Voice

Transcription

Voice

V
ccupational
O
I nstruction
C urriculum
E xceptional
S tudents
ocational
and
and
for
A transition program for grades K – Adult Years
A LIFE STRIDES TEACHER HANDBOOK
Department of Special Education Services
San Antonio Independent School District
2010
1
V.O.I.C.E.S.
Vocational and Occupational Instruction and Curriculum
for
Exceptional Students
“Voz del pueblo, voz del cielo”
(Voice of the people, voice of heaven)
dicho
August 20, 2010
2
Table of Contents
I.
II.
III.
IV.
V.
VI.
VOICES Overview........................................................................
Introduction……………………………………………………………
Legal, Theoretical, and Research Basis for VOICES…………………
Who are the Students in Life Strides?...................................................
Definitions of Terms in VOICES……………………………………..
VOICES Student Learning Outcomes………………………………...
Program Structure …………………………………………………….
Continuum of Instruction by Domain ….……………………………..
5
6
8
9
10
11
12
15
Program and Teaching Standards……………………….
20
The Life Strides Classroom……………………………………………
Physical, Furniture, Equipment, and Material Standards in the Life
Strides Classroom……………………………………………………
Classroom Management……………………………………………….
Procedures and Routines……………………………………….
Individual Visual Schedules……………………………………
Classroom Rules, Privileges, and Consequences………………
Teacher, SSP Presence…………………………………………
Campus Behavior Management Plans…………………………
Verbals, Paraverbals, and Body Language…………………….
Individual Behavior Supports………………………………….
21
Vocational Curriculum Components……………………..
35
Vocational Foci by Stage………………………………………………
Vocational Themes…………………………………………………….
Continuum of Vocational Opportunities………………………………
Listing of Continuum of Vocational Opportunities…………………...
Descriptions of Vocational Opportunities……………………………..
Continuum of Vocational Opportunities Chart……………………….
Token Economy……………………………………………………….
Vocational Adjustment Coordinator (VAC) Listing by High School…
36
37
38
40
41
43
44
46
Instructional Branches, Domains, and Transitional
Competencies……………………………………………
47
Instructional Branches and Domains…………………………………
Integration of Domains……………………………………………….
Transitional Competencies by Domain……………………………….
Transition Competencies by Domain and Suggested Related Activities
48
50
51
52
The Individualized Education Plan………………………
64
The Individualized Education Plan (IEP)……………………………..
Present Levels of Academic and Functional Performance……………
Measurable Annual Goal……………………………………………...
Objectives……………………………………………………………..
Categorization of Goals and Objectives………………………………
65
66
67
69
70
Low Incident Population.…………………………………
72
Transdisciplinary Teaming……………………………………………
Sample Learning Plan…………………………………………………
Sample Integrated IEP Goal and Objectives………………………….
Activity Routines……………………………………………………..
73
75
76
77
22
24
24
30
31
32
33
33
34
3
Sample Activity Routines…………………………………………….
Summary of Collaborative Process……………………………………
Active Learning………………………………………………………..
Safe Optimal Learning Environment (S.O.L.E.)………………………
Student Preferences……………………………………………………
VII. Glossary..…………………………………………………..
VIII. Online Resources………………………………………….
IX.
79
80
81
83
89
91
96
Instructional Websites…………………………………………………
Special Education Teacher Required Websites………………………..
Educator and Parent Resource Websites………………………………
Other Resource Websites………………………………………………
97
99
100
101
Appendix………...………………………………………….
102
Suggested Words for Writing Observable Goals………………………
Sample Format of Lesson Plan…………………………………………
Elementary VOICES Competencies Assessment………………………
Middle School VOICES Competencies Assessment…………………..
High School VOICES Competencies Assessment……………………..
Adult Years VOICES Competencies Assessment……………………...
F.A.C.E.S. Subjects listed by Module………………………………….
General Vocational Student Evaluation………………………………...
Line Graph of General Vocational Student Evaluation Total Score……
General Student Vocational Evaluation Graph per Category…………..
Samples of Individualized Folder and Container Activities……………
Sample Elementary Floor Plan…………………………………………
Sample Middle School Floor Plan………………………………………
Sample High School Floor Plan………………………………………....
Example of Life Strides Suite……………………………………………
Sample of AYVP Living Area Floor Plan……………………………….
VOICES Parent Interview……………………………………………….
Descriptions of Some Agencies………………………………………….
Functional Motor Assessment……………………………………………
103
104
105
107
109
111
113
147
149
150
151
154
155
156
157
158
159
160
166
4
V.O.I.C.E.S.
for
I. Overview
“Surely, whoever speaks to me in the right voice,
him or her I shall follow.
As the water follows the moom, silently, with fluid stops,
anywhere around the globe”
(Walt Whitman in Voices)
5
V.O.I.C.E.S.
Vocational and Occupational Instruction and Curriculum for Exceptional Students
Introduction
The Vocational and Occupational Instruction and Curriculum for Exceptional Students
(VOICES) is a living document created by the San Antonio Independent School District
Department of Special Education Services to provide a structured means of facilitating
development of students with disabilities at all grade levels to their greatest potential.
VOICES is developed on the framework of the Individuals with Disabilities Education
Improvement Act (IDEA) (2004) and complies with legal requirements of the Texas
Education Code (TEC) and Commissioner’s Rules for education of students with
disabilities. It is designed as an umbrella curriculum that is used in conjunction with other
curricula to enhance and ensure an appropriate transitional and vocational education for
its students with moderate to severe disabilities.
VOICES encourages the inclusion of students with disabilities with their non-disabled
peers to the maximum extent appropriate while in school, in the community, and in the
workplace. Successful transition from school to the community and workplace is the aim
for education of students with disabilities and education beginning in the primary grades
and continuing through the adult years. Transition and vocational activities are present in
all domains of instruction for students taught under the umbrella of VOICES. Vocational
goals are interwoven within the content area of instruction so that the lessons and goals
are enhanced with vocational opportunities for the student. VOICES instruction bases
the development of appropriate sequential goals and objectives on assessments of student
career interest, aptitudes and skills in all domains.
The program promotes the premises outlined in the mission statement of the District and
Special Education Department by encouraging and supporting the development of the
whole person, through emphasis on self-advocacy, relationship and independence skills
leading to optimized integration into the community.
The San Antonio Independent School District Mission Statement is as follows:
The mission of the San Antonio Independent School District is to graduate all students
as responsible citizens with the academic and social preparation to pursue higher
education, join the military or enter the work force.
6
The San Antonio Independent School District Special Education Philosophy and Mission
Statement is:
Special Education is an integral part of the total educational program, which
assures all students a free appropriate public education. This inclusive philosophy
endorses the concepts that:
• Students with disabilities will be educated with their non-disabled peers to
the greatest extent possible within the least restrictive environment.
• All students, regardless of disabilities will be provided access to the general
curriculum in accordance to their individual needs.
Appropriate curriculum modifications will be provided for any student with
disabilities whose individual needs cannot be met through the State’s required
curriculum elements. Instructional services will be provided which allow for
learning in an environment that is most appropriate and least restrictive to meet
the student’s needs.
Student Individual Education Plans (IEPs) must contain annual goals and objectives
derived from the Present Levels of Academic and Functional Performance (PLAAFP).
The PLAAFP is derived from data regarding the student’s strengths and weaknesses in
the areas of academic and functional performance. The vocational portion of the
PLAAFP will overlap with both the Academic and Functional portions of the PLAAFP.
All domains are inter-related and must all be addressed in order to paint an accurate
picture of the student’s PLAAFP, and in order to create a strategy for reaching the target
goal of successful transition.
The VOICES competencies are divided into three principal branches which include five
total domains. Each domain is a required part of the daily instructional framework for all
students, at all levels in the Life Strides program in SAISD. All domains are interrelated.
Vocational/Transition Branch:
Self-Advocacy through Vocational Skills Domain – the skills necessary for
students to make informed vocational choices, succeed in the workplace, and
prepare for transition.
Academic Branch:
Self-Advocacy through Academic and Cognitive Skills Domain – the core
academic areas of Reading, Math, Writing, Social Studies, and Science.
Life Skills Branch:
Self-Advocacy through Community Skills – the skills necessary for students to
successfully maneuver within the community.
Self Advocacy through Recreation/Leisure and Social Skills – the
interpersonal skills necessary to maintain relationships with friends, co-workers,
authority, and family.
Self-Advocacy through Daily Living Skills – skills used within the home that
support independence.
7
Legal, Theoretical, and Research
Basis for VOICES
The purpose of the VOICES program is to assist students with moderate to severe
disabilities to achieve independent living and economic self-sufficiency at the highest
level possible and to reach their maximum potential as adults. In order to achieve its
purpose, VOICES supports the basic framework of the Individuals with Disabilities
Education (improvement) Act (2004) in declaring four outcomes as rights of students
with disabilities. The four outcomes are: equality of opportunity, full participation,
independent living, and economic self-sufficiency. VOICES facilitates these four
outcomes by providing a program that is based on assessment, appropriate IEP
development, curriculum, instruction, and target-oriented competencies.
VOICES incorporates the four outcomes identified in IDEA in several ways. With regard
to equality of opportunity, VOICES supports the Mission of SAISD by nurturing students
with moderate to severe disabilities to become responsible citizens through vocational,
academic and life skill preparation. In the area of full participation, VOICES emphasizes
the right of students to participate with non-disabled peers as much as possible and
guides the classroom teacher to focus on vocational themes and competencies. Vocational
foci open the door for the student to move toward independence as their non-disabled
peers do as they progress through high school and then into the Adult Years. The Adult
Years provides students with moderate to severe disabilities specialized support and
practical application of work skills. Another focus of VOICES is to examine independent
living and review options for the students in the areas of independence, decision making,
and long tem planning. Finally, regarding the outcome of economic self-sufficiency,
teachers provide instruction toward competencies as they relate to the domains and
practical lessons that prepare the student for the world of work. The concept of job
readiness is introduced through the development and use of the classroom jobs in
elementary school and then extends and broadens through the years to prepare students
for transition. Students begin to develop work habits and understand the concept of work
for pay beginning in elementary school.
Research shows that students with special needs are often lacking in vocational skills, so
we must prepare them to transition into the workplace. In addition, family involvement
in planning and self-advocacy has also been found by studies (Field & Hoffman, 1999;
Turnbull & Turnbull 2003) to be important in promoting self-determination for students
with disabilities. VOICES brings transition goals and future dreams into the reality of the
daily classroom arena by directing the teacher to teach the student how to work, what it
means to work, and the various types of work. The concepts of work transcend the nine
to five concepts and can be included in the everyday routines of life. VOICES involve
parents in the planning of the student educational services and programs. VOICES serves
the purpose of increasing self-determination in students with moderate to severe
disabilities by assisting those students and their families in achieving their goals.
“A well of student voices lies just on the other side of a silencing wall that has been
created through traditional curriculum for students.” (Cummins, 1997; Sands &
Wehmeyer, 1996).
8
Who are the Students in Life Strides?
Who are the students who qualify to receive services in the Life Strides units in SAISD?
First of all, it must be said and reiterated that students should not be placed in Life Strides
solely because they qualify with a cognitive or developmental disability. Although most
students in Life Strides have eligibilities as students with Mental Retardation, the
eligibility alone is not sufficient to place students in a Life Strides classroom. Placement
decisions must be based on a solid foundation of data including the formal Full Individual
Evaluation (FIE) and data collected in general education and increasingly more restrictive
settings as needed. Data should contain interventions provided in General Education
settings including modified curriculum with personnel supports. Students should have
been provided opportunities to succeed in Resource type Special Education classrooms
with increasing supports and modifications before contemplation of Life Strides
placement. Behavioral interventions, academic interventions, and interventions for
adaptive skills should all be included in the LRE/MRE document with evidence of
strategies that were successful and those that were not. A change of placement is not a
strategy.
Students identified as requiring a self-contained Life Strides classroom setting have
developmental and cognitive disabilities, and have been shown to require an Alternate
Academic Curriculum, direct instruction in the area of life skills, and long range
vocational instruction.
Students in the Life Strides classroom are most often identified with Mental Retardation
(MR), Autism (AU), or Other Health Impairment (OHI). They may also be eligible for
services due to additional secondary, tertiary, or even more disabilities; most common are
Speech Impairment (SI), Visual Impairment (VI), Auditory Impairment (AI), and
Emotional Disturbance (ED).
The range of student skills and abilities is extensive in the classroom and the Life Strides
classroom must meet the needs of each student. Although a small percentage of students
will spend their days mastering cause and effect or prediction skills to enhance postsecondary experiences, according to the Association of Retarded Citizens (ARC), 87
percent of people with disabilities are only a little slower than the average in learning
new information and skills and as adults are capable of performing a variety of jobs. The
student who is in Life Strides is a student who requires direct instruction in the special
education setting focused on the three areas of Vocational training, Alternate Academic
Curriculum, and Life Skills.
“. . . all children with disabilities have available to them a free appropriate public
education that emphasizes special education and related services designed to meet their
unique needs and prepare them for further education, employment, and independent
living” 34 CFR §300.1(a)
9
Definition of Terms in VOICES
VOICES introduces new program terms and concepts for teachers, parents and students.
This program focuses on instruction based on transitional competencies by domain, and
recognizes that it is the responsibility of the school system to prepare students for the
future. The terms and concepts of branches, domains, transitional competencies by
domain, self-determination, and self-advocacy are found throughout the handbook.
Below, you will find definitions and descriptions of these terms and concepts:
Branches: Branches are the three principal points of instruction in the Life Strides unit
aligned with IDEA (2004) and the TEC. The three areas are commonly identified
although the names may not always be the same. The three areas are
Vocational/Transition, Academic, and Life Skills. The domains are divided amongst the
three branches.
Domain: The concept of a domain is introduced in this alternate program in order to
identify areas of instruction that are required in the Life Strides classroom in order to
prepare students for transition. Within each branch are domains under which specific
skills are identified. Each begins with the term “self-advocacy through”. The five
domains are vocational skills, academic and cognitive skills, community skills,
recreation/leisure and social skills, and daily living skills. Life Strides instruction is
related to specific content based elements found in each domain. For example, one
domain is called Academic and Cognitive Skills, this domain includes basic instruction in
math, language, reading, social studies, and science. Another domain is Community
Skills. In this domain the student may learn to navigate the transit bus system.
Competencies: Competencies are generally worded and intended to be long-range goals
for students. They are usually a set of specific skill objectives tied to an area of
instruction. The five domains outlined in this Program have their own transitional
competencies which will guide the selection of instructional activities.
Transition: In special education, transition is the guiding set of coordinated activities
designed to move the student towards independence. These activities are tied to the
student’s interests and preferences and become goals and objectives as the student
matures. Academic and curricular choices assist the student in developing a course of
study that will compliment the student’s interests and preferences in their high school
years. Preparation for transition begins in elementary school.
Transition Competencies: Transition competencies are those skills identified that the
student will need to gain move towards independence.
Vocational Competencies: Vocational competencies are narrower in scope and mainly
relate to those skills needed to acquire, maintain, and master a task/job.
Self-Determination and Self-Advocacy: For purposes of the VOICES program, these
two terms are used interchangeably. Self-determination is when persons with disabilities
become actively involved in setting their own goals and making decisions. Selfadvocacy is the vehicle that persons with disabilities use to advocate their own rights to
plan their own future.
10
VOICES Student Learning Outcomes
1. Students will progress through a curriculum that guides and focuses
their decision-making process in futures planning and career choices.
2. Students will participate in a variety of employment opportunities and
will discuss the roles and responsibilities of those employment
possibilities.
3. Students will engage in regular conversations with adults and peers
about the educational and training requirements to reach stated goals.
4. Students will gain vocational and transition skills to increase
independence and increase employment possibilities.
5. Students will be self-advocates in presented learning situations, IEP
meetings, and futures planning, and will express their needs, desires
and choices for future employment.
6. Students will have the opportunity to practice vocational skills
through a continuum of classroom-based, campus-based and
community-based work experiences.
7. Students will interact with and collect information about persons in
various professions.
8. Students will assess and have conversations with adults about their
strengths and work-related characteristics.
9. Students will be knowledgeable about post-graduation options and
will be involved in planning for their own transition.
10. Students, as self-determined participants will have their VOICES
heard in their life decisions.
11
Program Structure
The VOICES program is divided into Elementary, Middle School, High School and
Adult Years learning experiences. Each of the leveled program structures provides
district-wide vocational themes and transitional competencies by domain which prepare
students for the next level of learning. Individual Education Plan goals and objectives
must include transitional competencies for each domain. Goals and objectives are
determined by the student’s strengths and needs as described in the PLAAFP and are
adopted by the Annual, Review/Dismissal/Individual Education Plan (ARD//IEP)
Committee.
VOICES Program Components
The VOICES program
focuses on the instruction
and development of
specific transition and
vocational competencies
for students with
disabilities and provides
students with opportunities
for vocational and
occupational skills
development.
•
•
•
•
•
•
•
•
•
•
•
•
Three Principal Branches
Five Instructional Domains
Sequenced Transitional
Competencies
Instructional Vocational
Themes/Foci
Behavior Management
Sample Lesson Plans
Environmental Engineering
Token Economy
Assessments for Progress and
Mastery
Transition and Vocational
Planning
Vocational Work Opportunities
Work Skills Development
Program Structure
The program structure
integrates each
component at each
stage of learning
experience.
ELEMENTARY
MIDDLE SCHOOL
HIGH SCHOOL
ADULT YEARS
Elementary: Vocational thematic units are introduced in the elementary years and are
taught within the Life Strides setting for students with disabilities in grades K-5.
Transitional and vocational competencies are integrated within themes and within all five
learning domains. The thematic units may also be used to introduce transitional and
vocational competencies to students with disabilities in the Total Learning Curriculum
(TLC), General Education Connection (GEC), and Behavior and Academic Curriculum
(BAC) programs. During the elementary school years, in addition to instruction in Texas
Essential Knowledge and Skills (TEKS) based content (Academic Branch), students
within the VOICES curriculum also work on the Vocational/Transition and Life Skills
branch domains through direct instruction in the classroom guided by VOICES
transitional competencies, during Community-Based Instruction (CBI), and by
participating in classroom jobs and the token economy.
Middle School: During the Middle School Years, students are introduced to career
strands. Transitional and vocational competencies continue to be developed within the
five learning domains. Students explore interests and preferences and begin to identify
general goals for work and independent living. In addition to TEKS based instruction,
students continue to work on Vocational/Transition and Life Skills competencies through
direct instruction in the classroom, during CBI, and by participating in not only
12
classroom jobs, but campus jobs. The token economy remains an integral part of the
VOICES program in middle school.
High School: The High School Years are a new adventure and a particularly exciting
time for students in the Life Strides classroom and VOICES program. Expectations have
been raised and students are expected to master sufficient transitional and vocational
competencies to soon enter the community. Students continue to work in the Academic
Branch, Vocational/Transition Branch and in the Life Skills Branch of VOICES.
Opportunities to practice work and transition skills not only continue through CBI and
classroom and campus jobs, but are expanded to include opportunities in the community
through Community-Based Vocational Instruction (CBVI), District Internships,
Volunteer work, Vocational Adjustment Class (VAC), and other off-campus junctures.
The Token Economy continues to provide realistic motivation and opportunities to
practice Life Skills for students in the high school.
Adult Years: When students have completed four years of high school and have
accumulated the appropriate credits for graduation, they are ready for the Adult Years.
During the Adult Years, students are in the last leg of preparation for transition into the
community and the world of work. Students are guided by teachers to become as
independent as possible and opportunities to practice in natural environments are
facilitated by the staff. Students are responsible for keeping the Adult Years facilities
clean, practice daily living skills, and are expected to work most of the day either in the
Adult Years Vocational Program facility or in the community. Opportunities for
vocational skill development exist in the form of cottage industry, Community Based
Partnership work, CBVI, district internships, volunteer work in the community, enclave
positions and part and full-time employment. Students with severe disabilities may be
working on life skills to improve quality of life after graduation. Student schedules vary
greatly dependent on the needs of each student. Staff work closely with families and
transition plans are closely monitored to facilitate smooth transitions into the community
before or directly after the school year the student reaches the age of 22.
VOICES promotes the movement of students with disabilities with their general
education age peers. IDEA requires that students with disabilities function in learning and
community environments with their age peers to the maximum extent appropriate.
Reference the following chart regarding suggested student movement through the school
system by age. Final decisions are made by the ARD/IEP committee.
Elementary
Middle School
High School
Adult Years
School
Age
Grade
Age
Grade
Age
Grade
Age
5-6
Kinder
11-12
Sixth
14-15
Ninth
18-22
6-7
First
12-13
Seventh
15-16
Tenth
7-8
Second 13-14
Eighth
16-17
Eleventh
8-9
Third
17-18
Twelfth
9-10
Fourth
10-11
Fifth
13
The VOICES Curriculum is divided into three Branches which align with federal and
state mandates. The Branches are composed of Instructional Domains. Each Domain is
supported by Transitional Competencies. Transitional Competencies build on each
previous level with the foundation introduced in elementary school. They target the skills
which will be needed when students transition out of school and into the community and
workplace.
V.O.I.C.E.S.
Vocational/Transition
Branch
Academic
Branch
Life Skills
Branch
Competencies
for
Self-Advocacy
through
Vocational
Skills
Competencies
for
Self-Advocacy
through
Academic and
Cognitive Skills
Competencies
for
Self-Advocacy
through
Community
Skills
Competencies in each area
follow a continuum of
instruction beginning at the
foundation level in
elementary, to exploration
level in middle school,
preparation in high school
and finally assimilation in
the Adult Years.
Competencies
for
Self-Advocacy
through
Rec/Leisure and
Social Skills
Competencies
for
Self-Advocacy
through Daily
Living Skills
14
Continuum of Instruction by Domain
The following charts are arranged by Instructional Domains. The Continuum of
Instruction from Elementary School to the Adult Years may be seen using these charts.
Continuum of Instruction for Self-Advocacy through Vocational Skills
Elementary
Middle School
High School
Adult Years
•
•
•
•
•
•
Students will work
with other students
to complete a given
task
Students will
participate in
community learning
experiences with
appropriate behavior.
Students will express
feelings, ideas,
needs, and desires
concerning career
awareness.
Students will pay
attention to speakers
in the classroom
including other
classmates, teachers,
and guests.
Students identify
various workers in
the community
through a variety of
means such as oral
products, written
products, and
kinesthetic products.
Students will
complete classroom
jobs appropriately.
•
•
•
•
•
•
•
•
Students complete
classroom jobs
appropriately
Students cooperate
with others in
piecemeal work to
create a total
product
Students respond
appropriately to
correction
concerning product
or task completion
Students give
appropriate
information to
adults when asked
Students express
career interests
verbally, in written
form or
kinesthetically
Students devote
appropriate attention
to speakers.
Students exchange
information.
Students are able to
read and/or be able
to understand signs
and symbols.
•
•
•
•
•
•
•
•
•
follow directions on
the job
Students participate
in communitypartnership assembly
projects reliably
Students maintain a
steady work pace for
a given period of time
Students accept
corrections with
appropriate
behavioral changes
Students express likes
and dislikes on the
job appropriately
Students provide
personal information
such as social
security number,
address, telephone
numbers and
references when
asked
Students take on a
role as role-model for
younger students in
vocational situations
Students learn and
maintain specific
skills needed in the
workplace
Students follow a
schedule on the job
•
•
•
•
•
•
•
•
Students
appropriately stay
on task at the job
site
Students
appropriately
express likes and
dislikes
Students complete
tasks as assigned
with minimal
supervision
Students cooperate
with work place
supervisors
Students ask
questions to
appropriate persons
Students continue
to work through
tasks that may
distasteful
Students maintain
specific skills
needed for jobs
Students have good
attendance
15
Continuum of Instruction for Self-Advocacy though Academic and Cognitive Skills
Elementary
Middle School
High School
Adult Years
•
•
•
•
•
•
•
•
give and follow oral
and written
directions clearly and
accurately.
Students initiate and
stay on task with few
reminders.
Students increase
awareness of or learn
to read.
Students increase
fluency,
phonological
awareness, and
comprehension.
Students write
legibly using correct
grammar and
spelling.
Students
communicate needs.
Students solve
problems.
Students count, sort,
and create sets.
•
•
Students continue
using the newspaper,
magazines, and other
materials as a source
of local information
Students discover
ways to communicate
ideas or preferences
to strangers
Students make
change or predict
money values needed
for chosen activities
Students solve word
problems using
money or time at the
appropriate level
Students read for
pleasure
Students follow a
schedule of events
Students solve
problems
•
Students use the
newspaper, magazines
and other materials as
a source of local
information
•
• Students make change
or predict money
•
values needed for
activities
•
• Students read for
pleasure
•
• Students follow a
schedule as
independently as
•
•
possible
• Students choose
academic activities of
•
interest
•
• Students keep track of
and are able to
•
produce amount of
earnings, hours
•
•
worked, resume, and
other work-related
information
• Students solve
practical problems
The area of Self-Advocacy through academic and cognitive skills begins with the
TEKS and the Essence of TEKS. Consideration for Academic Instruction begins with
grade level TEKS and then with pre-requisite skills. Students whose academic
programs are based on the Essence of TEKS will participate in an Alternate State
Assessment called TAKS-Alt. Students are provided academic instruction at the
appropriate levels dependent on performance assessments and data collection.
Students use the
newspaper,
magazines, and
other materials as
a source of
information
Students write
legibly using
correct grammar
and spelling
Students perform
basic money
management
Students sort in
several categories
such as size,
color, shape, and
number.
Students follow a
schedule of
events
Students solve
problems
The following sources are available to the Life Strides teacher to implement
Academic Instruction. Each is described more fully in the Curriculum Supports
section:
a.
b.
c.
d.
e.
f.
g.
h.
TEKS Essence Statements and vertical alignment
Unique Learning Systems
News-2-You
Reading A-Z
Intelitools Classroom Suite
Fast Forward
Funcational Academic Curriculum for Exceptional Students (F.A.C.E.S.)
Teacher made products
16
Continuum of Instruction for Self-Advocacy through Community Skills
Elementary
Middle School
High School
Adult Years
•
•
•
•
•
•
respect the rights and
property of others
demonstrate
appropriate behavior
in public places
Students understand
that services and
products are
accessed through the
community.
Students safely wait
for the bus at bus
stops and watch for
points of reference.
Students provide
information about
self such as name,
address, or telephone
number.
Students are aware
of emergency
services.
•
•
•
•
•
•
•
Students respect the
rights and property
of others
Students
demonstrate
appropriate behavior
in public places
Student know how
services and
products are
accessed through
the community
name sites and
locations of sites in
the community to
get food, clothing,
and services.
Students are aware
that there are bus
schedules and routes
provide emergency
information to an
appropriate stranger
access emergency
services
•
•
•
•
•
•
•
Students
comprehend that
rights and
responsibilities are
part of a reciprocal
relationship
Students choose
leisurely activities
in the community
and participate in
the planning
process including
transportation,
budgeting and
scheduling
Students maneuver
safely in the
community with
maximum
independence
in community
activities with
people in the
community
Students know
where to get goods
and services in the
community
provide emergency
information to an
access emergency
services
•
•
•
•
•
•
•
Students comprehend
that rights and
responsibilities are
part of a reciprocal
relationship
in planning for
community activities
including financial,
transportation, and
timing needs
Students maneuver
safely in the
community with
maximum
independence
Students are aware of
and participate in
community activities
with people in the
community
Student advocate for
themselves in the
community
provide emergency
information to an
Students
appropriately intract
with persons
regularly contacted in
the community
17
Continuum of Instruction for Self-Advocacy through Recreational/Leisure and Social Skills
Elementary
•
Student play
cooperatively with
others
• Students explore
recreational and
leisure activities of
interest
• Students are able to
identify community
recreational locations
practice sports and
good sportsmanship
dress appropriately
and maintain good
hygiene
use public arenas to
eat, socialize, and
interact.
