Standards Based Life Skills Curriculum PDF

Standards-Based
Life Skills Curriculum

Table of Contents
Acknowledgements and Introduction....………………………………………….…….1
English/Language Arts…………………………………………………………………….…..4
Math………………………………………………………………………………………………..36
Social Sciences……………………………………………………………………………….…66
Social Skills…………………………………………………………………………………......94
Motor Skills…………………………………………………………………………………….119
Functional Self-Help………………………………………………………………….……..135
Vocational Skills…………………………………………………………………….………..169
Community-Based Instruction……………………………………………….………….196
HBMSSC Standards-based Life Skills Curriculum

Acknowledgements
This Standards-Based Life Skills Curriculum document is the result of many hours of hard work during the
2006-2007 academic year by dedicated teachers of students with moderate disabilities within the Hamilton-
Boone-Madison Special Services Cooperative.
Sarah Ebersole Peggy Loeffler LaBella Wallace

Carmel High School Woodbrook Elementary Hamilton Heights High School
Carmel Clay Schools Carmel Clay Schools Hamilton Heights Community
Schools
Melissa Roesch Ellen Hammond
Carmel High School Frankton High School Julie Miller
Carmel Clay Schools Frankton Lapel School Corp. Noblesville High School
Noblesville School
Tracie Smoot Kristie Lofland
Carmel High School Supervisor of Staff Cathy Sculthorp
Carmel Clay Schools Development/Autism Noblesville Middle School
Consultant Noblesville Schools
Donna Wynn Hamilton Boone Madison
Clay Middle School Special Services Cathy Wilkenson
Carmel Clay Schools Hinkle Creek Elementary
Terri Miller Noblesville Schools
Laura Brown Child Services Coordinator
Creekside Middle School Hamilton Boone Madison Rosanne Cherry
Carmel Clay Schools Special Services Hinkle Creek Elementary
Noblesville Schools
Melanie Henn Joyce Peters
Cherry Tree Elementary Transition Coordinator Kim Lockhart Massaro
Carmel Clay Schools Hamilton Boone Madison Westfield High School
Special Services Westfield Washington
Charone Lesher Schools
Mohawk Trails Elementary Sara Petrites
Carmel Clay Schools School Psychologist Beth Purcell
Hamilton Boone Madison Westfield Middle School
Susie Russ Special Services Westfield Washington
Mohawk Trails Elementary Schools
Carmel Clay Schools Beth Tulbert
Staff Development Colleen Webster
Abigail Johnson Coordinator Washington Woods
Towne Meadow Elementary Hamilton Boone Madison Elementary
Carmel Clay Schools Special Services Westfield Washington
Schools
Alison Rubel Chrissy Collesano
West Clay Elementary Hamilton High School
Carmel Clay Schools Hamilton Southeastern
Schools
HBMSSC Standards-based Life Skills Curriculum ‫ ٮ‬PAGE ‫ ٯ‬1ٰ

Introduction
With the implementation of the Individuals with Disabilities Education Improvement Act, focusing on an
individualized educational plan for students with disabilities, and No Child Left Behind, which requires all
students to work on and towards common state academic standards, educators and professionals working
with students with moderate disabilities face a dilemma: how do we individualize students’ educational
programs and work towards a set of common academic standards? This Standards-based Life Skills
Curriculum has been developed in response to this dilemma.
In curricular planning for students with more significant needs, it is noted that the general education
curriculum provides a resource base of standards and indicators for all students. However, it is
inappropriate to hold students with moderate and multiple disabilities to all the same academic standards as
students of the same age who are fully participating in the general education curriculum. As there are no
adopted state national standards for students with moderate disabilities, it is incumbent on schools to
develop curricula that maintain high expectations for students, provide appropriate environment and time in
which to practice skills, allow flexibility to address individual differences, and support students in becoming
as independent as possible while becoming contributing members of adult society once they leave the
public school setting. Organizationally, a school should have in place a curriculum that can be implemented
in classrooms and community-based instructional settings.
A variety of resources were used in compiling this Standards-based Life Skills Curriculum:
1. The Indiana Academic Standards Language Arts, Math, Science, Social Studies, Health, and
Physical Education, Indiana Skills for Career and Technology Education, Business Technology
Education Indicators, and Business, Marketing, and Information Technology Indicators)
2. The Functional indicators in the Indiana Supplemental Tools for Alternative Assessment (ISTAR)
3. The Indiana Early Childhood Foundations (Math, Language Arts, Science, Social Studies, Physical
Education and Health, and Motor)
4. The Indiana Universal Indicators for Students in Guidance
Indicators from the Early Childhood Foundations, the Indiana Standards Tool for Alternate Reporting,
Universal Indiana Student Standards for Guidance, Indiana Academic Standards were chosen based on the
typical developmental and cognitive-functioning levels of students served within the Life Skills classrooms.
The indicators included in the curriculum are the key basic skills needed as students transition into low-
supported or independent functioning within the community where each individual will live, learn, work and
play. The Standards-based Life Skills Curriculum is divided into seven different strands which are based on
the content from each of the sources that were used when developing the curriculum.
Because of the many different cognitive, physical, medical, communication, and social needs of these
students, there is no one set of traits shared by all. Each child is an individual. However, there are general
issues around which educational instruction should be based in order for each student to reach his/her full
potential. For instruction to be effective, schools must provide
x age-appropriate activities and materials,
x cognitively-appropriate instructional strategies,
x immediate feedback and numerous opportunities to practice skills,
x opportunities to maintain and generalize skills,
x physical, visual, and verbal prompts,
x useful technology and assistive devices,
x opportunities to socialize with non-disabled peers,
x a developmentally-appropriate functional skill continuum, and
x a developmentally-appropriate community-based instruction continuum.

Practice and mastery of the specific skills in each of the following curriculum areas will provide students the
opportunity to
x demonstrate independence;
x demonstrate self-advocacy skills;
x engage in social interaction;
x access community resources;
x acquire and maintain vocational placement, and
x participate in recreation and leisure activities.

EXPLANATION OF EACH COLUMN
Indicators:
Indicators from the Indiana Academic Standards K-12, the ISTAR continua, and the Foundations to the
Indiana Academic Standards for Children Birth to Age Five were chosen based on the typical developmental
and cognitive-functioning levels of students served within functional life skills classrooms. The indicators and
skills included within each area of the curriculum are the key basic skills needed by these students as they
transition to the next level.
Strategies:
The strategies listed in this section can be used to assist teachers in determining best-practice methods of
providing instruction to students. These strategies should be chosen based on the individual needs of the
student.
Suggested Materials and Resources:
This section contains a collection of existing materials and resources that special educators may utilize
based on district availability. These materials and resources were compiled by the special educators
responsible for the development of this curriculum based on materials and resources available in their
classrooms.
Assessments:
Data collection is an integral part of determining whether or not instruction and interventions are effective. In
order to collect data to reflect student performance and assess student needs, it is necessary to select both
appropriate formative and summative assessments. Formative assessment refers to those assessments
that provide ongoing information on student progress, while summative assessments aim to evaluate the
efficacy of instructional methods and interventions. Examples of formative assessments include task
analysis, teacher observations using teacher checklists, anecdotal records, ISTAR baseline scores and
permanent product. Examples of summative assessments include ISTAR summary reports and portfolios.
Student portfolios are collections of student work and assessments used to illustrate current levels of
performance across areas of curriculum. Examples of materials contained within student portfolios may
include, but are not limited to, academic worksheets, handwriting samples, examples of cutting and coloring
along with task analyses and anecdotal data. Each student’s portfolio should contain dated pieces from the
beginning, middle and the end of each school year indicating level of independence.
HBMSSC Standards-based Life Skills Curriculum ‫ ٮ‬PAGE ‫ٯ‬

Focus of English/Language Arts
within the Standards-Based Life Skills Curriculum
Students participating in the Standards-Based Life Skills Curriculum will acquire and demonstrate specific
English/Language Arts skills based on the Indiana Academic Standards and indicators in the areas of:
x Word recognition
x Fluency
x Vocabulary development
x Comprehension and Analysis of Nonfiction and Informational Text
x Comprehension and Analysis of Literary Text
x Writing Processes and Concepts
x Writing applications
x Written English Language Conventions
x Listening and speaking skills, strategies and applications
Early Childhood (Ages 3-5)

x Looks at a book turning one page at a time.
x Identifies five common signs and symbols
x Recognizes pictures of familiar people, places, and things.
x Use symbols or objects to communicate
x Attempt to write and draw
x Communicates using one-two word vocalizations, signs, symbols, or gestures
x Attends to adult directed activities or stories.
x Initiate turn taking in play and conversations
Primary (Grades K-2)

x Read and identify letters of first name
x Identify the front cover, back cover, and title page of a book
x Identify a favorite story
x Identifies two characters that interact in a story
x Write by moving from left to right and from top to bottom
x Imitates drawing of vertical, horizontal, and circle
x Follow one-step spoken directions with prompts
x Give [first and last] name, age, and gender upon request
Intermediate (Grades 3-5)

x Recognize and name all capital and lowercase letters of the alphabet
x Read one-syllable and high-frequency (often-heard) words by sight.
x Identify [25] common signs and symbols.
x Understand what is read by responding to questions (who, what, where)
x Dictate something for an adult to write down
x Combine strokes and shapes to represent letters
x Give address upon request
x Understand and follow one- and two-step spoken directions
Ǧ ͷ
Middle School (Grades 6-8)
x Identify letters, words, and sentences
x Distinguish beginning, middle, and ending sounds in single-syllable words (words with only one
vowel sound)
x Identify [and demonstrate meaning of] important signs and symbols
x Use picture clues and context to aid comprehension and to make predictions about story content
x Retell a story’s beginning, middle, and ending
x Print legibly and space letters, words, and sentences appropriately
x Give, restate, and follow simple two-step directions
x Relate an important life event or personal experience in a simple sentence
High School (Grades 9+)

x Recognize common abbreviations
x Follow simple multiple-step written instructions
x Write a friendly letter complete with the date, salutation
x Arrange words in alphabetical order
x Ask for clarification and explanation of ideas
Ǧ ͸
Early Childhood
English/Language Arts
Level: Early Childhood (ages 3-5)
Standard 1
READING: Word Recognition, Fluency, and Vocabulary Development
Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes:
Strategies:
B1.1 Track movement x Bubbles, balloons & tracking Formative:
B.1.12 Visually engage with a x Errorless Teaching tubes x ABLLS
book x 1-on-1 instruction x Language for Learning x ISTAR
B.1.14 Match pictures to actual x Small group x Interactive Reading Books x Daily data sheets
objects x Reinforcement x Language or vocabulary x Anecdotal notes
B.1.16 Point to a letter when x Cueing cards x Teacher made
asked to “Point to a letter” x Prompting x Patti King Dubaun series checklists
B.1.17 Actively attend to things x Repeated practice x Flannel/magnet/stamp/foam x Product/performance
that an adult is showing letters & pictures assessed by rubrics,
x Modeling
F.1.2 Turn one page at a time x Computer activities rating scale
x Sorting and matching
F.1.4 Hold book right side up, x AIMSWEB
x www.communicationsymbols.
looking at the pages and
com x STAR (ProEd)
pictures
x www.picsearch.com
F.1.30 Identify five common
x www.icontalk.com Summative:
signs and symbols
x www.tinsnips.org x ABLLS
F.1.38 Requests adult to read
printed information x www.do2learn.com x ISTAR
x www.help4teachers.com/tips. x Portfolio
htm x AIMSWEB
x www.dodea.edu/instruction/c x STAR (ProEd)
urriculum/special_ed/index.ht
m
x Super Duper Publications
x Discovery Toys
x Scholastic Books
Ǧ ͹
Early Childhood
Standard 2
READING: Comprehension and Analysis of Nonfiction and Informational Text
Strategies:
B.1.19 Find named pictures or x Language for Learning Formative:
textures in a book x Errorless Teaching x Read and Tell series x ABLLS
B.1.2 x 1-on-1 instruction x Interactive Reading Books x ISTAR
Recognize pictures of family x Small group x Board Maker x Daily data sheets
members x Reinforcement x Picture This software x Anecdotal notes
B.1.22 Names action from x Cueing x Photo albums x Teacher made
pictures or a story x Prompting x Digital photos checklists
x Repeated practice x Computer activities x Product/performance
x Modeling x www.communicationsymbols.c assessed by rubrics,
om rating scale
x www.picsearch.com x STAR (ProEd)
x www.icontalk.com
x www.tinsnips.org Summative:
x www.do2learn.com x ABLLS
x www.help4teachers.com/tips.h x ISTAR
tm x Portfolio
x www.dodea.edu/instruction/cur x STAR (ProEd)
riculum/special_ed/index.htm
Standard 3
READING: Comprehension and Analysis of Literary Text
Strategies:
B.1.24 Recognize a favorite x Do-Watch-Listen-Say Formative:
character x Errorless Teaching x Interactive Reading Books x ABLLS
B.1.25 Pretend to do something x 1-on-1 instruction x Puppets x ISTAR
or be someone x Small group x Dress up clothes x Daily data sheets
x Reinforcement x Action/ dramatic play figures x Anecdotal notes
x Cueing x videos x Teacher made
Ǧ ͺ
Early Childhood
x Prompting x www.communicationsymbols.co checklists

x Repeated practice m x Product/performance
x Integrated play groups x www.picsearch.com assessed by rubrics,
x Modeling x www.icontalk.com rating scale
x www.tinsnips.org x STAR (ProEd)
x www.do2learn.com
x www.help4teachers.com/tips.ht Summative:
m x ABLLS
x www.dodea.edu/instruction/curri x ISTAR
culum/special_ed/index.htm x Portfolio
x Discovery Toys x STAR (ProEd)
x Creative Playthings
Standard 4
WRITING: Writing Processes and Concepts
Strategies:
x PECS materials Formative:
B.2.6 Use symbols or objects to x Errorless Teaching x Sign language x ABLLS
communicate x 1-on-1 instruction x AT devices x ISTAR
x Small group x Mayer Johnson picture symbols x Daily data sheets
x Reinforcement x Picture This software x Anecdotal notes
x Cueing x Picture It software x Teacher made
x Prompting x Visual Strategies for Including checklists
x Repeated practice Communication x Product/performance
x Picture exchange system x Handwriting without Tears assessed by rubrics,
x Visual schedules, x Magnadoodle rating scale
individual and classroom x Squiggle Writer pen x STAR (ProEd)
x Choice boards x Sensible Pencil
x Adapted story books with x Templates Summative:
picture symbols/objects x Art Easel x ABLLS
x Modeling x Slant boards x ISTAR
x Raised line paper x Portfolio
x Boarder defined paper x STAR (ProEd)
x Pencil grippers
Ǧ ͻ
Early Childhood
x Sand tray
x Shaving cream writing
x Board Maker
x computer
x www.communicationsymbols.co
m
x www.picsearch.com
x www.icontalk.com
x www.tinsnips.org
x www.do2learn.com
x www.help4teachers.com/tips.ht
m
x www.dodea.edu/instruction/curri
culum/special_ed/index.htm
Standard 5
WRITING: Writing Applications (Different Types of Writing and Their Characteristics)
Strategies:
B.2.13 Attempt to write and x Handwriting without Tears Formative:
draw x Errorless Teaching x Magnadoodle x ABLLS
x 1-on-1 instruction x Squiggle Writer pen x ISTAR
x Small group x Sensible Pencil x Daily data sheets
x Reinforcement x Templates x Anecdotal notes
x Cueing x Art Easel x Teacher made
x Prompting x Slant boards checklists
x Repeated practice x Raised line paper x Product/performance
x Painting at easel x Boarder defined paper assessed by rubrics,
x Variety of writing utensils x Pencil grippers rating scale
x Modeling x Sand tray x STAR (ProEd)
x Computer touch window Summative:
x www.communicationsymbols.co x ABLLS
m x ISTAR
x www.picsearch.com x Portfolio
Ǧ ͳͲ
Early Childhood
x www.icontalk.com x STAR (ProEd)

x www.tinsnips.org
x www.do2learn.com
x www.help4teachers.com/tips.htm
x www.dodea.edu/instruction/curric
ulum/special_ed/index.htm
Standard 6
WRITING: Written English Language Conventions
Strategies:
B.2.16 Make marks with writing x Handwriting without Tears Formative:
tools x Errorless Teaching x Magnadoodle x ABLLS
B.2.17 Mark on paper rather x 1-on-1 instruction x Squiggle Writer pen x ISTAR
than other surfaces x Small group x Sensible Pencil x Daily data sheets
x Reinforcement x Templates x Anecdotal notes
x Cueing x Art Easel x Teacher made
x Prompting x Slant boards checklists
x Repeated practice x Raised line paper x Product/performance
x Modeling x Boarder defined paper assessed by rubrics,
x Pencil grippers rating scale
x Sand tray x STAR (ProEd)
x Computer touch window Summative:
x www.communicationsymbols.co x ABLLS
m x ISTAR
x www.picsearch.com x Portfolio
x www.icontalk.com x STAR (ProEd)
x www.tinsnips.org
x www.do2learn.com
x www.help4teachers.com/tips.ht
m
x www.dodea.edu/instruction/curri
culum/special_ed/index.htm
Ǧ ͳͳ
Early Childhood
Standard 7
LISTENING AND SPEAKING: Listening and Speaking Skills, Strategies, and Applications
Strategies:
B.3.3. Respond to arrival of a x Language for Learning Formative:
familiar person x Errorless Teaching x PECS x ABLLS
B.3.6 Imitate one-word x 1-on-1 instruction x Do-Watch-Listen-Say x ISTAR
vocalizations x Small group x Timers x Daily data sheets
B.3.10 Engage in turn-taking x Reinforcement x Board Maker x Anecdotal notes
vocalizations when x Cueing x DAP toys x Teacher made
prompted x Prompting x Echo microphone checklists
B.3.14 Shift attention along x Repeated practice x Product/performance
x Picture This software
with communication partner assessed by rubric,
x Picture exchange system x Tape recorder
B.3.15 Use action words rating scale
x Play skills x Language Master
B.3.16 Actively attend to x STAR (ProEd)
things adult is showing x Modeling x www.communicationsymbols.co
x Effective classroom m
management strategies x www.picsearch.com Summative:
B.3.19 Use two-word
x www.icontalk.com x ABLLS
vocalizations, signs,
x www.tinsnips.org x ISTAR
symbols, or gestures to tell
about objects and events in x www.do2learn.com x Portfolio
the present x www.help4teachers.com/tips.htm x STAR (ProEd)
F.7.3 Stay with adult directed x www.dodea.edu/instruction/curric
interactive activity or story ulum/special_ed/index.htm
for 10-15 minutes x Super Duper Publications
F.7.17 Initiate turn taking in x Linguisystems, Inc.
play
F.7.21 Engage in reciprocal
conversations for two
exchanges
F.7.39 Give first name, upon
request
Ǧ ͳʹ
Primary
Level: Primary (grades K-2)
Standard 1
Strategies:
F.1.24 Match the sound that x Dolch Workbooks I & II by Formative:
begins own name with the x 1:1 instruction Spectrum x Anecdotal records
sound that begins another x small group instruction x www.starfall.com x Teacher observation
word or name x reinforcement x www.enchantedlearning.co (teacher-made
F.1.35 Name objects from x cueing m (subscription needed) checklists)
picture books x prompting x www.readinga-z.com/ x ISTAR
F.1.39 Talk about action x repeated practice (subscription needed) x Permanent product
pictures of family, pets, or self x www.news-2-you.com
K.1.1 Identify the front cover, (subscription necessary) Summative:
back cover, and title page of a x picture cards x ISTAR
book. x Vital Words workbook x portfolios
K.1.2 Follow words from left to
x Language Master & cards
right and from top to bottom
x Survival words (BINGO,
on the printed page.
activity cards, software) by
K.1.6 Recognize and name all
PCI
letters of first name
K.1.17 Read their own names. x Just for Me Readiness Skills
K.1.21 Identify [10] common x Word Bank Thematic
signs and symbols. Flipbooks
x www.speechfun.com
x Interactive Big Books
(Thinking Publications)
x Who, Why, What, Where,
When Bear Books
(LinguiSystems)
x I Can Read Game
(Lakeshore)
x ABSeas Game-Letter
Identification (Discovery
Ǧ ͳ͵
Primary
Toys)
x Magnetic letter tiles
x File Folder Games
x Simon Sounds It Out (Don
Johnston)
x I Can Build Simple Words
(Lakeshore)
x Theme-Based Phonics
(McGraw Hill)
x Get Ready for the Code
(Educators Publishing
Service,
www.epsbooks.com)
x Print’n learn thematic units
(Mayer-Johnson)
x Alphabet Boxes (Lakeshore)
x SRA Distar Reading and
Language for Learning
Standard 2
Strategies: Formative:
F.3.2 Actively look for or keep x www.news-2-you.com x Anecdotal records
attending to things and adult x 1:1 instruction x File folder games x Teacher observation
points to, shows, or talks x small group instruction x flashcards (teacher-made
about x reinforcement x Twig Books (The Wright checklists)
F.3.17 Identify a location x cueing Group) x ISTAR
where he/she is going or has x prompting x The Original Social Stories x Permanent product
been x repeated practice Book
x The New Social Stories Summative:
Book x ISTAR
x SRA Language for Learning x portfolios
Ǧ ͳͶ
Primary
Standard 3
Strategies:
B.1.20 Anticipate actions, x Read and Understand Formative:
sounds, or phrases from a x 1:1 instruction Stories and Activities (Evan x Anecdotal records
predictable story x small group instruction Moore) x Teacher observation
F.2.1 Identify a favorite story x reinforcement x The Original Social Stories (teacher-made
F.2.5 Tell one thing that x cueing Book checklists)
happens in a familiar story x prompting x The New Social Stories x ISTAR
F.3.7 Tells something that a x repeated practice Book x Permanent product
favorite character does in a x www.starfall.com
story x Hands On Reading I, II & III Summative:
F.3.16 Act out familiar scripted (Mayer-Johnson) x ISTAR
events and routines x Reading Milestones x portfolios
F.3.20 Identifies two x SRA Language for
characters that interact in a Learning
story
Standard 4
Strategies:
B.2.10 Engage someone x PixWriter Formative:
else to record ideas in x 1:1 instruction x Writing with Symbols x Anecdotal records
words, drawings, or x small group instruction x IntelliTalk/IntelliKeys x Teacher observation
symbols x reinforcement x Classroom Suite (teacher-made
B.2.14 Use drawings or x cueing checklists)
pictures to represent x prompting x ISTAR
objects x repeated practice x Permanent product
F.5.6 Scribble a message x word processing
on a card or picture
K.4.5 Write by moving from Summative:
left to right and from top to x ISTAR
bottom. x portfolios
Ǧ ͳͷ
Primary
Standard 5
Strategies:
F.5.7 Use writing or x PixWriter Formative:
symbols to share an idea x 1:1 instruction x Writing with Symbols x Anecdotal records
with someone x small group instruction x IntelliTalk/IntelliKeys x Teacher observation
x reinforcement x Classroom Suite (teacher-made
x cueing x sentence strips checklists)
x prompting x ISTAR
x repeated practice x Permanent product
x word processing
Summative:
x ISTAR
x portfolios
Standard 6
Strategies:
B.2.18 Imitate drawing a x Handwriting Without Tears Formative:
vertical line x 1:1 instruction x Pencil grips x Anecdotal records
B.2.19 Imitate drawing a x small group instruction x Raised-line paper x Teacher observation
horizontal line x reinforcement x dry erase boards/markers (teacher-made checklists)
B.2.20 Imitate drawing a x cueing x tactile letter writing (sand, x ISTAR
circle x prompting shaving cream, pudding) x Permanent product
x repeated practice x slant board
x word processing x Sensible Pencil Summative:
x sentence strips x ISTAR
x portfolios
Ǧ ͳ͸
Primary
Standard 7
Strategies:
B.3.12 Jointly attend to x flashcards Formative:
pictures in books for several x 1:1 instruction x personal information x Anecdotal records
minutes x small group instruction x Following directions x Teacher observation
F.7.4 Follow one-step spoken x reinforcement (Frank Shaffer) (teacher-made checklists)
directions with prompts x cueing x SRA Language for x ISTAR
F.7.21 Engage in reciprocal x prompting Learning x Permanent product
conversations for two or x repeated practice
three exchanges Summative:
F.7.39 Give [first and last] x ISTAR
name, age, and gender upon x portfolios
request
Ǧ ͳ͹
Intermediate
Level: Intermediate (grades 3-5)
Standard 1
Strategies:
F.1.33 Match upper to lower x Phonics workbooks (DLM) Formative:
case letters x 1:1 instruction x Edmark Functional Words x anecdotal records
K.1.5 Distinguish letters from x small group instruction Series (Signs Around You) x checklists (teacher
words. x reinforcement x Teacher’s Helper Magazine checklists)
K.1.6 Recognize and name x cueing x Dolch Workbooks I & II x permanent product
all capital and x prompting x Sight Words Reading Game x ISTAR
lowercase letters of the x repeated practice (Scholastic)
alphabet. x www.News-2-You.com Summative:
K.1.9 Listen to and say x picture cards x ISTAR
consonant-vowel- x portfolios
x file folder
consonant (cvc)
x Simon Sounds It Out (Don
sounds and blend the
Johnston)
sounds to make words.
K.1.15 Read one-syllable and x I Can Build Simple Words
high-frequency (often- x Survival words (BINGO,
heard) words by sight. activity cards, software) by
K.1.21 Identify [25] common PCI
signs and symbols. x Theme-Based Phonics
1.1.1 Match [one-syllable (McGraw-Hill)
and high frequency] x Explode the Code (Educators
oral words to printed Publishing Service,
words. www.epsbooks.com)
x Print’n learn thematic units
(Mayer-Johnson)
x Alphabet Boxes (Lakeshore)
x SRA
x www.readingatoz.com
Ǧ ͳͺ
Intermediate
Standard 2
Strategies:
F.3.21 Recall if something x www.news-2-you.com Formative:
truly happened x 1:1 instruction x File folder games x anecdotal records
K.2.1 Locate the title and the x small group instruction x Twig Books (The Wright x checklists (teacher
name of the author of a x reinforcement Group) checklists)
book. x cueing x flashcards x permanent product
K.2.3 Generate and respond x prompting x The Original Social Stories x ISTAR
to questions (who, x repeated practice Book
what, where). x The New Social Stories Summative:
K.2.4 Identify types of Book x ISTAR
everyday print x portfolios
materials.
K.2.5 Identify the order (first,
last) of information.
Standard 3
Strategies:
F.3.13 Talk about the cover x Read and Understand Formative:
of the book and x 1:1 instruction Stories and Activities (Evan x anecdotal records
illustrations prior to x small group instruction Moore) x checklists (teacher
story being read x reinforcement x The Original Social Stories checklists)
F.3.14 Request or select a x cueing Book x permanent product
story by the title x prompting x The New Social Stories x ISTAR
F.2.8 Identify the beginning, x repeated practice Book
and end of a story x www.starfall.com Summative:
F.3.8 Identifies the place x Hands On Reading I, II & III x ISTAR
pictured in a book (Mayer-Johnson) x portfolios
F.3.20 Identify two x Reading Milestones
characters that
interact in a story
Ǧ ͳͻ
Intermediate
1.3.5 Understand what is

