks assistance from teacher

Student speaks with HRM about reasonsfor good stamina and endurance in occu-pational training and job placementsStudent provides, with adult/peer, five rea-sons for good stamina and endurance atoccupational training and job placementsStudent discusses with HRM reasons whyit is important to have good stamina andendurance at occupational training andjob placementsStudent discusses with adult/peer reasonsfor good stamina and endurance at occupa-tional training and job placementsStudent seeks assistance from adult/peer

Student visits jobs that require good staminaand enduranceStudent visits several job sites and identifiesthe jobs that require good stamina and en-duranceStudent discusses with adult/peer severaljobs that require good stamina and endur-anceStudent seeks assistance from adult/peer


3. Work at demonstrating satisfac-tory stamina and endurancein occupational trainingprograms and job placements

4. Request assistance in develop-ing satisfactory stamina andendurance in occupationaltraining and job placements

Student practices working to build upstamina and endurance in simulated occu-pational settingsStudent pairs demonstrate how to performtasks requiring good stamina and endur-ance at occupational training and job place-mentsStudent role plays situations requiringgood stamina and enduranceStudent demonstrates what actions to taketo perform tasks requiring good staminaand endurance at occupational training andjob placementsStudent practices working to perform tasksrequiring good stamina and endurance atoccupational training and job placementsStudent seeks assistance from teacher

HRM discusses sources for assistance indeveloping good stamina and enduranceStudent identifies sources for help in devel-oping good stamina and endurance toteacherStudent role plays seeking help to improvestamina and enduranceStudent states how to seek help in improv-ing stamina and enduranceStudent requests help for making improve-ments in stamina and enduranceStudent seeks assistance from teacher

Student practices working to build up stam-ina and endurance in occupational trainingprograms and job placementsStudent practices performing tasks requiringgood stamina and endurance at occupationaltraining and job placementsStudent lists appropriate actions to take toto perform tasks requiring good staminaand endurance at occupational training andjob placementsStudent works at meeting good stamina andendurance requirements on job site withsupervisorStudent practices working to meet goodstamina and endurance requirements withcoworkerStudent seeks assistance from adult/peer

HRM discusses sources for assistance indeveloping good stamina and enduranceStudent demonstrates an understanding ofseeking help to improve stamina and en-duranceStudent requests assistance in developinggood stamina and enduranceStudent demonstrates an understanding ofseeking help in developing good staminaand enduranceStudent seeks assistance from personnelofficer for developing good stamina andenduranceStudent seeks assistance from adult/peer

Domain: Occupational Guidance and PreparationCompetency 20: Training for Occupational ChoicesThere are no specific subcompetencies, since they depend on the specific occupational choice being taught.

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3. Assessment and InstructionalPlanning Strategies

INTRODUCTION

Assessment of the 20 major competencies and 75 subcom-petencies is a critical process in the implementation of theLCCE Modified Curriculum. It not only provides informa-tion regarding what competencies and subcompetencieshave been acquired, but also determines where to begininstruction and whether or not competence was achievedafter instruction/training. The field-tested competencies andsubcompetencies were established to address the transition-al outcomes of students with moderate disabilities. Therelated behavioral objectives represent tasks which the stu-dent should be able to perform to demonstrate acquisitionand mastery of the subcompetencies that ultimately lead tomastery of the competency. These objectives provide a com-prehensive set of transitional goals and outcomes for thispopulation.

In a competency-based curriculum, mastery and acquisi-tion can best be measured by comparing students to them-selves, as opposed to comparing them to other students.This is especially important in meeting the individual needsof students with moderate disabilities. The major assess-ment instrument suggested for use in preparing to imple-ment the LCCE Modified Curriculum is the CompetencyRating Scale-Modified (CRS-M). The CRS-M was devel-oped as a systematic approach to organizing and standardiz-ing the assessment of students in the LCCE ModifiedCurriculum program. The CRS-M Manual, presented inAppendix A, provides a detailed explanation of the CRS-Minstrument and the procedures for administering it. TheManual may be copied for use in home and community set-tings.

The CRS-M is a rating scale built around the 20 compe-tencies and 75 subcompetencies of the curriculum. The 75subcompetencies serve as the actual assessment rating items.The Manual presents the criteria (objectives) for judging stu-dent mastery of a subcompetency. These criteria are to berated by at least three individuals who are knowledgeableabout the student's performance on the subcompetencies.The use of the specific objectives and rating values is intend-ed to enhance the reliability and validity of the ratings.

Descriptions of who should do the rating, criteria for rat-ing, when rating should be done, a rating key definingnumerical rating values, and CRS-M Record Forms forrecording and summarizing ratings as well as recordingdemographic data are all included in the CRS-M Manual.CRS-M users are encouraged to perform an initial rating tobe followed by a readministration at least every 2 years. Therater can assign a rating of the degree of mastery (0 = NotCompetent, 1 = Partially Competent, and 2 = Competent)for each subcompetency based on the objective's criteria.Ratings are recorded and summarized on the appropriateCRS-M Record Forms (see Appendix B). Results of CRS-M ratings can be used to develop individualized transitionalgoals and objectives and to measure students' transitionaloutcomes success.

This technique for assessing mastery of the curriculum isunique in that it offers a measure of LCCE ModifiedCurriculum transition competency outcomes. Thus, webelieve that educators, parents, and community support per-sonnel will find it useful in their efforts to provide transi-tional programming to individuals with moderate disabili-ties.

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INDIVIDUALIZED EDUCATION PROGRAM (IEP)

The Education for All Handicapped Children Act of 1975(P.L. 94-142) mandated the establishment of an IEP forevery student with a disability. In 1990, P.L. 101-476 gavethis Act a new title, The Individuals with DisabilitiesEducation Act (IDEA). One of the most important provi-sions was a mandate that every eligible student have transi-tion services incorporated into his or her IEP no later thanage 14 or as early as the initial IEP. It may be appropriate toinclude a statement of the interagency responsibilities orlinkages in the IEP before the student leaves the school set-ting. In an attempt to assist educators in fulfilling thisrequirement, a suggested IEP structure and form for includ-ing transition services is presented in this chapter. This formin Appendix C serves as an illustration of how the LCCEapproach can be integrated into an IEP or individual transi-tion program (ITP) format. State and local education agen-cies will have their own forms and requirements. The LCCEIEP form consists of the following sections:

Section I:Section II:Section III:Section IV:Section V:

Section VI:Section VII:Section VIII:

Present Level of Educational PerformanceAnnual GoalsSpecific Educational Services NeededShort-Term Individual ObjectivesDates and Lengths of Times of SpecificEducational ServicesExtent of Participation in Regular ProgramPlacement JustificationIndividuals Responsible for Implementation

Section IX:

Section X:

Evaluation Criteria, Procedures, andScheduleDay, Location, and Time of Next IEPConference

The CRS-M can be used in both the development andevaluation of the functional skills/transition component ofthe IEP. For example, the present level of educational per-formance in Section I can be partly determined by the CRS-M results. The annual functional skills /transition goals forSection II can be chosen from the 20 competencies.

