Standards-Based Life Skills Curriculum Acknowledgements

Standards-Based Life Skills Curriculum Table of Contents

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

English/Language Arts…………………………………………………………………….…..4

Math………………………………………………………………………………………………..36

Social Sciences……………………………………………………………………………….…66

Social Skills…………………………………………………………………………………...... 94

Motor Skills…………………………………………………………………………………….119

Functional Self-Help………………………………………………………………….……..135

Vocational Skills…………………………………………………………………….………..169

Community-Based Instruction……………………………………………….………….196

HBMSSC Standards-based Life Skills Curriculum Acknowledgements

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

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

PAGE 1ٰ ٯٮ HBMSSC Standards-based Life Skills Curriculum

Introduction

With the implementation of the Individuals with Disabilities Education Improvement Act, focusing on an individualized educational plan for students with disabilities, and No Child Left Behind, which requires all students to work on and towards common state academic standards, educators and professionals working with students with moderate disabilities face a dilemma: how do we individualize students’ educational programs and work towards a set of common academic standards? This Standards-based Life Skills Curriculum has been developed in response to this dilemma.

In curricular planning for students with more significant needs, it is noted that the general education curriculum provides a resource base of standards and indicators for all students. However, it is inappropriate to hold students with moderate and multiple disabilities to all the same academic standards as students of the same age who are fully participating in the general education curriculum. As there are no adopted state national standards for students with moderate disabilities, it is incumbent on schools to develop curricula that maintain high expectations for students, provide appropriate environment and time in which to practice skills, allow flexibility to address individual differences, and support students in becoming as independent as possible while becoming contributing members of adult society once they leave the public school setting. Organizationally, a school should have in place a curriculum that can be implemented in classrooms and community-based instructional settings.

A variety of resources were used in compiling this Standards-based Life Skills Curriculum: 1. The Indiana Academic Standards Language Arts, Math, Science, Social Studies, Health, and Physical Education, Indiana Skills for Career and Technology Education, Business Technology Education Indicators, and Business, Marketing, and Information Technology Indicators) 2. The Functional indicators in the Indiana Supplemental Tools for Alternative Assessment (ISTAR) 3. The Indiana Early Childhood Foundations (Math, Language Arts, Science, Social Studies, Physical Education and Health, and Motor) 4. The Indiana Universal Indicators for Students in Guidance

Indicators from the Early Childhood Foundations, the Indiana Standards Tool for Alternate Reporting, Universal Indiana Student Standards for Guidance, Indiana Academic Standards were chosen based on the typical developmental and cognitive-functioning levels of students served within the Life Skills classrooms. The indicators included in the curriculum are the key basic skills needed as students transition into low- supported or independent functioning within the community where each individual will live, learn, work and play. The Standards-based Life Skills Curriculum is divided into seven different strands which are based on the content from each of the sources that were used when developing the curriculum.

Because of the many different cognitive, physical, medical, communication, and social needs of these students, there is no one set of traits shared by all. Each child is an individual. However, there are general issues around which educational instruction should be based in order for each student to reach his/her full potential. For instruction to be effective, schools must provide x age-appropriate activities and materials, x cognitively-appropriate instructional strategies, x immediate feedback and numerous opportunities to practice skills, x opportunities to maintain and generalize skills, x physical, visual, and verbal prompts, x useful technology and assistive devices, x opportunities to socialize with non-disabled peers, x a developmentally-appropriate functional skill continuum, and x a developmentally-appropriate community-based instruction continuum.

PAGE 2ٰ ٯٮ HBMSSC Standards-based Life Skills Curriculum

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

PAGE 3ٰ ٯٮ HBMSSC Standards-based Life Skills Curriculum

EXPLANATION OF EACH COLUMN

Indicators:

Indicators from the Indiana Academic Standards K-12, the ISTAR continua, and the Foundations to the Indiana Academic Standards for Children Birth to Age Five were chosen based on the typical developmental and cognitive-functioning levels of students served within functional life skills classrooms. The indicators and skills included within each area of the curriculum are the key basic skills needed by these students as they transition to the next level.

Strategies:

The strategies listed in this section can be used to assist teachers in determining best-practice methods of providing instruction to students. These strategies should be chosen based on the individual needs of the student.

Suggested Materials and Resources:

This section contains a collection of existing materials and resources that special educators may utilize based on district availability. These materials and resources were compiled by the special educators responsible for the development of this curriculum based on materials and resources available in their classrooms.

Assessments:

Data collection is an integral part of determining whether or not instruction and interventions are effective. In order to collect data to reflect student performance and assess student needs, it is necessary to select both appropriate formative and summative assessments. Formative assessment refers to those assessments that provide ongoing information on student progress, while summative assessments aim to evaluate the efficacy of instructional methods and interventions. Examples of formative assessments include task analysis, teacher observations using teacher checklists, anecdotal records, ISTAR baseline scores and permanent product. Examples of summative assessments include ISTAR summary reports and portfolios. Student portfolios are collections of student work and assessments used to illustrate current levels of performance across areas of curriculum. Examples of materials contained within student portfolios may include, but are not limited to, academic worksheets, handwriting samples, examples of cutting and coloring along with task analyses and anecdotal data. Each student’s portfolio should contain dated pieces from the beginning, middle and the end of each school year indicating level of independence.

PAGE ٯٮ HBMSSC Standards-based Life Skills Curriculum

Focus of English/Language Arts within the Standards-Based Life Skills Curriculum

Students participating in the Standards-Based Life Skills Curriculum will acquire and demonstrate specific English/Language Arts skills based on the Indiana Academic Standards and indicators in the areas of:

x Word recognition x Fluency x Vocabulary development x Comprehension and Analysis of Nonfiction and Informational Text x Comprehension and Analysis of Literary Text x Writing Processes and Concepts x Writing applications x Written English Language Conventions x Listening and speaking skills, strategies and applications

Early Childhood (Ages 3-5) x Looks at a book turning one page at a time. x Identifies five common signs and symbols x Recognizes pictures of familiar people, places, and things. x Use symbols or objects to communicate x Attempt to write and draw x Communicates using one-two word vocalizations, signs, symbols, or gestures x Attends to adult directed activities or stories. x Initiate turn taking in play and conversations

Primary (Grades K-2) x Read and identify letters of first name x Identify the front cover, back cover, and title page of a book x Identify a favorite story x Identifies two characters that interact in a story x Write by moving from left to right and from top to bottom x Imitates drawing of vertical, horizontal, and circle x Follow one-step spoken directions with prompts x Give [first and last] name, age, and gender upon request

Intermediate (Grades 3-5) x Recognize and name all capital and lowercase letters of the alphabet x Read one-syllable and high-frequency (often-heard) words by sight. x Identify [25] common signs and symbols. x Understand what is read by responding to questions (who, what, where) x Dictate something for an adult to write down x Combine strokes and shapes to represent letters x Give address upon request x Understand and follow one- and two-step spoken directions

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Middle School (Grades 6-8) x Identify letters, words, and sentences x Distinguish beginning, middle, and ending sounds in single-syllable words (words with only one vowel sound) x Identify [and demonstrate meaning of] important signs and symbols x Use picture clues and context to aid comprehension and to make predictions about story content x Retell a story’s beginning, middle, and ending x Print legibly and space letters, words, and sentences appropriately x Give, restate, and follow simple two-step directions x Relate an important life event or personal experience in a simple sentence

High School (Grades 9+) x Recognize common abbreviations x Follow simple multiple-step written instructions x Write a friendly letter complete with the date, salutation x Arrange words in alphabetical order x Ask for clarification and explanation of ideas

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Early Childhood

English/Language Arts Level: Early Childhood (ages 3-5) Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B1.1 Track movement x Bubbles, balloons & tracking Formative: B.1.12 Visually engage with a x Errorless Teaching tubes x ABLLS book x 1-on-1 instruction x Language for Learning x ISTAR B.1.14 Match pictures to actual x Small group x Interactive Reading Books x Daily data sheets objects x Reinforcement x Language or vocabulary x Anecdotal notes B.1.16 Point to a letter when x Cueing cards x Teacher made asked to “Point to a letter” x Prompting x Patti King Dubaun series checklists B.1.17 Actively attend to things x Repeated practice x Flannel/magnet/stamp/foam x Product/performance that an adult is showing x Modeling letters & pictures assessed by rubrics, F.1.2 Turn one page at a time x Sorting and matching x Computer activities rating scale F.1.4 Hold book right side up, x www.communicationsymbols. x AIMSWEB looking at the pages and com x STAR (ProEd) pictures x www.picsearch.com F.1.30 Identify five common Summative: signs and symbols x www.icontalk.com x ABLLS F.1.38 Requests adult to read x www.tinsnips.org printed information x www.do2learn.com x ISTAR x www.help4teachers.com/tips. x Portfolio htm x AIMSWEB x www.dodea.edu/instruction/c x STAR (ProEd) urriculum/special_ed/index.ht m x Super Duper Publications x Discovery Toys x Scholastic Books

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Early Childhood

Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.1.19 Find named pictures or x Language for Learning Formative: textures in a book x Errorless Teaching x Read and Tell series x ABLLS B.1.2 x 1-on-1 instruction x Interactive Reading Books x ISTAR Recognize pictures of family x Small group x Board Maker x Daily data sheets members x Reinforcement x Picture This software x Anecdotal notes B.1.22 Names action from x Cueing x Photo albums x Teacher made pictures or a story x Prompting x Digital photos checklists x Repeated practice x Computer activities x Product/performance x Modeling x www.communicationsymbols.c assessed by rubrics, om rating scale x www.picsearch.com x STAR (ProEd) x www.icontalk.com x www.tinsnips.org Summative: x www.do2learn.com x ABLLS x www.help4teachers.com/tips.h x ISTAR tm x Portfolio x www.dodea.edu/instruction/cur x STAR (ProEd) riculum/special_ed/index.htm

Standard 3 READING: Comprehension and Analysis of Literary Text Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.1.24 Recognize a favorite x Do-Watch-Listen-Say Formative: character x Errorless Teaching x Interactive Reading Books x ABLLS B.1.25 Pretend to do something x 1-on-1 instruction x Puppets x ISTAR or be someone x Small group x Dress up clothes x Daily data sheets x Reinforcement x Action/ dramatic play figures x Anecdotal notes x Cueing x videos x Teacher made

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Early Childhood

x Prompting x www.communicationsymbols.co checklists x Repeated practice m x Product/performance x Integrated play groups x www.picsearch.com assessed by rubrics, x Modeling x www.icontalk.com rating scale x www.tinsnips.org x STAR (ProEd) x www.do2learn.com x www.help4teachers.com/tips.ht Summative: m x ABLLS x www.dodea.edu/instruction/curri x ISTAR culum/special_ed/index.htm x Portfolio x Discovery Toys x STAR (ProEd) x Creative Playthings

Standard 4 WRITING: Writing Processes and Concepts Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x PECS materials Formative: B.2.6 Use symbols or objects to x Errorless Teaching x Sign language x ABLLS communicate x 1-on-1 instruction x AT devices x ISTAR x Small group x Mayer Johnson picture symbols x Daily data sheets x Reinforcement x Picture This software x Anecdotal notes x Cueing x Picture It software x Teacher made x Prompting x Visual Strategies for Including checklists x Repeated practice Communication x Product/performance x Picture exchange system x Handwriting without Tears assessed by rubrics, x Visual schedules, x Magnadoodle rating scale individual and classroom x Squiggle Writer pen x STAR (ProEd) x Choice boards x Sensible Pencil x Adapted story books with x Templates Summative: picture symbols/objects x Art Easel x ABLLS x Modeling x Slant boards x ISTAR x Raised line paper x Portfolio x Boarder defined paper x STAR (ProEd) x Pencil grippers Ǧ ͻ

Early Childhood

x Sand tray x Shaving cream writing x Board Maker x computer x www.communicationsymbols.co m x www.picsearch.com x www.icontalk.com x www.tinsnips.org x www.do2learn.com x www.help4teachers.com/tips.ht m x www.dodea.edu/instruction/curri culum/special_ed/index.htm

Standard 5 WRITING: Writing Applications (Different Types of Writing and Their Characteristics) Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.2.13 Attempt to write and x Handwriting without Tears Formative: draw x Errorless Teaching x Magnadoodle x ABLLS x 1-on-1 instruction x Squiggle Writer pen x ISTAR x Small group x Sensible Pencil x Daily data sheets x Reinforcement x Templates x Anecdotal notes x Cueing x Art Easel x Teacher made x Prompting x Slant boards checklists x Repeated practice x Raised line paper x Product/performance x Painting at easel x Boarder defined paper assessed by rubrics, x Variety of writing utensils x Pencil grippers rating scale x Modeling x Sand tray x STAR (ProEd) x Shaving cream writing x Computer touch window Summative: x www.communicationsymbols.co x ABLLS m x ISTAR x www.picsearch.com x Portfolio Ǧ ͳͲ

Early Childhood

x www.icontalk.com x STAR (ProEd) x www.tinsnips.org x www.do2learn.com x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curric ulum/special_ed/index.htm

Standard 6 WRITING: Written English Language Conventions Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.2.16 Make marks with writing x Handwriting without Tears Formative: tools x Errorless Teaching x Magnadoodle x ABLLS B.2.17 Mark on paper rather x 1-on-1 instruction x Squiggle Writer pen x ISTAR than other surfaces x Small group x Sensible Pencil x Daily data sheets x Reinforcement x Templates x Anecdotal notes x Cueing x Art Easel x Teacher made x Prompting x Slant boards checklists x Repeated practice x Raised line paper x Product/performance x Modeling x Boarder defined paper assessed by rubrics, x Pencil grippers rating scale x Sand tray x STAR (ProEd) x Shaving cream writing x Computer touch window Summative: x www.communicationsymbols.co x ABLLS m x ISTAR x www.picsearch.com x Portfolio x www.icontalk.com x STAR (ProEd) x www.tinsnips.org x www.do2learn.com x www.help4teachers.com/tips.ht m x www.dodea.edu/instruction/curri culum/special_ed/index.htm

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Early Childhood

Standard 7 LISTENING AND SPEAKING: Listening and Speaking Skills, Strategies, and Applications Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.3.3. Respond to arrival of a x Language for Learning Formative: familiar person x Errorless Teaching x PECS x ABLLS B.3.6 Imitate one-word x 1-on-1 instruction x Do-Watch-Listen-Say x ISTAR vocalizations x Small group x Timers x Daily data sheets B.3.10 Engage in turn-taking x Reinforcement x Board Maker x Anecdotal notes vocalizations when x Cueing x DAP toys x Teacher made prompted x Prompting x Echo microphone checklists B.3.14 Shift attention along x Repeated practice x Picture This software x Product/performance with communication partner x Picture exchange system x Tape recorder assessed by rubric, B.3.15 Use action words x Play skills x Language Master rating scale B.3.16 Actively attend to x STAR (ProEd) things adult is showing x Modeling x www.communicationsymbols.co x Effective classroom m Summative: B.3.19 Use two-word management strategies x www.picsearch.com x ABLLS vocalizations, signs, x www.icontalk.com x ISTAR symbols, or gestures to tell x www.tinsnips.org about objects and events in x www.do2learn.com x Portfolio the present x www.help4teachers.com/tips.htm x STAR (ProEd) F.7.3 Stay with adult directed x www.dodea.edu/instruction/curric interactive activity or story ulum/special_ed/index.htm for 10-15 minutes x Super Duper Publications F.7.17 Initiate turn taking in x Linguisystems, Inc. play F.7.21 Engage in reciprocal conversations for two exchanges F.7.39 Give first name, upon request

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Primary

English/Language Arts Level: Primary (grades K-2) Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.1.24 Match the sound that x Dolch Workbooks I & II by Formative: begins own name with the x 1:1 instruction Spectrum x Anecdotal records sound that begins another x small group instruction x www.starfall.com x Teacher observation word or name x reinforcement x www.enchantedlearning.co (teacher-made F.1.35 Name objects from x cueing m (subscription needed) checklists) picture books x prompting x www.readinga-z.com/ x ISTAR F.1.39 Talk about action x repeated practice (subscription needed) x Permanent product pictures of family, pets, or self x www.news-2-you.com K.1.1 Identify the front cover, (subscription necessary) Summative: back cover, and title page of a x picture cards x ISTAR book. x Vital Words workbook x portfolios K.1.2 Follow words from left to x Language Master & cards right and from top to bottom x Survival words (BINGO, on the printed page. activity cards, software) by K.1.6 Recognize and name all PCI letters of first name K.1.17 Read their own names. x Just for Me Readiness Skills K.1.21 Identify [10] common x Word Bank Thematic signs and symbols. Flipbooks x www.speechfun.com x Interactive Big Books (Thinking Publications) x Who, Why, What, Where, When Bear Books (LinguiSystems) x I Can Read Game (Lakeshore) x ABSeas Game-Letter Identification (Discovery Ǧ ͳ͵

Primary

Toys) x Magnetic letter tiles x File Folder Games x Simon Sounds It Out (Don Johnston) x I Can Build Simple Words (Lakeshore) x Theme-Based Phonics (McGraw Hill) x Get Ready for the Code (Educators Publishing Service, www.epsbooks.com) x Print’n learn thematic units (Mayer-Johnson) x Alphabet Boxes (Lakeshore) x SRA Distar Reading and Language for Learning

Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Formative: F.3.2 Actively look for or keep x www.news-2-you.com x Anecdotal records attending to things and adult x 1:1 instruction x File folder games x Teacher observation points to, shows, or talks x small group instruction x flashcards (teacher-made about x reinforcement x Twig Books (The Wright checklists) F.3.17 Identify a location x cueing Group) x ISTAR where he/she is going or has x prompting x The Original Social Stories x Permanent product been x repeated practice Book x The New Social Stories Summative: Book x ISTAR x SRA Language for Learning x portfolios

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Primary

Standard 4 WRITING: Writing Processes and Concepts Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.2.10 Engage someone x PixWriter Formative: else to record ideas in x 1:1 instruction x Writing with Symbols x Anecdotal records words, drawings, or x small group instruction x IntelliTalk/IntelliKeys x Teacher observation symbols x reinforcement x Classroom Suite (teacher-made B.2.14 Use drawings or x cueing checklists) pictures to represent x prompting x ISTAR objects x repeated practice x Permanent product F.5.6 Scribble a message x word processing on a card or picture K.4.5 Write by moving from Summative: left to right and from top to x ISTAR bottom. x portfolios

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Primary

Standard 5 WRITING: Writing Applications (Different Types of Writing and Their Characteristics) Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.5.7 Use writing or x PixWriter Formative: symbols to share an idea x 1:1 instruction x Writing with Symbols x Anecdotal records with someone x small group instruction x IntelliTalk/IntelliKeys x Teacher observation x reinforcement x Classroom Suite (teacher-made x cueing x sentence strips checklists) x prompting x ISTAR x repeated practice x Permanent product x word processing Summative: x ISTAR x portfolios

Standard 6 WRITING: Written English Language Conventions Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.2.18 Imitate drawing a x Handwriting Without Tears Formative: vertical line x 1:1 instruction x Pencil grips x Anecdotal records B.2.19 Imitate drawing a x small group instruction x Raised-line paper x Teacher observation horizontal line x reinforcement x dry erase boards/markers (teacher-made checklists) B.2.20 Imitate drawing a x cueing x tactile letter writing (sand, x ISTAR circle x prompting shaving cream, pudding) x Permanent product x repeated practice x slant board x word processing x Sensible Pencil Summative: x sentence strips x ISTAR x portfolios

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Primary

Standard 7 LISTENING AND SPEAKING: Listening and Speaking Skills, Strategies, and Applications Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.3.12 Jointly attend to x flashcards Formative: pictures in books for several x 1:1 instruction x personal information x Anecdotal records minutes x small group instruction x Following directions x Teacher observation F.7.4 Follow one-step spoken x reinforcement (Frank Shaffer) (teacher-made checklists) directions with prompts x cueing x SRA Language for x ISTAR F.7.21 Engage in reciprocal x prompting Learning x Permanent product conversations for two or x repeated practice three exchanges Summative: F.7.39 Give [first and last] x ISTAR name, age, and gender upon x portfolios request

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Intermediate

English/Language Arts Level: Intermediate (grades 3-5) Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.1.33 Match upper to lower x Phonics workbooks (DLM) Formative: case letters x 1:1 instruction x Edmark Functional Words x anecdotal records K.1.5 Distinguish letters from x small group instruction Series (Signs Around You) x checklists (teacher words. x reinforcement x Teacher’s Helper Magazine checklists) K.1.6 Recognize and name x cueing x Dolch Workbooks I & II x permanent product all capital and x prompting x Sight Words Reading Game x ISTAR lowercase letters of the x repeated practice (Scholastic) alphabet. x www.News-2-You.com Summative: K.1.9 Listen to and say x picture cards x ISTAR consonant-vowel- x file folder x portfolios consonant (cvc) x Simon Sounds It Out (Don sounds and blend the Johnston) sounds to make words. K.1.15 Read one-syllable and x I Can Build Simple Words high-frequency (often- x Survival words (BINGO, heard) words by sight. activity cards, software) by K.1.21 Identify [25] common PCI signs and symbols. x Theme-Based Phonics 1.1.1 Match [one-syllable (McGraw-Hill) and high frequency] x Explode the Code (Educators oral words to printed Publishing Service, words. www.epsbooks.com) x Print’n learn thematic units (Mayer-Johnson) x Alphabet Boxes (Lakeshore) x SRA x www.readingatoz.com

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Intermediate

Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.3.21 Recall if something x www.news-2-you.com Formative: truly happened x 1:1 instruction x File folder games x anecdotal records K.2.1 Locate the title and the x small group instruction x Twig Books (The Wright x checklists (teacher name of the author of a x reinforcement Group) checklists) book. x cueing x flashcards x permanent product K.2.3 Generate and respond x prompting x The Original Social Stories x ISTAR to questions (who, x repeated practice Book what, where). x The New Social Stories Summative: K.2.4 Identify types of Book x ISTAR everyday print x portfolios materials. K.2.5 Identify the order (first, last) of information.

Standard 3 READING: Comprehension and Analysis of Literary Text Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.3.13 Talk about the cover x Read and Understand Formative: of the book and x 1:1 instruction Stories and Activities (Evan x anecdotal records illustrations prior to x small group instruction Moore) x checklists (teacher story being read x reinforcement x The Original Social Stories checklists) F.3.14 Request or select a x cueing Book x permanent product story by the title x prompting x The New Social Stories x ISTAR F.2.8 Identify the beginning, x repeated practice Book and end of a story x www.starfall.com Summative: F.3.8 Identifies the place x Hands On Reading I, II & III x ISTAR pictured in a book (Mayer-Johnson) x portfolios F.3.20 Identify two x Reading Milestones characters that interact in a story Ǧ ͳͻ

Intermediate

1.3.5 Understand what is read by responding to questions (who, what, where).

Standard 4 WRITING: Writing Processes and Concepts Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.4.12 Dictate something x PixWriter Formative: for an adult to write x 1:1 instruction x Writing with Symbols x anecdotal records down x small group instruction x IntelliTalk/IntelliKeys x checklists (teacher F.5.4 Draw name or a x reinforcement x Classroom Suite checklists) message on a card x cueing x sentence strips x permanent product or picture x prompting x ISTAR K.4.3 Write (or on a x repeated practice computer) using x word processing Summative: pictures, letters, and x ISTAR words x portfolios

Standard 5 WRITING: Writing Applications (Different Types of Writing and Their Characteristics) Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Formative: K.5.1 Draw pictures and x PixWriter x anecdotal records write words for a x 1:1 instruction x Writing with Symbols x checklists (teacher specific reason. x small group instruction x IntelliTalk/IntelliKeys checklists) x reinforcement x Classroom Suite x permanent product K.5.2 Draw pictures and x cueing x sentence strips x ISTAR write for specific x prompting Summative: people or persons. x repeated practice x ISTAR x word processing x portfolios

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Intermediate

Standard 6 WRITING: Written English Language Conventions Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.4.5 Draw at the top or x Handwriting Without Tears Formative: bottom of the page x 1:1 instruction x pencil grips x anecdotal records when requested x small group instruction x Raised-line paper x checklists (teacher F.4.6 Position paper for x reinforcement x dry erase boards/markers checklists) writing x cueing x tactile letter writing (sand, x permanent product F.4.10 Use known letters or x prompting shaving cream, pudding) x ISTAR approximations of x repeated practice x slant board letters to represent x word processing x Sensible Pencil Summative: written language x sentence strips x ISTAR F.6.1 Write from left to right x portfolios F.6.2 Combine strokes and shapes to represent letters F.6.6 Write letters in strings F.6.10 Use correct grasp of writing tools

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Intermediate

Standard 7 LISTENING AND SPEAKING: Listening and Speaking Skills, Strategies, and Applications Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.7.3 Stay with an adult x Flashcards Formative: directed activity or x 1:1 instruction x personal information x anecdotal records story for 10-15 x small group instruction x Following directions x checklists (teacher minutes x reinforcement (Frank Shaffer) checklists) F.7.12 Follows two-steps x cueing x permanent product spoken directions with x prompting x ISTAR prompts x repeated practice F.7.40 Give address upon Summative: request x ISTAR K.7.1 Understand and follow x portfolios one- and two-step spoken directions.