read by responding to
questions (who, what,
where).
Standard 4
Strategies:
F.4.12 Dictate something x PixWriter Formative:
for an adult to write x 1:1 instruction x Writing with Symbols x anecdotal records
down x small group instruction x IntelliTalk/IntelliKeys x checklists (teacher
F.5.4 Draw name or a x reinforcement x Classroom Suite checklists)
message on a card x cueing x sentence strips x permanent product
or picture x prompting x ISTAR
K.4.3 Write (or on a x repeated practice
computer) using x word processing Summative:
pictures, letters, and x ISTAR
words x portfolios
Standard 5
K.5.1 Draw pictures and x PixWriter x anecdotal records
write words for a x 1:1 instruction x Writing with Symbols x checklists (teacher
specific reason. x small group instruction x IntelliTalk/IntelliKeys checklists)
x reinforcement x Classroom Suite x permanent product
K.5.2 Draw pictures and x cueing x sentence strips x ISTAR
write for specific x prompting Summative:
people or persons. x repeated practice x ISTAR
x word processing x portfolios
Ǧ ʹͲ
Intermediate
Standard 6
Strategies:
F.4.5 Draw at the top or x Handwriting Without Tears Formative:
bottom of the page x 1:1 instruction x pencil grips x anecdotal records
when requested x small group instruction x Raised-line paper x checklists (teacher
F.4.6 Position paper for x reinforcement x dry erase boards/markers checklists)
writing x cueing x tactile letter writing (sand, x permanent product
F.4.10 Use known letters or x prompting shaving cream, pudding) x ISTAR
approximations of x repeated practice x slant board
letters to represent x word processing x Sensible Pencil Summative:
written language x ISTAR
x sentence strips
F.6.1 Write from left to right x portfolios
F.6.2 Combine strokes and
shapes to represent
letters
F.6.6 Write letters in strings
F.6.10 Use correct grasp of
writing tools
Ǧ ʹͳ
Intermediate
Standard 7
Strategies:
F.7.3 Stay with an adult x Flashcards Formative:
directed activity or x 1:1 instruction x personal information x anecdotal records
story for 10-15 x small group instruction x Following directions x checklists (teacher
minutes x reinforcement (Frank Shaffer) checklists)
F.7.12 Follows two-steps x cueing x permanent product
spoken directions with x prompting x ISTAR
prompts x repeated practice
F.7.40 Give address upon Summative:
request x ISTAR
K.7.1 Understand and follow x portfolios
one- and two-step
spoken directions.
Ǧ ʹʹ
Middle School
Level: Middle School (grades 6-8)
Standard 1
Strategies:
1.1.2 Identify letters, words, and x Reading Milestones Formative:
sentences. x Errorless Teaching Reading program x Reading Milestones
1.1.3 Recognize that sentences x 1-on-1 instruction x (Pro Ed) workbooks
start with capital letters and x Small group x Reading A-Z reading x Reading A-Z worksheets
end with punctuation, such as x Reinforcement program x Anecdotal records
periods, question marks, and x Cueing x http://www.indianastandards x Documented teacher
exclamation points. x Prompting resources.org/ observation
1.1.4 Distinguish beginning, x Repeated practice x Explode the Code x Teacher created
middle, and ending sounds in x Lakeshore Picture word checklists
x Modeling
single-syllable words (words puzzles x Edmark Functional Word
with only one vowel sound). x Lakeshore “I can build Series assessments
1.1.7 Create and state a series of simple words” x http://www.indianastandar
rhyming words.
x Lakeshore beginning dsresources.org
1.1.11 Read common sight
sounds picture puzzles
words (words that are often Summative:
x Phonics Word Search
seen and heard).
Puzzles (Remedia) x ISTAR
1.1.16 Read and understand
x What’s GNU: 3 letter x Portfolio
simple compound words
(birthday, anything) and learning game- (Thinkfun) x Eckwall Shanker Reading
contractions (isn’t, aren’t, can’t, x Reading Milestones Inventory
won’t). Reading program
1.1.19 Identify and demonstrate x Dolch word lists
meaning of important signs x Dolch workbooks 1 &2
and symbols, such as stop x Reading Milestones
signs, school crossing signs, or Reading program
restroom symbols, from the x Flash cards
colors, shapes, logos, and x Edmark Functional Word
letters on the signs or symbols. Series
2.1.7 Understand common x Reading A-Z reading
Ǧ ʹ͵
Middle School
synonyms (words with the program

same meaning) and antonyms x Steck Vaughn Spelling
(words with opposite Series
meanings) x Reading Milestones Spelling
2.1.8 Use knowledge of
individual words to predict the
meaning of unknown
compound words (lunchtime,
lunchroom, daydream,
raindrop).
2.1.11 Know and use common
word families (such as -ale, -
est, -ine, -ock, -ump) when
reading unfamiliar words
Standard 2
Indicator(s): Best Practice Instructional Possible Materials and Resources: Formative: Teacher Notes:
Strategies: x Reading Milestones workbooks
K.2.2 Use picture clues and x Reading Milestones x Reading A-Z worksheets
context to aid Reading program x Anecdotal records
comprehension and to x Super Duper fun decks x Documented teacher observation
make predictions about x Synonyms x Teacher created checklists
story content. x Opposites x Edmark Functional Word Series
K.2.3 Generate and respond x Sequencing assessments
to questions (who, what, x Early Opposites magnate x http://www.indianastandardsresources.org
where [and why]). board
1.2.4 Follow one-step written Summative:
instructions.
x ISTAR
x Portfolio
x Eckwall Shanker Reading Inventory
Ǧ ʹͶ
Middle School
Standard 3
Indicator(s): Best Practice Instructional Possible Materials and Formative: Teacher Notes:
Strategies: Resources: x Reading Milestones workbooks
1.3.1 Identify and describe x Reading A-Z worksheets
the plot, setting, and x Reading Milestones x Anecdotal records
character(s) in a story. Reading program x Documented teacher observation
Retell a story’s beginning, x Reading A-Z reading x Teacher created checklists
middle, and ending. program x Edmark Functional Word Series
1.3.5 Understand what is x Read and Understand assessments
read by responding to Stories and Activities x http://www.indianastandardsresources.org
questions (who, what, (Evan Moor)
where, why). x Who, What, Why Summative:
2.3.6 Recognize the Activity Book (Mayer x ISTAR
difference between fantasy Johnson) x Portfolio
and reality
x Eckwall Shanker Reading Inventory
Ǧ ʹͷ
Middle School
Standard 4
1.4.2 Use various Strategies: Resources: x Anecdotal records
organizational x Documented teacher observation
strategies to plan x Writing with symbols x Teacher created checklists
writing. x Write outloud x http://www.indianastandardsresources.org
1.4.3 Revise writing for x Kidspiriation
others to read. x Steck-Vaughn Spelling Summative:
1.4.5 Identify a variety of Series x ISTAR
sources of information x Portfolio
(books, online sources,
pictures, charts, tables
of contents, diagrams)
and document the
sources (titles)
2.4.5 Use a computer to
draft, revise, and
publish writing.
Standard 5
Strategies: Resources: x Anecdotal records
1.5.5 Write, dictate or use x Documented teacher observation
computer for different x Build a Sentence x Teacher created checklists
purposes and to a (game) x http://www.indianastandardsresources.org
specific audience or
person. Example: Write Summative:
a thank you note to the x ISTAR
store manager after a x Portfolio
field trip to the local
supermarket.
2.5.3 Write dictate or use
Ǧ ʹ͸
Middle School
computer a friendly letter

complete with the date,
salutation (greeting,
such as Dear Mr.
Smith), body, closing,
and signature.
Standard 6
1.6.1 Print legibly and x Documented teacher observation
space letters, words, x Write about events x Handwriting without x Teacher created checklists
and sentences of the day Tears x http://www.indianastandardsresources.org
appropriately. x Plan lunch menu x White board/dry erase Summative:
1.6.2 Write in complete markers x ISTAR
sentences x Lined paper x Portfolio
1.6.6 Correctly use x Write a Super Sentence
periods (I am five.), (Evan Moor)
exclamation points x Easy Sentence Writing
(Help!), and question (Remedia)
marks (How old are
you?), at the end of
sentences.
1.6.7 Capitalize the first
word of a sentence,
names of people, and
the pronoun I.
Ǧ ʹ͹
Middle School
Standard 7
K.7.2 Share information x Documented teacher observation
and ideas, speaking x Above resources x Teacher created checklists
complete, coherent x http://www.indianastandardsresources.org
sentences.
1.7.1 Listen attentively Summative:
1.7.2 Ask questions for x ISTAR
clarification and x Portfolio
understanding
1.7.3 Give, restate, and
follow simple two-step
directions.
1.7.8 Relate an important
life event or personal
experience in a simple
sentence.
Ǧ ʹͺ
High School
Level: High School (grades 9-12)
Standard 1
Strategies:
K.1.19 Learn and apply x Edmark Functional Sign Program Formative:
knowledge of alphabetical x 1:1 instruction x SRA Reading Program x Anecdotal Records
order (first letter) x Small Group Instruction x News-2-You (www.news-2- x Teacher Checklists
1.1.19 Identify important x Reinforcement you.com) x Permanent Product
workplace and x Cueing x Picture Cards with rubric
environmental signs and x Prompting x Survival Word Cards
symbols, such as stop x Repeated Practice x Letters, Signs, Calendars Summative:
signs, school crossing x Community Based x Community Signs x ISTAR
signs, or restroom symbols, x Portfolio
Instruction x www.speakingofspeech.com
from the colors, shapes,
x www.tampareads.com
logos, and letters on the
signs or symbols. x www.starfall.com
2.1.1 Demonstrate an awareness x Books, menus, newspapers,
of the sounds that are made schedules
by different letters by: x Recipes
x distinguish beginning, x Bailey’s Book House Software
and ending sounds in (available from AT Library)
words. x Edmark Let’s Go Read Software
x clearly pronouncing (available from AT Library)
blends and vowel x TLC Writing Tools Series
sounds. (available from AT Library)
2.1.4 Recognize common x Don Johnston Word Maker
abbreviations (Jan., Fri.). Software (available from AT
2.1.1 Identify simple multiple- Library)
meaning words (change, x Reading Blaster Software
duck can, board, and cap). (available from AT Library)
4.1.2 Apply knowledge of x www.lessonlocator.org (Indiana
synonyms (words with the Academic Standards based
same meaning), antonyms lesson plans and assessments)
Ǧ ʹͻ
High School
(words with opposite x www.unitedstreaming.com

meanings) and idioms (online streaming videos –
(expressions that cannot be requires a subscription)
understood just by knowing
the meanings of the words
in the expression, such as
couch potato) to determine
the meaning of words and
phrases.
Ǧ ͵Ͳ
High School
Standard 2
1.2.3 Respond to who, what, Strategies:
when, where, why, and x Books, Newspapers, Menus, Formative:
how questions and x 1:1 instruction Schedules, Magazines, x Anecdotal Records
discuss the main idea of x Small Group Instruction Websites, E-mails x Teacher Checklists
what is read. x Reinforcement x Checklists x Permanent Product
1.2.7 Relate prior knowledge x Cueing x News-2-You (www.news-2- with rubric
to what is read. x Prompting you.com)
2.2.2 State the purpose for x Repeated Practice x Recipes Summative
reading including x Community Based x Product Directions x ISTAR
vocational purposes. Instruction x Social Stories x Portfolio
3.2.7 Follow simple multiple- x Clicker Software and books
step written instructions (Available from AT Library)
including vocational
x How to Read for Everyday
instructional situations.
Living – CD rom and Instructor
3.2.9 Identify text that uses
Guide (available from Transition
sequence or other logical
Library)
order (alphabetical, time,
x www.lessonlocator.org (Indiana
categorical including
Academic Standards based
sequential text for
lesson plans and assessments)
vocational applications)
6.2.1 Identify the structural x www.unitedstreaming.com
features of popular media (online streaming videos –
(newspapers, magazines, requires a subscription)
online information) and
use the features to obtain
information.
Ǧ ͵ͳ
High School
Standard 3
Strategies: x Books
2.3.5 Confirm predictions about x Reading Milestones Formative:
what will happen next in a x 1:1 instruction x SRA Reading Program x Anecdotal Records
story. x Small Group x Audio books x Teacher Checklists
4.3.3 Use knowledge of the Instruction x Edcon’s Bring the Classics to x Permanent Product with
situation, setting, and or a x Reinforcement Life rubric
character’s traits, x Cueing x www.starfall.com
motivations, and feelings to x Prompting x www.scholastic.com Summative
determine the causes for x Repeated Practice x ISTAR
x www.edhelper.com
that character’s actions. x Community Based x Portfolio
(subscription required)
6.3.8 Critique the believability of Instruction x www.atozreading.com
characters and a plot
(subscription required)
6.3.9 Identify the main problem
or conflict of the plot and x Word Way Website – Carl’s
explain how it is resolved. Corner
x www.brainpop.com
x www.ezschool.com
x www.abcteach.com
x Reader Rabbit Interactive
Storybooks Software (available
from AT Library)
x Animated storybooks Software
(available from AT Library)
x Teach Me Language (Available
from Autism resource Library)
x lesson plans and assessments)
x www.unitedstreaming.com
(online streaming videos –
requires a subscription)
Ǧ ͵ʹ
High School
Standard 4
2.4.8 Revise original drafts Strategies:
to improve sequence x Computer Formative:
(the order of events) or x 1:1 instruction x Word Prediction Software x Anecdotal Records
to provide more x Small Group Instruction x Intellikeys x Teacher Checklists
descriptive detail x Reinforcement x Teach Me Language x Permanent Product
3.4.9 Organize related x Cueing x www.lessonlocator.org (Indiana with rubric
ideas together within a x Prompting Academic Standards based
paragraph to maintain x Repeated Practice lesson plans and assessments) Summative
a consistent focus. x Community Based x www.unitedstreaming.com x ISTAR
4.4.4 Use logical Instruction (online streaming videos – x Portfolio
organizational structures x Graphic Organizers requires a subscription)
for providing information
in writing such as
chronological order,
cause and effect,
similarity and difference,
and posing and
answering a question.
4.4.9 Use a computer to
draft, revise, and publish
writing, demonstrating
basic keyboarding skills
and familiarity with
common computer
terminology.
Ǧ ͵͵
High School
Standard 5
1.5.1 Write brief narratives Strategies:
describing an x Computer Formative:
experience. x 1:1 instruction x Word Prediction Software x Anecdotal Records
1.5.2 Write a brief expository x Small Group Instruction x Intellikeys x Teacher Checklists
(informational) x Reinforcement x Story Starters x Permanent Product
description of a real x Cueing x E-mails with rubric
object, person, place, or x Prompting x www.lessonlocator.org (Indiana
event using sensory x Repeated Practice Academic Standards based Summative
details. x Community Based lesson plans and assessments) x ISTAR
2.5.3 Write a friendly letter Instruction x www.unitedstreaming.com x Portfolio
complete with the date,
x Graphic Organizers (online streaming videos –
salutation (greeting such requires a subscription)
as Dear Mrs. Smith),
body, closing, and
signature.
2.5.7 Write responses to
literature that
demonstrate an
understanding of what is
read.
Standard 6
Strategies: x SRA Reading
3.6.3 Identify and use x Letters Formative:
subjects and verbs that x 1:1 instruction x Phonebooks, Dictionaries, Library x Anecdotal Records
are in agreement (we x Small Group Instruction x Online Card Catalog x Teacher Checklists
are instead of we is.) x Reinforcement x Filing x Permanent Product
3.6.6 Use commas in dates x Cueing x Rolodex with rubric
(August 15, 2001), x Prompting x Remedia Phonebooks and
locations (Fort Wayne, x Repeated Practice Directories Summative
Indiana), and addresses x ISTAR
Ǧ ͵Ͷ
High School
(431 Coral Way, Miami, x Community Based x www.englishbanana.com x Portfolio

FL) Instruction x www.tinsnips.org
3.6.9 Arrange words in x www.enchantedlearning.com
alphabetical order. (some free activities)
x www.unitedstreaming.com (online
streaming videos – requires a
subscription)
Standard 7
2.7.2 Ask for clarification and Strategies:
explanation of ideas and x Laureate Following Directions Formative:
directions. x 1:1 instruction Software (available from AT x Anecdotal Records
2.7.4 Give and follow three- x Small Group Instruction Library) x Teacher Checklists
and four-step oral x Reinforcement x www.lessonlocator.org (Indiana x Permanent Product
directions. x Cueing Academic Standards based with rubric
2.7.6 Speak clearly and at an x Prompting lesson plans and assessments)
appropriate pace for the x Repeated Practice x www.unitedstreaming.com (online Summative
type of communication x Community Based streaming videos – requires a x ISTAR
(such as an informal Instruction subscription) x Portfolio
discussion or a report).
x Direct Instruction
2.7.7 Tell experiences in a
logical order
(chronological order,
order of importance,
spatial order).
3.7.1 Retell, paraphrase, and
explain what a speaker
has said.
3.7.3 Answer questions
completely and
appropriately
Ǧ ͵ͷ
Focus of Mathematics
mathematical skills based on the Indiana Academic Standards and indicators in the areas of:
x Number Sense
x Computation
x Algebra and Functions
x Geometry
x Measurement
x Problem Solving

x Match like numerals
x Give 1 object when asked
x Give “more” when asked
x Put objects into groups by attributes
x Distinguish big and little
x Choose between two activities
x Complete an inset puzzle of 3 or more pieces

x Count a number of objects up to 12
x Match number symbols with amounts 12
x Apply one-to-one correspondence with objects and people
x Reproduce simple AB patterns of concrete objects
x Sorts a group of objects by more than one way
x Complete interlocking puzzle of 8 to 12 pieces
x Relate time to events with pictures and symbols

x Identifies the next number in a series of numbers up to 31
x Count, read, and write whole numbers* up to 31
x Compare sets of up to ten objects and identify whether one set is equal to, more than, or less than
another
x Use manipulatives for addition situations for sums less than five
x Use manipulatives for subtraction situations for sums less than five
x Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not
belong to a particular group.
x Copy circles, squares, triangles, and rectangles
x Identify circles, squares, triangles, and rectangles
x Identify ten body parts
x Understand concepts of time: today, yesterday, tomorrow. Understand that clocks and calendars
are tools that measure time.
x Tell time to the nearest hour and relate time to events (before/after, shorter/longer)
x Identify and give the values of pennies, nickels, dimes, quarters, and dollars
Ǧ ͵͹
x Count, read, and write whole numbers* up to 100
x Count by ones, fives, and tens to 100
x Identify numbers up to 100 in various combinations of tens and ones
x Model addition by joining sets of objects (for any two sets with fewer than 10 objects when joined)
x Model subtraction by removing objects from sets (for numbers less than 10)
x Demonstrate the meaning of the symbols +, –, and =
x Recognize geometric shapes: triangles, rectangles, squares, and circles and structures in the
environment and specify their locations
x Make direct comparisons of length, capacity, weight, temperature of objects, and recognize which
object is shorter, longer, taller, lighter, heavier, warmer, cooler or holds more
x Understand concepts of time: morning, afternoon, evening, today, yesterday, tomorrow, week,
month, and year. Understand that clocks and calendars are tools that measure time and match
clock face to event
x Tell time to the nearest half-hour and relate time to events (before/after, shorter/longer)
x Identify and give the values of collections of pennies, nickels, and dimes
x Find the value of a collection of pennies, nickels, dimes, quarters, and dollars

x Represent, compare, and interpret data using pictures and picture graphs
x Solve problems involving multiplication and division of any whole numbers with a calculator
x Demonstrate the relationships among inch, foot, and yard
x Read a thermometer
x Tell time to the nearest minute and find how much time has elapsed
Ǧ ͵ͺ
Early Childhood
Mathematics
Standard 1
Number Sense
Strategies:
B.1.1 Repeats a movement x Rhythm band instruments Formative:
like a thump or a clap x Errorless Teaching x Songs and rhymes x Teacher made
B.1.10 Touch in sequence, x 1-on-1 instruction x Magnetic numerals checklists
one at a time x Small group x Number Sound Puzzle x Daily data sheets
B.1.11 Use fingers to show x Reinforcement x Manipulative x Anecdotal records
how many or age of x Cueing x Calendar activities x AIMSWEB
self x Prompting x Snack items x STAR (ProEd)
B.1.14 Match like numerals x Repeated practice x Flannel board/magnet numbers
B.1.15 Give 1 object when Summative
x Modeling and pictures
asked x ISTAR
x Counting songs and rhymes
B.1.20 Share a set of 2 with a x ABLLS
friend x DAP toys
x Sensory materials/play dough etc. x Portfolio
F.1.8 Rote counts to 5
x Board games x AIMSWEB
x Computer games x STAR (ProEd)
x www.communicationsymbols.com
x www.picsearch.com
x www.icontalk.com
x www.tinsnips.org
x www.do2learn.com
Ǧ ͵ͻ
Early Childhood
Standard 2
Computation
Strategies:
B.2.5 Take away an object x Choice board Formative:
when asked x Errorless Teaching x Manipulatives x Teacher made
B.2.6 Show something that x 1-on-1 instruction x Objects/toys checklists
was received x Small group x Match and Sort (Different Roads x Daily data sheets
B.2.1 Select the preferred x Reinforcement to Learning) x Ancedotal records
item when given two x Cueing x Play food sets (McDonalds, Dairy x STAR (ProEd)
choices x Prompting Queen, Subway, etc.)
B.2.12 Give “more” when x Repeated practice x Snack items Summative
asked [with prompt] x x ISTAR
x Modeling Sensory materials(buckets,
B.2.19 Line up objects scoops) x ABLLS
B.2.14 Feed pieces of food x Portfolio
x Flannel board/magnet pictures
to another person, pet
x www.communicationsymbols.com x STAR (ProEd)
or plaything;
B.2.15 Move objects one at a x www.picsearch.com
time from one group x www.icontalk.com
or container to x www.tinsnips.org
another x www.do2learn.com
Standard 3
Algebra and Functions
Strategies:
B.3.4 Clap hands and x Manipulatives Formative:
waves bye if x Errorless Teaching x Story cards x Teacher made
prompted x 1-on-1 instruction x DAP toys checklists
B.3.10 Put things in order x Small group x Personal belongings x Daily data sheets
B.3.12 Claim objects as x Reinforcement x www.communicationsymbols.com x Ancedotal records
“mine” x Cueing x www.picsearch.com x STAR (ProEd)
Ǧ ͶͲ
Early Childhood
x Prompting x www.icontalk.com
x Repeated practice x www.tinsnips.org Summative
x Modeling x www.do2learn.com x ISTAR
x www.help4teachers.com/tips.htm x ABLLS
x www.dodea.edu/instruction/curric x Portfolio
ulum/special_ed/index.htm x STAR (ProEd)
Standard 4
Geometry
Strategies:
B.4.9 Identify 3 body parts x DAP toys Formative:
B.4.11 Put things in and out x Errorless Teaching x Mirror x Teacher made
of other things x 1-on-1 instruction x Obstacle course checklists
B.4.12 Put things on and off x Small group x Shape & color coaster x Daily data sheets
of other things x Reinforcement x Wooden beads x Ancedotal records
B.4.13 Find hidden objects or x Cueing x Colored cubes x STAR (ProEd)
sounds x Prompting x Containers
B.4.14 Hide behind or x Summative
Repeated practice x Shape sorter
between objects in x ISTAR
x Modeling x Lacing card
play x ABLL
x Sorting and matching x Colorama game (Integrations)
B.4.18 Imitates drawing a x Portfolio
horizontal line, x Triple Try (Integrations)
x Easel x STAR (ProEd)
vertical line, and a
circle x Doodle board
F.4.15 Identify circles, x www.communicationsymbols.com
squares, triangles and x www.picsearch.com
rectangles x www.icontalk.com
F.4.19 Put objects into x www.tinsnips.org
groups by attributes x www.do2learn.com
x www.dodea.edu/instruction/curricul
um/special_ed/index.htm
x Nesting cubes/blocks
x Measure-Up cups (Disc. Toys)
x Writing utensils
Ǧ Ͷͳ
Early Childhood
x Category sorting set (Different

Roads To Learning)
Standard 5
Measurement
Strategies:
B.5.2 Communicate when x Water/Sand Table Formative:
something is empty or x Errorless Teaching x Choice board x Teacher made
“all gone” x 1-on-1 instruction x Visual/object schedule checklists
B.5.13 Distinguish big and x Small group x Nesting cubes/blocks/cups x Daily data sheets
little x Reinforcement x Big/little sorting sets x Anecdotal records
B.5.14 Make choices based x Cueing x Shape sorters x STAR (ProEd)
on size x Prompting x Category sorting sets
B.5.15 Identify when objects x Repeated practice Summative
x Sensory table/materials
are similar x ISTAR
x Modeling x DAP toys
F.5.5 Use cups and tools in x ABLLS
x Sorting and matching x Computer games
sand and water x Portfolio
F.5.21 Choose between two x www.communicationsymbols.com
activities
x www.icontalk.com
x www.tinsnips.org
x www.do2learn.com
x www.dodea.edu/instruction/curriculu
m/special_ed/index.htm
Ǧ Ͷʹ
Early Childhood
Standard 6
Problem Solving
Strategies:
B.6.2 Show interest in x Matching/sorting sets Formative:
something out of x Errorless Teaching x “How Do I Feel” interactive reading x Teacher made
place, like finding a x 1-on-1 instruction book checklists
small object on the x Small group x Picture/object schedule/board x Daily data sheets
carpet x Reinforcement x Communication board x Ancedotal records
B.6.6 Indicate a need x Cueing x Puzzles x STAR (ProEd)
B.6.15 Anticipate and x Prompting x Category
navigate around x Repeated practice x Fold Up Play tunnel Summative
environmental x ISTAR
x Modeling x Shape sorter
barriers x ABLLS
x Sorting and matching x Simple construction set
B.6.20 Take simple objects x Portfolio
apart x Obstacle course
x Playground equipment x STAR (ProEd)
B.6.22 Complete an inset
puzzle of 3 or more x www.communicationsymbols.com
pieces x www.picsearch.com
B.6.25 Communicate x www.icontalk.com
disappointment x www.tinsnips.org
F.6.1 Identifies single x www.do2learn.com
attributes of objects x www.help4teachers.com/tips.htm
by size, shape, or x www.dodea.edu/instruction/curriculu
color m/special_ed/index.htm
F.6.5 Find an indirect way
to obtain an object
F.6.19 See a simple task
through to completion
with prompts
Ǧ Ͷ͵
Primary
Mathematics
Standard 1
Number Sense
Strategies: x Manipulatives
F.1.1 Sing and dance to a x dry erase boards/markers Formative:
number song x 1:1 instruction x Early Math Skill Builder Box x Anecdotal records
F.1.2 Count a number of x small group instruction x Counting Boxes (Lakeshore) x Work samples
objects up to 12. x reinforcement x Math Learning Boxes x Teacher observation
F.1.6 Use whole numbers x cueing (Lakeshore) (teacher-made
up to 12 to describe x prompting x Counting Animals 110 (Lauri) checklists)
objects and x repeated practice x File Folder Games x ISTAR
experiences
x Math Centers (Lakeshore)
F.1.10 Rote count to 12 Summative
x Cookie Sheet Magnetic Math
F.1.11 Give “all” objects x ISTAR
(Lakeshore)
when asked x portfolios
F.1.17 Match number x Peg the Numbers puzzle 110
symbols with amounts (Lauri)
12 x Num-bright 120 (Judy/Instructo)
F1.18 Apply one-to-one x Dominoes
correspondence with x Lakeshore Counting Cakes
objects and people x Hi Ho Cherry-O (Golden)
x Count ‘N Sort (MacMillan)
x Numbers 120 (3 piece matching
puzzle-Frank Schaffer
Publications)
x Counting puzzles (Lauri)
x Number play 110 puzzle (Lauri)
x Dotto-Dot
x Math workbooks (Continental
Express)
x All About Math Photo Library
(Lakeshore)
Ǧ ͶͶ
Primary
x computer games
x Uni-fix Blocks
x Touch Math
x Bingo Bears Game (Learning
Resources)
x Button Box Math (Ideal)
x 3 Bear Family Sorting Cards
(Learning Resources)
x Math Readiness Center (Child
Craft)
x Sorting Box Program (Child
Craft)
x Play and Learn Math Game
(Lakeshore)
x My First Hundreds Board
(Jactoys)
x Everyday Math
x www.themathworksheetsite.com
Standard 2
Computation
Strategies: x I Can Add and Subtract Math
F.2.3 Count on fingers Mats (Lakeshore) Formative:
F.2.6 Make a collection of x 1:1 instruction x Peg It Facts Board (Ideal) x Anecdotal records
items smaller by x small group instruction x See and Saw Visual Calculator x Permanent product
taking away items x reinforcement (PCI) x Teacher observation
when asked x cueing x Instant Learning Center Addition (teacher-made
F.2.7 Make a collection of x prompting (Lakeshore) checklists)
items larger by adding x repeated practice x Manipulatives x ISTAR
items when asked x Continental Math Workbooks
x Everyday Math Summative
x Dominoes, Unifix cubes x -STAR
x Mathasaurus program
Ǧ Ͷͷ
Primary
Standard 3
Strategies:
F.3.1 Follow along and x Everyday Math Formative:
imitates patterns of x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records
sounds and x small group instruction x number lines x Permanent Product
movement x reinforcement x Unifix pattern cards x Teacher observation
F.3.3 Reproduce simple AB x cueing x Patterning Bugs (teacher-made
patterns of concrete x prompting x manipulatives (counting bears) checklists)
objects x repeated practice x Bear Attribute Cards (MacMillan) x ISTAR
F.3.4 Represent objects /
x Patterning Cards
activities by drawing
x 3 Bear Family Activity Cards
or selecting pictures Summative
F.3.10 Name groups of x ISTAR
objects x Stringing beads
x Geoboards/Pegboards x portfolios
3.3.7 Plot and label whole
numbers on a number x Hands on Math Center
line or grid up to 10. Patterning
x Creative Color Cubes and
Patterns (learning Resources)
x Workboxes
Standard 4
Geometry
F.4.7 Sorts a group of Strategies:
objects by more than x Everyday Math Formative:
one way x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records
F.4.20 Complete interlocking x small group instruction x Picture Perfect Design Tiles x Permanent product
puzzle of 8 to 12 x reinforcement (Education Insights) x Teacher observation
pieces x cueing x Basic Mosaics (Lakeshore) (teachermade
F.4.17 Identify five body x prompting x Creative Color Cubes and checklists)
parts x repeated practice Patterns (learning Resources) x ISTAR
Ǧ Ͷ͸
Primary
x puzzles (floor, borderless,

