LS Curriculum Final

SHALER AREA SCHOOL DISTRICT
1800 Mt. Royal Blvd.

Glenshaw, PA 15116

Life Skills Curriculum
Approved June, 2007

Life Skills Curriculum Writing Committee:

Jamie Montini Lynne Nowicki
Gina Mullen Diana Rock

Curriculum Contributors:

Andrea Morris, Watson Institute
LeeAnn Guido, Shaler Area High School Social Worker

Administrators:

Dr. Joseph Latess Dr. Donald Lee Mr. William Watson
Assistant Superintendent Superintendent Director of Pupil Services

TABLE OF CONTENTS

Functional Academics/Functional Communication
Reading.............................................................................................................................................1-5
Writing..............................................................................................................................................6-9
Math..............................................................................................................................................10-18
Science and Environment.............................................................................................................19-23
Citizenship....................................................................................................................................24-26
Arts and Humanities.....................................................................................................................27-35
Computer Technology.......................................................................................................................36

Preparation for Adult Life
Community-Based........................................................................................................................37-53
Vocational-Based.........................................................................................................................54-76
Transition Planning......................................................................................................................77-84

Physical Development and Recreation
Game Playing....................................................................................................................................85
Community-Based Recreation..........................................................................................................86
Leisure Time Activities................................................................................................................87-88
Perceptual Motor Skills.....................................................................................................................89
Gross Motor Skills........................................................................................................................90-91
Wellness and Fitness.........................................................................................................................92
TABLE OF CONTENTS (cont.)

Home Living
Clothing Care................................................................................................................................93-95
Kitchen Management....................................................................................................................96-99
Home Maintenance...................................................................................................................100-101

Personal Living
Socially Appropriate Strategies................................................................................................102-110
Self-Help...................................................................................................................................111-113
Sexuality...................................................................................................................................114-120

Functional Academics/
Functional Communication

FUNCTIONAL ACADEMICS/FUNCTIONAL COMMUNICATION
A 1 All students use reading readiness skills. Alternate Academic Standard 1.1 Learning to Read Independently

Demonstration of Achievement Assessment

A-1.1

A-1.2

A-1.3

All students will:

Demonstrate letter skills

Demonstrate visual readiness/visual motor skills

Demonstrate auditory discrimination skills

Using levels of independence/accuracy, given
resources/equipment, and according to the students
IEP, the student will:

1. Match letters
2. Demonstrate letter recognition skills
3. Demonstrate letter naming skills
4. Match upper case to lower case letters

1. Color within lines
2. Use scissors to cut
3. Use visual tracking skills
4. Identify likenesses and differences in objects,
pictures, letters, and words
5. Match objects, pictures, letters, words
6. Sort objects, pictures, letters, and words
7. Use directional words (i.e., left, under, through)

1. Identify environmental sounds
2. Discriminate letter sounds presented orally
3. Associate letter/sounds

A 1 All students use reading readiness skills. Alternate Academic Standard 1.1 Learning to Read Independently


A 1.4

All students will:

Demonstrate sequencing skills


1. Put pictures of events in order
2. Relate order of events in stories

A 2 All students develop functional vocabulary skills. Alternate Academic Standard 1.1 Learning to Read Independently


A 2.1

All students will:

Read functional vocabulary words


1. Match words in a given list
2. Recognize words in a given list
3. Read words in a given list
4. Read words in isolation
5. Read words in context
6. Identify synonyms and antonyms for a word

A 3 All students use oral reading skills. Alternate Academic Standard 1.1 Learning to Read Independently


A 3.1

All students will:

Demonstrate acquisition of oral reading skills


1. Read phrase, sentence, and short paragraph aloud
2. Read phrase, sentence, and short paragraph with
inflection

A 4 All students use functional reading skills. Alternate Academic Standard 1.2 Reading Critically in All Content Areas
1.3 Reading, Analyzing & Interpreting Literature


A 4.1

All students will:

Demonstrate reading comprehension skills


1. Read and follow simple written directions
2. Recall specific details in sentences, paragraphs, and
short stories
3. Sequence events in the story
4. State main idea from a passage
5. Read and follow complex written directions
6. Utilize illustrations for information to answer
comprehension questions and make predictions
7. Answers literal who, what, where, when,
and why questions
8. Answers inferential who, what, where,
when, and why questions
9. Predicts topic of story from title by selecting from
an array of five pictures or phrases

B 1 All students use writing skills.


B 1.1

B 1.2

B 1.3

B 1.4

All students will:

Develop pre-writing skills by demonstrating the
ability to hold a writing tool

Demonstrate tracing skills

Demonstrate copying skills

Demonstrate ability to print first/last name


Use writing tool to scribble or initiate pre-writing
stroke

Complete pre-writing tracing activities

Complete pre-writing copying activities

1. Sequence letters in first/last name
2. Trace first/last name
3. Copy first/last name
4. Print first/last name

B 1 All students use writing skills.


B 1.5

B 1.6

B 1.7

All students will:

Print upper case then lower case letters.

Write upper and lower case letters in cursive

Demonstrate the ability to write full name in cursive


1. Print individual letters using correct sizing, spacing,
alignment, legibility.
2. Print words using correct upper then lower case
letters

1. Trace upper then lower case letters in cursive.
2. Copy upper then lower case letters in cursive.
3. Write upper then lower case letters using correct
size, space, slant, and alignment.

1. Trace name in upper then lower case letters in
cursive.
2. Copy name in upper then lower case letters in
cursive.
3. Write name in upper then lower case letters using
correct size, space, slant, and alignment.

B 2 All students use functional writing skills.


B 2.1

B 2.2

B 2.3

B 2.4

All students will:

Spell words

Recognize alphabetical sequence

Use writing for daily living activities

Use copying skills


1. Spell basic functional/sight words.
2. Spell personal information words.

1. Recite alphabet.
2. Use model of alphabet to determine correct
sequence.
3. Use alphabetical order skills for daily use.

1. Copy lists.
2. Make lists.
3. Write simple sentences.
4. Write simple notes to communicate ideas.

1. Copy daily information.
2. Copy simple sentences.
3. Copy individual personal data words.
4. Copy short paragraphs.

B 2 All students use functional writing skills.


B 2.5

B 2.6

All students will:

Use punctuation and capitalization skills

Demonstrate knowledge of basic parts of speech (i.e.,
nouns, verbs, and describing words)


1. Label common punctuation.
2. Locate common punctuation in short passage.
3. Use common punctuation in simple sentences.
4. Use correct capitalization of proper nouns and
beginning of sentence.

1. Label nouns, verbs, and describing words.
2. Locate nouns, verbs, and describing words in short
passages.
3. Use nouns, verbs, and describing words in simple
written sentences.

FUNCTIONAL ACADEMICS/FUNCTIONAL MATH
C 1 All students demonstrate math readiness skills. Alternate Academic Standard 2.1 Numbers, Number Systems, and
Number Sense


C 1.1

All students will:

Demonstrate math readiness skills


1. Indicate number concepts:
Concept of one
One-to-one correspondence
Same quantity
Different quantity
2. Match, recognize, and name shape.
3. Match sequential patterns.
4. Complete sequential patterns.
5. Classify objects by properties (i.e., from smallest to
largest, lightest to darkest).
6. Group objects into equal groups.
7. Compare numbers of objects with terms such as
more, less, greater than, fewer, equal to.
8. Recognize numerals: 0-10, 1-25, 1-50, 1-100.

C 1 All students demonstrate math readiness skills. Alternate Academic Standard 2.1 Numbers, Number Systems, and
Number Sense


C 1.2

All students will:

Demonstrate counting skills


1. Count by rote to 10; to 20; to 50; to 100
2. Count sets of objects to 10; to 20; to 100
3. Construct sets of objects to 5; to 10; to 20
4. Count by 10s to 50...100
5. Count by 5s to 100
6. Associate quantity with numeral to 10; to 20; to 50

C 2 All students use numeric skills. Alternate Academic Standard 2.1 Numbers, Number Systems, and
Number Sense


C 2.1

C 2.2

C 2.3

All students will:

Demonstrate number sequencing skills

Demonstrate number word skills

Demonstrate ordinal number skills


1. Write numbers in sequence:
From 1 10
From 1 20
From 1 50
From 1 - 100
2. Identify the numbers before and after:
From 1 20
From 1 50
From 1 - 100

1. Trace, copy, match number to word and read
number words from 1 through 10.
2. Trace, copy, match number to word and read
number words from 11 through 20; through 100.