• Students make and
maintain friends
• Students are helpful
and considerate
• Students anticipate
consequences of
personal actions
Middle School
•
•
•
•
•
•
•
•
•
participate with
others in
indoor/outdoor
leisure activities
actively choose
leisure activities
Students have
knowledge of
community
recreation locations
and what they
provide
practice sports and
good sportsmanship
dress appropriately
and maintain good
hygiene
in planning for
visitors in the
classroom.
make friends
outside of the
classroom and
practice the skills to
maintain friendships
Students make
decisions based on
ethical
considerations
Students
demonstrate respect
for authority
High School
•
participate in chosen
leisure activities
with others indoors
and outdoors
participate in new
activities and
express interest in
those activities
choose who to
socialize with and do
so
• Students regularly
have a meal or
participate in
activities with others
outside of the class
• Students respect
others, their points
of view, rights and
feelings
• Students participate
in planning social
events in the school,
at work, or in the
classroom
• Students make
friends outside the
classroom and
practice skills that
• Students express
disagreement with
authority figures
appropriately
• Students should be
able to appropriately
express
disagreement with
authority figures
Adult Years
•
•
•
•
•
•
•
in chosen leisure
indoors and
outdoors
Students choose
whom to socialize
with and do so
Students regularly
have meals and
participate in
outside of the class
Students provide
guidance to younger
students and are able
to share information
with younger
students
Students respect
others, their points
of view, rights, and
feelings
Students make
friends outside the
classroom and
practice skills that
Students express
disagreement with
authority figures
appropriately
18
Continuum of Instruction for Self-Advocacy through Daily Living Skills
Elementary
Middle School
High School
Adult Years
•
•
•
•
•
•
Students assist with
cleaning chores
Students assist with
food preparation
using basic kitchen
appliances
Students
communicate
personal needs
Students identify and
express personal
likes and dislikes
Students choose
appropriate clothing
depending on
weather conditions
and activity
carry messages from
school to home and
home to school
•
•
•
•
•
•
Students perform
simple cleaning
chores
Students plan and
prepare food with
the greatest
independence
possible using basic
kitchen appliances
Student
communicates
personal needs to
unfamiliar people
Student maintains
personal hygiene
self-help skills and
personal
environment
Students choose
clothing depending
on weather
conditions and
activity, and
preferences
Students use basic
kitchen and laundry
appliances and tools
with assistance
•
•
•
•
•
•
•
•
Students maintain
personal hygiene
with maximum
independence
Students keep a
clean environment
prepare meals,
clean clothes, and
plan for future
needs with
assistance or
independently
create routines for
self with discretion
on choices
choose appropriate
clothing dependent
on weather,
activity, and
preferences
Students attain
assistance
appropriately when
needed
indicate appropriate
safety precautions
in different
situations
Students explore
options for living
situations
•
•
•
•
•
•
•
•
•
Student clean up after
themselves
prepare meals, clean
clothes and plan for
future needs with
assistance or
independently
create routines with
discretion on choices
Students choose
clothing dependent
on weather, activity,
and preferences
Students attain
assistance
appropriately when
needed
Students use tools
and appliances ad
independently as
possible keeping
safety in mind
Students make
decisions about living
options after leaving
high school and work
toward those goals
Students understand
the need for money
and how it is spent
Students make costopportunity decisions
19
V.O.I.C.E.S.
for
II. Program and Teaching Standards
“El que adelante no mire, atrás se queda”
(Who doesn’t look ahead, remains behind)
dicho
20
V.O.I.C.E.S.
The Life Strides Classroom
Teachers of students who are serviced in Life Strides classrooms have a challenge like no
other teachers. They must identify each student’s present level of performance in not only
the academic and cognitive realm, but also in the areas of social skills, community skills,
vocational skills, and daily living skills. Staff in the Life Strides classroom must work
collaboratively with Occupational Therapists, Physical Therapists, Teachers of the
Visually and Auditorally Impaired, Speech and Language Pathologists, Adaptive
Physical Education Teachers, Assistive Technology Specialists, the Vocational
Adjustment Coordinator, the campus Nurse, the Cafeteria Manager, and parents more
than staff in any other type of classroom.
Students in the Life Strides class may range from being within the low-incidence
population to the mildly cognitively disabled. Students have a wide range of disabilities
and syndromes, each with specific instructional needs. The range of ages in one class
may be seven years and skill level ranges are usually even greater! It is the charge of the
Life Strides teacher to provide students with individualized instruction in all areas to
ensure that students continually progress toward transition and their annual goals. In
order to do this, the Life Strides teacher must be highly organized and highly skilled. This
chapter on Program and Teaching Standards provides information on expected standards
in the Life Strides classroom including physical standards, behavior management,
classroom set up, determination of PLAAFP, writing IEPs including goals and objectives,
use of curriculum, TAKS-Alt responsibilities, data collection, and other required
documentation that is essential for effective teaching to take place in Life Strides.
21
Physical, Furniture, Equipment, and Material Standards in the Life Strides
Classroom
A detailed listing of the Physical, Furniture, Equipment, and Material Standards for
Elementary, Middle School, High School, and the Adult Years is found in the Appendix.
The listing is not necessarily exhaustive and is not necessarily what will be found in each
Life Strides unit. Rather, it is a listing of items that will be found in a fully equipped Life
Strides unit. Funding sources for various items will depend on multiple factors such as
age of unit, type of furniture, equipment, or materials, and initiatives. Any questions or
concerns should be relayed to the campus Special Education Supervisor or Teacher
Specialist.
Students in Life Strides must receive direct
instruction in all three branches of instruction and
all five domains. The domains include transition
skills such as cooking, maintaining a cleanly
environment, vocational skills, community skills,
and hygiene in addition to academic skills, and so
the physical, furniture, equipment, and materials
required differ a great deal from a classroom in the
general education academic setting.
The type and arrangement of furniture is crucial in a Life Strides unit, not only for safety
and maneuverability concerns, but also to support the classroom management plan and
individual behavior improvement plans. Furniture that accommodates a student in a
wheelchair must be available, and constant attention must be kept on accessibility.
Individual desks are not usually the most conducive way to teach a cooperative work
ethic. Tables where students can gather to participate in oral discussions and experience
exposure to hands on activities are the best way for students to learn in Life Strides. Since
independent paper-pencil tasks are rare in this
setting, the individual desks are most often used for
students who require individual spaces due to
attention/behavioral needs
or to
practice
independent individual activities. All students must
be visible to the adults in the room at all times and
consideration for individual learning styles must be
kept in mind. Students who use wheelchairs or
walkers must be able to get around the room
without having to move obstacles and should be
able to access materials and equipment without
asking for assistance when possible. Examples of
classroom floor plans and furniture placement are
found in the Appendix (please see Table of
Contents).
22
Equipment in a Life Strides classroom differs a great deal from that found in a general
education classroom. Equipment may include large items such as a Hoyer lift, walkers,
large mats, wheelchairs, or swings, as well as small equipment such as switches,
communication devices, or adapted spoon. The variety and size of the equipment require
specific storage spaces as well as space within the classroom during instruction.
Instructional Materials are purchased through the Instructional Materials Budget provided
by the Special Education Department to each Life Strides unit. Each Life Strides unit is
equipped with the basic essentials as listed when it is established (as needed), and then
are usually replaced using the Instructional Materials budget. Special requests are
considered and should be addressed through the Special Education Supervisor or Teacher
Specialist at each campus. Details on the Life Strides Budget are provided in the
Appendix.
23
Classroom Management
Classroom Management is identified as essential in order for students to optimize
learning. Without effective classroom management, time is wasted and opportunities to
learn are lost. An effective general classroom management plan is required in the Life
Strides classroom and will prevent many inappropriate behaviors from students and will
reinforce appropriate social and learning behaviors. The following pages explain
Procedures and Routines, Individual Schedules, Classroom Rules and Visual Systems for
Classroom Management, Teacher/SSP Presence, Campus Behavior Management Plans.
The first component of Classroom Management is to develop and practice routines and
procedures.
Procedures and Routines:
Children thrive on routines and procedures. Having routines and procedures means that
your students know exactly what is expected of them in most situations and transitions.
Routines and procedures must be directly and explicitly taught and rehearsed. Teaching
routines and procedures will eliminate a multitude of behavioral problems and
opportunities for chaos. Students learn best in an environment that is predictable, safe and
consistent. If students understand the rules and procedures, they feel secure in their
learning environment and know from the beginning what is expected of them. An
effective teacher is ready with a classroom management plan on the first day of school.
Procedures identify expectations for when a given task is accomplished. It is a
step to be learned. Procedures have no penalties or rewards and they should be
taught and re-taught preventatively and as the need arises.
Why Procedures Are Important:
• Sets Expectations: When students have rehearsed procedures and they are
consistently employed and reinforced, they understand the practiced behavior is
the expectation. When transitions and classroom movement is haphazard or varied
from day to day, the student does not understand the expectation and is not able to
function independently. Teachers should not have to tell students what to do once
the procedures are in place, although re-teach of procedures may be necessary
from time to time, and attention to students following procedures is continual.
•
Efficiency: Once procedures are in place, transition time is decreased and students
and teachers are able to use time more efficiently. A teacher may be able to
quickly log in to record attendance while students are retrieving materials and
getting to their assigned positions in the room rather than telling students what to
do and where to go.
•
Increases On-Task Time: When transitions occur more smoothly, the time on task
is increased. Rather than planning to take the last three minutes before lunch to
“prepare to go to lunch”, the students may benefit from three additional minutes
of practical work skills or completing one more academic task.
•
Reduces Discipline Problems: Students often have discipline problems during
unstructured time. When procedures are understood and practiced, there is little
24
unstructured time. A student knows which path to take across a room and exactly
where to go to retrieve materials. When procedures are in place, the teacher may
identify changes needed that will reduce or eliminate behavior problems with a
simple modification of the procedure. Students also feel secure and comfortable
when they know what to expect. Procedures increase this positive feeling.
Implementing Classroom Procedures:
It is to every teacher’s advantage to identify and set procedures to maximize instructional
time. All students are able to learn procedures when they are presented and taught at the
student’s ability level. When students act responsibly, they must be reinforced at every
opportunity. It is important to create a visual representation in the form of a picture/word
format, such as Boardmaker to reinforce student understanding of these procedures or to
use objects when necessary for students to pair upcoming procedures with the
presentation of the visual or object.
The teacher of one Life Strides classroom uses simple file folders
with symbols and visuals as a procedural check of for each student
as they enter the classroom. Each student understands they have
the responsibility of completing the task items on the individual
schedules as the first part of the morning routine. Routines such as
clocking in, signing in (writing name in various forms), and other
individualized tasks are on each student’s folder. As the student
completes a task, she indicates completion.
Teaching Procedures:
• Explain: Tell students verbally and with photographs and pictures as needed what
the steps of any procedure are. Teachers should consider doing a visual task
analysis of any procedure. Complete the procedure while thinking aloud and/or
following the visual, and have the students observe. Have other adults in the
classroom perform the procedure as they think aloud.
•
Rehearse: Allow students to rehearse the procedure. Verbalize what students are
doing correctly and practice until all students have mastered the procedure. Be
sure to include supports that will be needed for individual students. Rehearse
several times during the first days of school and subsequently at least once per
month and more often as needed.
•
Reinforce: Let students know when they are behaving appropriately. Tell them
specifically what they are doing correctly.
When are Procedures Needed?
Procedures are needed minimally during the following times of the day and should be
outlined in writing. When procedures are in writing, it reduces drift from the original
procedure and is invaluable to substitutes. Although the following considerations are not
exhaustive, they are times in the day when procedures must be developed.
1. Bus Arrival and Departure:
For safety reasons, ambulatory students should be off-loaded first and loaded on
last in order to avoid lack of supervision on the bus. Consult with bus drivers and
25
assistants to establish the most efficient and safe routine and procedure. Share the
established procedure with the transportation staff.
Ambulatory students need to be taught where to stand in line and how to wait
appropriately both when arriving and when waiting to load onto the bus.
2. Daily Arrival to Classroom:
A sign-in using visuals, time clock, or written signatures should be located near
the entrance to your room. One idea is to use a two-column chart appropriately
labeled with “School” and “Home” or “In” and “Out.” The procedure and routine
for students to move their name cards (or pictures) from the “Home” to “School”
or “Out” to “In” should be taught and the routine be put in place. Teachers will
establish
exact
routines
regarding determination of
who goes first, how to wait
for a turn, and what to do
immediately
afterward.
Students and adults should
not touch the names/pictures
of other students. Encourage
independence
for
each
student and make it a routine
for all students. Do not move
a picture/card for any student,
but if necessary, provide
supports needed for all
students to participate.
A procedure is needed for turning in homework and other paperwork that needs to
be given to the teacher. They also will need to know where to put their backpacks,
jackets, etc. and how to store them. Specific pathways, times, and locations are
needed.
3. Hygiene: Teachers must keep in mind that some students have been on the bus for
an extended time upon arriving to school. Especially at the elementary level, it is
imperative that they go to the bathroom shortly after arriving to school. Some
teachers may opt to have hygiene time before breakfast, and some may choose to
have students take care of hygiene immediately after eating.
At any stage, students should be monitored and supported to complete all hygiene
tasks as independently as possible. As needed, use task analysis and visuals to
teach steps for using the toilet including arranging clothing prior to leaving
restroom. Teach how to wash and dry hands, brush teeth, brush hair, and wash
faces. Keep in mind that the adults should not provide the same amount of support
from day to day. We must stay cognizant that students must increase their
independence in the skills. Data collection and direct verbal/picture
communication between students and adults should also be part of the routine.
Students must work on any skill that is within their zone of proximal development,
26
no matter how small the increments. As students become self-sufficient in the
skills, it may no longer be necessary to teach them. Students who have shown
4. Centers: Centers are an effective way for
students to engage in meaningful enrichment
activities that encourage learning. It is
appropriate at all stages, but activities will
be quite different as they should be ageappropriate. Centers are areas of the room
with prearranged activities and materials and
are developed around a theme. It is an
opportunity for students to complete tasks
independently and practice responsibility
and self-determination. Sometimes centers
provide an opportunity to practice a skill at
different levels. Sometimes, centers allow
students to choose between different
activities within a single theme. Usually,
centers will encourage curiosity and
creativity. Procedures are especially important when transitioning to and from
centers and for expectations while at centers and adult supervision is essential for
ensuring students are meaningfully engaged. Some examples of centers are
Writing, Art, Reading, Science, Social Studies, Math, Research, Music, and
Recipes. Center time may be used as reinforcement for students on a classroom
management plan or even in the Token Economy System. Activities at centers
should be changed frequently to keep students interested. Activities must provide
significant experiences and not be considered “free time”. More examples of
centers may be found in the Appendix.
5. Cafeteria: Cafeterias are often noisy
places and may be overwhelming or
distracting to students in the Life Strides
unit. Cafeteria procedures should be
established and taught on the first day of
school. Students will need to know the
exact expectations on how to:
a. Enter the cafeteria
b. Stay in line (when appropriate)
c. Go through the lunch line and
make choices, ask for items, provide lunch number or pay
d. Arrange foods on table
e. Remain seated and behavior while seated
f. Clean up area before leaving
g. Turn in trays, trash, etc.
h. Leave cafeteria and return to class
6. Job Responsibilities: Daily jobs are required in the Life Strides classroom as part
of the token economy. The jobs should be posted so the students have a good
visual of the different jobs and their responsibility for the day, week or month.
27
•
•
•
•
Students should be in the habit of checking their job assignments at the beginning
of the school day.
Students need to be taught the expectations for a given job (how to wipe a table
correctly).
Students need to be taught that they will only get paid for a job that is done.
Students need to be taught procedures for collecting their pay.
7. Transition between Activities: To maintain order in the
classroom, students must be taught how to transition between
activities. The transition cue may be a visual cue such as a
picture schedule, an object schedule, or it can be an auditory
schedule, such as having a different auditory cue for each
planned activity. Students must know explicit pathways within
the classroom to use, what materials to amass, and where to
store them. Clear expectations with cues in the environment
will increase independence by students and maximize teaching time. Music is a
powerful cue for timed activities. One idea for beginning calendar time for
elementary school is to have students form a circle on the carpet.
8. Transition between Classes: Transitioning
between classes may refer to students
transitioning as a class or individually. Students
need to be taught how to form a line and walk
quietly, keeping their hands off the walls and
each other in elementary school and in
secondary school must learn how to get to their
lockers, take the correct items to the next class
and get to class on time among other things.
Before the student is capable of transitioning on his/her own, it may be necessary
to follow a process where one fades adult supports. In the beginning an adult may
need to accompany a student. This should quickly fade to less support such as
watching the student from a distance, or involving natural environmental supports
such as friends. It may be necessary for the receiving teacher (adult) to e-mail or
call the classroom teacher when the student arrives.
28
Individual students may need a visual cue to remind them where they are going,
such as, a card (on a lanyard or string). The card, with detailed information, may
also prevent other adults from trying to assist the student when she is seen alone
in the hallway, allowing her to continue on her way independently.
9. Departure from Classroom: End-of-day procedures are necessary to avoid chaos.
Expected behaviors at the end of the day for gathering items to go home, getting
backpacks, clothing, lining up to go, etc. will also need to be established. There
are a multitude of ways to accomplish this task. Some teachers have students get
their backpacks one at a time then form a line to leave or proceed to the bus. For
others, this may be a classroom job with one student handing the backpacks.
Teachers should set procedures so all papers are in the backpacks before students
are lining up. The classroom should be left tidy. Students should sign out each day.
Behaviors for leaving the classroom (whether in a line or individually) should also
be established.
Routines:
Students thrive on routine and should be able to demonstrate the classroom routines to a
new person to the classroom without hesitation by the end of the first nine weeks.
Routines are not only the classroom instruction or activities scheduled by time, but,
expectations for each student each day of the week for any activity. When students are
accustomed to having routines for activities, a new activity and new routine will fall into
place with little effort. When routines must be disrupted, it is important to warn students
of the disruption (when possible) ahead of time, explaining to them what the difference
will look like, sound like, and feel like. Let’s be sure not to confuse routine with doing
the same thing everyday. Students should not be expected to complete the same task at
the same level day after day. Once students have shown mastery of any skill it is the
responsibility of the classroom teacher to press the student to the next level of
performance to prepare her for transition as an adult.
It is important to have and refer to a classroom schedule, visible to students, using times,
words, and pictures. Schedules are part of everyday life and should be considered an
integral part of daily classroom routines. The use of schedules falls into all five domains.
29
Individual Visual Schedules:
Although the classroom may have a daily schedule of activities that will take place during
the day, it is also important for most students to have individual schedules. There are
different formats for visual schedules. Boardmaker has many blank schedules from
which to choose. Schedules may be vertical, horizontal, on a bulletin board, or in a
portable format such as an envelope or card stock. Keep in mind that schedules should be
modified as students master them. They should become smaller when possible, and more
appropriate for adult use, keeping transition in mind at all times.
The schedule seen to the
right is an example of an
object schedule, which is
part of a student’s routine.
The student is able to predict
what he will do each day by
attending to the objects and
pictures on the schedule. He
is encouraged to grasp the
next object to the right each
time he approaches the
schedule. His knows he will
use the schedule daily, he
will go to the schedule after
each task, and that he will
do the task that is paired
with the object he has grasped.
This schedule is another type of tool
for students to understand routine. This
word/picture schedule individualized
for eight students provides students
with the ability to predict what will
happen during the day and allows
students to practice self-determination
as they complete tasks and remove
each task card from the schedule.
Although the actual tasks are changed
daily, the symbol for the category,
location, or domain of the task remains
the same. Students are comfortable
understanding what is going to happen
and when they will have completed the
requirements to then go to lunch.
Breaks are built into this routine.
30
For students who are able to read and follow a word schedule, it may be sufficient to have
a list of activities. Students may check off each item as completed as an option.
The schedule to the right is an example of a
simple set of symbols representing the general
tasks a student will complete each day. As the
student completes each task, he places a
checkmark on the corresponding square. He is
able to predict the upcoming activities, identify
the activities he has completed, have an
understanding of time as it relates to the
completion of activities, and gain satisfaction
from placement of check marks.
Students who know what is expected of them
and are actively engaged have little time to
misbehave. The classroom teacher is always
adjusting in order to meet each student’s needs
and to maximize learning.
Classroom Rules, Privileges, and Consequences:
Classroom rules are the foundation for
classroom management. The rules should be
simple, clear, and meaningful to students. If
there are standard campus classroom rules as
exist on some campuses, base the Life
Strides classroom rules on the campus rules.
Modify the wording so they are
understandable for the students in your class.
Rules should be presented to the students in
word and picture/symbol formats and posted
on the wall in clear view for all stages. The
rules must be explained, rehearsed and
reinforced beginning on the first day of
school and referred to daily.
Rules
come
with
Privileges
and
Consequences. As part of the classroom
management
plan,
privileges
and
consequences must be identified and posted.
It is possible to give points for good
behavior that may be used for purchase of privileges, but, be cautious not to mix this
system with the Token Economy, which is not a behavior management system. Also, take
care not to give “free time” as a privilege. There is no “free time” in Life Strides. We are
always moving forward.
31
Whether in the Adult Years, High School, Middle School, or Elementary, a visual system
should be in place so students are able to identify their behavioral progress throughout the
day. In Adult Years, it may be as simple as a conference list on the board, indicating
students who have had conferences with teachers for various reasons. Those who have
had to conference for misbehavior will be reminded by seeing the conference list. Some
samples of systems follow:
Preparing students by reviewing expectations with students before events that may lead to
excitement or misbehavior is a preventative measure that is easy to execute and very
effective. Conferencing with students when their behavior has improved or when a lapse
has occurred is also important. Remember to attend to appropriate student behaviors in
order to reduce inappropriate behaviors. Data on graphs that students are able to
understand is also helpful.
Teacher, SSP Presence:
Students respect all of the adults in the room, and look
to them for guidance and direction. It is important for
teachers and SSPs to collaborate in order to be
consistent
in
implementing
the
classroom
management plan. Take time to discuss the plan and
to debrief about events during the day. Each
individual may have a different perspective which is
important to discuss. The teacher is responsible for
development of the classroom management plan, but
it is the responsibility for all the adults in the room to show fidelity to the plan and
implement it as consistently as possible. SSPs are vital to the Life Strides classroom and
often may develop relationships with students that will be instrumental in teaching
students more appropriate or more independent behaviors.
Positive working relationships between the adults in the classroom are vital to student
learning. It is part of the job for all adults to pitch in when necessary to promote student
learning or ensure student safety. Procedures for adults to discuss problems or concerns
should be established at the beginning of the year so the adults will also understand
expectations.
The teacher and SSPs must be vigilant to ensure there is no wasted time in the classroom,
that students’ positive behaviors are noticed and reinforced, and that students feel
welcome and important in the classroom. Adults should not be talking to each other when
32
toileting students or when feeding students. This is a time for teaching and direct
interaction with the students we work with.
Campus Behavior Management Plans:
Many campuses are now part of the Positive
Behavior Supports (PBS) cohort. Positive
Behavior Supports begin in common areas of
the school by creating procedures and routines
that
increase
efficiency
and
clarify
expectations. PBS also encourages campus
personnel to attend positive student behaviors
and to reward those behaviors. Even campuses
that do not currently participate in PBS may
have campus-wide behavior management
programs in place.
The Life Strides classroom participates with
any PBS strategies. It will be necessary to
explain what this means in regard to
expectations for the students in your class. The
image at the right is an example of a campuswide PBS plan.
Verbals, Paraverbals and Body Language:
Attention to use of verbals, paraverbals and body language can save classroom teachers
and SSPs a lot of stress in regard to behavior management.
It is tempting and often even a habit to talk too much when attempting to support a
student’s attempts to manage their behavior. Probably the most important thing to
remember when working with a non-compliant, anxious, or disruptive student is to use
the minimum amount of words.
Often, students have difficulty communicating. It may be useful to paraphrase for the
student what she is displaying. For example, for a student who puts her head down on the
desk and refusing to work, it may be helpful to say to the student, “You put your head
down and don’t want to work.” Then, the most difficult part of the process begins where
the adult does not say anything further until the student does something different with her
behavior. She may say you are wrong, in which case the adult would again paraphrase to
try to communicate what the student is trying to convey, or the student may pick her head
up. This would be the time to reinforce the student for approximations of appropriate
behavior.
33
Individual Behavior Supports:
It’s important to remember that not all students respond to the typical classroom
management procedures positively. These students will require additional measures.
The first, and most important component for the Life Strides teacher to prepare with the
assistance of SSPs is the data collection. Collect antecedent information, times of
behavior, intensity, and consequences of the behavior. Try to ensure that consequences
are consistent, so the function of the behavior is more easily identified. We have to ask
ourselves the following questions and try to increase the rewards for positive behavior at
the same time we reduce the rewards for negative behavior.
Is the behavior due to the student trying to escape?
Is the behavior due to the student attempting to get attention?
What is maintaining the behavior?
What can be removed that is maintaining negative behavior?
What can be added to increase positive behavior?
This type of data may be collected on data sheets found in the appendix.
It is extremely rare that a Life Strides student will require a more restrictive setting, so
the students will usually stay with us even when their behaviors may seem extreme. The
more specifically we identify the functions of the behaviors, the more effectively we will
be able to change negative behaviors into positive ones.
Teachers may access consultative assistance from the district behavioral specialists and
other district related services personnel. Data must be collected and hypothesis about the
function of the student behavior must be identified before any request for consultation.
Consult with your campus Special Education Supervisor or Teacher Specialist for
guidance.
34
V.O.I.C.E.S.
for
III. Vocational Curriculum Components
“Success is a ladder you cannot climb
with your hands in your pockets”
(American Proverb)
35
V.O.I.C.E.S.
Vocational Foci by Stage
VOICES addresses transition and vocational competencies needed from the first years of
school to the final years that prepare graduating students for the world of community and
work. Each stage has an overall career focus with selected thematic units and lessons that
should be used by the classroom teacher. Students work toward mastery of the
competencies at each level through the lessons and activities related to each theme.
Stages of transition to work and career foci for students in the VOICES program are:
Career Awareness - Elementary
The student begins to understand that there are many types of work,
to observe workers with a focus on the types of tasks they perform, and
to experiment with the idea of being a worker.
Transitional skills are incorporated within the instructional curriculum.
Career Exploration - Middle School
The student begins to understand the strands of work in clusters,
to explore his/her own strengths and interests,
to experience what it means to work, and to advocate for a career path. Transitional
skills are incorported within the instructional curriculum and the official transition
process begins.
Career Preparation - High School
The student begins to exercise working in practical situations,
to develop specific occupational skills, to experience different types of work, and to
advocate for career planning. Transitional
skills are incorporated withing the instructional curriculum and the official transition
process continues.
Career Assimulation - The Adult Years
The student learns to work independently when possible,
to problem solve independently when possible,
to look for a job, and to maintain a job.
Transitional skills are incorporated within the instructional curriculum and the official
transition process should be fully implemented.
36
Vocational Themes
Vocational Themes are aligned with the foci identified for each stage of education in VOICES and are a
required component in the Life Strides classroom. Student knowledge about job and career opportunities,
pathways to desired positions, career clusters and levels within career areas is increased over the years.
Knowledge of self is emphasized through the curriculum. A new vocational theme is introduced every 9
weeks in elementary school. The elementary themes are repeated from year to year and are presented in
more depth leading to increased student transfer and application of skills. New themes are introduced
annually in the middle school, high school and adult years. Learning activities at each grade level are
designed to increase proficiency toward the particular objective and competencies. Transitional
competencies are included within the Individual Education Plan (IEP) and are implemented into each
theme as appropriate.
Elementary Years: Career Awareness: The student begins to understand that there are many
types of work, observe workers and the types of tasks performed, and to experiment with the idea of being
a worker. Transitional competencies begin to be incorporated within these learning opportunities.
*Focus Objectives for elementary occur in 9 week cycles.