The specific educational services in Section III can beselected from the 75 subcompetencies as well as from othersources. The short-term objectives in Section IV can also beselected from the 75 subcompetencies. The CRS-M can beused to evaluate the degree of mastery of these short-termobjectives, since the CRS-M items are identical to the sub-competencies. Section IX can be completed using CRS-Mbehavioral criteria/objectives. The CRS-M is an appropriateevaluation measure. Thus, an IEP with functional skills andtransition components can be constructed from the LCCEModified Curriculum competencies and subcompetenciesfrom the information provided on the CRS-M.

The assessment and instructional planning processes arecritical for determining the student's needs in preparing tomake the transition from school to work and community liv-ing. The LCCE Modified Curriculum's CRS-M and IEP arevaluable tools for assisting students with moderate disabili-ties in achieving a successful transition outcome.

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Appendix ACompetency Rating Scale-Modified(CRS-M) for Life Centered Career

Education (LCCE) ModifiedCurriculum for Individuals with

Moderate Disabilities

INTRODUCTION

The Life Centered Career Education (LCCE) curriculum isa competency-based approach. There are 22 competenciesin the original LCCE Curriculum (Brolin, 1974) and 20competencies in the LCCE Modified Curriculum (Loyd &Brolin, 1997) that have been identified as necessary forachieving successful adult adjustment for students with mildor moderate disabilities. These competencies have been bro-ken down further into subcompetencies and their objectives.The Competency Rating Scale-Modified (CRS-M) providesusers with a systematic means of assessing student masteryof the subcompetencies. This manual furnishes the crite-ria/objectives for rating students' performance and masteryof each of the 75 subcompetencies making up the LCCEModified Curriculum for Individuals with ModerateDisabilities.

The user completes the CRS-M by judging the student'smastery of the subcompetencies using the performance cri-teria/objectives presented in Section III of this manual.Since the CRS-M requires judgments regarding student per-

formance and behavior, it is necessary that all raters employthe same criteria when making judgment decisions. This iscritical if the user intends to make comparisons of the stu-dent's performance or behavior over time.

This manual is divided into four sections. Section Idescribes the rating key and how to rate student perfor-mance and behavior. Section II explains the use of theCRS-M Form. Section III presents explanations and behav-ioral criteria/objectives for the subcompetencies. Section IVdescribes the interpretation of CRS-M results.

The task of evaluating the performance of students withmoderate disabilities in any functional academic area is adifficult one. This task becomes increasingly more difficultfor educators dealing with the transitional education ofthese students.

SECTION IRATING STUDENT PERFORMANCE

The Rating Key

The CRS-M provides three alternative ratings for studentperformance on each subcompetency. There are three

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sources from which the user can draw information to estab-lish the rating for a given subcompetency. The most validevaluation is the rater's personal observation of the student'sperformance and behavior. Ratings from other personnelwho have observed the student's performance and behaviorare less valid, but acceptable. Finally, the student's personalassessment of her or his performance and behavior is theleast valid, but it may be of some assistance in identifyingthe student's personal perceptions of abilities.

When sufficient information exists to rate a subcompe-tency, one of the following ratings should be selected:

0 = Not Competent. The student is unable to performany of the behavioral criteria/objectives for thesubcompetency. This rating should be used for stu-dents who, in the judgment of the rater, cannot beexpected to perform this subcompetency satisfac-torily and who would need support in normal-ized/integrated environments. This student needsadditional training, or, if such training is not avail-able, will need the support of some advocate oragency personnel to partially or fully participate inactivities requiring the subcompetency skills.

1 = Partially Competent. The student is able to per-form at least one but not all of the behavioral crite-ria/objectives for the subcompetency. This ratingshould be used for students who, in the judgmentof the rater, can be expected to perform this sub-competency partially or fully in integrated or nor-malized environments with the support of an advo-cate or agency personnel.

2 = Competent. The student is able to perform all ofthe behavioral criteria/objectives for the subcom-petency. This rating should be used when the rateris confident that the student can satisfactorily per-form this subcompetency in integrated or normal-ized environments.

NR = Not Rated. The rater feels that she or he is unableto rate the student's performance at this time. Thismay be due to a lack of time to collect sufficientinformation about the student's performance orbehavior or lack of information to validate a rating.

If the student leaves formal education without a compe-tent rating (2) for a subcompetency, then he or she shouldseek additional training (advocates or community agencies)and/or request necessary support. A unique feature in thiscurriculum is that for each of the subcompetencies studentsare taught to seek assistance and support when needed. Thisstudent empowerment strategy has been embedded into the

curriculum to prepare the student to request supports neces-sary for integration into normalized environments.

The Rater

Optimally, the same individual should rate a student's per-formance and behavior for all of the subcompetencies in aparticular domain. However, it is also recommended thatothers who are knowledgeable about the student's perfor-mance and behavior rate the student. These can include par-ents, previous teachers/trainers, community agency person-nel, and/or siblings. It may be necessary to have severalraters complete the rating scale. If this occurs, then it is rec-ommended that each rater complete at least one of the threeLCCE domains. Each completed rating scale should be dis-cussed with the student's support team and used to helpcomplete the student's individualized education program(IEP), or individualized work rehabilitation plan (IWRP), orindividualized habilitation plan (IHP).

Rating Intervals

Space is provided on Section II of the CRS-M Record Form(see Appendix B) for seven ratings. It is suggested that theCRS-M be administered prior to the first IEP conferenceand each 2 years thereafter. These forms can be duplicatedand ratings completed as often as necessary.

SECTION IIUSING THE CRS-M RECORD FORM

The CRS-M Record Form is separated into three sectionscorresponding to the three functional curriculum domains:Daily Living Skills, Personal-Social Skills, and Occupa-tional Guidance and Preparation. Although it is best to com-plete the CRS-M all at one time, each domain can be admin-istered independently. As noted in Section I of this manual,it is desirable that one individual rate all subcompetencies ina particular domain. The blank CRS-M Record Form pre-sented in Appendix B may be used as a master for duplica-tion.

Identifying Information

The CRS-M Record Form provides space to record the stu-dent's name, date of birth, and sex. Space is also providedfor the name and address of the student's school.

Directions

The directions for the CRS-M Record Form indicate that theuser should choose one of the four possible ratings for eachsubcompetency. The numerical ratings should be recordedin the space to the right of the subcompetency. The NR rat-ing should be assigned to items that are not rated. The sub-

92

competencies are listed on the left side of the CRS-MRecord Form and are grouped under the competencies.Space is provided at the head of each rating column torecord the rater's name(s), the student's grade level, and thedate(s) of the rating period. If the ratings are completed in asingle day, only that date need be recorded. However, if theratings require more than 1 day, the user should record boththe beginning and ending dates. It is recommended that rat-ings be completed as quickly as possible (i.e., I day to 1week).

Note that Competency 20 in the Occupational Guidanceand Preparation domain has no subcompetencies. Space isprovided following Competency 20 to list specific occupa-tional skill training the student is receiving. The rater shouldrate this training in the same manner as the other subcom-petencies by treating the skill training as a subcompetency.