1. Name ordinal position.
2. Recognize ordinal positions (1
st
, 2
nd
, 3
rd
)

C 3 All students use mathematical operations. Alternate Academic Standard 2.2 Relationships, Computation, and
Estimation


C 3.1

All students will:

Demonstrate operational skills


1. Form concrete sets to add and subtract, multiply
and divide.
2. Recognize +, - , , signs.
3. Add, subtract, multiply, and divide basic facts.
4. Add, subtract multiple digit numbers without
renaming.
5. Use calculator to solve addition, subtraction,
multiplication, and division problems.
6. Add and subtract multiple digit numbers with
renaming.
7. Solve one step word problems using addition and
subtraction skills.
8. Use drawings, diagrams, or models to show the
concept of fraction as part of a whole.
9. Apply place-value concepts and numeration to
counting, ordering, and grouping.

C 4 All students use time skills. Alternate Academic Standard 2.3 Measurement and Estimation


C 4.1

All students will:

Demonstrate time skills


1. Recognize parts of the day: morning, afternoon,
night.
2. Recognize clock (analog/digital).
3. Discriminate between hands of an analog clock.
4. Read time to one hour intervals.
5. Read time to half hour intervals.
6. Read time to 15 minute intervals on digital/analog
clock.
clock.
clock.
9. Use clock for specific activities.
10. Solve problems involving elapsed time.
11. Identify time vocabulary such as half hour, quarter
hour, quarter till.
12. Follow daily time schedule (picture/written).

C 5 All students use calendar skills.


C 5.1

All students will:

Demonstrate calendar skills


1. Recognize and name the days of the week on the
calendar.
2. Recognize and name months on the calendar.
3. Recognize and name the numerals on the calendar.
4. Recognize and name birthdays, holidays, and
special events at their time of occurrence.
5. Recognize and name today, tomorrow, and
yesterday on the calendar.
6. Recognize and identify this week, next week, and
last week on the calendar.
7. Use the calendar to mark an event, special date, and
appointment in advance of occurrence.
8. Recognize and use calendar technology such as
day, week, month, year.
9. Apply calendar skills to daily events such as
birthdays, holidays, vacations, special events, and
appointments.

C 6 All students use money skills. Alternate Academic Standard 2.2 Relationships, Computation & Estimation


C 6.1

All students will:

Demonstrate money skills


1. Match coins.
2. Name and recognize coins.
3. Use money to purchase items in classroom, school,
and community.
4. Know coin valuespenny, nickel, dime, and
quarter.
5. Count pennies to .10.
6. Count nickels to $1.00.
7. Use coin combinations to count money amounts to
.19; to .29; to .99.
8. Compare money amounts.
9. Use overpayment as a method for making
purchases and wait for change.
10. Make change using coins and bills.
11. Follow a budget.
12. Operate vending machines.
13. Demonstrate banking skillscheck writing.

C 7 All students use measurement skills. Alternate Academic Standard 2.3 Measurement & Estimation


C 7.1

All students will:

Demonstrate measurement skills


Weight:
1. Identify use of scales.
2. Recognize and name bathroom and grocer scales.

Linear:
1. Identify use and types of rulers (tape measure, yard
stick, ruler, meter stick).
2. Measure to inch, inch, centimeter.
3. Identify various linear terms (meter, centimeter,
inch, length, width, height).

C 8 All students use statistics, data analysis, and probability Alternate Academic Standard 2.6 Statistics & Data Analysis
and 2.7 Probability & Predictions


C 8.1

All students will:

Demonstrate the ability to use statistics, data analysis,
and probability to draw conclusions and make
predictions


1. Answer questions based on data shown on graphs.
2. Analyze data using the concepts of largest,
smallest, most often, least often, and middle.
3. Describe data sets using mean, median, mode,
range.
4. Predict and measure the likelihood of events and
recognize that the results of an experiment may not
match predicted outcomes.

FUNCTIONAL ACADEMICS/SCIENCE & ENVIRONMENT
D 1 All students demonstrate knowledge in the area of living science.


D 1.1

D 1.2

All students will:

Demonstrate knowledge of animals

Demonstrate knowledge of plants


1. Name animals.
2. Classify animals into groups.
3. Name the animal and its habitat.
4. Tell how animals develop and grow.
5. Distinguish threatening or dangerous from non-
threatening or non-dangerous animals.
6. Feed and care for animals in the home, school, or
community (pets, wild birds, farm animals).

1. Care for house plants and outdoor gardens.
2. Name plants (trees, flowers, garden plants, weeds,
grass).
3. Identify seasonal changes of plants.
4. Tell the needs of a plant (water, sunlight, air, soil).
5. Name the parts of a plant and their uses (roots,
stems, leaves, flowers).

D 2 All students demonstrate knowledge in the area of environmental science.


D 2.1

All students will:

Demonstrate knowledge of weather.


1. Name daily weather conditions.
2. Describe different kinds of weather conditions
(sunny, rainy, thunderstorm, hurricane, tornado,
blizzard).
3. Name the seasons and basic characteristics of each.
4. Tell where to find weather forecast (radio,
television, newspaper, adults, internet).
5. Identify basic weather symbols.
6. Temperature
High and low temperatures on thermometer
Wear correct clothing for type of weather
forecast.
Determine what to do in severe weather
situations (tornado, high wind, flood, blizzard,
ice storm, power outage, earthquake).



D 2.2

D 2.3

All students will:

Demonstrate knowledge of the solar system and
space travel

Demonstrate knowledge of land and water resources


1. Name the earth, sky, sun, moon, and stars.
2. Describe the difference between night and day.
3. Name and describe facts about the planets in our
solar system.
4. Discuss space travel as it relates to current events
using termsshuttle, rocket, launch, etc.

1. Identify terms related to land.
Soil
Land formations
Geographical regions
2. Identify terms related to water.
Types of water
Bodies of water
3. Recycle.
Identify recyclable/non-recyclable.
4. Conserve resources (turn off lights, lower
thermostat, turn off faucets, repair drips).
5. Recycle different materials (glass, plastic,
aluminum, newspaper).
6. Dispose of waste/garbage.
7. Identify land and water resources.



D 2.4

All students will:

Demonstrate knowledge of energy and force


1. Demonstrate safety practices when using sources of
energy.
2. Name uses of magnets.
3. Name uses of electricity/batteries.
4. Name uses of heat/cold.
5. Name uses of light.
6. Identify sources of energy/force (light, heat,
electricity, magnets).

D 3 All students demonstrate knowledge in the area of physical science.


D 3.1

D 3.2

D 3.3

All students will:

Demonstrate knowledge of simple/compound
machinery

Demonstrate knowledge of matter

Demonstrate knowledge of the five senses


1. Explore a variety of tools such as magnets,
magnifying glasses, mirrors, pulleys, or
kaleidoscopes or prisms.
2. Demonstrate use of simple/compound machines
(scissors, hammer, flagpole, see-saw, drapes,
broom, wheelchair ramp, doorstop, windows, etc.).

1. Describe objects according to size, shape, color, or
state of matter.
2. Sort and classify by solid, liquid, or gas.

1. Use senses to observe, explore, and gather
information.

FUNCTIONAL ACADEMICS/CITIZENSHIP
E 1 All students demonstrate knowledge in the area of citizenship.


E 1.1

E 1.2

E 1.3

All students will:

Demonstrate knowledge of self within a community

Demonstrate knowledge of family relationships

Demonstrate knowledge community related
personnel


1. Identify similarities and differences of personal
characteristics.
2. Demonstrate an appreciation of ones own
characteristics and those of others and other
cultures.
3. Display an awareness of his/her role as a member
of a group, such as the family or the class.
4. Describe the characteristics of where he/she lives
and visits.

1. Identify people in the home/relatives.
2. Identify roles and responsibilities of family
members.

1. Identify school personnel.
2. Identify community workers.
3. Identify roles and equipment of community related
personnel.

E 1 All students demonstrate knowledge in the area of citizenship.


E 1.4

E 1.5

All students will:

Demonstrate knowledge of community resources

Be exposed to expanded community


1. Locate points of community resources.
2. Identify transportation within community.
3. Identify location and direction as demonstrated in a
beginning understanding of maps.

1. Participate in activities related to specific cities.
2. Participate in activities related to specific states.
3. Participate in activities related to the U. S.
4. Participate in activities related to the world.

E 2 All students demonstrate knowledge in the area of history.