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Middle School

English/Language Arts Level: Middle School (grades 6-8) Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 1.1.2 Identify letters, words, and x Reading Milestones Formative: sentences. x Errorless Teaching Reading program x Reading Milestones 1.1.3 Recognize that sentences x 1-on-1 instruction x (Pro Ed) workbooks start with capital letters and x Small group x Reading A-Z reading x Reading A-Z worksheets end with punctuation, such as x Reinforcement program x Anecdotal records periods, question marks, and x Cueing x http://www.indianastandards x Documented teacher exclamation points. x Prompting resources.org/ observation 1.1.4 Distinguish beginning, x Repeated practice x Explode the Code x Teacher created middle, and ending sounds in x Modeling x Lakeshore Picture word checklists single-syllable words (words puzzles x Edmark Functional Word with only one vowel sound). x Lakeshore “I can build Series assessments 1.1.7 Create and state a series of simple words” x http://www.indianastandar rhyming words. x Lakeshore beginning dsresources.org 1.1.11 Read common sight sounds picture puzzles words (words that are often x Phonics Word Search Summative: seen and heard). Puzzles (Remedia) x ISTAR 1.1.16 Read and understand x Portfolio simple compound words x What’s GNU: 3 letter

(birthday, anything) and learning game- (Thinkfun) x Eckwall Shanker Reading

contractions (isn’t, aren’t, can’t, x Reading Milestones Inventory

won’t). Reading program

1.1.19 Identify and demonstrate x Dolch word lists

meaning of important signs x Dolch workbooks 1 &2

and symbols, such as stop x Reading Milestones

signs, school crossing signs, or Reading program

restroom symbols, from the x Flash cards

colors, shapes, logos, and x Edmark Functional Word

letters on the signs or symbols. Series

2.1.7 Understand common x Reading A-Z reading Ǧ ʹ͵

Middle School

synonyms (words with the program same meaning) and antonyms x Steck Vaughn Spelling (words with opposite Series meanings) x Reading Milestones Spelling 2.1.8 Use knowledge of individual words to predict the meaning of unknown compound words (lunchtime, lunchroom, daydream, raindrop). 2.1.11 Know and use common word families (such as -ale, - est, -ine, -ock, -ump) when reading unfamiliar words

Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text Indicator(s): Best Practice Instructional Possible Materials and Resources: Formative: Teacher Notes: Strategies: x Reading Milestones workbooks K.2.2 Use picture clues and x Reading Milestones x Reading A-Z worksheets context to aid Reading program x Anecdotal records comprehension and to x Super Duper fun decks x Documented teacher observation make predictions about x Synonyms x Teacher created checklists story content. x Opposites x Edmark Functional Word Series K.2.3 Generate and respond x Sequencing assessments to questions (who, what, x Early Opposites magnate x http://www.indianastandardsresources.org where [and why]). board 1.2.4 Follow one-step written Summative: instructions. x ISTAR x Portfolio x Eckwall Shanker Reading Inventory

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Middle School

Standard 3 READING: Comprehension and Analysis of Literary Text Indicator(s): Best Practice Instructional Possible Materials and Formative: Teacher Notes: Strategies: Resources: x Reading Milestones workbooks 1.3.1 Identify and describe x Reading A-Z worksheets the plot, setting, and x Reading Milestones x Anecdotal records character(s) in a story. Reading program x Documented teacher observation Retell a story’s beginning, x Reading A-Z reading x Teacher created checklists middle, and ending. program x Edmark Functional Word Series 1.3.5 Understand what is x Read and Understand assessments read by responding to Stories and Activities x http://www.indianastandardsresources.org questions (who, what, (Evan Moor) where, why). x Who, What, Why Summative: 2.3.6 Recognize the Activity Book (Mayer x ISTAR difference between fantasy Johnson) x Portfolio and reality x Eckwall Shanker Reading Inventory

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Middle School

Standard 4 WRITING: Writing Processes and Concepts Indicator(s): Best Practice Instructional Possible Materials and Formative: Teacher Notes: 1.4.2 Use various Strategies: Resources: x Anecdotal records organizational x Documented teacher observation strategies to plan x Writing with symbols x Teacher created checklists writing. x Write outloud x http://www.indianastandardsresources.org 1.4.3 Revise writing for x Kidspiriation others to read. x Steck-Vaughn Spelling Summative: 1.4.5 Identify a variety of Series x ISTAR sources of information x Portfolio (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles) 2.4.5 Use a computer to draft, revise, and publish writing.

Standard 5 WRITING: Writing Applications (Different Types of Writing and Their Characteristics) Indicator(s): Best Practice Instructional Possible Materials and Formative: Teacher Notes: Strategies: Resources: x Anecdotal records 1.5.5 Write, dictate or use x Documented teacher observation computer for different x Build a Sentence x Teacher created checklists purposes and to a (game) x http://www.indianastandardsresources.org specific audience or person. Example: Write Summative: a thank you note to the x ISTAR store manager after a x Portfolio field trip to the local supermarket. 2.5.3 Write dictate or use

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Middle School

computer a friendly letter complete with the date, salutation (greeting, such as Dear Mr. Smith), body, closing, and signature.

Standard 6 WRITING: Written English Language Conventions Indicator(s): Best Practice Instructional Possible Materials and Formative: Teacher Notes: Strategies: Resources: x Anecdotal records 1.6.1 Print legibly and x Documented teacher observation space letters, words, x Write about events x Handwriting without x Teacher created checklists and sentences of the day Tears x http://www.indianastandardsresources.org appropriately. x Plan lunch menu x White board/dry erase Summative: 1.6.2 Write in complete markers x ISTAR sentences x Lined paper x Portfolio 1.6.6 Correctly use x Write a Super Sentence periods (I am five.), (Evan Moor) exclamation points x Easy Sentence Writing (Help!), and question (Remedia) marks (How old are you?), at the end of sentences. 1.6.7 Capitalize the first word of a sentence, names of people, and the pronoun I.

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Middle School

Standard 7 LISTENING AND SPEAKING: Listening and Speaking Skills, Strategies, and Applications Indicator(s): Best Practice Instructional Possible Materials and Formative: Teacher Notes: Strategies: Resources: x Anecdotal records K.7.2 Share information x Documented teacher observation and ideas, speaking x Above resources x Teacher created checklists complete, coherent x http://www.indianastandardsresources.org sentences. 1.7.1 Listen attentively Summative: 1.7.2 Ask questions for x ISTAR clarification and x Portfolio understanding 1.7.3 Give, restate, and follow simple two-step directions. 1.7.8 Relate an important life event or personal experience in a simple sentence.

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High School

English/Language Arts Level: High School (grades 9-12) Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: K.1.19 Learn and apply x Edmark Functional Sign Program Formative: knowledge of alphabetical x 1:1 instruction x SRA Reading Program x Anecdotal Records order (first letter) x Small Group Instruction x News-2-You (www.news-2- x Teacher Checklists 1.1.19 Identify important x Reinforcement you.com) x Permanent Product workplace and x Cueing x Picture Cards with rubric environmental signs and x Prompting x Survival Word Cards symbols, such as stop x Repeated Practice x Letters, Signs, Calendars Summative: signs, school crossing x Community Based x Community Signs x ISTAR signs, or restroom symbols, Instruction x www.speakingofspeech.com x Portfolio from the colors, shapes, x www.tampareads.com logos, and letters on the signs or symbols. x www.starfall.com x Books, menus, newspapers, 2.1.1 Demonstrate an awareness of the sounds that are made schedules by different letters by: x Recipes x distinguish beginning, x Bailey’s Book House Software and ending sounds in (available from AT Library) words. x Edmark Let’s Go Read Software x clearly pronouncing (available from AT Library) blends and vowel x TLC Writing Tools Series sounds. (available from AT Library) 2.1.4 Recognize common x Don Johnston Word Maker abbreviations (Jan., Fri.). Software (available from AT 2.1.1 Identify simple multiple- Library) meaning words (change, x Reading Blaster Software duck can, board, and cap). (available from AT Library) 4.1.2 Apply knowledge of x www.lessonlocator.org (Indiana synonyms (words with the Academic Standards based same meaning), antonyms lesson plans and assessments)

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High School

(words with opposite x www.unitedstreaming.com meanings) and idioms (online streaming videos – (expressions that cannot be requires a subscription) understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases.

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High School

Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: 1.2.3 Respond to who, what, Strategies: when, where, why, and x Books, Newspapers, Menus, Formative: how questions and x 1:1 instruction Schedules, Magazines, x Anecdotal Records discuss the main idea of x Small Group Instruction Websites, E-mails x Teacher Checklists what is read. x Reinforcement x Checklists x Permanent Product 1.2.7 Relate prior knowledge x Cueing x News-2-You (www.news-2- with rubric to what is read. x Prompting you.com) 2.2.2 State the purpose for x Repeated Practice x Recipes Summative reading including x Community Based x Product Directions x ISTAR vocational purposes. Instruction x Social Stories x Portfolio 3.2.7 Follow simple multiple- x Clicker Software and books step written instructions (Available from AT Library) including vocational x How to Read for Everyday instructional situations. Living – CD rom and Instructor 3.2.9 Identify text that uses Guide (available from Transition sequence or other logical Library) order (alphabetical, time, x www.lessonlocator.org (Indiana categorical including Academic Standards based sequential text for lesson plans and assessments) vocational applications) 6.2.1 Identify the structural x www.unitedstreaming.com features of popular media (online streaming videos – (newspapers, magazines, requires a subscription) online information) and use the features to obtain information.

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High School

Standard 3 READING: Comprehension and Analysis of Literary Text Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x Books 2.3.5 Confirm predictions about x Reading Milestones Formative: what will happen next in a x 1:1 instruction x SRA Reading Program x Anecdotal Records story. x Small Group x Audio books x Teacher Checklists 4.3.3 Use knowledge of the Instruction x Edcon’s Bring the Classics to x Permanent Product with situation, setting, and or a x Reinforcement Life rubric character’s traits, x Cueing x www.starfall.com motivations, and feelings to x Prompting x www.scholastic.com Summative determine the causes for x Repeated Practice x www.edhelper.com x ISTAR that character’s actions. x Community Based (subscription required) x Portfolio 6.3.8 Critique the believability of Instruction x www.atozreading.com characters and a plot (subscription required) 6.3.9 Identify the main problem or conflict of the plot and x Word Way Website – Carl’s explain how it is resolved. Corner x www.brainpop.com x www.ezschool.com x www.abcteach.com x Reader Rabbit Interactive Storybooks Software (available from AT Library) x Animated storybooks Software (available from AT Library) x Teach Me Language (Available from Autism resource Library) x www.lessonlocator.org (Indiana Academic Standards based x lesson plans and assessments) x www.unitedstreaming.com (online streaming videos – requires a subscription)

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High School

Standard 4 WRITING: Writing Processes and Concepts Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: 2.4.8 Revise original drafts Strategies: to improve sequence x Computer Formative: (the order of events) or x 1:1 instruction x Word Prediction Software x Anecdotal Records to provide more x Small Group Instruction x Intellikeys x Teacher Checklists descriptive detail x Reinforcement x Teach Me Language x Permanent Product 3.4.9 Organize related x Cueing x www.lessonlocator.org (Indiana with rubric ideas together within a x Prompting Academic Standards based paragraph to maintain x Repeated Practice lesson plans and assessments) Summative a consistent focus. x Community Based x www.unitedstreaming.com x ISTAR 4.4.4 Use logical Instruction (online streaming videos – x Portfolio organizational structures x Graphic Organizers requires a subscription) for providing information in writing such as chronological order, cause and effect, similarity and difference, and posing and answering a question. 4.4.9 Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.

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High School

Standard 5 WRITING: Writing Applications (Different Types of Writing and Their Characteristics) Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: 1.5.1 Write brief narratives Strategies: describing an x Computer Formative: experience. x 1:1 instruction x Word Prediction Software x Anecdotal Records 1.5.2 Write a brief expository x Small Group Instruction x Intellikeys x Teacher Checklists (informational) x Reinforcement x Story Starters x Permanent Product description of a real x Cueing x E-mails with rubric object, person, place, or x Prompting x www.lessonlocator.org (Indiana event using sensory x Repeated Practice Academic Standards based Summative details. x Community Based lesson plans and assessments) x ISTAR 2.5.3 Write a friendly letter Instruction x www.unitedstreaming.com x Portfolio complete with the date, x Graphic Organizers (online streaming videos – salutation (greeting such requires a subscription) as Dear Mrs. Smith), body, closing, and signature. 2.5.7 Write responses to literature that demonstrate an understanding of what is read.

Standard 6 WRITING: Written English Language Conventions Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x SRA Reading 3.6.3 Identify and use x Letters Formative: subjects and verbs that x 1:1 instruction x Phonebooks, Dictionaries, Library x Anecdotal Records are in agreement (we x Small Group Instruction x Online Card Catalog x Teacher Checklists are instead of we is.) x Reinforcement x Filing x Permanent Product 3.6.6 Use commas in dates x Cueing x Rolodex with rubric (August 15, 2001), x Prompting x Remedia Phonebooks and locations (Fort Wayne, x Repeated Practice Directories Summative Indiana), and addresses x ISTAR Ǧ ͵Ͷ

High School

(431 Coral Way, Miami, x Community Based x www.englishbanana.com x Portfolio FL) Instruction x www.tinsnips.org 3.6.9 Arrange words in x www.enchantedlearning.com alphabetical order. (some free activities) x www.lessonlocator.org (Indiana Academic Standards based lesson plans and assessments) x www.unitedstreaming.com (online streaming videos – requires a subscription) Standard 7 LISTENING AND SPEAKING: Listening and Speaking Skills, Strategies, and Applications Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: 2.7.2 Ask for clarification and Strategies: explanation of ideas and x Laureate Following Directions Formative: directions. x 1:1 instruction Software (available from AT x Anecdotal Records 2.7.4 Give and follow three- x Small Group Instruction Library) x Teacher Checklists and four-step oral x Reinforcement x www.lessonlocator.org (Indiana x Permanent Product directions. x Cueing Academic Standards based with rubric 2.7.6 Speak clearly and at an x Prompting lesson plans and assessments) appropriate pace for the x Repeated Practice x www.unitedstreaming.com (online Summative type of communication x Community Based streaming videos – requires a x ISTAR (such as an informal Instruction subscription) x Portfolio discussion or a report). x Direct Instruction 2.7.7 Tell experiences in a

logical order

(chronological order, order of importance, spatial order). 3.7.1 Retell, paraphrase, and explain what a speaker has said. 3.7.3 Answer questions completely and appropriately

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Focus of Mathematics within the Standards-Based Life Skills Curriculum

Students participating in the Standards-Based Life Skills Curriculum will acquire and demonstrate specific mathematical skills based on the Indiana Academic Standards and indicators in the areas of:

x Number Sense x Computation x Algebra and Functions x Geometry x Measurement x Problem Solving

Early Childhood (Ages 3-5) x Match like numerals x Give 1 object when asked x Give “more” when asked x Put objects into groups by attributes x Distinguish big and little x Choose between two activities x Complete an inset puzzle of 3 or more pieces

Primary (Grades K-2) x Count a number of objects up to 12 x Match number symbols with amounts 12 x Apply one-to-one correspondence with objects and people x Reproduce simple AB patterns of concrete objects x Sorts a group of objects by more than one way x Complete interlocking puzzle of 8 to 12 pieces x Relate time to events with pictures and symbols

Intermediate (Grades 3-5) x Identifies the next number in a series of numbers up to 31 x Count, read, and write whole numbers* up to 31 x Compare sets of up to ten objects and identify whether one set is equal to, more than, or less than another x Use manipulatives for addition situations for sums less than five x Use manipulatives for subtraction situations for sums less than five x Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group. x Copy circles, squares, triangles, and rectangles x Identify circles, squares, triangles, and rectangles x Identify ten body parts x Understand concepts of time: today, yesterday, tomorrow. Understand that clocks and calendars are tools that measure time. x Tell time to the nearest hour and relate time to events (before/after, shorter/longer) x Identify and give the values of pennies, nickels, dimes, quarters, and dollars

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Middle School (Grades 6-8) x Count, read, and write whole numbers* up to 100 x Count by ones, fives, and tens to 100 x Identify numbers up to 100 in various combinations of tens and ones x Model addition by joining sets of objects (for any two sets with fewer than 10 objects when joined) x Model subtraction by removing objects from sets (for numbers less than 10) x Demonstrate the meaning of the symbols +, –, and = x Recognize geometric shapes: triangles, rectangles, squares, and circles and structures in the environment and specify their locations x Make direct comparisons of length, capacity, weight, temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler or holds more x Understand concepts of time: morning, afternoon, evening, today, yesterday, tomorrow, week, month, and year. Understand that clocks and calendars are tools that measure time and match clock face to event x Tell time to the nearest half-hour and relate time to events (before/after, shorter/longer) x Identify and give the values of collections of pennies, nickels, and dimes x Find the value of a collection of pennies, nickels, dimes, quarters, and dollars

High School (Grades 9+) x Represent, compare, and interpret data using pictures and picture graphs x Solve problems involving multiplication and division of any whole numbers with a calculator x Demonstrate the relationships among inch, foot, and yard x Read a thermometer x Tell time to the nearest minute and find how much time has elapsed

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Early Childhood

Mathematics Level: Early Childhood (ages 3-5) Standard 1 Number Sense Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.1.1 Repeats a movement x Rhythm band instruments Formative: like a thump or a clap x Errorless Teaching x Songs and rhymes x Teacher made B.1.10 Touch in sequence, x 1-on-1 instruction x Magnetic numerals checklists one at a time x Small group x Number Sound Puzzle x Daily data sheets B.1.11 Use fingers to show x Reinforcement x Manipulative x Anecdotal records how many or age of x Cueing x Calendar activities x AIMSWEB self x Prompting x Snack items x STAR (ProEd) B.1.14 Match like numerals x Repeated practice x Flannel board/magnet numbers B.1.15 Give 1 object when x Modeling and pictures Summative asked x Counting songs and rhymes x ISTAR B.1.20 Share a set of 2 with a x ABLLS friend x DAP toys x Portfolio F.1.8 Rote counts to 5 x Sensory materials/play dough etc. x AIMSWEB x Board games x Computer games x STAR (ProEd) x www.communicationsymbols.com x www.picsearch.com x www.icontalk.com x www.tinsnips.org x www.do2learn.com x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curric ulum/special_ed/index.htm

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Early Childhood

Standard 2 Computation Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.2.5 Take away an object x Choice board Formative: when asked x Errorless Teaching x Manipulatives x Teacher made B.2.6 Show something that x 1-on-1 instruction x Objects/toys checklists was received x Small group x Match and Sort (Different Roads x Daily data sheets B.2.1 Select the preferred x Reinforcement to Learning) x Ancedotal records item when given two x Cueing x Play food sets (McDonalds, Dairy x STAR (ProEd) choices x Prompting Queen, Subway, etc.) B.2.12 Give “more” when x Repeated practice x Snack items Summative asked [with prompt] x Modeling x Sensory materials(buckets, x ISTAR B.2.19 Line up objects scoops) x ABLLS B.2.14 Feed pieces of food x Flannel board/magnet pictures x Portfolio to another person, pet x www.communicationsymbols.com x STAR (ProEd) or plaything;

B.2.15 Move objects one at a x www.picsearch.com

time from one group x www.icontalk.com or container to x www.tinsnips.org another x www.do2learn.com x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curric ulum/special_ed/index.htm

Standard 3 Algebra and Functions Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.3.4 Clap hands and x Manipulatives Formative: waves bye if x Errorless Teaching x Story cards x Teacher made prompted x 1-on-1 instruction x DAP toys checklists B.3.10 Put things in order x Small group x Personal belongings x Daily data sheets B.3.12 Claim objects as x Reinforcement x www.communicationsymbols.com x Ancedotal records “mine” x Cueing x www.picsearch.com x STAR (ProEd)

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Early Childhood

x Prompting x www.icontalk.com x Repeated practice x www.tinsnips.org Summative x Modeling x www.do2learn.com x ISTAR x www.help4teachers.com/tips.htm x ABLLS x www.dodea.edu/instruction/curric x Portfolio ulum/special_ed/index.htm x STAR (ProEd)

Standard 4 Geometry Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.4.9 Identify 3 body parts x DAP toys Formative: B.4.11 Put things in and out x Errorless Teaching x Mirror x Teacher made of other things x 1-on-1 instruction x Obstacle course checklists B.4.12 Put things on and off x Small group x Shape & color coaster x Daily data sheets of other things x Reinforcement x Wooden beads x Ancedotal records B.4.13 Find hidden objects or x Cueing x Colored cubes x STAR (ProEd) sounds x Prompting x Containers B.4.14 Hide behind or x Repeated practice x Shape sorter Summative between objects in x Modeling x Lacing card x ISTAR play x Sorting and matching x ABLL B.4.18 Imitates drawing a x Colorama game (Integrations) x Portfolio horizontal line, x Triple Try (Integrations) x STAR (ProEd) vertical line, and a x Easel

circle x Doodle board

F.4.15 Identify circles, x www.communicationsymbols.com squares, triangles and x www.picsearch.com rectangles x www.icontalk.com F.4.19 Put objects into x www.tinsnips.org groups by attributes x www.do2learn.com x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curricul um/special_ed/index.htm x Nesting cubes/blocks x Measure-Up cups (Disc. Toys) x Writing utensils Ǧ Ͷͳ

Early Childhood

x Category sorting set (Different Roads To Learning)

Standard 5 Measurement Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.5.2 Communicate when x Water/Sand Table Formative: something is empty or x Errorless Teaching x Choice board x Teacher made “all gone” x 1-on-1 instruction x Visual/object schedule checklists B.5.13 Distinguish big and x Small group x Nesting cubes/blocks/cups x Daily data sheets little x Reinforcement x Big/little sorting sets x Anecdotal records B.5.14 Make choices based x Cueing x Shape sorters x STAR (ProEd) on size x Prompting x Category sorting sets B.5.15 Identify when objects x Repeated practice x Sensory table/materials Summative are similar x Modeling x DAP toys x ISTAR F.5.5 Use cups and tools in x Sorting and matching x ABLLS sand and water x Computer games x Portfolio F.5.21 Choose between two x www.communicationsymbols.com x STAR (ProEd) activities x www.picsearch.com x www.icontalk.com x www.tinsnips.org x www.do2learn.com x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curriculu m/special_ed/index.htm

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Early Childhood

Standard 6 Problem Solving Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.6.2 Show interest in x Matching/sorting sets Formative: something out of x Errorless Teaching x “How Do I Feel” interactive reading x Teacher made place, like finding a x 1-on-1 instruction book checklists small object on the x Small group x Picture/object schedule/board x Daily data sheets carpet x Reinforcement x Communication board x Ancedotal records B.6.6 Indicate a need x Cueing x Puzzles x STAR (ProEd) B.6.15 Anticipate and x Prompting x Category navigate around x Repeated practice x Fold Up Play tunnel Summative environmental x Modeling x Shape sorter x ISTAR barriers x Sorting and matching x Simple construction set x ABLLS B.6.20 Take simple objects x Portfolio apart x Obstacle course x STAR (ProEd) B.6.22 Complete an inset x Playground equipment

puzzle of 3 or more x www.communicationsymbols.com

pieces x www.picsearch.com B.6.25 Communicate x www.icontalk.com disappointment x www.tinsnips.org F.6.1 Identifies single x www.do2learn.com attributes of objects x www.help4teachers.com/tips.htm by size, shape, or x www.dodea.edu/instruction/curriculu color m/special_ed/index.htm F.6.5 Find an indirect way to obtain an object F.6.19 See a simple task through to completion with prompts

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Primary

Mathematics Level: Primary (grades K-2) Standard 1 Number Sense Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x Manipulatives F.1.1 Sing and dance to a x dry erase boards/markers Formative: number song x 1:1 instruction x Early Math Skill Builder Box x Anecdotal records F.1.2 Count a number of x small group instruction x Counting Boxes (Lakeshore) x Work samples objects up to 12. x reinforcement x Math Learning Boxes x Teacher observation F.1.6 Use whole numbers x cueing (Lakeshore) (teacher-made up to 12 to describe x prompting x Counting Animals 110 (Lauri) checklists) objects and x repeated practice x File Folder Games x ISTAR experiences x Math Centers (Lakeshore) F.1.10 Rote count to 12 x Cookie Sheet Magnetic Math Summative F.1.11 Give “all” objects (Lakeshore) x ISTAR when asked x portfolios F.1.17 Match number x Peg the Numbers puzzle 110 symbols with amounts (Lauri) 12 x Num-bright 120 (Judy/Instructo) F1.18 Apply one-to-one x Dominoes correspondence with x Lakeshore Counting Cakes objects and people x Hi Ho Cherry-O (Golden) x Count ‘N Sort (MacMillan) x Numbers 120 (3 piece matching puzzle-Frank Schaffer Publications) x Counting puzzles (Lauri) x Number play 110 puzzle (Lauri) x Dotto-Dot x Math workbooks (Continental Express) x All About Math Photo Library (Lakeshore)

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Primary

x computer games x Uni-fix Blocks x Touch Math x Bingo Bears Game (Learning Resources) x Button Box Math (Ideal) x 3 Bear Family Sorting Cards (Learning Resources) x Math Readiness Center (Child Craft) x Sorting Box Program (Child Craft) x Play and Learn Math Game (Lakeshore) x My First Hundreds Board (Jactoys) x Everyday Math x www.themathworksheetsite.com