Space is also provided following the list of subcompe-tencies for the total possible score if a student were assignedthe highest rating for each subcompetency in a domain. Thisvalue is determined by omitting Competency 20 from thecalculations. The total possible score can be calculated bycounting the number of rated items (N) and multiplying bythe highest possible rating (2). Thus, total possible score(TPS) = N X 2. To the right of the total possible score, spaceis provided to record the student's total actual score (TAS),which is the sum of the ratings for all rated items. Space isprovided below the TAS to record the average score per item(AS). The AS is calculated by dividing the TAS by N; thus,AS = TAS ± N. Space is provided at the end of theOccupational Guidance and Preparation section for a cumu-lative total possible score, a cumulative total actual score,and a cumulative average score. The cumulative TPS can becalculated by adding the TPSs for the three domains. Note:The TPS and cumulative TPS must be calculated for eachadministration since the number of rated items may varywith each administration. The cumulative TAS can be cal-culated by the TASs from the three domains. The cumula-tive AS can be calculated by adding the ASs from the threedomains and dividing by three. Thus, the user can evaluateperformance and behavior for each domain as well as thethree domains combined. There is space provided for com-ments at the end of each record form.

SECTION III-BEHAVIORAL CRITERIA/OBJECTIVES FOR RATING SUBCOMPETENCIES

A list of the 75 subcompetencies grouped into the threefunctional curriculum domains follows. Each subcompeten-cy is described conceptually and further defined by behav-ioral criteria/objectives. As discussed in Section I, the ratershould compare student performance to the behavioral cri-teria/objectives for each subcompetency to determine thedegree of mastery. The ratings from the rating key can then

COMPETENCY RATING SCALE-MODIFIED / 85

be assigned to each subcompetency (item) based on thenumber of criteria/objectives that the student is able to per-form for each subcompetency.

DAILY LIVING SKILLS

1. Managing Money

I. Count MoneyI. Identify coins2. Count sums of up to five coins from stacks of pennies,

nickels, dimes, quarters, and half dollars3. Identify bills up to $204. Count currency with sums less than $20

2. Make Purchases1. Select appropriate item2. Recognize and request assistance3. Locate cashier4. Calculate and give appropriate purchase amount5. Receive purchase and change

3. Use Vending MachinesI. Select appropriate coins2. Operate vending machines3. Receive vending machine purchase and change4. Recognize and request assistance as needed

4. Budget Money1. Identify weekly personal income2. Identify weekly and/or monthly expenses3. Calculate daily/weekly/monthly expenses to personal

income4. Compare expenses to date with remaining personal

income5. Perform Banking Skills

1. Open checking account2. Open savings account3. Write checks and record transactions4. Make deposits and record transactions5. Request banking assistance6. Use check cashing cards/services

2. Selecting and Maintaining Living Environments

6. Select Appropriate Community Living Environments1. Identify available living environments2. Choose appropriate living environments3. Identify procedures for renting and connecting utilities

7. Maintain Living Environment1. Identify routine cleaning tasks2. Plan daily/weekly cleaning routine3. Identify and use common household cleaning products4. Identify and demonstrate safe use of household cleaning

products5. Perform daily/weekly cleaning routine6. Identify when and where to obtain common household

cleaning products8. Use Basic Appliances and Tools

1. Identify common household appliances and tools andtheir uses

93


2. Demonstrate appropriate use of common householdappliances and tools

3. Identify safety procedures when using household appli-ances and tools

4. Request appropriate assistance for household repair tasks9. Set Up Personal Living Space

1. Identify and select personal living space2. Identify and select personal living furnishings3. Arrange personal living space


10. Perform Appropriate Grooming and Hygiene1. Identify grooming products and where to obtain them2. Identify and practice body care skills3. Identify and practice oral/dental hygiene skills4. Identify and practice hair care skills5. Identify and practice toileting skills

11. Dress Appropriately1. Select clothing for different weather conditions2. Select clothing for different activities3. Select and coordinate well-fitting clothing4. Maintain neat appearance

12. Maintain Physical Fitness1. Identify physical exercises/activities2. Practice physical exercises/activities daily

13. Recognize and Seek Help for Illness1. Identify signs/symptoms of common illnesses/diseases2. Contact medical assistance

14. Practice Basic First Aid1. Perform basic first aid measures2. Identify emergency situations3. Contact emergency assistance4. Follow emergency procedures

15. Practice Personal SafetyI. Identify situations that are dangerous in the home, com-

munity, and at work2. Identify safety precautions to avoid personal injury in the

home, community, and at work3. Identify self-protection procedures4. Practice precautions when dealing with strangers

4. Developing and Maintaining AppropriateIntimate Relationships

16. Demonstrate Knowledge of Basic Human Sexuality1. Identify basic male and female sexual differences2. Describe the human reproduction process3. Discuss personal responsibilities/behaviors

17. Demonstrate Knowledge of Appropriate Dating Behavior1. Identify the physical needs of dating2. Identify the social-emotional needs of dating3. State parents'/guardians' position on dating/dating behav-

ior

5. Eating at Home and in the Community

18. Plan Balanced Meals1. Identify the four basic food groups2. Identify appropriate foods eaten at typical daily meals3. Plan weekly menu

19. Purchase Food1. Construct shopping list from weekly word or picture

menu2. Locate food items on list3. Recognize and request assistance as needed4. Locate cashier5. Calculate and give appropriate purchase amount6. Receive purchase and change

20. Prepare Meals1. Identify food preparation procedures2. Identify and demonstrate use of basic kitchen tools and

appliances3. Select recipe4. Collect foods and utensils listed on recipe5. Follow simple recipe

21. Demonstrate Appropriate Eating Habits1. Demonstrate table setting2. Demonstrate appropriate serving of food3. Demonstrate appropriate eating manners

22. Demonstrate Meal Clean-Up and Food Storage1. Demonstrate meal clean-up procedures2. Identify signs of food spoilage3. Demonstrate waste disposal procedures4. Sort food into storage groups5. Demonstrate appropriate food storage

23. Demonstrate Appropriate Restaurant Dining1. Identify types of restaurants2. Estimate meal costs and bring sufficient money to dine

out3. Order from wall/printed menus4. Demonstrate eating manners5. Pay bill and tip appropriately


24. Wash/Dry Clothes1. Identify types and uses of laundry products2. Sort clothing by temperature, load, and colors3. Load clothes4. Add detergent5. Set temperatures and load settings6. Start washing machine7. Remove clothes at end of washing cycle and hang non-

dryable clothes up to dry8. Load washed clothes in dryer9. Set temperature and time dials

10. Start dryer1 1 . Remove clothes from dryer and hang or fold at end of

drying cycle12. Store clothes13. Perform any upkeep procedures14. Perform washing/drying clothes at laundromat

25. Buy Clothes1. Identify basic clothing needs2. Identify size, color, and style of clothing needed3. Estimate clothing costs and bring money for clothing

needs4. Identify appropriate clothing store5. Locate appropriate store department6. Request assistance from store clerk