bordered) Summative
x Body Part Cards x ISTAR
x Early Math Skill Builder Box
x Count ‘N Sort Game (MacMillan)
x Counting Bears
x Hands on Math Centers (Shape
Matching) (Lakeshore)
x Shape Sorting Clock (Melissa and
Doug)
x Tanagrams
Standard 5
Measurement
Strategies:
F.5.2 Follow steps in a x Everyday Math Formative:
simple routine x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records
F.5.3 Order three objects by x small group instruction x Early Language Concept Kit x Permanent product
size x reinforcement (Comparing SizesLakeshore) x Teacher observation
F.5.4 Use any descriptive x cueing x Hands on Math Centers (teacher-made
word or gesture to x prompting x PECS symbols checklists)
express amount or x repeated practice x clock (large/individual) x ISTAR
size x Sequencing cards
F.5.9 Communicate feelings Summative
x manipulatives
of hot and cold x ISTAR
x Continental Press Workbooks
F.5.14 Relate time to events
with pictures and x Telling Time match me cards
symbols (Trend)
F.5.17 Tell what activity x Money Match Me Cards (Trend)
comes first and what x Coinulator (& worksheets) PCI
follows in a sequence Publishing
x Instant Learning Center
(Lakeshore)
Ǧ Ͷ͹
Primary
Standard 6
Problem Solving
B.6.17 Identify when objects x Same/different flashcards x Anecdotal records
are different x 1:1 instruction x sequencing cards x Permanent product
F.6.2 Identify the missing x small group instruction x calendars x Teacher observation
object x reinforcement x toy workbench (teacher-made
F.6.18 Imitate the use of an x cueing x toy kitchen utensils checklists)
adult tool in play x prompting x doctor/nurse toys x ISTAR
x repeated practice
Summative
x ISTAR
Ǧ Ͷͺ
Intermediate
Mathematics
Standard 1
Number Sense
Strategies:
F.1.3 Count each object only x Manipulatives Formative:
once x 1:1 instruction x Early Math Skill Builder Box x Anecdotal records
F.1.7 Identify when objects x small group instruction x Counting Boxes (Lakeshore) x Permanent products
are the same number, x reinforcement x Math Learning Boxes x Teacher observations
even if arrangement is x cueing (Lakeshore) (teacher made
changed x prompting x Counting Animals 1-10 (Lauri) checklists
F.1.9 Draw pictures or x repeated practice x File Folder Games x ISTAR
symbols to represent a x Math Centers (Lakeshore)
spoken number Summative
x Cookie Sheet Magnetic Math
F.1.19 Identifies the next x ISTAR
(Lakeshore)
number in a series of x portfolios
x Peg the Numbers puzzle 1-10
numbers up to 31
(Lauri)
K.1.1 Match sets of objects
one-to-one. x Numbright 1-20 (Judy/Instructo)
K.1.2 Compare sets of up to x Dominoes
ten objects and identify x Lakeshore Counting Cakes
whether one set is x Hi Ho Cherry-O (Golden)
equal to, more than, or x Count ‘N Sort (MacMillan)
less than another. x Numbers 1-20 (3 piece matching
1.1.1 Count, read, and write puzzle-Frank Schaffer
whole numbers* up to Publications)
31. x Counting puzzles (Lauri)
x Number play 1-10 puzzle (Lauri)
x Dot-to-Dot
x Math workbooks (Continental
Express)
x All About Math Photo Library
(Lakeshore)
Ǧ Ͷͻ
Intermediate
x computer games
x Unifix Blocks
x Touch Math
x Bingo Bears Game (Learning
Resources)
x 3 Bear Family Sorting Cards
x Math Readiness Center
(ChildCraft)
x Sorting Box Program (ChildCraft)
x Play and Learn Math Game
(Lakeshore)
x My First Hundreds Board
(Jactoys)
x Everyday Math
x dry erase boards/markers
Standard 2
Computation
Strategies:
B.2.16 Identify the object that x I Can Add and Subtract Math Formative:
had been added to a x 1:1 instruction Mats (Lakeshore) x Anecdotal records
group x small group instruction x Peg It Facts Board (Ideal) x Permanent products
B.2.17 Identify that something x reinforcement x See and Saw Visual Calculator x Teacher observations
was taken x cueing (PCI) (teacher made
F.2.14 Combine a whole x prompting x Instant Learning Center Addition checklists
quantity of something x repeated practice (Lakeshore) x ISTAR
(e.g., pop beads) x Manipulatives
F.2.11 Use manipulatives for x Continental Math Workbooks Summative
addition situations for x Everyday Math x ISTAR
sums less than five x portfolios
x Dominoes
F.2.12 Use manipulatives for
x Unifix cubes
Ǧ ͷͲ
Intermediate
subtraction situations x www.themathworksheetsite.com

for sums less than five x Mathasaurus program
Standard 3
Strategies:
F.3.4 Represent x Everyday Math Formative:
objects/activities by x 1:1 instruction x www.mathworksheetsite.com x Anecdotal records
drawing or selecting x small group instruction x number lines x Permanent products
pictures x reinforcement x Unifix pattern cards x Teacher
F.3.5 Predict what comes x cueing x Patterning Bugs observations
next when shown a x prompting x manipulatives (counting bears) (teacher made
simple AB pattern of x repeated practice x Bear Attribute Cards (MacMillan) checklists
concrete objects x ISTAR
x Patterning Cards
F.3.13 Categorize familiar
x 3 Bear Family Activity Cards
objects by function Summative
and class x ISTAR
K.3.1 Identify, sort, and x Stringing beads
x Geoboards/Pegboards x portfolios
classify objects by
size, number, and x Hands on Math Center
other attributes. Patterning
Identify objects that do x Creative Color Cubes and
not belong to a Patterns (learning Resources)
particular group. x Workboxes
K.3.2 Copy, and make x www.themathworksheetsite.com
simple patterns with
objects and shapes.
3.3.7 Plot and label whole
numbers on a number
Ǧ ͷͳ
Intermediate
line [or grid] up to 20.
Standard 4
Geometry
Strategies:
F.4.9 Use “on” and “off” to x Everyday Math Formative:
indicate where things x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records
are in space x small group instruction x Picture Perfect Design Tiles x Permanent products
F.4.10 Use the words “here” x reinforcement (Education Insights) x Teacher
or “there” to indicate x cueing x Basic Mosaics (Lakeshore) observations
where things are in x prompting x Creative Color Cubes and (teacher made
space x repeated practice Patterns (learning Resources) checklists
F.4.14 Copy circles, squares, x puzzles (floor, borderless, x ISTAR
triangles, and bordered)
rectangles x Body Part Cards Summative
F.4.15 Identify circles, x ISTAR
x Early Math Skill Builder Box
squares, triangles, x portfolios
x Count ‘N Sort Game (MacMillan)
and rectangles
F.4.17 Identify ten body parts x Button Box Math (Ideal)
K.4.2 Compare and sort x Counting Bears
common objects by x Geometric shapes (plastic)
position, shape, size, x Tanagrams
roundness. x Shape Bingo
K.4.3 Identify and use the x magnetic shapes
terms: inside, outside, x Hands on Math Centers (Shape
between, above, and Matching) (Lakeshore)
below. x Shape Sorting Clock (Melissa
and Doug)
Ǧ ͷʹ
Intermediate
Standard 5
Measurement
Strategies:
F.5.1 Follow a daily x Everyday Math Formative:
schedule x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records
F.5.8 Identify when x small group instruction x Early Language Concept Kit x Permanent products
something is hot and x reinforcement (Comparing Sizes Lakeshore) x Teacher observations
cold x cueing x Hands on Math Centers (teacher made
F.5.10 Sort objects into long x prompting x PECS symbols checklists
and short x repeated practice x Judy Clock (large/individual) x ISTAR
F.5.11 Identify similarities x Sequencing cards
and differences in Summative
x manipulatives
objects x ISTAR
x Continental Press Workbooks
F.5.16 Tell what comes x portfolios
before and after x Telling Time match me cards
F.5.18 Tell three events in (Trend)
chronological order x Money Match Me Cards (Trend)
K.5.1 Make direct x Coinulator (& worksheets) PCI
comparisons of the Publishing
length, capacity, x Instant Learning Center
weight, and (Lakeshore)
temperature of x Picture schedules
objects and recognize x Board Maker icons
which object is
shorter, longer and
taller.
K.5.2 Understand concepts
of time: today,
yesterday and
tomorrow.
Understand that
clocks and calendars
are tools that
measure time.
1.5.6 Tell time to the
Ǧ ͷ͵
Intermediate
nearest hour and

relate time to events
(before/after,
shorter/longer).
1.5.7 Identify and give the
values of pennies,
nickels, dimes,
[quarters, and
dollars].
Standard 6
Problem Solving
B.6.14 Put things in order x Same/different flashcards x Anecdotal records
B.6.23 See a simple task x 1:1 instruction x sequencing cards x Permanent products
through to completion x small group instruction x calendars x Teacher observations
F.6.10 Make guesses related x reinforcement x timers (teacher checklists
to quantity x cueing x www.themathworksheetsite.co x ISTAR
F.6.20 Recognize silly x prompting m Summative
absurdities in song x repeated practice x ISTAR
and play x portfolios
Ǧ ͷͶ
Middle School
Mathematics
Standard 1
Number Sense
Strategies: x http://www.indianastandardsr (These are assessment tools for
F2 Uses a tally system (These are strategies for all esources.org/ all indicators)
K.1.3 Know that larger indicators) x Number line,
numerals represent x Flash cards, Formative:
more objects than x Errorless Teaching x calendar x teacher made
numerals represent. x 1-on-1 instruction x Number concepts touch math worksheets
K.1.6 Count, recognize, x Small group x Edhelper, x progress notes
represent, name, and x Reinforcement x ABC teach x documented teacher
order a number of x Cueing K.1.6 observation
objects (up to 10). x Prompting x http://www.indianastand
x Number cubes
K.1.7 Find the number that is x Repeated practice ardsresources.org/
x other manipulatives
one more than or one
x Modeling x calendar
less than any whole Summative:
x Modeling and coaching in x Hi Ho Cherry O
number* up to 10. x ISTAR
Vocational jobs K.1.8
K.1.8 Use correctly the x Portfolio
words one/many, x Modeling and coaching x Manipulatives
none/some/all, while grocery shopping x Money
more/less, and 1.1.1
most/least.. x Hundreds board
1.1.1 Count, read, and write x number line
whole numbers* up to x touch math
100. x ed helper
1.1.4 Name the number that 2.1.1 Use pennies, nickels, dimes,
is one more than or $1, $5 and $10 bills
one less than any 2.1.3
number up to 100. x Bingo games
2.1.1 Count by ones, fives, 2.1.5
and tens to 100. x Wall charts, hundreds board
2.1.3 Identify numbers up to 2.1.10 Money, clocks, food, pizza
100 in various fraction game
Ǧ ͷͷ
Middle School
combinations of tens
and ones.
2.1.5 Compare whole
numbers up to 100 and
arrange them in
numerical order.
2.1.10 Know that, when all
fractional parts are
included, the result is
equal to the whole and
to one. [e.g. two halves
of sandwich = whole
sandwich; four
quarters = one dollar;
24 hours = one day]
Standard 2
Computation
Indicator(s): Best Practice Possible Materials and Possible Assessment Tools: Teacher Notes:
Instructional Strategies: Resources:
K.2.1 Model addition by x teacher made worksheets
joining sets of x Manipulatives x progress notes
objects (for any x touch math x documented teacher observation
two sets with fewer x food x http://www.indianastandardsresources.org/
than 10 objects x Manipulatives
when joined). x touch math Summative:
K.2.2 Model subtraction x food x ISTAR
by removing 1.2.5-1.3.1 x Portfolio
objects from sets x Calculator
(for numbers less
x Sorting trays with
than 10).
numbers taped to it
1.2.5 Demonstrate the
x Manipulatives
meaning of the
symbols +, –, and x Calculator
=. x Menu and Market math
1.2.6 Demonstrate the
Ǧ ͷ͸
Middle School
role of zero in
addition and
subtraction.
2.2.1 Model addition of
numbers less than
100 with objects
and pictures with a
calculator.
2.2.2 Add two whole
numbers less than
100 with and
without regrouping
with a calculator.
2.2.3 Subtract two whole
numbers less than
100 without
regrouping with a
calculator.
Standard 3
Indicator(s): Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes:
Strategies: Resources:
1.3.1 Write and solve x teacher made worksheets
number sentences x Number line x progress notes
from problem x documented teacher observation
situations involving x http://www.indianastandardsresources.org/
addition and
subtraction. Summative:
3.3.7 Plot and label x ISTAR
whole numbers on x Portfolio
a number line or
grid up to 50.
Ǧ ͷ͹
Middle School
Standard 4
Geometry
1.4.1 Identify and sort x teacher made worksheets
triangles, x Sorting trays, bowls, x progress notes
rectangles, touch math shapes, x documented teacher observation
squares, and Shapes up game x http://www.indianastandardsresources.org/
circles. x Positions bingo game,
1.4.6 Arrange objects in putting away materials, Summative:
space by position getting things x ISTAR
and direction: x Portfolio
near, far, under,
over, up, down,
behind, in front of,
next to, to the left
or right of.
2.4.5 Recognize
geometric shapes
triangles,
rectangles,
squares, and
circles and
structures in the
environment and
specify their
locations.
Ǧ ͷͺ
Middle School
Standard 5
Measurement
K.5.1 Make direct x teacher made worksheets
comparisons of the K.5.1 x progress notes
length, capacity, x Measuring cups, x documented teacher observation
weight, and washing hands(hot and x http://www.indianastandardsresources.org/
temperature of cold water), soup is too
objects and hot- needs to be cooler Summative:
recognize which x scale x ISTAR
object is shorter, x Community; buying x Portfolio
longer, taller, fabric, buying things at
lighter, heavier, a hardware store such
warmer, cooler or as what size nail to fix
holds more. things, repair things
K.5.2 Understand K.5.2- 1.5.6
concepts of time: x Calendars, clocks,
morning, watches, schedules
afternoon, x Touch Math, time bingo
evening, today, 2.5.1, 2.5.5
yesterday, x Fabric, hardware, ruler,
tomorrow, week, yard stick
month, and year. x Measuring cups, juice
Understand that pitcher
clocks and
x Cooking to learn 1 and
calendars are tools
2, Attainment’s Look n’
that measure time
Cook Microwave, Basic
and match clock
Cooking and Nutrition
face to event
for Special
Students(Jean Bunnell),
nearest half-hour
The Cooking Kit (C.K
and relate time to
Enterprises)
events
2.5.12, 3.5.11
(before/after,
x Money, Touch Money,
shorter/longer).
Money Bingo
Ǧ ͷͻ
Middle School
1.5.7 Identify and give x Money flash cards

the values of x Attainment Money
collections of Station
pennies, nickels, x Next dollar shopping
and dimes. x Grocery Store Game
2.5.1 Measure length to x Menu Math, Market
the nearest inch, Math, Mall Math
foot, yard,
2.5.5 Identify and
measure capacity
using cups and
pints.
2.5.12 Find the value of a
collection of
pennies, nickels,
dimes, quarters,
and dollars.
3.5.11 Use real money to
decide whether
there is enough
money to make a
purchase.
Standard 6
Problem Solving
Strategies: Resources: x teacher made worksheets
F.6.13 Uses a tool in a x progress notes
new way x documented teacher observation
x http://www.indianastandardsresources.org/
Summative:
x ISTAR
x Portfolio
Ǧ ͸Ͳ
High School
Mathematics
Level: High School (grades 9-12)
Standard 1
Number Sense
Strategies:
1.1.10 Represent, compare, x Basic Picture Math (PCI) Formative:
and interpret data x Repeated Practice x Basic Math Practice (PCI) x anecdotal records
using pictures and x Direct Instruction x Newspaper x teacher checklists
picture graphs x 1:1 Instruction x www.lessonlocator.org (Indiana x permanent product with
2.1.12 Represent, compare, x Community Based Academic Standards based rubric
and interpret data Instruction lesson plans and assessments)
using tables, tally x Next Dollar Strategy x www.unitedstreaming.com Summative:
charts, and bar (online streaming videos – x ISTAR
graphs. requires a subscription) x Portfolio
3.1.14 Identify whether
everyday events are
certain, likely, unlikely,
or impossible.
4.1.9 Round two-place
decimals to the
nearest whole number.
Standard 2
Computation
Strategies:
5.2.1 Solve problems x Calculator Formative:
involving x Repeated Practice x Basic Facts Worksheet Factory x anecdotal records
multiplication and x Direct Instruction x Math Blaster Software x teacher checklists
division of any whole x 1:1 Instruction x www.lessonlocator.org (Indiana x permanent product with
numbers with a Academic Standards based rubric
calculator.
Ǧ ͸ͳ
High School

x www.unitedstreaming.com Summative:
(online streaming videos – x ISTAR
requires a subscription) x Portfolio
Standard 3
Strategies:
4.3.8 Plot and label whole x Number line Formative:
numbers on a x Repeated Practice x Graphs x anecdotal records
number line or grid x Direct Instruction x Newspapers x teacher checklists
up to 100. x 1:1 Instruction x www.lessonlocator.org (Indiana x permanent product with
5.3.7 Use information x Small Group Instruction Academic Standards based rubric
taken from a graph lesson plans and assessments)
to answer questions x www.unitedstreaming.com Summative:
about a problem (online streaming videos – x ISTAR
situation requires a subscription) x Portfolio
Standard 4
Geometry
Strategies:
1.4.3 Classify and sort x Objects Formative: x Meant to be sorting
familiar plane and x Repeated Practice x Step by step visual prompts x anecdotal records and assembling
solid objects by x Direct Instruction x Checklist x teacher checklists real life objects
position, shape, size, x 1:1 Instruction x www.lessonlocator.org (Indiana x permanent product with
roundness, and x Small Group Instruction Academic Standards based rubric
other attributes. lesson plans and assessments)
2.4.3 Investigate and x www.unitedstreaming.com Summative:
predict the result of (online streaming videos – x ISTAR
putting together and requires a subscription) x Portfolio
Ǧ ͸ʹ
High School
taking apart two-

dimensional and
three-dimensional
objects.
Standard 5
Measurement
Strategies:
2.5.2 Demonstrate the x Measuring Tools Formative:
relationships among x Repeated Practice x Thermometer x anecdotal records
inch, foot, and yard. x Direct Instruction x Clocks x teacher checklists
2.5.3 Decide which unit of x 1:1 Instruction x Coins and Bills x permanent product with
length is most x Small Group Instruction x Calculator rubric
appropriate in a x Community Based x Touch Money
given situation. Instruction x Menu Math Summative:
2.5.8 Read a thermometer x ISTAR
x Market Math
in Fahrenheit. x Portfolio
x Teaching Clock
nearest quarter hour, x Student Watches
be able to tell five- x Calendar
minute intervals, and x Daily Schedule
know the difference x www.lessonlocator.org (Indiana
between a.m. and Academic Standards based
p.m. lesson plans and assessments)
2.5.10 Know relationships x www.unitedstreaming.com
of time: seconds in a (online streaming videos –
minute; minutes in requires a subscription)
an hour; hours in a
day; days in a week;
and days, weeks,
and months in a
Ǧ ͸͵
High School
year.
2.5.11 Find the duration of
intervals of time in
hours.
3.5.1 Measure line
segments to the
nearest half-inch.
3.5.6 Identify and measure
capacity using
quarts, gallons, and
liters.
nearest minute and
find how much time
has elapsed.
3.5.10 Find the value of any
collection of coins
and bills. Write
amounts less than a
dollar using the ¢
symbol and write
larger amounts in
decimal notation
using the $ symbol.
4.5.1 Measure length to
the nearest quarter-
inch.
4.5.9 Add time intervals
involving hours.
4.5.10 Determine the
amount of change
from a purchase with
a calculator.
5.5.7 Add and subtract
with money in
decimal notation with
a calculator.
Ǧ ͸Ͷ
High School
6.5.1 Select tools to

measure length,
volume, weight,
time, and
temperature.
6.5.10 Add, subtract,
multiply, and divide
with money in
decimal notation with
a calculator.
Standard 6
Problem Solving
Formative:
Summative
Ǧ ͸ͷ
Focus of Social Sciences
Social Science skills based on the Indiana Academic Standards and indicators in the areas of:
x The Nature of Science and Technology
x The Physical Setting
x The Living Environment
x History
x Civics and Government
x Geography
x Individuals, Society and Culture

x Hold a crayon or marker
x Engage in pretend play
x Activate simple machines or cause and effect toys
x Investigate the physical surroundings
x Cooperate with a routine
x Look at picture books and listen to stories
x Assist with daily needs
x Help clean up after an activity with prompting
x Demonstrate early play skills

x Use the five senses
x Use a variety of scientific tools
x Follow classroom rules
x Sequence recurring events
x Work and play cooperatively with others
x Help clean up after an activity

x Ask and answer questions about his/her world
x Observe and describe properties of objects
x Give examples of plants and animals
x Identify the week, months of the year, seasons of the year
x Determine what types of clothes to wear based on weather
x Identify individuals who are important in individual’s life

x Recognize that some materials can be used over again
x Recognize that most living things need food, water and air
x Identify and follow school rules
x Use words related to location, direction and distance
x Identify maps
x Identify places in the local community
Ǧ ͸͹
x Use tools to observe, measure, design and build things
x Discuss and describe examples of technology
x Demonstrate that a variety of living things can be sorted into groups by various features
x Explain that eating healthy foods and getting exercise and rest help people stay healthy
x Explain that Indiana is one of 50 states in the United States
x Identify directions on a map
x Use community resources
Ǧ ͸ͺ
Early Childhood
Social Sciences
Science Standard 1
The Nature of Science and Technology
Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes:
Strategies:
B.3.6 Imitate adult facial x Developmentally Appropriate Formative:
expressions and simple x Errorless teaching toys x ABLLS
actions. with prompting. (e.g., x 1-on-1 instruction x Blocks x ISTAR
color, sound, texture, shape). x small group x Kitchen play area x Daily data sheets
B.3.8 Hold a crayon or marker x reinforcement x Playhouse x Anecdotal records
and scribble. x cueing x dolls x Teacher Made
B.3.9 Imitate something heard or x prompting x Vet/doctor kit Checklists
seen earlier in the day x repeated practice x Preschool games x Product/performance
(delayed imitation). assessed by rubrics,
x modeling x Finger plays
B.3.10 Engage in simple pretend rating scale
x Snack foods
play. x STAR (ProEd)
B.3.14 Repeat an action after x Teethers/chewy tubes
adult demonstrates it. x Rain stick
x Sounds Like Fun (CD) Summative
F.1.2 Interact with and explore a
x www.communicationsymbols x ABLLS
variety of objects, books, and
.com x ISTAR
materials.
F.1.5 Use the five senses x www.picsearch.com x portfolio
(touching, smelling, seeing, x www.icontalk.com
hearing, tasting) to investigate x www.tinsnips.org
the [school and community] x www.do2learn.com
environments x www.help4teachers.com/tips.
htm
x www.dodea.edu/instruction/c
urriculum/special-
ed/pdf/autism guide.pdf
Ǧ ͸ͻ
Early Childhood
Science Standard 3
The Physical Setting
Strategies:
F.3.4 Investigate the physical x Sand/water table Formative:
surroundings by digging in dirt, x Errorless teaching x Scoops, shovels, pails x ABLLS
collecting rocks, recognizing x 1-on-1 instruction x Nature walks x ISTAR
changes in weather. x small group x Weather/season books, kits x Daily data sheets
x reinforcement x www.communicationsymbols x Anecdotal records
x cueing .com x Teacher Made
x prompting x www.picsearch.com Checklists
x repeated practice x www.icontalk.com x Product/performance
x modeling x www.tinsnips.org assessed by rubrics,
x www.do2learn.com rating scale
x www.help4teachers.com/tips x STAR (ProEd)
.htm
x www.dodea.edu/instruction/c Summative
urriculum/special- x ABLLS
ed/pdf/autism guide.pdf x ISTAR
x portfolio
x STAR (ProEd)
Science Standard 4
The Living Environment
Strategies:
B.2.1 Interact in social play (e.g., x Group games Formative:
patty cake). x Errorless teaching x Finger plays x ABLLS
B.2.2 Explore objects by x 1-on-1 instruction x Developmentally appropriate x ISTAR
touching, shaking, banging, x small group toys x Daily data sheets
and mouthing. x reinforcement x Building toys x Anecdotal records
B.2.3 Show fear of falling off of a x cueing x Push/pull toys x Teacher Made
Ǧ ͹Ͳ
Early Childhood
high place. x prompting x Play workbench, tools Checklists
B.2.4 Look for a toy that has x repeated practice x www.communicationsymbols. x Product/performance
rolled out of sight. x modeling com assessed by rubrics,
B.2.8 Activate simple machines x www.picsearch.com rating scale
or cause and effect toys; take x www.icontalk.com x STAR (ProEd)
toys apart. x www.tinsnips.org
B.2.9 Push or pull objects while x www.do2learn.com Summative
walking. x www.help4teachers.com/tips. x ABLLS
B.2.15 With some guidance, use htm x ISTAR
toys and tools safely and store x portfolio
them in the proper place x STAR (ProEd)
urriculum/special-
F.3.13 Sort things by one
attribute or characteristic.
Social Studies Standard 1

History
Strategies:
B.1.1 Cooperate with a routine. x Picture schedules Formative:
B.1.2 Anticipate a sequence x Errorless teaching x Developmentally appropriate x ABLLS
during daily activities. x 1-on-1 instruction books x ISTAR
B.1.4 Listen to stories about x small group x Picture books x Daily data sheets
people and places. x reinforcement x Circle time/class schedule x Anecdotal records
B.1.6 Look at picture books. x cueing x Snack activities x Teacher Made
B.1.9 Recognize the beginning of x prompting x www.communicationsymbols Checklists
an event (e.g., come to table x repeated practice .com x Product/performance
when food is placed there). x assessed by rubrics,
x modeling www.picsearch.com
F.1.6 Show anticipation through rating scale
x www.icontalk.com
appropriate behaviors for x STAR (ProEd)
x www.tinsnips.org
regularly scheduled school
events. x www.do2learn.com
x www.help4teachers.com/tips Summative
.htm x ABLLS
x www.dodea.edu/instruction/c x ISTAR
Ǧ ͹ͳ
Early Childhood
urriculum/special- x Portfolio
ed/pdf/autism guide.pdf x STAR (ProEd)

Civics and Government
Strategies:
B.2.1 Help feed themselves. x Snack activities Formative:
B.2.2 Watch people. x Errorless teaching x Clean-up activities/storage x ABLLS
B.2.4 Show interest in other x 1-on-1 instruction containers x ISTAR
children. x small group x Washcloths, sponges, paper x Daily data sheets
B.2.5 Communicates “no.” x reinforcement towels x Anecdotal records
B.2.6 Assist with daily needs x cueing x Picture schedules x Teacher Made
(washing hands, toileting, x prompting x Visual supports Checklists
brushing teeth). x repeated practice x BoardMaker schedules x Product/performance
B.2.7 Assist with simple chores x Baby Babble CD assessed by rubrics,
x modeling
on a daily basis. rating scale
x Bumble Bee videos
B.2.9 Develop the process of x STAR (ProEd)
x www.communicationsymbols
“play” from playing alone to
.com
playing alongside, then playing Summative
with someone else. x www.picsearch.com
B.2.10 Follow simple directions
with prompts.
B.2.14 Push away something not x www.do2learn.com x portfolio
wanted. x www.help4teachers.com/tips x STAR (ProEd)
F.2.2 Follow simple directions. .htm
F.2.3 Complete basic x www.dodea.edu/instruction/c
responsibilities related to daily urriculum/special-
needs with assistance. ed/pdf/autism guide.pdf
F.2.12 Show self-control by
Ǧ ͹ʹ
Early Childhood
following rules in different
places with prompting.
F.2.13 Start sharing some
objects with others.

Geography
Strategies:
B.3.1 Use sight, sound, taste, x Mr. Potato Head Formative:
touch, and smell to explore x Errorless teaching x Dolls, stuffed animals, & x ABLLS
their own world. x 1-on-1 instruction accessories x ISTAR
B.3.3 Follow simple directions. x small group x Family-living area x Daily data sheets
B.3.7 Locate eyes, ears, or nose x reinforcement x Storage containers x Anecdotal records
when asked. x cueing x Classroom “jobs” x Teacher Made
B.3.10 Finds ways to maneuver x prompting x www.communicationsymbols. Checklists
around an obstacle that is in x repeated practice com x Product/performance
the way of obtaining something x assessed by rubrics,
x modeling www.picsearch.com
desired rating scale
x www.icontalk.com
B.3.13 Explore things with x STAR (ProEd)
x www.tinsnips.org
mouth, hands, fingers, and
toes. x www.do2learn.com
x www.help4teachers.com/tips. Summative
B.3.31 Pretend to take care of a
htm x ABLLS
doll by feeding and other
x www.dodea.edu/instruction/c x ISTAR
activities.
B.3.35 Place trash in the urriculum/special- x portfolio
wastebasket. ed/pdf/autism guide.pdf x STAR (ProEd)
B.3.36 Help clean up after doing
an activity with prompting.
B.3.37 Help with routines that
keep the classroom neat.