1st 9 weeks:
2nd 9 weeks:
3rd 9 weeks:
4th 9 weeks:
School and Family Workers
Community Workers and Services
Government and Entertainment Workers
Manufacturing and Technology Workers
Middle School Years: Career Exploration: The student begins to understand the strands of
work in clusters, to explore her/his own strengths and interests, to experience what it means to work, and to
advocate for a career path. Transitional competencies are incorporated within these learning opportunities.
Refer to official transition requirements.
Year 1:
Year 2:
Year 3:
Identify Career Clusters
Identify Interest Areas in Career Clusters
Identify Possible Career Path for Self
High School Years: Career Preparation and Planning: The student begins to practice
working in practical situations, to develop specific occupational skills, to experience different types of
work, and to advocate for career planning. Transitional competencies are incorporated within these learning
opportunities. Refer to official transition requirements.
Year 1:
Year 2:
Year 3:
Year 4:
Determine Career Path and Requirements
Determine Needs to Accomplish Particular Career Goals
Experiment with Jobs in Different Career Paths
Self-Advocacy in the Workplace
Adult Years: Career Assimilation: The student learns to work independently when possible, to
problem solve independently when possible, to look for a job, and to keep a job. Transitional competencies
are incorporated within these learning opportunities. Refer to official transition requirements.
Year 1:
Year 2:
Year 3+
Practical Evaluation of Skills and Work
Practical Practice at the Workplace
Transition to the Community
Activities in the classroom are designed toward a greater understanding of the particular
grade level vocational theme. More detailed explanations of the objectives follow in the
elementary, middle school, high school and Adult Years sections of VOICES.
37
Vocational Opportunities
A continuum of vocational opportunities exists in the district and is carefully integrated
into the continuum of vocational and transitional competencies found in the elementary,
middle school, high school, and adult years program components within VOICES. The
Program establishes a continuum of prerequisite skills beginning with classroom jobs that
teach work related vocabulary, training for set tasks that become jobs, scheduling and
monitoring of job performance, understanding the concept of work for pay and the idea
of a job well done. This becomes the job structure that is carried throughout the program.
Community-Based Instruction is included to ensure that students begin to recognize that
it takes many individuals completing jobs in order for our world to function as it does.
Classroom jobs will facilitate the introduction of required vocational themes outlined in
VOICES. The teacher has two main foci; the practical application of the job and
connected work skills and the introduction of the thematic units to widen the students’
knowledge about the types of jobs and their requirements available to them within the
community.
As students move to middle school, campus jobs are introduced as a vocational
opportunity for the student. The skills learned in elementary are expanded and put into
practice outside the safety of the classroom. The student must develop working
relationships with various campus personnel in order to accomplish their assigned task.
The job structure that was begun in elementary is expanded and refined.
In high school, the teacher continues to use the vocational themes to prepare the students
for future careers while practically expanding the student’s job structure to include
Community Based Vocational Instruction (CBVI), volunteer or intern positions on
campus and off, working in Sheltered Workshop settings or Cottage Industry,
participating in Day Activities or working towards competitive employment. Vocational
opportunities will be designed by the teacher to complement required courses for
graduation. Community Based Instruction is included to give practical experience and
may be used as a culminating activity.
The Adult Years Vocational program expand vocational opportunities found in high
school and provides a placement where adult students attend with age peers. Students
must have completed required high school credits for graduation in order to be placed in
the Adult Years Program. Employability skills will be honed and sharpened through more
and more practical applications and assimilation into the community setting. Students
may or may not attend the Adult Years program. The Adult Years is an optional program
designed to provide students with simulated and real life employment opportunities
before the age of twenty-two.
Community-Based Instruction (CBI) activities are developed by the classroom teacher in
order to practice skills such as using and locating community services, participating in
community events, investigate job opportunities and perform community service for their
neighborhoods. Each excursion into the community is an opportunity for students to
identify jobs in the community and to observe persons working within the community.
Each excursion is connected to lesson plans, IEP goals and objectives, and has the
38
knowledge and approval of campus administrators. Teachers should use every activity
from planning to debriefing teaching opportunities in the CBI.
Job Readiness Strategy – What does it look like?
Teachers are asked to find and create simple classroom jobs that teach and train job skills
on a daily basis for students. At first the teacher and SSP can set aside time each day to
perform the task or job. Gradually, the teacher would incorporate the jobs throughout the
day where they would naturally fall.
Finding and creating a classroom job:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Infuse work and job vocabulary into the day, each and every day.
Determine and define the tasks that can be done on a daily basis by a student.
Look at simple tasks to complex tasks.
Match the tasks/jobs to the students and train them.
Create a schedule and monitor implementation.
Rotate and share the wealth! (Shift change)
Evaluate and provide feedback.
Create a Token Economy System to establish the concept of work for pay.
Note progress and keep in touch with the parents.
In the Elementary Years, VOICES asks the teachers to develop classroom jobs beginning
in the elementary school classroom to help the student learn how to work. The student
acquires skills each day through classroom jobs. The teacher expands the students’
experiences by using the thematic focuses to introduce work related concepts, vocabulary,
expand skills, and introduce the concept of work for pay. Teachers are asked to create a
token economy system to further this concept of work for pay. Community Based
Instruction (CBI) helps reinforce these concepts by providing real-life experiences.
In the Middle School Years, VOICES expands beyond the classroom jobs to include
campus jobs. Teachers are asked to work with school personnel to identify and create
campus positions that students can report to on a scheduled basis. CBI’s are still included
and designed to provide relevant vocational experiences.
In the High School Years, VOICES continues to include the classroom and campus job,
but expands to Community Based Vocational Instruction (CBVI). Once the student is 16,
he/she can attend approved CBVI sites which will rotate every 9 weeks.
In the Adult Years, VOICES expands to volunteer sites within the district and community,
ultimately working towards competitive employment. In-school partnerships promoting
contract work and day activities are also part of the Adult Years.
Each is identified as mandatory or as an optional component. The opportunities listed are
not exhaustive of all possibilities, but are the most common opportunities provided.
Listed below are some descriptions of the Vocational Opportunities provided in SAISD.
39
Least Independent
Listing of Continuum of Vocational Opportunities
The following list of opportunities is arranged from what is available at the elementary level to what is
available at the High School and Adult years. It indicates when a student may be eligible for an opportunity,
where it takes place, the types of supports provided and whether the position is a paid or non-paid position.
Teachers may use this for a quick reference in vocational planning. Descriptions follow.
Classroom Jobs: Elementary, Middle School, High School, Adult Years, on campus.
Supports provided by classroom personnel. Non-paid positions.
Community-Based Instruction (CBI): Elementary, Middle School, High School, Adult
Years, on campus. Supports provided by classroom personnel. Non-paid.
Cottage Industry: Elementary, Middle School, High School, Adult Years, on campus.
Supports provided by classroom personnel. Non-paid.
On-Campus Jobs: Middle School, High School, Adult Years, on campus. Supports
provided by classroom personnel and/or natural supports on the job. Non-paid positions.
Day Activities: High School, Adult Years on campus. Supports provided by classroom
personnel. Non-paid positions.
Either may be at a higher
level of independence
Sheltered Workshop: High School, Adult Years, on campus. Supports provided by
classroom personnel or by Sheltered Workshop personnel. Paid or Non-paid positions.
Community-Based Vocational Instruction: High School, Adult Years, off campus.
Supports provided to a high school group of students by classroom personnel and/or
natural supports at the site. Non-paid positions.
Volunteer: High School, Adult Years, off campus. Supports provided to an individual
student by natural supports on the job and the VAC. A job coach is also possible. Nonpaid positions.
Supported Employment: High School, Adult Years, off campus. Supports provided to
an individual student by natural supports on the job, the VAC and a job coach. Paid
positions.
District Internships: Adult Years, off campus-in district. Supports provided to an
individual student by natural supports and VAC. A job coach is also possible. Paid or
Non-paid positions.
Most Independent
Enclaves: Adult Years, off campus. Supports provided by classroom personnel or natural
supports on the job and the VAC.
Competitive Employment: High School, Adult Years, off campus, not a district
internship. Supports provided by natural supports and the VAC. A job coach is also
possible. Paid positions. This could also include general education vocational
opportunities in high school. Supports provided by classroom teacher.
General Education Vocational Opportunities: High School, off campus. Supports
provided by classroom teacher and job supervisors.
40
Descriptions of Vocational Opportunities
Classroom Jobs: Classroom jobs are required daily for every Life Strides student who
spends time in the Life Strides classroom. The jobs are posted in the classroom in both
word and picture form – and even in object form when needed. Students rotate jobs and
are assessed in the skills required for each job. Classroom jobs are used to teach
vocational and daily living skills to increase student independence. It is important to
remember to continually challenge student so increase skills and reduce dependence on
adults to complete a job well. Students are paid through the Token Economy.
Community-Based Instruction (CBI): CBIs are integral in the development of Vocational
understanding for most students in the Life Strides classroom. Although the main purpose
of the CBI is to provide opportunities for students to generalize skills to the community
setting and for students to practice skills needed in the community for maximum
independence, each CBI is an excellent opportunity to expose students to community
members and the services they provide. Use of camera is highly recommended in order to
incorporate what was seen into classroom instruction. Students identify jobs in the
community and begin to see that in order for the community to function; many persons
with many types of jobs must do their part. Each CBI should include a discussion of jobs
that were seen and skills that are needed for each type of job.
Cottage Industry: Cottage Industry vocational opportunities exist at every stage in Life
Strides. Students work to create products and then sell them. Some examples are cookie
bouquets or holiday knick-knacks as made by students in the Adult Years or a weekly
salad sale for school staff at the middle school level. Some Life Strides classes sell and
deliver valentines. One middle school Life Strides unit even sells flavored coffee to the
school staff in the mornings. The classroom teacher spearheads these projects and
excellent learning opportunities for students. Students learn about the need for and
tracking of inventory, budgeting, customer service, taking orders, delivery, and practice
book-keeping skills. Care must be taken to ensure that students are self-advocates, make
decisions, and increase skills throughout the school year. The money earned is
documented through the campus and may be used for class events or materials. When
students participate, they are paid through the Token Economy.
On-Campus Jobs: Campus jobs are developed by the classroom teacher. If the teacher has
difficulty identifying campus jobs, he should make contact with other Life Strides
teachers for ideas, speak with specialists who visit the campus, or contact the VAC for
ideas. A list of jobs also will be available in the appendix of VOICES. Campus jobs are
jobs that impact the school campus – outside of the classroom. Campus jobs are required
for every Life Strides student at the middle school level and for every Life Strides student
at the high school or Adult Years levels who do not participate in off campus vocational
opportunities. Students are paid through the Token Economy.
Day Activities: Students who require the highest amount of support will participate in
Day Activities. Students will continue to work on objectives such as anticipating events,
pairing sounds or objects with events, choosing between two activities or items,
communicating desire to continue or discontinue activities, etc. These students will
participate fully in classroom or campus jobs, but may do a very distinct portion of the
41
job, and will be paid through the Token Economy. Every effort is made for student to do
as much as possible independently, and hand-over-hand is not encouraged.
Sheltered Workshop: The classroom teacher or VAC collaborates with community
businesses to develop partnerships. The businesses provide assembly projects for students
to practice the skills they will need in order to transition to sheltered workshops in the
community, and students complete the projects for the businesses. Some examples
include spice packaging, collating of folders, and completion of condiment packets for
hospitals. Students are paid through the Token Economy.
Community Based Vocational Instruction (CBVI): CBVI is available in high school for
most students who are 16 or older and who have a minimum of 10 credits. CBVI occurs
at various sites within the community like department stores, hospitals, government
facilities, and other privately owned businesses. CBVI training will be rotated each nine
weeks and students will be able to expand their skills at more than one site. CBVI
excursions should be planned for 2-4 days per week. The VAC collaborates with
businesses to set up sites for CBVI. Every effort should be made to accommodate the
interests of students who have identified specific areas.
Volunteer Work: The classroom teacher or the VAC may set up volunteer opportunities
for students off campus. High School students and Adult Year students may be given the
opportunity to provide services for the community as a volunteer. Any volunteer work
must be comparable to volunteer work provided to the organization by nondisabled
students or adults.
Supported Employment: Students who participate in supported employment have a paid
job (usually with the help of the VAC), but require a job coach. The job coach is faded
out when possible, but some students may continue to require a job coach as adults in the
community. Supported Employment is an excellent transition to on the job support
provided by agencies post-graduation.
District Internships: District Internships are provided for the Adult Years, off campus indistrict. Internships have been established at various sites in SAISD and VACs may
develop additional internship sites to meet the specific needs of individual students.
Supports provided to an individual student by natural supports and VAC. A job coach is
also possible. Students are paid in this position.
Enclaves: Enclaves are created when a group of students with disabilities combine their
work efforts to complete a job that might ordinarily be completed by one person without
disabilities. The VAC, classroom teacher, and job coach may be involved in the process.
Competitive Employment: Competitive Employment occurs when the student has
secured a paying job. The VAC assists students with disabilities to prepare for, find, and
keep jobs. The VAC works with the student to develop an individual plan to meet the
student’s needs.
General Education Vocational Opportunities: Students who participate in General
Education Vocational Opportunities participate with non-disabled peers in general
education class. It is not a special education class, but the student may require special
education accommodations or modifications in order to participate.
42
Continuum of Vocational Opportunities Chart
Elementary
Middle School
High School
Adult Years
Classroom Jobs Classroom Jobs Classroom Jobs Classroom Jobs Classroom Jobs
Community-Based Instruction (CBI) Community-Based Instruction (CBI)
Cottage Industry Projects Cottage Industry Projects Cottage Industry Projects
Campus
CampusJobs
Jobs Campus
Campus Jobs
Volunteer Work in Community
Community-Based Vocational Instruction
District Internships
Sheltered Workshop
Enclaves
Paid Employment in Community
Vocational Opportunities in gray arrows are requirements at each stage. Those in
white are options. High School and Adult Year student must participate in classroom
jobs, CBIs, and in another job on the continuum. The campus job is one of the
possibilities. Progress is expected on the curriculum. Data is collected at each stage
and a Portfolio is maintained.
43
Token Economy
What is the Token Economy?
The Token Economy is a system of work and pay that is a required component in the Life
Strides classroom in SAISD. Students earn tokens for doing the jobs they have been
assigned and then may exchange the tokens for tangibles or privileges at a Token
Economy Store established within the Life Strides classroom.
What is the Purpose of the Token Economy?
There are several purposes to the token economy.
1. One purpose is to develop the concept of compensation or “work for pay.”
Students learn that they must perform the job in order to be paid for it, and they
also learn that it is an expectation that the job be performed.
2. Second, students learn the concepts of spending and saving.
3. Third, as students participate in bookkeeping of their own funds, they practice
academic and life skills.
4. Fourth, students become responsible for managing the Token Economy Store, and
learn about inventory, record keeping, and customer service.
5. Finally, but not exhaustively, students learn to advocate for jobs that might
necessitate more effort, but may offer more pay.
Which Jobs are Compensated?
Students who spend time in the classroom must participate in classroom jobs at all levels
and must be compensated for the classroom job. Students, who participate in campus jobs,
must also be compensated for campus jobs. See the descriptions of each Vocational
Opportunity on previous pages in order to identify other vocational situations where the
student will be paid through the Token Economy. Students do not have to do a job well to
be compensated, but should be evaluated and then conferences should take place as well
as re-teaching and continued assessment.
What Steps must be Completed to Begin?
1. Determine what the students find rewarding. Identify privileges that may be sold
at the store as these do not cost any money. Identify tangibles if desired.
2. If tangibles will be used, identify the amount of money to set aside to purchase
Token Economy store items and consider development of cottage industry
projects to earn more money for the Token Economy store.
3. Determine the type of tokens to use and develop a banking system for students.
Keep in mind that it should be developed in such a way that students are able to
access and keep track of their funds as independently as possible.
4. Determine the fair market value of pay for each job and the fair market value of
items in the store to create a balance between the two.
5. Develop a procedure for pay, banking, and purchasing of items. Students must be
involved in preparations and be as independent as possible.
When Does the Token Economy Take Place?
The Token Economy should begin the first day of school and take place daily, all year.
44
How often should the Token Economy store be open?
Minimally, the Token Economy store should be open once per week. Remember, it is to
be run by students to the greatest extent possible with as little interference by adults as
possible.
Is it Appropriate to Fire a Student from a Position?
If a student does not perform a job satisfactorily, it is important to complete an
assessment of the performance and meet with the student about the performance. Reteach of expectations should also be part of the process. A written procedure (with
pictures) should be in place so students know what is expected and what the due process
will entail. If after repeated conferences, the student does not improve or refuses, it may
be necessary to “fire” a student and reassign to a different job. The student is paid
whether the job is completed well or not. If the student refuses, she will not be paid for
that job that day.
When is it Appropriate to Withhold Tokens or Take Tokens Away?
The only time it is appropriate to withhold tokens is when a student refuses to attempt a
job or is absent It is never appropriate to take tokens away.
May Tokens be provided for Good Behavior?
No. A separate system may be in place for behavior management, but the Token
Economy is to be used only for completing jobs.
Where does Token Economy Funding come from?
The Life Strides budget has money allocated for instructional materials. Funds from this
budget may be used for the Token Economy store. The Life Strides hygiene budget is
another source of funds if items such as deodorant are purchased for the store. A third
source of funding is donations from local businesses or from campus personnel, and a
fourth source is cottage industry in the classroom as a fundraiser for the Token Economy.
Creative use of privileges will greatly reduce the amount of funding needed for the Token
Economy store. Use brightly colored coupons that students may purchase for lunch with
the teacher, special meal with a friend in the classroom, a walk with the SSP around the
campus, etc.
How are the Jobs Determined and Students Trained?
Develop practical jobs. It is important that the jobs are meaningful and that staff and
students have the opportunity to notice and voice appreciation for the jobs students
complete in the classroom to support each other. Some teachers have students complete
applications and interview for jobs. Some set up training programs as part of the
vocational domain to prepare students for jobs that are currently not part of the students’
skill sets. Some teachers rotate all jobs. This part of the program is determined by each
classroom teacher. It is important to have an evaluation tool for each job and a taskanalysis for most jobs that outlines the steps in pictures and words. Training must involve
all that is necessary for the student to be able to accomplish the job as independently as
possible with very little adult interference. A student should progress to greater skill
levels on the job. When a student has mastered a job, this can be added to the portfolio
for the student to share at ARD/IEP meetings, and the student should be challenged with
a new assignment or may supervise another student.
45
Vocational Adjustment Coordinator (VAC) List by High School
2010-2011
High School
VAC
E-mail
Brackenridge
Burbank
Edison
Fox Tech
Highlands
Houston
Jefferson
Lanier
Sylvia Gaona
Emily Shierk
Yvonne Cadena
Regina Earls
Maria Vargas
Lydia Ochoa
Elizabeth Bryand
Holly Martinez-Stock
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Contact the VAC in your cluster for the following:
Setting up Agency Visits to your school
Jigs for job completion
Helping families get connected
Agency Information
Assistance Setting up Jobs on the Vocational Continuum
Assistance Setting up the Token Economy
Credit Information toward Graduation
Compliance in re: to Adult Students
Transition
They will work with teachers, students, and families at all stages – Elementary, Middle
School, High School, and the Adult Years
46
V.O.I.C.E.S.
for
IV. Instructional Branches, Domains, and
Transitional Competencies
“When the voices of children are heard on the green
And laughing is heard on the hill
My heart is at rest within my breast
And everything else is still”
(From Nurses Song by William Blake)
47
V.O.I.C.E.S.
Instructional Branches and Domains
The transitional competencies in VOICES have been divided into three Branches and five
domains. The branches are aligned to federal and state IEP mandates. They are the
Vocational/Transition, the Academic, and the Life Skills Branches:
The Vocational/Transition Branch:
Competencies within the Vocational Branch of VOICES are directly related to the skills
needed for students to have more alternatives in their post-secondary vocational options.
Students, who will participate in Day Activity care post-graduation, will increase their
choices by reaching higher levels of independence and self-advocacy in skills such as
choice-making, assisting caretakers with hygiene, compliance, and communication. Other
students will practice specific skills required to participate in a range of cottage industry
projects and piecemeal work, and will increase their choices of work locations. Some
adult students will graduate with experience in participating in enclaves or working at a
job in the community with minimal coaching or even completely independently. It is
required that the Local Education Agency (LEA) provide transition services, and an
obligation of each LEA staff member to facilitate student self-advocacy, development,
and diversity of skills. The domain of Self-Advocacy through Vocational Skills lies in the
Vocational Branch.
Domain I: Self-Advocacy through Vocational Skills covers the skills necessary
for the student to make informed vocational choices and to succeed in the
workplace to his maximum ability. The vocational domain,
although separate and specific to the workplace, is a
combination of skills obtained in the other four domains as
well as specific work skills. Academic preparation,
personal hygiene, good sportsmanship, physical education,
time management skills, the ability to work with others and
being comfortable in the community are all integral parts
of vocational training. The student must be able to the best
of his or her ability, advocate for his/her preferences and tasks as well as be the
driving forces for his/her transition and educational planning.
The Academic Branch:
Within the Academic Branch are competencies directly related to the TEKS, TEKS
Essence, and Pre-requisites to enrolled grade level TEKS. Students learn to use symbols
whenever possible to communicate and receive information. Some
students will use objects in order to predict or choose to practice
self-determination, some will use pictures, and others will read
conventional words and use conventional numbers. Academics in
the Life Skills classroom center on practical skills that will
enhance and hone student skills to be as independent as possible in
the community and on the job. The domain of Self-Advocacy
through Academic and Cognitive Skills is found in the Academic Branch.
48
Domain II: Self-Advocacy through Academic and Cognitive Skills includes
the core academics of Reading, Math and Writing. It also includes the ability to
problem solve, make decisions, follow directions, sequence events, predict
outcomes, make change, read signs and other skills that are normally thought to
be the traditional school curriculum. For students to be advocates for themselves,
it is essential that they read, write and perform simple mathematical functions.
Self-advocacy is practiced through choosing literature, writing, drawing and
presentations of ideas. Comfort in expressing ideas is essential for students to be
able to express their preferences.
The Life Skills Branch:
The Life Skills Branch is equally important for students in Life Strides as are the
Vocational/Transition and Academic Branches. The three VOICES transitional domains
of
Self-Advocacy
through
Community
Skills,
Self-Advocacy
through
Recreational/Leisure and Social Skills, and Self-Advocacy through Daily Living Skills
are all part of the Life Skills Branch. Instruction in this branch is geared toward
achievement of maximum independence for students in the skills they will need to
maintain a home, take care of personal needs, maneuver in the community, enjoy leisure
time and be a positive impact on those they encounter.
Domain III: Self-Advocacy through Community
Skills encompasses the development of necessary skills
for students to successfully maneuver within the
community and to successfully contact appropriate local
agencies for assistance or support. Student transition
skills to post-secondary setting may vary from tolerating
public transportation for short outings and pairing
restaurant outings with eating to independently
accessing community resources.
Domain IV: Self-Advocacy through
Recreation/Leisure and Social Skills emphasizes
interpersonal skills and personal relationships
development as well as the ability to access recreation
and leisure options. The student learns to advocate for
himself/herself by choosing experiences related to
recreation and leisure. Students learn how to make
friendship choices as well as how to utilize appropriate
communication skills for maintaining relationships with
friends, co-workers, authority and family.
Domain V: Self-Advocacy through Daily Living
Skills focuses on skills traditionally used within the
home. Student independence and self-advocacy are the
areas of concentration. Skills which are emphasized
within this domain include personal hygiene, decision
making, eating, cooking, house keeping, washing
clothing, money management, dressing, and shopping.
49
Integration of Domains
I.
Self-Advocacy
Through
Vocational Skills
V.
Self-Advocacy
Through
Daily Living Skills
Areas
of integrated
instruction.
II.
Self-Advocacy
Through
Academic and
Cognitive Skills
The
Student
III.
Self-Advocacy
Through
Community
Skills
IV.
Self-Advocacy
Through
Recreation and Leisure
And Social Skills
Instructional domains are theoretical and are never isolated. Teaching in the Life
Strides/TLC classroom incorporates all domains, targets individual objectives and
integrates all instruction to maximize the potential independence of the student.
50
Transitional Competencies by Domain
Transitional competencies by domain are the broad
skills needed by students in order to develop capacity
for independence and self-determination and to
prepare students for transition into the community.
The competencies are worded in general terms and
are intended to be long-range goals for students.
Specific objectives should be adopted for each student
within each domain that will be mastered in the shortterm as they progress in the competencies provided.
Competencies are extended as students mature and
advance from elementary school to middle school, to high
school and then to the Adult Years program. Competencies
are designed with self-determination, self-advocacy, and
independence in mind.
Teachers use the Competencies by Domain Classroom
Assessments (see appendix) to determine where each
student currently functions for each competency at the
appropriate stage. The Competencies by Domain
Classroom Assessment can then be used to identify specific
areas that need to be addressed in the classroom. Identified
competencies are then incorporated into classroom lessons
to increase student proficiency in each area. After
developing the Present Levels of Academic and Functional
Performance (PLAAFP), teachers identify objectives
aligning with competencies in each domain for students to
target. Activities to target student needs are derived from
the Curriculum Guide, Unique Learning Systems,
VOICES, FACES, collaboration with other instructional
and related services, and from teacher made products.
The Transitional Competencies in the next few pages are
organized by Stage (Elementary, Middle School, High
School, Adult Years) and then by Domain. Related
activities are provided for each domain that should be
implemented at each stage. Persons who are part of the
team (not exhaustive) implementing instruction and support
to teach competencies are listed in the last column.
51
Elementary Transition Competencies by Domain and Suggested
Related Activities
DOMAIN
I. SelfAdvocacy
through
Vocational
Skills
COMPETENCIES
A. Work with other students to
B.
C.
D.
E.
F.
complete a given task.
Participate in community
learning experiences with
appropriate behavior.
Express feelings, ideas, needs
and desires concerning career
awareness.
Pay attention to speakers in the
classroom including other
classmates, teachers and
guests.
Identify various workers in
the community through a
variety of means such as oral
products, written products and
kinesthetic products.
Complete classroom job
appropriately.
RELATED ACTIVITIES
•
•
•
•
•
•
•
•
•
•
DOMAIN
COMPETENCIES
II. SelfAdvocacy
through
Academic
and
Cognitive
Skills
A Give or follow oral and/or
written directions clearly and
accurately.
B. Initiate and stay on task with
few reminders.
C. Increase awareness about or
learn to read.
D. Increase fluency, phonological
awareness, and comprehension.
E. Write legibly using correct
grammar and spelling.
F. Communicate needs.
G. Solve problems.
H. Count, sort and create sets.
Pass an object from one student
to another.
Complete an assembly task as a
Student Support
group.
Personnel
Participate in beginning and
ending routines.
Parents
Go to the grocery store with the
Students
class to purchase needed items.
Create a product such as a mural
Related
depicting new knowledge of
Services
workers in the community.
Keep a chart of increasing
SLP, VI
ability to attend to a speaker.
Prepare questions to ask a
Campus staff
speaker.
Community
Present in front of the class
about career topics.
Agencies
Prepare portfolio of interests
and preferences.
VACs
Conference with students to
provide feedback on classroom
jobs. Chart progress.
RELATED ACTIVITIES
•
•
•
•
•
•
•
•
Team
Members
Classroom
teachers
Play games
that
involve
following explicit directions.
Keep a log, graph or chart on
ability to stay on task without
reminders.
Practice writing letters, drawing
pictures, cutting, tracing to
practice fine motor skills.
Create ways that communication
skills can be enhanced. Use a
communication board, practice
appropriate
asking
and
expression of ideas, emotions,
and choices.
Practice addition, subtraction,
fractions, and decimal skills.
Read stories and create solutions
to problems found in them.
Create assembly lines that entail
counting, sorting or creating sets.
Pair sound or object with
event for low-incidence students.
