eric - education resources information center · 2013-08-02 · 1. career education. the concept of...

DOCUMENT RESUME

ED 407 757 EC 305 450

AUTHOR Brolin, Donn E.TITLE Life Centered Career Education: A Competency Based Approach.

Fifth Edition.INSTITUTION Council for Exceptional Children, Reston, Va.REPORT NO ISBN-0-86586-292-3PUB DATE 97

NOTE 186p.; For related documents, see ED 350 784-787 and ED 405725.

AVAILABLE FROM Council for Exceptional Children, 1920 Association Drive,Reston, VA 20191-1589 (Stock No. P180G, $30 nonmembers; $21members).

PUB TYPE Guides Classroom Teacher (052) Tests/Questionnaires(160)

EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS Behavior Rating Scales; *Career Education; Competency Based

Education; *Curriculum; *Daily Living Skills; *Disabilities;*Independent Living; Individualized Education Programs;Interpersonal Communication; *Interpersonal Competence;Secondary Education; Skill Development; Student Evaluation

ABSTRACTThis curriculum guide, based on the position that career

education is a major focus of the educational program, is designed to assiststudents with disabilities to become productive workers and independentadults. Chapter 1 provides an overview of the history and importance ofcareer education for children with disabilities. The features of careereducation and the differences between career education and vocationaleducation are explained, and barriers to the implementation of careereducation are identified. Recommendations for future directions are alsoprovided. Chapter 2 describes the Life Centered Career Education (LCCE)Curriculum, which organizes 22 student competencies into three primarycategories: daily living skills, personal-social skills, and occupationalguidance and preparation. Information is presented on the LCCE transitionalmodel; implementation of the LCCE model; and the roles of special educators,general educators, families, and community personnel in the LCCE educationprogram. Each of the 22 competencies is further divided into 97subcompetencies presented in Chapter 3. For each subcompetency, objectivesare listed along with activities and strategies for achieving the objectivesand an explanation of the adult/peer role. The final chapter discussesstudent competency assessment and provides rating scales to measureperformance on subcompetencies. A LCCE individualized education program formis provided. Appendices include a competency rating scale manual and masterforms for duplication. (CR)

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Fifth EditionU.S. DEPARTMENT OF EDUCATION

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2 1

A CompetencyBased Approach

Donn E. Brolin

The Council for Exceptional Children

CEC: Leading the WayThe Council for Exceptional Children (CEC) is the largest profession-al organization internationally committed to improving educationaloutcomes for individuals with exceptionalities. CEC accomplishes itsworldwide mission on behalf of educators and others working withchildren with exceptionalities by advocating for appropriate govern-ment policies; setting professional standards; providing continuingprofessional development; and assisting professionals to obtain condi-tions and resources necessary for effective professional practice.

CEC: The Unifying Force of a Diverse FieldThe Council for Exceptional Children, a private nonprofit membershiporganization, was established in 1922. CEC is an active network of 59State/Provincial Federations, 900 Chapters, 17 Specialized Divisions,and 275 Subdivisions with reach in over 40 countries.

The CEC Information Center:International Resource for Topics in Special and Gifted EducationThe Council for Exceptional Children is a major publisher of specialeducation literature and produces a comprehensive catalog semiannu-ally. Journals such as TEACHING Exceptional Children (published sixtime a year and Exceptional Children (published quarterly) and anewsletter, CEC Today, reach over 100,000 readers and provide awealth of information on the latest teaching strategies, research,resources, and special education news.

To help those in the field respond to their ever-increasing classroomchallenges, CEC is proud to release Life Centered Career Education:A Competency Based Approach, Fifth Edition.

The Council for Exceptional Children1920 Association Drive Reston, Virginia 20191-1589

Voice: 703/620-3660TTY: 703/264-9446Fax: 703/264-9494

E-mail: cecpubs cec.sped.orgURL: http://www.cec.sped.org

Fifth Edition

LifeCenteredCareerEducation

A CompetencyBased Approach

Donn E. Bro lin

Published byThe Council for Exceptional Children

Library of Congress Cataloging-in-Publication Data

Brolin, Donn E.Life centered career education : a competency based approach /

Donn E. Brolin. 5th ed.p. cm.

Includes bibliographical references.ISBN 0-86586-292-31. Career educationUnited StatesCurricula. 2. SpecialeducationUnited StatesActivity programs. 3. Special educationUnited StatesCurricula. 4. Competency based educationUnitedStatesCurricula. I. Council for Exceptional Children.II. Title.LC1037.5.B75 1997371.9dc21 97-3894

CIP

ISBN 0-86586-292-3

Copyright 1997 by The Council for Exceptional Children, 1920 Association Drive,Reston, Virginia 20191-1589.

Stock No. P180G

All rights reserved. No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted, in any form or by any means, electronic, mechanical,photocopying, recording, or otherwise, without prior written permission of thecopyright owner.

Printed in the United States of America.10 9 8 7 6 5 4 3 2 1

Contents

List of Figures v

Foreword vii

1. Career Education 1

2. The Life Centered Career Education Curriculum 9

3. Competency Units 19

Daily Living Skills 21Personal-Social Skills 69

Occupational Guidance and Preparation 105

4. Student Competency Assessment 136

Appendix A: Competency Rating Scale Manual 151

Appendix B: Master Forms for Duplication 161

Competency Rating Scale 162

Individualized Education Program Form 168

Appendix C: Correlation of Original Life Centered Career (LCCE) Curriculumwith the Modified Curriculum (LCCE-M) Competencies 173

Appendix D: LCCE Resources Available from CEC 177

iii

List of Figures

FIGURE 2-1 Curriculum Areas for the Life Centered Career Education Curriculum Model 9

FIGURE 2-2 Life Centered Career Education Competencies (Revised 1/87) 12

FIGURE 2-3 LCCE Transition Model 14

SAMPLE LCCE INSTRUCTIONAL UNIT 1.1 22



FIGURE 4-1 Competency Rating Scale (Sample Form) 140

FIGURE 4-2 Individualized Education Program Form (Sample Form) 146

LCCE Competency Rating Scale (Master Form) 162

LCCE Individualized Education Program Form (Master Form) 168

v

Foreword

The Council for Exceptional Children is pleased to offerthis fifth edition of Life Centered Career Education: ACompetency Based Approach. Dr. Brolin's work supportsCEC's policy on career education, which states that careereducation is the totality of experiences through which onelearns to live a meaningful, satisfying work life. Within thecareer education framework, work is conceptualized as con-scious effort aimed at producing benefits for oneself and/orothers. Career education provides the opportunity for chil-dren to learn, in the least restrictive environment possible,the academic, daily living, personal-social, and occupation-al knowledge and the specific vocational skills necessaryfor attaining their highest levels of economic, personal, andsocial fulfillment.

CEC supports the belief that career education shouldpermeate the entire school program and even extendbeyond it. It should be infused throughout the curriculumby knowledgeable teachers who are able to modify the cur-riculum to integrate career development goals with currentsubject matter goals and content. It is the position of The

Council that individualized, appropriate education mustinclude the opportunity for every student to attain his or herhighest level of career potential through career educationexperiences. Children with exceptionalities require careereducation experiences that will develop their wide range ofabilities, needs, and interests to the fullest extent possible.

In order to assist students with exceptionalities to becomeproductive workers and independent adults, special educa-tion professionals need to work in collaboration with par-ents, other educators, community service personnel, and thebusiness community. The LCCE approach serves as a modelfor making this happen.

The author of the LCCE program, Donn E. Brolin, whodied in 1996, dedicated his professional life to the develop-ment of materials in support of the career education concept.The LCCE curriculum is the foundation for life skills andtransition education for thousands of young people eachyear. Drawing upon the experience and expertise of LCCEpractitioners and professional colleagues of Dr. Brolin, CECwill continue to expand the LCCE line of products.

8 vii

1. Career Education

The concept of career education was officially introduced toU.S. educators in 1971 by the U.S. Commissioner ofEducation at a national conference of secondary schoolprincipals (Mar land, 1971). Education officials were vitallyconcerned with the high drop-out rate of students whofailed to see the relevance of what they were being taught totheir future life goals. A more practical and meaningfulapproach to education was being voiced in many quarters,and in response to this critical need, career education wasborn. A betting person would have given 100-to-1 oddsagainst the newest educational reform lasting more than afew years. But career education has endured and weatheredthe usual rejection and resistance to innovations and is gath-ering greater momentum with the passage of time, althoughmuch is now embedded in newer terms such as transitionalprogramming, functional curriculum, supported work, andthe like. LCCE has been developed on the principles of thecareer education approach.

EARLY HISTORICAL PERSPECTIVE

Some special educators profess to have practiced a type ofcareer education long before its introduction by Dr.Mar land. They are partially correct. The work-study model(Kolstoe & Frey, 1965) of the 1950s and 1960s was to somedegree a forerunner of the career education concept at thehigh school level. The "Persisting Life Situations" curricu-lum of the Wisconsin State Department of Instruction andseveral other curriculum models of the 1960s were also pre-cursors of career education. It is not important, however, togive credit to anyone in particular for its invention. What isimportant is that in 1971 the U.S. Office of Education(USOE) gave top priority to career education as a criticaleducational need. The exact nature and definition of career

education were left to evolve from the field as it respondedto the basic tenets of and need for this educational reform.

Special education and vocational education, in particu-lar, responded favorably to the federal dictate of the early1970s. Some noteworthy events that followed were: (a) thefederal special education agency declared career educationa top priority and gave it financial backing (1972); (b) TheCouncil for Exceptional Children (CEC) and the AmericanVocational Association (AVA) cosponsored an extensivenational conference on the topic; (c) a U.S. Office of CareerEducation was established (1974) and existed under thedirection of Dr. Kenneth B. Hoyt until 1982; (d) theDivision on Career Development (DCD), now the Divisionon Career Development and Transition (DCDT), wasformed and became CEC's 12th Division (1976); (e) theCareer Education Implementation Incentive Act (P.L. 95-207) was passed to help states infuse career education intoschool curricula for all students so it could become an inte-gral part of the nation's educational process (1977); and (f)CEC issued a position paper describing its conceptualiza-tion of career education and its importance for special edu-cation students (1978). CEC also published the first editionof Life Centered Career Education: A Competency BasedApproach (Brolin, 1978).

In 1982, the Career Education Incentive Act wasrepealed and the federal Division on Career Education (for-merly the U.S. Office of Career Education) began phasingout. It is important to know, however, that this law wasnever intended to be renewed but was designed to providefederal incentive funds so that state and local districts couldinitiate career education and make it an integral part of theireducational effort for all students. Many school districts didjust that, and career education concepts, processes, andmaterials became imbedded in their curricula.

9

2 / LIFE CENTERED CAREER EDUCATION

The flurry of curriculum and materials development thatoccurred in the 1970s and early 1980s was unprecedented,both for regular and special education students. But whenthe federal and state monies subsided, so, proportionately,did the efforts by most school districts, and the term careereducation was used less frequently than before. However,as indicated previously, in many districts career educationbecame a part of the educational program to differentdegrees. The career education movement has had a signifi-cant impact across the country and is now known in someplaces by different terms and in different forms, although inmany other areas of the country the term career educationstill prevails. A review of more recent career education andtransition literature for students with mild disabilities (e.g.,Clark & Kolstoe, 1990; Polloway, Patton, Payne, & Payne,1989; Rusch, De Stefano, Chadsey-Rusch, Phelps, &Szymanski, 1992; Schloss, Smith, & Schloss, 1990; West etal., 1992) attests to the importance of career education inour present-day educational literature.

NEW AND RELATED EDUCATIONCONCEPTS AND THRUSTS

In recent years, several new terms and movements haveemerged that relate closely to the career education conceptsand efforts of the past. These are the transition, functionalskills, outcome(s)-based education (OBE), and self-deter-mination movements. The LCCE approach contains sub-stantial elements that relate to each of these movements asexplained below.

Transition Services

The final rules for the Individuals with Disabilities EducationAct (1990) defined transition services as

a coordinated set of activities for a student designedwithin an outcome oriented process that promotesmovement from school to post-school activitiesincluding post-secondary education, vocational train-ing, integrated employment (including supportedemployment), continuing and adult education, adultservices, independent living, or community participa-tion. The coordinated set of services must be (1)based on the individual student's needs, taking intoaccount the student's preferences and interests, (2)include needed activities in the areas of instruction,community experiences, the development of employ-ment and other post-school adult living objectives,and, if appropriate, acquisition of daily living skillsand functional vocational evaluation. NOTE:Transition services for students with disabilities maybe special education if they are provided as special-ized designed instruction or related services, if they

are required to assist a student with a disability tobenefit from special education. (300.18 TransitionServices)

The IEP for each student should contain the transitionservices component, beginning no later than age 16 or at ayounger age, if determined appropriate, and must include astatement of the needed transition services including, ifappropriate, a statement of each public agency and eachparticipating agency's responsibilities or linkages, or both,before the student leaves the school setting. If the IEP teamdetermines that services are not needed in one or moreareas, the IEP must include a statement to that effect and thebasis upon which the determination was made. It is impor-tant to note that the U.S. House of Representatives commit-tee reporting on the law stated, "Although this languageleaves the final determination of when to initiate transitionservices for students under age 16 to the IEP process, it nev-ertheless makes it clear that Congress expects much con-sideration to be given to the need for transition services forstudents by age 14 or younger." The Committee encouragedthat approach because of their concern that

age 16 may be too late for many students, particularlythose at risk of dropping out of school and those withthe most severe disabilities. Even for those studentswho stay in school until age 18, many will need morethan two years of transitional services. Students withdisabilities are now dropping out of school before age16, feeling that the education system has little to offerthem. Initiating services at a younger age will be crit-ical. (House Report No. 101-544, 10, 1990)

The LCCE approach integrates classroom instructionwith community-based experiences and the active involve-ment of family members, employers, and human serviceagencies in cooperatively preparing students with the skillsneeded for adult functioning. The curriculum is intended tobegin during the elementary years so that students have suf-ficient time to learn and develop the critical skills they willneed to be productive and successful upon making the tran-sition from school to community life and work.

Functional Skills

There is more recognition now that students will need anappropriate blend of academic and functional skills instruc-tion in school, home, and community settings if they are tobe successful during their school years and after they leavethe educational system. Functional skills are not just acade-mic ones, they are also those needed for adult living, includ-ing independent living, social, communication, and voca-tional skills, which should be taught in part in integratednatural settings. Clark (1991) has defined functional cur-riculum as "instructional content that focuses on the con-

1 0

cepts and skills needed by students in the areas of personal-social, daily living, and occupational adjustment."

The LCCE approach is designed to focus on 22 majorfunctional skills or competencies that research has foundcritical for adult adjustment. In the process of learning these22 competencies, students learn functional academic skills(e.g., reading, writing, math) as well. Thus, the LCCECurriculum provides a comprehensive framework for deliv-ering all or most of the functional, practical, everyday skillsinstruction that students will need to function as productiveworkers and citizens of their communities.

Outcome(s)-Based Education

Presently, many states and local educational agencies areadopting the basic tenets of the outcome(s)-based education(OBE) approach. Basically, OBE is

a philosophy which "drives" the way in whichinstruction is organized, delivered and evaluated inour schools. Its purposes are: (1) equipping all stu-dents with the knowledge, skills and competenciesneeded for future success in school, in the workplaceand in advanced studies; and (2) establishing condi-tions in schools which maximize achievement andsuccess for all students. (Missouri Department ofElementary and Secondary Education, 1992)

In the OBE system, student outcomes define the curricu-lum, and the learning time depends on the needs of eachstudent. Grades are based on the mastery of specified out-comes, and expectations are high for all students. There is aclose connection between academic and vocational goals.For students with disabilities, needed adaptations and mod-ifications can be addressed through the IEP process.

The LCCE Curriculum is an outcome(s)-based educa-tion system. The 22 competencies that the approach advo-cates comprise the critical knowledge and skills an individ-ual needs to be a successful and productive citizen andworker in today's society. Many schools implementingLCCE have recognized this fact and have designated LCCEas their outcome(s)-based response to their state's and/orschool district's mandate to implement the OBE approach.

Self-Determination

There is a growing recognition in education that a criticalfactor in a successful transition from school to work is thedegree to which a student learns to become self-determined.Although there is no one definition of self-determinationthat receives universal support, there is general consensusas to the characteristics that are typically exemplified byself-determined people. There common themes are evidentin the most frequently cited definitions of self-determina-tion. Ward (1988) defined self-determination as referring to

CAREER EDUCATION / 3

"both the attitudes which lead people to define goals forthemselves and to their ability to take the initiative toachieve these goals" (p. 2). Ward identified self-actualiza-tion, assertiveness, creativity, pride, and self-advocacy as aset of characteristics of self-determination. Within this setof characteristics, a person must (a) be self-actualizing toachieve his or her full potential, (b) be assertive to act in aself-confident manner and to express his or her needs clear-ly and directly, (c) be creative to expand beyond stereo-typed roles and expectations, (d) have pride to recognize hisor her abilities and contributions to society, and (e) be self-advocating to ensure access to the services and benefitsneeded to facilitate the achievement of one's full potential.

Field and Hoffman (1994) defined self-determination as"one's ability to define and achieve goals based on a foun-dation of knowing and valuing oneself' (p. 136). Theirmodel addresses cognitive, affective, and behavioral com-ponents that promote self-determination, and it has fivemajor components: (1) know yourself, (2) value yourself,(3) plan, (4) act, and (5) experience outcomes and learn.Wehmeyer (1996) defined self-determination as "acting asthe primary causal agent in one's life and making choicesand decisions regarding one's quality of life free from undueexternal influence or interference" (p. 22). Individuals areself-determined if their actions reflect four essential charac-teristics: (1) the individual acted autonomously, (2) thebehaviors were self-regulated, (3) the person initiated andresponded to events in a psychologically empowered man-ner, and (4) the person acted in a self-realizing manner.These essential characteristics emerge based on the stu-dent's development or acquisition of a set of componentelements of self-determined behavior, including choice-and decision-making skills; problem-solving skills; goal-setting and attainment skills; self-observation, self-evalua-tion, and self-reinforcement skills; positive perceptions ofcontrol; positive attributions of efficacy and outcomeexpectancy; and a positive, realistic self-awareness andself-knowledge.

The LCCE is uniquely suited to enable teachers to pro-mote self-determination for students with disabilities. Forexample, Wehmeyer (1995) used lessons from 4 competen-cy areas (10. Achieving Self-Awareness; 11. AcquiringSelf-Confidence; 14. Achieving Independence; and 15.Making Adequate Decisions) and 17 subcompetency areasof the LCCE to promote self-determination for youth withmental retardation or learning disabilities. With the 350 les-son plans contained within these competency and subcom-petency areas, instruction can begin with students as earlyas age 12 or 14 and continue through the senior high years.Using the LCCE, instruction in self-determination beginswith instruction on issues of self-awareness. When studentsacquire a broader sense of themselves, they learn to applythat knowledge to building a positive self-image and gain-

11


ing self-confidence. Only then do they begin to learn skillsrelated to choice and decision making, goal setting, andself-organization. Instruction in self-awareness begins withthe identification of basic physical and psychological needs,interests, and abilities.

Given the IDEA's emphasis on basing transition serviceson individual student interests and preferences, theselessons are particularly important. Students learn to distin-guish between their physical and psychological needs andthen learn ways to meet these needs. They use role-playingand brainstorming procedures to explore interests and abil-ities, including those common to most people as well asthose unique to themselves. Students then discuss commonemotions such as fear, love, hate, and sadness; how theseaffect their behavior and the behavior of others; and how tocope with such emotions.

Students then move from the emotional domain to basicphysical awareness. The lesson plans involve demonstrat-ing a knowledge of one's physical self, and they help stu-dents learn how their physical health has an impact on theways they act. Students need to learn that there are physicalcauses for the way they feel and that how they feel affectsthe way they behave. This is an opportune time to importadditional materials involving health and body systems.The final subcompetency teaching self-awareness involvesdemonstrating how one's behavior affect others. The stu-dents explore appropriate ways to act in a variety of situa-tions and how to use cues to regulate one's behavior.

The next set of lessons applies self-awareness to acquir-ing self-confidence and self-acceptance. Students first learnto express feelings of self-worth. They identify their ownpositive physical and psychological attributes, how thesemake them feel, and how other people's actions affect theirfeelings of self-worth. Students move on to explore others'perceptions of them, listing potential reactions of others,constructing a view of how others see them, and describinghow their behaviors affect others' reactions. As one compo-nent of this process, students discuss differences amongpeople, including interests and abilities. Students then learnto give and accept praise and criticism. They learn appro-priate and inappropriate ways to respond to each of these,list the effects and purposes of praise and criticism, andpractice strategies to give and receive both. Finally, studentsidentify their own positive characteristics, ways to expressconfidence in themselves, how to react to others' expres-sions of confidence, and how to appropriately make posi-tive statements about themselves.

As illustrated by this sequence of instruction used byWehmeyer (1995), the LCCE provides a comprehensivefoundation upon which student instruction in self-determi-nation can be accomplished and through which students canbecome more self-determined and involved in their educa-tional process.

FEATURES AND BARRIERS

Through the years some people have had trouble differenti-ating career education from vocational education. Careereducation can be distinguished from vocational educationand other related curricular concepts such as life skills edu-cation, transitional programming, functional curriculum,and supported work in the following manner.

1. It interfaces education with work. Work becomes a pri-mary need for the vast majority of individuals whenthey grow up. Productive work activity, paid or unpaid,is something that makes a person an acceptable adult.People perform productive work in the home or com-munity, on the job, and in enjoyable leisure-time andrecreational pursuits. Adults spend much of their pro-ductive work time on the job; others spend most of it athome or on volunteer projects that benefit the commu-nity. Thus, students should be prepared to engage in thedifferent roles and settings in which meaningful, pro-ductive work is done. The school curriculum offers theopportunity to teach many of the cognitive, affective,and psychomotor skills needed to perform variouswork roles.

2. It is a K-12+ effort that involves all possible schoolpersonnel. Children begin developing a work person-ality, as well as a general personality, in early child-hood. Work attitudes, values, interests, motivation,needs, habits, and behaviors develop early and are sus-ceptible to the influence of parents, teachers, peers, andexperiences. Teachers are important in helping studentslearn about and clarify their values and potential for theworld of work.

3. It is an infusion concept. Career education is not acourse; rather, it is the process of integrating concepts,materials, and experiences into traditional subject mat-ter. For example, when teaching mathematics concepts,the teacher can use practical examples of how to relatethe instruction to productive work activities in thehome, community, job, and avocational situations.Role playing, simulated businesses, occupational note-books, job analysis assignments, and many other stim-ulating activities can be used to enhance academiclearning.

4. It does not replace traditional education or subject matter.Career education requires a focusing of why and howsubject matter is taught. Much of what is already beingdone in the classroom may be career education.Generally, however, the effort is too limited and unfo-cused. Educators can be taught to expand their careereducation efforts without discarding most of what theyhave done in the past.

5. It conceptualizes career development occurring instages. The elementary school years, or the career

12

awareness stage, are when students need more instruc-tion and experiences that will make them more awareof themselves, of the world of work and its require-ments, and of how they might fit into it someday. Thejunior high or middle school years, or the career explo-ration stage, provide further career awareness opportu-nities but also offer students the opportunity to exploreareas of interest and aptitude. This period is importantbecause it is then that students can begin to determinetheir future roles as citizens, family members, employ-ees, and participants in productive avocational activi-ties. The high school period, or the career preparationstage, should focus on career planning and preparationfor the world of work after high school or with futuretraining. It is important to provide for these three stagesof career development in the curriculum so that stu-dents can develop a satisfactory work personality andcareer maturity. The fourth stage, the career assimila-tion stage (placement, follow-up, and continuing edu-cation) occurs after the student leaves the secondary orpostsecondary school and embarks upon the world ofwork, paid and unpaid.

6. It requires a substantial experiential component. Mostpeople learn best with hands-on activity. Many specialeducation students learn best if this method is a majorfocus of their instructional program. A major concernof many teachers is the behavior of their students. Ifstudents are busily engaged in something they like, andif it has a meaningful goal related to their future lives,motivation will increase and behavior problems willdiminish. A basic principle is that the school must meetthe needs of students; students should not have to fitinto the exact needs and structure of the school and itspersonnel.

7. It focuses on the development of life skills, affectiveskills, and general employability skills. Life skills areimportant for productive work activity in the home andcommunity. However, they are also directly related tojob functioning. An individual must be able to dressand groom properly, have good table manners, makedecisions about money, and use transportation to get towork. Interest and aptitude in certain life skill areas(e.g., cooking, cleaning, mending clothes, taking careof children, or athletics) provide valuable clues to pos-sible job interests, instruction, and employment.Affective skills are important for acceptance by othersin the home, community, and job site. General employ-ability skills such as work motivation, dependability,promptness, safety, consideration for others, sticking toa task, and handling criticism are skills that all educa-tors can help students acquire.

8. It requires the school to work more closely with thefamily and community resources. The majority of


learning occurs outside school. Career education pro-motes a partnership with parents and communityresources whereby what is deemed important to learnabout the world of work is taught beyond the confinesof the school environment. In the process, parents andcommunity members can become more aware and sup-portive of the school's program and objectives.

As noted in the preceding discussion about the careereducation concept, career education proponents view anindividual's career as more than his or her occupation. Itincludes all the productive work activities engaged in dur-ing a day and throughout life. From this perspective, careereducation is a total educational concept that considers thewhole person, not just one part. Although it is not all theeducation a student should receive, it should be a pervasivepart. Vocational educators can expand their role by provid-ing more career awareness and exploration experiencerelated to a variety of occupations and to home and com-munity experiences. General educators should not viewvocational teachers and counselors as the only ones whoprovide career education. They, too, can provide manyimportant career activities.

Why, then, is career education not implemented morewidely in American schools? This question is constantlybefore those who profess its virtues and promote its imple-mentation. Although most school systems would report thatthey have implemented career education, few have done sosystematically and comprehensively. Some possible reasonsinclude the following:

1. It is only one of many pressures being applied to schooldistricts. Financial pressures have cut into the heart ofmany school districts. Administrators have been forcedto lay off faculty, deal with strikes and unions, cut backsalaries and supplies, and face many other devastatingproblems. The mandate to implement Public Law 94-142 has posed serious problems in orienting, preparing,and convincing regular educators to accept studentswith special needs in their classrooms. Career educa-tion is just one more pressure that must be dealt witheven though it offers an appropriate but sometimesunrecognized method for mainstreaming or inclusion.

2. It is difficult to get people to change their approaches,even though most will agree openly to the importanceof and need for change. Educators tend to teach as theywere trained and in the manner that meets their stylesand needs. Once people establish a satisfying pattern itis difficult to change, even though what is being intro-duced makes sense. (There are, however, a great manyeducators who are exceptions and who are alwaysseeking new and better methods.)

3. There is often no reward for changing. Many educators

13 BEST COPY AVAILABLE


find that there are no rewards for making changes.They get no time off to make the changes, no recogni-tion, no inservice training, no extra pay, and often noadditional funds or space. They have little incentive tochange, especially if their colleagues are not changing.Change requires extra study and preparation. Whoknows what the next innovation is going to be? How dowe know whether there will be a job next year and whatthe pay will be?

4. Many educators aren't convinced that this approach isbetter than what they are doing now. What evidence isthere that career education makes any difference?Many believe they are doing most of it now and muchmore. They think "career" means job. To many, the useof the term career education is confusing and is syn-onymous with vocational education.

5. It requires educators to reveal what they are doing totheir colleagues, parents, and community representa-tives. Career education requires a cooperative spiritand a willingness to be open and flexible while listen-ing to others' opinions. This attitude is not easy forthose who believe they are hired and paid to teach spe-cific subject matter and nothing else.

There are no doubt many other reasons for resistance toimplementing the career education, transition, and func-tional skills concept. In many instances, the barriers are nota rejection of the concept and the need for it, but instead arean inability of the state or district to implement it, whatev-er the reason(s). It is difficult to reject the basic tenets onwhich the career education concept is built.

FUTURE DIRECTIONS

The need for career education and its conceptual frameworkcontinues to be strong in U.S. schools. The "Transition fromSchool to Work" movement and other related concepts intro-duced in the 1980s reflect the recognition by curriculumdevelopers that the career education approach provided thefoundation upon which the current and contemporary mod-els of the 1980s have been built. Unfortunately, it is thenature of the field to use new terms and discard the old everyfew years. But, whatever we are calling the need for lifeskills, interpersonal skills, and occupational skills prepara-tion, we must continue to build upon proven methods fromthe past by recognizing and using their contributions.

Many of the problems noted in years past continue topose barriers to implementing the concepts of career educa-tion in the 1990s. Some of the needs that must be addressedare the following:

1. Career education must be provided more substantiallyat the elementary level. The preponderance of career

education efforts for students with exceptionalities stillseems to exist at the secondary school level, althoughearlier efforts are being implemented in some schools.Career education is probably even more important atthe elementary school level. It is during this period thatchildren form a work personality and develop criticalprevocational and affective skills. Teachers can makeacademic subjects more interesting and effective byintegrating substantive career education concepts,materials, and experience.

2. A cooperative learning and teaching environmentshould be provided in the school. The very nature ofcareer education requires teachers and students to beintimately involved as active participants in the learn-ing/teaching environment. Both career education andcooperative learning offer powerful mechanisms foreffective mainstreaming and career development. Theirmerits must be given considerably more promotion.Several recent efforts at coteaching by special and reg-ular class teachers are yielding improved results.

3. A continuous system of career and vocational assess-ment must be implemented in later elementary yearsand be provided periodically and systematically there-after. The movement toward curriculum-based assess-ment (CBA) is long overdue and will provide educatorsand their students with more meaningful assessmentdata for individual educational planning. Curriculumssuch as the Life Centered Career Education program,which provide assessment instruments, should bereviewed for possible use.

4. Schools need to develop more active and meaningfulpartnerships with parents, employers, and communityagencies. The transition movement has promoted thisarea as one of critical importance if students are to besuccessful after leaving school. Interactions with thesegroups will give educators a greater insight into the realworld and its requirements. Many employers are recep-tive to partnership arrangements with schools if educa-tors approach them first.

5. Educators must make greater use of the community asa learning environment. It is rapidly becoming recog-nized that most students with special needs can learnmore and behave much better in a realistic work andcommunity setting. Career awareness, exploration, andpreparation activities will be greatly enhanced by com-munity experiences. This will require more flexiblestaff assignments so educators can spend time in thecommunity and then make curriculum changes basedon their observations of need.

6. More staff development opportunities need to be insti-tuted in the schools so that regular teachers are betterprepared to adopt career education and to mainstreamstudents. The lack of sufficient inservice time is a con-

14

stant problem that needs to be rectified. Unless ade-quate time for inservice training is allocated, any inno-vation will continue to be misunderstood, resisted, andneglected. The new LCCE staff development materialsshould be considered if interest in the LCCE approachis strong.

7. More attention should be focused on the educationalsystem and how it can better incorporate career edu-cation into its operation. Educators have emphasizedproviding the student with general employability skillsbut have neglected a major goal of career educationchanging the education system. Much attention needsto be directed toward school administrators and stateeducation department officials who set the policies.The fact that the Council of Chief State School Officersstill endorses career education should help to promotegreater implementation. Special educators must conveyto their state special education divisions the importanceand need for increasing career education for exception-al individuals.

8. The impact of career education must be demonstratedmore clearly. Little evidence is available to demon-strate the efficacy of career education, although mostwho profess it staunchly profess that it has greatimpact. A nationally organized program of researchshould be implemented to discern effective models andpractices. Studies of the adjustment of adults should bepart of this effort. The Transition Institute at theUniversity of Illinois is the major current resourceaddressing this area, although it does not focus specif-ically on career education.

9. State departments of special education must specify theinclusion of career education as an important compo-nent in the school district plan. Unless there is a direc-tive from the state funding agency, many school dis-tricts will not be responsive to the needs because of themany other requirements that they must fulfill. Thetransition legislation is now prompting some stateagencies to be more directive to local districts than pre-viously. Alabama is one example of a state agency thathas endorsed the LCCE Curriculum and is promoting itthroughout the state with substantial resources.

10. Universities and colleges must increase their inclusionof career education in their curriculums. There hasbeen a considerable increase in this area in the past sev-eral years as the transition movement has made itsimpact. However, much remains to be done. We cannotexpect those in the field to be responsive to this need ifit was not even mentioned during their teacher prepa-ration program.

These 10 areas include several mentioned in the previousedition of this curriculum. Unfortunately, the needs still exist,


because change in the field is slow. The movement that hasoccurred is encouraging; however, much more must happenif the needs of children and youth are to be realized.

CONCLUDING REMARKS

The time has never been better for the career education con-cept to become an important component of more appropri-ate educational programming for students with specialneeds. Whether it is called career education, transition, orsomething else, its tenets can be used to build better pro-grams and interagency and parent collaborations, so thatstudents can be better prepared to become productive work-ers and citizens in family, community, and employment set-tings. Much remains to be done, however, if the needs ofthese students are to be met. Special education and otherprograms for students with special needs must resist theconstant push for an academic curriculum emphasis ratherthan the more important career/life skills approach that theirstudents will need for successful community living andworking. Administrators and boards of education mustunderstand that these are the most important priorities forindividuals with special learning needs.

The Division of Career Development and Transition(DCDT) of The Council for Exceptional Children continuesto spearhead the career education and transition conceptsfor the special education field. It is dedicated to work close-ly with other CEC divisions and related organizations to getcareer education and transition integrated into instructionalprograms throughout the country so that every student hasthe opportunity to become a productive, working adult. Thisgroup of dedicated and hardworking individuals continuesto provide conferences and publications that are enhancingthe knowledge base and further development of the careereducation approach.

Chapter 2 will present an introduction to the LifeCentered Career Education Curriculum that has been devel-oped and refined over the past 20 years by the author andhis associates. The curriculum continues to grow in itsacceptance as a viable approach to providing a logical K-12scope and sequence of career development experiences thatwill eventually lead students from school to a successfultransition into work and community living.

REFERENCESBrolin, D. E. (1978). Life centered career education: A competen-

cy based approach. Reston, VA: The Council for ExceptionalChildren.

Clark, G. W. (1991). Functional curriculum and its place in theregular education initiative. Paper presented at 7thInternational Conference of the Division on CareerDevelopment, Kansas City, MO.

15,


Clark, G. W., & Kolstoe, 0. P. (1990). Career development andtransition education for adolescents with disabilities. Boston:Allyn and Bacon.

Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals,17, 159-169.

Kolstoe, O. P., & Frey, R. M. (1965). A high school work-studyprogram for mentally sub-normal students. Carbondale:Southern Illinois University Press.

Marland, S. P., Jr. (1971). Career education now. Speech present-ed before the annual convention of the National Association ofSecondary School Principals, Houston.

Missouri Department of Elementary and Secondary Education(1992). Questions and answers about outcome-based educa-tion. Jefferson City, MO: Author.

Polloway, E. A., Patton, J. R., Payne, J. S., & Payne, R. A. (1989).Strategies for teaching learners with special needs (4th ed.).Columbus, OH: Merrill.

Rusch, F. R., DeStefano, L., Chadsey-Rusch, J., Phelps, L. A., &Szymanski, E. (1992). Transition from school to adult life.Sycamore, IL: Sycamore Publishing.

Schloss, P. J., Smith, M. A., & Schloss, C. N. (1990). Instructionalmethods for adolescents with learning and behavior problems.Boston: Allyn and Bacon.