Standard 2 Computation Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x I Can Add and Subtract Math F.2.3 Count on fingers Mats (Lakeshore) Formative: F.2.6 Make a collection of x 1:1 instruction x Peg It Facts Board (Ideal) x Anecdotal records items smaller by x small group instruction x See and Saw Visual Calculator x Permanent product taking away items x reinforcement (PCI) x Teacher observation when asked x cueing x Instant Learning Center Addition (teacher-made F.2.7 Make a collection of x prompting (Lakeshore) checklists) items larger by adding x repeated practice x Manipulatives x ISTAR items when asked x Continental Math Workbooks x Everyday Math Summative x Dominoes, Unifix cubes x -STAR x www.themathworksheetsite.com x Mathasaurus program

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Primary

Standard 3 Algebra and Functions Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.3.1 Follow along and x Everyday Math Formative: imitates patterns of x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records sounds and x small group instruction x number lines x Permanent Product movement x reinforcement x Unifix pattern cards x Teacher observation F.3.3 Reproduce simple AB x cueing x Patterning Bugs (teacher-made patterns of concrete x prompting x manipulatives (counting bears) checklists) objects x repeated practice x Bear Attribute Cards (MacMillan) x ISTAR F.3.4 Represent objects / x Patterning Cards activities by drawing x 3 Bear Family Activity Cards or selecting pictures (Learning Resources) Summative F.3.10 Name groups of x Stringing beads x ISTAR objects x portfolios 3.3.7 Plot and label whole x Geoboards/Pegboards numbers on a number x Hands on Math Center line or grid up to 10. Patterning x Creative Color Cubes and Patterns (learning Resources) x Workboxes

Standard 4 Geometry Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: F.4.7 Sorts a group of Strategies: objects by more than x Everyday Math Formative: one way x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records F.4.20 Complete interlocking x small group instruction x Picture Perfect Design Tiles x Permanent product puzzle of 8 to 12 x reinforcement (Education Insights) x Teacher observation pieces x cueing x Basic Mosaics (Lakeshore) (teachermade F.4.17 Identify five body x prompting x Creative Color Cubes and checklists) parts x repeated practice Patterns (learning Resources) x ISTAR

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Primary

x puzzles (floor, borderless, bordered) Summative x Body Part Cards x ISTAR x Early Math Skill Builder Box x Count ‘N Sort Game (MacMillan) x Button Box Math (Ideal) x Counting Bears x Hands on Math Centers (Shape Matching) (Lakeshore) x Shape Sorting Clock (Melissa and Doug) x Tanagrams

Standard 5 Measurement Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.5.2 Follow steps in a x Everyday Math Formative: simple routine x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records F.5.3 Order three objects by x small group instruction x Early Language Concept Kit x Permanent product size x reinforcement (Comparing SizesLakeshore) x Teacher observation F.5.4 Use any descriptive x cueing x Hands on Math Centers (teacher-made word or gesture to x prompting x PECS symbols checklists) express amount or x repeated practice x clock (large/individual) x ISTAR size x Sequencing cards F.5.9 Communicate feelings x manipulatives Summative of hot and cold x Continental Press Workbooks x ISTAR F.5.14 Relate time to events with pictures and x Telling Time match me cards symbols (Trend) F.5.17 Tell what activity x Money Match Me Cards (Trend) comes first and what x Coinulator (& worksheets) PCI follows in a sequence Publishing x Instant Learning Center (Lakeshore)

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Primary

Standard 6 Problem Solving Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Formative: B.6.17 Identify when objects x Same/different flashcards x Anecdotal records are different x 1:1 instruction x sequencing cards x Permanent product F.6.2 Identify the missing x small group instruction x calendars x Teacher observation object x reinforcement x toy workbench (teacher-made F.6.18 Imitate the use of an x cueing x toy kitchen utensils checklists) adult tool in play x prompting x doctor/nurse toys x ISTAR x repeated practice Summative x ISTAR

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Intermediate

Mathematics Level: Intermediate (grades 3-5) Standard 1 Number Sense Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.1.3 Count each object only x Manipulatives Formative: once x 1:1 instruction x Early Math Skill Builder Box x Anecdotal records F.1.7 Identify when objects x small group instruction x Counting Boxes (Lakeshore) x Permanent products are the same number, x reinforcement x Math Learning Boxes x Teacher observations even if arrangement is x cueing (Lakeshore) (teacher made changed x prompting x Counting Animals 1-10 (Lauri) checklists F.1.9 Draw pictures or x repeated practice x File Folder Games x ISTAR symbols to represent a x Math Centers (Lakeshore) spoken number x Cookie Sheet Magnetic Math Summative F.1.19 Identifies the next (Lakeshore) x ISTAR number in a series of x Peg the Numbers puzzle 1-10 x portfolios numbers up to 31 (Lauri) K.1.1 Match sets of objects one-to-one. x Numbright 1-20 (Judy/Instructo) K.1.2 Compare sets of up to x Dominoes ten objects and identify x Lakeshore Counting Cakes whether one set is x Hi Ho Cherry-O (Golden) equal to, more than, or x Count ‘N Sort (MacMillan) less than another. x Numbers 1-20 (3 piece matching 1.1.1 Count, read, and write puzzle-Frank Schaffer whole numbers* up to Publications) 31. x Counting puzzles (Lauri) x Number play 1-10 puzzle (Lauri) x Dot-to-Dot x Math workbooks (Continental Express) x All About Math Photo Library (Lakeshore)

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Intermediate

x computer games x Unifix Blocks x Touch Math x Bingo Bears Game (Learning Resources) x Button Box Math (Ideal) x 3 Bear Family Sorting Cards (Learning Resources) x Math Readiness Center (ChildCraft) x Sorting Box Program (ChildCraft) x Play and Learn Math Game (Lakeshore) x My First Hundreds Board (Jactoys) x Everyday Math x www.themathworksheetsite.com x dry erase boards/markers

Standard 2 Computation Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.2.16 Identify the object that x I Can Add and Subtract Math Formative: had been added to a x 1:1 instruction Mats (Lakeshore) x Anecdotal records group x small group instruction x Peg It Facts Board (Ideal) x Permanent products B.2.17 Identify that something x reinforcement x See and Saw Visual Calculator x Teacher observations was taken x cueing (PCI) (teacher made F.2.14 Combine a whole x prompting x Instant Learning Center Addition checklists quantity of something x repeated practice (Lakeshore) x ISTAR (e.g., pop beads) x Manipulatives F.2.11 Use manipulatives for x Continental Math Workbooks Summative addition situations for x Everyday Math x ISTAR sums less than five x Dominoes x portfolios F.2.12 Use manipulatives for x Unifix cubes

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Intermediate

subtraction situations x www.themathworksheetsite.com for sums less than five x Mathasaurus program

Standard 3 Algebra and Functions Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.3.4 Represent x Everyday Math Formative: objects/activities by x 1:1 instruction x www.mathworksheetsite.com x Anecdotal records drawing or selecting x small group instruction x number lines x Permanent products pictures x reinforcement x Unifix pattern cards x Teacher F.3.5 Predict what comes x cueing x Patterning Bugs observations next when shown a x prompting x manipulatives (counting bears) (teacher made simple AB pattern of x repeated practice x Bear Attribute Cards (MacMillan) checklists concrete objects x Patterning Cards x ISTAR F.3.13 Categorize familiar x 3 Bear Family Activity Cards objects by function (Learning Resources) Summative and class x Stringing beads x ISTAR K.3.1 Identify, sort, and x portfolios classify objects by x Geoboards/Pegboards size, number, and x Hands on Math Center other attributes. Patterning Identify objects that do x Creative Color Cubes and not belong to a Patterns (learning Resources) particular group. x Workboxes K.3.2 Copy, and make x www.themathworksheetsite.com simple patterns with objects and shapes. 3.3.7 Plot and label whole numbers on a number

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Intermediate

line [or grid] up to 20.

Standard 4 Geometry Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.4.9 Use “on” and “off” to x Everyday Math Formative: indicate where things x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records are in space x small group instruction x Picture Perfect Design Tiles x Permanent products F.4.10 Use the words “here” x reinforcement (Education Insights) x Teacher or “there” to indicate x cueing x Basic Mosaics (Lakeshore) observations where things are in x prompting x Creative Color Cubes and (teacher made space x repeated practice Patterns (learning Resources) checklists F.4.14 Copy circles, squares, x puzzles (floor, borderless, x ISTAR triangles, and bordered) rectangles x Body Part Cards Summative F.4.15 Identify circles, x Early Math Skill Builder Box x ISTAR squares, triangles, x Count ‘N Sort Game (MacMillan) x portfolios and rectangles F.4.17 Identify ten body parts x Button Box Math (Ideal) K.4.2 Compare and sort x Counting Bears common objects by x Geometric shapes (plastic) position, shape, size, x Tanagrams roundness. x Shape Bingo K.4.3 Identify and use the x magnetic shapes terms: inside, outside, x Hands on Math Centers (Shape between, above, and Matching) (Lakeshore) below. x Shape Sorting Clock (Melissa and Doug)

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Intermediate

Standard 5 Measurement Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.5.1 Follow a daily x Everyday Math Formative: schedule x 1:1 instruction x www.themathworksheetsite.com x Anecdotal records F.5.8 Identify when x small group instruction x Early Language Concept Kit x Permanent products something is hot and x reinforcement (Comparing Sizes Lakeshore) x Teacher observations cold x cueing x Hands on Math Centers (teacher made F.5.10 Sort objects into long x prompting x PECS symbols checklists and short x repeated practice x Judy Clock (large/individual) x ISTAR F.5.11 Identify similarities x Sequencing cards and differences in x manipulatives Summative objects x Continental Press Workbooks x ISTAR F.5.16 Tell what comes x portfolios before and after x Telling Time match me cards F.5.18 Tell three events in (Trend) chronological order x Money Match Me Cards (Trend) K.5.1 Make direct x Coinulator (& worksheets) PCI comparisons of the Publishing length, capacity, x Instant Learning Center weight, and (Lakeshore) temperature of x Picture schedules objects and recognize x Board Maker icons which object is shorter, longer and taller. K.5.2 Understand concepts of time: today, yesterday and tomorrow. Understand that clocks and calendars are tools that measure time. 1.5.6 Tell time to the

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Intermediate

nearest hour and relate time to events (before/after, shorter/longer). 1.5.7 Identify and give the values of pennies, nickels, dimes, [quarters, and dollars].

Standard 6 Problem Solving Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Formative: B.6.14 Put things in order x Same/different flashcards x Anecdotal records B.6.23 See a simple task x 1:1 instruction x sequencing cards x Permanent products through to completion x small group instruction x calendars x Teacher observations F.6.10 Make guesses related x reinforcement x timers (teacher checklists to quantity x cueing x www.themathworksheetsite.co x ISTAR F.6.20 Recognize silly x prompting m Summative absurdities in song x repeated practice x ISTAR and play x portfolios

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Middle School

Mathematics Level: Middle School (grades 6-8) Standard 1 Number Sense Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x http://www.indianastandardsr (These are assessment tools for F2 Uses a tally system (These are strategies for all esources.org/ all indicators) K.1.3 Know that larger indicators) x Number line, numerals represent x Flash cards, Formative: more objects than x Errorless Teaching x calendar x teacher made numerals represent. x 1-on-1 instruction x Number concepts touch math worksheets K.1.6 Count, recognize, x Small group x Edhelper, x progress notes represent, name, and x Reinforcement x ABC teach x documented teacher order a number of x Cueing K.1.6 observation objects (up to 10). x Prompting x Number cubes x http://www.indianastand K.1.7 Find the number that is x Repeated practice x other manipulatives ardsresources.org/ one more than or one x Modeling less than any whole x calendar x Modeling and coaching in Summative: number* up to 10. x Hi Ho Cherry O Vocational jobs K.1.8 x ISTAR K.1.8 Use correctly the x Portfolio words one/many, x Modeling and coaching x Manipulatives while grocery shopping x Money none/some/all, more/less, and 1.1.1 most/least.. x Hundreds board 1.1.1 Count, read, and write x number line whole numbers* up to x touch math 100. x ed helper 1.1.4 Name the number that 2.1.1 Use pennies, nickels, dimes, is one more than or $1, $5 and $10 bills one less than any 2.1.3

number up to 100. x Bingo games

2.1.1 Count by ones, fives, 2.1.5

and tens to 100. x Wall charts, hundreds board

2.1.3 Identify numbers up to 2.1.10 Money, clocks, food, pizza 100 in various fraction game Ǧ ͷͷ

Middle School

combinations of tens and ones. 2.1.5 Compare whole numbers up to 100 and arrange them in numerical order. 2.1.10 Know that, when all fractional parts are included, the result is equal to the whole and to one. [e.g. two halves of sandwich = whole sandwich; four quarters = one dollar; 24 hours = one day]

Standard 2 Computation Indicator(s): Best Practice Possible Materials and Possible Assessment Tools: Teacher Notes: Instructional Strategies: Resources: K.2.1 Model addition by x teacher made worksheets joining sets of x Manipulatives x progress notes objects (for any x touch math x documented teacher observation two sets with fewer x food x http://www.indianastandardsresources.org/ than 10 objects x Manipulatives when joined). x touch math Summative: K.2.2 Model subtraction x food x ISTAR by removing 1.2.5-1.3.1 x Portfolio objects from sets x Calculator (for numbers less x Sorting trays with than 10). numbers taped to it 1.2.5 Demonstrate the x Manipulatives meaning of the symbols +, –, and x Calculator =. x Menu and Market math 1.2.6 Demonstrate the

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Middle School

role of zero in addition and subtraction. 2.2.1 Model addition of numbers less than 100 with objects and pictures with a calculator. 2.2.2 Add two whole numbers less than 100 with and without regrouping with a calculator. 2.2.3 Subtract two whole numbers less than 100 without regrouping with a calculator.

Standard 3 Algebra and Functions Indicator(s): Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: 1.3.1 Write and solve x teacher made worksheets number sentences x Number line x progress notes from problem x documented teacher observation situations involving x http://www.indianastandardsresources.org/ addition and subtraction. Summative: 3.3.7 Plot and label x ISTAR whole numbers on x Portfolio a number line or grid up to 50.

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Middle School

Standard 4 Geometry Indicator(s): Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: 1.4.1 Identify and sort x teacher made worksheets triangles, x Sorting trays, bowls, x progress notes rectangles, touch math shapes, x documented teacher observation squares, and Shapes up game x http://www.indianastandardsresources.org/ circles. x Positions bingo game, 1.4.6 Arrange objects in putting away materials, Summative: space by position getting things x ISTAR and direction: x Portfolio near, far, under, over, up, down, behind, in front of, next to, to the left or right of. 2.4.5 Recognize geometric shapes triangles, rectangles, squares, and circles and structures in the environment and specify their locations.

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Middle School

Standard 5 Measurement Indicator(s): Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: K.5.1 Make direct x teacher made worksheets comparisons of the K.5.1 x progress notes length, capacity, x Measuring cups, x documented teacher observation weight, and washing hands(hot and x http://www.indianastandardsresources.org/ temperature of cold water), soup is too objects and hot- needs to be cooler Summative: recognize which x scale x ISTAR object is shorter, x Community; buying x Portfolio longer, taller, fabric, buying things at lighter, heavier, a hardware store such warmer, cooler or as what size nail to fix holds more. things, repair things K.5.2 Understand K.5.2- 1.5.6 concepts of time: x Calendars, clocks, morning, watches, schedules afternoon, x Touch Math, time bingo evening, today, 2.5.1, 2.5.5 yesterday, x Fabric, hardware, ruler, tomorrow, week, yard stick month, and year. x Measuring cups, juice Understand that pitcher clocks and x Cooking to learn 1 and calendars are tools 2, Attainment’s Look n’ that measure time Cook Microwave, Basic and match clock Cooking and Nutrition face to event for Special 1.5.6 Tell time to the Students(Jean Bunnell), nearest half-hour The Cooking Kit (C.K and relate time to Enterprises) events 2.5.12, 3.5.11 (before/after, x Money, Touch Money, shorter/longer). Money Bingo

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Middle School

1.5.7 Identify and give x Money flash cards the values of x Attainment Money collections of Station pennies, nickels, x Next dollar shopping and dimes. x Grocery Store Game 2.5.1 Measure length to x Menu Math, Market the nearest inch, Math, Mall Math foot, yard, 2.5.5 Identify and measure capacity using cups and pints. 2.5.12 Find the value of a collection of pennies, nickels, dimes, quarters, and dollars. 3.5.11 Use real money to decide whether there is enough money to make a purchase.

Standard 6 Problem Solving Indicator(s): Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: x teacher made worksheets F.6.13 Uses a tool in a x progress notes new way x documented teacher observation x http://www.indianastandardsresources.org/

Summative: x ISTAR x Portfolio

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High School

Mathematics Level: High School (grades 9-12) Standard 1 Number Sense Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 1.1.10 Represent, compare, x Basic Picture Math (PCI) Formative: and interpret data x Repeated Practice x Basic Math Practice (PCI) x anecdotal records using pictures and x Direct Instruction x Newspaper x teacher checklists picture graphs x 1:1 Instruction x www.lessonlocator.org (Indiana x permanent product with 2.1.12 Represent, compare, x Community Based Academic Standards based rubric and interpret data Instruction lesson plans and assessments) using tables, tally x Next Dollar Strategy x www.unitedstreaming.com Summative: charts, and bar (online streaming videos – x ISTAR graphs. requires a subscription) x Portfolio 3.1.14 Identify whether everyday events are certain, likely, unlikely, or impossible. 4.1.9 Round two-place decimals to the nearest whole number.

Standard 2 Computation Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 5.2.1 Solve problems x Calculator Formative: involving x Repeated Practice x Basic Facts Worksheet Factory x anecdotal records multiplication and x Direct Instruction x Math Blaster Software x teacher checklists division of any whole x 1:1 Instruction x www.lessonlocator.org (Indiana x permanent product with numbers with a Academic Standards based rubric calculator. Ǧ ͸ͳ

High School

lesson plans and assessments) x www.unitedstreaming.com Summative: (online streaming videos – x ISTAR requires a subscription) x Portfolio

Standard 3 Algebra and Functions Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 4.3.8 Plot and label whole x Number line Formative: numbers on a x Repeated Practice x Graphs x anecdotal records number line or grid x Direct Instruction x Newspapers x teacher checklists up to 100. x 1:1 Instruction x www.lessonlocator.org (Indiana x permanent product with 5.3.7 Use information x Small Group Instruction Academic Standards based rubric taken from a graph lesson plans and assessments) to answer questions x www.unitedstreaming.com Summative: about a problem (online streaming videos – x ISTAR situation requires a subscription) x Portfolio

Standard 4 Geometry Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 1.4.3 Classify and sort x Objects Formative: x Meant to be sorting familiar plane and x Repeated Practice x Step by step visual prompts x anecdotal records and assembling solid objects by x Direct Instruction x Checklist x teacher checklists real life objects position, shape, size, x 1:1 Instruction x www.lessonlocator.org (Indiana x permanent product with roundness, and x Small Group Instruction Academic Standards based rubric other attributes. lesson plans and assessments) 2.4.3 Investigate and x www.unitedstreaming.com Summative: predict the result of (online streaming videos – x ISTAR putting together and requires a subscription) x Portfolio

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High School

taking apart two- dimensional and three-dimensional objects.

Standard 5 Measurement Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 2.5.2 Demonstrate the x Measuring Tools Formative: relationships among x Repeated Practice x Thermometer x anecdotal records inch, foot, and yard. x Direct Instruction x Clocks x teacher checklists 2.5.3 Decide which unit of x 1:1 Instruction x Coins and Bills x permanent product with length is most x Small Group Instruction x Calculator rubric appropriate in a x Community Based x Touch Money given situation. Instruction x Menu Math Summative: 2.5.8 Read a thermometer x Market Math x ISTAR in Fahrenheit. x Teaching Clock x Portfolio 2.5.9 Tell time to the nearest quarter hour, x Student Watches x Calendar be able to tell five- minute intervals, and x Daily Schedule know the difference x www.lessonlocator.org (Indiana between a.m. and Academic Standards based p.m. lesson plans and assessments) 2.5.10 Know relationships x www.unitedstreaming.com of time: seconds in a (online streaming videos – minute; minutes in requires a subscription) an hour; hours in a day; days in a week; and days, weeks, and months in a

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High School

year. 2.5.11 Find the duration of intervals of time in hours. 3.5.1 Measure line segments to the nearest half-inch. 3.5.6 Identify and measure capacity using quarts, gallons, and liters. 3.5.9 Tell time to the nearest minute and find how much time has elapsed. 3.5.10 Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts in decimal notation using the $ symbol. 4.5.1 Measure length to the nearest quarter- inch. 4.5.9 Add time intervals involving hours. 4.5.10 Determine the amount of change from a purchase with a calculator. 5.5.7 Add and subtract with money in decimal notation with a calculator.

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High School

6.5.1 Select tools to measure length, volume, weight, time, and temperature. 6.5.10 Add, subtract, multiply, and divide with money in decimal notation with a calculator.

Standard 6 Problem Solving Indicator(s): Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: Formative:

Summative

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Focus of Social Sciences within the Standards-Based Life Skills Curriculum

Students participating in the Standards-Based Life Skills Curriculum will acquire and demonstrate specific Social Science skills based on the Indiana Academic Standards and indicators in the areas of: x The Nature of Science and Technology x The Physical Setting x The Living Environment x History x Civics and Government x Geography x Individuals, Society and Culture

Early Childhood (Ages 3-5) x Hold a crayon or marker x Engage in pretend play x Activate simple machines or cause and effect toys x Investigate the physical surroundings x Cooperate with a routine x Look at picture books and listen to stories x Assist with daily needs x Help clean up after an activity with prompting x Demonstrate early play skills

Primary (Grades K-2) x Use the five senses x Use a variety of scientific tools x Follow classroom rules x Sequence recurring events x Work and play cooperatively with others x Help clean up after an activity

Intermediate (Grades 3-5) x Ask and answer questions about his/her world x Observe and describe properties of objects x Give examples of plants and animals x Identify the week, months of the year, seasons of the year x Determine what types of clothes to wear based on weather x Identify individuals who are important in individual’s life

Middle School (Grades 6-8) x Recognize that some materials can be used over again x Recognize that most living things need food, water and air x Identify and follow school rules x Use words related to location, direction and distance x Identify maps x Identify places in the local community

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High School (Grades 9+) x Use tools to observe, measure, design and build things x Discuss and describe examples of technology x Demonstrate that a variety of living things can be sorted into groups by various features x Explain that eating healthy foods and getting exercise and rest help people stay healthy x Explain that Indiana is one of 50 states in the United States x Identify directions on a map x Use community resources

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Early Childhood Social Sciences Level: Early Childhood (ages 3-5) Science Standard 1 The Nature of Science and Technology Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.3.6 Imitate adult facial x Developmentally Appropriate Formative: expressions and simple x Errorless teaching toys x ABLLS actions. with prompting. (e.g., x 1-on-1 instruction x Blocks x ISTAR color, sound, texture, shape). x small group x Kitchen play area x Daily data sheets B.3.8 Hold a crayon or marker x reinforcement x Playhouse x Anecdotal records and scribble. x cueing x dolls x Teacher Made B.3.9 Imitate something heard or x prompting x Vet/doctor kit Checklists seen earlier in the day x repeated practice x Preschool games x Product/performance (delayed imitation). x modeling x Finger plays assessed by rubrics, B.3.10 Engage in simple pretend x Snack foods rating scale play. x STAR (ProEd) B.3.14 Repeat an action after x Teethers/chewy tubes x Rain stick adult demonstrates it. Summative F.1.2 Interact with and explore a x Sounds Like Fun (CD) x ABLLS variety of objects, books, and x www.communicationsymbols x ISTAR materials. .com F.1.5 Use the five senses x www.picsearch.com x portfolio (touching, smelling, seeing, x www.icontalk.com hearing, tasting) to investigate x www.tinsnips.org the [school and community] x www.do2learn.com environments x www.help4teachers.com/tips. htm x www.dodea.edu/instruction/c urriculum/special- ed/pdf/autism guide.pdf

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Early Childhood

Science Standard 3 The Physical Setting Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.3.4 Investigate the physical x Sand/water table Formative: surroundings by digging in dirt, x Errorless teaching x Scoops, shovels, pails x ABLLS collecting rocks, recognizing x 1-on-1 instruction x Nature walks x ISTAR changes in weather. x small group x Weather/season books, kits x Daily data sheets x reinforcement x www.communicationsymbols x Anecdotal records x cueing .com x Teacher Made x prompting x www.picsearch.com Checklists x repeated practice x www.icontalk.com x Product/performance x modeling x www.tinsnips.org assessed by rubrics, x www.do2learn.com rating scale x www.help4teachers.com/tips x STAR (ProEd) .htm x www.dodea.edu/instruction/c Summative urriculum/special- x ABLLS ed/pdf/autism guide.pdf x ISTAR x portfolio x STAR (ProEd)

Science Standard 4 The Living Environment Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.2.1 Interact in social play (e.g., x Group games Formative: patty cake). x Errorless teaching x Finger plays x ABLLS B.2.2 Explore objects by x 1-on-1 instruction x Developmentally appropriate x ISTAR touching, shaking, banging, x small group toys x Daily data sheets and mouthing. x reinforcement x Building toys x Anecdotal records B.2.3 Show fear of falling off of a x cueing x Push/pull toys x Teacher Made

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Early Childhood high place. x prompting x Play workbench, tools Checklists B.2.4 Look for a toy that has x repeated practice x www.communicationsymbols. x Product/performance rolled out of sight. x modeling com assessed by rubrics, B.2.8 Activate simple machines x www.picsearch.com rating scale or cause and effect toys; take x www.icontalk.com x STAR (ProEd) toys apart. x www.tinsnips.org B.2.9 Push or pull objects while x www.do2learn.com Summative walking. x www.help4teachers.com/tips. x ABLLS B.2.15 With some guidance, use htm x ISTAR toys and tools safely and store x www.dodea.edu/instruction/c x portfolio them in the proper place urriculum/special- x STAR (ProEd) F.3.13 Sort things by one ed/pdf/autism guide.pdf attribute or characteristic.