E 2.1

E 2.2

E 2.3

E 2.4

E 2.5

All students will:

Demonstrate knowledge of holidays

Demonstrate knowledge of historical events

Demonstrate knowledge of current events

Demonstrate an ability to connect new ideas to past
experiences

Identify voting procedure, making choices, discuss
relevant candidates


1. Identify basic symbols associated with holidays.
2. Participate in activities related to holidays.
3. Identify holiday at time of occurrence.
4. Discuss customs associated with the holidays.
5. Participate in discussion associated with the
holidays.

1. Retell events related to historical event.
2. Participate in discussion of historical event.

1. Participate in discussion of current event.
2. Show awareness of current event as observed
through various media.

1. Talk about what she/he likes to do now, and what
she/he might like to do in the future and why.

1. Identify major current elected local, state, and
national officials.

FUNCTIONAL ACADEMICS/ARTS AND HUMANITIES
F 1 All students develop/demonstrate music appreciation skills.


F 1.1

F 1.2

F 1.3

F 1.4

All students will:

Attend musical performances

Demonstrate musical preference

Respond to variety of musical styles

Access and participate in performing groups found
within the school system and community


1. Demonstrate appropriate viewing behavior.

1. Choose favorite familiar classroom songs.
2. Choose favorite recorded music.

1. Listen quietly for duration of musical selection.
2. Maintain in-seat behavior for duration of song.

1. Identify performing groups within the school
system and community.
2. Choose desired performing group.
3. Attend rehearsals.
4. Demonstrate proper rehearsal/performance
behavior.

F 2 All students develop/demonstrate movement skills.


F 2.1

All students will:

Develop gross motor skills thorough music activities


1. Display a variety of movement qualities
2. Demonstrate gross body coordination.

F 3 All students develop/demonstrate auditory skills.


F 3.1

F 3.2

F 3.3

F 3.4

All students will:

Discriminate between contrasting musical sounds

Discriminate between various musical sound sources

Attend to various sounds and music

Respond to various sounds and music


1. Identify loud/soft dynamics.
2. Identify fast/slow tempo.
3. Identify high/low pitches.

1. Identify non-musical sounds
2. Identify vocal sounds.
3. Identify instrumental sounds.
4. Match two like sound sources.
5. Differentiate between two contrasting sound
sources.

1. Maintain eye contact with teacher for the duration
of sound/musical selection.
2. Maintain directed behavior for duration of
sound/musical selection.

1. Turn head toward sound/music source.
2. Move body to sound/music.
3. Vocalize to sound/music.

F 4 All students develop instrumental and rhythmic skills.


F 4.1

F 4.2

F 4.3

All students will:

Demonstrate rhythmic skills through the use of
instruments

Identify instruments

Manipulate instruments


1. Play steady beat with music selection.
2. Adapt beat to various tempi, meters, and media.

1. Name familiar classroom instruments.
2. Name wood wind, brass, string, and percussion
instruments.
3. Classify like instruments into related families.

1. Explore various ways to grasp/hold instruments.
2. Explore the process of producing sounds.

F 5 All students develop vocal and communication skills.


F 5.1

F 5.2

F 5.3

All students will:

Develop/demonstrate alternate means of musical
expression

Develop/demonstrate organized musical vocalization

Demonstrate voluntary vocalizations


1. Incorporate use of sign language with musical
selections.
2. Improvise with a musical selection.
3. Improvise on original composition.

1. Imitate musical vocalizations.
2. Produce musical sequences vocally.
3. Sing simple phrases.
4. Sing simple songs.
5. Participate in rhythmic chants.
6. Sing expressively in a musical context.
7. Match pitches with voice.

1. Produce voluntary vocalizations as part of a music
activity.

F 6 All students develop skills of visual and tactile art expression.


F 6.1

F 6.2

F 6.3

All students will:

Develop marking skills

Develop forming skills

Develop collage making skills


1. Hold crayon, chalk, or marker correctly (with
appropriate pressure).
2. Execute random scribbling.
3. Control direction of scribbling.
4. Place marks in defined areas.
5. Organize marks into patterns.
6. Draw a person.

1. Manipulate clay to alter form.
2. Use clay form sphere, cylinder, and flattened
shapes.
3. Use additive and subtractive sculpture techniques.

1. Tear paper and place on glued surface.
2. Glue materials together.
3. Cut a variety of materials with scissors.



F 6.4

F 6.5

All students will:

Develop painting skills

Develop printmaking skills


1. Apply paint with fingers.
2. Hold brush appropriately.
3. Apply paint with brush.
4. Mix paints on paper.
5. Name colors, light and dark values.
6. Wash brushes between colors.
7. Apply transparent washes of color.
8. Name different paints, i.e., tempera, watercolor,
acrylic, finger paint.
9. Execute non-objective painting.
10. Paint still life.
11. Paint landscape.
12. Paint self-portrait.

1. Create hand prints.
2. Print with sponges.
3. Print with found objects.
4. Create relief prints.
5. Use stencils.
6. Cut stencils.



F 6.6

F 6.7

All students will:

Understand the use of arts in illustration of stories

Apply a variety of art media and processes


1. Identify art illustrations in books and advertising.
2. Tell story about self-created work.
3. Create a sequential series of art works.

1. Create pieces for personal satisfaction.
2. Create seasonal decorations for school and home.
3. Create gifts of artwork for friends and family.
4. Print banners or cards using computer programs
and rubber stamps.



F 6.8

F 6.9

All students will:

Demonstrate understanding of photography

Recognize and utilize community art resources


1. Discriminate between a drawing or painting and a
photograph.
2. Frame an object in a view finder frame.
3. Take photos using a simple camera.
4. Load film in a camera.
5. Locate photography supplies in local stores.
6. Take photos of friends, celebrations, or places.

1. Locate and select art or craft books in library or
book store.
2. Visit museum, art gallery, craft center.
3. Visit arts and crafts store or department store in
community and select preferred materials for
project.

FUNCTIONAL ACADEMICS/FUNCTIONAL COMPUTER SKILLS
G 1 All students demonstrate functional computer skills.


G 1.1

G 1.2

G 1.3

All students will:

Identify basic computer operations and concepts

Use basic computer software

Identify basic computer communications systems


1. Identify the major parts necessary for a computer to
input and output data.
2. Explain and demonstrate the basic use of input and
output devices, i.e., keyboard, monitor, printer,
mouse).
3. Explain and demonstrate the use of external and
internal storage devices, i.e., disk drive, CD drive.

1. Apply operating system skills to perform basic
computer skills.
2. Apply basic word processing skills.
3. Identify and use simple graphic and presentation
graphic materials generated by the computer.
4. Apply specific instrumental software.

1. Apply a web browser.
2. Apply basic electronic mail functions.
3. Use on-line searches to answer age appropriate
questions.

Preparation
for
Adult Life

PREPARATION FOR ADULT LIFE (PAL) COMMUNITY BASED
A 1 All students participate in community/school travel.


A-1.1

All students will:

Participate in community/school travel by
walking/using a wheelchair


1. Cross streets:
2. At corner
3. At crosswalk without signal
4. At railroad intersection
5. With mechanical signal/light
6. With direction from crossing guard
7. Walk along side of road.
8. Negotiate curbs/ramps.
9. Look for/react to traffic.
10. Use an escalator/elevator.
11. Walk through a revolving door.
12. Walk/wheel through an automatic door.
13. Walk/wheel through a crowded area.
14. Walk/wheel around obstacles in the community.
15. Walk up and down stairs.



A 1.2

A 1.3

All students will:

Ride the busschool, public

Demonstrate related skills


Locate a given bus times of arrivals and important
stops.
Follow rules/procedures (emergency, bus lift, general
behavior).
Arrive at the busy stop on time.
Use money/pass for payment.
Use a bus transfer.
Get off at destination.

1. Determine store hours by reading an Hours of
Operation sign or by calling the store.
2. Arrange for a ride.
3. Follow warning signs and avoid noticeable dangers
in the community.
4. Ask directions to a location.
5. Use simple pictorial/written directions as a guide in
the community.
Identify features of a map key and be able to
locate places on the map.
Locate various stores or mall areas by using a
directory.
6. Make errand list.
7. Ask for help when in danger/lost.
8. Choose a method of transportation.



A 1.3 (cont.)