Ward, M. J. (1988). The many facets of self-determination.National Information Center for Children and Youth withHandicaps Transition Summary, 5, 2-3.

Wehmeyer, M. L. (1995). A career education approach; Self-deter-mination for youth with mild cognitive disabilities. Interventionin School and Clinic, 30, 157-163.

Wehmeyer, M. L. (1996). Self-determination as an educationaloutcome: Why is it important to children, youth and adults withdisabilities? In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choicefor people with disabilities (pp. 15-34). Baltimore: Paul H.Brookes.

West, L., Corbey, S., Boyer-Stephens, A., Jones, B., Miller, R. J.,& Sarkees-Wircenski, M. (1992). Integrating transition plan-ning into the IEP process. Reston, VA: The Council forExceptional Children.

2. The Life Centered CareerEducation Curriculum

The curriculum is based on the position that career educa-tion is more than just a part of the educational programitis a major focus of the program. The Life Centered CareerEducation Curriculum underscores this point with itsemphasis on daily living skills, personal-social skills, andoccupational skills, all supported by academic skills. This isnot to imply that career education is the only education stu-dents should receive, but it should be a significant and per-vasive part of what is taught. Career education is not simplyanother name for occupational education. Instead, it is edu-cation that focuses on facilitating growth and developmentfor all life roles, settings, and events.

This broad life view of career education is readily appar-ent in the Life Centered Career Education Curriculum,which organizes 22 student competencies into three primarycategoriesdaily living skills, personal-social skills, andoccupational guidance and preparation. Instruction to devel-op academic competencies is seen as supportive to skills inthese three categories. This is illustrated in Figure 2-1.

FIGURE 2-1Curriculum Areas for the Life Centered Career

Education Curriculum Model

Based on previous research (Brolin & Thomas, 1971,1972; Brolin, 1973; Bucher, 1985) and input from severalother studies and professional opinions, 22 career educationcompetencies were identified as priority areas. Each can beclassified under one of the three primary curriculum areasand should constitute the basic objectives of programs at thislevel. A discussion of each curriculum area and its compe-tencies is presented in the following section.

CURRICULUM AREAS AND COMPETENCIES

Daily Living Skills

Most students receiving special education services have thepotential to become independent or semi-independent citi-zens. Most can become home managers or homemakers;they will marry and raise families. A large percentage willnot make large salaries; thus, it is crucial that they learn howto manage a home, family, and finances as effectively aspossible. The competencies contained in this curriculumarea include the following:

1. Managing Personal Finances. It is particularly impor-tant for individuals to learn how to manage their money.This knowledge includes using and realizing the valueof simple financial records, knowing how to obtain anduse bank and credit facilities, and planning for wiseexpenditures. Computational skills in maintaining acheckbook and budget are also necessary.

2. Selecting and Managing a Household. Students mustlearn how to care properly for a home, its furnishings,and its equipment, particularly since such equipment is

Daily LivingSkills

OccupationalGuidance and

Preparation

Personal-SocialSkills

A

AcademicSkills

179


expensive to purchase and repair. Repair of appliances,broken furniture, electrical plugs, plumbing, and soforth should be emphasized in the curriculum.

3. Caring for Personal Needs. Knowledge of groomingand hygiene methods, sexual matters, and physical fit-ness are examples of information an individual musthave to take care of personal bodily needs. Lack ofcompetency in these areas creates problems of accep-tance and adjustment.

4. Raising Children and Meeting Marriage Responsibilities.Students need to understand the components of effectivefamily living: setting goals and making decisions, choos-ing lifestyles, managing available resources, expandingand controlling family size, providing for needs of childrenand adults, and ensuring the safety and health of all familymembers. (Also of importance is the understanding ofchildhood, adolescent, and adult sexual experiences.)

5. Buying, Preparing, and Consuming Food. A greatmajority of children in low-income families grow upwith significant nutritional deficiencies. Instruction inplanning meals; purchasing, caring for, and storingfood; and preparing proper meals is extremely valuable.Learning how to work safely in the kitchen should bestressed, including the proper use and care of knives,stoves, and other 'equipment.

6. Buying and Caring for Clothing. Learning how to pur-chase appropriate clothing and how to clean, press, andrepair clothing should be included in the student'sinstruction. Another area of importance is constructinggarments and other textile projects, such as drapes, wallhangings, and weavings.

7. Exhibiting Responsible Citizenship. To become con-tributing members of the community, students mustlearn about the laws of the United States, what rightsthey have, how to register and vote, citizen responsibil-ities, state and local laws, customs, and other pertinentcitizenship matters.

8. Using Recreational Facilities and Leisure Time.Presently in the United States we are moving towardshorter work weeks while employment is becomingmore difficult to obtain. Therefore, it is crucial thatknowledge of possible leisure activities and resourcesbe made available to all students. Such activities canalso be valuable in building friendships, self-confi-dence, and other skills.

9. Getting Around the Community (Mobility). Studentsneed to be able to use intercity and intracity travelresources. They should learn to drive a car, obey thetraffic laws, and know the agencies that can aid inmobility needs. In this mobile society, it is paramountthat an individual be able to get around efficiently forwork, leisure, and civic pursuits.

Personal-Social Skills

Developing independence, self-confidence, and sociallyacceptable behaviors and maintaining friendships are criti-cal skills for students to learn if they are to adjust satisfac-torily in the community. Continuing the previous list, theprimary competencies that should be learned in this cur-riculum area are:

10. Achieving Self-Awareness. Students must learn to under-stand, accept, and respect their uniqueness as individu-als. They must gain an understanding of their abilities,values, aspirations, and interests and how they can beincorporated into a lifestyle that will be meaningful andfruitful. Learning who they are and what they can do withtheir lives is an important precursor to each of the subse-quent competencies needed for societal assimilation.

11. Acquiring Self-Confidence. People from minoritygroups, including those with handicaps, are often thesubject of ridicule and rejection. They are frequentlymade to feel different, incompetent, and unwanted,which causes them to have degrading feelings and atti-tudes about themselves. Students need to be in an envi-ronment that gives them positive reinforcement, moti-vation, and appropriate conditions for learning andbehaving. Unless negative feelings are overcome, andstudents can experience success related to communityexperiences, many students will fail at community liv-ing. This is a time of great change and personal confu-sion for youth, and they need to explore extensivelytheir roles as individuals in this society.

12. Achieving Socially Responsible Behavior. There aremany children in our schools who fail to understandmodes of social etiquette and appropriate social behav-iors. Understanding the characteristics of others, how toreact in various situations, how to form and maintainsocial relationships, dating, and eating out are examplesof coping behaviors dealt with in this unit.

13. Maintaining Good Interpersonal Skills. Learning to getalong with people is one of the greatest problems all ofus face. In too many instances, research has demon-strated this to be a prime reason for loss of jobs, espe-cially for workers with disabilities. Having an appropri-ate circle of friends with whom to associate duringrecreational and leisure time is another area of focus.Many people apparently lack knowledge of how todevelop meaningful friendships.

14. Achieving Independence. Concentrated efforts todevelop independence must be made; students mustlearn to do things by themselves. They must learn toaccept responsibility for their own actionsfor exam-ple, getting around in the community, choosing friends,getting to school on time, and deciding what to wear.

t8

15. Achieving Problem-Solving Skills. Throughout thedevelopmental years, many children, especially chil-dren with disabilities, have decisions made for them. Allchildren must learn what constitutes a good decision,the steps involved, and the many factors entailed indecision making.

16. Communicating with Others. Students must have thenecessary communication skills to express themselvesand understand others so that they can interact effec-tively, both verbally and nonverbally. The ability tomake one's thoughts understood is extremely important,but it may be difficult, especially for slower learners.

Occupational Guidance and Preparation

Many people do not attain their true potential in the labormarket. They are relegated to unskilled, low-paying jobs andbecome marginal workers. If people are to approach theirtrue potential, they need to become more aware of diversejob possibilities, develop the necessary skills, be providedwith varied work experiences, and learn to make logical andviable job choices as they move through the educational sys-tem. Thus, early educational efforts must be initiated in theareas of occupational awareness and counseling, work eval-uation, work adjustment, vocational education and instruc-tion, job tryouts, job placement, and follow-up. The compe-tencies deemed important in this curriculum area are:

17. Knowing and Exploring Occupational Possibilities.Many children and youth have an extremely limitedperspective of the world of work. They lack both rele-vant information and experience. Field trips, communi-ty speakers, summer work experience, the state employ-ment service, films, and literature must be made avail-able in a concentrated fashion.

18. Selecting and Planning Occupational Choice(s).Students must become aware of their specific abilities,interests, and needs, and how these relate to their futurelife work. Concentrated and periodic vocational evalu-ation and guidance are needed so that students willhave sufficient information about themselves and theiroccupational options.

19. Exhibiting Appropriate Work Habits and Behaviors. It isimportant for educational programs to simulate workingenvironments in the school setting besides those avail-able in the community, so that appropriate work behav-iors can be learned. Too many students possess a falseconcept of the characteristics of a good worker and do notdevelop the type of skills needed to enter the job market.

20. Seeking, Securing, and Maintaining Employment. Oneof the greatest problems students face is not knowinghow to find, apply for, and maintain employment.Students must learn the strategies to secure employ-ment and know about resources available to help them

THE CURRICULUM / I I

when they need assistance (e.g., state employment ser-vice, vocational rehabilitation, social services, rehabili-tation facilities, classified ads).

21. Exhibiting Sufficient Physical-Manual Skills. Schoolsmust begin developing students' physical and manualabilities in the elementary program. Many jobs avail-able for people entering the job market require consid-erable fine or gross finger dexterity and standing,pulling, pushing, lifting, and carrying abilities.

22. Obtaining a Specific Occupational Skill. Learning aspecific job skill will not pigeonhole students for lifeand will not disqualify them later for work or instruc-tion in another occupation. Vocational education andon-the-job training while attending the secondary pro-gram are crucial to a student's ultimate level of voca-tional attainment.

Each of these competencies has been divided further intosubcompetencies, which are presented in Chapter 3,

"Competency Units." Previously there were 102 subcompe-tencies comprising the 22 primary competencies. A recentstudy by project staff to validate the competencies in today'ssociety (Bucher, 1985) found the 22 competencies (with somerewording) to be of major importance. There was somechange in the subcompetency structure, however. Several sub-competencies were deleted, some were added, and a few werecombined, resulting in a total of 97 rather than the original102. The revised competency matrix appears in Figure 2-2.

THE LCCE TRANSITIONAL MODEL

The Life Centered Career Education Curriculum presentseducators with a framework for organizing an effectivefunctional curriculum that will lead to the successful transi-tion of special education students from school to work.Figure 2-3 illustrates how the LCCE competencies and thefour stages of career development can be integrated into thescope and sequence of an academically based curriculum.The model promotes the concept of infusionthat is, thatLCCE competencies and career development should betaught in regular subjects when possible and that theinvolvement of parents and community resources is criti-cally important. Inspection of the lower part of Figure 2-3reveals who should be involved with school personnel inthe delivery of career education. It is recommended thatspecial educators assume the primary responsibility untilapproximately age 21, with vocational rehabilitation coun-selors becoming primarily responsible afterwards.

The LCCE Transition Model is based on 12 importantpropositions that are the result of previous research on andexperience with the process of career development, educa-tion, and preparation of persons with special needs for suc-cessful adult functioning. These are as follows:

19


FIGURE 2-2Life Centered Career Education Competencies (Revised 1/87)

Curriculum Area Competency

DAILYLIVINGSKILLS

PERSONAL-SOCIALSKILLS

OCCUPATIONALGUIDANCE ANDPREPARATION

..

1. Managing Personal Finances

2. Selecting & Managing a Household

3. Caring for Personal Needs

4. Raising Children & Meeting MarriageResponsibilities

5. Buying, Preparing, & ConsumingFood

6. Buying & Caring for Clothing

7. Exhibiting Responsible Citizenship

_8. Utilizing Recreational Facilities &Engaging in Leisure

9. Getting Around the Community

10. Achieving Self-Awareness

11. Acquiring Self-Confidence

12. Achieving Socially ResponsibleBehavior

13. Maintaining Good InterpersonalSkills

14. Achieving Independence

15. Making Adequate Decisions

16. Communicating with Others

17. Knowing & Exploring OccupationalPossibilities

18. Selecting & Planning OccupationalChoices

19. Exhibiting Appropriate Work Habits &Behavior

20. Seeking, Securing, & MaintainingEmployment

21. Exhibiting Sufficient Physical-ManualSkills

22. Obtaining Specific OccupationalSkills

20

Subcompetency: The student will be able to:

1. Count money & makecorrect change

2. Make responsibleexpenditures

7. Maintain homeexterior/interior

8. Use basic appliancesand tools

12. Demonstrate knowledgeof physical fitness,nutrition, & weight

13. Exhibit proper grooming& hygiene

17. Demonstrate physical carefor raising children

18. Know psychologicalaspects of raisingchildren

20. Purchase food Clean food21.preparation areas

26. Wash/clean clothing 27. Purchase clothing

29. Demonstrate knowledgeof civil rights &responsibilities

30. Know nature of local,state, & federalgovernments

33. Demonstrate knowledgeof available communityresources

34. Choose & planactivities

38. Demonstrate knowledgeof traffic rules & safety

Demonstrate knowledge39.& use of various meansof transportation

42. Identify physical & psy-chological needs

43. Identify interests &abilities

46. Express feelings of self-worth

47. Describe others'perception of self

51. Develop respect for therights & properties ofothers

52. Recognize authority &follow instructions

56. Demonstrate listening &responding skills

57. Establish & maintainclose relationships

59. Strive toward self-actu-alization

60. Demonstrate self-orga-nization

62. Locate & utilize sourcesof assistance

63. Anticipateconsequences

67. Recognize & respond toemergency situations

68. Communicate withunderstanding

70. Identify remunerativeaspects of work

71. Locate sources ofoccupational & traininginformation

76. Make realisticoccupational choices

77. Identify requirements ofappropriate &available jobs

81. Follow directions &observe regulations

82. Recognize importanceof attendance &punctuality

88. Search for a job 89. Apply for a job

94. Demonstrate stamina &endurance

95. Demonstratesatisfactory balance &coordination

THE CURRICULUM / 13

3. Keep basic financialrecords 4. Calculate & pay taxes 5. Use credit

responsibly6. Use banking

services

9. Select adequate hous-ing 10. Set up household 11. Maintain home grounds

14. Dress appropriately15. Demonstrate knowledge

of common illness,prevention & treatment

16. Practice personal safety

19. Demonstratemarriageresponsibilities

22. Store food 23. Prepare meals 24. Demonstrate appropri-ate eating habits

25. Plan/eat balancedmeals

28. Iron, mend, & storeclothing

31. Demonstrate knowledgeof the law & ability tofollow the law

32. Demonstrate knowledgeof citizen rights &responsibilities

35. Demonstrate knowledgeof the value ofrecreation

36. Engage in roup & indi-vidual activities 37. Plan vacation time

40. Find way around thecommunity 41. Drive a car

44. Identify emotions 45. Demonstrate knowledgeof physical self

48. Accept & give praise 49. Accept & givecriticism

50. Develop confidence inoneself

53. Demonstrateiappropriate behavior in

public areas

54. Know important charac-ter traits

55. Recognize personalroles

58. Make & maintain friend-ships

61. Demonstrate aware-ness of how one'sbehavior affects others

64. Develop & evaluatealternatives

65. Recognize nature of aproblem

66. Develop goal-seeking behavior

69. Know subtleties of com-munication

72. Identify personal valuesmet through work

73. Identify societal valuesmet through work

74. Classify jobs intooccupational categories

75. Investigate localoccupational & trainingopportunities

78. Identify occupationalaptitudes

79. Identify major occupa-tional interests

80. Identify major occupa-tional needs

83. Recognize importanceof supervision

84. Demonstrate knowledgeof occupational safety 85. Work with others 86. Meet demands for qual-

ity work87. Work at a

satisfactory rate

90. Interview for a job91. Know how to maintain

postschool occupationaladjustment

92. Demonstrate knowledgeof competitive stan-dards

93. Know how to adjust tochanges in employment

96. Demonstrate manualdexterity

97. Demonstrate sensorydiscrimination

There are no specific subcompetencies, as they depend

I

on skill being taught.

I

21BEST COPY AVAILABLE


FIGURE 2-3LCCE Transition Model

Level Elementary Junior High Senior High Postsecondary Adult Services

C

U

R

R

I

C

U

L

U

M

100%

SKILLS

50%

0% CAREER

BAS IC ACADEMICEDUCATION

CAREER PREPARATION

I

CAREER ASSIMILATION

(PLACEMENT,FOLLOW-UP,CONTINUINGEDUCATION)

LIFE CENTERED CAREER EDUCATION

(Daily Living, Personal-Social, Occupational Skills)

AWARENESS

CAREERI

EXPLORATIONI

RE SPECIAL EDUCATION (Primary) Special Ed. (P) Special Ed. (P) Voc. Rehab. (P)

SP Guidance/Regular Education (Secondary) Voc. Ed. (S) Voc. Ed.NR (S) Independent

0 Regular Ed./Guid. Living Programs

N Comm. College

SParents Parents Rehab. Facilities

I Rehab. Facilities

BBusiness and Industry Bus. & Industry Develop. Disabil.

IParents & other agencies

LCommunity Agencies Community Ag.

I Bus. & Industry Parents

TY Community Ag. Bus. & Industry

1. The development of a work personality (i.e., an indi-vidual's own unique set of abilities and needs) beginsshortly after birth and matures sufficiently only if pro-vided with early and adequate reinforcers in the envi-ronment. Thus, it is critical that schools and parentsprovide early on the experiences and reinforcementsthat are necessary for appropriate career skills andmaturity to develop.

2. One's career is more than an occupation. A career alsoincludes the important unpaid work that one engages in

at home and in various community functions. Thus,one's career is multifaceted, consisting of the produc-tive work activity that one does in the home, in avoca-tional pursuits, and as a volunteer for the benefit of thecommunity, as well as any paid employment. For manyindividuals with disabilities this concept is particularlyimportant because at least half will be unemployed attimes, yet their need to work can still be realized.

3. There are four sequential stages of career developmentthat must be provided for if the individual is to acquire

22

the necessary skills to meet his or her potential andneeds, resulting in career satisfaction. Career aware-ness (including self-awareness) begins almost immedi-ately in the elementary school and continues into adultlife. The three other stages of career development beginlater, as depicted in Figure 2-3, the extent of needdepending on the individual. Sufficient career aware-ness and career exploration are essential for later suc-cess in vocational education courses.

4. There are four major domains of instruction that arenecessary for successful career development and livingskills to be achieved: academic skills; daily livingskills; personal-social skills; and occupational skills.Academic skills are the fundamental skills a personneeds to read, write, compute, appreciate art and music,and so forth. Daily living skills relate to both indepen-dent living and occupational functioningfor exam-ple, being able to manage finances, maintain a home,care for personal needs, and prepare food. Personal-social skills relate not only to knowing oneself andestablishing and maintaining satisfactory interpersonalrelationships, but also to problem-solving, independentfunctioning, and other qualities necessary for livingand working. The final important domain, occupation-al skills, should be given earlier and greater attentionby school personnel so that students can develop voca-tional interests, needs, aptitudes, and abilities and achievefuture job success.

5. Career education/competency instruction can beinfused into most subject areas. As indicated earlier,the four domains are inextricably interrelated and oftencan be taught simultaneously (e.g., important mathskills can be taught in relation to an LCCE competen-cy and stage of career development). Thus, career edu-cation is not a separate course as some still believe.

6. Successful career development and transition requirean active partnership between the school, parents,business and industry, and community agencies that areorganized to provide various health, social, psycholog-ical, and vocational services for disabled individuals.Although this relationship is generally agreed upon asnecessary, in practice it has been difficult to achieve.This is a major tenet of the "Transition from School toWork" concept. In the LCCE model, this relationship isinherent throughout the school years and beyond, not atjust the high school level. Education occurs in moreplaces than within the four walls of the school building.

7. Hands-on experiential learning is an important need oflearners who have disabilities. Many are more able torespond to motivating, relevant, and familiar learningactivities that relate to the real world and its vocation-al, social, and daily living requirements. Educatorsmust incorporate as many of these experiences intotheir lesson plans as they can.

THE CURRICULUM / 15

8. Normalization through the principle of inclusion is crit-ical to successful career development and transitionalefforts. Persons with disabilities must learn to live andwork with all types of people if they are to survive asadults. Administrators and special educators are key tothis. Regular class teachers must be taught better meth-ods of mainstreaming, and they must be given the timeand consideration they need to carry it out.

9. Cooperative learning environments (Johnson &Johnson, 1983) are more successful than competitiveand individualistic environments in helping disabledlearners acquire a higher self-esteem, interact more,feel accepted by teachers and nondisabled students,achieve more, and behave more appropriately in theclassroom. Cooperative learning environments canbuild positive relationships among all students.

10. Informal and formal career/vocational assessment isan important component of successful career develop-ment and transitional planning. This assessment shouldbegin in the late elementary years with a "WorkerProfile" and by late junior high or early senior highyears be a more highly organized, formal assessmentby a trained certified vocational evaluator (CVE) usinga broad armamentarium of reliable and valid measuresincluding specialized/standardized interest and apti-tude tests, work samples, job analysis, and job-siteevaluations.

11. A Career Education /transitional Resource Coordin-ator is necessary to assume responsibility for monitor-ing and carrying out the program. The coordinatorshould have a local team to carry out the program, asnoted by the Harold Russell Associates study. The mostlogical disciplines to assess are the special educator (toage 21) and the vocational rehabilitation counselor(thereafter).

12. Appropriate interagency agreements and cross-agencyinservice training are important to secure so that every-one involved agrees upon and understands the transi-tional program's goals, roles, and responsibilities andthe commitment of resources, facilities, and money.Written guidelines should be developed after inservicediscussions and agreements.

The LCCE model views transitional programming asneeding to begin at the elementary level with purposefuland organized instruction directed at the development of awork personality and important career/life skills needed forsuccessful adult functioning. Employment success dependson the acquisition of a mixture of academic, daily living,personal-social, and occupational skills. The majority offormer special education students lose their jobs because ofpoor self-concepts and limited confidence in themselves,inability to relate to others and use their leisure time appro-priately, lack of knowledge of how to function indepen-

23


dently in the community, and the like. A whole-personapproach such as LCCE can prepare these students for lifeafter school by giving them the opportunity to learn all thatis necessary to become productive adults.

IMPLEMENTING THE LCCE MODEL

How can a comprehensive program such as LCCE becomea reality? Implementing career education means sellingchange; this is not always easy to do.

If career education is to be implemented there must beactive cooperation and involvement of both school and non-school personnel (i.e., parents, business and industry work-ers, and community agency representatives). The total cur-riculum needs to be sequenced definitively and logically,from the elementary to postsecondary levels. Elementaryand secondary personnel must coordinate their efforts toprovide sequentially for the learning of each competency.

Career education requires a shift from the traditionalcontent-based curriculum to one that is more process based.Moore and Gysbers (1972) cautioned against viewing stu-dents as having to be brought up to a grade level by the endof the school year at all costs. This creates passive-depen-dent students who may be apathetic, irresponsible, or rebel-lious. A process-oriented approach, relating curriculumdirectly to the outside world and focusing on each student'sunique ways of learning and becoming motivated, is moreappropriate. In process education, primary emphasis is ondeveloping skills; acquiring knowledge and information(content) is secondary. In curriculum development and les-son planning, the key question is: What skills (competen-cies) are essential to the individual in order to make him orher a more effective person? In process education, the con-tent of the curriculum is selected for its utility in facilitatingand exercising those skills. The skills are the goals withinthe curriculum, the vehicle by which the goal of skill devel-opment may be realized (Cole, 1972). Thus, a competency-based curriculum should be designed to ensure that eachstudent acquires competencies deemed essential to functionadequately as a productive worker and citizen. Studentswho learn more slowly may require more time to acquirethe competencies deemed essential for community living.Extended secondary programs or appropriately designatedpostsecondary programs may have to be considered.

The proposed competency-based curriculum approachdoes not necessarily mean the abolishment of courses andstructure currently operating in school programs. It doesrequire, however, that instructional content be selectedaccording to its appropriateness for facilitating studentacquisition of the competencies. It is recommended thatacademic studies be taught primarily in conjunction withthe student's need for such instruction in acquiring eachcompetency. Students should be placed in classes that offer

the best method of competency attainment. It is importantto remember that the role of the curriculum is to guideinstruction, not to prescribe the means. Therefore, eachschool system must decide how it can infuse the teaching ofthe Life Centered Career Education competencies into itscurriculum.

It is apparent that LCCE transition will succeed only ifone agency is clearly responsible for individuals with dis-abilities throughout their lifespan and if a truly cooperative,collaborative spirit exists among the school, parents, andcommunity. The professionals who are best prepared forcoordinating and monitoring the transitional process and itsnecessary services for each individual are the special edu-cator and the vocational rehabilitation counselor. No otherprofessionals are better trained to understand and meet theneeds of disabled children and youth (5-21) than the specialeducator or the needs of disabled adults (age 21 up) than thevocational rehabilitation counselor. This is why they aredesignated in Figure 2-3 as having primary responsibility.The LCCE coordinator (special educator or vocationalrehabilitation counselor) must know and be able to makeuse of the numerous community agencies, businesses, andindustries, as well as family resources.

The key to program change is to involve school andcommunity personnel who will plan, implement, and eval-uate the new program. Whenever possible, citizens whohave disabilities and parents should be involved in theeffort. The first step is for a group of interested educators togain the endorsement of the school district's leadership per-sonnel (e.g., superintendent, principals, and directors ofspecial education, vocational education, guidance, and cur-riculum and instruction). With this endorsement, the teamcan then organize an LCCE committee consisting of othersignificant school personnel, parents, employers, disabledpersons, and representatives from such agencies asVocational Rehabilitation, Job Service, DevelopmentalDisabilities, and JTPA. This committee should come to anagreement on the basic purpose, goals, and objectives of theprogram. The next step is to prepare and conduct an inser-vice training program for selected school personnel, par-ents, and agencies so that cooperation, responsibilities, andinvolvement are established. Written guidelines and coop-erative agreements with agencies can be formalized after-wards. A more detailed account of the organization andplanning for LCCE curriculum implementation is containedin the Life Centered Career Education Trainer's Manual(Brolin, 1993).

INSTRUCTIONAL RESPONSIBILITIES

Implementing an effective career education program is pred-icated on the appropriate redirecting of traditionalteacher/counselor roles and a heavier involvement and

24

investment in educational programing from parents, com-munity agencies, and business and industry personnel. In thedevelopment of each school's career education plan, theseroles should be clearly explicated by the LCCE committee,which includes parents and community representatives.

THE LIFE CENTERED CAREEREDUCATION PROGRAM ANDINCLUSIVE PRACTICES

Role of Special Educators

The LCCE approach advocates a change in role for the spe-cial education teacher. The teacher would become more ofa consultant/advisor to other school personnel, parents,community agencies, and industries by coordinating ser-vices and integrating the contributions that school, commu-nity, and home can make in meeting students' life careerdevelopment needs.

Special education teachers will still be needed to providespecific classroom instruction when it cannot be providedappropriately to certain students in regular classes or com-munity services. In addition, special tutoring will be neces-sary for many exceptional students to enable them to keepup in regular classes.

Special education teachers will need to advise school andnonschool personnel on how they can best work with eachstudent. The following support will be needed from specialeducation teachers: (a) inservice assistance; (b) methods andmaterials consultation; (c) modification/development of mate-rials; and (d) sharing of relevant information on the student'sbasic academic skills, values, and attitudes.

Integration of students with special needs into regularclasses is highly recommended, but only when there areassurances that it will be beneficial to these students incompetency attainment. A major responsibility of specialeducators should be to monitor each student's progress andto assume the responsibility of determining where, how, andwhen each competency is to be acquired. Coteaching andintegrated classes with a regular class teacher are becomingmore prevalent in providing LCCE competency instruction.

Role of General Educators

Needs assessment studies have revealed that most teachersand counselors believe that students with special needs canlearn at least some of the LCCE competencies as part oftheir regular subject matter curriculum if teachers areshown how to infuse the material appropriately into theirlessons. The investigations also revealed that there are dif-ferent patterns of competencies appropriate for the samediscipline at different grade levels.

With program goals and objectives more clearly delineat-ed and assistance from special education teachers readily

THE CURRICULUM / 17

available, most students with special needs should be able tobe assimilated into many regular classes and programs.

Role of the Family

Family members are crucial to the success of a career edu-cation program for students with special needs. No matterhow good the curriculum and its instructional services, astudent can fail if the family is not supportive. Familiesmust believe that the school is genuinely interested in theirchildren and that it has designed a meaningful curriculum.Parent involvement in the Life Centered Career Educationinservice workshops and the development of local curricu-lum plans is absolutely necessary so that roles and respon-sibilities may be clearly delineated.

With guidance and assistance from school personnel, thefamily can contribute to the learning of every competency.The home is a fertile ground for teaching personal-social,daily living, and occupational skills. Parents can assist theirchildren by structuring responsibilities, developing careerawareness, teaching specific skills, and providing a securepsychological environment where self-confidence and inde-pendence can be developed adequately. Family membersshould also be encouraged to participate in class activities.

Role of Community Personnel

Community Agencies and Organizations. Professionalworkers from such agencies as the state vocational rehabil-itation agency, employment service, social service agency,public health agency, rehabilitation centers and workshops,and mental health agencies are examples of major govern-mental services that should be involved in the career devel-opment of students with disabilities. In addition, there areseveral community service organizations, civic clubs, andother resources in most communities that can be major con-tributors to the career education program. Some examplesof service organizations are the YMCA, YWCA, Red Cross,League of Women Voters, and American Legion. Examplesof civic clubs are the Jaycees, Rotary Club, Kiwanis, Elks,and Lions Club, all of which generally involve themselvesin projects for community improvement. Some other com-munity resources that might be used are local associationssuch as the Arc, churches, hospitals, nursing homes,libraries, and Big Brothers, to name a few.

Business and Industry. Community workers are particular-ly significant in the Occupational Guidance and Preparationcurriculum area. Field trips and on-the-job tryouts in busi-ness and industry inject the realistic components needed ina career education curriculum. Representatives from busi-ness and industry should be requested to speak to classes,serve as resource persons, serve on career education advi-sory committees, sponsor cooperative work-study pro-grams, provide appropriate media for classes, and assist in

25


course development. Clergymen, bankers, politicians, fire-men, policemen, medical personnel, and other communityworkers can assist in the Daily Living Skills curriculumarea. In recent years many partnerships have evolvedbetween school districts and the business community.

An effective and comprehensive school-community rela-tionship will greatly enhance the implementation of ameaningful career education curriculum for all students.Life Centered Career Education requires the effective use ofcommunity resources so that students may adequatelyexplore and be prepared for the real world.

REFERENCESBrolin, D. (1973). Career education needs of secondary educable

students. Exceptional Children, 39, 619-624.Brolin, D. (1993). Life centered career education trainer's manual.

Reston, VA: The Council for Exceptional Children.Brolin, D., & Thomas, B. (1971). Preparing teachers of secondary

level educable mentally retarded: A new model (final report).Menomonie: University of WisconsinStout.

Brolin, D., & Thomas, B. (1972). Preparing teachers of secondarylevel educable mentally retarded: Proposal for a new model.project report). Menomonie: University of WisconsinStout.

Bucher, D. (1985). Validation study of The LCCE curriculum com-petencies for special education students. Research Report No.2. Columbia: University of Missouri.

Cole, H. P. (1972). Process education: The new direction for ele-mentary-secondary schools. Englewood Cliffs, NJ: EducationalTechnology Publications.

Johnson, R. T., & Johnson, D. W. (1983). Effects of cooperative,competitive, and individualistic learning experiences on socialdevelopment. Exceptional Children, 49, 323-329.

Moore, E. J., & Gysbers, N. C. (1972). Career development: Anew focus. Educational Leadership, 30(3), 257-260.

26

3. Competency Units

This chapter presents the competency units that have beendeveloped to assist school personnel in teaching the 22career education competencies.] The competency unit is asystematized unit approach to teaching each of the 97 sub-competencies contained in the revised version of the LCCECurriculum.

COMPETENCY UNIT STRUCTURE AND CONTENT

Each competency unit contains three sections, in additionto its identification: objectives, activities/strategies, andadult/peer roles, designed to assist teachers and counselorsin providing students with experiences to develop anddemonstrate each competency. No specific grade or devel-opmental level is suggested for the teaching of each compe-tency unit (subcompetency)this is left to the discretion ofthe individual school and its LCCE plan. Obviously, somecompetency units could be taught during the elementaryyears, whereas others are more appropriate at the junior highand senior high levels. A Competency Rating Scale (CRS)can be used to determine what competencies and subcompe-tencies have been acquired so that appropriate educationalprogramming can be done for each student. A description ofthe CRS is presented in Chapter 4, and the CRS manual ispresented in Appendix A. An LCCE Inventory, consisting ofa Knowledge Battery and a Performance Battery, is alsoavailable to provide more objective assessment of the stu-dent's competency level. It is described in Chapter 4. Eachsection of the competency unit is discussed below.

1 Appreciation is extended to Harry Drier, Jr., Ohio StateUniversity and Charles Kokaska, California State University atLong Beach, for their valuable contributions in preparing thefirst edition of this chapter.

Objectives

Each competency unit contains suggestions for thesequencing of performance objectives for a specific sub-competency. An attempt has been made to arrange theobjectives in a logical order, although they can be arrangedaccording to the instructor's evaluation of student needs, tofit a class, or to correspond to the availability of resources.Objectives may be expanded and/or developed into smallercomponents to meet the specific learning abilities of the stu-dents. Additional performance objectives can be added tomeet the individual needs of the learner.

Activities/Strategies

Activities are the vehicle by which teachers and counselorsshape the competencies. The suggested activities and strate-gies have not been arranged in a rigid hierarchy, althoughsome consideration has been given to difficulty levels.More appropriate activities may be inserted, depending onthe characteristics of the students and the availableresources. The suggested activities/strategies make use of awide assortment of resources and plans for instructions toprompt the teacher to approach the teaching task with vari-ety. Utilization of community personnel to provide instruc-tional activities and support is highly encouraged.

Adult/Peer Roles

School personnel must continually attempt to bring theirstudents into contact with community representativespar-ticularly role models for the demonstration of the compe-tencies. In addition to owners of businesses and industries,individuals who have jobs similar to those which specialeducation students might later obtain should speak to theclass about their work.

2719


The adult/peer section includes adult models, sources ofinformation from a career perspective, former students whoare closer in experience, parents, and peers (e.g., siblings,fellow students from regular classes, and fellow studentsfrom the same class). In some cases, parents have beenidentified as the most appropriate agent. In other cases, par-ents and peers could participate with the student. Theinstructor should select the most appropriate agent, basedon agent availability, student's level or ability, and thesequence of activities. Numerous activities require the samecommunity source or person.

INFUSION

To achieve the goals of the Life Centered Career EducationCurriculum, educators must examine other ways to realisti-cally provide career-relevant experiences and content with-in a career education context. The career educational con-struct (or vehicle) brings new life role meanings to theexisting curriculum. Therefore, a change process referred toas infusion is suggested.

Infusion refers to the process of integrating career devel-opment goals based on student career development compe-tency needs with current subject matter, goals, and content.This curriculum development concept is used to ensure thedelivery of an integrated career education program.