Social Studies Standard 1 History Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.1.1 Cooperate with a routine. x Picture schedules Formative: B.1.2 Anticipate a sequence x Errorless teaching x Developmentally appropriate x ABLLS during daily activities. x 1-on-1 instruction books x ISTAR B.1.4 Listen to stories about x small group x Picture books x Daily data sheets people and places. x reinforcement x Circle time/class schedule x Anecdotal records B.1.6 Look at picture books. x cueing x Snack activities x Teacher Made B.1.9 Recognize the beginning of x prompting x www.communicationsymbols Checklists an event (e.g., come to table x repeated practice .com x Product/performance when food is placed there). x modeling x www.picsearch.com assessed by rubrics, F.1.6 Show anticipation through x www.icontalk.com rating scale appropriate behaviors for x www.tinsnips.org x STAR (ProEd) regularly scheduled school

events. x www.do2learn.com x www.help4teachers.com/tips Summative .htm x ABLLS x www.dodea.edu/instruction/c x ISTAR

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Early Childhood urriculum/special- x Portfolio ed/pdf/autism guide.pdf x STAR (ProEd)

Social Studies Standard 2 Civics and Government Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.2.1 Help feed themselves. x Snack activities Formative: B.2.2 Watch people. x Errorless teaching x Clean-up activities/storage x ABLLS B.2.4 Show interest in other x 1-on-1 instruction containers x ISTAR children. x small group x Washcloths, sponges, paper x Daily data sheets B.2.5 Communicates “no.” x reinforcement towels x Anecdotal records B.2.6 Assist with daily needs x cueing x Picture schedules x Teacher Made (washing hands, toileting, x prompting x Visual supports Checklists brushing teeth). x repeated practice x BoardMaker schedules x Product/performance B.2.7 Assist with simple chores x modeling x Baby Babble CD assessed by rubrics, on a daily basis. x Bumble Bee videos rating scale B.2.9 Develop the process of x www.communicationsymbols x STAR (ProEd) “play” from playing alone to .com playing alongside, then playing Summative with someone else. x www.picsearch.com x ABLLS B.2.10 Follow simple directions x www.icontalk.com x ISTAR with prompts. x www.tinsnips.org B.2.14 Push away something not x www.do2learn.com x portfolio wanted. x www.help4teachers.com/tips x STAR (ProEd) F.2.2 Follow simple directions. .htm F.2.3 Complete basic x www.dodea.edu/instruction/c responsibilities related to daily urriculum/special- needs with assistance. ed/pdf/autism guide.pdf F.2.12 Show self-control by Ǧ ͹ʹ

Early Childhood following rules in different places with prompting. F.2.13 Start sharing some objects with others.

Social Studies Standard 3 Geography Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.3.1 Use sight, sound, taste, x Mr. Potato Head Formative: touch, and smell to explore x Errorless teaching x Dolls, stuffed animals, & x ABLLS their own world. x 1-on-1 instruction accessories x ISTAR B.3.3 Follow simple directions. x small group x Family-living area x Daily data sheets B.3.7 Locate eyes, ears, or nose x reinforcement x Storage containers x Anecdotal records when asked. x cueing x Classroom “jobs” x Teacher Made B.3.10 Finds ways to maneuver x prompting x www.communicationsymbols. Checklists around an obstacle that is in x repeated practice com x Product/performance the way of obtaining something x modeling x www.picsearch.com assessed by rubrics, desired x www.icontalk.com rating scale B.3.13 Explore things with x www.tinsnips.org x STAR (ProEd) mouth, hands, fingers, and x www.do2learn.com toes. Summative B.3.31 Pretend to take care of a x www.help4teachers.com/tips. x ABLLS doll by feeding and other htm x ISTAR activities. x www.dodea.edu/instruction/c B.3.35 Place trash in the urriculum/special- x portfolio wastebasket. ed/pdf/autism guide.pdf x STAR (ProEd) B.3.36 Help clean up after doing an activity with prompting. B.3.37 Help with routines that keep the classroom neat.

Social Studies Standard 5 Individuals, Society, and Culture

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Early Childhood Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.5.3 Take turns in interactions Developmentally appropriate toys Formative: with others. x Errorless teaching x Blocks x ABLLS B.5.4 Share belongings with x 1-on-1 instruction x Play kitchen area x ISTAR others. x small group x Playhouse x Daily data sheets B.5.6 Engage in parallel play x reinforcement x dollhouse x Anecdotal records with others. x cueing x Dolls, stuffed animals & x Teacher Made B.5.9 Demonstrate early x prompting accessories Checklists pretending with objects. x repeated practice x Group games x Product/performance B.5.10 Use words to express x modeling x Digital pictures assessed by rubrics, immediate family x www.communicationsymbols rating scale relationships, such as mother .com father, brother, or sister. x www.picsearch.com Summative x www.icontalk.com x ABLLS x www.tinsnips.org x ISTAR x www.do2learn.com x portfolio x www.help4teachers.com/tips .htm x www.dodea.edu/instruction/c urriculum/special- ed/pdf/autism guide.pdf

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Primary

Social Sciences Level: Primary (grades K-2) Science Standard 1 The Nature of Science and Technology Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.1.5 Use the five senses x Read and Understand Science Formative: (touching, smelling, seeing, x Community-based (Evan-Moor) x Teacher observation hearing, tasting) to investigate instruction x I Can Make It! I Can Read It! (teacher-made the environment and to gather x Hands-on experimentation (The Educational Center) checklists) information. x Cooking activities x Learning About Weather (Evan- x ISTAR F.1.6 Use a variety of “scientific x Circle Time Weather Moor) tools” (e.g., balance scales, Activities x Monthly Activity Booklets: Summative: magnifying glasses, measuring x 1:1 instruction Science and Social Studies x ISTAR cups, food coloring) with x small group instruction (Continental Press) assistance to investigate the x reinforcement x Everyday Math Weather Chart environment and to gather x cueing information. x prompting F.1.9 Answer questions about his world. x repeated practice

Science Standard 3 The Physical Setting Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x Read and Understand Science Formative: F.3.7 Identify and/or make x Community-based instruction (Evan-Moor) x Teacher observation comments about the sun, x Hands-on experimentation x I Can Make It! I Can Read It! (teacher-made stars, planets, and clouds and x Cooking activities (The Educational Center) checklists) moon. x Circle Time Weather Activities x Learning About Weather x ISTAR x 1:1 instruction (Evan-Moor) x small group instruction x Monthly Activity Booklets: Summative: x reinforcement Science and Social Stories x ISTAR x cueing, prompting (Continental Press) Ǧ ͹ͷ

Primary

x repeated practice x Everyday Math Weather Chart

Science Standard 4 The Living Environment Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.3.9 Observe and explore a x Read and Understand Formative: variety of live plants and x Community-based Instruction Science (Evan-Moor) x Teacher observation animals. x 1:1 instruction x I Can Make It! I Can Read It! (teacher-made F.3.10 Take care of familiar plants x small group instruction (The Educational Center) checklists) and animals with assistance. x reinforcement x Learning About Weather x Task analysis F.3.13a Sort things by two x cueing (Evan-Moor) x ISTAR attributes or characteristics. x prompting x Monthly Activity Booklets: x repeated practice Science and Social Stories Summative: (Continental Press) x ISTAR x Manipulatives

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

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Primary

Social Studies Standard 2 Civics and Government Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.2.7 Perform simple chores on a x Social Stories (Carol Gray, Formative: daily basis. x Community-based etc.) x Task analysis B.2.12 Listen to stories about instruction x Library Books x Teacher observation helping. x Classroom/school jobs x PCI Indiana History Book (teacher-made F.2.16 Identify the U.S. flag. x 1:1 instruction x United States puzzles checklists) K.2.2 Follow rules in the x small group instruction x Picture prompting systems x ISTAR classroom and school with x reinforcement x Following directions (Frank prompts. x cueing Shaffer) Summative: x prompting x ISTAR x repeated practice

Social Studies Standard 3 Geography Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.3.7 Name and locate eyes, ears, x Look, Listen and Speak for Formative: or nose when asked. x 1:1 instruction Home (Evan-Moor) x Teacher observation F.3.6 Point out and name various x small group instruction x Mr. Potato Head (teacher-made rooms in the house. x reinforcement x Dollhouse checklists) F.3.36 Help clean up after doing x cueing x Picture prompting system x ISTAR an activity. x prompting x Educational CDs (with songs x Task analysis x repeated practice like “Head, shoulders, knees and toes”) Summative: x ISTAR

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Primary

Social Studies Standard 5 Individuals, Society, and Culture Indicators: Best Practice Instructional Strategies: Possible Materials and Resources: Possible Assessment Tools: Teacher Notes:

B.5.6 Work and play x Peer programs (e.g. special x Social Stories (Carol Gray, Formative: cooperatively with others. friends) etc.) x Teacher observation B.5.15 Say please and thank x Following directions (Frank (teacher-made you. Shaffer) checklists) F.5. Distinguish between adults x ISTAR and children. Summative: x ISTAR

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Intermediate

Social Sciences Level: Intermediate (grades 3-5) Science Standard 1 The Nature of Science and Technology Indicators: Best Practice Instructional Strategies: Possible Materials and Resources: Possible Assessment Tools: Teacher Notes:

F.1.3 Observe and describe x Community-based instruction x Picture cards Formative: properties of objects. x 1:1 instruction x Read and Understand x ISTAR F.1.9 Ask and answer x small group instruction Science (Evan-Moor) x Teacher made questions about his world. x reinforcement x I Can Make It! I Can Read checklists 1.1.4 Use tools, such as x cueing It! (The Educational x Teacher Observations measuring cups and x prompting Center) magnifiers, to investigate the x repeated practice x Learning About Weather world and make (Evan-Moor) Summative observations. x Monthly Activity Booklets: x ISTAR Science and Social Studies (Continental Press) x Everyday Math Weather Chart

Science Standard 3 The Physical Setting Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Formative: F.3.6 Describe differences and x Read and Understand x ISTAR similarities in various physical x Community-based Science (Evan-Moor) x Teacher made environments. instruction x I Can Make It! I Can Read checklists F.3.7Answer questions and/or x 1:1 instruction It! (The Educational x Teacher Observations make comments about the x small group instruction Center) sun, stars, planets, and clouds x reinforcement x Learning About Weather and moon. x cueing (Evan-Moor) Summative K.3.2 Demonstrate x prompting x Monthly Activity Booklets: x ISTAR

HBMSSC Standards-based Life Skills Curriculum ͹ͻ Intermediate

awareness]that things move in x repeated practice Science and Social different ways, such as fast, Stories (Continental slow, etc. Press) x Everyday Math Weather Chart

Science Standard 4 The Living Environment Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: F.3.10 Take care of familiar Strategies: x Read and Understand plants and animals. x Community-based Science (Evan-Moor) Formative: F.3.13 Participate in activities instruction x I Can Make It! I Can Read x ISTAR related to preserving their x 1:1 instruction It! (The Educational x Teacher made environment. x small group instruction Center) checklists K.4.1 Give examples of plants x reinforcement x Learning About Weather x Teacher Observations and animals. x cueing (Evan-Moor) K.4.2 Observe plants and x prompting x Monthly Activity Booklets: Summative animals, describing how they x repeated practice Science and Social x ISTAR are alike and how they are Stories (Continental different in the way they look Press) and in the things they do. x Manipulatives, GrowLights

HBMSSC Standards-based Life Skills Curriculum ͺͲ Intermediate

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

Social Studies Standard 2 Civics and Government Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.2.6 Tell the consequences of x Social Stories (Carol Formative: not following rules. Community-based instruction Gray, etc.) x ISTAR F.2.11 Identify and follow -1:1 instruction x Picture prompting x Teacher made different rules in different -small group instruction systems checklists places (e.g., school rules may -reinforcement x Following directions x Teacher Observations be different from home). -cueing (Frank Shaffer) K.2.2 Follow rules in the -prompting Summative classroom and school and -repeated practice x ISTAR provide reasons for the specific rules with prompts.

HBMSSC Standards-based Life Skills Curriculum ͺͳ Intermediate

Social Studies Standard 3 Geography Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.3.4 Identify familiar places (e.g., Formative: home, store, grandparent’s x Community-based x ISTAR house). instruction x Teacher made 3.20 Match objects to the location x 1:1 instruction checklists they belong (e.g., bed in the x small group instruction x Teacher Observations bedroom, tree in the forest). x reinforcement F.3.21 Determine what type of x cueing Summative clothing to wear based on the x prompting x ISTAR weather. x repeated practice F.3.22 Identify seasons by x Circle Time temperature or other

characteristics (e.g., snow, leaves changing). F.3.30 Identify members of the family and their roles [relationship to the student]. F.3.37 Help with class routines that keep the classroom clean. F.3.38 Help adults with recycling empty containers at school.

HBMSSC Standards-based Life Skills Curriculum ͺʹ Intermediate

Social Studies Standard 5 Individuals, Society, and Culture Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: F.5.2 Identify own gender and Formative: that of others. x Community-based x ISTAR F.5.6 Indicate that different instruction x Teacher made checklists families live in different x 1:1 instruction x Teacher Observations housing. x small group instruction K.5.2 Identify individuals who are x reinforcement Summative important in students’ lives — x cueing x ISTAR such as parents, grandparents, x prompting guardians, and teachers. x repeated practice

HBMSSC Standards-based Life Skills Curriculum ͺ͵ Middle School

Social Sciences Level: Middle School (grades 6-8) Science Standard 1 The Nature of Science and Technology Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x Plants. A Learning Works 1.1.3 Recognize that and x Mini-Unit Grade 1-4 Formative: demonstrate how people can These are strategies for all x www.schoolexpress.com x Observation with learn much about plants and indicators x 101 great science anecdotal records animals by observing them Experiments: A step by step x Teacher made closely over a period of time. x Errorless Teaching guide DK Publishing checklists x Science Enrichment: 100 Recognize also that care x 1-on-1 instruction must be taken to know the Reproducible Activities Grade x Small group 1-2. Instructional Fair Summative: needs of living things and x Reinforcement x The Complete Book of Science x ISTAR how to provide for them. x Cueing American Education Publishing x Portfolio 2.1.1 Manipulate an object to x Prompting Grades 1-2 gain additional information x Repeated practice x Science. Burdett & Ginn about it. x Modeling x Science for Early Grades. 2.1.2 Use tools — such as Carson-Dellosa Publishing. thermometers, magnifiers, Grade K-2 rulers, or measuring cups— x Science. Frank Shaffer to gain more information Grade 1-2 about objects. 2.1.2 Measurement. Remedia 2.1.7 Recognize ways that Grades 1-2 some materials — such as x Measurement. Continental recycled paper, cans, and Press Books A,B,C plastic jugs — can be used x Using the Standards over again. Measurement. Frank 3.1.7 Recognize that an Shaffer Publications – Gr. K invention can be used in 2.17 Our Environment: Thematic different ways, such as a Unit. radio being used to get x Teacher Created Materials. information and for Primary entertainment. x Environment: Curriculum Based Hands on Activities. Ǧ ͺͶ

Middle School

x The Mailbox. Grades 1-3

Science Standard 3 The Physical Setting Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 2.3.2 Investigate weather x See above resources Formative: changes from day to day but These are strategies for all x Television News x Observation with recognize, describe, and chart indicators anecdotal records that the temperature and x Teacher made amounts of rain or snow tend x Errorless Teaching checklists to be high, medium, or low in x 1-on-1 instruction the same months every year. x Small group Summative: 2.3.5 Investigate that things can x Reinforcement x ISTAR be done to materials — such x Cueing x Portfolio as freezing, mixing, cutting, x Prompting heating, or wetting — to x Repeated practice change some of their x Modeling properties. Observe that not all

materials respond in the same

way. 3.3.3 Observe and describe that the sun can be seen only in the daytime. 3.3.6 Describe ways human beings protect themselves from adverse weather conditions. 5.3.5 Observe that clouds and fog are made of tiny droplets of water.

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Middle School

Science Standard 4 The Living Environment Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Formative: 1.4.4 Recognize] that most living x See above resources x Observation with things need water, food, and These are strategies for all anecdotal records air. indicators x Teacher made 3.4.8 Recognize that some things checklists people take into their bodies x Errorless Teaching Summative: from the environment can hurt x 1-on-1 instruction x ISTAR them and identify examples of x Small group x Portfolio such things. x Reinforcement x Cueing x Prompting x Repeated practice x Modeling

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Middle School

Social Studies Standard 1 History Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: K.1.4 Identify and order events Strategies: Resources: Formative: that take place in a sequence. These are strategies for all x See above resources x Observation with 1.1.3 Identify American songs and indicators anecdotal records symbols. x Errorless Teaching x Teacher made checklists 1.1.5 Identify people and events x 1-on-1 instruction Summative: observed in national x Small group x ISTAR celebrations and holidays. x Reinforcement x Portfolio x Cueing x Prompting x Repeated practice x Modeling

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Middle School

Social Studies Standard 2 Civics and Government Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: Formative: F.2.17 Identify the current x Observation with President. anecdotal records K.2.5 Identify and follow school x Teacher made checklists rules to ensure order and Summative: safety. x ISTAR 1.2.1 Give examples of people x Portfolio who have the authority* to make and enforce rules. 1.2.3 Identify examples of rules and laws.

Social Studies Standard 3 Geography Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: F.3.37 Help with and class routines Strategies: Resources: Formative: that keep the classroom x Observation with clean and safe. anecdotal records K.3.1 Use words related to x Teacher made location, direction, and distance, checklists including here/there, over/under, left/right, and up/down. Summative: K.3.2 Identify maps as ways of x ISTAR representing Earth and identify x Portfolio map symbols for land and water. 1.3.5 Identify the effect of seasonal changes on plants, animals, and people. 2.3.3 Locate the local community and the United States on maps. 2.3.4 ID places that are nearby or

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Middle School

related to the local community.

Social Studies Standard 5 Individuals, Society, and Culture Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: Formative: 1.5.1 Identify one’s own individual x Observation with talents, interests, and hobbies, anecdotal records as well as the talents and x Teacher made checklists interests of others. Summative: 1.5.5 Compare similarities and x ISTAR differences in customs, foods, x Portfolio play, recreation, and celebrations of families in the community. 5.5.1 Describe basic needs that individuals have in order to survive — such as the need for food, water, shelter, and safety.

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High School

Social Sciences Level: High School (grade 9-transition to adulthood) Science Standard 1 The Nature of Science and Technology Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 2.1.3 Describe objects as x www.unitedstreaming.com Formative: accurately as possible and x 1:1 instruction (online streaming videos – x anecdotal records compare observations with x Small Group Instruction requires a subscription) x teacher checklists those of other people. x Visual Aids x www.lessonlocator.org x permanent 2.1.6 Use tools to investigate, x Reinforcement (Indiana Academic products with rubric observe, measure, design, x Cueing Standards based lesson and build things. x Prompting plans and assessments) Summative 3.1.6 Give examples of how x Repeated Practice x www.marcopolo- x ISTAR tools, such as automobiles, x Community Based education.org Verizon x Indiana Academic computers, and electric Instruction Thinkfinity Lesson Plans Standards Based motors, have affected the way x Hands On Activities x Read and Understand Classroom we live. Science Activities Grades K- Assessments 3.1.8 Describe how discarded 5 (Evan Moor Publishing) x Portfolio products contribute to the x http://www.educationworld.c problem of waste disposal om/ and that recycling can help solve this problem. 4.1.7 Discuss and give examples of how technology, such as computers and medicines, has improved the lives of many people.

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High School

Science Standard 3 The Physical Setting Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 1.3.4 Investigate by observing x www.unitedstreaming.com Formative: and then describe how things x 1:1 instruction (online streaming videos – x anecdotal records move in many different ways, x Small Group Instruction requires a subscription) x teacher checklist such as straight, zigzag, x Visual Aids x www.lessonlocator.org x permanent products with round-and-round, and back- x Reinforcement (Indiana Academic Standards rubric and-forth. x Cueing based lesson plans and Summative 2.3.1 Investigate by observing x Prompting assessments) x ISTAR and then describe that some x Repeated Practice x www.marcopolo- x Indiana Academic events in nature have a x Community Based education.org Verizon Standards Based repeating pattern, such as Instruction Thinkfinity Lesson Plans Classroom seasons, day and night. x Hands On Activities x Read and Understand Assessments 2.3.2 Investigate, compare, and Science Activities Grades K-5 x Portfolio describe weather changes (Evan Moor Publishing) from day to day but x http://www.educationworld.co recognize, describe, and m/ chart the temperature. x www.weather.com 2.3.6 Discuss how people use electricity or burn fuels, such x http://www.education.noaa.go as wood, oil, coal, or natural v/tweather.html gas, to cook their food and x http://www.weather.gov/om/e warm their houses. duc/educ2.shtml

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High School

Science Standard 4 The Living Environment Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: 2.4.6 Observe and describe the Strategies: different external features of x www.unitedstreaming.com Formative: people, such as size, shape, x 1:1 instruction (online streaming videos – x anecdotal records and color of hair, skin, and x Small Group Instruction requires a subscription) x teacher checklists eyes. x Visual Aids x www.lessonlocator.org x permanent products 3.4.1 Demonstrate that a great x Reinforcement (Indiana Academic Standards with rubric variety of living things can be x Cueing based lesson plans and sorted into groups in many x Prompting assessments) Summative ways using various features, x Repeated Practice x www.marcopolo- x ISTAR such as how they look, where x Community Based education.org Verizon x Indiana Academic they live, and how they act, to Instruction Thinkfinity Lesson Plans Standards Based decide which belongs to x Read and Understand Science Classroom which group. x Hands On Activities Activities Grades K-5 (Evan Assessments 3.4.6 Explain that people need Moor Publishing) x Portfolio water, food, air, waste x http://www.educationworld.co removal, and a range of m/ temperatures, as other animals do. 3.4.7 Explain that eating a variety of healthful foods and getting enough exercise and rest help people stay healthy. 3.4.9 Explain that some diseases are caused by germs and some are not. Note that diseases caused by germs may be spread to other people. Understand that washing hands with soap and water reduces the germs that can get into the body or that can be passed to other people.