94

7. Select clothing item(s)8. Check fit of clothing item(s)9. Locate cashier

10. Calculate and give appropriate purchase amount11. Receive purchase and change


26. Identify Available Community Leisure/RecreationalActivities

1. Identify types of individual leisure/recreational activities2. Identify types of group leisure/recreational activities3. Locate equipment and facilities of leisure/recreational

activities27. Select and Plan Leisure/Recreational Activities

1. Identify personal leisure/recreational activities and inter-ests

2. Identify costs, time, and physical requirements ofleisure/recreational activities

3. Develop weekly schedule of leisure/recreational activities28. Participate in Individual and Group Leisure/Recreational

Activities1. Identify and obtain necessary equipment2. Identify and follow rules of leisure/recreational activities

29. Select and Participate in Group Travel1. Identify travel interests2. Identify travel possibilities3. Identify expenses and resources needed for travel4. Request assistance in travel planning5. Demonstrate appropriate travel behavior


30. Follow Traffic Rules and Safety Procedures1. Identify common traffic and safety signs and rules2. Practice following common traffic and safety signs and

rules31. Develop and Follow Community Access Routes

1. Identify routinely used community locations2. Plan and practice following important community routes3. Request assistance as needed

32. Access Available Transportation1. Identify modes of transportation in the community2. Identify requirements of each mode of community trans-

portation3. Practice using modes of community transportation4. Request assistance for using modes of community trans-

portation5. Identify and develop strategies for coping with disruption

in primary community transportation mode

PERSONAL-SOCIAL SKILLS


33. Demonstrate Knowledge of Personal Interests and Abilities1. Identify and describe personal interests2. Identify and describe personal abilities

34. Demonstrate Appropriate Responses to Emotions1. Identify different emotions


2. Identify ways to express emotions3. Practice appropriate ways to express emotions4. Request assistance for coping with emotions

35. Display Self-Confidence and Self-Worth1. Identify positive aspects of people in general2. Identify positive aspects of self3. Practice displaying self-confidence and self-worth

36. Demonstrate Giving and Accepting Praise and Criticism1. Identify critical statements2. Identify statements of praise3. Identify appropriate/inappropriate responses to criticism4. Identify appropriate/inappropriate responses to praise5. Respond to accepting criticism6. Respond to receiving praise

10. Exhibiting Socially Responsible Behavior

37. Demonstrate Appropriate Behavior1. Identify appropriate/inappropriate behavior at home2. Identify appropriate/inappropriate behavior at work3. Identify appropriate/inappropriate behavior at training

programs4. Identify appropriate/inappropriate behavior in the com-

munity5. Practice appropriate behavior at home6. Practice appropriate behavior at work7. Practice appropriate behavior at school/training program8. Practice appropriate behavior in the community

38. Identify Current and Future Personal Roles1. Identify current personal roles2. Identify possible future personal roles3. Describe how personal roles differ from those of signifi-

cant others4. Describe how personal roles interact with others' roles

39. Demonstrate Respect for Others' Rights and Property1. Identify personal property and rights of others2. Identify reasons for respecting personal property and

rights of others3. Practice respecting others' personal property and rights4. Identify actions for borrowing items5. Identify actions when others' personal property has been

damaged6. Identify actions when others' personal rights have been

violated40. Demonstrate Respect for Authority

1. Identify authority figures2. Identify roles of authority figures3. Identify consequences of not respecting authority4. Practice respecting authority

41. Demonstrate Ability to Follow Directions/Instructions1. Identify importance of following authority directions/

instructions2. Identify actions of not following authority directions/

instructions3. Practice following authority directions/instructions

42. Demonstrate Appropriate Citizen Rights andResponsibilities

1. Identify community services available to citizens2. Locate community services available to citizens

BEST COPY AVAILABLE

95


3. Identify major rights of citizens4. Identify major responsibilities of citizens5. Identify citizens' duties to governments6. Practice being a good citizen

43. Identify How Personal Behavior Affects Others1. Identify how personal behavior can affect others2. Identify cues others provide when personal behavior

inappropriate3. Describe ways to change inappropriate behavior

11. Developing and Maintaining AppropriateSocial Relationships

44. Develop Friendships1. Identify why friendship is important2. Identify characteristics of friendship3. Describe how to select a friend4. Practice developing friends

45. Maintain Friendships1. Identify ways to keep and lose friends2. Identify how to select a date3. Identify procedures for dating4. Identify appropriate responses to intimacy with

friends5. Practice maintaining friendships


4. Seek appropriate sources in helping to resolve personalproblems/conflicts

51. Develop and Select Best Solution to Problems/Conflicts1. Identify solutions to personal problems/conflicts2. Select best solutions developed to personal problems/

conflictsis 3. Seek assistance in helping to develop and select best solu-

tions to personal problems/conflicts4. Practice developing and selecting best solutions to per-

sonal problems/conflicts52. Demonstrate Decision Making

1. Identify importance of making decisions2. Identify steps in making informed decisions3. Seek help in making decisions

close

46. Set and Reach Personal Goals1. Identify the importance of setting personal goals2. Identify how to set goals3. Identify reasons to reach goals4. Identify how to modify/revise goals5. Practice setting and meeting goals

47. Demonstrate Self-Organization1. Identify routine daily activities2. Develop plan of daily activities3. Identify areas of responsibility in personal life4. Identify importance of organizing personal activities5. Practice daily self-organization6. Request assistance with self-organization.

48. Demonstrate Self-Determination1. Identify importance of practicing self-determination2. Practice self-determination3. Request assistance with self-determination


49. Identify Problems/Conflicts1. Identify personal problems/conflicts2. Identify why personal problems/conflicts exist3. Request assistance in identifying personal problems/con-

flicts50. Use Appropriate Resources to Assist in Problem Solving

1. Identify situations in which individuals need advice2. Identify available sources for providing assistance in

resolving personal problems/conflicts3. Identify outcomes of seeking help in resolving personal

problems/conflicts

14. Communicating with Others

53. Demonstrate Listening and Responding Skills1. Identify the importance of listening and responding2. Identify appropriate listening techniques3. Identify appropriate responding techniques4. Practice attentive listening and responding

54. Demonstrate Effective Communication1. Identify modes of communication2. Identify appropriate speaking methods3. Identify inappropriate speaking methods4. Identify methods of expressing needs and feelings5. Identify appropriate techniques of communicating on the

telephone6. Identify nonverbal cues and communication skills7. Practice effective communication

55. Communicate in Emergency Situations1. Identify signs of an emergency situation2. Identify appropriate authorities to contact in different

emergency situations3. Practice communicating in emergency situations


15. Exploring and Locating Occupational Trainingand Job Placement Opportunities

56. Identify Rewards of Working1. Identify the importance of working2. Discuss the rewards for working3. Identify the reasons some jobs pay more than others4. Identify personal needs that are met through work5. Identify how work is part of one's personal identity6. Identify ways workers contribute to society7. Identify ways society rewards different types of jobs

