DOCUMENT RESUME ED 087 166 EC 061 198 · DOCUMENT RESUME ED 087 166 EC 061 198 TITLE A Guide for...
244
DOCUMENT RESUME ED 087 166 EC 061 198 TITLE A Guide for Teachers of the Educable Mentally Handicapped. Secondary. INSTITUTION New Mexico State Dept. of Education, Santa Fe. Div. of Special Education. PUB DATE Jan 74 NOTE 358p.; This document contains 245 leaves, many of which are 11 inches wide by 8 1/2 inches high and require two microfiche frames EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS Academic Achievement; Adolescents; *Curriculum. Guides; *Educable Mentally Handicapped; *Exceptional Child Education; Instructional Materials; Interpersonal Competence; Mentally Handicapped; *Prevocational Education; *Vocational Education; Work Study Programs IDENTIFIERS New Mexico ABSTRACT Presented is a :urriculum guide for a prevocational, vocational, and work study program to be used with educable mentally retarded (EMR) students, 12 to 21 years of age. Delineated are the following aspects of New Mexico's program for EMR students: definition, rationale, educational interventions, administration, psychoeducational diagnosis for placement, individual programing, and teacher qualifications. Provided for students 12 to 16 years of age in the prevocational level are objectives, activities, and instructional materials in the following skill areas: communication (such as reading), mathematics and science to achieve academic skills: interpersonal relationships, citizenship, safety/health/hygiene, and leisure time skills (such as music and physical education) to achieve social skills; and vocational training, job tasks, and home arts to achieve vocational skills. The vocational component for students 15 to 21 years of age is presented in the same format though science and leisure time skills are omitted. The work stAdy program is described in terms of objectives (such as participaticn in a productive way of life), eligibility, school responsibilities, communit! canvassing, and task analyses of work stations such as the library aide. Illustrations show skill components for occupi.ional areas of homemaking, housekeeping, food services building tre es, auto skills, and garden/nursery work. Included are attachmc ts such as child labor provisions. Given in the appendix are items sm .h as a bilingual/bicultural model and a bibliography of appr:,Kimately 300 instructional materials and :sources. (MC)
Transcript of DOCUMENT RESUME ED 087 166 EC 061 198 · DOCUMENT RESUME ED 087 166 EC 061 198 TITLE A Guide for...
DOCUMENT RESUME
ED 087 166 EC 061 198
TITLE A Guide for Teachers of the Educable MentallyHandicapped. Secondary.
INSTITUTION New Mexico State Dept. of Education, Santa Fe. Div.of Special Education.
PUB DATE Jan 74NOTE 358p.; This document contains 245 leaves, many of
which are 11 inches wide by 8 1/2 inches high andrequire two microfiche frames
EDRS PRICE MF-$0.65 HC-$13.16DESCRIPTORS Academic Achievement; Adolescents; *Curriculum.
Guides; *Educable Mentally Handicapped; *ExceptionalChild Education; Instructional Materials;Interpersonal Competence; Mentally Handicapped;*Prevocational Education; *Vocational Education; WorkStudy Programs
IDENTIFIERS New Mexico
ABSTRACTPresented is a :urriculum guide for a prevocational,
vocational, and work study program to be used with educable mentallyretarded (EMR) students, 12 to 21 years of age. Delineated are thefollowing aspects of New Mexico's program for EMR students:definition, rationale, educational interventions, administration,psychoeducational diagnosis for placement, individual programing, andteacher qualifications. Provided for students 12 to 16 years of agein the prevocational level are objectives, activities, andinstructional materials in the following skill areas: communication(such as reading), mathematics and science to achieve academicskills: interpersonal relationships, citizenship,safety/health/hygiene, and leisure time skills (such as music andphysical education) to achieve social skills; and vocationaltraining, job tasks, and home arts to achieve vocational skills. Thevocational component for students 15 to 21 years of age is presentedin the same format though science and leisure time skills areomitted. The work stAdy program is described in terms of objectives(such as participaticn in a productive way of life), eligibility,school responsibilities, communit! canvassing, and task analyses ofwork stations such as the library aide. Illustrations show skillcomponents for occupi.ional areas of homemaking, housekeeping, foodservices building tre es, auto skills, and garden/nursery work.Included are attachmc ts such as child labor provisions. Given in theappendix are items sm .h as a bilingual/bicultural model and abibliography of appr:,Kimately 300 instructional materials and:sources. (MC)
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Spe
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Edu
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stru
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Loui
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AT
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AR
TM
EN
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DU
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NS
anta
Fe,
New
Mex
ico
Janu
ary
1974
Dev
elop
men
t and
Pub
licat
ion
of th
is G
uide
was
.;:aJ
e po
ssib
le th
roug
h fu
nds
from
ES
C A
Titl
e V
I-d,
P.L
. 91-
230
TA
BLE
OF
CO
NT
EN
TS
9F
orew
ord
Intr
oduc
tion
10
Ack
now
ledg
emen
tsI
1
Def
initi
on
Rat
iona
le13
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gram E
duca
tiona
l Int
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ntio
ns14
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rogr
am A
dmin
istr
atio
n16
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cem
ent a
nd P
sych
oedu
catio
nal D
iagn
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20
Pro
gram
min
g
Indi
vidu
al P
rogr
amm
ing
1
Prin
cipl
es o
f Pre
sent
atio
n25
-
Cul
tura
l and
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guag
e A
war
enes
s26
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fess
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l an0
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l Qua
lific
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ns fo
rT
each
ers
and
Aid
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pe a
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eque
nce
Cha
rt30
PR
E-V
OC
AT
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AC
AD
EM
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mun
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List
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akin
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lling
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hem
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ines
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ath
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er M
ath
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ram
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xper
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ram
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r M
odif
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ting
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teni
ng C
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24
Mat
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ls a
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ervi
ces
Reg
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' . C
ente
rsfi
t 28
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43
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otat
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44
eL,
FO
RE
WO
RD
i,
:1-
"! '
The
laun
chin
g of
pla
nned
,co
mpr
ehen
sive
,S
peci
al E
duca
tion
prog
ram
exp
ansi
on h
as b
egun
- in
New
Mex
ico:
Thi
s th
rust
will
pro
vide
. .op
port
unity
for
thou
sand
s of
exc
eptio
nal c
hild
ren-
in o
urst
ate
to r
ecei
ve h
Pub
lic s
choo
l edu
catio
n th
at is
com
men
sura
te w
ith e
ach
child
's\
indi
vidu
al n
eed
and
desi
gned
to e
nabl
e th
e ch
ild to
rea
ch h
is m
axim
um p
oten
tial.
.--
One
of t
he n
eeds
of h
uman
bei
ngs
is to
rec
ome
self-
sust
aini
ng m
embe
rs o
fou
r so
ciet
y. T
o he
lp a
ll ch
ildre
n be
com
e co
ntrib
utin
g ci
tizen
s, 4
,m
any
prog
ram
s ha
ve b
een
deve
lope
d fo
r ch
ildre
n w
ith s
peci
al p
robl
ems.
One
suc
h sp
ecia
l pro
gram
is fo
r th
e ed
ucab
le M
enta
llyha
ndic
appe
d:
Thi
s pu
blic
atio
n is
one
of a
two-
part
ser
ies
of c
urric
uluf
n de
velo
pmen
t' iti
\ life
exp
erie
nce
area
s de
sign
ed fo
r th
e ed
ucab
le m
enta
llyha
ndic
appe
d. fh
e m
ajor
goa
l of t
he p
ublic
atio
ns is
the
impr
ovem
ent o
f ins
truc
tion
for
thes
e ch
ildre
n.
The
pra
ctic
al a
spec
t of t
he g
uide
fore
cast
s a
real
istic
pre
para
tion
for
life'
adju
stm
ent.
prop
erim
plem
enta
fion
of th
ese
guid
es w
ill m
ore
near
ly in
sure
for
each
men
tally
han
dica
pped
pup
il th
e de
velo
pmen
t of a
dequ
ate-
per
sona
lad
just
men
t, ,a
ppro
pria
te w
ork
habi
ts, a
ndw
orth
y so
cial
atti
tude
s. E
very
effo
rt h
as b
een
mad
e to
pre
sent
a fo
rmat
whi
ch c
ompa
sses
not
onl
y cu
rren
t phi
loso
phie
s, b
ut a
lso
pres
ents
appr
opria
te in
terv
entio
n st
rate
gies
in a
dev
elop
men
tal s
eque
nce.
_
No
prog
ram
can
be
succ
essf
ul w
ithou
t crA
.:tir-
ti'ac
hers
: the
refo
re,'
teac
hers
are
urge
d 4o
exe
rcis
e th
eir
inge
nuity
in im
plem
entin
g th
e-
-sug
gest
ed a
ctiv
ities
and
to e
xplo
re fr
eely
tKe
poss
ibili
ty o
ff' a
dditi
onal
act
iviti
es. H
opef
ully
vhis
gui
de w
ith it
s su
gges
tions
will
fost
erun
ityra
ther
than
uni
form
ity in
the
curr
icul
um fo
r th
e ed
ucab
le m
enta
lly h
andi
capp
ed.
-111
10
Elie
S. G
utie
rrez
, Dire
ctor
,
Spe
cial
Edu
catio
n
ift
M.
t
INT
RO
DU
CT
ION
"Muc
h of
Spe
cial
Edu
catio
n fo
r th
e m
ildly
ret
arde
d is
bec
omin
g ob
sole
te. N
ever
in o
r hi
stor
ys
ther
e be
en a
gre
ater
urg
ency
to ta
kest
ock
and
to s
earc
h ou
t new
rol
es f
or a
larg
e nu
mbe
r of
toda
y's
spec
ial e
duca
tors
." 1
-
In c
urre
nt li
tera
ture
, the
edu
cabl
e m
enta
lly h
andi
capp
ed (
EM
H)
child
is r
efer
red
to a
s m
ildly
ret
arde
d, I
t is
the
educ
atio
n_of
the
EM
H
child
, the
n, th
at is
dis
cuss
ed in
the
artic
le b
y L
loyd
Dun
n fr
om w
hich
the
quot
atio
n is
take
n.
The
cur
rent
edi
tion
of D
unn'
s bo
ok E
xcep
tiona
l Chi
ldre
n in
The
Sch
ools
: Spe
cial
Edu
catio
n in
Tra
nsiti
on, r
eexa
min
esno
then
clat
ure,
labe
ls, m
etho
ds a
nd tr
aditi
onal
app
roac
he's
to s
peci
al p
rogr
ams
for
the
mild
ly r
etar
ded.
-
It is
qui
te p
ossi
ble
that
in a
few
yea
rs a
gui
de s
uch
as th
is w
ill b
e us
ed o
n14
by r
egul
ar'c
lass
or
reso
urce
teac
hers
to g
etid
eas
for
wor
king
with
stu
dent
s w
ho h
ave-
wK
at D
unn
refe
rs to
'as
"soc
ioin
telle
ctua
l ina
dequ
acy.
".
.
Spec
ial E
duca
tors
are
atte
mpt
ing
to d
ecre
ase
thei
r us
e of
labe
ls w
ith e
xcep
tiona
l stu
dent
s in
fav
or o
f.a
nonc
ateg
bric
alap
proa
ch to
prog
ram
min
g. L
earn
ing
styl
es a
nd ,l
earn
ing
need
's a
re b
eing
stu
died
and
stu
dent
s ar
e be
ing
offe
red
indi
vidu
aliz
ed p
rogr
ams
whi
ch a
re
resp
onsi
ve to
sty
les
and
need
s.
In v
iew
of
thes
e -c
hang
es, t
he c
omm
ittee
'pre
pari
ng th
is g
uide
. wou
ld li
ke to
urg
e te
ache
rs to
use
the
guid
e as
a s
prin
gboa
rd to
new
ap-
proa
ches
rat
her
than
lim
iting
the
]ear
ning
s of
thei
r st
uden
tsto
the
mat
eria
l fou
nd in
the"
gui
de, I
t is
a co
mpe
ndiu
m o
f id
eas;
and
it s
ht:q
ildno
t bet
houg
ht. o
f as
eith
er th
e on
ly a
ppro
ach
nor
as if
it c
onta
ined
ever
ythi
ng n
eces
sary
for
' the
edu
catio
n of
the
educ
ably
men
tally
hand
icap
ped
stud
ent.
_V
Asf
.r.)
Llo
yd M
. Dun
n, "
Spec
ial E
duca
tion
for
the
Mild
ly R
etar
ded
Is M
ticla
Of
it Ju
stif
iabl
e?"
Ex,
:ept
iona
/ Chi
ldre
n:Se
ptem
ber,
196
8.
lt
,%
a. AC
KN
QW
LED
GE
ME
NT
S
Ack
now
ledg
emen
ts a
nd th
anks
are
due
them
any
indi
vidu
als
thro
ugho
ut N
ewM
exic
o Ito
con
trib
uted
of ;
heir
time
and
tale
nts
to th
edo
;elo
pnie
nt o
f thi
s C
urric
ulum
Gui
de, f
ort t
he G
uide
coul
d no
t hav
e be
en c
ompl
eted
v.If
irout
thei
r co
oder
aten
i.M
any
sugg
estio
ns a
ndar
ticle
s w
ere
anon
ymou
s. T
hose
who
can
be c
redi
ted
arel
iste
d.be
low
:
Cha
rlene
Hug
hes,
LeR
oy M
artin
ez, M
ary
Rob
erts
, Hel
enM
iche
lson
, Sus
an R
ael,
Love
lla M
illsa
p. M
ary
Loui
se; D
oran
,, M
axin
eC
oope
r,S
usie
Dor
an, C
arl B
aldw
in, D
on W
hite
side
, San
dra
Ros
s, P
atric
kH
irner
, Kit
Dor
an, H
erb
Par
ks, D
tivid
F. D
avid
, rec
ilib
Pre
lo; V
anni
eA
. Gra
ves,
Kat
hryn
J. H
arre
ll: J
anic
e M
., S
leep
er, T
hdm
as B
.T
oney
, Spn
dra
Mue
ller,
Jim
Pet
erso
n, B
eveg
y V
ogel
, Mar
jorie
McC
ampn
t,B
onni
e W
akef
ield
, Dr.
Gar
y A
dam
son,
Vio
la S
ierr
a, M
ario
Bac
a,T
ony
Esp
inoz
a, B
ilLG
utie
rrez
, Virg
inia
San
chez
, Mar
igea
n S
paye
r,H
eite
rG
ault,
Elv
a B
. Dre
ibel
bis,
Ber
nice
Col
wel
l, W
enO
rteg
a, M
arga
ret A
. McK
enne
y, J
eann
ette
Mar
tin, L
enor
a M
. Ho
t, M
ary'
Cro
ssm
an,
Hug
h L.
Dav
is. S
usan
P. K
ubie
, Sar
a S
aliv
an, E
. M. S
aiz,
Dor
othy
H. A
llen,
-Fay
e J.
Bol
es, J
enni
e M
. Cap
ps, D
ougl
as J
ohns
on, B
ill H
it-th
,G
eral
dine
Bus
s, L
ucer
ne D
. Kni
ght,
qran
cesC
. Gon
zale
s, B
arry
Col
e, C
lyde
Dun
ning
, Gla
dys
Pat
ters
on, H
orac
eG
arci
a, J
oan
Wrig
ht.
Dor
isR
ober
ts,
Jevr
iellm
Bur
k, D
orot
I4 R
eeso
r, H
azel
L.
May
er, A
ddie
R. M
oney
, Jo
Tho
mas
on, C
elia
M. M
aftir
ez, M
adel
ine
Cow
ry,
Mrs
. Mar
jorie
B. C
arte
r, S
uzan
ne P
arke
r, M
urie
l I.
Spe
ncer
, Mar
ilyn
Bat
ts, J
anet
Nel
son,
Kar
en S
. Till
man
, Hel
en B
row
n, A
leen
e M
cGee
,R
ober
t C. F
ay, M
aym
ie C
lark
. Joy
ce M
asin
, Mar
ea B
.B
isho
p, F
ranc
es G
ilmor
e, J
uani
ta S
alaz
ar, F
aye
Leig
on, W
ilma
E.
Wils
on, M
arie
McN
eil,
Jane
t Gor
alcz
yk, E
vely
n T
. Mas
chek
,H
arri
etB
onds
man
, Ote
tha
korn
egay
, Lin
da H
utch
ens,
Edn
a B
. Jen
kins
, Mild
red
E. '
renn
et,
Ram
ona
Litt
lefi
eld,
.Suc
Mad
dox,
Gen
ovev
a R
. Cas
aus,
Mild
red
Klin
ezlio
nnie
Wak
efie
ld.
.,
Spe
cial
than
ks a
re e
xten
ded
to th
e S
teer
ing
Com
mitt
ee w
hose
job
it w
as to
org
aniz
e th
e m
ultit
udin
ous
amou
nt o
f sub
mitt
ed m
ater
ials
.
_Jan
e B
lum
enfe
ld, P
earl
E. T
hom
pson
, Ben
jam
inB
aca,
Cla
ire B
ossu
et, R
olan
d C
aste
r. B
arba
ra G
ray,
Shi
rley
Jone
s, L
ouis
Mac
Don
ald
and
Hen
rietta
Mitc
hell.
C
Spe
cial
Edu
catio
n U
nit
Sta
te D
epar
tmen
t of E
duca
tion
DE
FIN
ITIO
N
Sta
te S
tand
ards
def
ine
the
Edu
cabl
e M
enta
lly H
andi
capp
ed(I
ti't v
i!!)
as fo
llow
s: T
he e
duca
ble
men
tally
hand
icap
ped
child
sha
ll be
def
ined
Us
a ch
ild w
hose
inte
llect
ual
deve
lopm
ent°
, men
tal c
apac
ity, a
dapt
ive
beha
vior
and
aca
dem
ic a
chie
Vem
ent
is s
opa
rked
lybe
low
his
pee
r.
age
grou
p in
all
esse
ntia
l lea
rnin
g pr
oces
ses
that
edu
catio
n in
the
publ
ic s
choo
lsre
quire
siiio
visi
on o
f-sp
ecia
l ser
vice
s.
,..
10,
Oth
er d
efin
ition
s: M
enta
l Ret
arda
ti.m
has
bee
n de
fined
as
". .
.su
b-av
erag
e ge
nera
l int
elle
ctua
l fun
ctio
ning
whi
chor
igin
ates
dur
ing
the
deve
lopm
enta
l per
iod
and
is a
ssoc
iate
d w
ith im
pairm
ent i
nad
aptiv
e be
havi
or."
(H
eber
, p. 3
).'4
ill4
_
- E
duca
ble
Men
tally
Han
dica
pped
a te
rmus
edto
ref
er to
men
tally
han
dica
pped
per
sons
who
are
capa
ble
of s
ome
degr
ee o
f
achi
evem
ent i
n tr
aditi
onal
aca
dem
ic s
ubje
cts
such
as
read
ing
and
arith
met
ic. A
lso
used
to r
efer
toth
Ose
men
tally
han
dica
pped
who
may
be
expe
cted
to m
aint
ain
them
seN
esin
depe
nden
tly in
the
com
mun
ity a
adu
lts, o
r to
that
gro
upof
men
tally
hand
icap
ped
obta
inin
g IQ
- sc
ores
bet
wee
n 50
,75.
Impa
ired
adap
tive
beha
vior
may
be
refle
cted
dur
ing
mat
urat
ion
byde
lay
in
acqu
isiti
on o
f ea
y de
velo
pmen
tal s
kills
suc
h as
wal
king
, tal
king
,int
hele
arni
ng s
ituat
ion
by p
oor
acad
emic
aqi
evem
ent,
and
poor
abi
lity
to a
uire
kno
wle
dge
as a
func
tion
of e
xper
ienc
e, a
nd in
soci
al a
djus
tmen
t by
rela
tions
.with
pee
rsal
id o
ther
s.
As
the
abov
e qu
otat
ions
indi
cate
.no'
rigid
defin
ition
of t
he e
duca
ble
men
tally
han
dica
pped
can
be a
rriv
ed a
t bec
ause
of t
he m
any
fact
ors
to c
onsi
der
in s
uch
a de
finiti
on; t
hese
incl
ude
the
diffi
culty
in d
iagn
osin
g re
tard
atio
n pr
oper
ly-,
the
effe
cts
of n
atur
e an
d nu
rtur
e, th
e fa
ct
that
ret
arda
tion_
dur
ing
scho
ol y
ears
may
not
be
soco
nsid
ered
in a
dulth
ood.
As
Spe
cial
Edu
catio
n ha
sde
velo
ped
over
pot
dec
ades
,
child
ren
have
bee
n -f
fiisp
lace
d in
cla
sses
for
the
educ
able
men
tally
han
dica
pped
bec
ause
_the
y ap
pear
ed r
etar
ded
due
to la
ngtia
ge, c
lutu
ral,
econ
omic
, em
otio
nal a
nd n
euro
logi
cal f
acto
rs w
hich
cau
sed
them
to d
iffer
-sig
nific
antly
from
the
norm
and
/or
norm
refe
renc
edte
sts.
The
chi
ldre
n fo
r w
hom
this
gui
de is
bei
ng w
ritte
n ar
e th
ose
who
will
not
be
able
to th
ink
abitr
actly
or in
gene
ralit
ies.
The
y ar
e ch
ildre
n in
heed
of a
spe
cial
pro
gram
or
spec
ial i
ndiv
idua
lized
cur
ricul
ums
but w
ho c
ould
be
inte
grat
ed in
to th
e to
tal s
choo
l pro
gram
for
the
rest
of
the
scho
ol ,d
ay. T
hey
shou
ld b
e ke
pt ti
s m
uch
as p
ossi
ble
inth
e m
in s
trea
m o
f pub
lic e
duca
tion.
Witt
pro
pere
duca
tiona
l pla
nnin
g th
ese
stud
ents
can
bec
ome
cont
ribut
ing
mem
bers
of t
he c
omm
unity
.
I1 2
RA
TIO
NA
LE
Edu
cabl
e M
enta
lly ft
,ndi
capp
ed (
EM
U)
stud
ents
of s
choo
l age
-req
uire
a s
peci
alcu
rric
ulum
bec
zuse
thei
r in
telle
ctua
l def
icit
proh
ibits
i
bene
fitin
gfr
om th
e to
tal a
cade
mic
prog
ram
of t
he s
choo
ls. A
lthou
gh th
ey s
houl
d be
inte
grat
ed in
to th
ere
gula
r sc
hool
pro
gram
whe
neve
r'
poss
ible
, a.s
peci
al p
rogr
am is
indi
cate
d fo
r at
leas
t a p
art f
reac
h.sc
hool
day
.
Cur
ricul
um p
lann
ing
for
the
EM
I sho
uld
take
into
acc
ount
thei
r sl
ower
lear
ning
rat
e. T
heS
peci
al E
duca
tion
teac
her
and
the
regu
lar
clas
sroo
m te
ache
r ne
ed g
uide
lines
for
educ
atio
nalp
lann
ing
for-
thes
e ch
ildre
n.T
he p
urpo
se o
f the
gui
de is
to d
evel
op p
aram
eter
s th
at w
illhe
lp c
hild
ren
stay
in th
e m
ains
trea
m o
f edu
catio
n by
gui
ding
reg
ular
and
/or
spec
ialt
each
ers
in th
eir
educ
atio
n of
stu
dent
s ac
cord
ing
to
thei
r ab
ilitie
s. E
MH
stu
dent
s m
ay'n
eed
a pa
rtia
lly s
elf-
cont
aine
d cl
ass,
but
in a
lmos
tall
case
s so
me
inte
grat
ion
into
the/
regu
lar
scho
bl
gram
can
be
effe
cted
.
Man
y ch
ildre
n w
ho le
arn
slow
ly s
houl
d re
mai
n in
The
reg
ular
cla
ssro
om w
ith th
ete
ache
r re
ceiv
ing
supp
ort o
n cu
rric
ular
dev
elop
men
t fro
m
a re
sour
ce te
ache
r. In
som
e in
stan
ces,
child
-tin
with
mor
e se
rious
lear
ning
pro
blem
s m
ay g
o fr
om th
eir
regu
lar
clas
s fo
r pa
rt o
f the
day
to
the
Res
ourc
e R
oom
with
a g
oal o
f com
plet
e in
tegr
atio
n to
a r
egul
ar c
lass
whe
refe
asib
le. T
here
may
als
o be
a n
eed
for
an E
MF
! cla
ssro
om
whe
re th
e st
uden
t wou
ld r
ecei
ve a
s m
uch
supp
ort a
s he
nee
ded
with
inte
grat
ion
into
the
regu
lar
clas
sroo
m a
s a
desi
rabl
e go
al w
hen
feas
ible
.
Use
rs o
f thi
s gu
ide
shou
ld r
ealiz
e th
at th
e de
velo
pmen
t of t
he g
uide
doe
s no
t im
ply
a ne
edfo
r se
lf-co
ntai
ned
clas
sroo
ms
for
all E
MH
stu
-
dent
s.
ED
UC
AT
ION
AL
IN
TE
RV
EN
TIO
NS
/T
he S
tate
Sta
ndar
ds f
or S
peci
al E
duca
tion
sugg
est t
he f
ollo
win
g ed
ucat
iona
l int
erve
ntio
ns f
or th
e E
MH
stu
dent
:
11.
Itin
eran
t Pro
gram
(ge
nera
lly f
or le
ss s
ever
e E
MH
)on
e in
whi
ch a
ful
ly c
ertif
ied
teac
her
in S
peci
al E
duca
tion
may
fun
ctio
n as
am
etho
ds a
nd m
ater
ials
con
sulta
nt to
reg
ular
cla
ssro
om te
ache
rs to
fac
ilita
te k
eepi
ng th
e ch
ild in
the
educ
atio
nal m
ains
trea
m.
2:R
esou
rce
Roo
m P
rogr
am (
gene
rally
for
the
mod
erat
ely
to m
ildly
han
dica
pped
EM
H)
teac
her
prov
ides
ser
vice
s to
exc
eptio
nal
child
ren
who
are
enr
olle
d in
the
regu
lar
prog
raith
The
ser
vice
s sh
ould
be
so c
once
ntra
ted
that
an in
divi
dual
pre
scri
ptio
n fo
r ea
ch c
hild
can
be d
eter
min
ed. T
he r
esou
rce
teac
her
wor
ks c
lose
ly w
ith c
lass
room
teac
hers
and
par
ents
in p
rovi
ding
max
imum
ben
efits
to e
ach
child
'in
secu
ring
spe
cial
equ
ipm
ent a
nd m
ater
ials
, and
in g
ivin
g in
divi
dual
inst
ruct
ion.
3.Se
lf-c
onta
ined
cla
ss p
rogr
am (
gene
rally
for
stu
dent
s w
ho c
anno
t ada
pt in
an
inte
grat
edor
par
tially
inte
grat
ed p
rogr
am }
a gr
oup
ofst
uden
ts p
lace
d w
ith a
teac
her
for
all o
r fo
r a
maj
or p
ortio
n of
the
day.
(t )
4.Sp
ecia
l Cla
ss w
ith in
tegr
atio
n in
to r
egul
ar p
rogr
am (
for
stud
ents
who
are
exp
ecte
d to
ret
urn
to r
egul
ar d
ais
afte
r in
terv
entio
n)st
uden
ts a
re id
entif
ied
with
thei
r sp
ecia
l cla
ss a
nd a
re in
tegr
ated
into
reg
ular
cla
ss s
ettin
gs w
hene
ver
feas
ible
.
"5.
Coo
pera
tive
or J
oint
Agr
eem
ent P
rogr
amfo
r tw
o O
r m
ore
scho
ol d
istr
icts
con
trac
ting
with
Bac
h ot
her
for
all s
ervi
ces
to th
eha
ndic
appe
d.
6.In
nova
tive
or E
xem
plar
y Pr
ogra
ms
spec
ial a
ppro
ache
s ap
prov
ed b
y th
e St
ate
Dep
artm
ent o
f E
duca
tion,
Spe
cial
Edu
catio
n U
nit.
(2)
(0)
Inte
grat
ion
in m
uch
of th
e sc
hool
's a
ctiv
ities
can
stil
l tak
e pl
ace.
.
(2)
Spec
ific
Pro
gram
s, M
odel
s an
d T
echn
ique
s ar
e pr
esen
ted
in th
e ap
pend
ix.
EN
AB
LIN
G
FUN
DIN
G
LE
GIS
LA
TU
RE
DIR
EC
TO
R
UN
DE
RST
AN
DIN
G &
AC
CE
PTA
NC
E F
OR
PRO
GR
AM
DE
VE
LO
PNIE
NT
SUPE
RIN
TE
ND
EN
T
OF
SPE
CIA
LE
DU
CA
TIO
N
1
PRIN
CIP
AL
TE
AC
HE
RS
I A
ND
OT
HE
R A
NC
ILL
AR
Y P
ER
SON
NE
L)
CU
STO
DIA
NS
&C
AFE
TE
RIA
WO
RK
ER
S&
BU
SD
RIV
ER
S
15
Ii,
PRO
GR
AM
AD
MIN
IST
RA
TIO
N:
Reg
ardl
ess
of th
e ty
pe o
f pro
gram
an
adm
inis
trat
or p
lans
to e
stab
lish,
he
mus
t con
sult
the
Sta
te "
Sta
ndar
ds fo
r S
peci
al E
duca
tion'
and
beco
me
awar
e of
the
follo
win
g re
gula
tions
.
I. E
stab
lishm
ent o
f (la
sses
Spe
cial
Cla
sses
for
exce
ptio
nal .
child
ren
may
be
esta
blis
hed
inan
y lo
cal p
ublic
sch
ool s
yste
m o
r jo
intly
bet
wee
n sy
stem
s up
onpe
titio
n of
the
loca
l sch
ool s
uper
inte
nden
tts)
with
the
appr
oval
of
the
loca
lbo
ard(
s), t
o th
e St
ate
Supe
rint
ende
nt o
f Pu
blic
Inst
ruct
ion.
It
is n
ut th
e re
spon
sibi
lity
of th
e S
tate
Dep
artm
ent o
f Edu
catio
n to
est
ablis
h su
ch c
lass
es o
r to
pro
vide
suc
h in
-st
ruct
ion
for
exce
ptio
nal
child
ren.
The
Sta
te D
epar
tmen
t sho
uld
serv
ein
a c
onsu
ltive
cap
acity
and
ass
ist l
ocal
sch
ool u
nits
inte
rest
ed in
est
ablis
hing
suc
h se
rvic
es to
mee
t min
imum
sta
ndar
dsfo
r S
peci
al E
duca
tion
clas
ses.
The
pro
gram
of e
duca
tion
for
exce
ptio
nal
child
ren
shal
l be
appr
oved
by th
e S
tate
Dep
artm
ent o
f Edu
catio
n an
d m
embe
rshi
p in
such
pro
gram
s sh
all r
ecei
ve fu
ndin
gas
pro
vide
d by
sta
te la
w.
The
Sta
te D
epar
tmen
t of E
duca
tion
shal
lse
t the
min
imum
sta
ndar
ds th
at th
e lo
cal d
istr
ict m
ust m
eet t
o he
elig
ible
to r
ecei
veS
peci
al E
duca
tion
fund
ing.
The
aut
onom
y of
the
loca
l dis
tric
tis
reco
gniz
ed m
the
supe
rvis
ion
of th
e pr
ogra
m
11. O
rgam
iatio
n
The
Spe
cial
Edu
catio
n pr
ogra
ms
shal
l be
a pa
rt o
f the
reg
ular
scho
ol p
rogr
am a
nd h
ouse
d in
faci
litie
s w
hich
mee
t the
part
icul
arne
eds
of th
e ch
ildre
n's
exce
ptio
nalit
ies.
Chi
ldre
n sh
ould
he
plac
ed in
Spe
cial
Edu
catio
n cl
asse
sac
cord
ing
to th
eir
dom
inan
t exc
eptio
nalit
y. C
ombi
ning
two
or m
ore
exce
ptio
nalit
ies
will
he
perm
itted
onl
y w
here
itca
n be
sho
wn
that
the
prog
ram
will
ben
efit
all t
he c
hild
ren.
Eac
h sc
hool
sys
tem
hav
ing
Spe
cial
Edu
catio
n cl
asse
ssh
all s
ubm
it to
the
exec
utiv
e of
ficer
of t
he S
tate
Boa
rd o
fE
duca
tion
or h
isde
lega
ted
repr
esen
tativ
e an
ann
ual r
epor
t and
suc
h ad
ditio
nal
repo
rts
as m
ay b
e re
ques
ted.
Eac
h sc
hool
sys
tem
sha
ll m
aint
ain
com
plet
e re
cord
s of
all s
tude
nts.
Suc
h re
cord
s sh
all i
nclu
de th
ety
pe o
f inf
orm
atio
n no
rmal
lyco
ntai
ned
in s
choo
l cum
ulat
ive
reco
rds
as w
ell a
s sp
ecia
l rep
orts
of e
xam
iner
s, c
ase
stud
ies,
and
a ge
nera
l pro
gres
s re
port
by
the
Spe
cial
Edu
catio
n te
ache
r.
A S
peci
al 1
-duc
atio
n A
dvis
ors.
com
mitt
ee w
ill h
ees
tabl
ishe
d to
ass
ist t
he S
tate
Dire
ctor
of S
peci
al F
duca
tion.
1S
tate
Sta
ndar
ds to
r S
peci
al F
d[ka
ti,iti
ai, R
evis
ed A
pril,
11)
-3,
p.P
A-1
-2.
Ill. F
inan
cing
All
child
rer
it pr
ogra
ms
of S
peci
al E
duca
tion
appr
oved
by
the
Sta
te D
epar
tmen
t of E
duca
tion
shal
l be
coun
ted
in a
ll ce
nsus
es a
nd
he c
onsi
dere
d in
all
scho
ol fi
nanc
ing
arra
ngem
ents
inth
e no
rmal
man
ner
for
the
purp
ose
ofdi
strib
utio
n of
bas
ic S
tate
sup
port
fund
s, e
xcep
t tha
t the
y sh
all r
ecei
ve S
peci
al E
duca
tion
fund
s as
pro
vide
d by
law
.
(V. S
uper
visi
onA
.T
he S
tate
Dep
artm
ent's
pro
gram
of s
uper
visi
on, i
sco
ncer
ned
with
ass
istin
g lo
cal s
choo
ls in
est
ablis
hing
the
prog
ram
of S
peci
al
Edu
catio
n an
d de
term
inin
g w
heth
er o
r no
t the
ser
vice
mee
tsth
e le
gal r
equi
rem
ents
and
sta
ndar
ds fo
r ap
prov
alof
ser
vice
s fo
r
exce
ptio
nal c
hild
ren.
The
dep
artm
ent w
ill a
lso
act i
n a
cons
ulta
tive
capa
city
reg
ardi
ng S
peci
al E
duca
tion
prog
ram
s.
B.
The
loca
l sch
ool s
yste
m h
as th
e re
spop
ibili
ty fo
rth
e fo
llow
ing:
I.
The
est
ablis
hrr
ent o
f a w
ell-p
lann
ed p
rogr
am a
dapt
ed to
the
need
s, a
bilit
ies
or d
isab
ilitie
s of
eac
h in
divi
dual
child
2. T
he s
elec
tion,
sup
ervi
sion
and
in-s
ervi
ce tr
aini
ngof
Spe
cial
Edu
catio
n te
ache
rs.
3. S
ecur
ing
exam
iner
s re
port
s on
can
dida
tes
for
Spe
cial
Edu
catio
n cl
asse
s. S
uch
repo
rts
shou
ld p
rovi
de b
ehav
iora
l inf
orm
atio
n
and
sugg
estio
ns, i
n ad
ditio
n to
inte
llect
ual l
evel
dat
a,th
at w
ill b
e of
rea
l val
ue to
teac
hers
.
4. T
he a
ctua
l pla
cem
ent o
f chi
ldre
n in
Spe
cial
Edu
catio
n cl
asse
s.
C. T
her.
terp
reta
tion
of th
e pr
ogra
m to
teac
hers
, par
ents
and
lay
publ
ic.
h. S
peci
al s
qvic
es s
hat!
he e
stab
lishe
d an
dop
erat
ed u
nder
the
sam
e cr
iteria
as
thos
e gi
ven
abov
efo
r th
e es
tabl
ishm
ent a
nd
oper
atio
n of
Spe
cial
Edu
catio
n cl
assn
x.m
s.
V
TE
AC
HIN
G P
ER
SON
NE
L:
RE
GU
LA
R C
LA
SSR
OO
M
HO
ME
EC
ON
OM
ICS
MU
SIC
PHY
SIC
AL
ED
UC
AT
ION
AR
TS
& C
RA
FTS
LIB
RA
RIA
NSH
OP
SPE
CIA
L
1::D
UC
AT
ION
ka_
SCH
OO
L
'0\ Z
EC
IO.P
. C)C
SPE
CIA
LE
DV
CA
TIc
AN
CIL
LA
RY
PRO
FESS
ION
AL
PER
SON
NE
L:
NU
RSE
PSY
CH
OL
OG
IST
SPE
EC
H T
HE
RA
PIST
CO
UN
SEL
OR
CO
NSU
LT
AN
TA
IDE
S
NO
N-T
EA
CH
ING
PER
SON
NE
L:
SEC
RE
TA
RY
'
CU
STO
DIA
NB
US
DR
IVE
RC
AFE
TE
RI1
WO
RK
ER
S
IS Y
OU
R S
PEC
IAL
ED
UC
AT
ION
PR
OG
RA
\1
"IN
TE
GR
AT
ED
"
LIK
E T
HIS
?
INT
EG
RA
TIN
G S
PE
CIA
L E
DU
CA
TIO
N IN
TO
TH
E R
EG
ULA
R1
CLo
SS
RO
OM
CO
RIS
ITIN
TL
GR
AT
ED
LIK
ET
HIS
!
SCH
OO
L
TE
AC
HIN
G p
ER
S"0
AN
CIL
LA
RY
PR
OFE
SSIO
NA
LPE
RSO
NN
EL
:N
ON
-TE
AC
HIN
GPE
RSO
NN
EL
:
Sir
RE
GL
(L:I
SSR
OO
\1R
OO
SPE
CIA
L I
DU
( kT
ION
HO
ME
EC
ON
OM
ICS
PHY
SIC
AL
ED
UC
AT
ION
MU
SIC
AR
TS
& C
RA
FTS
LIB
RA
RIA
NSH
OP
NU
RSE
PSY
CH
OL
OG
IST
SPE
EC
H T
HE
RA
PIST
CO
UN
SEL
OR
CO
NSU
LT
AN
TA
IDE
S
SEC
RE
TA
RY
CU
STO
DIA
NB
US
DR
IVE
RC
AFE
TE
RIA
WO
RK
ER
S
TH
E D
IRE
CT
OR
Of S
PE
CIA
L E
DU
CA
TIO
N M
US
TW
OR
K C
LOS
ELY
WIT
H T
HE
SC
HO
OL
PR
INC
IPA
LT
O M
AK
E. S
PE
CIA
L E
DU
CA
TIO
N A
NIN
TE
GR
AL
PA
RT
OF
TH
E S
CH
OO
L P
RO
GR
AM
.19
-
PLA
CE
ME
NT
AN
D P
SY
CH
O E
DU
CA
TIO
NA
LD
IAG
NO
SIS
In o
rder
to d
eter
min
e th
e st
uden
t'sne
ed fo
r pl
acem
ent i
na
prog
ram
for
the
educ
able
men
tally
hand
icap
ped
(PA
H I,
a s
peci
fic p
roce
dure
for
diffe
rent
ial d
iagn
osis
shou
ld h
e es
tabl
ishe
d by
the
scho
ol d
istr
ict;
this
sho
uld
rela
te to
the
proc
edur
e ou
tline
din
the
Sta
te S
tand
ards
.T
he r
esul
ts o
f the
dia
gnos
issh
ould
be
revi
ewed
by
the
App
rais
al a
nd R
evie
w T
eam
_ T
hu:
team
is a
flex
ible
, scI
rool
leve
l com
mitt
eeco
m-
pose
d of
teac
her,
nurs
e, S
peci
al E
duca
tion
coor
dina
tor,
scho
ol a
dmin
istr
ator
, gui
danc
eco
unse
lor
and
othe
rs d
irect
ly r
elat
edto
pro
vidi
nga
mea
ning
ful e
duca
tiona
lpr
ogra
m fo
r th
e ch
ild. T
he fi
ndui
p bf
this
com
mitt
ee s
houl
d he
rev
iew
ed a
ndap
prov
ed in
writ
ing
by th
e ch
ild's
pare
nts.
Onl
y af
ter
this
car
eful
dia
gnos
isan
d re
view
of f
indi
ngs
shoC
ildth
e ch
ild b
e pl
aced
in a
n E
N11
1 pr
ogra
m.
Eve
n th
en. e
rror
s m
ay b
e m
ade
due
to d
epre
ssio
n of
scor
es b
ecau
se o
f em
otio
nal,
soci
alor
ling
uist
ic p
robl
ems.
A c
aref
ulre
view
of f
indi
ngs
shou
ld h
e m
ade
at le
ast a
nnua
llyto
not
e pr
ogre
ss a
nd to
cha
nge
prog
ram
whe
rene
cess
ary.
In a
ccor
danc
e w
ith a
ccep
ted
educ
atio
nal a
nd p
sych
olog
ical
proc
edur
es, a
sses
smen
t of a
llst
uden
ts c
onsi
dere
d fo
r pl
acem
ent
in a
n E
MI'
prog
ram
will
incl
ude
the
follo
win
gS
ocia
l !lis
ter.
. inc
ludi
nga
mea
sure
of a
dapt
ive
beha
vior
Gen
eral
Hea
lth /7
xam
Man
or].
incl
udin
g vi
sio;
) an
d he
arin
gA
cade
mic
His
tory
Psy
chol
ogic
al E
valu
atio
nLa
ngua
ge E
valu
atio
nE
duca
tiona
l Dia
gnos
is
Psy
cho
.'edu
catio
nal d
iagn
osis
shou
ld a
lso
incl
ude
a ca
refu
lla
ngua
ge e
valu
atio
n (b
iling
ual
whe
re n
eces
sary
), a
n ac
adem
ichi
stor
y an
aca
refu
l edu
catio
nal d
iagn
osis
usin
g su
ch to
ols
as th
e Ill
inoi
sT
est o
f Psy
chol
ingu
istic
Abi
litie
s.T
he B
asic
Edu
catio
nal S
i: ill
sIn
vent
ory,
lire
Dur
rell
Rea
ding
Tes
tsan
ikot
her
suita
ble
test
s an
din
vent
orie
s of
abi
lity_
The
sem
ay h
e do
ne b
y a
psyc
ho/e
duca
tiona
ldi
agno
stic
ian
orby
a q
ualif
ied
teac
her
(cla
ssro
om).
A s
ynth
esis
of t
hein
form
atio
n co
llect
ed fr
om th
edi
agno
sis
shou
ld b
e m
ade
and
a pr
escr
iptio
n w
ritte
nfo
r th
e te
ache
r'sus
e.
LET
TH
EC
HIL
D B
E Y
OU
RC
UR
RIC
ULU
MG
UID
E: S
TU
DY
HIS
:
41
PH
YS
ICA
LM
EN
TA
LE
MO
TIO
NA
Lan
dS
OC
IAL
BE
HA
VIO
RS N
et)
0 0 Sor
4
A C
UR
RIC
ULU
MG
UID
E IS
AN
AID
, NO
TA
SE
T O
FLA
WS
IND
IVID
UA
L P
RO
GR
AM
MIN
G
Whe
n on
e sy
stem
atic
ally
pro
gram
s fo
r ar
t ind
ivid
ual o
r a
grou
p of
chi
ldre
n, th
e fo
llow
ing
PPE
(Pr
ogra
m, P
lann
ing
and
Eva
luat
ion)
form
at is
sug
gest
ed:
I.C
olle
ctio
n of
Dat
a
A.
.rtis
e H
isto
ry
(I)
soci
al a
nd d
evel
opm
enta
l his
tory
(2)
med
ical
his
tory
A
B.
Tea
cher
Obs
erva
tions
,
(1)
stud
ent's
ass
ets
(Wha
t doe
s he
do
best
?)
(2)
stud
ents
def
icits
(W
hat a
re th
e w
eak
area
s?)
(3)
clas
sroo
m d
iagn
ostic
test
res
ults
may
be
inte
grat
ed in
tota
l obs
erva
tion
C:
Tes
t Res
uly
(pas
t;and
pre
sent
) St
anda
rdiz
ed a
nd C
rite
rion
Ref
eren
ced
(1)
indi
vidu
al te
sts
(2)
grou
p te
sts
.(3
)in
form
al te
sts.
Stat
e of
. the
Pro
blem
A.
Gen
eral
Sta
tem
ent R
egar
ding
Stu
dent
's N
eeds
Bas
ed F
rom
Ste
p N
o. I
(1)
acad
emic
(2)
beha
vior
3.O
bjec
tive(
s)
A.
Ref
ers
to th
e st
atem
ent o
f co
nditi
ons
or s
tate
s of
bei
ng th
at o
ne w
ishe
s to
dev
elop
in th
e st
uden
t ove
r a
peri
od o
f tim
e.M
ust h
e ab
le. t
o m
easu
re o
r ev
alua
ie.
(I)
crite
rior
ref
eren
ceth
e de
gree
of
how
wel
l the
stu
dent
mus
t per
fdrm
to b
e co
nsid
ered
suc
cess
ful.
(2)
time
inte
rval
the
amou
nt o
f tim
e sp
ent o
n ta
sk.
4.Pr
oced
ure
orM
etho
dolo
gy
yA
:H
ow w
ill th
e ob
ject
iVe(
s) b
e ac
com
plis
hed?
(1)
Key
ste
ps o
r 'ta
sk a
naly
sis
in s
tatin
g ke
y st
eps
or ta
sks
one
may
-fin
d th
at th
ese
can
also
be
rest
att-
as f
lew
or
daily
obj
ectiv
es a
nd th
e pr
oces
s st
arts
ove
r. L
oolc
at w
hat y
ou a
re a
skin
g th
e st
uden
t to
do; a
naly
ze s
teps
toac
hiev
emen
t...
).
i...
..
B.
How
will
obj
ectiv
e ac
com
plis
hmen
t be
mea
sure
d? (
By
wha
t stn
ndar
ds?)
Thi
s re
fers
to th
e ye
arst
ick
that
we
use
tom
easi
ire
the
succ
essf
ul o
r un
succ
essf
ul c
ompl
etio
n of
eac
h ob
ject
ive.
tS)
-4'
0H
ow o
ften
will
obj
ectiv
e pr
ogre
ss b
e m
easu
red?
(R
evie
w d
ates
) If
you
hav
e on
e ob
ject
ive
or s
ever
al s
ub -
obj
ectiv
es (
base
d.,
-.
on ta
sk a
naly
sis)
at w
hat p
oint
in ti
me
will
pro
gres
s to
war
d m
eetin
g th
ese
obje
ctiv
es b
e de
term
ined
?
D.
Whe
n w
ill th
e ob
ject
ive
be a
ccom
plis
hed+
(Com
plei
ion
date
) T
o sa
y w
e w
ill a
ccom
plis
h so
met
hing
with
out c
omm
ittin
gou
rsel
ves
to "
whe
n"ha
s lit
tle v
alue
.
5.M
ater
ials
Use
d to
Mee
t Obj
ectiv
e(s)
A.
Lis
t mat
eria
ls u
sed
to m
eet o
bjec
tives
. (L
ist s
ourc
e, p
age,
title
, etc
.)
B.
Wha
t mod
ality
was
use
d?
h.E
valu
atio
n
A.
Was
the
obje
ctiv
e m
et?
Inst
rum
ent u
sed?
C.
Show
res
ults
:
OR
.:.M
US
T Y
OU
R C
HIL
D T
RY
IS Y
OU
R P
RO
GR
AM
TO
FIT
YO
UR
PR
OG
RA
MT
AIL
OR
ED
TO
YO
UR
CH
ILD
?
ti
4
PRIN
CIP
LE
S Il
jE iR
ES'
EN
TA
TIO
N
1.T
he ta
sks
shou
ld b
e un
com
plic
ated
. The
new
task
s sh
ould
con
tain
the
few
est
poss
iblit
elem
ents
, and
mos
t of
the
elem
ents
sho
uld
befa
mili
ar, s
o he
has
ver
y fe
w u
nkno
wns
to le
arn.
2.T
A ta
sks
shou
ld b
e br
ief.
Thi
s as
sure
s th
at h
e w
ill a
ttend
to th
e m
ost i
mpo
rtan
r'asp
ects
of
the
task
s an
d no
t gei
lost
in a
seq
uenc
e.0
.1
of in
jerN
ated
eve
nts.
..._
__-.
3.T
he ta
sks
shou
ld b
e se
quen
tially
pre
sent
ed s
o th
e le
arne
r pr
ocee
ds in
a s
eque
nce
of s
mal
l Ste
ps, e
ach
one
built
upo
npr
evio
usly
lear
ned
task
s.
4.E
ach
lear
ning
task
sho
uld
be th
e ki
nd in
whi
ch s
ucce
ss is
pos
sibl
e. O
ne o
f th
e m
ajoi
pro
blem
s to
be
over
com
e is
that
of
failu
re~
pron
enes
s. T
his
maj
or d
eter
rent
to !
gam
ing
can
be e
ffec
tivel
y re
duce
d th
roug
h su
cces
s ex
peri
ence
s.
5.O
verl
earn
ing
mus
t be
built
into
The
less
ons.
Dri
lls in
gam
e fo
rm s
eem
to le
ssen
the
disi
nter
est i
nuni
mag
inat
ive
drill
.a
6.L
earn
ing
task
sho
uld
be a
pply
to o
bjec
ts, p
robl
ems,
and
situ
atio
ns in
the
lear
ner's
life
env
itonm
ent.
Unl
ess
the
task
s ar
e re
leva
nt,
the
lear
ner
has
grea
t dif
ficu
lty in
see
ing
thei
r po
ssib
le.im
port
ance
. (K
olst
oe p
. 22)
.
lie p
rogr
am f
or th
e ed
ucab
le m
enta
lly h
andi
capp
ed s
houl
d be
aim
ed a
t dev
elbp
ing
Ifs
of in
depe
nden
t liv
ing
(ihe
ludi
nf h
olte
mak
ing)
and
skill
s an
d ch
arac
teri
stic
s ne
cess
ary
for
unsk
illed
or
sem
iski
lled
empl
oym
ent:
A
25-
MU
LTI-
CU
LTU
RA
L S
UG
GE
ST
ION
S
The
Cur
ricul
um G
uide
Com
mitt
ee e
ncou
rage
s ea
ch te
ache
rut
ilizi
ng th
is g
uide
to b
e le
flitit
lit to
the
uniq
uene
ss o
f New
Mex
ico.
Beh
avio
r pa
ttern
s ar
z ex
pres
sion
s of
life
sty
les
that
diff
er a
s a
resu
lt of
adap
tatio
ns to
diff
eren
t env
ironm
ents
. The
pup
.tvh
o ex
hibi
ts a
diff
eren
t life
sty
le w
ill a
lso
have
diff
eren
tin
tere
sts
and
prio
ritie
s. T
his
has
impl
icat
ions
for
curr
icul
um a
nd te
achi
ng s
trat
egie
s in
mak
ing
the
syst
eman
d le
arni
ng e
nviro
nmen
t mor
e re
spon
sive
to th
e in
cent
ive-
mot
ivat
iona
l, hu
man
rela
tiona
l, an
d co
gniti
ve.ty
les
of e
ach
ii.di
vidu
al s
tude
nt
Pro
gram
mod
els
for
hi-li
ngua
l 'bi
cultu
ral e
d,a,
attin
i. ad
-7!a
hle
to S
peci
al E
duca
tion
prog
ram
s, c
an b
e fo
und
in th
e ap
pend
ix
27-
18
PR
OF
ES
SIO
NA
L A
ND
PE
RS
ON
AL
QU
ALI
FIC
AT
ION
S F
OR
TE
AC
HE
RS
AN
D A
IDE
S
TEACHERS.
The
Sta
te o
f Nes
s M
emo,
has
dev
elop
ed g
uide
lines
f :u
the
trai
ning
and
cert
ifica
tion
of S
peci
es' F
duca
tion
teac
hers
and
aiC
_es
Info
rmat
ion
abou
t cer
tific
atio
n is
ava
ilabl
e at
the
Cer
tific
atio
n S
ectio
n, S
tate
Dep
artm
ent
of E
duca
tion.
to th
ese
guid
elin
es. t
he a
utho
rs w
ould
like
to a
dd th
e fo
llow
ing:
A te
ache
r of
the
CM
chi
ldre
n
Mus
t rea
li /e
that
her
pup
ils a
re m
ore
like
than
diff
eren
t fro
m o
ther
cht
hlre
n.
Mus
t und
erst
and
the
beha
vior
of m
enta
lly h
andi
capp
ed a
nd th
e di
fficu
lties
he
will
enc
ount
erin
soc
ial g
roup
s.
Mus
t hav
e a
basi
c un
ders
tand
ing
of c
hild
dev
elop
men
t and
gro
wth
.
Mus
t he
skill
ed in
the
use
of m
any
met
hods
by
whi
ch s
he c
an te
ach
to th
e le
arni
ng r
ttern
sof
eac
h ch
ild.
Mus
t kee
p an
ope
n m
ind
abou
t dia
gnos
is s
o th
at it
doe
s no
t lim
it th
e av
enue
sof
lear
ning
whi
ch s
he o
pens
to th
e pu
pils
.
Mus
t kee
p le
erni
ngs
at th
e so
A,s
, lev
els
of p
upils
.
Mus
t con
tinue
her
pro
fess
iona
l tra
inin
g to
incl
ude
met
hods
that
are
spe
cific
to th
e le
arni
ngch
arac
teris
tics
of th
e E
MIl.
Mus
t kee
p ab
reas
t of c
urre
nt d
evel
opm
ents
in th
e fie
ld.
Mus
t he
able
to m
easu
re p
upil
prog
ress
thro
ugh
the
use
of r
atin
g sc
ales
and
oth
erte
chni
ques
.
Mus
t he
able
to ta
lk w
ith o
ther
pro
fess
iona
ls, s
uch
as s
ocia
l wor
kers
, psy
chol
ogis
ts,
spee
ch th
erap
ists
, eva
luat
ors.
phys
ical
and
occ
upat
iona
late
rapi
sts
and
coun
selo
rs.
Mus
t he
able
to w
ork
ith p
aren
ts.
Mus
t be
able
to w
ork
with
oth
er te
ache
rs w
ho m
ay te
ach
the
stud
ent p
art o
f the
day
.
Mus
t he
emot
iona
lly s
tabl
e, p
atie
nt, f
riend
ly, a
nd w
illin
g to
mea
sure
suc
cess
by
smal
l gai
ns.
1111
411)
AID
ES
The
sch
ool a
ide
is a
,:.[1
1)0I
em
plo
cc v
, ho
IstI
ttalit
ied
bred
ucat
ion,
exp
erie
nce
and
char
acte
r r
,.c.t,
hers
cons
umin
g, n
on-i
nstr
uctio
nal
task
sth
at th
e ic
ache
rs m
ayde
vote
mor
e tim
e to
inst
ruct
ion,
-
rhe
qual
ific
atio
ns r
iste
d lo
It'(u
idei
ines
arc
A",
filll
OW
S
Hic
h St
.hoo
l dip
sm
a or
equ
isal
enc>
Hea
lth C
ertif
icat
e
knov
It:d
ge g
at d
uirc
,; to
whi
ch a
ssig
ned
Goo
d co
innv
and
of th
eE
nglis
h la
ngua
ge
.-N
ttend
ano.
. at S
choo
l Aid
eW
orks
hop
Dem
imst
ratik
m p
it hi
ghes
t eth
ical
and
mor
al s
tand
ards
Scho
,d a
ide
perm
it is
sued
by
Div
isio
n of
Cer
tific
atio
n, S
tate
Dep
artm
ent o
f E
duca
tion
Aid
es s
houl
d Be
able
to w
ork
with
child
ren
Enj
oy w
orki
ng w
ith c
hild
ren
He
of a
n ac
cept
ing
and
plea
sant
dis
posi
tion
Be
emot
iona
lly s
tabl
e
Be
will
ing
to w
ork
with
,and
inte
rest
ed in
lear
ning
from
the
teac
her
or a
ny o
ther
prof
essi
onal
wor
king
with
chi
ldre
n
Be
to f
ollo
w d
irec
tions
and
acce
pt s
ugge
stio
ns
SC
OP
E A
ND
SE
QU
EN
CE
CH
AR
T F
OR
CU
RR
ICU
LUM
FO
R T
UE
ED
UC
AB
LE M
EN
TA
LLY
HA
ND
ICA
PP
ED
LEV
EL
PR
IMA
RY
(Ele
men
tary
)IN
TE
RM
ED
IAT
EP
RE
-VO
CA
TIO
NA
L(J
unio
r H
igh;
Chr
onol
ogic
al A
ge(C
. A.)
Ran
ge
AP
PR
OX
IMA
TE
DA
ILY
TIM
E
ALL
OT
ME
NT
PR
OG
RE
SS
ION
6.0
9.11
9.0
12.1
112
.015
.11
VO
CA
TIO
NA
L P
RE
P/W
OR
ILS
TW
Y(S
enio
r
16 0
21.0
Com
mun
icat
ion
liste
ning
Spe
akin
gem
phas
is o
n
Rea
ding
oral
lang
uage
Writ
ing
Arit
hmet
icN
umbe
r C
once
pts
Tim
e --
Mon
ey M
easu
rem
ent
Exp
lora
tory
Sci
ence
Soc
ial S
tudi
es
(Loc
al C
ultu
ral P
lann
ing)
Sel
f Aw
aren
ess
and
Gro
up
Mem
bers
hip
Saf
ety
-- h
ome.
sch
ool.
com
mun
ityP
erso
na: H
ygie
neR
ecre
atio
nal S
kills
Art
Mus
icD
ram
a
Cra
fts
Fun
and
Gam
esO
ther
Lei
sure
Tim
e A
ct
Per
cept
ual M
otor
Ski
lls/P
hysi
cal
Bod
y Im
age,
Loc
omot
ion,
Bal
ance
,S
abbi
tical
Orie
ntat
ion,
Sab
bitic
al
Rel
atio
nshi
ps. R
hyth
m, G
roup
Gam
es
7W
ork
Hab
itsO O
PR
OB
LEM
SO
LVIN
G
Fol
low
ing
Dire
ctio
nsP
ere.
!Mot
or S
kills
Man
ipul
atio
n
Com
mun
icat
ion
List
enin
gS
peak
ing
Rea
ding
.zin
gto
ol s
ubje
cts
Spe
lling
Arit
hmet
icN
umbe
r C
once
pts
Fac
ts a
nd P
roce
sses
Tim
e -
-Mon
ey M
easu
rem
ent
Exp
lora
tory
Sci
ence
Soc
ial S
tudi
es
Sel
f Aw
aren
ess
and
Gro
up
Mem
bers
hip
Sel
f
Gro
upS
afet
yso
nal H
ealth
& H
ygie
neR
ecre
atio
nal S
kills
Per
cept
ual M
otor
Ski
lls/P
hysi
cal
Bod
y Im
age,
Loc
omot
ion,
Bal
ance
,S
abbi
tical
Orie
ntat
ion,
Sab
bitic
alR
elat
ions
hips
. Rhy
thm
, Gro
upG
ames
Wor
k H
abits
Fol
low
ing
Dire
ctio
nsA
ccep
ting
supe
rvis
ion,
kno
wle
dge
func
tion
of s
choo
lsV
ocat
iona
l Goa
ls
Com
mun
icat
ion:
Per
sona
l Nee
ds
Arit
hmet
ic
Pra
ctic
e A
pplic
atio
n of
ski
lls,
budg
et, b
uyin
g, b
anki
ng
Exp
lora
tory
as
appr
opria
te fo
r
clas
s
Fam
ily a
nd C
omm
unity
Hea
lthC
itize
nshi
p -
-Loc
al G
ov't1
Age
ncie
sR
ecre
atio
nal S
kills
Dan
cing
Ileis
ure
Tim
e A
ctiv
ities
,
Bow
ling,
Sw
imm
ing
Con
sum
er A
war
enes
s
Phy
sica
l Edu
catio
n
Com
mun
icat
ion:
Bus
ines
s N
eeds
Arit
hmet
ic
Pra
ctic
e A
pplic
atio
n of
ski
lls,
budg
et, b
uyin
g, b
anki
ng
Exp
lora
tory
as
.npr
opria
te fu
rcl
ass
Fam
ily a
nd C
omm
unity
Hea
lthC
itize
nshi
pLeg
al R
espo
nsib
ilitie
sC
omm
unity
Par
ticip
atio
nG
ettin
g al
ong
on th
e jo
b.C
onsu
mer
Rig
hts
and
Res
pons
ibili
ties
Get
ting
alon
g w
ith fr
iend
s.S
ocia
l Adj
ustm
ent
Get
ting
alon
gw
ithot
hers
(wor
k/pl
ay)
Pre
Voc
atio
nal T
rain
ing
Voc
atio
nal I
nfor
mat
ion
Hom
e an
d F
amily
Liv
ing
Exp
osur
e to
voc
atio
nal
oppo
rtun
ities
Pub
lic T
rans
port
atio
n
Voc
atio
nal C
lass
es
Driv
er E
duca
tion
Ski
lls
Voc
atio
nal W
ork/
Stu
dy P
rogr
am
At t
his
leve
l stu
dent
mig
ht w
ork
half
a da
y.
0 r
PR
OB
LEM
SO
LVIN
G
/A
CA
DE
MIC
SK
ILLS
SKIL
L A
RE
A:
Aca
dem
ic
LE
VE
L:
Pre-
voc
atio
nal
C. A
.12
.Q15
.11
CO
MM
UN
ICA
TIO
N
Obj
ectiv
es
LIS
TE
NIN
G
The
stu
dent
will
:lis
ten
and
carr
y ou
t ins
truc
tions
.
I
follo
w ta
ped
or r
ecor
ded
inst
ruct
ions
.
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Cla
ssro
om in
stru
ctio
ns: s
et u
p or
al in
stru
ctio
ns y
ouex
pect
stu
dent
to fo
llow
; che
ck li
st. S
ee h
ow w
ell
each
one
doe
s.
List
enin
g to
rec
orde
d m
usic
, spe
eche
s, p
lays
, cla
sspr
epar
ed r
ecor
ding
s.
List
enin
g to
rec
orde
d di
rect
ions
and
follo
win
g th
em,
IPi.e
., ta
ped
less
ons.
Sco
tt F
ores
man
--L
earn
-to
List
en: S
peak
and
Writ
e*E
duca
tiona
l Pro
gres
s C
orpo
ratio
n
List
en;a
g S
kills
Lab
orat
ory
I lou
ghto
n. M
ifflin
Liv
icn,
Thi
nk&
Dr,
.DL
Lbw
,: an
d D
o
.us
e lis
teni
ng c
ente
rs a
nd o
ther
aud
itory
Itiiiy
e re
sson
(s)
in u
se o
f eac
h eq
uipm
ent i
tem
: hav
eB
lank
tape
seq
uipm
ent.
stud
ent r
evie
w th
e le
sson
with
you
: giv
e le
sson
to d
oR
ecor
d P
laye
ron
ow
n; fo
llow
up
to b
e su
re.il
L is
bei
ng c
arrie
d ou
tC
asse
tte ta
pe r
ecor
ders
_ ..
.,
.co
rrec
tly.
List
enin
g ce
nter
sIn
divi
dual
hea
dset
s
Aud
-XF
.DL
Lang
uage
-Mas
ter
and
card
s, p
rogi
ams
desc
ribe
a st
ory
read
to h
im o
r a
mov
ie, T
V o
rD
raw
a p
ictu
re o
r di
agra
m fo
llow
ing
step
-by-
step
reco
rd h
e ha
s se
en o
r he
ard.
.in
stru
ctio
ns.
Rep
ort l
iste
ning
exp
erie
nce.
tt1
fz.
Hav
e st
uden
ts ta
pe r
adio
, TV
or
othe
r, e
xper
ienc
e, p
lay
tape
sba
ck to
clas
s;m
onito
rse
quen
ce;
disc
uss
impo
r-ta
nt p
oint
s.
<-;
Dis
neyl
and
Rec
ords
, Boo
ks S
erie
s
(Boo
k w
ith il
lust
ratio
ns a
nd a
7"
long
pla
ying
rec
ord
with
the
narr
ator
.rea
ding
eve
ry w
ord)
Bow
man
Rea
ding
Ince
ntiv
ese
ries
'
Rea
der's
Dig
est s
kill
build
ers
with
tape
s
Pic
ture
to c
olor
Col
ored
pen
cils
or
mag
ic m
arke
rsT
aped
inst
ruct
ions
.
-PV
I
SKIL
L A
RE
A:
Aca
dem
ic
LE
VE
L:
Pre-
voca
tiona
l
C. A
.1
2.0
15.1
1
CO
MM
UN
ICA
TIO
N
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
lAid
s an
d M
ater
ials
SPE
AK
ING
spea
k be
fore
his
pee
rs w
ith e
ase.
spea
k pl
easa
ntly
, cou
rteo
usly
, and
cle
arly
.,
Sim
ulat
ed te
leph
one
conv
ersa
tions
(ev
eryd
ay c
onve
r-Sc
ope
Mag
azin
esa
tions
, bus
ines
s ca
lls, o
rder
ing
and
purc
hasi
ng, i
nqui
ries
,Sc
hola
stic
Pub
.et
c.)
long
dis
tanc
e ca
lls, e
mer
genc
y ca
lls.
Rol
e pl
ayin
g (f
amily
situ
atio
ns, s
choo
l situ
atio
ns,
pers
onal
pro
blem
s an
d ac
tiviti
es, e
tc.)
Soc
ial a
ctiv
ities
.So
me
disc
ussi
on o
f B
ody
Lan
guag
e an
d Fa
cial
Exp
ress
ions
.