Two important tasks must be considered in both thedevelopment and use of the competency units. Relationshipsamong the units must be established, and the points at whichthey are infused most effectively into the total curriculummust be determined. The relationship of some units to a sin-gle discipline or subject will be obvious, while others willnot be as easily identifiable. The progression of skill devel-opment, concept difficulty, and application of knowledgemay also need refinement as the units are used in a givensequence.

GUIDELINES FOR EFFECTIVE USE OFCOMPETENCY UNITS

Effective instructional use of these units is contingent oncertain conditions or factors. As in any instructional pro-gram, teachers and counselors are obligated to make deci-sions and adjustments regarding the use of each unit activi-ty in the light of (a) the needs and motivations of their stu-dents; (b) varying teaching/learning styles; (c) factors of thephysical and psychological environment; and (d) standards

of excellence and the instructional policies of the schooladministration. Thus, most specific questions that teachersand counselors may ask about the use of these units shouldbe answered with reference to (a) what is more facilitativeand growth producing for individual students; (b) the givenor appropriate mode of interaction among faculty and stu-dents, considering for example, their individual teaching/learning styles; and (c) the requirements or expectations ofthe local school district.

Faculty members may pose questions and express con-cern regarding issues such as scope and sequencing, gradelevel specifications, modification of learning activities, useof alternate activities and resource time restrictions,coteaching arrangements, and so forth. An appropriate butgeneral response to these matters would be to encourage thefaculty to exercise their personal and professional judgmentin dealing with problems. The best choices a teacher orcounselor can make are those that are most advantageous tothe individual student in the quest to achieve career devel-opment growth. Thus, concern for the welfare of the stu-dent, given all of the implications of the teaching/learningenvironment (community, school classroom), should guidethe users of this curriculum.

The Life Centered Career Education Curriculum ad-vances the belief that curriculum development should takeplace in the local school system. The success of curriculumalteration depends on the degree to which affiliated teach-ers are involved in determining curriculum changes. Grassroots participation of teachers in determining curriculumgoals, objectives, and teaching strategies should provide ahigher quality career education program than adopting acommercially developed program. A curriculum frameworkfor teaching competencies is suggested; however, thisframework has been designed to be easily modified to meetspecial needs in local settings.

The competency units presented on the following pagesare intended to serve as a guide for teaching the 22 life-cen-tered competencies. We believe that these suggestions willresult in a more meaningful education and ultimate successfor all citizens. Persons interested in the more extensivelydeveloped set of lesson plans, an eight-volume set of 1,128detailed lesson plans, should contact The Council forExceptional Children. Information on the nature of thesecompetency units and how they can be purchased is provid-ed in Appendix C. Sample lesson plans from the CompletePackage have been included to demonstrate how theyexpand the activities in this text. (See pages 22, 83, and 106.)

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DAILY LIVING SKILLS

Domain: Daily Living SkillsCompetency: 1. Managing Personal FinancesSubcompetency: 1. Identify Money and Make Correct Change

Objectives Activities/Strategies Adult/Peer Roles

COMPETENCY UNITS / 21

1. Identify coins and bills less thanor equal to $100.00 in value.

2. Count money in coin and billdenominations with sums lessthan or equal to $20.00.

3. Make correct change from bothbills and coins for amounts lessthan or equal to $50.00.

Students practice with authentic money asmuch as possible.Students quiz each other with money flashcards of coins and bills in values up to$100.Students construct posters of differentmoney values up to $100 using magazinecutouts and pictures.

Students practice with authentic money asmuch as possible.Students practice selecting different coinand bill denominations valuing $.01 to $20from a box, and then count the moneyamounts aloud to each other.Students devise buying/selling games usingplay money amounts up to $20.Students play structured money games.Students construct class bulletin boarddemonstrating money values up to $20.

Students practice making change with largedenomination bills ($10, $20, and $50),using department store items and theirprices on flash cards.Students operate a "store" and "bank" topractice making correct change for amountsequalling $50.00 or less.Class role plays situations in which stu-dents must make change for purchases ofamounts equalling $50.00 or less.Class identifies all possible situationswhere knowledge of making change wouldbe important.

Parents and/or peerstification with studenParents and/or peersgames that allow thevarieties of currency

practice currency iden-t.

devise questions orstudent to identify thefrom memory.

Parents and/or peers give the student differ-ent denominations of coins and bills up to$20 and ask the student to count out thecombinations. Parents and/or peers allowthe student, while shopping, to count outthe necessary amounts for purchasesequalling $20 or less.Parents and/or peers allow the student,while shopping and making purchasesequalling $20 or less, to receive the changeand to count the change.

Parents and/or peers allow the studentwhile shopping to select the correct mone-tary denominations to give to the salesper-son for a purchase amount equalling $50 orless, to receive the change, and to count thechange and determine if the amountreceived is correct.Parents and/or peers role play "customer"while the student role plays "clerk" usingmonetary denominations equalling $50.00or less.Parents and/or peers allow the student tomake change from large denomination bills($10, $20, and $50) for items listed indepartment store advertisement brochuresor catalogs priced to $50.00.

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LESSON PLAN 9 1.1.2P:9

LCCE Objective 1.1.3. Make correct change from both bills and coins for amounts lessthan or equal to $50.00.

Lesson Objective: Student will make the correct change for items purchased with$10.00, $20.00, and $50.00 bills.

Instructional Resources: Real or play money ($50.00, $20.00, $10.00, $5.00, and$1.00 bills, half dollars, quarters, dimes, nickels, and pennies), Store items with pricesmarked on them.

Lesson Introduction: Today each of you will role-play being a store clerk for the itemsthat are displayed on this table. One person will be the salesclerk and another person willbuy an item that has been marked with the sales tax included. The salesclerk will take thebill handed to him or her and count out loud the correct change to the customer.

School Activity:

Task:

Time: 1 session

1. Display many differently priced items on a table. Place money in cash register orstorage container.

2. Explain directions for role-play to students.Students will take turns role-playing salesclerk.Another student will select one of the items and purchase it with a $10.00 bill,then will buy an item with $20.00 and $50.00.Salesclerk gives the correct change for each item.Students who are observing should compute on a sheet of paper what they thinkthe correct change should be.

Lesson Plan Evaluation:

Activity: Students will role-play customer and clerk in purchasing items.

Criteria: Student will make correct change for three priced items when role-playing the salesclerk.

Career Role: Family Member/Homemaker, Employee, CitizenNolunteer, AvocationalCareer Stage: Preparation

Sample Lesson Plan from Life Centered Career Education Daily Living Skills, p. 27

Domain: Daily Living SkillsCompetency: 1. Managing Personal FinancesSubcompetency: 2. Make Responsible Expenditures



1. Identify prices on labels andtags of merchandise.

2. Choose most economical buyamong like items of a similarquality.

Students bring in containers that have tagsand labels on items and identify theirprices.Students collect tags and labels from pur-chases and bring them to school for the bul-letin board. Class constructs "Items Board"(from old cans, boxes, etc.) and marksapproximate price with real labels and tags.Students then practice making wise expen-ditures in the classrooms.Students take a field trip to the market topractice reading labels and unit pricingindicators.

Class discusses the difference betweenquality and quantityStudents collect magazine and newspaperads, can labels, and tags, and with eachother make comparisons in price, quantity,and quality.Students go on a field trip to differentstores to compare the price, quantity, andquality of different items.Students practice computation in figuringsingle unit purchases when prices areshown in multiples (e.g., 3 cans for $.59).Students operate a simulated grocery storeto make comparisons of food productsusing empty food cans.Students go on a field trip to differentstores and locate sale items in the storesfrom their tags.

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Parents and/or peers explain how to bestutilize information labels and tags.Parents and/or peers ask questions of stu-dents concerning purchasing prices of mer-chandise when shopping.Representative of Consumer Protection dis-cusses "problems" in reading labels.

Parents and/or peers discuss how theychoose the most economical items to bepurchased.Parents and/or peers ask questions of stu-dents in making comparisons of the mosteconomical items to be purchased whenshopping.Consumer Protection Representative dis-cusses levels of quality.



3. Identify purchases as necessitiesor luxuries in the areas of food,clothing, housing, and trans-portation.

4. Determine amount of moneysaved by buying sale items.

5. Compare prices of an item inthree stores.

Class makes posters comparing necessaryand luxury items that relate to food, clothing,housing, and transportation.Class discusses luxuries and necessities inrelation to individual life styles and eco-nomics.Students collect newspaper ads that illus-trate appeal to buy "luxury" items.Students take field trips to several super-markets for comparison of prices of luxuryand necessary items.Students collect newspaper/magazineadvertising for various food, clothing, hous-ing, and transportation necessity and luxuryproducts for bulletin board.Students watch television ads and discusscomparative advertising as it relates to pre-dominance of either necessity or luxuryitems.Students identify television/radio commer-cials and newspaper/magazine ads that aremisleading.Students quiz each other with flash cards thatpicture luxury and necessary items regardingthe necessity of having the item.

Present to class various sale advertisementsfrom newspapers.Students distinguish between regular and saleprices of advertised items in newspaper ads.Students plan a shopping trip based onselection of sale items.Class discusses the fact that althoughmoney is generally saved when buying saleitems, often these items are not returnable(e.g., final sale).Students compute cost of two identical shop-ping lists, one using regular prices and oneusing sale prices, to illustrate savings obtainedthrough wise use of "sales."Students with each other will identify itemson sale in the newspaper, the items' regularprices, and the amount of money saved as aresult of being on sale.

Students develop a list of five different gro-cery items and compare items' prices fromthree different grocery store newspaperadvertisements.Students take a field trip to three differentgrocery stores, indicate the items' pricesfrom lists developed in the preceding activ-ity, and discuss with each other the storethat had the lowest price per item.Class discusses cost comparison buyingpractices.

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Parents and/or peers discuss which itemsare necessities and which are luxuries.Parents and/or peers take the student shop-ping and ask the student to indicate severalitems that are luxury and necessary items.

Parents review sale advertisements with thestudent.Parents plan grocery shopping with the stu-dent, incorporating sale items.Consumer education expert gives presenta-tion.

Parents and/or peers and student discussselection of the lowest price from threenewspaper grocery store advertisements forseveral identical items.Parents and/or peers take the student shop-ping in three different grocery stores andpoint out any price differences for identicalitems.Parents and/or peers and student discussfamily cost comparison buying practices.

Domain: Daily Living SkillsCompetency: 1. Managing Personal FinancesSubcompetency: 3. Keep Basic Financial Records



1. Construct a monthly personalbudget for your present income.

2. Identify financial informationand financial records thatshould be retained.

3. Record personal major incomeand expenses for 1 month.

4. Calculate balances of majordebts.

Students develop.a list of budget expendi-tures (housing expenses, rent, food, bills,loans, etc.).Students develop a list of income sources.Class discusses sources of income andexpenditures that should be included in amonthly budget.Students develop a tentative monthly bud-get that includes all sources of income andexpenditures (housing expenses, rent, food,bills, loans, etc.)Students are given'hypothetical financialinformation and must devise a budget thatfits the information.Students keep receipts of expenses such asmedical, electric, gas, and entertainment.Students keep a record of their income andmajor expenses for one week.Students visit a store where they "pur-chase"particular items within a hypotheti-cal budget.In class activities, students list purchases tofit within a budget using ads and catalogsas bases for planning.

Students construct posters with examples ofinformation that should be retained (war-ranties, sales slips, bills, contracts, leases,wage information, etc.).Teacher states a situation in which the col-lection of forms is necessary, and the stu-dents develop a list of the necessary formsto provide.Class discusses appropriate retention andstorage procedures for financial informa-tion.

Students record all major income andexpenditures for a month.Class discusses advantages of maintainingrecords of income and expenses.Students discuss business bookkeeping andhow businesses use such information intheir planning.

Students use established debts or mock pur-chases to calculate balances after regularpayments.Class discusses time payment plans andprocedures.

33ZEST COPY AVAILABLE

Students participate with parents in con-structing the family's budget.Parents require the student to maintain abudget for a given period.Budget counselor from a local communityagency demonstrates budgeting techniques.Parents and/or peers review with studentthe previous month's budget and its out-comes.

Parents show the student what financialinformation they retain.Financial counselor provides informationfor future planning, tax purposes, receiptsof purchase, etc.

Parents demonstrate how records help themplan for major purchases.

Students participate with parents while pay-ing bills to see calculation of balances ofmajor debts.Credit representative demonstrates howtime payments operate.



5. List basic terms used in keepingfinancial records

Class discusses basic financial record-keep-ing terms.Students develop a list of the basic finan-cial record-keeping terms from a devisedmonthly personal budget.

Domain: Daily Living SkillsCompetency: 1. Managing Personal FinancesSubcompetency: 4. Calculate and Pay Taxes

Objectives Activities/Strategies

Parents discuss basic financial record-keep-ing concepts with student.Parents review financial record statementswith student.

Adult/Peer Roles

1. Know types of taxes normallyassessed in the geographic area.

2. Know penalties and deadlinesfor the payment of taxes.

3. Know sources of assistance forthe filing of taxes.

4. Complete a 1040 tax form.

Class develops a display board showing thedifferent types of taxes, using magazinepictures, drawings, and actual items.Class members develop a quiz game bypasting pictures on flash cards representingthe different types of taxes.Class members play the quiz game theydeveloped by displaying the cards, one at atime, to the student, and asking the studentto guess which type of tax is appropriatefor the picture.

Class assembles literature relating to com-mon taxes and their deadlines.Class discusses the rationale for payingtaxes, tax exceptions, late payments, failureto pay taxes, and the penalties establishedfor late payments or failure to pay taxes.Students take a field trip to IRS office.

Class discusses the advantages of solicitingassistance in filing income taxes.Students are to locate sources of assistancefor filing taxes (e.g. telephone book, yellowpages).Students take a field trip to tax assistanceservices.Class discusses how to find assistance, suchas agencies, lawyers, and accountants.

Students establish a mock taxation system:file taxes, audit returns, penalize noncom-pliance, compute refunds, etc.Students practice on tax forms (W2,1040EZ, 1040, 1040A, state tax form).Class discusses advantages of completingtax forms.

3 4

Parents identify occasions in which theypay taxes on particular items.Local Internal Revenue ServiceRepresentative or County Tax Collectorgives class lecture using a 1040 Short TaxForm as a reference.

Parents notify the student when tax noticesare received and discuss deadlines andexceptions.Parents discuss their attitudes about payingtaxes with students and the assumed conse-quences for not paying taxes or for the mis-representation of income.Guest speaker from the IRS or from a localincome tax preparation office gives apresentation.

Parents identify their sources of tax assis-tance.Representatives of tax agencies givedemonstration.

Students should observe parents filling outfamily's tax forms.Parents show the student their previouslycompleted tax forms.Local Internal Revenue ServiceRepresentative gives working demonstra-tion of completion of tax forms.

Domain: Daily Living SkillsCompetency: 1. Managing Personal FinancesSubcompetency: 5. Use Credit Responsibly



1. Identify resources for obtaininga loan.

2. Name advantages and disadvan-tages of using credit cards.

3. Complete a loan application.

Class lists possible reasons forapplying for loans.

Class discusses difference between necessitiesand luxuries as they apply to filing for a loan.Class identifies all sources of loans.Class discusses the disadvantages of deal-ing with a "loan shark."Students clip newspaper ads advertisingsources of loans and then develop a posterof these sources of loans.Students take field trip to the bank andreceive information on loans and loanapplications.

Students obtain credit card applicationsfrom banks and lending institutions.Students identify and discuss terms and con-ditions listed on credit card applications.Class discusses the advantages, disadvan-tages, and responsibilities of using creditcards.

Students obtain loan applications frombanks and other lending institutions anddiscuss loan terms with loan officer.Students identify terms found on loanapplications (e.g., rate of interest).Students create a poster listing and definingloan application terms.Students review and contrast terms identi-fied on loan applications.Students role-play the interaction between aloan officer and customer.Students complete a loan application.

Parents and students locate loan advertise-ments in the newspaper.Parents and/or peers accompany students tobanks or credit institutions and obtain loaninformation and applications.Representatives from lending institutionsdiscuss criteria for obtaining a loan, collat-eral, interest, etc.

'Parents assist students in identifying keywords or terms listed on credit card appli-cation forms (e.g., interest charges)Parents discuss the responsibilities of creditcard usage (e.g., payments, consequencesof lost or stolen cards).Representatives from banks discuss proce-dures for obtaining credit cards and theresponsibilities of using them.

Parents and student discuss procedures forobtaining a loan.Parents accompany students to lendinginstitutions to pick up loan applications.Parents review loan applications with stu-dents to identify terms and conditions ofloan applications (e.g., interest charges).Representatives from lending institutionsdiscuss the procedures for obtaining loans.


Domain: Daily Living SkillsCompetency: 1. Managing Personal FinancesSubcompetency: 6. Use Banking Services


1. Open a checking account.

2. Open a savings account.

3. Write checks, make deposits,and record checkingtransactions.

4. Make deposits and withdrawals,and record savings transactions.

Students make a poster listing the processof opening a checking account (e.g., knowsocial security number).Students establish a "bank" and role-playthe step-by-step procedures of opening achecking account.Students take a field trip to a local bankand go through all the mechanics of open-ing a checking account.

Students take a field trip to a local bankand go through all the mechanics of open-ing a savings account.Students list on a poster theprocedures of opening a savings account(e.g., know social security card number).Students establish a "bank" and role playthe step-by-step procedures of opening asavings account.

Students take a field trip to a bank to dis-cuss procedures to follow when writingchecks, making deposits, and recordingchecking account transactions.Students list on a poster the process of writ-ing checks, making deposits, and recordingtransactions.Class practices with mock checks, depositslips, check registers, and monthly bankstatements.Class discusses the importance of accuratechecking account record keeping.Class devises mock checking system andstudents use checks to purchase classroomitems.

Class establishes a mock bank and studentspractice transacting and recording with sim-ulated money.Class discusses interest rates and penalties.

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Parents inform student of needed informa-tion and procedures for opening a checkingaccount.Students observe parents paying bills bycheck and recording them in the checkbooklog.Bank personnel discuss the procedures foropening a checking account and the advan-tages of paying by check.Parent assists student in opening a checkingaccount (if financially feasible).Parents allow student to make supervisedtransactions with their private banks.

Parents inform student of needed informa-tion and procedures for opening a savingsaccount.Parents help the student practice saving athome by establishing a home "savingsaccount."Bank personnel discuss the procedures foropening a savings account and the conceptof interest.Parent assists student in opening a banksavings account (if financially feasible).Parents allow the student to make super-vised transactions with their private banks.

Parents inform the student of the proce-dures for writing checks, making deposits,and recording transactions.Parents discuss with the student the fami-ly's checking account transactions andrecording.Bank personnel discuss the procedures forwriting checks, making deposits, andrecording transactions.Parents assist student in making an actualtransaction and in record keeping.Parents involve the student in balancing thefamily's checking account.

Parents review savings records and recordtransactions with the student.Parents and students simulate or make actu-al bank deposits and withdrawals, andrecord savings transactions.Guest speaker from a local bank talks toclass.

Domain: Daily Living SkillsCompetency: 2. Selecting and Managing a HouseholdSubcompetency: 7. Maintain Home Exterior/Interior



1. Identify basic appliances andtools used in exterior mainte-nance.

2. List routine cleaning and main-tenance activities.

3. Outline a weekly housekeepingroutine. .

4. Identify the uses of commonhousehold cleaning productsand equipment.

Students list common tools used in outsidehome maintenance.Students construct a scrapbook or bulletinboard with pictures of these tools.Students take turns identifying flash cardpictures of exterior appliances and tools.

Students work in pairs devising a list ofbasic interior and exterior housekeepingactivities (e.g., wash/dry dishes, wash win-dows, take out the garbage, use a vacuumcleaner, operate garbage disposal, sweepfloor, dust furniture, mow lawn).Students take a field trip to a "mini-maid"type business or to hotel/motel to discussroutine housekeeping activities.

Class discusses the procedures involved inhousekeeping and the proper sequence inwhich they should be done.Class discusses what housekeeping jobsneed to be completed daily, weekly, andless frequently.Students work in pairs to discuss and plan aroutine which allows a scheduling of regu-lar household tasks (e.g., floors washed andwaxed every other Saturday, televisiondusted every other day, etc.)

Students look through magazines and iden-tify cleaning accessories.Students construct a bulletin board whichshows different cleaners and their specificuses.

Parents and/or peers identify tools theycommonly use for outside home mainte-nance.Parents and/or peers ask student to identifythese tools.Member of home maintenance businessdemonstrates routine materials, tools, andtypes of jobs.

Parents assist the student in making a list ofhousecleaning and maintenance activities intheir home.Parents supervise the student in performinghousehold tasks.Personnel from housecleaning business dis-cuss the routine activities required in clean-ing houses.

Parents explain to the student their ownhousekeeping routine and encourage thestudent to devise his or her own routine.Maintenance persons (from business,motels, schools) explain their tools andtheir routine to the class.

Parents have the student choose the propercleaners for various cleaning jobs, and thendemonstrate their use.Member of a home cleaning business pro-vides a demonstration of routine, materials,tools, and types of jobs.


Domain: Daily Living SkillsCompetency: 2. Selecting and Managing a HouseholdSubcompetency: 8. Use Basic Appliances and Tools


1. Name common appliances andtools found in the home and tellhow each is used.

2. Demonstrate appropriate use ofbasic appliances and tools.

3. Name safety procedures to fol-low when using appliances andtools.

4. Perform basic home care tasks.

Students look through magazines and cutout what they think are essential appli-ances.Students construct a bulletin board repre-senting the major appliances and toolsfound in the home.Students take a field trip to an appliancestore and observe demonstrations of appli-ance and tool usage.Students construct a mock room or store ofappliances.

Class lists on a chalkboard the appliancesand tools found in the home and in theappliance store.Students construct a mock room or store ofappliances and tools and demonstrate theiruse to the class.Students role-play using various appliancesand tools not demonstrated in class.

Class lists safety procedures on chalkboardor that are necessary when using appliancesand tools.Students construct a bulletin board whichillustrates the do's and don't's of severaltools and appliances.Class is shown the proper way to handleappliances and tools.

Class lists on chalkboard the minor repairs aperson should be able to make at home(e.g., lights, locks, painting, leaky andclogged pipes, etc.).Students take field trip to several repairshops and local hardware stores for repairdemonstrations.Students work in teams on a repair prob-lem.Students role-play actual performance ofmaintenance or repair jobs (e.g., grass cut-ting, painting).

Parents introduce and demonstrate to thestudent all the appliances in the home.Parents discuss what basic appliances andtools may be lacking in the home.

Parents and/or peers demonstrate how touse various appliances.Parents let the student use as many differ-ent tools as possible within the home.Maintenance personnel demonstrate varioustools appropriate to their jobs and their usein the home.

Parents demonstrate proper maintenance oftools.Parents discuss the question of safety inrelation to using appliances and tools.

Parents and/or peers work through a repairjob.Small-appliance repair person demonstratesbasic home repairs.Parents involve students in home mainte-nance or repair jobs.

Domain: Daily Living SkillsCompetency: 2. Selecting and Managing a HouseholdSubcompetency: 9. Select Adequate Housing



1. List personal or family housingrequirements, including space,location, and yard.

2. Identify different types of hous-ing available in the community.

3. Identify advantages and disad-vantages of different types ofhousing.

4. Identify procedures for renting ahouse or apartment.

In a group activity students identify and listbasic requirements of adequate housing (i.e.,shelter, living space, cooking and toilet facili-ties, location, neighborhood, house and yardsize, etc.).Class discusses what needs are importantfor the student and his or her family (e.g.,number of bedrooms).Class discusses housing needs for hypothet-ical situations (role-playing, simulation).

Class discusses the different types ofhabitation (i.e., house, duplex, apartment,trailer).Students construct a bulletin board display-ing different kinds of habitations.Students identify representative habitationin the community through newspaper adsand other media listings.Students, using the housing/rental adver-tisements section of the newspaper, selectseveral appropriate personal housingoptions.

Class discusses advantages and disadvan-tages of owning and renting (i.e., upkeep,cost, taxes, etc.).Students develop a personal list of specifi-cations for adequate housing, and make acomparison with advantages and disadvan-tages of various housing options.Class takes field trip to local real estatecompanies to learn about advantages, dis-advantages, and differences between vari-ous types of housing.

Students are given a presentation of proce-dures for renting a house, signing a lease,paying rent, etc.Students role-play the rental of an apart-ment or house.Students take field trips to various types ofhomes and apartments for rent.Students take field trips to real estateoffices' rental departments.

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Parents discussing their dwelliParents discussmight considerhouse.

reasons for buying or rent-ng.with students what theyin renting or buying a

Parents show the student different types ofdwellings.Parents/peers supervise a student phoningfor information about habitation.Realtor discusses basic housing optionsoffered in the community.

Parents discuss with the student the varioustypes of habitation available in the commu-nity.Panel of peers or young adults discussestheir choices of renting or buying.Realtor presents information concerning theselection of different housing options.

Parents obtain a copy of a rental agreementand discuss it with the student.Real estate rental agent discusses proce-dures for renting and locating appropriaterental units.Landlords explain their expectations andprocedures.

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5. Identify procedures for buying ahouse.

Students are given a presentation on proce-dures of securing a mortgage, making mort-gage payments, making down payments,and paying taxes.Students role-play the procedures involvedin buying a home.Students visit various homes for sale.Students take field trips to real estateoffices or home mortgage offices of localbanks or lending agencies.

Domain: Daily Living SkillsCompetency: 2. Selecting and Managing a HouseholdSubcompetency: 10. Set Up Household


Parents discuss with the student their rea-sons for buying a home.Parents explain to the student the financialresponsibilities involved in owning a home.Real estate agent explains the proceduresinvolved in purchasing a home.Panel of peers or young adults presentstheir experiences in buying a home.

Adult/Peer Roles

1. Describe procedures for con-necting utility services.

2. Acquire or ensure presence ofbasic household items.

3. Acquire or ensure presence offurniture and major appliances.

Class lists on chalkboard the types of utilityservices they utilize in their homes.Students copy from the telephone directo-ries the names and phone numbers of localcompanies that provide utility services.Students take field trip to local utility com-panies to acquire information regardingutility service agreement contracts (e.g.,installment deposits, delinquent fees, ratesper month).Class lists on chalkboard the procedures forconnecting utilities.Students role-play connecting/installation ser-vice agreement, telephone conversation, or in-person visit between utility service representa-tives and themselves.Students complete the sample utility agree-ment contracts.

Class lists on chalkboard the general house-hold items found in their homes.Students construct a bulletin board of basichousehold items.Class lists on chalkboard the stores whereone can purchase the basic householditems.

Class lists on chalkboard the furniture andmajor appliances in the home.Students construct a bulletin board display-ing furniture arid major appliances requiredto set up a home.Class lists on chalkboard the stores inwhich one can purchase furniture and appli-ances.

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Parents discuss with student the utilitiesUsed in the home.Parents discuss and show student theirrecords of utility installation agreements.Utility service representative explains theprocedures for utility service installation.

Parents and student identify basic house-hold items in the house.Parents and student visit stores that sellbasic household items.

Parents and student identify furniture andmajor appliances in the house.Parents and student visit stores that sell fur-niture and major appliances.

Domain: Daily Living SkillsCompetency: 2. Selecting and Managing a HouseholdSubcompetency: 11. Maintain Home Grounds



1. Perform common home mainte-nance and repairs (e.g., grasscutting, painting, bush trim-ming, etc.

Students are shown films and demonstra-tions of common home maintenance orrepair jobs.Class discusses why and how often each ofthese jobs should be performed.Students construct a bulletin board withpictures of various types of home mainte-nance and repair.Students role-play actual performance ofmaintenance or repair jobs.Class discusses the occasions when expertassistance is necessary or preferable.

Parents identify the most common types ofhome maintenance.School maintenance personnel demonstratetools and procedures.Parents involve the student in home mainte-nance or repair jobs.Members of home maintenance businessesspeak to class.

Domain: Daily Living SkillsCompetency: 3. Caring for Personal NeedsSubcompetency: 12. Demonstrate Knowledge of Physical Fitness, Nutrition, and Weight


1. Know ways nutrition relates tohealth.

2. Know a meal balanced fornutritional and caloric content.

Students identify what foods build a partic-ular part of the body (e.g., milk buildsteeth).Class discusses the components of a bal-anced meal and indicates how the meal will.make a body healthier (e.g., the beans in themeal contain vitamin B which is good forthe nervous system).Class discusses the relationship of heightand weight to nutrition.Class discusses the basic principles of foodmetabolism.Each student keeps a personal log ofheight, weight, and measurements.

Teacher displays foods from major foodgroups, and explains what each food doesfor the body.Class constructs a chart of a balanced dietfor all three meals, using magazine picturesor drawings.Teachers lists the best foods to eat whenattempting to lose weight.Class discusses the body's need for propernutrition.

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Dietician discusses eating from the fourbasic food groups and how they relate togood health.Member of Weight Watchers or CommunityHealth Department representative discussesnutrition and obesity problems.

Dietician presents community resourceinformation regarding the basic foodgroups.Dietician explains procedure for determin-ing appropriate daily caloric intake per foodgroups.Parents explain to the student how the fam-ily's nutritional needs are met.



3. Know ways in which exerciserelates to health.

4. Identify and demonstrate correctways of performing commonphysical exercises.

Class examines pictures of physically fit andunfit persons and discusses appearances,energy level, longevity, etc.Class tours a physical fitness club.Class discusses the emotional rewards ofphysical fitness.Class discusses an appropriate regimen ofphysical exercise.Class discusses the need for rest in a physi-cal fitness program.Class lists on chalkboard the ways exerciserelates to healthy living.

Class lists on chalkboard the commonphysical exercises.Students are shown the proper execution ofpush-ups, sit-ups, toe touches, chinning, leglifts, etc., with an explanation of what bodyparts are affected by the exercises.Students construct performance charts thatrecord progress on particularexercises.Students demonstrate correct ways of per-forming physical exercises.Class tours a physical fitness club.

Domain: Daily Living SkillsCompetency: 3. Caring for Personal NeedsSubcompetency: 13. Exhibit Proper Grooming and Hygiene


Community recreation personnel or coachor nurse discusses personal and family fit-ness.Student and parents conduct family physi-cal fitness program.

Local athlete demonstrates exercises he orshe uses in preparation for his or her ownsport.Parents encourage student to develop ahome exercise routine.

Adult/Peer Roles

1. Demonstrate basic aspects ofproper hygiene.

Class discusses the areas of the body to becleaned when bathing andshowering.Class lists on chalkboard the daily hygienicactivities.Class identifies and discusses the areas ofthe body that need to be specially groomed,and the grooming products.Class discusses the necessity of properhygiene for various parts of the body.Class discusses the need for oral hygiene.Students demonstrate the appropriattehygiene techniques.

Visiting nurse emphasizes the importancein caring for all body parts, including per-sonal body parts.Parents assist students in mastering hygienetechniques.Dentist or dental hygienist emphasizes theimportance of proper oral hygiene.



2. Identify proper grooming.

3. Identify proper products forhygiene and where to obtainthem.

4. Identify proper products forgrooming and where to obtainthem.

Class is given demonstration of groomingwith grooming products (e.g., nail clippersand nail file, hairbrush, etc.).Males are shown the proper use of shavingcream, razor, electric razor, etc.Females are shown the proper use of shav-ing cream, razor, electric razor, hair curlers,perfume, make-up, etc.Class is given demonstration of cleaning earswith cotton tipped swabs (i.e., Q-Tips),removing particles from eyes, etc.Class is given demonstration of proper useof toothbrush, dental floss, gum massage,and water pick.Class lists on chalkboard the procedures forshampooing and drying hair.

Students clip advertisements from maga-zines regarding products used to maintainproper hygiene.Class lists on chalkboard the products usedto maintain proper hygiene (i.e., toothbrush,shampoo, cotton tipped swabs, dental floss,etc.).Class lists on chalkboard the names ofstores where hygiene products can befound.Class constructs bulletin board showingpictures of products related to properhygiene.

Students clip advertisements from maga-zines regarding products used to maintainproper grooming.Class lists on chalkboard the products usedto maintain proper grooming (i.e., hair-brush, nail clipper, etc.).Class lists on chalkboard the names ofstores where grooming products can befound.Class constructs bulletin board showingpictures of products related to propergrooming.

Parents and/or peers model appropriategrooming.Beautician or hair stylist demonstratesappropriate grooming.Parents allow students to purchase groom-ing aids (i.e., shampoo, deodorant, cologne,etc.).Parents observe and record whether studentis brushing teeth properly.

Parents and student discuss hygiene prod-ucts found in the home.Parents and student purchase hygiene prod-ucts.Health care professional discusses hygieneproducts and where to obtain them.

Parents and student discuss grooming prod-ucts found in the home.Parents and student look for groomingproducts carried in stores.Beautician or cosmetologist and health careprofessional discuss grooming products andwhere to obtain them.


Domain: Daily Living SkillsCompetency: 3. Caring for Personal NeedsSubcompetency: 14. Dress Appropriately


1. List clothing appropriate for dif-ferent weather conditions.

2. List clothing appropriate for dif-ferent activities.

3. Given an occasion, choose theappropriate clothing to be worn.

Students clip pictures of clothing articlesand paste them on flash cards.Class constructs a bulletin board illustratingthe major types of seasonal clothing.Students identify various workers in thecommunity who dress according to weatherconditions (i.e., mail carriers, highwayrepair workers, construction workers, etc.).Class lists on chalkboard the clothingappropriate for different weather condi-tions.

Class lists on chalkboard the variety ofoccasions that require specific forms ofdress.Class collects pictures from magazines andnewspapers depicting people dressed forparticular occasions.Teacher makes lists of clothing and events,and the students match clothing with event.Students choose appropriate clothes forhypothetical situations.Class has a fashion show to demonstrateappropriate clothing.

Students select from magazines and cata-logs the appropriate clothing for a simulat-ed occasion.Students make a collage of inappropriateclothing for specific occasions.Class discusses clothing articles that "gotogether" appropriately.

Parents quiz student on appropriate clothingfor weather conditions.Parents take the student on shopping trips,pointing out the variety of seasonal cloth-ing.Clothes salesperson explains appropriateclothes for different weather conditions.

Salespersons (males and females) fromclothing stores address the class on thevariety of clothing for particular occasions.Student observes how parents dress for par-ticular occasions.

Parents discuss appropriate clothing selec-tion.Parents demonstrate to students their cloth-ing selection for certain occasions.

Domain: Daily Living SkillsCompetency: 3. Caring for Personal NeedsSubcompetency: 15. Demonstrate Knowledge of Common Illness, Prevention, and Treatment


1. Identify major symptoms ofcommon illnesses.

Students construct a chart depicting symp-toms of particular illnesses.Students discuss how they feel when theyhave different illnesses.Students role-play doctor and patient dis-cussing symptoms of common illnesses.

Parents or peers assist students in recordingsymptoms.Local paramedics discuss their roles indealing with illnesses.Member of Health Department discussescommunity measures to combat disease.



2. State how cleanliness is relatedto health.

3. Locate sources of assistancewith medical problems.

4. Identify dosage informationfrom a medicine bottle label.

5. List common medicines foundin the home and their uses.

Class discusses the relationship betweencleanliness and illness.Students are shown the techniques of dish-washing as a preventative measure.Class discusses the necessity of bathingregularly.Class discusses the need for cleaning a cutor wound.