Individuals, Society, and Culture
Ǧ ͹͵
Early Childhood
Strategies:
B.5.3 Take turns in interactions Developmentally appropriate toys Formative:
with others. x Errorless teaching x Blocks x ABLLS
B.5.4 Share belongings with x 1-on-1 instruction x Play kitchen area x ISTAR
others. x small group x Playhouse x Daily data sheets
B.5.6 Engage in parallel play x reinforcement x dollhouse x Anecdotal records
with others. x cueing x Dolls, stuffed animals & x Teacher Made
B.5.9 Demonstrate early x prompting accessories Checklists
pretending with objects. x repeated practice x Group games x Product/performance
B.5.10 Use words to express x Digital pictures assessed by rubrics,
x modeling
immediate family rating scale
x www.communicationsymbols
relationships, such as mother
.com
father, brother, or sister. Summative
x www.picsearch.com
x www.do2learn.com x portfolio
x www.help4teachers.com/tips
.htm
urriculum/special-
Ǧ ͹Ͷ
Primary
Social Sciences
Science Standard 1
Strategies:
F.1.5 Use the five senses x Read and Understand Science Formative:
(touching, smelling, seeing, x Community-based (Evan-Moor) x Teacher observation
hearing, tasting) to investigate instruction x I Can Make It! I Can Read It! (teacher-made
the environment and to gather x Hands-on experimentation (The Educational Center) checklists)
information. x Cooking activities x Learning About Weather (Evan- x ISTAR
F.1.6 Use a variety of “scientific x Circle Time Weather Moor)
tools” (e.g., balance scales, Activities x Monthly Activity Booklets: Summative:
magnifying glasses, measuring x 1:1 instruction Science and Social Studies x ISTAR
cups, food coloring) with x small group instruction (Continental Press)
assistance to investigate the x reinforcement x Everyday Math Weather Chart
environment and to gather
x cueing
information.
x prompting
F.1.9 Answer questions about his
world. x repeated practice
Science Standard 3
Strategies: x Read and Understand Science Formative:
F.3.7 Identify and/or make x Community-based instruction (Evan-Moor) x Teacher observation
comments about the sun, x Hands-on experimentation x I Can Make It! I Can Read It! (teacher-made
stars, planets, and clouds and x Cooking activities (The Educational Center) checklists)
moon. x Circle Time Weather Activities x Learning About Weather x ISTAR
x 1:1 instruction (Evan-Moor)
x small group instruction x Monthly Activity Booklets: Summative:
x reinforcement Science and Social Stories x ISTAR
x cueing, prompting (Continental Press)
Ǧ ͹ͷ
Primary
x repeated practice x Everyday Math Weather Chart
Science Standard 4
Strategies:
F.3.9 Observe and explore a x Read and Understand Formative:
variety of live plants and x Community-based Instruction Science (Evan-Moor) x Teacher observation
animals. x 1:1 instruction x I Can Make It! I Can Read It! (teacher-made
F.3.10 Take care of familiar plants x small group instruction (The Educational Center) checklists)
and animals with assistance. x reinforcement x Learning About Weather x Task analysis
F.3.13a Sort things by two x cueing (Evan-Moor) x ISTAR
attributes or characteristics. x prompting x Monthly Activity Booklets:
x repeated practice Science and Social Stories Summative:
(Continental Press) x ISTAR
x Manipulatives

History
Strategies:
F.1.1 Sequence recurring events x Picture prompting systems Formative:
(e.g., “After I eat lunch, I go to x Community-based x Social Stories (Carol Gray, x Teacher observation
recess”) with prompting. instruction etc.) (teacher-made
F.1.6 Show anticipation through x 1:1 instruction checklists)
appropriate behaviors for x small group instruction x ISTAR
regularly scheduled events. x reinforcement
F.1.12 Recall information about x cueing Summative:
the immediate past. x prompting x ISTAR
x repeated practice
Ǧ ͹͸
Primary

Strategies:
B.2.7 Perform simple chores on a x Social Stories (Carol Gray, Formative:
daily basis. x Community-based etc.) x Task analysis
B.2.12 Listen to stories about instruction x Library Books x Teacher observation
helping. x Classroom/school jobs x PCI Indiana History Book (teacher-made
F.2.16 Identify the U.S. flag. x 1:1 instruction x United States puzzles checklists)
K.2.2 Follow rules in the x small group instruction x Picture prompting systems x ISTAR
classroom and school with x reinforcement x Following directions (Frank
prompts. x cueing Shaffer) Summative:
x prompting x ISTAR
x repeated practice

Geography
Strategies:
B.3.7 Name and locate eyes, ears, x Look, Listen and Speak for Formative:
or nose when asked. x 1:1 instruction Home (Evan-Moor) x Teacher observation
F.3.6 Point out and name various x small group instruction x Mr. Potato Head (teacher-made
rooms in the house. x reinforcement x Dollhouse checklists)
F.3.36 Help clean up after doing x cueing x Picture prompting system x ISTAR
an activity. x prompting x Educational CDs (with songs x Task analysis
x repeated practice like “Head, shoulders, knees
and toes”) Summative:
x ISTAR
Ǧ ͹͹
Primary

Indicators: Best Practice Instructional Strategies: Possible Materials and Resources: Possible Assessment Tools: Teacher Notes:
B.5.6 Work and play x Peer programs (e.g. special x Social Stories (Carol Gray, Formative:
cooperatively with others. friends) etc.) x Teacher observation
B.5.15 Say please and thank x Following directions (Frank (teacher-made
you. Shaffer) checklists)
F.5. Distinguish between adults x ISTAR
and children.
Summative:
x ISTAR
Ǧ ͹ͺ
Intermediate
Social Sciences
Science Standard 1
F.1.3 Observe and describe x Community-based instruction x Picture cards Formative:

properties of objects. x 1:1 instruction x Read and Understand x ISTAR
F.1.9 Ask and answer x small group instruction Science (Evan-Moor) x Teacher made
questions about his world. x reinforcement x I Can Make It! I Can Read checklists
1.1.4 Use tools, such as x cueing It! (The Educational x Teacher Observations
measuring cups and x prompting Center)
magnifiers, to investigate the x repeated practice x Learning About Weather
world and make (Evan-Moor) Summative
observations. x Monthly Activity Booklets: x ISTAR
Science and Social
Studies (Continental
Press)
x Everyday Math Weather
Chart
Science Standard 3
F.3.6 Describe differences and x Read and Understand x ISTAR
similarities in various physical x Community-based Science (Evan-Moor) x Teacher made
environments. instruction x I Can Make It! I Can Read checklists
F.3.7Answer questions and/or x 1:1 instruction It! (The Educational x Teacher Observations
make comments about the x small group instruction Center)
sun, stars, planets, and clouds x reinforcement x Learning About Weather
and moon. x cueing (Evan-Moor) Summative
K.3.2 Demonstrate x prompting x Monthly Activity Booklets: x ISTAR
HBMSSC Standards-based Life Skills Curriculum ͹ͻ

Intermediate
awareness]that things move in x repeated practice Science and Social

different ways, such as fast, Stories (Continental
slow, etc. Press)
x Everyday Math Weather
Chart
Science Standard 4
F.3.10 Take care of familiar Strategies: x Read and Understand
plants and animals. x Community-based Science (Evan-Moor) Formative:
F.3.13 Participate in activities instruction x I Can Make It! I Can Read x ISTAR
related to preserving their x 1:1 instruction It! (The Educational x Teacher made
environment. x small group instruction Center) checklists
K.4.1 Give examples of plants x reinforcement x Learning About Weather x Teacher Observations
and animals. x cueing (Evan-Moor)
K.4.2 Observe plants and x prompting x Monthly Activity Booklets: Summative
animals, describing how they x repeated practice Science and Social x ISTAR
are alike and how they are Stories (Continental
different in the way they look Press)
and in the things they do. x Manipulatives, GrowLights
HBMSSC Standards-based Life Skills Curriculum ͺͲ

Intermediate

History
Strategies:
F.1.9 Distinguish between past, x Social Stories (Carol Formative:
present. x Community-based Gray, etc.) x ISTAR
F.1.10 Identify the days of the instruction x Library Books x Teacher made
week and names of the x 1:1 instruction x Picture prompting checklists
months. x small group instruction systems x Teacher Observations
K.1.2 Identify celebrations and x reinforcement x Following directions
holidays as a way of x cueing (Frank Shaffer) Summative
remembering and honoring x prompting x ISTAR
events and people in the past. x repeated practice

Strategies:
F.2.6 Tell the consequences of x Social Stories (Carol Formative:
not following rules. Community-based instruction Gray, etc.) x ISTAR
F.2.11 Identify and follow -1:1 instruction x Picture prompting x Teacher made
different rules in different -small group instruction systems checklists
places (e.g., school rules may -reinforcement x Following directions x Teacher Observations
be different from home). -cueing (Frank Shaffer)
K.2.2 Follow rules in the -prompting Summative
classroom and school and -repeated practice x ISTAR
provide reasons for the specific
rules with prompts.
HBMSSC Standards-based Life Skills Curriculum ͺͳ

Intermediate

Geography
Strategies:
F.3.4 Identify familiar places (e.g., Formative:
home, store, grandparent’s x Community-based x ISTAR
house). instruction x Teacher made
3.20 Match objects to the location x 1:1 instruction checklists
they belong (e.g., bed in the x small group instruction x Teacher Observations
bedroom, tree in the forest). x reinforcement
F.3.21 Determine what type of x cueing Summative
clothing to wear based on the x prompting x ISTAR
weather. x repeated practice
F.3.22 Identify seasons by
x Circle Time
temperature or other
characteristics (e.g., snow,
leaves changing). F.3.30
Identify members of the family
and their roles [relationship to
the student].
F.3.37 Help with class routines
that keep the classroom clean.
F.3.38 Help adults with recycling
empty containers at school.
HBMSSC Standards-based Life Skills Curriculum ͺʹ

Intermediate

Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes:
F.5.2 Identify own gender and Formative:
that of others. x Community-based x ISTAR
F.5.6 Indicate that different instruction x Teacher made checklists
families live in different x 1:1 instruction x Teacher Observations
housing. x small group instruction
K.5.2 Identify individuals who are x reinforcement Summative
important in students’ lives — x cueing x ISTAR
such as parents, grandparents, x prompting
guardians, and teachers. x repeated practice
HBMSSC Standards-based Life Skills Curriculum ͺ͵

Middle School
Social Sciences
Science Standard 1
Strategies: x Plants. A Learning Works
1.1.3 Recognize that and x Mini-Unit Grade 1-4 Formative:
demonstrate how people can These are strategies for all x www.schoolexpress.com x Observation with
learn much about plants and indicators x 101 great science anecdotal records
animals by observing them Experiments: A step by step x Teacher made
closely over a period of time. x Errorless Teaching guide DK Publishing
checklists
Recognize also that care x Science Enrichment: 100
x 1-on-1 instruction
Reproducible Activities Grade
must be taken to know the x Small group Summative:
1-2. Instructional Fair
needs of living things and x Reinforcement x ISTAR
x The Complete Book of Science
how to provide for them. x Cueing American Education Publishing x Portfolio
2.1.1 Manipulate an object to x Prompting Grades 1-2
gain additional information x Repeated practice x Science. Burdett & Ginn
about it. x Science for Early Grades.
x Modeling
2.1.2 Use tools — such as Carson-Dellosa Publishing.
thermometers, magnifiers, Grade K-2
rulers, or measuring cups— x Science. Frank Shaffer
to gain more information Grade 1-2
about objects. 2.1.2 Measurement. Remedia
2.1.7 Recognize ways that Grades 1-2
some materials — such as x Measurement. Continental
recycled paper, cans, and Press Books A,B,C
plastic jugs — can be used x Using the Standards
over again. Measurement. Frank
3.1.7 Recognize that an Shaffer Publications – Gr. K
invention can be used in 2.17 Our Environment: Thematic
different ways, such as a Unit.
radio being used to get x Teacher Created Materials.
information and for Primary
entertainment. x Environment: Curriculum
Based Hands on Activities.
Ǧ ͺͶ
Middle School
x The Mailbox. Grades 1-3
Science Standard 3
Strategies:
2.3.2 Investigate weather x See above resources Formative:
changes from day to day but These are strategies for all x Television News x Observation with
recognize, describe, and chart indicators anecdotal records
that the temperature and x Teacher made
amounts of rain or snow tend x Errorless Teaching checklists
to be high, medium, or low in x 1-on-1 instruction
the same months every year. x Small group Summative:
2.3.5 Investigate that things can x Reinforcement x ISTAR
be done to materials — such x Cueing x Portfolio
as freezing, mixing, cutting, x Prompting
heating, or wetting — to x Repeated practice
change some of their
x Modeling
properties. Observe that not all
materials respond in the same
way.
3.3.3 Observe and describe that
the sun can be seen only in
the daytime.
3.3.6 Describe ways human
beings protect themselves
from adverse weather
conditions.
5.3.5 Observe that clouds and
fog are made of tiny droplets
of water.
Ǧ ͺͷ
Middle School
Science Standard 4
1.4.4 Recognize] that most living x See above resources x Observation with
things need water, food, and These are strategies for all anecdotal records
air. indicators x Teacher made
3.4.8 Recognize that some things checklists
people take into their bodies x Errorless Teaching Summative:
from the environment can hurt x 1-on-1 instruction x ISTAR
them and identify examples of x Small group x Portfolio
such things. x Reinforcement
x Cueing
x Prompting
x Repeated practice
x Modeling
Ǧ ͺ͸
Middle School

History
K.1.4 Identify and order events Strategies: Resources: Formative:
that take place in a sequence. These are strategies for all x See above resources x Observation with
1.1.3 Identify American songs and indicators anecdotal records
symbols. x Errorless Teaching x Teacher made checklists
1.1.5 Identify people and events x 1-on-1 instruction Summative:
observed in national x Small group x ISTAR
celebrations and holidays. x Reinforcement x Portfolio
x Cueing
x Prompting
x Repeated practice
x Modeling
Ǧ ͺ͹
Middle School

Strategies: Resources: Formative:
F.2.17 Identify the current x Observation with
President. anecdotal records
K.2.5 Identify and follow school x Teacher made checklists
rules to ensure order and Summative:
safety. x ISTAR
1.2.1 Give examples of people x Portfolio
who have the authority* to
make and enforce rules.
1.2.3 Identify examples of rules
and laws.
Social Studies Standard 3 Geography

F.3.37 Help with and class routines Strategies: Resources: Formative:
that keep the classroom x Observation with
clean and safe. anecdotal records
K.3.1 Use words related to x Teacher made
location, direction, and distance, checklists
including here/there, over/under,
left/right, and up/down. Summative:
K.3.2 Identify maps as ways of x ISTAR
representing Earth and identify x Portfolio
map symbols for land and water.
1.3.5 Identify the effect of seasonal
changes on plants, animals, and
people.
2.3.3 Locate the local community
and the United States on maps.
2.3.4 ID places that are nearby or
Ǧ ͺͺ
Middle School
related to the local community.

Strategies: Resources: Formative:
1.5.1 Identify one’s own individual x Observation with
talents, interests, and hobbies, anecdotal records
as well as the talents and x Teacher made checklists
interests of others. Summative:
1.5.5 Compare similarities and x ISTAR
differences in customs, foods, x Portfolio
play, recreation, and
celebrations of families in the
community.
5.5.1 Describe basic needs that
individuals have in order to
survive — such as the need for
food, water, shelter, and safety.
Ǧ ͺͻ
High School
Social Sciences
Level: High School (grade 9-transition to adulthood)
Science Standard 1
Strategies:
2.1.3 Describe objects as x www.unitedstreaming.com Formative:
accurately as possible and x 1:1 instruction (online streaming videos – x anecdotal records
compare observations with x Small Group Instruction requires a subscription) x teacher checklists
those of other people. x Visual Aids x www.lessonlocator.org x permanent
2.1.6 Use tools to investigate, x Reinforcement (Indiana Academic products with rubric
observe, measure, design, x Cueing Standards based lesson
and build things. x Prompting plans and assessments) Summative
3.1.6 Give examples of how x Repeated Practice x www.marcopolo- x ISTAR
tools, such as automobiles, education.org Verizon x Indiana Academic
x Community Based
computers, and electric Thinkfinity Lesson Plans Standards Based
Instruction
motors, have affected the way x Read and Understand Classroom
x Hands On Activities
we live. Science Activities Grades K- Assessments
3.1.8 Describe how discarded 5 (Evan Moor Publishing) x Portfolio
products contribute to the x http://www.educationworld.c
problem of waste disposal om/
and that recycling can help
solve this problem.
4.1.7 Discuss and give
examples of how technology,
such as computers and
medicines, has improved the
lives of many people.
Ǧ ͻͲ
High School
Science Standard 3
Strategies:
1.3.4 Investigate by observing x www.unitedstreaming.com Formative:
and then describe how things x 1:1 instruction (online streaming videos – x anecdotal records
move in many different ways, x Small Group Instruction requires a subscription) x teacher checklist
such as straight, zigzag, x Visual Aids x www.lessonlocator.org x permanent products with
round-and-round, and back- x Reinforcement (Indiana Academic Standards rubric
and-forth. x Cueing based lesson plans and Summative
2.3.1 Investigate by observing x Prompting assessments) x ISTAR
and then describe that some x Repeated Practice x www.marcopolo- x Indiana Academic
events in nature have a education.org Verizon Standards Based
x Community Based
repeating pattern, such as Thinkfinity Lesson Plans Classroom
Instruction
seasons, day and night. x Read and Understand Assessments
2.3.2 Investigate, compare, and Science Activities Grades K-5 x Portfolio
describe weather changes (Evan Moor Publishing)
from day to day but x http://www.educationworld.co
recognize, describe, and m/
chart the temperature.
x www.weather.com
2.3.6 Discuss how people use
electricity or burn fuels, such x http://www.education.noaa.go
as wood, oil, coal, or natural v/tweather.html
gas, to cook their food and x http://www.weather.gov/om/e
warm their houses. duc/educ2.shtml
Ǧ ͻͳ
High School
Science Standard 4 The Living Environment

2.4.6 Observe and describe the Strategies:
different external features of x www.unitedstreaming.com Formative:
people, such as size, shape, x 1:1 instruction (online streaming videos – x anecdotal records
and color of hair, skin, and x Small Group Instruction requires a subscription) x teacher checklists
eyes. x Visual Aids x www.lessonlocator.org x permanent products
3.4.1 Demonstrate that a great x Reinforcement (Indiana Academic Standards with rubric
variety of living things can be x Cueing based lesson plans and
sorted into groups in many x Prompting assessments) Summative
ways using various features, x Repeated Practice x www.marcopolo- x ISTAR
such as how they look, where education.org Verizon x Indiana Academic
x Community Based
they live, and how they act, to Thinkfinity Lesson Plans Standards Based
Instruction
decide which belongs to x Read and Understand Science Classroom
which group. Activities Grades K-5 (Evan Assessments
3.4.6 Explain that people need Moor Publishing) x Portfolio
water, food, air, waste x http://www.educationworld.co
removal, and a range of m/
temperatures, as other
animals do.
3.4.7 Explain that eating a
variety of healthful foods and
getting enough exercise and
rest help people stay healthy.
3.4.9 Explain that some
diseases are caused by
germs and some are not.
Note that diseases caused by
germs may be spread to other
people. Understand that
washing hands with soap and
water reduces the germs that
can get into the body or that
can be passed to other
people.
Ǧ ͻʹ
High School

History
Strategies:
1.1.6 Use terms related to time x www.unitedstreaming.com Formative:
to order events sequentially x 1:1 instruction (online streaming videos – x anecdotal records
that have occurred in the x Small Group Instruction requires a subscription) x teacher checklists
school. x Visual Aids x www.lessonlocator.org x permanent products
2.1.5 Participate in developing a x Reinforcement (Indiana Academic Standards with rubric
simple timeline of important x Cueing based lesson plans and
events in each student’s life. x Prompting assessments) Summative:
3.1.6 Learn about the qualities x Repeated Practice x ISTA
of leaders, such as x www.marcopolo- x Indiana Academic
x Community Based
community leaders, soldiers, education.org Verizon Standards Based
Instruction
presidents, teachers, and Thinkfinity Lesson Plans Classroom
inventors. Assessments
x http://www.educationworld.co x Portfolio
m/

1.2.4 Identify why rules and x 1:1 instruction x www.unitedstreaming.com x anecdotal records
laws exist and describe the x Small Group Instruction (online streaming videos – x teacher checklists
consequences of not having x Visual Aids requires a subscription) x permanent products
rules and laws. x Reinforcement x www.lessonlocator.org (Indiana with rubric
2.2.1 Discuss the rights and x Cueing Academic Standards based Summative:
responsibilities of citizens in x Prompting lesson plans and assessments) x ISTAR
the school and the x Repeated Practice x www.marcopolo-education.org x Indiana Academic
community. Verizon Thinkfinity Lesson Standards Based
x Community Based
2.2.3 Identify community Plans Classroom
Instruction
leaders, such as the city x http://www.educationworld.com/ Assessments
council or town board. x Portfolio
Ǧ ͻ͵
High School
3.2.3 Discuss the reasons why

governments are needed and
identify specific services that
governments provide.
3.2.4 Explain the consequences
of violating laws and identify
the duties of and selection
process for local officials who
make, apply, and enforce
laws through government.
4.2.5 Explain that Indiana is one
of 50 states in the United
States and that other
countries are also made up of
smaller units, such as states,
provinces, or territories.

Geography
Strategies:
1.3.1 Explain the basic x www.unitedstreaming.com Formative:
difference between a map* x 1:1 instruction (online streaming videos – x anecdotal records
and a globe*. x Small Group Instruction requires a subscription) x teacher checklists
1.3.2 Identify the cardinal x Visual Aids x www.lessonlocator.org (Indiana x permanent products
directions (north, south, east, x Reinforcement Academic Standards based with rubric
west) on maps and globes. x Cueing lesson plans and assessments)
2.3.1 Use cardinal* and x Prompting x www.marcopolo-education.org Summative:
intermediate directions* to x Repeated Practice Verizon Thinkfinity Lesson Plans x ISTAR
locate places on maps and x www.educationworld.com x Indiana Academic
x Community Based
places in the classroom, x http://www.mapquest.com/ Standards Based
Instruction
school, and community. Classroom
x Hands On Activities x Google Maps
2.3.5 Identify map symbols for Assessments
x Google Earth (download at
land and water forms and x Portfolio
Google.com)
give examples of these
x AAA Maps
physical features in the local
x http://www.sheppardsoftware.co
Ǧ ͻͶ
High School
community. m/states_experiment_drag-
2.3.6 Identify map symbols of drop_oneState15s_500.html
cultural or human features — (placing the states on the map
such as roads, highways, and game)
cities — and give examples x http://www.rochedalss.eq.edu.au
from the local region. /mapp.htm (Pirate Treasure Hunt
4.3.4 Locate Indiana on a map Game to reinforce cardinal
of the United States; indicate Directions)
the state capital, major cities. x http://www.nationalgeographic.co
m/xpeditions/ National
Geographic Expeditions website

Strategies:
3.5.5 Use community resources x www.unitedstreaming.com (online Formative:
— such as museums, x 1:1 instruction streaming videos – requires a x anecdotal records
libraries, historic buildings, x Small Group Instruction subscription) x teacher checklists
and other landmarks — to x Visual Aids x www.lessonlocator.org (Indiana x permanent products
gather information about the x Reinforcement Academic Standards based with rubric
community. x Cueing lesson plans and assessments)
x Prompting x www.marcopolo-education.org Summative
x Repeated Practice Verizon Thinkfinity Lesson Plans x ISTAR
x Community Based x http://www.educationworld.com/ x Indiana Academic
Instruction Standards Based
x Hands On Activities Classroom
Assessments
x Portfolio
Ǧ ͻͷ
Focus of Social Skills
social skills based on the Indiana Academic Standards and indicators in the areas of:
x Personal self management skills

x Decision making and goal setting
x Responsibility
x Personal and social behavior
x Respect for diversity

x Interact during games
x Use spatial relationships with objects
x Imitate
x Understand cause and effect
x Use adults as resources
x Follow rules for games
x Use basic rhythmic movements
x Play cooperatively

x Express feelings of self
x Appropriately respond to others
x Have an awareness of safety
x Work cooperatively
x Working independently
x Develop positive attitude towards self

x Develop self confidence
x Express feelings
x Use coping strategies
x Use listening skills
x Use refusal skills
x Problem solve and conflict resolve
x Follow directions and rules
x Respect others
Ǧ ͻ͹
x Demonstrate coping strategies
x Seek help
x Become a responsible person
x Express feelings
x Use listening skills
x Resolve conflicts positively
x Use decision making process
x Set personal goals
x Follow rules and directions
x Help others

x Manage stress, anger and feelings
x Resolve threatening or unhealthy situations
x Demonstrate respect of self and others
x Demonstrate healthy ways to express wants and needs
x Listen and communicate
x Use decision making skills
x Set personal goals
x Follow directions
x Respect people and equipment
x Demonstrate positive attitude towards self and others
Ǧ ͻͺ
Early Childhood
Social Skills
Health Standard 3
Students will demonstrate the ability to apply self-management skills
Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Teacher Notes:
Strategies: Tools:
PE and Health B.1.10 Imitate, x Songs
follow, and enjoy adult x 1-on-1 instruction x Play musical instruments Formative:
interactions during games x small group x Finger-plays x ISTAR
(e.g., peek-a-boo, pat-a-cake, x reinforcement x Developmentally appropriate toys x Daily data sheets
moving to music/dancing) x cueing x Playground equipment x Anecdotal records
PE and Health B.3.5 Display x prompting x Hula hoops x Teacher Made
protective responses x repeated practice x Parachute Checklist
PE and Health F.2.1 Identify x modeling x STAR (ProEd)
and use a variety of spatial
x Discovery Toys
relationships with objects Summative:
(e.g., the child will move self x Scholastic Books
x www.communicationsymbols.com x ISTAR
and/or an object over, under, x ABLLS
beside, and through as x www.picsearch.com
x www.icontalk.com x Video portfolio
directed by an adult)
x www.do2learn.com
x www.dodea.edu/instruction/curricul
um/special-ed/pdf/autism guide.pdf
Ǧ ͻͻ
Early Childhood
Health Standard 5
Students will demonstrate the ability to utilize interpersonal communication skills
using student mode of communication
Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Teacher Notes:
Strategies: Tools:
PE and Health B.1.12 Respond x Adaptive utensils
to an adult’s imitation of x 1-on-1 instruction x Visual schedule Formative:
playful movement activity x small group x Variety of foods, textures x ISTAR
PE and Health B.2.8 Imitate x reinforcement x Snack time x Daily data sheets
other’s expressions and x cueing x Book: Just Take a Bite x Anecdotal records
actions x prompting x Video Self-modeling x Teacher Made
PE and Health B.3.13 Uses x repeated practice x Mirrors Checklists
adults as resources x modeling x STAR (ProEd)
x Toys
x errorless learning x Super Duper Publications Summative:
x errorless learning x Discovery Toys x ISTAR
x visual schedules x Scholastic Books x ABLLS
x www.communicationsymbols.com x Video portfolio
x www.icontalk.com
x www.tinsnips.org
x www.do2learn.com
Health Standard 6
Students will demonstrate the ability to implement decision-making and goal setting
Ǧ ͳͲͲ
Early Childhood
Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Teacher Notes:
Strategies: Tools:
PE and Health B.1.7 Adjust x Developmentally appropriate toys
reach to different distances x 1-on-1 instruction x Cause/effect toys Formative:
PE and Health B.2.6 Show x small group x Switch-activated toys x ISTAR
interest in cause and effect. x reinforcement x Manipulatives x Daily data sheets
PE and Health B.3.13 Use x cueing x Super Duper Publications x Anecdotal records
adults as resources x prompting x Discovery Toys x Teacher Made
x repeated practice x Scholastic Books Checklists
x modeling x www.communicationsymbols.com x STAR (ProEd)
x errorless learning x www.picsearch.com
x Visual schedules x www.icontalk.com Summative:
x www.help4teachers.com/tips.htm x Video portfolio
x www.dodea.edu/instruction/curriculu x STAR (ProEd)
Physical Education Standard 5

Demonstrates responsible personal and social behavior
PE and Health F.1.4 Strategies: Tools:
Perform basic rhythmical x Songs Formative:
skills alone and/or with a x 1-on-1 instruction x Play musical instruments x ISTAR
partner (e.g., the child x small group x group games – Who Took x Daily data sheets
marches and dances to music x reinforcement theCookies?; Doggy Doggy Where’s x Anecdotal records
or rhythmical sounds in free x cueing Your Bone?; Musical Chairs x Teacher Made
form or with simple adult x prompting x CDs Checklists
directions) x repeated practice x Videos x STAR (ProEd)
PE and Health F.2.3 Follow x modeling x Games
rules for simple games and x
x errorless learning Super Duper Publications
activities
x visual schedules x Discovery Toys
Ǧ ͳͲͳ
Early Childhood
x Scholastic Books Summative:

x www.communicationsymbols.com x ISTAR
x www.picsearch.com x ABLLS
x www.icontalk.com x Video portfolio
x www.do2learn.com