Pres
ent o
wn
TV
pro
gram
s on
sch
ool h
appe
ning
s an
dcu
rren
t eve
nts
new
s pr
ogra
ms,
wea
ther
for
ecas
ts,
,Spo
rts,
bro
adca
sts.
Put o
n sh
ort p
lays
for
ele
men
tary
chi
ldre
n.
Pict
ures
dep
ictin
g va
riou
s em
otio
ns, s
ituat
ions
.
VP
Port
able
vid
eo ta
pe r
ecor
der
and
mon
itor
Har
cour
t, B
race
Shor
t pla
ys
Prac
tice
Rob
erts
Rul
es (
mod
ifie
d) in
Sim
ulat
edN
ewsp
aper
Rea
ding
mee
tings
(st
uden
t bod
y; c
omm
ittee
gov
ernm
ent)
Gar
y L
awso
n Se
ries
Dis
cuss
ion
of "
wha
t is
a pl
easa
nt v
oice
" fo
r ne
ws
repo
rter
s, a
ctor
s, d
isc
jock
eys.
Rol
e pl
ay.
Rec
orde
d co
nver
satio
ns (
tape
, vid
eo, e
tc.)
Tea
cher
-mad
e ta
pes
of h
arsh
, shr
ill, c
ross
voi
ces
and
natu
ral,
plea
sant
voi
ces.
Obi
ect
ives
Act
iviti
es.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
SP
EA
KIN
G (
Con
tinue
d)
spea
k pl
easa
ntly
, cou
rteo
usly
, and
cle
arly
.(C
ontin
ued)
Ora
l dis
cuss
ion
of p
roce
dure
s an
d di
rect
ions
:F
ire in
hom
e, in
sch
ool,
inju
ry, s
eizu
res,
oth
erem
erge
ncie
s.'
Dis
cuss
and
pra
ctic
e ho
w to
add
ress
gues
tsp
eake
rs
ques
tions
and
ans
wer
s {f
irem
en, p
olic
eman
, doc
tor)
tele
phon
e fo
r jo
b or
com
mun
ity a
ctiv
ityC
lass
dis
cuss
ion
of w
hat a
re g
ood
tele
phon
e m
anne
rs.
info
rmat
ion-
usin
g co
urte
ous
man
ners
.
mak
e pe
rson
al p
hone
cal
ls.
r.
know
rul
es fo
r us
e of
tele
phon
e.
repo
rt e
mer
genc
ies.
Arr
ange
with
tele
phon
e co
mpa
ny to
use
cla
ssro
om p
hone
equi
pmen
t in
your
cla
ssro
om fo
r se
vera
l wee
ks e
ach
year
.
Pla
y ta
pes;
ana
lyze
pro
blem
s in
wha
t kin
d of
an
im-
pres
sihn
do
plea
sant
; unp
lieas
ant c
onve
rsat
ions
mak
e.
Pho
neth
e pa
rks"
and
recr
eatio
n de
part
men
t for
spec
ific
iirm
atio
n pe
rtin
ent t
o an
indi
vidu
al's
need
s.
Arr
ange
for
scho
ol p
erso
nnel
offi
cers
to p
artic
ipat
e in
phon
e in
terv
iew
s.A
rran
ge w
ith E
mpl
oym
ent S
ecur
ity C
omm
issi
on p
erso
nnel
for
stud
ents
to c
all o
ffice
reg
ardi
ng jo
b po
ssib
ilitie
s.
Tel
epho
ne m
anne
rs
Dis
cuss
use
of p
erso
nal o
r bu
sine
ss p
hone
s, n
eed
toob
tain
per
mis
sion
to u
se p
hone
s.
Kno
w w
here
to fi
nd e
mer
genc
y ph
one
num
bers
inte
leph
olle
boo
k.
Eye
gate
, Am
eric
an G
uida
nce
Ser
vice
s an
d ot
her
prog
ram
sin
dica
ting
the
valu
e of
cou
rtes
y.
Mou
ntai
n B
ell
Tel
epho
ne b
ook
for
each
stu
dent
.
PV
3
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
SP
EA
KIN
G (
Con
tinue
d)
repo
rt e
mer
genc
ie. (
cont
inue
d I
Dia
l Ope
rato
r
mak
e an
d co
mpl
ete
a lo
ng d
ista
nce
tele
phon
e di
ll
cond
uct a
nd p
artic
ipat
e in
com
mitt
ee o
r sm
all
grou
p m
eetin
gs.
dem
onst
rate
sim
ple
proc
edur
es fo
rde
moc
ratic
mee
tings
.
Arr
ange
with
pol
ice
and
fire
depa
rtm
ent t
o se
ndT
elep
hone
boo
k fo
r ea
ch s
tude
nt.
repr
esen
tativ
es to
talk
to c
lass
.
List
info
rmat
ion
to b
e re
port
ed in
cal
l.R
esou
rce
pers
onne
l fro
m P
olic
e an
d F
ire D
epar
tmen
ts.
Pre
-tap
e si
mul
ated
cal
ls w
ith g
ood
and
poor
info
rmat
ion
repo
rted
.S
ee if
the
stud
ents
can
ana
lyze
.
Pos
ter/
Bul
letin
Boa
rd r
egar
ding
wha
t to
repo
rt in
an
emer
genc
y.
Sta
tion
to ,-
;tatio
n.P
erso
n to
per
son.
Dire
ct d
ialin
g.U
se in
form
atio
n gi
ven
in p
hone
boo
k.
Wor
k w
ith fa
mily
on
allo
Win
g st
uden
t to
plac
e ca
llw
hen
fam
ily p
lans
suc
h a
call.
Des
igna
te s
tude
nts
to p
artic
ipat
e in
pla
nnin
g a
bulle
tin b
oard
.A
cla
ss p
arty
.A
cla
ss p
lay.
Allo
w ti
me
for
mem
bers
to m
eet;
have
mem
bers
repo
rt m
eetin
g to
you
hel
p st
ruct
ure
next
mee
ting,
get
cha
irman
, if n
eces
sary
.
Cla
ss d
iscu
ssio
n.W
hat i
s m
eant
by
a de
moc
ratic
mee
ting.
How
to s
elec
t a c
hairm
an.
How
to g
ive
ever
yone
a c
hanc
e to
he
hear
d.V
otin
g se
cret
or
othe
rwis
e.flo
w to
mov
e w
ith th
e de
cisi
on o
f the
gro
up.
Mou
ntai
n B
ell e
quip
men
t,
Pho
ne h
ooks
SKIL
L A
RE
AS
.C
omm
unic
atio
n
LE
VE
L: o
'Pr
e-vo
citio
ttal
C. A
.12
.0 1
3,11
r
k:a
3
Obj
ectiv
es
RE
AD
ING
Man
y of
thes
e st
uden
ts h
ave
met
with
frus
triit
ion
in(e
arni
ng -
to r
ead.
rThe
des
ire is
ther
e. T
he le
ache
r
mus
t use
all h
er s
kill
and
new
met
hods
and
mat
eria
ls
to m
otiv
ate
the
s ta
lent
; to
'sho
if hi
m/h
er th
at
he/s
he c
an s
uecd
. T
he te
ache
r m
ust b
e iib
le to
diag
nose
pro
leitt
and
rem
edia
teth
em.'
depe
ndin
g on
indi
vtdu
al c
apab
ility
, the
teac
her
shou
ld a
im a
t a m
inim
um o
f5th
grad
e re
adin
g ab
ility
for
stud
ent e
nter
ing
high
,sc
hool
,wor
k/st
udy
prog
ram
.. W
hen
one
Met
hod
does
not
wor
k an
othe
r sh
ould
be
trie
d.
The
stu
deht
will
:us
e w
ord
atta
,cks
kills
.le
tter'
soun
ds,.
°
begi
nnin
g bl
ends
and
sin
elc
cons
onan
ts,.
5
-fin
al b
lend
s an
d si
ngle
con
sona
nts,
med
ial c
onso
nant
s,
vow
els
and
pref
ixes
,
suffi
xes.
.
K
Act
iviti
es
Pre
-tes
t for
pla
cem
ent;
he s
ure
to s
tart
the
stud
ent
whe
re h
e/sh
e is
: at h
is/h
er in
stru
ctio
nal r
eadi
ngle
vel.
.
Rea
ding
pre
-rec
orde
d m
ater
ials
(m
aint
ains
inte
rest
Co:
stu
dent
s ha
ving
voca
bula
ry d
iffic
tiy)
New
spap
ers
and
mag
azin
es (
curr
ent e
vent
s,fe
atur
e
artic
les,
sho
rt s
torie
s, p
getr
y )
cU
se o
f dic
tiona
ry4
clas
s w
ord
lists
0.cl
ass
dict
iona
ry w
ith p
ictu
res
for
non-
read
ers
6,4
Pra
ctic
al d
irect
ionW
pes
of r
eadi
ngco
okin
gfol
low
ing
a re
cipe
mod
aspu
tting
toge
ther
dire
ctio
nsIV
Ote
leph
one
dire
ctor
y
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Sug
ge's
ted
inst
rum
ents
:
Wid
e ra
nge
Ach
ieve
men
t Tes
t (P
re/P
ost
Bas
ic E
duca
tiona
l-Ski
llOnv
ento
ryD
olch
Wor
d lis
tG
ilmor
e O
ral,
Rea
ding
Tes
tD
urre
ll. R
eadi
ng T
ests
Info
rmal
' Rea
dIng
InV
ento
ryA
ccur
acy
and
Com
preh
ensi
on (
See
App
endi
x I-
Slin
gerla
nd S
cree
ning
Tes
ts fo
rId
entif
ying
Spe
cific
.
Lang
uage
Dis
abili
tyIll
inoi
s T
est o
f l's
ycho
lingu
istic
Abi
litie
s or
othe
rs
know
n by
teac
her
Sul
livan
-R
eadi
ngyl
ac:e
men
t les
t(A
dapt
ed b
y R
egio
nal R
esou
rce
Cen
ter
)
P11
10r1
0 vi
sual
, met
hod
Fer
nald
Tec
hniq
ues
Rea
d B
ette
r w
ith J
im IS
:ng
Cha
s. M
erril
l -Je
t Pla
ne B
ook
and
othe
rs in
the
serie
s
Mac
Mill
an P
ublis
hing
Com
pany
Dec
odin
g fo
r R
eadi
ngM
acM
illan
Rea
ding
Spe
ctru
mD
ista
r R
eadi
ng I
and
II, S
RA 4
PV
5e
;se
p.
BE
HA
VIO
RA
L
Obj
ectiv
es
RE
AD
ING
^i i
nued
)
suff
ixes
(co
nti t
ied)
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
"
Low
voc
abul
ary/
high
inte
rest
rea
ding
mat
eria
l.Su
lliva
n R
eadi
ng P
rogr
amB
ehav
iora
l Res
earc
h L
abor
ator
ies
Rea
ding
labs
(C
ontr
olle
d R
eade
rs, H
offm
an S
RA
)1
Aud
itory
Dis
crim
inat
ion
in D
epth
Tea
chin
g R
esou
rces
Aud
itory
, Per
cept
ual T
rain
ingD
LM
-
Sugg
este
d ai
ds to
teac
her
rega
rdin
g re
med
iatio
n
and
teac
hing
of
read
ing.
SRA
Car
l Wal
len"
Com
pete
ncy
in :T
each
ing
Rea
ding
"
Wi1
sonl
Hal
l"Pr
ogra
mm
ed W
ord
Atta
ck f
or T
each
ers"
Cha
s. M
erri
ll' C
o.
Gill
ingh
am/S
tillm
anE
duca
tors
/Pup
il Se
rvic
e."R
enie
dial
Tra
inin
g fo
r C
hild
ren
with
Spe
cifi
cD
isab
ility
in R
eadi
ng. S
pelli
ng a
nd P
enm
ansh
ip"
John
son/
qykl
ebus
tGru
ne &
Str
atte
n"L
earn
ing
Dis
abili
tie/"
Gra
ce F
eMal
dMcG
raw
-Hill
"Rem
edia
l Tec
hniq
ues
in B
asic
Sch
ool S
ubje
cts"
Bot
h Sl
inge
rlan
dE
dtic
ator
s/Pu
pil S
ervi
ces
Lan
don
Phor
iii
Idea
l
Foun
tain
Val
ley
Prog
ram
PV 6
Obj
ectiv
es
RE
AD
ING
i C
ontin
ued
)
deve
lop
and
read
det
aile
d ex
perie
nce
char
ts.
dem
onst
rate
sig
ht w
ord
voca
bula
ry a
t
the
5th
grad
e le
vel.
40'
com
preh
end
sele
ctio
ns r
ead
alou
d.
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Use
as
follo
w u
p on
cla
ssro
om a
ctiv
ity o
rre
port
ing
i.e..
clas
s ne
ws
bulle
tins.
...
Inco
mpl
ete
wor
ds, i
.e.,
t hn
,
Sen
tenc
es:
the
{goy
.
Var
ious
wor
d dr
ills.
Tea
cher
rnad
e w
ord
gam
es..
Use
wha
teve
r pr
ogra
r s
with
the
stud
ents
;
try
to m
otiv
ate
,wi n
ew a
ppro
ache
s:fil
mst
rips;
tape
s an
d th
e lik
e.1
Rea
d ar
hav
e re
ad a
loud
to y
our
clas
s at
leas
t 20
min
utes
eac
h da
y an
inte
rest
ing
stor
y,co
ntin
ued
or c
ompl
ete.
Som
etim
es r
eadi
ng a
loud
boo
ks r
ewrit
ten
onth
eir
read
ing
leve
l (su
ch a
s P
acem
aker
Ser
ies)
stim
ulat
es
them
to r
ead
for
them
selv
es.
Inte
rest
Inve
ntor
Typ
ewrit
erT
ypin
g ke
ys to
rea
ding
pro
gram
Dol
ch L
ist
Dok
h G
ames
Wor
d B
ingo
gam
e
Lang
uage
Mas
ter
Dis
tar
Rea
ding
I an
d 11
, SR
AS
ulliv
an R
eadi
ng P
rogr
am, B
ehav
iora
lR
esea
rch
Labo
rata
cies
(See
pre
-tes
t in
appe
ndix
)
Gro
lier
Edu
catio
nal C
orpo
ratio
nR
eadi
ng A
ttain
men
t Sys
tem
Hof
fman
Info
rmat
ion
Sys
tem
sH
offm
an E
ncor
e Li
brar
yH
offm
an R
eadi
ng A
chie
vem
ent P
rogr
amLe
vels
3. 4
, 5 a
nd ti
Bui
ldin
g R
eadi
ng S
kills
, McC
orm
ick.
Mat
hew
Pub
. Com
pany
Pal
o A
lf()
Rea
ding
Pro
gram
Seq
uent
ial S
teps
in R
eadi
ngH
arco
urt.
Bra
ce &
Wor
ld
PV
7
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
RE
AD
ING
(('o
ntin
uzcl
)
com
preh
ends
sel
ectio
ns r
ead
alou
dIf
3 co
ntin
ued
mys
tery
ts u
se&
que
stio
n th
e cl
ass
Ben
efic
Pre
ssU
tah
Inte
rest
Low
Voc
abul
ary
(Con
tinue
d)on
hap
peni
ngs
to d
ate.
Ser
ies
;'ow
mar
Rea
ding
Ince
ntiv
e S
erie
s
Rea
ders
' Dig
est
Ski
ll B
uild
ers
witl
apes
read
and
follo
w in
stru
ctio
ns.'
Rec
ipes
writ
e co
okbo
ok o
f fav
orite
rec
ipes
from
clas
s m
embe
rs -
coo
k in
cla
ss.
use
read
ing
to g
et in
form
atio
n.
Fie
ld E
duca
tiona
l Ent
erpr
ise:
Kal
eido
scop
e R
eade
rsi 4
e W
:ldlif
e ld
vent
urc
Ser
ies
The
Dee
p S
ea A
dven
ture
Ser
ies
Th.
Mor
gan
Boy
Mys
tery
Ser
ies
The
Che
cker
ed F
lag
Ser
ies
Fol
low
inst
ruct
ions
for
cons
truc
ting
mod
els.
Fol
low
inst
ruct
ions
in m
agaz
ines
for
craf
ts.
Wom
en's
Dav
Fam
t!n L
ite
Bul
letin
boa
rd, a
rt p
roje
ct, o
ther
cla
ss p
roje
cts.
See
if s
tude
nts
can
follo
w te
ache
r's w
ritte
nin
stru
ctio
ns
Use
of t
elep
hone
dire
ctor
y.T
elep
hone
Dire
ctor
)
New
spap
er a
dsjo
bs, b
uyin
g.D
aily
new
spap
er
Obj
ectiv
es
RE
AD
ING
(C
ontin
ued)
show
som
e in
tere
st in
ple
asur
e re
adin
g.
read
to c
ompl
ete
appl
icat
ion
form
corr
ectly
.
Act
iviti
es
Hav
e a
libra
ry c
ente
r in
cla
ssro
om.
Dev
elop
che
ck-o
ut s
yste
m.
Iden
tify
libra
rian.
Use
sch
ool l
ibra
ry.
Reg
ular
ly s
aedn
Icd
perio
d w
ith li
brar
ian
toac
quai
nt s
tude
nts
with
faci
litie
s.
Boo
kmob
ile
Vis
it ne
ighb
orho
od li
brar
ies.
Wor
k w
ith p
aren
ts o
n ha
ving
stu
dent
obt
ain
libra
ry c
ard.
Job
appl
icat
ions
.
Cen
sus
card
sIn
dian
s
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Ben
efit
Pre
ssH
igh
inte
rest
Rea
ders
Pac
emak
er B
ooks
Fea
ron
Bow
mar
Film
strip
s, ta
pes
and
hook
s
Fie
ld E
nte
s
Dut
ch I
oks
Gar
rard
Act
ion
Boo
ksS
chol
astic
fCIP
ublic
atio
ns
it-se
e r-
m a
d-e.
form
s
SKIL
L A
RE
A:
LE
VE
L:
C. A
.
Aca
dem
ic
Pre-
voca
tiona
l
13.0
15.1
1
CO
MM
UN
ICA
TIO
N
Obj
ectiv
es
WR
ITIN
G
The
stu
dent
will
:
dem
onst
rate
abi
lity
to w
rite
(C
ursi
vean
d/or
man
uscr
ipt)
legi
bly.
wri
te a
goo
d si
mpl
e se
nten
ce.
wri
te a
n ac
cept
able
lette
r.
orde
r by
mai
l.
Act
iviti
es
Unf
inis
hed
sent
ence
s.U
nfin
ishe
d st
orie
s.
Rep
orts
Wri
te a
sen
tenc
e or
two
to d
escr
ibe
pict
ure.
Let
ter
wri
ting.
Frie
ndly
lette
rs.
.
Not
es.
Tha
nk y
ou n
otes
.T
hank
you
lette
rs.
Job
appl
icat
ion
lette
rs.
Mes
sage
s.
Prov
ide
cata
log
orde
r bl
anks
to b
e fi
lled
out.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Tea
cher
-mad
eT
apes
or
wor
kshe
ets
Wor
ld B
ook
Enc
yclo
pedi
a
Litt
le G
olde
n E
ncyc
lope
dia
Lam
inat
ed p
ictu
re f
ile-
Pict
ure
mag
azin
es
Nob
le a
nd N
oble
Adu
lt B
asic
Edu
catio
n(l
ette
r-w
ritin
g)
App
licat
ion,
form
s.So
cial
Sec
urity
for
ms.
Cat
alog
s.
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
WR
ITIN
G (
Con
tinue
d)
Ilse
stra
ight
typi
ng.
Intr
oduc
e ty
ping
inst
ruct
ion
from
bas
ic te
xt. W
ork
Ty
pew
riter
sfo
r ac
cura
cy in
cop
ying
prin
ted
mat
eria
l rat
her
than
orig
inal
com
posi
tion.
Ate
mpt
cre
atis
e w
ritin
g th
roug
h:po
etry
.th
e pr
oduc
t, aw
ard
the
effo
rt.
7
Offe
r op
port
uniti
es to
com
pose
poe
ms
thro
ugh
visu
al im
ager
y, s
ound
and
rhy
thm
.
Whe
n en
cour
agin
g cr
eativ
e w
ritin
g do
not
gra
deS
chol
astic
Cre
ativ
e W
ritin
g M
agai
ines
1-r
juni
or h
igh
Vis
ual i
mag
ers
Wor
d pa
t ter
ns:
The
rai
n dr
ippe
d dO
wn do
wn
till i
t hit
the
grou
ndth
enur
icb°
ed.
noun
verb
verb
adje
ctiv
e ad
ject
ive
adje
ctiv
eve
rbve
rb
noun
tree
s
sway
ing,
ben
ding
deep
ly, s
ilent
ly, s
low
lygr
owin
g,.:n
gtr
ees
Hai
ktw
_unr
hym
ed J
apan
ese
poem
of t
hree
line
sco
ntai
ning
5-7
-5 s
ylla
bles
res
pect
ivel
y an
dre
ferr
ing
to a
sea
son
of th
e ye
ar.
The
thou
ghts
of m
y m
ind
17
3 4
5
trem
ble
and
blow
to a
nd fr
o1
23
45
67
Q.
PV ,1
2
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
WR
ITIN
G (
Con
tinue
d)
atte
mpt
cre
ativ
e w
ritin
g th
roug
h:lik
e le
aves
in a
win
d.(C
ontin
ued)
12
3 4
5
Bef
ore
initi
atin
g rh
ymin
g, c
reat
e na
mes
from
wor
ds.
Exa
mpl
e:tr
ombo
neT
. Rom
Bon
ete
ache
rT
. Che
r
lazy
one
Lay
Z. W
on
desc
ript
ive
wri
ting,
-
shor
t sto
ries
.
Lim
eric
ks:
Prov
ide
skill
dri
ll w
ith s
imile
s:C
heek
s lik
e ro
ses,
_Nec
k lik
e tt
gira
ffe,
Han
ds li
ke e
agle
's c
law
s.
Dir
ect t
he s
imile
s to
cre
ate
favo
rabl
e, u
nfav
orab
le,.
light
,. fo
rebo
ding
letc
.) f
eelin
gs.
Met
apho
res:
A s
hip
plow
S th
e se
a.A
man
rac
es th
e cl
ock.
Dra
w p
ictu
res
of th
e m
etap
hore
to e
nhan
ce th
evi
sual
imag
ery.
Ope
n-en
ded
stor
ies.
Let
stu
dent
s co
ntin
ue a
sto
ry b
egun
by
the
teac
her;
(tr
y a
mys
tery
). A
t the.
pro\
per
sign
al,
the
next
stu
dent
con
tinue
s th
e pl
otw
itILt
hela
st p
erso
n de
velo
ping
the
conc
lusi
on. R
epla
yth
e st
ory.
Rea
d st
orie
s an
d le
t the
stu
dent
s ro
ute
the
conc
lusi
on.
a
Tap
e re
cord
er.
0 'c
alve
sA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
WR
ITIN
G (
Con
tinue
d)
shor
t sto
ries
(C
ontin
ued)
Plac
e ob
ject
s in
vie
w, (
an o
ld s
hoe,
a f
ishi
ng lu
re,
and
a tr
ophy
). H
ave
the
stud
ents
wri
te a
sto
ry'
base
d on
the
obje
cts.
Mak
e an
ope
n-en
ded
stor
y vi
deo
tape
or
Supe
r 8
film
s. L
et e
ach
grou
p of
chi
ldre
n pr
esen
t the
irta
pe f
or v
iew
ing
and
have
con
clus
ion
wri
ting
byth
e re
st o
f th
e cl
ass.
Pres
ent t
apes
to p
aren
t gro
ups
or y
oung
er s
tude
nts
onfi
lms
conc
erni
ng p
robl
em s
olvi
ng w
hich
wou
ldst
imul
ate
conv
ersa
tion.
Tak
e fi
eld
trip
to T
V s
tudi
o to
wat
ch ta
ping
of
apr
ogra
m._
Vid
eo ta
pe r
ecor
der
and
mon
itor
Supe
r 8
mm
Cam
era,
Pro
ject
or
Vis
it m
ovie
set
s if
loca
tion
near
tow
n to
obs
erve
aN
ew M
exic
o M
ovie
Com
mis
sion
'mov
ie in
the
mak
ing.
Wri
te th
e N
M M
ovie
Cor
n.rn
iEsi
onSa
nta
Fe, N
.M. 8
7501
for
info
rmat
ion.
-
SKIL
L A
RE
A:
Aca
dem
ic
LE
VE
L:
Pre-
voca
tiona
l
C. A
.13
.015
.1 1
CO
MM
UN
ICA
TIO
N
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
SP
ELL
ING
The
stu
dent
will
:
spel
l app
ropr
iate
wor
ds fo
r pe
rson
al n
eeds
.D
raw
spe
lling
wor
d fr
om a
pile
and
use
it in
ase
nten
ce (
oral
gam
e).
"Wha
t, w
hen,
whe
re, h
ow"
gam
est
uden
t tel
ls a
stud
ent t
o us
e on
e of
the
wor
ds; i
f cor
rect
he
nam
esan
othe
r st
uden
t and
pic
ks th
e w
ord
he h
as to
use,
etc
.
Car
d ga
mes
with
wor
ds o
n ca
rds
(3 "
x4")
.
Mob
iles
with
wee
k's
wor
ds.
Wor
ds h
idde
n on
a p
aper
fille
d w
ith le
tters
.
Rea
ding
and
Spel
ling
for
Self
-Pro
tect
ion.
Dol
ch b
asic
wor
d lis
t
Wor
ds f
rom
dai
ly b
ulle
tins
Voc
atio
nal W
ord
list
(see
app
endi
x)
Lang
uage
Mas
ter
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
SP
ELL
ING
(C
ontin
ued)
follQ
sv s
pelli
ng p
rogr
am a
ppro
pria
te to
Cla
ss d
ictio
nary
for
wor
ds u
sed
in c
lass
Pro
gram
med
Lea
rnin
g A
ids
Nat
iona
l, In
c.
read
ing
leve
l.W
ord
Lear
ning
Pow
er P
aks
Spe
lling
con
test
s
Spe
lling
"be
es-
-- S
pelli
ng b
aseb
all
Wor
d ra
ce g
ames
-Cro
ssw
ord
puzz
les
- H
angm
an
Scr
abbl
e
spel
l app
ropr
iate
wor
ds fo
r vo
catio
nal
Sel
ect w
ords
use
d in
writ
ing
orde
rs m
enus
or
need
s.sp
ecifi
c jo
b fo
rms
(aut
o pa
rts,
bab
ysitt
ing,
etc
.)
PV
15
SK
ILL
AR
EA
:
LEV
EL:
C. A
.
Aca
dem
ic
Pre
-voc
atio
nal
12.0
1 5.
1 1
MA
TH
EM
AT
ICS
BA
SIC
FA
CT
S A
ND
PR
OC
ES
SE
S'
Leve
l One
DIA
GN
OS
IS O
F A
RIT
HM
ET
IC S
KIL
LS F
OR
US
E IN
EF
FE
CT
IVE
GR
OU
PIN
G
Rec
ogni
ze n
umbe
r sy
mbo
ls a
s re
late
d to
I 00'
s pl
ace.
Rea
d an
d w
rite
num
bers
thro
ugh
900.
Mas
ter
addi
tion
coin
hina
t,,,n
s (a
nd r
ever
se)
with
sum
s to
10.
Mas
ter
subt
ract
ion
com
bina
tions
land
rev
erse
)w
ith m
imie
nds
to 1
0.
Cou
nt b
y 2
ki, 3
0.5'
s to
10'
s to
100
.A
dd 2
pla
ce m
unhe
rs w
ith s
ums
not t
o ex
,:eed
9()
no c
arry
ing.
Sub
iract
2 p
lace
num
bers
from
2 p
lace
num
bers
no b
orro
win
g.F
ind
'2 o
f num
bers
to 2
0
rse
ards
tick,
rul
er to
mea
sure
acc
urat
ely
toI
inch
.M
easu
re h
s pi
nts.
qua
rts.
doz
en. l
eer,
inch
es.
ccog
nize
coi
ns p
enny
dim
e. q
uart
er.
'now
val
ue a
nd e
quiv
alen
ts.
ake
chan
ge,.
Use
C s
ign.
,nco
le th
roug
h 00
c.
Sol
ve s
irliri
e pr
oble
ms
usin
g pr
oces
ses
lear
ned.
Leve
l Tw
o
Dem
onst
rate
the
prof
icie
ncy
to r
ead
and
writ
enu
mbe
rs b
etw
een
100-
99,0
00.
Mas
ter
addi
tion
com
bina
tions
(an
d re
vers
e) w
ithsu
ms
to 1
9.M
aste
r su
btra
ctio
n co
mbi
natio
ns (
and
reve
rse)
with
min
uend
s to
19.
Add
with
car
ryin
g.C
hecl
. add
ition
by
addi
ng u
p.S
ubtr
act w
ith b
orro
wir4
..C
heck
sub
trac
tion.
Mas
ter
2,3
and
5 m
ultip
licat
ion
tabl
es.
(Tea
ch r
ever
se o
f eac
h co
mbi
natio
n)
Mea
sure
acc
urat
ely
tt,kc
.. in
ch.
Mea
sure
s by
pou
nds,
oun
ces,
qua
rts,
gal
lons
.
Kno
w c
oins
.K
now
equ
ival
ents
and
mak
e ch
ange
.R
ecog
nize
one
and
five
dol
lar
bill.
Mak
e ch
ange
.
Use
S s
ign.
Writ
e m
oney
usi
ng d
ecim
al n
otat
ion.
Con
tinue
pro
blem
sol
ving
on
high
er le
vel.
Leve
l Thr
ee
\\
Dem
onst
rate
the
prof
icie
ncy
to r
ead
and
writ
e nu
mbe
rsab
ove
100,
000.
Mas
ter
mul
tiplic
atio
n ta
bles
thro
ugh
9's.
Div
ide
usin
g co
mbi
natio
ns (
no r
emai
nder
s).
Div
ide
with
rem
aind
ers
(long
div
isio
n fo
rm).
Mul
tiply
by
I pla
ce n
umbe
r w
ith c
arry
ing.
Mul
tiply
by
2 pl
ace
num
bers
.M
ultip
ly w
ith te
rn.
Use
sho
rt to
rm m
ultip
lyin
g by
10
and
1(X
).
App
ls lo
ng d
ivis
ion
form
usi
ng 1
0,20
,40.
11, I
2. :
5
Mea
sure
acc
urat
ely
toan
d 1.
'8 in
ch.
Use
tape
mea
sure
.
Use
mea
sure
sm
iles,
tons
.
Mak
e ch
ange
for
10 a
nd 2
0 do
llar
bill.
Rea
d an
d w
rite
mon
ey.
Use
dec
imal
not
atio
n in
mul
tiphc
atio
neid
div
isio
n.
Con
tinue
pro
blem
sol
ving
on
high
er le
vel.
robo
t mg
divi
gn,,s
is r
'Irar
t ;or
art
thrr
tet:c
ski
lls te
e cs
tahl
tsh
stud
ent s
kill
leve
l.B
egi
at s
tude
nt's
leve
l: T
his
may
mea
n re
turn
ing
to th
e el
emen
tary
Gui
de fo
r T
each
er.v
of t
he f.
.,11.
4cah
le V
enta
lly Il
andi
capp
e,1
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
BA
SIC
FA
CT
S A
ND
PR
OC
ESS
ES
(Con
tinue
d)
The
stu
dent
will
:
dem
onst
rate
num
ber
plac
es u
p to
1,0
00,0
00.
Cou
ntdo
wn.
Con
tinen
tal
Pre
ss -
Arit
hmet
ic S
tep
by S
tep,
1 a
nd II
Num
ber
Con
cept
Ser
ies.
Use
new
s ar
ticle
s in
_th
g.In
ewsp
aper
s.#
2644
RM
SE
IMC
Bib
. for
Pre
-Voc
.
Use
new
spap
er a
ds fo
r ca
rs, h
ouse
s, e
tc.
#279
9r,2
800,
280
4,28
14,2
815,
281
6,31
71,
3572
.
3573
,382
0,83
74,1
0115
,101
16,1
0117
Aca
dem
ic R
esea
rch,
Inc.
. Aca
dem
ic S
erie
s D
ev. P
rogr
am.
MA
FE
X A
ssoc
.,In
c.-T
rain
ing
Fun
With
,Vun
zber
s
Hou
ghto
n M
ifflin
Ste
rn, A
rithm
etic
K-3
Ran
dom
Hou
se -
Sin
ger,
Indi
vidu
aliz
ed M
ath
(T.A
.L.1
New
Cen
tury
Pub
licat
ions
Ski
ll in
Bas
ic :i
tath
emat
ws
with
Writ
e an
d S
ee
The
Con
tinen
tal P
ress
, Inc
.:a
lt./m
erit
Step
hr
Step
(Kit
B)
.H
ayes
Mod
er !
0P4
Ser
ies
Add
ison
We
ey g
rade
s 1-
3Je
nn C
o. m
a C
als
-PV
17-
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
BA
SIC
FA
CT
S A
ND
PR
OC
ESS
ES
(Con
tinue
d
dem
onst
rate
nurn
`u-r
pla
ces
up to
Enc
yclo
pedi
a B
ritta
nica
Gra
des
1 an
d 2
1,00
0.00
0.t C
ontin
ued)
dem
onst
rate
com
man
d of
bas
ic c
ompu
tatio
nal
Dril
ls b
oard
and
ditt
o.sk
ills.
Num
ber
gam
es
Sho
w M
eB
ingo
Qui
zmo
Flas
h ca
rds
Tea
m g
ames
Ora
l and
writ
ten
prob
lem
sol
ving
rel
ated
to d
aily
situ
atio
ns.
Bel
l & H
owel
lG
rade
d D
iffic
ulty
Arit
hmet
ic P
rogr
am
Scho
last
ic B
ook
Serv
ices
Self
Tea
chin
g A
rith
met
ic P
rogr
am
Stud
y Sc
ope
Prog
ram
Ran
dom
Hou
seSi
nger
Indi
vidu
aliz
ed M
ath
Ran
dom
Hou
seSi
nger
Indi
vidu
aliz
ed M
ath
Voc
abui
lay
drill
s.S
tudy
Sco
pe
Fran
k R
icha
rds
II
Usi
ng M
oney
Ser
ies
(4 b
ooks
)
add,
sub
trac
t, m
ultip
ly a
nd d
ivid
e in
Sco
tt, F
ores
man
, Mul
tiplic
atio
n B
oard
who
le n
umbe
rs
011L
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
BA
SIC
FA
CT
S A
ND
PR
OC
ESS
ES
(Con
tinue
d)
dem
onst
rate
ver
bal u
se o
f arit
hmet
icA
dditi
on te
rms
and
sym
bols
.
voca
bula
ry .
plus
Col
umn
carr
y
addi
ngsu
ms
Sub
trac
tion
term
s:su
btra
ctio
nm
inus
borr
owre
mai
nder
diffe
renc
e
Mul
tiplic
atio
n te
rms:
times
times
tabl
eon
ce
twic
edo
uble
pro
duct
Div
isio
n te
rms:
divi
sor
quot
ient
rem
aind
er
equa
lse
para
te
Ord
inal
s: first
.vtli
seco
ndse
vent
h
third
eigh
thfo
urth
nint
hfif
thte
nth
first
last
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
Mat
eria
ls
BA
SIC
FA
CT
S A
ND
PR
OC
ESS
ES
(Con
tinue
d)
dem
onst
rate
ver
bal u
se o
f ar
ithm
etic
voc
abul
ary.
Plac
ing
in tr
ack
and
fiel
d ev
ents
.
(Con
ti cu
edL
ine
up f
or I
ndy
and
USA
C c
ar r
aces
.
Loc
atio
n te
rms:
mid
dle
abov
e, b
elow
fer,
nea
rin
fro
nt o
f, b
ehin
dbe
gin,
end
besi
de, a
roun
dle
ft, r
ight
cent
er
edge
App
ly to
exp
erie
nces
as
aris
e.
Use
term
s in
con
stru
ctio
n of
mod
els.
Shap
es: sq
uare
tria
ngle
._ -
rect
angl
eci
rcle
half
cir
cle
pent
agon
trap
azoi
d
Size
and
am
ount
term
:.m
any
- fe
whe
avy
- lig
hthi
gh -
low
tall
shor
tal
l-
enou
gh -
som
eno
nedo
iNe
aver
age.
redu
ce
equa
l
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
BA
SIC
FA
CT
S_A
NO
PR
OC
ES
SE
S (
Con
tinue
d)
carr
y ou
t dire
ctio
ns u
sing
arit
hmet
icD
raw
"bl
uepr
ints
" fo
llow
firs
t ver
bal a
nd w
ritte
nT
-squ
are
voca
hula
r.v
.di
rect
ions
on
the
leng
th o
f lin
es--
num
bers
of
Gra
ph p
aper
win
dow
s (e
tc.)
Han
dth
e st
uden
ts a
num
ber
of o
bjec
ts, g
ive
verb
alN
uts,
bol
ts, s
crew
s, lo
ints
, wire
s, s
ocke
ts.
inst
ruct
ions
on
asse
mbl
ing
obje
cts
(bol
ts, s
crew
s, e
tc.)
with
out v
isua
l aid
s.
SKIL
L A
RE
AA
cade
mic
LE
VE
L:
Pre-
voca
tiona
l
C. A
.20
15.1
1
Obj
ectiv
es
BU
SIN
ESS
MA
TH
The
stu
dent
will
tell
the
valu
e of
coi
ns to
$1.
00 a
nd b
ills
S()
00.0
0.
hegi
n a
hudg
et o
n pe
rson
al e
xpen
ditu
res.
from
a ta
x ch
art,
com
pute
tax
onpu
rcha
ses
for
budg
et.
MA
TH
EM
AT
ICS
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Mon
ey-r
aisi
ng a
ctiv
ity to
lear
n us
e of
mon
ey,
Rea
l mon
eych
ange
mak
ing,
etc
.
Ass
ist w
ith g
ame
conc
essi
ons
and
ticke
tse
lling
for
sch
ool a
ctiv
ities
.C
ontin
enta
l Pre
ss-U
S. t
f ,..oc
i Sev
res
Set u
p al
low
ance
or
earn
ings
bud
get.
Incl
ude
cost
of
lunc
h or
sna
cks.
Cos
t of
ente
rtai
nmen
t.
Cos
t of
impr
oper
beh
avio
r (b
reak
ing
a w
indo
w).
Cos
t of
clot
hing
if p
urch
ased
.
Prov
ide
each
stu
dent
with
a ta
x ch
art.
Reg
. Res
. City
fee
Use
mul
tiplic
atio
n w
ith a
dec
imal
poi
nt to
Folle
t- M
oney
Mak
es S
ense
usi
ng d
olla
rs a
nd c
ents
com
pute
tax
then
add
for
tota
l.
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
BU
SIN
ESS
MA
TH
Con
tinue
d )
reco
gniz
e ch
ecks
, dep
osit
slip
s an
d ha
nkFi
ll ch
eck
depo
sit s
lips
and
hank
with
draw
alG
rolie
r E
duca
tiona
l Cor
pora
tion
with
draw
a!
'dip
s.sl
ips.
Mod
ern
Con
sum
er E
duca
tion
begi
n sa
ving
s ac
coun
t or
join
Chr
istm
as C
lub.
tell
wha
t the
sign
mea
ns.
let s
tude
nts
crea
te a
ban
k in
the
clas
sroo
m.
Prin
t che
cks
-dep
osit
slip
s an
d w
ithdr
awal
che
cks
for
use
on s
choo
l ban
k.
Res
ourc
e pe
ople
Form
s fr
om lo
cal h
anks
Fiel
d tr
ips
loca
l han
ks. g
et f
orm
s
.04
Ope
n sa
ving
s ac
coun
ts if
pos
sibl
e.
Use
"sc
hool
" ba
nk f
or "
savi
ngs"
to h
e us
edpu
rcha
sing
fre
e tim
e or
a s
elec
ted
ac!i
vitN
.
Use
act
ual c
ompa
ny c
atal
ogs
in h
igh
inte
rest
are
as(c
loth
es f
or g
irls
spec
ific
spo
rt c
atal
ogs
outd
oor,
ski
ing,
etc
.)
figu
re p
osta
j.:Je
cos
t by
wei
ght.
Add
on
wei
ght s
hipp
ing
cost
s to
tota
l
reco
gniz
e ad
ded
cost
for
inst
allm
ent
buy
mg.
Let
stu
dent
s se
lect
one
item
at a
tim
e w
hich
they
wou
ld li
ke to
pur
chas
e. D
ecid
e on
inst
allm
ent
paym
ent e
ach
coul
d af
ford
With
inte
rest
char
ge in
clud
ed c
ompu
te a
ctua
l ful
l cos
t.
Savi
ngs
acco
unt p
assb
ook
Spor
t Com
pany
Cat
alog
s
Clo
thin
g ca
talo
gsSu
pply
com
pani
es
Gro
lier
Prog
ram
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
BU
SIN
ESS
MA
TH
(Con
tinue
d
use
and
resp
ond
to b
usin
ess
term
s.M
oney
and
Bus
ines
s te
rms:
penn
y, c
ent
chec
k
nick
el, d
ime
loss
buy,
sel
lch
ange
save
, spe
ndpe
r ho
urco
ins
lay
away
pay
sale
s sl
ip
pric
epa
st d
ueco
stre
ceip
tad
mis
sioc
Ntim
e pa
ymen
t
cred
opo
stag
e
twin
erea
rnin
tSha
lf-do
llar
wag
es
gain
sala
ryw
orth
savi
ngs
acco
unt
allo
wan
cein
tere
st
char
gepe
r ho
urw
ork
wee
kre
nt
leas
e
Wel
fare
term
s:
tax
insu
ranc
e
SKIL
L A
RE
A:
Aca
dem
ic
LE
VE
L:
Pre-
voca
tiona
l
C. A
.12
.015
.11
MA
TH
EM
AT
ICS
Obj
ectiv
es
CO
NS
UM
ER
MA
TH
I he
stud
ent s
ill
mea
sure
and
figu
re d
ista
nce.
in,
loqt
yard
mile
estim
ate
answ
ers
in s
impl
e pr
oble
ms
it co
mpu
tatio
n.
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
mea
sure
for
mak
ing
clas
sroo
m a
nd o
ther
equ
ipm
ent
Hol
t, R
ineh
art a
nd W
inst
on, I
nc.-
Mea
sure
, Cut
and
Sew
such
as
book
shel
ves
Sew
ing
Fol
lett
Ed.
Cor
p.-S
nip.
Clip
4 S
titch
Pur
chas
ing
hous
ehol
d ite
ms:
Con
tinen
tal P
ress
- M
easu
rem
ent
curt
ains
nigs
F. R
icha
rds,
Art
ic, W
. Sr.
Hig
hst
oves
RM
SE
IMC
*21
9533
1233
2033
22
App
roxi
mat
e qu
antit
y th
at e
qual
s po
und
(lb.)
.F
olle
t
Use
mea
t, fr
uiis
, flo
ur (
item
s po
ssib
ly p
urch
ased
by w
eigh
t).
Mea
sure
to r
ecor
d ac
tual
wei
ght i
n co
mpa
rison
to e
stim
ate.
Est
imat
e he
ight
of c
eilin
g le
ngth
of r
oom
wid
th o
f dis
tric
t.
Com
pare
act
ual m
easu
rem
ent t
o na
med
app
roxi
m'a
-tio
n.
-PV
25-
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
coN
sum
kg_M
AT
H(C
ontin
ued)
appl
y co
mpu
tatio
n" s
kills
to tr
avel
by
car
Map
son
e in
ch e
qual
a m
ileho
w m
any
mile
s(b
y ai
rdi
rect
rou
te)
Add
dis
tanc
es b
etw
een
citie
son
sta
te m
aps
toco
mpu
te to
tal d
ista
nce
to s
elec
ted
dest
inat
ion.
exhi
bit t
he A
M!s
to m
anag
e tim
ein
Rel
ate
time
to c
lass
sch
edul
es a
nd s
choo
lac
tiviti
es.
daily
11,
,ing.
*App
ly to
all
voca
tiona
l lei
sure
tim
e an
d so
cial
activ
ities
.
List
tink
.: of
favo
rite
TV
sho
ws
or o
ther
act
iviti
esan
d dr
aw a
clo
ck s
how
ing
the
times
.
Air
map
s
Sta
te a
nd n
atio
nal h
ighw
ay m
aps
Judy
('lo
ck
Con
tinen
tal P
ress
Tim
e S
erie
s
Gam
es
Mak
e ca
lend
ars
and
mar
k of
f day
sS
top
wat
ch
Iden
tify
holid
ays
and
birt
hday
s.T
ime
punc
h cl
ocks
Rel
ate
past
eve
nts
by c
ompu
ting
days
ago,
Yea
rly c
alen
dars
mon
ths
ago,
yea
rs a
go, e
tc.
Per
sona
l cal
enda
rsD
rills
in c
orre
ct w
ritin
g of
tim
e an
dag
e.
Dev
elop
a v
ocab
ular
y of
tim
e w
ords
:ho
urs
min
utes
wee
ksye
ars
afte
rnoo
nto
mor
row
befo
reaf
ter,
etc
.
Exp
erie
nces
with
tim
eclo
cks
and
hour
sw
orke
d.
Bus
, tra
in, a
nd a
irpla
ne s
ched
ules
.B
us, t
rain
and
airp
lane
sch
edul
es.
Bud
getin
g of
tim
e to
incl
ude
wor
ktim
e,)e
is-r
etim
e, r
est t
ime.
Obj
ectiv
:sA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
CO
NS
UM
ER
MA
TH
(C
ontin
ued)
writ
e .n
it da
tes
in v
ario
us m
etho
ds.
t.'se
writ
ten
wor
ds a
nd n
umbe
r eq
uiv:
Ient
s, a
skIn
divi
dual
cal
enda
rsst
uden
ts to
writ
e in
cor
resp
ondi
ngm
anne
r.
mar
k a
cale
ndar
_.c
ordi
ng to
"da
y af
ter,
""W
eeke
nds.
" ' d
ays
of th
e w
eek,
" "la
st y
ear"
and
"nex
tea
r."
Hav
e st
uden
ts k
eep
indi
vidu
al c
alen
dar.
Sch
edul
eas
sign
men
ts a
nd a
ctiv
ities
in a
dvai
ke
AR
EA
:
LE
VE
L:
C. A
.
Aca
dem
ic
Pre-
voca
tion
al
12.0
1 5.
1 1
SCIE
NC
EIn
tera
ctio
n w
ith P
hysi
cal a
nd T
echn
olog
ical
Env
iron
men
t
Obj
ectiv
es
PH
YS
ICA
L E
NV
IRO
NM
EN
T
The
stu
dent
will
carr
y ou
t has
h; e
xper
imen
ts.
prac
tice
envi
ronm
enta
l car
e.
Act
iviti
es
Use
of p
lant
s, s
eeds
for
wor
k w
ith c
ontr
olle
den
viro
nmen
ts.
Bui
ld a
sm
all g
reen
hou
se in
the
clas
sroo
m.
Stu
dy c
hara
cter
istic
s of
pla
nts
buds
, lea
ves.
ster
ns, p
rodu
ce r
ecei
ved
from
pla
nts.
Hav
e st
uden
ts d
raw
cha
rts
and
re,:o
rd d
ata.
Dis
cuss
and
run
exp
erim
ents
on
dete
rgen
ts,
pest
icid
es.
Stu
dy w
ays
to d
imin
ish
pollu
tion
(sol
id a
nd li
quid
was
te d
ispo
sal).
Ass
ist a
t aut
o em
issi
ons
test
cen
ters
.
Tes
t wat
er fo
r im
purit
ies.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
BS
CS
Sci
ence
Ser
ies
Woo
d m
oldi
ngs
Pla
stic
Flo
resc
ent l
ight
ing
Edu
catio
nal I
nnov
atio
ns, I
nc.
Film
strip
s to
Fill
a N
eed
Edu
catio
nal M
arke
ting
&R
esea
rch,
Inc.
Sci
ence
Tea
chin
g A
ids
Bal
ance
sca
les,
bul
bs, b
atte
ries,
wire
s, p
ulle
ys, m
agne
ts.
pris
ms,
etc
.C
arbu
reto
rs to
dis
asse
mbl
e.
Pic
ture
sK
its to
mea
sure
car
bon
mon
oxid
e, te
st w
ater
s,pu
rity,
etc
.
Film
s
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
PH
YS
ICA
L E
NV
IRO
NM
EN
T (
Con
tinue
d)
expa
nd a
s....
.tren
ess
of th
e pl
anet
Ear
th in
Cre
ate
a m
obil
of th
e so
lar
syst
em.
Mec
hani
cal m
odel
of s
olar
sys
tem
rela
tion
to th
e so
lar
syst
em.
Dis
play
and
rot
ate
mod
el o
f sol
ar s
yste
m.
reco
gnis
e w
eath
er, s
easo
ns a
s de
term
ined
by
the
tilt o
f the
Ear
th o
u its
axi
s.
expe
rimen
t ssn
h ai
r cu
rren
ts in
cau
sing
lift i
n ba
lloon
s, a
irpla
nes,
kite
s.
f9
Vie
w S
atur
n, M
ars,
thro
ugh
tele
scop
e.R
ecog
nize
sol
ar e
nerg
y, b
uild
a s
olar
cel
l,S
olar
hea
t kits
.V
isit
a pl
anet
ariu
m.
Stu
dy b
asic
cha
ract
eris
tics
of th
e ni
ne p
lane
ts.
Wor
k ex
perim
ents
with
cen
trifu
gal f
orce
.
Intr
oduc
e as
man
y w
eath
er m
eter
s as
can
be lo
cate
d:ra
in g
auge
ther
mom
eter
baro
met
erW
ind
spee
d an
d di
rect
ion
Bui
ld a
sm
all w
eath
er s
tatio
n.
Sen
d he
lium
bal
loon
s al
oft w
ith n
otes
and
mes
sage
s to
be
retu
rned
.
Con
stru
ct b
ox k
ites
for
kite
flyt
hg-t
tace
s.
Dec
orat
e w
ith fr
ee d
esig
n or
cre
ate
indi
vidu
al "
coat
of a
rms.
"
Str
ing,
obj
ect
Spi
n pa
int k
its.
Wea
ther
indi
cato
rs
Hel
ium
bal
loon
s
New
spap
er, s
trin
g, r
ags,
bal
sa w
ood,
pla
stic
, pai
nts
Aca
dem
ic D
imen
sion
Sys
tem
s, In
c.A
DS
Sys
tem
Sig
ht, S
ound
, Tou
ch
Bel
l&
How
ell P
rogr
am B
uild
er K
it
Sat
ellit
e w
eath
er p
ictu
res
from
TV
sta
tions
AR
EA
LE
VE
L:
C. A
.
Aca
dem
ic
Pre-
voca
tiona
l
12.0
1 5.
1 1
SCIE
NC
E
Inte
ract
ion
with
Phy
sica
l and
Tec
hnol
ogic
alip
viro
nmen
t
Obj
ectiv
es
TE
CH
NO
LO
GIC
AL
EN
VIR
ON
ME
NT
,
The
stu
dent
will
:
asso
ciat
e co
nsum
er g
oods
with
epe
rgy
sour
ce a
nd r
aw m
ater
ials
.
use
and
care
for
hou
seho
ld to
ols.
Act
iviti
es
Mak
e pa
per
from
rag
s, w
iod
pulp
.
Stud
y so
urce
of
mat
eria
l.z in
clo
thin
g, c
otto
n,w
ood,
silk
, syn
thet
ics.
'Vis
it a
ranc
h at
she
ep s
hear
ing
time.
Pick
see
ds f
rom
cot
ton
and
ask
loca
l art
isan
toas
sist
in s
pinn
ing
the
woo
l and
cot
ton.
.)B
urn
coal
, woo
d, k
eros
inen
ote
grim
e an
dV
ues. us
s in
dust
ry a
nd e
nvir
onm
enta
l iss
ues.
Dis
cuss
indu
stry
to jo
b po
tent
ials
.
Prac
tice
care
and
cle
anin
g of
hou
seho
ld to
ols
hand
tool
s, p
ower
tool
s, m
aint
enan
ce p
urch
ases
.
Bui
ld to
ol c
hest
and
sto
rage
pla
ces
for
hous
ehol
d ite
ms.
Plum
bing
Mec
hani
cs(e
lect
rica
l)
Mak
e st
orag
e pl
aces
for
tool
s at
sch
ool.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Pape
r re
cipe
Spin
ning
whe
el
Woo
l, co
tton
Cle
arin
g H
ouse
Sant
a Fe
, New
Mex
ico
.
Gar
deni
ng to
ols
(if
appr
opri
ate)
Han
d to
ols
(if
appr
opri
ate)
Pow
er to
ols
Pow
er m
ower
Sew
ing
mac
hine
sT
oast
ers
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
TE
CH
NO
LOG
ICA
L E
NV
IRO
NM
EN
T(C
ontin
ued
i
read
and
fol
l,,w
sim
ple
oper
atin
gB
ring
inst
ruct
ion
to r
ead
and
follo
w o
nC
omm
on h
ouse
hold
app
lianc
es a
nd e
quip
men
t
inst
ruct
ions
.ha
irdr
iers
hot c
ombs
elec
tric
toot
hbru
shes
elec
tric
cur
lers
iron
sd
ishw
ashe
rs
was
hers
drye
rs
mak
e us
e of
com
mun
icat
ion
mod
esap
prop
riat
ely
.
Follo
w d
irec
tions
on
iten-
,s, s
tep
by s
tep.
Cam
era
(lns
tam
atic
, Pol
aroi
d)
Fill
out w
arra
ntee
for
ms
and
mai
l in.
Dis
cuss
and
pra
ctic
e be
st m
eans
of
com
mun
icat
ion
for
vari
ous
reas
ons:
tele
grap
hca
ble
.wir
eles
sho
t lin
e
radi
oT
V
tele
phon
em
ail
Hav
e lo
cal h
am r
adio
ope
rato
r co
ntac
t ano
ther
oper
ator
. Dis
cuss
cal
l num
bers
.
Kno
w e
xpen
se o
f ea
ch m
ode.
Solv
e p3
ohle
ms:
"H
ow w
ould
you
con
tact
you
run
cteo
n a
ship
on
his
way
to H
awai
i?"
Wir
eles
s ra
dio
set c
ryst
al s
et
SO
CIA
LS
KILLS
AR
EA
:
LE
VE
L:
C. A
.
Obj
ectiv
es
TH
E S
ELF
the
stud
ent w
ill
Soci
al
Pre-
voca
tiona
l
12.0
15.1
1
INT
ER
-PE
RSO
NA
L R
EL
AT
ION
SHIP
S
appr
opria
te b
ehav
iors
rel
ativ
e to
ditte
rent
so,
ral
situ
atio
ns
dcm
otis
t rat
,: an
und
erst
andi
q of
his
her
role
in ta
rnd
and
in s
hoot
.
delc
rnnn
c th
e ru
les
ul c
ario
us p
artic
ipan
ts.
Act
iviti
es
Situ
atio
ns to
dis
cuss
scho
ol fu
nctio
ns (
danc
e, fo
otba
ll ga
me,
etc
.)le
isur
e tim
ebo
y /g
irl in
tera
ctio
nfa
mily
situ
atio
nspe
er c
omm
unic
atio
nad
ult '
stud
ent c
omm
unic
atio
nem
otio
nal i
nter
actio
n th
roug
h ro
le p
layi
ng(lo
ve, h
ate,
fear
, agg
resm
n, e
tc.)
Mak
e bu
lletin
hoa
rd d
ispl
ays
of d
iffer
ent s
ocia
lsi
tuat
ions
.
Gro
up d
iscu
ssio
ns
Fam
ily n
ames
how
and
why
sur
nam
es m
ay h
ele
gally
cha
nted
herit
age
and
cust
oms.
Cla
ss d
iscu
ssio
ns o
f fam
ily r
oles
with
str
ess
oncl
ear
expr
essi
ons
of th
eir
own
feel
ings
.
Dis
cuss
ions
whi
ch p
rovi
de o
ppor
tuni
ties
for
the
child
to e
xpre
ss a
nd e
xplo
re h
is o
wn
mor
als
and
stan
dard
s.
Dis
cuss
ion
of jo
b di
visi
ons
in th
e ho
me.
Dis
cuss
ion
of fo
ster
hom
es a
nd a
dopt
ions
.
Vis
it fr
om s
choo
l cou
nsel
or, w
elfa
re w
orke
r as
reso
urce
per
son.
Dis
cuss
ions
of d
atin
g- m
anne
rs-
(rol
e pl
ayin
g)
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Edu
catio
nal A
ctiv
ities
, Inc
Tea
, /lin
g
Chi
ldre
n V
alue
Sch
olas
tic B
ooks
Ma
tur,
:t(;
rot,
mg
or S
trom
:
Fra
nk E
. Ric
hard
s, P
ubl.-
You
Pal
omar
es/B
esel
l-Hum
an D
evel
opm
ent '
/rai
ning
Pro
gram
for
Inst
itutio
naliz
ed T
eena
gers
Ben
etic
Pre
ss-L
earn
ing
J it
Lirin
g S
erie
c
proj
ecto
rs
Tap
e or
cas
sette
.
PV
32
SKIL
LA
iS
ocia
l
LE
VE
L:
Pre-
voca
tiona
l
C. A
.1
2.0
15.1
I
Obj
ecti%
,,
GR
OU
PS
INT
ER
-PE
RSO
NA
L R
EL
AT
ION
SHIP
S
Act
iviti
esIn
stru
ctio
nal A
ds a
nd M
ater
ials
Dis
cuss
ions
of r
oles
and
res
pons
ibili
ties
in m
arria
gean
d fa
mily
life
.
Mal
e sl
ides
of v
ario
us s
ituat
ions
and
use
inco
nnec
tion
with
tape
s.C
amer
a
Slid
e pr
ojec
tor
Vie
,eo
tape
s
PA
, 33
SKIL
L A
RE
A
LE
VE
L:
C. A
.
Obj
ectiv
es
GR
OU
PS
The
stu
dent
will
:
Soci
al
Pre-
voca
tiona
l
12.0
15.1
1
INT
ER
-PE
RSO
NA
L R
EL
AT
ION
SHIP
S
prac
tice
ever
yday
cou
rtes
ies,
gre
et p
eers
,ad
ults
.
resp
ect f
ello
w s
tude
nts.
prac
tice
cour
tesi
es w
ithin
a f
amily
uni
t.
Act
iviti
esta
r
Rea
d st
orie
s st
ress
ing
good
man
ners
.Pr
ovid
e ga
mes
invo
lvin
g ta
king
turn
s.
Dis
cuss
soc
ial s
ituat
ions
suc
h as
: chu
rch,
scho
ol, h
ome
and
wor
k.
Dis
cuss
goo
d an
d po
ur m
anne
rs.
Dis
cuss
for
mal
and
info
rmal
intr
oduc
tions
with
stud
ent r
ole
play
ing
intr
oduc
tions
.
Prac
tice
ente
ring
doo
rs.
Prac
tice
ente
ring
car
s.Pr
actic
e ta
ble
man
ners
.
Intr
oduc
e ea
ch o
ther
.Pr
eten
d on
e is
a te
ache
r, p
aren
t, ch
ild, e
tc.
Dis
cuss
per
sona
lity
and
why
som
e pe
ople
are
liked
mor
e th
an o
ther
s.
Tea
cher
s as
mod
el in
cla
ssro
om.
Be
awar
e of
fam
ily li
ving
ski
ps.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Bec
kley
-Car
dy C
o., P
ub. b
ook
"Man
ners
Ple
ase-
Stat
e L
ibra
ryfi
lm-
"Eve
ryda
y C
ourt
esy"
Cor
onet
Film
s--
"Act
You
r A
ge"
Film
stri
p H
ouse
"M
anne
rs M
ake
the
Dif
fere
nce-
e
SRA
Ser
ies-
--"E
xplo
ring
You
r Pe
rson
a/tie
""W
hat i
s Pe
rson
ality
"C
oron
et F
ilms"
Fun
of M
akin
g Fr
iend
s"
Fear
onPl
ans
for
Lin
ing
SRA
Ser
ies"
A G
uide
to F
amily
Liv
ing"
Nob
le &
Nob
le, P
ubl."
How
We
Liv
e: Y
our
Fam
ily &
You
r Jo
b':
4ePV
34-
-
AR
EA
:
LE
VE
L:
C. A
.
Soci
al
Pre-
voca
tiona
l
12.0
15.1
1
CIT
IZE
NSH
IF
Obj
ectiv
es
HE
RIT
AG
E
The
stu
dent
will
:
rela
te f
acts
abo
ut in
diki
dual
cul
tura
l her
itage
.
desc
ribe
the
sign
ific
ance
of
holid
ays
to h
isto
rica
lpe
rson
ages
and
eve
nts-
.
A
rela
te c
urre
nt h
appe
ning
s to
hist
oryt
and
hist
oric
al d
ocum
ents
.
Act
iviti
es
Loc
aliz
e cu
rric
ulum
to th
e va
riou
s et
hnic
gro
ups.
Use
com
mun
ity r
esou
rce
pers
ons.
Plan
ext
ra-c
urri
cula
r ac
tiviti
es to
aid
loca
l-ev
ents
:
rode
ofi
esta
sC
hris
tmas
dec
orat
ions
Let
stu
dent
s se
rve
on c
omm
unity
com
mitt
ees
proj
ect.
Vis
it di
spla
ys o
f tr
aditi
onal
art
.D
emon
stra
tions
of
trad
ition
al c
raft
s.D
iscu
ss r
ole
of th
ree
cultu
res
in h
isto
ry o
f st
ate.
Com
pare
hol
iday
cus
tom
s in
dif
fere
nt c
ultu
res.
Art
and
cra
fts
proj
ects
in tr
aditi
onal
_sty
le.
Myt
hs a
nd le
gend
s, f
olk
song
s.C
ook,
usi
ng r
ecip
es f
rom
dif
fere
nt e
thni
c gr
oups
.
Four
th o
f Ju
ly, V
eter
ans
Day
, Cin
co d
e M
ayo,
Stat
ehO
Od
day,
etc
.
Pres
ent N
ew M
exic
o hi
stor
y in
rel
atio
n to
Uni
ted
Stat
es h
isto
ry (
Civ
il W
ar, L
ouis
iana
Purc
hase
, etc
.)
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Tri
ple
A S
outh
wes
tern
Tou
r G
uide
Cul
tura
l Aw
aren
ess
Cen
ters
at u
nive
rsiti
es
Loc
al c
eleb
ratio
ns
Cul
tura
l Aw
aren
ess
Uni
tsR
esou
rce
Peop
leFi
eld
trip
Stat
e L
ibra
ryM
edia
Cen
ter
Sant
a Fe
, New
Mex
ico
Prof
iles
In C
ouri
eFi
lm s
erie
s
Sout
hwes
t Med
ia C
ente
rL
as C
ruce
s, N
ew M
exic
o
Stat
e L
ibra
ry M
edia
Cca
ter
Sant
a Fe
, New
Mex
ico
AR
EA
:S
ocia
l
LEV
EL:
Pre
-viic
atio
nal
C. A
.12
.015
.11
CIT
IZE
NS
HIP
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
FU
NC
TIO
N O
F'C
OV
ER
NM
EN
T
I lie
chi
ld w
ill
tell
ahou
t loc
al g
over
nmen
tal a
genc
ies.
Con
stitu
tion,
Dec
lara
tion
of In
depe
ndeu
ce.
Fea
ron
Pub
lishe
rs fd
dlc
oi S
tIzo,
,I. li
e a
Fie
ld tr
ips
to c
ity h
all,
mee
t the
may
or.
.4 m
eric
an
Re
atilt
: to
loca
te th
e lib
%tr
y, s
anita
tion
depa
rtm
ent,
polic
e de
part
men
t, fir
e pr
otec
tion,
sch
ools
, Cou
rts,
publ
ic a
ssis
tanc
e he
alth
ser
vice
s, p
ost o
ffice
in o
wn
coni
mun
it5,.
Tak
e fie
ld tr
ips
whe
re m
aps
are
follo
wed
to lo
cate
add
ress
.
Com
pare
Eng
lish
term
s an
d na
mes
for
agen
cies
and
serv
ices
to S
pani
sh te
rms.
Mak
e ch
art s
how
ing
diffe
rent
pha
ses
of c
ity g
oser
n-6'
men
t.
Atte
nd C
ity C
ounc
il M
eetin
g w
hen
rela
tive
subj
ect
is b
eing
dis
cuss
ed.
Rol
e pl
ayin
&i h
ow to
get
info
rmat
ion
or a
ctio
n on
apr
oble
m (
i.e.,
tras
h co
llect
ion
who
m to
col
l!).
Loca
teftu
he n
umbe
rs in
pho
ne d
irect
ory.
Use
tow
n m
aps
foun
d in
tele
phon
e di
rect
orie
s, w
rite
out d
irect
ions
from
the
map
.
Res
ourc
e un
its o
n fa
mily
, gov
ernm
ent,
com
mun
ity.
City
map
s le
t eac
h st
uden
t hav
e on
e to
exa
min
ean
d w
rite
on.
Mak
e m
odel
s, m
ake
clay
or
woo
den
mod
els
ofco
mm
unity
age
ncy
build
ings
.
Mar
gare
t Hud
son
and
Ann
a A
. Wea
ver
7, B
e a
(toa
d A
rne
ruan
Scr
is.
(a)
In Y
our
amill
(h)
In Y
our
Com
moo
t(c
)In
You
r C
arId
)In
Yu
air
Sta
tete
lIn
You
r C
ooltr
y
PV
3b
SKIL
L ..