Students go on a field trip to a local hospi-tal.Students learn the location of medical facil-ities in the area.Students are asked to demonstrate how toobtain emergency assistance by telephone.Class discusses the availability of medicalspecialists.Students play a matching game in whichthey identify the doctor to use for particularkinds of problems.Students identify community clinics, hospitals,and agencies that assist citizens.

Students take a field trip to a drug store.Class discusses the information written onprescription labels.Class discusses the differences betweenprescription and nonprescription medica-tions.Class discusses common terms used on pre-scription labels (i.e., tablespoon-tbls., tea-spoon-tsp, daily, etc.).Class brings several empty medicine con-tainers to school and discusses the mean-ings of the labels.Class makes up their own prescriptionlabels and places them on the empty medi-cine containers.Class discusses the precautions listed onmedicine bottle and the importance of tak-ing the prescribed dosages.

Class lists on chalkboard the common med-icines their families keep in the home andidentify one use for each medication.Students construct a bulletin board of over-the-counter medicines that should be keptin their homes for minor illnesses and acci-dents.Class role-plays contracting minor illnessesand accidents and the prescription of theappropriate medication.

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Nurse or paramedic discusses cleanliness.Speaker from Public Health Service dis-cusses sanitation and personal cleanliness.Parents instruct student of the need forcleanliness.

Doctor or nurse discusses functions of hos-pital and office services.Parent instructs student on how to obtainemergency medical assistance by telephone.Parents place emergency numbers near thetelephone.

Doctor or nurse discusses medicationsavailable for home use and the importanceof taking prescribed dosages of medication.Local druggist discusses the functions ofhome medications.Parents show students what medications arekept in the home.Parents discuss with student the labelsfound on medicine bottles in the home.

Parents discuss with the student the com-mon medicines found in their home andtheir appropriate uses.Pharmacist discusses the use of variousmedicines for minor illnesses and acci-dents.



6. Demonstrate basic first aidtechniques.

Class discusses first aid techniques.Techniques for specific emergencies aredemonstrated.Students role-play administering first aid toeach other.Students list situations that may requireimmediate assistance (camping, at home, atthe beach, etc.).Students identify vital information foremergency situations.

Domain: Daily Living SkillsCompetency: 3. Caring for Personal NeedsSubcompetency: 16. Practice Personal Safety


. Nurse or paramedic demonstrates first aid.Members of emergency squad present theirequipment and methods and discuss theirtraining.Red Cross training course is delivered bycertified instructor.Parents practice first aid techniques withthe student at home.

Adult/Peer Roles

1. Identify ways to secure homefrom intruders.

2. Identify things to do to avoidpersonal assault.

3. Identify and demonstrate self-protection or self-defensebehaviors and techniques.

Students discuss the purpose of securingone's home from intruders.Students discuss methods of securing theirhome from intruders.Students discuss other ways to deter intrud-ers (pets, burglar alarms).Class lists on chalkboard the ways to securehome from intruders.

Students define personal assault.Class lists on chalkboard the activitieswhich increase the chances of personalassault (hitchhiking, walking alone late atnight, etc.).Class lists on the chalkboard activities thatreduce the possibility of assault (walkingwith a friend, carrying pocket change fortelephone calls in case of emergency, park-ing your car in lighted areas at night, etc.).Students role-play an assault situation anddiscuss what could have been done to avoidthe situation.

Self-defense instructor discusses anddemonstrates self-protection and self-defense behaviors.Students discuss protection and defenseconcepts, and, with approval and instruc-tion, practice self-defense behaviors withself-defense instructor.Class lists on the chalkboard self-protectionor self-defense behaviors.Students take a field trip to a self-defenseschool.

Parents discuss with student the risksinvolved in not securing one's home.Parents and student discuss methods usedin the home to secure home from intruders.Neighborhood watch groups discuss thepurpose and methods of home security.Police officer explains techniques to securehome from intruders.

Parents discuss with student ways that peo-ple can be assaulted in the neighborhood.Parents discuss precautionary measuresthey take to prevent assault.Parents and student visit with law enforce-ment agency concerning techniques toavoid assault.Parents and student visit a self-defenseschool.Self-defense representative demonstratesself-defense to students.Law officer discusses ways to avoid per-sonal assault.

Parents demonstrate to student how theybelieve they would defend themselves.Parents and students visit self-defenseschool.Self-defense instructor demonstrates self-defense and self-protection behaviors.



4. Identify precautions to followwhen dealing with strangers.

5. Identify potential safety hazardsin the home.

6. List and demonstrate actions totake in the event of an emer-gency.

Students discuss do's and don't's whenmeeting strangers.Students take turns simulating interactionswith strangers and then evaluating eachother.Students discuss what strangers could do tothem if they are not cautious.Students role-play appropriate behaviorsupon meeting strangers.Class lists on chalkboard precautions to fol-low when dealing with strangers.

Students construct posters or a bulletinboard with magazine pictures of poisonoussubstances.Class discusses the dangers of swallowingthese poisonous substances.Students discuss the significance of locat-ing and checking electrical outlets andcords, gas appliances, and light switches forsafety.Students discuss the dangers of electricalshock.Students are shown what constitutes ahousehold hazard.Students maintain a scrapbook of picturesof household hazards.Students collect a notebook of sources tocorrect hazards.

Class discusses first aid techniques.Techniques for specific emergencies aredemonstrated.Students role-play administering first aid toeach other.Class lists on chalkboard the vital informa-tion to be conveyed in emergency situa-tions.Students simulate emergency procedures atschool (e.g., fire, tornado, etc.).Students take field trip to Red CrossEmergency Center.Students are shown how to extinguish dif-ferent types of fires.Students plan evacuation procedures forgiven situations (their own house, hypothet-ical situations, etc.).Class discusses emergency phone numbersand procedures for summoning emergencyassistance.

Parents and/or peers discuss the do's anddon't's of meeting strangers.Parents role-play with the student how theybehave with strangers.

Parents point out poisonous substances inthe home.Paramedics discuss poisonous hazards andindividual responsibilities.Representatives from the public utilitiesgive home hazard presentations.Gas company and electrical company repre-sentatives give presentation concerningpotential utility hazards.Parents discuss potential hazards in thehome (e.g., stairways, electrical outlets, andflammables).Insurance agent discusses household haz-ards and means of prevention.

Parents practice emergency drills in thehome.Nurse or paramedic demonstrates first aid.Emergency squad presents its equipmentand methods and discusses its training.Red Cross instructor delivers trainingcourse.Parents practice first aid techniques withthe student at home.Parents identify possible sources of fire inthe home, as well as how to prevent andextinguish them.Parents show the student the best means forexiting various parts of the house in theevent of serious fire.Family practices fire drills.Parents discuss severe weather conditionsand safety procedures.

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Domain: Daily Living SkillsCompetency: 4. Raising Children and Meeting Marriage ResponsibilitiesSubcompetency: 17. Demonstrate Physical Care for Raising Children


1. List physical responsibilitiesinvolved in child care.

2. Given a hypothetical situation,demonstrate basic safety mea-sures for a child who has ingest-ed poison or is severely cut.

3. Identify common childhood ill-nesses and a symptom and treat-ment for each.

4. Identify basic stages of childdevelopment and a characteris-tic of each.

Class lists on chalkboard the responsibili-ties in raising children.Students role-play a family situation with achild, which includes diapering, feeding,stimulation, etc.Class discusses economic responsibilities offamily life.Class discusses the importance of prenatalcare and nutrition.

Class identifies poisons found in the home.Class discusses safety hazards for childrenin the home (e.g., medicine bottles, razorblades, detergent, etc.).Student role-plays emergency situation andprocedures for a child who has ingestedpoison or has been cut severely.Class lists on chalkboard the emergencyprocedures for a child who has ingestedpoison or has been cut severely.Class discusses obtaining emergency assis-tance for a child who has ingested poisonor has been cut severely.Students take a field trip to area poisonemergency center.

Students construct a "symptom chart" foreach common disease.Class lists on chalkboard the commonchildhood illnesses and the symptoms theyexperienced.Students practice using thermometers,vaporizers, etc.Class discusses disease prevention tech-niques in the home.Students construct a baby health bulletinboard.

Students observe pictures of children at dif-ferent developmental levels (infant, toddler,preschool, school age, etc.), and list notablecharacteristics of children at those levels.Students go on a field trip to a day-carecenter, nursery school, Head Start, or publicschool to observe levels of development.Class discusses physical growth and devel-opment skills.Class discusses appropriate growth foryoung children.Class lists on chalkboard the basic stages ofchild development.

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Parents identify their responsibilities formaintaining the welfare of children.Parents assist student in identifying thoseoccasions in which children need assistancefrom older family members.Staff from child care center explains physi-cal responsibilities involved in child care.

Parents instruct the student in the properstorage of poisonous substances, medica-tions, and sharp objects.Parents discuss with student the measuresthey take when a child ingests poison or iscut severely.Nurse or paramedic demonstrates immedi-ate first aid for a child who has ingestedpoison or has been cut severely.

Pediatrician or nurse discusses childhoodillnesses.Nurse assists students in solving hypotheti-cal child health problems.Nursery personnel describe their methods,experiences, and training.

Personnel from day-care center discussgrowth and development of a child and theimpact on the family.Parents discuss the student's own growthsequence, using photographs of the studentat different levels.Parents encourage the student to observe achild's development.



5. Identify potential dangers tochildren outside the home.

6. Demonstrate procedures forcare of child's physical health.

Class discusses several outside-the-homedangers to children (playing with matches,playing in hazardous areas, becomingfriendly with strangers, accepting candy orrides from strangers).Students identify community sources thatcan assist parents with hazardous condi-tions or situations.Class lists, on the chalkboard or newsprint,potential dangers to children outside the home.

Students are given a demonstration of pre-natal care: medical checkups,proper diet.Students go on a field trip to a nursery toobserve children and techniques of childcare.Basic toilet training techniques are demon-strated.Students perform proper infant stimulationexercises and identify the reasons for suchactivities.Students go on a field trip to a supermarket toselect items suitable for infant or child diet.Proper methods of physically handlinginfants and children are demonstrated.Students select appropriate clothing forchildren relative to the seasons.Class discusses the need for regular med-ical checkups for children.Students practice bathing an infant or child,using a doll in a bassinet or tub.Class discusses the advantages of breast-feeding and bottle-feeding for infants.

Parents discuss with students safety precau-tions to take when playing outdoors.Members of several community agencies(police, fire protection, animal control) dis-cuss hazards and ways to prevent them

Pediatrician or nurse from baby clinic dis-cusses ways to enhance child's well beingthrough proper care.Parents allow the student to assist in takingcare of younger family members.Parents show the student proper methods offeeding, changing, and bathing young chil-dren.Other adults with children encourage thestudent to observe how they perform cer-tain aspects of child rearing (e.g., breast-feeding, infant stimulation, sickness pre-vention, etc.).

Domain: Daily Living SkillsCompetency: 4. Raising Children and Meeting Marriage ResponsibilitiesSubcompetency: 18. Know Psychological Aspects of Raising Children


1. Identify changes when a childenters the family.

Class discusses children's role in thefamily.Students discuss what they feel would be aparent's perception of a child in the family.Students list ways in which a family servesthe needs of children.Students discuss their feelings andexperiences as younger siblings entered thefamily.

Parents discuss the effect of a child's entryinto the family.Parents mode] positive child-rearing behav-ior in the home.Child psychologist explains healthy familyrelationships.



2. Name psychological needs ofthe child and tell how these canbe provided.

3. Identify parental responsibilitiesinvolved in the psychologicalcare of the child.

4. Identify common family prob-lems and a way of dealing witheach of the problems.

Students describe what they need from theirfamily.Class discusses the child's needs for love,understanding, physical contact, structure,play, etc.Students engage in positive interaction witha child and evaluate each other.Students list emotions and identify them inpictures of children.Class lists on chalkboard children's psycho-logical needs.

Students role-play as parents and list thingsthey must do or be aware of in regard to achild's psychological development (givinglove, being consistent in working with thechild, etc.).Class discusses the changes in parent-childrelationships as the child gets older and lessdependent.Students discuss how their own relation-ships with their parents have changed.Students observe growth patterns ofyounger siblings.Students go on a field trip to a day carenursery to observe parent responsibilities ascarried out by community agencies.Class lists on chalkboard the parentalresponsibilities involved in the psychologi-cal'care of the children.

Students go on a field trip to a child guid-ance clinic or welfare office.Class lists agencies that offer assistance totroubled families in the community (e.g.,legal services, homemakers, counselors,day care, family mental health).Students practice locating and contactingassisting persons and agencies.Class discusses other family members as asource of support and assistance in time offamily stress.Class lists on chalkboard the potential fami-ly problems and how they may have beencaused (e.g., health problems, child neglectand abuse, developmental problems, sepa-ration problems involving death, parentreturning to work, divorce, emotional prob-lems, financial stress).Class discusses possible solutions to the listof potential problems.

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Personnel from a child guidance center dis-cuss aspects of the child's psychologicaldevelopment.Parents discuss basic emotional needs withstudent.Parents discuss with student how theyattempt to meet the psychological needs oftheir children.

Child psychologist, social worker, andnurse discuss adult responsibilities to chil-dren.Parents discuss with the student their rolesas parents.Representatives from family service agen-cies discuss effective means of fulfillingadult responsibilities.Parents identify ways that other adults meetresponsibilities with children.

Representatives from a child guidance clin-ic, day-care, Head Start, welfare, legal ser-vices, etc., describe their agency's assis-tance tofamilies.Counseling personnel describe problemsthatcan occur in families and offer suggestionsfor prevention.Parents discuss kinds of problems that haveoccurred in the family.

Domain: Daily Living SkillsCompetency: 4. Raising Children and Meeting Marriage ResponsibilitiesSubcompetency: 19. Demonstrate Marriage Responsibilities



1. Identify reasons for marriage.

2. Identify a personal responsibili-ty in marriage.

3. Identify joint responsibility inmarriage.

Class discusses the comparisons and differ-ences between being married and beingsingle.Class has a workshop on decision-makingand values clarification.Students list adjustments they feel would benecessary in marriage.Class lists on chalkboard the activities asingle person engages in to maintain self-sufficiency (i.e., washing clothes, payingbills, cooking, cleaning, working, etc.).Class lists on chalkboard the activities thatare shared by couple (i.e., cleaning, shop-ping, parenting, etc.).Class lists on chalkboard the adjustmentsthey feel would be necessary in marriage.Class discusses conflict resolution in mar-riage.Students examine personal characteristicsthat may be in need of change as an adult,whether married or single.

Small groups and the class discuss sharingemotions with one's mate.Class discusses ways in which one personcan continue with his own goals withoutexcluding the other.Class discusses the nature of a commitmentto another person.Class lists on chalkboard the personalresponsibilities in marriage.

Students role-play class members' ideasabout the roles of husband and wife in amarriage.Class discusses the emotional, economic,and social needs shared by both partners.Class discusses sexual and child rearingresponsibilities.Class receives instruction on open commu-nication about sexual matters, attitudes, etc.Class discusses the religious and secularvalues held by marriage partners.Class lists on chalkboard the joint responsi-bilities in marriage.

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BEST COPY AVAD

Marriage counselor or clergyman discussesthe necessity of adjustment in an instituterelationship.Parents discuss with student their adjust-ments from being single to being married.Parents discuss the ways in which theyadjusted to develop a better relationship.

Married couples discuss with the class whatthey consider to be the responsibilities ofmarriage.Marriage counselor or social worker dis-cusses ways in which people are able togrow as individuals while being part of arelationship.

Married couples discuss with the class whatthey have felt to be joint responsibilities.Parents discuss the idea of joint responsibil-ities with the student.Marriage counselor discusses difficultiesthat arise when joint responsibilities gounmet.

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Domain: Daily Living SkillsCompetency: 5. Buying, Preparing, and Consuming FoodSubcompetency: 20. Purchase Food


1. Construct a weekly shoppinglist within a budget.

2. List characteristics of perishablefoods.

3. Identify types and cuts of meat,fish, and poultry.

Class discusses organizing a shopping list (e.g.,weekly essentials, milk, eggs, meat, etc.).Class lists meats by generic names (beef,poultry, fish, pork, etc.).Teacher demonstrates constructing a week-.ly shopping list within a given budget.Class lists a weekly shopping list on chalk-board.Students practice making an actual list anddiscuss their rationale with other students.Students pretend to buy listed items, basedon a given amount of money.Students develop weekly shopping lists,and on a field trip to a grocery store indi-cate the prices of the items on their lists.

Teacher demonstrates what to look forwhen purchasing meat, dairy products, veg-etables, etc.Students make a scrapbook of pictures ofdifferent foods.Class discusses seasonal foods and the eco-nomics of purchasing them.Class discusses the expiration dates on per-ishables (milk, bread, etc.) in grocerystores.Students are shown how to determine fresh-ness in fruits, vegetables, breads, meats, etc.Class lists perishable foods on the chalk-board.Students take field trip to grocery store toidentify perishable foods.

Students are shown the kinds of meat andfish, and the ways to identify different cutsof meat, cost of different cuts, etc.Students discuss chart from grocery storemeat department that displays different cutsof meat and fish.Students construct a scrapbook of picturesof different kinds of meat and fish.Students take a field trip to a meat- or fish-packing plant or to a market to examine thetypes and sizes of cuts.Students compare nutritional values andcosts of various types and cuts of meats(e.g., a roast is as nutritional as a steak butis less costly per pound).Class lists on chalkboard different types ofmeat, fish, and poultry.

Parents explain their shopping list for theweek.Student takes part in actual construction ofthe list.Peers or young adults discuss their experi-ence with using a budget.Parents discuss their weekly budget withthe student.Home economist explains the importanceof developing a weekly shopping list withinher budget.

Parents and student go on shopping trips toselect fruits, vegetables, meats, etc.Parents and student discuss seasonal foodsand expiration dates.Parents allow the student to select foods.Produce or meat department managers ofgrocery stores discuss quality of perishablefoods.

Parents discuss different kinds of meat andfish they commonly purchase, includingprice, cuts, and amount required per person.Parents help the student identify differentcuts of meats through pictures in cook-books and magazines.Butcher discusses meats, fish, materials,and training.



4. Identify how to use newspaperads to take advantage of sales.

Class discusses the pros and cons of takingadvantage of specials and stores that offerspecials.Students get ads and role-play items forpurchase.Students take field trip to grocery stores tocompare regular and sale-priced items.Students discuss why they would or wouldnot shop at each of the stores.

Domain: Daily Living SkillsCompetency: 5. Buying, Preparing, and Consuming FoodSubcompetency: 21. Clean Food Preparation Areas


Parents explain the use of newspaper ads toselect items for weekly purchases.Representative of consumer products dis-cusses reading food ads.Students accompany parents on groceryshopping trips to help identify sale andnon-sale items.

Adult/Peer Roles

1. Identify the importance of per-sonal hygiene in food prepara-tion areas.

2. List reasons for cleaning workarea and materials after foodpreparation.

Students discuss reasons for personal clean-liness when around areas where food is pre-pared.Students discuss the importance of keepinghands clean and wearing a hairnet or hatwhen handling food.Students discuss diseases resulting fromcontamination of food and poor sanitaryconditions.Students take a field trip to a place wherefood is prepared to hear firsthand theimportance of personal hygiene (e.g., hos-pital cafeteria, restaurant kitchen).Class lists on chalkboard the reasons forgood personal hygiene in food preparationareas.

Class discusses the reasons for cleaning upimmediately after a meal (e.g., neatness,cleanliness, health).Class discusses proper step-by-step proce-dures involved in clean-up (e.g., wrappingand storing leftovers, clearing table, scrap-ing plates, etc.).Class lists on chalkboard the reasons forcleaning work area and materials after foodpreparation.

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Parents stress personal hygiene whenpreparing meals.County health inspector speaks to class onpersonal hygiene and food preparation.

Parents explain aftermeal clean-up proce-dures.Parents involve student in the actual clean-up process.Counter personnel or bus boys discussclean-up procedures.



3. Identify and demonstrate appro-priate cleaning procedures.

4. Identify and demonstrate appro-priate waste disposal proce-dures.

Students are shown the procedures used toclean the work area and appliances used infood preparation (e.g., store, kitchen sink,kitchen table, refrigerator, counters, etc.).Class discusses the type of cleaners (e.g.,steel wool, cloths, cleansers, dish soap,etc.) to be used for each job.Class discusses how often different clean-up jobs must be performed (e.g., daily,weekly, etc.).Students go on field trip to a cafeteria orrestaurant to observe kitchen procedures.Appropriate cleaning materials are dis-played in the class.Class lists appropriate cleaning procedureson the chalkboard.

Students discuss materials to be placed ingarbage or disposal unit and proper place-ment in trash cans.Students discuss how to set out garbagecans for trash pick-up.Students discuss the consequences ofneglect of waste or improper disposal ofwaste.Students take part in trash removal andgarbage disposal in home economics classor cafeteria.Class lists on chalkboard the appropriatewaste disposal procedures.

Domain: Daily Living SkillsCompetency: 5. Buying, Preparing, and Consuming FoodSubcompetency: 22. Store Food


Parents demonstrate proper procedures forcleaning work areas and appliances.Parents include the student in actual clean-up procedures.Kitchen personnel of cafeteria or restaurantdemonstrate procedures, materials, andappliances.

Parents explain to the student how, when,and where to remove different kinds oftrash.Student is given the responsibility of dis-posing of waste in the appropriate recepta-cles after meals.Sanitation personnel discuss proper prepa-ration of trash, as well as their job dutiesand preparation.

Adult/Peer Roles

1. Identify the need for properfood storage.

Students discuss the reasons for food stor-age (e.g., spoilage, disease, bugs, etc.).Students are shown pictures or otherdemonstrations of what happens to foodthat is improperly stored.Students discuss the consequences of eatingspoiled food.Students make a scrapbook on propermethod for storing different types of food.Classroom bulletin board illustrates foodstorage.Class lists on chalkboard the reasons forproper food storage.

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Parents explain to the student the reasonsthat some foods need refrigeration or stor-age.Personnel from a food packaging firm dis-cuss the reasons for proper storage of food.



2. Identify appropriate foodstorage techniques.

3. Identify appearance of foodswhen they have spoiled.

4. Identify and demonstrate foodstorage procedures.

Teacher identifies the proper methods forstoring food (e.g., wrapping, refrigeration,freezer, etc.).Students identify the location of food stor-age.Students discuss the length of time for stor-age of food before consumption.Students construct bulletin board illustrat-ing proper methods of food storage.Class lists on chalkboard foods that requirestorage and the techniques for storage.Students take a field trip to a food packageand storage firm.

Teacher demonstrates different ways toidentify spoiled foods ( e.g., smell, appear-ance, taste, etc.).Students participate in an exercise that asksthem to identify spoiled foods.Students construct bulletin board depictingdifferent types of food spoilage.Class lists food spoilage indicators onchalkboard.

Students discuss foods which need to bestored.Students demonstrate the proper food stor-age procedures for such items as eggs,meat, vegetables, cereals, cakes.Class lists food storage procedures onchalkboard.

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Parents demonstrate proper methods forstoring different kinds of food.Parents discuss how long different kinds offoods may be safely stored.Personnel who work in food packaging andstorage discuss methods of training.

Parents explain different ways in whichfood can be spoiled.Parents discuss different ways to identifyspoiled foods.Nurse or paramedic demonstrates the dan-gers of spoiled foods, ways to identifythem, and treatment in case one has eatenspoiled food.

Parents demonstrate appropriate food stor-age procedures daily.Parents assist the student in practicingappropriate food storage procedures.Cafeteria supervisor discusses proper stor-age.


Domain: Daily Living SkillsCompetency: 5. Buying, Preparing, and Consuming FoodSubcompetency: 23. Prepare Meals


I. Identify food preparation proce-dures.

2. Identify and demonstrate theuse of basic appliances andtools.

Students are given demonstrations of thepreparation of vegetables, meats, fruits, etc.Students are given demonstrations of thedifferent methods of cooking (e.g., boiling,baking, frying, etc.).Students take part in actual food prepara-tion.Students go on a field trip to a school orcommunity kitchen to observe cookingmethods.Students discuss which techniques to usefor which foods and why (e.g., frying isfaster but adds calories).Students discuss the importance of properfood preparation techniques (e.g., under-cooking or overcooking foods is nutrition-ally improper).Class lists on chalkboard the procedures forseveral food preparation techniques.

Students list kitchen appliances and utensilsfound in their homes.Kitchen appliances and utensils and theiruse are demonstrated.Students role-play preparation of meals anddecide which appliances or utensils to use.Bulletin board contains pictures of appli-ances and utensils.Students go on field trip to the schoolkitchen.Class lists on chalkboard the basic appli-ances and utensils and their uses.

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Parents and/or peers demonstrate the prepa-ration of different foods.Cook demonstrates basic techniques in foodpreparation.

Parents demonstrate the appliances andutensils in their kitchens.Cook demonstrates utensils and appliancesfound in cafeteria or restaurant.



3. List basic recipe abbreviationsand cooking terms.

4. Practice kitchen safety proce-dures.

5. Prepare a full-course meal forone or more people.

Students discuss basic terms such as baste,simmer, marinate, measure, cup, pound,tablespoon, etc., and their abbreviations.Students discuss wall chart illustrating mea-sures with representative pictures.Students collect a scrapbook of terms andmeasures.Teacher and class demonstrate the basicterms.Students make flashcards to identify knowl-edge of food preparation.Students measure different quantities of liq-uids and solids.Teacher demonstrates the use of a recipe cardor cookbook in preparing meals.Students collect recipes from local mediaand place on bulletin board.Students follow a set of written instructionsin preparing or pretending to prepare ameal.Class lists on chalkboard the basic recipeabbreviations and cooking terms.

Students compile a scrapbook of the vari-ous kitchen hazards and emergencies.Class discusses safety procedures in foodpreparation (knife handling, electricalappliance use, turning pot handle to rear ofstove, etc.).Students are shown simple first aid forminor burns.Students role-play receiving minor burnsand applying simple first aid procedures.Teacher demonstrates how to avoid kitchenfires and how to extinguish different typesof fires.Class lists on chalkboard several kitchensafety procedures.

Prepate a complete meal for one or morepeople.Students are given a demonstration of thepreparation of an entire meal.Students construct a scrapbook of favoritemeals.

Parents and/or peers identify terms used incookbooks and ensure that the studentsunderstand what they mean (e.g., baste,simmer, measure, fill, tsp, tbsp, etc.).Parents or peers demonstrate liquid andsolid measures in the kitchen.Parents encourage the student to do themeasuring during actual meal preparation.Parents or peers demonstrate simple direc-tions in a cookbook or recipe.Cook discusses the use of recipes.

Parents demonstrate for the student the haz-ards that are present in the kitchen, howaccidents can happen, and what to do whenthey happen.Nurse or paramedic discusses first aid forminor burns.

Parents involve the student in actual foodpreparation and meal planning.Parents allow the student to plan and pre-pare simple meals on a regular basis.



Domain: Daily Living SkillsCompetency: 5. Buying, Preparing, and Consuming FoodSubcompetency: 24. Demonstrate Appropriate Eating Habits


1. Identify the need for propermanners and eating behavior.

2. Identify and demonstrate propermanners and eating behavior ata meal.

3. Identify and demonstrate theproper way to set a table andserve food.

4. Identify and demonstrate propermanners and eating behavior ata public place.

Class discusses why one should displayproper eating behaviors.Proper etiquette and eating behavior aredemonstrated (e.g., requesting food, properuse of utensils, placement of napkin, etc.).Students role-play eating a meal usingproper etiquette.Students take a field trip to a restaurant topractice etiquette.Class lists on chalkboard the reasons forproper manners and eating behaviors.

Students are instructed in the proper way toeat a meal (e.g., how to cut meat, serveoneself, pass food, request seconds, etc.).Students role-play eating a meal.Students discuss the most and least difficultareas of etiquette experienced during role-playing.Students design an evaluation checklist ofetiquette to be adhered to during meals.Students eat a meal while being videotaped(tape could be used to correct errors).Students take a field trip to a local restuar-ant, eat a meal, and critique each otherusing guidelines for evaluation designed bythe class.

Students are shown the proper methods ofsetting a table and serving different types offood (e.g., use of hot pads, appropriateserving dishes, how to carve differentmeats, etc.).Students role-play setting the table andserving foods.Class lists the process for setting a tableand serving food.

Class lists on chalkboard the do's anddon't's of eating at a restaurant (e.g., read-ing a menu, ordering, tipping, etc.).Students role-play eating in a restaurant inclass.Class tours different types of restaurants.Class discusses the prices and kinds offoods served at different types of restau-rants.Class takes a field trip to eat at a localrestaurant.

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Parents explain their understanding of prop-er table manners.Parents demonstrate proper table mannersand use of utensils.

Parents develop a hierarchy of eating skillsand manners for the student; the hierarchycould be used as a checklist of which skillsthe student already has and which skills heor she needs.Home economist works with the studentand parents on identifying and developingappropriate eating skills.

Parents and/or peers demonstrate the propermethods of setting the table.Parents and/or peers demonstrate the properway to serve foods.Parents involve the student in setting thetable and serving meals at home.Home economist demonstrates servingfood.

Parents discuss with student the propermanners to display when dining out.Parents have the student accompany themwhen they dine out.Parents monitor the student's behavior inthis situation and correct inappropriatebehaviors.Head waiter discusses the do's and don't'sof dining out.

Domain: Daily Living SkillsCompetency: 5. Buying, Preparing, and Consuming FoodSubcompetency: 25. Plan and Eat Balanced Meals



1. List the basic food groupsrequired in each meal.

2. Identify appropriate foods eatenat typical daily meals.

3. Plan a day's meals within agiven budget.

Students identify different kinds of foodand food products and sort them into foodgroups.Class discusses various ways to combinethese foods to make a balanced meal.Students take a field trip to markets to iden-tify food groups.Dietitian from school explains the use offood groups in school menu.Class lists on chalkboard the basic foodgroups required in each meal.

Class constructs bulletin board illustratingfood products with food groups.Class discusses what constitutes a balancednutritious breakfast, lunch, and dinner.Class discusses how breakfast, lunch, anddinner are the same and how they are dif-ferent.Students make up balanced breakfast,lunch, and dinner menus for an entire week.Class discusses which foods constitute agood snack and which are junk foods.

Class discusses the costs of food items.Teacher explains how to take advantage ofspecials at the grocery store.Students are given play money and allowedto shop for weekly food needs at a mockstore in class.Students collect coupons and discussadvantages.Students are given a fixed budget per dayand asked to select foods in planning break-fast, lunch, and dinner within that budget(may use coupons).Class discusses buying prepared, packaged,or convenience foods versus making fooditems from scratch.

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Parents and student identify different kindsof food and sort them into food groups.Parents discuss with student the purpose ofeating balanced meals.Parents and student go through list, selectfoods from food groups, and design a bal-anced meal.Students help parents select groceries.

Parents involve the student in weekly menuplanning sessions (including grocery shop-ping).Dietitian discusses foods used for morning,afternoon, and evening meals and junkfoods.

Parents involve the student in menu plan-ning and shopping (may use coupons).Parents give the student money and allowhim or her to plan his or her own menu andpurchase necessary goods.Home economist gives tips on meal andmenu planning.Grocery store manager discusses shoppingand saving techniques.


Domain: Daily Living SkillsCompetency: 6. Buying and Caring for ClothingSubcompetency: 26. Wash/Clean Clothing


1. Identify the following laundryproducts and their uses: bleach-es, detergents, and fabric soft-eners.

2. Identify and demonstrate appro-priate laundering procedures fordifferent types of clothing.

3. Demonstrate use of laundryfacilities at a laundromat.

Students bring to school magazine picturesof laundry products for a collage.Teacher demonstrates the major types oflaundry products by category and brandname (e.g., bleaches, Clorox; detergents,Tide; softness, Sta-Soft).Students list on chalkboard which laundryproducts are used for what purposes.Demonstrations or films show how eachproduct is best used.Students role-play choosing the appropriateproduct for a particular job.

Students discuss washing and drying tem-peratures recommended for specific fabrics.

.Class has demonstrations or films of oper-ating a washer and dryer, hand washing,and removing spots from clothing.Students participate in the above procedures.Students list on chalkboard the cleaningtechniques for certain fabrics (e.g., drycleaning for wools, etc.).Students select appropriate launderingproducts for particular fabrics.Students read cleaning labels in clothingand sort clothing by types of cleaning tech-niques required.

Students are given a demonstration of coin-operated washers and dryers.Students take a field trip to a laundromat fora demonstration of the various machines.Students wash and dry a load of laundry ata laundromat.

Domain: Daily Living SkillsCompetency: 6. Buying and Caring for ClothingSubcompetency: 27. Purchase Clothing


Parents or peers identify laundry productsin their home and how they are used.Parents allow the student to choose andmeasure the type of product required for aparticular washing.

Parents or peers demonstrate how to per-form the various laundering procedures.Laundering expert demonstrates andexplains these procedures.

Parents or peers take the student to a laun-dromat to do laundry.Laundromat owner explains the variouscleaning services available at his or herestablishment.

Adult/Peer Roles

1. List basic articles of clothing. Students list on chalkboard all articles ofclothing that constitute a basic wardrobe(including optional items).Students discuss what they would want toinclude in their basic wardrobe.Students construct a bulletin board depict-ing basic wardrobe items.

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Parents or peers explain articles of clothingthat constitute a basic wardrobe.Parents or peers have the student make up alist of items he or she would like to have inhis or her basic wardrobe.Seamstress or fashion expert demonstratesdifferent articles of clothing required in abasic wardrobe.



2. Identify personal body measure-ments and clothing sizes.

3. List major clothing categoriesby dress, work, casual, sports,school.

4. Given a hypothetical budget,select a school wardrobe.

5. State the importance of match-ing colors and fabrics.

Teacher demonstrates how body measure-ments relate to having clothing fit properly.Students are shown how to determine if anarticle of clothing fits properly.Class discusses how measurements canchange with growth and weight loss orweight gain.Students are shown how to identify cloth-ing tags.Students make lists on chalkboard of per-sonal clothing sizes.

Teacher discusses the purpose of each typeof clothing and shows pictures of eachtype.Students cut out pictures of people wearingdifferent types of clothing for specificactivities.Students discuss why and when to weareach type of clothing.Students see films of situations for whicheach type of clothing might be appropriate.

Home economics teacher demonstrates con-struction of a clothing budget.Students cut out clothing sale ads and putthem on the bulletin board.Students discuss what items of clothing aremost essential for their wardrobe (basicclothing items).Students use mock store and play money toshop for their wardrobes.Students discuss the economics of clothingpurchases (color selection so various arti-cles can be interchanged to make variedoutfits).Teacher discusses ways to identify goodworkmanship (hence, longer life) of cloth-ing articles.

Teacher discusses with student the imagesconveyed to others due to one's dress orappearance.Class discusses feelings of mixing plaidswith stripes and other combinations.Class discusses mixing of fabrics (e.g., cot-ton, wool, silk, etc.).

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Parents or peers demonstrate how to takebody measurements.Parents or peers discuss how body mea-surements can change.Parents or peers show how to read clothinglabels.Parents and student take trip to clothingstore to examine clothing tags and try onmerchandise for proper fitting.

Parents or peers discuss the different cate-gories of clothing, and why and when eachtype may be worn.Parents or peers help the student identifythe characteristics of each type of clothing.

Parents explain their clothing budget.Student accompanies parents or peers onshopping trips.Parents help the student plan for a shoppingtrip by making a list of clothing needs.Parents explain what comparison shoppingmeans and show examples of this duringshopping trip.Student purchases his or her own clothingwhen accompanied by a parent or peer.Peers help the student identify clothing saleads in the newspaper.