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High School

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

Social Studies Standard 2 Civics and Government Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Formative: 1.2.4 Identify why rules and x 1:1 instruction x www.unitedstreaming.com x anecdotal records laws exist and describe the x Small Group Instruction (online streaming videos – x teacher checklists consequences of not having x Visual Aids requires a subscription) x permanent products rules and laws. x Reinforcement x www.lessonlocator.org (Indiana with rubric 2.2.1 Discuss the rights and x Cueing Academic Standards based Summative: responsibilities of citizens in x Prompting lesson plans and assessments) x ISTAR the school and the x Repeated Practice x www.marcopolo-education.org x Indiana Academic community. x Community Based Verizon Thinkfinity Lesson Standards Based 2.2.3 Identify community Instruction Plans Classroom leaders, such as the city x Hands On Activities x http://www.educationworld.com/ Assessments council or town board. x Portfolio Ǧ ͻ͵

High School

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

Social Studies Standard 3 Geography Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 1.3.1 Explain the basic x www.unitedstreaming.com Formative: difference between a map* x 1:1 instruction (online streaming videos – x anecdotal records and a globe*. x Small Group Instruction requires a subscription) x teacher checklists 1.3.2 Identify the cardinal x Visual Aids x www.lessonlocator.org (Indiana x permanent products directions (north, south, east, x Reinforcement Academic Standards based with rubric west) on maps and globes. x Cueing lesson plans and assessments) 2.3.1 Use cardinal* and x Prompting x www.marcopolo-education.org Summative: intermediate directions* to x Repeated Practice Verizon Thinkfinity Lesson Plans x ISTAR locate places on maps and x Community Based x www.educationworld.com x Indiana Academic places in the classroom, Instruction x http://www.mapquest.com/ Standards Based school, and community. x Hands On Activities x Google Maps Classroom 2.3.5 Identify map symbols for x Google Earth (download at Assessments land and water forms and Google.com) x Portfolio give examples of these x AAA Maps physical features in the local x http://www.sheppardsoftware.co Ǧ ͻͶ

High School

community. m/states_experiment_drag- 2.3.6 Identify map symbols of drop_oneState15s_500.html cultural or human features — (placing the states on the map such as roads, highways, and game) cities — and give examples x http://www.rochedalss.eq.edu.au from the local region. /mapp.htm (Pirate Treasure Hunt 4.3.4 Locate Indiana on a map Game to reinforce cardinal of the United States; indicate Directions) the state capital, major cities. x http://www.nationalgeographic.co m/xpeditions/ National Geographic Expeditions website

Social Studies Standard 5 Individuals, Society, and Culture Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 3.5.5 Use community resources x www.unitedstreaming.com (online Formative: — such as museums, x 1:1 instruction streaming videos – requires a x anecdotal records libraries, historic buildings, x Small Group Instruction subscription) x teacher checklists and other landmarks — to x Visual Aids x www.lessonlocator.org (Indiana x permanent products gather information about the x Reinforcement Academic Standards based with rubric community. x Cueing lesson plans and assessments) x Prompting x www.marcopolo-education.org Summative x Repeated Practice Verizon Thinkfinity Lesson Plans x ISTAR x Community Based x http://www.educationworld.com/ x Indiana Academic Instruction Standards Based x Hands On Activities Classroom Assessments x Portfolio

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Focus of Social Skills within the Standards-Based Life Skills Curriculum

Students participating in the Standards-Based Life Skills Curriculum will acquire and demonstrate specific social skills based on the Indiana Academic Standards and indicators in the areas of:

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

Early Childhood (Ages 3-5) x Interact during games x Use spatial relationships with objects x Imitate x Understand cause and effect x Use adults as resources x Follow rules for games x Use basic rhythmic movements x Play cooperatively

Primary (Grades K-2) x Express feelings of self x Appropriately respond to others x Have an awareness of safety x Work cooperatively x Working independently x Develop positive attitude towards self

Intermediate (Grades 3-5) x Develop self confidence x Express feelings x Use coping strategies x Use listening skills x Use refusal skills x Problem solve and conflict resolve x Follow directions and rules x Respect others

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Middle School (Grades 6-8) x Demonstrate coping strategies x Seek help x Become a responsible person x Express feelings x Use listening skills x Resolve conflicts positively x Use decision making process x Set personal goals x Follow rules and directions x Help others

High School (Grades 9+) x Manage stress, anger and feelings x Resolve threatening or unhealthy situations x Demonstrate respect of self and others x Demonstrate healthy ways to express wants and needs x Listen and communicate x Use decision making skills x Set personal goals x Follow directions x Respect people and equipment x Demonstrate positive attitude towards self and others

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Early Childhood

Social Skills Level: Early Childhood (ages 3-5) Health Standard 3 Students will demonstrate the ability to apply self-management skills Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Teacher Notes: Strategies: Tools: PE and Health B.1.10 Imitate, x Songs follow, and enjoy adult x 1-on-1 instruction x Play musical instruments Formative: interactions during games x small group x Finger-plays x ISTAR (e.g., peek-a-boo, pat-a-cake, x reinforcement x Developmentally appropriate toys x Daily data sheets moving to music/dancing) x cueing x Playground equipment x Anecdotal records PE and Health B.3.5 Display x prompting x Hula hoops x Teacher Made protective responses x repeated practice x Parachute Checklist PE and Health F.2.1 Identify x modeling x Super Duper Publications x STAR (ProEd) and use a variety of spatial x Discovery Toys relationships with objects Summative: (e.g., the child will move self x Scholastic Books x www.communicationsymbols.com x ISTAR and/or an object over, under, x ABLLS beside, and through as x www.picsearch.com x Video portfolio directed by an adult) x www.icontalk.com x STAR (ProEd) x www.tinsnips.org x www.do2learn.com x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curricul um/special-ed/pdf/autism guide.pdf

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Early Childhood

Health Standard 6 Students will demonstrate the ability to implement decision-making and goal setting

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Early Childhood

Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Teacher Notes: Strategies: Tools: PE and Health B.1.7 Adjust x Developmentally appropriate toys reach to different distances x 1-on-1 instruction x Cause/effect toys Formative: PE and Health B.2.6 Show x small group x Switch-activated toys x ISTAR interest in cause and effect. x reinforcement x Manipulatives x Daily data sheets PE and Health B.3.13 Use x cueing x Super Duper Publications x Anecdotal records adults as resources x prompting x Discovery Toys x Teacher Made x repeated practice x Scholastic Books Checklists x modeling x www.communicationsymbols.com x STAR (ProEd) x errorless learning x www.picsearch.com x Visual schedules x www.icontalk.com Summative: x www.tinsnips.org x ISTAR x www.do2learn.com x ABLLS x www.help4teachers.com/tips.htm x Video portfolio x www.dodea.edu/instruction/curriculu x STAR (ProEd) m/special_ed/index.htm

Physical Education Standard 5 Demonstrates responsible personal and social behavior Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Teacher Notes: PE and Health F.1.4 Strategies: Tools: Perform basic rhythmical x Songs Formative: skills alone and/or with a x 1-on-1 instruction x Play musical instruments x ISTAR partner (e.g., the child x small group x group games – Who Took x Daily data sheets marches and dances to music x reinforcement theCookies?; Doggy Doggy Where’s x Anecdotal records or rhythmical sounds in free x cueing Your Bone?; Musical Chairs x Teacher Made form or with simple adult x prompting x CDs Checklists directions) x repeated practice x Videos x STAR (ProEd) PE and Health F.2.3 Follow x modeling x Games rules for simple games and x errorless learning x Super Duper Publications activities x visual schedules x Discovery Toys Ǧ ͳͲͳ

Early Childhood

x Scholastic Books Summative: x www.communicationsymbols.com x ISTAR x www.picsearch.com x ABLLS x www.icontalk.com x Video portfolio x www.tinsnips.org x STAR (ProEd) x www.do2learn.com x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curriculu m/special_ed/index.htm

Physical Education Standard 6 Demonstrates understanding and respect for differences among people Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Teacher Notes: Strategies: Tools: PE and Health B.1.3 Become x Group games – Who Took the aware of themselves as x 1-on-1 instruction Cookies?; Doggy Doggy Where’s Formative: separate from others x small group Your Bone?; x ISTAR PE and Health F.5.1 Take turns x reinforcement x Developmentally appropriate toys x Daily data sheets during activities x cueing x Snack time x Anecdotal records PE and Health F.5.2 Help x prompting x Super Duper Publications x Teacher Made others during activities. x repeated practice x Discovery Toys Checklists PE and Health F.5.4 Play x modeling x Scholastic Books x STAR (ProEd) cooperatively with others x errorless learning x www.communicationsymbols.com during activities. x visual schedules x www.picsearch.com Summative: PE and Health F.5.5 Treat x www.icontalk.com x ISTAR others with respect during x ABLLS physical activities. x www.tinsnips.org x Video portfolio PE and Health F.5.6 Resolve x www.do2learn.com x STAR (ProEd) conflicts in socially acceptable x www.help4teachers.com/tips.htm

ways with adult support. x www.dodea.edu/instruction/curriculu m/special_ed/index.htm

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Primary

Social Skills Level: Primary (grades K-2) Health Standard 3 Students will demonstrate the ability to apply self-management skills Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: PE and Health F.3.2 Indicate Strategies: enjoying activities. x Social Stories (Carol Gray) Formative: PE and Health F.3.3 Express x 1:1 instruction x The Social Skills Picture x Teacher observation both positive and negative x small group instruction Book (Jed Baker) (teacher-made feelings. x reinforcement checklists) x cueing x ISTAR x repeated practice x prompting Summative: x peer modeling x ISTAR x Circle Time

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Primary

Health Standard 6 Students will demonstrate the ability to implement decision-making and goal setting Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: PE and Health B.1.11 Show x My School Day Social Skill Formative: understanding of cause and x 1:1 instruction Builder x Teacher observation effect x small group instruction x Social Stories (Carol Gray) (teacher-made and Health B.3.4 Combine discrete x reinforcement x Autism and PDD Social checklists) skills through repetition and x cueing Skills Lessons x ISTAR practice. x repeated practice x Survival Signs PE and Health B.3.12 x prompting x Survival Signs Bingo Summative: Demonstrates awareness of x peer modeling Game---PCI x ISTAR rules for safety. x community-based

instruction

Physical Education Standard 5 Demonstrates responsible personal and social behavior Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: PE K.5.2 Works cooperatively with x Turn –Taking by RJ Formative: others students regardless of x 1:1 instruction Cooper x Teacher observation personal differences. x small group instruction x Know the Code: Social (teacher-made x reinforcement Skills Card Game checklists) x cueing (Attainment Co, Inc ) x ISTAR x repeated practice x Social Stories x prompting Summative: x peer modeling x ISTAR x Circle Time

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Primary

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Intermediate

Social Skills Level: Intermediate (grades 3-5) Health Standard 3 Students will demonstrate the ability to apply self-management skills Indicator(s): Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: PE and Health F.3.1 Exhibit self- Formative: confidence while participating x 1:1 instruction x Autism and PDD Social x Teacher observation in activities. x small group instruction Skills Lesson Books (teacher made) PE and Health F.3.3 Express x reinforcement (Home, School, x ISTAR both positive and negative x cueing Community ) feelings appropriately. x repeated practice x Social Stories (Carol Summative: Health K.3.2 Demonstrate how x prompting Gray) x ISTAR to apply coping strategies x peer modeling x Early Childhood when feeling anxious, upset, x Circle Time Skillstreaming angry, too excited, or out of x Photo Feelings Fun Deck control. Example: Demonstrates how to tell a friend or trusted adult their feelings when upset.

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Intermediate

help in a positive and polite x peer modeling x The Social Skills Picture manner. x Circle Time Book (Jed Baker) Health K.5.5 Demonstrate x Role -Play attentive listening skills to build and maintain healthy relationships. Example: Demonstrates how to not interrupt or talk when someone else is talking. Health K.5.6 Demonstrate appropriate refusal skills to enhance health. Examples: Demonstrates how to firmly say no and tell a trusted adult to avoid pressure to play with matches.

Health Standard 6 Students will demonstrate the ability to implement decision-making and goal setting Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: PE and Health F.2.5 Identify Formative: and solve problems through x 1:1 instruction x Community Skills game x Teacher observation active explorations. x small group instruction (teacher made) x reinforcement x ISTAR x cueing x repeated practice Summative: x prompting x ISTAR x peer modeling x Circle Time

Physical Education Standard 5 Demonstrates responsible personal and social behavior

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Intermediate

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

Physical Education Standard 6 Demonstrates understanding and respect for differences among people Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: PE K.6.3 Treat playmates with x Turn –Taking by RJ Formative: respect. Example: Choose a x 1:1 instruction Cooper x Teacher observation variety of partners without x small group instruction x Know the Code: Social (teacher made) arguing. Offer support and/or x reinforcement Skills Card Game x ISTAR assistance to classmates. x cueing (Attainment Co, Inc PE K.6.4 Resolve conflicts in x repeated practice x The Social Skills Picture Summative: socially accepted ways. x prompting Book (Jed Baker) x ISTAR Example: Is able to decide x peer modeling x Role -Play who goes first during play. x Circle Time Recognize appropriate penalties for rules infractions.

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Middle School

Social Skills Level: Middle School (grades 6-8) Health Standard 3 Students will demonstrate the ability to apply self-management skills Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Health 1.3.2 Demonstrate how x The following materials and Formative: to apply coping strategies x Peer and teacher resources have sections for all x Street Survival Skills when feeling anxious, upset, modeling of the social skills standards Questionnaire (SSSQ) angry, too excited, or out of x Errorless Teaching x Thinking, Feeling and x Teacher created control. Example: x 1-on-1 instruction Behaving: An emotional assessments Demonstrates the ability to x Small group Education Curriculum for x Observation with identify angry feelings, calm x Reinforcement Children Grades 1-6, Ann anecdotal records down, and use healthy x Cueing Vernon strategies such as talking with x Prompting x The Tough Kid Social Skills Summative: a friend or trusted adult and x Repeated practice Book, Rhode, Jenson & x ISTAR engaging in stress-releasing x Modeling Reavis activity to communicate and x Skillstreaming: The cope with feelings of anger. Elementary School Child, Health 1.3.3 Demonstrate ways McGinnis and Goldstein to avoid and seek help in x The Incredible 5- Point Scale, threatening situations. Buron and Curtis, AAPC Example: Demonstrates how x Room 28: A social Lnaguage to avoid fights with bullies by Program by LoGiudice and saying no, walking away, and McConnell telling a trusted adult. x That’s Life: Social Language by McConnell and LoGiudice

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Middle School

Health Standard 5 Students will demonstrate the ability to utilize interpersonal communication skills using student mode of communication Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Health K.5.2 Identify x Peer and teacher Formative: characteristics needed to be a modeling x Social Skills Strategies: Street Survival Skills responsible friend and family x Errorless Teaching Book A and B by Gajweski, Questionnaire (SSSQ) member. Example: Describes x 1-on-1 instruction Hirn, Mayo x Teacher created a responsible friend and x Small group assessments family member as a person x Reinforcement x Social Skills Lessons and x Observation with who helps, shares, and x Cueing Activities by Ruth Begun anecdotal records listens. x Prompting x Games: A That’s Life Game: Health K.5.4 Demonstrate ways x Repeated practice What’s up? LoGiudice and Summative: to communicate care, x Modeling McConnell, Lingui Systems x ISTAR consideration, and respect of x The Ungame: Kids version self and others. Example: x The Nonverbal Language Demonstrates how to express Kit, by LoGiudice and concern for a friend or family Warner, Lingui Systems member who has been hurt or x Life Skills Games by PCI: has a problem. x All About You #4 Health 1.5.1 Distinguish between x Behavior skills #8 verbal and nonverbal x Social Skills #12 communication. Example: Distinguishes between the x Recommended catalogs: use of words and the use of x Lingui Systems gestures, facial expressions, x Super Duper and tone of voice to x PCI communicate wants, needs, x Transition and Autism and feelings. Library at TCEC Health 1.5.3 Demonstrate healthy ways to express x General Ed Health Class needs, wants, and feelings including I messages and assertive communication

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Middle School

strategies. Example: Demonstrates how to say what one wants in a positive and polite manner. Health 1.5.5 Demonstrate attentive listening skills to build and maintain healthy relationships. Example: Demonstrates attentive listening skills by showing how to pay attention, not interrupt, and not talk when someone else is talking. Health 1.5.6 Demonstrate refusal skills to enhance health. Example: Demonstrates how to say no, state a reason, suggest an alternative, say no again, walk away, and get help to avoid pressure to use a medicine without the help of a trusted adult. Health 1.5.7 Demonstrate positive ways to resolve conflicts. Example: Demonstrates how to resolve a conflict by showing how to stay calm, work with an adult to identify choices to resolve the conflict, and agree on a choice that is fair for both persons.

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Middle School

Health Standard 6 Students will demonstrate the ability to implement decision-making and goal setting Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Health 5.6.1 Demonstrate the x Peer and teacher Formative: Street Survival Skills ability to apply a decision- modeling Questionnaire (SSSQ) making process to health x Errorless Teaching x Teacher created issues and problems x 1-on-1 instruction assessments individually and collaboratively. x Small group x Observation with Example: Demonstrates the x Reinforcement anecdotal records ability to work with others to x Cueing identify choices, identify the x Prompting Summative: consequences of each choice, x Repeated practice x ISTAR make the best choice, and x Modeling reflect on the results of the

choice when making decisions to prevent recreational injuries. Health K.6.2 Demonstrate the ability to apply a decision- making process to health issues and problems. Example: Demonstrates the ability to identify healthy choices when designing a meal. Health K.6.3 Demonstrate the ability to set a short-term personal health goal and monitor progress toward its achievement. Example: Demonstrates the ability to set a short-term personal goal to brush one’s teeth twice a day and use a chart to keep track of their tooth brushing behavior for one week.

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Middle School

Physical Education Standard 5 Demonstrates responsible personal and social behavior Indicator(s): Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: PE 1.5.1 Identify personal space x Peer and teacher Formative: and maintains activities in own modeling x Street Survival Skills space without interfering with x Errorless Teaching Questionnaire (SSSQ) others spaces. x 1-on-1 instruction x Teacher created Example: Participate in games x Small group assessments and activities while avoiding x Reinforcement x Observation with contact with others or with x Cueing anecdotal records stationery (non-moving) x Prompting objects. x Repeated practice Summative: PE 1.5.3 Follow rules and x Modeling x ISTAR directions for all activities.

Example: Participate in activities such as Simon Says. Physical Education Standard 6 Demonstrates understanding and respect for differences among people Indicator(s): Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: PE 2.6.4 Display cooperation with x Peer and teacher Formative: others when resolving conflicts. modeling x Street Survival Skills Example: Demonstrate positive x Errorless Teaching Questionnaire (SSSQ) sportsmanship, encourage x 1-on-1 instruction x Teacher created playmates, and do not dispute x Small group assessments officials calls. x Reinforcement x Observation with PE 3.6.3 Encourage classmates x Cueing anecdotal records who demonstrate difficulty with x Prompting a skill. Example: Shout x Repeated practice Summative: encouragement to a classmate x Modeling x ISTAR trying to reach their goal in the

one mile run.

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High School

Social Skills Level: High School (grade 9 to adulthood) Health Standard 3 Students will demonstrate the ability to apply self-management skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Health 4.3.1 Demonstrate how to apply x Social Skills Strategies - A Formative: skills to manage stress. Example: x Direct Instruction social-emotional curriculum for x Anecdotal Records Demonstrates the ability to identify x 1:1 Instruction adolescents (Available from x Teacher made feelings and causes of stress and x Role Playing Autism Resource Library) checklists identify and use strategies to handle x Social Stories x Be Cool – Coping with Difficult x Permanent product stress such as play, talking with friends x Video Modeling People – Coping with Anger with rubric or trusted adults, physical activity, x Small Group (Available from Transition listening to music, and deep breathing. Discussion Library) Summative: Health 6.3.2 Demonstrate strategies to x Circles Curriculum (Available x ISTAR manage grief and anger. Example: from Transition Library) x Portfolio Demonstrates the ability to identify x Stepping Stones: Life Skills feelings associated with grief and for Career, Educational, and identify and use strategies to deal with Personal Development – grief such as talking with a friend or Stepping Stones to Better trusted adult and doing or creating Health (Available from something to honor the memory of the Transition Library) pet or person that has died (e.g., x Life Skills Games #12 – Social create a memory book) Skills Health 9.3.3 Demonstrate ways to avoid, x (Available from Transition reduce, and report threatening Library) situations. Example: Demonstrates x Being With People (Video ways to avoid, reduce, and report Series) sexual assault. x (Available from Transition

Library)

x Know the Code: Learn Social Behaviors at School (Available from Transition Library) x People Smart: #1 Basic

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High School

Friendship Skills x (Available from Transition Library) x Mind Your Manners (Video Series) (Available from Transition Library) x www.lessonlocator.org (Indiana Academic Standards based lesson plans and assessments) x www.unitedstreaming.com (online streaming videos – requires a subscription)

Health Standard 5 Students will demonstrate the ability to utilize interpersonal communication skills using student mode of communication Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Health 1.5.2 Describe x Being with People – Formative: characteristics needed to be a x Direct Instruction (Available from transition x Anecdotal Records responsible friend and family member. x 1:1 Instruction library) x Teacher made Example: Describes a responsible x Role Playing x Autism & PDD Social Skills checklists friend and family member as a person x Social Stories Lessons by Linguisystems x Permanent product who helps, shares, listens, and is kind x Video Modeling (Available from Autism with rubric and polite. x Small Group Resource Library) Health 4.5.6 Demonstrate refusal and Discussion x DVD Social Thinking across Summative: negotiation skills to enhance health. the Home and School Day x ISTAR Example: Demonstrates how to say (Available from Autism x Portfolio no, give a reason or an excuse, Resource Library) suggest another activity, use humor, x Be Cool – Coping with say no again, and walk away to refuse Difficult People pressure to engage in unsafe x (Available from Transition behaviors that could lead to an injury Library) or death (e.g., swimming without a x Social Skills Picture Books lifeguard). Ǧ ͳͳͷ

High School

Health 4.5.8 Demonstrate nonviolent By Jed Baker (Available strategies to resolve conflicts. from Autism Resource Example: Demonstrates how to Library) resolve a conflict by showing how to x Circles Curriculum stay calm and not make the conflict (Available from the worse, assess risk of violence and Transition Library) leave if a weapon is present, agree x Worksheets for Teaching that there is a problem, listen to the Social Thinking and Related other person, work with them to Skills by Michelle Garcia identify choices to resolve the conflict, Winner (Available from and compromise on a choice that is Autism Resource Library) fair for both persons. x United Streaming Videos – Health 5.5.4 Demonstrate ways to www.unitedstreaming.com communicate care, consideration, and (requires subscription) respect of self and others. Example: x Video Series – Joining In: A Demonstrates how to show respect Program for Teaching Social through the way they act, talk, and Skills (Available from Autism touch. Demonstrates how to express Resource Library) concern and offer help to a friend or x Mind Reading – Interactive family member who is having a Guide to Emotions by the problem. University of Cambridge Health 5.5.7 Differentiate between (Available from Autism negative and positive behaviors used Resource Library) in conflict situations. Example: x Attainment’s Social Identifies arguing and criticizing as Standards at School (Judy negative behaviors and taking and Tom Kinney) (Available responsibility for one’s actions as a from Transition Library) positive behavior to resolve conflicts. x Effective Listening Skills: Health 6.5.3 Demonstrate healthy ways Listening to What You Hear to express needs, wants, and feelings (Video) (Available from including I messages and assertive Transition Library) communication strategies. Example: x www.lessonlocator.org Demonstrates how to use I messages (Indiana Academic to communicate anger. Standards based lesson Health 6.5.5 Demonstrate attentive plans and assessments) listening and other communication

skills to build and maintain healthy

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High School

relationships. Examples: Demonstrates attentive listening skills by showing how to pay careful attention to verbal and nonverbal communication, listen to understand, do not interrupt and provide verbal feedback that reflects the speaker’s verbal and nonverbal communication. Demonstrates how to initiate and sustain conversation with another person by identifying themselves and discussing experiences, interests, and values that they have in common with the other person. Health 8.5.1 Demonstrate effective verbal and nonverbal communication skills to enhance health. Examples: Demonstrates the ability to match nonverbal communication with verbal communication to express care and concern for a friend or family member who has a problem. Demonstrates the ability to match verbal and nonverbal assertive communication skills to avoid or get away from threatening situations.

Health Standard 6 Students will demonstrate the ability to implement decision-making and goal setting Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Health 2.6.2 Demonstrate the ability to x Be Cool – Coping with Formative: apply a decision-making process to x Direct Instruction Difficult People (Available x Anecdotal Records problems. Example: Demonstrates the x 1:1 Instruction from Transition Library) x Teacher made ability to think about choices, identify x Role Playing x United Streaming Videos checklists what could happen as a result of each x Social Stories www.unitedstreaming.com x Permanent product

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High School

choice, and make the best choice x Video Modeling (requires subscription) with rubric when deciding what to do when they x Small Group x Worksheets for teaching are angry with another person. Discussion Social Thinking and Related Summative: Health 8.6.1 Demonstrate the ability to Skills by Michelle Garcia x ISTAR apply a decision-making process to Winner (Available from x Portfolio health issues and problems individually Autism Resource Library) and collaboratively. Example: x Social Skills Strategies – A Demonstrates the ability to identify Social Emotional Curriculum choices, identify the consequences of for Adolescents (Available each choice, make the best choice, from Autism Resource and reflect on the results of the choice Library) when making decisions related to x Preparing for Life by Jed physical activity. Baker (Available from Autism Health 8.6.3 Demonstrate the ability to Resource Library) set goals that address personal x Stepping Stones to Making strengths, needs, and risks. Example: Decisions and Setting Goals- Demonstrates the ability to set short A Life Skills Workbook for and long-term goals based on personal Career, Educational, and strengths, needs, and values. Personal Development (Available from Transition Library) x www.lessonlocator.org (Indiana Academic Standards based lesson plans and assessments)

Physical Education Standard 5 Demonstrates responsible personal and social behavior Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: PE 1.5.6 Accept constructive criticism x Be Cool – Coping with Difficult Formative: from teacher and classmates. x Direct Instruction People (Available from x Anecdotal Records Example: When given constructive x 1:1 Instruction Transition Library) x Teacher made criticism, student will give an example x Role Playing x Autism & PDD Social Skills checklists of behavioral change to be made. x Social Stories Lessons by Linguisystems x Permanent product PE 2.5. Follow teacher directives when x Video Modeling (Available from Autism with rubric Ǧ ͳͳͺ

High School

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

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High School

Physical Education Standard 6 Demonstrates understanding and respect for differences among people Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: PE 2.6.1 Demonstrate etiquette and x Be Cool – Coping with Difficult Formative: concern toward others. x Direct Instruction People (available from x Anecdotal Records Example: Encourage another to x 1:1 Instruction Transition Library) x Teacher made attempt a task a second or third x Role Playing x www.lessonlocator.org checklists time after an unsuccessful x Social Stories (Indiana Academic Standards x Permanent product attempt. x Video Modeling based lesson plans and with rubric PE 3.6.1 Demonstrate a tolerance for x Small Group assessments) individual differences. Discussion x www.unitedstreaming.com Summative: Example: Choose to participate (online streaming videos – x ISTAR in an activity with someone from requires a subscription) x Portfolio another country, race, or culture. PE 5.6.1 Demonstrate positive attitude toward self and others through physical activity. e.g., Demonstrate and admiration for others by offering congratulations as appropriate. 8.6.4 Resolve conflicts and accept decisions or judgments in socially accepted ways. Example: Accept and respect the decisions of authority figures.