1,R
1 1
Soci
al
LE
VE
L:
Pre
- vo
catio
nal
C. A
.12
.015
.11
O ie
ctke
s
NIE
ALT
H .A
ND
HY
GIE
NE
Ihc,
ic.2
rt w
ill
pri :
t:Lc
gene
ral h
ealth
hab
its
tela
te p
r.,p
erdr
ug,,
te11
h,,s
k to
e ho
ds f
unct
ions
SAFE
TY
, HE
AL
TH
& H
YG
IEN
E
Act
iviti
es
Hav
e gu
est s
peak
ers
(sch
ool n
urse
, den
tal a
ssis
tant
,ho
me
econ
omic
s te
ache
r.
Rol
e pl
ayin
g of
goo
d he
alth
hab
its (
brus
hing
teet
h,sk
in c
are,
foo
d pr
epar
atio
nge
nera
l cle
anlin
ess;
.
Dem
onst
ratio
ns:
hair
car
esk
in c
are
Dru
g an
d N
arco
tics
Uni
tre
sour
ce p
eopl
e.A
A p
eopl
e.
neat
ness
dem
onst
ratio
ns a
nd
Mod
el o
f bo
dy w
ith r
emov
able
par
ts.
-Film
s an
d fi
lmst
rips
on
the
body
and
the
func
tion
of v
ario
us p
arts
.R
ead
pam
phle
ts o
n th
e ca
re o
f th
e bo
dy.
Stud
y m
otor
fun
ctio
ning
bon
es, m
uscl
es,
syst
ems
orga
n, s
kele
tal,
circ
ulat
ory.
Ada
pt lo
cal s
choo
l pro
gram
on
sex
educ
atio
nan
d ad
oles
cent
gro
wth
.
rIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Dru
g E
duca
tion
Sect
ion
Stat
e D
epar
tmen
t of
Edu
catio
nSa
nta
Fe, N
ew M
exic
o
Film
"W
onde
rol
our
Bod
y'.
Stat
e L
ibra
ry
Mea
d E
duca
tiona
l Ser
vice
s3-
DM
olde
d P
last
ic C
hart
sZ
oolo
gy, B
otan
y, a
nd
Hum
anB
ody
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
HE
ALT
H A
ND
HY
GIE
NE
(Con
tinue
d)
tell
how
'the
body
func
tions
.(C
ontin
ued)
reco
gniz
e ce
llula
r st
ruct
ures
.
unde
rsta
nd th
e no
d fo
rre
gula
r de
ntal
and
.
med
ical
che
ck-u
ps b
ytr
aine
d pr
ofes
sion
s.
Ex
rimen
t with
pla
nts,
sho
ww
hat h
appe
ns w
hen
driv
ed o
f wat
er, o
xyge
n,fo
od, s
unlig
ht.
Stu
dy m
icro
scop
ic c
ells
ofb
lood
, hai
r, s
kin.
Wor
k on
con
cept
that
cel
lsul
timat
ely
rece
ive
the
nour
ishm
ent f
rom
our
food
.
Vis
it a
med
ical
labo
rato
ry.
Look
at s
lides
use
d in
dete
rmin
ing
dise
ases
, etc
.
)H
ave
dent
ist s
peak
tocl
ass.
(B
ring
X-r
ays
of %
.
teet
h to
cla
ss).
Cou
nty
heal
th s
ervi
de h
as a
repr
esen
tativ
e w
ho
can
talk
to c
lass
.
have
the
stud
ent l
ocat
e th
epu
blic
hea
lth
depa
rtm
ents
.
Kno
w s
ervi
ces
avai
labl
e, T
B te
sts,
vacc
inat
ions
,
etc.
Euu
catio
nal P
rogr
ess
Cor
pora
tion
The
Cho
i at i
s Y
ours
Hum
an G
row
th a
ndD
evel
opnu
int
Res
ourc
e G
uide
in S
exE
duca
tion
for
the
Ven
ially
.
Ret
arde
d: A
AIW
ER
1201
16t
h S
tree
t, N
WW
ashi
ngto
n, D
.C. 2
0036
Mic
rosc
ope
Slid
es
Doc
tor's
offi
ceLa
bora
tory
Pub
lic H
ealth
Indi
an H
ealth
Cen
ters
Trip
to C
ount
y H
ealth
Offi
ce
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
HE
AL
TH
AN
D H
YG
IEN
E (
Con
tinue
d)
praC
tice
heal
th c
are
to p
reve
nt,d
isea
se.
unde
rsta
nd m
atte
rs p
erta
inin
g to
hea
lth
Dis
cuss
mea
sure
s w
hich
pre
vent
dis
ease
:va
ccin
atio
ns, s
uffi
cien
t res
t, cl
ean
wat
er,
prop
erly
sto
red
food
s:-
Dis
cuss
cos
t of
dent
al s
ervi
ces,
gla
ssei
, med
icin
e,In
sura
nce
form
san
d ho
spita
l car
e..
etc.
Prac
tice
how
to m
ake
an"a
ppoi
ntm
ent.
Ct
Rol
e of
the
drug
stor
e ,.p
harm
acis
t, m
edic
alcl
inic
s, e
mer
genc
y ro
oms.
Hav
e st
uden
ts c
ompi
le o
wn
med
ical
, den
tal a
ndva
ccin
atio
n re
cord
s.
cont
act d
octo
r, d
entis
t, ho
spita
ror
othe
rH
ave
stud
ents
list
fam
ily d
octo
r, d
entis
t, et
c.,
med
ical
per
sonn
el.
and
thei
r te
leph
one
num
bers
.di
scus
s se
tting
up
appo
intm
ents
visi
t a d
entis
t.di
scus
s w
ho to
con
tact
in c
ase
of a
m e
dica
lem
erge
ncy,
i.e.
, a h
ospi
tal
mak
e em
erge
ncy
phon
e ta
ll.
use
a fe
ver
ther
mom
eter
.
Tel
epho
ne b
ook
Lis
t of
wha
t to
repo
rt.
PT
elep
hone
dir
ecto
ryL
earn
em
erge
ncy
num
bers
.
Rea
d th
erm
omet
er a
nd k
eep
daily
ther
mom
eter
reco
rds.
mea
sure
pre
scri
bed
dose
s of
`:m
edic
ines
."Fo
llow
dir
ectio
ns o
n m
ock
med
icin
e bo
ttle
and
pres
crip
tion
dosa
ge a
nd ti
ie e
lem
ent.
--
The
rmom
eter
s
Nur
se-m
ade
"pre
scri
ptio
ns"
SKIL
L A
RE
A:
Soci
al
LE
VE
L:
Pre-
voca
tiona
l
C. A
.1
2.0
15.1
1
SAFE
TY
, HE
AL
TH
& H
YG
IEN
E
Obj
ectiv
esA
ctiv
ities
-Ins
truc
tiona
l Aid
s an
d M
ater
ials
SAFE
TY
fhc
st u
delit
will
:/
use
flam
mab
le m
ater
ials
with
car
e.D
emon
stra
tion
by a
fir
eman
on
flam
mab
le m
ater
ial.
Fern
Tri
p -R
idin
g to
Saf
ety
Safe
ty f
ilms
(Nat
iona
l Saf
ety
Cou
ncil)
.
Hud
son
84W
eave
rPla
ns f
or L
ivin
g he
alth
& S
afet
y
Dis
cuss
and
mak
e fo
lder
s of
fla
mm
able
mat
eria
ls.
Cha
rt s
how
ing
flam
mab
le/in
flam
mab
le m
ater
ials
.
use
sim
ple
lust
aid
in e
mer
genc
ies.
Film
on
Firs
t Aid
:pra
ctic
e ba
sic
firs
t aid
mea
sure
s.
know
how
to s
top
blee
ding
by
pres
sure
.
Dem
onst
ratio
ns b
y lif
e gu
ard.
Scho
ol N
urse
, rep
rese
ntat
ive
of R
ed C
ross
, loc
alFi
lm"A
rtif
icia
l Res
pira
tion"
doct
or a
nd n
urse
.St
ate
Lib
rary
Mak
e a
firs
t aid
kit
for
the
clas
s, m
ake
pers
onal
Red
Cro
ss G
uide
firs
trai
d ki
ts.
Con
stru
ct v
ario
us "
safe
ty s
igns
."Ju
nior
Red
Cro
ss B
ook,
Firs
t Aid
dem
onst
ratio
ns b
y nu
rse
Red
Cro
ss.
Mun
i°, L
eafL
ippi
ncot
Safe
ty C
an R
e Fu
n
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
SAFE
TY
(Con
tinue
d)ue
d )
know
how
t4.1
sto
p bl
eedi
ng b
yR
ole
plan
an
acci
dent
.O
paqu
e P
roje
ctor
pres
sure
. (('o
ntin
ued)
Dis
cuss
sal
et).
invo
lved
,
Mak
e sa
fety
pos
ters
for
the
scho
ol.
use
rule
s ot
wat
er s
afet
yF
ilm o
n w
ater
saf
ety.
Red
Cro
ss G
uide
Hav
e lif
e gu
ard
spea
k.
Go
to s
wim
min
g po
ol.
Red
Cro
ss p
erso
nnel
.
know
how
to :r
ive
assi
stan
ce in
cas
e of
Hav
e R
ed C
ross
rep
rese
ntat
ive
or n
urse
add
ress
acci
dent
(ke
ep in
jure
d w
arm
, kee
ping
clas
s.
crow
d ba
ck. e
tc.)
.
repo
rt a
ccid
ents
.H
ave
polic
eman
out
line
proc
edur
es to
cla
ss.
clea
n up
uns
afe
liqui
ds a
nd o
ther
sub
stan
ces
on
floor
of c
lass
room
and
els
ewhe
re.
Rea
d w
arni
ngs
and
dire
ctio
ns o
n bo
ttles
.E
mpt
y bo
ttles
of i
nsec
ticid
es, p
oiso
ns, l
ye, e
tc.
Film
s
PV
41
SKIL
L A
RE
A:
Soci
al
LE
VE
L:
Pre-
voca
tiona
l
C.A
.12
.0 1
5.fI
.
LE
ISU
RE
TIM
E
Obj
ectiv
es
MU
SIC
*
The
stu
dent
will
:
have
exp
erie
nce
play
ing
a m
usic
al in
stru
men
tsu
ch a
s a
guita
raut
ohar
p, d
rum
, res
onat
or,
bells
, mar
acas
, bon
gos.
'-A
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Inte
grat
e in
reg
ular
mus
ic c
lass
es w
hene
ver
poss
ible
.L
arge
r di
stri
cts
cons
ult m
usic
con
sulta
nt
Prac
tice
inst
rum
ent w
ith c
olor
cod
ed n
otes
, cho
rds
or o
ther
app
ropr
iate
aid
s.E
NM
U is
pro
vidi
ng tr
aini
ng f
or M
usic
The
rapi
sts,
Mak
e si
mpl
e in
stru
men
ts.
-co
nsul
t Spe
cial
Edu
catio
n D
epar
tmen
t
Lis
ten
to d
iffe
rent
inst
rum
ents
, des
crib
e so
unds
.O
rff-
Kod
aly
Mat
eria
ls
Cla
ssif
y (b
rass
, woo
dwin
d; h
igh,
low
, etc
.)In
stru
men
ts
Vis
it ba
nd p
ract
ice;
rel
ate
soun
d an
d ap
pear
ance
Box
es, s
trin
gs, s
traw
s, e
te. f
or in
stru
men
t mak
ing
of in
stru
men
t.re
cord
s, ta
pes
Pass
ages
"Pet
er a
nd th
e W
olf
", "
You
ng P
eopl
e's
Gui
de to
Orc
hest
ra"
Liv
e m
usic
and
pee
r gr
oup
mus
icia
nsPa
ssag
es f
rom
roc
k al
bum
s
*Int
egra
te in
to r
egul
ar m
usic
, art
and
phy
sica
l edu
catio
n cl
asse
s.
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
MU
SIC
1)n
tlaue
d
nam
e di
ffere
nt m
usk.
st
les.
List
en to
diff
eren
t kin
ds o
f mus
ic.
Tap
cs a
nd r
ecor
ds
Dra
w a
nd/o
r w
rite
with
diff
eren
t mus
ical
back
grou
nds.
1,11
),,I
Lin
sm
all c
ombo
s.
pArt
i,Hpa
t.
Tel
l how
diff
eren
t mus
ic m
akes
you
feel
.
Info
rmal
rhy
thm
acco
mpa
nim
ent t
o di
ffere
nt
kind
s of
mus
ic (
finge
r-sn
appi
ng, d
esk-
top
drum
min
g, e
tc.)
Pla
y ja
zz, r
ock,
folk
, cou
ntry
-wes
tern
, cla
ssic
alR
ecor
ds a
nd ta
pes
sele
ctio
ns
Mar
ches
mak
e dr
ill te
ams
for
mar
chin
g ro
utin
es.
Hav
e a
hand
twirl
er te
ach
the
girls
bat
on tw
irlin
g.
Obt
ain
inst
rum
ents
for
stud
ents
ase
.
Hav
e sq
uare
dan
ces.
Cul
tura
l-Cos
tum
ed P
rogr
ams
for
spec
ial d
ays.
Mod
ern
P.L
.
Rel
ate
to in
stru
men
t act
iviti
es.
Mak
e co
stum
es.
Hav
e fie
sta
type
of p
rogr
am.
Hav
e ce
rem
onia
l dan
ces
-com
bine
mus
ic, a
rt, s
ewin
g,
read
ing,
per
form
ing,
spe
akin
g (c
ultu
ral a
war
enes
s).
Rec
ords
for
folk
and
squ
are
danc
ine
SKIL
L A
RE
A:
Soci
al
LE
VE
L:
Pre-
voca
tiona
l
C. A
.12
.015
.11
Ot*
etis
..,
Inte
grat
e in
to r
egul
ar ju
nior
hig
h ar
t cla
sses
.
AR
T*
I
N in
le,:t
her,
pai
ntin
g,
htni
ti i
Ii
*lrit
criri
t. ni
tre
gula
r Ju
nior
hig
h ar
t ,:la
sses
.
LE
ISU
RE
TIM
E
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Too
ls fo
r fu
ture
cra
fts a
t hom
e sh
ould
hc
prov
ided
Whe
n an
inte
rest
in o
ne p
artic
ular
hob
by b
ecom
es
appa
rent
, enc
oura
ge m
aste
ry.
Lea
ther
wor
kbe
lts
purs
eshi
llfol
ds
Pain
ting'
-
Mod
el b
uddi
ng:
arn
and
,trin
g
wat
er p
aint
soi
lsch
arco
alch
alk
bals
a w
ood
boat
s in
bot
tles
doll
hous
es a
nd fu
rnitu
re
knitt
ing
croc
hetin
gst
itche
ryw
eavi
ngoj
osw
all h
angi
ngs
mac
ram
e
leat
her
buck
les
tool
s
dyes
pain
tsca
nvas
brus
hes
woo
d
mod
e! g
lue
pain
ts a
nd v
arni
shes
yarn
woo
lco
tton
need
les
IV 4
4
-PV
45
Ohj
ectil
!es
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
AR
T(C
ontin
ued
vari
ous
arts
and
cra
fts.
(C
ontin
ued)
Sew
ing.
Wou
dwor
king
:
patc
hwor
k qu
ilts
thre
ad
appl
iqué
scra
ps o
f m
ater
ial
toys
unbl
each
ed m
uslin
pupp
ets
need
les
sew
ing
mac
hine
carv
ing:
woo
d ga
ther
ed in
the
mou
ntai
ns
sant
olsc
rap
woo
d fr
om lu
mbe
r ya
rds
stat
ues
varn
ishe
sbo
wls
brus
hes
relie
fs
build
ing:
andt
ools
furn
iture
pow
er s
ande
rje
wel
ry b
oxes
pow
er to
ols
gam
es a
nd to
ys.c
hess
va[,
tish
hobb
y ho
rse
wag
ons
refi
nish
ing:
.di
scar
ded
furn
iture
furn
iture
furn
iture
fro
m h
ome
or s
choo
l sta
ffre
furb
ish
antiq
uean
tique
sup
hols
teri
ng
Bri
ng in
loca
l art
isan
s to
inst
ruct
.Fi
nd a
s m
uch
of th
e m
ater
ial a
s po
ssib
le f
rom
scra
psor
sel
l with
eno
ugh
prof
it to
per
mit
furt
her
purc
hase
of
mat
eria
ls.
SKIL
L A
RE
A:
LE
VE
L:
C. A
.
Soci
al
Pre
- vo
catio
nal
12.0
1 5.
1 1
Obj
rctiv
e.,
PHY
SIC
AL
ED
UC
AT
ION
the
stud
ent
will
.
LE
ISU
RE
TIM
E
part
icip
ate
in te
am a
nd in
divi
dual
spo
rts
avai
labl
e at
loca
l dis
tric
t sch
ool.
part
icip
ate
in v
olun
tary
spo
rt a
ctiv
ities
,bo
wlin
g, te
nnis
., gr
oup
gam
es.
Act
iviti
es
All
scho
ol s
port
s in
whi
ch p
eers
par
ticip
ate.
Inte
grat
ion
into
sch
ool P
.E. c
lass
es.
Part
icip
ate
in S
peci
al O
lym
pics
(C
onta
ct S
tate
,..A
RC
) if
rot
cap
able
of
inte
rsch
olas
tic s
port
s:::
Uni
t on
Com
mun
ity R
ecre
atio
nal F
acili
ties
(con
tact
loca
l YM
CA
, AA
RC
, Roy
and
Gir
l Sco
uts
and
sim
ilar
orga
niza
tions
).
Fiel
d tr
ips
to s
katin
g ri
nk, b
owlin
g al
lay
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Spor
ts e
quip
men
t-M
ater
ial t
o de
velo
p Ph
ysic
al S
kills
Mils
ic f
or P
hysi
cal F
itncs
s-B
owm
ar P
ublis
hing
Com
pany
Cra
m H
ealth
Cha
rts
The
Geo
rge
F. C
ram
Com
pany
, Inc
.
Bow
ling
Seri
esE
alin
g C
orpo
ratio
nG
ymna
stic
s Se
ries
Eal
ing
Cor
pora
tion
Lyo
ns a
nd C
arna
han-
my
Hei
.:th
Boo
k Se
ries
Med
ical
Mot
ivat
ionS
Sys
tem
s, I
nc.N
euro
mus
cula
rPe
rcep
tual
Org
aniz
atio
n E
quip
men
t
Perc
eptio
n D
evel
opm
ent R
esea
rch
Ass
ocia
tes-
Aud
io V
isua
l Kin
estiV
tic T
actu
al M
ulti-
Sens
6ry
. Pro
gram
med
Lea
rnin
gSy
stem
SKIL
L A
RE
A:
Soci
al
LE
VE
L:
Pre-
voca
tiona
l
C. A
..
12.0
-15
.11
LE
ISU
RE
TIM
E
Gr'PV
Obi
sctiv
esA
ctiv
ities
a In
stru
ctio
nal A
ids
and
Mat
eria
ls
FRE
E T
IME
The
stu
dent
Will
:
loca
te T
ree
com
mun
ity r
ecre
atio
nal
faci
litie
s.V
isit
any
avai
labl
e re
crea
tiona
l fac
ilitie
s ne
ar o
rin
the
com
mun
ity.
park
s, b
aseb
all d
iam
onds
, ten
nis
cour
ts, l
akes
and
rive
rs f
or f
ishi
ng. (
Not
e ne
ed f
or f
ishi
nglic
ense
)
recr
eatio
n ce
nter
sM.R
. Com
mun
ity C
ente
rsPu
blic
poo
lsG
roup
spo
nsor
ed d
ance
sC
ard
gam
esPo
ol g
ames
Shuf
fleb
oard
Cou
rts
Tea
ms
(bas
ketb
all,
soft
ball)
loca
te c
omm
erci
al r
ecre
atio
nal
Bow
ling
alle
ys.
Rec
reat
iona
l Cen
ters
:
orde
r ne
eded
equ
ipm
ent.
er7
Pool
Bow
ling
Swim
min
g po
ols
Mov
ie th
eate
rs
Hav
e st
uden
ts ta
bula
te tr
ansp
orta
tion
cost
and
time
invo
lved
with
act
iviti
es p
rior
to f
ield
trip
sto
the
faci
litie
s.
Dis
cuss
pro
per
nam
es o
f sp
orts
equ
ipm
ent.
Bas
ebal
l, ba
sket
ball,
bac
kpac
king
, boa
ting,
swri
mm
ing,
etc
. Ord
er b
y na
me
and
desc
ript
ion
ofne
eded
item
s.
Spor
ting
Goo
ds c
atal
ogs
Dep
artm
ent S
tore
cat
alog
s
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
FRE
E T
IME
(Con
tinue
d)
The
stu
dent
will
:
reco
gniz
e co
st o
f rec
reat
iona
lac
tiviti
es.
O
Com
pare
and
pla
ce r
ecre
atio
nal c
osts
into
stud
ent's
bud
get.
Afo
ies
SI t
oS
The
atre
tick
ets
popc
orn
SS
peci
al e
vent
s tic
kets
(ro
deb,
pla
ys)
coke
sS
cand
yto
tal
8,1w
ling
cost
per
gam
e S
rent
al o
f sho
es S
tota
l
Itchi
nglic
ense
S _
pole
S_
reel
S
tota
lS
Tra
nspo
rtat
ion
wal
king
bicy
cle
bus
car
Oth
er s
port
ing
item
s S
I3ow
ling
Fum
s
Fish
ing
licen
se a
pplic
atio
n
Bus
toke
ns o
r tic
kets
Gas
--co
st p
er g
allo
n
sele
ct a
ctiv
ity b
ased
on
cost
and
pre
fere
nce.
Dis
cuss
bud
gets
and
act
ivity
pre
fere
nce
rela
tive
to c
ost:
Sal
es c
atal
ogs
for
trai
lers
and
cam
pers
Cam
ping
:
Out
door
Spo
rts:
Cam
pers
Bac
kpac
king
Hik
ing
and
picn
ics
Jogg
ing
Wat
er s
kiin
gF
ishi
ngT
enni
s
PV
48
IV
OC
AT
ION
AL
SK
ILLS
SKIL
L A
RE
A:
Voc
atio
nal C
ompe
tenc
ies
LE
VE
L:
Pre-
voca
tiona
l
C. A
.2.
015
.11
VO
CA
TIO
NA
L P
RE
PAR
AT
OR
Y T
RA
ININ
G
Beh
avio
ral O
bjec
tives
EL
OPI
NG
OC
CU
PAT
ION
AL
GO
AL
S
the
,tuJc
r.(w
ill
de4e
lop
a kn
owle
dge
of-j
ob p
ossi
bilit
ies
in th
e....
.)itu
ntith
t!.:
Irde
[vta
nd th
at th
ere
are
gove
rnm
enta
lre
; %uc
h ca
n he
lp th
e in
divi
dual
:
Act
iviti
es
Tea
cher
sho
uld
have
kno
wle
dge
of jo
b op
port
uniti
es.
in c
ity. T
his
may
invo
lve
rese
arch
at l
ocal
Em
ploy
men
f Se
curi
ty C
omm
issi
on o
ffic
e an
ddi
scus
sion
s w
ith lo
cal b
usin
essm
en, T
V!.
Fiel
d ni
ps to
job
cent
ers,
i.e.
. Kir
klan
d in
Alb
uque
rque
.
Res
ourc
e pe
ople
for
cla
ss d
iscu
ssio
ns.
Car
eer
Fair
coor
dina
te w
ith o
ther
cla
sses
.
Prep
are
tran
s-Pa
renc
jes
show
ing
how
thes
e ag
enci
eshe
lp th
e in
divi
dual
.'--
._.
Rol
e pl
ay in
terv
iew
.
0
Inst
ruct
iona
l Aid
s an
d M
ater
ials
SRA
Kits
otiC
aree
r O
ppor
tuni
ties
Gui
danc
e A
ssoc
., Pl
easa
ntvi
lle, N
.Y. 1
0570
why
Wor
k A
t All?
Voc
atio
nal a
nd C
aree
r E
duca
tion
pers
onne
lL
ivin
g W
itnes
sD
UR
per
sonn
el
Eye
gate
Occ
upat
iona
l Edu
catio
n ta
pes
and
film
stri
psSR
AW
hat C
ould
J B
eA
llen
Co.
=-T
eena
iers
Pre
--pa
re f
or W
ork
Folle
tt--T
urne
rLiv
ings
ton
Rea
ding
Ser
ies
Tec
hnif
akG
uide
to F
indi
ng a
Joh
Avi
d- E
mpl
oym
ent O
ppor
tuni
ties
Res
ourc
e pe
ople
Em
ploy
men
t Sec
urity
Com
mis
sion
DV
RFe
dera
l Ins
talla
tions
per
sonn
elC
ham
ber
of C
omm
erce
PV 4
9
t..)b
ject
Res
1)1N
'LLO
PL'
OC
CU
PA
TIO
N A
L G
OA
LS(C
ontin
ued)
tt1)
,:atio
ns,
aNpi
ratio
ns
stie
nohs
and
lim
itatio
ns
:,:l
ttJ
IL.n
tar
iLt
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Bul
letin
hoa
rds
show
ing
vari
ous
occu
patio
ns.
Res
ourc
e.-
peIr
sons
:m
eeha
nics
.pai
nter
s, e
tc.
Indi
vidu
al s
essi
ons
with
stu
dent
sto
dis
cuss
stre
ngth
s an
d w
eakn
esse
s.
Film
loop
s.. f
ilmst
rips
.D
iscu
ssio
n of
exp
ecta
tions
for
cert
ain
jobs
-
wha
t wou
ld h
e ha
ve to
do,
sillo
iling
and
oth
er
trai
ning
.
Exp
osur
e to
cer
tain
jobs
by
havi
ng s
tude
nt w
ork
as a
ide-
for:
a-da
y to
wor
ker.
Fiel
d tr
ips.
s
PV 5
0
Folle
ttt'f
ical
itmai
Rea
ding
Sca
rs
Fini
ley
bind
ing
1( u
r Jo
b Se
ries
Edu
catio
nal I
nnov
atio
ns -
Pre-
l'ocu
rron
al ll
ater
iall
for
,1dO
lese
ent Y
outh
Fran
k R
icha
rds
Ran
t .1
Job:
On
the
Job
Stec
k-V
augh
n C
o.Jo
h fo
r Y
ou
Gui
danc
e A
ssoc
iate
s,Pl
easa
ntvi
lle, N
.Y. 1
0570
Cho
osin
g
You
r C
aree
rE
yega
te E
duca
ti(In
alO
ppor
tuni
ties
Fear
on J
erry
wor
ks in
aSe
rvic
e St
atio
n
Alle
n C
o. C
ampu
s W
ork;
Exp
erie
nce
in H
igh
Scho
ol
Pres
iden
t's C
omm
ittee
on
Em
ploy
men
t of
the
Han
dica
pped
Har
cour
t, B
race
& W
orld
How
toG
et a
Job
Gui
danc
e A
ssoc
.--
Wha
t You
Shou
ld K
now
Bef
ore
You
Go
to W
ork
Obj
ectiv
es
DE
VE
LOP
ING
OC
CU
PA
TIO
NA
L G
OA
LS(C
ontin
ued)
pas
tor
lunc
hes.
use
publ
ic tr
ansp
orta
tion,
whe
re a
pplic
able
.
lear
n ho
w to
go
from
one
par
t of
the
city
to a
noth
er
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Set c
lass
room
urk
with
wor
k st
atio
ns.
Stud
ents
buy
lunc
hes
wee
kly
basi
s.
Mak
e ch
ange
in c
afet
eria
prac
tice
mak
ing
chan
ge in
cla
ssro
om.
Hav
e st
uden
ts d
raw
map
s of
how
sch
ool b
usge
ts th
em f
rom
hom
e to
sch
ool.
Prac
tice
map
rea
ding
ski
lls.
Iden
tify
impo
rtan
t are
as in
city
have
stu
tienl
ssh
ow h
ow th
ey w
ould
get
ther
e.
Fran
k R
icha
rds
Urin
e M
oney
Ser
ies
Rea
l mon
ey
Tra
nspa
renc
ies
of p
arts
of
city
Scho
last
ic P
ress
boo
klet
-Map
Rea
ding
Ski
lls
Use
city
map
s an
d m
aps
in te
leph
one
hook
toC
ity m
aps
and
tele
phon
e ho
oks
find
out
how
to g
et p
lace
s.
a
Obj
ectiv
es
DE
VE
LO
PIN
G O
CC
UPA
TIO
NA
L S
KIL
LS
(Con
tinue
d)
rece
ive
corr
ect c
hang
e.
lear
n to
rea
d bu
s sc
hedu
les.
ride
pub
lic tr
ansp
orta
tion
with
tape
rvi
stot
l.
lear
n 'io
usck
eepi
ng s
kills
suc
h as
sw
eepi
ng,
Ton
g. v
acuu
min
g, c
lean
ing
bath
room
sM
t. lie
ns.
li,rc
a la
cilit
.4or
the
use
of to
ols,
mac
hine
san
d m
ater
ials
suc
h as
sew
ing
niac
hine
t, ir
on,
ham
mer
, saw
, typ
ewri
ter.
rr
have
a f
acili
ty f
or th
e us
e of
tool
s,m
achi
nes
and
mat
eria
ls. (
Con
tinue
d)
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
kith
met
ic le
sson
s pl
anne
d ar
ound
mon
eyne
eded
to r
ide
bus;
mak
ing
chan
ge.
Rol
e pl
ayin
g ri
ding
on
the
bus.
Invi
te r
epre
sent
ativ
es th
e bu
s co
mpa
ny to
"rap
" w
ith c
lass
.
Rol
e pl
ayFi
eld
trip
s -r
ide
bus
tosp
ecifi
ed d
estin
atio
n.
Lea
rn b
y do
ing
Dev
elop
not
eboo
k w
ith p
ictu
res
of ta
sks
and
desc
ript
ionS
of
how
they
sho
uld
he d
one.
Proj
ects
invo
tSt
uffe
dB
ookc
.
g us
e of
tool
s an
d m
achi
nes:
.mal
s fo
r pe
diat
ric
war
dsse
s, ta
bles
for
cla
ssro
om o
r ho
me
Mak
e no
tebo
ok, t
yped
, sho
win
g to
ols
and
how
to u
se th
em.
Req
uest
use
of
Mob
ile W
orks
hop
Uni
ts if
your
scho
ol d
istr
ict h
as th
em.
Iron
ing
skill
s tr
aini
ng.
Tok
ens
Cha
nge
Tap
ed le
sson
s
Bus
sch
edul
es
Fran
k R
icha
rds'
.T
ire H
appy
11,
,use
keep
er/
Mop
, ori
agtn
, vac
uum
cle
aner
Wor
kben
ch in
cla
ssro
omT
ools
Safe
ty p
oste
rsSe
win
g m
achi
ne
Typ
ewri
ter
Iron
and
boa
rd
Gin
n tic
Co.
--Se
win
g St
ep b
y St
epR
.W. P
arki
nson
& A
ss'o
c.--
-Sni
p, C
lip &
Stit
ch
--PV
52
SKIL
L A
RE
A:
LE
VE
L:
,
C. A
.
Voc
atio
nal
Pre-
voca
tiona
l
12.0
15.1
1
VO
CA
TIO
NA
L P
RE
PAR
AT
OR
Y T
RA
ININ
G
Obj
ectiv
es
JOB
AP
PLI
CA
TIO
N/
f7,
Ilie
stud
ent w
ill:
(.--
unde
rsta
nd w
ays
ut s
earc
hing
for
a jo
b.
give
ins
own
vita
l sta
tistic
sfo
r fi
lling
out
appl
icat
ion
form
.
till o
ut a
ppli.
..mon
form
s.
Act
iviti
es
__U
tiliz
e W
ant A
ds w
ith d
iscu
ssio
n.
Vita
l sta
tistic
swha
t doe
s it
mea
n?S
exH
air
colo
rE
ye c
olor
Hei
ght
Wei
ght
Fill
out
teac
her-
mad
e fo
rms,
driv
ers
licen
sefo
rms,
job
appl
icat
ion
form
s
Rol
e pl
ay:
Stud
ent g
oing
to a
pply
0for
job.
Stu
dent
una
ble
to c
ompl
ete
appl
icat
ion
beca
use
he d
oes
nut k
nosy
his
own
vita
l sta
tistic
s. P
oor
man
has
to g
o ho
me
with
out j
ob.
Stu
dy o
f the
app
licat
ion
by th
e en
tire
clas
s of
each
indi
vidu
al p
art.
Giv
e m
atch
ing
wor
d w
ork.
Ask
eac
h ch
ild to
brin
g hi
s ce
nsus
num
ber
tocl
ass.
For
a p
erio
d of
a w
eek
or m
ote
call
stud
ents
by
cens
us n
umbe
r w
hene
ver
poss
ible
.
At v
ario
us in
terv
als
give
out
Cop
ies
ofap
plic
atio
ns a
nd le
t the
stu
dent
che
ck h
is o
wn
abili
ty a
t com
plet
ing
them
._
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Fea
ronG
errin
ga
Joh
Ful
l len
gth
mirr
orS
cale
Yar
dstic
k
Ditt
oed
appl
icat
ion
form
s m
ade
up b
y te
ache
r to
incl
ude
just
thos
e st
atis
tics
wor
ked
on
Form
al a
pplic
atio
n fo
rms
to s
how
how
que
stio
nsar
e in
clud
ed in
mos
t app
licat
ions
Sec
ure
actu
al jo
b ap
plic
atio
ns fr
om th
e N
avaj
o T
ribe,
Win
dow
Roc
k, A
rizon
a an
d ot
her
com
pani
es.
Sec
ure
job
open
ings
and
des
crip
tions
from
Nav
ajo
Trib
e an
d ot
her
com
pani
es.
Tea
cher
-mad
e fo
rms
Bus
ines
s fo
rms
Pre
pare
d lis
ts o
f wor
ds a
nd w
hat t
hey
mea
n
Cop
ies
of a
pplic
atio
nsP
V 5
3
PV
54
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
JOB
AP
PLI
CA
TIO
N (
Con
tinue
d)
fill o
ut a
pplic
atio
n fO
rms.
(C
ontin
ued)
3
be v
:ell.
goom
ed (
see
pers
onal
hea
lthan
d hy
gien
e se
ctio
n).
unde
rsta
nd h
ow w
ages
and
hou
rs a
re r
elat
ed.
use
tele
phon
e fo
r in
itial
inte
rvie
w
fill o
ut a
pplic
atio
n fo
rms.
(C
ontin
ued)
Rol
.: pl
ay:
Rep
eat t
he s
tute
nt g
oing
to a
pply
for
job
and
have
Uni
ted
Tra
insp
aren
cies
---/
Wan
t A J
ohth
e in
teJv
iew
er a
sk o
rally
his
vita
l sta
tistic
s. T
hen
let i
nter
view
er d
escr
ibe
som
e of
the
jobs
Fin
ney
Co.
Hel
p Y
ours
elf t
o a
Job
avai
labl
e. (
The
kid
s re
ally
enj
oy th
is. Y
ou c
an te
llth
eir
rela
tioni
hip
with
eac
h ot
her
by th
e po
sitio
nsF
olle
ttTur
ner
Car
eer
Gui
danc
e S
erie
sof
fere
d.)
Als
o, th
e lo
catio
n of
the
job
play
s an
impo
rtan
t par
t at t
his
poin
t.
Stu
dy s
t'te
road
map
s fo
r jo
b si
te. S
tudy
dis
tanc
eth
ere,
cos
t, ap
prox
imat
e tim
e, m
ode
of tr
avel
,re
st s
tops
on
the
way
, buy
lunc
h or
take
you
r ow
n.
Dis
cuss
ion
as to
the
cost
of t
akin
g a
job
a gr
eat
dist
ance
from
hom
e:A
dvan
tage
s of
livi
ng in
a c
ityA
dvan
tage
s of
livi
ng in
a to
wn
New
Mex
ico
road
map
s
Wor
k da
y ar
ithm
etic
uni
tw
ages
Fra
nk R
icha
rdsA
rithm
etic
We
Nee
dw
ithho
ldin
g fo
rms
'Ch.
4, 5
,6, 7
Gro
up d
iscu
ssio
ns.
Maf
exA
ssoc
.Tar
get M
ath
Rol
e pl
ayin
gH
arco
urt,
Bra
ce &
Wor
ld G
uida
nce
Ass
oc.Y
our
:lob
Inte
rvie
wti
Act
ual c
alls
arr
ange
d by
teac
her.
Use
of p
repa
red
mat
eria
ls.
tyeg
ateT
he A
BC
's o
f Get
ting
and
Kee
ping
a J
ob
AV
idr"
Mirk
Hab
its 4
1 Y
ou.
Mou
ntai
n B
ellC
lass
room
pho
neT
elep
hone
boo
k
Cla
ssifi
ed s
ectio
n of
new
spap
er
Bul
letin
boa
rd s
how
ing
good
/poo
r ap
proa
ches
.
SKIL
L A
RE
A:
LE
VE
L:
C. A
.
Obj
ectiv
es
ON
TH
E J
OB
The
stu
dent
will
a...,
.ept
crit
icis
m.
Voc
atio
nal
Pre-
voca
tiona
l
12.0
1 5.
1 1
VO
CA
TIO
NA
L P
RE
PAR
AT
OR
Y T
RA
ININ
G
ac..e
pt a
nd fo
llow
dire
ctio
ns.
rart
i.:Ip
ate
in g
rOup
pro
ject
s.
alon
e
e%:`
7 sl
ay p
robl
ems
such
as:
',now
wha
t to
J.,it
: he
has
a pr
oble
m,o
r:er
ning
wor
k sc
hedu
le.
-kno
ww
hat t
o Jo
if h
e is
late
.
1:A
sha
tt.,
)it
he g
ets
sick
.
kno
w w
hat t
o do
it h
e m
isse
s th
e^U
S .
Act
iviti
es
Tea
cher
sho
uld
set u
p si
tuat
ions
for
stu
dent
s to
lear
n to
dea
l with
job
sche
ule
s. b
oss
expe
ctan
cies
, rea
ctio
ns to
itici
sm a
nd th
e lik
e.
Plan
ning
an
activ
ity.
Plan
ning
a m
ural
, bul
letin
boa
rd.
Ass
embl
y lin
e.C
omm
ittee
ass
ignm
ents
.
Follo
w-u
p on
ass
ignm
ents
giv
en b
y te
ache
r.
Def
ine
prob
lem
-com
e up
with
sol
utio
ns th
roug
hgr
oup
disc
ussi
on-d
ecid
e on
goo
d ap
proa
ch -
till
why
.
Dis
cuss
ions
rel
atin
g to
dif
fere
nt c
ause
s of
"lat
enes
s."
Rol
e pl
ay s
ituat
ion:
Rig
ht/W
rong
Hav
e st
uden
ts a
ct o
ut g
ood
and
poor
appr
oach
es; c
lass
dec
ides
bet
ter
appr
oach
and
tells
why
.
Gro
up d
iscu
ssio
n.
Tel
epho
ne. r
epor
ting.
Car
ry s
ched
ule.
Rep
ort i
n by
pho
ne if
goi
ng to
be
late
.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Fi a
nk R
icha
rds-
Get
ting
Alo
ng S
erie
s of
Ski
lls
Stan
wix
Hou
se-O
nT
heir
Was
Avi
d-G
ettin
g A
long
on
the
Job
John
Day
Co.
-(D
ist.
Stec
k-V
augh
an)
Beb
e B
erns
tein
-Eve
ryda
yP
robl
ems
and
the
Chi
ldw
ith L
earn
ing
Dif
ficu
lties
-boo
k an
d w
orkb
ooks
SRA
boo
klet
-Rol
eP
layi
ng in
the
Cla
ssro
om
Tw
o-w
ay p
hone
in c
lass
(M
ount
ain
Bel
l)
Bus
sch
edul
es-P
V 5
5-
SKIL
L A
RE
A:
LE
VE
L:
C. A
.
Voc
atio
nal
Pre-
voca
tiona
l
12.0
15.1
1
PRA
CT
ICA
L A
RT
S
0 bi
rc ii
N C
S
HO
W .A
ND
FA
MIL
Y L
IVJN
G.
li)e
conc
ept o
f!Io
nie
and
lari
nly
! 's
;Il
sth
11
:,v
; :n
Lul
ls a
nd y
oune
.
hiilu
uS
ttuat
iOn.
Act
iviti
es
Fam
ily s
truc
ture
Leg
al r
espo
nsib
ilit
s
Obl
igat
ions
Exp
ense
sR
ent
Insu
ranc
eU
tiliti
esFo
od c
osts
Med
ical
car
e
Rea
d te
ache
r pr
epar
ed in
form
atio
n on
chi
ld
deve
lopm
ent.
-Pr
epar
e, n
oteb
ook.
on c
hild
car
e.
Coo
king
-
Prov
ice
cook
ing
expe
rien
ces
with
fro
zen,
box
edfo
ods.
Pro
vide
exp
erie
nces
on
read
ing
dire
ctio
ns.
Sele
ct f
oods
to p
rovi
de n
utri
tion
from
fou
rba
sic
food
gro
ups.
Car
ry o
n ba
sic
cook
ing
skill
s: b
oilin
g, b
akin
g,fr
ying
, bro
iling
.
Mak
e be
ds.
-Wax
fur
nitu
re.
Com
pare
cos
ts o
f ho
me
clea
nini
, mat
eria
ls.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Com
mun
ity A
genc
ies
Ren
tal f
orm
s
New
spap
er a
ds
Chi
ld D
evel
opm
ent C
hart
Feed
ing
char
tIn
fant
dol
l with
clo
thin
g
Gui
danc
e A
ssoc
.Bab
ysitt
ing
(See
Uni
t at t
he e
nd o
f th
is s
ectio
n)
Kitc
hen
faci
litie
s
Am
eric
an D
airy
Ass
oe.a
tion
Food
sBet
ter
Buy
inan
ship
Ser
ies
Clo
thin
gH
omeF
urni
shin
gs
,ti)h
iect
ises
!VIE
AN
!) F
AM
ILY
.por
sc (
Con
tinue
d)
"hat
chin
g" s
ituat
ion.
I)r
ls.
Tor
,.1t
prt.
t
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
.Bri
ng d
iffe
rent
t ae
s of
cle
aner
s to
cla
ss a
ndPn
blis
herl
by
Juni
or-S
enio
r H
igh
Scho
ol D
ivis
ion
ofdi
scus
s ea
ch.
Scho
last
ic M
agaz
ines
, Inc
., N
ew Y
ork
Bri
ng d
iffe
rent
siz
e,cl
othe
s to
. cla
ss a
ndG
rolie
rMod
ern
Con
sum
er E
duca
tion
lear
n to
rea
d la
bels
.
°Mak
e ca
rd c
onta
i--.
14.
\'rso
nal c
loth
es a
nd s
hoe
Cha
rles
-N
.- B
enne
tt C
ompa
ny-S
teps
in C
loth
ing
SAW
N
site
s, s
lack
s, s
hirt
s.cl
othi
ng s
tore
s.
Mak
t ord
ers
from
cat
alog
s ba
sed
on s
izes
.C
atal
ogs
Prac
tice
hang
ing
clgt
bes
prop
erly
.L
ist w
ays
to p
rolo
ng li
fe o
f cl
othe
s.L
earn
how
to w
ash
and
iron
dif
fere
nt m
ater
ials
.Po
lish
shoe
s.D
iscu
ss p
rope
r ch
oice
of
clot
hing
for
wea
ther
..
Bul
letin
boa
rdto
r po
ster
dis
play
s m
ade
by s
tude
nts
show
ing
safe
use
of
was
hing
mac
hine
, dry
er,
dish
Was
her.
-vac
uum
cle
aner
, ham
mer
, saw
,la
wn
mow
er.
Dis
cuss
and
pra
ctic
e m
etho
ds o
f da
ily, w
eekl
y an
dye
arly
task
s ut
kee
ping
a r
esid
ence
cle
an a
nd r
epai
red.
9L
earn
to c
hang
e a
fuse
in f
ue b
oxes
.-
Not
ice
fray
ed e
lect
rica
l wir
es, m
end
with
ele
ctri
cal
tape
.
Invi
te s
enio
r ci
tizen
s to
cla
ss to
teac
h si
nipl
ere
pair
pro
cedu
res
Bul
letin
boa
rdPo
ster
boa
rd
Law
n m
ower
Post
er s
how
ing
part
s of
mow
er
Ele
ctri
cal t
ape
NIe
ndin
g'do
ors
and
fram
es.
Han
d to
ols
for
hom
e re
pair
Roo
fing
rep
air,
rep
laci
ng g
lass
.
-PV
57-
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
HO
ME
AN
C, i
AM
ILY
LIV
ING
(Con
tinue
d)
use
hom
e ut
ilitie
s an
dto
ols
safe
ly. (
Con
tinue
d)E
lect
rica
l cor
d re
pair
.
reid
te k
now
ledg
ein
type
s O
f ho
mes
.\,,
.L
et s
tude
nts
loca
te s
ervi
ce s
uppl
ier
in th
ete
leph
one
book
:
Plum
bers
Ele
ctri
cian
s'R
oofe
rsC
oris
truc
tion
com
pani
esG
lass
com
pani
esA
pplia
nce
repa
ir
Ask
ing
for
labo
r co
sts
of e
ach,
com
pute
rep
air
cost
sw
ith
labo
r an
d pa
rts.
Dis
cuss
'mon
ey s
aved
by
keep
ing
thin
gs in
rep
air.
Dis
cuss
ava
ilabl
e ho
usin
g: s
ingl
e ho
mes
, fla
ts,
apar
tmen
ts, r
oom
s, tr
aile
rs, r
ent l
ease
, pur
chas
e.
Prov
isio
ns f
or s
tora
ge e
ffic
ient
-kitc
hens
.
rurn
ishi
ns f
or h
ome.
By
cata
log,
new
spap
er a
ds, v
isits
to s
tore
s.
Sele
ct f
urni
shin
gs f
or h
omes
by
attr
activ
enes
s,st
yle
and
colo
r sc
hem
es.
Prac
tice
furn
iture
arr
ange
men
ts.
Mik
e a
scra
pboo
k of
fur
nish
ings
, app
lianc
es,
equi
pmen
t.M
ake
drap
erie
s, p
ot h
olde
rs,p
illow
slip
s,
book
ends
, she
lves
.
Follo
w a
esth
etic
pla
nnin
g of
hom
efu
rnis
hing
s.
Tel
epho
ne b
ook
PV
012j
ectiv
esA
ctiv
ities
HO
ME
AN
O F
AM
ILY
LIV
ING
Won
tinue
d)..
tuon
sinn
gs f
or h
omes
. (C
ontin
ued)
build
Im
msh
ings
trep
rese
ntat
ive.
of c
ultu
re)
...1(
1111
..11f
CeS
" fo
r th
e ho
me.
O
Furn
ish
one
room
apa
rtm
ents
, tw
o ro
om a
part
men
ts,
four
roo
m h
ouse
, six
roo
m h
oifs
e w
ithin
pre
-
esta
blis
hed
budg
ets.
,
Hav
e ar
tisan
teac
h th
e m
akin
g of
adob
e br
icks
let t
he
clas
s'm
a}:e
and
dry
bri
cks,
.then
build
an
outd
o.or
ove
n.
Coo
k br
ead
in th
e ov
en.
Bui
ld c
abin
ets
and
Shel
ves
for
the
room
.^
.1
:tion
al A
ids
and
Mat
eria
ls
Ado
be b
rick
s
Wor
ksho
p eq
uipm
ent.
'PV
59
a.
4
SKIL
L A
RE
A:
LE
VE
L:
C. A
.
Voc
atio
nal
Pre-
voca
tiona
l
12.0
15.1
1
PRA
CT
ICA
L A
RT
S
PV
60
Obj
ectiv
es
TR
AN
SP
OR
TA
TIO
N
The
stu
dent
will
;
resp
ect a
utom
obile
san
d tr
ucks
and
kno
wth
at th
ey m
ust b
e ke
pt in
goo
d re
pair.
use
com
mun
ity tr
ansp
orta
tion
syst
em,if
.. give
dire
ctio
ns to
nea
rest
trai
n st
atio
n,ai
rpor
t and
bus
term
inal
.
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
AA
A h
as s
afet
y bo
okle
ts, f
ilms.
Driv
er T
rain
ing
Man
uals
"-
Hav
e sh
op te
ache
r de
mon
stra
te.
94C
ar
Hav
e st
uden
ts 1
emon
stra
te (
chan
ging
tire
s, e
tc.)
.M
echa
nics
voc
atio
nal b
ooks
Hav
e m
echa
nic
spea
k.
Stu
dent
s w
ork
on m
otor
par
ts.
Rea
d ab
out c
ar u
pkee
p.B
ooks
on
cars
Com
pute
pric
e of
kee
ping
up
a ca
rA
d ye
arly
depr
ecia
tion
rate
s.
Blu
e bo
ok
Vis
it lo
cal t
rans
port
Lio
n sy
stem
s.M
aps
of c
ity
Obj
ectiv
es
TR
AN
SP
OR
TA
TIO
N (
Con
tinue
d)
desc
ribe
met
hod2
If ob
tain
ing
ticke
ts fo
rva
rious
mea
ns o
f tra
nspo
rtat
ion
on ti
me
tabl
es, s
tate
and
U.S
. map
s.
plan
trip
s to
pre
-det
erm
ined
pla
ces.
.Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Pra
ctic
e tic
ket p
urch
asin
g.T
each
er-m
ade
ticke
ts
Pur
chas
e tic
kets
on
publ
ic. t
rans
port
atio
n fo
ron
e or
two
field
trip
s.
Pra
ctic
e re
adin
g tim
e ta
bles
.
Sel
ect p
oint
s of
inte
rest
with
in th
e ci
ty, c
ount
y,T
rans
port
atio
n tic
ket c
osts
stat
e an
d co
untr
y.
Det
erm
ine
mod
e of
tran
spor
tatio
n, c
ost o
f
tran
spor
tatio
n.
Writ
e C
ham
ber
of C
omm
erce
and
cha
in h
otel
s an
d
mot
els
for,
cost
of r
oom
s.
Tou
rist
info
rmat
i6n
pam
phle
ts, W
avel
bro
chur
es,
trav
el in
form
atio
n-,
PV
61
VO
CA
TIO
NA
L)
AC
AD
EM
IC S
KIL
LS
SKIL
L A
RE
A:
Aca
dem
ic
LE
VE
L:
Voc
atio
nal
.
C. A
.15
.021
.0
1.20
MM
UN
IeA
TIO
N
Obj
ectiv
es
LIS
TE
NIN
G
The
stu
dent
will
:
disp
lay
liste
ning
ste
tfich
y be
ing
able
toat
tend
to v
erba
hnst
ruct
ions
or
dire
ctio
ns..
use
ofse
cond
orin
ativ
e la
ngua
ge
to g
,ive
inst
ruct
ions
..
t
Act
iviti
es
Use
Lar
igau
ge M
aste
r fo
r si
ght-
wor
dvo
cabu
lary
.
Bre
akdo
wn
entir
e lis
teni
ng p
roce
ss in
tova
rious
eom
pone
nts,
,e.g
., ex
trac
ting
mai
n id
eas.
Dai
ly d
rill i
n lis
teni
ng to
inst
ruct
ions
for
the
spec
ified
wor
k fo
r th
e da
y.
Ver
bal i
nstr
uctio
ns o
n.pe
riodi
c tr
ips
arou
nd th
eca
mpu
s. T
hen
ekpa
ndin
g th
ege
ogra
phic
are
as
whi
ch th
e st
uden
t mus
t\lea
rn a
bout
.
Eac
h st
uden
t sho
uld
deve
lbp
liste
ning
4kill
sre
leva
nt to
obt
aini
ng g
rid k
eepi
ng h
is o
r }le
lsp
ecifi
c.jo
b. U
seca
sset
tes
(rve
exp
licit
verb
al
.in
stru
ctio
ns. A
nsw
er ih
e te
leph
one,
and
take
mes
sage
s.
Suc
h dr
ill is
dep
ende
nt u
pon
loca
l and
com
mun
ity jo
b pl
acem
ent a
nd c
urre
ntpe
rson
nel.
Inst
ruct
iona
l Aid
s an
dat
eria
ls
Lang
uage
Mas
ter
(Bel
l & H
owel
l)
ED
LEdu
catio
nal D
evel
opm
enta
l Lab
orto
ries
Lis
ten
Seri
es:
a) L
iste
n an
d nj
Or
b)L
iste
n an
d W
rite
Tap
e re
cord
er a
nd r
ecor
d pl
ayer
act
iviti
es
Aud
io-V
isua
l Eng
lish
Set
Pur
chas
e fr
om:.
Col
lier-
Mac
Mill
ian
866
3rd
Ave
nue,
NY
100
22
Cas
sette
tape
ser
ies
on:
Edu
catio
nal R
esou
rces
, Inc
.Get
ting
A J
ob
Mb. 1
VO
C 1
7
AR
EA
Aca
dem
ic
LE
VE
L:
Voc
atio
nal
C. A
.15
.021
.0
Obj
ectiv
es
INT
ER
PR
ET
AT
ION
The
stu
dent
will
:,
disp
lay
skif
fs to
inte
rpre
i and
reta
inw
hat h
as b
een
hear
d.
c014
MU
N1C
AT
ION
VO
( 2
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Cla
ss d
iscu
ssio
ns o
n di
ffer
ent a
rtic
les
and
-Sc
ope
mag
azin
eto
pics
.D
aily
new
spap
er-.
..,
"Rap
" se
ssio
nst
ress
ing
liste
ping
ski
lls.
You
and
You
r W
ort(
' and
Kno
ltY
our
It',,
r4 t.-U
se p
opul
ar s
ongs
(re
cord
s fo
rfu
rthe
r de
velo
pmen
tof
list
enin
g sk
il().
Hav
e st
uden
tslis
ten
for
spec
ific
1.
part
s or
sec
tions
.of
the
reco
rd.
.
Tap
e ra
dio
new
s br
oadc
asts
and
have
stu
dent
sse
lect
iirri
ajde
as in
new
scas
t (so
cial
stn
dies
ictiv
ity).
2N
A*
disp
lay
skill
s to
rec
eive
info
rmat
ion
Hav
e st
uden
ts li
sten
for
spe
cifi
cfa
cts
inth
roug
h co
mm
unic
atio
n m
edia
.an
ass
igne
d pr
ogra
th a
nd te
port
to th
e'cl
ass
onth
e "n
ext d
ay.
Loo
k fo
r T
V r
efer
ence
s in
mag
azin
es.
Tap
e re
cord
er
Bow
mar
Rea
ding
Ser
ies
-11o
rses
Witi
hikc
s,M
otor
o'cl
es,
Dug
e B
uggi
esca
sset
te ta
pe, r
eadi
ng b
ooks
and
film
stri
p
Act
iOn
Rea
ding
Kit
Scho
last
icB
ook
Serv
ice
star
ts 2
.0 r
eadi
ng le
vel
Tel
evis
ion
set
Scop
e- m
agaz
ine
Tap
e re
cord
er*.
Prac
tiee
in c
lasS
with
rad
io o
r T
Vne
ws
broa
dcas
ts.
Rad
io
Rec
ords
AR
EA
:A
cade
mic
LE
VE
L:
Voc
atio
nal
C,.A
.15
.021
.0C
OM
MU
NIC
AT
ION
eb-
ge
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
SPE
AK
ING
The
stu
dent
will
mak
e hi
mse
lf un
ders
tood
.H
ave
stud
ent d
escr
ibe
his
jo%
and
the
cob
iU
se ta
pe r
ecor
der
activ
ities
, dut
ies
and
requ
irem
ents
.,
impr
ove
spee
ch p
atte
rn.
42.
expr
ess
own
thou
ghts
.
Dis
cuss
With
' sw
elen
ts th
eir
futu
re p
lans
.
(e.g
., m
arria
ge, j
obs,
fiel
d tr
ips,
incl
udin
gde
scrip
tions
of w
hat t
hey
have
see
n)
5
mpt
,H
ave
stud
ent d
emon
stra
te a
nd e
xpla
in a
spe
cific
jots
ski
ll: How
to s
ack
groc
erie
s.H
ow to
use
a c
ash
regi
ster
.
Stu
dent
mus
t be
able
to p
rono
unce
the
rele
vant
term
inol
ogy,
whi
ch is
use
d in
job
inte
rvie
ws
and
on jo
b ap
plic
atio
n fo
rms.
Rol
e pl
ayin
g (jo
b in
terv
iew
; -.-
.11a
rade
s; b
uyin
g 2
car
[sal
esm
an a
nd b
uyer
] ):
Mov
ies
Obj
ectiv
es,A
ctiv
ities
inst
ruct
iona
l Aid
s an
d M
ater
ials
SPE
AK
ING
(C
ontin
ued)
ask
for
info
rmat
ion.
use
nativ
e la
ngua
ge.
can
on a
ccep
tabl
e so
cial
con
vers
atio
nN
ean
d di
scus
sion
of
idea
s th
roug
h so
cial
ly.
acce
ptab
le la
ngua
ge.
Com
para
tive
lang
uage
act
ivity
- -U
se a
ny tw
ola
ngua
ges.
Pic
k ou
t a n
umbe
r of
wor
ds w
hich
arc
-A
spel
led
corr
ectly
. Hav
e th
e st
uden
ts u
se th
ese
wor
dsin
a p
honi
cs ty
pege
nera
l; pa
n (b
read
),pa
n (p
an).
Send
stu
dent
to d
iffe
rent
peo
ple
on c
umin
and
hav
eth
em a
sk th
ese
peop
le s
peci
fic
ques
tions
, e.g
., H
owto
get
to a
cer
tain
loca
tion.
(--
Dri
ll to
impr
ove
spee
ch p
atte
rns,
pro
nunc
iatio
ns,
and
artic
ulat
ion.
Tea
cher
sho
uld
reco
gniz
e so
und
diff
eren
ces
of o
ther
lang
uage
s us
ed b
y st
uden
tsan
d te
ach
corr
ect p
ronu
ncia
tion
in e
ach.
Rea
d Sp
anis
h ((
mot
her
lang
uage
) st
orie
s, p
oem
s,so
ngs,
etc
.
Hav
e st
uden
ts tr
ansl
ate,
Hav
e "r
ap"
sess
ions
daily
con
vers
atio
n.U
se to
ken
rein
forc
emen
t for
not
usi
ng c
uss
wor
dsin
dai
ly c
lass
room
dis
cuss
ion.
Fin
d su
bktit
ute
wor
dsfo
r cu
ss w
ords
.
Thr
ough
the
use
of n
ewsp
aper
and
rol
e pl
ayin
g le
arn
how
to a
sKab
out r
entin
g a
slee
ping
roo
m, r
entin
ga
room
-in
a bo
ardi
ng h
ouse
, apa
rtm
ent,
etc.
, and
how
to te
ll th
e ow
ner
you
are
inte
rest
ed o
r,
inte
rest
ed, o
r to
dis
cuss
with
the
man
ager
-pr
oble
ms
you
may
hav
e in
mak
ing
adva
nce
dow
n.
-pa
ymen
t.,
Rei
nfor
cem
ent-
Free
tim
e; s
mok
e br
eaks
,ga
mes
: lis
teni
ng to
tape
s an
d re
cerd
s:
Film
Prod
uctio
n51
18 (
1',I
MS1
: ext
ensi
on f
ilmlib
rary
con
tact
Pin
Kly
nitz
'Film
dea
ls-w
ith v
erba
lco
mm
unic
atio
n te
chni
ques
+.4
Obj
ectiv
es
SPE
AK
ING
(C
ontin
ued)
1
carr
y on
acc
epta
ble
soci
al c
onve
rsat
ion
and
disc
ussi
onof
idea
s th
rohi
ghso
cial
lyac
cept
able
lang
uage
. (C
ontin
ued)
carr
y on
a te
leph
one
conv
ersa
tion.
disp
lay
inte
rvie
w s
kills
.
incr
ease
spe
akin
g vo
cabu
lary
thro
ugh'
func
tiona
l act
iviti
es.
Act
iviti
es
Dis
cuss
wor
ds u
sed,
but
not
acc
epta
ble,
Dis
cuss
the
appr
opria
te. m
anne
r in
whi
ch to
add
ress
othe
rs d
irect
ly A
u w
hen
re(F
ring
to th
em.
Use
app
ropr
iate
wor
kboo
ks.
Hav
e st
uden
ts ta
lk o
ver
Arm
y fi
eld
tele
phon
esw
hich
can
be
purc
hase
d at
any
-A
rmy
surp
lus
stor
e..
Per
mit
no v
isua
l cor
itact
'whi
le ta
lkfn
g.
Pra
ctic
e on
a te
letr
aine
rV
ia T
elep
hone
Com
pany
.
Rol
e pl
ayIn
vite
an
outs
ide
pers
on (
adul
t) to
com
e to
cla
ssan
d in
terv
iew
. e.g
., lo
cal b
usin
essm
en.
Ans
wer
a w
ant a
dby
phon
e.In
divi
dual
ize
prac
tice
on th
e te
rmin
olog
y:re
leva
ntto
spe
cific
job
appl
icat
ions
.
Lear
ning
diff
eren
t way
s of
say
ing
the
sam
e th
ing.
boss
- e
mpl
oyer
wor
ker
empl
oyee
supe
rvis
orfo
rem
an"c
ool''
nett
Exp
ress
ing\
rhe
sane
idea
in d
iffer
ent
way
s.
Bili
ngua
lgi
ve d
ifect
ions
in E
nglis
h an
d th
en in
Spa
nish
.
V
Inst
ruct
iona
l Aid
s an
d
Rec
ords
Inc.
Soc
ial P
erce
ptua
l Tra
inin
g fo
rC
omm
uriit
y Li
ving
tape
s-si
tes
and
guid
ing.
som
e pa
rts
are
exce
llent
for
high
sch
ool
beca
use
they
sho
w y
oung
peo
ple
in r
eal l
ife-
situ
atio
ns.
.Tur
ner-
Livi
ngst
on C
omm
unic
atio
n" S
erie
s T
he L
angu
age
You
Spe
ak
The
Pho
ne C
alls
You
Mak
e
Mov
ie'
Tel
epho
ne C
ompa
ny b
ookl
et-
Ste
ps in
Ilm
ncte
leph
one
sect
ion
IT
urne
r C
aree
r G
uida
nce
Ser
ies:
Wan
ting
a lo
b.-
Sta
rtin
g a
Job:
Ste
ck-V
augh
n
Mov
ie
Ste
ck-V
augh
nGet
ting
A J
ob
Lang
uage
Mas
terB
ell &
How
ell
VO
CS
SKIL
L A
RE
A:
Aca
dem
ic
Voc
atio
nal
C. A
.. 1
5.0
21.0
4.
CO
MM
UN
ICA
TIO
N
Obj
ectiv
es
RE
AD
ING
*
Act
iviti
es
The
stu
dent
will
:.
m,..
read
for
pra
ctic
al in
form
atio
n in
var
ious
Lea
rn th
at n
ewsp
aper
or
mag
azin
es h
ave
vari
ous
new
s m
edia
suc
h as
mag
azin
esan
dse
ctio
nsus
e of
inde
x an
dta
ble
ofco
nten
ts.
V.
. -
.7\
new
spap
ers.
____
_
Rea
d an
d co
llect
info
rmat
ion
of th
eir
inte
rest
at
th ;t
tim
e an
d as
sem
ble
into
a s
crap
book
,not
ebo-
ok, ,
,
bulle
tin b
oard
, etc
.L
awso
n B
ook
Co.
- N
ewsp
aper
Rea
ding
948.
8 Sa
ra S
t.,
..,E
lk G
rove
, Cal
ifor
nia
9562
4
Util
ize
adve
rt is
epte
rcom
para
tive
1.60
ea.
wor
kboo
k-,
buyi
ng, g
inut
hcks
suc
h as
3 f
or 5
1.00
or
25c
each
,
or s
ave
33 f
or 8
1c o
r 27
cea
ch.
RM
SEIM
C W
orkb
ook
811
/....-
.1.
5-..
.
Prov
iaex
posu
re to
the
diff
eten
t sec
tions
with
inN
oble
& N
oble
-Ope
ratio
nal A
lpha
bet
Seri
es
the
clas
sifi
ed a
ds a
s:fo
r sa
le:..
cars
, app
lianc
es,a
nim
als,
hoM
esA
ctie
n. K
it Sc
hola
stic
Boo
k Se
rvic
e,00
4*yl
van
Avc
imv,
pers
onal
item
s -
Eng
lew
ood
Clif
fs, N
J'01
632
.....i
-7.-
--
situ
atio
ns w
ante
d
Inst
ruct
iona
l. A
ids
and
Mat
eria
ls
1-2-
3 ne
wsp
aper
, mag
azin
esIn
SE
IMC
Tur
ner-
Liv
ings
ton-
The
New
spap
er r
(iii
Rea
d
-VO
C 6
-
a
.0*
*Des
ired
rea
ding
leve
ls a
re 4
th to
5th
gra
de.
4
Obj
ectiv
es
RE
AD
ING
(C
ontin
ued)
.lo
cate
info
rmat
ion
to h
elp
solv
e pr
oble
ms
in r
esou
rce
book
s, s
impl
e re
fere
nce
mat
eria
ls,
dire
ctor
ies
and
dict
iona
ries
.
Ao
enga
ge in
"oc
cupa
tiona
l" r
eadi
ng.
Act
iviti
es
'U
se o
f th
e di
ctio
nary
by
lear
ning
alp
habe
tical
orde
r in
ord
er to
det
erm
ine
spel
ling
or d
efin
ition
.
Util
ize
the
clas
sifi
ed s
ectio
n of
the
tele
phon
edi
fect
ory
to lo
cate
and
iden
tify
type
s of
ser
vice
s,bu
sine
sses
and
mer
chan
dise
.
Loc
ate
and
stud
y th
e m
ap s
ectio
ns o
f th
e ph
one
dire
ctor
y'an
d in
dex.