All students will:



9. Use identification/money.
10. Use bicycle safety:
While crossing street
While riding in traffic
While signaling turns
11. Select keys to open various locks.
12. Locate destinations in the neighborhood,
community, school.
Area restaurants
Stores at the mall/plaza
Public parks
Houses of Worship
Movie theaters
Sporting events
Video stores
Libraries
Museums
13. Locate fire alarms, extinguishers, and escape
routes (teacher discretion).
14. Ring bell/buzzer to gain attention.
15. React to strangers
Not accepting rides, gifts, etc.
Not talking to/touching.
16. Open/close doors with a variety of mechanisms.



A 1.3 (cont.)

All students will:



17. Care for public/school property.
18. Use simple pictorial/written directions as guide in
school.
19. Follow warning signs to avoid noticeable dangers.
20. Walk away from unfamiliar animals.
21. Use mannershold door/social courtesies.
22. Care for school property.
23. Wait in line.
24. Stay with group.
25. Knock on door.
26. Locate entrance door



A-1.4

All students will:

Ride in a car/van


1. Open door/close door.
2. Fasten/unfasten seat belt.
3. Operate locks:
Combination
Key
Electronic

A 2 All students access school resources.


A 2.1

A 2.2

A 2.3

A 2.4

A 2.5

All students will access the following school
environments:

Cafeteria (restaurant)

Classroom (bank)

Classroom (dry cleaner/shoe repair)

Classroom (post office)

Classroom (recreation)


Get tray
Manipulate tray along rack.
Pick up and place foods/drinks on tray.
Take correct number of foods.
Communicate choice when necessary.
Exchange lunch ticket/money.
Carry full tray to empty seat.
Dispose of trash and excess food
Return tray.

Use classroom banking/reinforcement system.

Recognize need for clothing and shoe care/repair.

1. Prepare items for school office(s)

Prepare, set-up, and clean up activities.
Use appropriate turn-taking skills.
Demonstrate good sportsmanship.



A 2.6

A 2.7

A 2.8

A 2.9

environments:

Classroom (restaurant)

Classroom (store)

Classroom (voting/polling place)

Restrooms (public and school)


Communicate food choices for lunch, snack, etc.
Dispose of trash and excess food.
Clean up spills.
Express problem and obtain solution.

Use classroom store.
Work within a budget.

1. Vote for classroom activities, etc.
2. Participate in mock elections.

Locate gender-correct restroom.
Use restroom facilities.
Return to classroom.



A 2.10

A 2.11

environments:

School library

School office(s) (bank/post office)
General
Guidance
Principal


1. Locate preferred section
2. Make selection.
3. Check out book.
4. Care for book.
5. Return book on time to counter or slot.
6. Follow rules/procedures.
7. Other library options:
Check out puzzles, tapes, etc.
Use computer
Request copies
Use magazines, newspapers

Assigned task.
Complete task.
Express problem and obtain solution.



A 2.12

A 2.14

A 2.15

A 2.16

environments: (The school environments listed
below help prepare students to eventually access the
community environments that are shown in
parenthesis. The community environments are
taught at the secondary level.)

School office(s) (customer service stores)

School office(s) (library, video store)

School office(s) (post office)

Supply room (stores)


Gain attention and indicate need for service.
Exchange items.

1. Borrow and return items.

Use mail slots/boxes.

1. Recognize what supplies can be obtained at this
place.
2. Locate supplies.
3. Sort/organize supplies.

A 3 All students access community resources.


A 3.1

A 3.2

All students will access the following community
environments based on school/parent input:

Bank/utility company

Beauty/barber shop


Prepare paperwork (deposit slip, check, etc.).
Obtain/take items needed for transactions (money,
passbook, bills, etc.).
Complete transactions.
Other bank options:
Operate ATM machine
Use drive-through containers
Use safety deposit box

1. Make and keep appointment.
2. Check in with receptionist.
3. Wait for turn.
4. Express preference.
5. Cooperate with procedure.
6. Follow directions.
7. Provide tip.
8. Pay for service.



A 3.3

A 3.4

A 3.5


Community recreation

Dry cleaners/shoe repair

Health care offices/hospital (parent follow-through is
essential if selected)


Prepare for activity
Follow guidelines/procedures for participating in
activity (develop specific assessment per activity
and student).

1. Determine need for service.
2. Obtain/take necessary items.
3. Locate service counter.
4. Gain attention and indicate need for service.
5. Arrange for pick-up or delivery.
6. Receive and keep receipt for pick-up or delivery.

Make and keep appointment.
Check in with receptionist/sign in
Wait for turn
Follow directions.
Wait in examination room.
Cooperate with preliminary routine exam.
Pay for service (money, insurance card).



A 3.6

A 3.7


Post office

Public restrooms


1. Obtain/take item(s) for mailing.
2. Prepare mailing(s).
3. Request services at counter:
Purchase stamps
Purchase package envelope
Mail package/over-sized envelope
4. Use mail slots.
5. Other post office options:
Use stamp machine
Use post office box

Locate public restrooms.
Locate gender-correct restroom.
Use family restroom appropriately.
Other public restroom options:
Use personal care machines
Obtain/use/return key
Use public portable toilets
Cover toilet seat with paper/cover



A 3.8

A 3.9


Restaurants Fast Food

Restaurants Sit-Down


Wait for clerk to ask for order.
Communicate order.
Listen for clerk to give price/total.
Pay for order.
Step aside to wait for order.
Locate empty seat or exit building.
Dispose of trash/replace tray.

1. Communicate specifics of group:
Number in party
Smoking/non-smoking
Special seating (booth/table, etc.)
2. Follow hostess to seating.
3. Make selection(s) from menu
4. Communicate selection(s) to waitress/waiter.
5. Respond to questions/requests/actions.
6. Use salad/buffet bar.
7. Leave tip.
8. Pay for mealgive money to waitress/waiter,
exchange money at register.



A 3.10

A 3.11


Restaurants Cafeteria

Restaurants Take-Out


Get tray and utensils.
Move from station to station selecting and/or
requesting foods and drink.
Respond to questions.
Listen for clerk to give price/total.
Pay for order.
Locate empty seat.
Dispose of trash and excess food.
Replace tray.

Phone in order.
Ask/answer questions:
Food specifics
Personal information
Cost
Arrangements for pick-up or delivery
Pick up food/accept delivery.
Pay for order/provide tip.



A 3.12

A 3.13


Restaurants All Types

Stores Self-Serve


Other restaurant options:
Obtain condiments/utensils
Clean up spills
Use salad bar
Use beverage dispenser
Use drive-thru window
Express problems/obtain solution

1. Locate/use cart or basket.
2. Locate selection(s).
3. Locate item(s).
4. Locate price(s).
5. Locate register.
6. Pay for item(s).
7. Replace cart or basket.



A 3.14

A 3.15


Stores Customer Service

Stores All Types


1. Ask for specific item(s).
2. Follow procedure for obtaining item(s).
3. Make decisions about selection.
4. Pay for items.

Other store options:
Obtain/use coupons
Use rain check
Use lay away
Use credit card/debit card
Use dressing room
Phone in an order
Use catalog shopping
Return and/or exchange item(s)
Arrange for delivery
Use vending machine
Bag item(s)



A 3.16

A 3.17


Video Rental Store

Voting Polling Place


Complete video store registration.
Locate section(s).
Make selection(s).
Take case or ticket to counter.
Communicate identifying information.
Sign receipt.
Pay for selection(s).
Return video on time or pay fine.

Register to vote.
Arrive at proper polling place during voting hours.
Follow procedure for voting
Learn about candidates.
Cast vote:
Hand-marked
Punch-card system
Electronic system
Absentee ballot

PREPARATION FOR ADULT LIFE (PAL) VOCATIONAL BASED
B 1 All students use safety procedures.


B 1.1

B 1.2

B 1.3

All students will:

Report emergencies to an adult

Operate/use classroom equipment and supplies:
Scissors
Stapler
Pencil sharpener
Electrical equipment
Writing utensils
FAX machine
Telephone
Calculator
Others

Use safety procedures for prevention of accidents


Recognize need for adult.
Locate adult.
Communicate situation.

Use equipment as instructed.
Use equipment as needed.
Put equipment away.

1. Follow playground rules.
2. Follow building rules.
3. Follow transportation rules.
4. Follow workplace safety rules.
5. Read & explain each use of common signs/words:
Safety words
Information signs
Traffic signs
Workplace employee signs

B 1 All students use safety procedures.


B 1.4

B 1.5

All students will:

Respond to school drill procedures

Follow job-related safety procedures in simulated and
real situations


Recognize drill signal.
Follow procedure/adult direction.

1. Operate machinery.
2. Use safety gear and required clothing.
3. Move materials.
4. Respond to emergencies.
5. Use safety procedures for prevention of accidents.