Team
Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related
Services
SLP, VI
Campus staff
Community
Agencies
VACs
52
Related Activities
DOMAIN
COMPETENCIES
A. Respect the rights and property
III. Selfof others.
Advocacy
B.
Demonstrate
appropriate
through
behavior
in
public
places.
Community
C. Understand that services and
Skills
D.
E.
F.
G.
products are accessed through
the community.
Be able to name sites in the
community to get food,
clothing, service.
Safely wait for the bus at bus
stops and watch for points of
reference.
Provide information about self
such as name, address or
telephone number.
Be aware of emergency
services.
DOMAIN
COMPETENCIES
IV. SelfAdvocacy
through
Recreation/
Leisure and
Social
Skills
A. Play cooperatively with others.
B. Explore recreational and leisure
activities of interest.
C. Identify community recreation
locations.
D. Practice sports and good
sportsmanship
E. Dress appropriately and
maintain good hygiene.
F. Use public arenas to eat,
socialize and interact.
G. Make and maintain friends.
H. Be helpful and considerate.
I. Anticipate consequences of
personal actions.
RELATED ACTIVITIES
•
•
•
•
•
•
Go to community locations as a
class accessing public
transportation as is possible.
Review expectations of behavior
in the hallway, cafeteria, library,
etcetera and have students take
responsibility for assessing their
progress.
Create a bingo game using
pictures of community service
workers.
Go to the grocery store with the
class with objectives for each
student.
Create a product such as a mural
depicting knowledge of
community service locations.
Walk around the neighborhood
using a scavenger hunt game,
looking for common
neighborhood items and people.
RELATED ACTIVITIES
•
•
•
•
•
•
•
•
•
Review appropriate dress
through dress-up or mural
depictions.
Eat with non-disabled peers
(buddy) for breakfast or lunch.
Go with buddy to general
education class for chosen
activities.
Keep track of progress in
positive behaviors.
Read stories and anticipate
consequences of character
actions.
Start a collection as a class or as
individuals.
Have students, siblings, parents
or other students in the school
share their collections with the
class.
Participate in sports games in PE
Team
Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related
Services
SLP, VI
Campus staff
Community
Agencies
VACs
Team
Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related
Services
SLP, VI
Campus staff
Community
Agencies
VACs
class.
Engage in family recreational
activities and share with class.
53
Related Activities
DOMAIN
COMPETENCIES
V. SelfAdvocacy
through
Daily
Living
Skills
A. Assist with cleaning chores.
B. Assist with food preparation
using basic kitchen appliances.
C. Communicate personal needs.
D. Identify and express personal
likes and dislikes.
E. Demonstrate personal hygiene
self-help skills.
F. Choose appropriate clothing
to wear dependent on weather
conditions and activity.
G. Carry messages from school
to home and home to school.
RELATED ACTIVITIES
•
•
•
•
•
•
•
Role-play situations that require
the divulgence of name,
telephone number, etc.
Have students organize a
notebook or folder with living
skills information such as
pictures of toothbrush,
toothpaste, or steps for using the
dryer. Add to it during the year.
Conference with students.
Keep a notebook, chart or folder
of student progress in self-help
skills.
Create posters or books with
students about daily living skills
they are able to demonstrate and
read them regularly.
Have students attend ARD
meetings.
Use a bulletin board or felt board
for student to choose appropriate
clothing in different situations.
Use real clothing when possible.
Have parents create a list of
things child can do and display
in the classroom.
Team
Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related
Services
SLP, VI
Campus staff
Community
Agencies
VACs
54
Middle School Transition Competencies by Domain and Suggested
Related Activities
DOMAIN
I. SelfAdvocacy
through
Vocational
Skills
DOMAIN
II. SelfAdvocacy
through
Academic
and
Cognitive
Skills
COMPETENCIES
A. Complete classroom jobs
appropriately.
B. Cooperate with other students
in piecework to complete a
total product.
C. Respond appropriately to
correction concerning product
or task completion.
D. Give appropriate information
to adults when asked.
E. Express career interests
verbally, in written form or
kinesthetically.
F. Devote appropriate attention
to speakers. Exchange
information.
G. Read and/or be able
to understand signs
and symbols.
RELATED ACTIVITIES
•
•
•
•
•
•
COMPETENCIES
A. Use the newspaper, magazines
and other materials as a source
of information.
B. Write legibly using correct
grammar and spelling.
C. Perform basic money
management.
D. Sort in several categories such
as size, color, shape, and
number.
E. Follow a schedule of events.
F. Solve problems.
Create practical classroom
chores that are done in a
rotational assignment basis or on
a regular basis as is appropriate.
Create a product as gifts or to
sell on campus that is completed
in assembly line fashion.
Role-play appropriate responses
to corrections. Have students
perform self-evaluations.
Role-play work-related
situations where personal
information will be requested.
Create portfolio of personal
information, preferences and
interests.
Demonstrate career knowledge
or interests through portfolio of
written, oral and kinesthetic
product documentation in the
form of tapes, pictures and
written artifacts.
RELATED ACTIVITIES
•
•
•
•
•
Have students look at or read
newspapers, magazines or books
and express in written, oral or
artistic form their reactions to
the pieces.
Write student responses and
have students copy what they
have said in best handwriting.
Display.
Set up a store for role-play and
use real money and real prices.
Use coupons students may get
from newspaper.
Practice assembly of objects,
sorting of objects and staying on
work-task for 15 minute periods
as appropriate.
Have students follow a regular
schedule that is posted at all
times using pictures, words or
other symbols.
Team
Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related
Services
SLP, VI
Campus staff
Community
Agencies
VACs
Team
Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related
Services
SLP, VI
Campus staff
Community
Agencies
VACs
55
Middle School Transition Competencies by Domain and
Suggested Related Activities
DOMAIN
COMPETENCIES
A. Respect the rights and property
III. Selfof others.
Advocacy
B.
Demonstrate
appropriate
through
behavior in public places with
Community
few reminders.
Skills
C. Know how services and
products are accessed through
the community.
D. Be able to name sites and
locations of sites in the
community to get food,
clothing, service.
E. Be aware that there are bus
schedules and routes.
F. Be able to provide emergency
information to an appropriate
stranger.
G. Be able to access emergency
services.
RELATED ACTIVITIES
•
•
•
•
•
•
DOMAIN
COMPETENCIES
A. Participate in leisure activities
IV. Selfwith others indoors and
Advocacy
outdoors.
through
B.
Actively choose leisure
Recreation/
activities.
Leisure and
C. Have knowledge of community
Social
recreation locations and what
Skills
they provide.
D. Practice sports and good
sportsmanship.
E. Dress appropriately and
maintain good hygiene.
F. Participate in planning for
visitors in the classroom.
G. Make friends outside the
classroom and practice skills
that maintain friendships.
H. Make decisions based on
ethical considerations.
I. Demonstrate respect for
authority.
Give students choices about
where to go for community
experiences. Plan it as a class
including the use of bus
schedules and maps. Access
public transportation when
possible.
Review safety precautions and
appropriate behaviors while in
the community. Have students
review their progress.
Draw a bus route on a large
butcher paper for display.
Students keep a portfolio of
places they have gone as
extended classrooms. Include
the services accessed and other
details.
Have students practice giving
emergency information to
people they are not familiar
with.
Students categorize items by
locations of purchase.
RELATED ACTIVITIES
•
•
•
•
•
•
Play outdoor and indoor games.
Give students choices about
leisure activities. Sometimes do
activities as a class and
sometimes allow students to
enjoy their leisure
independently.
Go with buddy to general
education class for chosen
activities.
Add to a collection as a class or
as individuals.
Have students from other
classes, siblings, parents or
community members come to
the class and share their
recreational interests.
Create ongoing lists of
recreational activities. Give
rewards for students that add
to the list.
Team
Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related
Services
SLP, VI
Campus staff
Community
Agencies
VACs
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
56
Middle School Transition Competencies by Domain and Suggested
Related Activities
DOMAIN
V. SelfAdvocacy
through
Daily
Living
Skills
COMPETENCIES
A. Perform some cleaning chores.
B. Plan meals and prepare food
with the greatest independence
possible using basic kitchen
appliances.
C. Communicate personal needs to
unfamiliar people.
D. Maintain personal hygiene
self-help skills and personal
environment.
E. Choose clothing dependent on
weather, activity and
preferences.
F. Use basic kitchen and laundry
appliances and tools with
assistance.
RELATED ACTIVITIES
•
•
•
•
•
•
•
•
Students keep the classroom
clean and help keep the school
clean. Keep data on progress.
Students plan meals as a class,
shop and then prepare the foods
with facilitation from teacher
and SSPs.
Practice communicating needs
to people that the student is not
familiar with such as a student
from another class, other
teachers or other
paraprofessionals, the
principal, etc.
Give students choices
whenever possible and help
students refine their ability to
express those choices.
Practice using the washer and
dryer, and small appliances as
appropriate.
Students maintain a folder with
pictures showcasing skills they
have practiced and mastered.
Students identify nutritional
needs and learn to choose foods
that meet those needs.
Students create a book or
power point about the chores
different family members
perform at home.
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
57
High School Transition Competencies by Domain and
DOMAIN
I. SelfAdvocacy
through
Vocational
Skills
COMPETENCIES
A. Follow directions on the job.
B. Participate in communitypartnership assembly projects
reliably.
C. Maintain a steady work pace for
a given period of time.
D. Accept corrections with
appropriate behavioral changes.
E. Express likes and dislikes on the
job appropriately.
F. Provide information such as
social security number, address,
telephone number and references
when asked.
G. Take on a role as a role-model
for younger students in
vocational situations.
H. Learn and maintain specific
skills needed in the workplace
I. Follow a schedule on the job.
RELATED ACTIVITIES
•
•
•
•
•
•
•
•
•
•
•
•
•
DOMAIN
II. SelfAdvocacy
through
Academic
and
Cognitive
Skills
COMPETENCIES
of local information.
B. Discover ways to communicate
ideas or preferences to strangers.
C. Make change or predict money
values needed for chosen
activities.
D. Solve word problems involving
money or time at the appropriate
level.
E. Read for pleasure.
F. Follow a schedule of events.
G. Solve problems.
Classroom jobs.
Contract work on campus.
Campus jobs with supervision.
Campus jobs with natural
support.
Volunteer work.
Community Based Vocational
Instruction opportunities.
Vocational Adjustment Class.
Maintain ongoing portfolio of
experiences at different work
opportunities.
Maintain data about
performance.
Practice displaying personal
information when asked.
Practice specific work skills in
the classroom with teacher
made projects.
Practice appropriate responses
to correction.
Students pair activity choices
with sounds or objects or tactile
sensations.
RELATED ACTIVITIES
•
•
•
•
•
•
Have students look at or read
newspapers, magazines or
books for information such as
movie locations and times,
sales, local, national and world
news of interest for students.
Have students create a simple
budget
Students listen to or read
stories and respond to
questions about the story.
Rehearse skills in counting,
adding, subtracting,
multiplying and use of those
calculations in practical terms.
Have students solve problems
presented to them in practical
terms as appropriate per
student.
Review student graduation
requirements with students.
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
58
High School Transition Competencies by Domain and Suggested
Related Activities
DOMAIN
COMPETENCIES
A. Comprehend that rights and
III. Selfresponsibilities are part of a
Advocacy
reciprocal relationship.
through
B.
Choose
leisure activities in the
Community
community and participate in
Skills
C.
D.
E.
F.
G.
the planning process including
transportation, budgeting and
scheduling.
Maneuver safely in the
community with maximum
independence.
Participate in community
activities with people in the
community.
Know where to get goods and
services in the community.
Be able to provide emergency
stranger.
Be able to access emergency
services.
DOMAIN
COMPETENCIES
A.
Participate
in chosen leisure
IV. Selfactivities
with
others indoors
Advocacy
and outdoors.
through
B.
Participate
in new activities and
Recreation/
express interest in those
Leisure and
activities.
Social
C. Choose who to socialize with
Skills
and do so.
D. Regularly have a meal or
participate in activities with
others outside of the class.
E. Respect others, their points of
view, rights and feelings.
F. Participate in planning for
social events in the school, at
work or in the classroom.
G. Make friends outside the
H. Express disagreement with
authority figures appropriately.
RELATED ACTIVITIES
•
•
•
•
•
Create student driven activities
in the community and on
campus. Have students choose
where they would like to go
and be involved in all planning
to the maximum ability of each
student. Promote
independence.
Have students participate in
community events such as park
clean-ups or cultural
celebrations.
Facilitate student community
experiences by providing
appropriate support for
community student instruction.
Take a trip to VIA for students
to apply for VIA TRANS cards
if they have not gotten them.
Get family input for
community activities.
RELATED ACTIVITIES
•
•
•
•
•
•
•
Allow class time for the
development of collections or
hobbies. Create displays to
share with campus and parents.
Rehearse appropriate responses
to losing, winning and
disagreements in sports as
needed.
Have students indicate
preferences through movement.
Role play various situations and
practice appropriate responses.
Create situations for students to
make new friends that are not in
the classroom. Create situations
where students are not with
classmates.
Invite students from the middle
school or adult years to the
classroom for celebrations.
Facilitate student prepared
awards/banquets for community
and/or campus personnel who
have worked with students.
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
59
High School Transition Competencies by Domain and Suggested
Related Activities
DOMAIN
V. SelfAdvocacy
through
Daily
Living
Skills
COMPETENCIES
A. Maintain personal hygiene with
maximum independence.
B. Keep a clean environment.
C. Be able to prepare meals, clean
clothes and plan for future needs
with assistance or
independently.
D. Create routines for self with
discretion on choices.
E. Choose clothing dependent on
preferences.
F. Attain assistance appropriately
when needed.
G. Be able indicate appropriate
safety precautions in different
situations.
H. Explore options for living
situations.
RELATED ACTIVITIES
•
•
•
•
•
•
•
Create a routine in the
classroom for keeping the room
orderly and clean.
Allow students to do all
planning possible for meals
including transportation, cost,
shopping list, time
management. Teacher and
SSPs as facilitators.
Review appropriate choices for
clothing for different activities
in real weather situations.
Visit group homes to
investigate alternate living
situations.
Provide a laundry or food
service to the school when
possible.
Have students create a real-life
budget for a home. Involve
parents.
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
Students clean the
refrigerator, note expiration
dates, identify kitchen tools,
pair object with going to
refrigerator and food or
drink item.
60
Adult Years Transitional Competencies by Domain and
DOMAIN
I. SelfAdvocacy
through
Vocational
Skills
COMPETENCIES
A. Appropriately stay on task at the
job site.
B. Express likes and dislikes.
C. Complete tasks as assigned with
minimal supervision.
D. Cooperate with work place
supervisors.
E. Ask questions of appropriate
persons.
F. Continue to work through tasks
that may be distasteful.
G. Maintain skills needed for the
specific job.
H. Have good attendance.
RELATED ACTIVITIES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
DOMAIN
II. SelfAdvocacy
through
Academic
and
Cognitive
Skills
COMPETENCIES
of local information.
B. Make change or predict money
values needed for activities.
C. Read for pleasure.
D. Follow a schedule as
independently as possible.
E. Choose academic activities of
interest.
F. Keep track of and be able to
produce amount of earnings,
hours worked, resume and other
work-related information.
G. Solve practical problems.
Day Activities
Classroom jobs.
Contract work on campus.
Adult contract work.
Campus jobs with supervision.
Campus jobs with natural
support.
Volunteer work.
Community Based Vocational
Instruction opportunities.
Enclaves
District Internships
Natural Support Training
Vocational Adjustment Class.
Maintain ongoing portfolio of
experiences at different work
opportunities.
Practice appropriate responses
to corrections and instructions.
Keep a chart of attendance.
Maintain records, charts and
graphs of individual skills
development and general work
skills development.
RELATED ACTIVITIES
•
•
•
•
•
•
•
•
•
Have students choose and plan
academic activities of interest
as part of their academic day.
Teach and practice skills in
practical situations.
Have students read for
pleasure.
Concentrate all efforts on
maximizing communication
and independence.
Teach reading and scanning for
information.
Teach reading and scanning for
pleasure.
Create practical problems that
students must solve.
Review steps in problem
solving.
Students keep a portfolio of
work related information.
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
61
Adult Years Transitional Competencies by Domain and Suggested
Related Activities
DOMAIN
COMPETENCIES
A. Comprehend that rights and
III. Selfresponsibilities are part of a
Advocacy
reciprocal relationship.
through
B.
Participate
in planning for
Community
community activities including
Skills
C.
D.
E.
F.
G.
financial, transportation, and
timing needs.
Maneuver safely in the
community with maximum
independence.
Be aware of and participate in
community activities with
people in the community.
Advocate for self in the
community.
Be able to provide emergency
stranger.
Appropriately interact with
persons regularly contacted in
the community.
RELATED ACTIVITIES
•
•
•
•
•
•
DOMAIN
COMPETENCIES
A.
Participate
in chosen leisure
IV. Selfactivities with others indoors
Advocacy
and outdoors.
through
B.
Choose
whom to socialize with
Recreation/
and do so.
Leisure and
C. Regularly have meals and
Social
participate in activities with
Skills
others outside of the class.
D. Provide guidance to younger
students and be able to share
information with younger
students.
E. Respect others, their points of
view, rights and feelings.
F. Make friends outside the
G. Express disagreement with
authority figures appropriately.
Assist students in creating a
group to provide assistance to
elderly or infirmed in the
community. Suggestions
include a yard crew to cut and
trim and weed the yard, simple
repairs, house cleaning, and
grocery shopping.
Provide information about
activities in the community and
have students determine
whether participation as a class
or as individuals is practical.
Proceed as appropriate.
Get family input for
community activities and
involve families in activities as
much as possible.
Coordinate activities with
agencies.
Roles play situations that may
arise.
Visit group homes and
community agencies.
RELATED ACTIVITIES
•
•
•
•
•
Facilitate student planning for
recreation and leisure activities.
Students are involved in all
aspects of planning including
financial needs, transportation
and scheduling. Students may
go in pairs or as a class.
Provide opportunities for
students to indicate choices in
all activities.
Invite students from the middle
school or high school to join
adult students in recreational
activities stressing the need to
be role models.
Create situations for students to
make new friends that are not in
the classroom. Create situations
where students are not with
classmates.
Introduce exercise as an
activity.
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
62
Adult Years Transitional Competencies by Domain and Suggested
Related Activities
DOMAIN
V. SelfAdvocacy
through
Daily
Living
Skills
COMPETENCIES
A. Clean up after self.
B. Be able to prepare meals, clean
clothes and plan for future needs
with assistance or independently
C. Create practical routines for self
with discretion on choices.
D. Choose clothing dependent on
preferences.
E. Attain assistance appropriately
when needed.
F. Use tools and appliances as
independently as possible
keeping safety in mind.
G. Make decisions about living
options after leaving high
school and work toward those
goals.
H. Understand the need for money
and how it is spent.
I. Make cost-opportunity
decisions.
•
•
•
•
•
•
•
RELATED ACTIVITIES
Expect students to clean up after
themselves and participate in
general cleaning as needed.
Allow small teams of students to
take turns doing all the planning
possible for meals including
transportation, cost, shopping
list, and time management.
Teacher and SSPs as facilitators.
Monitor clothing choices and
review as appropriate
Visit group homes and interview
residents to investigate alternate
living situations.
Practice practical daily living
skills in every possible situation
allowing students maximum
independence.
Visit student homes and talk
with families to best understand
expectations after leaving
school.
Identify and target even the most
minimal skills student might
gain to increase independence
and reduce dependence on
others.
Team Members
Classroom
teachers
Student Support
Personnel
Parents
Students
Related Services
SLP, VI
Campus staff
Community
Agencies
VACs
63
V.O.I.C.E.S.
for
V. The Individualized Education Plan (IEP)
Visions of childhood! Stay, O stay!
Ye were so sweet and wild!
And distant voices seemed to say,
“It cannot be! They pass away!
Other themes demand thy lay;
Thou art no more a child!”
(From Voices of the Night by Henry Wadsworth Longfellow)
64
V.O.I.C.E.S.
The Individualized Education Plan (IEP)
An Individualized Education Plan (IEP) is mandated by Federal Law under IDEA (2004)
for all students who qualify for special education services.
IDEA emphasizes:
• Meeting the child’s needs that result from the child’s disability to enable the child
to be involved in and progress in the general curriculum;
• Meeting each of the child’s other educational needs that result from the child’s
disability.
The IEP includes all special education service aspects for the student. The Life Strides
teacher is responsible for identifying each area that must be addressed in the IEP (see
Appendix ___ for IEP content). One of the most important required items is an accurate
and detailed Present Level of Academic Achievement and Functional Performance
(PLAAFP) which directly relates to the measurable annual goal. For students who are
working on a modified or alternate curriculum, a minimum of two short-term or
benchmark objectives, which serve as guidelines to developing instruction and lesson
plans are required for each goal. Students in the Life Strides setting must have short-term
objectives or benchmarks for each adopted goal.
In which areas are a PLAAFP and goals and objectives required?
Due to the nature of instruction in the Life Strides classroom, any student who has been
identified as requiring this setting will usually need a goal and a minimum of two
objectives for each goal in the following areas:
Vocational Skills, Academic Skills, Community Skills,
Social Skills, Daily Living Skills
In addition, students may be required to have goals and a minimum of two objectives for
the following areas:
• Speech (if student receives Speech services)
• Skills for the Visually Impaired (if student receives VI services)
• Orientation and Mobility (if student receives O&M services)
• Skills for the Auditorially Impaired (if student receives AI services)
• Vocational Adjustment Class (if student participates in VAC)*
• Specific Transition Goals (if student is ≥16)*
• Transportation (if these are identified as needed)*
• Occupational Therapy (if student receives OT services)*
• Physical Therapy (if student receives PT services)*
• Adapted Physical Education (if student receives APE services)*
• Other (may be in virtually any area)*
* These may be embedded in other goals, but should be clearly identified.
65
What sources are available for writing a PLAAFP?
When developing a draft IEP for a new or current student, the professional should gather
as much data as possible to write the PLAAFP. The PLAAFP is the Present Levels of
Academic and Functional Performance. When writing the PLAAFP, the professional
should provide specific information regarding the student’s strengths and weaknesses in
each domain. The information must be as specific as possible. It is a rare occasion for an
IEP to be developed during the same week a student enrolls, so in most cases there is
time to gather unambiguous data on each student in each of the required areas.
Sources of Data Collection
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Full Individual Evaluation (FIE)
Functional Behavior Analysis
(FBA)
Brigance
Arena Observation Notes
ABLLS
VOICES Competencies
Assessment
Previous IEP
Work Samples
Criterion-Based Assessments
Anecdotal Data
Tallies, Scatterplot, Interval
Data in classroom, etc.
Behavior Logs
Vocational Assessments
Interest Surveys
Agency Input
Parent Input (interview)
And more
Information can be collected from a multitude of sources, some which are listed above. It
is crucial to ascertain skill levels accurately because the PLAAFP will serve as a baseline
for collecting data for the upcoming year. It is also important when possible to establish
what the student has accomplished in the last year or at least in the most recent few
weeks in order to have a basis on which to develop logical and realistic measurable
annual goals. It is key to analyze how much progress the student has made during the
previous IEP year or during each nine weeks to reasonably determine how much progress
they can be expected to make for the upcoming year. More information about each type
of data, used for planning daily instruction as well as long-term goals, is found in the
Assessment Portion of VOICES (pgs xx-xxx).
66
What is included in the PLAAFP?
For Life Strides students, a PLAAFP should be developed for each of the domains above,
and in any other area the student receives special education services. The PLAAFP must
be specific. It is not enough to state the student is reading at level 2.4 or is performing at
a first grade level in math. An acceptable statement would be “(Student name) is able to
rote count to 10 when asked to do so 100% of the time” or “(Student name) can orally
identify numbers 1-4 in print on the computer in various fonts when asked by teacher 9
times out of 10.” Along with academic abilities the PLAAFP will include functional
skills in each domain and in any areas of service, such as Speech or Physical Therapy.
The PLAAFP must have three of the four criteria required in IEP goals and objectives:
The condition, the observable behavior, and the criteria.
When (the condition), the (student name) is able to (observable behavior), (criteria).
When given a toothbrush and one verbal prompt, Rebecca puts her toothbrush in
her mouth 4 days out of 5 on the first trial.
Tony is able to return the correct change for a dollar for different amounts when
provided a variety of coins 9 out of 10 trials.
When Dylan is presented with a desired object sound (such as bubble wrap) a
maximum of two times within 10 seconds, he turns his head toward the sound 2
times out of 3.
Maria shows her identification card (with name, teacher, school information) on a
lanyard to campus personnel with whom she is familiar without prompting by the
special ed staff when she is asked for it 100% of the time.
When provided a visual schedule, a visual timer, and reinforcement of 10 minutes to
look at books without interruption, Cameron is able to complete three independent
tasks which take 5 minutes each without teacher prompting 3 times out of 4.
Remember the information in the PLAAFP must be observable and measurable. Think of
the PLAAFP as a snapshot of what the student is able to do, what accommodations or
directions they need to perform the skill, and at what level of independence they can
perform the skill.
How is a measurable annual goal written?
Once the PLAAFP is in written and the amount of reasonable progress is determined, a
measurable annual goal can be developed. The goal will align directly with one of the
PLAAFP statements and may be in any of the areas above. Each goal must include four
components; an observable behavior, condition, criteria, and timeframe.
67
An observable behavior is as an action or skill that can be seen or heard by an observer,
such as washing hands, repeating a sound, or tracing a letter. Try to be cognizant when
writing goals and use “doing” words such as “write”, “circle”, “touch”, “underline”,
“add”, or “walk”. These are actions or skills that anyone can observe a student “doing.”
Avoid words such as “apply”, “know”, “appreciate”, “acknowledge”, or “recognize”.
These are words that are open to interpretation by observer.
The condition will specify the terms under which the action or skill will be performed.
For example, “from a field of three objects” or “given the directive ‘repeat after me’” are
defining what should be said or the provided materials to meet the goal.
The criteria is the degree to which a skill or action will be performed and how it will be
measured. This is a key point in determining progress toward mastery. Criteria can be
broken down into four types; frequency, accuracy, latency, and duration.
Criteria can be broken down into four types:
• Frequency: Frequency is the number of times an action occurs within
a specified time period. For example, when measuring the number of
times a student picks a correct item, this would be a frequency count
and frequency criterion.
• Accuracy: Accuracy is used to clarify the percentage correct or level
of prompts to that are expected/allowed. For example, a student may
reshelf grocery items correctly for 8 out of 10 items independently or
may reshelf 9 items correctly out of 10 when provided a verbal prompt
of “which shelf?” or “which aisle?”
• Latency: Latency is a time frame allotted to initiate an action or skill.
An example is “within 30 seconds” or “in one minute or less.”
• Duration: Duration is defined as the length of time an action or skill is
expected to continue. Examples are “for a minimum of one minute” or
“not to exceed 10 seconds.”
Timeframe is the length of time projected for the annual goal to be mastered. Although it
may seem redundant to identify a timeframe for an annual goal, it is a requirement.
Generally, we write “annual” goals for one year. This could be stated as “during the IEP
year” or “within 36 weeks.” One exception to this would be in the case that an annual
goal was completed before the end of the IEP year and a new goal was developed for the
remainder of the year. In this case the timeframe could read “by ARD date”, or “during
the third and fourth nine weeks.” Also, if a student will be transitioning into middle, high,
or adult programs during the IEP year, the goals may be written to reflect each
environment and therefore the timeframe would not typically be one year in duration.
One example of an annual goal is:
By the end of the IEP year, Sarah will accurately point to 3”x3” pictures of her
classmates when the teacher says their names during calendar time 3 days out of 5
with one verbal prompt or less for each classmate.
More examples with accompanying objectives can be found in the Appendix, page _____.
68
What about the objectives?
Each goal must be accompanied by a minimum of two short-term or benchmark
objectives. Objectives must be written with the same four components that are required in
an annual goal. The components are an observable behavior, the condition, the criteria,
and the timeframe within which the objective will be mastered.