.D
irec
tions
NSE
W o
f m
apV
ario
us s
ectio
ns o
f th
e ci
tyR
eadi
ng s
ectio
ned
map
s of
larg
e to
wns
--A
lbuq
uerq
ue, E
l Pas
oFi
nd s
peci
fic
loca
tion
in s
tree
t int
erse
ctio
n -
4
Loc
ate
the
num
bers
for
em
erge
ncy,
bus
ines
ses,
serv
ices
per
sonn
el.
Loc
ate
info
rmat
ion
in e
mpl
oym
ent m
anua
lsco
ncer
ning
sic
k le
aVe,
insu
ranc
e, p
olic
ies.
Prov
ide
oppo
rtun
ities
to r
ead
and
follo
w a
pplic
able
book
lets
for
car
e an
d op
erat
ion
of a
pplia
nces
,cl
othi
ng la
bels
, pre
para
tion
of f
ood.
Cre
ate
a w
ork
orde
r:de
liver
y lo
catio
nite
ms
to b
e de
liver
ed.
Prov
ide
scav
enge
r hu
nt w
ith d
irec
tions
as
wel
las
item
s to
col
lect
.
.2*
Dic
tiona
ry.
inst
ruct
iona
l Aid
s an
d M
ater
ials
Tel
epho
nedi
reC
tory
cla
ssif
ied
sect
ion
Map
sec
tion
Med
ical
gui
de
Dr.
Spo
ok B
ahr
and
Chi
ld C
are
Med
ical
hea
lth p
amph
lets
Pers
onne
l man
uals
Man
ufac
ture
r's d
irec
tions
Pack
aged
foo
di, c
ook
book
s
Sear
s, e
tc.,
Cat
alog
ues
VO
C 7
Obj
ectiv
es
RE
AD
ING
. C'ij
oiin
ued)
read
and
(ill
out
app
licat
ion
form
s.
read
info
rmat
ion
pert
aini
ng to
hill
s:st
atem
ents
and
job
requ
irem
ents
.
tz
.1
Act
iviti
es
Iden
tify
vario
us te
rtin
olog
y, i.
e., p
rint,
sign
last
nam
e, a
ddre
ss, g
uard
ian,
mai
den
nam
e, fo
rms
for
empl
oym
ent,
cred
it, s
ocia
l sec
urity
4"9.
,
appl
icat
ions
.
See
obj
ectiv
e A
-1 u
nder
Voc
atio
nal C
ompe
tenc
ier',
_fo
r m
ore
deta
iled
info
rmat
ion.
Dev
elop
voc
abul
ary
lists
, fla
sh.c
ards
, tra
nspa
renc
ies,
iela
ted
to v
ario
us jo
b op
port
uniti
es.
Mak
e si
mpl
e or
gani
zatio
nal c
hart
s of
var
ious
busi
ness
es.
Pur
chas
ing_
Rec
eivi
ng,S
hipp
ing]
aR
ead
occu
patio
nal b
rief
's'
on 'v
ario
us fo
bs.
Use
of p
urch
ase
orde
rs th
roug
hca
talo
gsco
mpu
teto
tal,
-tax
, shi
ppin
g co
sts,
des
crip
tion,
qua
ntity
;si
ze, c
olor
.'
Incl
udel
emin
olog
y pe
rtai
ning
to b
anki
ng,
cred
it,an
d lo
ans;
i.e.
, bal
ance
, cre
dit,
inte
rest
_pa
ymen
t, le
gal o
blig
atic
iiis.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Tea
cher
-mad
e di
rect
ions
Lang
uage
mas
ter
Fla
sh c
ards
App
licat
ion
form
s
VO
C 8
Occ
upat
iona
L E
duca
tion
Fac
t Fin
ding
Ser
ies
Par
t I, 1
1.Ill
Wor
kboo
ksco
ntai
ning
app
licat
ion
forn
ut fo
rlo
ans,
cre
dit c
ards
, etc
., S
peci
al S
ervi
ceS
uppl
y, B
ox 7
05, H
untin
gton
, NY
117
43
ti
AR
EA
:; A
cade
mic
LE
VE
L:
Voc
atio
nal
C. A
.15
.021
.0
CO
MM
UN
ICA
TIO
N
-04j
ectiv
es
WR
ITIN
G A
ND
SPE
LL
ING
The
stu
dent
will
:
'Act
iviti
esIn
stru
ctio
nal g
ads
and
Mat
eria
l?'
writ
e le
gibl
y W
ith e
ase
and
reas
onab
leLe
tters
: per
sona
l, as
king
for
info
rmat
ion
orC
olor
cod
ed a
lpha
bet-
cur
sive
or
man
uscr
ipt
spee
d.te
ques
ting
item
s, i.
e., p
ictu
res,
alb
urni
, pos
ters
.
use
punc
tuat
ion
and
capi
taliz
atio
n co
rrec
tlyan
d ha
bitu
ally
in m
eetin
g hi
s da
ily n
eeds
.
If cu
rsiv
e w
ritin
g is
nth
legi
ble,
per
mit
man
uscr
ipt.
Pro
vide
form
al e
xpos
ure
to le
ts-in
g.
Use
ink
and
pens
with
var
ious
sty
les.
(G
othi
c, e
tc.)
App
ly le
tterin
g sk
ills
to p
oste
rs, a
war
ds.
Str
ess
lette
r fo
rmat
ion
and
spac
ing.
Writ
ing
chec
ks
tPra
ctic
e pe
rson
I le
tter
form
at, v
s. b
usin
ess
lette
rs.
a
Loca
l job
app
licat
ion
form
s.
Soc
ial s
ecur
ity fo
rms
Ric
hard
s T
h? E
nglis
h W
e N
eed
Ste
ckV
augh
n E
nglis
h P
ract
ice
for
Mas
teey
List
en S
erie
s
Edd
ie In
Scho
ol
V(X
10
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
WR
ITIN
G A
ND
SPE
LL
ING
(Con
tinue
d)
dem
onst
rate
bas
ic ty
pew
ritin
g co
mpe
tenc
y.A
dapt
pro
cedu
ies
for
teac
hing
typi
ng in
the
clas
sroo
mT
ypin
g In
stru
ctio
n B
ook
if st
uden
ts a
re n
ot a
ccep
ted
into
typi
ng c
lass
.
Enc
oura
ge ty
ping
for
lette
rs; f
riend
ly a
nd b
usin
ess.
Fill
in a
pplic
atio
n fo
rms.
spel
l wor
ds n
eede
d in
mee
ting
his
daily
nee
ds.
Pre
sent
the
nam
es o
f rel
ativ
es, s
tree
ts, c
ities
,co
mpa
nies
, sch
ools
. (U
se te
leph
one
dire
ctor
y.)
Wor
ds u
sed
odjo
b ap
plic
atio
n fo
rms.
Day
s of
the
wee
k', m
onth
s, s
easo
ns, a
nd a
bbre
viat
ions
Abb
revi
atio
n an
d pu
nc&
tion.
dict
iona
ry
fulfi
ll ne
eds
asso
ciat
ed w
ith o
ccup
atio
nal
writ
ing.
(S
igns
and
labe
ls)
fulfi
ll ne
eds
asso
ciat
ed w
ith o
ccup
atio
nal
writ
ing.
Sta
ndar
d or
ele
ctric
type
wtit
ers
for
each
.
Hav
e st
uden
ts w
rite
wor
k or
ders
..
Mak
e ca
rds
with
cau
tion
and
info
rmat
ive
wor
ds fr
om
Hav
e S
tude
nts
labe
l pac
kage
s fu
r m
ailin
g:po
ster
boar
d:
Fra
gile
Rus
h/
Poi
son
,
.S
peci
al d
eliv
ery
E
Ila,..
stud
ents
dra
w th
e va
rious
cau
tion
sign
s:)r
iver
's m
anua
lE
tc.
r
Sto
pR
RR
R -
-
arl
Cau
tion
Yie
ldS
choo
l zon
eC
hild
ren
at P
lay
r
Fill
At i
nfor
mat
ion
on a
n of
fice
or te
leph
one
mem
o.
Stu
dent
sho
uld
keep
a p
erso
nal d
ata
shee
t, w
hich
may
incl
ude
info
rmat
ion
abou
t em
ploy
ers,
per
sona
lre
fere
nces
and
oth
er p
erso
nal d
ata.
Kee
p a
reco
rd o
f wor
k ho
urs.
Kee
p a
reco
rd o
f sav
ings
acc
ount
s.
Kee
p a
reco
rd o
f ins
tallm
ent b
uyin
g.
Obj
ectiv
es
WR
ITIN
G A
ND
SPE
LL
ING
. (C
ontin
ued)
rulf
ill n
eeds
ass
ocia
ted
with
occ
upat
iona
lw
ritin
g. (
cont
inue
d)
com
plet
ooka
les
slip
s, r
ecei
pts,
job
orde
rs,
men
u or
ders
.
use
wri
ting
as a
tool
to c
omm
unic
ate
idea
s th
roug
h bu
sine
ss a
nd p
erso
nal l
ette
rsan
d m
essa
ges.
1!
Act
iviti
es
Kee
p tr
ack
of ta
x.
Bud
gets
!
Nec
essi
ties.
Des
ires
.
Prac
tice
filli
ng o
ut c
omm
on s
ales
slip
s.
Prac
tice
taki
ng r
outin
e jo
b or
ders
.
Wri
ting
expl
anat
ow
orke
rs a
bout
inc
to b
oss
or f
ello
wn
the
job.
For
thos
e w
ho a
re c
apab
leus
e st
anda
rd ty
ping
man
ual t
o pr
actic
e ty
ping
ski
llsgo
od f
or th
ose
with
pro
blem
s in
wri
ting
skill
sal
so r
eadi
ngan
d sp
ellin
g ai
d.
Prac
tice
pers
onal
lette
r w
ritin
g.
Wri
te le
tters
of
appl
icat
ion.
Wri
te le
tters
to o
rder
art
icle
s fo
und
in n
ews
ads,
.m
agaz
ines
.
Wri
te le
tters
of
com
plai
nt.
111,
Inst
ruct
iona
l'an
d'M
ater
ials
Pick
up
disc
arde
d sa
les
slip
s fr
om b
usin
ess
in th
eco
mm
unity
.
Qui
ck o
rder
cat
alog
ues
Sute
r-of
fice
mem
os
Typ
ing
man
ual
Typ
ewri
ters
Typ
e of
pap
er a
ppro
pria
te
VO
C I
I
AR
EA
:
LE
VE
L:
C.
A.
Obj
ectiv
es
Aca
dem
ic
Voc
atio
nal
15.0
21.0
MA
TH
EM
AT
ICS
t.-V
OC
12
BA
SIC
FA
CT
S A
ND
PR
OC
ESS
ES*
Num
ber
conc
epts
-ver
y fe
w a
rith
met
ic s
kills
are
deve
lope
d at
this
, lev
el, b
ut r
athe
r,it
is a
rein
for
cem
ent,
and
adap
tive
prog
ram
of s
kills
alre
ady
lear
ned
as th
ey a
pply
to p
robl
emof
daily
and
voc
atio
nal l
ivin
gof
the
indi
vidu
al
',' T
he s
tude
nt w
ill:
com
pute
tim
e an
dm
easu
rem
ent o
f tim
e
tell
dill-
ere:
nee
betw
een
a.m
. and
p.m
.--,
com
pute
line
ar m
easu
rem
ents
,w
eigh
ts a
nd
Vol
ume.
,
Act
iviti
es -
Des
ign
indi
vidu
al le
sson
s ba
sed
onne
eds
of s
tude
nts
and
desi
red
voca
tiona
l pla
ce-s
uch
as b
akin
g,
cons
truc
tion,
trav
elin
g.
Rev
iew
bas
ic f
acts
usi
ng w
orks
heet
s, c
halk
boar
d'ac
tiviti
esgv
orkb
ooks
.
Usi
ng a
clo
ck-c
ount
min
utes
and
hour
s.
Use
a s
plit
cloc
k.J
Mak
e a
map
and
mar
k.of
f tim
e zo
nes.
.
Use
the
cale
ndar
to s
how
nce
asur
emen
tsof
wee
ks,
mon
ths,
hol
iday
s, s
choo
l ter
m.
Mar
k of
f fl
oor
in s
quar
e ya
rds,
fee
t, et
c.D
ivid
e ru
ler
and
yard
stic
k in
to in
ches
, fee
t,fr
actio
ns, e
tc.
Mea
sure
cla
ssro
om.
*App
ly d
iagn
osis
ofa
rithm
etic
ski
lls fo
r us
e in
effe
ctiv
e gr
oupi
ng p
rese
nted
inyr
e-vo
catio
nal a
rithm
etic
uni
t.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Tea
cher
-mad
e w
orks
heet
s
Mill
er P
ublic
atio
ns-S
ourc
esif
Fre
e an
d In
erpe
n,ire
Tea
chin
g A
ids
'H
olt,.
.Rin
ehar
t and
Win
ston
4ile
Gsa
wC
o.-W
este
r D
ivis
ion
- -I
ndic
idui
iitze
dS
tud
Uni
tsin
Arit
h m
e r
ic -
incl
udes
uni
ts in
add
ition
,'s
ubtr
actio
n, m
ultip
licat
ion
and
divi
sion
Lear
ning
Ski
lls S
erie
s
Tim
e ca
rds
Clo
ck
Map
of
U.S
.
Cal
enda
rC
ompu
te ti
me
in o
ther
sta
tes
'
Fran
k E
. Ric
hard
s, P
hoen
ix,N
Y 1
3135
--
Lea
rnin
g
Abo
ut T
ithe
-Sco
tt, F
ores
man
-Act
ivhi
esin
Mat
hem
atic
s, Il
easu
rem
ent
Fear
on P
ublis
her-
Mea
sure
-Up
Cha
lk
Rul
erY
ards
ticks
Stee
l tap
e
SKIL
L A
'A
:A
cade
mic
LE
VE
L:
- V
ocat
iona
l
C. A
,15
.021
.0
Nam
,
MA
TH
EM
AT
ICS
Obj
ectiv
es
BU
SIN
ES
S M
AT
H
The
stu
dent
will
:
wor
k co
mpu
tatio
n pr
oble
ms.
mak
e ch
ange
and
wor
k w
ith m
oney
fact
s.
oper
ate
busi
ness
mac
hine
s, s
uch
as a
ddin
gm
achi
nes.
Act
iviti
es
Usi
ng th
e co
mpu
tatio
n sk
ill le
vel o
f eac
h st
uden
t,
crea
te p
robl
ems
tor
solv
ing.
Use
the
addi
ng m
achi
ne fo
r ch
ecki
ng s
tude
nt
done
com
puta
tion.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Hol
t, R
ineh
art a
nd W
inst
on-I
ndiv
idua
lized
stu
dyun
its in
arit
hmet
ic
Mon
ey -
Pra
ctic
e sk
ills
in r
ecog
nizi
ng d
enom
inat
ions
Tea
cher
-mad
e m
ater
iais
of c
oins
and
cur
renc
y.A
ddin
g m
achi
ne
Cou
nt m
oney
and
dev
elop
ski
lls in
mak
ing
Cas
h re
gist
er
chan
ge.
Rea
l mon
ey
Pla
y m
oney
Mak
e fie
ld tr
ips
to g
roce
ry s
tore
to lo
cate
item
son
list
and
writ
e do
wn
the
amou
nt. A
dd ta
xan
d to
tal.
Use
a c
ash
regi
ster
.14
Com
mer
cial
Wor
kboo
k.U
se te
ache
r-m
ade
mat
eria
ls.
Stu
dy a
mou
nts
used
to fi
ll ro
lls o
f mon
ey a
nd
prac
tice
rolli
ng m
oney
.
Dem
onst
rate
add
ing
mac
hine
have
stu
dent
sA
ddin
g m
achi
neop
erat
e it
in a
dditi
on, s
ubtr
actio
n, m
ultip
licat
ion
Ledg
ers
and
divi
sion
pro
cess
es. I
ntro
duce
bas
icbo
okke
epin
g w
ith "
debi
ts"
and
"cre
dits
."
read
and
dra
w g
raph
s.U
se b
ar a
nd p
ie g
raph
s to
sho
w r
elat
ions
hip
of ti
me
Fea
ron
-Tim
e an
d T
ellin
g T
ime
bar.
to a
ctiv
ities
.
line.
pie.
Mak
e a
line
grap
h fo
r ta
sk c
ompl
etio
n of
stu
dent
sG
raph
pap
er,
in c
lass
.M
athe
mat
ic c
ompa
ss
Div
ide
indi
vidu
al b
udge
i exp
endi
ture
s in
to p
iegr
aphs
(pe
rcen
tage
).G
raph
s: C
ity p
opul
atio
nM
iles
trav
eled
in d
river
s' tr
aini
ng, e
tc.
-VO
C 1
3-
VO
C 1
4/
/31
(.11
.1 A
RE
A:
'LE
VE
L:
C. A
.
Aca
dem
ic
Voc
atio
nal
21.0
MA
TH
EM
AT
ICS
Obj
ectiv
es
CO
NS
UM
ER
MA
TH
The
stu
dent
will
:
cond
uct b
anki
ng a
ctiv
ities
, suc
h as
usi
ngch
ecki
ng a
nd s
avin
gs a
ccou
nts.
use
mon
ey s
kills
as
rela
ted
to ti
me
paym
ent,
cred
it an
d lo
ans.
com
pile
inco
me
TaZ
form
s.U
se W
-2 fo
rms.
know
whe
re to
get
tax
com
putin
g as
sist
ance
.
solv
e pr
oble
ms
of c
ritic
al b
uyin
g an
d m
oney
.
man
agem
ent.
Act
iviti
es
Dra
mat
ize
vario
us a
ctiv
ities
.in a
ban
k sa
ving
spr
ogra
m; c
heck
ing'
acco
unt,
Fill
in v
ario
us d
epos
it sl
ips.
Spe
cial
stu
dent
s',c
heck
ing
acco
unts
.W
rite
chec
ks.
Bal
ance
che
ckin
g ac
coun
ts.
Fie
ld tr
ip to
ban
k.
Dis
cuss
cre
dit c
ards
and
cre
dit r
atin
g.V
isit
Cre
dit U
nion
,Sm
all L
oan'
com
pani
es.
Do
wor
kshe
ets
in M
ath
In L
ivin
g /1
7 us
ing
fictit
ious
situ
atio
ns, f
ill in
cur
rent
inco
me
tax
form
s.
Vis
it In
tern
al R
even
ue S
ervi
ce B
uild
ing,
com
mer
cial
tax
esta
blis
hmen
ts.
Rea
d ne
wsp
aper
ads
for
com
parin
g pr
ices
.P
ract
ice
mak
ing
ca/a
log
orde
rs.
Use
cat
alog
s (W
hidb
ey A
utom
obile
Par
t) to
com
pare
mer
chan
dise
, suc
h as
Sea
rs, W
ards
, etc
.
Pric
e ar
ticle
s of
clo
thin
g w
orn.
Buy
item
s us
ing
a sp
ecifi
c am
ount
of m
oney
.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Pru
ett P
ress
BO
ulde
r,C
olo.
Ban
king
,ti)
uthe
mat
its to
; Liv
ing
Boo
k II!
Ban
k bo
okle
ts o
n sa
ving
s ac
coun
ts a
ndch
ecki
ng a
ccou
nts
Maf
ex A
ssoc
iatio
n, In
c., 1
11 B
arro
n A
venu
e, J
ohns
tow
n,P
a. 1
5906
Mat
hem
atic
s fo
r C
iti::e
nshi
pSer
ies
ofW
orkb
ooks
I -
Inco
me
tax
form
sM
athe
mat
ics
in L
ivin
g B
ook
Tax
es
Cur
rent
tax
book
s
Edu
catio
nal C
orpo
ratio
nMod
ern
Con
sum
erE
duca
tion
lilt
Spe
cial
Ser
iice
Sup
ply,
Box
705
, Hun
tingt
on, N
YA
rithm
etic
Skill
Tex
tfor
Dai
ly L
ivin
gC
ompa
rativ
e sh
oppi
ng p
robl
ems
take
n fr
om g
roce
rylis
ts,c
loth
ing/
haid
war
e st
ores
, aut
omob
iles
SO
CIA
L S
KIL
LS
SKIL
L A
RE
A:
LE
VE
L:
C. A
.
Soci
al
Voc
atio
nal
15.0
- 21
.0
INT
ER
-PE
RSO
NA
L R
EL
AT
ION
S.
activ
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
SEL
F
The
stu
dent
will
:
be a
war
e of
ow
n st
reng
ths
and
wea
knes
ses.
......
)lU
se a
rts
and
craf
ts, E
T (
volle
ybal
l) to
bui
ld h
isse
lf-c
onfi
denc
e by
sho
win
g w
hat s
tude
nt h
as d
one
and
disp
lay
indi
vidu
al w
ork
arou
nd s
choo
l.U
st P
E in
com
petit
ive
area
esp
ecia
lly w
hen
Spec
ial
Edu
catio
n st
uden
ts c
an e
xcel
whe
n co
mpe
ting
with
reg
ular
stu
dent
s.
Tea
cher
's r
ole
shou
ld b
e co
ntin
uous
with
sin
cere
daily
pra
ise
on p
ositi
ve a
spec
ts o
f st
uden
t beh
avio
r,id
eas,
pro
duct
s, e
tc..,
to b
uild
sel
f-im
age
at e
very
leve
l.
Do
the
IW
ant T
o W
ork
seri
es a
nytim
e an
d as
oft
enI
Wan
t To
Wor
k S
erie
s-ha
s o'
ne s
ectio
n in
sel
f
as p
c4si
ble
for
build
ing
self
-con
fide
nce:
acce
ptan
ce.
4
Hav
e su
cces
sful
hig
h sc
hool
gra
duat
e st
uden
t fro
mSp
ecia
l Edu
catio
n cl
ass
or a
ny R
ther
han
dica
pped
Fran
k R
icha
rd C
o.-
You
-boo
k an
d w
orkb
ook
area
com
e an
d ta
lk a
bout
his
exp
erie
nces
.T
each
er h
elp
stru
ctur
e gu
est s
tude
nt s
o pe
rson
tells
:T
urne
r C
aree
r G
uida
nce-
Tur
ner-
Liv
ings
ton
onP
erso
nalit
y
His
per
sona
l fee
lings
Ser
ies-
912
Bet
ter
Livi
ngG
ary
Law
son
RM
SEIM
C
How
he
deci
ded
wha
t to
do w
ith h
isca
pabi
litie
s/lim
itatio
nsH
is s
ucce
sses
and
fai
lure
sH
is p
lans
for
fut
ure
Get
stu
dent
s to
pra
ise
each
oth
er (
and
prai
se s
tuge
pt)
for
prai
sing
ano
ther
stu
dent
).A
gro
omin
g un
itto
hel
p st
uden
t do
the
best
with
wha
t he
has.
App
rcpr
iate
i;dre
ss f
or-j
ob, s
choo
l,Fa
shio
n m
agaz
ines
, cat
alog
spa
rtie
s, jo
b in
terv
iew
, wea
ther
, lei
sure
tim
e.-V
OC
15-
Obj
ectiv
esA
ctiv
ities
SE
LF' (
Con
tinue
d)
esta
blis
h so
cial
rel
atio
ns a
nd w
ork
tow
ard
real
istic
goa
ls.
prac
tice
self-
resp
ect.
Dis
cuss
ion:
men
's a
nd w
omen
's v
ario
us r
oles
ina
fam
ily-W
ho d
oes
wha
t at h
ome-
or R
ole
Pla
ying
resp
onsi
bilit
y to
:C
hild
ren
Par
ents
Girl
and
boy
frie
nds
Pee
rsO
ther
adu
lts
Com
pare
"pi
onee
r da
ys to
now
" on
soc
ial r
oles
.
Mas
culin
ity-
fem
inin
ity-"
mod
e of
dre
ss,"
beh
avio
r,po
stur
e.
Use
film
mon
itor
of m
int;
(ful
l len
gth)
to s
how
how
stu
dent
wal
ks o
r be
have
s on
a p
rivat
e le
vel.
Dis
cuss
stu
dent
s'he
ritcg
ean
d aa
epta
nce
and
unde
rsta
ndin
g of
diff
eren
ces.
Exp
lain
mea
ning
of t
erm
rea
listic
by
havi
ng e
ach
stud
ent w
rite
a lis
t of t
heir
stre
ngth
s (t
hing
s th
eyca
n do
) an
d th
eir
"wea
knes
ses.
" C
ontin
ue b
ygi
ving
exa
mpl
es o
f sto
ries
of w
ell-k
now
n pe
ople
show
ing
thei
r st
reng
ths
and
wea
knes
ses.
Dis
cuss
sim
ilarit
ies
and
diffe
renc
es.
VO
C 1
6
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Hum
an D
evel
opm
ent S
kills
Inst
itutio
nal"
zd C
lient
sP
alom
ares
and
Bes
se',
La J
oya,
Cal
iforn
ia
Set
up
Who
's W
ho c
orne
r to
giv
e re
cogn
ition
to p
upils
who
hav
e de
velo
ped
spec
ial s
kills
and
abi
litie
s.D
ispl
ay s
ampl
es o
f the
ir w
ork.
Fas
hion
mag
azin
es, c
atal
ogs
""
ts,
Obj
ectiv
esIn
stru
ctic
tnal
Aid
s ar
id M
ater
ials
SEL
F (C
ontin
ued)
deve
lop
cons
ider
atio
n of
oth
ers.
Dis
cuss
spe
ech
acce
pian
ce a
nd a
ppre
ciat
ion
of"n
ativ
e la
ngua
ge."
Dis
cuss
cul
tura
l cus
tom
s (f
,rni
lyre
spon
se,
imm
edia
te, e
xpan
ded
soci
ety)
.
Dis
cuss
soc
ial c
lass
val
ues
and
attit
udes
.
expr
ess
feel
ings
soc
ially
.D
iscu
ss a
nd d
escr
ibe
feel
ings
. Use
ope
n-en
ded
ques
tions
for
dis
cuss
ion:
"1
feel
ver
y an
gry
whe
n
As
prob
lem
ari
ses
of s
tude
nts
teas
ing
each
oth
eror
any
oth
er p
ertin
ent p
robl
ems
disc
uss
the
feel
ings
invo
lved
at t
hat t
ime.
Dis
cuss
"Su
cces
s"ho
w it
mak
es a
per
son
feel
and
how
to h
andl
e th
is f
eelin
g.
Thr
ough
dis
cuss
ion
and
role
-pla
ying
hel
p st
uden
tsbe
com
e aw
are
of "
diff
eren
t" a
ndv"
appr
opri
ate"
beha
vior
ind
lang
uage
to b
e us
ed in
var
ious
soc
ial
setti
,ngs
and
with
var
ious
gro
u/is
.
Fran
k R
icha
rds
Yilu
to
Tea
cher
-mad
e w
orks
heet
s or
tape
rec
orde
r to
reco
rd s
tude
nts'
ans
wer
s.H
uman
Dev
elik
tufn
i Tra
inin
g P
rt,g
rvn
Seco
ndar
y L
evel
Pilo
Mar
es. S
an I
)iee
o.
Hol
tVal
ues
in A
ctio
n
11
--V
OC
17
SKIL
L A
RE
A-.
Soci
a
LE
VE
L:
Voc
atio
al
C. A
.15
.021
.0
Obj
ectiv
es
GR
OU
PS
The
stu
dent
will
:
part
icip
ate
in g
roup
and
com
mun
itypr
ojec
ts, a
ctiv
ities
and
com
mun
ities
.
func
tion
as a
mem
ber
of p
eer
grou
p an
dad
ult f
amily
mem
ber.
INT
ER
-PE
RSO
NA
L R
EL
AT
ION
S
IV
VO
C I
S
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
4
Dis
cuss
civ
ic, n
eigh
borh
ood
orga
niza
tions
and
how
they
con
trib
ute
to p
erso
nal g
row
th,
lead
ersh
ip a
nd w
hat t
hese
gro
ups
do to
the
com
mun
ity.
.
Enc
oura
ge s
tude
nts
to p
artic
ipat
e in
a c
omm
unity
and/
or s
chou
: act
ivity
of
thei
r ch
oice
:bo
wlin
g te
amch
ild c
are
sum
mer
cam
pset
c.
Dis
cuss
dif
fere
nt ty
pes
of f
amili
es a
nd r
oles
eac
hpe
rson
pla
ys (
i.e.,
fath
erle
ss f
amili
es, l
ivin
g w
ithre
lativ
es).
acce
pt r
espo
nsib
ilitie
s to
gro
ups'
and_
grou
pIi
iscu
ss im
port
ance
.and
dir
ect s
tude
nts
to w
ork
in
mem
bers
.gr
oups
to p
lan
and
dire
ct th
eir
soci
al a
ctiv
ities
and
trip
s (i
n an
d ou
t of
tow
n).
I
s.
Scop
e/Sc
hola
stic
Mat
urity
Kit
(rec
ord)
(bo
oks,
boo
klet
s)
Dis
cuss
dif
fere
nces
bet
wee
n cu
lture
s an
d em
phas
ize
Am
eric
an B
ook
Co.
The
Mex
ican
Am
eric
an
stre
ngth
s of
eac
h.
Ca
Obj
ectiv
esA
ctiv
ities
inst
ruct
iona
l Aid
s an
d M
ater
ials
GR
OU
PS
_(C
ontin
ued)
deve
lop
soci
al s
kills
and
pra
ctic
es in
suc
har
eas
as a
s da
ncin
g, d
atin
g, e
tc.
.kn
ow w
hat t
o lo
ok f
or in
a f
rien
d.
reco
gniz
e ac
cept
able
cod
e if
f va
lues
rel
atin
gto
com
mun
ity m
otaa
l-an
d sp
iritu
4t m
atte
rs,
soci
al b
ehav
iors
, cus
tom
s, tr
aditi
ons,
law
s,ru
les
and
auth
ority
.
Plan
and
giv
e pa
rtie
s.In
vite
dan
ce g
roup
s or
com
mun
ity p
eiso
n to
teac
h da
ncin
g.
Dis
cuss
def
initi
ons
arid
exa
mpl
es o
f:
cour
tesy
resp
ect
abili
ty to
giv
e an
d ta
keal
low
ance
for
mis
take
s
fair
pla
y-
hone
sty
Rea
d st
orie
s of
true
fri
ends
hip.
Show
mov
ies
dem
onst
ratin
g tr
ue f
rien
dshi
p.
Gro
up d
iscu
ssio
n re
latin
g pe
rson
al e
xper
ienc
es in
thes
e ar
eas
and
resu
lts o
f ex
peri
ence
in te
rms
of"m
ater
ial b
eing
" an
d "i
nner
fee
ling.
"
Dis
cuss
ion
Rol
e Pl
ayin
g an
d re
adin
g fo
rac
cept
able
soc
ial b
ehav
ior
of te
enak
ers
and
thei
rbo
y-gi
rl b
ehav
iors
-.
Rec
ords
Dan
ce te
ache
rs to
6ot
e to
cla
ss
Film
Eve
ryda
y C
o(4.
-age
and
Com
mon
Sen
se
Wor
kboo
k- 8
12 B
ette
r L
ivin
g
Rec
ord
and
- sc
ript
-701
7 T
each
ing
Chi
ldre
n V
alue
s
Scho
last
ic M
agaz
ine,
lirc
.Feb
., 19
71 K
it (r
ecor
ds, b
ooks
,po
ster
s)G
ettin
g T
oget
her:
Pro
blem
s Y
ou F
ace
Scho
last
ic M
agaz
ineK
it (r
ecor
ds, p
oste
rs, b
ooks
,bo
okle
ts)P
reju
dice
: The
Inv
isib
le W
all
Boo
ks e
dite
d by
Aur
elia
Sto
weB
oy' M
eets
Gir
lG
irl M
eets
Boy
-
Tur
ner-
Liv
ings
ton
Rea
ding
Ser
ies
(6 b
ooks
)
V,O
C 1
9
tr,
AR
EA
:So
cial
LE
VE
L.:
Voc
atio
nal
C. A
.-
to
Obj
ectiv
e.;
HE
RIT
AG
E
CIT
IZE
NSH
IP
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
The
stu
dent
will
:1
have
al.:
a of
orig
in o
f-to
inm
unity
.S
tudy
nam
es a
rcku
nd th
e U
nite
d S
tate
s (t
owns
,M
aps
stat
es,!i
yers
, and
his
toric
pla
ces)
.M
ovie
s
New
Eng
land
Pen
nsyl
vani
a(N
atio
nal G
eogr
aphi
c)'
Chi
ppew
a R
iver
"Chi
na T
own"
San
4.
Fra
ncis
co, e
tc.
..
know
orig
in, p
urpo
se, a
nd m
etho
d of
Util
ize
gues
t spe
aker
ver
sed
in lo
cal a
nd s
tate
Ant
ique
sob
serv
ing
loca
l and
sta
te c
eleb
ratio
ns-a
ndfo
lklo
re.
-v.
.QR
elic
s
trad
ition
s.P
rese
nt r
elic
s an
d an
tique
s in
dis
cuss
ion.
Hel
p pu
t on
cele
brat
ions
for
ybun
ger
clas
ses.
(Piñ
ata)
Invi
te lo
cal a
rtis
ans
for
scho
ol a
ssem
blie
s.
Vis
it 'C
ocal
his
toric
al p
lace
s.
--V
OC
20
Fr
SKIL
L A
RE
A:
.tE
VE
L:
C. A
.
Soci
al
Voc
atio
nal
15.0
21.0
3
CIT
IZE
NSH
IP
Obj
ectiv
es
LE
GA
L R
ESP
ON
SIB
ILIT
IES
Tif
e'st
uden
t will
-
dem
onst
rate
cili
iens
hip
skill
s by
dis
play
ing
a fu
nctio
nal k
now
ledg
e of
civ
il la
ws
and
lega
lre
sour
ces
as th
ey p
erta
in to
juve
nile
and
adul
t citi
zens
.
.sv
-Act
iviti
es
Hav
ea u
nit o
il la
w to
incl
ude
the
follo
win
g in
apr
oble
m -
sol
ving
} si
tuat
ion:
Ycu
and
You
r R
ight
sexa
mpl
e:I.
_W
hat t
o do
whe
n yo
u ge
t arr
este
d;2.
Whe
n ju
veni
le s
ente
nces
vs.
adu
lt;3.
.W
hen
juve
nile
age
cha
nges
to a
dult;
4.-S
hopl
iftin
g5.
Stea
ling;
6.C
arry
ing
wea
pons
;7.
Publ
ic d
emon
stra
tions
.
Leg
al a
spec
t of
drug
s"dr
ugs
as s
uch
cove
red
unde
r he
alth
."
Mak
e a
"stu
dent
info
rmat
ion
guid
e" o
n w
hole
unit
to b
e ke
pt a
nd ta
ken
hom
e.
Atto
rney
civi
l rig
hts
-
Hav
e st
uder
li ac
tual
ly g
o to
the
Leg
al A
id S
ocie
tyan
d as
k fo
r ai
d.
_Vis
it co
urt.
Hav
e an
act
ual c
ourt
tria
l in
clas
s w
ith s
tude
nts,
Pros
and
con
s of
pub
lic4e
mon
stra
tions
Leg
alri
ghts
.
Hav
e a
stud
ent s
penc
i a d
ay w
ith a
law
or
prob
atio
n.
offi
cer.
Inst
rit;4
nal A
ids
mid
Mat
eria
ls
Peop
le to
com
e an
d w
eak:
Com
mun
ity r
esou
rces
atto
rney
Prob
atio
n of
fice
rPe
rs in
nel f
rom
dru
gsP
clic
edt
part
-nre
ptL
egal
aid
soc
iety
A r
ehab
ilita
ted
conv
ict
Cou
rf ju
dge
Scop
e (S
enio
r Sc
hola
stic
) re
cord
, bO
okle
ts, n
os' 2
rsL
aw: R
ight
s an
d D
ittie
s of
Citi
zen
See
Am
eric
an G
uida
nce
Ass
oc. f
or f
ikni
trip
-rec
ord
seri
eson
You
and
Law
See
eitjt
and
stat
e or
pol
lee
offi
ces
for
film
s an
d ri
titer
ials
on ju
stic
e.
Ric
hard
s Pu
bliC
atio
ns te
xtbo
ok F
ound
atio
ns o
fPu
p B
ook
I an
d 2
Jr'
Hav
e ta
pe r
ecor
ding
of
inte
rvie
ws
with
judg
es, e
tc.
Peop
le c
ome
in f
rom
Bet
ter
Bus
ines
s B
urea
u-V
GC
21
Obj
ectiv
es
LE
GA
L R
ESP
ON
SIB
ILIT
IES
(Con
tinue
d)
,o)
dem
onY
ttatv
itize
nshi
p sk
ills
bydi
spla
ying
the
func
tiona
l kno
wle
dge
of c
ivil
law
s an
d le
gal
reso
urce
s as
they
per
tain
toju
veni
le a
nd a
dult
c it
igen
& (
Con
tinue
d)in
ued
)-
tyi
p
Act
iviti
es
Pres
ent u
nits
on
maj
or la
ws:
Em
ploy
men
tM
arri
age
Dri
ving
.H
untin
gD
rink
ing
Chi
ldla
bor.
Stud
y ci
ty la
ws
and
ordi
nanc
es:
Sani
tatio
nH
uman
e re
gula
tions
Fire
'Wat
erL
icen
ses
Taxi
'Per
mits
Bui
ldin
gPa
rade
j;
Solic
iting
Lia
bilit
yFi
nanc
ial,
Prop
erty
$
-VO
C 2
2-
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Dru
g E
duca
tion
Div
.St
ate
Dep
t. fo
r fi
lms
and
info
rmat
ion
quid
ince
Ass
ocia
tes
a tl
og f
or m
ater
ials
on
lega
l asp
ects
See
city
off
ices
lb,
pam
phle
tsC
ham
ber
of C
omm
eice
con
cern
ing
city
law
s
4.6
. ails
-
4
SKIL
L A
RE
A:
Soci
al
LE
VE
L:
Voc
atio
nal
C. A
.15
.021
.0
CIT
IZE
NSH
IP
Obj
ectiv
es
FU
NC
TIO
N O
F G
OV
ER
NM
EN
T
The
stu
dent
will
:
Act
iviti
es
beco
me
fam
iliar
with
age
ncie
s w
hich
pro
vide
Vis
it th
e fo
llow
ing
agen
cies
and
-mak
e a
stud
ent
help
for
fam
ilies
and
citi
zens
in ti
me
ofre
fere
nce
note
book
cal
led
"Hel
p."
emer
genc
ies,
suc
h as
soc
ial s
ervi
ces,
0E
0H
ealth
and
Wel
fare
Mot
or V
ehic
le D
ept.
offic
e, V
oc. R
ehab
., et
c.In
dust
rial a
nd C
onst
ruct
ion
Com
mis
sion
Em
ploy
men
t Sec
uriti
esH
ighw
ay D
ept.
0E0-
HU
D-M
odel
Citi
esV
ocat
iona
l Reh
abili
tatio
n
Hav
e S
o.:2
1 S
ecur
ity p
erso
p to
com
e ta
lkan
d/or
take
to o
ffice
.W
orkm
an's
Com
pens
atio
n.
Tak
e pi
ctur
es a
nd s
lides
of t
hese
diff
eren
t age
ncie
sth
at h
ave
been
-vis
ited.
Invi
te F
HA
peo
ple
to ta
lk a
bout
hou
sing
and
finan
cing
also
som
e co
mm
unity
Act
ion
Age
ncie
s to
- he
lpfin
d ho
usin
g fo
r lo
w in
com
e pe
ople
.
Hav
e ho
spita
l per
sonn
el c
ome
and
talk
abo
ut h
ealth
care
, em
erge
ncy
ambu
lanc
e.
Vis
it C
ount
y H
eaith
Offi
ces
and
Hea
lth C
linic
for
free
hea
lth s
ervi
ces.
Kno
w w
here
to lo
cate
info
rmat
ion
on m
enta
l hea
lthof
fices
, Crip
pled
Chi
ld S
ervi
ces,
Ser
vice
s fo
r B
lind.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Tel
epho
ne n
umbe
rs a
nd a
ddre
sses
of a
ll ag
enci
es
Cam
era,
slid
e pr
ojec
tor
VO
C 2
3
Obj
ectiv
es
FU
NC
TIO
N O
F G
OV
ER
NM
EN
T (
Con
tinue
d)
beco
me
fam
iliar
with
age
ncie
s w
hich
pro
vide
serv
ices
to fa
mili
es. (
('ont
inue
d)
VO
C 2
4
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Mee
t and
ass
ist C
omm
unity
Civ
ic O
rgan
izat
ions
"Lio
ns,"
"E
lks,
" et
c. C
hurc
hes.
Be
awar
e of
dis
tric
t juv
enile
cou
rt s
ervi
ces-
-for
child
abu
se c
ouns
els
for
thos
e st
uden
ts w
ho a
rege
tting
into
trou
ble.
Fam
ily w
elfa
re:
Fam
ily c
ourt
Div
orce
Cus
tody
of c
hild
ren
Fos
ier
plac
emen
tsA
dopt
ion
Gua
rdia
nshi
ps
Wel
fare
wor
kers
Soc
ial w
orke
rs
MP'
SKIL
L A
RE
A:
iSo
cial
LE
VE
L:
Voc
atio
nal
C. A
.15
.021
.0
CIT
IZE
NSH
IP
Obj
ectiv
es
iEM
OC
RA
TIC
PR
OC
ES
S
The
stu
dent
will
:
have
kno
wle
dge
of th
ese
lect
ive
serv
ice.
dem
onst
rate
a k
now
ledg
e of
the
dem
ocra
tic
proc
esse
s th
at g
over
n ou
rco
untr
y.
Act
iviti
es
Hav
e m
ilita
ry p
eopl
e co
me
in a
nd e
xpla
inab
out
"sel
ectiv
e se
rvic
e la
ws"
and
cla
ssifi
catio
n.T
ake
boys
to r
egis
ter
for
the
draf
t.
Pre
sent
a u
nit o
n vo
ting
to s
tart
out
at
the
scho
ol
leve
l. Le
arn
abou
t "po
ll fe
es."
Hol
d el
ectio
ns (
with
in c
lass
sch
oole
lect
ions
).
Cam
paig
n lo
cal a
nd s
tate
hea
dqua
rter
s.H
ave
cand
idat
es fr
om e
ach
polit
ical
par
tyto
com
e
and
give
talk
s.A
ttend
ral
lies.
Mite
to c
andi
date
s.P
ract
ice
how
to te
gist
er fo
r a
polit
ical
par
ty,
time,
cost
.H
ave
votin
g re
gist
ra. c
ome
to c
lass
'and
expl
ain
and
regi
ster
stu
dent
s.H
elp
stud
ents
reg
iste
r.ro
vot
e.H
ave
stud
ents
rea
lize
expe
nses
ofc
ampa
igni
ng.
Let s
tude
nts
dona
te ti
me
or m
oney
tose
lect
ed
cand
idat
e.H
old
elec
tion
retu
rns
part
y on
nig
htof
nat
iona
l
pr s
tate
ret
urns
.
Hol
d in
form
al c
lass
dis
cuss
ion
abou
tpo
litic
al is
sues
;
enco
urag
e st
uden
ts to
brin
gm
ater
ials
def
endi
ng
thei
r vi
ewpo
int:
Com
pare
diff
eren
t poi
nts
of n
ews
bydi
ffere
nt
TV
and
rad
io n
ewsc
aste
rs.
Com
pare
adv
ertis
ing-
prop
agan
da ta
ctic
s-"d
on't
belie
ve e
very
thin
g yo
u se
e."
Not
e pr
ivile
ges
and
oblig
atio
ns p
rese
nted
in
cons
titut
ion.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Mili
tary
Rec
ruite
rs o
r sc
hool
cou
nsel
ors
Fea
ron
Pub
lishe
r-T
o B
e A
Goo
dA
tner
u an
Ser
te
6 bo
okle
t.
New
spap
er, n
ews
mag
azin
es
-YO
C 2
5-
Obj
ectiv
es
-VO
C
Act
iviti
esin
stru
ctio
nal A
ids
and
Mat
eria
ls
DE
MO
CR
AT
IC P
RO
CE
SS
(C
ontin
ued)
dem
onst
rate
a k
now
ledg
e of
the
dem
ocra
ticIn
res
pons
e to
stu
dent
s, a
nsw
erqu
estio
ns o
n
proc
esse
s th
at g
over
n ou
rco
untr
y.lo
cal,
stat
e, n
atio
nal g
over
nmen
t..T
hrou
ghta
xes
(con
tinue
d)no
te 'w
here
Mon
ey g
oes
whe
neve
r oc
casi
on p
re-
,se
nt.
rela
te d
iffer
ence
s be
twee
n a
Dem
ocra
tic R
e-D
emoc
racy
Tot
alita
riani
sm
publ
ic a
nd o
ther
ideo
logi
es.
Dem
ocra
cyC
omm
unis
m
reco
gniz
e w
orld
lead
ers
in c
urre
ntev
ents
.
verb
ally
exp
lain
gov
ernm
enta
lte
rmin
olog
y.
dem
onst
rate
aw
aren
ess
of e
mot
iona
lte
rms.
J
Col
lect
pic
ture
s of
wor
ld le
ader
s m
eetin
gw
ith
U.S
. gov
ernm
ent o
ffici
als.
Rel
ate
pers
on to
nat
ion.
Act
out
rol
e an
d dr
ess
of fo
reig
nof
ficia
ls. T
ape
lang
uage
of f
orei
gn o
ffici
als
for
play
back
in
clas
s.
Ele
ctio
nol
ls lot
Pla
form
C d
idat
eiz
eti
ivil
Rig
hts
Cam
paig
nM
ajor
ityM
inor
ityP
lura
lity
Qtk
orum
Ele
ctio
n R
etur
ns
Com
mun
ist
Fas
cist
Sla
ng te
rmin
olog
yF
ind
"em
otio
nal t
erm
s" in
lette
rs to
the
edito
r.
Is th
e pe
rson
pro
or
con
onth
e su
bjec
t?
Wor
ld m
aps
New
spap
ers
SKIL
L A
RE
A:
Soci
al C
ompe
tenc
ies
LE
VE
L:
Voc
atio
nal
C. A
.15
.9 to
21`
.0
HE
AL
TH
, SA
FET
Y A
ND
HY
GIE
NE
Obj
ectiv
eA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
HE
AL
TH
AN
D S
AFE
TY
The
stu
dent
will
:
impl
emen
t bas
icFi
rst A
id p
roce
dure
s.H
ave
repr
esen
tativ
efr
-,m
loca
lR
ed C
ross
com
eFi
rst -
lid A
s It
Hap
pens
to c
lass
.R
epre
sent
ativ
e fr
om r
escu
e sq
uad
com
e to
cla
ss.
Am
iric
an R
ed C
ross
Fir
st A
id M
anua
lFi
eld
trip
to e
mer
genc
y ro
om a
t loc
al h
ospi
tal.
Hav
e st
uden
ts p
ract
ice
firs
t aid
pro
cedu
res.
Wat
er s
afet
y sh
ould
be
stre
ssed
, par
ticul
arly
inth
e Sp
ring
.St
uden
t sho
uld
unde
rsta
nd h
ome
safe
ty.
Wat
er (
spill
s/fa
lls)
Ele
ctri
city
Hea
tL
adde
rsG
lass
Coo
king
App
lianc
e sh
orts
-fu
se b
oxfu
rnac
efl
oor,
wal
lB
urns
Cut
s -
blee
ding
/pre
ssur
e po
ints
.M
edic
ines
Com
bust
ion
- w
ax, g
reas
e, f
ires
/w
ater
not
used
to s
mot
her.
Met
ropo
litan
Life
Hou
seho
ldS
afet
y B
ookl
et
VO
C 2
7
/
HE
ALT
H A
ND
SA
FE
TY
(co
ntin
ued)
obse
rve
hom
e sa
fety
pra
ctic
es s
uch
as s
tora
ge
of to
xic
mat
eria
ls.
loca
te h
ealth
ser
vice
s av
aila
ble
in th
e co
m-
mun
ity.
disc
uss
dang
ers
of s
mok
ing,
alc
ohol
and
drug
s.
real
ize
impo
rtan
ce o
f pre
- an
d po
st-n
atal
car
e
and
proc
edur
es.
be a
war
e of
soc
ial,
com
mun
icab
le d
isea
ses.
reco
gnis
e sy
mpt
oms
and
the
care
and
prev
entio
., pr
oced
ures
of c
hild
hood
dise
ases
.
VO
C 2
8-
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Hav
e st
uden
ts fi
ll ou
t che
cklis
t at t
heir
hom
e on
pois
onou
s liq
uids
, fire
haz
ards
, fau
lty la
dder
s, e
tc.
Dis
cuss
ingr
edle
pts
in c
omm
on h
ouse
hold
item
san
d ha
rm to
hum
ans.
Kno
w a
bout
ser
vice
s av
aila
ble
thro
ugh
wel
fare
agen
cies
.
Pla
nned
Par
enth
ood.
Kno
w a
bout
loca
l hea
lth c
ente
rs.
List
of e
mer
genc
y nu
mbe
rs e
.g. h
ospi
tal,
doct
or,
resc
ue s
quad
, etc
.
Cris
is C
ente
r.
AA
- G
et in
form
atio
n fr
om th
is o
rgan
izat
ion.
Dru
g un
it -
see
loca
l hea
lth c
ente
r.
Uni
t on
hous
ehol
d dr
ugs.
Hav
e ex
-add
icts
spe
ak to
cla
ss.
Spe
aker
s fr
om lo
cal h
ealth
cen
ters
, pol
ice
depa
rt-
men
ts, e
tc.
Am
eric
an C
ance
r S
ocie
ty.
Sch
ool N
urse
can
talk
to c
lass
.
Psy
chia
tris
t or
phys
icia
n ca
n ta
lk to
cla
ss o
n ca
rean
d gr
owth
of a
n in
fant
.
Do
som
e w
ork
on h
ered
ity.
Vis
it he
alth
clir
iics
or h
ave
nurs
e or
phys
icia
n sp
eak.
Epi
dem
ics,
nat
ural
dis
aste
rs, V
.D.
Mea
sles
, pol
io, m
umps
, chi
cken
pox
, dip
ther
ia.
Bri
ngin
com
mon
hou
seho
ld it
ems:
Ble
ach,
cle
aner
s, d
eter
gent
s,as
pirin
, col
d m
edic
ines
, etc
.
Spe
aker
s w
ith fi
lms
from
Pla
nned
Par
enth
ood.
a Eye
gite
l972
Gen
erat
ion
onD
rugs
Ser
ies
Am
eric
in C
a.ce
r S
ocie
ty h
as m
ater
ials
Pho
ne c
ompa
ny h
as fi
lms
Film
ava
ilabl
e fr
om P
lann
ed P
aren
thoo
d
Law
son
Boo
k C
ompa
ny, 9
488
Sar
a S
tree
t, E
lk G
rove
,C
alifo
rnia
956
24S
afr
and
Sou
nd W
orkb
ookk
over
sar
eas
of p
lann
ed p
aren
thoo
d, p
re-n
atal
car
e, b
aby
care
,ac
cide
nt p
reve
ntio
n an
d fir
st a
id.
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
HE
ALT
H &
SA
FE
TY
(C
ontin
ued)
unde
rsta
nd th
e ne
ed fo
r re
gula
r de
ntal
and
Hav
e de
ntis
t spe
ak to
cla
ss.
med
ical
che
ck-u
ps b
y tr
aine
dpr
ofes
sion
als.
Cou
nty
heal
th s
ervi
ce h
as a
rep
rese
ntat
ive
who
can
talk
to c
lass
.
Rel
ate
pers
onal
nee
ds to
nee
ds o
f!th
en a
ndre
spon
sibi
litie
s as
par
ents
,
unde
rsta
nd m
atte
rs p
erta
inin
g to
hea
lthan
d ac
cide
nt in
sura
nce
Pla
ns,
be a
war
e of
com
mun
ity h
ealth
pre
caut
ions
.
Stu
dent
sho
uld
know
abo
ut th
e di
ffere
nt ty
pes
of in
sura
nce.
Tea
ch u
nit o
n be
nefit
s of
hos
pita
lizat
ion.
Kno
w th
e co
st o
f sta
ying
in a
hos
pita
l.
1-la
ve a
n in
sura
nce
agen
t spe
ak to
cla
ss.
Insu
ranc
e re
pres
enta
tive
Get
insr
ance
(he
alth
, acc
iden
t) fo
rms
and
have
Insu
ranc
e po
licie
sst
uden
tsT
ill th
em o
ut.
Exp
lain
diff
eren
ces
betw
een
grou
p an
din
divi
dual
insu
ranc
e.
With
hold
ing
paym
ent f
rom
che
cks.
Com
mun
ity h
ealth
is c
oncu
rred
with
min
imiz
ing
Pub
lic h
ealth
insp
ecto
r fo
rms
spre
ad o
f dis
ease
.
Com
mU
nity
hea
lth in
caf
eter
ias
and
rest
aura
nts.
Cle
anin
gC
ooki
ngF
ood
pois
onin
gP
o'rk
tric
hono
sii
VO
C 2
9
L70
C 3
0
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
HE
AL
TH
& S
AFE
TY
(C
ontin
ued)
be a
war
e of
com
mun
ity h
ealth
pre
caut
ions
.C
lass
room
publ
ic m
eetin
g pl
ace:
(Con
tinue
d)cl
ean
heat
edve
ntila
ted
Gym
show
ers,
dis
infe
ctan
t
Com
mun
ityG
arba
ge d
ispo
sal
Wat
er s
uppl
yFo
od d
rug
insp
ectio
nG
roce
ry in
spec
tion
Mea
t pro
cess
ing
Dai
ry p
rodu
cts
Dru
gs a
nd m
edic
ine
Eat
ing
plac
es.
Res
taur
ant r
atin
gs
SKIL
L A
RE
A:
LE
VE
L
C. A
.
Soci
al
Voc
atio
nal
15.0
21.0
HE
AL
TH
, SA
FET
Y 8
c H
YG
IEN
E
O
Obj
ectiv
es
HY
GIE
NE
The
stu
dent
will
:
unde
rsta
nd a
nd r
espe
ctth
e hu
man
bod
y
and
its f
unct
ions
.11
1
dem
onst
rate
goo
d nu
triti
onal
habi
ts.
Act
iviti
es
Dev
elop
uni
ts o
n ph
ysio
logy
and
anat
omy.
Dis
cuss
and
know
life
cyc
le..
,--.
..-D
octo
rs a
nd n
urse
s ca
n co
me
and
talk
to c
lass
.
Est
ablis
h un
iveg
ardi
ngth
e ef
fect
s of
alc
ohol
,
smok
ing
and
narc
otic
s on
the
body
fun
ctio
ns.
Hav
e st
uden
t's m
ake
post
ers
for
bulle
tin b
oard
.
(Bul
letin
Act
iviti
es)
Dev
elop
uni
t on
nutr
ition
The
Bas
ic F
our.
Tea
ch th
e w
ay th
e fo
urfo
od g
roup
s ca
n be
used
with
a v
arie
ty o
f"cu
ltura
l" f
oods
:
Tac
os g
ive:
mea
tve
geta
bles
brea
d/ce
real
milk
(ch
eese
)
Spag
hetti
giv
es:
mea
tve
geta
ble
(tom
ato)
cere
alm
ilk (
chee
se)
Food
s do
not
hav
e to
be
eate
nat
a s
peci
fic
mea
l:
Nut
ritio
nal f
oods
can
be
eate
nat
any
tim
e:to
rtill
as a
nd c
hile
for
the
mor
ning
mea
l rat
her
than
om
ittin
gth
e m
eal.
Inst
.-Je
tiona
l Aid
s an
dM
ater
ials
Eye
gate
- se
ries
of
8-Sy
stem
icA
ppro
ach
t'Ph
ysio
logy
Eye
gate
- Y
our
Bod
y an
dH
ow T
o T
ake
Car
e of
It
Hub
bard
Co.
--ki
t--M
e N
ow-fo
r th
e O
R c
hild
BSC
S N
ewsl
ette
r
Rea
ders
' Dig
est h
as a
rtic
les
rega
rdin
g an
atom
y an
d
phys
iolo
gy.
Am
eric
an C
ance
r So
ciet
ypo
ster
s re
gard
ing
smok
ing
Met
ropo
litan
Lif
e In
sura
nce
book
lets
HV
OC
31-
VO
CA
TIO
NA
LS
KIL
LS
...A
RE
A:
LE
VE
L:
C. A
.
Voc
atio
nal
Voc
atio
nal
VO
CA
TIO
NA
L P
RE
PAR
AT
OR
Y T
RA
ININ
G
15.0
21.0
Obj
ectiv
es
PRE
PAR
AT
OR
Y
The
stu
dent
will
:
know
how
to f
ill o
ut a
pplic
atio
n fo
rms,
soci
al s
ecur
ity, w
ithho
ldin
g an
d un
ion
form
s.
Act
iviti
es
Pret
est-
have
stu
dent
s di
scus
san
swer
s th
ey g
ave
and
ques
tions
they
did
not
ans
wer
.E
ach
stud
ent s
houl
d co
mpi
le p
erso
nal p
aper
sto
be
kept
in b
illfo
rd w
hich
con
tain
sba
sic
job
appl
icat
ion
info
rmat
ion,
suc
h as
:ad
dres
s, c
ity a
nd z
ip C
ode
soci
al s
ecur
ity n
umbe
rfi
rst a
nd la
st n
ame
of b
oth
pare
nts,
incl
udin
gm
othe
r's m
aide
n na
me
age
of p
aren
tsna
mes
, add
ress
es, a
nd p
hone
num
bers
of
pers
ons
to b
e ca
lled
in c
ase
of e
mer
genc
y
nam
es, a
ddre
sses
, and
pho
nenu
mbe
rs a
ndoc
cupa
tions
of
thre
e pe
rson
s to
be
used
for
char
acte
r re
fere
nces
list o
f sc
hool
s an
d ye
ars
atte
nded
prev
ious
jobs
, em
ploy
ers'
?la
mes
,addr
esse
s an
d
date
s of
em
ploy
men
t
Lea
rn w
ords
on
appl
icat
ion
and
-wha
t inf
orm
atio
nis
req
uire
d fo
r an
ans
wer
.L
earn
voc
abul
ary
wor
ds b
y ga
mes
:re
lays
card
gam
es
bing
o
.
and
oral
dis
cuss
ion
to s
ee if
stu
dent
und
erst
ands
.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
App
licat
ion
form
s fr
om b
usin
esse
s in
the
area
.
Pap
erof
bri
ght c
olor
for
info
rmat
ion
or s
mal
l ind
exca
rd
Sm
all p
ocke
t-si
ze n
oteb
ook
to k
eep
inbi
llfol
d
or p
urse
Sped
d Se
rvic
e Su
pply
,B
ox 7
05 H
untin
gton
, NY
. NY
1.17
43S
I .3
5ea
Joh
A (
)pin
-at:o
n Si
on
01.
Opa
que
or o
verh
ead
proj
ecto
r
Voc
atio
nal E
duca
tion,
Sta
teD
epar
tmen
t of E
duca
tion.
San
ta-F
e, N
M 8
7501
--V
ocat
iona
l Ins
truc
tiona
lM
ater
ials
for
Stu
dent
s w
ith S
peci
al ,V
eeds
-VO
C 3
2-
Obj
ectiv
es
PRE
PAR
AT
OR
Y(C
ontin
ued)
1
Act
iviti
es
'kno
w h
ow to
fill
out a
pplic
atio
n fo
rms,
Eva
luat
ion
soci
al s
ecur
ity, w
ithho
ldin
g an
uni
onS
tude
nts
fill o
ut a
pplic
atio
n fo
rms.
Em
phas
ize
form
s. (
Con
tinue
d)ne
atne
ss. E
ncou
rage
stu
dent
s at
juni
or a
nd s
enio
rle
vel t
o us
e th
e sa
me
met
hod,
or
if th
ey a
lredd
yse
em c
ompe
tent
in. t
his
area
, giv
e th
em a
nap
plic
atio
n fo
rm a
s a
perio
dic
revi
ew. F
or v
arie
tyin
eva
luat
ion
and
unde
rsta
ndin
g of
all
part
s ("
cfap
plic
atio
n fo
rms,
cre
ate
moc
k in
form
atio
nsh
eets
and
tran
sfer
that
info
rmat
ion
to c
orre
ct p
lace
on a
pplic
atio
n fo
rm.
anal
yze
jobs
by
skill
s, b
enef
its, r
equi
rem
ents
.T
apes
and
film
strip
s to
dem
onst
rate
ski
lls a
ndre
quire
men
ts fo
r a.
spec
ific
job.
tiD
iscu
ss jo
b re
quire
men
ts.
Pre
sent
info
rmat
ion
from
a to
wn
and
coun
ty li
stin
gbu
sine
ss e
stab
lishm
ents
and
loca
l ind
ustr
y. A
naly
zeby
ski
lled,
uns
kille
d po
sitio
ns.
'Act
ive
or s
eden
tary
.
VO
C 3
3--
F,
Inst
ruct
iona
l Aid
s an
Mat
eria
ls
Kno
wle
dge
need
ed to
obt
ain
wor
k
0
Kno
w P
rogr
am ;
SR
A B
ook
and
wal
let s
ize
info
rmat
ion
Tea
cher
-mad
e in
form
atiO
n sh
eets
Tap
esfil
mst
rips
.Tea
cher
mad
e fil
ms
and
pict
ureS
of s
tude
nts
on jo
bsin
loca
l are
a.
Com
pare
lob
desc
riptio
ns"
whe
n av
aila
ble
at la
rger
Wor
kboo
ksT
he G
ettin
g A
long
Ser
ies
of S
kills
esta
blis
hmen
ts.
Fra
nk E
. Ric
hard
s F
rom
Tire
s T
o T
eeth
Hav
e em
ploy
er d
iscu
ss d
utie
s of
a jo
bvis
ually
and
verb
ally
.
At"
Hav
e st
uden
ts w
ho h
ave
wor
ked
on th
e jo
b te
ll w
hat
Gui
danc
e A
ssoc
iate
s, P
leas
antv
ille,
NY
Wha
t You
Sho
uld
they
wer
e re
quire
d to
do,
how
they
wer
e re
quire
dK
now
Bef
ore
You
' Go
To
Wor
kto
act
, etc
.S
chol
astic
Boo
k S
ervi
cesJ
obs
in Y
our.
.Fut
ure
Cla
ssro
om d
iscu
ssio
n.
Vis
it tr
aini
ng s
tatio
n of
-wor
k-st
udy
stud
ents
.
Sca
n da
ily n
ewsp
aper
.
Olie
ctiv
es
PRE
PAR
AT
OR
Y (
Con
tinue
d)
deM
onst
rate
kno
wle
dge
of b
anki
ngde
pktm
ents
'and
'ser
.fic
es.
cont
inue
or
open
asa
ving
s ac
coun
t.
rect
ify
pass
boo
k, f
igur
e in
tere
st o
f ba
nksa
ving
s.t
' set u
p an
d fo
llow
a-r
ealis
tic h
udge
t.,
Act
iviti
es
Hav
e st
rden
ts f
ill in
spa
ces
prov
ided
on
bank
Boo
plan
:sa
ving
slo
ans
Lfi
tst
chec
king
char
ge c
ards
,
mor
gag
e de
pt.,
elSe
t up
a fi
eld
trip
in a
ban
k.Pr
esen
t fin
ancW
pro
blem
s fo
r co
lt tio
ns'b
y Se
rvic
ene
eded
.
Dis
cuss
not
ific
atio
n of
loan
age
ncy
whe
nci
ttum
stan
ces
prev
ent p
aym
ent o
n tim
e-.
Eith
er a
ban
k fi
eld
trip
or
an in
divi
dual
vis
it;en
cour
age
each
stu
dent
to f
ill in
sig
natu
re c
ard
and
depo
sit a
n am
ount
of
mon
ey in
sav
ings
acc
ount
.
Kee
p a
reco
rd o
f th
e m
oney
he
has
depo
site
d in
his
acco
unt:
Figu
re in
tere
st o
f ba
nks'
and
savi
ngs
and
loan
at
vari
ous
rate
s.
Lis
t eac
h st
uden
t's m
onth
ly in
com
e, a
nd a
gaia
stit
put b
udge
t ite
ms:
tran
spor
tatio
n, if
any
clot
hes
savi
ngs
recr
eatio
npa
ymen
tsco
ntri
butio
n to
hom
e, e
tc.
Kee
p a
reco
rd o
f ea
ch p
aych
eck
to k
now
the
exac
tin
com
e.
Rev
iew
, ayc
heck
s fo
rWith
held
am
ount
s an
dbe
nefi
ts.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Not
e pa
per,
pen
cils
,icity
map
, per
mis
sion
slip
s,tr
ansp
orta
tion
ditto
she
ets
with
flo
or p
lan
ofii.
they
.tak
Am
eric
an (
pike
rs A
ssoc
., 90
Par
ks A
venu
e, N
Y, N
Y-
16 m
m f
ilm'M
anag
eY
our
Mon
ey"-
-with
film
stri
ps, t
each
er's
gui
de a
nd s
tude
nt p
ract
ice
mat
eria
ls
Firs
t Nat
iona
l Ban
k, D
ona
Ana
, Box
610
, Las
Cru
ces,
New
Mex
icO
880
01 P
erso
nal
Mon
ey M
anag
emen
t1
-
Savi
ngs
acco
unt p
assb
ook,
pen
cil a
nd p
aper
, soc
ial
secu
rity
car
d, b
ank
savi
ngs
acco
unt s
igna
ture
car
d
Pass
book
, led
ger,
pap
er, p
enci
l
Dol
lar
Sen
se
Scho
last
ic M
agaz
ines
Sen
ior
Hig
h Sc
hool
Div
isio
n, N
Y:-
Gui
danc
e A
ssoc
iate
s, P
leas
antv
ille,
NY
105
70B
ette
rB
uym
ati.O
lip S
erie
s
Scho
last
ic M
agaz
ines
--;J
unjo
i-Se
nior
Hig
h Sc
hool
Div
isio
nG
uida
nce
Ass
ocia
tes,
Ple
asrz
tvill
e, N
Y 1
0570
VO
C,V
Qje
ctiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
PR
EP
AR
KV
RY
(C
ontin
ued)
know
whe
re to
gso
for
unem
ploy
men
t
bene
fits.
he a
ble
to u
the
serv
ices
of e
mpl
oym
ent',
agen
cies
.
use
prop
er la
ngua
ge in
ass
ocia
tion
with
cu-
wor
kers
and
sup
ervi
sors
.
eval
upte
his
ow
n ef
fort
s an
d pr
oduc
tion.