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Focus of Motor Skills within the Standards-Based Life Skills Curriculum

Students participating in the Standards-Based Life Skills Curriculum will acquire and demonstrate specific Motor Skills based on the Indiana Academic Standards and indicators. Practice and mastery of specific motor skills provide students the ability to physically navigate their worlds in order to:

x Support independence x Access community resources x Acquire and maintain vocational placement x Participate in recreation and leisure activities x Engage in social interaction

Early Childhood (Ages 3-5) x Repeat movements x Use reflexes x Perform basic locomotive and non-locomotive skills x Turn pages in a book x Imitate and follow adult interactions x Perform stability skills alone or with a partner

Primary (Grades K-2) x Attempt novel gross/fine motor and sensory activities x Participate in moderate to vigorous physical activity during and after school x Apply movement concepts to specific movement situations x Identify and solve problems through active explorations

Intermediate (Grades 3-5) x Perform basic rhythmic skills alone and with a partner x Participate in lifetime activities during physical education and recess x Manipulate objects at a basic level x Identify and use a variety of relationships with objects

Middle (Grades 6-8) x Perform motor skills in progression of head control, rolling, sitting, standing, walking, running and climbing x Demonstrate the ability to manipulate objects with greater accuracy x Utilize implements combined with motor skills to perform specific skills x Attempt more complex fine motor activities

High (Grades 9+) x Combine different movement skills to form more complex skills x Apply the concept of practice to improve skills in appropriate settings x Demonstrate regular participation in health-related activities outside of class x Describe the elements of a healthy lifestyle

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Early Childhood

Motor Skills Level: Early Childhood (ages 3-5) Gross Motor Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: B.1.1 Explore objects, people, x Developmentally appropriate Formative: and things by kicking, x Errorless teaching toys/manipulatives x ISTAR reaching, grasping, and x 1-on-1 instruction x Snack foods x Daily data sheets pulling. Demonstrates x small group x Songs (Jan Kitson, Raffi, Hap x Anecdotal records reaching skills; x reinforcement Palmer) x Teacher Made Demonstrates grasping x cueing x Finger-plays Checklists skills x prompting x Balls x Physical Therapy B.1.5 Repeats a movement x repeated practice x Playground equipment notes like a clap x modeling x Balls x ABLLS B.1.10 Imitate, follow, and x Tunnel x STAR (ProEd) enjoy adult interactions x Play tent/house during games (e.g., peek-a- Summative: boo, pat-a-cake, moving to x Mats x Video portfolio music/ dancing). Claps or x Hoop x Digital pictures moves to a beat x Parachute B.2.1 Use reflexes such as x Occupational/Physical therapy x ISTAR searching for something to x 6 in 1 play center x ABLLS suck, turning head to avoid x Main Street Playhouse x STAR (ProEd) obstruction of breath, and x Tiger Hunt grasping an object. x Bear Hunt Controls head purposefully x Follow the Leader B.2.3 Wiggle, bounce and x Children’s bats, golf clubs kick. Kicks objects x Learn to Move, Move to Learn: B.3.1 Perform motor skills in Dinosaurs (DVD and book) progression of head (Autism Resource Center) control, rolling, sitting, x Super Duper Publications standing, walking, running, x Discovery Toys climbing. Demonstrates x Creative Playthings movement in a prone x www.communicationsymbols.com position; Demonstrates x www.picsearch.com Ǧ ͳʹ͵

Early Childhood

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

Ǧ ͳʹͶ

Early Childhood

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

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

Early Childhood

and/or with a partner. (e.g., x markers, crayons, pencils x ABLLS the child marches and x eating utensils x Video portfolio dances to music or x balls x Digital pictures rhythmical sounds in free x interactive CDs x STAR (ProEd) form or with simple adult x Head, Shoulders, Knees, and Toes directions). Uses both CD hands to perform motions x Main Street Playhouse to songs x Obstacle course F.2.1 Identify and use a x Glue, glue stick variety of spatial relationships with objects x Nesting cups (e.g., the child will move x Measure up cups (Disc. Toys) self and/or an object over, x Curiosity Cubes (Disc. Toys) under, beside, and through x Hide Inside Surprise (Disc. Toys) as directed by an adult). x www.communicationsymbols.com Isolates one or two fingers x www.picsearch.com F.2.2 Apply movement x www.icontalk.com concepts to specific x www.tinsnips.org movement situations (e.g., x www.do2learn.com bend knees to soften the x www.help4teachers.com/tips.htm landing and avoid obstacles x www.dodea.edu/instruction/curricul in the path). Uses glue/glue um/special_ed/index.htm stick with assistance F.2.5 Identify and solve problems through active explorations. Places shapes in a shape sorter/form board; Completes inset puzzles of 3 pieces

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Primary

Motor Skills Level: Primary (grades K-2) Gross Motor Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: F.1.2 Perform stability skills Strategies: alone and/or with a partner. x Music and Movement Formative: (e.g., transferring weight so x Community-based CD’s (Greg and Steve, x Anecdotal records as to rock, roll, stand on instruction Jim Gill, Bean Bag x Permanent product one foot for six seconds x 1:1 instruction Games) x Teacher observation and walk up and down x Small group instruction x Parachute (teacher-made checklists) steps with alternating feet, x Reinforcement x Low Balance Beam x ISTAR tumbling skill of x Cueing x Bean Bags somersaults and log rolls, x Repeated practice Summative: and walking on a balance x Prompting x ISTAR beam forward and x Peer modeling backward). Walks backwards; Walks up and down various surfaces; Navigates stair steps F.3.5 Attempt novel gross/fine motor and sensory activities (e.g., running, hopping, jumping, marching, throwing, catching, swinging). Swings, sways, bends, stretches and twists body; Jumps over line; Demonstrates movement skills that involve crossing the mid-line of the body K.3.1 Participate in moderate to vigorous physical activity during and after school. Example: Participate fully in physical education class

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Primary

activities, and in un- structured play with friends, family, or through organized movement experiences for young children.

Fine Motor Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: B.1.1 Explore objects, people, Strategies: and things by kicking, x Fine motor manipulatives Formative: reaching, grasping, and x Community-based x Scissors x Anecdotal records pulling. Uses thumb and instruction x Paper x Permanent product two or more fingers to x 1:1 instruction x Pencils/writing utensils x Teacher observation grasp eating utensils; Uses x Small group instruction x puzzles (teacher-made checklists) thumb and two or more x Reinforcement x ISTAR fingers to grasp writing x Cueing utensils; Strings beads; x Repeated practice Summative: Manipulates dough/clay x Prompting x ISTAR F.2.2 Apply movement x Peer modeling concepts to specific movement situations (e.g., bend knees to soften the landing and avoid obstacles in the path). Uses crayons, markers, pencils independently; Uses dough/clay tools; Uses scissors F.2.5 Identify and solve problems through active explorations. Completes and interlocking puzzle of 8 or more pieces

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Intermediate

Motor Skills Level: Intermediate (grades 3-5) Gross Motor Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: K.1.1 Perform locomotor x Music and Movement Formative: (traveling actions) and non- x Community Based CD’s (Greg and Steve, x Teacher observations locomotor (movement in Instruction Jim Gill, Bean Bag x Teacher made checklists place) skills at a beginning x teaching games) x ISTAR level. x small groups x Parachute Example: Walk, run, hop, x re-inforcers x low balance beam Summative: jump, skip, leap, gallop, slide, x cueing x bean bags x ISTAR swing, sway, bend, stretch, x repeated practice and twist with variation in x prompting (These are for all indicators) speed, direction, force, shape, x peer modeling and level in general and

personal space. Swings independently; Uses the seesaw with a partner; Climbs on playground equipment K.1.3 Manipulate objects (throw, catch, strike, swing, push, pull) at a basic level. Example: Throws an object with an overhand/underhand motion using various speeds, levels, and directions. Jumps rope. Catches objects; Kicks objects K.1.4 Perform basic rhythmic skills alone and with a partner. Example: Perform exercises or simple dances to music or to teacher/student produced rhythmical sounds. Physically

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Intermediate

imitates the rhythmic movements of others 1.3.1 Participate in lifetime activities during physical education and recess. Example: Participate in a twenty minute fitness walk (fast walk) during physical education class. 2.2.1 Identify and uses a variety of relationships with objects (e.g. over/under, behind, alongside, through). Example: Participate in a simple obstacle course involving jumping across objects, moving under a bar, stepping through tires, etc. Completes obstacle course

x Follows repetitive patterns of movements (This statement was in the original draft; was not identified with a current number)

Fine Motor Skills Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: F.1.3 Manipulate objects by Formative: throwing, catching large balls x Community Based x Teacher observations with two hands, striking, Instruction x Teacher made checklists swinging, and pulling at a x teaching x ISTAR basic level. (e.g., throws an x small groups object at a target with an x re-inforcers Summative: overhand motion and trunk x cueing x ISTAR rotation, throws something Ǧ ͳ͵Ͳ

Intermediate

upward and catches it, and x repeated practice jumps over a stationary x prompting object). Uses thumb and first x peer modeling two fingers to grasp eating utensils; Uses thumb and first two fingers to grasp writing utensils F.2.2 Apply movement concepts to specific movement situations (e.g., bend knees to soften the landing and avoid obstacles in the path). Uses glue/glue stick F.3.5 Attempt novel gross/fine motor and sensory activities (e.g., running, hopping, jumping, marching, throwing, catching, swinging). Folds and tears paper

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Middle School

Motor Skills Level: Middle School (grades 6-8) Gross Motor Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: These are for all indicators. B.3.1 Perform motor skills in Formative: progression of head control, x Peer and teacher modeling x Participation in Physical x Teacher created rolling, sitting, standing, x Errorless Teaching Education classes checklists walking, running, climbing. x 1-on-1 instruction x Music and movement CD’s x Documented observation Performs the log roll x Small group x Music classes by teacher 1.1.3 Manipulate a variety of x Reinforcement x Balls, bats, Jump rope objects (throw, catch, strike, x Cueing x Life of the Party (dance Summative: kick) while moving or x Prompting video) x ISTAR standing still, using x Repeated practice x Dance Dance Revolution variations in force/effort. x Modeling (DDR) Example: Attempt throwing x Stretch and Exercise at various speeds, distances, routines and at targets. Catches medium sized objects in activities like Hot Potato. 2.1.3 Demonstrate the ability to manipulate (throw, catch, strike, swing, push, pull) objects. Example: Jump a self-twirled rope. Attempts to jump rope 2.1.4 Demonstrate the ability to perform basic rhythmic skills alone and with a partner. Example: Participate in jumping rope to music, coordinating the speed of the jump with the tempo (rate or speed) of the music. Performs simple dances to Ǧ ͳ͵ʹ

Middle School

music or rhythmic sounds; Dances/sways/taps toes/jumps/hops to music, alone or with others

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

Fine Motor Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: F.3.5 Attempt novel gross/fine Strategies: motor and sensory activities x Various locks and Formative: (e.g., running, hopping, containers x Teacher created jumping, marching, throwing, x Paper clips, keys checklists catching, swinging). Turns x For fine motor x Documented keys, knobs and lids; Puts strengthening: observation by teacher paperclips on paper x Perla beads x Beads ¼”, ½” Summative: x Thera putty x ISTAR x Clothes pins x Pegs(small keyhole)

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High School

Motor Skills Level: High School (grade 9 to adulthood) Gross Motor Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: 2.1.1 Demonstrate the ability x Exercise Videos Formative: to perform locomotor x Repeated practice x Gen. Ed. P.E. curriculum x anecdotal records (traveling actions) and x Direct Instruction x Music x teacher checklists non-locomotor (movement x 1:1 instruction x Sports/Exercise Equipment x permanent product with in place) skills proficiently. x Video Modeling x Exercise Log rubric Example: Run, walk, and x Enrollment in P.E. x Food/Nutrition curriculum skip to music. When Courses (APE and Gen. x www.americanheart.org Summative: music stops they swing, Ed. P.E.) American Heart Association x ISTAR sway, bend, reach without x Encourage Website x Portfolio moving from their spot. extracurricular activities x www.mypyramid.gov Food Runs, walks, swings, such as Special Olympics Pyramid Website sways, bends, and x Small Group Instruction x Picture Choice Boards reaches to music 3.1.2 Combine different x www.lessonlocator.org (Indiana movement skills to form Academic Standards based more complex skills. lesson plans and assessments) Example: Dribble a x www.unitedstreaming.com soccer ball while running (online streaming videos – at different speeds and requires a subscription) using the inside and outside of the feet. Dribbles ball 4.2.2 Apply the concept of practice to improve skills in appropriate settings. Example: Using chest pass with a basketball, pass ball to a target successfully 10 times. 4.3.2 Demonstrate regular

Ǧ ͳ͵Ͷ

High School

participation in health- related (healthy lifestyle) activities outside of class. Example: Participate in youth league soccer three afternoons a week. 4.3.3 Identify those activities that are considered to be lifetime activities. Example: List activities such as swimming, golf, hiking and jogging. 5.1.2 Demonstrate the ability to manipulate (throw, catch, strike, swing, push, pull) objects with the skills necessary to participate in games and lead-up (preparing for sports) activities. Example: Engage in simple games requiring manipulative skills. 6.3.3 Describe the elements of a healthy lifestyle. Example: List the benefits of leading an active life. 7.3.1 Select and participate in activities that will build their repertoire of lifetime activities. Example: Participate in primarily individual sports activities. 8.3.1 Choose health enhancing activities for leisure time.

Ǧ ͳ͵ͷ

High School

Example: Participate in a tennis match rather than playing video games.

Fine Motor Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: F.1.3 Manipulate objects by x Sports Equipment Formative: throwing, catching large x Repeated Practice x Assorted Tools x anecdotal records balls with two hands, x 1:1 instruction x www.lessonlocator.org (Indiana x teacher checklists striking, swinging, and x Direct Instruction Academic Standards based x permanent product with pulling at a basic level. x Small Group Instruction lesson plans and assessments) rubric (e.g., throws an object at x Video Modeling x www.unitedstreaming.com a target with an overhand (online streaming videos – Summative: motion and trunk rotation, requires a subscription) x ISTAR throws something upward x Portfolio and catches it, and jumps over a stationary object). Grasps tools

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Focus of Functional Self-Help Skills within the Standards-Based Life Skills Curriculum

Students participating in the Standards- Based Life Skills Curriculum will acquire and demonstrate specific Functional Self-Help Skills based on the Indiana Standards Tool for Alternate Reporting (ISTAR) and indicators in the areas of:

x Personal Care x Independent Living skills x Health Management x Use of Common Tools and Devices x Money Management x Safety Practices x Community Access

Early Childhood (Ages 3-5) x Attempt to feed self with spoon x Assist with dressing x Cooperates with washing x Cooperate with toileting x Give first name x Clean up own space x Use toys appropriately x With assistance practice safety drill procedures x Remain seated during travel

Primary (Grades K-2) x Feed self with fork x Undress and dress self x Wash hands, nose and brush teeth x Toilet self x Give name, age and gender upon request x Attempt to pour and stir x Wipe tables x Identify helping professions x Participate in physical activities x Use simple items and tools x Begin to understand the use of money x Demonstrate safety x Use the school library with help

Ǧ ͳ͵ͺ

Intermediate (Grades 3-5) x Eat and drink independently x Undress and dress self, including buttons and fasteners x Wash hands, nose and brush teeth completely x Toilet self x Give some personal information x Prepare to cook x Complete simple household chores x Use simple common tools independently, such as paper punch x Exchange money x Demonstrate safety x Use community library

Middle School (Grades 6-8) x Use a knife x Button and fasten independently x Brush/comb hair x Take care of gender specific needs for females x Give more personal information x Prepare to cook simple meals x Complete household chores x Participate in age appropriate physical activities x Use simple items appropriately x Demonstrate how to place emergency numbers x Grocery shop x Count coins x Use next dollar strategy x Demonstrate safety x Use community library and post office

High School (Grades 9+) x Use clothing with fasteners and belt x Demonstrate complete care for self x Take care of gender specific needs for males x Give complete personal information x Prepare meal x Perform more complicated household chores x Develop lifelong leisure activities x Make Dr. calls x Use simple devices x Manage money independently x Demonstrate stranger and community safety x Use public transportation x Manage living options

Ǧ ͳ͵ͻ

Early Childhood

Functional Self-Help Skills Level: Early Childhood (ages 3-5) Personal Care Skills Indicator(s): Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Eating… Strategies x Adapted eating tools/spoons Formative: x Demonstrates swallowing x Errorless learning x Scoop bowls x ISTAR x Reaches for an picks up cup x 1-0n-1 instruction x Finger foods x ABLLS x Returns cup to table x small group x Snack foods x Daily data sheets x Manipulates food in mouth x reinforcement x Placement templates x Teacher made properly x cueing x www.communicationsymbols.co checklists x Feeds self with fingers x prompting m x Anecdotal records x Uses whole hand to grasp x repeated practice x www.picsearch.com x Occupational eating utensils x modeling x www.icontalk.com Therapy notes x Feeds self with spoon x task analysis x www.tinsnips.org x STAR (ProEd) x www.do2learn.com x www.help4teachers.com/tips.htm Summative: x www.dodea.edu/instruction/curric x ISTAR ulum/special_ed/index.htm x ABLLS x Video Portfolio x STAR (ProEd) Dressing… x Errorless learning x Student clothing Formative: x Removes shoes x 1-0n-1 instruction x Seasonal clothing x ISTAR x Removes socks x small group x Dress-Me-Up Mickey Mouse x ABLLS x Takes off front opening x reinforcement x Dolls & clothing x Daily data sheets garments x cueing x BoardMaker x Checklists x Assists in the removal o f x prompting x Picture This x Anecdotal records pants/shorts by pulling legs out x repeated practice x Fastener boards/boxes x Occupational of garment x modeling x Discovery Chest (Disc. Toys) Therapy notes x Takes off coat, jacket, hat, x Fire Hose Set (Disc. Toys) x STAR (ProEd) mitten or gloves x www.communicationsymbols.co Summative: x Pushes leg in to pants/shorts m x ISTAR x Unzips x www.picsearch.com x ABLLS x Unties x www.icontalk.com x Video Portfolio x Zip engaged zipper x www.tinsnips.org x STAR (ProEd) Ǧ ͳͶͲ

Early Childhood

x www.do2learn.com x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curric ulum/special_ed/index.htm Hygiene... x Errorless learning x Songs Formative: x Cooperates in washing and x 1-0n-1 instruction x Picture schedule x ISTAR drying face x small group x BoardMaker x ABLLS x Cooperates in washing and x reinforcement x Picture This x Daily data sheets drying hands x cueing x Monkey Mouth (Disc. Toys) x Teacher made x Allows nose to be wiped x prompting x Sink checklists x Cooperates with brushing teeth x repeated practice x Tissues x Anecdotal records x modeling x Tooth brush x Occupational x Picture sequence Therapy notes x Potty seats x STAR (ProEd) x www.communicationsymbols.com x www.picsearch.com Summative: x www.icontalk.com x ISTAR x www.tinsnips.org x ABLLS x www.do2learn.com x Video Portfolio x www.help4teachers.com/tips.htm x STAR (ProEd) x www.dodea.edu/instruction/curric ulum/special_ed/index.htm Toileting… x Errorless learning x Books: Once Upon A Potty, Formative: x Cooperates with being placed x 1-0n-1 instruction Everybody Poops x ISTAR on toilet x small group x BoardMaker x ABLLS x Toilets on a scheduled time x reinforcement x Picture This x Daily data sheets with prompt x cueing x Songs x Teacher made x Flushes toilet x prompting x Toileting video checklists x repeated practice x Social stories x Anecdotal records x modeling x Potty seats x Occupational x www.communicationsymbols.co Therapy notes m x STAR (ProEd) x www.picsearch.com x www.icontalk.com Summative: x www.tinsnips.org x ISTAR x ABLLS Ǧ ͳͶͳ

Early Childhood

x www.do2learn.com x Video Portfolio x www.help4teachers.com/tips.htm x STAR (ProEd) x www.dodea.edu/instruction/curric ulum/special_ed/index.htm

Independent Living Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Personal information… x Assistive devices Formative: x Gives [first] name upon x Errorless learning x Nametags/cards x ISTAR request x 1-0n-1 instruction x Digital pictures x ABLLS x small group x Songs x Daily data sheets x reinforcement x Games x Teacher made x cueing x www.communicationsymbols.com checklists x prompting x www.picsearch.com x Anecdotal records x repeated practice x www.icontalk.com x Occupational x modeling x www.tinsnips.org Therapy notes x www.do2learn.com x STAR (ProEd) x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curric Summative: ulum/special_ed/index.htm x ISTAR x ABLLS x Video Portfolio x STAR (ProEd)

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

Early Childhood

x www.do2learn.com x STAR (ProEd) x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curric Summative: ulum/special_ed/index.htm x ISTAR x ABLLS x Video Portfolio x STAR (ProEd)

Use of Common Tools and Devices Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x Transfers materials with a x Developmentally Appropriate Formative: spoon x Errorless teaching toys/games x ISTAR x Uses simple toys appropriately x 1-on-1 instruction x Sand/rice table x ABLLS x small group x Snack foods x Daily data sheets x reinforcement x Cooking activities x Teacher made x cueing x Utensils checklists x prompting x Play dough x Anecdotal records x repeated practice x Book: Teaching Play Skills x Occupational x modeling x www.communicationsymbols.co Therapy notes x integrated play groups m x STAR (ProEd) x www.picsearch.com x www.icontalk.com Summative: x www.tinsnips.org x ISTAR x www.do2learn.com x ABLLS x www.help4teachers.com/tips.htm x Video Portfolio x www.dodea.edu/instruction/curric x STAR (ProEd ulum/special_ed/index.htm Safety Practices Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: x Practices storm drill Strategies: x Task picture sequence Formative: procedures with x Reinforcement x Social story x ISTAR assistance x Cueing x Videotaping x ABLLS x Prompting x Picture schedule x Daily data sheets x Repeated practice x www.communicationsymbols.co x Teacher made Ǧ ͳͶ͵

Early Childhood

x modeling m checklists x www.picsearch.com x Anecdotal records x www.icontalk.com x Occupational x www.tinsnips.org Therapy notes x www.do2learn.com x STAR (ProEd) x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curric Summative: ulum/special_ed/index.htm x ISTAR x ABLLS x Video Portfolio x STAR (ProEd)

Community Access Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Transportation… Strategies: x Social story Formative: x Remains seated during x Reinforcement x Videotaping x ISTAR travel x Cueing x Picture schedule x ABLLS x Prompting x Book: Going to School x Daily data sheets x Repeated practice x www.communicationsymbols.co x Teacher made x Modeling m checklists x Cartooning x www.picsearch.com x Anecdotal records x Social stories x www.icontalk.com x Occupational x Video self-modeling x www.tinsnips.org Therapy notes x www.do2learn.com x STAR (ProEd) x www.help4teachers.com/tips.htm x www.dodea.edu/instruction/curric Summative: ulum/special_ed/index.htm x ISTAR x ABLLS x Video Portfolio x STAR (ProEd)

Ǧ ͳͶͶ

Primary

Functional Self-Help Skills Level: Primary (grades K-2) Personal Care Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Eating… x 1:1 instruction x utensils Formative: x Drinks from a straw x small group instruction x cafeteria x Teacher x Returns cup to table x reinforcement x community restaurants observation without spilling x cueing x kitchen (teacher-made x Uses thumb and two or x prompting x classroom jobs checklists) more fingers to grasp x repeated practice x ISTAR eating utensils x community based x task analysis x Feeds self with form instruction x Opens milk cartons x shaping Summative: x Carries tray or plate x picture prompting system x ISTAR without assistance x visual supports x task analysis x Follows procedure to clean up space after eating Dressing… x 1:1 instruction x clothing Formative: x Takes off pullover/front x small group instruction x dressing vests x Teacher opening garments x reinforcement x Dressing dolls observation x Removes pants/shorts x cueing x OT dressing cube (teacher-made without fasteners x prompting checklists) x Puts on socks x repeated practice x ISTAR x Puts on shoes x community based x task analysis x Puts on t-shirt, dress, or instruction sweater with no fasteners x backward chaining Summative: x Pts on pants/shorts with x visual supports x ISTAR elastic waist x task analysis x Puts on coat or jacket x Puts on mittens x Unfastens snaps

Ǧ ͳͶͷ

Primary

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

Independent Living Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Personal information… x 1:1 instruction x sentence strips Formative: x Gives last name upon x small group instruction x toy telephone x Teacher observation request x reinforcement x wallet with personal (teacher-made x Gives age upon request x cueing information checklists) x Gives gender upon x prompting x ISTAR request x repeated practice x modeling Summative: x Community based x -STAR instruction x role playing

Ǧ ͳͶ͸

Primary

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

Health Management Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: x Identifies helping Strategies: x community helper Formative: professionals in the x 1:1 instruction flashcards x Teacher observation medical field x small group instruction x Edmark safety (teacher-made x Actively participates in x reinforcement cards/workbooks checklists) class activities x cueing x social stories x ISTAR x Participates in a variety x prompting of age- developmentally x repeated practice Summative: appropriate physical x community based x ISTAR activities instruction x task analysis

Ǧ ͳͶ͹

Primary

Use of Common Tools and Devices Indicators: Best Practice Instructional Strategies: Possible Materials and Resources: Possible Assessment Tools: Teacher Notes:

x Uses simple items x 1:1 instruction Play dough tools Formative: appropriately [e.g., x small group instruction play kitchen x Teacher observation scissors, stapler] x reinforcement classroom jobs (teacher-made x Uses a rolling pin to x cueing checklists) flatten material x prompting x ISTAR x Uses a hammer to x repeated practice Summative: pound in objects x ISTAR x Uses utensils to eat