57. Locate Available Occupational Training and Job PlacementPossibilities

1. Identify sources for locating occupational training andjob placement information

2. Discuss different types of occupational training possibil-ities

3. Identify general job placement possibilities4. Identify general training possibilities

96

5. Practice locating available occupational training possibil-ities

6. Request assistance for locating occupational training pos-sibilities

16. Making Occupational Training andJob Placement Choices

58. Demonstrate Knowledge of Occupational Interests1. Identify occupational interests2. Discuss types of jobs matching personal occupational

interests3. Request assistance regarding matching jobs with person-

al occupational interests59. Demonstrate Knowledge of Occupational Strengths and

Weaknesses1. Identify occupational strengths and weaknesses2. Discuss jobs matching personal occupational strengths3. Request assistance regarding matching jobs with person-

al occupational strengths60. Identify Possible and Available Jobs Matching Interests and

Strengths1. Identify jobs of interest2. State jobs of interest that match personal occupational

strengths and weaknesses3. Discuss job-related requirements of jobs matching per-

sonal occupational interests61. Plan and Make Realistic Occupational Training and Job

Placement Decisions1. Identify occupational training and job placement options2. Develop plan to meet identified occupational training and

job placement options3. Request assistance to help plan and make realistic occu-

pational training and job placement choices62. Develop Training Plan for Occupational Choice

1. Identify steps in developing occupational choice trainingplan

2. Develop occupational choice training plan

17. Applying for and Maintaining Occupational Trainingand Job Placements

63. Apply for Occupational Training and Job Placements1. Identify steps in applying for occupational training and

job placements2. Collect and develop personal data card for completing

application forms3. Complete applications for occupational training and job

placements4. Request assistance in applying for occupational training

and/or job placements64. Interview for Occupational Training and Job Placements

1. Identify appropriate interview skills for occupationaltraining and job placements

2. Practice mock interviews for occupational training andjob placements

3. Practice interviews for occupational training and jobplacements


4. Request help in preparing and interviewing for occupa-tional training and job placements

65. Make Adjustments to Changes in Employment Status1. Identify potential problems encountered in occupational

training and job placements2. Identify potential solutions to problems encountered in

occupational training and job placements3. Identify factors that determine successful work adjust-

ment4. Identify factors that determine unsuccessful work adjust-

ment5. Identify reasons for occupational training or employment

changes or termination6. Identify factors relating to being promoted in jobs7. Request assistance in making changes in employment

status

18. Developing and Maintaining AppropriateWork Skills and Behavior

66. Perform Work Directions and Meet Requirements1. Identify the importance of following directions and meet-

ing requirements2. Perform a series of tasks in response to verbal instruc-

tions67. Maintain Good Attendance and Punctuality

1. Identify reasons for good attendance and punctuality2. Identify actions to take for tardiness or absence from

work68. Respond Appropriately to Supervision

1. Identify appropriate behavior when being supervised2. Exhibit appropriate response to supervision

69. Demonstrate Job Safety1. Identify the importance of job safety2. Identify potential job hazards3. Identify safety measures in job choices4. Exhibit job safety

70. Work Cooperatively with Others1. Identify reasons for working with others2. Practice working cooperatively with others

71. Meet Work Quality and Quantity Standards1. Identify reasons for work quality standards2. Identify reasons for work quantity standards3. Identify consequences of not meeting work quality and

quantity standards4. Practice meeting work quality and quantity standards

19. Matching Physical/Manual Skills to OccupationalTraining and Employment

72. Demonstrate Fine Motor Dexterity in Occupational Trainingand Job Placements

1. Identify need for good fine motor dexterity in occupa-tional training and employment

2. Identify jobs in which fine motor dexterity is critical3. Demonstrate fine motor dexterity in occupational training

programs and/or at job sites4. Request assistance in developing fine motor dexterity in

occupational training and job placements

9?


73. Demonstrate Gross Motor Dexterity in OccupationalTraining and Job Placements

1. Identify need for gross motor dexterity in occupationaltraining and employment

2. Identify jobs in which gross motor dexterity is critical3. Demonstrate gross motor dexterity in occupational train-

ing programs and/or at job sites4. Request assistance in developing gross motor dexterity in

occupational training and job placements74. Demonstrate Sensory Discrimination in Occupational

Training and Job Placements1. Demonstrate size and shape discrimination2. Demonstrate color discrimination3. Demonstrate auditory discrimination4. Demonstrate adequate sensory discrimination in occupa-

tional training and job placements5. Request assistance in developing size, shape, color, audi-

tory, and sensory discrimination in occupational trainingand job placements

75. Demonstrate Stamina and Endurance1. Identify need for stamina and endurance in occupational

training programs and job placements2. Identify jobs in which stamina and endurance are critical3. Work at demonstrating satisfactory stamina and endurance

in occupational training programs and job placements4. Request assistance in developing satisfactory stamina and

endurance in occupational training and job placements

20. Training for Occupational Choices

There are no specific subcompetencies since they depend on theskill being taught.

SECTION IVINTERPRETATION

Each user will have to decide whether a complete masteryof a specified percentage of subcompetencies is preferableto a partial mastery of all of the subcompetencies. At thistime, the suggested method of interpretation involves theuser's identification of student strengths and weaknesses.Such identification should prove useful for developing indi-vidualized education programs (IEPs) as well as evaluatingIEP outcomes. Since the CRS-M items are actually the sub-competencies of the LCCE Modified Curriculum, low-rateditems can be used to establish short-term objectives for indi-vidualized functional planning. Readministration of theCRS-M can then be used to evaluate the effectiveness ofsuch planning by comparing pre- and postintervention rat-ings.

The CRS-M user can review student performance andbehavior for any given rating period to determine deficientareas. Such a determination can assist both in general cur-riculum planning and in individualized functional planning.

If a large percentage of students are deficient in particularareas (subcompetencies, competencies, or domains), empha-sis on these areas could be incorporated into functionalplanning and training. Individual weaknesses can beaddressed through revised IEPs. Note that the rating keyallows only three numerical ratings. The operational defini-tion of the 1 rating ("at least one, but not all") makes studentprogress on a subcompetency possible without a change innumerical rating. A student might require several years toprogress from a rating of 1 on an individual subcompetencyto a rating of 2. Therefore, in the IEP evaluation, the usershould look for short-term gains in the larger categories(competencies or domains). This system will reflect short-term gains when used in this manner.

The CRS-M user can review student performance andbehavior over several rating periods to determine progressas well as establish realistic expectancies for typical studentgrowth and development. This interpretation provides notonly suggestions for immediate functional curriculum plan-ning on a general and individual basis, but also suggestionsfor long-range functional curriculum sequencing. This typeof data should prove particularly useful after systematicanalysis, since there is little information available to predicttypical developmental stages in the career development ofstudents with mild or moderate disabilities.

Although the subcompetencies, competencies, anddomains identified here are felt to be generally comprehen-sive, there is no evidence at present that these divisions andtheir sequencing correlate strongly with student ability tomaster these objectives at any particular age or develop-mental stage. Thus, the CRS-M user has an opportunity toeither formally or informally establish expectancies andsequencing in each particular setting.

In summary, CRS-M results can be employed to:

Determine students' strengths and weaknesses.Develop and review IEPs.Plan and develop a functional/transitional curriculum.Monitor student or group progress.