Dis
cuss
with
indi
vidu
al e
mpl
oyer
s.E
ligib
ility
.'
Soc
ial s
ecur
ity b
enef
its.
Spe
aker
and
/or
disc
us io
n of
Voc
atio
nal
Reh
abili
tatio
n O
ffice
.
Spe
aker
and
/or
field
trip
to S
tate
Em
ploy
men
jof
fice.
Sta
te E
mpl
oym
ent A
genc
y, p
rivat
e,vo
catio
nal
reha
bilit
atio
n.
'Cla
ss d
iscu
ssio
n re
latin
g pe
rson
al e
xper
ienc
es in
this
are
a.S
peci
fic jo
b vo
cabu
lary
.D
iffer
ence
s of
per
sona
litie
s of
em
ploy
er a
nd
empl
oyee
s:fr
iend
lines
s,s
hyne
ssco
oper
ativ
ines
sag
gres
sive
ness
icis
ista
nce
on y
our
own
way
tem
pera
men
tbe
liefs
and
/alit
tides
grou
chin
ess
sens
itive
ness
pers
onal
app
eara
nce
Allo
w s
tude
nt to
exp
ress
sel
f-ev
alua
tion.
Em
ploy
er -
eva
luat
ion.
Priv
ate
coun
selin
g se
ssio
n.
Soc
ial S
ecur
ity fo
rms
Spe
aker
from
sta
te e
mpl
oym
ent o
ffice
DV
R m
anua
l
Sta
te E
mpl
oym
ent m
anua
l4,
-V0e
35
Ste
ekV
augi
m, A
ustin
, Tex
as H
ow T
o G
et A
Joh
And
-
Kee
p It a
Vid
eo ta
peE
ycga
te-
film
s. fi
lmst
rips
AV
ID C
orp.
Inst
ruct
iona
l Sof
tm D
ivis
ion,
10
Trip
sLa
ne, E
ast P
rovi
denc
e, R
I
S
AV
ID-G
ettin
g A
long
on
the
Job
-AV
ID te
lls h
ow to
orde
r th
e se
ries
See
RM
SEIM
CIn
stru
ctio
n M
ater
ials
Cat
alog
- V
ocat
iona
l Lev
el-
Uni
vers
ity o
f Nor
ther
n C
olor
ado,
Gre
eley
, Col
o 80
631
Obj
ectiv
es .
PR
EP
AR
AT
OR
Y (
Con
tinue
d)
carr
y th
roug
h w
ays
of g
ettin
g a
job.
dem
onst
rate
pro
per
cond
uct f
or p
erso
nal
inte
rvie
w.
stat
e cu
rren
t wag
e an
d ho
urla
ws.
Act
iviti
eshi
stru
ctio
nal A
ids
and
Mat
eria
ls
Vis
it em
ploy
men
t age
ncy.
Wan
t Ads
.U
se o
f yel
loiv
NO
in te
leph
one
book
, pho
ne m
ap.
Per
sona
l con
tact
sfrie
nds
and
rela
tives
.C
onta
ct fo
riner
eA
nplo
yer.
Vis
it em
ploy
men
t (A
lice.
Lear
n ab
out p
rivat
e em
ploy
men
t age
ncie
s by
pers
onal
vis
it, b
y te
leph
one.
-by
writ
ten
appl
icat
ion.
Rol
e pl
ayin
g in
terv
iew
s.E
mpl
oyer
or
othe
r ou
tsid
e ad
ult t
o co
nduc
t int
ervi
ew.
Arr
ange
men
t for
inte
rvie
w b
y em
ploy
citb
ring
info
l-mIti
on to
cla
ssro
om d
iscu
ssio
n.
Civ
il se
rvic
e.La
bor
com
mis
sion
spe
aker
.S
tate
labo
r co
mm
issi
on o
ffice
.C
onta
ct e
mpl
oyer
.E
mpl
oym
ent c
omm
issi
on s
peak
er.
List
loca
l, co
unty
, sta
te a
nd fe
dera
l job
s by
non
. unio
n, u
nion
, civ
il se
rvic
e, e
xem
pt.
he a
ble
to a
sk a
bout
frin
ge b
enef
its, s
uch
asC
onta
ct e
mpl
oyer
.
hosp
italis
atio
n. in
sura
nce,
sic
k le
ave,
Wor
kmen
's C
ompe
nsat
ion
vaca
tions
.P
ensi
on a
nd R
etire
men
t pla
ns.
Gat
her
up e
mpl
oyee
man
uals
from
sch
ools
, city
gove
rnm
ent,
coun
ty g
over
nmen
t and
larg
er
indu
strie
s.H
ave
stud
ents
loca
te th
e in
form
atio
n,
Am
eric
an G
uida
nce
Ass
ocia
tes,
Ple
asan
tvill
e, N
Y4-
-
on T
heJo
h.. F
our
Tra
inee
s
Gui
danc
e A
ssoc
iate
s, P
leas
antv
ille,
NY
105
70-
You
r
Joh
Inte
rvie
w
Wag
e an
d la
bor
form
s
Em
ploy
ee m
anua
ls
Obj
ectiv
es
PR
EP
AR
AT
OR
Y (
Con
tinue
d)
coin
ue o
f ope
n a
chec
king
acc
ount
.
keep
cor
rect
bal
ance
in c
heck
book
.
dem
onst
rate
com
paris
on o
f cos
t of c
redi
t.-
writ
e th
e co
nsum
er p
rote
ctio
n di
visi
on o
f the
New
Mex
ico
atto
rney
gen
eral
's o
ffice
.
com
plet
e ta
sks
with
in p
roje
cted
tim
e pe
riod.
-VO
C 3
7-
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Kee
p re
cord
of d
epos
its a
nd c
heck
s. E
ncou
rage
stud
ents
to d
epos
it in
to s
avin
gs a
ccou
nt fr
omea
ch p
ay c
heck
.
Giv
e re
ason
s fo
r ch
ecks
bud
get,
taxe
s.
Use
pra
ctic
e ch
eckb
ooks
a5
exer
cise
s in
writ
ing
and
stub
bing
che
cks.
Not
e ex
pens
es w
hich
will
effe
ct ta
xes
med
ical
exp
ense
sm
edic
ines
dona
tions
to c
hurc
h an
d ch
arity
.
Enc
oura
ge s
tude
nt to
com
pare
cre
dit a
pplic
atio
ns.
inte
rest
rat
es, c
arry
ing
char
ges.
and
oth
er c
redi
t---
-,co
sts
of v
ario
us c
oknp
anie
s.
Usi
ng c
redi
t rat
es fi
gure
act
ual c
ost o
f lar
ge it
ems,
cars
, app
lianc
es.
Ask
the
cons
umer
pro
tect
ioni
st to
lect
ure
onco
nsum
ers'
rig
hts
and
resp
onsi
bilit
ies
(doo
r-to
-doo
rsa
lesm
en
Rev
iew
or
cont
inue
to w
ork
on le
arni
ng to
rea
d tim
e.
In c
lass
room
enc
oura
ge a
nd r
equi
re s
tude
nts
toco
mpl
ete
a w
orks
heet
or
proj
ect w
ithin
a g
iven
timeT
trio
d, e
mph
asiz
e w
orki
ng w
ith s
peed
and
accu
racy
is a
lso-
requ
ired
on th
e jo
b.
Che
cks
Che
ckbo
oks
Per
sona
lized
che
ckbo
oks
Che
ckbo
ok s
igna
ture
car
d"S
tub"
type
che
cks
Ledg
er ty
pe c
heck
book
s
Gui
dahc
e A
ssoc
iate
s, P
leas
antv
ille,
NY
105
70 T
he C
ost
of C
redi
tan
dB
uyer
Bew
are
Cre
dit c
ards
Bui
ldin
g an
d Lo
an A
ssoc
iatio
nR
evol
ving
cre
dit p
lans
Cre
dit a
pplic
atio
ns
Con
sum
er p
rote
ctio
n ag
ency
pam
phle
ts
Beh
avio
r M
odifi
catio
n T
echn
ique
sD
ivis
ion
of S
peci
al E
duca
tion
Sta
te D
epar
tmen
t of E
duca
tion
AR
EA
:V
ocat
iona
l
LE
VE
L:
Voc
atio
nal
C. A
.15
.021
.0
ON
TH
E J
OB
Obj
ectiv
es
WO
RK
ST
AT
ION
S
The
stu
dent
will
:
he p
unct
ual a
nd d
epen
dabl
e.
-a
appl
y re
leva
nt s
afel
y pr
oced
ures
.
dem
onst
rate
acc
epta
ble
inte
r-pe
rson
alre
latio
nshi
ps w
ith p
eers
and
sup
ervi
sors
.
Act
iviti
es
Pro
vide
sel
ecte
d co
nseq
uenc
es fo
r:1.
Com
ing
back
to th
e w
ork
stat
ion
ontim
e af
ter
brea
ktim
e.G
ettin
g to
wor
k on
tim
e.3.
Cal
ling
in to
sch
ool a
nd/o
r jo
b if
he is
ill o
r if
he is
goi
ng to
be
late
.4.
Car
ryin
g ou
t a s
peci
fic ta
sk a
s as
sign
edw
ithou
t doi
ng u
nnec
essa
ry a
ctiv
ities
.
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Con
sequ
ence
s at
sch
ool:
Poi
nts
Fre
e tim
eT
oken
s
Wea
rs a
ppro
pria
te s
afet
y or
hea
lth g
arm
ents
whe
nJo
hn D
ay C
ompa
nyH
ow T
o H
old
You
r Jo
hjo
b re
late
d.
Fol
low
war
ning
sig
ns a
nd h
ealth
pro
cedu
res.
No
fight
ing
on th
e jo
b.S
houl
d be
taug
ht h
ow to
get
alo
ng w
ith fe
llow
empl
oyee
s.Le
arn
to b
e to
lera
nt.
Stu
dent
s sh
ould
lear
n to
be
hone
st a
nd n
ot g
ossi
pam
ong
othe
r em
ploy
ees.
Film
strip
s ar
e av
aila
ble
Eye
gate
, 197
2AB
C's
of G
ettin
g an
d K
eepi
nga
Job
Ser
ies
Hol
t, R
ineh
art a
nd W
inst
onH
ow T
o G
et A
long
on th
e Jo
h
VO
C 3
8
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
san
d M
ater
ials
WO
RK
ST
XT
ION
A (
Con
tinue
d)
wor
k at
com
petit
ive
pace
in a
pre
scri
bed
Con
trac
t for
spe
cifi
c go
als
base
d on
a p
resc
ribe
dle
ngth
of
time.
leng
th o
f :im
e.
prac
tice
good
saf
ety
and
deve
lop
the
abili
tyto
rea
d jo
b re
late
d sa
fety
sig
ns a
nd w
arni
ngs.
perf
orm
sim
ulta
neou
s an
d se
quen
tial t
asks
.
Stud
ents
sho
uld
be ta
ught
the
impo
rtan
ceus
ing
one'
s tim
e w
isel
y.
Onc
e a
cert
ain
job
or ta
sk h
as b
een
ci.)
mpl
eted
the
stud
ent s
houl
d go
to th
e st
iRer
titis
or a
ndas
k fo
r ad
ditio
nal d
utie
s.
Stud
ent s
houl
d be
taug
ht th
e im
port
ance
of
bein
g aw
are
of c
erta
in s
afet
y pr
ecau
tions
rel
e-va
nt to
dif
fere
nt ty
pes
of jo
bs. S
houl
d be
taug
ht.N
.to r
espe
ct m
achi
nery
, and
the
impo
rtan
ce o
f no
"hor
sepl
ay"
whi
le o
n th
e jo
b.
Stud
ent s
houl
d kn
ow th
e fu
nctio
n an
d us
e of
prot
ectiv
e eq
uipm
ent e
.g. g
oggl
es, s
afet
y sh
oes,
glov
es, h
ard
hats
.
Safe
dri
ving
pra
ctic
es if
thC
' stu
dent
is in
a d
riv-
ing
type
job.
e.g
. cau
tion
whe
n ba
ckin
g, e
tc.
Thi
s ca
n be
acc
ompl
ishe
d by
fie
ld tr
ips
to lo
cal
busi
ness
es.
Out
side
spe
aker
s, e
.g. S
tate
*olic
e.
Be
awar
e of
exp
losi
ve o
r in
flam
mab
le p
rodu
cts.
Stud
ent s
houl
d be
taug
ht e
lem
enta
ry F
irst
Aid
proc
edur
es. (
Sec
Gen
eral
Saf
ety
unit)
.
Stud
ent s
hOul
d be
taug
ht h
ow to
ope
rate
a d
itto
or d
uplic
atin
g m
achi
ne.
Stud
ents
sho
uld
be ta
ught
how
to d
raw
sim
ple
plan
s fo
r w
oodw
orki
ng.
Stud
ents
sho
uld
be ta
ught
how
to f
ollo
w in
-st
ruct
ions
in th
e pr
oper
ord
er.
The
fol
low
ing
area
s ca
n be
use
d to
teac
h th
isob
ject
ive:
coo
king
, woo
dwor
king
, run
ning
ma-
chin
ery,
etc
.
Safe
ty f
ilms
are
avai
labl
e fr
om th
e ph
one
com
pany
.
Fire
and
fir
e pr
even
tion
seri
es. (
Eye
gate
).
Firs
t Aid
s as
it h
appe
ns s
erie
s (5
,1te
gate
197
2).
4
.
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
WO
RK
ST
AT
ION
S (C
ontin
ued)
p
perf
orm
sim
ulta
neou
s an
d se
quen
tial t
asks
.(c
ontin
ued)
dem
onst
rate
app
ropr
iate
hyg
iene
and
gro
om-
ing
habi
ts.
dem
onst
rate
em
ploy
er lo
yalty
.
deve
lop
skill
s in
pro
blem
sol
ving
.
1/4
Mak
ing
a te
st o
n fo
llow
ing
dire
ctio
ns. F
irst q
ues-
tion:
Rea
d ev
eryt
hing
bef
ore
you
do a
nyth
ing.
Tes
ttit
le is
"C
an Y
ou F
ollo
w D
irect
ions
.
Ful
l len
gth
mirr
or s
houl
d be
inst
alle
d in
the
clas
s-ro
om s
o th
at s
tude
nts
can
chec
k pe
rson
al a
ppea
r-an
ce d
aily
, with
sig
n ov
er to
p of
mirr
or s
ayin
g"W
ould
I hi
re m
e? "
Are
as to
eva
luat
eha
ir, m
ake
up, c
loth
ing,
(zi
p-pe
rs, b
utto
ns, p
ins)
sho
es.
Enc
oura
ge c
lass
dis
cuss
ion
rega
rdin
g pe
rson
al a
p-pe
aran
ce a
nd e
ffect
on
getti
ng a
job.
e.g
. cle
an fi
n-ge
rnai
ls, h
air
com
bed,
cle
an c
loth
es, s
hoes
shi
ned
Fie
ld tr
ip to
bar
ber
shop
or
beau
ty s
hop.
Out
side
spe
aker
from
a c
osm
etic
com
pany
.
('are
of p
erso
nal c
loth
es.
Tea
ch s
tude
nt th
e im
port
ance
of n
ot c
ritic
izin
gem
ploy
er o
r co
mpa
ny w
hile
in p
ublic
.
Fie
ld tr
ip to
loca
l com
pany
to ta
lk w
ith r
epre
sen-
tativ
e re
gard
ing
loya
lty to
his
com
pany
.
Pra
ctic
e ve
rbal
ly s
tatin
g pr
oble
ms.
Sep
arat
e fa
ctfr
om r
umor
.
Tea
ch s
tude
nt h
ow to
ana
lyze
spe
cific
pro
blem
sbe
fore
mak
ing
a de
cisi
on.
Stu
dent
sho
uld
seek
adv
ice
from
teac
her,
em
ploy
-er
, cou
nsel
or, e
tc.,
rega
rdin
g pr
oble
ms
for
whi
chth
ey h
ave
no a
nsw
er.
"Rap
" S
essi
on d
iscu
ssin
g jo
b re
late
d pr
oble
ms.
Eye
gate
, 197
2- Y
our
Bod
y an
d H
ow 7
( T
ake
Car
e of
ItS
enes
Film
s fr
om p
hone
com
pany
.
Tro
uble
at W
ork
Gui
danc
e A
ssoc
iate
sP
leas
antv
ille,
New
Yor
k
You
r F
irst W
eck
on th
e Jo
bG
uida
nce
Ass
ocia
tes
Ple
asan
tvill
e, N
ew Y
ork
VO
C 4
0
I
AR
EA
:V
ocat
iona
l
LE
VE
L:
Voc
atio
nal
C.A
.12
.021
.0
.VO
C41
)'s.
PRA
CT
ICA
L A
RT
S
Obj
ectiv
es
HO
ME
EC
OM
ICS
:
The
stu
de t
will
:
com
pare
com
mer
cial
pro
duct
s fo
r cl
eani
ng.
dem
onst
rate
diff
eren
ce b
etw
een
hom
e di
sh-
was
hing
and
com
mer
cial
dis
hwas
hing
.
he a
ble
to s
elec
t pro
per
skill
and
tool
s ne
ces-
sary
' for
hom
e re
pair.
Act
iviti
esIn
stru
ctio
nal A
ids
and
Mat
eria
ls
Com
pare
the
use
of a
nd s
tora
ge n
eeds
of v
ario
uscl
eani
ng c
ompo
unds
.Ly
eP
owde
red
soap
s an
d cl
eans
ers
Liqu
id s
oaps
Dra
in c
lean
ers
Win
dow
and
wal
l cle
aner
sW
ax r
emov
ers
Dus
ting
prod
ucts
Ove
n cl
eane
rs
Pro
vide
for
assi
stin
g in
the
cust
odia
l car
e of
the
scho
ol.
Ass
ist i
n sc
hool
caf
eter
ia w
ith th
e co
mm
erci
alw
ashi
ng 'o
f dis
hes.
Set
up
moc
k si
tuat
ions
whe
n th
e el
ectr
icity
goe
sof
f, or
the
drai
ns p
lug
up w
here
stu
dent
s m
ust d
e-
term
ine
ptob
able
cau
se a
nd d
ecid
ene
ther
hom
ere
pair
or p
rofe
ssio
nal s
kille
d la
bor
will
rem
edy
the
situ
atio
n
Com
mer
cial
pro
duct
s
Hom
e ec
onom
ics
area
Obj
ectiv
esA
ctiv
ities
Inst
ruct
iona
l Aid
s an
d M
ater
ials
HO
ME
EC
ON
OM
ICS
(Con
tinue
d)
cook
sim
ple
bala
nced
mea
ls.
Pra
ctic
e pa
intin
g an
d re
pairi
ng th
e ou
tsid
e su
rfac
e
of th
e ho
me
whe
ther
woo
d or
ado
be.
Pro
vide
for
on-s
ite o
bser
vatio
n of
pai
nter
s, p
lum
b-er
s,el
ectr
icia
ns, b
rick
laye
rs d
oing
rem
odel
ing
wor
k.
Pra
ctic
e co
okin
g ba
sic
mea
ls fo
rB
reak
fast
Lunc
h an
dS
uppe
rba
sed
on a
set
inco
me.
Ser
ve m
eals
to th
e cl
ass.
c.
com
pare
com
mer
cial
vs.
hom
e ap
proa
ch to
pre
-P
rovi
de e
xper
ienc
e in
sch
ool k
itche
n in
the
pre-
_pa
ratio
n of
mea
ls.
para
tion
of.fo
ods.
Ass
ist i
n sc
hool
kitc
hen
whe
neve
r po
ssib
le.
A h
ome
volu
ntee
red
for
use
in p
ract
ice.
Coo
king
sup
plie
s
VO
C 4
2
AR
EA
:V
ocat
iona
l
LE
VE
L:
Voc
atio
nal
C. A
.21
.11
PRA
CT
ICA
L A
RT
S
VO
C 4
3
Olie
ctiv
es
GA
RD
EN
ING
The
stu
dent
will
:
desi
gn a
nd im
plem
ent s
impl
e ya
rd a
nd la
nd-
scap
e de
sign
.
Act
iviti
es-
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Pro
vide
.th
e m
ock
sele
ctio
n of
tool
s fr
om a
stor
e or
cat
alog
by
prop
er n
ame.
Cre
ate
mod
els
of s
impl
e to
ela
bora
te la
ndsc
apin
g.
Pro
vide
for
expe
rienc
e in
law
n an
d gr
ound
s ca
re.
S
Yar
d to
ols
Car
d bo
ard
Pai
nt
Cre
pe p
aper
AR
EA
:V
ocat
iona
l
LE
VE
V'\
Voc
atio
nal
C. A
15.0
-21
.11
Obj
ectiv
es
TR
AN
SP
OR
TA
TIO
N
The
stu
dent
will
:
obta
in a
pro
visi
onal
lice
nse.
reco
gnis
e k.
.ar
pool
res
pons
ibili
ties.
mee
t bus
sch
edul
es fo
r w
ork.
trav
el in
depe
nden
tly.
read
and
follo
w h
ighw
ay m
aps.
PRA
CT
ICA
L A
RT
S
Act
iviti
es
Stu
dy D
river
's M
anua
l, La
ws,
sig
ns, r
espo
nsib
ilitie
s
Inte
grat
e in
to d
river
edu
catio
n cl
ass.
Enr
oll i
n pr
ivat
e dr
iver
edu
catio
n pr
ogra
m th
roug
hV
ocat
iona
l Reh
abili
tatio
n.P
rovi
de fo
r st
uden
t to
obta
in li
cens
e.
Exp
lain
that
if y
ou r
ide
with
som
eone
els
e yo
u pa
y
Dis
cuss
pro
blem
s th
at o
ccur
if o
ne p
erso
n is
late
,no
t rea
dy, n
ot g
oing
, car
pro
blem
s, e
tc.
Be
cour
teou
s to
oth
er m
embe
rs; e
.g.,
do n
ot s
mok
eif
othe
rs fi
nd it
offe
nsiv
e .
Driv
e sa
fely
Exp
lain
impo
rtan
ce o
f lim
ited
num
ber
of o
ccu:
. pan
ts in
car
.
Rev
iew
met
hod
of tr
ansp
orta
tion
to w
ork,
Stu
dy s
ituat
ion,
Do
indi
vidu
al fo
llow
up
on tr
ansp
orta
tion
need
s.
Com
pare
mod
es o
f tra
nspo
rtat
ion
by c
ost o
f tic
ket,
time
invo
lved
, mea
ls (
if ne
cess
ary)
and
lodg
ing
(ifne
cess
ary)
.
c.
NM
I
Inst
ruct
iona
l Aid
s an
d M
ater
ials
Driv
er's
Man
ual
Tap
es o
n D
river
Edu
catio
n
Pos
ters
of c
omm
on tr
affic
sig
ns
Tex
ts: S
port
sman
like
Driv
ing
You
th B
ehin
d th
e W
het-
1
IS
afet
y fil
ms
from
loca
l pol
ice,
Sla
te P
olic
e, a
nd T
elep
hone
Com
pany
Pla
n tr
iplis
t sto
ps a
nd h
ighw
ays
to fo
llow
, in
-In
ters
tate
and
Sta
te M
aps
ters
tate
, sta
te, c
ount
y, a
nd r
oad
cond
ition
s.
VO
C 4
4
JI
WO
RK
STU
DY
PRO
GR
AM
INT
RO
DU
CT
ION
It is
the
purp
ose
of th
is s
ectio
n of
the
Seco
ndar
yC
urri
culu
m G
uide
to p
rom
ote
an u
nder
stan
ding
of
the
philo
soph
y, o
bjec
tives
and
met
hods
of
oper
atio
n of
the
Spec
ial E
duca
tion
wor
k/st
udy
prog
ram
.
Thi
s m
anua
l is
to b
e a
sour
ce o
f in
for7
iatio
n by
per
sons
with
in th
e sc
hool
s to
ass
ure
com
plia
nce
with
elig
ibili
ty r
equi
rem
ents
, ope
ratio
nal
proc
edur
es, e
ssen
tial r
ecor
ds, a
nd c
o pl
ianc
e w
ithfe
dera
l and
sta
te la
ws
pert
aini
ng to
em
ploy
men
t of
min
ors
and
the
hand
icap
ped.
41
4
DE
FIN
ITIO
N
The
Wor
k/St
udy
Prog
ram
is a
fun
ctio
nally
org
aniz
ed p
rogr
amth
at in
tegr
ates
wor
k an
d st
udy
as a
bal
ance
d pr
oces
sof
edu
catio
n.
It c
onsi
sts
of le
arni
ng e
xper
ienc
es o
rgan
'ed
and
coor
dina
ted
byth
esw
ork/
stud
y te
ache
r an
d is
des
igne
d to
dev
elop
self
-con
fide
nce,
acad
emic
pot
entia
l and
voc
atio
nal c
ompe
tenc
ies.
OB
JEC
TIV
ES
Act
iviti
es s
houl
d be
des
igne
d to
dev
elop
atti
tude
s an
d sk
ills
whi
ch w
ill
a) le
ad to
the
form
atio
n of
hab
its e
nabl
ing
stud
ents
to u
nder
stan
dth
emse
lves
and
to g
et a
long
with
oth
ers.
b) le
ad to
the
form
atio
n of
hab
its w
hich
pro
mot
e ph
ysic
alde
velo
pmen
t, he
alth
, saf
ety
and
hygi
ene.
c) e
nabl
e st
uden
ts to
dev
elop
to th
eir
max
imum
cap
abili
ties
in th
e ba
sic
tool
sub
ject
s th
roug
h in
divi
dual
ized
inst
ruct
ion.
d) le
ad to
the
appl
icat
ion
of c
omm
vica
tion
and
com
puta
tiona
lsk
ills
nece
ssar
y to
sol
ve p
robl
ems
enco
unte
red
in e
very
day
livin
g.
e). e
nabl
e st
uden
ts to
part
epat
e in
alpr
oduc
tive
way
of
life.
f) a
ssis
t with
the
sele
ctio
n of
who
leso
me
leis
ure
time
activ
ities
.
g) le
ad to
the
acce
ptan
ce o
f ci
vil r
espo
nsib
ility
and
awar
enes
sth
e ro
les
of lo
cal,
stat
e, a
nd f
eder
al a
genc
ies.
41,
STU
DE
NT
EL
IGIB
ILIT
Y C
RIT
ER
IA-
tcFk
ligib
ility
cri
teri
a ar
e pr
ovid
ed to
the
sele
ctio
n of
pro
spec
tive
Spec
ial E
duca
tion
wor
k/st
udy
stud
ents
.,R
ecom
men
ded
part
icip
atio
n fo
r th
e
Spec
ial E
ducl
tlon
Wor
k /S
tudy
Pro
gram
shot
ild c
ome
from
the
Edu
catio
nal A
ppra
isal
and
Rev
iew
Com
mitt
ee a
s es
tabl
ishe
d in
the
Stat
eSt
anda
rds
for
Spec
ial E
duca
tion.
Alo
ng w
ith c
ompl
ianc
e w
ith p
lace
men
t. re
quir
emen
ts in
to e
kcep
tiona
l cla
sses
, the
fol
low
ing
crite
ria
shou
ld b
e ta
ken
into
con
side
ratio
n:
1.T
he s
tude
nts
shou
ld b
e 16
yea
rs o
f' ag
eby
Janu
ary
1 of
.the
curr
ent s
choo
l yea
r of
enr
ollm
ent.
In a
peci
al c
ases
age
15
can
be a
ccep
ted.
-
2.T
he s
tude
nt s
houl
d be
ser
ious
ly a
cade
mic
ally
han
dica
pped
for
age
leve
l.
3.T
he li
mita
tions
that
res
ult f
rom
the
disa
bilit
y sh
ould
con
stitu
te a
sub
stan
tial h
andi
cap
to e
mpl
oym
ent.
.
,4.
- T
here
sho
uld
be a
rea
sona
ble
expe
ctat
ion
that
thou
gh th
e se
rvic
es p
rovi
ded
the
indi
vidu
alW
ill b
e ab
le to
eng
age
in a
rem
uner
ate
occu
patio
n.i.
1
,,
si
I
WS
l3 -
-
SC
HO
OL
RE
SP
ON
SIB
ILIT
IES
A.
Ado
pt a
wor
k/st
udy
plan
that
des
crib
esth
e ro
les
of th
e st
uden
t, th
e sc
hool
, and
the
empl
oyer
.
B.
Pro
vide
for
on-s
ite e
valu
atio
n of
trai
ning
sta
tion
wor
k do
ne b
y th
e st
uden
t.
C.
Mak
e ce
rtai
n pr
ogra
ms
com
ply
with
fede
ral,
stat
e,an
d lo
cal l
aws
and
regu
latio
ns (
Exh
ibit
I)
D.
Dev
elop
a p
rogr
am w
hich
will
prm
itfu
lfillm
ent o
f nec
essa
ry c
redi
t req
uire
men
tsfo
r gr
adua
tion:
(Lab
orat
or,'
clas
ses
requ
ire 1
65 c
lot
hour
s fo
r on
e cr
edit.
)11.
....r
.....
E.
Issu
e a
dipl
oma
upon
com
plet
ion
of a
pre
scrib
ed S
peci
alE
duca
tion
Cur
ricm
.2
111.
1)1
Min
imum
Sta
ndar
ds fo
r N
ew M
exic
o's
Sch
ools
,S
tand
ard
IV B
, pag
e 20
.
WS
4
2S
tate
Sta
ndar
ds fo
r S
peci
alE
duca
:ioi 7
, Apr
il 19
73, p
age
2.
AD
MIN
IST
RA
TIO
N
The
Sup
erin
tend
ent i
s th
e ke
y pe
rson
in th
e su
cces
s or
failu
re o
f aw
ork/
stud
y pr
ogra
m. T
he s
choo
l boa
rd is
influ
ence
d by
the
supe
r-
inte
nden
t's a
ttitu
des
in d
evel
opin
g po
licie
s re
gard
ing
wor
k-st
udy
coor
dina
tion
and
the
awar
ding
of c
redi
ts to
war
d gr
adua
tion.
The
sup
erin
tend
ent m
ust v
erify
to th
e S
peci
si E
duca
tion
Uni
t com
plia
nce
with
the
follo
win
g fu
ndin
g ap
prov
al c
ontin
genc
ies:
1.C
ompl
ianc
e w
ith S
tate
Sta
ndar
ds fo
r S
peci
al E
duca
tion.
2.A
vaila
bilit
y of
ade
quat
e fa
cilit
ies
conu
uciv
e to
hea
lth a
nd le
arni
ng.
3.E
mpl
oym
ent o
f tea
cher
s en
dors
ed o
r ce
rtifi
ed b
y th
e S
tate
Cer
tific
atio
n S
ectio
n fo
r th
e cu
rren
tsch
ool y
ear
to in
stru
ct
kand
icap
ped
child
ren.
4.Lo
cal s
choo
l dis
tric
ts r
eque
stin
g fu
nds
for
a R
esou
rce
Roo
m te
ache
r pr
ogra
m w
illbe
rec
iLes
ted
to s
ubm
it ad
ditio
nal p
erso
nnel
and
pupi
l inf
orm
atio
n fo
r ap
prov
al c
onsi
dera
tion.
5.V
erifi
catio
n of
tran
spor
tatio
n av
aila
bilit
y fo
r al
l CO
NT
INU
ING
AN
D N
EW
CLA
SS
ES
by th
e S
tate
Sch
ool T
rans
port
atio
n
Uni
t.
6.V
erifi
catio
n of
Spe
cial
Tra
rspo
rtat
ion
avai
labi
lity
for
SP
EC
IFIC
han
dica
pped
enr
ol:e
es.
The
Wor
k /S
tudy
Tea
cher
:
I.
Is a
ccou
ntab
le fo
r ac
adem
ic in
stru
ctio
n in
sch
ool a
nd jo
b tr
aini
ng e
valu
atio
n ou
tsid
e th
e sc
hool
env
ironm
ent.
2.C
oope
rate
s w
ith a
ll ag
enci
es a
nd b
usin
esse
s to
pla
ce s
tude
nts
in tr
aini
ng p
ositi
ons.
3.A
ssis
ts a
nd c
ouns
els
stud
ents
; coo
pera
tes
with
the
scho
ol c
ouns
elor
s.
4.C
ouns
els
with
par
ents
to h
elp
them
und
erst
and
the
limita
tions
and
ass
ets
of th
e st
uden
t; so
licits
thei
r co
oper
atio
nin
enco
urag
ing
t: a
youn
g pe
rson
to c
ompl
ete
his
trai
ning
bef
ore
drop
ping
out
of s
choo
l; as
sist
s pa
rent
s in
view
ing
the
child
's
futu
re w
ith p
ride;
sol
icits
par
ents
' coo
pera
tion
in s
igni
ng jo
b tr
aini
ng a
gree
men
ts.
5.Is
inte
rest
ed in
the
deve
lopm
ent a
nd p
rogr
ess
of th
e in
divi
dual
rat
her
than
dev
oted
to th
eco
nten
t of c
ours
es. D
evel
ops
rapp
ort e
asily
.
tit
The
Wor
k/S
tudy
Tea
cher
(co
ntin
ued)
:
6.Is
pro
perly
trai
ned
in th
e un
ders
tand
ing
of c
hild
ren
and
yout
h,an
d es
peci
ally
in th
e in
telle
ctua
lly li
fnite
d; h
e is
able
at a
ny
time
to a
ccep
t the
ret
arde
d as
a p
erso
n w
ith a
ll hi
s lim
itatio
ns.
7.M
ust b
e a
vita
l, liv
ing
part
of t
he c
omm
unity
and
mus
t be
able
to s
ee"b
eyon
d th
e po
ssib
le."
FU
ND
ING
Spe
cial
Edu
catio
n fu
nds
will
be
mad
e av
aila
ble
upon
appl
icat
ion
to a
nd a
ppro
val o
f the
sta
te s
uper
inte
nden
t and
of c
ertif
ied
expe
nditu
res
of a
ppro
ved
prog
ram
s.
Allo
wab
le r
eim
burs
emen
ts fr
om S
peci
al E
duca
tion
fund
sin
clud
e te
ache
r sa
larie
s, e
duca
tiona
l sup
plie
s an
d
trai
ning
for
staf
f, et
c.
Stu
dent
stip
ends
for
wor
k st
atio
ns, r
eim
burs
emen
t to
trai
nefs
,tr
ansp
orta
tion
mus
t be
acqu
ired
from
oth
er
Spe
cial
Edu
catio
n st
ate
appr
opria
ted
fund
s.
-.-
See
Atta
chm
ent I
ID
ivis
ion
of V
ocat
iona
l Reh
abili
tatio
nA
ttach
men
t IV
Voc
atio
nal E
duca
tion
Div
isio
n
chie
f for
rei
mbu
rsem
ent
mat
eria
ls a
nd in
-ser
vice
sour
ces
of r
even
ue th
an
WS
6
INT
ER
PRE
TIN
G W
OR
K/S
TU
DY
TO
TH
E S
CH
OO
L S
TA
FF
The
non
-tea
chin
g st
aff
(coo
ks, c
usto
dian
s, li
brar
ian,
etc
.) w
ho s
erve
as
job
area
sup
ervi
sors
mus
tbe
hel
ped
to r
ealiz
e th
e im
port
ant r
ole
they
pla
y in
the
in-s
choo
l tra
inin
g.
Man
y sc
hool
sys
tem
s ha
ve f
ound
it e
ffec
tive
in in
terp
retin
g th
e id
ea o
f w
ork/
stud
y if
the
supe
rint
ende
nt o
rbu
ildin
g ad
min
istr
atio
n as
sist
the
Spec
ial E
duca
tion
teac
her
or c
oord
inat
or in
exp
lain
ing
the
prog
ram
on
an a
nnua
l bas
is a
t ate
ache
rs' m
eetin
g, a
nd a
t a m
eetin
g of
the
non-
teac
hing
per
sonn
el.
IN14
RPR
ET
ING
WO
RK
/ST
UD
Y T
O T
HE
ST
UD
EN
T
The
re a
re s
eldo
m p
robl
ems
in c
onvi
ncin
g hi
gh s
choo
l age
stu
dent
s of
the
bene
fits
of
the
wor
k/st
udy
phas
eof
the
educ
atio
nal p
rogr
am.
How
ever
, the
re a
re s
ome
basi
c un
ders
tand
ings
that
the
stud
ent m
ust g
rasp
bef
ore
this
pha
se c
an b
e in
itiat
ed. H
e m
ustu
nder
stan
d th
at:
1.T
hat t
his
is a
n E
DU
CA
TIO
NA
L P
RO
GR
AM
, and
the
stud
ent w
ill r
ecei
ve g
rade
s an
d cr
edits
for
succ
essf
ul w
ork.
Tha
t he
has
cert
ain
oblig
atio
ns a
nd r
espo
nsib
ilitie
s to
the
scho
ol a
s w
ell a
s to
his
em
ploy
er.
4/
3.T
hat b
efor
e be
ing
plac
ed in
the
com
mun
ity, c
erta
in w
ork
skill
s an
d ha
bits
mus
t be
deve
lope
d an
dde
mon
stra
ted
in th
e in
-sch
ool
prog
ram
.
Man
y w
ork/
stud
y te
ache
rs h
ave
deve
lope
d, w
ith s
tude
nt p
artic
ipat
ion,
a li
st o
f re
spon
sibi
litie
sof
the
stud
ent t
rain
ee. T
his
list m
ight
incl
ude
such
thin
gs a
s:
1.T
ime
spen
t in
empl
oym
ent d
urin
g th
e sc
hool
day
is r
egar
ded
as ti
me
spen
t in
scho
ol,
and
regu
lar
atte
ndan
ce is
req
uire
d bo
th
at s
choo
l and
on
the
job.
ISt
uden
ts m
ust n
otif
y th
e em
ploy
er a
nd th
e sc
hool
if il
lnes
s or
an
emer
genc
y pr
even
ts th
em f
rom
rep
ortin
g to
wor
k.
3.St
uden
ts m
ay n
ot le
ave
thei
r jo
bs o
r ac
cept
jobs
with
opt c
onsu
ltatio
n w
ith th
e w
ork/
stud
y co
ordi
nato
l.
INT
ER
PRE
TIN
G W
OR
K/S
TU
DY
TO
PA
RE
NT
S
Pare
nts
of h
igh
scho
ol a
ge h
andi
capp
ed s
tude
nts
are
conc
erne
d ab
out w
hat i
s go
ing
to h
appe
n to
thei
r so
n or
dau
ghte
r. T
hey
wan
t to
know
if h
e w
ill b
e ab
le to
get
and
hol
d a
job,
if h
e w
ill b
e ab
le to
fun
ctio
n in
depe
nden
tly o
r if
they
mus
tmak
e pr
ovis
ions
for
his
fut
ure.
Par
ents
are
not t
oo in
tere
sted
in s
tatis
tics
and
rese
arch
. The
y ar
e in
tere
sted
inst
ead
in w
hat i
s go
ing
to h
appe
n to
thei
r ch
ild. B
efor
e w
ork/
stud
yis
est
ablis
hed,
par
ents
of
the
stud
ents
who
will
par
ticip
ate
in th
is p
hase
mus
t be
give
n a
com
plet
eex
plan
atio
n.
It s
houl
d be
mad
e cl
ear
that
wor
k/st
udy
is a
n es
sent
ial f
acto
r in
the
educ
atio
n of
thei
r yo
ungs
ters
. It
offe
rs a
n op
port
unity
for
pra
ctic
al
wor
k tr
aini
ng u
nder
sch
ool s
uper
visi
on w
ith_t
he r
esul
t in
mos
t cas
es o
f he
lpin
g th
eir
child
mak
e an
effe
ctiv
e st
art a
s an
adu
lt. T
heir
youn
gste
r's in
tere
sts,
apt
itude
s w
ill b
e ca
refu
lly e
valu
ated
to h
elp
dete
rmin
e ap
rmpr
iate
pla
cem
ent,
as w
ell a
s tr
aini
ng. H
ew
ill r
ecei
ve
cont
inuo
us o
ccup
atio
nal g
iiida
nce,
eva
luat
ion,
cre
dit t
owar
d gr
adua
tion,
and
wag
es c
omm
ensu
rate
with
his
abi
lity
tape
rfor
m o
n th
e jo
b.T
he p
rogr
am w
ill a
lso
help
thei
r yo
ungs
ter
lear
n ho
w to
bud
get h
is in
com
e ef
fect
ivel
y. P
aren
tal c
oope
ratio
n is
mos
tess
entia
l if
the
child
is
to b
enef
it fr
om w
ork/
stud
y.4
3
WS
7
WS
8
To
inte
rpre
t wor
k/st
udy
to p
aren
ts e
ffect
ivel
y, te
ache
rs s
houl
d sc
hedu
le p
aren
t con
fere
nces
. The
con
fere
nce
with
par
ents
shou
ld d
wel
l
upon
:
I.th
e im
port
ance
of w
ork/
stud
y as
par
t of t
he e
duca
tiona
l pro
gram
2.th
e ne
ed fo
r th
e pa
rent
s' c
hild
to p
artic
ipat
e in
wor
k-st
udy
3.th
e sp
ecifi
c ob
ject
ives
the
scho
ol h
as fo
r th
eir
child
4.th
e re
quire
men
ts fo
r pa
rtic
ipat
ion
in w
ork/
stud
y
5.th
e w
ays
in w
hich
par
ents
can
hel
p
INT
ER
PR
ET
ING
WO
RK
/ST
UD
Y T
O T
HE
CO
MM
UN
ITY
To
insu
re th
e su
cces
s of
wor
k/st
udy,
it w
ill b
e ne
cess
ary
toex
plat
the
scho
ol's
end
eavo
r to
edu
cate
han
dica
pped
you
ngst
ers
thro
ugh-
this
prog
ram
and
its
impo
rtan
ce to
bot
h th
e ed
ucab
le m
enta
lly r
etar
ded
ands
ocie
ty.
Alth
ourh
man
y w
ork/
stud
y te
ache
rs s
tart
by
knoc
king
on
door
s, a
noth
er a
ppro
ach
mig
ht b
e to
org
aniz
e a
com
mitt
ee o
f ind
ustr
ial a
ndco
mm
erci
al le
ader
s to
ass
ist i
n ex
plai
ning
the
prog
ram
to o
ther
s in
the
com
mun
ity.
Ano
ther
app
roac
h w
hich
has
pro
ved
part
icul
arly
effe
ctiv
e in
the
smal
ler
citie
s an
d ru
ral a
reas
is fo
r a
repr
esen
tativ
e of
the
scho
ol (
wor
k/st
udy
coor
dina
tor
or a
dmin
istr
ator
) to
app
roac
h lo
cal s
ervi
ce o
rgan
izat
ions
of p
rofe
ssio
nal a
nd la
y pe
ople
to e
xpla
in w
ork/
stud
y an
dso
licit
thei
r he
lp. G
roup
s su
ch a
s C
ham
ber
of C
omm
erce
, Exc
hang
e C
lub,
Jay
cees
, Kiw
anis
, Lio
ns, O
ptim
ist I
nter
natio
nal,
Par
ent's
Org
anis
atio
n, a
nd R
otar
y ar
e pr
ime
exam
ples
.
Var
ious
new
s m
edia
hav
e be
en u
sed
effe
ctiv
ely
by s
choo
l wor
k/st
udy
pers
onne
l as
a m
etho
d of
pro
mot
ing
com
mun
ity a
war
enes
s.P
ublic
ity th
roug
h lo
cal n
ews
med
ia is
an
effe
ctiv
e to
ol w
hich
can
and
sho
uld
be g
ener
aliz
ed in
nat
ure
and
need
3 to
be
posi
tive,
exp
lain
ing
goal
s, p
urpo
ses,
pro
cedu
res
and
the
like.
The
med
ia s
houl
d no
t be
used
to th
e po
int o
f alie
natin
g, th
roug
h su
per-
satu
ratio
n, th
ose
con-
side
red
frie
nds
of th
e pr
ogra
m. P
ublic
ity, i
n go
od ta
ste,
stim
ulat
es e
mpl
oyer
inte
rest
in p
artic
ipat
ing
in th
is w
ork
trai
ning
pro
gram
. It
also
ser
ves
as a
mea
ns o
f edu
calin
g th
e la
rges
t num
ber
of p
eopl
e qu
ickl
y an
d ea
sily
. The
,new
s m
edia
app
roac
h, h
owev
er, d
oes
not s
up-
plan
t the
nee
d fo
r pe
rson
al c
onta
cts
betw
een
scho
ol a
nd c
omm
unity
.
One
gen
eral
con
clus
ion
can
be d
raw
n. N
ot o
nly
:DO
muc
h pu
blic
ity, b
ut a
lso
the
wro
ng k
ind
of p
rogr
am p
ublic
ity, i
s da
nger
ous.
In p
re-
parin
g va
rious
rea
ctio
ns o
f the
stu
dent
s, p
aren
ts, e
mpl
oyer
s an
d pe
rson
s un
fam
iliar
with
wor
k/st
udy
or to
Spe
cial
Edu
catio
n.'
Ohi
o D
epar
tmen
t of E
duca
tion
Gui
delin
es W
ork-
Stu
dy P
hase
of E
MR
Pro
gram
s, 1
972.
..C
OM
MU
NIT
Y C
AN
VA
SSIN
GI
Com
mun
ity w
ork/
stud
y of
ten
reve
als
stre
ngth
s an
d w
eakn
esse
s of
the
stud
ent a
s a
wor
ker
whi
ch th
e sc
hool
pro
gram
is u
nabl
e to
do
inth
e
less
rea
listic
sch
ool-
wor
k ex
peri
ence
s it
is a
ble
to p
rovi
de. M
ore
effe
ctiv
e co
unse
ling,
gui
danc
e an
d tr
aini
ng c
an th
us b
e re
aliz
ed f
or th
e
part
icip
atin
g st
uden
t.
Poss
ible
wilt
sta
tions
sho
tild
be c
aref
ully
scr
eene
d by
the
coor
dina
tor
for
appr
opri
aten
ess,
wor
king
con
ditio
ns a
nd a
dequ
ate
supe
rvis
ion.
The
wor
k/st
udy
coor
dina
tor
or te
ache
r sh
ould
mak
e in
itial
con
tact
with
the
pros
pect
ive
empl
oyer
reg
ardi
ng p
artic
ipat
ion
in th
esch
ool
wor
k/st
udy
prog
ram
.T
he te
ache
r's v
isit
shou
ld n
ot b
e lim
ited
to ju
st 1
5 m
inut
es o
r tw
o ho
urs,
but
sho
uld
be g
over
ned
by th
eam
ount
of
time
the
empl
oyer
or
his
desi
gnat
ed r
epre
sent
ativ
eis
will
ing
or a
ble
to d
evot
e to
the
visi
t. It
is h
elpf
ul to
I.in
quir
e ab
out t
he b
usin
ess
2.ex
plai
n th
e-sc
hool
's w
ork/
stud
y pr
ogra
m3.
tour
the
faci
litie
s to
hel
p id
entif
y jo
b ar
eas
4.id
entif
y'em
ploy
er w
illin
gnes
s to
par
ticip
ate
in th
e w
ork/
stud
y pr
ogra
m
5.ev
alua
te w
heth
er th
e w
ork
stat
ion
wou
ld b
e an
eff
ectiv
e tr
aini
ng e
xper
ienc
e an
d w
heth
er th
e em
ploy
er w
ould
be
able
to w
ork
with
the
child
6.fi
ll in
task
ana
lysi
s ch
art .
TH
E J
OB
SU
RV
EY
C
One
tech
niqu
e fo
und
help
ful t
o m
any
wor
k/st
udy
teac
hers
in th
ein
itial
sta
ges
of p
rogr
am d
evel
opm
ent i
s to
sur
vey
the
loca
l are
a fo
r
pote
ntia
l pla
cem
ent S
tatio
ns. T
his
surv
ey s
houl
d be
exe
cute
d by
the
coor
dina
tor
prio
r to
the
time
whe
n st
uden
ts a
re p
lace
d on
com
-
mun
ity w
ork
expe
rien
ces.
A ty
pica
l seq
uenc
e in
con
duct
ing
such
a s
urve
y is
to s
tart
by
colle
ctin
g na
mes
, lqc
atio
nsan
d te
leph
one
num
bers
of
all p
ossi
ble
empl
oyin
g
esta
blis
hmen
ts. A
dver
tisem
ents
in th
e lo
cal n
ewsp
aper
and
in th
e ye
llow
pag
es o
f th
e te
leph
one
dire
ctor
y ca
npr
ovid
e m
uch
of th
is in
for-
mat
ion.
Usu
ally
loca
l Cha
mbe
rs o
f C
omm
erce
hav
e lit
erat
ure
avai
labl
ew
hich
off
ers
an o
verv
iew
of
the
vari
ous
type
s of
bus
ines
ses
and
indu
stri
es in
the
area
as
wel
l as
othe
rire
late
d an
d pe
rtin
ent.
info
rmat
ion.
Onc
e th
ese
gene
ral d
ata
are
colle
cted
, wri
tten
or p
erso
nal c
onta
ct is
mad
e w
ith th
ese
esta
blis
hmen
ts. A
bri
ef o
utlin
e of
the
scho
ol's
wor
k/
stud
y pr
ogra
m a
nd r
eque
st f
or p
erm
issi
on to
vis
it th
e es
tabl
ishm
ent i
n th
e ne
arfu
ture
to e
xpla
in th
e w
ork
prog
ram
in m
ore
deta
il, a
nd
help
Ide
ntif
y po
ssib
le jo
b st
atio
ns is
incl
uded
.
Thi
s w
ritte
n or
per
sona
l con
tact
with
em
ploy
ers
isin
itiat
ed th
roug
h th
e w
ork/
stud
y te
ache
r or
the
scho
olad
min
istr
ator
. It s
houl
d be
poin
ted
out t
o th
e em
ploy
er th
at th
e sc
hool
is n
ot e
xpec
ting
topl
ace
stud
ents
at t
his
time,
but
rat
her
mer
ely
wis
hes
to s
urve
y se
lect
ed
empl
oyer
s fo
r po
ssib
le jo
b st
atio
ns. T
his
info
rmat
ion
will
sup
ply
the
scho
ol's
wor
k/st
udy
prog
ram
with
a "
data
bank
" of
var
ious
com
-
mun
ity p
lace
men
t sta
tions
to b
e co
nsid
ered
fern
indi
vidu
alst
uden
ts c
omin
g th
roug
h th
e pr
ogra
m fr
om y
ear
to y
ear
who
dem
onst
rate
spe
-
cific
apt
itUde
s fo
r a
give
n ty
pe o
f wor
k.
AD
VIS
OR
Y C
OM
MIT
TE
E
.
Ano
ther
app
roac
h is
to d
evel
op a
n ad
viso
ry c
omm
ittee
con
sist
ing
of lo
cal b
usin
essm
en, c
omm
unity
lead
ers,
and
peo
ple
activ
ein
var
ious
civi
c or
gani
zatio
ns. T
his
grou
p ca
n
a.he
lp lo
cate
job
plac
emen
t sta
tions
b.he
lp d
isse
min
ate
info
rmat
ion
conc
erni
ng th
e pr
ogra
m to
the
com
mun
ity
c.ac
t as
a so
undi
ng b
oard
of t
he c
omm
unity
d.su
gges
t app
roac
hes
that
wou
ld b
e m
ost
effe
ctiv
e w
hen
wor
king
with
oth
er b
usin
essm
en in
the
com
mun
ity
CO
MM
UN
ITY
AG
EN
CIE
S
The
mos
t effe
ctiv
ely
orga
nize
d pr
ogra
ms
are
thos
ew
hich
ant
icip
ate
the
need
for
invo
lvem
ent o
f the
com
mun
ity. T
he r
espo
nsib
ility
for
prep
arin
g ha
ndic
appe
d st
uden
ts fo
r ad
ult l
ivin
g m
ust b
esh
ared
by
the
com
mun
ity a
nd c
omm
unity
age
ncie
s. T
hefu
ll ut
iliza
tion
of s
ervi
ces
avai
labl
e th
roug
h va
rious
loca
l age
ncie
s re
shits
in m
axim
umbe
nefit
to th
e ch
ildre
n. It
is m
ore
ofte
n fo
und
that
the
pauc
ityof
ser
vice
s of
com
mun
ity a
genc
ies
is d
ue to
inad
equa
te s
olic
itatio
n ra
ther
than
to th
e la
ck o
f the
ir de
sire
to b
e of
ser
vice
.
Par
ticul
ar e
mph
asis
sho
uld
be g
iven
to e
xpla
inin
g th
e sc
hool
's p
rogr
aman
d pu
rpos
e, a
s w
ell a
s im
prov
ing
serv
ices
to th
e ch
ildre
nth
roug
h
a be
tter
unde
rsta
ndin
g of
the
vario
usse
rvic
?s o
ffere
d by
com
mun
ity a
genc
ies.
Com
mun
ity, c
ount
y, s
tate
and
fede
ral a
genc
ies
need
to b
e
utili
zed
for
an e
ffect
ive
prog
ram
.
TA
SK A
NA
LY
SIS
OF
WO
RK
ST
AT
ION
The
cla
ssro
om in
stru
ctio
n sh
ould
invo
lve
the
stud
ent i
n an
exp
lora
tion
of m
any
occu
patio
nal a
reas
. The
se a
reas
can
be
sele
cted
on
the
basi
s of
com
mun
ity a
vaila
bilit
y an
d th
roug
h th
e us
e (,
1' r
esou
rces
suc
h as
'Dic
tiona
ry o
f O
ccup
atio
nal T
itles
, The
Occ
upat
iona
lO
utlo
ok,
and
The
Occ
upat
iona
l Sur
vey.
Tas
k an
alys
is s
houl
d pr
ovid
e an
swer
s fo
r jo
b re
quir
emen
t as.
fol
low
s:)
Phys
ical
Dem
ands
.
2)W
orki
ng C
ondi
tions
3)Ph
ysic
al A
ctiv
ities
4)Pe
rson
al a
nd A
cade
mic
Req
uire
men
ts5)
-Em
ploy
men
t 'Pr
ereq
uisi
tes
as
Ana
lyQ
is c
an b
e m
ade
by a
trip
to th
e re
sour
ce p
eopl
e at
the
wor
k st
atio
n or
by
the
reso
urce
peo
ple
com
ing
to th
e cl
assr
oom
.
The
in-s
choo
l cla
ssro
om e
xper
ienc
e sh
ould
pro
vide
opp
ortu
nity
for
the
stud
ent t
o be
com
e aw
are
of s
peci
fic
skill
s fo
rsp
ecif
ic w
ork
area
s
and
to e
valu
ate
his
own
coM
pete
ncie
s in
rel
atio
n to
ski
ll ne
eds.
Com
plet
ion
of ta
sk a
naly
si3
will
per
mit
the
stud
ent t
each
er im
plem
ent t
he s
tude
nt's
trai
ning
and
inst
ruct
ion,
per
haps
in th
e Sp
ecia
l Edu
-ca
tion
clas
s se
tting
or
a vo
catio
nal c
lass
.
.JO
B A
NA
LY
SIS
RE
POR
T
JOB
RE
QU
IRE
ME
NT
SI.
PHY
SIC
AL
DE
MA
ND
SJO
B T
ITL
E
A. H
ow m
uch
stre
ngth
is r
equi
red?
LO
CA
TIO
N
Han
dsA
rms
Leg
sB
ack
Kin
d of
job
cler
ical
serv
ice
Gre
atsa
les
self
-em
ploy
ed
Som
eag
ricW
ture
Litt
lefa
ctor
y
Non
eK
ind
of s
peak
ing
requ
ired
: Litt
le_,
giv
ing
mes
sage
s___
_:to
blev
elsk
illed
" as
king
for
mat
eria
ls o
r to
ols
givi
ng d
irec
tions
__.
fse
lNki
lled
-un
skill
ed
B. P
HY
SIC
AL
AC
TIV
ITIE
S_
wal
king
_ si
tting
_ w
orki
ng fa
stru
nnin
gst
andi
ngha
ndlin
gju
mpi
ngkn
eelin
g_
feel
ing
_pu
lling
_cr
awlin
g_
fing
erin
gpu
shin
gth
row
ing_
talk
ing
turn
ing
clim
bing
hear
ing
liftin
g_'
crou
chin
gse
eing
col
orca
rryi
ng.
_ba
lanc
ing
perc
eivi
ng d
epth
_st
oopi
ng
C. W
OR
KIN
)SC
ON
DIT
ION
SLo
catio
n:_
insi
deM
obili
ty:
cram
ped
high
pla
ces
Wor
k w
ith: -
_ ot
hers
mec
hani
cal_
_ ve
ntila
tion
_ lig
htin
g_
alon
e
outs
ide
mov
ing
obje
cts,
arou
nd o
ther
sw
etex
posu
re to
bur
nsra
dian
t ene
rgy
nois
y
H. P
ER
SO
NA
L A
ND
AC
AD
EM
IC R
EQ
UIR
EM
EN
TS
Han
dle
mon
ey?
yes
noM
emor
y re
quire
d?m
uch
_ lit
tleA
rithm
etic
req
uire
d.'
_ ad
dsu
btra
ct_
mea
sure
men
tfr
actio
ns_
sale
s sl
ips
invo
ices
Rea
ding
req
uire
d?m
uch
_lit
tle_
addr
esse
ssa
les
orde
rsdi
rect
ions
bulle
tins
Writ
ing
requ
ired?
_ no
nelis
ting
_ pr
oduc
tion
reco
rds
_in
form
atio
n, .o
be
read
by
othe
rsE
mpl
oyee
mee
t the
pub
lic?
no_
seen
by
publ
ic_
talk
s to
pub
lic_
wor
ks w
ith p
ublic
all
the
time
Kin
d of
spe
akin
g re
quire
d:lit
tlegi
ving
mes
sage
sas
king
for
mat
eria
ls o
r to
ols
_°gi
ving
dire
ct io
ns
Exp
erie
nce
____
_ no
tre
quir
ed__
requ
ired
EM
PLO
YM
EN
T P
RE
RE
QU
ISIT
ES
Tes
t giv
en_
empl
oym
ent t
est
Lic
ense
sre
quire
dye
sno
Driv
er'
licen
seot
her
Hea
lth c
ertif
icat
e
Writ
ten
appl
icat
ion
_ ye
s _
noB
elon
g to
a u
nion
_ ye
s _
noH
ow a
re e
mpl
oyee
s fo
und?
empl
oym
ent s
ervi
cehe
lp-w
ante
d ad
peop
le c
ome
inre
ferr
al b
y fr
iend
s.
labo
r un
ions
How
muc
h ed
ucat
ion
is r
equi
red?
little
form
al e
duca
tion
som
e hi
gh s
choo
lno
form
al e
duca
tion
__el
emen
tary
sch
ool
high
sch
ool d
iplo
ma
How
are
em
ploy
ees
paid
?by
the
hbur
on th
e ba
sis
of p
iece
wbr
kw
eekl
y_
mon
thly
none
How
muc
h on
-the
-job
trai
ning
is g
iven
?le
ss th
an 6
wee
ks6
wee
ksto
.6 m
onth
s_
Can
the
scho
ol h
elp
in th
etr
aini
ng?
__ m
ultip
lyH
ow m
uch
supe
rvis
ion
is th
e em
ploy
eegi
ven?
divi
deno
nelit
tleso
me
muc
hot
her
__._
__
Adj
ustm
ent t
o ch
ange
req
uire
d?
none
patte
rns
none
little
som
e_
freq
uent
Pre
ssur
e on
the
job?
lette
rsno
nelit
tleso
me
grea
t__
___
__
sale
s or
ders
4
The
fol
low
ing
exam
ples
of
wor
k/st
udy
stat
ions
rep
rese
nt to
ugh
scal
es o
f th
ree
leve
ls o
f jo
b ta
sks
to u
se f
or r
efer
ence
whe
n on
e is
talk
ing
with
adm
inis
trat
ors,
and
oth
er o
n-ca
mpu
s pe
rson
nel a
bout
job
site
san
d pl
acem
ent o
f st
uden
ts:
LIB
RA
RY
AID
E
Lev
el I
1. S
tack
boo
ks in
bac
k ro
om.
2. C
lean
libr
ary
arid
str
aigh
ten
chai
rs.
3. I
nspe
ct a
nd r
epai
r.,b
ooks
.
Lev
el U
'1.
Del
iver
and
pic
k up
boo
ks.
2' S
tam
p bo
oks
with
num
be'ts
.3.
Arr
ange
bul
letin
boa
rds.
Lev
el I
II,,
1. P
ut r
etur
ned
book
s ba
ck o
n sh
elve
s.2.
Che
ck o
ut b
ooks
.3.
File
car
ds.
OL
VIC
E C
LE
RK
Lev
el I
I. A
ddre
ss a
nd ty
pe e
nvel
opes
.2.
Fol
d an
d st
aple
mat
eria
l.3.
Stu
ff e
nvel
opes
.4.
Ope
rate
pho
tost
at m
achi
ne.
5. C
arry
mes
sage
s in
sch
ool.
Lev
el 1
1
1. D
o co
py ty
ping
.*2.
Cou
nt a
vid
wra
p in
pac
kage
s of
10,
15
20,2
5 fo
r m
ail.
3. O
pera
te d
itto
mac
hine
.a.
Put
ditt
o on
mac
hine
.b.
Che
ck p
ress
ure
leve
l.c.
Use
cou
nter
.
4. C
arry
mes
sage
s be
twee
n sc
hool
s.5.
File
alp
habe
tical
ly.
Lev
el I
II1.
Ope
rate
tele
phon
e sw
itchb
oard
.2.
Tal
ly.
3. S
ort m
ail.
4. O
pera
te m
imeo
grap
h m
achi
ne.
5. O
pera
te a
ddre
ssog
raph
mac
hine
.
SCH
OO
L C
UST
OD
IAN
AID
E
Lev
el I
1. D
ust,
swee
p, c
lean
, and
mop
caf
eter
ia.
2. R
emov
e sp
ots
from
flo
ors,
wal
ls, f
ur-
nitu
re, a
nd f
ixtu
res
and
dean
era
sers
.3.
Cle
an a
nd d
ust h
all,
lock
ers,
fur
nitu
re,
glas
s, f
ixtu
res
and
othe
r in
stal
latio
ns.
4. S
ervi
ce s
oap
disp
ense
rs, t
owel
box
es, a
ndsi
mila
r fa
cilit
ies.
Lev
el I
I1.
Dus
t, sw
eep,
cle
an c
lass
room
s an
d ca
fe-
teri
a.2.
Sw
eep
and
hose
bla
ckto
p, te
nnis
cou
rts,
play
grou
nds,
sid
ewal
ks, a
nd p
arkw
ays:
3. G
athe
r an
d di
spos
e of
rub
bish
, pap
er,
leav
es, a
nd d
ebri
s. S
uppl
y an
d w
ash
was
tepa
per
bask
ets.
4. (
May
) ra
ise
and-
ro-v
ier
flag
s.
Lev
el I
II1.
Dus
t, sw
eep,
cle
an o
ffic
es.
2. L
ock
and
unlo
ck d
oors
, gat
es, w
indo
ws,
tran
som
s, a
nd s
tore
room
s.
3. G
ive
info
rmat
ion
rega
rdin
g lo
catio
nsof
var
ious
sch
ool f
acili
ties.
4. (
May
) va
cuum
rug
s an
d ca
rpet
s an
dop
erat
e po
wer
sw
eepe
rs.
S. P
erfo
rm a
var
iety
of
unsc
hedu
led
cust
odia
l dut
ies
as r
eque
sted
by
the
prin
cipa
l or
head
cus
todi
an.
GA
RD
EN
ER
AID
E
Lev
el I
1. C
lean
deb
ris
from
yar
d dr
ains
.2.
Ass
ist w
ith p
lant
ing.
Lev
el I
I1.
Ass
ist w
ith la
ying
out
and
mar
king
of
athl
etic
and
rec
reat
iona
l are
as.
2. A
ssis
t with
car
e of
turf
on
athl
etic
fiel
ds a
nd la
wns
by
wat
erin
g, w
eedi
ng,
rese
edin
g.
Lev
el I
II1.
Lea
rn to
adj
ust,
oper
ate,
and
per
form
min
or m
aint
enan
ce o
n m
ower
, edg
es,
spra
yers
, and
oth
er g
arde
ning
equ
ipm
ent.
2. C
are
for
tree
s sh
rubs
, flo
wer
s an
dgr
ound
cov
er b
y cu
ltiva
ting,
wat
erin
g,w
eedi
ng.
TE
AC
HE
R'S
AID
E O
R S
HO
P A
SSIS
TA
NT
Lev
el I
1. C
olle
ct w
aste
mat
eria
ls.
tz7
Thi
s is
str
aigh
t cop
ying
on
thety
pew
rite
reer
typi
ngof
list
s an
d ot
her
sim
ple
mat
eria
l with
no
chan
ges
or m
odif
icat
ions
atte
mpt
ed b
y th
e st
uden
t.
7
-WS
13-
TE
AC
HE
R'S
AID
E O
R S
HO
PS
CH
OO
L LA
UN
DR
Y A
IDE
AS
SIS
TA
NW
ontin
ued)
2. S
wee
p flo
ors.