B 2 All students develop and demonstrate interactions which lead to task completion.


B 2.1

B 2.2

All students will:

Interact with classmates and peers

Respond to and interact with authority figure


Demonstrate a repertoire of responses to classmates
comments and actions.
Demonstrate turn-taking skills.
Accept and offer assistance.
Share materials.
Work together to complete a task.
Borrow and return materials in same condition.
Demonstrate skills to manage actions and comments
that allow self and others to work.
Respect personal space of others.

Recognize authority figures.
Accept assistance.
Follow directions.
Gain attention by following classroom procedures.
Accept task assignments.
Accept changes in routine.
Accept correction.
Accept consequences.
Gain permission to obtain materials and/or leave work
area.
Accept redirection.



B 2.3

All students will:

Interact with co-workers


Respond to co-workercomments/actions (praise,
suggestion, criticism).
Initiate comments/actions toward co-workers (praise,
suggestion).
Share materials and knowledge.
Loan and return materials.
Engage in conversation and actions that allow self and
others to work.
Demonstrate honesty and trustworthiness.
Respect the personal space of others.
Show eye contact, shake hands properly, and state an
appropriate greeting when meeting someone for the
first time.
State appropriate behaviors that could be performed
when someone is rude to him or her.
Identify the excluded person and state an appropriate
method of getting the person into the group in a
situation in which someone is left out.



B 2.4

All students will:

Respond to supervision


1. Accept assistance, direction, criticism, and
consequences.
2. Ask for assistance and direction.
3. Accept job assignments.
4. Adapt to changes in job routine.
5. Remain in work area and ask permission before
leaving work area and/or entering private areas.
6. Offer to do extra work.
7. Attempt to solve problems before asking for help.
8. Demonstrate honesty and trustworthiness.



B 2.5

B 2.6

All students will:

Interact with supervisor

Identify conflict resolution/stress management
techniques.


Discuss comments and criticism.
Express an opinion.
Discuss personal situations that relate to work.

1. Define and explain examples of stress.
2. Identify situations which may conflict between
people and lead to stress.
3. List or state at least three appropriate ways to
handle conflicts with others.
4. Identify the source of the conflict or probable fear
in a given stressful situation.
5. Identify three techniques or strategies that student
could employ in a stressful situation.

B 3 All students develop and demonstrate work habits.


B 3.1

B 3.2

B 3.3

All students will:

Attend school

Follow schedule

Prepare for school/work tasks


1. Attend regularly.
2. Go directly to and from school.
3. Give home communication to adult notes or
journal excuses.

Accept change in schedule.
Respond to signals for beginning and ending tasks.
Make transitions between scheduled activities.
Follow schedule in proper sequence.

1. Bring/wear necessary items per given day: tennis
shoes for physical education, journal, others as
needed.
2. Store personal items.
3. Organize materials to begin familiar
tasks/routines.



B 3.4

All students will:

Engage in school/work activities


Start work when directed.
Attend to/work on task for increasing amounts of
time.
Stay in assigned location.
Demonstrate ability to wait.
Indicate need for more work.
Indicate work/task is finished.
Tolerate interruptions.
Maintain clean and orderly work/personal areas.
Work to earn reinforcement.
Prepare for departure from school/work.



B 3.5

All students will:

Engage in work


1. Initiate task.
2. Remain on task/follow scheduled.
3. Maintain work area.
4. Indicate when task is finished.
5. Clean work area and return materials to
designated places.
6. Work in presence of distractions.
7. Tolerate interruptions and return to work.
8. Meet deadline.
9. Increase production rate.
10. Check work for accuracy/quality and correct if
necessary (job specific).
11. Keep track of own productivity and/or completed
work.
12. Prepare for departure from work.
13. Work to earn reinforcement.
14. Use a weekly time card.
15. Calculate pay using the piecework concept.
16. Calculate hourly and overtime pay.
17. Describe concepts of salary.

B 4 All students acquire knowledge and skills to obtain a job.


B 4.1

B 4.2

All students will:

Participate in activities that expose the students to
jobs within the school community

Demonstrate skills to interview for a job


Observe workers in the school.
Observe workers in the community.
Participate in classroom activities that explore jobs

1. Arrive on time.
2. Dress and groom suitably.
3. Ask and answer questions.
4. Manage comments and actions to facilitate the
interview.
5. Maintain eye contact.
6. Participate in mock interview.

B 4 All students acquire knowledge and skills to obtain a job.


B 4.3

B 4.4

All students will:

Demonstrate skills to apply for a job

Continue exploration of jobs in the community


Match interest/skills to specific jobs.
State and/or write personal information:
Full name
Home address
Home phone number
Birthdate
Emergency phone number
Names of family members
Complete a job application
Prepare job portfolio:
Social Security Card
ID Card
Birth Certificate
Others as needed
Locate and obtain information about job openings.
Complete a resume.

Observe workers in the community.
Participate in job unit activities.

B 5 All students demonstrate pre-vocational skills.


B 5.1

B 5.2

All students will demonstrate skills in the
following areas:

Animal care

Building maintenance


1. Feed small animals.
2. Water small animals.
3. Clean up pet areas.
4. Handle pets safely.
5. Groom animals.
6. Exercise animals.

Clean floor/carpet:
Pick up trash
Sweep with broom and dust pan
Vacuum
Arrange furniture:
Carry chairs
Put up chairs
Move piece of furniture
Manipulate physical environment:
Doors
Light switches
Windows
Faucets
Pick up/dispose of litter.
Obtain/return supplies.
Maintain grounds.
Maintain equipment and facilities.



B 5.3

B 5.4

All students will:

Building trades

Child care/Adult care


Recognize need to replenish supplies/repair items.
Recognize person who would replenish
supplies/repair items.
Communicate need to the correct person.
Assist others with tasks:
Teacher
Classroom assistant
Volunteers (adult, student)
Others

Help others with personal care.
Help others with eating activities.
Help others with play or work activities.
Recognize function of schedule/routine.
Assist with nap/bedtime routines.



B 5.5

All students will:

Clerical/secretarial


Deliver messages/materials.
Return items (i.e., books, folders, others)
Collate classroom materials.
Use classroom/office equipment/refill if necessary:
Paper clips/push pins
Rubber bands
Stapler
Pencil sharpener
Tape/glue/rubber cement
Keyboard
Time Card Machine
Shredder
FAX machine
Telephone
Calculator
Copy machine
Place papers in file folder according to
alphabetical/numerical order.
Retrieve requested file.
Duplicate.
Prepare mailings:
Fold papers
Place papers in envelopes
Seal envelopes
Stamp/label/address



B 5.5

All students will:

Clerical/secretarial (cont.)


Use of the computer:
Identify the components of the computer
Use computer terminology
Demonstrate start p and shut down procedures
Use a mouse
Use icons
Navigate the desktop
Open, minimize, and exit applications
Open and close files/documents
Navigate windows screen
Create, name, and save files
Access programs, folders, and files
Print documents
Use writing tools such as spell/grammar check
Insert clip art
Use word processing as a writing tool across the
curricula for projects
Create envelopes, postcards, and labels
Demonstrate proper Internet etiquette
Navigate websites
Demonstrate use of Internet toolbar
Enter Internet addresses (URL)
Select and use search engines to gather
information



B 5.5

All students will:



Use technology as a median tool across the
curricula for projects
Demonstrate appropriate behavior when using
computers
Demonstrate proper use and care of all computer
components
Recognize and respect copyright laws
Recognize risks in viewing/interacting with
inappropriate websites
Identify the correct locations of all the letters,
numbers, and basic functions
Transfer a written document into a typed one
Type a letter, number or symbol on command

Use the telephone:
Answer phone
Use receiver correctly
Replace receiver
Use telephone courtesy
Dial numbers on rotary/touch phone
Recognize dial tone/busy signal/ring/answering
machine
Act on various signals
Prepare a personal directory
Recognize when to use the 0



B 5.5

B 5.6

All students will:


Cosmetology


Provide appropriate and accurate information to a
caller
Accurately state or write a message from a caller
Appropriately give information to an answering
machine after placing a phone call
Use both the white and yellow pages to locate a
needed phone number
Access voice mail and write or repeat any
messages found there

Recognize need for personal grooming.
Participate in own personal grooming.
Maintain personal grooming items.