Required Components of Goals and Objectives
observable behavior condition criteria timeframe
The objectives may be prerequisite skills needed to meet the annual goal, may
progressively increase in difficulty, or may progressively decrease the number or type of
prompts. It is important to note that once mastery of objectives has been met, the student
and professional should continue working toward mastery of the annual goal. For
example the annual goal may state the student will perform a task 9 out of 10 times for
five consecutive days. The short term objectives may slowly increase the criteria from 2
out of 10 in the first nine weeks after the ARD/IEP meeting and 6 out of 10 by the third
nine weeks after the ARD/IEP meeting. Once the student is performing at a level of 6 out
of 10 the short term objectives would have both been mastered, but work toward the
annual goal of 9 out of 10 times would continue. The timeframe for an objective will not
be one year as it is for an annual goal. Ideally the objectives would be met throughout the
year and show progress toward mastery of the annual goal. Example below:
Annual Goal: Given a reminder of touching his communication device, Sam will
use his device to communicate with another person 9 times out of the first 10
trials for five consecutive days within one IEP year. (February 15, 2011)
Objective 1: Given a reminder of touching his communication
device, Sam will use his device to communicate with another person
2 times out of the first 10 trials for five consecutive days by May 1,
2010.
Objective 2: Given a reminder of touching his communication
device, Sam will use his device to communicate with another person
6 times out of the first 10 trials for five consecutive days by
November 30, 2010.
69
How do I categorize and organize the goals and objectives for the IEP?
Goals and objectives must be written for any area in which a student is receiving special
education services or requires accommodations or modifications to the curriculum to be
successful. Life Strides students generally will need goals and objectives in all five
domains. A student is not required to have a goal for a domain in which he/she is
performing independently on grade level without accommodations or modifications. In
the case of some students who are instructed through the Alternate Curriculum, it is
possible that academic goals and objectives will overlap with functional goals and
objectives. For example, if a student is learning to localize sound, or show she has paired
an object with an event by smiling in anticipation when an object is presented, goals and
objectives in the areas of Advocacy through Vocational, Academic/Cognitive,
Community Skills, Recreation Leisure/Social Skills and Daily Living Skills will overlap
greatly and may only differ in the conditions (settings, prompts, or supports) provided. It
is possible to identify a single goal as both Academic and Daily Living Skills, or both
Social Skills and Social Studies.
Academics
Student academic skill goals and objectives do not necessarily need to be specified by
core area, but should encompass the specific skills identified in the PLAAFP that the
student needs in order to progress in each core subject based on data and assessment. If a
student requires a modified, rather than an alternate curriculum, she will need goals and
objectives specific to each core area of instruction for the academic domain in addition to
the other four domains. It is best practice to include the titles of core areas along with
domain titles when they are combined for any Life Strides student.
Behavior
Any student who has a Behavior Intervention Plan (BIP) is required to have at least one
behavior goal and supporting objectives. If there are no specific concerns about a
student’s behavior, neither a BIP or behavior goals nor objectives are required. However,
students with developmental disabilities most often require direct instruction in social
skills and a goal and objectives in this domain should be developed based on the
PLAAFP.
Community-Based
Instruction
Most students in the Life Strides units require Community Based Instruction experience
to prepare them for transition and their post secondary goals. Therefore, we need to be
mindful when writing goals to include specific skills that will be addressed in the
community. For example, a communication goal may state that the student will ask “wh”
questions in the classroom, around campus, and in the community to obtain information.
If this goal simply stated that the student would ask “wh” questions, it could be
accomplished at the campus level and therefore there would not be a need for CBI.
70
Communication
Communication is vital in all five domains in order for students to become self-advocates
and participate in the community to the fullest extent. Identify specific skills students
need in order to increase their capacity to communicate with others. These skills may be
identified specifically as communication or may be incorporated with goals in any of the
five domains as appropriate.
Related and Instructional
Services
When a student receives special education services in areas that require Instructional
and/or Related Services provided by a professional other than the classroom teacher, it is
the responsibility of the specialists and classroom teacher to collaborate to develop goals
and objectives. Sometimes goals and objectives of related or instructional services are
embedded in classroom goals. The classroom teacher must be cognizant of all services a
student is supposed to receive according the current IEP and must follow up to ensure all
required services are included.
Please refer to the appendix for examples of annual measurable goals and objectives in all
five domains. A worksheet has been developed laying out the process from beginning to
end for writing a PLAAFP and goals/objectives. It is printable and easy to follow. Also, a
word bank has been provided to assist you in writing observable goals.
71
V.O.I.C.E.S.
for
VI. Low-Incident Population
All that is important is this one moment in movement.
Make the momento important, vital, and worth living.
Do not let it slip away unnoticed and unused.”
(Martha Graham)
72
Low-Incident Populations
Definition: for the purposes of this curriculum guide, low-incident population refers to
those students with severe, profound, combined disabilities. Some of these students,
although not all, may be classified as medically fragile. Low-incident populations
include students with significant cognitive and motor deficits. They may or may not use
assistive devices for mobility. Educational programming for this population presents its
own challenges. Two important individuals that developed the strategies discussed in the
following pages are Millie Smith, Educational Specialist, TSBVI and Dr. Lilli Nielsen,
Ph.D. Components of this program should include: transdisciplinary teaming, activity
routines, active learning and safe, optimal, learning environments (S.O.L.E.).
Transdisciplinary Teaming
Due to the unique needs of this population, a teaching strategy that incorporates a
collaborative effort is suggested. This is referred to as a transdisciplinary teaming. A
transdisciplinary team approach includes all individuals that are a part of the student’s
educational program. This includes, but is not limited to:
•
•
•
•
•
•
•
•
The student
Parent and family members
Special Education Teacher
Regular Education Teacher (if applicable)
Teaching assistants
Related Services Personnel (OT, PT)
Instructional Support (VI, SI, APE, AI,)
Medical Professionals
A transdisciplinary team approach provides collaboration and consensus building, regular
communication and an integrated educational program for students with severe, profound,
combined disabilities. A transdisciplinary team approach provides holistic programming
that is functionally based. Team members share responsibility and accountability.
Collaboration is a key component of a successful transdisciplinary team approach.
Collaboration reduces a sense of “being alone” in meeting the unique challenge of
providing a quality education for students with severe, profound combined disabilities.
Collaboration encourages the development of positive attitudes toward challenging and
complex students. Team members share their expertise which extends learning
opportunities to the home and community. Collaboration helps to develop consistency in
programming across settings and people. Transdisciplinary teaming allows teachers,
specialists and family members to work together to teach skills in natural settings where
there is more opportunity for frequent practice.
73
A transdisciplinary team works together to determine present levels of performance;
write IEP goals and objectives and to develop instructional strategies. Team members
identify the student’s strengths, needs and learning potential through formal and/or
informal assessments, observation and discussion.
Collaborative assessments should discuss:
• medical and health history
•
social history
•
sensory functioning
•
motor functioning
•
interaction with objects
•
communication
•
student preferences
•
daily routines
•
assistive technology
•
present level of performance
•
learning strategies
Collaborative assessments are used to determine the student’s present levels of
performance. Strengths and needs are identified through shared observation and
discussions. Collaborative assessments may be referred to as arena assessments. In
collaborative assessments, one person interacts with the student while other team
members observe and ask questions specific to their disciplines. When a familiar person
interacts with the student, performance is more likely to be typical. Collaborative
assessments are planned before hand. Different items that may solicit a variety of
responses are selected prior to the assessment. A variety of items that vibrate, light, make
noise, and/or are made from different textures are best. If possible, the transdisciplinary
team meets prior to the assessment to discuss procedures including student positioning,
presentation of objects, and roles of team members (implementer, note taker, etc.).
During the assessment, presentation of items and responses are observed and noted.
Placing the student in different positions is explored, observed, and noted. An important
component of the collaborative assessment is to identify student preferences. Interpreting
student responses and gathering input from team members familiar with the student are
crucial in identifying student preferences. These preferences (preferred objects and
positions) are important tools for ascertaining present levels of performance.
Most students with severe, profound, combined disabilities are sensory motor learners.
Therefore, assessments of preferences, sensory and motor skills are important.
74
Present levels of performance are used to create a learning plan. A learning plan is
designed to move a student from what they can do (present levels of performance) to
what they are ready to learn (identified skills to be learned). Learning plans lead to
realistic, attainable, measurable goals and objectives. Instructional strategies and
techniques are outlined and included. Learning plans include strategies to help the
student be successful. The learning plans are developed in support of the IEP goals and
objectives.
Sample Learning Plan
What the student can
do
Make eye contact and
smile with pleasure
during an activity
Smiles during animated
social interaction
Scowl to express
apparent displeasure
Averts head to reject
Vocalizes with coos
Reach up and out in
face-up reclined position
and explore hanging
objects with her fingers
Explores vertical
surfaces with her right
hand
Calmly and
cooperatively is guided
through daily routines
What the student is ready to
learn
To request more of a preferred
activity
To request attention
To anticipate events in her
daily schedule
Strategies to help the
student learn
Use start/stop technique
during a preferred
movement activity
Set up a switch call system
with socialization as the
reward
Use object calendar for daily
activities
Explore and discover a variety
of objects in her environment
Predict the steps and actively
participate in her daily routine
Create accessible,
customized learning
environments for discovery
and exploration for a variety
of objects
Use scripted activity
routines for eating and
hygiene
It is suggested that integrated IEP’s contain four to six goals with two to three objectives
per goal (eight to twelve objectives for the IEP). IEP goals are taught in activities that
occur naturally and frequently at home, school and in the community. The objectives are
the steps between a student’s present level of performance and the annual goal. The
annual goal includes a specific task a student will do, at what level and by what criteria
progress will be measured. IEP objectives identify the skill, activity, modification (if
applicable) and criteria for success. A skill is the behavior to be learned. The words
following “will” in the objective usually refers to the skill. In an integrated IEP, specific
discipline skills (e.g., VI, PT, and OT) are imbedded in the objective. For example, a VI
specialist may specify in what visual field an object should be presented. The activity
indicates the context in which the skill will be taught. Typically the activity is described
after the phrase “during” in the objective.
75
Sample Integrated IEP Goal and Objectives
Sample Integrated IEP Goal:
By the end of the IEP year, (Student’s name) will actively participate in the feeding
routine by visually attending to the spoon during breakfast and lunch.
Sample Integrated IEP Objectives:
During the first semester,(Student’s name) will visually attend to the spoon
presented in the right visual field, to request continuation of an activity (“more”)
during a 30 minute feeding activity 3 out of 5 of times for 3 days in a row.
During the second semester, (student’s names) will visually attend to the spoon
presented in visual field to request continuation of activity (“more”) during a 30
minute feeding activity 8 out of 10 times for 3 consecutive days.
Specific modifications may be included in the objective. An example of a specific
modification for this objective might be “while in an adaptive chair.”
A team member is designated as the primary implementer for a specific activity which
may have more than one IEP objective imbedded. Related services personnel and
instructional support services are integrated into the activity either as a direct or consult
mode of delivery.
Transdisciplinary team members share knowledge and skills particular to their areas of
expertise by role releasing. This is a systematic procedure where one team member trains
another to use specific strategies and techniques. This allows the team member that has
received the training to implement the activity when the trainer is not present. It is the
responsibility of the team member with the specific expertise to ensure that the
procedures, strategies and techniques are used effectively and appropriately for the
student. An occupational therapist may role release the appropriate use of an adaptive
spoon. The speech therapist may provide insight into how the student requests “more.”
How to position a student so that he/she would be better able to access a switch would be
demonstrated by the physical therapist.
76
Transdisciplinary Teams:
•
Conduct collaborative assessments.
•
Write Integrated IEP’s.
•
Develop learning plans, activity routines and create active learning environments
when appropriate.
•
Document progress using a predetermined method (keep documentation forms in
an area where all team members can access it).
•
Schedule regular meetings (a minimum of once per nine weeks is suggested).
•
Share ownership and responsibility.
•
Have open lines of communication (post notes in a designated area or folder,
email, phone calls, etc.).
•
Share expertise and role release.
•
Develop activity routines and learning environments
Activity Routines
Millie Smith, Educational Specialist, TSBVI VI Outreach, pioneered the use of activity
routines. Developing activity routines is an instructional strategy that can be a successful
learning tool for students with severe, profound, combined disabilities. A routine focuses
the implementer’s efforts on a specific activity that occurs frequently throughout the
student’s day. The routine is designed to teach a specific skill to a student that requires
consistency and repetition in order to learn. An activity routine enables the student to
learn a skill, therefore, increasing active participation. Transdisciplinary team members
can select any activity and develop a routine.
Activity routines have the following characteristics:
•
There is a clear beginning to the activity.
•
The activity steps occur in same sequence.
•
Each step is completed in the same manner every time (same person, same
materials, and same place).
•
Modifications and techniques provided by the related services and instructional
support personnel are completed as instructed.
•
A minimum amount of assistance is provided in order to encourage the student to
actively participate.
•
Instruction continues until the routine is finished (no side conversations, getting
materials, adding different steps that will not be used in the future).
•
There is a clear ending to the activity.
77
Activity routines require precise planning of what activity the student will do and what
he/she will do on each step of the routine. Activity routines provide predictability,
consistency, anticipation and practice. Providing a predictable routine allows the
student to learn what is going to happen. Consistency enables the student to learn what
he/she is supposed to do. Consistent activity routines develop a sense of anticipation
enabling the student to the “get ready” for what will happen next. Practice builds
memory. Remembering what has happened before develops confidence to try more next
time.
A bonus of implementing activity routines is that the implementer is given a protocol to
follow. This can reduce the frustrations often felt when trying to “decide” what to teach
students with severe, profound, combined disabilities.
78
Sample Activity Routines
Activity: Feeding
Preparation: set table with red placemat, plate cup and spoon. The implementer’s chair
is placed on the right side of placemat, making sure to leave enough room for the
student’s wheelchair. The physical therapist recommends that the arm rest be moved out
of the way so that the wheelchair can be closer to the table.
Activity Symbol: plastic spoon
Activity Protocol
Target Skill
Activity symbol (plastic spoon is
placed on Velcro tray
Student is taken to bookshelf where
the Velcro tray and symbol are
located
Hold Velcro tray in a vertical
position on the right side of student
Allow student to tactually explore
spoon
Student takes spoon to table
Tell the student “It is time to eat”
and place bibl on student
Fill the spoon with food and present
spoon in the right visual field and say
“(student’s name), Eat”
When student visually attends to the
spoon, place spoon in mouth and the
student “Yum”
Refill the spoon and repeat procedure
When it is time to drink, present the
cup in the right visual field and say
“(Student’s name), Drink”
When the student visually attend to
the cup, give the student a sip and tell
the student “Ahhh”
When meal is over say “We are
finished.” Wipe face and remove bib
Have student tactually explore
activity symbol (white plastic spoon)
and place it back onto the Velcro tray
and return tray to bookshelf
Team Support
Speech Therapist, VI
Specialist
Tactual
exploration of
objects
Maintain grasp
Occupational Therapist, VI
Specialist
Occupational Therapist
Occupational Therapist, VI
Specialist
Request ‘More”
of an activity
VI Specialist, Speech
Therapist
Request “More”
of an activity
VI Specialist, Speech
Therapist
Maintain grasp
Occupational Therapist
79
Collaborative Assessment
Summary of
Collaborative Process
Learning Plan:
Explores vertical surfaces with her right hand
Calmly and cooperatively is guided through daily routines
Cal
Integrated IEP Goal:
By the end of the IEP year, (Student’s name) will actively
participate in the feeding routine by visually attending to the
spoon during breakfast and lunch.
Integrated IEP Objectives:
During the first semester,(Student’s name) will visually
attend to the spoon presented in the right visual field, to
request continuation of an activity (“more”) during a 30
minute feeding activity 3 out of 5 of times for 3 days in a
row.
During the second semester, (student’s names) will
visually attend to the spoon presented in visual field to
request continuation of activity (“more”) during a 30
minute feeding activity 8 out of 10 times for 3 consecutive
days.
Instructional strategies
Activity routine
For Feeding
The collaborative assessment provides information to create a learning plan. An
integrated IEP objective is derived from the learning plan. An IEP objective is selected
by the transdisciplinary team for an activity routine. However, not every objective needs
an activity routine. Another instructional strategy is Active Learning
80
Active Learning
Active Learning is an instructional strategy developed by Dr. Lilli Nielsen, special
education advisor at the National Institute to Blind and Partially Sighted Children and
Youth in Denmark. Over the past 20+ years, Dr. Nielsen has developed alternative
education solutions that address common problems associated with children that have
visual and other disabilities. Active Learning is suitable for students who have a
developmental age of 4 or under.
The primary premise of Active learning is that all children, non-disabled and disabled
alike, learn by being active rather than passive recipients of stimulation. Children learn
through play and exploring their environment. The adult becomes a facilitator.
Active Learning is based the fundamentals beliefs that:
• all students are capable of learning,
• education is for all students regardless of ability and
• it is up to the educator, therapist, parent (transdisciplinary team) to find the right
situation, environment, response, support, and interest to engage the student.
Principles of Active Learning:
•
Observe the student. Understanding what the student can do, what he/she likes
(preferences) and dislikes is the first step in designing programming.
•
Active Learning is ‘hand off.” Students with severe, profound, combined
disabilities act passive and often have everything done for them. Thus,
encouraging the student to remain passive. Creating learning environments and
situations that entice the student to explore encourages the student to become
active. This requires the teacher to “disengage” and not talk or prompt the student
until the activity has finished. In other words, do not interrupt.
•
Give the student control of their hands. Instead of bringing the student’s hand to
an object, take the object to student. Touching the object to the student’s hand or
leg alerts the student to object’s presence or making noise with object arouses the
student’s curiosity and encourage him/her to reach out.
•
Provide feedback in a variety of avenues: auditory, tactilely, visually, kinesthetic,
etc.).
•
Provide “moderate variety.” Change parts of the environment occasionally so that
it continues to be interesting. Change objects when a student demonstrates
habituation to that item. Provide “alike but different” objects. Many of these
items should be everyday items found around the house.
•
Allow the student to fail. Students with severe profound combined disabilities
learn by repetition. This develops memory and allows differences to make sense.
81
Allowing a student to experience a negative result without intervention (e.g. not
placing the item in the student’s hand when they miss it while reaching) is just as
important as not interrupting.
•
Be patient. Give the student ample time to respond. Students with severe,
profound combined disabilities need more time to process and respond.
•
Provide multiple environments for multiple learning positions (supine, prone,
standing, sitting, etc.).
•
Provide adult input at the end of the activity. It is at this time, the implementer
reinforces the activity by manipulating some of the objects. Accompanying this
with short sentences and questions may invite turn-taking. When the student is
ready to engage in turn taking, a new level has been achieved.
The relationship between Active Learning and the learning environment is referred to as
the Dynamic Circle
The student becomes
AWARE of the
environment
The student becomes
CURIOUS AND
INTERESTED in the
environment
The student
is ready for
NEW CHALLENGES
The student
LEARNS
82
Safe Optimal Learning Environment (S.O.L.E.)
By developing activity routines and promoting Active Learning, the student becomes
more involved their learning. They no longer are passive recipients. They become active
participants. Creating environments that encourage the student with severe, profound
combined disabilities to become actively involved in their learning is a cornerstone of
these instructional strategies. Safe, Optimal Learning Environments (S.O.L.E.) provide
feedback through auditory, tactual, visual, and kinesthetic channels of learning. S.O.L.E.
incorporates the principals of transdisciplinary teaming, activity routines and Active
Learning. By creating environments that provide sensory and motor stimuli, students
with severe, profound and combined disabilities are given the opportunity to be in control
of what he/she does. S.O.L.E. is a customized area designed to incorporate student
preferences and goals.
S.O.L.E. may or may not require specialized equipment. SAISD is in the process of
creating seven S.O.L.E. classrooms. Each of these rooms incorporates several Safe
Optimal Learning Environments. However, it is important to note that there is no set
requirement for creating S.O.L.E. Some of the customized environments include: a den,
noisy box, resonance board, swing, bouncy chair, Velcro wall, and ball pool.
Den
The den is a defined space. The space can be defined by using a parachute, bookshelves,
pup tent, etc. It is important that the students be able to access the den easily. This space
is filled with interesting objects. These objects may be placed in bins, attached to walls,
etc. Students need to have easy access to the objects. The Den is full of items that light
up, vibrate, fit together, pull apart, made from different textures (wood, fabric, leather,
etc.), and turn off an on. Everyday household items are included. Objects that are small
enough to be swallowed or that have parts that can be pulled off and swallowed need to
be avoided. It is important to clean the objects regularly.
While in the Den, the student is encouraged to explore the objects. Any interaction the
student has with the object is acceptable. Although students are to be left alone, they
must be supervised at all times.
83
The Den
• encourages independent exploration of objects,
•
encourages self-initiated movement,
•
provides tactile, visual and auditory input,
•
creates opportunities to demonstrate preferences,
•
and provides opportunities to explore the environment in different positions
(sitting, lying, kneeling, etc.).
Noisy Box
The Noisy Box is also a defined space. This environment is designed with two side walls,
a back and clear top. Objects are attached with elastic so that they return to the same
place once released. Items made from different textures and that make noise are included.
The objects are hung so that whatever movement the student makes, they come into
contact with an item.
The Noisy Box
• provides opportunities for independent exploration,
•
•
promotes independent play,
•
develops spatial memory and object permanence,
•
provides opportunities for object comparison,
•
and allows the student to demonstrate preferences.
84
Resonance Board
The Resonance Board is a piece of equipment that allows the students to feel vibrations
from their own movement. This board can be used in conjunction with the Noisy Box. It
can also be used a separate environment. Having the student sit or lie down on the board
surrounded by objects creates another opportunity for independent exploration with
auditory and tactile feedback.
The Resonance Board:
• provides opportunities for independent exploration,
•
•
and provides auditory and tactile feedback.
Axial Swing
Providing vestibular input can be an important part of a student’s program. The swing
provides vestibular input in a safe environment. There are different types of swings that
provide different amounts of support. The S.O.L.E. classrooms in SAISD have a
platform swing and an axial swing. The platform swing is for students that have enough
trunk control to support themselves in a sitting position. Students can lie on the swing in
prone position freeing their hands to manipulate objects on the floor in front of them. It
is important that the swing be used in a controlled safe manner. The student should not
be left unsupervised while on the swing.
85
The Swing
• helps regulate arousal states (calming and/or alerting),
•
provides opportunities to request continuation of an activity (“more’),
•
encourages social interaction,
•
enables self-initiated movement,
•
provides vestibular input,
•
encourages bilateral use of hands,
•
and promotes trunk control and strengthening.
Bouncy Chair
The bouncy chair is another piece of equipment that provides both vestibular and
proprioceptive input. This chair is adjustable so that it can accommodate different sitting
angles. The bounciness of the chair is determined by the number of bungee type cords
used.
The Bouncy Chair
• provides vestibular and proprioceptive input
•
helps regulate arousal states (calming and/or alerting),
•
provides opportunities to request continuation of an activity (“more’),
•
encourages social interaction,
•
and enables self-initiated movement.
86
Velcro Wall
The Velcro wall is a large piece of headliner fabric attached to a wall, board, back side of
book case or any vertical, flat surface. Objects are then attached to the wall using Velcro
strips. This allows the implementer to place objects in the same place each time.
Students can grasp and pull items to explore. As with the other S.O.L.E. environments,
the objects used should provide variety and include different textures, noise, vibration,
and light. It is suggested that everyday household be included in the repertoire.
The Velcro Wall:
• encourages independent exploration of objects,
•
•
creates opportunities to demonstrate preferences,
•
develops spatial memory and object permanence,
•
encourages tactile and visual exploration
•
and, provides tactile, visual and proprioceptive input.
87
Ball Pool
The ball pool is just what the name implies. It is a pool filled with plastic balls. The pool
should be large enough for a student to lie down.
The Ball Pool:
• encourages gross motor movement,
•
provides proprioceptive and tactile input,
•
and facilitates motor planning.
It is important to clean all pieces of equipment on a regular basis. Although
students are to be left alone in the different environments it is extremely important
to supervise them at all times. It is also important to observe, take notes and document
progress. Adults need to be ready to interact when invited. Adults need to provide input
at the end of the activity remembering that the principles of Active Learning. Creating
safe, optimal learning environments can be done within a classroom. Creating
environments for students with severe, profound, combined disabilities should be a part
of the student’s instructional strategy.
Remember that S.O.L.E. is a place:
• where the student self-initiates interaction with people and the surrounding
environment,
•
that facilitates and encourages communication,
•
where the student has opportunities for different positioning that encourages
independent movement, weight bearing and exploration,
•
where the student is given ample opportunities to demonstrate preferences,
•
and where the student actively participates in learning.
88
Student Preferences
Throughout the discussion of developing activity routines, active learning and S.O.L.E.
reference has been made to student preferences. Identifying student preferences is an
important component of developing instructional strategies for students with severe,
profound, combined disabilities. Teaching the student to use a specific behavior to obtain
a highly motivating result (e.g. favorite object, social interaction) is the first step. A
preference probe is a structured method of determining what the student’s preferences are
for specific social and non social sources of stimulation. It also identifies motor
responses to the presented stimuli. The first step in a preference probe is to discuss the
student’s likes, dislikes and abilities with parents, family and support staff. Based on the
discussions and observations, choose five to ten items or activities that the student might
enjoy. Include stimuli that address the visual, auditory and tactile senses. Include forms
of social interaction. Once a list of potential items has been selected, present and
withdraw each item several times according to a predetermined schedule. All items
should be presented for the same length of time and same number of trials. For example,
if an item is presented for 10 seconds (“on” period) then the duration of the “off” period
is also ten seconds. During the preference probe, a transdisciplinary team member using
a stop watch, supervises the presentation and withdrawal of stimuli ensuring that the “on”
and “off” periods are the same length for each trial. Present each stimulus for the
prescribed period of time. Vary the order of presentation for each trial. This ensures that
the student will not tire of the reinforcement or become fatigued by stimuli. If using 10
items, then each trial would consist of one “on” and one “off” period per item. For
example, if a musical toy is presented first during trial #1 then do not present it first in
trial #2. Write down the order to stimuli for each trial prior to conducting the preference
probe.
Another transdisciplinary team member presents the stimuli in the predetermined order
and format. A third team member documents the student’s responses. A sample
documentation form follows.
When conducting a preference probe make sure:
• the student is not distracted by something in the environment.
•
that the transdisciplinary team member presenting the nonsocial stimulus remains
out of sight so that the student is responding only to the object presented and not
the person presenting the stimulus.
•
the student is positioned appropriately so that he/she can concentrate on the
stimulus (for example, the student should not be preoccupied with trying to keep
his/her head up).
If possible, videotape the preference probe. This provides ample opportunity to review
the session and determine significant behavioral responses to the stimuli. By coding the
behavioral responses, a determination of whether or not the presence of absence of a
response is related to specific social or non social stimuli. The stimuli and behavioral
responses can then be incorporated into a student’s learning environment. Thus, arousing
the student’s interest and encouraging learning.
89
In conclusion, developing an educational program for students with severe, profound,
combined disabilities requires a transdisciplinary team approach that incorporates a
holistic strategy encouraging student’s with severe, profound combined disabilities to
become active learners.Using student preferences and understanding behavioral
responses to the environment enables the teacher and other transdisciplinary team
members to develop learning strategies (e.g. activity routines, active learning, S.O.L.E.)
that meet the unique needs of students with severe, profound, combined disabilities.
90
V.O.I.C.E.S.
for
VII. Glossary
En cada cabeza, el mundo.
In every mind, the world.
(dicho)
91
Glossary
Accommodation: a modification of instructional style or materials to aid in instruction
and learning but is not a modification to curriculum.
Affective: having to do with an individual’s feelings and expression of those feelings.