/ Leve
l I
1. F
old
tow
els,
she
ets,
and
uni
form
s.3.
Cle
an ta
bles
and
ben
ches
.2.
Fol
d an
d ha
ng c
loth
es.
Leve
l II
11-
Men
d or
rep
air
clot
hes
(by
hand
).
1. M
ix p
aint
or
tem
pera
.2.
Pre
pare
and
arr
ange
sup
plie
s fo
r le
sson
s.Le
vel I
I1.
Cou
nt a
nd s
helv
e to
wel
s, s
heet
s an
d3.
Dup
licat
e fo
llow
-up
less
ons.
unifo
rms.
...0
1Le
vel I
II2.
(B
oys)
wor
k w
ith w
et c
loth
es.
I. A
rran
ge b
ulle
tin b
oard
.3.
Men
d or
rep
air
clot
hes
(by
mac
hine
).
2. A
ssis
twith
arr
ange
men
t of e
duca
tiona
leq
uipm
ent a
nd in
stru
ctio
nal a
ids.
Leve
l III
3. O
pera
te e
quip
men
t in
the
liste
ning
1. W
ork
the
pres
ser.
cent
er -
ove
rhea
d pr
ojec
tor,
slid
ea.
Uni
form
s _
proj
ecto
r, a
nd o
ther
app
arat
us.
b. D
ress
es
2. W
ash
laun
dry
(by
ine)
FO
OD
SE
RV
ICE
AS
SIS
TA
NT
3. O
pera
te c
loth
es d
ryer
.
Leve
l I1.
Cle
an ta
bles
.
2. S
tack
cha
irs.
3. S
wee
p flo
ors.
Leve
l ll
I. W
ash
pots
and
pan
s.2.
Hel
p tit
:" c
ook.
3. S
wee
p flo
ors.
Ltro
vel
III
Mak
e ch
ange
.2.
Ser
ve fo
od.
3. W
ork
at s
uppl
y co
uryt
er.
f
PH
YS
ICA
L E
DU
CA
TIO
N A
IDE
Leve
l I1.
Han
d ou
t equ
ipm
ent.
2. H
and
out t
owel
s.
Leve
l II
1. H
elp
at g
ames
.2.
Cle
an e
quip
men
t.
Leve
l III
I . K
eep
time.
2. S
ort a
nd s
tore
equ
ipm
ent.
INT
ER
SC
HO
OL
ME
SS
EN
GE
R
Leve
l I1.
Del
iver
with
in o
ne s
ell
2. S
ort p
aper
.
SC
IEN
CE
LA
BO
RA
TO
RY
AS
S!
AN
TLe
vel I
I1.
Del
iver
y to
two
or m
ore
scho
ols.
Leve
l I2.
Rea
d si
mpl
e m
ater
ial.
. Was
h bo
ttles
, tra
ys, a
nd in
stru
men
ts.
2. F
eed
anim
als.
Leve
l Ill
3. S
trai
ghte
n cl
assr
oom
.1.
Del
iver
to s
choo
ls a
nd o
ther
dis
tric
tfa
cilit
ies.
Leve
l II
2. R
ecei
ve a
nd s
ort m
ail.
1. P
ut a
way
equ
ipm
ent.
2. P
repa
re s
impl
e tr
ays
for
stud
ents
.G
AR
AG
E A
IDE
Leve
l III
1. S
et u
p eq
uipm
ent.
2. H
elp
in g
ivin
g di
rect
ions
.3.
Cle
an e
quip
men
t.
Leve
l I1.
Was
h tr
ucks
and
oth
er m
echa
nize
d
equi
pmen
t.
GA
RA
GE
AID
E (
Con
tinue
d)
2. C
lean
win
dshi
elds
.3.
Mai
ntai
n ga
rage
and
pre
mis
eVin
a cl
ean
and
orde
rly
cond
ition
:-
'Lev
el I
I1.
Cha
nge
oil i
n ga
solin
e en
gine
s.2.
(M
ay)
assi
st )
.a.
auto
mot
ive
Pqui
pmen
t.
Lev
el I
II1.
Rep
air
iiref
and
tube
s.2.
Per
fOrm
dut
ies
-ac
desi
gned
.
OFF
ICE
CL
ER
K
Lev
el I
1. A
ddre
ss a
nd ty
pe e
nvel
opes
.2.
Fol
d an
d st
aple
mat
eria
l.3,
Stu
ff e
nvel
opes
.-4
. Ope
rate
pho
tost
at m
achi
ne.
5. C
arry
mes
sage
sbe
t,een
'sch
ools
.
.Lev
el I
I
1. D
o co
py ty
ping
.2.
Cou
nt a
nd w
rap
in p
acka
ges
of10
,15,
20,
25
for
mai
ling.
3. O
pera
te d
itto.
'a.
Put
ditt
o on
-mac
hine
.-
b. C
heck
pre
ssur
e.' c
. tis
e co
unte
r.4.
Car
ry m
essa
ges
betw
een
scho
ols.
5. F
ile a
lpha
betic
ally
.
.re
ar
Lev
el
1. O
pera
te te
leph
one
switc
hboa
rd.
2. T
ally
.3.
Sor
t mai
l.4.
Ope
rate
mim
eogr
aph
mac
hine
.5.
Ope
rate
add
ress
ogra
ph.
STO
CK
RO
OM
CL
ER
K
Lev
el t
1. K
eep
shel
ves
and
good
s in
a c
lean
and
orde
rly
cond
ition
.2.
Loa
d an
d un
load
truc
ks.
3. S
eal c
arto
ns.
-
4. U
se h
and
truc
k.
Lev
el 1
1
1. R
otat
e st
ock.
2. S
tore
sto
ck.
3. W
rap,
pac
k, a
nd p
repa
re p
arce
lsan
d go
ods
for
ship
ping
.
Lev
el I
II'
1. I
ssue
cus
todi
al m
aint
enan
ce it
ems
and
othe
r sc
hool
sup
plie
s.2.
Occ
asio
nally
fill
ord
ers.
X-R
AY
RO
OM
AID
E
Lev
el I
1. P
ut o
n la
bels
.2.
Act
as
mes
seng
er im
pffi
ce.
Lev
el I
I
1. D
evel
op X
-ray
s..
2. A
ct a
s m
esse
nger
in b
uild
ing.
Lev
el I
II1.
File
by
colo
r.2.
File
by
num
ber.
CE
NT
RA
L S
ER
VIC
E A
IDE
Lev
el I
1. C
ap b
ottle
s.kT
ake
hair
off
tow
els.
3.Fo
ld to
wel
s in
sta
cks
of 1
0.
Lev
el I
II
. Cou
nt 2
5 co
tton
balls
and
put
them
in p
aper
bag
.2.
Put
inst
rum
ents
in s
mal
l bag
s fo
r-
ster
iliza
tion.
.
Lev
el I
II1.
Pre
pare
tray
s of
inst
rum
ents
.2.
Fol
d un
ifor
ms
and
vari
ous
surg
ical
clot
hs.
ME
SSE
NG
ER
Lev
el I
-
1. D
eliv
er m
essa
ges.
on o
ne f
loor
.2.
Ass
ist i
n so
rtin
g in
com
ing
gift
s fo
r
Lev
el I
II.
Del
iver
mes
sage
s on
two
floo
rs.
2. R
ecei
ve in
com
ing
mes
sage
s.
tiM
ESS
EN
GE
R (
Con
tinue
d)
Lev
el I
II.
.I
1. D
eliv
er m
essa
ges,
gif
ts, a
nd th
e lik
eth
roug
hout
the
buili
2. (
May
) tr
ansm
it i
-m
essa
ges.
.
LA
UN
DR
Y A
lly
and
outg
oing
Lev
el I
1. F
old
tow
els,
she
ets,
uni
form
s, a
ndal
l oth
er f
lat i
tem
s.2.
Do
the
wor
k-of
a s
orte
r..
3. C
heck
for
unm
arke
d la
tindr
y..
Lev
el 1
1
1. (
Boy
s) w
ork
with
hea
vy w
et la
undr
y,2.
Do
the
wor
k 6f
a lo
ader
.3.
Pla
ce id
entif
icat
ion
in s
orte
dba
sket
of
laun
dry.
-
Lev
el I
II1.
Use
pre
sser
for
uni
form
s.2.
Ope
rate
han
d ir
oner
and
fol
der.
A
Lev
el I
I
1. D
o co
py ty
ping
.2.
Cou
nt a
nd w
rap
in p
acka
ges
of 1
0,15
, 20,
25,
for
mai
ling.
3. O
pera
te d
itto
mac
hine
.a.
Put
ditt
o on
mac
hine
.b.
Che
ck p
ress
ure
leve
l.c.
Use
cou
nter
.4.
Car
ry m
essa
ges
betw
een
scho
ols.
5. F
ile a
lpha
betic
ally
.
Lev
el,
1..O
peta
te te
leph
one
switc
hboa
rd.
2. T
ally
.3.
Sor
t.4.
.Ope
rate
mim
eogr
aph
mac
hine
.5.
Ope
rate
add
ress
ogra
ph.
CH
ILD
-CA
RE
CE
NT
ER
AID
E
Lev
el I
.
I. H
elp
with
fee
ding
.2.
Ass
ist w
ith p
lay
activ
ities
.3.
Del
iver
mes
sage
s in
cen
ter.
4. A
ssis
t with
cle
anin
g.
On.
Lev
el I
I
1. H
elp
supe
rvis
cres
t per
iods
.2.
Hel
p su
perv
ise
outs
ide
play
and
grou
p ac
tiviti
es.
Ass
ist c
hild
ren
in p
erfo
rmin
g he
alth
habi
ts, w
ashi
ng h
ands
and
fac
e, d
ress
ing.
4. S
hare
in h
ouse
keep
ing
dutie
s re
late
d to
child
ren'
s ac
tiviti
es a
nd n
eeds
.
Lev
el I
ll1.
Hel
p pr
epar
e m
ater
ials
for
inst
ruct
iona
lle
sson
s.2.
Rea
d st
orie
s to
chi
ldre
n.3.
Arr
ange
bul
letin
boa
rds
and
disp
lays
.
PHA
RM
AC
Y A
IDE
Lev
el I
,
1. P
repa
re p
acka
ges
for
mai
ling.
2. M
t as
mes
seng
er.
Lev
el I
I1.
Use
pill
cou
nter
.2.
Lab
el b
ottle
s.
Lev
el I
IID
o th
e sa
me
as f
or L
evel
I a
nd L
evel
II
-WS
16-
1. J
OB
S A
ND
JO
B A
RE
AS
INC
OM
PErI
VE
EM
PL1Y
MF/
v7
A.
Cle
rica
lC
ashi
erM
ail c
lerk
Stoc
k cl
erk
1lyp
ist
File
cle
rkD
uplic
atin
g m
achi
ne o
pera
tor's
help
erJa
nito
r or
atte
ndan
tPa
ckin
g cl
erk
Rec
eptir
ist-
cler
kA
ddre
ss-c
hang
e cl
erk
Gen
eral
off
ice
cler
kSh
ippi
ng c
lerk
Mai
ling
cler
kE
mbo
ssi%
mac
hine
ope
rato
rM
achi
ne o
pera
tor
4..
File
cle
rkSe
cret
ary
Lib
rary
ass
ista
ntD
eliv
ery
boy
or m
esse
nger
Adc
fres
sing
,mac
hine
ope
rato
rIn
vent
ory
and
rece
ivin
g cl
erk
Cle
rk ty
pist
Off
ice
wor
ker
Switc
hboa
rd o
pera
tor
Stoc
kroo
m w
orke
rSt
aplin
g cl
erk
Tap
ing
mac
hine
ope
rato
r'she
lper
Mim
eogr
aphi
ng h
elpe
r
B.
Lab
or (
gene
ral,
fact
ory,
ass
embl
y.
line,
and
the
like)
Asp
halt
wor
ker
St e
enab
orer
BoX
wor
ker
Clo
thin
g m
anL
umbe
r M
ill w
orke
rB
ody
and
fend
er s
hopw
orke
r-
Furn
iture
hau
ler
Gre
enho
use
man
Mea
t pac
ker
War
ehou
sem
anPa
rts
man
Ven
etia
n 'B
lind
repa
irm
anA
ir-c
ondi
tione
r fa
ctor
y em
ploy
eeFo
od p
lant
wor
ker
Gre
etin
g ca
rd c
ompa
ny e
mpl
oyee
Stap
le m
achi
ne w
orke
rFo
rklif
t dri
ver
Can
nery
wor
ker
Cer
amic
s w
orke
rSh
eetr
ock
wor
ker
Furn
iture
wor
ker
Tex
tile
mill
wor
ker
Car
was
her
Gar
age
help
er.
Hat
cher
y m
anM
ovin
g va
n he
lper
Too
l she
d w
orke
rM
ason
's h
elpe
rPa
inte
r's h
elpe
rA
uto
part
s m
anC
andy
wor
ker
Furn
iture
pla
nt e
mpl
oyee
Pen
and
penc
il co
mpa
ny e
mpl
oyee
Mill
ing
mac
hine
wor
ker
Dri
ll pr
ess
oper
zto:
or
help
erB
ottle
insp
ecto
r an
d ha
ndle
rB
ox m
aker
Met
alw
orke
rB
ever
age
corn
pany
em
ploy
eeW
elde
rC
arpe
t-la
yer
trai
nee
Slit
man
's h
elpe
rR
ug c
lean
erC
onst
ruct
ion
wor
ker
Gar
dene
r's a
ssis
tant
Ken
nelm
an's
hel
per
Tru
ck lo
ader
and
dri
ver
Car
pent
er's
hel
per
Plum
ber's
hel
per
Lum
ber
salv
age
man
Aut
o tir
e w
orke
rE
lect
roni
cs e
mpl
oyee
Gar
men
t wor
ker
Sew
ing
mac
hine
ope
rato
rla
undr
ess
or la
undr
yman
-dr
y-cl
eani
ng
oper
ator
Pack
ing
cler
kL
umbe
ryar
d he
lper
C.
Serv
ice
(gen
er 1
, hea
lth,h
otel
and
rest
aura
n au
to s
ervi
ceoc
cupa
tions
,an
d th
e Il
kC
hild
-car
e w
orke
r (b
aby
sitte
r)C
opyb
oyH
ouse
keep
er (
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estic
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icke
t tak
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icke
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cher
Rug
cle
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elpe
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se c
lerk
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otio
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ctur
e pr
ojec
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stSi
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ator
Den
tal-
labo
rato
ry a
ssis
tant
Mes
seng
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nito
rial
wor
ker
Bea
utic
ian
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utic
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s as
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iver
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yM
anic
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ewsb
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amp
atte
ndan
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andb
ill p
asse
r"L
ubri
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anFl
oris
t's h
elpe
r
JOB
S A
ND
JO
B A
RE
AS
IN C
OM
PE
TIT
IVE
EM
PLO
YM
EN
T (
Con
tinue
d )
Gar
bage
-dis
posa
l ser
vice
man
Nur
se's
aid
eLa
undr
y tu
mbl
er o
pera
tor
Hos
pita
l mai
nten
ance
hel
per
Bar
bel
Win
dow
was
her
The
ater
ush
erP
orte
r, b
agga
gem
an
Tire
rec
appe
rV
endo
rC
ivili
an e
mpl
oyee
of U
.S. A
rmy,
U.S
. Nav
y, U
.S. .
tir F
orce
, or
WS
. Mar
ine
Cor
psLa
undr
y w
ashe
rman
Laun
dry.
Oot
hes
fold
erR
st h
ome
.mpl
oyee
Ser
vice
sta
tion
atte
ndan
tU
sed-
car
lot a
ttend
ant
Aut
o-w
reie
king
yar
d w
orke
rT
ire r
epal
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Aut
o bo
dy r
epai
rman
(m
echa
nic'
s he
lC
ar w
ashe
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arki
ng lo
t atte
ndan
tD
ishw
ashe
rB
cs b
oy o
r bu
s gi
rlW
aitr
ess
.
Bel
lbO
y (L
etup
)S
oda
foun
tain
atte
ndan
t.C
ook
Coo
k's
assi
stan
tM
aid
Por
ter
Pro
duce
han
dler
Sr6
ck b
ar a
ttend
ant
San
dwic
h =
kir
Bak
ery
help
er
Gro
unds
, mai
nten
ance
, and
cus
todi
alG
roun
ds k
eepe
rG
roun
dsm
an
Nur
sery
man
's h
elpe
rF
arm
hand
Jani
toria
l ass
..tan
tla
rk W
orke
rF
ruit
pick
erG
olf-
cour
se k
eepe
r II
Gre
enho
use
wor
ker
Hed
ge tr
imm
erG
arde
ner's
hel
per
Yar
d m
aint
enan
ce w
orke
r an
d ca
reta
ker
Nur
sery
farm
wor
ker
Gra
ss c
utte
rC
ampg
roun
d ca
reta
ker
Woo
d cu
tter
per)
GR
APH
ICIL
LU
STR
AT
ION
S,JO
B S
KIL
L T
RA
ININ
G*
The
follo
win
ggr
aphi
cill
ustr
atio
nspr
esen
t
com
pona
nts
01sk
illtr
aini
ngto
geth
erw
ithoc
cupa
tiona
l are
as a
nd s
pe,:i
fie jo
bs.
Mak
ing
beds
Man
agin
gth
e ho
me
Sew
ing
)
(Was
hing
and
ironi
ngI
Coo
king
Cle
anin
gan
d
iacu
uniii
gy
The
Occ
upat
iona
l Are
a of
HO
ME
MA
KIN
G
Div
isio
n of
Spe
cial
Edu
catio
n,C
alifo
rnia
Sta
te D
epar
tmen
t of E
duca
tion
Wor
k St
udy
Han
dboo
k, 1
971
Skill
Com
pone
nts
for
Coo
king
Dus
ting
and
mop
ping
Cle
anin
glin
t-fr
eecl
oths
Sw
eepi
ng
SW
EE
PIN
G
Usi
ngdu
stpa
nan
dm
op
Bea
ting
rugs
and
mat
s
Usi
ng'w
hisk
.br
oom
for
corn
ers
Ski
ll C
ompo
nent
s fo
r S
wee
ping
WS
19
Skill
Com
pone
nts
for
Was
hing
snd
Iro
ning
Skill
Com
pone
nts
for
Sew
ing
*
Skill
Com
pone
nts
for
Mak
ing
Bed
s
t
Dec
orat
ing
hom
e
Sele
ctin
gcl
othi
ngan
dfo
od
Bud
getin
gtim
e an
d
(Pra
ctic
ing
safe
ty in
hom
e
Ilk
MA
NA
GIN
GT
HE
HO
ME
Car
ing"
for
infa
nt)
and
child
}In
tera
ctin
gw
ith.
fam
ily
Skill
Com
pOne
nts
for
Hom
e M
anag
emen
t
Food
seni
orw
orke
r
Gar
men
tfa
ctor
y
Mot
el
Hot
el
a
(.--
Mot
el
Cle
anin
gan
dva
cuum
ing
HO
ME
MA
KIN
GH
otel
Was
hing
and
iron
ing,
Re)
taur
ant
Hot
el,
mot
el
Dry
-cl
eani
ngbu
sine
ss
laun
dry
The
End
Goa
l: C
omm
uhity
Hom
emak
ing
Jobs
Cle
anin
gm
aint
e-na
me
help
er
The
Occ
upat
iona
l Are
a of
HO
USE
KE
EPI
NG
Scr
ubbi
ngor
wax
ing
floor
s
Mop
ping
floor
s
Sw
eepi
ng,
clea
ning
,du
stin
g
Em
ptyi
ngtr
ash
Em
ptyi
ngan
d cl
eani
ngas
htra
ys
Rep
laci
nglig
htbu
lbs
Skill
Com
pone
nts
for
Jani
tor
Skill
Com
pone
nts
for
Port
er
Che
ck-
ing
door
s,w
indo
ws
for
secu
rity
Che
ckin
gfo
r fir
e,le
akag
e
Che
ckin
gI.D
. of
visi
tors
WA
TC
HM
AN
Rea
ding
and
setti
ngth
erm
osta
t
Reg
iste
r-in
g at
wat
chst
atio
ns
Ope
ratin
gel
evat
or
Skill
Com
pone
nts
for
Wat
chm
an
Skill
Com
pone
nts
for
Hou
seke
epin
g H
elpe
r
Sw
eepi
ng,
clea
ning
,du
stin
g
Skill
Com
pone
nts
for
Mai
d
Skill
Com
pone
nts
for
Mai
nten
ance
Hel
per
Jani
toria
lse
rvic
eB
anks
Bui
ld*
mai
nten
ance
com
pani
es
Fed
eral
,.
stat
e, a
ndlo
cal
agen
cies
(Priv
ate
secu
rity
agen
cies
Fed
eral
,st
ate,
and
loca
lag
enci
ei
Jani
tor
Wat
chm
an
Mot
els
Hou
seke
epin
gH
otel
she
lper
HO
US
I. K
PLP
ING
Cle
anin
gm
aint
enan
cehe
lper
Bui
ldin
gm
aint
enan
ce
Jani
toria
lse
rvic
e
Hom
esP
orte
r
I. ed
eral
,st
ate,
and
loca
l
\age
ncie
s
Apa
rtm
ent
hous
esM
otel
sH
otel
s
Hot
elH
omes
The
End
Goa
l: C
omm
unity
Hou
seke
epin
g Jo
bs
The
Occ
upat
iona
l Are
a of
FO
OD
SER
VIC
ES
--...
..,S
crap
ing
. dis
hes,
tray
s, a
ndpa
nsW
asni
gdi
shes
,si
lver
,an
d pa
ns(b
y ha
nd)
Was
hing
dish
es, s
il-ve
r, p
ans
(by
mac
hine
)
DIS
HW
AS
HE
R
Sto
ring
or s
helv
ing
dish
es, c
ook-
ing
uten
-si
lsP
olis
hing
and
burn
isb"
?ng
silv
er.
wra
ppin
gsi
lver
Skill
Com
pone
nts
for
Dis
hwas
her
Pre
parin
gm
eats
and
food
fOr
cook
ing
Pre
parin
gve
geta
bles
,fr
uits
for
cook
ing,
etc.
Gat
herin
gin
gred
ient
s,eq
uipm
ent;
open
ing
cans
CO
OK
'SH
ELP
ER
Car
ving
mea
t for
serv
ing
sand
wic
h
atch
-in
g, s
tir-
ring,
coo
k-in
g fo
od.
usin
gtim
er o
rcl
oc
Skill
Com
pone
nts
for
Coo
k's
Hel
per
WS
25
Kno
win
gth
eke
yboa
rd
Skill
Com
pone
nts
for
Cas
hier
Cle
arin
gdi
shes
fro
mta
ble,
car
t,or
tray
Setti
ngta
ble
and
repl
enis
h,in
g ta
ble
supp
lies
Lif
ting,
carr
y in
gtr
ays,
etc
.
BU
S B
OY
Was
hing
,du
stin
g,po
lishi
ngfu
rnitu
re,
etc.
/Wor
king
from
the
benc
h
Rep
leni
sh-
ing
beve
r-ag
es, r
olls
,an
d fo
od
Mop
ping
floo
rs;
clea
ning
up
spill
s
Skin
Con
ipon
eB
us B
oy
bake
ry
Mix
ing
and
wei
ghin
gin
gred
ient
s
Skill
Com
pone
nts
for
Bak
er
n.
-WS
26-
Coo
kie
com
pani
es`R
esta
uran
ts
r-- B
read
(H
otel
s,m
otel
sPr
ivat
eba
keri
esC
afet
eria
s
Bak
erC
ook'
she
lper
Res
taur
ants
Caf
eter
ias
Hot
els
Dis
hwas
her
FOO
DSE
RV
ICE
SC
afet
eria
s
Fede
ral,
stat
e, a
ndlo
cal
agen
cies
Hot
els,
mot
els
Bus
boy
Cas
hier
Res
taur
ant
Caf
eter
ias
Hot
els,
mot
els
1H
otel
s,m
otel
s
Res
taur
ants
Caf
eter
ias
The
End
Goa
l: C
omm
unity
Job
s in
Foo
d Se
rvic
es
The
Occ
upat
iona
l Are
a of
BU
ILD
ING
TR
AD
ES
Push
ing
whe
elba
rrow
Coa
ding
,un
load
ing
equi
pmen
t,m
ater
ial
Mix
ing
and
t sho
velin
gce
men
t,pl
aste
t, or
mor
tar
HE
LPE
RS
INB
UIL
DIN
GC
ON
S7R
UC
TIO
N
Cle
anin
gto
ols
and
equi
pmen
t
Sort
ing
bric
ks
Sort
ing
and
usin
gco
mm
on h
and
tool
s
Skill
Com
pone
nts
for
Lau
ndry
Hel
Oik
.ki
ll C
ompo
nent
s fo
r H
elpe
rs in
Bui
ldin
g C
onst
ruct
ion
Skill
Com
pone
nts
for
Car
pent
er's
Hel
per
Still
Com
pone
nts
for
Rug
Cle
aner
Skill
Com
pone
nts
for
Pain
ter'l
Hel
per
SIC
IIK
btra
pone
nts
for
Plum
ber's
Hel
per
mit
r°,
WS
29
Co'
tiaC
iOT
S
Pipe
filte
rsC
ontr
acto
rsPa
int
man
ufac
tur-
yrs
Pain
tst
ores
Rug
mill
s
Plum
ber's
help
erPa
inte
r'she
lper
Lau
ndri
es
R u
g-
wea
ving
com
pany
BU
ILD
ING
TR
AD
ES
Lau
ndry
Hel
per
Dry
-cl
eani
ngbu
sine
ss
clea
ning
busi
ness
Hel
pers
in b
uild
ing
cons
truc
tion
Ca:
t.cnt
er's
help
er
Uni
form
-cl
eani
ngco
mpa
nies
4
Hom
e -
build
ing
com
pani
es
Indu
stri
alco
mpa
nies
Con
stru
e--
tion
com
pani
es
Cea
stru
ertio
nC
ompa
nies
Cab
inet
man
ufac
tur-
ers
The
End
Goa
l: C
omm
unity
Job
s in
Bui
ldin
g T
rade
s
AH
elpe
r,se
rvic
est
atio
n
Aut
o-
mec
hani
c's
assi
stan
t
-H
elpe
r,pa
rkin
g
.,,ga
rage
Serv
ice
stat
ion
atte
ndan
t'
The
Occ
upat
iona
l Are
a of
AU
TO
SK
ILL
S
Usi
ngte
leph
one.
',
Swee
ping
or h
osin
gdo
wn
floo
rs
Ope
ratin
gca
shre
gist
er,
coun
ting
inon
e}
ill C
ompo
nent
s fo
r H
elpe
r, P
arki
ng G
arag
e.
Rep
leni
sh-
ir g
supp
lyat
pum
ps
Ope
rat-
ing
cash
regi
ster
,co
untin
gj
mon
ey z
Skill
Com
pone
nts
for
Hel
per,
Ser
ice
Stat
ion
WS
31
( Dry
ing
cars
Was
hing
.ca
rs
r:le
arlIn
gC
arin
terio
rs
Sw
eepi
ng,
sacu
umin
g,du
stin
g
Skill
Com
pone
nts
for
Hel
per,
Car
Was
h
Ope
ratin
gca
shre
gist
er
Sup
ply
ing
oil,
gaso
-lin
e, a
ndw
ater
SE
RV
ICE
ST
AT
ION
AT
TE
ND
AN
T
Ass
istin
gin
lubr
ica-
tion
Sel
ling
auto
acce
ssor
ies,
anti-
free
ze
Hos
ing
dow
nflo
ors
Cle
anin
gw
ithso
lven
t
Lubr
icat
ing
vehi
cie
Usi
nghy
drau
licja
ck
AU
TO
MF
CIIA
N1C
'SA
SS
IST
AN
T
('han
ging
spar
kpl
ugs
Rem
ovin
gen
gine
'str
ansm
is-
sion
Dis
as-
sem
blin
gen
gine
Skill
Com
pone
nts
for
Alto
Mec
h2ni
c's
sus
nt
Dec
ichr
ine
ed fo
rfil
ling
orst
raig
ht-
enin
g
(-P
ria
skin
g.gr
indi
ng,
and
sanding
(Mak
ing
plan
for
job
BO
DY
AN
D L
UN
DE
RR
LPA
IR
Dec
idin
gty
pe o
fpa
int
Wel
ding
prim
ing,
and
fin's
hing
Dec
idin
gty
pes
ofne
w p
arts
need
ed
Skill
Com
pone
nts
for
Serv
ice
Stat
ion
Atte
ndan
tSk
ill C
ompo
nent
s fo
r B
ody
and
Fend
er R
epai
r
.4
WS
32
Hume
Ser
vice
stat
ion
Hel
per,
car
was
h
Ser
vice
stat
ion
Tru
ckin
gco
mpa
ny
Tire
-
capp
ing
Cor
nran
y.
/-(
truc
king
.co
mpa
ny
Hel
per,
car
was
h
Ser
vice
stat
ion
atte
nd.
Par
k irg
lot
Sem
cest
atio
n
Hel
per,
serv
ice
stat
ion
ALT
OS
KIL
LS
Hel
per,
park
ing
gara
ge
Par
king
gara
ge
Bod
y an
dfe
nder
repa
ir
Aut
om
echa
nic'
sas
sist
ant
Hot
elpa
rkin
g
Aut
ode
aler
Tru
ckin
gco
mpa
nyG
arag
eG
arag
e
Bod
y an
dfe
nder
shop
Ser
s ic
est
atio
n
The
End
Goa
l: C
omm
unity
Job
s in
Aut
o Sk
ills
Lan
dsca
ping
help
er
(Hel
peri
nor
nam
enta
lho
rtic
ul-
ture
GA
R D
E N
IA
ND
N U
RSI
WO
RK
Gre
enho
use
help
er
The
Occ
upat
iona
l Are
a of
GA
RD
EN
ING
AN
D N
UR
SER
Y'W
OR
K
Rak
inng
leav
es.
trim
min
gs
Usi
ngla
wn
fert
ilize
rs
Adj
ustin
gan
dsh
arpe
ning
cutti
ng
units
Rep
laci
ngw
orn
or,
dam
aged
_par
ts
Tri
mm
ing
, edg
es -
-ar
ound
wal
lsan
d w
alks
Skill
Com
pone
nts
for
Gar
dene
r
Plan
ting
by h
and
Usi
ngfe
rtili
rers
Car
ing
for
plan
ts
NU
RSE
RY
ASS
IST
-A
NT
Prun
ing
Wee
ding
by hand
Usi
ngco
mm
onga
rden
tool
s
Skill
Com
pone
nts
for
Nur
sery
Ass
ista
nt
- W
S 34
Prep
arin
gan
d gr
adin
gte
rrai
n
Mow
ing
and
trim
min
gla
wn
Tra
nspl
ant-
ing
shru
bsan
dpl
ants
LA
ND
SCA
PIN
G
Usi
ngde
cora
tive
rock
-ga
rden
s
App
lyin
gfe
rtili
-ze
rs
Cle
anin
gar
ed a
ndpi
ckin
g up
tras
h
Ski
ll C
ompo
nent
s fo
r La
ndsc
apin
g
Lan
d-sc
apin
g an
dde
sign
ing
Car
ing
for
law
ns
OR
NA
ME
NT
AL
HO
RT
ICU
L-
TU
RE
Iden
tifyi
ngor
nam
enta
lpl
ants
Prop
agat
ing
plan
ts
Con
trol
ling,
gard
enpe
sts
Ski
ll C
ompo
nent
s fo
r O
rnam
enta
l Hor
ticul
tUre
Kno
win
gso
ilco
nten
t
Sele
ct-
ing
and
purc
hasi
ngse
ed, f
er-
tiliz
erH
avin
gkn
owle
dge-
of p
lant
germ
ina-
tion
NU
RSE
RY
MA
N
Mix
ing
soil
with
\other
mat
eria
ls
Ckp
illal
nint
sset
ctto
pest
s
Fum
igat
ing
Sele
ct-
ing
kind
san
d am
ount
sof
pla
nts
to g
row
Ski
ll C
ompo
nent
s fo
r N
urse
rym
an
Car
ing
for
plan
ts
Wat
erin
g
Usi
ng.
fert
ilize
rs
GR
EE
NH
OU
SEO
PE
RA
TIO
NS
Con
trol
-lin
g in
-te
rior
\\N:m
peza
-
ture
Wee
ding
Und
er-
stan
ding
plan
tpr
opag
a-tio
n
Ski
ll C
ompo
nent
s fo
r W
orki
ng in
(re
enho
use
Ope
ratio
ns
ID
WS
35
rPtiv
ate
gard
enin
gC
itypa
rks
Land
scap
ing
firm
Arc
hite
c-tu
re fi
rm
See
dco
mpa
nies
Nur
serie
s See
dco
mpa
nies
IP
lant
and
tree
corp
orat
ion
Land
scap
ing
Nur
sery
man
Gre
enho
use
help
erN
urse
ries
GA
RD
EN
ING
AN
DN
UR
SE
RY
WO
RK
See
dco
mpa
nies
i" Hel
per
inor
nam
enta
lho
rtic
ul-
ture
Pla
ntan
d tr
eese
rvic
es
low
ersh
ops
Fed
eral
,st
ate,
and
loca
lag
enci
es
Gol
f clu
bs
City
park
s
Priv
ate
hom
es
the
End
Goa
l: C
omm
unity
Job
s in
Gar
deni
ng a
nd N
urE
z;,o
tk
AT
TA
CH
ME
NT
I
CH
ILD
LA
BO
R P
RO
VIS
ION
S
The
follo
win
g pa
ragr
aphs
, con
side
red
the
mos
t per
tinen
tsfo
r th
e pu
rpos
es o
f thi
s m
anua
l, ha
ve b
een
extr
a'te
d fr
om T
he F
eder
al W
age
and
Hou
r La
w, C
hild
1.-
tbor
Bul
letin
No.
101
:
AG
E S
TA
ND
AR
DS
16 B
a..c
min
imum
Age
For
Em
ploF
mer
it
At 1
6 ye
ars
of a
ge, y
oung
peo
ple
may
be
empl
oyed
in a
ny o
ccup
atio
n ot
her
than
an
occu
patio
n de
clar
ed h
azar
dous
by
the
Sec
reta
ry o
fLa
bor.
The
re a
re n
n ot
her
rest
rictio
ns. Y
oung
peo
ple
of th
is a
ge m
ay b
e em
ploy
ed d
urin
g sc
hool
hou
rs, f
oran
y nu
mbe
r of
hou
rs, a
nddu
ring
any
perio
ds o
f tim
e.
18 -
Min
imum
Age
fir
En:
ploy
men
t in
Occ
upat
ions
Dec
lare
d H
azar
dous
By
the
Sec
reta
ry o
f Lab
or (
See
Exe
mpt
ions
bel
ow).
/4 M
inim
um A
ge F
or S
peci
fied
0:..u
patio
ns O
utsi
de S
choo
l Hou
rs
Em
ploy
men
t of 1
4- a
nd 1
5-ye
ar-o
ld y
outh
s is
lim
a ,to
cer
tain
occ
upat
ions
out
side
sch
ool h
ours
onl
y an
d un
der
spe
Aie
d co
nditi
ons
ofw
ork
as s
et w
ith in
Chi
ld L
abor
Reg
ulat
ion
No.
3 (
cite
d be
low
).
HA
ZA
RD
OU
S O
CC
UP
AT
ION
S O
RD
ER
S
Tho
se c
cupa
tions
dec
lare
d to
be
par,
lcul
arly
haz
ardo
us fo
r m
inor
s be
twee
n 16
and
18
year
s of
age
are
incl
uded
in th
e se
vent
een
Haz
ard-
ous
Occ
upat
ions
Ord
ers
liste
d be
low
:
I.O
ccup
atio
ns in
or
abou
t pla
nts
or e
stab
lishm
ents
mac
ufac
t rin
6 or
sto
ring
expl
osiv
esor
art
icle
s co
ntai
ning
exp
losi
ve c
ompo
-ne
nts.
Occ
upat
ion
of m
otor
-veh
icle
driv
er a
ni"
:1-1
0tr.
3.C
oal-m
ine
occu
patio
ns.
4.Lo
ong
oc,:a
patio
ns a
nd o
ccup
atio
ns n
the
oper
atio
n of
any
saw
mill
, lat
h m
ill, s
hing
le m
ill,
or c
oope
rage
-sto
ck m
ill:
pati.
,i1; i
nvol
vein
the
oper
atio
n of
pow
er-d
riven
woo
dwor
king
mac
hine
s.
n.6:
upat
i ins
expo
sure
to r
adio
activ
e su
bsta
nces
and
to io
nizi
ng r
adia
tions
.
Occ
upat
ions
invo
lved
in th
e op
erat
ion
of e
leva
tors
and
oth
er p
ower
-driv
en h
oist
ing
appa
ratu
s.
WS
37
CH
ILD
LA
BO
R P
RO
VIS
ION
S(C
ontin
ued)
8.O
ccup
atio
ns in
volv
ed in
the
oper
atio
n of
pow
erld
rive
n m
etal
for
min
g, p
unch
ing,
and
shea
ring
mac
hine
s.
9O
ccup
atio
n in
con
nect
ion
with
min
ing,
othe
r" th
an c
oal.
,
10.
Occ
upat
ions
in o
r ab
out *
slau
ghte
ring
and
mea
t-pa
ckin
g es
tabl
ishm
ents
and
ren
deri
ngpl
ants
.
11,
Occ
upat
ions
invo
lved
in th
e op
erat
ion
ofce
rtai
n po
wer
-dri
ven
bake
ry m
achi
ness
.
Occ
upat
ions
invo
lved
in th
e op
erat
ion
ofce
rtai
n po
wer
-dri
ven
pape
r pr
oduc
tm
achi
nes.
13.
Occ
upat
ions
invo
lved
'in
the
man
ufac
tUre
of b
rick
, tile
, and
kin
dred
pro
duct
s.
14.
Occ
upat
ions
invo
lved
in th
e-op
erat
ion
ofci
rcul
ar s
aws,
ban
d sa
ws,
and
gui
llotin
gsh
ears
.
15:
Occ
upat
ions
invo
lved
in w
reck
ing,
-dem
oliti
on,
and
ship
-bre
akin
g op
erat
ions
.
16.
Occ
upat
ions
invo
lved
in r
oofi
ng o
pera
tions
.
17.
Occ
upat
ions
in e
xcav
atio
n op
erat
ions
.
EX
EM
PTIO
NS
The
At's
:lye,
fla
iard
ous
Occ
upat
ions
Ord
er, N
os. 5
, 8, 4
0, 1
-2, 1
4, 1
6, a
nd17
con
tain
exe
mpt
ions
for
.app
rent
ices
and
stud
ent l
earn
ers
pro-
.
vule
d,th
e-i<
are
em
ploy
:.,d
und
er th
e fo
llow
ing
cond
ition
s:
t. L
earn
ers
(1)
The
stu
dent
- le
arne
r is
.enr
olle
din
a c
ours
e of
stu
dy a
nd tr
aini
ng in
a co
oper
ativ
e vo
catio
nal t
rain
ing
prog
ram
und
erte
.::4n
ized
Sta
te o
r lo
cal e
duca
tiona
l aut
hori
tyor
in a
cou
rse
of s
tudy
in a
sub
stan
tially
sim
ilar
prog
ram
con
duct
ed b
y a-
priv
ate
scho
ol;
and
su..:
11 s
tude
nt-l
earn
er is
em
ploy
ed u
nder
a w
ritte
n ag
reem
ent w
hich
pro
vide
s (a
)th
at th
e w
ork
of th
e st
uden
t-le
arne
rin
theo
ccup
a'ti
on d
ecla
red
part
icul
arly
haz
ardo
ussh
all h
e in
cide
ntal
to h
is tr
aini
ng;
(b)
that
suc
h w
ork
shal
l be
inte
rmitt
ent a
nd f
or s
hort
per
iods
of
time
and
unde
r th
e di
rect
and
clo
sesu
perv
isio
n of
a q
ualif
ied;
and
exp
erie
nced
pers
on; (
c) th
at s
afet
y in
stru
ctio
ns s
hall
be g
iven
by th
esc
hool
and
cor
rela
ted
by ti
n; e
mpl
oyer
with
on-
the-
job
trai
ning
; and
(d)
that
a sc
hedu
le o
f or
gani
zed
and
prog
ress
ive
wor
kpr
oces
ses
to b
epe
r5:7
ne..i
on
the
job
shal
l hav
e be
en,p
repa
red.
Eac
h su
ch w
ritte
n ag
reem
ent s
hall
cont
ain
the
nam
e of
the
stud
ent-
lear
ner,
and
shal
lbe
sign
:..1
by th
e em
ploy
er a
nd th
e sc
hool
coor
dina
tor
or p
rinc
ipal
. Cop
ies
of e
ach
agre
emen
t sha
ll be
kep
t on
file
by
both
the
scho
olan
d th
eem
ploy
er. T
his
exem
ptio
n fo
r th
e .e
mpl
oym
ent o
fst
uden
t-le
arne
rs -
may
be
revo
ked
inan
y in
divi
dual
situ
atio
n w
here
it is
fou
ndth
atrt
-aso
nab1
e pr
ecat
itii)
ns h
ave
not b
een
obse
rved
for
the
safe
ty o
f m
inor
s em
ploy
edth
ereu
nder
.10
.
-WS
38
CH
ILD
LA
BO
R R
EG
UL
AT
ION
NO
. 3
Em
ploy
men
t of
14-
and
15-b
ear-
old
win
ors
is li
mite
d to
cer
tain
:occ
upat
ions
und
er c
ondi
tions
whi
ch d
o no
t int
erfe
re w
ith th
eir
scho
olin
g,
heal
th. o
r w
ell-
bein
g.
141
and
I 5-
year
-old
min
ors
may
not
be
empl
oyed
:
Dur
ing
scho
ol h
ours
.
Bet
wee
n 7
p.m
. and
7 a
.m.
3.M
ore
than
3 h
ours
a d
ayon
sch
ool d
ays.
4.M
ore
than
18
hour
s a
wee
kin
sch
ool w
eeks
.
5.M
ore
than
8 h
ours
a d
ayon
non
scho
ol d
ays.
6.M
ore
than
40
hour
s a
wee
kin
non
scho
ol w
eeks
.
Perm
itted
Occ
upat
ions
for
14-
and
15-
vear
-old
Min
ors
in R
etai
l, Fo
od S
ervi
ce, a
nd G
asol
ine
Serv
ice
Est
ablis
hmen
ts
14-
and
15 -
y ea
r -o
ld m
inor
s m
ay h
e em
ploy
ed in
1.O
ffic
e 'a
nd c
leri
cal w
ork
(inc
ludi
ng o
pera
jion
of o
ffic
e m
achi
nes)
.
Cas
hier
ing.
sel
ling,
mod
elin
g, a
rt w
ork,
wor
k in
adv
ertis
ing
depa
rtm
ents
, win
dow
trim
min
g an
d co
mpa
rativ
e sh
oppi
ng.
3.Pr
ice
mar
king
and
tagg
ing
by h
and
or b
y m
achi
ne, a
sser
ublin
g or
ders
, pac
king
and
she
lvin
g.
4.B
aggi
ng a
nd c
arry
ing
out c
usto
mer
s' o
rder
s.
5.E
rran
d an
d de
liver
y w
ork'
hy f
oot,
bicy
cle,
and
pub
lic tr
ansp
orta
tion.
Cle
an u
p w
ork,
incl
udin
g th
e us
e of
vac
uum
cle
aner
s an
d fl
oor
wax
ers,
and
mai
nten
ance
of
grou
nds,
but
not
incl
udin
g th
e us
eof
pow
er-d
rive
n m
ower
s or
cut
ters
.
Kitc
hen
wor
k an
d ot
her
wor
k in
volv
ed in
pre
pari
ng a
nd s
ervi
ng f
ood
and
beve
rage
s, in
clud
ing
the
oper
atio
n of
mac
hine
s an
dde
vice
s us
ed .i
n th
e pe
rfor
man
ce o
f su
ch w
ork,
suc
h as
but
not
lim
ited
to, d
ish-
was
hers
, toa
ster
s, d
umbw
aite
rs, p
opco
rnpo
pper
s, m
ilk s
hake
ble
nder
s, a
nd c
offe
e gr
inde
rs.
*8.
Wor
k in
con
nect
ion
with
car
s an
d tr
ucks
if c
onfi
ned
to th
e fo
llow
ing:
Dis
pens
ing
aalo
line
and
oil.
Cou
rtes
y se
rvic
e.C
ar c
lean
ing.
was
hing
, and
pol
ishi
ng.
Oth
er o
ccup
atio
ns p
erm
itted
by
this
sec
tion.
But
Nor
Inc
ludi
ng it
'yrk
: Inv
olvi
ng th
e us
e of
pits
, rac
ks, o
r lif
ting
appa
ratu
s or
invo
lvin
g th
e in
flat
ion
of a
ny ti
re m
ount
ed o
non
a r
im e
quip
ped
with
-a r
emov
able
ret
aini
ng r
ing.
Cle
anin
g -v
eget
able
s an
d fr
uits
, and
wra
ppin
g, s
ealin
g, la
belin
g, w
eigh
ing.
pri
cing
, and
sto
ckin
g go
ods
whe
npe
rfor
med
in a
reas
phys
ical
ly s
epar
ate
from
are
as w
here
mea
t is
prep
ared
for
sal
e an
d ou
tsid
e fr
eeze
rs o
r m
eat c
oole
rs.
App
licab
le to
em
ploy
men
t in
a sp
edif
ic jo
b; n
ot n
eces
sari
ly in
wor
k-ex
peri
ence
.
AT
TA
CH
ME
NT
II
MA
NU
AL
OF
OP
ER
AT
ING
-PR
OC
ED
UR
ES
DIV
ISIO
N O
F V
OC
AT
ION
AL
RE
HA
BIL
ITA
TIO
N
1.1
and
1-2
SEC
TIO
N 1
- PH
ILO
SPH
Y A
ND
SC
OPE
OF
AG
EN
CY
PR
OG
RA
M
1.PH
ILO
SOPH
Y
The
bas
ic p
hilo
soph
y of
the
New
Mex
ico
Voc
atio
nal R
ehab
ilita
tion
Ser
vice
is to
pro
vide
ser
vice
sw
hich
can
not b
e se
cure
d fr
om s
ome
othe
r so
urce
, to
phys
ical
ly a
nd m
enta
lly d
isab
led
peop
le o
f all
type
s, o
f wor
king
age
, in
orde
r to
ass
ist
them
to p
repa
re fo
r, r
emai
n
in, o
r re
turn
to g
ainf
ul e
mpl
oym
ent
suite
d to
thei
r in
divi
dual
nee
ds. S
uch
aph
iloso
phy
reco
gniz
es th
at th
e A
genc
y ha
s re
spon
sibi
-
litie
s to
the
hand
icap
ped
pers
on, t
o so
ciet
y as
aw
hole
, and
to th
e ta
xpay
er w
ho fu
rnis
hes
the
finan
cial
sup
port
for
the
prog
ram
.
In o
rder
to c
onfo
rm to
the
abov
e ph
iloso
phy
and
to d
isch
arge
its
resp
onsi
bilit
ies,
the
Age
ncy
isde
dica
ted
to th
e ta
sk o
f pro
vidi
ng
max
imum
ser
vice
s to
the
grea
test
num
ber
of e
ligib
leha
ndic
appe
d pe
ople
, with
a m
inim
um e
xpen
ditu
reof
pub
lic fu
nds,
kee
ping
in
min
d th
at a
ll se
rOrt
rs-c
ust b
e pr
ovid
ed w
ithin
the
fram
ewor
k of
Fed
eral
and
Sta
te L
aws
and
limite
dby
the
amou
nt o
f fun
ds a
ppro
-
pria
ted
by C
ongr
ess
and
the
Sta
te L
egis
latu
re.
2.O
BJE
CT
IVE
S
It is
the
obje
ctiv
e of
the
Stat
e A
genc
y to
prov
ide,
to e
ach
indi
vidu
al, a
ll th
e vo
catio
nalr
ehab
ilita
tion
serv
ices
nec
essa
ry to
ach
ieve
the
indi
vidu
al's
reh
abili
tatio
n.
3.SE
RV
ICE
S
"Voc
atio
nal R
ehab
ilita
tion
Set
T, e
s" m
eans
any
goo
ds o
rse
rvic
es n
eces
sary
to r
ende
r a
hand
icap
ped
indi
vidu
al fi
t to
enga
ge in
a
gain
ful o
ccup
atio
n or
to e
valu
ate
his
pote
ntia
ls fo
rsu
ch e
mpl
oym
ent,
incl
udin
g:
a.E
valu
atio
n, in
clud
ing
diag
nost
ic a
nd r
elat
ed s
ervi
ces
requ
ired
for
and
the
natu
re a
nd s
cope
of s
ervi
ces
tobe
pro
vide
d;
b.C
ouns
elin
g an
d gu
idan
ce;
c.P
hysi
cal r
esto
ratio
n se
rvic
es;
d.T
rain
ing,
incl
udin
g pe
rson
al a
nd v
ocat
iona
l adj
ustm
ent;
c.'
Tra
inin
g m
ater
ials
(in
clud
ing
nece
ssar
y tr
aini
ngto
ols
and
fees
);
f.M
aint
enan
ce;
g.P
lace
men
t;
h.O
ccup
atio
nal t
ools
, epi
pnae
nt, a
nd in
itial
sto
cks
and
supp
lies
whe
n in
dica
ted;
i.T
rans
port
atio
n;
Occ
upat
iona
l lic
ense
s;
k.S
ervi
ces
to m
embe
rs o
f the
han
dica
pped
indi
vidu
al's
fam
ily w
hen
such
ser
vice
s w
ill c
owtr
ibut
e su
bsta
ntia
lly to
the
re-
habi
litat
ion
of th
e ha
ndic
appe
d in
divi
dual
;
I.O
ther
giio
ds a
nd s
ervi
ces
nece
ssar
y to
ren
der
an e
ligib
leha
ndic
appe
d pe
rson
abl
e to
eng
age
in a
gai
nful
occ
upat
ion
and
foun
d.by
the
diag
nost
ic s
tudy
to r
equi
re s
uch
serv
ices
.
1
AT
TA
CH
ME
NT
III
VO
CA
TIO
NA
L E
DU
CA
TIO
N D
IVIS
ION
WO
RK
SkU
DY
PR
OG
RA
M
The
pur
pose
of
the
Voc
atio
nal W
ork
Stud
y pr
om
snd
ed u
nder
the
Voc
atio
nal E
duca
tion
Am
endm
ent A
ct o
f 19
68, P
art H
, is
to p
ro-
vide
mea
ning
ful w
ork
expe
rien
ce f
or s
tude
ni. i
neec
toee
arni
ngs
from
suc
h em
ploy
men
t to
com
men
ce o
r co
ntin
ue h
is v
ocat
iona
l edu
-ca
tion
rogr
am. W
ork
so p
erfo
rmed
will
be
dequ
atel
ype
rvis
ed a
nd -
.aor
atat
ed w
ith s
elec
ted
inst
ruct
ion.
Div
ersi
fied
occ
upat
iona
l,vp
lace
men
; are
lim
ited
to p
ublic
age
ncie
s or
on-p
rofi
t ins
utio
ns in
the
com
mun
ity.
Pref
eren
ce w
ill b
e gi
ven
to a
pplic
atio
n su
bmitt
ed b
y lo
cal e
dtio
nal a
genc
ies
serv
ing
com
mun
ities
with
hig
h co
ncen
trat
ion
of y
outh
unem
ploy
men
t and
sch
ool d
rop-
outs
. Lo
mat
chin
g fu
nds
are
rea
ired
on
an 8
0-20
mat
chin
g ba
sis.
Stud
ents
par
ticip
atin
g in
theT
ro a
n-74
-641
d be
:
1.In
nee
d of
ear
ning
s fr
om s
uch
empl
oym
ent t
o co
mm
ence
o c
ontin
ue h
i% o
r he
r vo
catio
nal e
duca
tion
prog
ram
.
2.E
nrol
led
in a
n ap
prov
ed v
ocat
iona
l edu
catio
n cl
ass.
3.A
ful
l tim
e st
uden
t.
4.A
t lea
st 1
5 ye
ars
of a
ge a
nd le
ss th
an 2
1 ye
ars
of a
ge a
t the
age
of
com
men
cem
ent o
f em
ploy
men
t.
Hou
rs a
nd C
ompe
nsat
ion
Lim
itatio
ns
I.M
axim
um o
f 15
hou
rs p
er w
eek
whi
le c
lass
es in
whi
ch s
tude
nt is
enr
olle
d ar
e in
ses
sion
.
Max
imum
of
5350
.00
per
acad
emic
yea
r.
3.C
onsi
der
Soci
al S
ecur
ity p
rovi
sion
if s
ituat
ion
deem
s ne
cess
ary.
For
furt
her
info
rmat
ion
conc
erni
ng s
tude
nt s
tipen
ds, c
oope
rativ
e pr
ogra
ms
(pri
vate
ent
erpr
ises
), tr
ansp
orta
tiorr
wor
k sk
ills
cent
ers
cont
act:
Stat
e Su
perv
isor
Spec
ial N
eeds
Div
isio
n of
Voc
atio
nal E
duca
tion
Cap
itol B
uild
ing
Sant
a Fe
, New
Mex
ico
8750
182
7-29
16
MIN
IMU
M R
EQ
UIR
EM
EN
TS
VO
CA
TIO
NA
L S
PEC
IAL
NE
ED
S PR
OG
RA
M F
OR
TH
E H
AN
DIC
APP
ED
10 M
onth
Pro
gram
A.
Occ
upat
iona
l Aw
aren
ess
and
Exp
lora
tion
Indu
stri
al A
rts
Cur
ricu
lum
'Rec
omm
ende
d T
ext:
Wor
ld a
l Con
stru
ctio
n or
Wor
ld o
f M
anuf
actu
ring
.
Voc
atio
nal S
kills
Tra
inin
g an
d In
stru
ctio
n
Cla
ssro
om in
stru
ctio
n co
ncen
tMin
g on
a n
athi
mum
of
four
spe
cifi
c jo
b cl
uste
rs f
or m
en a
nd f
our
for
wom
en. S
peci
fic
inst
ruct
ion
and
trai
ning
off
er th
e st
uden
t an
oppo
rtun
ity to
acq
uire
sal
eabl
e sk
ills
in th
e oc
cupa
tiona
l are
a of
his
cho
ice
and
com
pete
ncy.
Rec
omM
ende
d T
ext:
Voc
atio
nal I
nstr
uctio
nal M
ater
ial f
or S
tude
nts
with
Spe
cial
Nee
ds'
Coo
pera
tive
Wor
k E
xper
ienc
e Pr
ogra
m-
.O
n th
e jo
b tr
aini
ng e
xper
ienc
e fo
r pr
epar
atio
n T
erak
e a
job
whi
ch is
con
sist
ent w
ith a
stu
dent
's k
now
ledg
e, s
kills
, and
app
ropr
iate
wor
k at
titud
e. T
he s
tude
nt s
houl
d be
abl
e to
dem
onst
rate
his
abi
lity
on th
e jo
b.
D.
Voc
atio
nal R
elat
ed A
cade
mic
st
aMIN
IMU
M R
EQ
UIR
EM
EN
TS
VO
CA
TIO
NA
L W
OR
K S
KU
LL
S C
EN
TE
R F
OR
TH
E H
AN
DIC
APP
ED
12 M
ontW
rogr
am
Phas
es1.
Voc
atio
nal E
valu
atio
nV
ocat
iona
l Tra
inin
g
A.
Pers
onal
Com
mun
icat
ion
and
Soci
al S
kills
3.Jo
b T
rial
wor
k ex
cler
ienc
e4.
Job
Plac
emen
t
Gro
up s
essi
ons
conc
entr
atin
g on
inte
rper
sona
lsk
ills
and
intr
oduc
tion
to th
e w
orld
of
wor
k. A
cqua
int
stud
ents
T.4
14 w
hat e
mpl
oyer
s ex
pect
em
ploy
ees
to b
e an
d w
hat
soci
ety
expe
cts
of in
divi
du?l
s.
feco
nun:
fide
d T
ext:
Voc
atio
nal I
nstr
uctio
nal M
ater
ial f
or s
tude
nts
with
Spe
cial
Nee
ds
B.
Pre-
Voc
atio
nal E
valu
atio
n
Thi
s pr
ogra
m w
ill e
nabl
e th
e 'S
tude
nts
to e
xplo
re th
e jo
bop
port
uniti
es in
whi
ciyh
e m
ay b
e in
tere
sted
thro
ugh
sub
- co
ntra
ct w
ork.
A p
rogr
am o
f th
is ty
pe in
volv
es:
j.ex
plor
atio
n of
ski
llsba
sic.
wor
k sk
ills
deve
lopm
ent a
nd tr
aini
ngw
ork
attit
ude
deve
lopm
ent a
s it
pert
ains
to e
mpl
oyab
ility
Jas
sess
men
t of
inte
rest
and
abi
lity
Min
. Hrs
.
11/2
Min
. Hrs
.
21/2
Vo4
iatio
nal S
kills
. Tra
inin
gM
in. H
rs.
Spec
ific
inst
ruct
ion
:Lod
trai
ning
off
erin
g th
e st
uden
t an
oppo
rtun
ity to
acqu
ire
:sal
eabl
e sk
ills
in th
e
o%:c
upat
iona
l are
a of
his
cho
ice
and
com
pete
ncy.
2
.R
e,in
men
ded
Tex
t: V
ocat
iona
l Ins
truc
tiona
l Mat
eria
ls f
or s
tude
nts
with
Spe
cial
Nee
ds
Coo
pera
tive
Wor
k E
xper
ienc
e Pr
ogra
m
(11-
1 th
e ;o
h 1.
rarn
ing
expe
rien
ce f
or p
repa
ratio
n to
take
ijob
whi
ch is
con
sist
ent w
ith a
stu
dent
's k
now
ledg
e,'k
ills.
ant
i app
ropr
iate
wor
k at
titud
e. T
he s
tude
ntsh
ould
be
able
to d
emor
istr
zie
his
abili
ty o
n th
e jo
b.
Min
. Hrs
.
WS
44
AT
TA
CH
ME
NT
IV
,PA
RE
NT
PE
RM
ISSI
ON
SL
IP
Prio
r to
pla
cem
ent i
nth
is p
rogr
am p
aren
t or
guar
dian
per
mis
sion
mut
t he
gran
ted;
ther
efor
e, I
requ
est t
hat m
y ch
ild
be p
lace
d in
the
Spe
cial
Edu
catio
n W
ork-
Stu
dy P
rogr
am.
'es
Str
dent
's F
ull N
ame
Par
ent o
r G
uard
ian'
s S
igna
ture
Dat
e
Age
Dat
e of
Birt
h
Sch
ool
Gra
de
4..
AT
TA
CH
ME
NT
V
PAR
EN
T P
ER
MIS
SIO
N S
LIP
Dat
e:
We
the
pare
nr!s
) of
who
is e
nrol
led
in.t.
...;
the
Spec
ial J
ob T
rain
ing
Cla
ss o
f th
eH
igh
Scho
ol, r
eque
st a
nd g
ivt.
our
com
pleZ
to p
erm
issi
on f
or th
e pl
acem
ent o
f
in th
e4t
i.
-.
(firm
- a
ddre
ss)
in th
e tr
aini
ng o
f-
Ow
(nat
ure
of jo
b)W
e un
ders
tand
that
, he
will
be
at th
is a
ssig
nmen
t dur
ing
theh
.our
s
on M
on.,
Tue
s., W
ed.,
Thu
rs.,
Fri.f
ora
pels
iod
ofw
eeks
, beg
inni
ng,
and
endi
ng
e un
ders
tand
that
our
chi
li w
ill r
ecei
ve o
nly
scho
olcr
edit
from
-thi
s cu
rric
ulum
as c
ompe
nsat
on
r'r
his
trai
ning
at t
his
firn
i.V
e d
esir
e th
is jo
b tr
aini
ng a
nd r
elea
Seal
l per
sons
, cor
pora
tions
, and
the
scho
ol s
yste
mof
croo
n an
y ob
ligat
ions
or
liab'
ties
whi
chm
ay a
rise
as
resu
lt of
his
/her
pla
cent
ent i
n th
istr
aini
ng e
xper
ienc
e.
Pare
ntor Gua
rdia
n
L
4.
WS
45
AT
TA
CH
ME
NT
VI
SPE
CIA
L J
OB
TR
AIN
ING
PR
OG
RE
SS'.
RE
POR
T
Em
ploy
eeD
ate
Firm
Nam
eA
ddre
ssP
hone
Em
ploy
ee -
Tea
cher
Alw
ays
Usu
ally
Som
etim
eS
eldo
mN
ever
Dbe
s he
follo
W d
irect
ions
?
Doe
s he
act
:opt
con
stru
ctiv
e cr
itici
sm?
Doe
s he
sus
tain
rou
tine?
Doe
s he
get
alo
ng w
ith c
o-w
orke
rs?
.
Doe
s he
see
thin
gs to
done
?--
-D
oes
he li
ke h
is w
ork'
?
Doe
s he
dre
ss a
ppro
pria
tely
for
the
job?
.
Doe
s he
com
e to
wor
k ev
ery
day?
Doe
s he
get
to w
ork
on ti
me'
?
Is h
e a
stea
dy w
orke
r? -
-
Can
he
wor
k by
-him
self?
Doe
s he
take
car
e of
tool
s an
d ot
her
equi
pmen
t (w
hich
he
wor
ks w
ith)?
Is h
e ne
at a
nd c
lean
whe
n th
is is
req
uire
d of
the
job?
Doe
s he
do
his
shar
e of
wor
k?D
oes
he o
bser
ve th
e ru
les
of th
e co
mpa
ny r
egar
ding
sm
okin
g, e
atin
g on
the
'ob.
and
etc
.?D
oes
he o
bser
ve th
e sa
fety
rul
es a
nd r
egul
atio
ns?
Is h
e co
urte
ous?
Are
you
sat
isfie
d w
ith w
orke
r's p
rogr
ess?
Can
he
do h
is r
egul
ar jo
b'?
Is th
e qu
ality
of h
is w
ork
satis
fact
ory?
Wha
t is
your
impr
essi
on o
f thi
s w
orke
r an
d th
e na
ture
of h
is w
ork?
Sig
ned
(Fur
ther
com
men
ts m
ay b
e m
ade
on th
e ba
ck o
f thi
s sh
eet.)
AT
TA
CH
ME
NT
VII
STU
DE
NT
PR
OFI
LE
I.SC
RE
EN
ING
IN
FOR
MA
TIO
N:
ST
UD
EN
T'S
NA
ME
SO
C. S
EC
AD
DR
ES
SPH
.NO
SE
XR
AC
ED
OB
HIG
HE
ST
GR
AD
E C
OM
PLE
TE
D
PR
IMA
RY
DIS
AB
ILIT
YS
EC
ON
DA
RY
DIS
AB
ILIT
YM
ED
ICA
TIO
ND
OS
AG
E
PS
YC
HO
LOG
ICA
L E
VA
LUA
TIO
N (
NA
ME
OF
TE
ST
,D
AT
E, P
LAC
E, E
VA
LUA
TIO
N)
RE
AD
ING
LE
VE
L (N
AM
E O
F T
ES
T,
DA
TE
)
AR
ITH
ME
TIC
LE
VE
L (N
AM
E O
F T
ES
T,
DA
TE
)
SP
ELL
ING
LE
VE
1 (N
AM
E O
F T
ES
T,
DA
TE
)
GE
NE
RA
L M
ED
ICA
L F
IND
ING
S A
ND
RE
CO
MM
EN
DA
TIO
N(D
AT
E A
ND
DO
CT
OR
)
SP
EC
IALI
ST
FIN
DIN
GS
AN
D R
EC
OM
ME
ND
AT
ION
S(D
AT
E A
ND
'DO
CT
OR
)
HO
ME
VIS
IT S
UM
MA
RY
II.
STU
DE
NT
EV
AL
UA
TIO
N F
OR
PL
AN
NIN
G:
TE
ST
AD
MIN
IST
ER
ED
, SC
OR
ES
, DA
TE
, EV
ALU
AT
ION
AP
TIT
UD
E T
ES
TIN
G (
NA
ME
AN
D D
AT
E O
F T
ES
TW
ITH
RE
SUL
TS)
INT
ER
EST
IN
VE
NT
OR
Y (
NA
ME
AN
D D
AT
E O
F T
EST
WIT
H R
ESU
LT
S )
4-
CO
UN
SE
LIN
G (
SU
MM
AR
Y O
F P
ER
TIN
EN
T IN
FO
RM
AT
ION
)
III.
VO
CA
TIO
NA
L E
XPL
OR
AT
ION
AN
D W
OR
K E
VA
LU
AT
ION
OF
STU
DE
NT
TH
RO
UG
H S
HO
P O
R S
EL
EC
TE
D J
OB
SIT
ES:
RE
SUL
TS
AC
TIV
ITY
DA
TE
S
FRO
MT
O
IV.
STU
DE
NT
'S V
OC
AT
ION
AL
PL
AN
: (D
AT
E, T
RA
INJN
G O
R O
.J.T
. SIT
E, T
YPE
OF
TR
AIN
ING
, EST
IMA
TE
OF
TIM
E A
ND
PRO
GR
ESS
RE
POR
TS)
V.
JOB
PL
AC
EM
EN
T A
ND
FOL
LO
W-U
P,IN
FQR
MA
TIO
N:
.10
I
XIG
N.ddV
BIL
ING
UA
L/B
ICU
LTU
RA
L P
RO
GR
iM M
OD
ELS
,T
ES
TS
AN
D T
EC
HN
IQU
ES
Pre
pare
d by
Vio
la S
ierr
a.