B 5.7

B 5.8

All students will:

Customer service

Farming/Food Production


Assist in running classroom store.
Pass out/collect items and materials:
Play
Work
Eating
Others
Put items into containers:
Home materials in book bag
Play materials into containers
Items into bags
Others
Use greetings.
Answer questions/give information.
Move objects for self.
Move objects for others.

1. Participate in plant growing and care.
2. Match food to food source.
3. Assist farmer with jobs.



B 5.9

All students will:

Food service


Rinse/wash/dry dishes/or machine
Assist/prepare food items:
Measure
Stir/mix
Spread
Cut/slice
Add condiments
Open/close containers
Store food (cupboard, refrigerator)
Pass/serve food.
Set/clear own place.
Set/clear table.
Clean table.
Use sanitary procedures.



B 5.10

All students will:

Housekeeping


1. Participate in classroom cleaning/chores:
Chalkboard
Erasers
Windows/mirror
Sink area
Desks/tables
Floors
Shelves
Waste cans
2. Clean rooms.
3. Replace suppliessoap, toilet paper.
4. Make bed.



B 5.11

B 5.12

All students will:

Industrial

Laundry


Package items by amount for a purpose.
Package items in sequential order for a purpose (e.g.,
package spoon, fork, knife, napkin/or packaging
types of candy to give to others).
Assemble/disassemble items for a purpose (e.g.,
disassemble, empty, and assemble pencil
sharpener; place erasers on pencils; put notebook
paper in notebooks; reposition shelves).

Recognize clean/dirty clothing.
Hang items on books/hangers.
Rinse cleaning rags/sponges.
Use safety pin.
Fold/put away laundry.
Operate washer/dryer.
Sort laundry.
Iron laundry.
Mend laundry.



B 5.13

B 5.14

All students will:

Lawn and Garden

Leisure/Recreation


Plant seeds, trees, shrubs.
Transplant plants into larger containers.
Water/fertilize.
Rake leaves.
Maintain equipment.
Weed gardens.
Mow and trim grass.

Arrange area for group activity.
Pass out materials:
Assembly
Open House
Sporting events
Others
Select materials for activity.
Demonstrate skills to work in the area of
leisure/recreation.



B 5.15

B 5.16

All students will:

Stock

Vehicle care


Return equipment.
Use stamp pad.
Use self-adhesive items.
Put away items on shelves.
Unload classroom supplies to shelves, cupboards.
Straighten items on shelves/stock shelves.
Locate items on shelves and in cupboards.
Price items.
Return shopping carts.
Unload, load, deliver supplies.
Locate, stock, maintain, and put away supplies.
Inventory control:
Take physical counts of office supplies, etc.
Decide when inventory needs to be ordered
Order needed inventory

Recognize need for repair/maintenance.
Participate/demonstrate skills in repair/maintenance:
Oil wheels
Put air in tires
Tighten screws
Clean

PREPARATION FOR ADULT LIFE (PAL) TRANSITION PLANNING
C 1 All students participate in planning for post-secondary education/vocational training/employment.


C 1.1

All students will:

Identify options and establish realistic
career/vocational goals


1. Plan with teacher/counselor to determine which
regular educational classes to attend (parent).
2. Plan with teacher/counselor to determine
modifications/adaptations to regular education
classes.
3. Review realistic post-secondary vocational
activities (parent).
4. View/read/listen to information about realistic
post-secondary vocational activities.
5. Complete vocational assessments and review
results with teacher/counselor/parent.
6. Complete interest inventories and review results
with teacher/counselor/parent.
7. Communicate personal strengths, needs, and
interests related to vocational activities (parent).
8. Communicate personal opinions and desire related
to vocational activities (parent).
9. Become aware of and meet with agencies that
provide career guidance and possible assistance
with post-secondary vocational activities (parent).

C 2 All students participate in planning for and demonstrate skills in personal independence/home living.


C 2.1

C 2.2

All students will:

Demonstrate functional living skills

Assess future living environment options


Identify hobbies/interests and how they may relate to a
realistic vocational activity.
Participate in planning a personal budget.

Identify personal needs/limitations in a living situation
(parent/school).
Discuss possible future living arrangements
(parent/school).
Become aware of information regarding supported
living environments (parent/school).
Visit supportive living options (parent/school).
Become aware of agencies involved in group
home/sheltered environments placement
(parent/school).
Become aware of information regarding medical
insurance, cost of attendant care, and/or health
benefits (parent/school).

C 3 All students participate in planning for recreational/leisure activities.


C 3.1

C 3.2

All students will:

Be presented with information regarding
recreation/leisure activities and programs of interest

Participate in recreation/leisure activities and
programs in the community


Identify interests based on school and community
recreation/leisure options.
Exposure to recreation/leisure activities through CBI
(Community Based Instruction).

Review current participation in activities (parent).
Demonstrate social skills necessary for community
interaction.

C 4 All students demonstrate social skills related to personal relationships.


C 4.1

All students will:

Develop/demonstrate social skills necessary for
future success


Participate in an assessment of current socialization
skills (parent/school).
Identify counseling/educational/support needs
(parent/school).
Be presented with information regarding community
resources that meet counseling/support needs
(parent/school).

C 5 All students participate in planning for transportation needs.


C 5.1

All students will:

Utilize transportation resources (parent) and use
travel skills


Be presented with information regarding
transportation options available within the
communityAccess, bus passes (parent/school).
Participate in travel training.

C 6 All students participate in planning for legal/advocacy needs.


C 6.1

All students will:

legal/advocacy services (parent)


Be presented with information regarding legal rights
and the role of advocacy (parent).
Identify accommodations needed for success in post-
secondary education/vocational
training/employment which are an individuals
legal rightADA (parent).
resources such as legal and/or social security
(parent).

C 7 All students participate in planning for financial/income needs.


C 7.1

All students will:

Access information regarding agencies that assist in
providing for adult financial needs (parent)


Contact a social security representative to obtain,
maintain, or adjust benefits (parent).
Contact other agencies that provide:
Financial assistance (parent)
Development of social services and family services
Employment security
Vocational rehabilitation
Office of mental health/mental retardation

C 8 All students participate in planning for medical needs and assistance.


C 8.1

All students will:

Access information regarding agencies that assist in
providing medical support and assistance


1. Identify helping professionals in medical field.
2. Locate medical assistance agencies in area of need
(parent).
3. Identify medical needs.

PHYSICAL DEVELOPMENT
&
RECREATION

PHYSICAL DEVELOPMENT/RECREATION
A 1 All students demonstrate game playing skills


A-1.1

A-1.2

All students will:

Demonstrate knowledge of the cognitive aspects of a
sport, game, or activity

Demonstrate productive social traits inherent in a
sport or game


1. Play a sport, game, or activity following the
rules and utilizing offensive/defensive
strategies.
2. Demonstrate duties of offensive or defensive
player position.
3. Follow rules or modified rulesact on
direction from teacher/referee/coach.
4. Clean up materials after the game.

1. Display social traits during practice or game
situations:
Cooperation
Team work
Sportsmanship
2. Respond to game situations without vocal or
physical disruption.
3. Manage body or equipment safely to maintain
the flow of the game.
4. Comply with the instructions of the
teacher/referee/coach.
5. Clean up materials after the game.

B 1 All students demonstrate community-based recreation skills


B-1.1

B-1.2

All students will:

Demonstrate skills required for utilizing a
community- based recreational program or resource

Show awareness of community-based recreational
programs or resources


Demonstrate motor skills with adaptive equipment, if
needed, for participation in program or at resource.
Identify necessary equipment/materials for utilizing
program/resource.
Prepare for utilizing community-based recreational
resource or program by gathering necessary
equipment/materials.
Utilize community-based recreational programs or
resources under adult supervision.

Name local community-based recreational programs
or resources.
Select community-based recreational programs of
interest.
Identify locations and time schedules for programs.

C 1 All students participate in leisure time activities


C-1.1

C-1.2

All students will:

Participate in social activities

Exhibit informal play skills


Identify activities of personal interest.
Identify supplies/equipment needed for activity.
Gather supplies/equipment needed for activity.
Name rules/procedures for activity.
Identify locations to pursue interest areas.
Participate in an activity by following an established
set of rules/procedures.

Observe play situations without disruption.
Participate in adult initiated activity.
Engage in parallel play without vocal, verbal, or
gestural disruptions.
Interact with a peer(s) in a play situation.
Initiate a play situation/activity.
J oin a play situation/activity in progress.
Participate in or complete activity without disrupting
the flow or closure of the activity.