Age of Majority: age of legal responsibility reached at the age of eighteen. Student
assumes legal responsibility unless a parent has obtained guardianship or Power of
Attorney.
Agencies: organizations that provide services to individuals in need. Public agencies that
serve special education students are listed in the Memorandum of Understanding and
include Texas Rehabilitation Commission, Center for Health Care Services and Texas
Commission for the Blind among others.
Alternate Learning Curriculum (ALC): instructional setting that provides services to
students with moderate to severe and profound cognitive deficiencies.
Admission, Review and Dismissal (ARD): meeting held to admit a student into special
education, dismiss a student from special education, or to do an annul review of students
services, progress and placement. The document produced is the student’s individual
education plan and is a legal document.
Admission, Review and Dismissal Committee: Since the ARD paperwork is a legal,
binding document there are required members in an ARD. Those required members and
other members as invited make up the ARD Committee.
Applied Behavior Analysis (ABA): is the science of applying experimentally derived
principles of behaviorism to modify behavior.
Autism (AU): Pervasive developmental disorder usually diagnosed in early childhood.
May be characterized by low language development, lack of appropriate social
development and low cognitive functioning.
Behavioral and Academic Curriculum (BAC): a special education classroom setting
in which behavioral goals and objectives are directly addressed as well as academic goals
and objectives.
Brigance: developmentally organized assessment program that can be used to assess skill
levels, needs and preferences.
Bus training: teaching a student to ride the city bus independently. This is done in a
series of steps that gradually fade the teacher involvement until the student is independent.
Career and Technology Education (CTE): is the umbrella for all of the courses that
teach the beginnings of a career in technology through study and practice.
Career Assimilation: vocational goal for the adult years (18-22). Student in special
education will have opportunities to participate in District Internships, sheltered
workshops and other employment as appropriate.
Career Awareness: vocational goal for the elementary years. Activities are planned for
all domains and at all levels.
Career Exploration: vocational goal for the middle school level. Students in special
education continue to learn about various careers and are given opportunities to work on
campus and experience responsibility.
Career Preparation: vocational goal for the high school years. Students in special
education develop generic job skills through on campus jobs, Community Based
Vocational Instruction, community partnerships and/or other classes as appropriate.
Specific job skills are gained.
Classroom jobs: duties to be performed by the student in the classroom as part of a
vocational education.
92
Cognitive: domain which considers the thinking and problem-solving skills of the
student
Community-based vocational instruction (CBVI): instruction which takes place at a
business site that is an extension of the classroom. The students are not paid but are
training to learn marketable job skills.
Competencies: are skills that may be acquired and mastered under the heading of one of
five domain areas.
Competitive employment: work obtained in the open job market in competition with the
general population.
Contract work: assembly work that is provided to the student in the classroom to
complete for a business or agency.
Council for Exceptional Children (CEC): a national organization that provides support
and services for families and teachers of exceptional children involved in research and
publication.
Day-activities: social and vocational activities for students with profound disabilities or
who are medically fragile.
Developmental disabilities: a significant discrepancy between a student’s levels of
development in an area as compared to the norm of the student’s age group.
District internships: development of vocational skills through on the job training at
various locations within the district. The program is designed for 18 to 21 years old
students. These positions may be volunteer or paid positions.
Domains: global areas of educational development. The SAISD divides learning into five
domains: Vocational; Academic/Cognitive; Personal/Social; Community Leisure and
Recreation; Self-Advocacy.
Functional Academic Curriculum for Exceptional Students (FACES): curriculum
developed by Region 17 to address needs of exceptional students. Includes profiles for
assessments and specific lesson plans. Available on Region 17 website.
Functional vocational assessments: an assessment that contains a performance
component to it to measure vocational skills. It may be in the form of checklist, interest
surveys or formal assessments.
General Education Connection (GEC): special education instructional setting category
in which the special education student is often served in the general education setting.
Resource classes in which students are instructed in a classroom taught by a teacher
certified in special education is included in this category.
Goals: long-term desired achievement outcomes.
Graduation options: the various options available for graduation as approved by TEA.
Graduation plan: initially developed at the eighth grade promotional ARD. Core
courses and electives reflective of student goals are included in the plan at that time and
are updated annually by the counselor at ARD meetings or at the end of each school year.
Guardianship: legal arrangement accomplished through the court system that gives the
parent or other adult legal rights and responsibilities for the student beyond the age of
majority.
Individual Education Plan (IEP): it is the legal document developed at the ARD
committee meeting by the committee members. The document must be revisited a
minimal of once per annum.
Instructional arrangement: the setting and type of delivery of services for a student in
special education.
Job analysis: isolation of the specific skills and tasks required to perform a specific job.
93
Least restrictive environment (LRE): the optimal environment for student learning that
is as close to general education on the continuum of services as possible.
Job coach: attends job site with the student and coaches the student in required skills.
The job coach reports progress to the responsible VAC for that student.
Job development: the development of job and work opportunities for students by the
VAC.
Job shadowing: student spends time with a worker in the community and observes all
aspects of that particular job.
Life Strides: instructional arrangement for students with developmental disabilities who
require direct instruction in Life Skills.
Memorandum of Understanding (MOU): a legal contract between two separate entities
defining roles and responsibilities.
Memorandum of Understanding on Transition: a legal contract between TEA and
public agencies that serve the disabled; defines the role of the school and other agencies.
Mental retardation (MR): low cognitive functioning two standard deviations below the
mean of 100. An IQ score of 69 or below. Functioning below age level must also be
present in two other environments besides the cognitive one.
Modification: a change in the content of instruction or job description necessary for
learning for the student in special education.
Natural supports: the supports for job training that are available naturally on the job.
For instance, supervisors and peer workers may provide natural supports for a student
with disabilities to enable her to function appropriately at a job site.
Objectives: specific statements of skills (short term) to be learned by the student that are
subsets of the annual goal.
On-campus jobs: jobs paid or not paid that are performed on the school campus of the
student.
Piecework: work that is paid by the each piece that is completed.
Routinized: processes are a predictable daily routine.
Self-advocacy: process through which a student learns to be his own advocate,
understand and explain his handicapping condition and ask for appropriate
accommodations and modifications in order to be productive.
Sheltered workshop: a situation in which a person with disabilities performs routine
assembly tasks and is paid by pieces completed.
Situational assessments: assessment of specific skills required to perform a particular
job.
Social Security Income (SSI): some students with disabilities qualify for lifetime
benefits and Medicaid. This income is adjusted as the student earns a specific minimum
amount of money at a job.
Student profile: A record of student experiences, awards and vocational activities that
follow the student from elementary to high school (and to adult years if appropriate) in
order to help the ARD committee make placement and planning decisions.
Student Support Personnel (SSP): an SSP is an employee of the district that works with
students under the supervision of a special education teacher.
Supported employment: employment in the competitive job market but partially paid
with public funds through an agency.
Texas Assessment of Knowledge and Skills (TAKS): assessment appropriate for higher
functioning special education students. TAKS mastery is required for graduation unless
the student is exempted through ARD decision.
Texas Essential Knowledge and Skills (TEKS): the standard for teaching curriculum
in the state of Texas; must be covered in regular classes.
94
Texas Essential Knowledge and Skills Essence (TEKS Essence): The essence of
TEKS are the TEKS for students who require an alternate curriculum.
Task analysis: breaking a job down into smaller steps which can then be taught
individually.
Treatment in Education Autism and related Communication Handicapped
Children (TEACCH): program developed for the classroom that serves children with
autism in particular.
Time-study: a study performed that determines a ratio of the amount of work a student
with disabilities completes compared to a regular worker without disabilities, used to
determine pay scales.
Total Learning Curriculum (TLC): instructional setting for students with autism.
Transition: the process of moving from one setting or environment to another. In
particular, when discussing the individual transition plan, it is the process of moving from
the school to the community as an adult.
Vocation: work in a chosen field.
(VOICES): a vocational program developed by SAISD to promote self-advocacy and
early planning and preparation for transition to the world of work for students in special
education. The middle school, high school and adult years components are particularly
focused on the needs of Life Strides teachers and students.
Vocational Adjustment Class (VAC): class in which a student in special education may
receive credit by working in the community in a volunteer position or in competitive
employment.
Vocational Adjustment Coordinator (VAC): professional assigned to a high school
and its feeder schools to coordinate agency connections, work opportunities and
appropriate classroom practices to promote independence. SAISD has one VAC for each
high school and its feeder schools.
Vocational Themes: Specific themes developed in VOICES that are addressed during
prescribed times in a student’s education.
Zone of proximal development: A term coined by Vygotsky (1987) to mean the area of
future learning that is not within the independent grasp of the student, but is within the
immediate grasp of the student with guidance and instruction.
95
V.O.I.C.E.S.
for
VIII. Online Resources
Pleasure in the job puts perfection in the work.
(Aristotle)
96
V.O.I.C.E.S.
Online Resources
Instructional Websites
Levels:
Cause and Effect: no language needed (<pre-K academic and attending skills)
Basic: recognition of objects, letters of alphabet, numbers (pre-K-1st academic and
attending skills)
Intermediate: letter sounds, some reading, simple math, ability to attend to information
feed (2nd-4th academic and attending skills)
Advanced: 5th grade + academic and attending skills needed
* Costs of subscriptions are quoted from summer, 2010.
Name
Subject area(s)
F.A.C.E.S.
Reading, Writing, Math,
Vocational, Life Skills
Reading, Writing, Math, Art,
Music, Technology.
Level
Cost
Description
Basic
Intermediate
Advanced
http://www.esc2.net/centers/instructional/ADTEch/FACES.asp
Free
Individual lesson plans
for specific skills
Brain Pop
Intermediate
Advanced
Subscription
$195. Some
Free.
Movies, quizzes,
activities, print-outs
Basic
Intermediate
Subscription$
$125. Some
Free.
Movies, activities,
games, print-outs
Cause and
Effect
Basic
Free
Activities, books, sound,
holiday activities, letter
sounds, games
Basic
Intermediate
District
purchased for
Reading
Varied costs
Free Samples
Books, worksheets,
assessments, teacher tips,
more
http://www.brainpop.com/
Brain Pop Jr.
Reading, Writing, Math, Arts,
Technology
http://www.brainpopjr.com/
Starfall
Reading
http://www.starfall.com/
Learning A-Z
Reading, Writing, Science
http://www.learninga-z.com/
97
Instructional Websites continued . . .
Unique Learning
Systems
Reading, Writing, Math,
Science, Social Studies, Life
Skills, Vocational
Cause and
Effect
Basic
Intermediate
Advanced
District
purchased
Lesson Plans, Activities,
Visuals, AT inserts –
required curriculum
Basic,
Intermediate,
Advanced
District
purchased
Newspapers at different
levels, activities, games
SAISD
Reading, Math, Science, Social Basic,
Curriculum
Studies
Intermediate,
Guide
Advanced
http://www.saisd.net/admin/curric/curricms/guidefinder.html
Free
Scope and Sequence for
all Grade Levels
Tasks Galore
Free
Task of the Month
http://www.uniquelearningsystem.com/
News-2-You and Reading, Social Studies, Life
Joey’s Locker
Skills
http://www.news-2-you.com/index.aspx
Flexible
Cause and
Effect, Basic
http://www.tasksgalore.com/
98
Special Education Teacher Required Websites
Review 360
Required Data collection site for Life
Strides teachers, progress reports, charts,
logs
http://www.psiwaresolutions.com/pss/home/Default.aspx
e-Sped
https://www.esped.com/login/login.jsp
Automated IEP site
Unique Learning Systems
http://www.uniquelearningsystem.com/
Required Curriculum for use in Life Strides
99
Educator and Parent Resource Websites
Name
Target Audience
Description
Autism Society of
America (ASA)
Educators, Parents
Information about Autism,
events, scholarships, articles,
conference information,
downloads, more
http://www.autism-society.org/
Our Kids San Antonio
Parents
Articles, information about camps
and monthly activities in San
Antonio
http://sanantonio.parenthood.com/
Disaboom
Educators, Parents
Information and resources for
people with disabilities. Articles,
suggested reading, scholarships,
more
Educators
Website that connects projects
with donors
http://www.disaboom.com/
Donors Choose
http://www.donorschoose.org/
American Camp
Parents
Association
http://www.acatexoma.org
Website that lists campus by
interest area nationwide
National Down
Syndrome Society
(NDSS)
Educators, Parents
Website for information on
Down’s Syndrome, advocating
for persons with Down’s
Syndrome, conferences, stories,
articles, healthcare, scholarships,
more.
Educators
Hundreds of websites for teachers
rated by popularity
http://www.ndss.org/
Sites for Teachers
http://www.sitesforteachers.com/
Lilli Works
Educators
Excellent website for information
about working with lowincidence population. Also
products.
http://www.lilliworks.com
100
Other Resource Websites
Jupiter Images
Educators
Free images – have jupiterimage logo
on each image unless purchased
http://www.jupiterimages.com/
Image Search Educators
Google
http://www.google.com/advanced_image_search
Free images
101
V.O.I.C.E.S.
for
IX. Appendix
It’s not the hours you put in your work that counts,
it’s the work you put in the hours.
(Sam Ewing)
102
Suggested Words for Writing Observable Goals
USE “DOING” WORDS: (examples) *this is not an all inclusive list
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Underline
Trace
List
Repeat
Touch
Talk
Choose
Sort
Add
Count
Point
State
Create
Stay
Sit
Follow
Walk
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Look
Initiate
Name
Find
Zip
Label
Categorize
Circle
Imitate
Say
Paste
Assemble
Wash
Fold
Cut
Answer
Ask
TRY TO AVOID WORDS THAT CAN NOT BE OBSERVED OR HEARD: (examples)
*these words are subjective or open to interpretation
•
•
•
•
•
•
•
•
•
•
•
Increase
Realize
Comprehend
Know
Try
Believe
Listen
Apply
Value
Enjoy
Appreciate
103
Sample Format of Lesson Plan
Week of:
Student:
Student:
Student:
Student:
Language Arts
I.E.P. Objective:
I.E.P. Objective:
I.E.P. Objective:
I.E.P. Objective:
Description: TSW
Description: TSW
Description: TSW
Description: TSW
Curriculum/Materials:
I.E.P. Objective:
I.E.P. Objective:
I.E.P. Objective:
I.E.P. Objective:
Description: TSW
Description: TSW
Description: TSW
Description: TSW
I.E.P. Objective:
I.E.P. Objective:
I.E.P. Objective:
I.E.P. Objective:
Description: TSW
Description: TSW
Description: TSW
Description: TSW
I.E.P. Objective:
I.E.P. Objective:
I.E.P. Objective:
I.E.P. Objective:
Description: TSW
Description: TSW
Description: TSW
Description: TSW
BIP Goal:
BIP Goal:
BIP Goal:
BIP Goal:
Academic and Cognitive Skills
Math
Science
Social Studies
Vocational Skills
Community Skills
Recreational/Leisure
and Social Skills
Daily Living Skills
Behavior
104
Elementary VOICES Competencies Assessment
ID#
Student:
Grade:
Age:
Teacher:
School:
Elementary
ATTENTION:
Evaluate the student using the rating scale. Check √ appropriate box. The rating
for each of the tasks should reflect the degree of mastery rather than the grade
given in the class. Please note that the student will continue to practice these skills
through out their elementary career and should be re-assessed annually.
N
1
2
RATING SCALE:
No exposure – no experience or knowledge in this area
Student has been introduced to the competency
Student has some ability to perform the competency; requires frequent
intervention
3
4
Student can perform the competency with limited intervention
Student can perform the competency independently with out intervention
•
Work with other students to complete a given task
•
Participate in community learning experiences with appropriate behavior
•
•
Express feelings, ideas, needs and desires concerning career awareness
Pay attention to speakers in the classroom including other classmates, teachers and
guests
Identify various workers in the community through a variety of means such as oral
products, written products and kinesthetic products
Self-Advocacy through Vocational Skills
•
Self-Advocacy through Academic and Cognitive Skills
•
Give or follow oral and/or written directions clearly and accurately
•
•
Initiate and stay on task with few reminders
Write legibly using correct grammar and spelling
•
Communicate needs
•
Count, sort, and create sets
•
Read and understand the meanings of signs, words and other symbols
•
Respect the rights and property of others
•
Demonstrate appropriate behavior in public places
•
Understand that services and products are accessed through the community
Self-Advocacy through Community Skills
N 1 2 3 4
N 1 2 3 4
N 1 2 3 4
105
ID#
Student:
(continued)
Grade:
•
Be able to name sites in the community to get food, clothing and services
•
•
Safely wait for the bus at bus stops and watch for points of reference
Provide information about self such as name, address or telephone number
•
Be aware of emergency services
Self-Advocacy through Recreation/Leisure and Social Skills
•
Play cooperatively with others
•
Explore recreational and leisure activities of interest
•
Identify community recreation locations
•
•
Practice sports and good sportsmanship
Dress appropriately and maintain good hygiene
•
Use public arenas to eat, socialize and interact
•
Make and maintain friends
•
Be helpful and considerate
•
Anticipate consequences of personal actions
Self-Advocacy through Daily Living Skills
•
•
Assist with cleaning chores
Assist with food preparation using microwave, refrigerator and sink
•
Communicate personal needs
•
Identify and express personal likes and dislikes
•
•
Demonstrate personal hygiene self-help skills
Choose appropriate clothing to wear dependent on weather conditions and activity
•
Carry messages from school to home and home to school
N 1 2 3 4
N 1 2 3 4
N 1 2 3 4
Comments:
Completed by
(signature):
Print:
Title:
Date:
106
Middle School VOICES Competencies Assessment
ID#
Student:
Grade:
Age:
Teacher:
School:
Middle School
ATTENTION:
given in the class. Please note that the student will continue to practice these
skills through out their elementary career and should be re-assessed annually.
N
1
2
RATING SCALE:
3
4
intervention
•
Complete classroom jobs appropriately
•
•
Cooperate with other students in piecework to complete a total product
Respond appropriately to correction concerning product or task completion
•
Give appropriate information to adults when asked
•
Express career interests verbally, in written form or kinesthetically
•
•
Devote appropriate attention to speakers.
Exchange information
•
•
Use the newspaper, magazines and other materials as a source of information
Write legibly using correct grammar and spelling
•
Perform basic money management
•
Sort in several categories such as size, color, shape and number
•
•
Follow a schedule of events
Solve problems
•
N 1 2 3 4
N 1 2 3 4
N 1 2 3 4
Respect the rights and property of others
107
ID#
Student:
(continued)
Grade:
•
Demonstrate appropriate behavior in public places with few reminders
•
•
•
•
Know how services and products are accessed through the community
Name sites and locations of sites in the community to get food, clothing and
services
Show awareness that there are bus schedules and routes
Provide emergency information to an appropriate stranger
•
Access emergency services
•
Participate in leisure activities with others indoors and outdoors
•
Actively choose leisure activities
•
Indicate knowledge of community recreation locations and what they provide
•
Practice sports and good sportsmanship
•
Dress appropriately and maintain good hygiene
•
Participate in planning for visitors in the classroom
•
•
Make friends outside the classroom and practice skills that maintain friendships
Make decisions based on ethical considerations
•
Demonstrate respect for authority
•
Perform some cleaning chores
•
•
Plan meals and prepare food with the greatest independence possible using a
microwave, refrigerator, sink and utensils
Communicate personal needs to unfamiliar people
•
Maintain personal hygiene self-help skills and personal environment
•
Choose clothing dependent on weather, activity and preferences
•
Use basic kitchen and laundry appliances and tools with assistance
N 1 2 3 4
N 1 2 3 4
N 1 2 3 4
Comments:
Completed by
(signature):
Print:
Title:
Date:
108
High School VOICES Competencies Assessment
ID#
Student:
Grade:
Age:
Teacher:
School:
High School
ATTENTION:
N
1
2
RATING SCALE:
3
4
intervention
•
Follow directions on the job
•
•
Participate in community partnership assembly projects reliably
Maintain a steady work pace for a given period of time
•
Accept corrections with appropriate behavioral changes
•
Express likes and dislikes on the job appropriately
•
•
•
Provide information such as social security number, address, telephone number
and references when asked
Take on a role as a role-model for younger students in vocational situations
Learn and maintain specific skills needed for job completion
•
•
Use the newspaper, magazines and other materials as a source of local information
Discover ways to communicate ideas or preferences to strangers
•
Make change or predict money values needed for chosen activities
•
Solve word problems involving money or time at the appropriate level
•
Read for pleasure
•
Follow a schedule of events
•
Solve problems
N 1 2 3 4
N 1 2 3 4
109
ID#
Student:
Grade:
•
Comprehend that rights and responsibilities are part of a reciprocal relationship
•
•
Decide on leisure activities in the community and participate in the planning
process including transportation, budgeting and scheduling
Maneuver safely in the community with maximum independence
•
•
Participate in community activities with people in the community
Know where to get goods and services in the community
•
•
Access emergency services
•
Participate in chosen leisure activities with others indoors and outdoors
•
Participate in new activities and express interest in those activities
•
Choose who to socialize with and do so
•
Regularly have a meal or participate in activities with others outside of the class
•
Respect others, their points of view, rights and feelings
•
•
Participate in planning for social events in the school, at work or in the classroom
•
Express disagreement with authority figures appropriately
•
Maintain personal hygiene with maximum independence
•
Keep a clean environment
•
•
Prepare meals, clean clothes and plan for future needs with assistance or
independently
Create routines for self with discretion on choices
•
•
Attain assistance appropriately when needed
•
Indicate appropriate safety precautions in different situations
•
Explore options for living situations
N 1 2 3 4
N 1 2 3 4
N 1 2 3 4
Comments:
Completed by
(signature):
Print:
Title:
Date:
110
Adult Years VOICES Competencies Assessment
ID#
Student:
Grade:
Age:
Teacher:
School:
Adult Years
ATTENTION:
N
1
2
RATING SCALE:
3
4
intervention
•
Appropriately stay on task on the job site
•
•
Express likes and dislikes
Complete tasks as assigned with minimal supervision
•
Cooperate with work place supervisors
•
Ask questions of appropriate persons
•
•
Continue to work through tasks that may be distasteful
Maintain skills needed for the specific job
•
Maintain good attendance
•
Use the newspaper, magazines and other materials as a source of local information
•
Make change or predict money values needed for activities
•
Read for pleasure
•
•
Follow a schedule as independently as possible
Choose academic activities of interest
•
Keep track of and be able to produce amount of earnings, hours worked, resume
and other work-related information
Solve practical problems
•
N 1 2 3 4
N 1 2 3 4
111
ID#
Student:
Grade:
•
Comprehend that rights and responsibilities are part of a reciprocal relationship
•
•
Participate in planning for community activities including financial,
transportation, and timing needs
Maneuver safely in the community with maximum independence
•
•
Show awareness of and participate in community activities with people
Advocate for self in the community
•
•
Appropriately interact with persons regularly contacted in the community
•
Participate in chosen leisure activities with others indoors and outdoors
•
Choose who to socialize with and do so
•
Regularly have meals and participate in activities with others outside of the class
•
•
Provide guidance to younger students and be able to share information with
younger students
Respect others, their points of view, rights and feelings
•
•
Express disagreement with authority figures appropriately
•
Clean up after self
•
•
Prepare meals, clean clothes and plan for future needs with assistance or
independently
Create practical routines for self with discretion on choices
•
•
Attain assistance appropriately when needed
•
Use tools and appliances as independently as possible keeping safety in mind
•
•
Make decisions about living options after leaving high school and work toward
those goals
Understand the need for money and how it is spent
•
Make cost-opportunity decisions
N 1 2 3 4
N 1 2 3 4
N 1 2 3 4
Comments:
Completed by
(signature):
Print:
Title:
Date:
112
F. A. C. E. S.
Subjects listed by Module
http://www.esc2.net/centers/instructional/ADTech/FACES.asp
Vocational
Social Science
Science
Math
Personal Health
All Levels
113
F.A.C.E.S
The following activities are listed by Module (Vocational, Social Studies, Science,
Personal Health and Math) and then by sub-sections as described above. The activities
are also organized as being either at the Elementary, Middle School or High School Level.
To locate appropriate activities:
1.
Look for and locate the appropriate Module.
2.
Locate the sub-section of interest.
3.
Locate the page numbers of the subjects you are interested in any of the
elementary, middle school or high school sections.
4.
Locate the actual activities in the FACES curriculum using the page numbers to
locate lesson plans.
5.
Modify as needed for your students.