Money Management Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x Recognizes that money x token economy Formative: is exchanged for wants x 1:1 instruction x cash register x Teacher observation and needs x small group instruction (teacher-made x reinforcement checklists) x cueing x ISTAR x prompting x repeated practice Summative: x community based x ISTAR instruction x role playing/pretend play

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Primary

Safety Practices Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: x Demonstrates Strategies: x Safety signs Formative: appropriate use of x 1:1 instruction x social stories x Teacher observation playground equipment x small group instruction (teacher-made x Turns on lights when in x reinforcement checklists) the dark x cueing x ISTAR x Recognizes and x prompting responds to emergency x visual supports Summative: alarms x community based x ISTAR x Locates EXIT signs instruction x repeated practice

Community Access Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Transportation… Strategies: Resources: Formative: x Utilizes a seatbelt x Teacher observation x 1:1 instruction (teacher-made x small group instruction checklists) x reinforcement x ISTAR x cueing x prompting Summative: x repeated practice x ISTAR x community-based instruction Utilizes community resources… x 1:1 instruction x cue cards Formative: x Asks for assistance from x small group instruction x Teacher observation the school librarian x reinforcement (teacher-made x Finds books in the school x cueing checklists) library x prompting x ISTAR x Checks out school library x repeated practice material Summative: x ISTAR

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Intermediate

Functional Self-Help Skills Level: Intermediate (grades 3-5) Personal Care Skills Indicators: Best Practice Instructional Strategies: Possible Materials and Resources: Possible Assessment Tools: Teacher Notes:

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

Intermediate

x communitybased instruction x shaping x picture prompting system x visual supports Toileting… x 1:1 instruction x safety signs and symbols Formative: x small group instruction x scheduling chart x ISTAR x Urinates in toilet x reinforcement x social stories x Teacher observations x Voids bowels in toilet x cueing x training toilet paper x Teacher made checklists x Wipes self x prompting x toilet targets x Locates and uses gender x repeated practice Summative: appropriate bathroom x community based instruction x ISTAR x shaping x picture prompting system x visual supports

Independent Living Skills Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: x Personal information… Strategies: Resources: x Gives home phone number Formative: [including area code] upon x 1:1 instruction x sentence strips x ISTAR request x small group instruction x toy telephone x Teacher observations x Gives complete birthday x reinforcement x wallet with personal x Teacher made upon request x cueing information checklists x Gives home city x prompting x Fanny pack x Gives home state x repeated practice Summative: x Gives school name x community based x ISTAR instruction x shaping x picture prompting system x visual supports Food preparation… x 1:1 instruction Formative: x small group instruction x adapted recipes x ISTAR x Gathers needed food and x reinforcement x Cooking to Learn (PCI) x Teacher observations equipment x cueing x adapted utensils x Teacher made

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Intermediate

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

Health Management Skills Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: x Participates in a variety of Strategies: Resources: Formative: [age- / developmentally x 1:1 instruction x social stories x ISTAR appropriate] physical x small group instruction x Teacher observations activities x reinforcement x Teacher made checklists x cueing Summative: x prompting x ISTAR x repeated practice x community based instruction x shaping x picture prompting system x visual supports

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Intermediate

Use of Common Tools and Devices Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: x Uses simple items Strategies: Resources: Formative: appropriately [e.g., paper x 1:1 instruction x structured leisure x ISTAR punch, pencil sharpener] x small group instruction activities x Teacher observations x Answers the telephone x reinforcement x classroom jobs x Teacher made appropriately x cueing x play phone checklists x Appropriately greets a caller x prompting x social stories on the phone x repeated practice Summative: x Uses technology for x community based x ISTAR entertainment instruction x Uses toys and games x shaping appropriately x picture/auditory prompting systems x visual supports x role playing

Money Management Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: x Exchanges money in real- Strategies: Resources: life situations x 1:1 instruction Formative: x small group instruction x token economy x ISTAR x reinforcement x cash register x Teacher observations x cueing x board games x Teacher made checklists x prompting x play money x repeated practice Summative: x community based x ISTAR instruction x shaping x picture prompting system x visual supports x next dollar strategy

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Intermediate

Safety Practices Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: x Practices caution around Formative: steps and stairs x 1:1 instruction x safety signs and x ISTAR x Avoids hot surfaces and x small group instruction symbols (Edmark) x Teacher observations substances x reinforcement x Teacher made x cueing checklists x prompting x repeated practice Summative: x community based x ISTAR instruction x shaping x picture prompting system x visual support

Community Access Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: Transportation… Formative: x 1:1 instruction x social stories x ISTAR x Boards and leaves school x small group instruction x Cue Cards x Teacher bus safely x reinforcement observations x cueing x Teacher made x prompting checklists x repeated practice x community based Summative: instruction x ISTAR x shaping x picture prompting system x visual supports

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Intermediate

Utilizes community resources… x 1:1 instruction Formative: x small group instruction x ISTAR x Asks for assistance from the x reinforcement x Teacher observations community librarian x cueing x Teacher made x prompting checklists x repeated practice x community based Summative:: instruction x ISTAR x shaping x picture prompting system x visual supports

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Middle School

Functional Self-Help Skills Level: Middle School (grades 6-8) Personal Care Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Eating… Strategies: x Knife(start with plastic (These assessment tools can be x Cuts with knife (These strategies can be used work up to real) used for all the indicators) for all indicators) x Play dough x Errorless Teaching Formative: x 1-on-1 instruction x observation with anecdotal x Small group records x Reinforcement x teacher created task x Cueing analysis x Prompting x Repeated practice Summative: x Modeling x ISTAR x Backward chaining

Dressing… Formative: x Ties shoelaces x Shoes, gloves, pants, x observation with anecdotal x Puts on gloves shirts, records x Engages zipper x Manipulative boards x teacher created task x Fastens buttons analysis

Summative: x ISTAR Hygiene... Formative: x Washes and dries face x Wash cloth, soap, towel, x observation with anecdotal x Wipes own nose Kleenex, brush, comb records x Brushes/combs hair x transition library videos x teacher created task x Attainment’s Personal analysis Success book Summative: x ISTAR

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Middle School

Toileting… Formative: x Takes care of gender- x Transition library videos, x observation with anecdotal specific needs (for females) female supplies, records x Attainment’s Personal x teacher created task Success book analysis

Summative: x ISTAR

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

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Middle School

vegetables x Cooking to Learn 1 & 2, x Follows simple x The Cooking Kit (C.K. preparation instructions; Enterprises) i.e. heating in x Basic Cooking and microwave, making Nutrition for Special sandwich Students (Jean Bunnell, J Weston Walsh, publisher) Household chores… x Washes dishes x Rags, cleaning supplies x Puts dishes away x Attainment’s Personal x Dusts furniture Success Book x Cleans [room] fixtures x Laundry hamper or basket x Cleans appliances x Classroom chores x Puts dirty laundry in hamper x Put clean laundry away

Health Management Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: x Participates in a variety Strategies: of [age- / x Weight room Formative: developmentally x Errorless Teaching x Gym x observation with anecdotal appropriate] physical x 1-on-1 instruction x exercise videos/ DVD’s records activities x Small group x General Ed Physical Ed x teacher created task analysis x Reinforcement classes (Wellness) x Cueing Summative: x Prompting x ISTAR x Repeated practice x Modeling x Backward chaining

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Middle School

Use of Common Tools and Devices Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: x Uses simple items Strategies: x Lockers Formative: appropriately [e.g., keys and x Errorless Teaching x Padlock x observation with anecdotal locks] x 1-on-1 instruction x Cabinets records x Uses common measuring x Small group x using a teacher created x teacher created task analysis tools in correct context x Reinforcement practice board. x Demonstrates how to place x Cueing x Above mentioned cooking Summative: an emergency call using a x Prompting books x ISTAR telephone x Repeated practice x Hammer x Modeling x Screwdriver x Backward chaining x Nails x teacher created practice board. x telephone

Money Management Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: x Follows a written/ Strategies: x all above mentioned Formative: pictorial grocery list x Errorless Teaching cooking materials x observation with anecdotal x Locates items in the x 1-on-1 instruction x grocery ads records store x Small group x Menu ‘s, Menu math x teacher created task analysis x Orders own meals when x Reinforcement x Grocery store eating out x Cueing x Restaurant Summative: x Attempts to count x Prompting x Real Money x ISTAR money and check math x Repeated practice x Touch Money, x Find the value of a x Modeling x Money Bingo collection of pennies, x Backward chaining x Money flash cards nickels, dimes, quarters x Attainment Money Station, and dollars. x Next dollar shopping x Use real money to x Grocery Store Game, decide whether there is x Menu Math enough money to make x Market Math a purchase. x Calculator, Coinulator

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Middle School

Safety Practices Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: x Avoids potentially Strategies: Formative: harmful substances x Errorless Teaching x Safety in and Around the x observation with anecdotal x Remains quiet and x 1-on-1 instruction home cards records orderly in emergency x Small group x use pictures and words x teacher created task analysis situations x Reinforcement such as caution, poison, x Demonstrates x Cueing danger, keep out, do not Summative: procedures for x Prompting enter x ISTAR contacting emergency x Repeated practice x (Edmark Functional Word response team x Modeling Series- Safety words) x Backward chaining

Community Access Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Transportation… x Errorless Teaching x Personal identification card Formative: x Carries personal x 1-on-1 instruction x Checklist for preparing to x observation with anecdotal identification when x Small group leave records traveling x Reinforcement x Attainments Community x teacher created task x Cueing Success analysis x Prompting x Repeated practice Summative: x Modeling x ISTAR x Backward chaining

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Middle School

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

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High School

Functional Self-Help Skills Level: High School (grade 9 to adulthood) Personal Care Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Dressing… x Repeated Practice x Video Modeling Formative: x Direct Instruction x Picture Prompts x anecdotal records x Puts on front opening shirt x 1:1 Instruction x Peer Modeling x teacher checklists with fasteners x Video Modeling x Hygiene Checklist x permanent product with x Unfastens belts x Adapted Devices as necessary rubric x Buckles belt x Personal Success Life Skills x Street Survival Skills x Manages gender-specific Games – Looking Good #5 Questionnaire (Available needs regarding (available from Transition from Transition Library) undergarments and Library) x task analysis swimwear x First Impressions Video Series – x observation Dress (available from Transition documentation Library) Summative: x ISTAR Hygiene... Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Video Modeling x Covers nose when sneezing x Picture Prompts Formative: x Covers mouth when x Repeated Practice x Peer Modeling x anecdotal records coughing x Direct Instruction x Hygiene Checklist x teacher checklists x Locates all needed supplies x 1:1 Instruction x Adapted Devices as necessary x permanent product with for bathing x Video Modeling x Personal Success Looking rubric x Bathes or showers Good (available from Transition x Street Survival Skills x Washes hair Library) Questionnaire (Available x Cares for own nails x First Impressions Module 1 – from Transition Library) x Uses deodorant Hygiene (available from x task analysis x Uses razor/shaver Transition Library) x Uses dental floss x First Impressions Module 2 – Summative: x Dries hair Grooming (available from x ISTAR Transition Library) x Life Skills Curricula Series –

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High School

Looking Good x (available from Transition Library) x www.unitedstreaming.com (online streaming videos – requires a subscription) Toileting… Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools: Strategies: x Takes care of gender- x Social Stories Formative: specific needs [for males] x Repeated Practice x Taking Care of Myself: A x anecdotal records x Direct Instruction Hygiene, Puberty and Personal x teacher checklists x 1:1 Instruction Curriculum for Young People x permanent product with with Autism rubric x Street Survival Skills Questionnaire (Available from Transition Library) x task analysis

Summative: x ISTAR x Portfolio

Independent Living Skills Indicators: Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools: Teacher Notes: Strategies: Formative: x Gives complete x State ID card x anecdotal records address upon request x Repeated Practice x Practice Job Applications x teacher checklists x Gives zip code x Direct Instruction x Life Skills Game - #2 You Tell x permanent product with x Gives country x 1:1 Instruction Me (available from Transition rubric x Gives school name x Mock Job Interviews Library) x Street Survival Skills x Make and/or use Flash Cards Questionnaire (Available from Transition Library) x Task Analysis Summative: x ISTAR Ǧ ͳ͸͵

High School

Food preparation… Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools: Teacher Notes: Strategies: x Chooses nutritious x Food Pyramid Formative: food x Community Based x Cooking to Learn (PCI) x anecdotal records x Restricts intake of Instruction x Kitchen Access and Kitchen x teacher checklists unhealthy foods x Repeated Practice supplies x permanent product with x Regulates quantity of x Direct Instruction x Online Videos (Google videos) rubric foods consumed x 1:1 Instruction x Life Skills Curricula Series – x Street Survival Skills x Monitors freshness x Video Modeling Home Cooking (available from Questionnaire and disposes of x Lab Demonstrations Transition Library) (Available from spoiled food x Life Skills Curricula Series – Transition Library) x Prepares simple Select A Meal (available from x task analysis packaged foods Transition Library) x Pours and stirs x www.unitedstreaming.com Summative: ingredients without (online streaming videos – x ISTAR spilling requires a subscription) x Measures ingredients accurately x Uses appliances with prompting and supervision Household chores… Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools: Teacher Notes: Strategies: x Selects appropriate x Social Stories Formative: cleaning products and x Video Modeling x Video x anecdotal records supplies x 1:1 instruction x www.unitedstreaming.com x teacher checklists x Cleans floor x In-School Jobs (online streaming videos – x permanent product with x Adjusts temperature x Adapt activity as requires a subscription) rubric for use needed x Street Survival Skills x Cleans bathroom x Questionnaire fixtures , i.e. faucets (Available from x Cleans toilet Transition Library) x Cleans sink x task analysis x Empties trash x Cleans mirrors Summative: x Sorts laundry x ISTAR

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High School

according to color x Folds laundry x Hangs clothes on hanger x Operates washing machine x Operates clothes dryer x Calls for repairs

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

Health Management Skills Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x Manages medication as x Emergency information card Formative: prescribed x Repeated Practice x Medical Alert Bracelet x student/parent report x Calls a doctor or hospital x Direct Instruction x Phone Book x anecdotal records when ill or hurt x 1:1 Instruction x teacher checklists

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High School

x Calls a doctor to make x permanent product with routine wellness rubric appointments x Street Survival Skills Questionnaire (Available from Transition Library)

Summative: x ISTAR

Use of Common Tools and Devices Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: For Possible Assessment Tools: x Uses simple items x Simple Items appropriately; e.g., x Repeated Practice x Phone Formative: vacuums, wrench, hammer, x Direct Instruction x Phonebook x anecdotal records nail, screwdriver, x 1:1 Instruction x Message Pad x teacher checklists combination lock x permanent product with x Dials given telephone rubric numbers appropriately x Street Survival Skills x Receives information using Questionnaire (Available a telephone and takes a from Transition Library) simple message x observation documentation

Summative:

x ISTAR

Money Management Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: x Accepts when things x Grocery Ads Formative: cannot be afforded x Repeated Practice x Menus from Local Restaurants x anecdotal records x Prepares a grocery list x Direct Instruction x Menu Math x teacher checklists

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High School

x Reads label/freshness date x 1:1 Instruction x Market Math x permanent product with x Demonstrates the ability to x Community Based x Touch Money rubric shop in a department store Instruction x Vocab Cards x Street Survival Skills x Orders and pays for own x Coin Flip and Dollar Flip books Questionnaire meals when eating out [and x Computer to prepare grocery list (Available from calculates tip] x Tip Chart Transition Library) x Recognizes, counts, and x U-Scan lane x observation exchanges money in real- x An Introduction to Intelligent documentation life situations Money Management - Video x Understands how to write a (available from Transition Summative: check Library) x ISTAR x Understands how to fill out x Budget Town (Game) (available deposit slips from Transition Library) x Understands how to x Dollars & Sense – CD Rom balance checkbook (available from Transition Library) x Money Station (Box Set) (available from Transition Library) x Managing your Personal Finances (Linx Ed Publishing) Show me the Money- Understanding Your Paycheck (available from Transition Library) x Managing Your Personal Finances (Linx Ed. Publishing) Money Matters – Basic Money Management x Managing Your Personal Finances (Linx Ed. Publishing) Extra Credit – Understanding Do’s and Don’ts of Using Credit (available from Transition Library) x Life Skills Games #9 – Money

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High School

Skills (available from Transition Library) x Sending Money (CD-Rom) (available from Transition Library) x Writing Checks Right Workbook (available from Transition Library) x www.unitedstreaming.com (online streaming videos – requires a subscription) x Visits to financial institutions

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

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High School

Department Resources

x How to Contact and Interact with Police x How to access Free Health Care x How to Get Help From the Pharmacy x (available from Transition Library) x Community Environment

Community Access Indicators: Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools: Teacher Notes: Transportation… Strategies: x Money Formative: x Utilizes public x Repeated Practice x Emergency Card x anecdotal records transportation x Direct Instruction x Bus route information x teacher checklists x Boards and leaves public x 1:1 Instruction x Hamilton County Express x permanent product with transportation safely x Video Modeling rubric x Community Based x Street Survival Skills Instruction Questionnaire (Available from Transition Library) x observation documentation

Summative x ISTAR Utilizes community resources… x Repeated Practice x Packages to send Formative: x Direct Instruction x Addresses x anecdotal records x Prepares and sends x 1:1 Instruction x UPS Store x teachers checklists packages x Video Modeling x Post Office x permanent product with x Community Based x Fed. Ex. Store rubric Instruction x Street Survival Skills Questionnaire (Available from Transition Library) Summative: Ǧ ͳ͸ͻ

High School

x ISTAR

Managing Living Options … x Direct Instruction x Magazines Formative: x 1:1 Instruction x Ads x anecdotal records x Identifies needs in a living x Community Based x Apartment Guides x teacher checklists situation Instruction x Steps to Independent x permanent product with x Video Modeling Living Skills – Life Skills rubric Curricula Series – x Street Survival Skills Keeping House (available Questionnaire (Available from Transition Library) from Transition Library)

Summative: x ISTAR x Portfolio

Community Access Indicators: Best Practice Instructional Possible Materials and Resources: For Possible Assessment Tools: Teacher Notes: Strategies: Managing Living Options … x Apartment Renting 101 Formative: x Determines which living x 1:1 Instruction (Transition Library) x anecdotal records option best serves x Community Based x Apartment guide x teacher checklists personal needs Instruction x permanent product with x Identifies living options in x Video Modeling rubric ads x Street Survival Skills x Visits apartments Questionnaire (Available available for rent from Transition Library) x Compares living options x Reviews a lease Summative: x Enters into a housing x ISTAR agreement x Portfolio

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Focus of Vocational Skills within the Standards-Based Life Skills Curriculum

Students participating in the Standards-Based Life Skills Curriculum will acquire and demonstrate specific Vocational Skills based on the Indiana Academic Standards and indicators in the areas of:

x Vocational behavior expectations x Career explorations x Personal finance x Technology

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

Early Childhood (Ages 3-5) x Complete activities with prompting x Practice calming strategies x Explore and pretend occupations x Play with money x Use technology for play

Primary (Grades K-2) x Complete tasks/activities as directed x Show awareness of jobs and work within the classroom x Know the difference between wants and needs x Use technology appropriately

Intermediate (Grades 3-5) x Demonstrate appropriate communication on the job x Demonstrate preferences for jobs x Demonstrate the concept of “work to earn” x Use technology to store and gain information

Middle School (Grades 6-8 ) x Demonstrate awareness of behaviors necessary to gain desired career x Begin to make economic decisions x Use technology to create useful documents

High School (Grades 9+) x Demonstrate employability skills x Develop a realistic career plan x Plan and implement responsible financial transactions x Use technology to gain, process, and use information

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Early Childhood

Career/Vocational Skills Level: Early Childhood (ages 3-5) Vocational Behavioral Expectations Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: IUSIG K-2.2.5 Doing one’s best. Strategies: x Picture schedule Formative: x Participate in adult-directed x 1-on-1 instruction x Developmentally appropriate x ABLLS task x errorless teaching toys/manipulatives x ISTAR x Complete tasks/activities as x small group x Sensory area x Daily data sheets directed with prompting x reinforcement x Cocoons x Anecdotal records IUSIG K-2.3.5 Practice calming x cueing x Board maker x Teacher made strategies with assistance x repeated practice x Social skills materials checklists x modeling x Books: When my autism gets too x Product/performanc x video self modeling big; When my worries get too big e assessed by x role playing x www.communicationsymbols.com rubrics, rating scale x videoing x www.picsearch.com x STAR (ProEd) x www.icontalk.com x www.tinsnips.org Summative: x www.do2learn.com x ABLLS x www.help4teachers.com/tips.htm x ISTAR x www.dodea.edu/instruction/curric x Portfolio ulum/special_ed/index.htm x STAR (ProEd)

Career Exploration Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: IUSIG K-2.2.1 Pretend to play Strategies: x Dress-up clothes Formative: one or more basic x 1-on-1 instruction x Play Vet/doctor kit x ABLLS occupations (e.g., firefighter, x errorless teaching x Play firefighter/police kit x ISTAR police, mail carrier, doctor) x small group x Field trips x Daily data sheets they find interesting. x reinforcement x Community helpers match-up x Anecdotal records IUSIG K-2.2.3 Discuss Pretend x cueing cards x Checklists to play basic occupations held x repeated practice x Fire house hero set (Disc. Toys) x STAR (ProEd) by adults in their community. x modeling x Main Street Playhouse (Disc. Summative: CPS 3.2.1 Explore basic x role playing Toys) x ABLLS occupations in the community Ǧ ͳ͹͵

Early Childhood

(e.g., farm visit, dentist x play based instruction x www.communicationsymbols.com x ISTAR visit/demonstration) x Integrated play groups x www.picsearch.com x Portfolio CPS 5.1.1 Associate items with x www.icontalk.com x STAR (ProEd) community careers (e.g., x www.tinsnips.org firetruck with firefighter, x www.do2learn.com stethoscope with doctor, x www.help4teachers.com/tips.htm badge/hat with police officer) x www.dodea.edu/instruction/curric ulum/special_ed/index.htm x Super Duper Publications x Discovery Toys x Creative Playthings

Personal Finance Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Math F.6.18 Imitate use of an Strategies: x Play cash register & accessories Formative: adult tool [play money, charge x 1-on-1 instruction x Piggy bank x ABLLS card, cash register in play x errorless teaching x BoardMaker visual supports x ISTAR BMS-PFE 4.1.7 Play with x small group x Picture This visual supports x Daily data sheets piggy banks x reinforcement x Play food, groceries x Anecdotal records Social Studies B.4.1 Choose x cueing x Play shopping cart x Teacher made between two or more x repeated practice x Table/chair set checklists alternatives. x modeling x Play telephone x Product/performanc Social Studies F.4.1 Play store x play based instruction x Restaurant dress-up (i.e. hats) e assessed by or restaurant with play or real x role playing rubrics, rating scale money, receipts, credit cards, x www.communicationsymbols.com x www.picsearch.com x STAR (ProEd) telephones. x www.icontalk.com x www.tinsnips.org Summative: x www.do2learn.com x ABLLS x www.help4teachers.com/tips.htm x ISTAR x www.dodea.edu/instruction/curric x Portfolio ulum/special_ed/index.htm x STAR (ProEd) x Creative Playthings x Discovery Toys

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Early Childhood

Technology Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: BMS-T 1.1.1 Use hardware and x Toy camera Formative: peripherals. Turn computer x 1-on-1 instruction x PC & games x ABLLS or switch on/off x errorless teaching x Assistive devices/switches x ISTAR BMS-T 1.1.4 Role play taking x small group x Computer games – JumpStart, x Daily data sheets pictures with toy camera x reinforcement Reader Rabbit, Blue’s Clues, Dora x Anecdotal records BMS-T 1.1.9 Use mouse, touch x cueing the Explorer x Teacher made screen, to respond to x repeated practice x Head phones checklists software (input devices) to x modeling x Intelli-Keys x Product/performanc input information. x role playing x Assistive Technology as needed e assessed by BMS-T 1.1.10 Use monitor x www.communicationsymbols.com rubrics, rating scale and/or speakers and x www.picsearch.com x STAR (ProEd) headphones (output x www.icontalk.com devices) to review Summative: information. x www.tinsnips.org x ABLLS BMS-T 5.1.1 Demonstrate x www.do2learn.com x ISTAR telecommunications skills x www.help4teachers.com/tips.htm by communicating x www.dodea.edu/instruction/curricul x portfolio effectively with assistance, um/special_ed/index.htm x STAR (ProEd) use picture-exchange, x Super Duper Publications device/switch to make x Linguasystems, Inc. request, indicate name, greet others.

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Primary

Career/Vocational Skills Level: Primary (grades K-2) Vocational Behavioral Expectations Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: IUSIG K-2.2.5 Doing one’s Strategies: x You Tell Me-Game 2 (PCI) Formative: best. Complete x 1:1 instruction x Teacher observation tasks/activities as directed x small group instruction (teacher-made IUSIG 3-5.3.23 Demonstrate x reinforcement checklists) understanding that] x cueing x ISTAR behaviors result in positive x repeated practice Summative: and/or negative x prompting x ISTAR consequences. x peer modeling IUSIG K-2.3.8 Demonstrate good listening skills BMS-CE 4.1.5 Demonstrate ability to “try again” after a setback or failure.