C 1 All students participate in leisure time activities


C-1.3

C-1.4

All students will:

Participate in creative activities

Demonstrate game skills


Name creative activities of interest.
Identify supplies/equipment needed for activity.
Gather supplies/equipment needed for activity.
Engage in creative activity.

Identify games of interest.
Utilize rules, modified rules, or procedure of game.
Participate in game:
Low Activity Games
Table Games
High Tech Games

D 1 All students demonstrate perceptual motor skills


D-1.1

D-1.2

D-1.3

All students will:

Demonstrate skills requiring visual motor control

Demonstrate body control

Exhibit body awareness


Visually locate a stationary object or target.
Perceptual motor skills with a stationary target:
Hand-Eye Coordination
Foot-Eye Coordination
Visually locate a moving object or target.
Demonstrate timing and force adjustment when
executing perceptual motor skills.

Demonstrate gross body coordination.
Demonstrate motor planning needed to move through
environment.
Display a variety of movement qualities.
Perform balance activities:
Static Balance
Dynamic Balance

Demonstrate spatial awareness.
Demonstrate awareness of body planes (front, back,
side, top, bottom).
Perform non-locomotor body actions.
Tell function of body part.
Identify body parts.

E-1 All students perform gross motor skills


E-1.1

E-1.2

All students will:

Demonstrate motor skills

Execute lifetime and team sport skills


Demonstrate control of large body movements.
Exhibit developing balance, strength, and stamina.
Demonstrate coordination of body movements.
Combine large body movements with the use of
equipment.
Combine a sequence of large motor skills
Perform a variety of movement skills with a partner.

Utilize motor skills in a sport or activity:
Roll (ball)
Throw
Catch
Kick
Strike
Dribble
Demonstrate motor skills in a mass practice situation
of a sport or activity.
Demonstrate motor skills in an individual practice
situation of a sport or activity.

E-1 All students perform gross motor skills


E-1.3

All students will:

Execute motor patterns


Utilize motor patterns in a sport or game situation:
J ump
Slide
Hop
Gallop
Skip
Run
Walk
Demonstrate motor patterns during mass practice of
sports skills.

F-1 All students demonstrate knowledge of principles relating to health


F-1.1

F-1.2

F-1.3

All students will:

Demonstrate knowledge of the components of
healthy living

Demonstrate a minimal standard of physical fitness

Demonstrate knowledge of health topics and issues


Identify components of healthy living.
Explain the purpose of each component of healthy
living.
Demonstrate healthy living habits under adult
guidance.

Imitate activities which improve the components of
physical fitness.
Perform physical fitness activities without visual
models.
Participate in a prepared physical fitness routine that
affects the physical fitness components.

Describe prevention, symptoms, and means of
transmission of communicable diseases.
Relate information on how chemical substance use and
abuse affects ones health.
Name and identify the function of body systems.
Describe safe vs. unsafe materials & practices:
Recognize toxic substances
Bicycle safety
Animal safety
Water safety
Transportation safety

HOME LIVING

HOME LIVING
A 1 All students demonstrate clothing care skills


A-1.1

A-1.2

All students will:

Launder clothing

Maintain clothing


1. Recognize need to place dirty clothes in hamper.
2. Sorting.
3. Pre-treat clothing.
4. Use washer/dryer/clothesline.
5. Fold laundry.
6. Place clothes in proper storage.
7. Use coin-operated washer and dryer.
8. Use machines for soap/money changing.
9. Hand wash delicate clothing items.

1. Iron clothing.
2. Maintain shoes.
3. Take clothing to dry cleaners.
4. Mend clothing
5. Threading a needle and making a knot
6. Running stitch
7. Overcast stitch
8. Ending knot
9. Sewing on a button

HOME LIVING


A-1.3

A-1.4

All students will:

Identify and demonstrate use of sewing tools

Identify and demonstrate use of sewing terms


1. Scissors
2. Spool of thread
3. Hand sewing needle
4. Straight pins
5. Needle threader
6. Stitching tape
7. Thimble
8. Ruler
9. Shears
10. Iron
11. Pin Cushion

1. Sew
2. Knot
3. Stitch
4. Hem
5. Press
6. Fabric

HOME LIVING


A-1.5

A-1.6

All students will:

Identify and demonstrate use of sewing notions

Identify parts of the iron and safe use of the iron


1. Button
2. Velcro

HOME LIVING
B 1 All students demonstrate kitchen management skills


B-1.1

B-1.2

B-1.3

All students will:

Plan, prepare, and serve balanced meals to self and
others

Prepare snack

Identify and use appliances:
Blender
Can Opener
Dishwasher
Garbage Disposal
Microwave
Mixer
Refrigerator
Stove
Others as needed


Plan for nutritional balance and taste
Use kitchen techniques.
Plan and implement food preparation schedule.
Prepare a bag lunch.

1. Prepare a variety of simple snacks.

Use according to directions.
Use safely.

HOME LIVING


B-1.4

B-1.5

All students will:

Identify and demonstrate the safety components
when working in a kitchen environment

Clean kitchen


Hand washing
Dishwashing
Clothing
Food handling
Food storage
Food preparation
Small equipment use
Kitchen emergencies
Electrical
Appliances

1. Clean/store dishes and utensils
2. Clean appliances
3. Clean surfaces
4. Care for trash/garbage
5. Store leftovers
6. Unload/load dishwasher
7. Wash/dry dishes
8. Wipe table
9. Clear table
10. Distinguish between trash and washable/reusable
items

HOME LIVING


B-1.6

B-1.7

All students will:

Identify basic kitchen equipment, define the purpose
and use and demonstrate the proper care. Explore
kitchen area for location of equipment:
Silverware drawer
Small equipment drawer
Potholder and placemat drawer
Dishes, pots, pans cupboard

Demonstrate proper table setting


Small equipment
Silverware
Cookware
Serving ware

1. Placemat
2. Dinner/luncheon plate
3. Knife
4. Fork
5. Spoon
6. Napkin
7. Glass
8. Cup and saucer

HOME LIVING


B-1.8

B-1.9

B-1.10

All students will:

Display proper table manners

Learn to read a recipe, identify the parts, and use it to
organize the cooking experience

Measure correctly with proper equipment


1. Please/thank you
2. Using utensils properly
3. Chewing with mouth closed
4. Elbows off the table
5. Proper amount of food
6. Proper use and placement of napkin
7. Appropriate table conversations

1. Assemble ingredients
2. Assemble utensils
3. Follow step-by-step instructions as listed in the
recipe

Dry ingredients
Liquid ingredients
Solid ingredients
Small amounts of ingredients

HOME LIVING
C 1 All students demonstrate home maintenance skills


C-1.1

All students will:

Demonstrate indoor maintenance skills


Clean home:
Vacuum floors, steps, furniture
Dust/polish furniture
Recycle/trash removal
Mop/scrub/wax floor
Make/change bed
Clean windows/mirrors/glass
Clean sink/tub/toilet
Make minor repairs:
Change light bulbs
Unclog toilet
Paint walls and woodwork
Clean paint brushes/rollers
Remove and store screens/storm windows
Store tools
File instruction books/warranties
Call repair person

HOME LIVING
C 1 All students demonstrate home maintenance skills


C-1.2

All students will:

Demonstrate outdoor maintenance


1. Use simple tools (hammer, screwdriver)
2. Perform simple lawn care
3. Sweep/clear (snow) walking area
4. Recognize need and report need for repair

PERSONAL LIVING

PERSONAL LIVING
A 1 All students develop skills in identifying and expressing feelings, coping with others and monitoring behavior


A-1.1

A-1.2

A-1.3

A-1.4

All students will:

Develop skills to identify feelings and thoughts

Express feelings and thoughts

Express empathy

Cope with others


1. Name a range of feelings (happy, sad, angry,
surprised).
2. Recognize facial expressions that reflect those
feelings.

1. Express feelings, needs, opinions, and wants that
are appropriate to the situation.

Respond with empathy to children who are upset and
in need.

1. Respect the feelings, rights, and belongings of
others.
2. Cooperate in small and large group activities.
3. Play cooperatively with 2-3 peers for a sustained
time.
4. Take turns in games and tasks.
5. Share materials when appropriate.
6. Resolve conflicts with peers with increasing skills.

PERSONAL LIVING


A-1.5

A-1.6

All students will:

Monitor behavior

Use a process to deal with negative feelings:
Anger
Aggression
Fear
Revenge
Embarrassment


1. Follow rules and routines in classroom and other
settings.
2. Understand consequences of own behavior.
3. Use materials with purpose, safety, and respect.
4. Pay attention as required by the task.
5. Make transitions between activities.
6. Follow adult directions.
7. Wait before acting in required situations.