Demonstrates understanding and respect for differences among people
Strategies: Tools:
PE and Health B.1.3 Become x Group games – Who Took the
aware of themselves as x 1-on-1 instruction Cookies?; Doggy Doggy Where’s Formative:
separate from others x small group Your Bone?; x ISTAR
PE and Health F.5.1 Take turns x reinforcement x Developmentally appropriate toys x Daily data sheets
during activities x cueing x Snack time x Anecdotal records
PE and Health F.5.2 Help x prompting x Super Duper Publications x Teacher Made
others during activities. x repeated practice x Discovery Toys Checklists
PE and Health F.5.4 Play x modeling x Scholastic Books x STAR (ProEd)
cooperatively with others x
x errorless learning www.communicationsymbols.com
during activities. Summative:
x visual schedules x www.picsearch.com
PE and Health F.5.5 Treat x ISTAR
x www.icontalk.com
others with respect during x ABLLS
physical activities. x www.tinsnips.org
x www.do2learn.com x Video portfolio
PE and Health F.5.6 Resolve
x www.help4teachers.com/tips.htm x STAR (ProEd)
conflicts in socially acceptable
ways with adult support. x www.dodea.edu/instruction/curriculu
Ǧ ͳͲʹ
Primary
Social Skills
Health Standard 3
PE and Health F.3.2 Indicate Strategies:
enjoying activities. x Social Stories (Carol Gray) Formative:
PE and Health F.3.3 Express x 1:1 instruction x The Social Skills Picture x Teacher observation
both positive and negative x small group instruction Book (Jed Baker) (teacher-made
feelings. x reinforcement checklists)
x cueing x ISTAR
x repeated practice
x prompting Summative:
x peer modeling x ISTAR
x Circle Time
Health Standard 5
Students will demonstrate the ability to utilize interpersonal communication skills using student mode of
communication
Strategies:
PE and Health B.2.8 Appropriately x Social Stories Formative:
respond to other’s x 1:1 instruction x Photo Feelings Fun Deck x Teacher observation
expressions and actions x small group instruction (teacher-made
PE and Health B.3.14 Show pride x reinforcement checklists)
in physical/personal x cueing x ISTAR
accomplishments. x repeated practice
x Circle Time
Ǧ ͳͲ͵
Primary
Health Standard 6
Strategies:
PE and Health B.1.11 Show x My School Day Social Skill Formative:
understanding of cause and x 1:1 instruction Builder x Teacher observation
effect x small group instruction x Social Stories (Carol Gray) (teacher-made
and Health B.3.4 Combine discrete x reinforcement x Autism and PDD Social checklists)
skills through repetition and x cueing Skills Lessons x ISTAR
practice. x repeated practice x Survival Signs
PE and Health B.3.12 x prompting x Survival Signs Bingo Summative:
Demonstrates awareness of x peer modeling Game---PCI x ISTAR
rules for safety.
x community-based
instruction

Strategies:
PE K.5.2 Works cooperatively with x Turn –Taking by RJ Formative:
others students regardless of x 1:1 instruction Cooper x Teacher observation
personal differences. x small group instruction x Know the Code: Social (teacher-made
x reinforcement Skills Card Game checklists)
x cueing (Attainment Co, Inc ) x ISTAR
x repeated practice x Social Stories
x Circle Time
Ǧ ͳͲͶ
Primary

Strategies:
PE K.6.1 Demonstrates positive x Know the Code: Social Formative:
attitudes toward self and x 1:1 instruction Skills Card Game x Teacher observation
others through physical x small group instruction (Attainment Co, Inc ) (teacher-made
activity. x reinforcement checklists)
Example: Play cooperatively x cueing x ISTAR
with others. x repeated practice
PE K.6.2 Enjoy participation alone x prompting Summative:
and with others. x peer modeling x ISTAR
Example: Play without
interfering with others.
Ǧ ͳͲͷ
Intermediate
Social Skills
Health Standard 3
PE and Health F.3.1 Exhibit self- Formative:
confidence while participating x 1:1 instruction x Autism and PDD Social x Teacher observation
in activities. x small group instruction Skills Lesson Books (teacher made)
PE and Health F.3.3 Express x reinforcement (Home, School, x ISTAR
both positive and negative x cueing Community )
feelings appropriately. x repeated practice x Social Stories (Carol Summative:
Health K.3.2 Demonstrate how x prompting Gray) x ISTAR
to apply coping strategies x peer modeling x Early Childhood
when feeling anxious, upset, Skillstreaming
x Circle Time
angry, too excited, or out of x Photo Feelings Fun Deck
control. Example:
Demonstrates how to tell a
friend or trusted adult their
feelings when upset.
Health Standard 5
communication
Health K.5.3 Demonstrate Formative:
healthy ways to express x 1:1 instruction x Visual Cue Cards x Teacher observation
needs, wants, and feelings x small group instruction x Turn –Taking by RJ (teacher made)
including I messages and x reinforcement Cooper x ISTAR
assertive communication x cueing x Know the Code: Social
strategies. Example: x repeated practice Skills Card Game Summative:
Demonstrates how to ask for x prompting (Attainment Co, Inc) x ISTAR
Ǧ ͳͲ͸
Intermediate
help in a positive and polite x peer modeling x The Social Skills Picture
manner. x Circle Time Book (Jed Baker)
Health K.5.5 Demonstrate x Role -Play
attentive listening skills to
build and maintain healthy
relationships. Example:
Demonstrates how to not
interrupt or talk when
someone else is talking.
Health K.5.6 Demonstrate
appropriate refusal skills to
enhance health. Examples:
Demonstrates how to firmly
say no and tell a trusted adult
to avoid pressure to play with
matches.
Health Standard 6
PE and Health F.2.5 Identify Formative:
and solve problems through x 1:1 instruction x Community Skills game x Teacher observation
active explorations. x small group instruction (teacher made)
x reinforcement x ISTAR
x cueing
x repeated practice Summative:
x prompting x ISTAR
x peer modeling
x Circle Time

Ǧ ͳͲ͹
Intermediate
Strategies:
PE K.5.3 Follow simple x Community Skills Game Formative:
directions when first x 1:1 instruction x Turn –Taking by RJ x Teacher observation
directed. x small group instruction Cooper (teacher made)
Example: Respond to x reinforcement x (computer program) x ISTAR
teacher’s signals or verbal x cueing x Know the Code: Social
instructions. x repeated practice Skills Card Game Summative:
PE K.5.4 Follow the rules for x prompting (Attainment Co, Inc x ISTAR
simple games and activities. x peer modeling x The Social Skills Picture
Example: When playing a Book (Jed Baker)
x Circle Time
simple game, the child x Role -Play
follows the rules and
participates successfully with
the group.

Strategies:
PE K.6.3 Treat playmates with x Turn –Taking by RJ Formative:
respect. Example: Choose a x 1:1 instruction Cooper x Teacher observation
variety of partners without x small group instruction x Know the Code: Social (teacher made)
arguing. Offer support and/or x reinforcement Skills Card Game x ISTAR
assistance to classmates. x cueing (Attainment Co, Inc
PE K.6.4 Resolve conflicts in x repeated practice x The Social Skills Picture Summative:
socially accepted ways. x prompting Book (Jed Baker) x ISTAR
Example: Is able to decide x peer modeling x Role -Play
who goes first during play.
x Circle Time
Recognize appropriate
penalties for rules infractions.
Ǧ ͳͲͺ
Middle School
Social Skills
Health Standard 3
Strategies:
Health 1.3.2 Demonstrate how x The following materials and Formative:
to apply coping strategies x Peer and teacher resources have sections for all x Street Survival Skills
when feeling anxious, upset, modeling of the social skills standards Questionnaire (SSSQ)
angry, too excited, or out of x Errorless Teaching x Thinking, Feeling and x Teacher created
control. Example: x 1-on-1 instruction Behaving: An emotional assessments
Demonstrates the ability to x Small group Education Curriculum for x Observation with
identify angry feelings, calm x Reinforcement Children Grades 1-6, Ann anecdotal records
down, and use healthy x Cueing Vernon
strategies such as talking with x Prompting x The Tough Kid Social Skills Summative:
a friend or trusted adult and Book, Rhode, Jenson & x ISTAR
x Repeated practice
engaging in stress-releasing Reavis
x Modeling
activity to communicate and x Skillstreaming: The
cope with feelings of anger. Elementary School Child,
Health 1.3.3 Demonstrate ways McGinnis and Goldstein
to avoid and seek help in x The Incredible 5- Point Scale,
threatening situations. Buron and Curtis, AAPC
Example: Demonstrates how x Room 28: A social Lnaguage
to avoid fights with bullies by Program by LoGiudice and
saying no, walking away, and McConnell
telling a trusted adult. x That’s Life: Social Language
by McConnell and LoGiudice
Ǧ ͳͲͻ
Middle School
Health Standard 5
communication
Strategies:
Health K.5.2 Identify x Peer and teacher Formative:
characteristics needed to be a modeling x Social Skills Strategies: Street Survival Skills
responsible friend and family x Errorless Teaching Book A and B by Gajweski, Questionnaire (SSSQ)
member. Example: Describes x 1-on-1 instruction Hirn, Mayo x Teacher created
a responsible friend and x Small group assessments
family member as a person x Reinforcement x Social Skills Lessons and x Observation with
who helps, shares, and x Cueing Activities by Ruth Begun anecdotal records
listens. x Prompting x Games: A That’s Life Game:
Health K.5.4 Demonstrate ways What’s up? LoGiudice and Summative:
x Repeated practice
to communicate care, McConnell, Lingui Systems x ISTAR
x Modeling
consideration, and respect of x The Ungame: Kids version
self and others. Example: x The Nonverbal Language
Demonstrates how to express Kit, by LoGiudice and
concern for a friend or family Warner, Lingui Systems
member who has been hurt or x Life Skills Games by PCI:
has a problem. x All About You #4
Health 1.5.1 Distinguish between
x Behavior skills #8
verbal and nonverbal
x Social Skills #12
communication. Example:
Distinguishes between the x Recommended catalogs:
use of words and the use of x Lingui Systems
gestures, facial expressions, x Super Duper
and tone of voice to x PCI
communicate wants, needs, x Transition and Autism
and feelings. Library at TCEC
Health 1.5.3 Demonstrate
healthy ways to express x General Ed Health Class
needs, wants, and feelings
including I messages and
assertive communication
Ǧ ͳͳͲ
Middle School
strategies. Example:
Demonstrates how to say
what one wants in a positive
and polite manner.
attentive listening skills to
build and maintain healthy
relationships. Example:
Demonstrates attentive
listening skills by showing how
to pay attention, not interrupt,
and not talk when someone
else is talking.
Health 1.5.6 Demonstrate refusal
skills to enhance health.
Example: Demonstrates how
to say no, state a reason,
suggest an alternative, say no
again, walk away, and get
help to avoid pressure to use
a medicine without the help of
a trusted adult.
positive ways to resolve
conflicts. Example:
Demonstrates how to resolve
a conflict by showing how to
stay calm, work with an adult
to identify choices to resolve
the conflict, and agree on a
choice that is fair for both
persons.
Ǧ ͳͳͳ
Middle School
Health Standard 6
Strategies:
Health 5.6.1 Demonstrate the x Peer and teacher Formative: Street Survival Skills
ability to apply a decision- modeling Questionnaire (SSSQ)
making process to health x Errorless Teaching x Teacher created
issues and problems x 1-on-1 instruction assessments
individually and collaboratively. x Small group x Observation with
Example: Demonstrates the x Reinforcement anecdotal records
ability to work with others to x Cueing
identify choices, identify the x Prompting Summative:
consequences of each choice, x ISTAR
x Repeated practice
make the best choice, and
x Modeling
reflect on the results of the
choice when making decisions
to prevent recreational injuries.
Health K.6.2 Demonstrate the
ability to apply a decision-
making process to health
issues and problems.
Example: Demonstrates the
ability to identify healthy
choices when designing a
meal.
Health K.6.3 Demonstrate the
ability to set a short-term
personal health goal and
monitor progress toward its
achievement. Example:
Demonstrates the ability to set
a short-term personal goal to
brush one’s teeth twice a day
and use a chart to keep track
of their tooth brushing behavior
for one week.
Ǧ ͳͳʹ
Middle School

PE 1.5.1 Identify personal space x Peer and teacher Formative:
and maintains activities in own modeling x Street Survival Skills
space without interfering with x Errorless Teaching Questionnaire (SSSQ)
others spaces. x 1-on-1 instruction x Teacher created
Example: Participate in games x Small group assessments
and activities while avoiding x Reinforcement x Observation with
contact with others or with x Cueing anecdotal records
stationery (non-moving) x Prompting
objects. Summative:
x Repeated practice
PE 1.5.3 Follow rules and x ISTAR
x Modeling
directions for all activities.
Example: Participate in
activities such as Simon Says.
PE 2.6.4 Display cooperation with x Peer and teacher Formative:
others when resolving conflicts. modeling x Street Survival Skills
Example: Demonstrate positive x Errorless Teaching Questionnaire (SSSQ)
sportsmanship, encourage x 1-on-1 instruction x Teacher created
playmates, and do not dispute x Small group assessments
officials calls. x Reinforcement x Observation with
PE 3.6.3 Encourage classmates x Cueing anecdotal records
who demonstrate difficulty with x Prompting
a skill. Example: Shout Summative:
x Repeated practice
encouragement to a classmate x ISTAR
x Modeling
trying to reach their goal in the
one mile run.
Ǧ ͳͳ͵
High School
Social Skills
Level: High School (grade 9 to adulthood)
Health Standard 3
Strategies:
Health 4.3.1 Demonstrate how to apply x Social Skills Strategies - A Formative:
skills to manage stress. Example: x Direct Instruction social-emotional curriculum for x Anecdotal Records
Demonstrates the ability to identify x 1:1 Instruction adolescents (Available from x Teacher made
feelings and causes of stress and x Role Playing Autism Resource Library) checklists
identify and use strategies to handle x Social Stories x Be Cool – Coping with Difficult x Permanent product
stress such as play, talking with friends x Video Modeling People – Coping with Anger with rubric
or trusted adults, physical activity, x Small Group (Available from Transition
listening to music, and deep breathing. Discussion Library) Summative:
Health 6.3.2 Demonstrate strategies to x Circles Curriculum (Available x ISTAR
manage grief and anger. Example: from Transition Library) x Portfolio
Demonstrates the ability to identify x Stepping Stones: Life Skills
feelings associated with grief and for Career, Educational, and
identify and use strategies to deal with Personal Development –
grief such as talking with a friend or Stepping Stones to Better
trusted adult and doing or creating Health (Available from
something to honor the memory of the Transition Library)
pet or person that has died (e.g., x Life Skills Games #12 – Social
create a memory book) Skills
Health 9.3.3 Demonstrate ways to avoid, x (Available from Transition
reduce, and report threatening Library)
situations. Example: Demonstrates x Being With People (Video
ways to avoid, reduce, and report Series)
sexual assault.
x (Available from Transition
Library)
x Know the Code: Learn Social
Behaviors at School (Available
from Transition Library)
x People Smart: #1 Basic
Ǧ ͳͳͶ
High School
Friendship Skills
Library)
x Mind Your Manners (Video
Series) (Available from
Transition Library)
x www.lessonlocator.org
(Indiana Academic Standards
based lesson plans and
assessments)
Health Standard 5
communication
Strategies:
Health 1.5.2 Describe x Being with People – Formative:
characteristics needed to be a x Direct Instruction (Available from transition x Anecdotal Records
responsible friend and family member. x 1:1 Instruction library) x Teacher made
Example: Describes a responsible x Role Playing x Autism & PDD Social Skills checklists
friend and family member as a person x Social Stories Lessons by Linguisystems x Permanent product
who helps, shares, listens, and is kind x Video Modeling (Available from Autism with rubric
and polite. x Small Group Resource Library)
Health 4.5.6 Demonstrate refusal and Discussion x DVD Social Thinking across Summative:
negotiation skills to enhance health. the Home and School Day x ISTAR
Example: Demonstrates how to say (Available from Autism x Portfolio
no, give a reason or an excuse, Resource Library)
suggest another activity, use humor, x Be Cool – Coping with
say no again, and walk away to refuse Difficult People
pressure to engage in unsafe x (Available from Transition
behaviors that could lead to an injury Library)
or death (e.g., swimming without a x Social Skills Picture Books
lifeguard).
Ǧ ͳͳͷ
High School
Health 4.5.8 Demonstrate nonviolent By Jed Baker (Available

strategies to resolve conflicts. from Autism Resource
Example: Demonstrates how to Library)
resolve a conflict by showing how to x Circles Curriculum
stay calm and not make the conflict (Available from the
worse, assess risk of violence and Transition Library)
leave if a weapon is present, agree x Worksheets for Teaching
that there is a problem, listen to the Social Thinking and Related
other person, work with them to Skills by Michelle Garcia
identify choices to resolve the conflict, Winner (Available from
and compromise on a choice that is Autism Resource Library)
fair for both persons. x United Streaming Videos –
Health 5.5.4 Demonstrate ways to www.unitedstreaming.com
communicate care, consideration, and (requires subscription)
respect of self and others. Example: x Video Series – Joining In: A
Demonstrates how to show respect Program for Teaching Social
through the way they act, talk, and Skills (Available from Autism
touch. Demonstrates how to express Resource Library)
concern and offer help to a friend or x Mind Reading – Interactive
family member who is having a Guide to Emotions by the
problem. University of Cambridge
Health 5.5.7 Differentiate between (Available from Autism
negative and positive behaviors used Resource Library)
in conflict situations. Example: x Attainment’s Social
Identifies arguing and criticizing as Standards at School (Judy
negative behaviors and taking and Tom Kinney) (Available
responsibility for one’s actions as a from Transition Library)
positive behavior to resolve conflicts. x Effective Listening Skills:
Health 6.5.3 Demonstrate healthy ways Listening to What You Hear
to express needs, wants, and feelings (Video) (Available from
including I messages and assertive Transition Library)
communication strategies. Example:
Demonstrates how to use I messages
(Indiana Academic
to communicate anger.
Standards based lesson
Health 6.5.5 Demonstrate attentive
plans and assessments)
listening and other communication
skills to build and maintain healthy
Ǧ ͳͳ͸
High School
relationships. Examples:
Demonstrates attentive listening skills
by showing how to pay careful
attention to verbal and nonverbal
communication, listen to understand,
do not interrupt and provide verbal
feedback that reflects the speaker’s
verbal and nonverbal communication.
Demonstrates how to initiate and
sustain conversation with another
person by identifying themselves and
discussing experiences, interests, and
values that they have in common with
the other person.
Health 8.5.1 Demonstrate effective
verbal and nonverbal communication
skills to enhance health. Examples:
Demonstrates the ability to match
nonverbal communication with verbal
communication to express care and
concern for a friend or family member
who has a problem. Demonstrates the
ability to match verbal and nonverbal
assertive communication skills to avoid
or get away from threatening
situations.
Health Standard 6
Strategies:
Health 2.6.2 Demonstrate the ability to x Be Cool – Coping with Formative:
apply a decision-making process to x Direct Instruction Difficult People (Available x Anecdotal Records
problems. Example: Demonstrates the x 1:1 Instruction from Transition Library) x Teacher made
ability to think about choices, identify x Role Playing x United Streaming Videos checklists
what could happen as a result of each x Social Stories www.unitedstreaming.com x Permanent product
Ǧ ͳͳ͹
High School
choice, and make the best choice x Video Modeling (requires subscription) with rubric
when deciding what to do when they x Small Group x Worksheets for teaching
are angry with another person. Discussion Social Thinking and Related Summative:
Health 8.6.1 Demonstrate the ability to Skills by Michelle Garcia x ISTAR
apply a decision-making process to Winner (Available from x Portfolio
health issues and problems individually Autism Resource Library)
and collaboratively. Example: x Social Skills Strategies – A
Demonstrates the ability to identify Social Emotional Curriculum
choices, identify the consequences of for Adolescents (Available
each choice, make the best choice, from Autism Resource
and reflect on the results of the choice Library)
when making decisions related to x Preparing for Life by Jed
physical activity. Baker (Available from Autism
Health 8.6.3 Demonstrate the ability to Resource Library)
set goals that address personal x Stepping Stones to Making
strengths, needs, and risks. Example: Decisions and Setting Goals-
Demonstrates the ability to set short A Life Skills Workbook for
and long-term goals based on personal Career, Educational, and
strengths, needs, and values. Personal Development
(Available from Transition
Library)
(Indiana Academic Standards
based lesson plans and
assessments)

Strategies:
PE 1.5.6 Accept constructive criticism x Be Cool – Coping with Difficult Formative:
from teacher and classmates. x Direct Instruction People (Available from x Anecdotal Records
Example: When given constructive x 1:1 Instruction Transition Library) x Teacher made
criticism, student will give an example x Role Playing x Autism & PDD Social Skills checklists
of behavioral change to be made. x Social Stories Lessons by Linguisystems x Permanent product
PE 2.5. Follow teacher directives when x Video Modeling (Available from Autism with rubric
Ǧ ͳͳͺ
High School
first directed. Example: Respond to x Small Group Resource Library)

teacher’s directives, signals, and Discussion x DVD Social Thinking across Summative:
suggestions. the Home and School Day x ISTAR
PE 3.5.1 Demonstrate good (Available from Autism x Portfolio
sportsmanship in and out of class Resource Library)
activities. Example: Accept losses in x Social Skills Picture Books By
competition without whining or placing Jed Baker (Available from
blame. Autism Resource Library)
PE 3.5.2 Recognize and avoid unsafe x www.lessonlocator.org
practices and situations. Example: (Indiana Academic Standards
Adhere to rules of conduct. based lesson plans and
PE 3.5. Respect the rights of others. assessments)
Example: Share with those who have x www.unitedstreaming.com
not had a turn. (online streaming videos –
PE 4.5.2 Follow rules and safe practices requires a subscription)
in all class activities without being x Safety Smart Video Series
reminded. Example: Stop activity (Available from Transition
immediately upon signal from Library)
teacher.
PE 6.5.1 Participate in cooperative
activities in both a leadership and a
follower role. Example: Choose
partners for a cooperative activity who
they feel can work efficiently and
successfully together to reach a
group goal.
PE 6.5.2 Acknowledge and apply rules
to situations to ensure personal and
group safety. Example: Refrain from
using equipment until instructed to do
so by the teacher.
PE 9.5.1 Demonstrate safe and
appropriate use and care of
equipment and facilities.
Example: Anticipate potentially
dangerous situations related to
activity.
Ǧ ͳͳͻ
High School

Strategies:
PE 2.6.1 Demonstrate etiquette and x Be Cool – Coping with Difficult Formative:
concern toward others. x Direct Instruction People (available from x Anecdotal Records
Example: Encourage another to x 1:1 Instruction Transition Library) x Teacher made
attempt a task a second or third x Role Playing x www.lessonlocator.org checklists
time after an unsuccessful x Social Stories (Indiana Academic Standards x Permanent product
attempt. x Video Modeling based lesson plans and with rubric
PE 3.6.1 Demonstrate a tolerance for x Small Group assessments)
individual differences. Discussion x www.unitedstreaming.com Summative:
Example: Choose to participate (online streaming videos – x ISTAR
in an activity with someone from requires a subscription) x Portfolio
another country, race, or
culture.
PE 5.6.1 Demonstrate positive attitude
toward self and others through
physical activity. e.g.,
Demonstrate and admiration for
others by offering
congratulations as appropriate.
8.6.4 Resolve conflicts and accept
decisions or judgments in
socially accepted ways.
Example: Accept and respect
the decisions of authority
figures.
Ǧ ͳʹͲ
Focus of Motor Skills
Motor Skills based on the Indiana Academic Standards and indicators. Practice and mastery of specific
motor skills provide students the ability to physically navigate their worlds in order to:
x Support independence
x Access community resources
x Acquire and maintain vocational placement
x Participate in recreation and leisure activities
x Engage in social interaction

x Repeat movements
x Use reflexes
x Perform basic locomotive and non-locomotive skills
x Turn pages in a book
x Imitate and follow adult interactions
x Perform stability skills alone or with a partner

x Attempt novel gross/fine motor and sensory activities
x Participate in moderate to vigorous physical activity during and after school
x Apply movement concepts to specific movement situations
x Identify and solve problems through active explorations

x Perform basic rhythmic skills alone and with a partner
x Participate in lifetime activities during physical education and recess
x Manipulate objects at a basic level
x Identify and use a variety of relationships with objects
Middle (Grades 6-8)

x Perform motor skills in progression of head control, rolling, sitting, standing, walking, running and
climbing
x Demonstrate the ability to manipulate objects with greater accuracy
x Utilize implements combined with motor skills to perform specific skills
x Attempt more complex fine motor activities
High (Grades 9+)

x Combine different movement skills to form more complex skills
x Apply the concept of practice to improve skills in appropriate settings
x Demonstrate regular participation in health-related activities outside of class
x Describe the elements of a healthy lifestyle
Ǧ ͳʹʹ
Early Childhood
Motor Skills
Gross Motor Skills
Strategies:
B.1.1 Explore objects, people, x Developmentally appropriate Formative:
and things by kicking, x Errorless teaching toys/manipulatives x ISTAR
reaching, grasping, and x 1-on-1 instruction x Snack foods x Daily data sheets
pulling. Demonstrates x small group x Songs (Jan Kitson, Raffi, Hap x Anecdotal records
reaching skills; x reinforcement Palmer) x Teacher Made
Demonstrates grasping x cueing x Finger-plays Checklists
skills x prompting x Balls x Physical Therapy
B.1.5 Repeats a movement x repeated practice x Playground equipment notes
like a clap x x ABLLS
x modeling Balls
B.1.10 Imitate, follow, and x STAR (ProEd)
x Tunnel
enjoy adult interactions
x Play tent/house
during games (e.g., peek-a- Summative:
boo, pat-a-cake, moving to x Mats
x Hoop x Video portfolio
music/ dancing). Claps or
x Parachute x Digital pictures
moves to a beat
B.2.1 Use reflexes such as x Occupational/Physical therapy x ISTAR
searching for something to x 6 in 1 play center x ABLLS
suck, turning head to avoid x Main Street Playhouse x STAR (ProEd)
obstruction of breath, and x Tiger Hunt
grasping an object. x Bear Hunt
Controls head purposefully x Follow the Leader
B.2.3 Wiggle, bounce and x Children’s bats, golf clubs
kick. Kicks objects x Learn to Move, Move to Learn:
B.3.1 Perform motor skills in Dinosaurs (DVD and book)
progression of head (Autism Resource Center)
control, rolling, sitting, x Super Duper Publications
standing, walking, running, x Discovery Toys
climbing. Demonstrates x Creative Playthings
movement in a prone
position; Demonstrates
x www.picsearch.com
Ǧ ͳʹ͵
Early Childhood
movement in a supine x www.icontalk.com

position; Demonstrates x www.tinsnips.org
stability and balance in an x www.do2learn.com
upright position; x www.help4teachers.com/tips.htm
Demonstrates movement in x www.dodea.edu/instruction/curric
a an upright position; ulum/special_ed/index.htm
Crawls and creeps; Knee
walks; Walks at an
appropriate pace; Walks
greater than 50 feet easily
and with adequate speed;
Walks with good posture;
Runs; Climbs up and slides
down the slide
F.1.1 Perform locomotor and
non-locomotor skills at a
basic level (e.g., marching,
walking, running, hopping,
kicking, crawling, jumping
forward with feet together,
sliding, stretching, climbing,
and walking in a line one
behind the other). Kicks
objects; Bounces on feet in
attempt to jump; Jumps up
with both feet clearing the
floor
F.1.2 Perform stability skills
alone and/or with a partner.
(e.g., transferring weight so
as to rock, roll, stand on
one foot for six seconds
and walk up and down
steps with alternating feet,
tumbling skill of
somersaults and log rolls,
and walking on a balance
Ǧ ͳʹͶ
Early Childhood
beam forward and

backward). Rolls; Side
steps around barriers;
Walks while carrying an
object
F.1.3 Manipulate objects by
throwing, catching large
balls with two hands,
striking, swinging, and
pulling at a basic level.
(e.g., throws an object at a
target with an overhand
motion and trunk rotation,
throws something upward
and catches it, and jumps
over a stationary object).
Releases objects; Catches
objects; Throws/propels
objects; Strikes objects
Fine Motor Skills