Career Exploration Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: Strategies: Resources: IUSIG K-2.2.1 Demonstrate Formative: preference for classroom x 1:1 instruction x Visual timer x Teacher observation jobs x small group instruction x Job Board (teacher-made checklists) IUSIG K-2.2.3 Identify x reinforcement x ISTAR community helpers x cueing x Task analysis CPS 1.1.2 Begin work in a x repeated practice timely manner x prompting Summative: x peer modeling x ISTAR

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Primary

Personal Finance Indicators: Best Practice Instructional Possible Materials and Resources Possible Assessment Tools: Teacher Notes: BMS-PFE 1.1.1 Recognize that Strategies: Formative: money is exchanged for x 1:1 instruction x Money x Teacher observation wants and needs. x small group instruction x Play money (teacher-made checklists) Social Studies B.4.3 x reinforcement x Play cash register x ISTAR Demonstrate awareness of x cueing x Task analysis activities that can satisfy x repeated practice Summative: people’s wants. x prompting x ISTAR Social Studies B.4.4 Assist and x peer modeling use money in purchasing x community-based goods. instruction

x token economy

Technology Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: BMS-T 1.1.9 Use mouse, touch Strategies: x Computer screen, input devices) to x 1:1 instruction x Touch screen Formative: input information. x small group instruction x One-click mouse x Teacher observation BMS-T 1.1.11 Use the icon/GUI x reinforcement x Inteli-keys (teacher-made checklists) (graphical user interface) of x cueing x Picture icons x ISTAR the operating system to x repeated practice Summative: launch and operate x prompting x ISTAR software. x peer modeling BMS-T 3.1.1 Practice respectful and responsible use of technology through abiding by the school technology use policy (e.g., not banging the mouse on the desk/table, striking the keyboard appropriately, keeping liquids away from the keyboard)

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Intermediate

Career/Vocational Skills Level: Intermediate (grades 3-5) Vocational Behavioral Expectations Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: IUSIG K-2.2.5 Demonstrate x Visual Timer Formative: awareness of punctuality, and x 1:1 instruction x Fitting In and Having Fun x Teacher observation doing one’s best. x small group instruction (Social Skills Training) (Teacher made BMS-CE 3.1.2 Demonstrate x reinforcement www.tdsocialskills.com checklists) proper etiquette for meeting x cueing x Social stories x ISTAR and greeting people and x repeated practice x Autism and PDD software appropriate social skills for x prompting (categories and basic Summative: school job and the community. x peer modeling questions) x ISTAR BMS-CE 3.1.14 Express x Circle Time thoughts and ideas using various forms of communication (e.g., oral, written, and nonverbal).

Career Exploration Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: IUSIG K-2.2.1 Demonstrate x Visual Timer Formative: preference for school jobs x 1:1 instruction x Job board x Teacher observation CPS 4.1.5 Demonstrate proper x small group instruction (Teacher made dining etiquette x reinforcement checklists) CPS 5.1.1 Participate in a x cueing x ISTAR school- approved x repeated practice community service project x prompting Summative: BMS-CE 1.1.1 Identify personal x peer modeling x ISTAR likes and dislikes x Community-based instruction

Personal Finance

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Intermediate

Indicators: Best Practice Instructional Possible Materials and Possible Assessment Tools: Teacher Notes: BMS-PFE 1.1.2 Apply Strategies: Resources: Formative: opportunity costs and trade- x 1:1 instruction x Social story x Teacher observation offs to personal decision x small group instruction (Teacher made making through a token x reinforcement checklists) economy x cueing x ISTAR Social Studies F.4.5 Recognize x repeated practice Summative: that things have to be paid for x prompting x ISTAR with money and that x next dollar strategy sometimes you can’t buy what x community-based you want because you don’t instruction have enough money.

Social Studies K.4.4 Give examples of work activities that people do at home.

Technology Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools Teacher Notes: BMS-T 1.1.9 Use mouse, Strategies: x Computer Formative: keyboard, touch screen, x 1:1 instruction x Visual Timer (input devices) to input x small group instruction x Intellikeys x Teacher observation information x reinforcement x Touchscreen (Teacher made BMS-T 1.1.10 Use monitor, x cueing x Model (to type from) checklists) printer, and/or speakers x repeated practice x ISTAR (output devices) to review x prompting Summative: information. x ISTAR BMS-T 2.1.9 ID the variety of technologies used in society. BMS-T 3.1.2 Use technology independently BMS-T 4.1.1 Demonstrate word processing skills BMS-T 4.1.28 Demonstrate the ability to follow instructions (instructor, and/or screen).

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Middle School

Career/Vocational Skills Level: Middle School (grades 6-8) Vocational Behavioral Expectations Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: IUSIG K-2.2.5 Demonstrate x Transition Library Job skill Formative: punctuality, and doing one’s x Errorless Teaching materials x Teacher created job task best. x 1-on-1 instruction x Life Skills Games: analysis, CPS 2.1.2 Identify x Small group workplace x Observation with anecdotal consequences of behavior x Reinforcement x Transition Library Job skill records related to future careers x Cueing materials CPS 4.1.5 Demonstrate proper x Prompting x Life Skills Games: Summative: business and dining etiquette x Repeated practice workplace x ISTAR CPS 5.3.1 Use decision- x Modeling x Transition Library Job skill x Teacher created job task making/problem-solving x Modeling and coaching materials analysis techniques at in-school jobs during in School Job x Life Skills Games BMS-BOM 1.1.3 Identify the Workplace, Looking Good, characteristics of a good x Use of Classroom token economy; earning Behavior Skills employee. x Manners-from transition “paycheck” for doing job, etc library x Community outings to restaurants and businesses x School cafeteria x Transition Library Job skill materials x Life Skills Games Workplace, Looking Good, Behavior Skills x Speakers from different jobs

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Middle School

Career Exploration Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: IUSIG K-2.2.1 Identify one or x CBI: visit job sites and Formative: more jobs they find x Errorless Teaching speakers x Teacher created job task interesting. x 1-on-1 instruction x Community game analysis, IUSIG K-2.2.3 Identify x Small group x Transition Library Job skill x Observation with occupations held by adults x Reinforcement materials anecdotal records in their community. x Cueing x Life Skills Games IUSIG K-2.2.5 Demonstrate x Prompting Workplace, Looking Good, Summative: importance of attendance, x Repeated practice Behavior Skills x ISTAR punctuality, and doing one’s x Modeling x Chores x Teacher created job task best. x Modeling and coaching x Life Skills Games analysis IUSIG 3-5.2.7 Participate in and during in School Job Workplace, Looking Good, experience jobs that relate Behavior Skills to their hobbies and/or x Use of Classroom token economy; earning x See social skills materials leisure activities. and resources IUSIG 9-12.2.11 Demonstrate “paycheck” for doing job, etc x Life Skills Games: awareness of self- Workplace, Looking Good, management expectations Behavior Skills of the school x First Impressions Videos CPS 5.1.1 Participate in a from Transition Library teacher-approved community service project x See Social skills and BMS-CE 1.1.1 Identify personal hygiene materials likes and dislikes, strengths and weaknesses BMS-CE 3.1.1 Identify personal qualities and ethical and/or responsible behaviors related to school, home, (e.g., promptness, ability to get along with others, a positive attitude, confidentiality, tolerance, flexibility, dependability, honesty, integrity,

Ǧ ͳͺͳ

Middle School

willingness to ask questions, respect for diversity, patience, cooperation, respect for personal property, completion of homework assignments, and communication skills); and describe how these qualities and behaviors influence the feelings and actions of others. BMS-CE 3.1.3 Explain the importance of personal appearance, grooming, and other school and workplace expectations. BMS-CE 3.1.13 Demonstrate good listening skills and describe or identify their importance to school and workplace expectations.

Personal Finance Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: BMS-PFE 1.1.4 Apply a decision- x Money, items to purchase Formative: making process to a situation x Errorless Teaching x Life Skills Games: Money x Teacher created job task involving an individual making x 1-on-1 instruction Skills analysis, an economic decision. x Small group x Grocery Shopping Game x Observation with BMS-PFE 1.1.7 Discuss how x Reinforcement x Dollars and Sense anecdotal records personal choices, x Cueing Software. Attainment Co. experiences, technology, x Prompting Summative: education/training, and other x Repeated practice x ISTAR factors correlate with earning x Modeling x Teacher created job task a living. x Modeling and coaching analysis BMS-PFE 2.1.7 Use a personal during in School Job spending/savings plan Ǧ ͳͺʹ

Middle School

according to short-term goals. x Use of Classroom token BMS-PFE 4.1.2 Identify why and economy; earning how I can save “paycheck” for doing job, etc Social Studies 1.4.2 Identify services that people do for each other. Social Studies 1.4.3 Compare different jobs people do to earn income.

Technology Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: Formative: BMS-T 1.1.2 Demonstrate x Microtype software x Teacher created job task effective keyboarding x General Ed keyboarding x Kid Keys 2.0 analysis, techniques. classes x Intellikeys x Observation with BMS-T 1.1.2.2 Use special anecdotal records purpose keys, including the space bar, tab key, shift Summative: keys, backspace key, delete x ISTAR key, and enter key. x Teacher created job task BMS-T 3.1.1 Practice respectful analysis and responsible use of technology through abiding by the school technology and Internet use policy. BMS-T 3.1.2 Use technology independently and collaboratively with prompting BMS-T 4.1.2 Demonstrate word processing skills by creating a variety of documents such as Word and Publisher

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High School

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

High School

expectations (punctuality, Transition Library) dependability, willingness to x First Job Survival Skills learn, initiative, cooperation, x Module 1 – The etc.) Foundation: A Positive CPS 5.1.3 Identify employee Work Ethic expectations (health and safety, x Module 2 – Workplace evaluations, fairness, pay, Manners: Boundaries benefits, rights, x Module 3 – Learning and labor/management relations, Doing the Job etc.) x (Available from Transition CPS 5.1.4 Analyze the effects of Library) voluntary/involuntary termination x Social Skills at Work (CD- CPS 5.3.1 Apply critical thinking rom) (Available from and decision-making/problem- Transition Library) solving techniques in the x Life Skills Games #7 – workplace Workplace Skills (Available CPS 5.4.3 Actively participate in from Transition Library) the orientation process and the x Off-To-Work Curriculum: probationary perio A Vocational Curriculum CPS 5.5.1 Understand strategies for People with Disabilities for working efficiently with co- (Book) (Available from workers of varying ages, gender, Transition Library) abilities, cultures, and economic x Stepping Stones: Using backgrounds Skills and Resources CPS 5.5.2 Understand the (Available from Transition importance of working as a team Library) player in the workforce CPS 5.5.3 Demonstrate appropriate interpersonal skills when dealing with others CPS 5.5.4 Express thoughts and ideas clearly using various forms of communication BMS-BOM 1.1.2 Identify the differences between an employer and an employee. BMS-BOM 1.1.7 Demonstrate the

Ǧ ͳͺͷ

High School

importance of time management. BMS-BOM 4.1.11 Identify ways to respond to customer concerns. BMS-BOM 4.1.12 Demonstrate ethical standards in conducting business.

Ǧ ͳͺ͸

High School

Career Exploration Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: IUSIG K-2.2.3 Discuss x WAGES – Working at Formative: occupations held by adults in x Direct Instruction Gaining Employment Skills x anecdotal records their community. x 1:1 instruction (Available from Transition x teacher checklists IUSIG 3-5.2.1 Use a career x Community Based Library) x permanent product with interest inventory to identify Instruction x It’s Your Choice – Planning rubric career interests. x Small Group Instruction for Life After High School x School to Work Self IUSIG 3-5.2.7 List jobs that relate x IEP Meetings (Available from Transition Assessment Checklist to their hobbies and/or leisure Library) (Available from activities. x Stepping Stones to Transition Library) IUSIG 6-8.2.2 Use personal, print, Education: Career and electronic resources to Explorations Available from Summative: discover occupations that Transition Library) x ISTAR match their career interests. x School to Work Self x portfolio IUSIG 6-8.2.6 Participate in Assessment Checklist (to x IEP’s creating a career interest that be put in Assessment includes one or more career Section) areas (e.g., health services, x Envision Your Career educational services, building (Video) (Available from and construction) they would Transition Library) like to explore in high school x Access Unlimited Video and specific occupations that Series are of interest to the student. x Job Search for People with IUSIG 6-8.2.9 Participate in Disabilities creating a resume using a x Resumes and Applications model resume. for People with Disabilities IUSIG 9-12.2.1 Reexamine x Job Interviewing for People specific occupation interests with Disabilities annually based on their additional life experiences x A Student’s Guide to Jobs and/or an updated career (audiotape and booklets) interest inventory. (Available from Transition IUSIG 9-12.2.5 Make annual Library) revisions as appropriate to their x Interview Challenge (Board

Ǧ ͳͺ͹

High School

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

Ǧ ͳͺͺ

High School

business manager, and firefighter) and describe career opportunities in these professional fields. BMS-CE 2.1.4 Use a variety of research tools (e.g., computer- assisted programs, newspapers, books, professional and trade associations, informational interviews, job shadowing, career fairs, field trips, speakers, case studies, community service, and the Internet) in the career- exploration process. BMS-CE 3.1.1 Discuss the personal qualities and ethical and/or responsible behaviors related to school, home, and employability (e.g., promptness, ability to get along with others, a positive attitude, confidentiality, tolerance, flexibility, dependability, honesty, integrity, willingness to ask questions, respect for diversity, patience, cooperation, respect for personal property, completion of homework assignments, and communication skills); and describe how these qualities and behaviors influence the feelings and actions of others. BMS-CE 3.1.2 Demonstrate proper etiquette for meeting

Ǧ ͳͺͻ

High School

and greeting people and appropriate social skills for school and the workplace. BMS-CE 3.1.3 Demonstrate appropriate the importance of personal appearance, grooming, and other school and workplace expectations. BMS-CE 3.1.4 Discuss the importance of a job well done to personal satisfaction and to the home and business communities. BMS-CE 3.1.5 Discuss the importance of being able to work productively with people who are different from oneself. BMS-CE 3.1.10 List the steps involved in handling conflict at the worksite BMS-CE 3.1.11 List the steps involved in dealing with stress at the worksite BMS-CE 3.1.14 Express thoughts and ideas succinctly and correctly using various forms of communication (e.g., oral, written, and nonverbal). BMS-CE 3.1.15 Identify ways to use feedback to improve workplace skills. BMS-CE 4.1.5 Discuss methods of “trying again” after a setback or failure. BMS-CE 4.1.8 Evaluate consequences of decisions pertaining to short- and long-

Ǧ ͳͻͲ

High School

term career goals. BMS-CE 5.1.6 Describe how good health, nutrition, and physical fitness habits contribute to career success. BMS-BOM 1.1.1 Identify skills and qualities needed for specific jobs and careers.

Standard 5 WRITING: Writing Applications 9.5.5 Write documents related to career development, including simple business letters and job applications that: • present information purposefully and in brief to meet the needs of the intended audience. • follow a conventional business letter, memorandum, or application format.

Ǧ ͳͻͳ

High School

Personal Finance Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: CPS 5.4.2 Identify basic payroll x WAGES – Working at Formative: procedures x Repeated Practice Gaining Employment Skills x anecdotal records BMS-PFE 1.1.1 Give examples x Direct Instruction (Available from Transition x teacher checklists of economic wants and x 1:1 Instruction Library) x permanent product with needs. x Small Group Instruction x It’s Your Choice – Planning rubric BMS-PFE 1.1.3 Recognize and x Community Based for Life After High School x School to Work Self assume responsibility for the Instruction (Available from Transition Assessment Checklist consequences of economic Library) (Available from Transition choices. x Stepping Stones to Library) BMS-PFE 1.1.6 Identify various Education: Career ways people earn a living. Explorations Available from Summative: BMS-PFE 1.1.8 Discuss the Transition Library) x ISTAR characteristics and x School to Work Self x portfolio requirements of occupations Assessment Checklist (to of interest, including be put in Assessment entrepreneurial opportunities. Section) BMS-PFE 2.1.7 Participate in x Envision Your Career the construction and use a (Video) (Available from personal budget Transition Library) (spending/savings plan), and x Access Unlimited Video evaluate it according to short- Series , intermediate-, and long-term x Job Search for People with goals. Disabilities BMS-PFE 3.1.1 Apply a rational x Resumes and Applications decision-making process to for People with Disabilities personal buying decisions. x Job Interviewing for People BMS-PFE 3.1.4 Apply with Disabilities comparison shopping practices; analyze advertising x A Student’s Guide to Jobs claims; explain the concept of (audiotape and booklets) impulse buying. (Available from Transition BMS-PFE 3.1.11 Contrast Library) different methods of payment x Interview Challenge (Board

Ǧ ͳͻʹ

High School

including cash, checks, debit Game) (Available from cards, and credit cards; Transition Library) explain which of these is x Resumes, Applications, “borrowing.” Interviews (Available from BMS-PFE 3.1.12 Discuss the Transition Library) steps involved in opening x First Job Survival Skills and using a checking x Module 1 – The account. Foundation: A Positive BMS-PFE 4.1.2 Discuss why Work Ethic and how people save; x Module 2 – Workplace explain the concept of Manners: Boundaries planning for emergencies x Module 3 – Learning and Social Studies 2.4.3 Explain that Doing the Job a price is what people pay x (Available from Transition when they buy a good or Library) service and what people x Social Skills at Work (CD- receive when they sell a rom) (Available from good or service. Transition Library) x Life Skills Games #7 – Workplace Skills (Available from Transition Library) x Off-To-Work Curriculum: A Vocational Curriculum for People with Disabilities (Book) (Available from Transition Library) x Stepping Stones: Using Skills and Resources (Available from Transition Library) x Life Skills Games – Money Skills x (Available from Transition Library) x Measuring Tools x Thermometer

Ǧ ͳͻ͵

High School

x Clocks x Coins and Bills x Calculator x Touch Money x Menu Math x Market Math x Teaching Clock x Student Watches x Calendar x Daily Schedule

Technology Indicators: Best Practice Instructional Possible Materials and Resources: Possible Assessment Tools: Teacher Notes: Strategies: BMS-T 3.1.1 Practice respectful x WAGES – Working at Formative: and responsible use of x Repeated Practice Gaining Employment x anecdotal records technology through abiding x Direct Instruction Skills (Available from x teacher checklists by the school technology and x 1:1 Instruction Transition Library) x permanent product with Internet use policy. x Small Group Instruction x It’s Your Choice – rubric BMS-T 3.1.2 Use technology x Community Based Planning for Life After x School to Work Self independently and Instruction High School (Available Assessment Checklist collaboratively. from Transition Library) (Available from Transition BMS-T 4.1.2 Demonstrate word x Stepping Stones to Library) processing skills by creating Education: Career a variety of documents. Explorations Available Summative: BMS-T 4.1.3 Demonstrate word from Transition Library) x ISTAR processing skills by saving x School to Work Self x portfolio and printing documents. Assessment Checklist (to BMS-T 4.1.21 Log on to be put in Assessment preselected Internet sites Section) and view information. x Envision Your Career BMS-T 4.1.22 Demonstrate the (Video) (Available from ability to use Internet search Transition Library) engines to access x Access Unlimited Video information by identifying and Series

Ǧ ͳͻͶ

High School

conducting searches using x Job Search for People Internet/intranet search with Disabilities engines and directories. x Resumes and BMS-T 4.1.24 Demonstrate Applications for People telecommunications skills with Disabilities through the use of e-mail to x Job Interviewing for contact peers, teachers, and People with Disabilities other audiences. x A Student’s Guide to Jobs BMS-T 4.1.28 Demonstrate the (audiotape and booklets) ability to follow instructions (Available from Transition (instructor, text, manuals, Library) and/or screen). x Interview Challenge BMS-T 4.1.29 Demonstrate the (Board Game) (Available ability to work independently from Transition Library) and as a team member x Resumes, Applications, (includes efficient use of Interviews (Available from time, organization of work, Transition Library) etc.). x First Job Survival Skills x Module 1 – The Foundation: A Positive Work Ethic x Module 2 – Workplace Manners: Boundaries x Module 3 – Learning and Doing the Job x (Available from Transition Library) x Social Skills at Work (CD- rom) (Available from Transition Library) x Life Skills Games #7 – Workplace Skills (Available from Transition Library) x Off-To-Work Curriculum: A Vocational Curriculum for People with Ǧ ͳͻͷ

High School

Disabilities (Book) (Available from Transition Library) x Stepping Stones: Using Skills and Resources (Available from Transition Library) x Computer x Internet

Ǧ ͳͻ͸

Community-Based Instruction

Community-Based Instruction (CBI) involves taking the knowledge and skills learned in the classroom and community and practicing those skills in a natural environment. CBI is implemented using small groups of 2- 3 students with one adult teaching and practicing skills and collecting data. Instruction in the community provides valuable, realistic teachable moments which help students to generalize and master skills. The ultimate goal of community-based instruction is for the students to be able to perform community skills as independently as possible by the time that they exit high school.

CBI is used as a strategy across all domains of the curriculum from early childhood to adulthood. Beginning CBI in early childhood provides a solid foundation for the development of age appropriate community participation. As the child progresses through the educational process, CBI provides a structured opportunity for advancement of skills.

CBI is not the same as taking a field trip. CBI can involve, but is not limited to: involvement in the local community, shopping, dining out, personal care services, banking, volunteer work, recreation and leisure activities, and vocational experiences.

Ǧ ͳͻͻ

Community-Based Instruction at the High School Level

As students approach adulthood, it is imperative that they are prepared for adult living. In order to prepare them for the transition from the high school setting to the community setting, much of the life skills curriculum must be taught in the community where these skills will be utilized. Most students in the Life Skills Classrooms do not easily generalize these skills from the school setting to the community, which makes it even more important to teach them in the environment where they will be used. For the purposes of the curriculum, we believe the Community- Based Instruction indicators should be embedded within each of the curricular areas at the high school level, and additionally reinforced by way of a CBI quick reference which is the following section of the curriculum.

Ǧ ʹͲͲ

High School

Community Based Instruction (transfer of skills across environments to support transition to adult living) Level: High School (grade 9 to adulthood) Curricular Strand(s): Best Practice Instructional Possible Community Locations: Assessment Tools: Teacher Notes: Strategies: English/Language Arts x 1:1 instruction x Retail Establishments Formative: x Small Group Instruction x Libraries x anecdotal records x Reinforcement x Dining Establishments x teacher checklists x Cueing x Recreational Facilities x task analysis x Prompting x Public Service x Repeated Practice Establishments Summative: x Label Reading x Personal Care x ISTAR x Community Scavenger Establishments x Standards Based Hunts x Financial Institutions Classroom Assessments x Shopping Lists x Local Businesses (www.lessonlocator.org) x Survival Sign Reading x Portfolio x Mailing Letters Mathematics x 1:1 instruction x Retail Establishments Formative: x Small Group Instruction x Libraries x anecdotal records x Reinforcement x Dining Establishments x teacher checklists x Cueing x Recreational Facilities x task analysis x Prompting x Public Service x Repeated Practice Establishments Summative: x Label Reading x Personal Care x ISTAR x Community Scavenger Establishments x Standards Based Hunts x Financial Institutions Classroom Assessments x Shopping Lists (www.lessonlocator.org) x Coupon Shopping x Portfolio x Vending Machines x Next Dollar Method Social Skills x 1:1 instruction x Retail Establishments Formative: x Small Group Instruction x Libraries x anecdotal records x Reinforcement x Dining Establishments x teacher checklists x Cueing x Recreational Facilities x task analysis Ǧ ʹͲͳ

High School

x Prompting x Public Service x Repeated Practice Establishments Summative: x Video Modeling x Personal Care x ISTAR x Social Outings Establishments x Portfolio x Financial Institution Motor Skills x 1:1 instruction x Retail Establishments Formative: x Small Group Instruction x Libraries x anecdotal records x Reinforcement x Dining Establishments x teacher checklists x Cueing x Recreational Facilities x task analysis x Prompting x Public Service x Repeated Practice Establishments Summative: x Video Modeling x Personal Care x ISTAR Establishments x Portfolio x Retail Establishments x Libraries x Dining Establishments x Recreational Facilities x Public Service Establishments x Personal Care Establishments x Financial Institutions Functional Self-help Skills x 1:1 instruction x Retail Establishments Formative: x Small Group Instruction x Libraries x anecdotal records x Reinforcement x Dining Establishments x teacher checklists x Cueing x Recreational Facilities x task analysis x Prompting x Public Service x Repeated Practice Establishments Summative: x Video Modeling x Personal Care x ISTAR x Label Reading Establishments x Portfolio x Community Scavenger x Financial Institutions Hunts x Shopping Lists x Survival Sign Reading x Mailing Letters x Coupon Shopping Ǧ ʹͲʹ

High School

x Vending Machines x Next Dollar Methods x Social Outings Social Sciences x Small Group Instruction x Libraries Formative: x Reinforcement x Dining Establishments x anecdotal records x Cueing x Recreational Facilities x teacher checklists x Prompting x Public Service x task analysis x Repeated Practice Establishments Summative: x Video Modeling x ISTAR x Standards Based Classroom Assessments (www.lessonlocator.org) x Portfolio Career/Vocational Skills x 1:1 instruction x Retail Establishments Formative: x Small Group Instruction x Libraries x anecdotal records x Reinforcement x Dining Establishments x checklists x Cueing x Recreational Facilities x task analysis x Prompting x Public Service x weekly employment x Repeated Practice Establishments evaluations x Video Modeling x Personal Care Summative: Establishments x ISTAR x Financial Institutions x Monthly and Final Employment Evaluations x Portfolio

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