Parents or peers discuss with student theimportance of appropriate dress as relatedto one's image and in gaining respect fromothers.Parents assist the student in selectingmatching colors and fabrics.


Domain: Daily Living SkillsCompetency: 6. Buying and Caring for ClothingSubcompetency: 28. Iron, Mend, and Store Clothing


1. Identify and demonstrate properironing procedures for commonfabric.

2. Demonstrate appropriate safetyprecautions for using ironingequipment.

3. Identify when, how, and whereto store clothing.

4. Identify and demonstrate proce-dures for mending clothing.

Teacher demonstrates proper ironing tech-niques for specific articles of clothing (howto iron shirts, pleats, flatwork, etc.).Teacher demonstrates what happens to fab-ric when the wrong temperature is used onfabrics (using fabric scraps).Students identify fabrics and match withproper ironing temperatures.Teacher demonstrates the proper methodused to iron each type of fabric (e.g., tem-perature setting, use of starch or sizing, etc.).Students construct a notebook of differentkinds of fabrics and proper methods ofironing.Students practice ironing different articlesof clothing.

Teacher demonstrates the use and the main-tenance of a steam iron, dry iron, andaerosol products.Teacher identifies parts of a steam iron anddry iron.Students practice using a steam and dryiron.Students demonstrate storage proceduresfor ironing equipment and proper use ofaerosol products.

Teacher demonstrates the storing of cloth-ing, how it is done, when it should be done,and where clothing should be stored (e.g.,how to organize a closet, covering garmentsin plastic, use of mothballs, etc.).Students visit firms that store householditems, including clothing.

Teacher demonstrates the use of a needleand thread and a sewing machine to per-form mending.Students practice matching color of threadand cloth, and pinning and basting cloth.Students discuss the reasons for the tech-niques.Students practice various mending chores.Teacher demonstrates different ways torepair torn fabric.Students practice these different methods.Class discusses the best method of repairfor each kind of tear and each fabric.

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Parents instruct and supervise the student inironing to ensure proper temperatures arebeing used.Someone with expertise in alterationsspeaks to the class on ironing, includingusing proper temperatures.Parents or peers identify different types offabrics by sight, touch, and labels.Parents or peers demonstrate proper methodof ironing different fabrics.Student assists parents in ironing.

Parents or peers demonstrate the use andmaintentance of a steam iron, dry iron, andaerosol products.Student assists parents in ironing andequipment maintenance.

Parents demonstrate storing clothing.Worker in storage conducts discussion withstudents about storing clothes.

Parents or peers demonstrate to the studenthow to match thread and cloth color andhow to pin and baste cloth before sewing.Seamstress (or parent) demonstrates tech-niques to the student.Parents or peers demonstrate hand andmachine methods of performing simplemending.Parents or peers demonstrate differentmethods of fabric repair to the student.Seamstress (or parent) demonstrates the dif-ferent kinds of stitches that can be used tomake repairs and emphasizes the best meth-ods of repair for each kind of tear and fabric.

Domain: Daily Living SkillsCompetency: 7. Exhibiting Responsible CitizenshipSubcompetency: 29. Demonstrate Knowledge of Civil Rights and Responsibilities



1. Identify basic civil rights whenbeing questioned by lawenforcement officials.

2. Locate resources where one canacquire legal aid.

3. Identify actions to take when acrime has been witnessed.

4. List basic civil rights.

5. Identify who must register withthe selective service.

Class discusses an individual's inalienablerights.Students work in pairs and list the rightsthey feel they have.Students discuss what one should do ifarrested.Teacher lists basic rights on chalkboard.Class takes a field trip to local police sta-tion for discussion of civil rights andresponsibilities of every individual as anadult citizen.

Teacher presents resources for legal aid(e.g., United Way Community Directory).Class works as a unit to locate places wherestudents can receive legal aid.Class discusses the role of a lawyer in legalsituations.

Class discusses whether or not one shouldspeak to authorities when he or she wit-nesses a crime.Class takes a field trip to a police station todiscuss citizen action to take when a crimehas been committed.Students collect articles that report cases inwhich citizens took responsible action.

Teacher lists on chalkboard our basic con-stitutional rights.Students role-play a citizen being deniedhis or her basic rights.Students discuss specific rights in the Billof Rights and what they understand aboutthem.

Students discuss the current draft policyand the prior draft policy.Students discuss the rationale for the draftand express their opinions concerning con-ditions for being drafted.Students discuss the possibility of femalesbeing drafted in the future.Students take field trip to local selectiveservice office.

Parents discuss the importance of knowingbasic rights.Parents point out citizen's rights that arediscussed in newspapers, magazines, andnews programs.Law enforcement official or a member ofthe American Civil Liberties Union discuss-es a citizen's rights if he or she is arrested.

Parents discuss where they have receivedlegal assistance.Speaker from legal aid society presentsresources for assistance.

Lawyer discusses how to fulfill citizenobligations in specific situations.Parents model responsible behavior underthe law.Law enforcement official discusses anddemonstrates the appropriate report of acrime.

Representatives from Civil Liberties Uniondiscuss student's rights.Historian or constitutional law instructordiscusses civil rights.

Recruiter speaks to the class regarding thecurrent status of the selective service,future possibilities, and the role ofinductees at present.Parents and/or peers discuss their militaryexperiences with the student.

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6. Identify when eligible individu-als must register.

7. Locate the address of the selec-tive service or recruitmentoffice nearest the student'shome.

Teacher explains intent of potential drafteesregistering when they become of age.Students debate the age of potentialdraftees in reference to the teacher's expla-nation of intent.

Students look in the telephone book forlocal selective service offices and writetheir addresses on chalkboard.Students use information from the localarmed forces recruiter to locate selectiveservice or recruiting offices.

Recruiter speaks to the class regarding theirneed to register with the selective servicewhen they become of age (18 years old).

Parents and student locate the address ofthe selective service offices in the tele-phone book.

Domain: Daily Living SkillsCompetency: 7. Exhibiting Responsible CitizenshipSubcompetency: 30. Know Nature of Local, State, and Federal Governments


1. Identify the purpose of govern-ment.

2. Define democracy and represen-tative government.

Teacher explains the purpose of govern-ment.Students collect news clippings or picturesthat represent government and display themon posterboard.Students discuss the influence or role ofgovernment in their daily lives (e.g., regu-late quality of food and drugs).Students discuss areas of their lives inwhich they believe government should notbe influential (e.g., religious affiliation,etc.).

Teacher presents the concepts of democracyand representative government.Class lists on chalkboard vocabulary wordsrepresentative of government.Class discusses the way these principlesaffect us.Class conducts democratic election of apresident and other officers.Students visit government offices.Students visit local postal system as anexample of government service.Class talks with members of the studentcouncil.

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Parents or peers discuss their understandingof the purpose of the government.Parents or peers encourage the student toread or watch the news.Parents or peers discuss the student'sunderstanding of news events related togovernment.

Elected official or civil servant presentsexamples of the principles of democracyand representative government.Instructor in government law makes presen-tation to class.



3. Identify the branches of govern-ment, their functions, and onemajor official of each branch ofgovernment.

4. Identify one way states mightbe different without a federalgovernment.

5. Identify one duty of each levelof government.

Teacher describes and lists on chalkboardthe three branches of government.Class discusses the functions of the threebranches of government.Class identifies titles of government offi-cials in each branch of governmentClass constructs a bulletin board which rep-resents the responsibilities of each branch.Students collect news articles about the dif-ferent branches of government.Students take a field trip to a court and alegislative body.

Class discusses the Constitution and theDeclaration of Independence.Teacher places reproductions of the docu-ments on the bulletin board.Class discusses how these documents affect us.Class discusses the purposes of the federalgovernment (i.e., provide money to statesfor support services, building maintenance;pass laws, etc.).Class discusses what the states would belike without a federal government.

Students identify the three levels of govern-ment (local, state, and federal) and writethem on the chalkboard.Students discuss the differences betweenthe levels of government and list them onthe chalkboard.Class takes field trips to local, state, andfederal offices for tours and presentations.Class discusses responsibilities of eachlevel of government and effects upon us(i.e., housing, taxes, building and construc-tion, public schools, etc).

Elected official or civil servant presents theorganization and functions of government.

Parents buy reproductions of the documentsand read them through with the student.Parents discuss with student the capacityand function of federal government.

Parents discuss with student the differencesand responsibilities of the three levels ofgovernment.Local law instructor discusses levels ofgovernment with class.

Domnin: Daily Living SkillsCompetency: 7. Exhibiting Responsible CitizenshipSubcompetency: 31. Demonstrate Knowledge of the Law and Ability to Follow the Law


1. List types of local law. Teacher describes and gives examples oflocal laws which students should be famil-iar with (e.g., property, traffic, etc.).Students list on chalkboard examples ofreasons such local laws are needed.Students role-play a situation in which suchlaws are heeded or abused.

Parents emphasize the importance of locallaws.Policeman speaks on the importance oflocal laws.

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2. Identify possible consequencesof violating laws.

Teacher describes and lists on the chalkboardthe penalties for breaking different laws.Students work in pairs and list all possiblepenalties.Students construct a bulletin board whichillustrates several major infractions andtheir penalties.Students discuss appropriateness of conse-quences for infractions of laws and offeralternative suggestions.

3. List basic reasons for govern- Class discusses the function of laws.ment and laws. Class discusses the distinction between

government and laws.Students go to a meeting of an elected bodyin session.Teacher discusses basic laws.

4. Explain and demonstrate the Teacher discusses the basic court procedures.basic court system and its pro- Class discusses the hierarchy of courts incedures. the statefederal system.

Class discusses settling a dispute outside ofcourt.Students visit a court in session.Class conducts a mock trial.Class discusses trial by jury or judge.Class discusses the appeal process.Class discusses the function of local courtsin relation to everyday living.

Parents or peers explain why it is necessaryto obey laws.Lawyer, judge, or law enforcement officertalks about the penalties for breaking differ-ent laws.

Parents or peers explain the reasons for alaw and how it affects them.Parents or peers discuss how laws change.Lawyer, judge, or law enforcement officerdiscusses the basic ideas of law.

Parents take the student to see a court pro-ceeding.A judge or lawyer explains the court sys-tem.

Domain: Daily Living SkillsCompetency: 7. Exhibiting Responsible CitizenshipSubcompetency: 32. Demonstrate Knowledge of Citizen Rights and Responsibilities


1. Locate community servicesavailable to citizens.

Class discusses and lists on chalkboard thetypes of service available in the community.Students look through the newspaper, listento radio and television, and record a list ofthe community services.Teacher and students work together usingthe phone book to locate services.Students take field trips to several services.Students discuss the services they feel areneeded.

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Representatives from community servicesdiscuss the various services offered.Parents and the student visit communitydepartments to explore services.



2. List major responsibilities ofcitizens.

3. Identify voting requirementsand demonstrate procedures.

4. Identify why it is important tobe an informed voter.

5. List the dates for primary andgeneral elections, and demon-strate procedures for registra-tion.

6. Identify sources that inform thevoter about election issues.

Students discuss and list on chalkboardwhat constitutes a "good" citizen.Students collect articles that represent theresponsibilities of citizenship and displaythem on posterboard.

Students construct a mock voting booth.Students display sample ballots on poster-board.Students construct a bulletin board ofupcoming elections and pictures of candi-dates (using newspaper clippings and mate-rials from party headquarters).Students call or write registrar of voters forinformation on voting requirements.Students visit a voting booth on an electionday.

Students practice voting with sample bal-lots and instruction forms.Students hold a mock election.

Class discusses the responsibilities of aninformed voter.Students work in pairs and list possibleimplications surrounding voting choices.Students collect articles about different can-didates and keep a scrapbook.Class discusses propaganda and campaigntactics.Class discusses all types of elections andthe need to be informed (i.e., from localschool levy issues to national issues).

Students complete mock registration forms.Students construct a bulletin board whichstates necessary steps when registering tovote.Students discuss voting dates for primaryand general elections.

Organization (e.g., The League of WomenVoters) presents information on electionissues.Students clip articles from newspapers andmagazines on election issues.Students discuss current events which arerelevant election issues.Teacher reads articles aloud to the class.Teacher lists on chalkboard the pros andcons of an election issue, as students dis-cuss them.

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Parents or peers discuss responsibilities of acitizen.Parents take the student with them whenthey vote, pay taxes, attend communitymeetings, etc.Local official discusses the rights andresponsibilities of a citizen to local govern-ment.

Representatives such as city clerk, registrarof voters, etc., discuss the particularrequirements and procedures necessary forvoting.Parents allow the student to accompanythem when they go to vote.

Parents or peers encourage the student towatch news and candidate specials on tele-vision.Parents or peers discuss the stances of can-didates and possible implications of theirelection.Representatives of the candidates presenttheir positions.Representatives of the League of WomenVoters present information about candidatesand issues.

Parents take the student with them whenthey go to register to vote.Registrar of Voters discuss procedures andforms.

Parents discuss ways to locate informationon election issues.Guest speaker from the League of WomenVoters discusses ways to locate informationon election issues.Guest speaker from the local newspaperexplains how newspapers obtain informa-tion on election issues.

Cl)

iy


Domain: Daily Living SkillsCompetency: 8. Utilizing Recreational Facilities and Engaging in LeisureSubcompetency: 33. Demonstrate Knowledge of Available Community Resources


1. List sources of informationabout specific recreationalactivities.

2. List activities appropriate toeach season of the year.

3. Locate recreational facilitiesand equipment in thecommunity.

4. Participate in recreationalactivities outside the home.

Students compile a listing of recreationalactivities from newspapers, magazines,television, and personal observation.Students construct a bulletin board depict-ing the various activities.Class discusses favorite activities.Class takes field trips to YMCA/YWCA,community centers, civic center, play-ground, park, etc.Different students present the activitiesavailable through community agencies.Students compile a notebook of sources.Students identify prerequisites of participa-tion (e.g., membership, physical exam, etc.).

Students list on chalkboard activities appro-priate for each of the four seasons.Students discuss sports events they partici-pate in and the time of year they partici-pate.Teacher contacts the local parks and recre-ation department for a list of the seasonalprograms.

Students look in local telephone book under"recreation" or related topic for listing ofcommunity activities.Students take field trip to facilities.Students demonstrate the ability to use afacility and equipment (e.g., swimmingpool, gymnastic apparatus, etc.) under thesupervision of authorized adults.Students develop a recreational plan suitedto their own personal interests and needs.Fitness expert demonstrates proper use offacilities and equipment.Students make phone inquiries about avail-ability of various recreational facilities.

Class constructs a large-scale area mapindicating the location of all facilities andactivities offered.Students take a trip around the area to seefacilities.Students obtain membership or participatein one or more of the identified activitiesand organizations.Students construct bulletin board depictinginvolvement in community recreation.

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Recreation workers, arts and crafts person-nel, YMCA/YWCA personnel, churchyouth group members, etc., make presenta-tions to the class.Parents or peers identify preferred commu-nity activities.

Parents encourage the student to participatein individual and group activities.Local sports announcer discusses seasonalsports activities.Parents assist the student in enrolling (ifnecessary) in a fitness program.

Facility personnel demonstrate proper facil-ity usage.Parents or peers demonstrate proper tech-niques for using equipment.Representative from community parks andrecreation department tells students aboutfacilities and opportunities.

Parents or peers assist the student in findingthe location of activities, establishingmeans of transportation, and engaging inactivities.Recreation personnel give periodic presen-tations about new programs of activities.

Domain: Daily Living SkillsCompetency: 8. Utilizing Recreational Facilities and Engaging in LeisureSubcompetency: 34. Choose and Plan Activities



1. List personal leisure activities.

2. List costs, times, locations, andphysical requirements ofactivities.

3. Develop individual plan ofleisure activities.

Students discuss how interest and abilitiesare a part of deciding favorite activities.Students list on chalkboard personal leisureactivities.Students discuss differences betweenleisure and nonleisure activities.Students make a chart of leisure-time activities.Students discuss why they have chosen par-ticular activities.Students participate in new leisure activities.

Class lists on chalkboard the cost, location,and time factors involved in various formsof recreation.Class discusses the way in which cost,time, and location influence one's choice ofactivity.Students collect cost, time, and locationfactors in a notebook for future reference.Students choose a common recreationalactivity, research the cost and physicalrequirements of that activity, and reportfindings to the class.Students match on chalkboard physicalrequirements and financial costs with com-mon recreational activities.

Students list on chalkboard leisure activi-ties, arrangements to be made, and timesand days to engage in activities.Students complete individual plans for agiven period of time.Students create bulletin board which liststheir plans and progress.


Parents or peers help the student evaluatefavorite activities.People with unique recreation interests dis-cuss and demonstrate their experiences withthe class (e.g., judo, karate, skydiving, etc.).

Parents or peers help the student plan abudget that incorporates recreationalexpenses.Parents assist the student in determining thecost of participation in a specific recre-ational activity.Representatives of particular activities dis-cuss the costs, time, and location considera-tions involved in an activity.Parents or peers assist the student withtransportation to and from activities.Parents assist the student in determining ifhe or she is physically ready for the recre-ational activity and if he or she has enoughmoney to participate in the activity.

Peers and young adults describe their expe-riences with activities and planning.Parents assist the student in carrying outactivities that student describes in his or herplans.


Domain: Daily Living SkillsCompetency: 8. Utilizing Recreational Facilities and Engaging in LeisureSubcompetency: 35. Demonstrate Knowledge of the Value of Recreation


1. List differences between leisurethat involves nonpaid workactivity and relaxation.

2. List ways in which recreationaffects both physical and mentalhealth

3. List personal requirements ofleisure time.

Students define work time on chalkboard.Students define leisure time and leisureoptions.Students demonstrate their hobbies.Students explore possibilities for hobbiesthrough visits to hobby stores, craftexhibits, sports shows, etc.

Class discusses the pleasures of free time.Class lists on chalkboard indications thatthere is a need for leisure time (i.e., boredat work, tired, listless, stressed out, etc.).Class discusses the need for a "time out"recreational period when feeling emotional-ly and physically stressed.Class discusses the role of recreation indeveloping the ability to socialize and workcooperatively with others.Class creates a bulletin board which illus-trates various kinds of recreation.

Teacher presents on chalkboard dailyschedules of certain types of employment.Students role-play or simulate sedentaryemployment in the class to compare theseactivities to leisure time activity.Class discusses physical activities whichprovide physical and emotional change.Students list on chalkboard the physicalactivities a person can do independently(bicycling, jogging, swimming, etc.), andthe requirements to engage in the activity(i.e., stamina, endurance).Students explore a variety of hobbies andselect one that they can use as a leisureactivity.Class discusses the decisions in selectingleisure.Students report on leisure activities.

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Local hobby enthusiasts give class displaysor demonstrations.Parents discuss leisure time activities.Parents encourage the student to developspecific leisure time activities which holdthe student's interest.

Parents discuss with the student the valueof time away from school or work.Parents discuss how periods of recreationhave a positive bearing upon their emotion-al and physical functioning.Parents or peers involve the student in theirleisure time activities.

Parents discuss options that the student canexercise in leisure time.Peers and young adults discuss their use ofleisure time.Parents encourage the student to participatein physical activity.Parents provide opportunities for the stu-dent to join in family leisure-time activities.Parents relate individual and group activi-ties in which they engage.

Domain: Daily Living SkillsCompetency: 8. Utilizing Recreational Facilities and Engaging in LeisureSubcompetency: 36. Engage in Group and Individual Activities



1. Identify reasons for participat-ing in group activities.

2. Identify and demonstrateknowledge of rules of groupactivities.

3. List qualities of good sports-manship.

4. Identify and demonstrate theproper care of sports equipment.

Students observe several activities involv-ing varying numbers of participants.Class discusses making friends in a recre-ational setting.Class discusses the value of incorporatingfriends and people with similar interestsinto recreational activities.Students engage in activities and record thenames of fellow participants on a classroombulletin board.Students participate in a group activity (e.g.,softball) and in an individualized activity(e.g., swimming) and compare on chalk-board the two, with regard to social contact,group support, feelings of belonging, etc.Class discusses their motivations for partic-ipating in group activities, and what theyhope to gain.

Small groups of students learn the rules ofdifferent games and activities and explainthem to the class.Class plays the game or activity accordingto the rules.Class discusses the necessity of rules inactivities and group cooperation.Each student gets a chance to be "referee"for a game or activity.

Students observe sports events and noteinstances of good and poor sportsmanship.Students role-play an activity where partici-pants exhibit good and poor sportsmanshipand discuss feelings generated by each.Class discusses the need for cooperation inrecreational activities.

Students visit a local sporting goods store.Students identify and examine variousequipment used in games and activities.Students are given a demonstration of themaintenance and storage of equipment.Students bring their sports equipment toclass and discuss how they take care oftheir equipment.Students are shown the potential safety fac-tors in using equipment.Fitness expert demonstrates proper use ofequipment.

Adult participants from several activitiesdiscuss advantages and disadvantages, withregard to the number of participants ingroup.YMCA/YWCA member discusses advan-tages of group activities.Parents discuss their motivations for partic-ipating in group activities.Parents point out ways in which contactwith others leads to increased feelings ofcompetency.

Local umpire, scorekeeper, or referee dis-cusses the reasons for rules in games andactivities.Athletes and coaches discuss abiding byrules.Parents compare rules for games to otherareas of life.

Athletes discuss their views on what consti-tutes good sportsmanship.Coaches discuss the idea that winning isn'teverything in activities.Parents point out how good sportsmanshipis similar to group cooperation in the family.Parents discuss their attitude towards ath-letes who display poor sportsmanship.

Personnel of sporting goods store demon-strate the proper use of equipment.Parents demonstrate proper use of equip-ment available in the home.Equipment repairman from local teamdemonstrates skills and materials.

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5. Identify general safety rules ofphysical activities.

Class discusses potential dangers of physi-cal activities.Students discuss activity behaviors whichlead to injuries.Class discusses rules which prevent poten-tial injuries from occuring.

Parents discuss with student purpose ofsafety rules with activities.Coach, referee, or athletic director discuss-es the importance of safety with sports.

Domain: Daily Living SkillsCompetency: 8. Utilizing Recreational Facilities and Engaging in LeisureSubcompetency: 37. Plan Vacation Time


I. Identify financial considerationsinvolved in planning a vacation.

2. List time considerationsinvolved in planning a vacation.

3. List possible vacation activities.

Students get travel folders from vacationareas and compare prices.Students list on chalkboard all possiblecosts in a family vacation.Class discusses and lists on chalkboardexpenditures when vacationing.Students estimate from mock financialinformation how much can be spent for avacation.Students plan, from mock financial infor-mation, a vacation budget.

Teacher discusses vacation possibilities, withregard to the transportation time involved.Students list on chalkboard the vacationsites available within the local area, in theevent of limited time.Students discuss ways of breaking up blocksof time into smaller vacation periods.

Students discuss what a vacation means tothem.Students construct a vacation and travelbulletin board with information receivedfrom vacation sites (e.g., brochures, maga-zine pictures, travel posters, etc.).Students plan a mock vacation to a placewhere they could pursue the activity oftheir choice (e.g., camping, fishing, histori-cal visitations, etc.).Students take field trips to local vacationsites.Students list on chalkboard the activitiesthat can be done on a day trip.Students write to state offices to obtaininformation on recreational opportunities atpark facilities.

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Representative from a travel agency lists onchalkboard the approximate expenses ofdifferent vacations.Bank personnel discuss ways to savemoney for vacation activities.Parents discuss their vacation expendituresand finances with the student.

Representative from travel agency discuss-es time as a factor in planning.Representative from parks and recreationdepartment discusses vacation options thatexist in the general area (short-term vaca-tions).Parents plan vacation activities in the localarea for the family.

Representatives from state or local depart-ment of parks and recreation discuss a vari-ety of vacation possibilities.Personnel from the local YMCA/YWCAdiscuss group vacations.Parents structure a number of activities forfamily members.



4. Locate resources available forhelp with making vacationplans.

5. Construct a proposed vacationplan, including cost, time,transportation, facilities, andactivities.

Students collect a notebook with sources ofinformation about vacation spots, agencies,travel routes, estimating costs, etc.Students take a field trip to the local Chamberof Commerce for resource information.

Students plan a hypothetical trip or summervacation using brochures, maps, guidebooks, etc.Students determine cost, time, transporta-tion, facilities, activities involved, andarrangements to be made for a hypotheticaltrip.Students develop a list of local day tripopportunities.

Travel agent discusses sources of informa-tion.Representative from AAA presents infor-mation on planning trips.

Parents plan a family vacation with the stu-dent.Parents allow student to accompany themto local travel agent.

Domain: Daily Living SkillsCompetency: 9. Getting Around the CommunitySubcompetency: 38. Demonstrate Knowledge of Traffic Rules and Safety


1. Identify the purpose anddemonstrate procedures forpedestrian safety signs.

2. List reasons for common trafficand safety rules and practices.

3. Identify vehicle safety signs ofthe driver's education sign test.

Students go on a field trip, identify variouspedestrian street signs, and describe the sig-nificance of each sign.Students perform various pedestrian proce-dures and observe others as they do so.

Students take a field trip to the traffic con-trol center at the local police department.Students list on chalkboard the hazards tomotorists and pedestrians.Students discuss the hypothetical situationof a community without traffic or safetyrules.Students relate traffic or safety rules in thecommunity to various rules and proceduresin class or school.

Students take a field trip through city toidentify the vehicle safety signs and theprocedures for conforming to them.Students construct posters depicting trafficsigns.Teacher quizzes students with the posters.Students read and discuss appropriate selec-tions from the state driver's license manualregarding traffic signs.

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Police officer discusses and demonstratesprocedures when using pedestrian signs,and emphasizes potential consequences ofdisobedience.Parents or peers take the student for walksand have him or her point out signs andprocedures and demonstrate his or her abili-ty to comply with them.

Police officer demonstrates traffic and safe-ty rules.Parents discuss what happens when peopledo not obey traffic safety rules.

Parents or peers take the student for ridesand point out the signs and procedures nec-essary for safe travel.Police officer discusses the necessity ofpeople obeying traffic regulations.Parents or peers model positive behavior byadhering to rules of the road.


Domain: Daily Living SkillsCompetency: 9. Getting Around the CommunitySubcompetency: 39. Demonstrate Knowledge and Use of Various Means of Transportation


1. Identify types of transportationavailable in the community.

2. Identify reasons transportationis needed and the type mostappropriate.

3. Identify and demonstrate proce-dures to take a train, interstatebus, taxi, airplane.

Class lists on chalkboard the local trans-portation facilities.Students take a field trip to local transporta-tion facilities (e.g., taxi stand or office, busand train stations, airport).Class constructs a bulletin board of trans-portation facility locations in their commu-nity.

Class discusses reasons for choosing certainforms of transportation.

Students list on chalkboard the types oftransportation they use.Students discuss the best means for trans-porting themselves to particular places inthe community.Teacher devises hypothetical situations inwhich students have to find the most appro-priate way of getting to particular places.

Students bUy a bus ticket, deposit it, andtake a bus ride.Students call a taxi, pay the fare, and rideto their destination.Airline representative explains proceduresfor making flight reservations, buying tick-ets, and boarding plane.Students role-play activities relating totransportation.

Domain: Daily Living SkillsCompetency: 9. Getting Around the CommunitySubcompetency: 40. Find Way Around the Community


Representative of state department of trans-portation leads class discussions.Parents point out all transportation modesavailable in the student's locality.Representative operators of transportationdiscuss their tasks and training.

Persons who carpool discuss advantages ofsharing transportation.Parents or peers discuss their means oftravel to and from work.Parents assist in identifying the most appro-priate ways of travel for their own needs.

Class holds discussion with bus driver, cabdriver, train conductor, airplane stewardessor pilot, and ticket agents from varioustypes of transportation.Peers accompany the student on variousmeans of transportion.

Adult/Peer Roles

1. Given a picture of a numberedhouse, identify numbers ofhouses on either side.

Students tour nearby streets to observe thenumbering sequence of houses.Teacher devises a map in which studentsfill in missing house numbers.Students find out the addresses of othersliving on their own street and deduce theway in which their own streets are num-bered.

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Parents or peers take the student on a walk-ing tour of neighborhood to identify num-bering systems.City or community planner discusses theoverall design for the community.



2. Given city and state maps, iden-tify directions, symbols, anddistance.

3. Identify basic communityresources.

Students construct on posterboard a large-scale localized map or obtain one from thecity planning office.Students study a local street map and thengo to the area to investigate it.Students design a model of a neighborhood,putting in streets, numbers, etc.Class discusses the necessity of using maps.Students read state road maps to understandsymbols, compute distances, compare timeand distance, and describe alternate routes.

Students clip and paste newspaper adver-tisements of resources available to the pub-lic, and arrange them on the bulletin board.Students identify signs and symbols thatgive them direction, information, or guid-ance in everyday functioning (e.g. cross-walk and street signs).

Domain: Daily Living SkillsCompetency: 9. Getting Around the CommunitySubcompetency: 41. Drive a Car


Parents or peers obtain local maps and goover them with the student at home.Parents or peers take the student in a carand follow the map route while the studentobserves the map.

Parents and student obtain communitydirectory information from their local men-tal health association or United Way organi-zation.

Adult/Peer Roles

1. Given driving problems relatedto weather, demonstrate knowl-edge of appropriate technique.

2. Describe appropriate proceduresto follow after being involved inan accident.

Students list on chalkboard the manualoperations and expectations for each weath-er condition.Students list on chalkboard the state lawsregarding driving in particular conditionsand the necessary vehicular equipment(e.g., snow tires).

Students practice contacting the highwaypatrol and ambulance.Students role-play exchanging informationwith other drivers and contacting theirinsurance companies.Students are shown how to signal other dri-vers, use danger markers, light flares, etc.Students go over basic emergency first aid.Students are instructed about the advan-tages of having insurance.Students role-play an accident situation.

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Parents discuss the need for insurance.Highway patrolman presents procedures tofollow in case of an accident.Local insurance agent discusses car insur-ance with the class.Parents discuss with the student what to do.

Parents discuss the need for insurance.Highway patrolman presents procedures tofollow in case of an accident.Local insurance agent discusses car insur-ance with the class.Parents discuss with the student what to doin case of an accident.



3. Identify everyday basic drivingknowledge.

4. Demonstrate proficiency on thewritten portion of the operator'sexam.

Students participate in driver educationclasses.Driving instructors have students practicemaneuvers in the parking lot and use simu-lated driving machines.Students gain street experience from alicensed adult (teacher, driving instructor,etc.).Students are given a mock driving test tofind their weak areas.Students role-play driving situations witheach other.

Teacher abstracts concepts from a test man-ual and gives a mock written exam.Students construct traffic signs and trafficlights from posterboard, and identify rules.Students make a game out of holding uptraffic signs and identifying the purpose ofeach sign.Class goes over the manual in smallgroups, concentrating on the more difficultaspects of written material.

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State driving instructor works with the classin certain areas.Parents and other adults with licenses takethe student out to practice driving skills.Parents or adults model appropriate drivingskills.Peers relate their experiences with thedriving exam.

Licensing inspectors hold workshop anddistribute written information.Parents go over information with the stu-dent at home.Peers relate their experience pertaining tothe written exam.

PERSONAL-SOCIAL SKILLS

Domain: PersonalSocial SkillsCompetency: 10. Achieving Self-AwarenessSubcompetency: 42. Identify Physical and Psychological Needs



1. List basic physical needs.

2. Identify ways to meet physicalneeds.

3. List basic psychological needs.

4. Identify ways to meet psycho-logical needs.

Students list on chalkboard the needs forhuman survival (oxygen, food, water, sleep,warmth).Students discuss other survival needs (shel-ter, reproduction of species, security fromphysical harm, etc.).Students construct a bulletin board showingnecessary ingredients for human survival(food, shelter, clothing).

Students discuss ways to obtain clothing,shelter, food, etc.Students discuss how these needs are bestobtained (e.g., work, sewing, buying, build-ing, gardening, etc.).

Class identifies and lists on chalkboardsuch needs as love, security, trust, self-worth, acceptance, etc.Students identify needs in reference to theirown life experiences (e.g., parents and stu-dents meeting each other's needs).Class discusses how people go about meet-ing psychological needs through relation-ships, growth experience, social or politicalactivities, etc.Class discusses the feelings of loss whenthese needs are unmet.

Students identify and list on chalkboard thecharacteristics desirable in a friend, mate,parent, teacher, etc., who would be instru-mental in helping meet their psychologicalneeds.Students use value clarification strategies toidentify ways to meet psychological needs.

Nurse or doctor illustrates, using visualaids, the body's needs, and discusses howthey are satisfied and maintained.Archeologist or anthropologist discusseshow ancient people met and modern peoplemeet basic survival needs.Parents assist the student in identifyingways in which his or her own basic needsare met (e.g., three meals a day, a housethat keeps out the elements, etc.).

Parents demonstrate and model ways toachieve physical needs.Guest speakers from the community discussservices their agencies provide relating tophysical needs.

Counselor discusses the ways in whichparents satisfy the student's psychologicalneeds, and how the student satisfies theparents' needs.Parents assist the student in identifyingactivities that fulfill psychological needs.

Parents provide love, security, praise, andencouragement to the student.Guest speaker from mental health field dis-cusses available services.Peers provide for psychological needs byoffering friendship.



Domain: PersonalSocial SkillsCompetency: 10. Achieving Self-AwarenessSubcompetency: 43. Identify Interests and Abilities


1. Identify abilities common tomost people.

2. Identify interests common tomost people.

3. Demonstrate goal setting inrelation to pursuing an interestor ability and show how goalsare attained.

Students discuss and define the term "ability."Students list on chalkboard the activitiesthey participate in which reflect personalabilities.Class lists on chalkboard those abilities theybelieve are representative of most people.Each group of students from class designsan ability test and administers it to the otherclass members.Each student selects an area where he or sheshows weakness, and with help from theteacher devises a program to improve in thatarea.Class discusses the idea that study and prac-tice can increase a student's level of ability.Students take a field trip to job sites toobserve workers' abilities.

Students discuss and define the term "inter-ests."Class constructs a poster indicating majorareas of interest in class.Students bring in hobbies or outside inter-ests and share them with the class.Students list on chalkboard hobbies andinterests, and decide which of them arecommon to most people.Each student conducts a one-week experi-ment with a new common activity andreports back to the class.Students list on chalkboard activities, hob-bies, and subjects which they are interestedin learning.

Students establish and list on chalkboardimmediate and long-range goals that theywould like to work toward.Students divide into groups and discuss thesteps involved in reaching their goals.Student groups assess the kinds of abilitiesand interests necessary for accomplishingtheir goals.Students reassess interest/ability levels inrelation to goals (also in relation to otherstudents).Students discuss the self as a variable inattaining a goal: what a person can do, willdo, can learn to do, etc.Students play "This is Me" game, listing asmany interests, abilities, and preferences as

Various workers demonstrate interests andabilities in their jobs.Parents/peers discuss abilities they need toperform their jobs.Parents and the student construct on poster-board an abilities program that can be con-ducted in the home.

Hobby enthusiast discusses and displays hisor her interests (stamps, coins, models,etc.).Parents take the student to hobby shop, ath-letic activities, libraries, etc., to expose thestudent to a variety of potential interests.Parents select an activity, interest, or hobbyfor the family.

Parents discuss goals that they have had,how they have succeeded in them (orfailed), and how they had to modify theirplans.Peers and young adults discuss present andfuture goals.