Begin to tell others how he/she feels.
Display socially appropriate responses to a variety of
feelings.
Separate feelings from opinions.
Express feelings through other means such as play and
artistic representation

PERSONAL LIVING


A-1.7

All students will:

Use a process to foster positive feelings:
Acceptance of others
Self-satisfaction
Recognition of accomplishments
Enthusiasm


1. Display socially appropriate responses to a variety
of feelings.
2. Ask adult to look at what he/she had created.
3. Attempt new experiences with confidence and
independence.
4. Show pride in accomplishments.
5. Recognize success/congratulate self.
6. Identify and describe the value of personal
strengths.

PERSONAL LIVING
A 2 All students participate in activities and experiences that foster the development of self esteem


A-2.1

All students will:

Develop a sense of belonging


1. Demonstrate interest in and show consideration for
others, and others respond in like manner.
2. J oin and participate in social groups at school and
in the community.
3. Identify and share community history and
traditions.
4. Identify and share family traditions and history.

PERSONAL LIVING
A 3 All students demonstrate personal motivation


A-3.1

A-3.2

All students will:

Demonstrate motivation

Demonstrate a sense of purpose and responsibility


Select topics/activities of personal interest to explore.
Figure out his/her own way of doing things.

Be aware of his/her responsibility for success (classroom
tasks, routine).
Understand the purpose of learning.

PERSONAL LIVING
A 4 All students demonstrate friendship-making skills


A-4.1

A-4.2

All students will:

Demonstrate a personal level of involvement with
selected others

Demonstrate ability to interact in a socially
appropriate manner with others


Share feelings with appropriate people.
Participate in activities with others.
Enter into and initiate play with peers.
Enjoy playing with a specific other child in a variety
of activities.

Listen, initiate, and participate in conversations.
Practice good manners.
Share with others.
Take turns in games and tasks.
Cooperate in small and large group activities.
Play cooperatively with 2-3 peers for a sustained time.

PERSONAL LIVING
A 5 All students exhibit socially appropriate behavior/adaptive skills


A-5.1

A-5.2

All students will:

Plan/practice and implement an alternative skill

Practice and implement strategies that enable
students to function in socially acceptable ways in a
variety of situations


Identify situations that require adaptive behaviors.
Develop alternative behaviors that are self-satisfying.
Implement these behaviors on a daily basis.

Decide what is appropriate.
Self-evaluate performance in daily situations.

PERSONAL LIVING

A 6 All students develop social judgments in order to work through problems that occur daily in personal and interpersonal
situations


A-6.1

A-6.2

All students will:

Develop/use the problem solving/decision making
process in daily living

Identify and demonstrate socially acceptable behavior
in daily living


Recognize the problem.
Define the problem.
Identify possible solution.
Select optimal choice.
Implement choice.
Evaluate effectiveness of choice.

Demonstrate ability to follow instruction.
Demonstrate acceptable public behavior.
Demonstrate acceptable situational dressing.

PERSONAL LIVING
A 7 All students demonstrate the ability to interact with other people


A-7.1

A-7.2

All students will:

Sustain a trusting relationship (friendship) which is
rewarding to them and the other person

Get along with others in a work, home, or social
situation


Interact in a relationship that is meaningful to both parties.
Settle to each persons satisfaction differences that occur
in the relationship.
Demonstrate skills involved in trust making such as
confidence, sharing, reliability, support, etc.
Listen to others and respect their opinions.

Demonstrate skills that foster harmonious relations with
others such as apologizing, tolerating, sharing.
Suggest an activity, giving a compliment, doing a favor,
social manners, etc.

PERSONAL LIVING
B 1 All students demonstrate dining skills


B-1.1

B-1.2

B-1.3

All students will:

Demonstrate eating skills

Demonstrate drinking skills

Follow school/public meal procedures


Use utensils necessary for the meal.
Control amount and type of food.

Use beverage container.
Control intake of liquid.
Appropriate use of a drinking straw.

Gather necessary meal time items.
Use dining manners/etiquette (waiting in line,
walking).
Clean eating area.
Interacting with restaurant personnel.

PERSONAL LIVING
B 2 All students demonstrate dressing skills


B-2.1

All students will:

Demonstrate dressing skills


Choose clothing according to weather, cleanliness, repair.
Dress self.
Engage/disengage fasteners.
Put on given article of clothing.
Remove articles of clothing.
Demonstrate clothing selection (styles & colors).
Accessorize according to conventional standards.

PERSONAL LIVING
B 3 All students care for their personal hygiene


B-3.1

B-3.2

All students will:

Demonstrate restroom skills

Demonstrate grooming skills


Complete all bathroom procedures.
Use bathroom fixtures/paper products.
Manipulate clothing.
Complete within time limit.
Appropriately indicate need to use restroom.
Show awareness of being soiled or wet.

Wash, brush, comb hair
Practice nasal hygiene
Use oral hygiene
Wash/dry hands and face
Shaving
Nail care
Deodorant
Menstrual care
Skin cleanliness
Cosmetics
Eye wear care

PERSONAL LIVING: SEXUALITY (To be team taught by the Life Skills teacher, Health/PE teacher, School Nurse, and/or
Social Worker
C 1 All students demonstrate social interactions


C-1.1

C-1.2

All students will:

Demonstrate awareness of the emotional aspects of
social interactions

Demonstrate knowledge of relationships


Identify/recognize own feelings.
Recognize the feelings of others.
Identify family, peer, and other relationships and the
feelings involved.

Identify the specialness and autonomy of him/herself.
Identify family member make-up.
Describe family interactions.
Identify characteristics of friends.
Describe interactions with community acquaintances
and strangers.
Identify community acquaintances and strangers.

Social Worker
C 1 All students demonstrate social interactions


C-1.3

C-1.4

All students will:

Demonstrate awareness of the emotional side of
sexuality

Express emotions effectively and responsibly


Recognize awkward/uncomfortable feelings associated
with puberty.
Demonstrate an awareness of the feelings of others.
Experience family, peer, and other relationships and
the feelings involved.
Identify pressures that influence sexual decision
making.
Discuss directions of a relationship.

Compare social attitudes and personal beliefs.
Discuss feelings about peer pressure and sexual
interactions.

Social Worker
C 2 All students demonstrate knowledge of early growth and change


C-2.1

C-2.2

All students will:

Demonstrate knowledge of differences between boys
and girls

Demonstrate knowledge of adolescent growth and
change


Describe plant reproduction.
Describe animal reproduction.
Name body parts relating to sexuality.
Tell function of body parts relating to sexuality.
Describe human reproduction: parts, function

Demonstrate proper hygiene skills related to puberty.
Recognize emotional changes beginning and during
puberty.
Recognize physical changes in adolescent boys and
girls.
Explain the reproductive process.

Social Worker
C 3 All students recognize boundaries of sexual expression


C-3.1

All students will:

Demonstrate awareness for privacy for sexual
behaviors


Identify public versus private behaviors.
Recognize a persons choices are private.
Discuss private feelings with someone trustworthy.
Resist pressure for risk-taking behavior.
Identify risks/long term consequences of sexuality.

Social Worker
C 4 All students recognize sexual exploitation


C-4.1

All students will:

Recognize sexual exploitation


Differentiate between types of touching:
Self
Family
Friends
Acquaintances
Strangers
Community helpers
Health workers
Note inappropriate touching involving others:
Family
Friends
Acquaintances
Strangers
Reports inappropriate touching to an appropriate adult:
Parent
Teacher
Babysitter
Bus Driver
Police

Social Worker
C 5 All students demonstrate knowledge of dating behavior


C-5.1

All students will:

Describe the elements of dating


Make dating decisions:
Dealing with sexual advances
Consenting appropriate interactions
Describe components of dating etiquette:
Communicatingsharing ideas, interests
Privacy rule right time/right place
Describe boy-girl relationships:
Casual
Romantic

Social Worker
C 6 All students demonstrate knowledge of responsible sexual behavior


C-6.1

All students will:

Recognize responsible sexual behavior


1. Become aware of birth control options (specific
individual needs should be addressed by parents,
outside personnel or agency rather than by the
classroom teacher)
2. Awareness of sexually transmitted diseases:
Types
Symptoms
Acquisition

LS Curriculum Final

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SHALER AREA SCHOOL DISTRICT

1800 Mt. Royal Blvd.

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