The CRS-M is an integral part of the assessment processfor the LCCE-Modified Curriculum program. The CRS-Mresults should be included in the student's transition portfo-lio and should accompany the student when seeking supportfrom other adult service providers or seeking employment.This instrument should be a valuable tool for all studentswith moderate disabilities in K through 12+ transition plan-ning.

98

Appendix BCompetency Rating Scale (CRS)

Master Forms for the LifeCentered Career Education

(LCCE) Modified Curriculumfor Individuals with

Moderate Disabilities

The forms on the following pages are designed to be repro-duced for use with the Life Centered Career Education(LCCE) Modified Curriculum. The following forms aregiven:

Competency Rating Scale-ModifiedDaily Living SkillsPersonal-Social SkillsOccupational Guidance and Preparation

99


LIFE CENTERED CAREER EDUCATION

Competency Rating Scale-Modified

Record Form

DAILY LIVING SKILLS

Student Name Date of Birth Sex

School City State

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the columnbelow the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0 or 1 at the time of thefinal rating, place a check (V) in the appropriate space in the yes/no column to indicate his/her ability to perform the subcompetency withassistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteria foreach subcompetency, and explanation of the yes/no column.

Rating Key: 0 = Not Competent 1 = Partially Competent 2 = Competent NR = Not Related

To what extent has the student mastered the following subcompetencies?

Subcompetencies

Rater(s)

GradeLevel

Date(s)

DAILY LIVING SKILLS DOMAIN

1. Managing Money

I. Count Money

2. Make Purchases

3. Use Vending Machines

4. Budget Money

5. Perform Banking Skills

2. Selecting and Maintaining Living Environments

6. Select Appropriate Community Living Environments

7. Maintain Living Environment

8. Use Basic Appliances and Tools

9. Set Up Personal Living Space


10. Perform Appropriate Grooming and Hygiene

11. Dress Appropriately

12. Maintain Physical Fitness

13. Recognize and Seek Help for Illness

14. Practice Basic First Aid

15. Practice Personal Safety

______

_..._

_________

_________

________

__

________.___

_

_____

_

__

_____

_

_

_

_____

_

__

_

____

Yes

___

No

100

MASTER FORMS FOR DUPLICATION / 93

Subcompetencies

Rater(s)

GradeLevel

Date(s)

4. Developing and Maintaining AppropriateIntimate Relationships

16. Demonstrate Knowledge of Basic Human Sexuality

17. Demonstrate Knowledge of Appropriate DatingBehavior

5. Eating at Home and in the Community

18. Plan Balanced Meals

19. Purchase Food

20. Prepare Meals

21. Demonstrate Appropriate Eating Habits

22. Demonstrate Meal Clean-Up and Food Storage

23. Demonstrate Appropriate Restaurant Dining


24. Wash/Dry Clothes

25. Buy Clothes


26. Identify Available Community Leisure/RecreationalActivities

27. Select and Plan Leisure/Recreational Activities

28. Participate in Individual and Group Leisure/Recreational Activities

29. Select and Participate in Group Travel


30. Follow Traffic Rules and Safety Procedures

31. Develop and Follow Community Access Routes

32. Access Available Transportation

__

_______

____

_

________

___

__

_____..._

_

_____._

__

__

_____.

____

___

______

_______

______

____

_

_____

____

_

__

____

______

_

____

__

____

___

_

_

___

___

._______

_

__ _

Yes______

__

No

Total Possible Score Total Actual

(TPS) = N X 2

Score

(TAS)

Score= TAS/N

Average(AS)

Comments:

Use asterisk to denote skill areas of instruction noted in the student's IEP for the year.Refer to the CRS manual for calculation and interpretation.

1 0 "LBEST COPY AVAILABLE




Record Form

PERSONAL-SOCIAL SKILLS


School City State

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the columnbelow the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0 or 1 at the time of thefinal rating, place a check () in the appropriate space in the yes/no column to indicate his/her ability to perform the subcompetency withassistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteria foreach subcompetency, and explanation of the yes/no column.

Rating Key: 0 = Not Competent 1 = Partially Competent


2 = Competent NR = Not Related

Subcompetencies

Rater(s)

GradeLevel

Date(s)

PERSONAL-SOCIAL SKILLS DOMAIN


33. Demonstrate Knowledge of Personal Interests andAbilities

34. Demonstrate Appropriate Responses to EmotionsCriticism

35. Display Self-Confidence and Self-Worth

36. Demonstrate Giving and Accepting Praise and

10. Exhibiting Socially Responsible Behavior

37. Demonstrate Appropriate Behavior

38. Identify Current and Future Personal Roles

39. Demonstrate Respect for Others' Rights and Property

40. Demonstrate Respect for Authority

41. Demonstrate Ability to Follow Directions/Instructions

42. Demonstrate Appropriate Citizen Rights andResponsibilities

43. Identify How Personal Behavior Affects Others

11. Developing and Maintaining Appropriate SocialRelationships

44. Develop Friendships

45. Maintain Friendships

__

______

__

_

_____

____

__

______

._._

_____

__

_

______

__

_

______

______

_

__

_

_____

__

_____

_

___

Yes

________

No

_.

BEST COPY AVAILABLE

104


Subcompetencies

Rater(s)

GradeLevel

Date(s)


46. Set and Reach Personal Goals

47. Demonstrate Self-Organization

48. Demonstrate Self-Determination


49. Identify Problems/Conflicts

50. Use Appropriate Resources to Assist in ProblemSolving

51. Develop and Select Best Solution to Problems/Conflicts

52. Demonstrate Decision Making

14. Communicating with Others

53. Demonstrate Listening and Responding Skills

54. Demonstrate Effective Communication

55. Communicate in Emergency Situations

__

________

__

__

____

______

__

__

________

__

__

_______

__

__

___

__

__

______

__

_

_____

Yes

___________

No


(TPS) = N X 2Score(TAS)

Score= TAS/N

Average(AS)

Comments:





Record Form



School City State

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the columnbelow the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0 or 1 at the time of thefinal rating, place a check () in the appropriate space in the yes/no column to indicate his/her ability to perform the subcompetency withassistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteria foreach subcompetency, and explanation of the yes/no column.

Rating Key: 0 = Not Competent 1 = Partially Competent 2 = Competent NR = Not Related


Subcompetencies

Rater(s)

GradeLevel

Date(s)


15. Exploring and Locating Occupational Training andJob Placement Opportunities

56. Identify Rewards of Working

57. Locate Available Occupational Training and JobPlacement Possibilities

16. Making Occupational Training and Job PlacementChoices

58. Demonstrate Knowledge of Occupational Interests

59. Demonstrate Knowledge of Occupational Strengthsand Weaknesses

60. Identify Possible and Available Jobs MatchingInterests and Strengths

61. Plan and Make Realistic Occupational Training andJob Placement Decisions

62. Develop Training Plan for Occupational Choice

17. Applying for and Maintaining Occupational Trainingand Job Placement

63. Apply for Occupational Training and Job Placements

64. Interview for Occupational Training and JobPlacements

65. Make Adjustments to Changes in Employment Status

____ _ ______

Yes No

104


Subcompetencies

Rater(s)

GradeLevel

Date(s)

18. Developing and Maintaining AppropriateWork Skills and Behavior

66. Perform Work Directions and Meet Requirements

67. Maintain Good Attendance and Punctuality

68. Respond Approrpriately to Supervision

69. Demonstrate Job Safety

70. Work Cooperatively with Others

71. Meet Work Quality and Quantity Standards

19. Matching Physical/Manual Skills to OccupationalTraining and Employment

72. Demonstrate Fine Motor Dexterity in OccupationalTraining and Job Placements

73. Demonstrate Gross Motor Dexterity in OccupationalTraining and Job Placements

74. Demonstrate Sensory Discrimination inOccupational Training and Job Placements

75. Demonstrate Stamina and Endurance

20. Training for Occupational SkillsThere are no specific subcompetencies since theydepend on the specific skill being taught.