Vocational Module
VOCATIONAL SUBSECTION: Career Awareness
LEVEL: Elementary
Page
E1
E2
E3
E4
E5
E6
E9
Subjects
Difference between work and play
Types of workers
Products made by workers
Community workers
Personal needs and values
Work and workers in the school
Basic responsibilities in the classroom
LEVEL: Middle School
Page
M1
M2
M3
M4
M5
M6
Subjects
Why people work
How jobs contribute to society
Personal and social relationships at work
Occupational interests
Ways workers are dependent on each other
Aptitudes related to an occupational choice
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
H7
Subjects
Occupational categories and preferences
Economic independence achieved through work
Personal needs that are met through income
Adequate pay to meet expenses
Four general job classifications: non skilled, semi-skilled, skilled, professional
Physical limitations
Match jobs with appropriate hourly wage
114
H8
H9
H10
H11
Wages
Aptitudes
Requirements for jobs
Employer responsibilities
VOCATIONAL SUBSECTION: Job Procurement
Page
M1
M2
M3
M4
M5
M6
Subjects
Classified ads
Job performance
Adjustment problems
Job applications
Personal traits needed on the job
Reasons for failure to be employed
LEVEL: High School
Page
H1
H2
H3
H4
H5-9
H10
H11
H12
H13
H14
H15
Subjects
Job search steps
Available jobs in the classifieds
Texas Workforce Commission
Collect and maintain data for job applications
Interviewing
Social Security
Social Security Card
W4 form
Raises and promotions
Avoiding problems
Asking for assistance
VOCATIONAL SUBSECTION: Work Behavior
LEVEL: Elementary School
Page
E1
E2
E3
E4
E5
E6
E7
Subjects
Job responsibilities
Following directions
Task completion in a time frame
Responding to verbal directions
Performing responsibilities
Endurance
Checking for quality
Level: Middle School
Page
M1
M2
M3
M4
M5
Subjects
Working with peers and completing class assignments
Job responsibilities
Time frames for specific jobs
Hazards at work and at school
Supervision
115
M6
M7
M8
M9
M10
M11
M12
M13
M14
M15
Cooperative effort
Complete a cooperative task
Co-workers
Problems at work
Attitude
Keeping an accurate record of hours worked
Punctuality
Reporting absence
Job performance in the school setting
Endurance in work situations
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
H7
Subjects
Safety
Importance of attendance and punctuality
Following instructions
Complete a job following instructions
Accept criticism and correct the error
Reasons for quality standards
Increasing endurance
VOCATIONAL SUBSECTION: Work Skills: Food Service
Page
E1
E2
E3
E4
E5
E6
Subjects
Snacks
Lunch area cleaning
School cafeteria assistance
Putting away clean dishes
Refrigerador exterior cleaning
Food preparation equipment
Page
M1
M2
M3
M4
M5
Subjects
Straightening cabinets and drawers
Clean a stove top
Clean refrigerator
Recipes
Sanitation
LEVEL: High School
Page
H1
H2-4
H3
H5
H6
H7
H8
Subjects
Personal sanitation
Washing and sanitizing by hand
Washing and sanitation in commercial dishwasher
Tools
Utensils
Cutting tool safety
Food preparation equipment
116
H9
H10
H11
H12
H13
H14
H15
H16
H17
H18
H19
H20
H21
H22
H23
H24
H25
H26
H27
H28
H29
H30
H31
H32
H33
H34
H35
H36
H37
H38
H39
H40
Cooking equipment
Cold storage equipment
Holding and serving equipment
Food service terminology
Can sizes and yields
Non-alcoholic beverages
Sandwiches
Appetizers
Salads and salad dressings
Soups, sauces and gravies
Eggs and egg dishes
Cheese and cheese dishes
Meats, seafood, and poultry
Cereal and pasta products
Fruits and vegetables
Breads
Desserts
Cookies
Cakes and icings
Pastry and pies
Seasonings
Adjusting recipes
Proportioning foods
Convenience foods
Food service
Side work duties
Table service
Setting tables
Writing orders
Assembling and inspecting food orders
Order of service
Removal of dishes
VOCATIONAL SUBSECTION: Work Skills: Home Industry
Page
E1-3
E4
E5
E6
E7
E8
E9
E10
E11
E12
Subjects
Tools used at home, school, and community
Appliances
Switches
Locks, latches, and door chains
Clocks
Nails or bolts
Sandpaper
Paint and paintbrush
Hammer
Bolt wood
117
E13
Screwdriver
Page
M1
M2-3
M4
M5
M6
M7-8
M9
Subjects
Tasks and tools and material
Screwdriver
Nails
Wrench: standard and adjustable
Pliers
Wood
Repairs
LEVEL: High School
Page
H1
H2
H3
H4
H5
Subjects
Sawing
Hand drill and electrical drill
Painting techniques
Minor household repairs
Batteries
VOCATIONAL SUBSECTION: Work Skills: Horticulture
Page
E1
Subjects
Plants and their care
Page
M1
M2
M3
M4
M5
M6
M7
Subjects
Coiling hose
Pulling weeds
Using grass clippers
Using wheelbarrow
Fertilizing
Water lawn
Leaf blower
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11
Subjects
Shovel
Push broom
Grass rake
Power mower
Mowing lawns
Mowing tall grass
Transplant bushes
Trim hedges
Use weed eater
Pile debris
Care for lawn independently
118
VOCATIONAL SUBSECTION: Work Skills: Housekeeping
Page
E1
E2
E3
E4
E5
Subjects
House cleaning schedule
Stripping a bed
Dusting flat surfaces
Replacing toilet paper roll
Cleaning up clutter
Page
M1
M2
M3
M4
M5
M6
M7
M8
Subjects
Safety practices
Cleaning equipment and supplies
Use a cart with cleaning supplies
Remove smudges
Dust
Clean Venetian blinds and shades
Vacuum furniture
Wash woodwork and doors
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10-12
H13
H14
H15
H16
H17
Subjects
Change light bulb
Wet mop
Wax
Vacuum floor
Clean interior walls
Sort clothes for washing
Automatic washer
Automatic dryer
Steam iron
Ironing
Mending with sewing machine
Cleaning private homes
Cleaning hotel rooms
Making beds
Care for blankets and mattress
VOCATIONAL SUBSECTION: Work Skills: Janitorial
Page
E1
E2
E3
E4
E5
E6
Subjects
Cleaning chalkboard
Arranging chairs
Emptying wastebaskets
Toilet paper replacement
Paper towel dispensar
Basic custodial tools
119
Page
M1
M2
M3
M4
M5
Subjects
Line a wastebasket
Clean a mirror
Clean a window
Clean a drinking fountain
Sweep the floor
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11
H12
H13
H14
H15
Subjects
Change a light bulb or florescent light
Use a squeegee
Vacuum
Sweep with push broom
Use a string mop
Wax floor
Strip old wax
Buff floors
Clean public areas
Clean an office
Reasons for daily cleaning of public areas
Clean bathtub, shower, or sink
Clean toilets
Clean restroom or shower room
Efficiency when cleaning
VOCATIONAL SUBSECTION: Work Skills: Office/Clerical
Page
E1
E2
E3-5
E6
E7
E8
E9
E10
E11
E12
E13
E14
E15
Subjects
Delivering attendance card and/or lunch count
Letter opener
Stapler
Paper clips
Rubber bands
Hole punch
Sharpening a pencil
Emptying pencil sharpener
Folding paper for envelope
Stuffing envelopes
Seal envelopes
Stamp envelopes
Telephone calls
Page
M1
M2
M3
Subjects
Collate papers
Insert pre-addressed information into window envelopes
Apply pressure sensitive labels
120
M4
M5
M6
Stamp return address on envelopes
Seal cartons
Wrap and tie packages
LEVEL: High School
Page
H1
H2
H3
H4
H5
Subjects
Answer telephone and take messages
File records
Operate basic office equipment
Sort envelopes by zip codes
Routine office tasks
VOCATIONAL SUBSECTION: Work Skills: Preparatory
Page
E1-4
E5
E6-7
E8
E9
E10
E11
E12
Subjects
Sorting
Disassembling small units
Assembling
Separating
Storage
Supplies at school
Simple hand tools
Scissors
121
Social Studies Module
SOCIAL STUDIES SUBSECTION: Community Services
Page
E1
E2
E3
E4
E5
E6
Subjects
Banks
Barber/beauty shop
Examples of income sources
Concept of money as an exchange
Concept of scarcity
Various types of housing
Page
M1
M2
M3
M4
M5
M6
Subjects
Banking
Barber/beauty shop
Health care facilities
Pay telephone
Post office
Library
LEVEL: High School
Page
H1
H2
H3
H4
H5
Subjects
Savings account
Checking account
ATM
Licensing, titling, recording services
Community resource agencies
SOCIAL STUDIES SUBSECTION: Government
Page
E1
E2
E3
E4
E5
Subjects
Classroom rules
Stating rules
School rules
Community rules
Persons of authority
Page
M1
M2
M3
M4
M5
M6
Subjects
School rules
Crime protection
Local and state laws
Consequences of violating laws
Elected officials
Federal government
122
M7
M8
Citizen rights and responsibilities
Volunteering
LEVEL: High School
Page
H1
H2
H3
H4
Subjects
Rules of the world of work
Respect for the rights and property of others
Voter registration and voting
Civil rights and responsibilities when questioned by the law
SOCIAL STUDIES SUBSECTION: Family Life
Page
E1
E2
Subjects
Family units
Rules and responsibilities
Page
M1
M2
M3
Subjects
Family unit
Family roles and duties
Job contract
LEVEL: High School
Page
H1
H2
H3-6,
Subjects
Marriage
Divorce
Parenthood
SOCIAL STUDIES SUBSECTION: Geography
Page
E1
E2
E3
Subjects
Classroom floor plan
School floor plan
Name of country, state, and community
Page
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
Subjects
Locate rooms within the school building
Identify pictures of local public buildings
Community
Commercial areas on a map
Name grocery store, drug store and restaurant nearest to student’s home
Simple directions
Compass directions
Street addresses
Bordering states
Mall directory
LEVEL: High School
123
Page
H1
H2
H3
H4
H5
H6
Subjects
City and state road maps
Give directional information
Locate five communities in county
Locate five places in the state
Scales and grids on maps
Symbols on a map
SOCIAL STUDIES SUBSECTION: Personal Behavior
Page
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
Subjects
Compliance with requests
Responding to “Stop”
Repeating praised behavior
Simple commands
Coming to an activity when called
Putting things away
Classroom responsibility
Deferred rewards
Appropriate behavior in the community
Emotional moods
Page
M1
M2
M3
M4
M5
Subjects
Acceptable social behavior
Appropriate manners
Personal goals, interests and abilities
Self monitoring abilities
Causes of emotions
LEVEL: High School
Page
H1
H2
H3
H4
H5
Subjects
Recognizing authority and following instructions
Solutions to problems
Consequences
Responsibility
Character traits
SOCIAL STUDIES SUBSECTION: Personal Business
Page
E1
E2
E3
E4
E5
E6
Subjects
Responsibility for money
Identifying family’s source of income
Examples of income sources
Concept of money as an exchange
Concept of scarcity
Various types of housing
124
Page
M1
M2
M3
M4
M5
M6
M7
Subjects
Personal income
Budget needs and wants
Differences between allowance, hourly wage and salary
Basic budget record keeping
Cashing checks
Danger of carrying large amounts of cash
Housing requirements
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
H7
H8
H9-10
H11
H12
H13
H14
H15
H16
H17
H18
H19
H20
H21
H22
H23
H24
H25
H26
Subjects
Reading a payroll check
Gross and net pay
Financial records
Budget for a pay period
Using a check to pay
Utility bills
Paying bills
Purchasing advertised items
Credit
Borrowing money
Taxes
Dividing expenses with a roommate
Insurance
Consumer rights
State ID
Driver’s license permit
Car purchase
Car maintenance
Housing search
Renting and buying
Procedures for renting
Procedures for buying
Household furnishings
Purchasing furniture and appliances
Phone cards
SOCIAL STUDIES SUBSECTION: Recreation and Leisure
Page
E1
E2
E3
E4
E5
E6
Subjects
Independent play
Cooperative play
The difference between leisure and work time
Awareness of recreation and leisure activities
Game activities for school
Hobbies
125
E7
E8
E9
E10
E11
E12
E13
E14
Appropriate activities for different seasons
Sports activities and equipment
Recreational appliances
Ways to entertain friends at home
Recreational activities in the community
Indoor activities at home
Outdoor activities at home and in the neighborhood
School activities
Page
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
M12
M13
M14
M15
Activities
Differences of leisure and work
Group activities
Sports equipment
Spectator behavior
Game rules
Game activity
Party planning and hosting
Hobbies
Fine arts presentations
Using TV guide
Selection of TV programs
Indoor recreational activities
Outdoor recreational activities
Activities at school
Activities in community
LEVEL: High School
Page
H1
H2
H3-4
H5
Subjects
Using the newspaper
Hobby or craft project
Local recreational activities
Vacation planning
SOCIAL STUDIES SUBSECTION: Restaurants
Page
E1
E2
E3
E4
E5
Subjects
School cafeteria
General restaurant
Fast-food restaurant
Sit down restaurant
Vending machine
Page
M1
M2
M3
Subjects
General restaurant skills
Fast food restaurant
Cafeteria
126
M4
Vending machine
LEVEL: High School
Page
H1-3
H2
Subjects
Refine restaurant skills
Dining as a guest in someone’s home
SOCIAL STUDIES SUBSECTION: Shopping
Page
E1
E2
E3
E4
E5
E6
E7
E8
Subjects
Simulated shopping experiences
Variety of stores
Appropriate store behavior
Elevators/escalators
Food stores
Food shopping
Grocery store routine
Department stores/malls
Page
M1
M2
M3
M4
M5
Subjects
Type of stores
Amount of money needed for purchase
Purchasing food, clothing, or furniture
Grocery shopping
Department store and mall shopping
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
H7
H8
Subjects
Refining shopping skills
Necessity and luxury purchases
Quality purchasing
Economic purchasing
Independent grocery shopping
Refine shopping skills in department stores, discount stores and malls
Clothes shopping
Wardrobe budgeting
SOCIAL STUDIES SUBSECTION: Socialization
Page
E1
E2
E3
E4
E5
Subjects
Unattended play
Imitate play
Solitary play
Responding to name
Responding to greetings
127
E6
E7
E8
E9
E10
E11
E12
E13
E14
E15
E16
Using “please” and “thank you”
Parallel play
Sharing
Taking turns
Initiating peer contact
Cooperative play
Friendship
Table manners
Identifying ownership
Answering the phone
Concern for others
Page
M1
M2
M3
M4
M5
Subjects
Effects of personal behavior
Peers: likeness and differences
Friendships
Peer pressure
Listening and responding
LEVEL: High School
Page
H1
H2
Subjects
Relationships with the opposite sex
Dating
SOCIAL STUDIES SUBSECTION: Transportation
Page
E1
E2
E3
E4
E5
E6
E7
E8
Subjects
Modes of transportation
Walking, bicycles, automobiles, trucks, trains, and buses
Airplanes and helicopters
Boats and ships
Basic traffic signs
Pedestrian safety rules
Traveling by bicycle
School bus rules
Page
M1
M2
M3-4
Subjects
Pedestrian safety rules
Traffic signs
Public transportation
LEVEL: High School
Page
H1
H2
Subjects
Plan schedules for bus and train
Problem solving strategies for public transportation
128
H3
H4
H5
H6
Taxicabs
Car pooling
Airline tickets
Accidents
129
Science Module
SCIENCE SUBSECTION: Animal Life
Page
E1
E2
E3
E4
E5
E6
E7
Subjects
Farm animals
Zoo animals
Pets and their care
Classroom pets
Comparison of animals: similarities and differences
Describing animals
Animal homes
Page
M1
M2
M3
Subjects
Living and non-living things
Categories for classifying living organisms
Domestic and wild animals
SCIENCE SUBSECTION: Body Parts
Page
E1
E2
Subjects
Identify body parts
Identify five senses
SCIENCE SUBSECTION: Calendar
Page
E1
E2
E3
E4
Subjects
Days of the week
Months of the year
Classroom routine
Seasons of the year
Page
M1
M2
M3
M4
Subjects
Seasons
Daily/weekly school schedule
Special events and holidays
Past and future events
LEVEL; High School
Page
H1
H2
Subjects
Personal schedule
Family birthdays and special occasions
130
SCIENCE SUBSECTION: Clothing Care
Page
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
E11
Subjects
Awareness of clothing care
Methods of cleaning clothes
Laundry products
Clean and dirty clothing
Sort clothing for washing
Hand washing
Fold socks
Fold flat pieces
Hangers
Putting away laundry
Clothing repair
Page
M1
M2
M3
M4
M5
M6
M7
M8-9
M10-12
M13
M14-21
M15
M16
M17
Subjects
Sorting and laundry
Clothing care labels
Equipment
Laundry products
Load size
Washing machine
Dryer
Hanging clothes
Folding clothes
Polishing shoes
Ironing
Closets and drawers
Sewing a button
Repairing clothing
LEVEL: High School
Page
H1
H2
H3-5
H6
H7
Subjects
Follow directions for laundry care
Stains
Ironing
Dry cleaning process
Using a sewing machine for repairs
SCIENCE SUBSECTION: Meal Preparation
Page
E1
E2
E3
E4
Subjects
Appliances and utensils
Kitchen hygiene
Containers
Simple measurements
131
E5
E6
E7
E8
E9
E10
E11
E12
E13
E14
Setting the table
Pouring from a pitcher
Sort and identify refrigerator/non-refrigerator items
Ingredients for meal preparation
Function of appliances, tools, and utensils
Food preparation of non-cooked items
Serving self food
Clean up a spill
Clean and clear a table
Kitchen maintenance
Page
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
M12
M13
M14
Subjects
Cooking readiness
Food preparation and storage
Basic terms
Types of storage
Electrical appliances
Stove top
Oven
Liquid and solid measure
Recipes
Instructions for canned and boxed foods
Kitchen maintenance
Food service
Washing and drying dishes
Meat defrosting
LEVEL: High School
Page
H1
H2
H3
H4
H5
Subjects
Follow directions to prepare a meal
Kitchen environment
Setting a table
Organization and storage
Planning and preparing a simple meal
SCIENCE SUBSECTION: Housekeeping
Page
E1
E2
E3
E4
E5
E6
E7
Subjects
School housekeeping
Rooms in a house identified by use
Furniture, appliances, and fixtures
Housekeeping tasks
Cleaning supplies
Outside maintenance
Basic maintenance skills
132
Page
M1
M2
M3
M4
M5
M6
M7
M8
Subjects
Dusting
Cleaning mirrors and windows
Make a bed
Change bed linens
Clean floors
Operating vacuum cleaner
Clean bathroom
Sequencing housekeeping tasks
LEVEL: High School
Page
H1
H2
H3
Subjects
Housekeeping routine
Household maintenance
School custodial tasks
SCIENCE SUBSECTION: Plant Life
Page
E1
E2
E3
Subjects
Common plants and characteristics
Plants and plant growth
Container garden
Page
M1
M2
Subjects
Plant from cuttings
Care of plants
LEVEL: High School
Page
H1
H2
H3
H4
Subjects
Purchase and care of houseplants
Transplanting houseplants
Basic yard maintenance
Simple Landscaping
SCIENCE SUBSECTION: Temperature
Page
E1
E2
Subjects
Temperature
Thermometer
Page
M1
Subjects
Thermometers
133
Math Module
MATH SUBSECTION: Computation and Word Problems
Page
E1
E2
Subjects
Addition operations
Subtraction operations
Page
M1
M2
M3
M4
Subjects
Addition
Subtraction
Multiplication
Division
MATH SUBSECTION: Measurement
Page
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
E11
Subjects
Larger/smaller, taller/shorter, longer/shorter
Thick or thin
Sequence major events of the day
Morning, afternoon, and night
Nearest half inch
Liquid volume
Heavy or light
Scales
Thermometer
Various temperatures
Prerequisite calendar skills
Page
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
Subjects
Measure to the nearest foot
Measurement to the nearest yard
Feet to inches
Measure liquids
Cups in a pint and pints to quart
Ounces
Ounces to pounds
Thermometer
Days in a given month
Day of the week from the date
Date of the month when given the day
LEVEL: High School
Page
H1
Subjects
Measure to ¼ of an inch
134
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11
H12
H13
H14
H15
H16
H17
H18-19
H20
H21-22
H23-24
H25
H26
Measure to ½ of an inch with a tape measure
Metal tape measure
Measure to 1/8 of an inch
Measure to the millimeter
Convert units of measure
Quarts in a gallon
Cups, pints, quarts, or gallons
Convert liquid quantities
Tablespoon, teaspoon, ½ teaspoon, ¼ teaspoon
Liter
Ounces in a pound
Produce scale
Convert units of weight
Bathroom scale
Various scales
Thermometers
Thermostats
Body temperature
Future dates
Time duration
“Every other day” and “every other week”
Calendar units
MATH SUBSECTION: Numeration
LEVEL: Elementary School FACES
Page
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
E11
E12
E13
E14
E15
E16
E17
E18
E19
E20
E21
Subjects
Quantity
Numerals in common settings
Rote (1-5)
Counting objects 1-5
Read numerals 1-5
Sequence numerals 1-5
Write numerals 1-5
Presenting a specified number of objects 1-5
Numeration sheet 0-5
Rote counting 1-10
Count objects 6-10
Read numerals 6-10
Write numerals 6-10
Presenting a specified number of objects 6-10
Concept of zero
One-to-one correspondence
Rote counting 0-20
Count objects 11-20
Read numerals 11-20
135
E22
E23
E24
E25
E26
E27
Write numerals 11-20
First, second, third, fourth, and fifth
Read number words 1-10
Spell number words 1-10
Fraction of ½
Write and sequence .00, .05, .55
Page
M1
M2
M3
M4
M5
M6
M7
M8
M9-11
M10-12
M13
M14
M15
M16-18
M19
M20
M21
M22
M23
Subjects
Rote counting 0-50
Counting objects 21-50
Read numerals 21-50
Rote counting 0-100
Read numerals 0-100
Read number words
Spell number words
Numeration worksheet 0-99
Numeration worksheet :00-:59
Read and write fractions
Numeration worksheet .00-.99
Count by 2’s to 10
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
H7
Subjects
Read numerals 100-999
Identify “just before” and “just after”
Read numerals
Read number words 100-999
136
MATH SUBSECTION: Time
Page
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
E11
E12
E13
E14
E15
Subjects
Sequence of daily events
Sequence of activities within a daily event
Sequence major events of the day
Morning, afternoon, and night
Clock
Hands on the clock
Difference between big and little hands
Numerals on a clock face
Clockwise direction
Time to the hour
:00 on a clock
Digital clock
Writing minutes in sequence
Count and write minutes in order
Specific times for daily activities
Page
M1
M2
M3
M4
M5
M6
M7
Subjects
Tell time to five minute intervals
Times which correspond to noon and midnight
Minutes in an hour, hours in a day
AM and PM, hour and half hour
Alarm clock
Time when daily important events occur
Daylight savings time
MATH SUBSECTION: Money
Page
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
E11
E12
E13
E14
E15
Subjects
Coins as money
Money as an exchange
Safekeeping practices when making a purchase
Pennies to $.05
Money symbols
Pennies to $.04
Recognize nickel equal to $.05 and read word “nickel”
Coins to $.09
Digital numerals
Match coins to coin stamp pictures
One, five, and ten dollar bills
Nickel and pennies to $.09
Recognize dime and read word
Dime = ten cents and will count change to ten cents
Advertisements
137
E16
E17
E18
E19
E20
E21
E22
E23
E24
E25
E26
E27
E28
E29
E30
E31
E32
E33
E34
E35
Affordability of a ten cent item with various coins to $.09
Affordability of an item priced under ten cents with various coins
Dollar bills to $4.00
Present money to a cashier, wait for change
Price tags, signs, or bar codes
Price tags under $1.00
Use $1.00 bill for purchase
Dimes nickels and pennies to $.49
Dimes, nickels, and pennies to $.49 when nickels and pennies equal less than $.10
Vending machines that require change
Write cash amounts to $.99
Quarter = 25 cents and read the word “quarter”
Count quarters to $.75
Sales receipt
Calculator
Saving money
Comparing prices
Tipping
Calculator
Page
M1
M2, 7, 10, 24
M3, 11-13, 25
M4, M14
M5
M6
M8
M9
M15
M16
M17
M18
M19
M20
M21
M22
M23
M26, M38
M27
M28
M29
M30
M31
M32
M33
Subjects
Count coins to $.050
Count coins to $.99
Count money to $4.99
Select price tags under $5.00
Use a $5.00 bill to purchase item
Compute total of two items under $10.00
Money needed for item under $1.00
Recognize a half-dollar
Combination of coins to $0.30
Coins to $0.29
Coins to $0.79
Purchase with ten dollar bill
Money needed for item under $10.00
Two or more items under $10.00
Next dollar method
Two half dollars to equal $1.00
Write cash amounts to $9.99
Taxed and non-taxed items
Vending machines
Currency, coins, and checks
Budget
138
M34
M35
M36
M37
M39
M40
M41
M42
M43
Check cashing
Spell number word to 99
Checks in amounts under $100.00
Check register
Check change by cash register
Least price
Total on a sales receipt
Compare regular and sale prices
Tipping
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6, H7
H8, H10
H9
H11
H12
H13
H14
H15
H16
H17
H18
H19
H20
H21, H22, H23
H24
H25
H26
H27
H28
H29, H30
H31
H32
H33
H34
H35
H36
H37
H38
H39, H40
H41
H42
Subjects
Twenty dollar bill
Fifty dollar bill
100 dollar bill
Write cash amounts to $999.99
Next dollar method to $20.00
Price tags to $999.99
Sales tax
Purchase of up to 5 items
Money amounts to $99.99
Count money to $.95
Number word to 999
Weekly budget
Deposit slips
Situations where checks are not appropriate
Price comparison: two items
Calculator to determine change
Sales receipt to return item
Coupon savings
Percent off savings
Cost by pound
How much more needed to purchase
Buying one of an item priced as a ration
Cost of several items when some are non-tax
Tip
Check to pay a bill
Bills by mail
Pay per hour
Money to $999.99
One-half of price of a given item
Cost of a meal with tax + tip
139
H43
H44
H45
H46
ATM
Savings account
Banking terms
Reconcile checking account
140
Personal Health Module
PERSONAL HEALTH SUBSECTION: Dressing
Page
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
E11
E12
E13
E14
E15
E16
E17
E18
E19
Subjects
Identify clothing
Take off socks
Take off shoes
Put on socks
Put on shoes
Lace shoes
Untie and tie shoelaces
Recognize difference between front and back of clothing
Zip and unzip
Button and unbutton
Snap and unsnap
Belts
Hang coat on a hook
Hang coat on a hanger
Remove and put on coat
Dress in correct sequence
Choose clothing appropriate to weather and situation
Choose clothing that matches
Choose clothing of correct size
Page
M1
M2
M3
M4
M5
M6
Subjects
Clothing: naming ten pieces of clothing
Clothing that needs to be laundered
Appropriate wardrobe items
Selecting clothing
Match outfits
Accessorize
LEVEL: High School
Page
H1
H2
H3
H4
Subjects
Clothing needs for a family
Select and purchase clothing
Appropriate clothing for different settings
Appropriate undergarments
PERSONAL HEALTH SUBSECTION: Feeding
Page
E1
E2
E3
Subjects
Finger foods
Use a straw
Drink from a cup
141
E4
E5
E6
E7
E8
E9
E10
E11
Use a spoon
Unwrap a covering
Chewing with lips closed
Use napkin
Use fork
Knife for spreading
Knife and fork to cut
Table manners
PERSONAL HEALTH SUBSECTION: Ecology
Page
E1
E2
E3
Subjects
Preserving beauty at school
Environment
Pollution
Page
M1
M2
M3
M4
Subjects
Conserving beauty in the environment
Pollution
Preserving beauty in the home, school, and community
Recycling
LEVEL: High School
Page
H1
Subjects
Pollution
PERSONAL HEALTH SUBSECTION: Grooming
Page
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
Subjects
Turn water off and on independently
Regulate water temperature
Wash and dry hands
Wash and dry face
Brush teeth
Brush/comb hair
Use tissues
Use a mirror to check neatness
Bathe independently
Clean eyeglasses
Page
M1
M2
M3
M4
Subjects
Shower skills
Dental care
Nail care
Hair care
142
M5
M6
M7
M8-9
M10
M11
M12
M13
Curling hair
Skin care
Cosmetics
Shaving skills
Deodorant
Cologne
Menstruation process
Menstruation hygiene
LEVEL: High School
Page
H1
H2
Subjects
Maintain skills: independence, rate, quality
Grooming in relation to the job interview
PERSONAL HEALTH SUBSECTION: Human Growth and
Development
Page
E1
E2
E3
E4
Subjects
Modesty
Privacy
Expressing affection appropriately
Inappropriate sexual acts
Page
M1
M2
M3
M4
M5
M6
M7
M8
Subjects
Sex roles and behavior
Undressing in private
Sexual organs
Adolescent changes
Awareness of sexuality
Public and private personal behavior
Appropriate behavior with the opposite sex
Distinguishing between friendly and intimate affection
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
Subjects
Communication about sexual concerns
Sexual behavior
Preventative health responsibility
Birth control
Social responsibility
Reproductive health problems
143
PERSONAL HEALTH SUBSECTION: Nutrition
Page
E1
E2
E3
E4
E5
Subjects
Food pyramid
Appropriate portion to eat
Importance of breakfast
Snack foods
Liquid/water intake
Page
M1
M2
M3
Subjects
Food pyramid
Balanced meals
Calories
LEVEL: High School
Page
H1
H2
Subjects
Balanced meals for a family
Plan nutritionally balanced meals for a restaurant
PERSONAL HEALTH SUBSECTION: Safety
Page
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
E11
E12
E13
E14
E15
E16
E17
E18
E19
Subjects
State full name
State telephone number
State address
Dial own phone number
Procedures to follow if lost
Identify common dangers
Avoiding common dangers
Fire drill
Severe weather drill
Foreign objects
Safety rules for playground
Pedestrian safety
Safety rules for car or bus
Strangers: accepting rides or leaving with
Strangers: distinguish between friends and “friendly” strangers
Inappropriate touching
Bicycle safety rules
Keys and knobs
Poison labels
Page
M1
M2
M3
Subjects
Traffic and safety rules
Warning signs in the environment
Resources for assistance with medical problems
144
M4
M5
M6
M7
M8
M9
M10
Persons responsible for safety
Assistance from major emergency agencies and reporting emergencies
Potential hazards in the home
First aid for animal bites and insect stings
First aid procedures
Recognizing emergency situations and following proper procedures
ID card
LEVEL: High School
Page
H1
H2
H3
H4
Subjects
Warning labels
Emergency procedures
Vehicle safety signs
Automobile passenger safety
PERSONAL HEALTH SUBSECTION: Self-Concept
Page
E1
E2
E3
E4
Subjects
Basic emotions
Positive traits
Praise
Constructive criticism
Page
M1
M2
M3
M4
Subjects
Characteristics of a good self concept
Identification of strengths and limitations
Feelings of worth affected by others
How emotions affect self and others
LEVEL: High School
Page
H1
H2
H3
H4
Subjects
Personal view of how others perceive him
Eliminating demeaning remarks about self
Positive attitude
Positive participation in planning for future
PERSONAL HEALTH SUBSECTION: Toileting
Page
E1
E2
E3
E4
E5
E6
E7
Subjects
Recognizing the need to change wet or soiled pants
Sitting on toilet unsupervised
Daytime bladder control
Daytime bowel control
Indicating the need to go to the bathroom
Locating the appropriate restroom
School restroom labels and international symbols
145
E8
E9
Flushing toilet
Adjusting clothes after toileting
Page
M1
M2
M3
M4
Subjects
Using community bathroom facilities
Restroom labels in community locations
Checking appearance in bathroom mirror
Urinals
LEVEL: High School
Page
H1
H2
H3
H4
H5
H6
H7
Subjects
Maintain skills: independence, rate, quality
Flushing toilet
Toilet paper
Using community bathroom facilities
Restroom labels in community locations
Checking appearance in bathroom mirror
Urinals
PERSONAL HEALTH SUBSECTION: Wellness
Page
E1
E2
E3
E4
Subjects
Importance of adequate rest
Daily exercise routine
Breathing and relaxation techniques
Health equipment in a doctor’s office
Page
M1
M2
M3
M4
M5
M6
M7
Subjects
Exercise
Relaxation exercises
Posture
Common household medical products
Read temperature on a medical thermometer
Weight control
Substance abuse
LEVEL: High School
Page
H1
H2
H3
H4
Subjects
Read labels for prescription and over-the-counter drugs
Dietary supplements
Making a doctor’s appointment
Physical fitness
146
General Vocational Student Evaluation
Evaluation Period: ______________ to _______________
Student: ___________________ Training Site: _______________________________________
Evaluator: ______________________________ Position: _______________________________
Item: Points: Description:
1.