Bili
ngua
l Con
sulta
nt,
Alb
uque
rque
Pub
lic S
choo
ls
Sin
ce la
ngua
ge p
lays
a c
ruci
al r
ole
in th
e ch
ild's
lear
ning
, the
chi
ld's
faci
lity
in la
ngua
gem
ay a
ffect
to a
gre
at e
xten
t his
acq
uisi
tion
ofkn
owle
dge.
The
chi
ld's
mot
het t
ongU
e is
not o
nly
an e
ssen
tial p
art o
f his
sen
se o
f ide
ntity
,it
is a
lso
his
best
inst
rum
ent f
or le
arni
ng,
espe
cplly
in th
e ea
rly s
tage
s. D
iffer
ence
s be
twee
nth
e fir
st a
nd s
econ
d la
ngu4
es n
eed
to h
eun
ders
tood
if le
arni
ng th
roug
h th
em is
to b
ese
quen
ced
effe
ctiv
ely.
Lac
k of
und
erst
andi
ng o
fth
e ro
le th
at la
ngua
ge in
terf
eren
ce, t
heus
e of
a n
on3t
anda
rd d
iale
ct, a
s w
ell a
s th
e w
ayin
whi
ch th
e cu
lture
is r
efle
cted
in th
e na
tive
lang
uage
of th
e ch
ild c
an r
educ
e th
e ef
fect
iven
ess
ofan
y ed
ucat
iofla
i pro
gram
.
Cer
tain
fact
ors
mus
t be
take
n in
to c
onsi
dera
tion
in d
eter
min
ing
the
type
of b
iling
ual
prog
ram
to b
e im
plem
ente
d T
he o
bjec
tives
of t
hepr
ogra
in m
ust h
e co
nsid
ered
as
wel
las
the
degr
ee o
f com
pete
nc: i
n ei
ther
lang
uage
the
child
brin
gsw
ith h
im a
nd th
e ty
pe o
f com
mun
ityO
r 6.
ogra
phic
al a
rea
invo
lved
.
I. In
form
alno
Info
rmal
unp
lann
ed u
sage
of t
he c
hild
'sna
tive
lang
uage
in th
e cl
assr
oorr
rhe
use
of th
e ck
ild's
nat
ive
lang
uage
is n
eith
eren
cour
aged
goi
dis
cour
aged
. t's
ually
use
das
a m
eans
of e
asin
g th
e ch
ild's
adj
ustm
ent t
o th
ene
w k
ilo()
; env
ironm
ent.
Sup
plem
enta
r, m
odel
Onl
a s
mal
l per
cent
age
of th
e to
tal i
nstr
uctio
nal d
av is
allo
tted
for
the
inst
ruct
ion
in th
e se
cond
lang
uage
.. T
he p
rimar
y go
als
are
to c
ontin
ue th
e or
al n
ativ
e la
ngua
geev
elop
men
t as
wel
l ac
prov
idin
g th
e pu
pil w
ithso
me
read
ing
and
writ
ing
skill
s in
the
nativ
ela
ngua
ge.
Tra
nsiti
on M
odel
rI I
AL,
:tiltu
rati(
,),n
The
use
of t
he n
ativ
e la
ngua
geis
use
d m
ainl
y-as
a b
ridge
to th
e la
ngua
ge o
f ins
truc
tion.
.ther
e ar
e rw
an, v
aria
tions
of t
his
mod
el.
the
diffe
renc
e be
ing
in th
e m
ange
r an
dtim
e in
whi
ch n
ativ
e la
ngua
ge in
stru
ctio
n is
pha
sed
oui.
A l
4. T
wo-
Way
Mod
el
Inst
ruct
ion
in c
onte
nt a
reas
is g
iven
in tw
o la
ngua
ges.
a. D
ual M
ediu
m D
iffe
rent
ial
Mod
el (
DD
M)
The
two
lang
uage
s ar
e m
aint
aine
d fo
r di
ffer
ent p
urpo
ses
acco
rdin
g to
the
cultu
res.
For
exa
mpl
e, c
ultu
reba
sed
subj
ects
suc
h
as a
rt, m
usic
, soc
ial s
tudi
es a
ndlit
erat
ure
are
taug
ht in
the
pupi
ls' d
omin
ant l
angu
age,
whi
le th
e m
ore
trad
ition
al a
cade
mic
subj
ects
are
taug
ht in
the
lang
uage
of
the
dom
inan
t cul
ture
.
b. D
ual M
ediu
m E
qual
Mai
nten
ance
. (D
EM
)
Equ
al ti
me
and
trea
tmen
t are
giv
e,i t
o th
e tw
ola
ngua
ges
with
com
plet
e in
teitr
atio
l o(
child
ren
from
bot
h th
e do
min
ant a
nd
min
ority
cul
ture
.
BIB
LIO
GR
APH
Y
Mac
key,
Will
iam
F. "
A iy
pel3
tv-b
f B
iling
ual E
duca
tion.
"In
The
odor
e A
nder
son
and
Mild
red
Boy
er, B
iling
ual
Edu
catio
n in
the
Uni
ted
Stat
es, A
ustin
: Sou
thw
est E
duca
tiona
lD
evel
opm
ent L
abor
ator
y, V
ol. 1
1, 1
970.
Val
enci
a, A
tilan
o. B
iling
ual/B
icul
tura
l Edu
catio
n: A
Per
spec
tive
Mod
el in
Mul
ticul
tura
l Am
eric
a. A
lbuq
uerq
ue. S
outh
wes
tern
Coo
pera
tive
Edu
catio
nal L
abor
ator
y, 1
969.
II.
Lan
guag
e A
sses
smen
t
Ver
y of
ten
inte
llige
nce
and
achi
evem
ent t
ests
giv
edi
stor
ted
resu
lts w
hen
used
with
a c
hild
lack
ing
full
com
man
dof
the
Eng
lish
iAng
uage
or
fam
iliar
ity w
ith th
e do
min
ant c
ultu
re. A
t the
sam
etim
e th
ese
test
s fa
il to
dra
w o
ut th
e st
reng
ths
and
abili
ties
whi
ch
thes
e ch
ildre
n m
ay p
ciss
ess
from
thei
r ow
n ra
nge
of e
xper
ienc
es. I
n m
any
case
s no
n-na
tive
Eng
lish
spea
kers
are
plac
ed in
EM
H
clas
ses
beca
use
of a
fai
lure
to r
ecog
nize
the
reas
on f
orth
eir
low
sco
re o
n su
ch te
sts.
The
refo
re, s
ome
type
of
asse
ssm
ent
shou
ld b
e
Mad
e of
the
child
ls la
ngua
ge a
bilit
ies.
BIB
LIO
GR
APH
Y
Cer
venk
a, E
dwar
d:'"
The
Mea
sure
men
t of
Bili
ngua
lism
and
Bic
ultu
ral S
ocia
lizat
ion
of th
e C
hild
in.th
e Sc
hool
Set
ting:
The
Dev
elop
men
tof
Ins
trum
ents
." F
inal
Rep
ort o
n H
ead
Star
t Eva
luat
ion
and
Res
earc
h. A
ustin
: Uni
vers
ity o
f T
exas
, 196
7.
Eni
in, S
usan
. "Se
man
tic S
hits
in B
iling
ualis
m,-
Am
eric
an J
ourn
al o
f Ps
ycho
logy
, 74,
196
1
Fish
man
, Jos
hua.
Bili
ngua
lism
in th
e B
arri
o. W
ashi
ngto
n. D
.C.:
U.S
. Dep
artm
ent o
f H
ealth
Edu
catio
n an
d W
elfa
re, 1
968:
TE
ST P
UB
LIS
HE
RS
Chi
Cag
o N
on-V
erba
l Exa
min
atio
n. T
he P
sych
olog
ical
Cor
pora
tion,
304
E. 4
5th
Stre
et, N
ew Y
ork,
New
Yor
k, 1
0017
.
Inte
r-A
mer
ican
Tes
ts o
f R
eadi
ng a
nti G
ener
al A
bilit
y (P
rueb
as d
e L
ectu
ra, P
rueb
as d
e.ha
bilid
ad g
ener
al).
Gui
danc
e T
estin
g A
ssoc
iate
s,65
16 S
hirl
ey A
venu
e, A
ustin
, Tex
as 7
8752
.-
Shor
t Tes
t of
Edu
catio
nal A
bilit
y (S
TE
A)
(Exa
men
bre
ve p
ai-a
dem
ostr
as h
abili
dad
educ
ativ
a). S
cien
ce R
esea
rch
Ass
ocia
tes,
259-
E. E
rie
Stre
et, C
hica
go, I
llino
is 6
0611
.
Tes
ts o
f G
ener
al A
bilit
y (T
OG
A).
Sam
e ad
dres
s as
abo
ve.
III.
Met
hods
and
Tec
hniq
ues
A.
Lan
guag
e de
velo
pmen
t and
rea
ding
in E
nglis
h an
d Sp
aPis
h
The
re is
a w
idel
y he
ld m
isco
ncep
tion
rega
rdin
g Sp
anis
h sp
eaki
ng c
hild
ren
in th
e So
uthw
est.
Thi
s is
the
belie
f th
at th
ese
child
ren
lack
pro
fici
ency
in e
ither
lang
uage
, Spa
nish
or
Eng
lish,
and
are
, the
refo
re, n
on-l
ingu
al. T
his
belie
f is
rei
nfor
ced
for
man
y te
ache
ii by
-the
ir o
bser
vatio
n of
pup
ilg-v
ho.a
re in
artic
ulat
e an
d un
resp
onsi
ve in
the
clas
sroo
m a
nd w
ho a
ppea
r no
t to"
'un
ders
tand
wha
t app
ears
to b
e si
mpl
e, c
leth
- la
ngua
ge b
y. th
e te
ache
r. I
nrea
litv,
,the
child
pos
:ses
ses'
a'la
ngua
ge th
at is
ric
h in
idio
m a
nd e
ffec
tiven
ess
'in c
omm
unic
atin
g bu
t whi
ch c
an b
e ch
arac
teri
zed
as a
div
erge
nt f
orm
of
spee
ch. C
hild
ren
hive
conc
eptS
that
they
can
exp
ress
. in
thei
r ow
n di
alec
t but
they
fin
d th
at th
is is
not
the
lang
uage
of
the
clas
sroo
m o
r of
the
bisa
t re
ade
r.1
The
refo
re, i
n w
orki
ng w
ith th
e la
rge
num
bers
of
child
ren
with
div
erge
nt la
ngua
ge. t
he a
ppro
ach
shou
ld.b
e no
t rej
ectio
n of
this
lang
uage
but
exp
ansi
on o
utw
ard
from
thei
r-di
alec
t aa;
:d p
rogr
essi
ng to
the
expa
nded
lang
uage
of
the
gene
ral c
ultu
re.
A 3
Var
ious
met
hods
of t
each
ing
lang
uage
hav
ebe
en s
ugge
sted
and
trie
d at
all
leve
ls o
f ins
truc
tion
and
with
var
ying
deg
rees
of
succ
ess.
Bas
ical
ly, t
hese
can
be
desc
ribed
as
3 st
ruct
ured
and
a n
on-s
truc
ture
d ap
proa
ch, w
itha
varie
ty o
f tec
hniq
ues
deve
lop-
ing
from
eac
h. It
sho
uld
also
be
note
d th
atth
ese
appr
oach
es a
ro e
qual
ly e
ffect
ive
in te
achi
ng c
hild
ren
a se
cond
lang
uage
, be
itE
nglis
h-or
Spa
nish
, and
als
o to
ext
end
the
lang
uage
that
the
child
alre
ady
poss
esse
s.
I. S
truc
ture
d ap
prba
ches
a. E
SL
The
teac
hing
of E
nglis
h as
a s
econ
d la
ngua
gece
nter
s ar
ound
the
audi
o-lin
gual
met
hod.
Thi
scne
thod
util
izes
ora
ldr
ills
of b
asic
con
vers
atio
nal s
ente
nces
. The
imm
edia
te g
oals
of t
his
type
of s
econ
d la
ngua
gein
stru
ctio
n ar
e to
hav
e th
ech
ildre
n be
abl
e to
dis
crim
inat
e an
d pr
oduc
eth
e di
stin
ctiv
e so
unds
of t
he ta
rget
lang
uage
in th
eco
ntex
t of w
ords
, to
inte
rpre
t and
pro
duce
its
basi
c se
nten
ce p
atte
rns
and
to u
se a
n ad
equa
te v
ocab
ular
y.
Min
imal
-pai
r dr
ills
Thi
s ty
pe o
f dril
l can
be
utili
zed
to h
elp
lear
ners
dis
crim
inat
eph
onem
es th
at a
re n
ot u
sed
in th
eir
nativ
e la
ngua
ge a
nd to
hel
p th
em s
ee th
at u
sing
the
wro
ng p
hone
me
will
cha
nge
the
wor
d m
eani
ng.
bit
beat
lack
luck
dip
deep
dock
duck
ship
shee
plo
nglu
ng
hot
but
chai
r. s
hare
mas
hm
atch
choo
sesh
oes
dish
ditc
h
chip
ship
was
hw
atch
The
teac
her
mod
els
the
min
imal
pai
rs, i
llust
rate
dw
ith p
ictu
res
of a
ctio
ns a
nd h
as th
e ch
ildre
nre
peat
them
. It
isim
port
ant t
hat t
he c
hild
ren
know
the
mea
ning
of
the
wor
ds u
sed
in th
e-dr
ills.
The
dril
ls s
houl
d be
bas
edon
the
feat
ures
of th
e la
ngua
ge th
at th
e te
ache
r ha
s ob
serv
edas
bei
ng tr
oubl
esom
e fo
r th
e ch
ildre
n.vi
k
A v
aria
tion
of th
e m
inim
al p
air
drill
is to
,say
the
pairs
of w
ords
and
ask
the
child
if th
eyar
e th
e sa
me
or d
iffer
ent.
chea
pee
p
chai
rsh
are
chip
.sh
ip
Rep
etiti
on d
rill
- T
his
is th
e fi
rst a
nd b
asic
ste
p- in
sany
ora
l pra
ctic
e. I
t is
used
to p
rese
nt n
ew v
ocab
ular
y, to
est
ablis
hac
cura
te p
ronu
ncia
tion
and
into
natio
n an
d to
teac
h th
e sy
ntac
tical
str
uctu
re o
f if
te la
ngua
ge. A
typi
cal l
esso
n w
ould
be
pres
ente
d in
the
follo
win
g w
ay:
Hol
d up
pic
ture
s of
an
airp
lane
=-
bunn
y, h
at, k
itten
, etc
., an
d sa
y w
ith e
ach
fT
his
is a
,A
s ea
tti s
ente
nce
is m
odel
ed, t
he te
ache
r m
ust r
emem
ber
to u
se a
nav
iral
tone
of
voic
e an
d to
not
giv
e an
unna
tura
l em
phas
is to
any
par
t bf
the
sent
ence
.
The
_ ch
ildie
n re
peat
in a
gro
up, t
hen
in s
mal
ler
grou
ps, a
nd f
inal
ly, i
ndiv
idua
lly to
allo
w te
ache
r to
che
ck o
n ea
chch
ild's
per
form
ance
.
Subs
titut
ion
drill
s --
The
se a
re e
xerc
ises
in w
hich
a w
ord
is r
epla
ced
by a
noth
er w
ord
of th
e sa
me
gram
mat
ical
clas
s. I
n th
e fo
llow
ing
exam
ples
, the
teac
iair
mod
els,
"Jo
hn's
at h
ome.
" T
he c
lass
rep
eats
, sm
all g
roup
s an
d th
enin
divi
dual
s. T
hen,
the
teac
her
says
onl
y th
e 'w
ord
--13
ican
d_th
e_ct
iss
repe
ats,
"D
ick'
s at
-hom
e,"
etc.
Tea
cher
.St
uden
t
John
's a
t hom
eD
ick
He
.
Sue
She
'Dic
k's
at h
ome
He'
s at
hom
e-S
ue's
at h
ohic
She'
s at
hom
e
Tra
nsfo
rmat
ion
drill
s -7
In
this
type
of
drill
ther
e is
a c
hang
e fr
om w
ord
orde
r, a
s fr
om.s
tate
men
t to
ques
tion;
the
verb
is c
hang
ed to
a n
oun,
pos
itive
to n
egat
ive
stat
emen
ts, a
ctiv
e to
pas
sive
voi
ce,.k
erne
t sen
tenc
es in
to o
nese
nten
ce, e
tc.
Exa
mpl
es:
John
's a
t hom
eJo
hn w
orks
Dic
k's
in s
choo
lM
ary'
s ho
me,
she
's h
elpi
ngm
y m
othe
re
boy
was
lost
, he
was
wea
ring
a b
lue
shir
t
Is J
ohn
at h
bme
John
is a
wor
ker
Dic
k is
n't i
n sc
hool
Mar
y's
hom
e an
d sh
e's
help
ing
my
mot
her
-
The
boy
who
was
wea
ring
abl
ue s
hirt
was
lost
In th
e pr
imar
y an
d in
term
edia
te g
rade
s or
al la
ngua
ge d
rill
may
be
used
as
prep
arat
ion
for
the
read
ing
less
on. B
yba
sing
the
drill
on
sent
ence
s to
be
read
late
r, o
ne m
ay e
xpec
t mor
e fl
uent
rea
ding
, with
less
tend
ency
tow
ard
mer
e
wor
d'i.`
allin
g. a
nd a
s a
resu
lt. in
crea
sed
com
preh
ensi
on.
The
teac
her.
in p
lann
ing
the
read
ing
leS
sCit,
will
sele
ct s
ente
nces
for
oral
dril
l with
the
need
s ei
f her
own
part
icul
argr
oup
in m
ind.
b. B
asal
rea
ders
Man
y tim
es a
Spa
nish
spe
akin
g ch
ild d
emon
stra
tes
enou
gh fu
nctio
nal k
now
ledg
e of
Eng
lish
to c
omm
unic
ate
inth
e cl
assr
oom
. Thi
s le
ads
to th
e m
ista
ken
belie
fth
at th
e ch
ild h
as s
uffic
ient
Mas
tery
of t
he la
ngua
ge. t
o co
nesu
cces
sful
ly w
ith th
e ex
pand
ed la
ngua
ge u
sed
in b
asal
rea
ders
and
oth
er te
xtbo
oks.
As
has
been
not
ed in
seve
ral
stud
ies,
the
trad
ition
al te
xtbo
oks
used
inth
e cl
assr
oom
s co
ntai
n a
heav
y lo
ad o
f fig
urat
iye
lang
uage
,m
ultip
lem
eani
ng w
ords
and
com
plic
ated
sen
tenc
est
ruct
ures
. Exa
mpl
es o
f thi
s ty
pe o
f lan
guag
e ar
e:
Jack
was
so
surp
rised
he
stop
ped
dead
in h
istr
acks
.S
he s
tood
at t
he r
iver
ban
k.T
he p
lane
mad
e a
slow
ban
k aw
ay fr
om th
em
ount
ains
.I w
ould
n't b
ank.
'n it
if I
wer
eyo
u.S
he to
ok a
ll he
r pe
nnie
s or
ate
of th
e pi
egy
bank
.
Thu
s, a
chi
ld w
ith li
mite
d m
aste
ry o
f thi
s as
pecL
ofla
ngua
ge te
nds
to in
terp
ret i
t on
a lit
eral
wor
d by
wor
d ba
sis.
He
beco
mes
con
fuse
d an
d un
able
to r
ead
with
com
preh
ensi
on, f
allin
g fu
rthe
r an
d fu
rthe
r be
hind
as h
e is
forc
edin
to te
xtbo
oks
with
incr
easi
ngly
mor
e co
mpl
ex la
ngua
ge..
Tea
cher
s ca
n as
sist
sec
ond
lang
uage
lear
nerS
inov
erco
min
g th
is d
iffic
ulty
by
prev
iew
ing
less
ons
to b
e pr
esen
ted
toth
e ch
ildre
n, b
eing
ale
rt to
spe
cial
aspe
cts
of-t
he la
ngua
ge w
hich
mig
ht p
rove
trou
bles
ome.
The
teac
her c
an th
ende
vise
act
iviti
es w
hich
will
cla
rify
thes
e ite
ms
befo
reth
e re
adin
g le
sson
is p
rese
nted
. Suy
:est
ed a
ctiv
ities
incl
ude
draw
ing,
illu
stra
tions
dep
ictin
g bo
th th
e lit
eral
and
idio
mat
ic m
eani
ngs
of th
e ph
rase
s us
ing
eith
eran
opa
que
orov
erhe
ad p
roje
ctor
for
clas
s vi
ewin
g,us
e of
the
lang
uage
mas
ter
mat
chin
g th
e ex
pres
sion
with
its
figur
ativ
ein
terp
reta
tion
and
dram
atiz
atio
ns.
__/2
. Non
-str
uctu
red
appr
oach
es
Thi
s is
a m
ore
indi
rect
app
roac
hto
teac
hing
lang
uage
and
rea
ding
in w
hich
an e
nviro
nmen
t is
crea
ted
that
will
enc
oura
gech
ildre
n to
str
etch
thei
r la
ngua
geto
the
limits
, to
expr
ess
thei
r re
actio
n to
expe
rienc
es a
nd to
inte
ract
with
eac
h ot
her.
Inso
doin
g, c
omm
unic
ativ
e ne
eds
occu
r th
at th
eyca
nnot
mee
t whi
ch s
timul
ates
them
to r
each
for
mor
e la
ngua
ge. A
s a
resu
lt, th
ey w
illbe
sel
f mot
ivat
ed to
exp
and
thei
r la
ngua
ge.
Exp
erie
nce
appr
oach
-Fite
lear
ning
env
iron
men
t is
crea
ted
both
by
the
teac
her's
itif
erac
tion
with
the
lear
ner
and
by th
eph
ysic
al a
rran
gem
ent o
f th
e cl
aSsr
oom
. Thi
s ty
pe o
f or
ient
atio
n is
usu
ally
ass
ocia
ted
with
the
expe
rien
ce-
appr
oach
tote
achi
ng.
in a
lang
uage
exp
erie
nce
prog
ram
. the
dev
elop
men
t of
the
lang
uage
art
s sk
ills
are
built
aro
und
the
expe
rien
ce th
at th
ech
ild b
ring
s w
ith h
im a
s w
ell a
s th
ose
prov
ided
by
the
teac
her
in th
e cl
assr
oom
. The
re is
con
fusi
on in
the
min
ds o
f m
any
who
tea
to a
ssoc
iate
the'
expe
rien
ce a
ppro
ach
with
fie
ld tr
ips.
Thi
s is
but
one
sm
all a
spec
t of
teac
hing
thro
ugh
lang
uage
expe
rien
ce/T
he to
tal p
ictu
re is
one
in w
hich
the
teac
her
capi
taliz
es o
n ac
tiviti
es w
hich
mot
ivat
e an
d ca
ptur
e th
e ch
ild's
inte
rest
, usi
ng th
ese
oppo
rtun
ities
to m
odel
lang
uage
and
exp
and
and
elab
orat
e on
the
child
's la
ngua
ge. T
his
is d
one
thro
ugh
allo
win
g th
e ch
ild to
sha
re a
nd d
iscu
ss e
xper
ienc
es, t
o di
ctat
e st
orie
s w
hich
the
teac
her
wri
tes
flow
n. to
mak
e bo
oks
and
to r
ead
or b
e re
ad to
, hoo
ks d
evel
oped
by
othe
r ch
ildre
n, p
lus
a va
riet
y of
oth
er e
xper
ienc
es.
Inte
rest
cen
ters
.T
he u
se"o
l int
eres
t or
lear
ning
cen
ters
is.a
n in
wor
taht
,thou
gh n
ot a
n es
sent
ial.
com
pone
nt o
f th
eex
peri
ence
app
roac
h to
teac
hing
. The
con
cept
of
the
inte
rest
cen
ter
is m
uch
mor
e th
an th
e ro
ck o
r sh
ell c
olle
ctio
n w
hich
goes
und
er th
e gu
ise
of a
n- in
tere
st c
ente
r. T
his
is la
rgel
y ig
nore
d by
the
child
ren
and
serv
es m
ainl
y as
a d
ust c
olle
ctor
as
itre
mai
ns u
ndis
turb
ed th
roug
hout
the
scho
ol-,
year
. The
inte
rest
cen
ters
sho
uld
,take
adv
anta
ge o
f th
e va
ried
inte
rest
s of
the
child
rk s
timul
ate
furt
her
expl
orat
ion
and
prov
ide
for
intr
oduc
tion
ofne
w c
once
pts
as w
ell a
s ex
tend
ing
lear
ning
in th
esu
bjec
t are
as. I
t als
o se
rves
as
it m
eans
of
gene
ratin
g la
ngua
ge in
the
child
ren
at:d
mot
ivat
ing
them
to c
omm
unic
ate
oral
ly a
sw
ell a
s in
a w
ritte
n fo
rm. F
or e
xam
ple.
at,,
,an
give
n tim
e, a
mat
h ce
nter
mig
ht in
clud
e: m
any
type
s of
mea
suri
ng d
evic
es-
cups
, spo
Ons
, rul
ers,
tape
s. s
cale
s, e
mpt
y pi
nt a
nd q
uart
bot
tles,
sto
p w
atch
. num
ber
gam
es (
botk
com
mer
cial
_and
cla
ss-
mad
e ),
dom
inoe
s.
"lan
ipul
ativ
- de
vice
sbl
ocks
, stic
ks. c
ount
ers.
geo
met
ric
bloc
ks, a
bacu
s, h
eads
, mag
netic
boa
rd. O
ther
type
s of
cen
ters
are
a w
ritin
g 'e
nter
, the
pla
y ho
use
cent
er. l
iste
ning
cen
ter,
art
s an
d cr
afts
cen
ter.
fr
Bot
h th
e st
ruct
ured
a:1
,i no
n-st
ruct
ured
app
roac
hes
have
thei
r ad
voca
te, a
:5 W
ell a
s th
eir
detr
acto
rs. .
A te
ache
r sh
ould
use
an
ecle
tic a
ppro
ach,
sel
ectin
g fr
om e
ach
and
com
bini
ng th
ese
a fo
rm th
at w
ill m
eet t
he n
eeds
of
the
child
ren
with
who
m s
he is
wor
king
.
BIB
LIO
GR
APH
Y
Bum
pass
, Pay
c. T
each
ing
You
ng S
tude
nts
Eng
lish
as a
For
eign
Lan
guag
e. N
ew Y
ork:
Am
eric
an B
ook
Com
pany
, 196
3..
Kan
e, J
ohn-
and
Kir
klan
d, M
ary.
Con
tem
pora
ry S
poke
n E
nglis
h. N
ew Y
ork:
Tho
mas
Cro
wel
l Com
pany
, 196
7.
Lee
, Dor
ris
M. a
nd A
lden
, R. V
. Lea
rnin
g to
Rea
d T
hrou
gh E
xper
ienc
e. N
ew Y
ork:
Mer
edith
Cor
pora
tion,
196
3.
Smith
, E. B
rook
s et
al.
Lan
guag
e an
d T
hink
ing
in th
e E
lem
enta
ry S
choo
l. N
ew Y
ork:
Hol
t, R
ineh
art a
nd W
inst
on, 1
970.
Voi
ght,
Ral
ph C
. Inv
itatio
n to
Lea
rnin
g: T
he L
earn
ing
Cen
ter
Han
dboo
k. W
ashi
ngto
n, D
.C.:
Acr
opol
is B
ooks
Ltd
., 19
71.
Zin
tz, M
iles.
The
Rea
ding
Pro
cess
. Dub
uque
Will
iam
C. B
row
n, P
ublis
hers
, 197
0.
IV.
Mat
eria
ls (
Eng
lish
and
Span
ish)
A.
Exi
stin
g m
ater
ials
for
bili
ngua
l chi
ldre
n.
The
re is
an
abun
danc
e of
Spa
nish
lang
uage
mat
eria
ls b
eing
pro
duce
d in
Mex
ico,
Spa
in a
nd th
e L
atin
Am
eric
an c
ount
ries
;ho
wev
er, t
hese
are
gen
eral
ly n
ot s
uita
ble
for
use
in b
iling
ual e
duca
tion
prog
ram
s. B
ecau
se th
e 'c
ultu
re, l
angu
age
and
tota
len
viro
nmen
t of
thes
e co
untr
ies
are
refl
ecte
d in
thes
e te
xtbo
oks,
they
are,
just
as
irre
leva
nt to
bili
ngua
l chi
ldre
n fr
om th
isco
untr
y,, p
artic
ular
ly th
e So
uthw
est,
as a
re th
e tr
aditi
onal
mid
dle-
clas
s or
ient
ed E
nglis
h bo
oks
prod
uced
her
e,
The
mos
t wid
ely
used
text
book
s in
Spa
nish
in b
iling
ual
prog
ram
s ar
e th
ose
whi
ch h
ave
been
dev
elop
ed in
this
cou
ntry
.
Lai
dlaw
Bro
ther
sT
hese
boo
ks a
re a
vaila
ble
in th
e su
bjec
t are
as o
f m
ath,
soc
ial s
tudi
es, h
ealth
and
mus
ic a
ndga
mes
.
D. C
. Hea
thPa
ralle
l Sci
ence
Ser
ies
The
se a
re p
ublis
hed
in b
oth
Eng
lish
and
Span
ish.
The
se te
xts
are
avai
labl
e fo
r th
e fi
rst
four
gra
de le
vels
.
The
Mila
ni L
ingu
istic
Rea
ders
One
of
the
mos
t wid
ely
used
ser
ies
for
inst
ruct
ing
Span
ish
spea
king
chi
ldre
n in
Eng
lish
asa
seco
nd la
ngua
ge. I
t is
a co
mpr
ehen
sive
pro
gram
whi
ch in
clud
es a
ll th
e la
ngua
ge a
rts:
spe
akin
g, r
eadi
ng a
nd s
pelli
ng.
.9A
dapt
ing
and
rela
ting
exis
ting
mat
eria
ls f
or b
iling
ual c
hild
ren
Alth
ough
, as
was
not
ed a
bove
, som
e m
ater
ials
hav
e be
en d
evel
oped
in th
is c
ount
ry f
orus
e in
bilj
ngua
l pro
gram
s, th
e sa
me
prob
lem
s ar
e po
sed
as in
the
fore
ign
- pr
oduc
ed m
ateN
als.
The
se te
xts
are
wri
tten
in a
sta
ndar
d di
alec
t whi
ch m
ay b
e ju
st a
sfo
reig
nth
e ch
ild w
ho s
peak
s in
a d
iver
gent
dia
lect
as
any
othe
r te
xtbo
ok u
sing
ano
ther
lang
uage
. For
this
rea
son,
it is
nece
ssar
y to
ada
pt c
urre
ntly
exi
stin
g m
ater
ials
to f
it th
e la
ngua
ge e
nvir
onm
ent a
nd s
peci
al n
eeds
Of
thep
rogr
arit:
.
Such
'Eng
lish
lang
uage
mat
eria
ls a
s te
lt R
oach
Van
Alle
n L
angu
age
ExP
erie
nces
ser
ies
lend
them
selv
es e
asily
to a
dapt
atio
n an
dca
n be
pre
sent
ed in
the
dial
ect o
f th
e ch
ild.
.
The
Dis
tar
seri
es in
rea
ding
can
be
used
in c
ombi
natio
n w
ith th
e L
angu
age
Exp
erie
nce
appr
oach
with
-ver
y ef
fect
ive
resu
lts.
.,.
Dis
tar
uses
the
met
hod
of d
irec
t ins
truc
tion
in te
achi
ng th
e,ba
sic
deco
ding
ski
lls. T
he s
ame
tech
niqu
es u
sed
in.te
a,ch
ing
read
ing
in th
e D
i,ita
r se
ries
can
be
used
for
inst
ruct
ing
in r
eadi
ng in
Spa
nish
.(.
.
Oth
er m
ater
ials
whi
ch c
an b
e us
ed v
ery
effe
ctiv
ely
in w
orki
ng w
ith b
iling
ual c
hild
ren
are
the
Gol
dste
in L
ife
Exp
erie
nce
mat
eria
ls. S
ince
-th
ese
mat
eria
ls a
re b
ased
on
thos
e si
tuat
ions
whi
ch c
hild
ren
are
expe
cted
to m
eet i
n th
eir
ever
yday
ex-
peri
ence
s, th
ey a
re e
ven
mor
e m
eani
ngfu
l to
the
child
ren
whe
n pr
esen
ted
in th
e di
alec
t of
thei
r ow
n' la
ngua
ge.
C.
Dev
elop
ing
new
mat
eria
ls
Lan
guag
e E
xper
ienc
e R
eade
rs
Man
y te
ache
rs a
re d
evel
opin
g th
eir
own
mat
eria
ls b
oth
in th
e E
nglis
h an
d Sp
anis
h di
alec
ts o
f th
e ch
ildre
n. I
n ad
ditio
nto
the
bene
fits
of
inst
ruct
ing
the
child
in h
ooks
wri
tten
in h
is d
iale
ct, t
hese
boo
ks h
ave
the
adde
d ad
vant
age
of p
rovi
ding
the
child
with
his
ow
n bo
ok '-
'whi
ch.h
e ca
n ta
ke h
ome.
The
se s
erve
to h
ighl
y m
otiv
ate-
the
child
to r
ead
as w
ell a
s to
enha
nce
his
self
-con
cept
...
Boo
ks c
an b
e de
velo
ped
in a
ny s
ubje
ct w
hich
inte
rest
s th
e ch
ild. S
ome
exam
ples
are
sha
pe b
ooks
, col
or b
ooks
, boo
ksde
velo
ped
on w
alks
, tri
ps; a
ctiv
ities
in th
e cl
assr
oom
. cla
ssbo
oks,
dir
ecto
r,ie
s, e
tc.
2.Fi
lms,
slid
es, f
lari
nel b
oard
, gam
es
Film
s ca
n be
use
d to
dev
elop
a c
hild
's o
ral l
angu
age.
The
se c
an b
e us
ed in
a v
arie
ty o
f w
ays.
For
exa
mpl
e, a
film
can
.be
show
n fi
rst i
n its
ori
gina
l for
m-,
then
with
the
volu
me
set l
ow, a
nd h
ave
the
child
ren
supp
ly th
e na
rrat
ion
in e
ither
lang
uage
, or
a fi
lm c
an h
e sh
own
and
stop
ped
at it
s m
ost c
nmaC
tic m
omen
t. T
he c
hild
ren
can
then
wri
te a
sto
ry o
rill
ustr
ate
how
they
thiii
k' th
e st
ory
ende
d. W
hen
the
com
plet
ed v
ersi
on is
sho
wn,
chi
ldre
n ca
n th
en c
ompa
re th
eir
vers
ion
and
disc
uss
whi
ch e
ndin
g is
mos
t sat
isfy
ing
to th
em. -
Thi
s is
onl
y on
e m
eans
of
gene
ratin
g an
d m
otiv
atin
g w
ritte
nan
d or
al la
ngua
ge.
Slid
es c
an a
lso
he u
sed
in th
e sa
me
man
ner
with
chi
ldre
n pr
ovid
ing
capt
ions
for
each
fram
e.
Tea
cher
dev
elop
ed g
ames
can
he
used
to te
ach
both
Eng
lish
and
Spa
nish
lang
uage
ski
lls. M
any
inex
pens
ive
com
mer
cial
gam
es c
an b
e ea
sily
cha
nged
to te
ach
Spa
nish
voc
abul
ary
or r
eadi
ng. C
ard
gam
es c
an a
lsc,
be
used
in th
is m
anne
r.
The
lang
uage
mas
ter
is a
ver
y us
eful
dev
ise
for
teac
hing
voc
abul
ary,
the
phon
emic
ele
men
ts o
f a la
ngua
ge, f
or m
odel
ing
sent
ence
s an
d at
the
sam
e tim
e al
low
ing
the
child
to s
ee th
e w
ritte
n sy
mbo
l, fo
r se
lf-co
rrec
ting
less
ons,
and
a v
arie
tyof
othe
r ac
t wit
les.
BI B
LIO
G R
AP
H"
D. C
. Hea
th a
nd C
ompa
ny51
11 L
acka
wan
na S
tree
tD
alla
s, "
iexa
s 75
247
Dis
tar
Sci
ence
Res
earc
h A
ssoc
iate
s
259
Eas
t Erie
Str
eet
.
Chi
cago
, Illi
nois
n06
11
Gol
dste
in S
ocia
l Lea
rnin
gs C
urric
ulum
Laid
law
Bro
ther
sA
Div
isio
n of
Dou
bled
ayT
hatc
her
and
Mad
ison
Str
eets
Riv
er F
rost
, Illi
nois
603
05
Lang
uage
Exp
erie
nces
in R
eadi
ngE
ncyc
lope
dia
Brit
anni
ca P
ress
425
Nor
th M
ichi
gan
Ave
nue
Chi
cago
, Illi
nois
PLA
NN
ING
TH
E C
UR
RIC
UL
UM
FO
R T
HE
EM
H I
N T
ER
MS
OF
TH
E L
IFE
EX
PER
IEN
CE
APP
RO
AC
H(U
nit P
lann
ing
and/
or lo
ng R
ange
Pla
nnin
g)
Eva
luat
ion
in te
rms
of s
elec
tion
of M
ajor
( "i
nten
t
A.
Are
ther
e pr
escr
ibed
uni
ts,
a un
it in
pro
gres
s, o
r ot
her
adm
inis
trat
ivel
yde
term
ined
uni
ts?
(Is
ther
e a
curr
icul
um g
uide
whi
ch s
ugge
sts
unit
topi
cs to
he
cove
red
on a
par
ticul
ar le
vel i
n a
set s
eque
nce?
liew
muc
h fl
exib
ility
is p
erm
itted
?)
B.
Wha
t uni
ts h
ave
been
und
erta
ken
with
this
par
ticul
ar g
roup
of
child
ren?
C.
Wha
t Lit)
thes
e ch
ildre
n A
nent
in te
rms
of p
ast e
.:per
ienc
e.s.
uni
ts a
ndge
nera
l aca
dem
ics'
(Thi
s im
plie
s ex
amin
atio
n of
cum
ulat
ive
&co
rds
rega
rdin
g ac
adem
icpr
ogre
ss a
nd d
iagn
ete
stin
gan
d ca
refu
l obs
erva
tion
of c
hild
ren'
sbe
havi
or in
diffe
rent
lear
ning
shu
atio
ns.
I).
Wha
t do
thes
e ch
ildre
n ne
edto
kno
ts' '
Wha
t con
tent
mat
eria
l will
bui
ldup
on w
hat t
hey
alre
ady
know
,.at t
hesa
me
time
prov
idin
g m
axim
um u
tility
fur
pres
ent a
nd f
utur
e ev
eryd
ay li
fe?
(In
term
s of
kno
wle
dge
and
acad
emic
ski
lls)
E.
Wha
t are
thes
e ch
ildre
n in
tere
sted
in?
Wha
t do
they
tallb
abou
t in
info
rmal
situ
atio
ns?
Wha
t oue
stio
ns d
o th
ey a
sk?
(See
Lif
eE
xper
ieM
1 In
terv
iew
)
ILSo
cial
and
Phy
sica
l Con
side
ratio
ns4s
.
A.
Wha
t can
a u
nit o
r a
part
icul
ar in
divi
dual
do to
dev
elop
beh
avio
ral,
attit
udin
alan
d so
cial
ski
lls w
ith th
ese
part
icul
arch
ildre
n?W
hat s
kills
do
they
lune
' (La
rgel
yev
alua
ted
thro
ugh
obse
rvat
ion
and
plot
ted
for
indi
vidu
als
and
the
grou
p)
R.
Wha
t phy
sica
l cha
ract
eris
tics
doth
ese
child
ren
exhi
bit w
hich
mig
ht h
ave
hear
ing
on u
nit s
elec
tion?
Wha
t sen
sory
de?
icits
are
appa
rent
from
CU
M u
lativ
c an
d ob
seria
tiona
l dat
a
C.
Wha
r is
the
expr
essi
ve la
ngua
geIr
eel (
dr th
ese
child
ren'
Wha
t wor
ds d
o th
eyap
pear
to u
nder
stan
d? W
hat w
ords
do
they
reco
gniz
e in
pri
nt?
(Thi
s fo
rms
the
basi
s fo
r "k
now
n w
ords
" w
hen
wilt
ing
daily
pla
ns.)
Wha
t wor
dsca
n th
ey w
rite
?(E
xam
inat
ion
of w
ritte
n "s
tory
" of
etc.
)
UI.
Feas
ibili
tyW
hen
a T
enta
tive
Uni
t Top
ic is
sel
ecte
d, th
e fo
llow
ing
crite
ria
are
appl
ied:
.
A.
How
muc
h tim
e do
I h
ave?
Can
this
stu
dy b
e un
dert
aken
in th
is a
mou
nt o
f tim
e?Is
it to
o br
oad?
not b
road
eno
ugh?
Flex
ible
eno
ugh
to a
ccom
mod
ate
unan
ticip
ated
pre
limin
ary
skill
bui
ldin
g C
i Lic
k of
exp
erie
ntia
lba
ckgr
ound
?
B.
Wha
t res
ourc
es a
re a
vaila
ble?
(O
r un
avai
labl
e) C
anpe
rtin
ent r
eadi
ng m
ater
ials
on
the
child
ren'
s re
adin
g le
vels
be
obta
ined
?
Wha
t mul
ti-m
edia
is a
vaila
ble?
(A
gain
on
thei
r le
vels
)R
esou
rce.
pers
ons,
film
s, f
ilmst
rips
, mod
els,
fiel
d tr
ips?
Pic
ture
s? e
tc...
C.
Is th
is u
nit e
cono
mic
al-i
n te
rms
of th
e tim
e it
will
req
uire
? D
oes
it le
nd it
self
toin
tegr
atin
g ot
her
core
are
as?
Will
thes
e in
-
tegr
ated
are
as r
eally
enh
ance
one
ano
ther
, or
isth
e in
tegr
atio
n lik
ely
to b
e to
oco
ntri
ved?
How
man
y of
the
maj
orde
fici
ts
of th
e cl
ass
(as
dete
rmin
ed th
roug
hpr
evio
usly
men
tione
d un
it se
lect
ion
crite
ria)
may
be tr
eate
d th
roug
h th
is u
nit?
lang
uage
defi
cits
, sen
sory
def
icits
, ski
ll de
fici
ts, s
ocia
l and
mot
or d
efic
its, a
nd e
xper
ient
ial
defi
cits
,
RE
AD
ING
AN
D T
HE
LIF
E E
XPE
RIE
NC
E A
PPR
OA
CH
I.W
hole
Gro
up A
ctiv
ities
:
A.
Plan
ning
the
unit
B.
Sum
mar
izin
g U
nit C
once
pts
C.
Cla
ss s
tori
esD
.in
vita
tions
and
Tha
nk Y
ou n
otes
E.
Dut
ies
arv;
Rul
es c
hart
s
II.
Smal
l Gro
up A
ctiv
ities
:
A.
Hom
ogen
eous
Gro
ups
(for
tned
for
the
expr
ess
purp
ose
of te
achi
ngre
adin
g sk
ills)
:
1.C
onst
ruct
ion
of C
hart
(ba
sed
on u
nit e
xper
ienc
e, a
n ob
ject
or
expe
rien
ce s
hare
d by
a g
roup
mem
ber;
ase
ason
al to
pic,
and/
or th
e lik
epr
oced
ure
follo
ws
that
of
deve
lopi
ng c
lass
cha
rts.
Rea
ding
of
Cha
rt:
a.re
adin
g in
divi
dual
con
trib
utio
ns
b.re
adin
g en
tire
char
t
c.sp
ecif
ic la
ngua
ge s
kills
in r
elat
ion
to li
ngui
stic
ele
men
ts p
rese
ntin
com
plet
ed c
hart
, pho
nem
es o
f gr
eate
st u
se,
voca
bula
ry e
nric
hmen
t (in
clud
ing
syno
nym
s), s
peec
h de
velo
pmen
t,ph
onet
ic a
nd s
truc
tura
l ana
lysi
s sk
ills.
Thi
s is
larg
ely
eval
uativ
e in
nat
ure.
The
teac
her
plan
s th
e fo
llow
ing
day'
s de
velo
pmen
tal l
esso
n fr
om th
is. T
his
prep
arat
ion
incl
udes
dup
licat
ing
the
stor
y fo
r th
e cu
mul
ativ
e re
ader
s an
d in
larg
er p
rint
, for
the
wor
d ba
nks.
2
3.R
erea
ding
of c
umul
ativ
e re
ader
sw
ith e
mph
asis
on
lang
uage
ski
lls tr
eate
d ab
ove.
a.ad
ditio
n to
wor
d ba
nks
b.ex
plan
atio
n of
sea
twor
k in
volv
ing:
I.re
cons
truc
tion
of s
tory
from
wor
d ba
nks
crea
tive
writ
ing
usin
g w
ord
bank
s
3.ill
ustr
atio
n fo
r st
orie
s
Het
roge
neou
s G
roup
s (f
orm
ed fo
r th
e pu
rpos
e of
loca
ting
info
rmat
ion
for
the
life
expe
rienc
e un
it an
d de
velo
ping
rel
ated
stud
y sk
ills)
:
1.T
he g
roup
is g
iven
dire
ctio
n in
' the
form
of l
eadi
ng q
uest
ions
whi
ch a
re fo
rmul
ated
:
a.by
the
clas
s
b.by
the
teac
her
2.T
he g
roup
is-
pres
ente
d w
ith a
qua
ntity
of m
ater
ials
for
refe
renc
e.
a.tr
ade
book
s or
f the
var
ious
rea
ding
leve
ls o
f the
gro
up
b.-m
agaz
ines
, pic
ture
s an
d ot
her
non-
yerh
al r
esou
rces
_
3.D
irect
ion
for
findi
ng in
form
atio
n, n
otat
ions
, dra
fting
rep
orts
, ora
l and
writ
ten
pres
enta
tions
and
visu
al a
ids
is c
onst
antly
prov
ided
.
4.P
rese
ntat
ion
of g
roup
rep
orts
to th
e .,:
/ass
5.-
Eva
luat
ion
III.
Indi
vidu
al A
ctiv
ities
Fol
low
ing
the
form
at fo
r ei
ther
A o
r B
abo
ve, t
he p
upils
may
eng
age
in in
divi
dual
ized
rea
ding
inst
ruct
ion,
and
/or
indi
vidu
al r
epor
t
pres
enta
tion.
NO
NC
ON
SU
MA
BLE
SE
AT
WO
RK
One
way
to r
educ
e th
e af
ter
hour
s lo
ad o
f the
teac
her,
pro
vide
var
iety
, and
allo
w fo
r th
e sp
ecia
lpr
oble
ms
of c
erta
in c
hild
ren
is to
use
non
-
cons
umab
le s
eatw
ork
part
of t
he ti
me,
rat
her
than
use
an
inev
itabl
e da
ily fo
od o
f pen
cil a
nd p
aper
wor
k. F
ollo
win
g ar
e so
me
sugg
estio
ns:
1.P
uzzl
es a
nd F
orm
boar
ds: M
ay h
e us
ed to
dev
elop
a s
ense
of s
patia
l rel
atio
nshi
ps o
r an
aw
aren
ess
of c
olor
or
form
, or
for
othe
r
purp
oses
acc
ordi
ng to
the
type
of p
uzzl
e.
Gro
ups
of p
ictu
res
to c
ateg
oriz
e: T
hese
task
s ca
n be
any
leve
l of c
ompl
exity
. Eas
iest
: Int
o w
hich
of t
wo
pred
eter
min
ed
cate
goric
% d
oes
each
pic
ture
go?
Har
der:
Wha
t cat
egor
ies
can
you
thin
k of
that
will
fit a
ll pi
ctur
es?
Har
dest
: How
man
ydi
ffere
nt w
ays
can
you
grou
p th
ese
pict
ures
? (I
n th
e la
st, h
ave
child
writ
e th
e na
me
of'e
ach
cate
gory
and
list
wha
t goe
s in
to it
,to
allo
w c
heck
ing,
sin
ce h
e ca
n't l
ay th
e pi
ctur
es o
ut in
a n
umbe
r of
was
sim
ulta
neou
sly.
)
3.P
ictu
re m
atch
ing:
Hav
e tw
o se
ts o
f ide
ntic
al p
ictu
res,
e.g
., al
l bird
s bu
t onl
y tw
o of
eac
h va
riety
, to
mat
ch.
4.C
once
pt c
ards
: Non
iden
tical
pic
ture
s to
mat
ch, a
s a
loaf
ofb
read
and
a .;
lice
of b
read
, a c
ut a
pple
and
app
les
on a
tree
.Mor
e
diff
icul
t are
a r
ocke
t wat
ch a
nd a
whe
el w
hich
mat
ch b
ecau
se b
oth
fit t
he c
once
pt o
f SO
ME
TH
ING
RO
UN
D.
5.Pi
ctur
es m
atch
ed w
ith w
ord
card
s: M
atch
pic
ture
s w
ithse
nten
ces
desc
ribi
ng th
em, o
r as
sem
ble
sent
ence
s ab
out t
hepi
ctur
e
from
sep
arat
e w
ord
card
s.
6.Pl
astic
pla
ced
over
wor
kshe
et:
Plac
t(a
larg
e pi
ece
of h
eavy
pla
stic
ove
r a
wor
kshe
et a
nd h
ave
the
child
mar
k an
swer
s on
the
plas
tic w
ith a
gre
ase
penc
il. C
onne
ctin
g do
ts, s
olvi
ng m
azes
and
choo
sing
the
righ
t wor
d th
\fit
the
sent
ence
are
exe
rcis
esw
hich
are
easy
to h
andl
e th
is w
ay.
7.St
enci
ls: T
raci
ng s
tenc
ils o
r te
mpl
ates
req
uire
s co
ordi
natio
nbe
twee
n th
e tw
o ha
nds
and
a ce
rtai
n am
ount
of
plan
ning
toke
ep
thos
e tw
o ha
nds
out o
f ea
ch.o
ther
's w
ay.
8.A
lpha
bet c
ards
: The
se m
ay b
e pl
aced
in o
rder
, or
used
tosp
ell w
ords
suc
has
nam
es o
f pi
ctur
ed o
bjec
ts o
rw
ords
fro
m th
e
read
er.
9.N
umbe
r ca
rds:
Pla
ce in
ord
er b
y l's
, 2's
, 5's
, etc
. Use
num
ber
card
s fo
r an
swer
s to
num
ber
fact
car
ds. T
his
is e
spec
ially
goo
d
whe
n po
or c
oord
inat
ion
may
mak
e a
child
com
mit
erro
rs ju
stbe
caus
e ha
ndlin
g a
penc
il is
too
diff
icul
to
10.
Cou
ntin
g ca
rds:
Hav
e th
e nu
mbe
r sy
mbo
l on
one
side
,an
d a
pict
ure
with
that
man
y ob
ject
s to
cou
nt o
nth
e ot
her
side
.
Chi
ldre
n m
ay s
tart
on
eith
er s
ide
and
chec
k it
agai
nst t
he r
ever
se.
11.
Con
figu
artio
n ca
rd p
uzzl
ei: T
hese
may
be
mad
e up
for
begi
nner
s w
ith p
oor
visu
al d
iscr
imin
atio
n or
thos
e un
awar
e of
codi
gnra
tion
cues
as
rele
vant
.
12.
Stam
p se
ts: T
he c
hild
can
use
thes
e fo
r va
riet
y in
mat
chin
g pi
ctur
es a
nd w
ords
.
13.
Peg
boar
ds a
nd ti
nker
toys
: Ass
ign
peg
boar
ds (
easy
) or
tinke
r to
ys (
diff
icul
t) to
rep
rodu
ce a
pat
tern
or
cons
truc
tion
mad
e by
;
the
teac
her.
Suc
cess
req
uire
s co
untin
g, p
lann
ing
and
awar
enes
s of
spa
tial r
elat
ions
hips
.
14.
Wor
d ca
rds;
Sor
t wor
d ca
rds,
put
ting
toge
ther
all
thos
eal
ike.
The
teac
her
coul
d pr
ovid
e si
x to
eig
ht c
opie
s ea
chof
ver
y si
mila
r
wor
ds, s
uch
asov
er, o
ven,
om
en, o
nto,
unt
o; a
com
e, c
ame,
com
b, c
ord,
car
d.
15.
Gro
upin
g pi
ctur
es: P
ictu
res
may
be
grou
ped,
put
ting
toge
ther
all
thos
e w
hose
nam
es s
tart
with
a g
iven
soun
d, th
ose
whi
ch
end
with
a g
iven
sou
nd, o
r th
ose
whi
ch s
impl
y co
ntai
nit.
Lau
ra J
. Jor
dan.
"C
lass
room
Tec
hniq
ues,
"E
duck
tion
and
Tra
inin
g of
the
Men
tally
Ret
arde
d. V
ol. 3
,A
pril,
196
8, p
p. 9
0-93
.
SO
CIA
L LE
AR
NIN
G C
UR
RIC
ULU
M
The
Soc
ial L
earn
ings
Cur
ricul
um a
s de
velo
ped
by D
r. H
erbe
rt G
olds
tein
at t
he C
urric
ulum
, Res
earc
h an
d D
evel
opm
ent C
ente
r, Y
eshi
vaU
nive
rsity
,'as
an im
port
ant c
ompo
nent
to a
tota
l LA
M C
urric
ulum
. The
Soc
ial L
earn
ings
Cur
ricul
iimen
com
pass
es a
ll ac
adem
ic a
nd n
on-
acad
emic
are
as e
xcep
t bas
al r
eadi
ng a
nd m
ath.
The
cur
ricul
um s
tres
ses
prob
lem
sol
ving
or
the
life
expe
rienc
e ap
proa
ch to
teac
hing
.
Ess
entia
lly, t
he tw
o pe
rv. -
ive
char
acte
ristic
s ne
cess
ary
for
soci
al c
ompe
tenc
e in
a s
ocie
ty s
uch
as o
urs
are
the
abili
ties
to th
ink
criti
cally
and
to a
ct in
de e
nden
tly. W
e pr
esen
t to
the
mat
urin
g in
divi
dual
no
clea
r-cu
t crit
eria
or
low
er li
mits
for
thes
ech
arac
teris
tics.
lrre
spec
tiof
his
plo
.,ica
l or
men
tal s
tatu
s, it
is e
xpec
ted
that
the
indi
vidu
al "
read
" hi
s en
viro
nmen
t,re
cogn
ize
the
crite
ria 1
0 so
cial
adj
uNtin
ent a
nd th
en p
erfo
rm in
suc
h a
way
that
he
does
not
attr
act t
he d
isap
prov
al a
wai
ting
thos
e w
ho in
som
e w
ay th
reat
en th
e eq
uilib
rium
. To
put i
t ano
ther
way
, we
leav
e it
to h
ie j
to w
eigh
the
fact
s an
d-th
eir
irn-,
plic
atio
ns fo
r co
nclu
sion
s (t
hink
crit
ical
ly )
and
then
to in
voke
a s
trat
egy
for
actin
g on
thes
e fa
cts
(act
inde
pend
ently
). if
the
indi
vidu
al p
erce
ptio
ns o
f the
fact
s ar
e co
nsis
tent
ly a
ccur
ate,
and
if h
i% a
ctio
ns a
nd s
trat
egie
s ar
e in
har
mon
y w
ith th
e w
orld
arou
nd h
im. h
e is
, mor
e lik
ely
than
not
, wel
l ass
imila
ted
in s
ocie
ty:
By
plac
ing
an e
duca
ble
men
tally
ret
arde
d ch
ild in
a s
peci
al c
lass
, we
are
virt
ually
pre
dict
ing
that
the
prob
abili
ty o
f his
beco
min
g as
sim
ilate
d so
cial
ly w
hen
he r
each
es m
atur
ity is
sm
all
i'ule
ssso
me
kind
of e
arly
inte
rven
tion
is a
pplie
d. In
the
case
of e
duca
tiona
l int
erve
ntio
n, th
e as
sum
ptio
n is
mad
e th
at th
e ch
ild's
exp
erie
nces
in th
e, c
lass
room
will
lead
toa
leve
l of
criti
cal t
hink
ing
and
inde
pend
ent a
ctio
n th
at w
ill b
e co
nson
ant w
ith th
e de
man
d of
his
env
ironm
ent a
t mat
urity
. By
any
mea
ns O
f eva
luat
ion,
we
are
still
far
from
per
fect
in o
urIn
terv
entio
n. S
ome
educ
able
men
tally
ret
arde
d yo
ungs
ters
with
long
care
ers
in s
peci
al c
lass
es h
ave
disa
ppea
red
into
soc
iety
, whi
le a
nher
s13e
cam
e no
torio
us fa
ilure
s in
one
or
mor
e as
pect
s of
adju
stm
ent.
At t
he o
ther
ext
rem
e, th
ere
are
youn
gste
rs w
ho h
ave
neve
r be
en_i
na
spec
ial c
lass
who
leav
e sc
hool
-so
me
todi
sapp
ear
into
soc
iety
, oth
ers
to b
ecom
eno
tori
ous
failu
res.
3.In
the
final
ana
lysi
s, it
see
ms
that
it 'r
eally
doe
sn't
mat
ter
whe
ther
the
mat
ure
reta
rdat
e m
anife
sts
one
area
of i
nade
quac
y or
five:
Stu
dies
sho
w th
at if
he
beco
mes
occ
upat
iona
lly im
mob
ilize
d, th
ere
isa
good
cha
nce
that
his
ent
ire a
djus
tmen
t pat
tern
will
cru
mbl
e.
4.T
akin
g in
to a
ccou
nt th
e es
sent
ials
for
soci
o-oc
cupa
tiona
l com
pete
nce,
the
hist
orie
s of
mat
ure
reta
rdat
es a
nd th
e im
plic
atio
nsof
thes
e on
edu
catio
nal p
rogr
ams
for
the
reta
rded
, one
cou
ld s
ay th
at th
e go
al o
f edu
catio
nal
prog
ram
s fo
r ch
ildre
n is
toev
olve
mat
ure
indi
vidu
als
who
can
thin
k cr
itica
lly a
nd a
ct in
depe
nden
tly to
suc
han
ext
ent t
hat t
hey
are
soci
ally
and
occ
u-pa
tiona
lly c
ompe
tent
.
5.T
he m
ajor
focu
s fo
r th
is g
oal i
s a
curr
icul
um th
at e
ncom
pass
es th
ose
soci
al-o
ccup
atio
nal
conc
epts
, fac
ts -
.:rid
beh
avio
rs th
atar
e co
nson
ant w
ith s
ocia
l ada
ptat
ion
durin
g m
atur
atio
n an
d at
mat
urity
. Thi
s is
not
to s
ay th
at e
xist
ing
curr
icul
ums
disr
egar
dfa
ctor
s in
soc
ial-o
ccup
atio
nal g
row
th. O
n th
e co
ntra
ry, m
any
do in
corp
orat
e th
ese
conc
epts
som
epla
ce in
the
curr
icul
um. T
oac
hiev
e th
e go
als
of e
duca
tion
for
the
educ
able
met
iltill
y re
tard
ed, h
owev
er, f
acto
rs in
soc
io-o
ccup
atio
nsl c
ompe
tenc
e ne
ed to
1, 2
, 3. 4
, 5S
ocia
l Lea
rnin
g C
urric
ulum
, Yes
hiva
Uni
vers
ity, N
.Y.,
N.Y
., II.
Gol
dste
in
A 1
6
cons
titut
e th
e ce
ntra
l thr
ust ]
earn
ings
. We
call
this
sty
le o
f or
gani
zatio
n th
e So
cial
Lea
rnin
g C
urri
culu
m.
In g
oals
so
broa
dly
stat
ed, t
he e
nd n
eces
sari
ly in
voke
s m
any
rela
ted
lean
s. S
ome
of th
ese
have
bee
n lo
oked
upo
n tr
aditi
onal
ly
as e
nds
in th
emse
lves
.
The
Soc
ial L
earn
ings
Cur
ricu
lum
is c
ateg
oriz
ed in
to te
achi
ng-l
earn
ing
bloc
ks th
at c
ompr
ise
the
follo
win
g ne
ed-a
reas
:
Soci
al (
adeq
uacy
, int
erac
tion,
dep
ende
nce,
pos
essi
ons)
Psyc
holo
gica
l (va
riat
ion,
sel
f-re
spec
t, em
otio
nal s
tabi
lity,
mas
tery
, sel
f-ex
pres
sion
)
Phys
ical
(se
nsor
y st
imul
atio
n, id
entif
icat
ion,
phy
sica
l mai
nten
ance
)
If a
teac
her
part
icip
ates
in th
e us
e of
the
Soci
al L
earn
ings
Cur
ricu
lum
the
follo
win
gpr
oced
ures
are
use
d:
1.St
uden
ts' k
now
ledg
e-of
eac
h ph
ase
and/
or f
unct
ion
are
pre-
and
pos
t- te
sted
. Thi
sen
able
s ea
ch te
ache
r to
mak
e sp
ecif
ic
addi
tions
and
mod
ific
atio
ns.
2.E
ach
phas
e or
fun
ctio
n co
ntai
ns o
vera
ll ob
ject
ives
, mat
eria
ls, p
repa
ratio
n, te
ache
r in
form
atio
n an
dte
ache
r ac
tions
.
3.T
he S
ocia
l Lea
rnin
g C
urri
culu
m a
llow
s fo
r ef
fect
ive,
eas
y tie
-in
of c
orre
late
d su
bjec
t are
as.
4.T
he C
urri
culu
m. R
esea
rch
and
Dev
elop
men
t Cen
ter
asks
that
teac
hers
eva
luat
e ex
peri
ence
s or
act
iviti
esas
to T
heir
app
ropr
iate
-
ness
for
a s
peci
fic
clas
s. T
he e
valu
atio
ns a
re c
ompu
teri
zed
at th
c'C
urri
culu
m, R
esea
rch
and
Dev
elop
men
t to
allo
w m
odif
ica-
tions
of
the
Cur
ricu
lum
bef
ore
the
fina
l pub
lishe
d fo
rm.
5.St
uden
t dat
a fo
rms
are
used
to e
stab
lish
clas
s an
d ge
ogra
phic
al p
rofi
les
thro
ugho
ut th
e co
untr
y.
The
Alb
uque
rque
Pub
lic S
choo
ls h
ave
part
icip
ated
for
thre
e ye
irs
in th
e us
e of
the
Prim
ary
Lev
el S
ocia
l Lea
rnin
gsC
urri
culu
m f
ield
test
ing
the
inte
rmed
iate
Lev
& o
f th
e So
cial
Lea
lin
gs C
urri
culu
m.
;
The
Soc
ial L
earn
ings
Cur
ricu
lum
app
ears
to p
rovi
de k
gom
preh
ensi
ve a
ppro
ach
to te
achi
ng E
MH
stu
dent
s to
"thi
nk c
ritic
ally
and
act
inde
pend
ently
." P
robl
em s
olvi
ng o
f da
ily e
xper
ienc
es is
key
note
d.
FA
IL-S
AV
E C
ON
TIN
UU
M
A C
hild
Ser
vice
Dem
onst
ratio
n P
rogr
amP
.L. 9
1.-2
30T
itle
VI,
Par
t G,
Dr.
Gar
y A
dam
son,
Ph.
D.
Uni
vers
ity o
f New
Mex
ico
PH
ILO
SO
PH
Y
Ti s
tate
that
one
type
of e
duca
tiona
l pro
gram
is a
ppro
pria
te fo
r ch
ildre
n w
ith le
arni
ng d
isab
ilitie
s- o
r an
y ex
cept
iona
l chi
ld-is
afa
lseh
ood.
In o
rdeq
o pr
ovid
e an
effe
ctiv
e an
d ef
ficie
nt p
rogr
am fo
r ch
ildre
n, r
egar
dles
s of
the
type
of
cauc
atio
nal h
andi
cap,
a c
ontin
uum
of s
ervi
ces
is n
eces
sary
. The
type
of s
ervi
ces
mos
t rel
evan
t to
the
indi
Vid
ual m
ust t
ake,
into
con
side
ratio
n th
e de
gree
of s
ever
ityof
the
hand
icap
, the
child
's e
mot
iona
l and
phy
sica
l abi
lity
to a
djus
t in
the
educ
atio
nal s
ettin
g, a
nd th
e pa
rent
s' p
erce
ptio
n an
d ab
ility
to a
djus
t to
the
prob
lem
to n
ame
a fe
w.
The
follo
win
g re
pres
ents
an
idea
l con
tinuu
m o
f ser
vice
s th
at s
houl
d be
ava
ilabl
e to
all
child
ren.
It s
houl
d be
not
ed th
at e
ach
ther
apeu
tic
CO
NS
ULT
AN
TS
ER
VIC
EIT
INE
RA
NT
RE
SO
UR
CE
SE
RV
ICE
SR
QO
M
ALT
ER
NA
TE
SE
TT
ING
S
HO
ME
BO
UN
DH
OS
PIT
AL
SE
RV
ICE
SC
AR
ED
AY
CA
RE
CE
NT
ER
S
SE
LF-C
ON
TA
INE
DC
LAS
SR
OO
M
RE
SID
EN
TIA
L
Pro
cess
of e
ach
mus
t com
plem
ent a
nd s
uppo
rt e
ach
othe
r. T
here
mus
t als
o be
a b
uilt
in d
esig
n to
mov
e a
child
alo
ngth
e co
ntin
uum
,
depe
nden
t upo
n hi
s pr
ogre
ss.
PR
OJE
CT
DE
SIG
N
The
pro
ject
is d
esig
ned
to p
rovi
de a
mod
el e
duca
tion-
al p
rogr
am fa
chi
ldre
n w
ith le
arni
ng d
isab
ilitie
s in
rur
al a
nd u
rban
scho
ol d
istr
icts
in
New
Mer
cieo
. In
acco
rdan
ce w
ith th
e F
ail-S
ave
oper
atio
nal m
odel
, fut
ure
serv
ices
are
pla
nned
for
child
ren
in a
ny c
ateg
ory
of e
xcep
tiona
lity.