Domain: PersonalSocial SkillsCompetency: 10. Achieving Self-AwarenessSubcompetency: 44. Identify Emotions



1. Identify common emotions(fear, love, hate, sadness).

2. List ways in which one's emo-tions affect the behavior of selfand others.

3. Identify ways in which one maycope with emotions.

Students identify emotions from pictures.Students list on chalkboard what they dowhen they feel angry, happy, sad, afraid,etc.).Students describe their experiences withanger, joy, fear, etc., and any resultingphysical changes.Students role-play expressing their emo-tions through verbal messages.Students express their list of feelingsthrough nonverbal gestures.Students construct a bulletin board whichshows faces and situations that demonstrateemotions.As the teacher reads a story, students sup-ply the appropriate emotional state of thecharacters.

Students structure open-ended problem sit-uations along the lines of "If I said (did)this, how would you feel?"Pairs of students are given a list of feelingsand responses in which one student is askedto pantomime the feeling and the otherrespond to the feeling while the classobserves.Students discuss the fear of expressingone's feelings to others and the rational andirrational consequences of disclosure.

Students discuss problem-solving tech-niques that assist them in coping with theirfeelings.Students list on chalkboard the options thatexist in particular emotional situations.Teacher observes if each student is able toexercise control, utilize options, and dealdirectly with feelings.Teacher and students practice stress-man-agement techniques in learning how to copewith emotions (e.g. breathing exercises,progressive relaxation techniques, time-out,physical exercise).

Psychologist or counselor discusses emo-tions and how they affect us.Members of a performing arts companyrole-play a variety of human emotions.Doctor or nurse discusses physical changesin the body during different emotionalstates.Parents discuss cues they observe when thestudent is feeling happy, angry, sad, etc.Parents discuss the different types of emo-tions people experience and help the stu-dent list situations that might prompt partic-ular emotions.

Parents express how they feel when a stu-dent behaves in a particular way.

Mental health personnel discuss anddemonstrate how to release tension appro-priately.Artist discusses the value of the arts as cre-ative emotional expressions.Parents model effective coping skills.Parents point out options that exist for thestudent when dealing with difficult situa-tions.



4. Differentiate particular emo-tions in self and others.

Students describe their experiences withanger, joy, fear, etc., and what they feltinside their bodies (physical changes).Students role-play expressing emotionsthrough verbal messagescontent, tone,speed.Students role-play expressing emotionsthrough nonverbal cuesfacial expres-sions, posture, rigidity or flexibility ofmovement.Students supply the appropriate emotionalstate to a story or character read by theteacher.

Domain: PersonalSocial SkillsCompetency: 10. Achieving Self-AwarenessSubcompetency: 45. Demonstrate Knowledge of Physical Self


Members of a performing arts companyrole-play a variety of human emotions.Doctor or nurse discusses physical changesin the body during different emotionalstates.Parents discuss cues they observe when thestudent is feeling happy, angry, sad, etc.

Adult/Peer Roles

1. Identify major systems of thebody.

Students complete a physical exercise tofeel the presence of certain muscles (doctorapproval recommended).Students attempt to identify muscle groupsby listing them on the chalkboard.Students list on chalkboard the major organsystems and their functions.Teacher discusses muscle action and thefunctions of the skeletal system.Teacher discusses the major systems of thehuman body (respiratory, circulatory, diges-tive, etc.).Students are given a demonstration of thevoluntary and involuntary responses of thebody.Students discuss body image and their per-ceptions of their bodies.Students bring to class pictures of the majorsystems of the body.

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Nurse or professional describes the func-tions of internal organs.Artist demonstrates the role of musclegroups in a painting or drawing.



2. List personal physical character-istics.

3. Describe typical physical char-acteristics and dimensions.

4. Identify major parts of the body.

Students list on chalkboard physical charac-teristics such as the color of eyes, hair,height, weight, shoe size, birthmarks, etc.Students discuss the differences in physicalcharacteristics and their personal meaning.Students discuss what they like most abouttheir own bodies and what they wish wasdifferent (height, weight, etc.).Students discuss changeable and unchange-able physical characteristics, and positiveways to accept the unchangeable character-istics.Students discuss the concept and positiveaspects of human uniqueness (genetic fac-tors).Students construct a bulletin board whichillustrates different physical characteristics.

Students clip pictures from magazines andidentify what society considers normalphysical characteristics.Students discuss and agree upon what theyconsider to be normal physical characteris-tics.Teacher explains, using a visual diagram,what is considered normal weight accord-ing to height.

Students complete an exercise to feel thepresence of certain muscles (doctorapproval recommended).Teacher discusses muscle action and thefunctions of the skeletal system.Students and teacher list on chalkboard theinternal and external body organs.Students are given a demonstration of thevoluntary and involuntary responses of thebody.Students discuss body image and their per-ceptions of their bodies.Students bring to class pictures of the majorparts of the body.Students take a field trip to a natural sci-ence museum to learn about the body.

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Parents discuss positively ways in whichthe student is unique.

Parents support the student's efforts inacquiring physical dimensions desirable forcertain heights and body frames.Doctor or nurse speaks on normal physicalcharacteristics.Parents model acceptance of physical dif-ferences, particularly those differences notconsidered to be normal.

Nurse or professional describes the func-tions of parts of the body. (A skeleton isbrought in for demonstration.)Artist demonstrates in a drawing the role ofmuscle groups.


Domain: PersonalSocial SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 46. Express Feelings of Self-Worth


1. List positive physical and psy-chological attributes.

2. Express ways in which positiveattributes make him/her feelgood.

3. List the characteristics neces-sary to feel good about oneself.

4. Describe ways in which theactions of others affect one'sfeelings of self-worth.

Teacher writes on chalkboard "I feel goodbecause . ..," and asks students to completethe sentence.Students make a personal coat of arms onposterboard, using pictures and symbols torepresent positive areas in their lives.Students discuss their favorite interests tothe class, and the class responds by askingquestions.Students compose self-portraits and thencreate stories to accompany them.Class discusses having the right to feelgood.

Students write "I am a worthwhile personbecause ..."Teacher reads statements of each student'spositive qualities, and class members guessthe student's identity.

Class discusses the need to believe in one-self, to value one's own achievements, andto accept one's own limitations while tryingto overcome them.Class discusses ways of taking pride inone's appearance, behavior toward others,and capabilities.Students role-play self-confident people,and people with little self-worth.

Students role-play situations in whichpraise and reinforcement affect one's feel-ings of self-worth and situations in whichscorn and ridicule affect one's self-worth.Students discuss how others make themfeel good and how they return the feeling.Class discusses how attitude, mood, facialexpression, etc., can affect one's feelings.

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Parents discuss with the student the ideathat the student has worth as a humanbeing.Peers point out areas in which the studentshould feel good about himself or herself.

Parents exchange "I feel good aboutmyself' statements with the student.Young adults discuss their successes inadult life.

Parents list with the student what they con-sider to be necessary ingredients in feelinggood about oneself,Peers assist the student with a particularskill or talent that the student would like todevelop.

Peers discuss with the student how theymake the student feel worthwhile in non-school settings.Parents ask for the student's opinions andsuggestions regarding family affairs, indi-cating that the student's ideas and feelingsare valued.

Domain: PersonalSocial SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 47. Describe Others' Perception of Self



1. List potential reactions of othersto oneself.

2. Construct a personal view ofhow others see oneself.

3. Describe the relationshipbetween one's own behaviorsand others' reactions.

4. Demonstrate awareness of indi-vidual differences in others.

Class discusses the concept and effects ofprejudice.Students list on chalkboard ways peoplecan positively and negatively react to indi-vidual differences.Students discuss differences among them-selves, and their attitudes towards those dif-ferences.Class discusses strategies to deal with peo-ple's reactions.Students role-play responses to others'reactions of them.

Students list on chalkboard how theybelieve others perceive them.Students discuss others' perceptions ofthemselves and receive feedback fromclassmates.Each student role-plays himself or herselfas seen by others in a variety of situations.Student observes himself or herself onvideotape and gets an idea how he or sheacts, looks, and sounds to others.

Students simulate situations in which cer-tain behaviors elicit particular reactionsfrom others.Class discusses behaviors and the generalreactions from others.Class discusses situations and circum-stances in which they are not responsiblefor others' reactions.Counselor discusses the importance of stu-dents accepting the responsibility and con-sequences of their own behaviors.Class discusses attitudes towards individu-als who are and act irresponsible.

Students role-play different types of per-sonalities (i.e., extrovert, introvert, chroniccomplainer).Students discuss and list on chalkboard thedifferences in individuals (i.e., appearance,dress, personality).Teacher or students construct a collagewhich illustrates the variety of individualappearances.

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Young adults discuss reactions they havereceived in the past regarding their differ-ences and how they dealt with the reac-tions.Parents emphasize the value of the studentas an individual, despite any limitations.

Parents assist the student in obtaining aself-concept by offering feedback regardingthe student's behavior and attitudes.Parents discuss with student what they con-sider desirable and undesirable qualities.Parents encourage the student to considerhow the student's behavior and attitudes areperceived by others.

Parents point out how they react to certainbehaviors of others.Counselor discusses with students, in indi-vidual or group sessions, the importance ofaccepting consequences of their behaviors.

Parents have a discussion with the studentto help him or her become more aware ofindividual differences.Parents model tolerance of the individualdifferences.


Domain: PersonalSocial SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 48. Accept and Give Praise


1. Identify statements of praise ineveryday activities.

2. List appropriate and inappropri-ate responses to praise.

3. Respond to praise statements byothers.

4. List the effects of praise on one-self.

Students discuss their perceptions of praise,criticism, and neutral statements.Teacher reads a variety of statements, andstudents indicate whether statement is ofpraise, criticism, or neutral.Teacher or students read short stories inwhich characters behave in a manner thatwarrants praise.Teacher and students create a display on abulletin board which illustrates instanceswhere praise would be appropriate.Students role-play classroom, home, or playsituations demonstrating the effective useof praise.

Students are given tasks by the teacher andpraised accordingly.Students define areas in which they receivepraise.Students define a weak area and, withassistance, strengthen their abilities andreceive the appropriate praise.Students identify and list on chalkboardappropriate and inappropriate responses topraise or compliments.Students practice accepting and giving praisein group situations at appropriate times.Students practice delivering praise in every-day classroom situations.

Students discuss how they feel when some-one praises them (e.g., awkward, proud,happy, embarrassed, etc.).Students role-play ways to accept praise.Students compare situations in which some-one is sincerely praising the student andwhen someone is using praise as an ulteriormotive (manipulation).

Students discuss their feelings after receiv-ing and giving praise.Class examines the manipulative effects ofpraise on someone's needs for attention andreinforcement.Students role-play or see a videotape of apraise situation, and then they evaluate theeffects of praise on the receiver.Teacher presents incomplete stories inwhich students describe characters affectedby praise.

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Parents identify praise statements they usein the family environment.Parents discuss their concept of criticismand neutral statements.Salesperson, store manager, or coach dis-cusses how he or she utilizes praise.

Parents role-play with the student, givinghim or her opportunities to practice usingpraise.Parents model effective praise behaviorwithin the family environment.Parents identify situations in which the stu-dent can give someone praise for his or herefforts, abilities, appearance, etc.

Parents discuss ways the student can acceptpraise.Parents model appropriate ways to acceptpraise.Parents give the student praise, whenappropriate, to provide him or her with anopportunity to practice reactions.

Counselor or psychologist discusses howpraise tends to increase behaviors.Parents compare situations in which some-one is sincerely praising the student andwhen someone is using praise as an ulteriormotive (manipulation).

Domain: PersonalSocial SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 49. Accept and Give Criticism



1. Identify critical and/or rejectingtypes of statements.

2. List appropriate ways torespond to criticism and/orrejection.

3. Respond appropriately to criti-cal statements.

4. List positive and negativeeffects of criticism.

Students discuss their perceptions of criti-cism.Teacher or students read short stories inwhich characters behave in a manner thatwarrants criticism, and students attempt tofit the response to the situation.Class discusses the reasons people use criti-cism (positive and negative reasons).Students construct bulletin board that illus-trates situations in which criticism wouldbe appropriate.Class discusses the differences betweenconstructive and destructive criticism.

Students practice desensitizing exercises byhearing legitimate and constructive criti-cisms of themselves.Students discuss the appropriateness of"acceptance of" but not "internalization ofcriticism.Students role-play situations in which theydeliver critical comments to each other.Students observe the modeling of construc-tive criticism on videotape and attemptdirect imitation.

Students list on chalkboard possible state-ments which could be construed as critical.Students discuss ways to react to criticalstatements.Students role-play situations in which criti-cal statements are made to them.

Students discuss situations in which theyhave received criticism for particular actsor statements.Students list on chalkboard the feelings thatresult from criticism (i.e., rejection, low-ered self-esteem, etc.).Students role-play constructive criticism orparticular acts and discuss the potentialconsequences.Students role-play destructive criticism anddiscuss its possible consequences.Students demonstrate the variety of reac-tions to criticism and discuss the reasonsfor such reactions.Students discuss the role of constructivecriticism to improve a person's ability.

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Parents identify how and when they usecriticism in their relationships with the stu-dent.Parents discuss criticism as being construc-tive and destructive.

Local politician discusses the need toaccept criticism realistically but not person-ally (internalization).Numerous owners, managers, and supervi-sors conduct a panel discussion on the roleof criticism with employees.Peers and young adults discuss their experi-ences with criticism on and off the job.

Parents model effective acceptance and giv-ing of criticism in the home.Parents model inappropriate responses tocriticism.

Coaches discuss criticism as it assists ath-letes in improving their performance.Athletes discuss their responses to criticismin terms of their athletic performance.Psychologist or counselor discusses thenegative consequences of destructive criti-cism.Parents discuss how they deal with criti-cism on the job.Actors for a local company discuss howconstructive criticism has assisted them incultivating their acting skills.


Domain: PersonalSocial SkillsCompetency: 11. Acquiring Self-ConfidenceSubcompetency: 50. Develop Confidence in Oneself


1. Identify and describe positivecharacteristics of oneself in avariety of areas.

2. List appropriate ways to expressconfidence in oneself.

3. Make positive statements aboutoneself.

Students list on chalkboard all the areas inwhich they can evaluate performance (e.g.,schoolwork, assigned classroom job, work,personal activities).Students discuss how regularly re-evaluat-ing their own capabilities and performanceand making appropriate corrections is oneway of maintaining positive self-concept.Class discusses how working up to one'scapabilities assists in establishing self-con-fidence.Students or teacher evaluate student behav-iors and offer constructive feedback.

Students discuss situations in which self-trust and self-reliance are important.Teacher asks the student "judgment ques-tions" which require the student to choosethe correct response; then the teacher offersother answers, giving the student a chanceto change his mind (objective: to assist thestudent in developing trust in judgment).Class discusses experiences that strengthenor damage self-confidence.Class discusses feelings associated withself-confidence and lack of self-confidenceand emotional insecurity.Students discuss the idea that failure at hardtasks should not undermine trust in one'sown abilities.Students discuss the role of trust in the selfas reflected in the selection of friends.Students list areas in which they trust them-selves the most, and those areas where theyconsider themselves to have limitations.

Students list on chalkboard ways in whichthey can act in their own behalf (dressing,maintaining responsibilities).Students discuss and list on chalkboardwhat they like about themselves.Students practice assertiveness exercises.Students discuss the importance of, andfeelings associated with, standing up foroneself.

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Student asks parents to evaluate his or herperformance in household responsibilities.Parents discuss positive characteristics ofstudent.Employers or supervisors discuss theirevaluation of employees.

Parents reinforce feelings of competence inthe student by praising positive accomplish-ments.Peers identify the student's positive charac-teristics.Parents discuss the importance of self-trust,particularly in situations in which grouppressure is put on the student to conform toparticular values, behaviors, or attitudes.Employers or supervisors discuss the roleof trust in oneself in the area of adequatework performance.

Parents role-play self-assertiveness situa-tions with the student (e.g., exchangingfaulty merchandise).Parents discuss what they like about them-selves and the feelings associated with theirdescriptions.Parents reinforce all self-reliant actions ofthe student in an effort to further the stu-dent's independence.School counselor assists students in skillsof self- reliance.



4. Identify potential reactions ofothers to expressions of self-confidence.

Students list on chalkboard ways in whichothers could respond to an expression ofself-confidence.Students discuss appropriate responses ofothers to expressions of self-confidence.Students dramatize possible responseswhen others express self-confidence.

Parents discuss the difference between anexpression of self-confidence and bragging.Counselor explains how a positive self-image can help a person.Counselor and parents identify strengths inthe student and help him or her find waysto respond to others when they express selfconfidence.

Domain: PersonalSocial SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 51. Demonstrate Respect for the Rights and Properties of Others


1. Identify personal and propertyrights of others.

2. Identify reasons for respectingthe rights and properties ofothers.

3. Demonstrate respect for othersand their property.

Students visit a local court.Students study an abbreviated version ofthe Bill of Rights.Teacher reads situations in which an indi-vidual's rights are being violated, and stu-dents identify the violation on the chalk-board.Students list what they feel are their indi-vidual rights.Students role-play individuals receivingproper respect from others, and unfair treat-ment from others.

Students list any object they value and dis-cuss why they would not want it damaged.Students identify objects they have pur-chased from their own resources and dis-cuss the time it took to save money toobtain these items.Students role-play using and abusing abelonging of another student, followed by adiscussion of the owner's feelings about theother student's irresponsibility.Students list on chalkboard the things theyuse in the course of the day that do notbelong to them (school books, pencils,school owned equipment, etc.).

Each student is given a situation to role-play, and the class evaluates the student'sbehavior in regard to respecting the rightsof others.Students list on chalkboard settings inwhich they can demonstrate respect forothers.

Lawyer discusses the broad spectrum oflegal rights of individuals.Parents discuss the rights and responsibili-ties of each family member.

Parents/peers show the student theirfavorite and most valuable possessions, andexplain why they are valuable to them.Peers discuss with the student that respectfor others' possessions is part of keeping alasting friendship.

Young adults discuss the importance ofrespecting personal rights of others as itapplies to their work situations.Parents model effective behavior within thefamily context and point out instances ofone family member respecting the rights ofanother member.

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4. List appropriate situation andprocedures for borrowing theproperty of others.

Students role-play a potential borrower andlender.Students role-play a situation in which astudent has damaged the borrowed article.Students list on chalkboard situations inwhich they might have to borrow some-thing from another person.Students identify sources from which theyborrow tools, household appliances, etc.,and the average, acceptable amount of timethose items are borrowed.

Domain: PersonalSocial SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 52. Recognize Authority and Follow Instructions


Parents/peers discuss the importance of car-ing for others' possessions as one's ownwhen borrowing.Parents role-play borrowing situations withthe student.Peers discuss with the student their feelingsabout approaching another person to bor-row something.Managers of firms that loan tools, appli-ances, etc., discuss resources and rules forborrowing.

Adult/Peer Roles

1. Identify common authorityroles.

Students list on chalkboard the authorityroles that affect their environment (parents,teacher, principal, etc.) and discuss theirpurposes.Students role-play authority figure and stu-dent interchanges.Students list on chalkboard the authorityroles in the community (police officer,elected officials, clergy, etc.) and discusstheir importance.Students role-play situations involving thestudent and authority figures from the gen-eral community.Class constructs a bulletin board illustratingdifferent authority figures at work.

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Police officer discusses his or her functionas an authority figure.Workers from the community (young adultsand peers) discuss how they handle work-ing with an authority figure (e.g., foreman,boss, etc.).



2. Identify aspects of followinginstructions.

3. Identify situation in which theindividual has the right todisregard instructions fromauthorities.

Students discuss the way things would be ifeveryone did as they pleased.Students list on chalkboard instructionsthey follow in school (e.g., where to go forfire drills, what chapters toread, etc.).Students design picture cards (showingrules of order, safety, and convenience),mix them up, and place them in the appro-priate category.Students role-play situations in which onestudent follows given instructions and onedoes not, and then the class discusses theoutcome with regard to time necessary todo the task over, possible safety hazards,and feelings of frustration.Students observe instances of rules andinstructions in business and industry.Teacher assigns small groups of studentsdifferent tasks which can only be complet-ed by following instructions.Each student is given sequential instruc-tions for completing an assigned task.Students discuss how to ask for more infor-mation if instructions are not clear.Students role-play asking for moreinformation.One group of students constructs sequentialinstructions for completing particular tasks,for another group to complete.

Students discuss possible personal reasons(injury, illness, etc.) which would make itnecessary and acceptable to disregardinstructions.Teacher puts a variety of situations on theboard and explains each; then students dis-cuss in which situations it would be appro-priate to disregard instructions (e.g., safety,unlawful acts).Students discuss the effect of peer pressurewhen involved in situations in which itwould be appropriate to disregard instruc-tions (e.g., out-of-school activities, unlaw-ful activities).Students discuss and practice ways of com-municating to others, and discuss the indi-vidual's reasons for noncompliance.

Parents discuss the importance of followinginstructions in family life.Peers discuss problems caused when onestudent disregards the rules.Swimming pool guard discusses the safetyfactors that are considered in instructionsand rules for pool use.Supervisors and workers from variousindustries discuss important rules, regula-tions, and procedures.Parents give the student sequenced instruc-tions and evaluate student's ability to prop-erly handle them.Peers and students practice following spe-cific instructions by devising rules for anew game or new rules for existing games.Craftsperson, cook, or auto mechanicdemonstrates the importance of complyingwith specific directions or procedures.

Parents discuss consequences of possibleharmful instructions (e.g., threat to physicalsafety).Parents stress the importance of disregard-ing instructions and informing the properauthority of the reason for the disregard.(e.g., tell the teacher or coach you are sickor injured).Authority figure commends a student fordisregardiiig potentially harmful instruc-tions.


Domain: PersonalSocial SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 53. Demonstrate Appropriate Behavior in Public Places


1. Identify appropriate behavior inpublic places.

2. Identify and demonstrate appro-priate behaviors when usingtransportation facilities.

3. Identify and demonstrate appro-priate behaviors when using eat-ing facilities.

4. Identify and demonstrate appro-priate behaviors when usingrecreational facilities.

Students role-play one polite and onerowdy person; class serves as the publicand discusses perceptions of both students.Class discusses respecting the rights of oth-ers through manners and good behavior.Students list on chalkboard their definitionsof proper behavior.Students and teacher construct a display onthe bulletin board which illustrates properbehavior in public places.

Students take field trips to a variety oftransportation facilities (e.g., train station,bus station, airport).Students role-play appropriate behavior whileusing a particular mode of transportation.

Students take field trips to several differenttypes of dining places.Students role-play dining in a restaurant,including ordering, paying the bill, andleaving a tip.

Students take field trips to a bowling alley,skating rink, ball game, etc., to observe par-ticipant and audience behavior.Students discuss participant and audiencebehaviors immediately upon return fromfield trip.Students role-play behaviors that can leadto injury or present safety hazards.Students discuss improper manners andbehavior and their influence on enjoyingrecreation.

Parents/peers assist the student in develop-ing proper manners and behavior aroundthe home and reinforce the student forusing the same in public.Parents/peers model skills in their dailylives.

Bus driver, taxi driver, or train conductordiscusses appropriate behavior.Parents/peers take the student on eachmode of transportation and identify properbehavior.

Restaurant manager discusses appropriatebehavior.Parents instruct the student in how tobehave in different situations.

Recreation personnel discuss safety factorsand proper behavior at their facilities.Parents take the student to a variety ofrecreational settings and identify appropri-ate behavior.

COMPETENCY UNITS / d3

LESSON PLAN 7 12.53.2P:7

LCCE Objective 12.53.2. Identify and demonstrate appropriate behaviors when usingtransportation facilities.

Lesson Objective: The student will demonstrate appropriate public behavior whenexperiencing a transportation problem.

Instructional Resources: Worksheet Transportation Role-Plays

Lesson Introduction: We've talked about how to act when we use public transportationin normal, everyday situations. Today we're going to talk about what you might do if youhave a problem while traveling. You'll have the chance to show appropriate behavior inseveral situations using role-plays.

School Activity: Time: 1 session

Task:

1. Divide the class into small groups and distribute Worksheet TransportationRole-Plays.

Ask each group to review the 10 scenarios and discuss what would be appropriateto do and/or say in each case.Groups reach a consensus on each item.

2. Small groups report their consensus of the appropriate response for each question.Class evaluates each response as good or needing improvement.

3. Ask individual students to role-play two scenarios from the worksheet.Discuss responses after each role-play.At the end of the role-playing assessment, suggest guidelines for how to handletransportation problems:

Be courteousBe considerateBe careful


Activity: Students will participate in role-plays of transportation problemsituations.

Criteria: Student will role-play two appropriate behaviors.

Career Role: Family Member/Homemaker, Employee, CitizenNolunteer, AvocationalCareer Stage: Preparation

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12.53.2P:7

TRANSPORTATION ROLE-PLAYS

Worksheet

Name Date

Directions: Here are some problems that can happen when you use different kinds oftransportation. Role-play what you would do in each of these situations.

1. Your taxi doesn't show up in time to get you to your job interview.

2. You don't have enough money to pay the taxi fare.

3. You get on the wrong bus and are late to work.

4. The bus leaves without you and you have someone expecting to pick you up atyour destination.

5. You want to take the subway in a large, strange city but can't figure how muchmoney you will need for the fare.

6. Your train leaves 4 hours late and your parents, who are 400 miles away,expect you to arrive on time.

7. The child sitting behind you on the bus is kicking your chair. You are tryingto sleep.

8. Your plane lands late and you miss your connecting flight.

9. You are driving your car in a 35 miles per hour speed zone but the car in front ofyou is going 20 miles per hour. It is a no-passing zone.

10. You are riding on a bus and all the seats are taken. An elderly woman gets on.

Sample Lesson Plan from Life Centered Career Education Daily Living Skills, pp. 521-522.

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Domain: PersonalSocial SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 54. Know Important Character Traits



1. Identify own acceptable charac-ter traits.

2. Identify acceptable charactertraits in others.

3. List character traits necessaryfor acceptance in groupactivities.

4. List character traits that inhibitacceptance.

Students list on chalkboard acceptable char-acter traits, (e.g., honesty, cheerfulness, etc.).In small group discussions each studentstates his or her own acceptable charactertraits and receives input from the teacherand other students as to how others per-ceive him or her.Students complete a personal checklist orquestionnaire of behavioral traits.

In small group discussions, students identi-fy positive qualities of classmates.Teacher presents the lives of historical fig-ures who demonstrated those same positivequalities and characteristics.

Students participate in structured groupactivities that necessitate cooperation.Students role-play cooperative behaviors.Students list traits they find pleasing in others.

Teacher presents incomplete stories of char-acters demonstrating certain traits; studentscomplete the stories and discuss.Students construct hypothetical charactersto fit particular situations.

Social worker or counselor conducts "whoare you" workshops in class.Parents/peers praise the student's traits.Parents point out other adults who exhibitthe same characteristics.

Social worker or counselor conducts "whoare you" workshops in class.Parents identify acceptable traits in others.Supervisor or foreman discusses acceptabletraits of successful workers.

Parents/peers discuss cheerfulness andcooperation as a necessity in everyday life.Student observes various workers usingthese traits in their daily activities (e.g.,bank teller, store clerk, etc.).Various workers describe the necessity ofcooperation on the job and provide examples.

Parents point out behaviors when theyoccur at home and when they are encoun-tered outside of the home.Supervisor, foreman, or personnel managerdiscusses behaviors that interfere with workperformance and relations with fellowworkers.


Domain: PersonalSocial SkillsCompetency: 12. Achieving Socially Responsible BehaviorSubcompetency: 55. Recognize Personal Roles


1. Identify current roles.

2. Identify possible future roles.

3. List roles of significant others.

4. Describe the rights and obliga-tions in personal roles as theyinteract with the roles of others.

Students discuss their ideas of roles, under-standing that all people fit into any numberof roles.Students list on chalkboard all the roles inwhich they are involved, and discuss theexpectations for those roles.Students create a display on a bulletinboard that illustrates roles for the student inschool, home, and community.

Class discusses the responsibilities involvedin future roles of spouse, parent, citizen,etc.Class takes a field trip to the local Chamberof Commerce to learn about activities andorganizations in the community.Students list on chalkboard communityactivities in which they may participate.Students go on a field trip to a city meetingon taxation, where they can observe con-cerned citizens in civic action.

School personnel discuss the nature of theirroles.Students list on chalkboard persons in rolesaffecting the students' lives outside of theschool (e.g., crossing guard, police officer,fireman, storekeeper, etc.).

Students list on chalkboard their involve-ment in group activities.Students role-play group interactions inwhich they are given a theme to act out.A mock community meeting is held in classin which groups of students represent dif-ferent points of view.Students take a field trip to a local govern-ment meeting or social club meeting.Class discusses the reciprocal nature ofroles (e.g., teacher to pupil to teacher).

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Parents discuss their own roles within thefamily and assist the student in defining hisor her role in the family.Peers and the student discuss roles playedoutside the school (e.g., participant insports group or team, member of a Sundayschool or hobby group, etc.).

Parents discuss the responsibilities of fami-ly life.Persons who have recently become parentsdiscuss the change in their lives because ofnew roles.Members of taxpayers committee discuss,with the class, their activities.

Persons from various areas of the workworld discuss their influences on the livesof others.Parents identify individuals performing theduties of their roles.Parents discuss how others' roles affectthem.

Members of community, social, and frater-nal groups discuss aspects of members intheir respective groups.Workers from the community discuss theinteractions between their job and anotherperson's job (e.g., carpenter and mason).Athletes discuss teams as a form of a groupand how the success of the team dependson the role of each member.

Domain: PersonalSocial SkillsCompetency: 13. Maintaining Good Interpersonal SkillsSubcompetency: 56. Demonstrate Listening and Responding Skills



1. Identify proper listening andresponding techniques.

2. Identify positive outcomes oflistening and responding appro-priately.

3. Identify negative aspects of lis-tening and responding inappro-priately.

Students observe videotape of listeningbehaviors (e.g., eye contact, posture, ges-tures, etc.).Students list on chalkboard the do's anddon't's of a good listener (e.g., be patient,allow the speaker a chance to express him-self or herself, avoid distractions, etc.).Class evaluates each student's performanceas a listener.Teacher reads/speaks for several minutes,then asks students to summarize what hasbeen said or to answer questions about thecontent.Students conduct activities on how andwhen to ask questions.Class discusses the student's right to askquestions.Students role-play situations requiring thelistener to ask questions.Students write sentences on chalkboard asthe teacher clearly reads them.

Students observe videotapes of effectivecommunication.Students conduct activities in which theymodel a particular behavior from storiesand observations.Students discuss and list on chalkboard theeffects listening and responding have inschool.

Students list on chalkboard consequencesof inappropriate listening (e.g., missinginstructions, rejection, frustration, poorgrades, nonverbal cues).Students role-play situations depicting con-sequences of inappropriate listening.

Counselor or psychologist discusses therole of listening behavior when helpingclients with problems.Parents check the student's ability todemonstrate listening behavior and modelthe same at home.Parents or peers talk about particular sub-jects, then allow the student to give a sum-mary of what has been said.Newspaper reporter discusses the impor-tance of being a listener and asking ques-tions.Parents should listen to the student discussan area of interest, then ask appropriatequestions based on the content.

Parents should help the student identifyadult models who display interpersonalskills.Parents demonstrate interpersonal skills.Parents discuss the benefits listening andresponding have in their lives (e.g., on thejob, with spouse, etc.).

Parents model appropriate listening behav-iors.Parents praise appropriate listening behav-iors of the student.


Domain: PersonalSocial SkillsCompetency: 13. Maintaining Good Interpersonal SkillsSubcompetency: 57. Establish and Maintain Close Relationships


1. Identify qualities of an individ-ual who would be desirable as adating partner.

2. Identify and demonstrate appro-priate procedures for making adate.

3. List activities that are appropri-ate for a date.

4. Identify characteristics of closerelationships.

Students list on chalkboard desirable quali-ties in a dating partner and in a marriagepartner, and then compare the two lists.Students construct an ideal person whocontains the desirable attributes for a date(i.e., sincere, honest, compassionate, physi-cally attractive, independent, etc.).Students discuss the differences between theideal and the reality, so that they can be real-istic when seeking potential dating partners.Students list on chalkboard the culturalexpectations for men and women and howthey figure into dating choices.Class completes interest rating scale inorder to demonstrate similar interests formales and females.

Students role-play situations depictingappropriate and inappropriate proceduresfor making a date.Students identify the appropriate and inappro-priate procedures depicted in the role-playing.Class discusses and lists on chalkboardappropriate and inappropriate proceduresfor making a date.

Students list on chalkboard activities thatcan be jointly experienced (e.g., parties,walks, picnics, studying, etc.).Class constructs a bulletin board showingcouples involved in a variety of activities.Students contact the local YMCA andlibraries regarding community activities.Students identify community resources forentertainment, recreation, and other datingactivities.

Students view videotape of close interper-sonal relationship in which students reviewthe experience, voice tone/facial expression,concern for their feelings, sincerity, etc.Students view photographs of people interact-ing and devise a story to go with the pictures.Students role-play various components ofclose relationships (e.g., empathy, respect,trust, acceptance, tolerance, etc.).Students compose stories depicting severalcharacters in close relationships.Students discuss the fact that similarity ofinterests is often the starting point for aclose relationship.

Parents assist the student in identifyingqualities most appropriate in datingpartners.Parents discuss desirable qualities ofspouse.

Older brothers and sisters, if applicable,discuss and model appropriate proceduresfor making a date.Parents provide guidelines for dating proce-dures.

Member of entertainment or recreation sec-tion of a local newspaper describes sourcesof information.Counselors discuss selecting activities thatfit the interests of both people.

Married couples discuss what they feel arethe outstanding characteristics of their closerelationship.Parents discuss what they see as the charac-teristics of a close relationship.Peers discuss trust of one another.Workers discuss how they have developedclose relationships through their work asso-ciation.



5. List different types of closerelationships.

6. Recognize and respond to inti-mate feelings of others.

7. Identify persons with whom onecould establish a close relation-ship.

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Students list on chalkboard close relation-ships in their own lives.Students list onchalkboard qualities of thedifferent types of close relationships.Students discuss the value of having closerelationships.Class constructs a bulletin board of picturesof parents with children, of elderly couples,of grandparents with grandchildren, etc.

Students listen to audiotapes of personsresponding to the feelings of another.Students view a videotape of an emotionalexchange between two persons, so the stu-dent can imitate the responding model.Students practice verbal following andreflective techniques that indicate concernand awareness when listening to anotherperson.Students discuss the necessity of giving andaccepting support and criticism in a closerelationship.Students demonstrate physical ways ofexpressing feelings toward another (e.g.,handshake, hugs, etc.).

Students list on chalkboard people whomthey seek out for assistance and counselingwhen necessary.School psychologist/counselor discusses theimportance of talking about problems anddescribes his or her own role in the schoolsetting.Students role-play the appropriate way ofapproaching a person, to discuss a personalmatter.

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Parents discuss family relationships withthe student, emphasizing the positive pointsof having a close family.Grandparents discuss that they have hadrelationships with the student's parentssimilar to those the student is now experi-encing.Peers discuss the advantages of having eachother for friends.

Parents identify instances in which theyhave responded to the student's feelings.Parents identify feeling responses in reallife or on television.Foreman/supervisor discusses the impor-tance of being able to respond to the feel-ings of people in a job situation.