____
COOPERATION – Ability to get along with others.
Gets along with others; is friendly and helpful (4 pts)
Cooperates willingly; gets along with others (3 pts)
Usually gets along with others (2 pts)
Does not work well with others (1 pts)
Is antagonistic; pulls against rather than works with others (0 pts)
2.
____
INITIATIVE – Tendency to go ahead.
Is resourceful; looks for tasks to learn and do (4)
Is fairly resourceful; does well by himself/herself (3)
Does routine work acceptably (2)
Takes very little initiative; requires urging (1)
Takes no initiative; has to be repeatedly instructed (0)
3.
____
COURTESY
Is very courteous and very considerate of others (4)
Is considerate and courteous (3)
Usually is polite and considerate of others (2)
Is not particularly courteous in action or speech (1)
Has been discourteous to the public/staff (0)
4.
____
ATTITUDE TOWARD CONSTRUCTIVE CRITICISM
Accepts criticism and improves greatly (4)
Accepts criticism and improvement noted (3)
Accepts criticism and tries to do better (2)
Doesn’t pay much attention to criticism (1)
Doesn’t profit by criticism (0)
5.
____
KNOWLEDGE OF JOB
Knows job well and shows desire to learn more (4)
Understands work; needs little supervision (3)
Has learned necessary routine, but needs supervision (2)
Pays little attention to learning the job (1)
Has not tried to learn (0)
6.
____
ACCURACY OF WORK
Very seldom makes errors; does work of very good quality (4)
Makes few errors; is careful, thorough, and neat (3)
Makes errors; is shows average thoroughness, and neatness (2)
Is frequently inaccurate and careless (1)
Is extremely careless (0)
7.
____
WORK ACCOMPLISHED
Is fast and efficient; production is well above average (4)
Works rapidly; output is above average (3)
Works with ordinary speed; work is generally satisfactory (2)
Is slower than average (1)
Is very slow; output is unsatisfactory (0)
147
8.
____
WORK HABITS
Is industrious; concentrates well (4)
Seldom wastes time; is reliable (3)
Wastes time occasionally; is usually reliable (2)
Frequently wastes time; needs supervision (1)
Habitually wastes time; has to be watched and prodded (0)
9.
____
ADAPTABILITY
Learns quickly; is adept at meeting changing conditions (4)
Adjusts readily (3)
Makes necessary adjustments after instruction (2)
Slow at grasping ideas; difficulty adapting to situations (1)
Can’t adjust to changing situations (0)
10.
____
PERSONAL APPEARANCE
Is excellent in appearance; looks very appropriate all of the time (4)
Is very good in appearance; looks neat most of the time (3)
Is passable in appearance, but should make effort to improve (2)
Often neglects appearance (1)
Is extrememly careless in appearance (0)
11.
____
PUNCTUALITY
Never tardy except for unavoidable emergencies (4)
Seldom tardy (3)
Punctuality could be improved (2)
Very often tardy (1)
Too frequently tardy (0)
12.
____
ATTENDANCE
Never absent except for an unavoidable emergency (4)
Dependable (3)
Usually dependable (2)
Not regular enough in attendance (1)
Too frequently absent (0)
TOTAL POINTS: ______
42 – 48
Excellent Work Skills (work on maintenance)
30 – 42
Satisfactory Work Skills (work on building skills to higher level)
18 – 30
Unsatisfactory Work Skills (monitor skills closely, build skills)
0 – 18
Unacceptable Work Skills (include objectives in BIP with specific strategies)
Use graphs to represent different areas for student and to monitor progress.
Vertical Graph is to track general progress.
Horizontal Graph is to track progress in each category.
148
Line Graph of General Vocational Student Evaluation Total Score Progress
Student: ____________________________ School Year: ______________
Training Site: ____________________ Evaluator: ____________________
Overall Score including the following areas:
Cooperation, Initiative, Courtesy, Attitude Toward Constructive Criticism, Knowledge of
Job, Accuracy of Work, Work Accomplished, Work Habits, Adaptability, Personal
Appearance, Punctuality, and Attendance
(Use horizontal bar graph for specific areas)
Points
Dates
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
149
Skills
Points
0
1
2
3
4
Training Site: ______________________________ Evaluator: _____________________________ Position: __________________________
General Student Vocational Evaluation Graph per Category for ____________________ Evaluation Period _____________to ____________
Attendance
Punctuality
Personal
Appearance
Adaptability
Work Habits
Work
Accomplished
Accuracy of
Work
Knowledge of
Job
Attitude
Towards
Criticism
Courtesy
Initiative
Cooperation
150
Samples of Individualized Folder and Container Activities
Sample Objective #1:
By the end of the IEP year, given
cards with pictures of nickel,
dime and half dollar coins to
choose from, (student name) will
identify the nickel in one trial
daily for 10 successive school
days.
Sample Objective #2: 151
Within 9 weeks, (student name)
will place the given vowel in the
Samples of Individualized Folder and Container Activities continued . . .
Given a chart with the upper
case letters and a set of lower
case letter cards, (student name)
will match the lower case letters
for 20 of 26 letters in eight out of
ten trials within one IEP year.
Given a set of picture word cards
and a chart with only the
corresponding words, (student
name) will match the picture
card to the correct word with
100% success in the last two
trials of five trials by April 4,
2011.
152
Samples of Individualized Folder and Container Activities continued . . .
Given a labeled chart and a set
of picture word cards, (student
name) will classify nouns as
person place or thing with 75%
accuracy by November 13,
2012.
Given blue, yellow, green and
red tokens and containers of the
same colors, (student name) will
sort the tokens into the same
color containers with 100%
accuracy in the final two of six
trials by the end of the second
nine week period of the IEP
year.
153
154
Sample Elementary or
Middle School Plan
155
156
26.5’
A
Classroom #1
22’
26.5’
19.5’
B
Kitchen
C
5’
D
B
15’
12.5’
A
B
C
D
6.5’
E
Bathroom
T.V.
F
Washer and Dryer
Counter and Cabinets
Classroom #2
25’
Dishwasher
A
E
F
Stove
Refrigerator
Example of Life Strides Suite
17’
157
Sample of AYVP Living Area Floor Plan
Restroom and Kitchen Facilities Separate at Current Facility
Office
Area
Office
Area
Dresser
Chest of
Drawers
Bed
158
VOICES Parent Interview
Student Name:
_____________________________________________________________
Parent Name(s):
________________________________________________________________________
What types of places do you go together in the community?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Can the student access the community independently? YES
NO
If yes, check all that apply.
_____Family Transportation
_____Shared Rides
(Neighbors or Co-Workers)
_____VIA
_____VIA Trans
_____Taxi
_____Walk
If no, what barriers/problems will prevent them from accessing the community?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What are your Post secondary goals for your child?
_____Attend College
_____Supported Employment
_____Technical Training
_____Sheltered Workshop
_____Trade School
_____Day Habilitation
_____Continuing Education
At Community College
_____Day Activities Program
_____Competitive Employment
_____Volunteer Opportunities
Will the student work after high school?
________________________________________________________________________
What career/job best matches their interest?
________________________________________________________________________
Do you feel competitive employment is a goal?
________________________________________________________________________
Is supported employment a goal?
________________________________________________________________________
Is volunteer employment a goal?
________________________________________________________________________
159
Could you tell me a little bit about your family and how your son/daughter interacts
with the family? What is his/her role in the home?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
**What kinds of things does your son/daughter do around the home? (Topics
include housekeeping, personal hygiene, cooking, washing, recreation)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How does your child communicate? (Assistive technology, Sign Language,
etc)____________________________________________________________________
What kind of living situation do you see for your child after he/she completes high
school?
_____Live at home with family member
_____Live in an apartment
_____Live in an apartment with supported services
_____Live in a group home
Where will the student live if something were to happen to you?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What kinds of things will __________________ need to help with money
management skills? Check all that apply.
_____Recognizing Money
_____Learning Value of Money
_____Making Change
_____Paying Bills
_____Saving Money
_____Budgeting
_____Opening An Account
_____Credit Card
Does your son/daughter know the name of his/her family doctor and/or dentist?
________________________________________________________________________
Can you list the medications your son/daughter is taking?
________________________________________________________________________
________________________________________________________________________
160
Can they self medicate?
________________________________________________________________________
Is your son/daughter receiving counseling services?
________________________________________________________________________
**Appropriate circumstances for referring a student to a government agencyDoes the student or family receive agency support at this time?
________________________________________________________________________
If yes, Name of
agency__________________________________________________________
Case Manager
________________________________________________________________
Phone Number
________________________________________________________________
If no which would you like information and assistance with:
______AACOG
_____DARS
_____The ARC of San Antonio
_____Guardianship Information
Do you need information on SSI?
_________________________________________________
Would you be willing or do you have time to come and help us in the classroom?
Would you be able to go to Community-Based Experiences? Come in as a speaker?
Contact other parents?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Do you have anything else that you would like me to know as I plan for instruction
at school for your son/daughter?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How do you prefer to be contacted and at what time of day? Is there a different
telephone number or address that I should contact you at?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
161
DESCRIPTONS OF SOME AGENCIES
The following is an alphabetical list of some agencies that might provide assistance
to families of children with disabilities.
ANY BABY CAN OF SAN ANTONIO, INC.
217 Howard Street San Antonio, TX 78212
(210) 227-0170
Fax (210) 227-0812
E-mail: www.anybabycansa.org
Any Baby Can provides comprehensive support and assistance to families of children
with special health care needs. Baby Help line links families of children with chronic
illness or disabling conditions with therapy, medical and financial resources, educational
programs and life support equipment. They also provide crisis fund, respite care through
Family Friends, emergency formula, car seats and Adopt Child holiday assistance. They
maintain parent support group information and provide parent and professional resource
library, and crisis counseling. Administers Tiny Trax, a tracking program for premature
infants and hosts SIDS support group and other groups.
THE ARC OF SAN ANTONIO
13430 West Avenue San Antonio, TX 78212
(210) 490-4300
Fax (210) 490-5196
E-mail: www.arc-sa.org
Encourages and supports the expansion of community-based services for persons with
mental retardation and other developmental disabilities, provides client/family support
services including summer recreation, after school care and advocacy services. It offers a
day habilitation program which provides an array of vocational and socialization
opportunities. It offers professional consultation on educational issues, residential
placement and family crisis intervention. It coordinates social and cultural arts activities
such as art classes and square dance classes.
CATHOLIC CHARITIES, ARCHDIOCES OF SAN ANTONIO, INC.
202 West French Place San Antonio, TX 78212
(210) 222-1294
E-mail: ccaosa.org
Catholic Charities helps provide for the needs of the community and are committed to
empowering individuals and families with the goal of fostering independence. They
provide services for children and families that include adolescent pregnancy and
parenting programs, strong family programs, Great Start and Great Start Plus; family selfsufficiency services that include the community voice mail program, crisis intervention
programs, Volunteer Income Tax Assistance (VITA) program among others; Counseling
Services; Immigration and Refugee Services, and Senior community services such as the
foster grandparent program, guardianship services, and money management programs.
SAN ANTONIO INDEPENDENT LIVING SERVICES (SAILS)
10285 S. Alamo San Antonio, TX 78210
(210) 281-1878
E-mail: www. sailstx.org
Operates an independent living center primarily staffed, and governed by disabled people.
They provide services to disabled persons so that they may fully participate in their
162
community. Provides and coordinates independent living for those with disabilities.
SAILS offers advocacy, information, referral, peer counseling, independent living skills
training, employment placement, rights and benefits, counseling and community
awareness programs. They work individually with disabled persons or groups to identify
personal needs and goals. They also assist with accesses to community resources such as
transportation, jobs, recreation, housing and attendant care.
TEXAS HEALTH AND HUMAN SERVICES SYSTEM
Health and Human Service Commission (HHSC)
Dial 211 for information on applying for services
Medicaid Hotline: 1-800-252-8263
CHIP Hotline: 1-877-543-7669 or 1-800-647-6558
E-mail- www.hhsc.state.tx.us
HHSC provides medical, financial and social services mandated by public law to children,
elderly and disabled adults and low income families. It provides services to aged and
disabled adults to assist them in remaining in their communities rather than being
institutionalized. Services offered are family/primary care, emergency response system,
home-delivered meals, day activity and health services. It provides eligible individuals
services in their own homes, foster homes or in assisted living settings. Services include
personal care and attendant services; nursing care and therapies; prescribed medications;
medical supplies and equipment. Family Care Services include Programs administered:
Medicaid, CHIP, and Temporary Assistance for needy families, Food Stamps and
Nutritional Programs, Family Violence Services, Refugee Services, and Disaster
Relief.ude assistance with housekeeping activities that support the client’s health and
safety.
Department of Aging and Disability Services (DADS)
Bexar County 1-888-902-9990
E-mail: www.dads.state.tx.us
DADS purpose is to enable older and disabled Texans to live dignified, independent,
and productive lives in a safe living environment through an accessible, locally
based, comprehensive and coordinated continuum of services and opportunities; to
provide appropriate services and supports based on individual needs ranging from inhome and community-based services for elderly people and people with disabilities
who request assistance in maintaining their independence and increasing their quality
of life, to institutional services for those who require that level of support, seeking to
ensure health and safety and to maintain maximum independence for the individual
while providing the services and supports required. DADS also provides licensing,
certification and contract enrollment services, as well as financial monitoring and
complaint investigation, to ensure that residential facilities, home and community
support services agencies, and providers of services in facilities or home settings
comply with state and federal standards and that individuals receive high-quality
services and are protected from abuse, neglect, and exploitation.
163
Department of Assistive and Rehabilitative Services (DARS)
Northeast Office-11307 Roszell (210) 650-09443
Central Office-1107 Navarro (210) 225-3281
Medical Center Office-7400 Louis Pasteur, Suite 111 (210) 614-5247
North Field Office-1015 Jackson Keller (210) 349-2684
South Field Office-941 Pleasanton Rd (210) 924-9205
West Field Office-5309 Wurzbach, Suite 102 (210) 509-6568
E-mail: www.dars.state.tx.us
The Department of Assistive and Rehabilitative Services is an agency that assists
individuals who have a disability prepare for, find, and keep jobs. A person may be found
eligible for services depending upon his or her individual needs. Individuals with
disabilities will be helped to make informed choices of services, service providers and
employment goal so that they may gain the independence that they need. Services might
include vocational training, counseling, surgery, artificial arms and legs, hearing aids,
transportation, interpreter services for people with hearing impairments, supports for
individuals with cognitive impairments, and help in finding a job. The DARS, Division of
Rehabilitation Services, Office for Deaf and Hard of Hearing Services (DHHS) works in
partnership with people who are deaf or hard of hearing to eliminate societal and
communication barriers to improve equal access for people who are deaf or hard of
hearing.
DARS-Division for Blind Services
4204 Woodcock, Suite 274 San Antonio, TX 78228
(210) 785-2750
Fax (210) 735-7508
DARS-DBS provides vocational rehabilitation services to individuals who are
blind or visually impaired. A person qualifies based on individual need and
eligibility criteria. All services are geared towards achieving an employment goal.
Services offered include the Children’s Program for infants to 10 years of age,
Transition Program for ages 10 years and up and the Adult VR Program for
individuals 18 years and older. There is also an Independent Living Program for
individuals who need services to become more independent in their daily living.
DARS-Division of Deaf and Hard of Hearing Services
(512) 407-3250
Department of Family and Protective Services (DFPS)
3635 S.E. Military Dr. San Antonio, TX 78223
(210) 431-5600
E-mail: www.dfps.state.tx.us
The goal is to present or remedy abuse, neglect, or exploitation of individuals unable to
protect their own interest. Major program areas include Children Protective Services,
Adult Protective services and Child Care Licensing. The law requires any person
believing that an individual is being abused, neglected or exploited to report the
circumstances to the department. A person making a report, participating in an
investigation, testifying, or otherwise participating in any judicial proceeding arising
from a petition, report, or investigation is immune from civil or criminal liability, unless
the person acted in bad faith or with malicious purpose. The department maintains a tollfree hotline.
164
Department of State Health Services (DSHS)
7430 Louis Pasteur Dr. San Antonio, TX 78229
(210) 949-2000
Fax (210) 949-2015
E-mail: www.dshs.state.tx.us
DSHS serves as the pivotal agency for the prevention of disease and the promotion of
health in the State of Texas. The mission of DSHS is to improve health and well-being in
Texas. They do this by preventing and preparing for health threats, building capacity for
improving community health, promoting recovery for persons with infectious disease and
mental illness, protect consumers, develop and expand integrated services, expand the
effective use of health information, and build and sustain effective partnerships. DSHS
offers specialty services which includes an adolescent unit (12-17) psychiatric treatment
with individual, group, and family psychotherapy, and continued academic schooling at
the Seidel Learning Center.
ALAMO AREA COUNCIL OF GOVRNMENTS (AACOG)
BEXAR MENTAL RETARDATION AUTHORITY (BMRA)
8700 Tesoro Dr. Suite 800, San Antonio, TX 78217
(210) 832-5020
Fax (210) 225-5937
E-mail: www.aacog.com
The program provides comprehensive services to the individual with mental illness,
mental retardation and substance abuse to allow them to reach their maximum potential
and to function in as normal an environment as possible. At the time services are
requested, individuals are screened for the appropriate service and an intake appointment
is scheduled and eligible individuals as determined by the screening are referred to the
appropriate Center Program. Prior to admission to M.R. Services, individuals must
undergo Determination of Mental Retardation (DMR) in order to establish eligibility.
The DMR results facilitate client entry into the following services: In-Home Family
Support, Vocational/Day Habilitation, Residential Services, Home and CommunityBased (HCS) Services, Intermediate Care Facility/Mental Retardation (ICF/MR),
Counseling, Respite Services, Case Management/Service Coordination.
10) 272-3260 · F (210) 272-3290
TEXAS WORKFORCE COMMISSION (TWC)
115 E. Travis Suite 220 San Antonio, TX 78205
(210) 272-3260
Fax (210) 272-3290
E-mail: www.twc.state.tx.us
TWC provides job placement, unemployment insurance, employer services, special
services for veterans, older workers, ex-offenders and disabled workers. Provides case
management and offers job training in successful job search strategies and techniques.
Assists welfare and food stamp recipients and administers subsidized child care service
programs.
UNICORN CENTER, INC.
4630 Hamilton Wolfe San Antonio, TX 78229
(210) 737-3355
E-mail: http://unicorn.missionroadministries.org/main
Unicorn operates day vocational job placement, social skills training, life-skills education,
and enrichment center for adults with moderate to severe mental retardation or multiple
handicaps. It provides educational, job readiness training and enrichment programs.
165
FUNCTIONAL MOTOR ASSESSMENT
The assessment is divided into four major areas: 1) dexterity, 2) posture, 3) mobility, and 4)
sensory awareness. Each of these areas contains three to six test items. In administering the
assessment, observe the participant as he/she performs each test item. Each test item is further
divided into a hierarchical progression of subtasks from lowest to highest ability. Score the
participant by checking the box located to the left of each subtask which the participant can
perform independently. If there is some question as to the participant’s competence in a particular
skill, require the participant to perform the task three out of five times.
Name:
Date:
DOB:
Examiner:
Physical Handicap:
Cerebral Palsy
Spina Bifida
Muscular Dystrophy
Other (please list)
Mental Retardation:
Mild
Moderate
Severe
Profound
Cerebral Palsy Type:
Spastic
Athetoid
Ataxic
Mixed
Rigid
Postural Disabilities:
Scoliosis
Hip Dislocations
Contractures
Brittle Bones
Other (please list)
Topography of Disability:
Paraplegia
Hemiplegia
Diplegia
Quadriplegia
Other Handicaps:
Visually Impaired
Hearing Impaired
Seizure Disorder
Other (Please list)
Severity of Disability:
Mild
Moderate
Severe
Rigid
Communication Skills:
Verbal
Communication Board
Sign Language
Other (Please list)
166
I. DEXTERITY
REACHING
____Reaches for object with less than 5° range of motion
Reaches for object by extending arm to less than 90°
Reaches for object by extending arm to less than 180°
Reaches for object by extending arm to less than 180° with open hand
GRASPING
Shows some movement in fingers
Shows some movement in fingers in an attempt to grasp
Holds object when it is placed in the hand for less than 5 seconds
Opens fingers in an attempt to grasp
Opens then closes fingers around object: cannot hold
Opens then closes fingers around object: holds for less than 5 seconds
Opens then closes fingers around object: holds for less than 15 seconds
Holds object for more than 20 seconds
Holds object while moving arm
RELEASING
Needs assistance to release object
Releases object without control in less than 1 minute
Releases object by shaking entire arm
Releases object without control in less than 30 seconds
Releases object away from body
Releases object 10-15 centimeters away from body
Drops object into box 10-15 centimeters away from body
Drops object into box 20-30 centimeters away from body
Tosses object less than 15 centimeters away from body
Tosses object and hits target 60 centimeters away 25% of the time
STRIKING
Attempts to touch ball that is placed next to hand
Touches ball that is placed next to hand
Pushes ball off batting tee with hand
Hits ball off tee with striking instrument
KICKING
Attempts to touch ball with foot
Touches ball with foot
Pushes ball forward with foot
Kicks ball forward less than one meter
Kicks ball forward three meters or more
167
PUSHING
Attempts to touch ball placed on lap tray or table
Touches ball placed on lap tray or on table top
Manipulates ball in any fashion
Pushes ball forward accidentally
Pushes ball forward purposefully
II. POSTURAL CONTROL
A. HEAD CONTROL (best position
)
Has random head movements
Lifts head slightly
Aligns head with body for less than 5 seconds
Aligns head for less than 15 seconds
Aligns head for less than 30 seconds
Turns head less than 5 degrees towards object or sound
Turns head less than 20 degrees towards object or sound
Makes random movements with head stick
Attempts to touch object with head stick
Touches 20x28 centimeter object with head stick
Touches 10-15 centimeter object with head stick
Uses head stick for communication
Touches object with hand
Manipulates object or switch for less than 5 seconds
Uses feet for recreational play with toys or switches
B. PRONE POSITION (lying on stomach)
Shows random movement in prone position
Changes head from side to side
Lifts head off mat for less than 15 seconds
Attempts to use arms to lift body off mat
Pushes body less than 5 centimeters off mat
Pushes body less than 10 centimeters off mat
Props on forearms less than 5 seconds
Props on forearms less than 15 seconds
Props on hands with arms bent for less than 5 seconds
Props on hands with arms bent for less than 15 seconds
Props on one hand for less than 5 seconds
Props on one hand for less than 15 seconds
Reaches for object with one hand while propping on other hand
C. PRONE OVER WEDGE
Shows random movement over wedge
Moves head from side to side
Moves arms randomly over wedge
Attempts to reach for object
Manipulates object of switch for less than 15 seconds
Uses prone position over wedge for recreational play with toys or
switches
168
D. SUPINE (lying on back)
Shows random movement in supine position
Moves head from side to side
Moves arms randomly in supine position
Attempts to reach for object
Uses supine position for recreational play with toys or switches
III. MOBILITY
A. ROLLING
Attempts to roll from stomach to back
Rolls from stomach to back using extensor pattern
Rolls from stomach to back using minimal extensor pattern
Rolls from stomach to back using abnormal pattern
Rolls from stomach to back and then from back to stomach
Rolls over once towards a sound or object
Rolls less than 91 centimeters towards a sound or object
Uses rolling for mobility
B. CRAWLING ON STOMACH
On stomach, moves arms and legs randomly
Attempts to push with legs or pull with arms
Prone on scooter board, moves forward or backward using arms and/or
legs
Moves forward or backward less than 91 centimeters on scooter
In prone, uses scooter for mobility
Prone on the floor, moves body less than 30 centimeters
Moves body less than 61 centimeters towards a sound or object
Uses crawling on floor for mobility
C. ON BACK
On back, moves arms and legs randomly
Attempts to push with feet
Supine on scooter, moves forward or backward by pushing with feet
Moves forward or backward less than 91 centimeters on scooter
In supine position, uses scooter for mobility
Supine on floor, moves body less than 30 centimeters
Moves body less than 61 centimeters towards a sound or object
Uses back, lying and pushing with legs for mobility
D. AMBULATION
Can stand with support (mechanical or other)
Can stand without support
Can walk with mechanical support
Can take steps without support
Can walk independently 25 meters
Can run without support
Ascends stairs with support
Ascends stairs independently two feet per step
Ascends stairs independently one foot per step
Descends stairs with support
Descends stairs independently two feet per step
Descends stairs independently one foot per step
169
E.
POWER WHEELCHAIR (Optional)
Attempts to make wheelchair move
Makes wheelchair move for less than 5 seconds
Makes wheelchair move for less than 15 seconds
Makes wheelchair move for less than 1.52 meters
Makes wheelchair move for less than 3.04 meters
Makes wheelchair move forward and backward less than 3.04 meters
Maneuvers wheelchair around one obstacle
Maneuvers wheelchair around two obstacles
Uses wheelchair for mobility in school
Uses wheelchair for mobility and recreation
F. MANUAL WHEELCHAIR (Optional)
Places hand on wheels of wheelchair
Pushes wheelchair with assistance
Pushes wheelchair forward one rotation
Pushes wheelchair forward less than one meter
Pushes wheelchair forward three meters or more
IV. SENSORY AWARENESS
A. VISUAL MOTOR
Looks in direction of object for less than 5 seconds
Looks in direction of object for less than 15 seconds
Follows slowly moving object with eyes 10° to side of head
Follows slowly moving object with eyes 20° to side of head
Follows slowly moving object by moving head and eyes to 20° to either side of
head
Looks at and attempts to reach for stationary object
Looks at, reaches, and touches stationary object
Looks at and attempts to reach for moving object
Enjoys watching objects or people for recreation
B. AUDITORY MOTOR
Shows some indication of awareness of sound
Looks in direction of sound for less than 5 seconds
Looks in direction of sound for less than 15 seconds
Enjoys listening to music for recreation
Attempts to reach for sound or musical toy
Reaches and touches musical toy
Enjoys manipulating musical toys, musical instruments, or tape players for
recreation
C. TACTUAL AWARENESS
Pulls away or fusses at contact in less than 5 seconds
Pulls away or fusses at contact in less than 15 seconds
Allows body part to be stroked
Stroking body parts is soothing
Enjoys being touched with a variety of textures
Explores textures with hands with assistance
Explores object or textures with hands independently
Uses touching and exploring of objects for recreation
170

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