The
"F
ail"
repr
esen
ts th
e sy
stem
's fa
ilure
to m
eet a
ll ch
ildre
n's
need
s. T
he "
Sav
e" ie
pres
ents
the
adap
tatio
n of
the
syst
em to
the
child
'sin
divi
dual
nee
ds.
The
re a
re s
ever
al' p
hase
s in
the
Fai
l-Sav
e C
ontin
uum
whi
ch in
volv
e pr
edet
erm
ined
' ins
truc
tiona
l tim
e lim
its. T
he m
ain
obje
ctiv
e in
eac
hph
ase
is to
em
phas
ize
educ
atio
nal s
trat
egie
s, r
eMed
iatio
n an
d ad
just
men
t tha
t will
allo
w th
e ch
ild to
func
tion
adeq
uate
ly in
or
near
as
poss
ible
to th
e re
gula
r cl
assr
oom
situ
atio
n.
Il -A 1
-7-
Con
tinua
l eva
luat
ion
take
s pl
ace
thro
ugho
ut e
ver,
pha
se o
f the
mod
el. A
t any
time,
in a
ny p
hase
, a d
ecis
ion
can
be m
ade
to m
ove
the
....e
irthW
efin
g th
e co
ntin
uum
to a
ccom
mod
ate
the
ptog
tess
whi
ch 1
15 h
as d
emon
stra
ted.
How
ever
, bef
ore
kchi
ld c
an b
e m
oved
to a
mor
e
inte
nsiv
e pr
ogra
m. o
r re
cN :l
ed in
the
sam
e ph
ase,
I: m
ust r
emai
n in
that
pha
se fo
r th
e pr
edet
erm
ined
per
iod
of ti
me.
PH
NS
HS
PH
AS
E I
PH
AS
E 1
1
Thi
s ph
ase
utili
tes
a m
etho
ds a
nd m
ater
ials
con
sulta
mite
ache
r. D
urin
gth
is ti
me,
the
met
hods
and
mat
eria
ls c
onsu
ltant
obse
rves
the
child
in th
e re
gul
.ass
room
, doe
s an
eva
luat
iorf
to id
entif
y th
e ch
ild's
ski
lls a
ndde
ficits
, and
pr.
vide
s an
educ
atio
na'l
plan
with
the
prop
er m
thod
s an
d m
ater
ials
to b
e im
plem
ente
d in
the
regu
lar
clas
sroo
m.
Thi
s ph
ase
utili
zes
the
Res
ourc
e R
oom
con
cept
in w
hich
the
child
spe
nds
part
of th
e da
y in
the
Res
ourc
e R
oom
whe
re
mor
e in
tens
ivei
nter
vent
ion
by a
spe
cial
ly tr
aine
dP
each
er is
ava
ilabl
e. T
he c
hild
is s
till i
n th
e re
gula
r cl
ass
part
of t
heda
y'
whe
re c
onta
ct is
con
tinue
d by
the
met
hods
and
mat
eria
ls c
onsu
ltant
.
PH
AS
E II
IT
his
phas
e ut
ilite
t the
spe
cial
cla
ss/r
esou
rce
room
whe
re. m
ore
inte
nsiv
e se
rvic
e is
pro
vide
d. T
here
is a
lso
cont
inue
d
invo
lvem
ent w
ith a
met
hods
and
mat
eria
ls c
onsu
ltant
, reg
ular
cla
ssro
om te
ache
ran
d th
e pa
rent
s.
,P
HA
SE
IVT
his-
phas
e in
volv
es s
peci
al c
lass
pla
cem
ent.
If th
e am
ber
phas
es h
ave
not
been
suc
cess
ful m
pro
vidi
ng r
emed
iatio
nto
the
poin
t tha
t the
chi
ld c
an h
e "s
aved
" or
ret
urne
d to
a h
ighe
r ph
ase,
then
spe
cial
cla
ss p
lace
men
t is
prov
ided
.
PH
AS
E V
Thi
s is
an
alte
rnat
e ph
ase
or p
rogr
amm
ing
outs
ide
of th
e re
gula
rsc
hool
sys
tem
. Thi
s re
com
men
datio
n ca
n be
mad
e at
any
.tim
e an
d in
clud
es s
uch
setti
ngs
as h
omeb
ound
, day
car
e,ho
spita
l or
resi
dent
ial t
reat
men
t.
DE
CIS
ION
MA
KIN
G A
LTE
RN
AT
IVE
S
ON
E
ti
4.)
The
sys
tem
has
ada
pted
an
appr
opria
te le
arni
ng s
ituat
ion
whe
re it
appe
ars
the
child
has
bee
n "s
aved
." T
here
fore
, he
ism
oved
to th
e
regu
lar
clas
sroo
m o
r on
e or
. mor
e ph
ases
clo
ser
to th
at e
vent
ual g
oal.
0
TiV The
sys
tem
has
not
pro
vide
d an
ade
quat
e si
tuat
ion
for
the
child
a....
..yd
't ha
s "f
aile
d."
How
ever
, the
chi
ld h
as b
een
mak
ing
som
e ga
ins
and
the
deci
sion
is to
rec
ycle
in th
e sa
rne
phas
e an
othe
r tim
e.:
T1-
1 R
EE
,T
he s
yste
m 0
not
ade
quat
e to
mee
t the
see
ds o
f tha
t ind
ivid
ual c
hild
. Con
sequ
ently
., th
e de
cisi
on is
that
the
child
sho
uld
be m
oved
dow
nwar
d on
e ph
ase
and
prov
ided
a m
ore
inte
nse_
pro
gram
.
4A
ny d
ecis
ion,
eith
er d
urin
g a
phas
e or
at t
he e
nd o
f a p
hase
, mus
t inv
olve
the
regu
lar
clas
sroo
m te
ache
r,m
etho
ds a
nd m
ater
ials
con
sulta
nt,
Res
ourc
e R
oom
teac
her.
or a
ny p
erso
n in
volv
ed w
ith th
e pa
rtic
ular
pha
se th
at th
e ch
ild is
in, p
lus
the
adm
inis
trat
or/c
oord
inat
or a
nd th
e
pare
nts.
te..4
43E
NT
PR
OG
RA
M
Thi
s pr
ogra
m is
initi
ated
'urin
g th
e fir
st p
hase
of t
he P
roje
ct to
hel
p pa
rent
s be
tter
unde
rsta
nd a
nd w
ork
with
thei
r ch
ildre
n at
hom
e.
Beh
avio
r m
odifi
catio
n is
the
them
e of
sev
eral
wor
ksho
ps.th
at a
re's
ched
uled
at t
imes
con
veni
ent f
or th
e pa
rent
san
d jo
intly
impl
emen
ted
by m
embe
rs o
f the
Uni
vers
ity o
f New
Mex
ico
staf
f, th
e m
etho
ds a
nd n
ratiT
tials
con
sulta
nt a
nd/o
r th
e R
esou
rce
Roo
m te
ache
r, th
e
Reg
ular
Cla
ss te
ache
r an
d th
e ad
min
istr
ator
s di
rect
ly in
volv
ed w
ith th
e P
roje
ct.
A 1
9
ME
TH
OD
S O
FPR
ESE
NT
AT
ION
BE
HA
VIO
R M
OD
IFIC
AT
ION
Beh
avio
r m
odif
icat
ion,
as
a cl
inic
alco
ncep
t or
theo
retic
al p
hilo
soph
y, h
as-b
een
arou
ndin
its
mod
em v
ersi
on f
or a
bout
twel
veye
ars;
it is
base
d on
the
law
s of
lear
ning
. Any
lam
ing
situ
atio
n ha
s at
leas
t thr
ee b
asic
com
pone
nts.
The
yar
e: th
e st
imul
i, th
e re
spon
se, a
nd th
eco
nseq
uenc
e of
that
res
pons
e-be
it p
ositi
ve a
1 4n
egat
ive
rein
forc
emen
t. In
con
side
ring
a be
havi
or f
or m
odif
icat
ion,
one
sho
uld
ask:
(A
)W
hat a
re th
e si
gnif
ican
t st;m
itli?
(B
)Wha
tar
e th
e re
spon
ses
to th
ese
stim
uli?
(C
) W
hat
are
cons
eque
nctk
of th
ose
resp
onse
s? T
his
mus
t be
aske
d of
the
beha
vior
to h
e re
plac
edan
d al
so th
e re
plac
emen
t beh
avio
r, if
info
rmat
ion
can
be g
aine
don
thos
e th
ree
aspe
cts
of b
oth
beha
vior
s, th
en it
is p
ossi
ble
to s
etup
a p
rogr
am w
here
by th
e te
ache
r ca
n, in
a pr
e-de
term
ined
man
ner,
mod
ify
the
beha
vior
inqu
estio
n.
The
chi
ld is
see
n ,a
s an
em
itter
of
beha
vior
. The
chi
ld is
con
tinuo
usly
emitt
ing
beha
vior
s in
res
pons
e to
his
env
iron
men
t.In
the
_fin
alan
allli
t, th
ere
are
no in
naltl
.t it
pron
gbe
havi
ors.
A p
erso
n m
ay M
ake
resp
onse
s w
hich
soc
iety
arb
itrar
ily d
efin
es a
sw
rong
or
inap
prop
riat
e.H
owev
er, t
hese
so-
calle
din
appr
opri
ate
beha
vior
s ar
e th
e re
sult
of le
a rn
inga
ndar
e su
bser
vien
t to
the
law
s of
lear
ning
, jus
tas
are
so-
calle
d"c
orre
ct"
beha
vior
s. N
o be
havi
or w
illpe
rsis
t in
the
fact
of
aco
nseq
uenc
e th
at is
tota
lly p
unis
hing
. Alth
ough
, on
the
face
of
it, th
eco
nseq
uenc
es m
ay a
ppea
r pu
nish
ing
to u
s, in
term
s of
the
emilt
er o
f th
e be
havi
or th
e co
nseq
uenc
esm
ay b
e re
war
ding
.a
A f
amili
ar e
xam
ple
is th
e cl
assr
oom
situ
atio
n w
here
one
chi
ld is
a b
ehav
ior
prob
lem
. The
teac
her
scol
ds r
epea
tedl
y an
ddi
scip
lines
the
child
, but
the
beha
vior
per
sist
s. N
owco
nsid
er th
at if
the
child
crav
es a
ttent
ion
and
whe
n-he
mis
beha
ves
he g
ets
atte
ntio
n(a
lthou
gh m
aybe
not t
he m
ost d
esir
able
kin
d ),
then
the
mis
beha
vior
whi
ch r
esul
ted
in th
eat
tent
ion
will
per
sist
. It i
s ev
en s
tren
gthe
ned
by th
efa
ct th
atw
hen
he is
not
mis
beha
ving
, the
spe
cial
atte
ntio
n he
see
ks is
with
draw
n-an
d th
ete
ache
r go
es a
bout
her
nor
mal
rou
tine.
: If t
he te
ache
rw
ishe
s to
cha
nge
the
atte
htio
nge
tting
mis
beha
vior
, she
can
erad
icat
e it
by r
einf
orci
ng th
e be
havi
ors
she
wis
hes
to s
tren
gthe
n, g
ivin
g th
ech
ild th
e at
tent
ion
for
thes
e be
havi
ors
and
igno
ring
the
mis
beha
vior
. The
impo
rtan
t que
stio
n is
wha
t are
the
beha
vior
sin
the
repe
rtor
y,w
hat a
re th
e st
imul
i cue
ing
them
ott
and
wha
t are
the
rew
ardi
ng f
acto
rsth
at s
usta
in th
e re
spon
ses.
phr
ased
ano
ther
way
, wha
t are
the
dyna
mic
con
tinge
ncie
s of
this
situ
atio
nan
d ho
w c
an th
e te
ache
r m
anip
ulat
eth
e st
imul
i and
the
rein
forc
emen
ts in
ord
erto
mod
ify
the
resp
onse
in th
e de
sire
d m
anne
r
or-
tri
The
cri
tical
dia
gnos
ticis
sue
L' o
ne o
f ot
rrec
rly
defi
ning
the
exis
ting
situ
atio
n in
term
s of
stim
uli,
resp
onse
, rei
nfor
cem
ent.
Tra
inin
g-th
embe
com
es a
mat
ter
of m
anT
frul
atin
g th
e ne
cess
ary
stim
ulus
rei
nfor
cem
ent c
ontin
genc
ies
to-e
ffec
tth
e de
sire
d ch
ange
in th
e be
havi
or.
"--,
--,..
....
Thi
s1i
s
prin
cipl
e ap
plie
s th
roug
hout
. It i
s of
littl
eco
nseq
uenc
e to
thel
gic
of
fhb
syst
em w
heth
er th
e be
havi
orin
que
stio
n is
a f
aulty
sou
nd,
a la
ngua
ge p
robl
em, a
rea
d.in
g pr
oble
m o
ra
disc
iplin
e pr
oble
m. A
lso,
the
spec
ific
tech
niqu
esar
e no
t as
impo
rtan
t as
the
over
-all
philo
ophy
and
logi
c of
beh
avio
r ni
skili
et io
n. I
tis
the
philo
soph
y an
d lo
gic
that
will
dete
rmin
e th
e qu
estio
ns th
at w
ill b
e as
ked
and
the
vari
able
s to
be c
ontr
olle
d. "
Tea
cher
s sl
ivul
d fa
mili
ariz
eth
emse
lves
with
the
wor
k of
Llo
ydH
omm
e, O
gden
Lin
sley
, Eliz
abet
h G
ullis
on, N
orri
s H
arin
g,W
illia
m G
ray
and
othe
rs %
.k ti
o ha
ve d
evel
oped
spec
ific
beh
avio
r m
odif
icat
ion
-mod
els
to b
e us
ed in
the
clas
sroo
m. T
his
type
of
inte
rven
tion
has
been
use
d ef
fect
iel t
o m
otiv
ate
EN
I i 1
stu
dent
s. I
t sho
uld
not b
e us
edin
disc
rim
inat
ely,
how
ever
.'
The
. fol
low
ing
sche
dule
indi
cate
s th
em
anne
r ,in
whi
ch a
teac
her
can
build
beh
avio
rm
odif
icat
ion
in h
er d
aily
prog
ram
: Low
Pro
babi
lity
Beh
avio
rs tI
pbs)
suc
h as
itim
ietic
dri
ll, -
nd r
eadi
ngac
tiviti
es c
an b
e en
hanc
ed b
y of
feri
ngpe
rcep
tual
mot
or a
ctiv
ities
, rec
ess,
lunc
h,fr
ee-t
ime,
and
oth
er h
ipr
obab
ility
beh
avio
rs ih
phs)
imm
edia
tely
aft
er th
e Ip
bs. T
hese
hpb
s,co
nsid
ered
hig
hly
desi
rabl
e by
the
stud
ent,
rein
forc
e co
mpl
etio
nth
e 1p
hs w
hich
imm
edia
tely
prec
ede
them
.
r.
(,.,
./ .
1 ,,h
Pro
babi
lit!.
. Act
iviti
es
11
)w 4Pr
iori
ty A
ctiv
ities
I. (/N
eutr
al A
ctiv
ities
MO
ND
AY
Tim
eSu
bjec
t
'TU
ESL
TA
Y\W
ED
NE
SDA
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HU
RSD
AY
Tim
eSu
bjec
t-,
Tim
eSu
bjec
t.
Tim
eSu
bjec
t
FRID
AY
Tim
eSu
bjec
t
8:50
Pled
ge, s
ong,
cal
- '
8:50
Pled
ge, s
ong,
cal
-1
MO
Ple
dge,
son
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al-.
8:50
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edge
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g, c
al-
8:50
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ge, S
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9:10
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9:10
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per
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s,9:
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& p
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p.tu
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sks
9:30
Aud
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w/b
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9:30
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rec
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w/b
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9:30
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n9:
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ski
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9:50
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9:50
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10:0
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rith
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met
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10:1
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Tim
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Free
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10:1
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Tim
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10:3
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11;1
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10:3
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12:5
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1:00
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1:30
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1:45
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2:05
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2:05
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2:05
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2:30
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2.30
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l
A 2
1
IND
IVID
UA
LIZ
ED
CO
NT
RA
CT
ING
IN T
HE
CLA
SS
RO
OM
The
exc
eptio
nal c
hild
's m
alad
aptiv
e be
havi
or a
s it
is m
anife
sted
in th
e cl
assr
oom
has
bee
n a
sour
ce o
fbe
w4r
dern
ent a
nd h
eada
che
for
spec
ial-
educ
ator
s. It
hin
ders
and
in s
ome
case
s al
l but
sto
ps th
e -t
each
er a
nd s
tude
nt fr
omin
itiat
ing
or r
echa
rgin
g th
e vi
tally
nec
essa
ryle
arni
ng p
roce
sses
and
pro
cedu
res
whi
ch w
ill e
nabl
e th
e ch
ild to
bec
ome
a se
lf4le
pend
ent
Con
tinge
ncy
man
agem
ent a
nd it
s us
e in
the
clas
sroo
m s
ettin
g is
an.
appo
ach
su7g
e5'le
dby
Dr.
Llo
yd H
omm
e to
red
uce
and,
if p
ossi
ble,
extin
guis
h m
alad
aptiv
e be
havi
ors.
l' is
ess
entia
lly, t
he s
impl
e m
etho
d of
cre
atin
g a
cont
ract
with
the
stud
ent:
Ifyo
u do
X, I
will
giv
e yo
uor
if y
ou w
rite
ten
Sen
tenc
es, I
will
giv
e yo
c te
n m
inut
es fr
ee ti
me.
It is
rel
ativ
ely
clea
r th
at th
is m
etho
d is
an e
ffect
ive
tech
niqu
e fo
rre
info
rcin
g a
low
pro
babi
lity
beha
vior
with
a h
igh
prob
abili
ty b
ehav
ior
and,
ther
efor
e,in
crea
sing
the
freq
uenc
y.of
the
low
pro
babi
lity
beha
vior
.
Bec
ause
con
tinge
ncy
man
agem
ent i
s fo
unde
dup
on th
e co
ncep
t of c
ontr
actin
g, th
ere
are
ten
basi
c ru
les
whi
ch a
pply
to it
s us
e in
the
clas
sroo
m:
1.T
he c
ontr
act p
ayof
f (re
war
d) s
houl
d he
imm
edia
te.
Initi
al c
oi tr
acts
sho
uld
call
for
and
rew
ard
in s
mal
l app
roxi
mat
ion.
3R
ewar
d fr
eque
ntly
with
sm
all a
mou
nts.
4.fh
e co
ntr
Ct s
houl
d ca
ll fo
r an
d re
war
dac
com
plis
hmen
t rat
her
than
obe
dien
ce.
S.
Rew
ard
peifo
rman
ce a
fter
it oc
curs
.
6_T
he c
ontr
act m
ust b
e fa
ir.
7.T
he te
rms
of th
e co
ntra
ct m
ust b
e cl
ear.
8.T
he c
ontr
act m
ust h
e ho
nest
.
9.T
he c
ontr
act m
ust b
e po
sitiv
e.
10.
Con
trac
ting
as a
met
hod
mus
t be
used
sys
tem
atic
ally
.
The
se r
ules
and
thei
r ap
plic
atio
n pr
ovid
e bo
thte
ache
r an
d st
uden
t with
a c
lear
ly d
efin
ed p
roce
dure
.A
dher
ence
. to
them
will
pre
vent
the
Atf
alls
whi
ch o
ften
acc
ompa
ny c
ontr
actin
g m
etho
ds. N
ot o
nly
isth
e co
ntra
ctin
g te
chni
que
orga
nize
d an
dsy
stem
atic
but
the
phys
ical
eriti
.r.a
_nm
ent o
f th
e cl
assr
oom
is o
rgan
ized
as
wel
l.
The
cla
ssro
om is
div
ided
or
orga
nize
d in
to tw
odi
stin
ct a
nd s
epar
ate
area
s: T
he ta
sk a
rea
and
the
rein
forc
ing
even
ts a
reas
. The
nam
es o
f
thes
e ar
eas
alon
e su
pply
thei
r de
fini
tions
. The
stu
dent
perf
orm
s hi
s co
ntra
cted
task
in th
e ta
sk a
rea
and
purs
ues
his
earn
ed r
ewar
d fo
r ta
sk
com
plet
ion
in th
e re
info
rcin
g ev
ents
are
a. T
he s
tude
ntsh
ould
be
prov
ided
with
a "
rein
forc
ing
even
ts m
enu"
whi
ch is
sim
ply
a la
rge
post
er
or b
ulle
tir b
oard
that
list
S th
eav
aila
ble
rew
ards
. Fro
m th
is m
enu,
he
may
cho
ose
the
rew
ard
whi
ch h
e m
ost d
esir
es a
nd, t
hus,
cre
ates
his
own
cont
ract
. or
cont
inge
ncy
for
task
com
plet
ion.
The
rew
ards
sho
uld
be c
hang
ed o
ccas
iona
lly s
oth
at s
atur
atio
n do
es n
ot o
ccur
and
, con
-
sequ
ently
, low
er s
tude
nt m
otiv
atio
n.
Thi
s ap
proa
ch s
erve
s a
dual
pur
pose
in th
at it
ser
vice
sac
adem
ic b
ehav
ior
as w
ell a
s no
n-ac
adem
ic b
ehav
ior.
And
per
haps
its
mos
t adv
an-
tage
ous
prin
cipl
e is
that
it s
tres
sesp
ositi
,ere
info
rcem
ent r
athe
r th
an n
egat
ive
rein
forc
emen
t; T
hat i
s to
say
,it
rein
forc
es th
e ch
ild f
or
wha
t he
has
acco
mpl
ishe
d ra
ther
than
for
wha
t-he
has
not.
Con
tinge
ncy
man
agem
ent a
s it
is d
escr
ibed
inD
r. H
onim
e's
book
Now
to U
se C
ontin
genc
yC
ontr
actin
g in
the
Cla
ssro
om a
nd M
earc
han
and
Wie
ssen
's C
hang
ing
Cla
ssro
om B
ehav
ior
may
be u
tiliz
ed in
any
num
ber
of d
iffe
rent
lear
ning
situ
atio
ns. B
ecau
se o
f its
ver
satil
ity, i
t
mzy
be
prac
ticed
sim
ply
or e
labo
rate
ly.d
epen
ding
upo
n th
e te
ache
r an
d th
e na
ture
of
the
clas
sroo
m.
TH
E L
IST
EN
ING
CE
NT
ER
The
list
enin
g-ce
nter
app
roac
ha
maj
or s
uppl
emen
t to
any
syst
em o
f ins
truc
tion.
The
goa
l for
its
use
is e
ffec
tive
inst
ruct
ion;
nee
d is
the
key
fur
itsus
e. A
Lis
teni
ng C
ente
r is
not
a su
bstit
ute
for
good
inst
ruct
ion
but i
s a
pair
of
it.
'Loc
atio
n
The
area
for
the
List
enin
g C
ente
r m
ust b
e ea
sily
acc
essi
ble
and
loca
ted
inth
e cl
assr
oom
whe
re it
s ac
tiviti
esw
ill n
ot d
istia
ct th
e re
st o
fth
e cl
ass.
To
furt
her
elim
inat
e di
stra
ctio
ns th
ear
ea s
houl
d be
cle
arly
&fin
ed, p
erha
ps b
y pl
acin
ga
book
case
or
mov
able
bla
ckbo
ards
at
right
ang
les
to th
e w
all.
Con
nect
ing
wire
s sh
ould
beca
refu
lly p
lace
d w
here
pup
ils w
ill n
otfa
ll ov
er th
em o
rda
mag
e eq
uipm
ent.
Sch
edul
ing
Use
the
liste
ning
Cen
ter
for
both
sch
edul
ed a
ndun
sche
dule
d lis
teni
ng p
erio
ds.
Indi
vidu
al c
hild
ren
may
use
the
Lis
teni
ng C
ente
r, o
r th
e te
ache
r m
ay p
refe
rto
use
tear
ns. T
he r
easo
n fo
r th
e us
e of
the
Cen
ter
will
dic
tate
the
num
ber
ofch
ildre
n pa
rtic
ipat
ing.
Div
ide
the
pupi
ls in
to te
ams
of e
ight
chi
ldre
n ea
ch. A
list
of t
hete
ams
with
the
nam
es o
f the
chi
ldre
n sh
ould
be
post
ed in
the
cent
er. T
hete
ache
r al
so s
houl
d po
st a
sch
edul
e lis
ting
the
team
s w
hich
will
use
the
cent
er a
t sta
ted
inte
rval
s.A
Cha
irman
sho
uld
be r
espo
nsib
le fo
rop
erat
ion
of th
e ta
pe r
ecor
der,
film
pro
ject
or, o
r re
cord
pla
yer.
Agr
oup
shou
ld b
ech
osen
on
the
basi
sof
the
inte
rest
s of
the
child
ren.
Ina
read
ing
grou
p bo
th th
e ab
le r
eade
r an
d th
e le
ss a
ble
read
er c
anbe
nefi
tfr
omlis
teni
ng-r
eadi
ng a
ctiv
ities
. By
pair
ing
the
child
ren,
the
mor
e ab
le r
eade
r ca
n he
lp th
e le
ss a
ble
child
kee
p pa
ce w
ith th
ere
adin
g as
pect
of t
heac
tivity
.
Sel
ectin
g M
ater
ials
Mat
eria
l use
d at
a C
ente
r m
ust b
e ca
refu
llyse
lect
ed a
nd p
repa
red
to te
ach
effe
ctiv
ely.
For
exa
mpl
e, is
the
teac
hing
pur
pose
to s
timul
ate
broa
der
inte
rest
in a
par
ticul
ar to
pic,
enr
ich
the
read
ing
prog
ram
, str
engt
hen
skill
s in
a s
ubje
ct a
rea,
or
perh
aps
prov
ide
a sp
ecifi
cpl
easu
rabl
e ex
perie
nce
in a
rt o
r m
usic
?
The
teac
her
who
tape
s he
r ow
n m
ater
ial m
ay fi
nd th
at s
he w
ill n
eed
to r
edo
a ta
pe s
ever
al ti
mes
bef
ore
her
tape
is a
goo
d te
achi
ng a
id. N
om
ater
ials
sho
uld
he o
ffere
d at
a L
iste
ning
Cen
ter
unle
ss th
ey c
an m
eet h
igh
stan
dard
sas
teac
hing
aid
s.
Mat
eria
ls s
elec
ted
shou
ld b
e ap
prop
riate
in in
tere
st a
nd v
ocab
ular
y. D
o th
e ta
pes
capt
ure
flavo
r an
d ac
tion?
Doe
sth
e ta
pe s
timul
ate
and
arou
se c
hild
ren'
s in
tere
st?
Can
the
child
ren
follo
w th
e st
ory
or in
stru
ctio
nsea
sily
? Is
the
narr
atio
n di
stin
ct, s
low
eno
ugh,
and
inte
rest
ing
enou
gh to
follo
w?
Bef
ore
bein
g lis
tene
d to
by
pupi
ls, a
ll m
ater
i ash
ould
be
pres
ente
d by
the
teac
her
to a
rous
e th
e pu
pils
' int
eres
t. A
ny
inst
ruct
ions
for
activ
ity p
artic
ipat
ion
shou
ld b
e ca
refu
lly e
xpla
ine
Pos
t-lis
teni
ng fo
llow
-ups
are
an
impo
rtan
t par
t of t
he li
sten
ing
prog
ram
and
pro
vide
exc
elle
nt le
arni
ng o
ppor
tuni
ties.
Fol
low
-up
activ
ities
may
be
crea
tive
art p
roje
cts,
ora
l dis
cuss
ions
, ind
epen
dent
rea
ding
, or
chec
k-up
act
iviti
es p
repa
red
by th
e te
ache
r, a
s fo
llow
ing
an
arith
met
ic le
sson
, for
exa
mpl
e.
SE
TT
ING
UP
A L
IST
EN
ING
CE
NT
ER
Hea
dset
Uni
t
Mos
t hea
dset
uni
ts n
ow c
onta
in e
ight
ear
phon
es. N
ot a
ll he
adse
t uni
ts h
ave
an in
divi
dual
; adj
usta
ble
vo'u
me
cont
rol s
o th
at th
e ch
ild c
an
adju
st th
e vo
lum
e of
the
tape
to th
e le
vel m
ost c
omfo
rtab
le to
him
. Whe
n th
ere
are
no in
divi
dual
volu
me
cont
rols
, set
vol
ume
on ta
pe
reco
rder
or
reco
rd p
laye
r at
med
ium
out
put.
Tlie
teac
her
shou
ld b
e aw
are
that
ther
e ar
e in
divi
dual
aur
al d
iffer
ence
s.
The
uni
t can
be
plug
ged
into
any
com
mer
cial
tape
rec
orde
r or
rec
ord
play
er th
at h
as a
n "e
xter
nals
peak
er"
outle
t. T
he m
ixer
box
cor
d is
plug
ged
into
the
"out
put
" or
"ex
tern
al s
peak
er"
on th
e ta
pe r
ecor
der
or r
ecor
d pl
ayer
. Eac
h he
adse
t is
then
plug
ged
into
the
mix
er b
ox.
Whe
n th
is is
don
e, n
o so
und
will
com
e fr
om th
e sp
eake
rs o
f the
tape
rec
orde
r or
rec
ord
play
er-
only
the
earp
hone
s w
ill tr
ansm
itth
e so
und.
In th
is w
ay, p
upils
not
par
ticip
atin
g ca
n co
ntin
ue w
orki
ng w
ithou
t dis
trac
tion.
Tap
e R
ecor
der
Det
erm
ine
at w
hat s
peed
the
tape
is to
be
play
ed a
nd s
et th
e co
rrec
t spe
ed o
n th
e P
ape
reco
rder
,ei
ther
33/
4 or
71/
2 in
ches
per
sec
ond.
Alw
ays
rew
ind
a ta
pe b
efor
e pu
tting
it b
ack
into
the
box.
It a
tape
bre
aks,
add
to th
e ta
ke-u
p re
el a
nd c
ontin
ue th
e re
cord
ing
with
out r
epai
ring.
Bef
ore
reus
ing
the
brok
en ta
pe, u
se m
endi
ng ta
pe,
tape
spl
icer
or
scis
sors
for
mak
ing
repa
irs. D
o no
t use
sco
tch
tape
to r
epai
r a
brea
k. T
each
you
r st
uden
ts h
ow to
ope
rate
the
tape
reco
rder
Rec
ord
Pla
yer
Whe
n th
e re
cord
pla
yer
is u
sed
at th
e Li
sten
ing
Cen
ter,
sel
ect o
ne p
upil
to o
pera
te .t
he m
achi
ne.
Tea
ch a
ll pu
pils
how
to o
pera
te th
e
equi
pmen
t and
ass
ig:,
diffe
rent
indi
vidu
als
each
tim
e to
be
resp
onsi
ble
for
turn
ing
on th
e m
achi
ne,
chan
ging
the
reco
rd, t
urni
ng o
ff th
e
mac
hine
. t
Film
stri
p Pr
ojec
tor
Tea
ch a
ll pu
pils
how
to o
pera
te 't
he f
ilm p
roje
ctor
. Sel
ect o
ne p
upil
for
each
sho
win
g, le
tting
him
be
resp
onsi
ble
for
oper
atin
g th
e m
achi
ne.
('hec
k th
at th
e fr
ame
on th
e fi
lmst
rip
is c
oord
inat
ed w
ith th
e ta
pe.
Scre
en
Ver
y of
ten
itis
aw
kwar
d tO
use
a la
rge
scre
en a
t the
Lis
teni
ng C
ente
r "S
cree
ns"
may
he
impr
ovis
ed b
y ta
ping
pos
ter
boar
d or
whi
tepa
per
to a
wal
l. O
r, it
is r
elat
ivel
y ea
sy to
mak
e an
Scre
en"
--a
smal
l scr
een
(15"
x15"
) th
at c
an b
e se
t on
the
tabl
e at
the
Lis
teni
ngC
ente
r.
The
pla
cem
ent o
f a
scre
en d
epen
ds o
n th
e le
ns o
f th
e fi
lmst
rip
or m
ovie
pro
ject
or b
eing
use
d. I
n us
ing
a st
anda
rd f
ilmst
rip
proj
ecto
r pl
ace
the
scre
en s
ix f
eet f
rom
the
proj
ecto
r.
-Dir
ectio
ns f
or m
akin
g an
"L
.C. S
cree
n":
I...
Secu
re s
cree
n fa
bric
or
use
fabr
ic f
rom
old
scr
een.
Use
a 1
5"x
15"
squa
re o
f he
avy
card
boar
d.
3.U
se d
ry m
ount
tiss
ue o
r ru
bber
cem
ent f
or m
ount
ing
scre
en f
abri
c to
car
dboa
rd. F
or d
ry m
ount
ing
tack
the
dry
mou
nttis
sue
to th
e ce
nter
of
the
fabr
ic w
ith th
e ta
ckin
g ir
on.
For
the
rubb
er c
emen
t mou
nt r
emem
ber
to p
ut th
e ru
bber
cem
ent o
n bo
th th
e ca
rdbo
ard
and
the
scre
en f
abri
c. A
llow
to d
ryun
til b
arel
y st
icky
to th
e to
uch.
Whe
n us
ing
rubb
er c
emen
t, us
e tw
o sh
eets
of
wax
pap
er, m
eetin
g th
e tw
o sh
eets
in th
e_ m
iddl
eof
the
card
boar
d. T
ake
fabr
ic a
nd la
y on
top
of th
e w
ax p
aper
. Str
aigh
ten.
Slo
wly
rem
ove
one
side
of
the
wax
pap
er a
s yo
usm
ooth
fro
m c
ente
r to
out
er e
dge
of f
abri
c. R
epea
t for
the
othe
r si
de. T
his
proc
edur
e he
lps
to e
limin
ate
wri
nkle
s w
hen
appl
y-in
g fa
bric
to c
ardb
oard
.
4.A
pply
mys
tic ta
pe a
roun
d th
e ed
ge o
f th
e--m
ount
ed s
cree
n fa
bric
. (B
lack
mys
tic ta
pe w
orks
wel
l.) L
ay ta
pe o
n fi
ont e
dge
ofsc
reen
usi
ng a
bor
der
of ta
pe Y
I "
to 1
" on
all
side
s of
scr
een.
Fol
d re
mai
ning
edg
e of
tape
und
er s
moo
thin
g to
bac
k of
card
-
boar
d. (
Pref
erab
ly, o
verl
ap e
dges
at t
he c
orne
rs r
athe
r th
an m
iteri
ng c
orne
rs.)
5.G
roov
e a
piec
e of
woo
d (s
ixte
en in
ches
of
2x4)
abo
ut o
ne-h
alf
inch
for
hol
ding
the
scre
en. P
aint
the
woo
d to
mat
ch th
e ta
peif
des
ired
.
Mak
e th
e sc
reen
mor
e ri
gid
by m
ask
tapi
ng, o
r gl
uing
, tw
o st
rips
of
woo
d ve
rtic
ally
to th
e ba
ck o
f th
e ca
rdbo
ard.
Use
str
ips
abou
t an
inch
in w
idth
, abo
ut 1
4" lo
ng. P
lace
the
two
stri
ps tw
o to
thre
e in
ches
in f
rom
eac
h ou
ter
edge
.
OB
TA
ININ
G C
OPI
ES
OF
TA
PES
FOR
LIS
TE
NIN
G C
EN
TE
RS
Tap
es m
ay b
e bo
rrow
ed fr
om K
AN
W fo
r a
perio
d of
two
wee
ks. I
f tap
es a
re d
amag
ed, p
leas
e en
clos
e a
note
sta
ting
the
type
of d
amag
e.D
o no
t rep
air
tape
s.
A s
uppl
emen
tary
she
et w
ill b
e se
nt to
sch
ools
fur
the
A-V
Cat
alog
suP
,Aer
nent
rec
omm
endi
ng ta
pes
for
the
List
enin
g C
ente
r, a
s so
on a
sso
me
tape
s be
ing
mad
e by
APS
per
sonn
el a
re f
inis
hed.
UB
RA
RY
SE
RV
ICE
S A
ND
TH
E L
IST
EN
ING
CE
NT
ER
Sel
ectin
g ap
prop
riate
libr
ary
book
s fo
r us
e at
the
List
enin
g C
ente
r is
impo
rtan
t. C
erta
in c
riter
ia n
eed
to b
e co
nsid
ered
: kin
ds o
f illu
stra
-tio
ns a
ndpr
int,
is th
e st
ory
a go
od r
ead-
alou
d st
ory,
etc
.
AR
T A
T T
HE
LIS
TE
NIN
G C
EN
TE
R
Man
y le
arni
ng o
ppor
tuni
ties
thro
ugh
art m
ay h
e su
gges
ted
by ta
ped
mat
eria
ls a
t the
Lis
teni
ng r
ente
r. A
rt A
ctiv
ities
cou
ld b
e: p
aint
ing,
draw
ing,
wor
king
with
cla
y, c
olla
ges,
pap
er s
culp
ture
, pup
pets
, tis
sue
pape
r, w
ax r
esis
t, w
eavi
ng a
nd o
ther
cra
fts. D
o no
t lim
it ar
t act
iviti
esto
dra
win
g an
d pa
intin
g.
The
Lis
teni
ng C
ente
r pr
ovid
es a
n ex
celle
nt o
ppor
tuni
ty to
teac
h A
rt A
ppre
ciat
ion
and
enric
h th
e ar
t pro
gram
thro
ugh
inst
ruct
iona
l tap
esfo
r va
ried,
mor
e ad
vanc
ed a
rt a
ctiv
ities
.
The
re a
re u
nlim
ited
oppO
rtun
ities
for
crea
tivity
in a
rt th
roug
h th
e us
e of
the
List
enin
g C
ente
r.
MU
SIC
AT
TH
E L
IST
EN
ING
CE
NT
ER
The
Lis
teni
ng C
ente
r ca
n pr
esen
t mus
ic in
man
y w
ays,
par
ticul
arly
in e
nric
hing
The
reg
ular
mus
ic p
rogr
am in
the
clas
sroo
m a
nd in
dev
elop
-in
gap
prec
iatio
n of
mus
ic. T
he C
ente
r ca
n be
use
d to
-sup
plem
ent t
he b
asic
mus
ic s
erie
s bu
t is
not a
teac
her
repl
acem
ent f
or te
achi
ng th
eba
sic,
prog
ram
. The
Silv
er B
urde
tt P
rogr
am h
as r
ecor
ded
mat
eria
l abo
ut c
ompo
sers
whi
ch c
ould
be
effe
ctiv
ely
used
at t
he C
ente
r.
The
re a
re a
vaila
ble
film
strip
s an
d ac
com
pany
ing
tape
s, s
tory
and
son
g re
cord
s, ta
ped
oper
etta
s fr
om a
mus
ic b
ook
serie
s to
be
used
with
the
book
s, e
tc.
Nie
SPE
CIA
L E
DU
CA
TIO
N R
EG
ION
AL
CE
NT
ER
S
The
Spe
cial
Edu
catio
n U
nit h
as e
stab
lishe
d st
rate
gica
lly lo
cate
d S
peci
al,E
duca
tion
Reg
iona
l Cen
ters
. The
maj
or g
oal f
or th
e re
gion
alse
rvic
e is
to p
rovi
de a
net
wor
k to
impr
ove
the
educ
atio
n of
all
exce
ptio
nal c
hild
ren
in N
ew M
exic
o.R
egio
nal b
ound
arie
s w
ere
dete
rmin
edby
the
need
s of
eac
h ar
ea b
y pu
pil p
opul
atio
n, a
nd b
y th
e cl
uste
ring
ofre
sour
ces.
PUR
POSE
:
The
net
wor
k is
des
igne
d to
pro
vide
ser
vice
s to
all
prof
essi
onal
per
sonn
elan
d pa
rent
s w
ho a
re c
once
rned
am
, inv
olve
d w
ith th
e ed
ucat
ion
of e
xcep
tiona
l chi
ldre
n. T
he fo
llow
ing
art^
_ sp
ecifi
c ob
ject
ives
for
New
Mex
ico
Spe
cial
Edu
catio
n R
egio
nal C
ente
rs:
a-
To
deve
lop
and
impl
emen
t met
hods
and
med
ia in
inse
rvic
e aa
dpr
eser
vice
edu
catio
n in
sch
ool d
istr
icts
and
uni
vers
ities
so
that
if ac
hiev
ed, t
he s
peci
al e
duca
tors
in th
e re
gion
will
dem
onst
rate
a.in
crea
sed
know
ledg
e of
the
vario
us in
stru
ctio
nal m
ater
ials
ava
ilabl
e on
the
mar
ket.
h.in
crea
sekl
ski
ll in
the
use
of in
stru
ctio
nal m
ater
ials
and
equ
ipm
ent
in th
e cl
assr
oom
.
c.in
crea
sed
skill
in s
elec
ting
appr
opria
te a
nd e
ffect
ive
inst
ruct
iona
l mat
eria
lsac
cord
ing
to in
divi
dual
_stu
dent
nee
ds.
d.in
crea
sed
skill
in b
ringi
ng a
bout
des
irabl
e be
havi
oral
cha
nges
amon
g ha
ndic
appe
d ch
ildre
n.
e.in
crea
sed
skill
in th
e us
e of
inst
ruct
iona
l mat
eria
ls in
a pr
escr
iptiv
e te
achi
ng a
ppro
ach.
i.e.
Pre
scrip
tive
Mod
ulat
ion
Ret
rieva
l Sys
tem
.
Co
deve
lop
and
impl
emen
t met
hods
and
med
ia fo
r ob
tain
ing
and
diss
emin
atin
g in
form
atio
n re
gard
ing
inst
ruct
iona
l mat
eria
lsso
that
if a
chie
ved.
spe
cial
edu
cato
rs w
ill d
emon
stra
te
a.in
crea
sed
know
ledg
e an
d te
achi
ng te
chni
ques
to e
ffect
ivel
y ac
hiev
esp
ecifi
c in
stru
ctio
nal,
obje
ctiv
es.
incr
ease
d sk
ill in
eva
luat
ing
the
effe
ctiv
enes
s of
inst
ruct
iona
l mat
eria
ls.
PR
OC
ED
UR
ES
:
Eac
h ...
ente
r is
pre
sent
ly s
talle
d w
ith a
coo
rdin
ator
, secr
etar
y an
d/or
gra
duat
e as
sist
ants
. Ind
ivid
uals
wis
hing
ser
vice
reg
iste
r in
the
Cen
ter
in th
eir
regi
on. Y
our
loca
l adm
inis
trat
ion
offic
e ca
n gi
ve y
ouyo
ur d
istr
ict's
reg
iona
l cen
ter
addr
ess
or c
onta
ct th
e S
peci
al E
duca
tion
Uni
t,S
anta
Fe,
New
Mex
ico.
A 2
8
Mat
eria
ls in
eac
h ce
nter
are
org
aniz
ed a
nd c
atal
oged
on
the
Pre
scrip
tive
Mod
ulat
ion
Ret
rieva
l Sys
tem
.If a
req
uest
can
not b
e ho
nore
d in
one
cent
er, a
noth
er c
ente
r m
ay h
onor
you
r re
ques
t.
PR
OG
RA
M:
Inse
rvic
e an
d ei
esei
vice
educ
atio
nto
impr
ove
inst
ruct
ion
is a
prim
ary
prog
ram
com
pone
nt o
f eac
h ce
nter
. Exa
mpl
es in
clud
e w
orks
hops
,gr
oup
and
indi
vidu
al c
onfe
renc
es, m
ater
ials
exh
ibits
, etc
. The
acq
uisi
tion,
dist
ribut
ion
and
eval
uatio
n of
inst
ruct
iona
l mat
eria
ls, w
hile
vehi
cula
r in
nat
ure,
are
, at t
he p
rese
nt s
tage
of d
evel
opm
ent,
also
prim
ary
com
pone
nts.
Sev
eral
cen
ters
are
invo
lved
in th
e su
perv
isio
n of
"m
ini"
stud
ies
cond
ucte
d in
the
Spe
cial
Edu
catio
n cl
assr
oom
of a
dis
tric
t. S
uch.
srud
ies
deal
with
the
use
of in
stru
ctio
nal m
ater
ials
and
tech
niqu
es in
ach
ievi
ng s
peci
fic in
stru
ctio
nal o
bjec
tives
. The
y ar
ede
sign
ed to
dem
onst
rate
a di
rect
impa
ct o
n th
e le
arni
ng b
ehav
ior
of h
andi
capp
ed c
hild
ren.
Mat
eria
ls a
re e
valu
ated
with
reg
ard
to th
eir
effe
ctiv
enes
s in
the
lear
ning
situ
atio
n. T
his
info
rmat
ion
isga
ther
ed th
roug
h fo
rmal
fiel
dte
stin
g pr
oced
ures
. For
exa
mpl
e, e
valu
atio
n in
stru
men
ts h
ave
been
dev
elop
ed to
be
com
plet
ed b
yte
ache
rs e
ach
time
mat
eria
ls a
re u
sed.
Info
rmat
ion
is c
ompi
led
and
diss
emin
ated
thro
ugho
ut th
e st
ate.
SP
EC
IAL
ED
UC
AT
ION
RE
GIO
NA
L A
DV
ISO
RY
CO
MM
ITT
EE
S:
Pro
gram
nee
ds a
re id
entif
ied
and
stra
tegi
es a
re a
ccor
ding
ly d
evel
oped
and
impl
emen
ted
thro
ugh
stat
e an
d re
gion
alst
aff w
ith th
e di
rect
cons
ulta
tion
of fo
ur a
dvis
ory
com
mitt
ees
repr
esen
tativ
e of
the
scho
ol d
istr
icts
rec
eivi
ng s
ervi
ce.
ST
AT
E T
EX
TB
OO
K A
DO
PT
ION
:
Spe
cial
Edu
catio
n be
cam
e an
offi
cial
par
of t
he S
tate
Tex
tboo
k A
dopt
ion
cycl
e fo
r th
e fir
st ti
me
in 1
971.
Reg
iona
l Cen
terC
oord
inat
ors
serv
e on
the
adop
tion
com
mitt
ee a
nd w
ill a
ssis
t you
r sc
hool
in p
revi
ewin
g th
ese
mat
eria
lspr
ior
to p
urch
ase.
Mat
eria
ls li
sted
for
use
inth
is g
uide
may
be
borr
owed
from
you
r S
peci
al E
duca
tion
Reg
iona
l Cen
ter
and
man
y ar
e on
the
curr
ent t
extb
ook
adop
tion.
'
1
TH
E P
RE
SC
RIP
TIV
E M
AT
ER
IALS
RE
TR
IEV
AL
SY
ST
EM
The
Pre
scri
ptiv
e N
late
xial
s R
etri
eval
Sys
tem
is a
n in
tegr
al p
art o
f ea
ch o
f th
e SE
IM's
in th
e St
ate
of N
ew M
exic
o. I
t is
also
the
orga
niza
tion-
al s
yste
m f
or th
e ac
quis
ition
and
cat
alog
ing
of in
stru
ctio
nal m
ater
ials
app
ropr
iate
for
chi
ldre
n w
ith s
peci
al le
arni
ng p
robl
ems.
ST
EP
I,O
pen
the
The
saur
us (
dict
iona
ry o
f ed
ucat
iona
l ter
ms)
and
look
thro
ugh
Sect
ion
I. T
hese
are
spec
ific
con
tent
des
crip
tors
.
For
Exa
mpl
e:27
.C
onso
nant
Dig
raph
sW
hen
mat
eria
l is
drill
ing
on th
is ty
pe o
f ph
onet
ic e
lem
ent.
Exa
mpl
e: s
h, th
, wh,
ch,
ck,
kn,
wr.
The
se d
escr
ipto
rs m
atch
pre
cise
edu
catio
nal r
equi
rem
ents
and
are
alp
habe
tical
ly a
rran
ged.
STE
P 11
Sele
ct D
escr
ipto
r C
ard
Num
ber
27 f
rom
the
file
box
(41
7ca
rds
tota
l). a
nd p
lace
it o
n th
e vi
ewin
g ap
para
tus.
(lig
htbo
x). E
ach
mat
eria
l in
the
PMR
S de
alin
g w
ith C
onso
nant
Dig
raph
s w
ill b
e re
pres
ente
d by
a p
in-h
ole
of li
ght o
n th
epu
nche
d D
escr
ipto
r C
ard.
ST
EP
III
Usi
ng th
e T
hesa
urus
turn
to p
age
33. S
ectio
n T
wo
cont
ains
For
mat
and
Spe
cial
Cha
ract
eris
-tic
s co
ded
card
s.
Exa
mpl
es:
326.
314.
331.
Tap
eG
ames
and
Aid
s (M
odel
s)W
orkb
ook
Wor
ktex
t.
Sele
ct th
e D
escr
ipto
r C
ard
for
the
desi
red
form
a) a
nd p
lace
it o
n to
p of
the
firs
t car
d on
the
light
box
. Som
e of
the
pin-
hole
s of
ligh
t will
be
elim
inat
ed, m
akin
g m
ore
spec
ific
the
, sel
ectio
n of
mat
eria
ls f
or th
is le
arni
ng p
robl
em.
"Mr
a.
A 3
0
TH
ESA
UR
US
STE
P
3ST
EP
IV'
Tur
n to
Sec
tion
Thr
ee in
the
The
saur
us, P
age
37. .
Thi
s se
ctio
n lis
ts G
rade
Lev
el a
ndC
hron
olog
ical
Age
Des
crip
tors
.
Exa
mpl
e:39
5G
rade
Tw
oC
A-7
The
se D
escr
ipto
r C
ards
ran
ge f
rom
Pre
-sch
ool t
hrou
gh A
dult
Bas
ic E
duca
tion
(no.
402
)an
d R
emed
ial o
r C
orre
ctiv
e (n
o. 4
03).
Pla
ce th
e ap
prop
riat
e D
escr
ipto
r C
ard
from
this
sect
ion
on th
e lig
ht b
ox. F
ewer
pin
hol
es o
f lig
ht w
ill s
how
thro
ugh
the
card
s, s
ince
you
fha
ve n
arro
wed
the
sele
ctio
n.
At t
his
poin
t you
may
be
read
y to
rea
d th
e gr
aph
on th
e D
escr
ipto
rC
ard
to m
ake
your
sel
ectio
n of
mat
eria
ls.
Cou
nt b
y 10
0's
Ctlu
ntby
10'
s an
d l's
.
STE
P V
I
Lef
t sid
e of
car
d=
line
300
Bot
tom
of
the
card
= li
ne04
Num
ber
304
Ref
eren
4to
the
blue
not
eboo
ks o
fD
escr
iptiv
e A
naly
sis
Shee
ts is
the
fina
l ste
p in
loca
ting
mat
eria
ls. E
ach
of th
e no
tebo
oks
cont
ain
500
DA
S.
Not
eboo
k 1
Page
s nu
mbe
red
1 to
500
.N
oteb
Ook
II
Page
s nu
mbe
red
501
to 1
000.
Not
eboo
k II
IPa
ges
num
bere
d 10
01 to
150
0.N
oteb
ook
Page
s nu
mbe
red
1501
to 2
000.
Eac
h D
escr
ipii,
,,A
naly
sis
Shee
t inc
lude
s a
narr
ativ
e de
scri
ptio
n of
the
mat
eria
l, th
eau
thor
's n
ame,
tip
publ
ishe
r, c
opyr
ight
dat
e an
d pr
ice
(if
avai
labl
e). I
f th
e IM
C h
asac
quir
ed th
e m
ater
ial,
the
shel
f nu
mbe
r w
ill b
e fo
und
in th
e up
per
righ
t-ha
nd c
orne
r of
the
DA
S.
Oth
er p
ossi
ble
Des
crip
tors
incl
ude
Men
tal A
ge, R
eadi
ng L
evel
, Inp
ut-O
utpu
t,Pro
cess
(IT
PA)
and
Maj
or A
rea.
A 3
1
STA
TE
TE
XT
BO
OK
AD
OPT
ION
LIS
TL
EV
EL
I in
dica
tes
K-3
(m
ost m
ater
ial f
or T
MR
's, K
-3 E
MR
's, e
tc:jI
hill
be L
evel
I)
LE
VE
L I
I in
dica
tes
3.6
(not
e ov
erla
p de
pend
ing
on y
our
child
ren'
s ab
ility
ran
ge)
LE
VE
L I
ll in
dica
tes
7-9;
and
LE
VE
L I
V in
dica
tes
10-1
2.
Cop
yrig
htSu
bjec
tE
xcep
t.D
ate
L.
Publ
ishe
rPr
ice
Are
aL
evel
SPE
CIA
LE
DU
elA
TIO
N 1
972-
1978
Titl
e of
Mat
eria
l
Fitz
hugh
Plu
s P
rogr
am.
Aili
ed E
duca
tiona
lC
ounc
ilS
hape
Mat
chin
g B
k 10
119
682.
47G
en.
I, 11
Sha
pe C
ompl
etio
n B
k 10
219
691.
62G
en.
Sha
pe A
naly
sis
and
Seq
uenc
ing
Bk
104
1969
....,
2.62
Gen
.
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1968
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1969
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1970
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1969
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4 pa
ges
415,
Ph.
D. D
isse
rtat
ion,
Uni
vers
ity o
f So
uthe
rn C
alif
orni
a..
Bau
mei
ster
, A. A
., E
d. M
enta
l Ret
arda
tion:
App
rais
al, E
duca
tion
and
Reh
abdi
tatio
n. C
hica
go, A
ldin
ePu
blis
hing
Com
pany
, 196
7.
Beg
an, F
rank
A. A
Mot
or P
erce
ptua
l Dev
elop
men
tal
Han
dboo
k of
Act
iviti
es f
or S
choo
l and
Pare
nts.
La
Port
e, T
exas
: Per
cept
ion
Dev
elop
men
tal R
esea
rch
Ass
ocia
tes,
196
6.G
ood
perc
eptu
al m
otor
act
iviti
es f
or te
ache
rto
use
and
sug
gest
for
add
ition
al p
ract
ice
at h
ome.
Ber
nste
in, B
ebe.
Eve
ryda
y Pr
oble
ms
and
the
Chi
ld w
ithL
earn
ing
Dif
ficu
lties
, New
Yor
k: T
he J
ohn
Day
Com
pany
, 196
5.
Car
lson
, Ber
nice
Wel
ls a
nd G
ing
lend
, Dav
id R
. Pla
yA
ctiv
ities
for
the
Ret
arde
d. N
ashv
ille:
, Abi
ngdo
nPr
ess,
196
1.
Con
dell,
Jam
es F
. Par
enta
l Atti
tude
s T
owar
dM
enta
l Ret
arda
tion.
Am
eric
an J
ourn
al o
fM
enta
l Def
icie
ncy;
Jul
y; 1
966;
V. 7
1, *
I:pa
ges
85-9
2.
Con
ner,
Fra
nces
P. A
n E
xper
imen
tal C
urri
culu
mfo
r Y
oung
Men
tally
Ret
arde
d C
hild
reii.
New
Yor
k, N
ew Y
ork:
Tea
cher
s C
olle
ge,
Col
umbi
a U
nive
rsity
, 196
4.A
des
crip
tion
of th
e ex
peri
men
tal c
urri
culu
m f
oryo
ung
men
tally
ret
arde
d ch
ildre
n at
Tea
cher
s C
olle
ge.
Cra
tty. B
ryan
t J. D
evel
opm
enta
l Seq
uenc
es o
f It
erce
ptua
l Mot
or T
asks
. New
Yor
k, N
ew Y
ork:
Edu
catio
nal
Act
iviti
es, I
nc.,
1967
.T
his
book
pre
sent
s ap
prop
riat
e m
ovem
ent
activ
ities
whi
clfa
re_c
lesi
gned
not
onl
y fo
r ph
ysic
alfi
tnes
s bu
t to
assi
st in
thel
lear
ning
proc
esse
s of
chi
ldre
n w
ith in
telle
ctua
l def
icits
.
Cru
iksh
ank,
Will
iam
and
Joh
nson
, Orv
ille.
Edu
catio
nof
Exc
eptio
nal C
hild
ren
and
You
th. P
rent
ice
Hal
l, 19
67.
Perc
eptio
n an
d T
houg
ht. P
alo
Alto
, Cal
ifor
nia:
Peek
Pub
licai
ion,
196
9.A
noth
er g
ood
hook
to u
se in
dev
elop
men
t of
mov
emen
t.
Dol
l, E
dgar
. The
Mea
sure
men
t of
Soci
alC
ompe
tenc
e. M
inne
apol
is: E
duca
tiona
l Pub
lishe
rs,
1953
.
Dun
n, L
loyd
M. a
nd o
ther
s. E
xcep
tiona
lC
hild
ren
in S
choo
ls. N
ew Y
ork,
New
Yor
k:H
olt,
Rin
ehar
t and
Win
ston
, 196
3.A
n ex
celle
nt h
ook
cont
aini
ng a
rtic
les
byso
me
of th
e le
ader
s in
the
fiel
d of
exc
eptio
nal c
hild
ren.
es1
Fran
kel,
Max
G. H
app,
F. W
illia
m, a
nd S
mith
, Mau
rice
P.
Fun
ctio
nal T
each
ing
of th
e M
enta
lly R
etar
ded.
Cha
rles
C. T
hom
as, P
ublis
her:
Spr
ingf
ield
, Illi
nois
, 196
9.
e
Fro
stig
, Mar
iann
e an
d H
orne
, Dav
id.
The
Fro
stig
Pro
gram
for
the
Dev
elop
men
t of
Vis
ual P
erce
ptio
n.C
hica
go, I
llino
is: T
heFo
llett
Pub
lishi
ng C
ompa
ny, 1
964.
Not
the
answ
er to
all
trob
lem
s, b
ut a
pro
gram
all
teac
hers
sho
uld
be a
war
e an
d le
arn
to u
se.
Gitt
er, L
ena
A. T
he M
onte
ssor
iA
ppro
ach
to S
peci
al E
duca
tion.
Joh
nsto
wn,
Pen
nsyl
vani
a: M
afex
Ass
ocia
tes,
1969
.
'Pre
pari
ngcl
assr
oom
env
ironm
ents
for
self-
teac
hing
.
Inhe
lder
, Bar
bel.
The
Dia
gnos
is o
fR
easo
ning
inth
e(M
enta
llyR
etar
ded.
New
Yor
k: T
he J
ohn
Day
, Co.
John
son,
Dor
is J
. and
Myk
lebu
st, H
elm
er.
Lea
rnin
g D
isab
ilitie
s: E
duca
tiona
l Pri
ncip
les
and
Prac
tices
.New
Yor
k: G
reen
e an
d S
trat
tO, 1
967.
Jord
an, T
hom
as.
The
Men
tally
Ret
arde
d.C
harle
s M
erril
l Boo
ks, I
nc..
1960
.
Kep
hart
, New
ell C
.T
he S
low
Lea
rner
in th
e C
lass
room
.Col
umbu
s, O
hio:
Cha
rles
E. M
erril
l BoO
ks, I
nc.,
1960
.T
his
book
has
two
chap
ters
whi
ch d
eal w
ith m
otor
trai
ning
and
spe
cific
sen
sory
mot
or a
ctiv
ities
.
Kirk
, Sam
uel.
Edu
catin
gE
xcep
tiona
l Chi
ldre
n.H
ough
ton
Miff
lin, 1
972.
Koc
h, R
icha
rd a
nd D
obso
n, J
ames
. Ed.
The
Men
tally
Ret
arde
d C
hild
and
His
Fam
ily.
New
Yor
k: B
iiinn
er/M
azel
Pub
lishe
rs.
Kol
stol
, Oliv
er. E
duca
ting
Ret
arde
d C
hild
ren.
A H
igh
Scho
ol W
ork
Stud
y Pr
ogra
m f
or M
enta
lly S
ub-n
otin
al S
tude
nts.
Car
bond
ale,
lllin
ois,
Sou
ther
nIl
linoi
s U
nive
rsity
Pre
ss, 1
965.
3
Kug
el, R
ober
t B. e
t al.
The
Ped
iatr
icia
n an
d T
he C
hild
With
Men
tal R
etar
datio
n.E
vans
ton,
Illin
ois:
Am
eric
an A
tade
my
of P
edia
tric
s, 1
971.
Loew
enda
hl, E
vely
n. E
xerc
ises
for
the
Men
tally
Ret
arde
d. S
war
thm
ore,
Pen
nsyl
vani
a:A
. C. C
rafts
, Inc
a, 1
967.
The
seex
erci
ses
may
be
help
ful
for
the
less
abl
eE
MH
youn
gste
rs.
A 4
5
Mag
er, R
ober
t F. P
repa
ring
-ins
truc
tiona
l Obj
ectiv
es.
Palo
Alto
, Cal
ifor
nia:
Fea
ron
Publ
ishe
rs, 1
962.
Nel
son,
Les
lie W
. Ins
truc
tiona
l - A
ids.
Dub
uque
, Iow
a: W
illia
m C
. Bro
wn
Publ
ishe
rsM
any
teac
hers
hav
e fo
und
help
ful i
nfor
mat
ion
in th
is b
ook.
Rob
ins,
Fer
ris
and
Rbi
ns, J
enne
t. E
duca
tiona
l Rhy
thm
ics
for
Han
dica
pped
Chi
ldre
n.47
New
Yor
k, N
ew Y
ork:
Hor
izon
Pre
ss, 1
965.
Thi
s bo
ok c
onta
ins
mov
emen
t exp
lora
tion
activ
ities
pro
gres
sing
fro
m s
impl
e to
dif
ficu
lt.T
hese
idea
s w
ere
deve
lope
d by
a S
wis
s gr
oup
to u
se w
ith r
etar
ded.
Rob
inso
n, ll
olbe
rt a
nd R
obin
son,
Nan
cy M
. The
Men
tally
Ret
arde
d C
hild
.N
ew Y
ork-
,-N
-eW
Yor
k: M
cGra
w-H
ill B
ook
Com
pany
; 196
5.O
ne o
f th
e m
ost c
urre
nt h
ooks
on
men
tal r
etar
datio
n. A
mus
t for
eve
ry p
rofe
ssio
nal l
ibra
ry.
Rot
hste
in, J
erom
e H
. Men
tal R
etar
datio
n.N
ew Y
ork,
New
Yor
k: H
olt,
Rin
ehar
t, an
d W
inst
on.
Thi
s ho
ok c
onta
ins
man
y ar
ticle
s de
fini
ng m
enta
l ret
arda
tion,
its
caus
es, a
nd s
ome
curr
icul
um id
eas.
Sieg
el, E
rnes
t. T
he S
peci
al C
hild
in th
e R
egul
ar C
lass
room
.T
he J
ohn
Day
Co
Smith
, Rob
ert M
. Clin
ical
Tea
chin
g: M
etho
ds o
f In
stru
ctio
n fo
r th
e M
enta
lly R
etar
ded.
McG
raw
-Hill
.
The
Exc
eptio
nal P
aren
t, Pr
actic
al G
uida
nce
for
Pare
nts
of C
hild
ren
with
Dis
abili
ties.
Publ
ishe
d by
-i's
y-E
d C
orpo
ratio
n, 2
64 B
eaco
n St
reet
, Bos
ton,
Mas
sach
uset
ts.
Val
lett,
Rob
ert E
. Pro
gram
min
g L
earn
ing
Dis
abili
ties.
Palo
Alto
, Cal
ifor
nia:
Fea
ron
Publ
ishe
rs, 2
165
Park
Blv
d. 9
4306
.M
any
teac
hers
fin
d so
me
help
ful i
deas
for
teac
hing
TM
H in
this
boo
k.
AL
PE
RIO
DIC
ALS
r
"Aca
dem
ic T
hera
py"
1539
Fou
rth
Str
eet
San
Raf
ael,
Cal
iforn
ia 9
4901
"Exc
eptio
nal C
hild
ren
(qi u
bhaj
riTiO
nthl
y ex
cept
Jun
e an
d A
ugus
t )C
ounc
il fo
r E
xcep
tiona
l Chi
ldre
nJe
ffers
on P
laza
Sui
te 9
0014
99 J
effe
rson
Dav
is H
ighw
aA
rling
ton,
Virg
inia
222
02ir-
"eke
eptio
nal C
hild
ren
Res
earc
h R
evie
w"
(pub
lishe
d ev
ery
five
year
s or
so
by C
ounc
il fo
r E
xcep
tiona
l Chi
ldre
n 19
63,1
968)
"Edu
catio
n an
d T
rain
ing
of th
e M
enta
lly R
etar
ded"
(pu
blis
hed
4 tim
es e
arly
)D
ivis
ion
on M
enta
l Ret
arda
tion
The
Cou
ncil
for
Exc
eptio
nal C
hild
ren
Jeffe
rson
Pla
za S
uite
900
1499
Jef
fers
on D
avis
Hig
hway
Arli
ngto
n, V
irgin
ia 2
2202
"Men
tal R
etar
datio
n" (
publ
ishe
d hi
-mon
thly
)A
mer
ican
Ass
ocia
tion
on M
enta
l Def
icie
ncy
5 20
1 C
onne
ctic
ut A
venu
e, N
WW
ashi
ngto
n, D
.C,2
00 :
5
"Tea
chin
g E
xcep
tiona
l Chi
ldre
n" (
publ
ishe
d 4
times
per
yea
r)C
EC
ER
IC C
lear
ing
Hou
se a
nd IM
C N
etw
ork
Cou
ncil
for
Exc
eptii
mal
Chi
ldre
nJe
ffers
on P
laza
Sui
te 9
0014
99 J
effe
rson
Dav
is H
ighw
ayA
rling
ton,
Virg
inia
222
02
"The
Dig
est o
f Men
tally
Ret
arde
d" (
3 is
sues
per
yea
r an
d su
pple
men
ts)
197
-20
125t
h S
tree
tR
ichm
ond
Hill
, New
Yor
k 11
419
e P
oint
er.'
(3 is
sues
per
yea
r an
d su
pple
men
ts)
P.O
. Box
131
Syr
acus
e, N
ew Y
ork
1321
0
4
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