______

____

______

____

__________

_______

______

____

____

_____

____

_____

____

_____

____

_____

_ _ _ _

____

Yes

______

No


(TPS) = N X 2

Score(TAS)

Score= TAS/N

TAS

AS

Average(AS)

Cumulative TPS - 194 Cumulative

Cumulative

Comments:


Appendix CIndividualized EducationProgram Form-Modified

The forms on the following pages are designed to be repro-duced for use with the Life Centered Career Education(LCCE) Modified Curriculum.

108



Individualized Education Program Form-Modified(Use attachments as needed for each student)

Student Name: School: Grade: Date:

SECTION I: Present Level of Educational Performance

SECTION II: Annual Goals

A. Academic Goals (See attachment)B. LCC Functional Skills for Transition Preparation (Check those that apply)This student will progress toward acquiring functional behaviors in the following competency areas. (Check the appropriate annual goals.)

1. Managing Money 13. Making Informed Decisions2. Selecting and Maintaining Living Environments 14. Communicating with Others3. Caring for Personal Health 15. Exploring and Locating Occupational Training and4. Developing and Maintaining Appropriate Intimate Job Placement Opportunities

Relationships 16. Making Occupational Training and Job Placement5. Eating at Home and in the Community Choices6. Cleaning and Purchasing Clothing 17. Applying for and Maintaining Occupational Training7. Participate in Leisure/Recreational Activities and Job Placements8. Traveling in the Community 18. Developing and Maintaining Appropriate Work9. Acquiring Self-Identity Skills and Behavior

10. Exhibiting Socially Responsible Behavior 19. Matching Physical/Manual Skills to Occupational11. Developing and Maintaining Appropriate Social Training and Employment

Relationships 20. Training for Occupational Choices12. Exhibiting Independent Behavior

C. Other Transitional/Support Services Goals (Check those that apply)1. Financial Assistance/Income Supprt 5. Transportation2. Advocacy Legal Services 6. Other3. Medical 7. Other4. Insurance 8. Other

SECTION III: Specific Educational Services Needed

Goal &Subcomp.Numbers

Special ServicesNeeded

Special Media/Materialsand Equipment

IndividualImplementors

BEST COPY AVAILABLE

107


Individualized Education Program Form-Modified

SECTION IV: Short-Term Individual Objectives

A. Academic Goals (see attachment)B. LCCE Functional Skills for Transition Preparation (check those that apply)

1. Count Money 42. Demonstrate Appropriate Citizen Rights and2. Make Purchase Responsibilities3. Use Vending Machines 43. Identify How Personal Behavior Affects Others4. Budget Money 44. Develop Friendships5. Perform Banking Skills 45. Maintain Friendships6. Select Appropriate Community Living 46. Set and Reach Personal Goals

Environments 47. Demonstrate Self-Organization7. Maintain Living Environments 48. Demonstrate Self-Determination8. Use Basic Appliances and Tools 49. Identify Problems/Conflicts9. Set Up Personal Living Space 50. Use Appropriate Resources to Assist in Problem

10. Perform Appropriate Grooming and Hygiene Solving11. Dress Appropriately 51. Develop and Select Best Solution to Problems/12. Maintain Physical Fitness Conflicts13. Recognize and Seek Help for Illness 52. Demonstrate Decision Making14. Practice Basic First Aid 53. Demonstrate Listening and Responding Skills15. Practice Personal Safety 54. Demonstrate Effective Communication16. Demonstrate Knowledge of Basic Human Sexuality 55. Communicate in Emergency Situations17. Demonstrate Knowledge of Appropriate Dating 56. Identify Rewards of Working

Behavior 57. Locate Available Occupational Training and Job18. Plan Balanced Meals Placement Possibilities19. Purchase Food 58. Demonstrate Knowledge of Occupational Interests20. Prepare Meals 59. Demonstrate Knowledge of Occupational Strengths21. Demonstrate Appropriate Eating Habits and Weaknesses22. Demonstrate Meal Clean-Up and Food Storage 60. Identify Possible and Available Jobs Matching23. Demonstrate Appropriate Restaurant Dining Interests and Strengths24. Wash/Dry Clothes 61. Plan and Make Realistic Occupational Training and25. Buy Clothes Job Placement Decisions26. Identify Available Community Leisure/Recreational 62. Develop Training Plan for Occupational Choice

Activities 63. Apply for Occupational Training and Job27. Select and Plan Leisure/Recreational Activities Placements28. Participate in Individual and Group Leisure/ 64. Interview for Occupational Training and Job

Recreational Activities Placements29. Select and Participate in Group Travel 65. Make Adjustments to Changes in Employment30. Follow Traffic Rules and Safety Procedures Status31. Develop and Follow Community Access Routes 66. Perform Work Directions and Meet Requirements32. Access Available Transportation 67. Maintain Good Attendance and Punctuality33. Demonstrate Knowledge of Personal Interests and 68. Respond Approrpriately to Supervision

Abilities 69. Demonstrate Job Safety34. Demonstrate Appropriate Responses to Emotions 70. Work Cooperatively with Others35. Display Self-Confidence and Self-Worth 71. Meet Work Quality and Quantity Standards36. Demonstrate Giving and Accepting Praise and 72. Demonstrate Fine Motor Dexterity in Occupational

Criticism Training and Job Placements37. Demonstrate Appropriate Behavior 73. Demonstrate Gross Motor Dexterity in38. Identify Current and Future Personal Roles Occupational Training and Job Placements39. Demonstrate Respect for Other's Rights and 74. Demonstrate Sensory Discrimination in

Property Occupational Training and Job Placements40. Demonstrate Respect for Authority 75. Demonstrate Stamina and Endurance41. Demonstrate Ability to Follow Directions/

Instructions

1O1



SECTION V: Date and Length of Time relative to specific educational services needed for this student

GoalNumber

BeginningDate

EndingDate

GoalNumber

BeginningDate

EndingDate

SECTION VI: Description of Extent to which this student will participate in the regular educational program

Percentageof Time

Language arts

Math

Science

Social science

Vocational (Bus.) & Work Study

Physical education

(other)

(other)

SECTION VII: Justification for type of educational placement of this student

Narrative Description/Reaction

109

Narrative Description/Reaction



SECTION VIII: Individual Responsible for implementing the individualized education program and transitional services

Name Role/Responsibility

SECTION IX: Objective Criteria, Evaluation Procedures, and Schedule for assessing short-term objectives

Objective criteria can be found in the LCCE Competency Rating Scale (CRS), the LCCE Knowledge Battery (KB), and the LCCEPerformance Battery (PB). Criteria listed reflect the short-term individual objectives checked in Section IV, Part B, of this form.