Social worker discusses elements of thepersonal contacts developed at work.Student relates to "best friend" in emotion-ally intimate manner (mutual exchange).Persons who have sought assistance(through psychiatry or from friends) discussthe benefits of talking about problems withan understanding person.Representatives of mental health, counsel-ing center, clergy, etc., discuss facilities.


Domain: PersonalSocial SkillsCompetency: 13. Maintaining Good Interpersonal SkillsSubcompetency: 58. Make and Maintain Friendships


I. Identify necessary componentsof a friendship.

2. List personal considerations inchoosing a friend.

3. List rights and responsibilitiesimportant in personal friend-ships.

4. List activities that can be sharedwith friends.

Students describe their interpretation offriendship.Students role-play persons demonstratingfriendship.Students discuss the behavioral aspects of afriendship.Students list on chalkboard thebehavioral/attitudinal characteristicsinvolved in friendship (e.g., openness, sin-cerity, understanding, love, friendly behav-ior, etc.).Class creates a display on the bulletin boardillustrating people engaged in friendlyactivities.

Students conduct values clarification exer-cises on expectations for a friend.Students identify and describe their friendsat various times in their life.Students conduct shared interests-valuesclarification exercise in which they arecombined in pairs with similar interests.Class discusses the equality of friends sothat no person is superior in the relation-ship.Students discuss choosing friends based ona person's personal qualities.

Students role-play problem situations inwhich they must respond to a friend'sdilemma.Students discuss the responsibilities offriendship.Students list on chalkboard the privileges offriendship.

Students discuss what they share withfriends (sports, social events, study, etc.).Class creates a bulletin board illustratingactivities that people share.Students discuss the value of having a vari-ety of friends (e.g., broadens the base ofexperience, allows for less reliance on oneparticular person, etc.).

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Parents identify the similar aspects offriendships and family memberships.Parents assist the student in identifyingessential components of a friendship andassist the student in developing them.Youth workers discuss the need for friend-ship in people's lives.

Parents assist in identifying interests thatcould be shared with a friend.Parents discuss their choice of friends.Two people who have been friends for longperiods of time discuss their relationshipwith the class.

Parents assist the student in deciding thelimitations in helping friends.Parents emphasize the shared rights andresponsibilities of friendships and familylife.

Parents encourage the student to engage inpeer activities (e.g., recreational, study,hobby, etc.).Recreation personnel discuss the effects ofshared experiences on friendships and com-munity facilities and programs.

Domain: PersonalSocial SkillsCompetency: 14. Achieving IndependenceSubcompetency: 59. Strive Toward Self-Actualization



1. Identify important characteris-tics for personal growth.

2. List elements necessary for asatisfactory personal life.

3. Identify sources for continuededucational/psychologicalgrowth.

Class views role-play or videotape of stu-dents who are demonstrating goodwork/study habits, positive attitudes towardself, etc.Class discusses characteristics which hinderpersonal growth.Teacher reads characteristics of a studentinvolved in a task and the class discusseswhether the student is proceeding in theappropriate manner.Students discuss the role one's outlook onlife can have on one's ability to grow.

Students conduct a values clarificationexercise on identifying personal/materialneeds.Students discuss their concept of whatdetermines personal happiness.Students discuss realistic goals, personalhappiness, economic security, and socialstability.Teacher reads stories of persons pursuingdifferent modes of satisfaction (e.g., estab-lishing a family, working two jobs for moremoney to purchase items, doing volunteerwork, etc.), and the class discusses the mer-its of each mode.

Students discuss opportunities in the com-munity for education beyond high school(e.g., night school, trade skill classes, artsand crafts classes, etc.).Students discuss ways to expand one'sawareness utilizing community resources(e.g., parent education classes, social clubs,community organizations, etc.).Students explore hobbies, special interests,and activities that provide a creative outlet.

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Counselors or supervisors discuss theimportance of developing adequatesocial/work habits for use in the adultworld.Parents identify ways in which the studentcan increase growth possibilities (e.g., bypracticing tolerance of younger siblings).Peers discuss reactions to persons with pos-itive and negative outlooks, in terms oftheir effects on the moods of those aroundthem.

Former students or peers discuss what theyfind satisfying in their lives.Parents discuss their feelings about happi-ness.Elderly persons discuss early life goals andhow they did or did not achieve them inlater life.

Representatives of community facilitiespresent their programs and discuss ways toexpand knowledge through continued edu-cation in various fields.Parents assist the student in identifyingavenues of continued growth beyond regu-lar schooling.

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Domain: PersonalSocial SkillsCompetency: 14. Achieving IndependenceSubcompetency: 60. Demonstrate Self-Organization


1. Develop plan of daily activities.

2. Identify areas of responsibilityin personal life.

3. Identify reasons for organizingone's responsibilities/activities.

4. Develop ways in which personalorganization relates to greaterindependence.

Students construct time/activities "budget"showing what they do, when they do it, andhow much time they appropriate for eachactivity.Students baseline or record how they spendtheir day for 3 consecutive days (e.g., freetime activity, household requirements, etc.).Students discuss their baselining.Teacher assigns hypothetical activity whichstudents attempt to integrate into presentactivity/time commitments.Students identify priorities in terms of orga-nizing schedules.

Students identify and list on chalkboardareas of personal responsibility (e.g., per-sonal appearance, behavior, school atten-dance, punctuality, household chores, etc.).Students discuss reasons that certainresponsibilities are assigned to people.Teacher devises project in which everyonehas a certain responsibility for its success.

Students are presented with hypotheticalactivities (e.g., work, school, recreationalactivities) and must organize them in orderto be able to participate in all activities.Students discuss whether things would getdone without a plan to organize time.Students role-play situations illustratingorganized and disorganized persons.Students discuss the need for setting asidespecific times for each task.

Students list on chalkboard how an individ-ual feels when he or she is able to organizehis or her own time and activities (e.g.,competent, in control, independent fromassistance from others, etc.).Students discuss others' perceptions of astudent who is able to organize and com-plete responsibilities.Students read about different types ofbehaviors and then evaluate them on adependent/independent continuum.

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Parents assist the student in establishing atime/activity schedule for household activi-ties.Parents discuss with student how they plantheir days and weekly activities.Parents discuss priorities in their own activ-ities.Former students discuss their need for per-sonal organization in order to meet therequirements of family, job, recreation, etc.

Parents assist the student in compiling areasof responsibility, particularly in home situa-tions.Parents and student agree on the assign-ment of certain tasks in the home (to bedone on a regular basis) with parents offer-ing feedback on the student's attitude andperformance.Parents discuss their responsibilities asadults.

Secretaries discuss reasons for organizationof an employer's work day.Parents discuss the organization of thehousehold in terms of routine assignment oftasks, scheduled activities, etc.Parents discuss what occurs when they donot organize and plan out their day.

Business person discusses the effects oforganization on business.Former students discuss how being able toplan and manage their time has increasedtheir sense of independence.

Domain: PersonalSocial SkillsCompetency: 14. Achieving IndependenceSubcompetency: 61. Demonstrate Awareness of How One's Behavior Affects Others



1. List ways in which behavioraffects others around us.

2. List appropriate behaviors for avariety of situations.

3. List different cues elicited byothers that behavior is inappro-priate.

4. List ways to correct inappro-prite behavior.

Students view a videotape of a variety ofinterpersonal interactions.Students role-play cooperative/uncooper-ative behaviors and friendly/unfriendlybehaviors, and then discuss their feelings.Students discuss their responsibilities inschool, work, home, and play situations.Teacher assigns each student a job in theclassroom and evaluates how the students'abilities to meet their responsibilities affectothers.Students establish small groups and discusshow each affects the other as an individualand as a group (requires some basic knowl-edge of group dynamics).Students discuss the concept of the conse-quences of one's actions.

Students take field trips into the communityto observe critical behavior; students shoulddiscuss, write, or list appropriate behaviorsobserved.Students role-play a situation depictingbehavior appropriate to a given situation.Students identify situations in which appro-priate behavior is critical.

Students identify verbal, nonverbal, orphysical cues which indicate appropriate-ness or inappropriateness of behavior.Students dramatize nonverbal cues and dis-cuss them.Students use pictures to recognize signs ofdisapproval or rejection by others.

Students identify examples of inappropriatebehavior.Students discuss alternative appropriatebehaviors.Teachers use behavior management strate-gies to reinforce self-correction of inappro-priate behavior.

Peers discuss how they feel when some-one's behavior affects their activities (e.g.,when one person demands his or her ownway).Parents identify behaviors that tend to haveeither positive or negative effects on others(e.g., a person yelling and a person giving acompliment).Parents discuss the need for all familymembers to exercise some responsibility inthe maintenance of the home.Supervisor discusses workers' responsibili-ties on a job.Parents discuss how they feel when the stu-dent fulfills responsibility.

Parents model appropriate behavior.Parents identify appropriate behavior mod-els in the community for the student .Guest speaker stresses appropriate behav-iors during an interview and on the job.

Parents pair nonverbal cues with verbalcues to illustrate unacceptable behaviors.Counselor works with students on an indi-vidual basis stressing signs of rejection,criticism, and disapproval.

Parents use behavior management tech-niques at home.A policeman describes the consequences ofinappropriate behavior in the community.


Domain: PersonalSocial SkillsCompetency: 15. Making Adequate DecisionsSubcompetency: 62. Locate and Utilize Sources of Assistance


1. Identify situations in which onewould need advice.

2. List available resources forresolving problems.

3. Given particular situations,describe the procedures for con-tacting persons for assistance.

Students brainstorm for possible situationsthat would necessitate outside assistance oradvice (e.g., vocational decision, personalproblem, insurance coverage, major pur-chases, etc.).Students make a game out of obtaining advicein getting from one location to another.Students discuss seeking assistance at anypoint in the decision-making process.Students role-play a decision-making situationconcluding with the decision to seek addition-al assistance (e.g., buying an automobile).

Students list on chalkboard problems theyhave had and resources used in solvingtheir problems.Students survey index of community orga-nizations or agencies listing the types ofassistance that are available for specific dif-ficulties.Students take field trips to medical andmental health clinics, social services, voca-tional rehabilitation offices, etc.Students list on chalkboard persons whooffer advice or assistance without fees (e.g.,clergy, friends, teachers, coworkers, etc.).Students list on chalkboard persons whooffer assistance for fees (e.g., doctors,lawyers, psychologists, etc.).Students list on chalkboard agencies thatoffer services on a sliding scale (e.g.,Family Counseling, Planned Parenthood,Legal Aid/Public Defenders Office, etc.).Class discusses problems involved in seek-ing assistance (e.g., fear of exposure, pride,lack of information about the nature of ser-vices offered, etc.).

Class takes a field trip to a service referralagency or the location where phones are in con-tact with a referral switchboard or crisis center.Class lists on chalkboard areas where assis-tance services may be needed.Students practice using phone book to findappropriate services.Students role-play phoning clinics forappointments.Students discuss ways they have soughtassistance for difficulties and the results ofthat assistance.

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Parents discuss the appropriateness of seek-ing assistance or advice when the studentfeels it is necessary.Peers brainstorm for situations in and out ofschool life where they would seek assis-tance or advice.Former students discuss their experiencesin seeking advice.

Representative from a community referralagency discusses the nature of the referralservice and the way students could takeadvantage of its services.Parents identify whom they call on foradvice or assistance when necessary.Staff members from community mentalhealth and Legal Aid Society discuss thespecific nature of the services offered bytheir facilities.

Parents or peers observe the student role-playing phone contacts with assisting agen-cies.Parents or peers role-play a problem situa-tion in which the student with a problem isadvised to seek further assistance.



4. List potential outcomes of seek-ing advice.

Students read letters and advice from the"Dear Abby" columns of the newspaperand discuss possible outcomes.Students discuss the consequences of fail-ing to seek advice or assistance when it iswarranted (e.g., purchasing a car, home,etc.).Students hear advice given for particularsituations, then discuss ways the recipientcould incorporate that advice into problem-solving decisions.Students discuss obtaining advice anddeveloping a negative attitude towardsadvice giver if the result is unfavorable.

Domain: PersonalSocial SkillsCompetency: 15. Making Adequate DecisionsSubcompetency: 63. Anticipate Consequences


People who have sought assistance forproblems discuss how they have felt afteroutside intervention.Parents discuss the importance of acceptingwise counsel from respected persons, whilestill evaluating the practicality of thatadvice for their particular situations.Parents discuss their feelings about obtain-ing advice from others when the conse-quences of the advice are unfavorable.

Adult/Peer Roles

1. Describe consequences or out-comes of decision making.

2. List and demonstrate knowledgeof ways in which personalbehavior produces conse-quences.

Students discuss basic cause-effect relation-ships, using physical examples (e.g., bounc-ing Ping Pong ball, shooting marbles, a pin-ball machine, and a tuning fork).Students read or hear stories about, andidentify consequences of, characters'behaviors.Students discuss consequences in terms ofrisks involved in particular actions (e.g.,breaking the law).Students discuss the need to weigh riskswith regard to the value of the desiredgoals.

Students role-play behaviors that provokereactions (positive and negative) in theother participants.Students discuss emotional reactions asconsequences, and how they produce con-sequences that color the reactor's percep-tion, feelings, and behavior.Students conduct interviews with friends,parents, and relatives to discover their reac-tions to students' behaviors.

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Parents or peers discuss the consequencesof violating the law.Peers discuss with parents the kinds of risksthey incur in the nonschool setting.

Parents or peers discuss their feelings sur-rounding the student's behavior.Judge discusses the legal system in terms ofadministering consequences for law-break-ing.Foreman, supervisor, or personnel directordiscusses consequences of behavior in awork setting.



3. Describe the concept of maxi-mum gain for minimum risk.

Students role-play "television game show"in which they are rewarded for respondingwith correct answers.Students discuss the evaluation of takingrisks in terms of a person's value system(i.e., is there consistency between what theperson is willing to risk and the intensity ofthe value in question?).Students make selections of risk-takingbehaviors for hypothetical situations andexplain the reasons for their choices.

Domain: PersonalSocial SkillsCompetency: 15. Making Adequate DecisionsSubcompetency: 64. Develop and Evaluate Alternatives


Parents or peers practice self-assertivenesswith the student for specific situations (e.g.,asking for information on the telephone andin person).Parents tell the student about risks theyhave taken in their lives (e.g., physical,emotional, financial).Successful business person discusses risksinvolved in owning and managing a busi-ness.

Adult/Peer Roles

1. Define the meaning of alterna-tives.

2. List possible alternatives withrespect to a personal goal.

Students read or hear stories about peoplewho have encountered difficulties inachieving goals, then offer suggestions asto how the person can change the situation.Students discuss the concept of alternatives,particularly with regard to the continuationof an individual's growth.Students list on chalkboard goals and allpossible alternative means for reachingtheir goals.Students discuss the benefits of consideringalternatives in meeting goals.

Students choose a hypothetical goal andanalyze it in terms of alternatives to it.Students determine the shortest and longestroute to reaching the hypothetical goal.Students examine resource material toexplore alternatives.Students implement an alternative goal andassess the success or failure of the selectionprocess.

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Parents discuss the need for establishingalternatives in achieving goals.Parents discuss obtained goals and alterna-tives taken to reach their goals.Former student who has experienced frus-trations of a desired goal discusses thealternatives he pursued.

Parents assist the student in selecting alter-natives to situations that occur in the home(e.g., different ways of introducing youngersiblings to others).



3. Describe a compromise withrespect to a personal goal.

4. List resourses for informationthat develops alternatives.

Students role-play positions in oppositionand then devise a plan that allows them tofree themselves from the deadlock.Students discuss compromise as a basicform of alternative, in that each personmust give a little in order to proceed in thetask.Students list on chalkboard compromisesthey must make with classmates.Students discuss compromises they havemade in their families.

Students are given a hypothetical situationin which goals are frustrated; they mustdevise alternative plans of action that wouldproduce a satisfactory solution.Students list on chalkboard resources avail-able in establishing alternatives (e.g., thelibrary, community directories, people whohave faced similar situations, people whohave accomplished the goal, etc.).Students discuss how an alternative to aparticular goal can become a new goal andconsider the realistic possibility, desirabili-ty, and practicality of a goal.Students role-play step-by-step proceduresof checking resources for each alternative.

Domain: PersonalSocial SkillsCompetency: 15. Making Adequate DecisionsSubcompetency: 65. Recognize Nature of a Problem


Parents identify compromises that settlefamily disagreements.Parents discuss with student compromisesthey have made at work and at home.Peers discuss ways in which they reach aconsensus in the selection of where to goon a date.

Vocational or employment counselor dis-cusses how to identify alternatives in job,social, and personal situations.Parents or peers identify resources that helpthem select alternatives.

Adult/Peer Roles

1. Given a list of situations withpositive/negative aspects of per-sonal ideas, examine each as apositive or negative.

Teacher reads a particular situation andstudents respond with their perceptions ofwhether a particular behavior is appro-priate.Class discusses the need to evaluate one'sown ideas and actions from both positiveand negative perspectives to determinewhether they are practical.Class role-plays everyday situations anddiscusses the positive and negative aspectsof the situations.

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Parents identify pros and cons of the deci-sions students make.Employment counselor discusses pros andcons in thinking about future jobs.

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2. Identify why ideas, values, andplans have both potentially pos-itive and negative implications.

3. Identify a situation whichrequires examination of posi-tive/negative aspects.

Teacher tells a story of two people whohave the same goal but different life situa-tions, and the students discuss the positiveand negative effects of the goal for each ofthe two persons.Students discuss situations which couldhave resulted in either positive or negativeconsequences.Students attempt a consensus onright/wrong and beneficial/detrimentalaspects of a particular situation.

Class provides examples of situations con-taining both positive and negative aspects(e.g., lying, cheating, stealing, volunteeringtime, etc.).Students use values clarification strategy toidentify positive and negative aspects of sit-uations, and the class reaches a consensuson what is the best way to proceed in agiven situation.

Domain: PersonalSocial SkillsCompetency: 15. Making Adequate DecisionsSubcompetency: 66. Develop Goal-Seeking Behavior


Parents discuss the idea that what might begood for one situation is not necessarilygood for another situation.Parents discuss situations which could haveresulted in either positive or negative conse-quences.

Parents share their values with the studentby examining positive and negative aspectsof a situation.Principal comes into classroom to examineschool-related situations.

Adult/Peer Roles

1. Identify ways that goals affectone's life.

Class discusses the concept of goal settingand its elements (e.g., self-assessment, real-ity testing, motivation, perseverance, etc.).Students read a story about people who areactively pursuing self-established goals anddiscuss the positive effects of goals (e.g.,give direction, structure, and meaning tolife, etc.).Students identify and role-play the accom-plishment of personal goals.Students express feelings about themselvesduring the process of accomplishment ofhypothesized goals.

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Parents discuss danger of drifting throughlife without regard to what it does to a per-son's self-concept.Parents discuss how achieved goals haveaffected them (e.g., raising a family, learn-ing a trade, etc.).



2. List outcomes to be consideredin goal setting.

3. List examples of individualswho have set and attained theirgoals.

4. Set one goal for school, home,recreation.

5. Set short-term and long-termpersonal goals.

Students discuss how particular goal attain-ment fits an individual's values.Students discuss measurable outcomes ofparticular goals (e.g., salaries, security,amount of free time, etc.).Students interview persons whom they feelhave met their goals, and ask whether theoriginal expectations were met.Students discuss the result of goals withregard to personal satisfaction (e.g., willthis goal allow the student to work withother persons? will it allow students towork with tools and machines? etc.).

Students interview persons they perceive assuccessful in attaining their goals.Students read stories of famous people andthe reasons they set particular goals, andwhat reaching those goals did for theirlives.Students list on chalkboard short- and long-range goals for hypothetical students andimprovise strategies for goal attainment.

Students discuss their perceptions of goals.Students differentiate between a goal andan immediate activity (e.g., wanting to be agardener is different from wanting to go ona picnic).Students list on chalkboard differencesbetween immediate and long-range goals.Students discuss setting goals as a personaldecision (cannot be someone else's idea).

Students collectively determine criteria forshort- and long-range goals.Students list on chalkboard all possible per-sonal goals and divide them into short- andlong-range goals.Students investigate, by interview orresearch, the prerequisites for their poten-tial goals.Students construct displays on bulletinboard depicting people in jobs consideredappealing by students.

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Parents discuss what they feel are the keyelements of the goal outcome (e.g., will theperson be satisfied with the goal, given hislife needs and values?).

Parents explain short- and long-range goalsthey have for their families.

Parents discuss their own goals when theywere the student's age and their presentadult goals.Peers discuss what goals seem available tothem and how they find out more informa-tion about particular goals.

Parents discuss their short- and long-rangegoals.Parents identify resource persons whocould supply prerequisite information aboutemployment goals for the student.

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6. Identify characteristics of realis-tic goals.

7. Identify appropriate persons forobtaining assistance with settingand achieving goals.

8. Identify potential barriers togoals.

9. Set model personal goals.

Students take a field trip to a communitycollege or vocational technical school todiscuss career goals with a vocational eval-uator, vocational resource educator, voca-tional evaluation specialist, vocationalcounselor, or other related professional.Students choose a preferred goal and weighprerequisite skills with their own abilitiesand limitations.Students discuss acceptance of responsibili-ty and motivation as key factors in makinga realistic decision.Students discuss that values must be consis-tent with the desired goal (e.g., a personmust feel that helping others is valuable ifhe or she considers being a nurses' aid orchild care attendant, etc.).

Students take a field trip to an employmentoffice for a discussion with an employmentcounselor.Counselor or teacher conducts values clari-fication exercises on decision-making skillsin regard to goal selection.Teacher discusses student's assets and lia-bilities in regard to goal-setting (privateinterview).

Students take a field trip to a facility serv-ing individuals with disabilities.Students discuss such barriers as poor plan-ning, a lack of persistence, physical limita-tions, and outside pressures (peers, par-ents).Students discuss guarding against the possi-bility of letting a handicap prevent the stu-dent from obtaining a goal.Teacher or class reads the story of a personwith a handicap who is faltering in pursuitof a goal, and class suggests strategies forachieving the goal.

Students devise individualized projects thatrequire planning time, gathering resources,etc.Students evaluate and set a goal in terms ofhow realistic it is in light of their own inter-ests, abilities, resources, etc.

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Employment counselors discuss their jobsand goals.Employment counselor discusses theimportance of consistency and a "good fit"between one's ability and one's goals.

Members of the clergy or a mentalhealth/counseling center discuss personalfactors involved in setting goals.Parents serve as resources for the student inselecting directions.

Former students discuss the problems theyhave encountered in achieving goals.Persons with handicaps discuss problemsthey have faced in attaining goals and howthey overcame them.Persons who have altered goals because ofan unrealistic choice discuss factors thatforced them to change directions.

Parents discuss their own model goals.Parents assist the student in establishing aworkable goal that can be accomplished inthe home setting.Peers discuss goals each student is workingon and how success in achieving the goalwill affect the student.Former students discuss their goals withstudents.

Domain: PersonalSocial SkillsCompetency: 16. Communicating with OthersSubcompetency: 67. Recognize and Respond to Emergency Situations



1. Identify sights and sounds ofemergency situations.

2. Identify appropriate authoritiesto contact in emergency situa-tions.

3. Describe personal communica-tion indicating emergency situa-tions.

Teacher plays a tape-recording of variousemergency sounds (sirens, fire alarms, tor-nado alerts, air raid), and students identifythe sounds and discuss the necessary stepsto take with each.Class constructs a display on a bulletinboard depicting emergency situations (fire,downed power line, gas line break, etc.)and appropriate actions.Students list on chalkboard the possiblemeanings of flashing red lights on vehicles.Students role-play emergency situationsand accompanying sights and sounds inreacting to each emergency.

Class takes a field trip to a police station,fire station, or hospital, and observes real ormock emergency calls.Students list on chalkboard emergency situ-ations and discuss the appropriate personsto contact.Students role-play calls for different emer-gencies with other class members, evaluat-ing their effectiveness.Students demonstrate the ability to contacta telephone operator and explain an emer-gency situation.Students discuss their responsibility to selfand society to report accidents, emergen-cies, and crisis situations to the appropriateauthorities.

Students hear tape-recordings of mock situ-ations in which persons are experiencingemergencies and discuss content, voicetone, and rapidity of speech.Students discuss the types of statementsthat suggest emergencies.Students role-play nonverbal communica-tions indicating emergencies (e.g., gaspingfor breath, holding one's neck, hand overheart or on abdomen, pained look on one'sface, etc.).Students list on chalkboard questions to aska person in an emergency situation.Students role-play verbal and nonverbalcommunications in identifying emergen-cies.


Civil Defense representative discussesemergency warning systems and how torespond to them.Parents or peers instruct students in emer-gency warnings in own locality.Parents and students role-play actions totake in case of emergencies.

Parents identify emergency actions taken ontelevision medical programs.Members of police, fire department, emer-gency squad, or ambulance service demon-strate proper way of reporting an accidentor emergency.Parents or peers simulate emergency callingtechniques with the student.Manager of a local movie theater discussesthe appropriate way of alerting the staff toan emergency.Parents/peers role-play emergency commu-nications with the student, acting as boththe reporter and the person who responds tothe report.

Parents mention to student statements sug-gestive of home emergencies (e.g., "quick,call the doctor," etc.).Switchboard operator for police, fire, orhospital discusses communications relativeto emergencies.Fire fighter, doctor, or hospital attendantdiscusses necessary actions for particulartypes of emergencies.



4. List personal responsibilities inemergency situations.

Students identify personal capabilities inresponding to an emergency situation.Students identify ways in which they couldbe of assistance in emergencies.Students role-play ways to respond to anemergency situation.Students discuss appropriate nonaction inan emergency situation (e.g., staying awayfrom a fire or accident scene when profes-sionals are in charge of the situation).

Domain: PersonalSocial SkillsCompetency: 16. Communicating with OthersSubcompetency: 68. Communicate with Understanding


Parents encourage the student to acceptresponsibility in emergency situations.Guest speaker and film from the FireDepartment, Highway Department, PoliceDepartment, etc. are presented.

Adult/Peer Roles

1. Demonstrate a variety of verbalexpressions related to communi-cation.

2. Identify and demonstrate meth-ods of speaking appropriately ina social conversation.

Students listen to tapes and films modelingdifferent forms of verbal expression (e.g.,expressing emotions, asking and givingdirections, expressing ideas, speakingvoice, intonation, etc.).Students discuss different situations and thetypes of communication appropriate to thespecific situation (e.g., loud talking ingroup with competing noise, whisperingduring a musical performance, etc.).Students are given particular situations androle-play appropriate responses (e.g., youhave just walked into a surprise party beinggiven for youwhat would you say?).

Students observe a videotape conversationand discuss important elements in the com-munication (e.g., inquiry, response, conclu-sion, etc.).Teacher presents students with a social situ-ation and students discuss the verbal devel-opment of the situation.Students list conversational skills on chalk-board.Students practice courtesies such as speak-ing in turn, using appropriate language,using proper tone, etc.Class participates in its own version of atelevision talk show.Students practice discussion skills in smallgroups and identify similarities and differ-ences between speaking to several personsand one person.

Parents and student role-play verbalresponses in different settings.Parents accompany the student to movies,plays, and community meetings and identi-fy various types of verbal expression.Performers in a local theater company dis-cuss the range of verbal expressions.

Parents or peers engage in conversationswith the student on topics and offer feed-back on effective and ineffective techniquesused by the student.Parents discuss different types of conversa-tions and amenities based upon the particu-lar situation.Television or radio interviewer discussesconducting conversations with interviewees.Parents or peers watch a television talkshow with the student and identify variouselements of the discussion.



3. Demonstrate proper use of tele-phone.

4. Demonstrate appropriate vol-ume and intensity in conversa-tion.

Students list on chalkboard commonexpressions used in answering the tele-phone.Students discuss telephone answering voiceand attitude when answering the telephone.Students take turns role-playing telephoneconversation as the caller and as the partycalled.Students practice listening for key words(e.g., name, number, reason for call).Students role-play a telephone conversationin which students record a message.

Students tape-record voices to hear them-selves.Students demonstrate control in volume-intensity of voice.Students describe emotional attitudes iden-tified by voice volume and intensity.Students listen to auditory modeling exer-cises for voice inflection, then imitate themodel.Students list on chalkboard places in whichsoft and loud voices can be used.

Domain: PersonalSocial SkillsCompetency: 16. Communicating with OthersSubcompetency: 69. Know Subtleties of Communication


Parents role-play how to conduct a conver-sation on the telephone.Parents demonstrate how to write downmessages.When parents are out of the home, they callin and leave a message or number wherethey can be reached.

Parents role-play voice volume and intensi-ty based upon content of conversation.Television or radio personality discusses theuse of the voice in communicating ideas.

Adult/Peer Roles

1. Identify nonverbal elements ofcommunication.

Students play charades and guess what isbeing acted out.Students view videotapes of people usingnonverbal communication techniques.Students watch television with the volumeoff and attempt to identify the story linefrom nonverbal communication.Students make up their own television storyand attempt to express the moods of thestory nonverbally.

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Members of a theater company demonstratenonverbal techniques.Mime gives class performance.Parents or peers play charades with the stu-dents.Parents or peers identify nonverbal behaviorin other people.



2. Identify verbal expressions thatcorrespond to feelings.

3. Identify verbal expressions thatare inconsistent with feelings.

4. Demonstrate verbal and nonver-bal elements of communication.

Students list on chalkboard verbal state-ments that reflect their feelings.Teacher gives students statements and asksthem to collectively identify the feelings ofthe statements.Teacher gives students feelings and asksthem to collectively come up with corre-sponding statements.

Students list on chalkboard verbal state-ments and role-play feelings that conflictwith statements (e.g., "I am so angry"said while smiling, etc.).Students discuss statements which may pro-duce a variety of feelings.Students discuss verbal expressions androle-play feelings inconsistent with theexpressions.Students identify a popular personality whohas expressed views different from theirown.

Class presents a play in which everyone hasa speaking part, allowing students to inte-grate verbal and nonverbal expressions.Students observe television, movies, anddrama to identify combined verbal and non-verbal responses.Students hear a tape and express the non-verbal component of the communication.Students discuss communication as a verbaland behavioral act.

Parents role-play statements and ask stu-dent to identify appropriate feelings.Parents pantomime feelings and ask studentto guess possible statements to accompanythose feelings.

Parents or peers assist the student in identi-fying people whose ideas are opposing eachother (on television or radio) and note theirverbal and emotional interaction.Parents role-play feelings inconsistent withtheir behaviors.

Parents view television, movies, and dramawith the student and identify actions com-bining verbal and nonverbal communica-tion.Actor(s) from a local repertory companypresent class performance.

OCCUPATIONAL GUIDANCE AND PREPARATION

Domain: Occupational Guidance and PreparationCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 70. Identify, Remunerative Aspects of Work



1. Identify why people are paid forworking.

2. Identify why some jobs pay bet-ter than others.

Students look at pictures of people per-forming different jobs.Students are given a worksheet to com-plete, telling the reasons for going toschool, and the type of job and income theyhope to obtain from attending school.Students list on chalkboard the kinds ofgoods and services different jobs providefor the community.Students discuss community needs for cer-tain goods and services.Students discuss their own experiences withpaid employment.Students choose two jobs and verballyexplain the reasons why a person would bepaid for performing each job (e.g., servicesperformed, time spent on job, educationand/or training required to perform the job,etc.).Students discuss other forms of remunera-tion.

Students look at pictures of people per-forming jobs and explain the differencesbetween jobs regarding education, training,and time spent on the job.Students identify general categories of jobsalong with training, education, and rate ofpay.Students research jobs that they are inter-ested in, identifying the level of trainingand education needed.Students take field trips to job sites to dis-cuss requirements for employment at thosesites.Students discuss the salary they expect tobe paid, based on their training and experi-ence.Students discuss why some jobs pay by thehour while others are salaried.

Parents or peers discuss what their jobs areand why they are getting paid.Workers from different jobs discuss theirjob responsibilities and types of remunera-tion.

Parents discuss requirements for their jobsand the rate of pay.Workers or peers discuss the relationship ofrequirements and demands for their jobs tosalary.


LESSON PLAN 13 17.70.5A:13

LCCE Objective 17.70.5. Given a paycheck stub, calculate deduction information.

Lesson Objective: Student will define types of deductions.

Instructional Resources: Worksheet Important Vocabulary.

Lesson Introduction: A number of terms appear on a paycheck stub. You need to befamiliar with the meaning of each term.

School Activity: Time: 1 session

Task:

1. Discuss the concept of deductions, for example, large yearly payments forinsurance or taxes divided into smaller amounts that are subtracted from each _monthly check by your employer.- Explain that the amount of money a person earnsis not the same as the amount available to spend. Total earnings are referred to asgross pay; net pay represents the amount left after certain deductions.

2. Describe each of the following deductions:FICA - deduction for Social Security benefits paid at retirement or illness.Federal income tax - payment withheld for federal income taxes.State tax - payment withheld for state income taxes.City tax - payment withheld for city income tax.Pension - deduction for a retirement program.Union dues - deduction for monthly dues to union or professional organization.Voluntary savings - savings deductions, e.g., U.S. savings bonds.Health, life, and/or disability insurance - deductions for insurance payments.

3. Students complete Worksheet, important Vocabulary in pairs and reviewdefinitions in class.


Activity: Students will complete the worksheet.

Criteria: Student will correctly define 8 out of 10 terms.

Career Role: EmployeeCareer Stage: Awareness

Lesson Plan from Life Centered Career Education:Occupational Guidance and Preparation, p. 29.

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3. Discuss personal needs that aremet through wages.

4. Discuss positive and negativeaspects of different kinds ofwages.

5. Given a paycheck stub, calcu-late deduction information.

Students discuss 10 personal needs.Students discuss what needs they hope tomeet with their salaries.Students list on chalkboard necessary pay-ments which must be deducted from one'ssalary (e.g., rent , food, etc.).Students discuss fringe benefits of a worksituation (e.g., retirement, education, plan-ning for the future, medical, security, etc.)and how these satisfy personal needs.

Students discuss differences of wage earn-ings.Students compute salaries based on variousrates of pay.Students discuss purchasing ability basedupon wages calculated.

Teacher provides students with several pay-check stubs and reviews on chalkboarddeduction information.Students calculate balance of initial incomegiven, from a list of prescribed taxabledeductions.

Peers or parents discuss budgeting theirincome.Peers or parents discuss needs that aredirectly or indirectly met by wages (e.g.necessities, luxuries, recreation, etc.).

Parents discuss their own wages with stu-dents.Recent graduates receiving various kinds ofwages discuss positive and negative aspectsof their experiences.Personnel officer explains different wagespaid in his or her setting.

Parents review check stubs with studentconcerning deduction information.

Domain: Occupational Guidance and PreparationCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 71. Locate Sources of Occupational and Training Information


1. List sources of occupationalinformation.

A career counselor presents program identi-fying sources of occupational informationavailable (e.g., State Employment Offices,Department of Labor Office, The Divisionof Vocational Rehabilitation Offices,Dictionary of Occupational Titles,Occupational Outlook Handbook, etc.).Students collect examples of the kind ofinformation provided by each source anddisplay them on posterboard.Students take a field trip to a StateEmployment Office.Students discuss which resources they aremost likely to utilize.An employment counselor discussesresources found in the community andschool.

Parents or peers help the student identifycommunity sources of occupational infor-mation.Peers accompany the student on trips tothese sources.Employment service counselor identifiesoccupational information resources in thecommunity.