Strategies:
B.1.1 Explore objects, people, x Developmentally appropriate Formative:
and things by kicking, x Errorless teaching toys/manipulatives x ISTAR
reaching, grasping, and x 1-on-1 instruction x Snack foods x ABLLS
pulling. Grasps small x small group x Play musical instruments x Daily data sheets
objects independently; x reinforcement x Songs x Anecdotal records
Uses whole hand to grasp x cueing x Finger-plays x Teacher Made
eating/writing utensils x prompting x Tunnel Checklists
B.2.10 Turn pages in a book. x repeated practice x Hula-hoops x Physical Therapy
B.2.12 Scribble with crayons notes
x modeling x “obstacle course”
or markers. Uses crayons, x STAR (ProEd)
x puzzles
markers, pencils with
assistance x shape-sorter
x Giant Pegboard (Disc. Toys) Summative:
F.1.4 Perform basic
x Books x ISTAR
rhythmical skills alone
Ǧ ͳʹͷ
Early Childhood
and/or with a partner. (e.g., x markers, crayons, pencils x ABLLS

the child marches and x eating utensils x Video portfolio
dances to music or x balls x Digital pictures
rhythmical sounds in free x interactive CDs x STAR (ProEd)
form or with simple adult x Head, Shoulders, Knees, and Toes
directions). Uses both CD
hands to perform motions x Main Street Playhouse
to songs x Obstacle course
F.2.1 Identify and use a
x Glue, glue stick
variety of spatial
relationships with objects x Nesting cups
(e.g., the child will move x Measure up cups (Disc. Toys)
self and/or an object over, x Curiosity Cubes (Disc. Toys)
under, beside, and through x Hide Inside Surprise (Disc. Toys)
as directed by an adult). x www.communicationsymbols.com
Isolates one or two fingers x www.picsearch.com
F.2.2 Apply movement x www.icontalk.com
concepts to specific x www.tinsnips.org
movement situations (e.g., x www.do2learn.com
bend knees to soften the x www.help4teachers.com/tips.htm
landing and avoid obstacles x www.dodea.edu/instruction/curricul
in the path). Uses glue/glue um/special_ed/index.htm
stick with assistance
F.2.5 Identify and solve
problems through active
explorations. Places
shapes in a shape
sorter/form board;
Completes inset puzzles of
3 pieces
Ǧ ͳʹ͸
Primary
Motor Skills
Gross Motor Skills
F.1.2 Perform stability skills Strategies:
alone and/or with a partner. x Music and Movement Formative:
(e.g., transferring weight so x Community-based CD’s (Greg and Steve, x Anecdotal records
as to rock, roll, stand on instruction Jim Gill, Bean Bag x Permanent product
one foot for six seconds x 1:1 instruction Games) x Teacher observation
and walk up and down x Small group instruction x Parachute (teacher-made checklists)
steps with alternating feet, x Reinforcement x Low Balance Beam x ISTAR
tumbling skill of x Cueing x Bean Bags
somersaults and log rolls, x Repeated practice Summative:
and walking on a balance x Prompting x ISTAR
beam forward and
x Peer modeling
backward). Walks
backwards; Walks up and
down various surfaces;
Navigates stair steps
F.3.5 Attempt novel gross/fine
motor and sensory activities
(e.g., running, hopping,
jumping, marching,
throwing, catching,
swinging). Swings, sways,
bends, stretches and twists
body; Jumps over line;
Demonstrates movement
skills that involve crossing
the mid-line of the body
K.3.1 Participate in moderate
to vigorous physical activity
during and after school.
Example: Participate fully in
physical education class
Ǧ ͳʹ͹
Primary
activities, and in un-

structured play with friends,
family, or through organized
movement experiences for
young children.
Fine Motor Skills

B.1.1 Explore objects, people, Strategies:
and things by kicking, x Fine motor manipulatives Formative:
reaching, grasping, and x Community-based x Scissors x Anecdotal records
pulling. Uses thumb and instruction x Paper x Permanent product
two or more fingers to x 1:1 instruction x Pencils/writing utensils x Teacher observation
grasp eating utensils; Uses x Small group instruction x puzzles (teacher-made checklists)
thumb and two or more x Reinforcement x ISTAR
fingers to grasp writing x Cueing
utensils; Strings beads; x Repeated practice Summative:
Manipulates dough/clay x Prompting x ISTAR
F.2.2 Apply movement
x Peer modeling
concepts to specific
movement situations (e.g.,
bend knees to soften the
landing and avoid obstacles
in the path). Uses crayons,
markers, pencils
independently; Uses
dough/clay tools; Uses
scissors
F.2.5 Identify and solve
problems through active
explorations. Completes
and interlocking puzzle of 8
or more pieces
Ǧ ͳʹͺ
Intermediate
Motor Skills
Gross Motor Skills
Strategies:
K.1.1 Perform locomotor x Music and Movement Formative:
(traveling actions) and non- x Community Based CD’s (Greg and Steve, x Teacher observations
locomotor (movement in Instruction Jim Gill, Bean Bag x Teacher made checklists
place) skills at a beginning x teaching games) x ISTAR
level. x small groups x Parachute
Example: Walk, run, hop, x re-inforcers x low balance beam Summative:
jump, skip, leap, gallop, slide, x cueing x bean bags x ISTAR
swing, sway, bend, stretch, x repeated practice
and twist with variation in x prompting (These are for all indicators)
speed, direction, force, shape,
x peer modeling
and level in general and
personal space. Swings
independently; Uses the
seesaw with a partner; Climbs
on playground equipment
K.1.3 Manipulate objects (throw,
catch, strike, swing, push, pull)
at a basic level.
Example: Throws an object
with an overhand/underhand
motion using various speeds,
levels, and directions. Jumps
rope. Catches objects; Kicks
objects
K.1.4 Perform basic rhythmic
skills alone and with a partner.
Example: Perform exercises
or simple dances to music or
to teacher/student produced
rhythmical sounds. Physically
Ǧ ͳʹͻ
Intermediate
imitates the rhythmic

movements of others
1.3.1 Participate in lifetime
activities during physical
education and recess.
Example: Participate in a
twenty minute fitness walk
(fast walk) during physical
education class.
2.2.1 Identify and uses a variety
of relationships with objects
(e.g. over/under, behind,
alongside, through).
simple obstacle course
involving jumping across
objects, moving under a bar,
stepping through tires, etc.
Completes obstacle course
x Follows repetitive
patterns of movements (This
statement was in the original
draft; was not identified with a
current number)
Fine Motor Skills

F.1.3 Manipulate objects by Formative:
throwing, catching large balls x Community Based x Teacher observations
with two hands, striking, Instruction x Teacher made checklists
swinging, and pulling at a x teaching x ISTAR
basic level. (e.g., throws an x small groups
object at a target with an x re-inforcers Summative:
overhand motion and trunk x cueing x ISTAR
rotation, throws something
Ǧ ͳ͵Ͳ
Intermediate
upward and catches it, and x repeated practice

jumps over a stationary x prompting
object). Uses thumb and first x peer modeling
two fingers to grasp eating
utensils; Uses thumb and first
two fingers to grasp writing
utensils
F.2.2 Apply movement concepts
to specific movement
situations (e.g., bend knees to
soften the landing and avoid
obstacles in the path). Uses
glue/glue stick
F.3.5 Attempt novel gross/fine
motor and sensory activities
(e.g., running, hopping,
jumping, marching, throwing,
catching, swinging). Folds
and tears paper
Ǧ ͳ͵ͳ
Middle School
Motor Skills
Gross Motor Skills
Strategies: These are for all indicators.
B.3.1 Perform motor skills in Formative:
progression of head control, x Peer and teacher modeling x Participation in Physical x Teacher created
rolling, sitting, standing, x Errorless Teaching Education classes checklists
walking, running, climbing. x 1-on-1 instruction x Music and movement CD’s x Documented observation
Performs the log roll x Small group x Music classes by teacher
1.1.3 Manipulate a variety of x Reinforcement x Balls, bats, Jump rope
objects (throw, catch, strike, x Cueing x Life of the Party (dance Summative:
kick) while moving or x Prompting video) x ISTAR
standing still, using x Dance Dance Revolution
x Repeated practice
variations in force/effort. (DDR)
x Modeling
Example: Attempt throwing x Stretch and Exercise
at various speeds, distances, routines
and at targets. Catches
medium sized objects in
activities like Hot Potato.
2.1.3 Demonstrate the ability to
manipulate (throw, catch,
strike, swing, push, pull)
objects.
Example: Jump a self-twirled
rope. Attempts to jump rope
2.1.4 Demonstrate the ability to
perform basic rhythmic skills
alone and with a partner.
jumping rope to music,
coordinating the speed of the
jump with the tempo (rate or
speed) of the music.
Performs simple dances to
Ǧ ͳ͵ʹ
Middle School
music or rhythmic sounds;

Dances/sways/taps
toes/jumps/hops to music,
alone or with others
3.1.3 Utilize implements (bat,

ball, racquet) combined with
motor skills (movement
skills) to perform specific
skills.
Example: Using a size
appropriate bat, strike a ball
that is thrown by a partner.
3.4.6 Participate in activities
that enhance health related
(healthy lifestyle) fitness on a
regular basis.
Example: Stretch lower back
and hamstrings (muscles on
the back of the thigh) for 60
seconds per day.
Fine Motor Skills

F.3.5 Attempt novel gross/fine Strategies:
motor and sensory activities x Various locks and Formative:
(e.g., running, hopping, containers x Teacher created
jumping, marching, throwing, x Paper clips, keys checklists
catching, swinging). Turns x For fine motor x Documented
keys, knobs and lids; Puts strengthening: observation by teacher
paperclips on paper x Perla beads
x Beads ¼”, ½” Summative:
x Thera putty x ISTAR
x Clothes pins
x Pegs(small keyhole)
Ǧ ͳ͵͵
High School
Motor Skills
Gross Motor Skills
Strategies:
2.1.1 Demonstrate the ability x Exercise Videos Formative:
to perform locomotor x Repeated practice x Gen. Ed. P.E. curriculum x anecdotal records
(traveling actions) and x Direct Instruction x Music x teacher checklists
non-locomotor (movement x 1:1 instruction x Sports/Exercise Equipment x permanent product with
in place) skills proficiently. x Video Modeling x Exercise Log rubric
Example: Run, walk, and x Enrollment in P.E. x Food/Nutrition curriculum
skip to music. When Courses (APE and Gen. x www.americanheart.org Summative:
music stops they swing, Ed. P.E.) American Heart Association x ISTAR
sway, bend, reach without x Encourage Website x Portfolio
moving from their spot. extracurricular activities x www.mypyramid.gov Food
Runs, walks, swings, such as Special Olympics Pyramid Website
sways, bends, and x Small Group Instruction x Picture Choice Boards
reaches to music
3.1.2 Combine different x www.lessonlocator.org (Indiana
movement skills to form Academic Standards based
more complex skills. lesson plans and assessments)
Example: Dribble a x www.unitedstreaming.com
soccer ball while running (online streaming videos –
at different speeds and requires a subscription)
using the inside and
outside of the feet.
Dribbles ball
4.2.2 Apply the concept of
practice to improve skills
in appropriate settings.
Example: Using chest
pass with a basketball,
pass ball to a target
successfully 10 times.
4.3.2 Demonstrate regular
Ǧ ͳ͵Ͷ
High School
participation in health-
related (healthy lifestyle)
activities outside of class.
youth league soccer three
afternoons a week.
4.3.3 Identify those activities
that are considered to be
lifetime activities.
Example: List activities
such as swimming, golf,
hiking and jogging.
5.1.2 Demonstrate the ability
to manipulate (throw,
catch, strike, swing, push,
pull) objects with the skills
necessary to participate in
games and lead-up
(preparing for sports)
activities.
Example: Engage in
simple games requiring
manipulative skills.
6.3.3 Describe the elements
of a healthy lifestyle.
Example: List the benefits
of leading an active life.
7.3.1 Select and participate
in activities that will build
their repertoire of lifetime
activities.
primarily individual sports
activities.
8.3.1 Choose health
enhancing activities for
leisure time.
Ǧ ͳ͵ͷ
High School
tennis match rather than
playing video games.
Fine Motor Skills

Strategies:
F.1.3 Manipulate objects by x Sports Equipment Formative:
throwing, catching large x Repeated Practice x Assorted Tools x anecdotal records
balls with two hands, x 1:1 instruction x www.lessonlocator.org (Indiana x teacher checklists
striking, swinging, and x Direct Instruction Academic Standards based x permanent product with
pulling at a basic level. x Small Group Instruction lesson plans and assessments) rubric
(e.g., throws an object at x Video Modeling x www.unitedstreaming.com
a target with an overhand (online streaming videos – Summative:
motion and trunk rotation, requires a subscription) x ISTAR
throws something upward x Portfolio
and catches it, and jumps
over a stationary object).
Grasps tools
Ǧ ͳ͵͸
Focus of Functional Self-Help Skills
Students participating in the Standards- Based Life Skills Curriculum will acquire and demonstrate specific
Functional Self-Help Skills based on the Indiana Standards Tool for Alternate Reporting (ISTAR) and
indicators in the areas of:
x Personal Care
x Independent Living skills
x Health Management
x Use of Common Tools and Devices
x Money Management
x Safety Practices
x Community Access

x Attempt to feed self with spoon
x Assist with dressing
x Cooperates with washing
x Cooperate with toileting
x Give first name
x Clean up own space
x Use toys appropriately
x With assistance practice safety drill procedures
x Remain seated during travel

x Feed self with fork
x Undress and dress self
x Wash hands, nose and brush teeth
x Toilet self
x Give name, age and gender upon request
x Attempt to pour and stir
x Wipe tables
x Identify helping professions
x Participate in physical activities
x Use simple items and tools
x Begin to understand the use of money
x Demonstrate safety
x Use the school library with help
Ǧ ͳ͵ͺ
x Eat and drink independently
x Undress and dress self, including buttons and fasteners
x Wash hands, nose and brush teeth completely
x Toilet self
x Give some personal information
x Prepare to cook
x Complete simple household chores
x Use simple common tools independently, such as paper punch
x Exchange money
x Use community library

x Use a knife
x Button and fasten independently
x Brush/comb hair
x Take care of gender specific needs for females
x Give more personal information
x Prepare to cook simple meals
x Complete household chores
x Participate in age appropriate physical activities
x Use simple items appropriately
x Demonstrate how to place emergency numbers
x Grocery shop
x Count coins
x Use next dollar strategy
x Use community library and post office

x Use clothing with fasteners and belt
x Demonstrate complete care for self
x Take care of gender specific needs for males
x Give complete personal information
x Prepare meal
x Perform more complicated household chores
x Develop lifelong leisure activities
x Make Dr. calls
x Use simple devices
x Manage money independently
x Demonstrate stranger and community safety
x Use public transportation
x Manage living options
Ǧ ͳ͵ͻ
Early Childhood
Functional Self-Help Skills

Personal Care Skills
Eating… Strategies x Adapted eating tools/spoons Formative:
x Demonstrates swallowing x Errorless learning x Scoop bowls x ISTAR
x Reaches for an picks up cup x 1-0n-1 instruction x Finger foods x ABLLS
x Returns cup to table x small group x Snack foods x Daily data sheets
x Manipulates food in mouth x reinforcement x Placement templates x Teacher made
properly x cueing x www.communicationsymbols.co checklists
x Feeds self with fingers x prompting m x Anecdotal records
x Uses whole hand to grasp x repeated practice x www.picsearch.com x Occupational
eating utensils x modeling x www.icontalk.com Therapy notes
x Feeds self with spoon x task analysis x www.tinsnips.org x STAR (ProEd)
x www.do2learn.com
x www.help4teachers.com/tips.htm Summative:
x www.dodea.edu/instruction/curric x ISTAR
ulum/special_ed/index.htm x ABLLS
x Video Portfolio
x STAR (ProEd)
Dressing… x Errorless learning x Student clothing Formative:
x Removes shoes x 1-0n-1 instruction x Seasonal clothing x ISTAR
x Removes socks x small group x Dress-Me-Up Mickey Mouse x ABLLS
x Takes off front opening x reinforcement x Dolls & clothing x Daily data sheets
garments x cueing x BoardMaker x Checklists
x Assists in the removal o f x prompting x Picture This x Anecdotal records
pants/shorts by pulling legs out x repeated practice x Fastener boards/boxes x Occupational
of garment x modeling x Discovery Chest (Disc. Toys) Therapy notes
x Takes off coat, jacket, hat, x Fire Hose Set (Disc. Toys) x STAR (ProEd)
mitten or gloves x www.communicationsymbols.co Summative:
x Pushes leg in to pants/shorts m x ISTAR
x Unzips x www.picsearch.com x ABLLS
x Unties x www.icontalk.com x Video Portfolio
x Zip engaged zipper x www.tinsnips.org x STAR (ProEd)
Ǧ ͳͶͲ
Early Childhood
x www.do2learn.com
Hygiene... x Errorless learning x Songs Formative:
x Cooperates in washing and x 1-0n-1 instruction x Picture schedule x ISTAR
drying face x small group x BoardMaker x ABLLS
x Cooperates in washing and x reinforcement x Picture This x Daily data sheets
drying hands x cueing x Monkey Mouth (Disc. Toys) x Teacher made
x Allows nose to be wiped x prompting x Sink checklists
x Cooperates with brushing teeth x repeated practice x Tissues x Anecdotal records
x modeling x Tooth brush x Occupational
x Picture sequence Therapy notes
x Potty seats x STAR (ProEd)
x www.picsearch.com Summative:
x www.icontalk.com x ISTAR
x www.tinsnips.org x ABLLS
x www.do2learn.com x Video Portfolio
Toileting… x Errorless learning x Books: Once Upon A Potty, Formative:
x Cooperates with being placed x 1-0n-1 instruction Everybody Poops x ISTAR
on toilet x small group x BoardMaker x ABLLS
x Toilets on a scheduled time x reinforcement x Picture This x Daily data sheets
with prompt x cueing x Songs x Teacher made
x Flushes toilet x prompting x Toileting video checklists
x repeated practice x Social stories x Anecdotal records
x modeling x Potty seats x Occupational
x www.communicationsymbols.co Therapy notes
m x STAR (ProEd)
x www.picsearch.com
x ABLLS
Ǧ ͳͶͳ
Early Childhood
x www.do2learn.com x Video Portfolio

Independent Living Skills

Strategies:
Personal information… x Assistive devices Formative:
x Gives [first] name upon x Errorless learning x Nametags/cards x ISTAR
request x 1-0n-1 instruction x Digital pictures x ABLLS
x small group x Songs x Daily data sheets
x reinforcement x Games x Teacher made
x cueing x www.communicationsymbols.com checklists
x prompting x www.picsearch.com x Anecdotal records
x repeated practice x www.icontalk.com x Occupational
x modeling x www.tinsnips.org Therapy notes
x www.do2learn.com x STAR (ProEd)
x www.dodea.edu/instruction/curric Summative:
ulum/special_ed/index.htm x ISTAR
x ABLLS
x Video Portfolio
x STAR (ProEd)
Household chores… x Errorless learning x Task picture schedule Formative:

x Turns faucets off and on with x 1-0n-1 instruction x Snack mats, utensils x ISTAR
prompting x small group x Toys x ABLLS
x Follows procedures to clean x reinforcement x Manipulatives x Daily data sheets
up space x cueing x Visual sequence x Teacher made
x prompting x www.communicationsymbols.com checklists
x repeated practice x www.picsearch.com x Anecdotal records
x modeling x www.icontalk.com x Occupational
x www.tinsnips.org Therapy notes
Ǧ ͳͶʹ
Early Childhood

x ABLLS
x Video Portfolio
x STAR (ProEd)
Use of Common Tools and Devices

Strategies:
x Transfers materials with a x Developmentally Appropriate Formative:
spoon x Errorless teaching toys/games x ISTAR
x Uses simple toys appropriately x 1-on-1 instruction x Sand/rice table x ABLLS
x small group x Snack foods x Daily data sheets
x reinforcement x Cooking activities x Teacher made
x cueing x Utensils checklists
x prompting x Play dough x Anecdotal records
x repeated practice x Book: Teaching Play Skills x Occupational
x modeling x www.communicationsymbols.co Therapy notes
x integrated play groups m x STAR (ProEd)
x www.picsearch.com
x www.help4teachers.com/tips.htm x Video Portfolio
x www.dodea.edu/instruction/curric x STAR (ProEd
Safety Practices
x Practices storm drill Strategies: x Task picture sequence Formative:
procedures with x Reinforcement x Social story x ISTAR
assistance x Cueing x Videotaping x ABLLS
x Prompting x Picture schedule x Daily data sheets
x Repeated practice x www.communicationsymbols.co x Teacher made
Ǧ ͳͶ͵
Early Childhood
x modeling m checklists
x www.picsearch.com x Anecdotal records
x www.icontalk.com x Occupational
x www.tinsnips.org Therapy notes
x ABLLS
x Video Portfolio
x STAR (ProEd)
Community Access
Transportation… Strategies: x Social story Formative:
x Remains seated during x Reinforcement x Videotaping x ISTAR
travel x Cueing x Picture schedule x ABLLS
x Prompting x Book: Going to School x Daily data sheets
x Repeated practice x www.communicationsymbols.co x Teacher made
x Modeling m checklists
x Cartooning x www.picsearch.com x Anecdotal records
x Social stories x www.icontalk.com x Occupational
x Video self-modeling x www.tinsnips.org Therapy notes
x ABLLS
x Video Portfolio
x STAR (ProEd)
Ǧ ͳͶͶ
Primary

Strategies:
Eating… x 1:1 instruction x utensils Formative:
x Drinks from a straw x small group instruction x cafeteria x Teacher
x Returns cup to table x reinforcement x community restaurants observation
without spilling x cueing x kitchen (teacher-made
x Uses thumb and two or x prompting x classroom jobs checklists)
more fingers to grasp x repeated practice x ISTAR
eating utensils x community based x task analysis
x Feeds self with form instruction
x Opens milk cartons x shaping Summative:
x Carries tray or plate x picture prompting system x ISTAR
without assistance x visual supports x task analysis
x Follows procedure to clean
up space after eating
Dressing… x 1:1 instruction x clothing Formative:
x Takes off pullover/front x small group instruction x dressing vests x Teacher
opening garments x reinforcement x Dressing dolls observation
x Removes pants/shorts x cueing x OT dressing cube (teacher-made
without fasteners x prompting checklists)
x Puts on socks x repeated practice x ISTAR
x Puts on shoes x community based x task analysis
x Puts on t-shirt, dress, or instruction
sweater with no fasteners x backward chaining Summative:
x Pts on pants/shorts with x visual supports x ISTAR
elastic waist x task analysis
x Puts on coat or jacket
x Puts on mittens
x Unfastens snaps
Ǧ ͳͶͷ
Primary
Hygiene... x 1:1 instruction x toothbrush & toothpaste Formative:

x Recognizes when face and x small group instruction x tissue x Teacher
hands are messy x reinforcement observation
x Washes hands completely x cueing (teacher-made
x Acknowledges the need to x prompting checklists)
wipe nose x repeated practice x ISTAR
x Blows nose into held tissue x visual supports x task analysis
x Prepares toothbrush with Summative:
toothpaste x ISTAR
x Holds toothbrush to teeth x task analysis
Toileting… x 1:1 instruction x scheduling chart Formative:
x Toilets self at scheduled x small group instruction x bathroom x Teacher
times x reinforcement x social stories observation
x Gets toilet paper x cueing x training toilet paper (teacher-made
x Washes hands after x prompting x toilet targets checklists)
toileting x repeated practice x ISTAR
x Closes bathroom door x visual supports x task analysis
when using bathroom
Summative:
x ISTAR
x task analysis

Strategies:
Personal information… x 1:1 instruction x sentence strips Formative:
x Gives last name upon x small group instruction x toy telephone x Teacher observation
request x reinforcement x wallet with personal (teacher-made
x Gives age upon request x cueing information checklists)
x Gives gender upon x prompting x ISTAR
request x repeated practice
x modeling Summative:
x Community based x -STAR
instruction
x role playing
Ǧ ͳͶ͸
Primary
Food preparation… x 1:1 instruction x adapted recipes Formative:

x Attempts pouring and x small group instruction x Cooking to Learn (PCI) x Teacher observation
stirring ingredients x reinforcement x adapted utensils (teacher-made
x cueing x powerlink (for switches) checklists)
x prompting x kitchenware x ISTAR
x repeated practice
x visual supports Summative:
x ISTAR
Household chores… x 1:1 instruction x cleaning materials Formative:
x Turns faucets off and on x small group instruction x classroom jobs x Teacher observation
x Wipes tables x reinforcement (teacher-made
x cueing checklists)
x prompting x ISTAR
x repeated practice x task analysis
x picture/auditory prompting
systems Summative:
x visual supports x ISTAR
x task analysis
Health Management Skills

x Identifies helping Strategies: x community helper Formative:
professionals in the x 1:1 instruction flashcards x Teacher observation
medical field x small group instruction x Edmark safety (teacher-made
x Actively participates in x reinforcement cards/workbooks checklists)
class activities x cueing x social stories x ISTAR
x Participates in a variety x prompting
of age- developmentally x repeated practice Summative:
appropriate physical x community based x ISTAR
activities instruction x task analysis
Ǧ ͳͶ͹
Primary

x Uses simple items x 1:1 instruction Play dough tools Formative:

appropriately [e.g., x small group instruction play kitchen x Teacher observation
scissors, stapler] x reinforcement classroom jobs (teacher-made
x Uses a rolling pin to x cueing checklists)
flatten material x prompting x ISTAR
x Uses a hammer to x repeated practice Summative:
pound in objects x ISTAR
x Uses utensils to eat
Money Management
Strategies:
x Recognizes that money x token economy Formative:
is exchanged for wants x 1:1 instruction x cash register x Teacher observation
and needs x small group instruction (teacher-made
x reinforcement checklists)
x cueing x ISTAR
x prompting
x community based x ISTAR
instruction
x role playing/pretend play
Ǧ ͳͶͺ
Primary
Safety Practices
x Demonstrates Strategies: x Safety signs Formative:
appropriate use of x 1:1 instruction x social stories x Teacher observation
playground equipment x small group instruction (teacher-made
x Turns on lights when in x reinforcement checklists)
the dark x cueing x ISTAR
x Recognizes and x prompting
responds to emergency x visual supports Summative:
alarms x community based x ISTAR
x Locates EXIT signs instruction
x repeated practice
Community Access
Transportation… Strategies: Resources: Formative:
x Utilizes a seatbelt x Teacher observation
x 1:1 instruction (teacher-made
x small group instruction checklists)
x reinforcement x ISTAR
x cueing
x repeated practice x ISTAR
x community-based
instruction
Utilizes community resources… x 1:1 instruction x cue cards Formative:
x Asks for assistance from x small group instruction x Teacher observation
the school librarian x reinforcement (teacher-made
x Finds books in the school x cueing checklists)
library x prompting x ISTAR
x Checks out school library x repeated practice
material Summative:
x ISTAR
Ǧ ͳͶͻ
Intermediate