Evaulation Procedures can be determined by the IEP Committee reviewing the manuals for the Competency Rating Scale, KnowledgeBattery, and Performance Battery.

Schedule for Assessment should include time, date, frequency, place, etc.

SECTION X: Estimated Date, Location, and Time for next IEP Committee Review

110

Appendix DLCCE Resources

Available from CEC


Life Centered Career Education: A CompetencyBased ApproachFifth EditionDonn E. Brolin

The fifth edition of the basic LCCE text includes improve-ments that make it easier to use in conjunction with theLCCE Complete Curriculum Package. Pages have beentabbed for quick reference to the Daily Living, Personal-Social, and Occupational Guidance and Preparation do-mains. Objectives have been numbered to coincide with thelesson plans in the Complete Curriculum Package. Thecompetencies have remained the same, and the 97 subcom-petencies and over 400 objectives continue to provide themost comprehensive career education program available.The guide also contains the Competency Rating Scale(CRS), a subjective assessment instrument used to rate stu-dent achievement. This is a very useful screening device andis extremely helpful in selecting areas for instructional plan-ning.

No. P180G. 1997. 175 pp. ISBN 0-86586-292-3. $30, CECMembers $21

Life Centered Career EducationModified Curriculum for Individuals with ModerateDisabilitiesRobert J. Loyd and Donn E. Brolin

This modified version of the LCCE Curriculum providespractitioners with the same easy-to-use format of the origi-nal text. A correlation table allows teachers to identify cor-responding competencies in each curriculum in the eventthat students are able to move from this more basic versionto the more advanced objectives of the original work. Themajor difference between the original and the modified cur-riculum programs is that the modified curriculum focuseson the critical skills and outcomes that individuals withmoderate disabilities need to perform to assist them in mak-ing a successful transition from school to work and commu-nity living. Another significant difference is that attention toboth support needed and participation levels is embedded inthe curriculum activities and individuals are encouraged toseek assistance when necessary. A modified CompetencyRating Scale (CRS) is included in the text. This instrumentis useful in determining appropriate objectives to be includ-ed in the IEP or other planning documents.

No. P5194. 1997. 107 pp. ISBN 0-86586-293-1. $30, CECMembers $21

LCCE Demonstration VideoThis 55-minute video provides an explanation of the LCCEcurriculum and demonstrates administration of the Knowl-edge and Performance Batteries as well as a number ofinstructional lessons. This product can be used to supportinservice training or to model teaching and testing strategiesto teachers who are new to the program. The video followsthe content of LCCE Training Workshops.

No. M5189. Edited 1996. 55 min. VHS. $75

The IEP Planner for LCCE Transition SkillsAllows teachers to incorporate Life Centered CareerEducation (LCCE) skills into students' IEPs. Each compe-tency from the LCCE Curriculum is listed along with up to9 objectives for each of the 97 competenciesmore than400 objectives altogether. The program allows teachers toedit any objective or add special goals and objectives asneeded. Easy to update for annual reviews and progressreports. You can even import your own district's curriculum.The package includes:

Disks for both Macintosh and DOS-based computerscontaining LCCE objectives and an IEP form template.A spiral bound book of codes for LCCE competenciesand goals and the IEP form.A copy of Life Centered Career Education: ACompetency Based Approach, the foundation text byDonn E. Brolin.

No. 55174. 1996. $220

Life Centered Career EducationThe Complete Curriculum and Assessment PackageIncludes over 1,100 lesson plans covering Daily LivingSkills, Personal-Social Skills, and Occupational Skills;Knowledge Batteries (10 copies of each of two alternativeforms); Performance Batteries; Administration Manuals;and Technical Report.

No. P371. 1992. $980

LCCE: Daily Living SkillsDonn E. Brolin

Includes 472 lesson plans covering personal finances,household management, personal needs, family responsibil-ities, food preparation, citizenship responsibilities, andleisure.

No. P367. 1992. 1,556 pp. 3 loose-leaf binders. ISBN 0-86586- 224 -9. $400

112

LCCE: Personal-Social SkillsDonn E. Brolin

Provides 370 lesson plans for developing self-awareness,self-confidence, socially responsible behavior, good inter-personal skills, independence, decision-making, and com-munication skills.

No. P368. 1992. 1,348 pp. 3 loose-leaf binders. ISBN 0-86586- 225 -7. $400

LCCE: Occupational Guidance and PreparationRichard T. Roessler and Donn E. Brolin

Includes 286 lesson plans to help students explore occupa-tional possibilities; make occupational choices; developappropriate work habits; seek, secure, and maintain employ-ment; exhibit sufficient physical/manual skills; and obtainspecific occupational competencies.

No. P369. 1992. 670 pp. 2 loose-leaf binders. ISBN 0-86586- 226 -5. $300

LCCE: Competency Assessment Knowledge BatteriesAvailable in parallel forms, each Knowledge Battery con-sists of 200 multiple-choice questions that cover the first 20competencies. Primarily a screening instrument, theKnowledge Batteries were designed to pinpoint specificcompetency deficiencies. Package includes an Administra-tion Manual, a Technical Report, and samples of each formof the test. Also included are two introductory sets of 10Knowledge Batteries, Forms A and B, to use with students.

No. P370K. 1992. 152 pp. ISBN 0-86586-239-7. $125

LCCE RESOURCES AVAILABLE FROM CEC / 107

LCCE: Competency Assessment Performance BatteriesThe Performance Batteries consist of two alternative formsfor each of the 21 competency units. Items are primarilyperformance based and should be administered to studentsbefore and after instructional units have been taught.Performance Batteries are administered individually or withsmall groups of students. Test materials must be reproducedas needed. Performance Batteries are packaged in a loose-leaf binder along with an Administration Manual.

No. P370P. 1992. 675 pp. ISBN 0-86586-240-0. $225

Additional Sets of Knowledge BatteriesPackages of 10 tests may be ordered separately to be usedby students. Students may answer questions directly in thetest booklets by circling the correct choice or may use astandard machine-scorable form. Knowledge Batteries maynot be reproduced.

LCCE: Knowledge Battery Form A (10 per package) No.P372. $20

LCCE: Knowledge Battery Form B (10 per package) No.P373. $20

Prices change without notice. Please call 1-800-CEC-READ (232-7323) to confirm prices and shipping charges.

LCCE On-site training is also available. For more informa-tion about LCCE workshops, regional events, and technicalassistance, call 703-264-9443.

The Council for Exceptional Children1920 Association DriveReston, VA 20191-1589

1-800-232-7323Fax: 703-264-1637

I Icr-'),)

The Council for Exceptional Children

dt ISBN 0-86586-293-1

(9/92)

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