Eating… x 1:1 instruction x utensils Formative:

x Gets drink from faucet x small group instruction x cafeteria x ISTAR
x Uses thumb and first two x reinforcement x community restaurants x Teacher observations
fingers to grasp eating x cueing x kitchen x Teacher made checklists
utensils x prompting
x Spreads with knife x repeated practice Summative:
x Opens plastic wrappers x community based instruction x ISTAR
and containers x shaping
x picture prompting system
x visual supports
Dressing…
x 1:1 instruction x clothing Formative:
x Takes off pullover/front x small group instruction x dressing vests x ISTAR
opening garments x reinforcement x Dressing dolls x Teacher observations
x Removes pants/shorts x cueing x OT dressing cube x Teacher made checklists
with fasteners x prompting
x Puts shoes on correct feet x repeated practice Summative:
x Puts on pants/shorts x community based instruction x ISTAR
including fastening x shaping
x Gets clothes right-side x picture prompting system
out, front and back correct x visual supports
x Unfastens buttons
x Fastens snaps
Hygiene... x 1:1 instruction Formative:
x small group instruction x toothbrush & toothpaste x ISTAR
x Dries hands completely x reinforcement x tissue x Teacher observations
x Brushes all surfaces of x cueing x Teacher made checklists
teeth x prompting Summative:
x Rinses out mouth x repeated practice x ISTAR
Ǧ ͳͷͲ
Intermediate
x communitybased instruction
x shaping
x visual supports
Toileting… x 1:1 instruction x safety signs and symbols Formative:
x small group instruction x scheduling chart x ISTAR
x Urinates in toilet x reinforcement x social stories x Teacher observations
x Voids bowels in toilet x cueing x training toilet paper x Teacher made checklists
x Wipes self x prompting x toilet targets
x Locates and uses gender x repeated practice Summative:
appropriate bathroom x community based instruction x ISTAR
x shaping
x visual supports

x Personal information… Strategies: Resources:
x Gives home phone number Formative:
[including area code] upon x 1:1 instruction x sentence strips x ISTAR
request x small group instruction x toy telephone x Teacher observations
x Gives complete birthday x reinforcement x wallet with personal x Teacher made
upon request x cueing information checklists
x Gives home city x prompting x Fanny pack
x Gives home state x repeated practice Summative:
x Gives school name x community based x ISTAR
instruction
x shaping
x picture prompting
system
x visual supports
Food preparation… x 1:1 instruction Formative:
x small group instruction x adapted recipes x ISTAR
x Gathers needed food and x reinforcement x Cooking to Learn (PCI) x Teacher observations
equipment x cueing x adapted utensils x Teacher made
Ǧ ͳͷͳ
Intermediate
x Washes hands before x prompting x powerlink (to adapt checklists

handling food x repeated practice appliances w/switch) Summative:
x Pours and stirs ingredients x community based x kitchenware x ISTAR
x Opens simple packages, instruction x classroom jobs
plastic wrappers and x shaping
containers x picture prompting
system
x visual supports
Household chores… x 1:1 instruction x classroom jobs Formative:
x small group instruction x social stories x ISTAR
x Sets table x reinforcement x imaginative play x Teacher observations
x Clears table x cueing x personal checklists x Teacher made
x Rinses dirty dishes x prompting x picture schedules checklists
x Hangs clothes on hook x repeated practice x labels
x Purposely places x community based Summative:
belongings instruction x ISTAR
x Locates possessions x shaping
x Keeps personal area x picture prompting
organized system
x Manages supplies x visual supports

x Participates in a variety of Strategies: Resources: Formative:
[age- / developmentally x 1:1 instruction x social stories x ISTAR
appropriate] physical x small group instruction x Teacher observations
activities x reinforcement x Teacher made checklists
x cueing Summative:
x prompting x ISTAR
x repeated practice
x community based
instruction
x shaping
x visual supports
Ǧ ͳͷʹ
Intermediate

x Uses simple items Strategies: Resources: Formative:
appropriately [e.g., paper x 1:1 instruction x structured leisure x ISTAR
punch, pencil sharpener] x small group instruction activities x Teacher observations
x Answers the telephone x reinforcement x classroom jobs x Teacher made
appropriately x cueing x play phone checklists
x Appropriately greets a caller x prompting x social stories
on the phone x repeated practice Summative:
x Uses technology for x community based x ISTAR
entertainment instruction
x Uses toys and games x shaping
appropriately x picture/auditory
prompting systems
x visual supports
x role playing
Money Management
x Exchanges money in real- Strategies: Resources:
life situations x 1:1 instruction Formative:
x small group instruction x token economy x ISTAR
x reinforcement x cash register x Teacher observations
x cueing x board games x Teacher made checklists
x prompting x play money
instruction
x shaping
x visual supports
x next dollar strategy
Ǧ ͳͷ͵
Intermediate
Safety Practices
x Practices caution around Formative:
steps and stairs x 1:1 instruction x safety signs and x ISTAR
x Avoids hot surfaces and x small group instruction symbols (Edmark) x Teacher observations
substances x reinforcement x Teacher made
x cueing checklists
x prompting
instruction
x shaping
x visual support
Community Access
Transportation… Formative:
x 1:1 instruction x social stories x ISTAR
x Boards and leaves school x small group instruction x Cue Cards x Teacher
bus safely x reinforcement observations
x cueing x Teacher made
x prompting checklists
x repeated practice
x community based Summative:
instruction x ISTAR
x shaping
x picture prompting
system
x visual supports
Ǧ ͳͷͶ
Intermediate
Utilizes community resources… x 1:1 instruction Formative:

x small group instruction x ISTAR
x Asks for assistance from the x reinforcement x Teacher observations
community librarian x cueing x Teacher made
x prompting checklists
x repeated practice
x community based Summative::
instruction x ISTAR
x shaping
x picture prompting
system
x visual supports
Ǧ ͳͷͷ
Middle School

Eating… Strategies: x Knife(start with plastic (These assessment tools can be
x Cuts with knife (These strategies can be used work up to real) used for all the indicators)
for all indicators) x Play dough
x Errorless Teaching Formative:
x 1-on-1 instruction x observation with anecdotal
x Small group records
x Reinforcement x teacher created task
x Cueing analysis
x Prompting
x Repeated practice Summative:
x Modeling x ISTAR
x Backward chaining
Dressing… Formative:
x Ties shoelaces x Shoes, gloves, pants, x observation with anecdotal
x Puts on gloves shirts, records
x Engages zipper x Manipulative boards x teacher created task
x Fastens buttons analysis
Summative:
x ISTAR
Hygiene... Formative:
x Washes and dries face x Wash cloth, soap, towel, x observation with anecdotal
x Wipes own nose Kleenex, brush, comb records
x Brushes/combs hair x transition library videos x teacher created task
x Attainment’s Personal analysis
Success book
Summative:
x ISTAR
Ǧ ͳͷ͸
Middle School
Toileting… Formative:
x Takes care of gender- x Transition library videos, x observation with anecdotal
specific needs (for females) female supplies, records
x Attainment’s Personal x teacher created task
Success book analysis
Summative:
x ISTAR

Personal information… Formative:
x Gives street number x Errorless Teaching x Computer, x observation with anecdotal
x Gives street name x 1-on-1 instruction x writing worksheet, records
x Gives parents’ names x Small group x sentence strip with printed x teacher created task
upon request x Reinforcement information analysis
x Gives school name x Cueing x Having a card with
x Prompting information Summative:
x Repeated practice x ISTAR
x Modeling
x Backward chaining
Food preparation…
x Identifies food served at x Pictures or actual food
breakfast, lunch, and items to sort into categories
dinner x Cooking activities
x Stores food properly x Baggies, Tupperware,
x Opens packages, refrigerator, freezer
plastic wrappers and x Fruit and vegetables, sink
containers x Attainment’s Look ‘n Cook
x Rinses fresh fruits or Microwave,
Ǧ ͳͷ͹
Middle School
vegetables x Cooking to Learn 1 & 2,

x Follows simple x The Cooking Kit (C.K.
preparation instructions; Enterprises)
i.e. heating in x Basic Cooking and
microwave, making Nutrition for Special
sandwich Students (Jean Bunnell, J
Weston Walsh, publisher)
Household chores…
x Washes dishes x Rags, cleaning supplies
x Puts dishes away x Attainment’s Personal
x Dusts furniture Success Book
x Cleans [room] fixtures x Laundry hamper or basket
x Cleans appliances x Classroom chores
x Puts dirty laundry in
hamper
x Put clean laundry away

x Participates in a variety Strategies:
of [age- / x Weight room Formative:
developmentally x Errorless Teaching x Gym x observation with anecdotal
appropriate] physical x 1-on-1 instruction x exercise videos/ DVD’s records
activities x Small group x General Ed Physical Ed x teacher created task analysis
x Reinforcement classes (Wellness)
x Cueing Summative:
x Prompting x ISTAR
x Repeated practice
x Modeling
x Backward chaining
Ǧ ͳͷͺ
Middle School

x Uses simple items Strategies: x Lockers Formative:
appropriately [e.g., keys and x Errorless Teaching x Padlock x observation with anecdotal
locks] x 1-on-1 instruction x Cabinets records
x Uses common measuring x Small group x using a teacher created x teacher created task analysis
tools in correct context x Reinforcement practice board.
x Demonstrates how to place x Cueing x Above mentioned cooking Summative:
an emergency call using a x Prompting books x ISTAR
telephone x Repeated practice x Hammer
x Modeling x Screwdriver
x Backward chaining x Nails
x teacher created practice
board.
x telephone
Money Management
x Follows a written/ Strategies: x all above mentioned Formative:
pictorial grocery list x Errorless Teaching cooking materials x observation with anecdotal
x Locates items in the x 1-on-1 instruction x grocery ads records
store x Small group x Menu ‘s, Menu math x teacher created task analysis
x Orders own meals when x Reinforcement x Grocery store
eating out x Cueing x Restaurant Summative:
x Attempts to count x Prompting x Real Money x ISTAR
money and check math x Repeated practice x Touch Money,
x Find the value of a x Modeling x Money Bingo
collection of pennies, x Backward chaining x Money flash cards
nickels, dimes, quarters x Attainment Money Station,
and dollars. x Next dollar shopping
x Use real money to x Grocery Store Game,
decide whether there is x Menu Math
enough money to make
x Market Math
a purchase.
x Calculator, Coinulator
Ǧ ͳͷͻ
Middle School
Safety Practices
x Avoids potentially Strategies: Formative:
harmful substances x Errorless Teaching x Safety in and Around the x observation with anecdotal
x Remains quiet and x 1-on-1 instruction home cards records
orderly in emergency x Small group x use pictures and words x teacher created task analysis
situations x Reinforcement such as caution, poison,
x Demonstrates x Cueing danger, keep out, do not Summative:
procedures for x Prompting enter x ISTAR
contacting emergency x Repeated practice x (Edmark Functional Word
response team x Modeling Series- Safety words)
x Backward chaining
Community Access
Strategies:
Transportation… x Errorless Teaching x Personal identification card Formative:
x Carries personal x 1-on-1 instruction x Checklist for preparing to x observation with anecdotal
identification when x Small group leave records
traveling x Reinforcement x Attainments Community x teacher created task
x Cueing Success analysis
x Prompting
x Repeated practice Summative:
x Modeling x ISTAR
x Backward chaining
Ǧ ͳ͸Ͳ
Middle School
Utilizes community resources…

x Attainments Community
x Finds books in the Success
[community] library x Public Library, Post office
x Finds tapes or CDs at x Social story giving steps for
the [community] library checking out at the library.
x Checks out [community] x Have a purpose for writing,
library material to communicate something
x Prepares a letter for the such as invitation, thank
mail you note, etc.
x Puts letter in mailbox x Addresses of friends or
relatives
x address an envelope
x computer
x envelope, stamps
Ǧ ͳ͸ͳ
High School

Strategies:
Dressing… x Repeated Practice x Video Modeling Formative:
x Direct Instruction x Picture Prompts x anecdotal records
x Puts on front opening shirt x 1:1 Instruction x Peer Modeling x teacher checklists
with fasteners x Video Modeling x Hygiene Checklist x permanent product with
x Unfastens belts x Adapted Devices as necessary rubric
x Buckles belt x Personal Success Life Skills x Street Survival Skills
x Manages gender-specific Games – Looking Good #5 Questionnaire (Available
needs regarding (available from Transition from Transition Library)
undergarments and Library) x task analysis
swimwear x First Impressions Video Series – x observation
Dress (available from Transition documentation
Library) Summative:
x ISTAR
Hygiene... Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes:
Strategies: Video Modeling
x Covers nose when sneezing x Picture Prompts Formative:
x Covers mouth when x Repeated Practice x Peer Modeling x anecdotal records
coughing x Direct Instruction x Hygiene Checklist x teacher checklists
x Locates all needed supplies x 1:1 Instruction x Adapted Devices as necessary x permanent product with
for bathing x Video Modeling x Personal Success Looking rubric
x Bathes or showers Good (available from Transition x Street Survival Skills
x Washes hair Library) Questionnaire (Available
x Cares for own nails x First Impressions Module 1 – from Transition Library)
x Uses deodorant Hygiene (available from x task analysis
x Uses razor/shaver Transition Library)
x Uses dental floss x First Impressions Module 2 – Summative:
x Dries hair Grooming (available from x ISTAR
Transition Library)
x Life Skills Curricula Series –
Ǧ ͳ͸ʹ
High School
Looking Good
x (available from Transition
Library)
Toileting… Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools:
Strategies:
x Takes care of gender- x Social Stories Formative:
specific needs [for males] x Repeated Practice x Taking Care of Myself: A x anecdotal records
x Direct Instruction Hygiene, Puberty and Personal x teacher checklists
x 1:1 Instruction Curriculum for Young People x permanent product with
with Autism rubric
x Street Survival Skills
Questionnaire (Available
x task analysis
Summative:
x ISTAR
x Portfolio

Indicators: Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools: Teacher Notes:
x Gives complete x State ID card x anecdotal records
address upon request x Repeated Practice x Practice Job Applications x teacher checklists
x Gives zip code x Direct Instruction x Life Skills Game - #2 You Tell x permanent product with
x Gives country x 1:1 Instruction Me (available from Transition rubric
x Gives school name x Mock Job Interviews Library) x Street Survival Skills
x Make and/or use Flash Cards Questionnaire
(Available from
Transition Library)
x Task Analysis
Summative:
x ISTAR
Ǧ ͳ͸͵
High School
Food preparation… Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools: Teacher Notes:
Strategies:
x Chooses nutritious x Food Pyramid Formative:
food x Community Based x Cooking to Learn (PCI) x anecdotal records
x Restricts intake of Instruction x Kitchen Access and Kitchen x teacher checklists
unhealthy foods x Repeated Practice supplies x permanent product with
x Regulates quantity of x Direct Instruction x Online Videos (Google videos) rubric
foods consumed x 1:1 Instruction x Life Skills Curricula Series – x Street Survival Skills
x Monitors freshness x Video Modeling Home Cooking (available from Questionnaire
and disposes of x Lab Demonstrations Transition Library) (Available from
spoiled food x Life Skills Curricula Series – Transition Library)
x Prepares simple Select A Meal (available from x task analysis
packaged foods Transition Library)
x Pours and stirs x www.unitedstreaming.com Summative:
ingredients without (online streaming videos – x ISTAR
spilling requires a subscription)
x Measures ingredients
accurately
x Uses appliances with
prompting and
supervision
Household chores… Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools: Teacher Notes:
Strategies:
x Selects appropriate x Social Stories Formative:
cleaning products and x Video Modeling x Video x anecdotal records
supplies x 1:1 instruction x www.unitedstreaming.com x teacher checklists
x Cleans floor x In-School Jobs (online streaming videos – x permanent product with
x Adjusts temperature x Adapt activity as requires a subscription) rubric
for use needed x Street Survival Skills
x Cleans bathroom x Questionnaire
fixtures , i.e. faucets (Available from
x Cleans toilet Transition Library)
x Cleans sink x task analysis
x Empties trash
x Cleans mirrors Summative:
x Sorts laundry x ISTAR
Ǧ ͳ͸Ͷ
High School
according to color
x Folds laundry
x Hangs clothes on
hanger
x Operates washing
machine
x Operates clothes dryer
x Calls for repairs

Strategies:
x Follows medication x Watch with Alarm Formative:
schedule as prescribed x Repeated Practice x Fitness Journal x student/parent report
x Participates in a variety x Direct Instruction x Daily Schedule x anecdotal records
of age- / x 1:1 Instruction x Physical Education Courses x teacher checklists
developmentally x Community Based x Remedia Life Skills - Exercise x permanent product with
appropriate physical Instruction x www.unitedstreaming.com rubric
activities (online streaming videos – x Street Survival Skills
x Develops outdoor and requires a subscription) Questionnaire (Available
lifelong leisure pursuits from Transition Library)
x Identifies personal
health fitness goals Summative:
x ISTAR

Strategies:
x Manages medication as x Emergency information card Formative:
prescribed x Repeated Practice x Medical Alert Bracelet x student/parent report
x Calls a doctor or hospital x Direct Instruction x Phone Book x anecdotal records
when ill or hurt x 1:1 Instruction x teacher checklists
Ǧ ͳ͸ͷ
High School
x Calls a doctor to make x permanent product with

routine wellness rubric
appointments x Street Survival Skills
Summative:
x ISTAR

Strategies: For Possible Assessment Tools:
x Uses simple items x Simple Items
appropriately; e.g., x Repeated Practice x Phone Formative:
vacuums, wrench, hammer, x Direct Instruction x Phonebook x anecdotal records
nail, screwdriver, x 1:1 Instruction x Message Pad x teacher checklists
combination lock x permanent product with
x Dials given telephone rubric
numbers appropriately x Street Survival Skills
x Receives information using Questionnaire (Available
a telephone and takes a from Transition Library)
simple message x observation
documentation
Summative:
x ISTAR
Money Management
Strategies:
x Accepts when things x Grocery Ads Formative:
cannot be afforded x Repeated Practice x Menus from Local Restaurants x anecdotal records
x Prepares a grocery list x Direct Instruction x Menu Math x teacher checklists
Ǧ ͳ͸͸
High School
x Reads label/freshness date x 1:1 Instruction x Market Math x permanent product with
x Demonstrates the ability to x Community Based x Touch Money rubric
shop in a department store Instruction x Vocab Cards x Street Survival Skills
x Orders and pays for own x Coin Flip and Dollar Flip books Questionnaire
meals when eating out [and x Computer to prepare grocery list (Available from
calculates tip] x Tip Chart Transition Library)
x Recognizes, counts, and x U-Scan lane x observation
exchanges money in real- x An Introduction to Intelligent documentation
life situations Money Management - Video
x Understands how to write a (available from Transition Summative:
check Library) x ISTAR
x Understands how to fill out x Budget Town (Game) (available
deposit slips from Transition Library)
x Understands how to x Dollars & Sense – CD Rom
balance checkbook (available from Transition
Library)
x Money Station (Box Set)
(available from Transition
Library)
x Managing your Personal
Finances (Linx Ed Publishing)
Show me the Money-
Understanding Your Paycheck
Library)
x Managing Your Personal
Finances (Linx Ed. Publishing)
Money Matters – Basic Money
Management
x Managing Your Personal
Finances (Linx Ed. Publishing)
Extra Credit – Understanding
Do’s and Don’ts of Using Credit
Library)
x Life Skills Games #9 – Money
Ǧ ͳ͸͹
High School
Skills (available from Transition

Library)
x Sending Money (CD-Rom)
Library)
x Writing Checks Right Workbook
Library)
x Visits to financial institutions
Safety Practices
Strategies:
x Demonstrates appropriate x Survival Signs Formative:
use of work equipment x Repeated Practice x Role Playing x observation
x Avoids unknown animals x Direct Instruction x Emergency Contact Card documentation
x Maintains activities in own x 1:1 Instruction x Life Skills Games #10- x anecdotal records
space without interfering x Video Modeling Safety Skills (available x teacher checklists
with others’ spaces x Community Based from Transition Library) x permanent product with
x Demonstrate steps to Instruction x Safety Smart – 1- rubric
follow if lost Avoiding Hazards and x Street Survival Skills
x Refuses and reports Preventing Accidents Questionnaire (Available
advances by strangers (Videos) from Transition Library)
[and acquaintances] x How to Be Safe at Home
x Looks both ways before x How to Be Safe as a Summative:
crossing a street or a Pedestrian x ISTAR
parking lot x How to be Safe Using
x Indicates an understanding Transportation
of the proper time to cross x (available from Transition
a street Library)
x Demonstrates awareness x Safety Smart – 2 – Getting
of potential dangers in Emergency Help
crossing the street x How to use Fire
Ǧ ͳ͸ͺ
High School
Department Resources
x How to Contact and

Interact with Police
x How to access Free
Health Care
x How to Get Help From the
Pharmacy
x (available from Transition
Library)
x Community Environment
Community Access
Transportation… Strategies: x Money Formative:
x Utilizes public x Repeated Practice x Emergency Card x anecdotal records
transportation x Direct Instruction x Bus route information x teacher checklists
x Boards and leaves public x 1:1 Instruction x Hamilton County Express x permanent product with
transportation safely x Video Modeling rubric
x Community Based x Street Survival Skills
Instruction Questionnaire (Available
x observation
documentation
Summative
x ISTAR
Utilizes community resources… x Repeated Practice x Packages to send Formative:
x Direct Instruction x Addresses x anecdotal records
x Prepares and sends x 1:1 Instruction x UPS Store x teachers checklists
packages x Video Modeling x Post Office x permanent product with
x Community Based x Fed. Ex. Store rubric
Instruction x Street Survival Skills
Summative:
Ǧ ͳ͸ͻ
High School
x ISTAR
Managing Living Options … x Direct Instruction x Magazines Formative:

x 1:1 Instruction x Ads x anecdotal records
x Identifies needs in a living x Community Based x Apartment Guides x teacher checklists
situation Instruction x Steps to Independent x permanent product with
x Video Modeling Living Skills – Life Skills rubric
Curricula Series – x Street Survival Skills
Keeping House (available Questionnaire (Available
from Transition Library) from Transition Library)
Summative:
x ISTAR
x Portfolio
Community Access
Strategies:
Managing Living Options … x Apartment Renting 101 Formative:
x Determines which living x 1:1 Instruction (Transition Library) x anecdotal records
option best serves x Community Based x Apartment guide x teacher checklists
personal needs Instruction x permanent product with
x Identifies living options in x Video Modeling rubric
ads x Street Survival Skills
x Visits apartments Questionnaire (Available
available for rent from Transition Library)
x Compares living options
x Reviews a lease Summative:
x Enters into a housing x ISTAR
agreement x Portfolio
Ǧ ͳ͹Ͳ
Focus of Vocational Skills
Vocational Skills based on the Indiana Academic Standards and indicators in the areas of:
x Vocational behavior expectations

x Career explorations
x Personal finance
x Technology
Indicators were obtained from the Indiana Academic Standards, ISTAR Continua, and the Indiana Preschool
Foundations. Indicators were chosen based on the typical developmental and cognitive-functioning levels of
students served within the life skills classrooms. The indicators and skills included within the vocational
area of the curriculum are the key basic skills needed by these students as they transition work towards
community independence.

x Complete activities with prompting
x Practice calming strategies
x Explore and pretend occupations
x Play with money
x Use technology for play

x Complete tasks/activities as directed
x Show awareness of jobs and work within the classroom
x Know the difference between wants and needs
x Use technology appropriately

x Demonstrate appropriate communication on the job
x Demonstrate preferences for jobs
x Demonstrate the concept of “work to earn”
x Use technology to store and gain information
Middle School (Grades 6-8 )

x Demonstrate awareness of behaviors necessary to gain desired career
x Begin to make economic decisions
x Use technology to create useful documents

x Demonstrate employability skills
x Develop a realistic career plan
x Plan and implement responsible financial transactions
x Use technology to gain, process, and use information
Ǧ ͳ͹ʹ
Early Childhood
Career/Vocational Skills
Vocational Behavioral Expectations
IUSIG K-2.2.5 Doing one’s best. Strategies: x Picture schedule Formative:
x Participate in adult-directed x 1-on-1 instruction x Developmentally appropriate x ABLLS
task x errorless teaching toys/manipulatives x ISTAR
x Complete tasks/activities as x small group x Sensory area x Daily data sheets
directed with prompting x reinforcement x Cocoons x Anecdotal records
IUSIG K-2.3.5 Practice calming x cueing x Board maker x Teacher made
strategies with assistance x repeated practice x Social skills materials checklists
x modeling x Books: When my autism gets too x Product/performanc
x video self modeling big; When my worries get too big e assessed by
x role playing x www.communicationsymbols.com rubrics, rating scale
x videoing x www.picsearch.com x STAR (ProEd)
x www.icontalk.com
x www.help4teachers.com/tips.htm x ISTAR
Career Exploration
IUSIG K-2.2.1 Pretend to play Strategies: x Dress-up clothes Formative:
one or more basic x 1-on-1 instruction x Play Vet/doctor kit x ABLLS
occupations (e.g., firefighter, x errorless teaching x Play firefighter/police kit x ISTAR
police, mail carrier, doctor) x small group x Field trips x Daily data sheets
they find interesting. x reinforcement x Community helpers match-up x Anecdotal records
IUSIG K-2.2.3 Discuss Pretend x cueing cards x Checklists
to play basic occupations held x repeated practice x Fire house hero set (Disc. Toys) x STAR (ProEd)
by adults in their community. x modeling x Main Street Playhouse (Disc. Summative:
CPS 3.2.1 Explore basic x ABLLS
x role playing Toys)
occupations in the community
Ǧ ͳ͹͵
Early Childhood
(e.g., farm visit, dentist x play based instruction x www.communicationsymbols.com x ISTAR

visit/demonstration) x Integrated play groups x www.picsearch.com x Portfolio
CPS 5.1.1 Associate items with x www.icontalk.com x STAR (ProEd)
community careers (e.g., x www.tinsnips.org
firetruck with firefighter, x www.do2learn.com
stethoscope with doctor,
badge/hat with police officer)
x Discovery Toys
Personal Finance
Math F.6.18 Imitate use of an Strategies: x Play cash register & accessories Formative:
adult tool [play money, charge x 1-on-1 instruction x Piggy bank x ABLLS
card, cash register in play x errorless teaching x BoardMaker visual supports x ISTAR
BMS-PFE 4.1.7 Play with x small group x Picture This visual supports x Daily data sheets
piggy banks x reinforcement x Play food, groceries x Anecdotal records
Social Studies B.4.1 Choose x cueing x Play shopping cart x Teacher made
between two or more x repeated practice x Table/chair set checklists
alternatives. x modeling x Product/performanc
x Play telephone
Social Studies F.4.1 Play store e assessed by
x play based instruction x Restaurant dress-up (i.e. hats)
or restaurant with play or real rubrics, rating scale
x role playing x www.communicationsymbols.com
money, receipts, credit cards, x STAR (ProEd)
telephones. x www.picsearch.com
x www.icontalk.com
x Discovery Toys
Ǧ ͳ͹Ͷ
Early Childhood
Technology
Strategies:
BMS-T 1.1.1 Use hardware and x Toy camera Formative:
peripherals. Turn computer x 1-on-1 instruction x PC & games x ABLLS
or switch on/off x errorless teaching x Assistive devices/switches x ISTAR
BMS-T 1.1.4 Role play taking x small group x Computer games – JumpStart, x Daily data sheets
pictures with toy camera x reinforcement Reader Rabbit, Blue’s Clues, Dora x Anecdotal records
BMS-T 1.1.9 Use mouse, touch x cueing the Explorer x Teacher made
screen, to respond to x repeated practice x Head phones checklists
software (input devices) to x modeling x Intelli-Keys x Product/performanc
input information. x Assistive Technology as needed e assessed by
x role playing
BMS-T 1.1.10 Use monitor rubrics, rating scale
and/or speakers and x STAR (ProEd)
x www.picsearch.com
headphones (output
devices) to review x www.icontalk.com
information.
BMS-T 5.1.1 Demonstrate
telecommunications skills
by communicating x www.dodea.edu/instruction/curricul x portfolio
effectively with assistance, um/special_ed/index.htm x STAR (ProEd)
use picture-exchange, x Super Duper Publications
device/switch to make x Linguasystems, Inc.
request, indicate name,
greet others.
Ǧ ͳ͹ͷ
Primary
IUSIG K-2.2.5 Doing one’s Strategies: x You Tell Me-Game 2 (PCI) Formative:
best. Complete x 1:1 instruction x Teacher observation
tasks/activities as directed x small group instruction (teacher-made
IUSIG 3-5.3.23 Demonstrate x reinforcement checklists)
understanding that] x cueing x ISTAR
behaviors result in positive x repeated practice Summative:
and/or negative x prompting x ISTAR
consequences. x peer modeling
IUSIG K-2.3.8 Demonstrate
good listening skills
BMS-CE 4.1.5 Demonstrate
ability to “try again” after a
setback or failure.
Career Exploration
IUSIG K-2.2.1 Demonstrate Formative:
preference for classroom x 1:1 instruction x Visual timer x Teacher observation
jobs x small group instruction x Job Board (teacher-made checklists)
IUSIG K-2.2.3 Identify x reinforcement x ISTAR
community helpers x cueing x Task analysis
CPS 1.1.2 Begin work in a x repeated practice
timely manner x prompting Summative:
Ǧ ͳ͹͸
Primary
Personal Finance
Indicators: Best Practice Instructional Possible Materials and Resources Possible Assessment Tools: Teacher Notes:
BMS-PFE 1.1.1 Recognize that Strategies: Formative:
money is exchanged for x 1:1 instruction x Money x Teacher observation
wants and needs. x small group instruction x Play money (teacher-made checklists)
Social Studies B.4.3 x reinforcement x Play cash register x ISTAR
Demonstrate awareness of x cueing x Task analysis
activities that can satisfy x repeated practice Summative:
people’s wants. x prompting x ISTAR
Social Studies B.4.4 Assist and x peer modeling
use money in purchasing
x community-based
goods.
instruction
x token economy
Technology
BMS-T 1.1.9 Use mouse, touch Strategies: x Computer
screen, input devices) to x 1:1 instruction x Touch screen Formative:
input information. x small group instruction x One-click mouse x Teacher observation
BMS-T 1.1.11 Use the icon/GUI x reinforcement x Inteli-keys (teacher-made checklists)
(graphical user interface) of x cueing x Picture icons x ISTAR
the operating system to x repeated practice Summative:
launch and operate x prompting x ISTAR
software. x peer modeling
BMS-T 3.1.1 Practice
respectful and responsible
use of technology through
abiding by the school
technology use policy (e.g.,
not banging the mouse on
the desk/table, striking the
keyboard appropriately,
keeping liquids away from
the keyboard)
Ǧ ͳ͹͹
Intermediate
Strategies:
IUSIG K-2.2.5 Demonstrate x Visual Timer Formative:
awareness of punctuality, and x 1:1 instruction x Fitting In and Having Fun x Teacher observation
doing one’s best. x small group instruction (Social Skills Training) (Teacher made
BMS-CE 3.1.2 Demonstrate x reinforcement www.tdsocialskills.com checklists)
proper etiquette for meeting x cueing x Social stories x ISTAR
and greeting people and x repeated practice x Autism and PDD software
appropriate social skills for x prompting (categories and basic Summative:
school job and the community. x peer modeling questions) x ISTAR
BMS-CE 3.1.14 Express
x Circle Time
thoughts and ideas using
various forms of
communication (e.g., oral,
written, and nonverbal).
Career Exploration
Strategies:
IUSIG K-2.2.1 Demonstrate x Visual Timer Formative:
preference for school jobs x 1:1 instruction x Job board x Teacher observation
CPS 4.1.5 Demonstrate proper x small group instruction (Teacher made
dining etiquette x reinforcement checklists)
CPS 5.1.1 Participate in a x cueing x ISTAR
school- approved x repeated practice
community service project x prompting Summative:
BMS-CE 1.1.1 Identify personal x peer modeling x ISTAR
likes and dislikes
x Community-based
instruction
Personal Finance
Ǧ ͳ͹ͺ
Intermediate
BMS-PFE 1.1.2 Apply Strategies: Resources: Formative:
opportunity costs and trade- x 1:1 instruction x Social story x Teacher observation
offs to personal decision x small group instruction (Teacher made
making through a token x reinforcement checklists)
economy x cueing x ISTAR
Social Studies F.4.5 Recognize x repeated practice Summative:
that things have to be paid for x prompting x ISTAR
with money and that x next dollar strategy
sometimes you can’t buy what
x community-based
you want because you don’t
instruction
have enough money.
Social Studies K.4.4 Give
examples of work activities
that people do at home.
Technology
Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools Teacher Notes:
BMS-T 1.1.9 Use mouse, Strategies: x Computer Formative:
keyboard, touch screen, x 1:1 instruction x Visual Timer
(input devices) to input x small group instruction x Intellikeys x Teacher observation
information x reinforcement x Touchscreen (Teacher made
BMS-T 1.1.10 Use monitor, x cueing x Model (to type from) checklists)
printer, and/or speakers x repeated practice x ISTAR
(output devices) to review x prompting Summative:
information. x ISTAR
BMS-T 2.1.9 ID the variety of
technologies used in society.
BMS-T 3.1.2 Use technology
independently BMS-T 4.1.1
Demonstrate word processing
skills BMS-T 4.1.28
Demonstrate the ability to
follow instructions (instructor,
and/or screen).
Ǧ ͳ͹ͻ
Middle School
Strategies:
IUSIG K-2.2.5 Demonstrate x Transition Library Job skill Formative:
punctuality, and doing one’s x Errorless Teaching materials x Teacher created job task
best. x 1-on-1 instruction x Life Skills Games: analysis,
CPS 2.1.2 Identify x Small group workplace x Observation with anecdotal
consequences of behavior x Reinforcement x Transition Library Job skill records
related to future careers x Cueing materials
CPS 4.1.5 Demonstrate proper x Prompting x Life Skills Games: Summative:
business and dining etiquette x Repeated practice workplace x ISTAR
CPS 5.3.1 Use decision- x Transition Library Job skill x Teacher created job task
x Modeling
making/problem-solving materials analysis
x Modeling and coaching
techniques at in-school jobs x Life Skills Games
during in School Job
BMS-BOM 1.1.3 Identify the Workplace, Looking Good,
characteristics of a good x Use of Classroom token
economy; earning Behavior Skills
employee. x Manners-from transition
“paycheck” for doing job, etc
library
x Community outings to
restaurants and
businesses
x School cafeteria
x Transition Library Job skill
materials
x Life Skills Games
Workplace, Looking Good,
Behavior Skills
x Speakers from different
jobs
Ǧ ͳͺͲ
Middle School
Career Exploration
Strategies:
IUSIG K-2.2.1 Identify one or x CBI: visit job sites and Formative:
more jobs they find x Errorless Teaching speakers x Teacher created job task
interesting. x 1-on-1 instruction x Community game analysis,
IUSIG K-2.2.3 Identify x Small group x Transition Library Job skill x Observation with
occupations held by adults x Reinforcement materials anecdotal records
in their community. x Cueing x Life Skills Games
IUSIG K-2.2.5 Demonstrate x Prompting Workplace, Looking Good, Summative:
importance of attendance, x Repeated practice Behavior Skills x ISTAR
punctuality, and doing one’s x Chores x Teacher created job task
x Modeling
best. x Life Skills Games analysis
IUSIG 3-5.2.7 Participate in and Workplace, Looking Good,
experience jobs that relate Behavior Skills
to their hobbies and/or x Use of Classroom token
economy; earning x See social skills materials
leisure activities. and resources
IUSIG 9-12.2.11 Demonstrate “paycheck” for doing job, etc
x Life Skills Games:
awareness of self-
Workplace, Looking Good,
management expectations
Behavior Skills
of the school
x First Impressions Videos
CPS 5.1.1 Participate in a
from Transition Library
teacher-approved
community service project x See Social skills and
BMS-CE 1.1.1 Identify personal hygiene materials
likes and dislikes, strengths
and weaknesses
BMS-CE 3.1.1 Identify personal
qualities and ethical and/or
responsible behaviors
related to school, home,
(e.g., promptness, ability to
get along with others, a
positive attitude,
confidentiality, tolerance,
flexibility, dependability,
honesty, integrity,
Ǧ ͳͺͳ
Middle School
willingness to ask questions,

respect for diversity,
patience, cooperation,
respect for personal
property, completion of
homework assignments, and
communication skills); and
describe how these qualities
and behaviors influence the
feelings and actions of
others.
BMS-CE 3.1.3 Explain the
importance of personal
appearance, grooming, and
other school and workplace
expectations.
good listening skills and
describe or identify their
importance to school and
workplace expectations.
Personal Finance
Strategies:
BMS-PFE 1.1.4 Apply a decision- x Money, items to purchase Formative:
making process to a situation x Errorless Teaching x Life Skills Games: Money x Teacher created job task
involving an individual making x 1-on-1 instruction Skills analysis,
an economic decision. x Small group x Grocery Shopping Game x Observation with
BMS-PFE 1.1.7 Discuss how x Reinforcement x Dollars and Sense anecdotal records
personal choices, x Cueing Software. Attainment Co.
experiences, technology, x Prompting Summative:
education/training, and other x Repeated practice x ISTAR
factors correlate with earning x Teacher created job task
x Modeling
a living. analysis
BMS-PFE 2.1.7 Use a personal
spending/savings plan
Ǧ ͳͺʹ
Middle School
according to short-term goals. x Use of Classroom token

BMS-PFE 4.1.2 Identify why and economy; earning
how I can save “paycheck” for doing job, etc
Social Studies 1.4.2 Identify
services that people do for
each other.
Social Studies 1.4.3 Compare
different jobs people do to
earn income.
Technology
BMS-T 1.1.2 Demonstrate x Microtype software x Teacher created job task
effective keyboarding x General Ed keyboarding x Kid Keys 2.0 analysis,
techniques. classes x Intellikeys x Observation with
BMS-T 1.1.2.2 Use special anecdotal records
purpose keys, including the
space bar, tab key, shift Summative:
keys, backspace key, delete x ISTAR
key, and enter key. x Teacher created job task
BMS-T 3.1.1 Practice respectful analysis
and responsible use of
technology through abiding
by the school technology
and Internet use policy.
BMS-T 3.1.2 Use technology
independently and
collaboratively with
prompting
BMS-T 4.1.2 Demonstrate word
processing skills by creating
a variety of documents such
as Word and Publisher
Ǧ ͳͺ͵
High School
Career/Vocational Skills Level: High School (grade 9 to adulthood)

IUSIG 3-5.2.8 Discuss how Strategies: x WAGES – Working at Formative:
attendance, punctuality, and x Community Based Gaining Employment Skills x anecdotal records
completing schoolwork on time Instruction (Available from Transition x teacher checklists
are habits that transfer to the x 1:1 Instruction Library x permanent product with
workforce. x Small Group Instruction x It’s Your Choice – Planning rubric
IUSIG 9-12.2.9 Demonstrate x Video Modeling for Life After High School x School to Work Self
effective practices for x Repeated Practice (Available from Transition Assessment Checklist
interviewing. Library) (Available from
IUSIG 9-12.2.11 Compare and x Stepping Stones to Transition Library)
contrast self-management Education: Career Summative:
expectations of the school and Explorations Available x ISTAR
self-management expectations from Transition Library) x portfolio
of the workforce. x Envision Your Career
CPS 1.1.2 Utilize appropriate time (Video) (Available from
management and organizational Transition Library)
techniques (could also be x Access Unlimited Video
included as part of Unit CPS 5: Series
Leadership Skills and Workplace x Job Search for People with
Expectations) Disabilities
CPS 2.1.2 Analyze situations and x Resumes and Applications
relate results to future careers for People with Disabilities
CPS 4.1.3 Prepare resume, letter
x Job Interviewing for People
of application, and interview
with Disabilities
thank you letter
x A Student’s Guide to Jobs
CPS 4.1.5 Demonstrate proper
(audiotape and booklets)
business and dining etiquette
CPS 4.1.6 Complete employment
Library)
application forms
CPS 4.1.8 Demonstrate x Interview Challenge (Board
appropriate interviewing Game) (Available from
techniques (attire, responses to Transition Library)
questions, etc.) x Resumes, Applications,
CPS 5.1.2 Understand employer Interviews (Available from
Ǧ ͳͺͶ
High School
expectations (punctuality, Transition Library)

dependability, willingness to x First Job Survival Skills
learn, initiative, cooperation, x Module 1 – The
etc.) Foundation: A Positive
CPS 5.1.3 Identify employee Work Ethic
expectations (health and safety, x Module 2 – Workplace
evaluations, fairness, pay, Manners: Boundaries
benefits, rights, x Module 3 – Learning and
labor/management relations, Doing the Job
etc.) x (Available from Transition
CPS 5.1.4 Analyze the effects of Library)
voluntary/involuntary termination x Social Skills at Work (CD-
CPS 5.3.1 Apply critical thinking rom) (Available from
and decision-making/problem- Transition Library)
solving techniques in the x Life Skills Games #7 –
workplace Workplace Skills (Available
CPS 5.4.3 Actively participate in from Transition Library)
the orientation process and the
x Off-To-Work Curriculum:
probationary perio
A Vocational Curriculum
CPS 5.5.1 Understand strategies
for People with Disabilities
for working efficiently with co-
(Book) (Available from
workers of varying ages, gender,
Transition Library)
abilities, cultures, and economic
x Stepping Stones: Using
backgrounds
Skills and Resources
CPS 5.5.2 Understand the
importance of working as a team
Library)
player in the workforce
CPS 5.5.3 Demonstrate
appropriate interpersonal skills
when dealing with others
CPS 5.5.4 Express thoughts and
ideas clearly using various forms
of communication
BMS-BOM 1.1.2 Identify the
differences between an
employer and an employee.
BMS-BOM 1.1.7 Demonstrate the
Ǧ ͳͺͷ
High School
importance of time
management.
BMS-BOM 4.1.11 Identify ways to
respond to customer concerns.
BMS-BOM 4.1.12 Demonstrate
ethical standards in conducting
business.
Ǧ ͳͺ͸
High School
Career Exploration
Strategies:
IUSIG K-2.2.3 Discuss x WAGES – Working at Formative:
occupations held by adults in x Direct Instruction Gaining Employment Skills x anecdotal records
their community. x 1:1 instruction (Available from Transition x teacher checklists
IUSIG 3-5.2.1 Use a career x Community Based Library) x permanent product with
interest inventory to identify Instruction x It’s Your Choice – Planning rubric
career interests. x Small Group Instruction for Life After High School x School to Work Self
IUSIG 3-5.2.7 List jobs that relate x IEP Meetings (Available from Transition Assessment Checklist
to their hobbies and/or leisure Library) (Available from
activities. x Stepping Stones to Transition Library)
IUSIG 6-8.2.2 Use personal, print, Education: Career
and electronic resources to Explorations Available from Summative:
discover occupations that Transition Library) x ISTAR
match their career interests. x School to Work Self x portfolio
IUSIG 6-8.2.6 Participate in Assessment Checklist (to x IEP’s
creating a career interest that be put in Assessment
includes one or more career Section)
areas (e.g., health services, x Envision Your Career
educational services, building (Video) (Available from
and construction) they would Transition Library)
like to explore in high school x Access Unlimited Video
and specific occupations that Series
are of interest to the student. x Job Search for People with
IUSIG 6-8.2.9 Participate in Disabilities
creating a resume using a
x Resumes and Applications
model resume.
IUSIG 9-12.2.1 Reexamine
specific occupation interests
with Disabilities
annually based on their
additional life experiences x A Student’s Guide to Jobs
and/or an updated career (audiotape and booklets)
interest inventory. (Available from Transition
IUSIG 9-12.2.5 Make annual Library)
revisions as appropriate to their x Interview Challenge (Board
Ǧ ͳͺ͹
High School
career list Game) (Available from

IUSIG 9-12.2.6 Participate in Transition Library)
revising their resume annually x Resumes, Applications,
to include their most recent Interviews (Available from
experiences. Transition Library)
IUSIG 9-12.2.8 Identify several x First Job Survival Skills
resources for finding x Module 1 – The Foundation:
employment (e.g., newspapers, A Positive Work Ethic
professional associations, x Module 2 – Workplace
professional networks). Manners: Boundaries
CPS 3.1.1 Participate in x Module 3 – Learning and
developing short- and long- Doing the Job
term education, lifestyle, and x (Available from Transition
career goals Library)
CPS 4.1.4 Participate in x Social Skills at Work (CD-
developing an employment rom) (Available from
portfolio Transition Library)
CPS 5.1.1 Participate in a
x Life Skills Games #7 –
teacher-approved community
Workplace Skills (Available
service project and/or job
shadowing experience
x Off-To-Work Curriculum: A
BMS-CE 1.1.1 Identify personal
Vocational Curriculum for
likes and dislikes, strengths
People with Disabilities
and weaknesses, and
individual talents.
Transition Library)
BMS-CE 2.1.1 Identify and
describe careers of family x Stepping Stones: Using
members and/or friends. Skills and Resources
BMS-CE 2.1.2 Identify and give (Available from Transition
examples of career clusters; Library)
develop an awareness of x Model Resumes
occupational opportunities; x Computers
BMS-CE 2.1.3 List and identify the x IEP (Transition Plans)
contributions of various types x Newspapers
of occupations in the x Internet
community (e.g., banker, x Practice Applications
realtor, police officer, teacher,
Ǧ ͳͺͺ
High School
business manager, and

firefighter) and describe career
opportunities in these
professional fields.
BMS-CE 2.1.4 Use a variety of
research tools (e.g., computer-
assisted programs,
newspapers, books,
professional and trade
associations, informational
interviews, job shadowing,
career fairs, field trips,
speakers, case studies,
community service, and the
Internet) in the career-
exploration process.
BMS-CE 3.1.1 Discuss the
personal qualities and ethical
and/or responsible behaviors
related to school, home, and
employability (e.g.,
promptness, ability to get along
with others, a positive attitude,
confidentiality, tolerance,
flexibility, dependability,
honesty, integrity, willingness
to ask questions, respect for
diversity, patience,
cooperation, respect for
personal property, completion
of homework assignments, and
communication skills); and
describe how these qualities
and behaviors influence the
feelings and actions of others.
proper etiquette for meeting
Ǧ ͳͺͻ
High School
and greeting people and

appropriate social skills for
school and the workplace.
appropriate the importance of
personal appearance,
grooming, and other school
and workplace expectations.
importance of a job well done
to personal satisfaction and to
the home and business
communities.
importance of being able to
work productively with people
who are different from oneself.
BMS-CE 3.1.10 List the steps
involved in handling conflict at
the worksite
BMS-CE 3.1.11 List the steps
involved in dealing with stress
at the worksite BMS-CE 3.1.14
Express thoughts and ideas
succinctly and correctly using
various forms of
communication (e.g., oral,
written, and nonverbal).
BMS-CE 3.1.15 Identify ways to
use feedback to improve
workplace skills.
BMS-CE 4.1.5 Discuss methods
of “trying again” after a setback
or failure.
BMS-CE 4.1.8 Evaluate
consequences of decisions
pertaining to short- and long-
Ǧ ͳͻͲ
High School
term career goals.

BMS-CE 5.1.6 Describe how good
health, nutrition, and physical
fitness habits contribute to
career success.
BMS-BOM 1.1.1 Identify skills and
qualities needed for specific
jobs and careers.
Standard 5
WRITING: Writing Applications
9.5.5 Write documents related to
career development, including
simple business letters and job
applications that:
• present information purposefully
and in brief to meet the needs
of the intended audience.
• follow a conventional business
letter, memorandum, or
application format.
Ǧ ͳͻͳ
High School
Personal Finance
Strategies:
CPS 5.4.2 Identify basic payroll x WAGES – Working at Formative:
procedures x Repeated Practice Gaining Employment Skills x anecdotal records
BMS-PFE 1.1.1 Give examples x Direct Instruction (Available from Transition x teacher checklists
of economic wants and x 1:1 Instruction Library) x permanent product with
needs. x Small Group Instruction x It’s Your Choice – Planning rubric
BMS-PFE 1.1.3 Recognize and x Community Based for Life After High School x School to Work Self
assume responsibility for the Instruction (Available from Transition Assessment Checklist
consequences of economic Library) (Available from Transition
choices. x Stepping Stones to Library)
BMS-PFE 1.1.6 Identify various Education: Career
ways people earn a living. Explorations Available from Summative:
BMS-PFE 1.1.8 Discuss the Transition Library) x ISTAR
characteristics and x School to Work Self x portfolio
requirements of occupations Assessment Checklist (to
of interest, including be put in Assessment
entrepreneurial opportunities. Section)
BMS-PFE 2.1.7 Participate in x Envision Your Career
the construction and use a (Video) (Available from
personal budget Transition Library)
(spending/savings plan), and x Access Unlimited Video
evaluate it according to short- Series
, intermediate-, and long-term x Job Search for People with
goals. Disabilities
BMS-PFE 3.1.1 Apply a rational
x Resumes and Applications
decision-making process to
personal buying decisions.
BMS-PFE 3.1.4 Apply
with Disabilities
comparison shopping
practices; analyze advertising x A Student’s Guide to Jobs
claims; explain the concept of (audiotape and booklets)
impulse buying. (Available from Transition
BMS-PFE 3.1.11 Contrast Library)
different methods of payment x Interview Challenge (Board
Ǧ ͳͻʹ
High School
including cash, checks, debit Game) (Available from

cards, and credit cards; Transition Library)
explain which of these is x Resumes, Applications,
“borrowing.” Interviews (Available from
BMS-PFE 3.1.12 Discuss the Transition Library)
steps involved in opening x First Job Survival Skills
and using a checking x Module 1 – The
account. Foundation: A Positive
BMS-PFE 4.1.2 Discuss why Work Ethic
and how people save; x Module 2 – Workplace
explain the concept of Manners: Boundaries
planning for emergencies x Module 3 – Learning and
Social Studies 2.4.3 Explain that Doing the Job
a price is what people pay x (Available from Transition
when they buy a good or Library)
service and what people x Social Skills at Work (CD-
receive when they sell a rom) (Available from
good or service. Transition Library)
Workplace Skills (Available
x Off-To-Work Curriculum: A
Vocational Curriculum for
People with Disabilities
Transition Library)
Library)
x Life Skills Games – Money
Skills
Library)
x Measuring Tools
x Thermometer
Ǧ ͳͻ͵
High School
x Clocks
x Coins and Bills
x Calculator
x Touch Money
x Menu Math
x Market Math
x Teaching Clock
x Student Watches
x Calendar
x Daily Schedule
Technology
Strategies:
BMS-T 3.1.1 Practice respectful x WAGES – Working at Formative:
and responsible use of x Repeated Practice Gaining Employment x anecdotal records
technology through abiding x Direct Instruction Skills (Available from x teacher checklists
by the school technology and x 1:1 Instruction Transition Library) x permanent product with
Internet use policy. x Small Group Instruction x It’s Your Choice – rubric
BMS-T 3.1.2 Use technology x Community Based Planning for Life After x School to Work Self
independently and Instruction High School (Available Assessment Checklist
collaboratively. from Transition Library) (Available from Transition
BMS-T 4.1.2 Demonstrate word x Stepping Stones to Library)
processing skills by creating Education: Career
a variety of documents. Explorations Available Summative:
BMS-T 4.1.3 Demonstrate word from Transition Library) x ISTAR
processing skills by saving x School to Work Self x portfolio
and printing documents. Assessment Checklist (to
BMS-T 4.1.21 Log on to be put in Assessment
preselected Internet sites Section)
and view information. x Envision Your Career
BMS-T 4.1.22 Demonstrate the (Video) (Available from
ability to use Internet search Transition Library)
engines to access x Access Unlimited Video
information by identifying and Series
Ǧ ͳͻͶ
High School
conducting searches using x Job Search for People

Internet/intranet search with Disabilities
engines and directories. x Resumes and
BMS-T 4.1.24 Demonstrate Applications for People
telecommunications skills with Disabilities
through the use of e-mail to x Job Interviewing for
contact peers, teachers, and People with Disabilities
other audiences. x A Student’s Guide to Jobs
BMS-T 4.1.28 Demonstrate the (audiotape and booklets)
ability to follow instructions (Available from Transition
(instructor, text, manuals, Library)
and/or screen). x Interview Challenge
BMS-T 4.1.29 Demonstrate the (Board Game) (Available
ability to work independently from Transition Library)
and as a team member x Resumes, Applications,
(includes efficient use of Interviews (Available from
time, organization of work, Transition Library)
etc.). x First Job Survival Skills
x Module 1 – The
Foundation: A Positive
Work Ethic
x Module 2 – Workplace
Manners: Boundaries
x Module 3 – Learning and
Doing the Job
Library)
x Social Skills at Work (CD-
rom) (Available from
Transition Library)
Workplace Skills
Library)
x Off-To-Work Curriculum:
A Vocational Curriculum
for People with
Ǧ ͳͻͷ
High School
Disabilities (Book)
Library)
Library)
x Computer
x Internet
Ǧ ͳͻ͸
Community-Based Instruction
Community-Based Instruction (CBI) involves taking the knowledge and skills learned in the classroom and
community and practicing those skills in a natural environment. CBI is implemented using small groups of 2-
3 students with one adult teaching and practicing skills and collecting data. Instruction in the community
provides valuable, realistic teachable moments which help students to generalize and master skills. The
ultimate goal of community-based instruction is for the students to be able to perform community skills as
independently as possible by the time that they exit high school.
CBI is used as a strategy across all domains of the curriculum from early childhood to adulthood.
Beginning CBI in early childhood provides a solid foundation for the development of age appropriate
community participation. As the child progresses through the educational process, CBI provides a
structured opportunity for advancement of skills.
CBI is not the same as taking a field trip. CBI can involve, but is not limited to: involvement in the local
community, shopping, dining out, personal care services, banking, volunteer work, recreation and leisure
activities, and vocational experiences.
Ǧ ͳͻͻ
Community-Based Instruction at the High School Level
As students approach adulthood, it is imperative that they are prepared for adult living. In order to prepare them for
the transition from the high school setting to the community setting, much of the life skills curriculum must be taught
in the community where these skills will be utilized. Most students in the Life Skills Classrooms do not easily
generalize these skills from the school setting to the community, which makes it even more important to teach
them in the environment where they will be used. For the purposes of the curriculum, we believe the Community-
Based Instruction indicators should be embedded within each of the curricular areas at the high school level, and
additionally reinforced by way of a CBI quick reference which is the following section of the curriculum.
Ǧ ʹͲͲ
High School
Community Based Instruction (transfer of skills across environments to support transition

to adult living)
Curricular Strand(s): Best Practice Instructional Possible Community Locations: Assessment Tools: Teacher Notes:
Strategies:
English/Language Arts x 1:1 instruction x Retail Establishments Formative:
x Small Group Instruction x Libraries x anecdotal records
x Reinforcement x Dining Establishments x teacher checklists
x Cueing x Recreational Facilities x task analysis
x Prompting x Public Service
x Repeated Practice Establishments Summative:
x Label Reading x Personal Care x ISTAR
x Community Scavenger Establishments x Standards Based
Hunts x Financial Institutions Classroom Assessments
x Shopping Lists x Local Businesses (www.lessonlocator.org)
x Survival Sign Reading x Portfolio
x Mailing Letters
Mathematics x 1:1 instruction x Retail Establishments Formative:
x Label Reading x Personal Care x ISTAR
x Community Scavenger Establishments x Standards Based
Hunts x Financial Institutions Classroom Assessments
x Shopping Lists (www.lessonlocator.org)
x Coupon Shopping x Portfolio
x Vending Machines
x Next Dollar Method
Social Skills x 1:1 instruction x Retail Establishments Formative:
Ǧ ʹͲͳ
High School

x Video Modeling x Personal Care x ISTAR
x Social Outings Establishments x Portfolio
x Financial Institution
Motor Skills x 1:1 instruction x Retail Establishments Formative:
Establishments x Portfolio
x Retail Establishments
x Libraries
x Dining Establishments
x Recreational Facilities
x Public Service
Establishments
x Personal Care
Establishments
x Financial Institutions
Functional Self-help Skills x 1:1 instruction x Retail Establishments Formative:
x Label Reading Establishments x Portfolio
x Community Scavenger x Financial Institutions
Hunts
x Shopping Lists
x Survival Sign Reading
x Mailing Letters
x Coupon Shopping
Ǧ ʹͲʹ
High School
x Vending Machines
x Next Dollar Methods
x Social Outings
Social Sciences x Small Group Instruction x Libraries Formative:
x Reinforcement x Dining Establishments x anecdotal records
x Cueing x Recreational Facilities x teacher checklists
x Prompting x Public Service x task analysis
x Video Modeling x ISTAR
x Standards Based
Classroom Assessments
(www.lessonlocator.org)
x Portfolio
Career/Vocational Skills x 1:1 instruction x Retail Establishments Formative:
x Reinforcement x Dining Establishments x checklists
x Prompting x Public Service x weekly employment
x Repeated Practice Establishments evaluations
x Video Modeling x Personal Care Summative:
Establishments x ISTAR
x Financial Institutions x Monthly and Final
Employment Evaluations
x Portfolio
Ǧ ʹͲ͵

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Acknowledgements and Introduction....………………………………………….…….1

HBMSSC Standards-based Life Skills Curriculum

Sarah Ebersole Peggy Loeffler LaBella Wallace

HBMSSC Standards-based Life Skills Curriculum ‫ ٮ‬PAGE ‫ ٯ‬1ٰ

HBMSSC Standards-based Life Skills Curriculum ‫ ٮ‬PAGE ‫ ٯ‬2ٰ

HBMSSC Standards-based Life Skills Curriculum ‫ ٮ‬PAGE ‫ ٯ‬3ٰ

Suggested Materials and Resources:

HBMSSC Standards-based Life Skills Curriculum ‫ ٮ‬PAGE ‫ٯ‬

Early Childhood (Ages 3-5)

Primary (Grades K-2)

Intermediate (Grades 3-5)

High School (Grades 9+)

x Prompting x www.communicationsymbols.co checklists

x www.icontalk.com x STAR (ProEd)

1.3.5 Understand what is

synonyms (words with the program

computer a friendly letter

(words with opposite x www.unitedstreaming.com

(431 Coral Way, Miami, x Community Based x www.englishbanana.com x Portfolio

Early Childhood (Ages 3-5)

Primary (Grades K-2)

Intermediate (Grades 3-5)

High School (Grades 9+)

x Category sorting set (Different

x puzzles (floor, borderless,

subtraction situations x www.themathworksheetsite.com

line [or grid] up to 20.

nearest hour and

1.5.7 Identify and give x Money flash cards

lesson plans and assessments)

taking apart two-

6.5.1 Select tools to

Early Childhood (Ages 3-5)

Primary (Grades K-2)

Intermediate (Grades 3-5)

Middle School (Grades 6-8)

Social Studies Standard 1

Social Studies Standard 2

Social Studies Standard 3

Social Studies Standard 5

x repeated practice x Everyday Math Weather Chart

Social Studies Standard 1

Social Studies Standard 2

Social Studies Standard 3

Social Studies Standard 5

F.1.3 Observe and describe x Community-based instruction x Picture cards Formative:

HBMSSC Standards-based Life Skills Curriculum ͹ͻ

awareness]that things move in x repeated practice Science and Social

HBMSSC Standards-based Life Skills Curriculum ͺͲ

Social Studies Standard 1

Social Studies Standard 2

HBMSSC Standards-based Life Skills Curriculum ͺͳ

Social Studies Standard 3

HBMSSC Standards-based Life Skills Curriculum ͺʹ

Social Studies Standard 5

HBMSSC Standards-based Life Skills Curriculum ͺ͵

x The Mailbox. Grades 1-3

Social Studies Standard 1

Social Studies Standard 2

Social Studies Standard 3 Geography

related to the local community.

Social Studies Standard 5

Science Standard 4 The Living Environment

HBMSSC Standards-based Life Skills Curriculum ͹ͻ

HBMSSC Standards-based Life Skills Curriculum ͺͲ

HBMSSC Standards-based Life Skills Curriculum ͺͳ

HBMSSC Standards-based Life Skills Curriculum ͺʹ

HBMSSC Standards-based Life Skills Curriculum ͺ͵