2. List information provided bythe sources from Objective 4.

3. Use occupational informationsources to demonstrate how toobtain information specific to ajob.

4. Locate sources of training infor-mation.

5. Identify one kind of informationprovided by training informa-tion.

Counselor discusses specific resources andthe kind of information he or she can provide.Students take field trips to these variousresources.Students construct a display on bulletinboard identifying the major services avail-able at each source.Students select a potential future occupa-tion and present to the class facts about theoccupation they learned from the differentsources in Objective 1.

Students are inserviced as to the use of thereference sources in Objective 1.Students are assigned a specific job oroccupation and asked to obtain informationabout the occupation.Students identify and list on chalkboardjobs or occupations in their vocational areawhich have the best outlook.

Students contact agencies such as The Divisionof Vocational Rehabilitation, State EmploymentOffices, and local community colleges, toobtain sources of training information.Students take a field trip to recommendedtraining sites for work sample testing andjob simulation experience.Students discuss those experiences whichappeared to be particularly insightful orbeneficial.

Students select one kind of informationprovided by training resources and sharethe information with the class.

Domain: Occupational Guidance and PreparationCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 72. Identify Personal Values Met Through Work


Rehabilitation, employment, or vocationalcounselor describes the kinds of informa-tion provided by these agencies.Parents or peers accompany the student onfield trips to various sources.Parents or peers discuss the major purposeof each of these agencies.

Representatives from various sourcesdemonstrate how to utilize their facilities.Parents or peers help the student usesources to obtain information on specificjobs.

Parents or peers help the student identifysources of training information.Parents accompany student on trips toagency or institutional offices.

Parents discuss with student one kind ofinformation provided by training informa-tion.

Adult/Peer Roles

1 List economic reasons for work-ing at a job.

Students list on chalkboard 15 activitiesthey like to participate in, and what effortor cost is involved in each activity.Students list on chalkboard 10 necessitiesof living and discuss whether the necessi-ties are economically dependent uponsomeone working at a job.Students list on chalkboard 5 activitiesand/or necessities that do not depend uponfinancial resources.

H6

Parents or peers discuss their first job andexperiences with becoming economicallyindependent.



2. Identify how a job affects build-ing personal and social relation-ships.

3. Identify personal needs that canbe met through work.

4. Describe how work relates toone's self-esteem.

Students discuss being employed as a senseof belonging.Students discuss the way in which a joballows one to form new friendships andsocial relationships.Students discuss ways in which a work sit-uation is similar to and different from othersocial situations.Students list on chalkboard social activitiesin which coworkers engage outside the job.

Students list on chalkboard the personalneeds they feel work meets (e.g., fulfill-ment, satisfaction, self-esteem, self-respect,accomplishment, independence, security,socialization, etc.).Students bring in pictures of workers whoappear to be meeting their personal needs,and display them on posterboard.Students rank these needs met throughwork.Students parallel school experiences withpossible work experiences which meet per-sonal needs.

Students define and discuss what self-esteem means to them.Students bring in pictures of workers whichappear to represent defined and discussedcharacteristics of self-esteem, and displaythem on posterboard.Students discuss the reasons why beingemployed allows one to value oneself.Guidance counselor discusses the relation-ship of self-esteem to being gainfullyemployed.Students interview workers in the commu-nity to gain their feelings about work.

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Parents or peers discuss their own experi-ences of making friends on the job.Parents or peers discuss social activitiesthey have shared with coworkers awayfrom the job.

Parents discuss the concept of personalneeds.A working student explains how workmeets his or her personal needs.Guest speakers from the community discusshow their work helps them meet their per-sonal needs.

Parents define and discuss what self-esteemmeans to them.A working student is invited to talk to theclass and explain how work meets his orher self-esteem needs.Guest speakers from the community discusshow their work helps them meet their self-esteem needs.


Domain: Occupational Guidance and PreparationCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 73. Identify Societal Values Met Through Work


1. Identify ways in which individ-ual workers help society.

2. Identify ways in which mem-bers of a specific occupationcontribute to society.

3. Identify ways in which workerson different jobs are interdepen-dent.

4. Describe ways society rewardsdifferent occupations.

Students identify workers who affect theirdaily lives.Students exchange magazine pictures of work-ers and discuss their beliefs about how eachworker in the picture contributes to society.Teachers discuss their beliefs about howteaching contributes to society.Students discuss the probable consequences ofmembers of certain occupations not working.Students list on chalkboard the roles ofworkers from different occupations.Students discuss ways that workers con-tribute to society (e.g., purchasing goodsand services, paying taxes).

Students list on chalkboard specific ser-vices provided by major occupations.Class takes field trips to observe membersof different occupations at work.Students are assigned a specific occupationto investigate.Students create a display on the bulletinboard which lists specific occupations andtheir major contributions.Students role-play members of differentoccupations and discuss the importance oftheir jobs.

A qualified person in the community givesa presentation covering major occupationsinvolved in meeting our daily needs.Students discuss what would be different ifone of the major occupations mentioned didnot exist, and what other occupations wouldbe affected as a result of the absence.Students identify relationships between jobsin different communities.

Students discuss fringe benefits which societyconsiders rewards based on the job (e.g., sickleave, vacation time, working conditions, etc.).Students discuss the benefits which areconsidered rewards by society.Given a list of occupations available local-ly, students identify occupations that pro-vide high income.Given the same list of occupations, studentsidentify occupations that provide high esteem.Given the same list, students identify occu-pations that provide both high income andhigh esteem.. ,;

Parents or peers discuss their beliefsregarding the contribution of their jobs tosociety.Parents or peers discuss how workers helpmaintain the standard of living in the com-munity.Members of unions, industries, or agenciespresent ways in which workers are impor-tant to the community.

Parents or peers discuss their jobs and con-tributions to the community.Member of the Chamber of Commerceidentifies major local industries and jobs,and discusses contributions to the commu-nity.

Representatives from local industries iden-tify contributions to the community.

Parents or peers discuss the interdepend-ence of their jobs.Government official discusses the interde-pendence of business, industry, farming,and government.Workers from a specific occupation discusstheir dependence on members of otheroccupations.

Parents or peers identify the aspects of theirjobs for which society rewards them.Guest speakers from various occupationsdiscuss societal rewards.

Domain: Occupational Guidance and PreparationCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 74. Classify Jobs into Occupational Categories


COMPETENCY UNITS / 1 1 1

1. Locate jobs using Yellow Pagesand want ads.

2. Locate occupational categoriesand sort jobs into differentoccupational categories.

3. Locate information about jobclassifications.

Students in class review, with the teacher,the format and contents of the YellowPages and local newspaper.Students list on chalkboard 10 householditems which could need repairing andlocate the companies in the Yellow Pagesthat repair those items.Students locate 10 occupations they arefamiliar with and find their correspondingjob positions in the want ads of the localnewspaper.

Students clip pictures from magazines, ofpeople performing jobs from different clas-sifications (e.g., skilled, unskilled, profes-sional, etc.).Students discuss the different pictures andas a group decide upon the classification ofthe jobs.Students review the Guide forOccupational Exploration, Dictionary ofOccupational Titles, and The Classificationof Jobs books with the teacher.Students are given a list of occupations andare asked to identify them by categoriesusing any of the three books.Students are given a list of jobs and areasked to sort the jobs into different cate-gories using any of the three books.

Students take field trip with parents to localState Employment Office to discuss classi-fication of jobs.Student and teacher review the use of thethree books used in Objective 1.Students are given a list of jobs by theteacher and are asked to locate, as quicklyas possible, using The Classification ofJobs book, the job classification of eachjob.

Parents or peers review the Yellow Pagesand local want ads with the student.Parents ask students to identify items in thehome which could break down and statewhere to go to repair them.Parents request students to find a listing ofthose occupations in the want ads and theYellow Pages.

Parents or peers assist the student in identi-fying and categorizing several selectedoccupations.Employment counselor, rehabilitation coun-selor, or vocational evaluator discusses jobclassifications and demonstrates the use ofthe three books.

Parents or peers discuss classification ofjobs (e.g., skilled, unskilled, professional,etc.).Representative of employment agency dis-cusses classification of jobs.



4. List major categories of jobsrelated to interest.

5. List general job categories.

6. Locate training requirementsand wages for common jobclassifications.

Students check want ads and employmentservices for opportunities.Students discuss jobs which seem mostinteresting to them.Students take paper-and-pencil interestinventory test (i.e., Strong-CampbellInterest Inventory, machine-scored).Students discuss major classification crite-ria used with these jobs.Counselor demonstrates how to use rele-vant literature.Students use these sources to obtain infor-mation about specific jobs.Students list on chalkboard what they arelooking for in a job.Students simulate a "Career Day."

Students discuss the way jobs are classified(e.g., type of work, salary, level of trainingor education, white vs. blue collar, skilledvs. unskilled, etc.).Counselor identifies various sources ofoccupational information and the kinds ofinformation each provides.Students identify specific information theywould like to have about a prospective job.Students create a display on a bulletinboard which lists major classification sys-tems with representative jobs.

Students discuss how and where to locateinformation about occupational classifica-tion (e.g., Guide for OccupationalExploration, Dictionary of OccupationalTitles, The Classification of Jobs).Students practice utilizing these resourcesto obtain specific information (e.g., train-ing, wages, etc.).Students identify job families or relatedjobs a person with specific kinds of skillsmight perform.Students take a field trip to a vocationalevaluation site.Counselor explains the concept of job andoccupational clusters.Students design job samples.

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Parents or peers discuss what is interestingabout their jobs.Employment service counselor explainsmajor job categories and identifies informa-tion relevant to each.Workers from different occupations cometo school for a "Career Day."

Employment service counselor identifiesmajor criteria used in different occupationalclassification systems.Job placement specialist discusses the kindsof occupations available locally.

Employment service counselor demon-strates how to use the occupational classifi-cation systems to obtain specific informa-tion.Workers from a specific occupation discussother jobs they would be able to performwith their level of skill and training.Vocational evaluators discuss their dutiesand functions as evaluators, and their toolsfor assessment.

Domain: Occupational Guidance and PreparationCompetency: 17. Knowing and Exploring Occupational PossibilitiesSubcompetency: 75. Investigate Local Occupational and Training Opportunities


COMPETENCY UNITS / 1 13

1. Select an occupational area andfind local employers in theYellow Pages.

2. Collect and read help wantedads in the occupational areasselected in Objective 1.

3. Utilize sources of employmentinformation.

4. Locate sources of employmentinformation.

Students use the newspaper help wanted adsto identify occupations that are of interest.Students create a display on the bulletinboard illustrating school and communitysources of occupational information.Students select an occupation, review theYellow Pages under the occupational titleor job required, review listing of employ-ers, and select local employers.

Students clip help wanted ads from thenewspaper regarding the local occupationalareas selected, and bring them to class.

A local employer gives a demonstration onhow to utilize each resource (e.g., who totalk to, what questions to ask, etc.).Students discuss how they would acquirespecific kinds of information.Students identify the pros and cons of eachsource.Students practice using sources to obtainspecific information.

Students take a field trip to various sourcesof information.Students record, in an occupational note-book, the kind of information available ateach resource.Students construct a display on a bulletinboard identifying the kind of informationavailable at each source.

Parents or peers help the student identifylocal sources of occupational information.Representatives from each source discussthe kind of information they provide.Business person discusses local occupation-al opportunities and industrial opportunities.Employment service representative discuss-es job opportunities available locally andwhy these jobs are found in this location.

Parent and student review help wanted adsregarding occupations in local areas.

Employment service or rehabilitation coun-selor demonstrates how to obtain specificinformation from these agencies.

Parents or peers help student locate varioussources.Peers accompany the student on trips to thevarious sources.Employment service counselor discusseslocal sources of information on job oppor-tunities.Rehabilitation counselor discusses opportu-nities for training and employment.

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Domain: Occupational Guidance and PreparationCompetency: 18. Selecting and Planning Occupational ChoicesSubcompetency: 76. Make Realistic Occupational Choices


1. Identify jobs of interest.

2. Obtain specific informationabout jobs of interest.

3. Obtain observational informa-tion about jobs of interestthrough participation (e.g., on-site visits, work samples, jobtryouts).

4. Identify a job of intererest thatis commensurate with interestsand abilities.

Students collect newspapers, want ads, andother literature containing a list of jobsavailable in the community.Students brainstorm and list on chalkboardjobs which are available in their community.Students construct a display on a bulletinboard listing all potential jobs by occupa-tional grouping.Students identify and list characteristics ofjobs they would like to perform.Students choose one or more jobs theymight like to perform.

Students identify available resources forobtaining information about jobs.Counselor demonstrates ways to research ajob as well as obtain information aboutresources available in the community.Students take a field trip to the Job Service gov-ernment agency to learn about jobs of interest.Students list on chalkboard desirable jobs,and obtain specific information about each.Students interview workers, supervisors,and employment personnel to obtain infor-mation about employment.

Students obtain information about aprospective job through observation, train-ing, job tryout, summer employment, etc.Students discuss what they like or dislikeabout jobs, based on their experiences.Students edit their list of prospective jobs onthe basis of their experiences and discussion.Students keep a notebook of experiences onthe job.

Students identify jobs of interest and theabilities needed to be successful on the job.Students identify what they believe to betheir skills and abilities.Students work with a counselor to identifyjobs which are available in the community,and are appropriate, in terms of the stu-dent's level of education, training, workexperience, expressed interests, etc.Students discuss aspects of their vocationalchoices.Each student lists on chalkboard potentialjobs along with relevent information.Students discuss pros and cons of each job.

Parents or peers help the student construct alist of potential jobs in the community.Parents discuss characteristics about theiremployment which they enjoy.Representative of the State EmploymentService helps the student construct a list ofjobs in the community.Member of the Chamber of Commerce dis-cusses employment opportunities in thecommunity.

Parents or peers help the student utilize var-ious job information resources in the com-munity.Parents or peers help the student researchjobs in which the student has expressedinterest.Placement specialist or vocational coun-selor presents information about specificjobs.Peers who have done a particular job talk tothe student about that job experience.

Parents arrange for the student to have job-related experiences.Parents or peers discuss with the studentwhat kind of self-knowledge they haveacquired through their experiences.Parents or peers help the student reviseoccupational goals on the basis of experi-ence and discussions.Former students discuss similar experienceswith the student.

Parents help the student identify his or herstrengths, abilities, and weaknesses in rela-tion to obtaining and keeping a job.Parents help the student identify potentialjobs related to his or her level of trainingand experience.Parents or peers talk with the student onhow jobs are related to experience.Former students discuss changes in theirgoals due to positive or negative job experi-ences.

Domain: Occupational Guidance and PreparationCompetency: 18. Selecting and Planning Occupational ChoicesSubcompetency: 77. Identify Requirements of Appropriate and Available Jobs



1. Identify the availability andlocation of jobs.

2. List specific job-related require-ments.

3. Identify an alternative for eachoccupation for which personalqualifications are not commen-surate with identified require-ments.

Students clip job listings from the localnewspaper and put listings and location ofjobs on a bulletin board.Students are presented with job listings andare asked to find location and telephonenumbers of jobs in the telephone directory.Students telephone companies and inquireabout the availability of jobs.Students take a field trip to the local JobService Agency to learn about localemployment.Lectures or demonstrations are given onhow aptitudes are measured (e.g., job sam-ples, performance tests, etc.).

Students investigate the kinds of skills,abilities, education, and level of training orexperience required to enter a specific job.Students discuss the match betweenrequirements for a specific job and theirskills, abilities, etc.Students construct a notebook listing desir-able jobs and the requirements for each.Students talk with workers about the jobsthey are investigating.Students discuss union membership neededfor specific jobs and the advantages andbenefits of labor unions.

Students discuss what is meant by thedemands of a job.Students investigate demands involved in aparticular job (e.g., being on one's feet allday, being able to get along with cowork-ers, being able to work around noise, etc.).Students talk with workers about the jobsthey are investigating.Students list on chalkboard specific jobsand the kinds of demands involved in eachjob, and then do an analysis comparingthose demands with their own abilities.A local employer gives a presentation onemployment available in the community.Students discuss specific jobs which theyfind either undesirable or unrealistic interms of their ability, training, and experi-ence.Students discuss why they find certain jobsmore appealing and realistic than others.

Parents and student look through the localnewspaper want ads for job listings andlocations.Parents and student visit local Job Service.

Parents discuss the kinds of jobs the studentmay find desirable.Parents help the student obtain informationabout specific requirements for each job.Parents help the student eliminate from thelist jobs in the community that are eitherinappropriate or unavailable.

Parents discuss with the student desirableand undesirable jobs.Parents help the student obtain informationabout the demands of each of these jobs.Parents help the student identify the kindsof demands he or she may be unable tomeet.Parents help the student identify alternative,desirable, and realistic employment avail-able in the community.


Domain: Occupational Guidance and PreparationCompetency: 18. Selecting and Planning Occupational ChoicesSubcompetency: 78. Identify Occupational Aptitudes


1. Identify different aptitudes nec-essary in the performance ofvarious jobs.

2. Identify personal aptitudes.

3. Identify activities that couldimprove personal aptitude nec-essary for a preferred job.

A career expert gives a lecture on how apti-tudes relate to ability to perform a job.Students discuss how aptitudes (abilities)are related to occupational choice.Students take a field trip to local vocationalassessment office to learn about aptitudes.

Students are tested in different modalities.Students are observed in different settings(e.g., performing work samples and beinggiven objective feedback about their perfor-mances).Each student lists on chalkboard potentialjobs related to his or her own aptitudes.Each student lists on chalkboard his or herown strong and weak points.

Students use the Dictionary ofOccupational Titles to identify aptitudes.Students design on posterboard a realisticprogram or plan for personally improvingaptitudes.Students discuss aptitudes and what to doto improve them.Language arts teachers provide individualprograms to improve reading and writing.Vocational education teachers prescribeindividual programs to improve eye-handcoordination, dexterity, and speed andaccuracy.

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Parents explain to the student how aptitudes(abilities) are related to performance on ajob.Parents discuss with the student howknowledge of one's aptitudes relates tooccupational choice.Parents discuss their aptitudes as relating toemployment.Vocational evaluator discusses differentmethods for obtaining knowledge aboutone's aptitudes.

Parents or peers discuss with the studentwhat appear to be his or her strengths andweaknesses.

Parents or peers engage in activities withthe student in order to improve aptitudes.Parents follow up an individualized pro-gram at home.Tutor, adult, or peer assists the student inremedial activities.

Domain: Occupational Guidance and PreparationCompetency: 18. Selecting and Planning Occupational ChoicesSubcompetency: 79. Identify Major Occupational Interests



1. Identify occupational categoriesof interest.

2. Rank areas of personal interestin order of importance in find-ing an occupation.

3. Identify how interests relate tojobs.

A career counselor gives a presentation onthe types of jobs and training available inthe community.Students discuss which jobs seem mostappealing or interesting.Students construct a notebook of potentialjobs with information about each job.Students visit job sites which are of interestto them.Students take the Strong-CampbellVocational Interest Inventory (S-C II) andthe Career Occupational Preference SystemInterest Inventory (COPS) tests and discussthe tests results.Students list on chalkboard the occupation-al categories that interest them, derivedfrom S-C II and COPS.Students discuss their expectations of them-selves working in those occupational cate-gories.

Student lists on chalkboard his or her ownpersonal interests.Counselor discusses and identifies student'sinterests relating to employment.Student rank orders his or her interests.Students list, on chalkboard or newsprint,aspects of different jobs (e.g., salary, typesof work, location, work setting, etc.).Students discuss which aspects of the jobare most and least important to them.Students rank order their personal interestsfrom least to most important in finding anoccupation.Students discuss their beliefs about whichof their interests a job is expected to satisfy.

Students identify their interests.Students list on chalkboard jobs which theybelieve meet their interests.Students construct a notebook of potentialjobs with information about each job.Employment counselor gives presentationto students regarding jobs.Students visit job sites they believe meettheir interests.Students discuss and share experiences andbeliefs regarding job sites.

Parent helps the student identify the typesof employment available in the community.Parent asks the student to describe an idealjob.Parent and student discuss the ideal job andtypes of employment available in the com-munity in terms of occupational categories.Members of various occupations discusstheir jobs with students on a "Career Day."

Parents discuss what they find appealingabout their jobs.Parents or peers discuss what they look forin a job and why that characteristic of theirjob is appealing.

Parents ask the student to describe an idealjob.Parents or peers discuss how their jobsrelate to their interests.Parents and student visit job sites thatreflect their interests.Representatives from various employmentsources present information on how inter-ests relate to jobs.



4. Describe ways the chosen job ofinterest relates to future person-al goals.

Counselor leads class discussion about occu-pational progress toward long-range goals.Students construct a life chart bulletinboard illustrating steps in achieving a long-range goal (e.g., completing the job, doinga certain type of work, working with others,getting paid, etc.).Students list, on chalkboard or newsprint,their interests, and which of those intereststhey expect to meet through their jobs.

Domain: Occupational Guidance and PreparationCompetency: 18. Selecting and Planning Occupational ChoicesSubcompetency: 80. Identify Major Occupational Needs


Parents describe the steps they took toreach their current occupational situation.Rehabilitation counselor discusses decision-making process in making a career choice

Adult/Peer Roles

1. Identify needs that can be metthrough one's occupation andrank them in order of personalpreference.

2. Identify personal-social needsmet through work.

3. Name status needs met throughwork.

4. Identify factors that the studentneeds in a personal occupationalenvironment.

Students identify their needs and select anoccupation of interest they believe willmeet many of their needs.Students take a field trip to selected occupa-tional environments and observe and discusswhat workers do in these environments.Students determine what needs are met bytheir working environments and rank themby personal preference.Students rank needs.

Students identify needs met through theworking environment.Students identify personal-social needs fromneeds met through the working environment.Students discuss and define personal-socialneeds from other needs (e.g., social interac-tion, committee work, etc.).

Students discuss and define status needs asopposed to other needs (e.g., prestige,money, respect, power).Students identify and list on chalkboard ornewsprint status needs met through work.

Students discuss and define occupationalenvironments which are personal in charac-ter (e.g., social services, human services,recreational therapy).Students role-play those occupations to iden-tify skills, characteristics, and job require-ments for those personal occupations.

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Parents discuss with students needs whichare met by their jobs and rank their needs.Rehabilitation counselor identifies majorneeds one may realistically meet throughwork.Workers from different occupational envi-ronments discuss or demonstrate what it islike to work in that environment.

Parents or peers discuss and define person-al-social needs met through work.

Parents or peers discuss and define statusneeds met through work.

Parents or peers discuss and define occupa-tional environments which are personal incharacter.



5. Identify the most personally sat-isfying aspects and the least sat-isfying aspects about a givenspecific job.

6. Identify criteria one would usein selecting an occupation.

Students take field trips to various selectedwork settings where workers discuss ordemonstrate what job duties they perform.Student performs specific tasks or jobs inschool.Students discuss what is most and least sat-isfying about specific jobs.

Students brainstorm reasons why people work.Students construct on posterboard a hierar-chy of major personality characteristics(e.g., likes, dislikes, need for structure, etc.)one would attempt to meet in selecting an.occupation.Group discussion on counseling allows thestudent to identify his or her own personali-ty characteristics.

Domain: Occupational Guidance and PreparationCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 81. Follow Directions and Observe Regulations


Vocational counselor discusses the respon-sibilities involved in various occupations.Parents or peers discuss the most importantneeds they meet through their jobs.

Workers from different occupations discusstheir reasons for choosing that occupation.Rehabilitation counselor identifies majorneeds one may realistically meet throughwork.Parents or peers discuss why they chosetheir occupations.

Adult/Peer Roles

1. Perform a series of tasks inresponse to verbal instructions.

2. Perform a series of tasks inresponse to written instructions.

Teacher demonstrates a sequence of stepsto complete a job and students performthese under teacher supervision.Students participate in games in whichplayers are required to follow verbalinstructions.

Students complete activities which requirethem to follow a set of written instructions.Each student is asked to explain a set ofwritten instructions to another student or tothe teacher.Students are asked to prepare a dish ormeal by following a recipe or construct amodel from written directions.Students collect samples of written instruc-tions (e.g., auto repair, model assembly, taxreturn, etc.).Students participate in a treasure hunt byfollowing written instructions.Students write a short list of directionsfrom school to a specific destination.

Peers play games with the student in whichplayers are expected to follow a series ofinstructions .Parents or peers practice giving the studentdifferent kibds of verbal instructions andobserving his or her performance.Parents make a game out of linking direc-tions together.

Parents engage the student in activitiesaround the home which involve following aset of written instructions (e.g., doingchores, going to the store, house-cleaning,etc.).


Domain: Occupational Guidance and PreparationCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 82. Recognize Importance of Attendance and Punctuality


1. Identify reasons for good atten-dance and punctuality.

2. Identify acceptable and unac-ceptable reasons for tardinessand absenteeism.

3. Identify appropriate action totake if late or absent from work.

An employment counselor gives a presenta-tion on why attendance and punctuality areimportant.Students discuss benefits of good atten-dance and punctuality.Students create a display on the bulletinboard which lists reasons for good atten-dance and punctuality.

A local employer gives a presentation ofthe various causes of tardiness and absen-teeism (e.g., illness, missing a bus, gettingup late, etc.).Students discuss the difference between alegitimate vs. an illegitimate reason for tar-diness or absenteeism.Students role-play supervisor and employ-ee, and class votes on acceptability of givenreasons for tardiness.Students construct a bulletin board whichlists legitimate vs. illegitimate excuses formissing work.Students discuss what may happen if one ischronically late or absent from work.

Students discuss what to do in case ofabsence or tardiness on a job.Students role-play what to do in each case(e.g., call in, talk with the foreman, notifysupervisor, etc.).

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Parents explain the importance of beingpunctual.Parents discuss attitudes toward people whoare late.Parents or peers discuss how tardiness andabsenteeism may have caused problems forthem.Employer discusses why tardiness andabsenteeism are problems for him or her.

Parents help the student identify reasonswhy he or she might be late or absent fromwork, and which of these reasons are legiti-mate.Parents or peers discuss experiences theyhave had with absenteeism and tardiness,and how this affected their work.Employer discusses how to deal with prob-lems of tardiness or absenteeism.

Parents or peers describe the level of actionthey take when they are late or absent fromwork.Employer discusses appropriate action totake when one expects to be late or absentfrom work.

Domain: Occupational Guidance and PreparationCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 83. Recognize Importance of Supervision



1. List roles and responsibilities ofsupervision.

2. Identify the appropriateresponse to a supervisoryinstruction.

3. Complete a job following super-visor's instructions.

A supervisor gives a presentation on therole of supervision (e.g., responsibilities,duties, etc.).Students discuss and list on chalkboardroles and responsibilities of supervisors inspecific situations (e.g., camp director andcamp counselor, foreman and employee,principal and teacher, etc.).Students observe a situation involving asupervisor and supervisee, and discuss theirreactions.Students role-play situations involving asupervisor and supervisee, and alternateroles.

Students role-play responding to varioussupervisory instructions (e.g., acceptance,defiance, etc.).Vocational education teacher observes stu-dent's responses to instructions and discuss-es these with the class.

Student completes specific activities whileunder direct supervision (e.g., playing agame, cooking a meal, sports, etc.).A student role-plays a supervisor and getsother students to complete an assigned task.Students discuss their reactions to a super-visor and being supervised.Students discuss their ability to cooperate.Students participate in activities whileunder indirect supervision (e.g., landscap-ing, painting, home repair, etc.)

Parents or peers discuss their reactions tobeing supervised and/or supervising.Former students discuss their experienceswith supervisors.Foreman discusses roles and responsibili-ties with factory workers.

Supervisors from business or industry pre-sent a discussion of good and bad responsesto their instructions and suggest types ofresponses they would like to receive.Parents discuss their feelings and reponsesto supervisory instruction.

Parents assign the student various tasksaround the home and evaluate performance.Employees discuss the need for supervisionon the job and how to respond to it.

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Domain: Occupational Guidance and PreparationCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 84. Demonstrate Knowledge of Occupational Safety


1. Identify potential safety hazardson the job.

2. Identify jobs that require safetyequipment and identify theequipment.

3. Identify main reasons for prac-ticing safety on the job.

4. Follow safety instructions onthe job (e.g., wear rubbergloves, safety goggles).

A demonstration is given of typical safetyhazards to be found in specific job groups.Students take a field trip to job sites anddiscuss safety with foreman, shop stewards,and plant operations personnel.Students discuss how to eliminate or mini-mize these hazards.Students role-play what action to take whenconfronted with a specific hazard.Vocational teacher describes how to identi-fy a potential safety hazard.

Students list on chalkboard jobs whichrequire protective uniforms and discuss thereasons for them.Students describe typical safety precautionsused in industrial jobs.Students describe special instructionrequired when working on certain jobs(e.g., wear rubber gloves, protective gog-gles, protective shoes, etc.).Students role-play specific sets of safetyprecautions.

Students discuss safety standards requiredon jobs.Students role-play situations in which safe-ty precautions are not observed and discussdangers involved.Students create a display on a bulletinboard which lists reasons for practicingsafety on the job.Students take field trips to local industriesor businesses to point out safety signs post-ed and to discuss meanings and reasons forthese.

Students describe typical safety precautionsused in industrial jobs.Students describe special instructionrequired when working on certain jobs(e.g., wear rubber gloves, protective gog-gles, protective shoes, etc.).Students role-play specific sets of safetyprecautions.

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Parents describe safety hazards that may befound on the job.Parents take student to job sites and discusshazards with plant operations personnel.Occupational safety specialist describeshow to identify and deal with potentialsafety hazards.

Parents and student discuss jobs which aredangerous and require special safety pre-cautions.Parents or peers or workers discuss safetyprecautions they must take on the job, andthe importance of these precautions.

Parents discuss the safety precautions thatare observed on their jobs.Workers from different jobs discuss thekinds of safety precautions they mustobserve.Disabled workers discuss the necessity ofsafety on the job.Representative from State EmploymentServices discusses number of worker hoursand money lost on jobs because of failureto observe safety precautions.

Parents or peers or workers discuss safetyprecautions they must take on the job.

Domain: Occupational Guidance and PreparationCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 85. Work with Others



1. Identify reasons for workingwith others.

2. Identify the importance of indi-vidual components of a cooper-ative effort.

3. Complete a task working withother persons.

Students identify and list on chalkboardactivities for which more than one person isrequired.Students engage in activities for whichmore than one person is required.Students discuss their feelings about work-ing with others.Students identify and list on chalkboard thebenefits of working with others.Students identify situations in which thereis cooperation and shared responsibility.Students engage in team games or sports.

Students demonstrate the dependence of thegroup on individuals by participating in asimulated activity in which one memberleaves or doesn't cooperate.Students take a field trip to an industry toobserve assembly work.A coach discusses the importance of coop-eration in athletics.

Students are assigned to work in pairs onvarious tasks.Students discuss what they like or dislikeabout working with others.Students participate in games in whichcooperation is required to reach a goal.Students are presented with a task thatrequires two or more people to perform.

Domain: Occupational Guidance and PreparationCompetency: 19. Exhibiting Appropriate Work Habits and BehaviorsSubcompetency: 86. Meet Demands for Quality Work


Parents or peers help the student identifyactivities in day-to-day life which requiremore than one person.Peers work with the student on tasks requir-ing more than one person.Parents or peers discuss reasons for cooper-ation and shared responsibilities (e.g.,household chores, etc.).

Parents demonstrate the role of individualsin household tasks.Parents discuss how their job successinvolves a team effort.Student athletes discuss how they learnedcooperation on the playing field.Workers from the community discussaspects of cooperation in their jobs.

Parents or peers work with the student tocomplete various household tasks.Parents or peers discuss with the studentwhat role each will assume in completing atask.Peers engage in games or sports with thestudent.

Adult/Peer Roles

1. Identify minimum quality stan-dards for various jobs.

Class discusses reasons for quality stan-dards when producing products.Vocational counselor leads a class discus-sion of various quality standards both ingeneral and for local business and industry.Class takes field trips to industries toobserve quality control.

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Industry representatives present discussionsof their quality standards.Parents discuss quality standards requiredon their own jobs.Parents discuss with student the dangers ofproducing inferior products.



2. Identify reasons for qualitystandards.

3. Perform simulated work taskswhich have minimum qualitystandards.

A local employer gives a presentation ofthe meaning of minimum quality standardson specific tasks or jobs.Students discuss reasons for minimumquality standards in employment.Students discuss possible results of failure tomaintain quality standards in specific jobs(e.g., shoddy clothing, spoiled food, etc.).Students list on chalkboard criteria for eval-uating the quality of a specific job or task.

Students relate minimum quality standardsto earning academic letter grades.Students identify and list on chalkboardminimum quality standards in a specifictask, activity, or job.Students observe a task or job being performedaccording to minimum quality standards.Students perform a task or job according tominimum quality standards.Students participate in regular vocational train-ing or work study to get practice in meetingand maintaining minimum quality standards.Students perform jobs in the classroom inwhich the class sets standards and evaluateseach other's performances (e.g., routineclassroom housekeeping chores or a simu-lation, etc.).

Domain: Occupational Guidance and PreparationCompetency: 19. Exhibiting Appropriate Work. Habits and BehaviorsSubcompetency: 87. Work at a Satisfactory Rate


Workers discuss major reasons for mini-mum quality standards on the job.Quality control expert explains his or herjob and why it is important.Parents or peers discuss standards whichmust be met on their jobs.Consumer expert discusses quality controland its importance to the consumer.

Employment service counselor discussesthe relationship of ability to meet minimumquality standards and employment.Parents or peers give the student feedbackon performance, with suggestions forimprovement.

Adult/Peer Roles

1. Identify the need for performingjobs at a satisfactory rate.

Students take a field trip to different jobsites to observe workers.Students record the time it takes workers tocomplete a particular task.Students discuss the average time for com-pleting work activities and the need to workat a particular rate of speed.Students replicate a job (work activities).Students establish a particular rate of speed atwhich to complete the work and then attemptto complete the job at that rate of speed.Students discuss each other's performances.Class discusses "piecework" as a produc-tion rate incentive.Students discuss advantages and disadvan-tages of working at a specific rate of speed.

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Parents discuss the need to perform theirown jobs at a specific rate of speed andhow others depend upon their performanceto complete their jobs.Parents and student discuss "time lines" forcompleting household chores.



2. Identify satisfactory ratesrequired for specific jobs.

3. List reasons why a job must beperformed at a certain rate ofspeed.

4. Perform a job at a satisfactoryrate.

A local employer gives a demonstration ofjob performance in the classroom or work-shop.Students are asked to perform a specific jobwithin a time frame.Students receive feedback on the quality ofperformance from other students, teacher,or evaluator.Students take field trip and observe workersperforming specific jobs.Students discuss duties entailed in a specif-ic job and skills required to complete thoseduties.Students time average rate of speed in com-pleting tasks.Students simulate a specific job and attemptto complete it at the computed average rate.Class discusses the actual rate of speed ascompared with the computed average rate.

Students discuss employer expectations.Students investigate why some workers arepaid by the hour, some receive a salary, andsome are paid according to their produc-tion.Each student is asked to obtain specificinformation about jobs in which he or sheis interested.Students create a display on a bulletinboard illustrating examples of rate per dif-ferent jobs.Students take field trips to jobs with differ-ent performance rates (e.g., assemblyplants, kitchens, etc.).

Students identify and compute average timerates for jobs which involve sorting, collat-ing, and assembling.Students participate in activities which givethe teacher a chance to assess skills (e.g.,sorting, collating, assembling).

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Parents or peers discuss the kinds of dutiestheir jobs entail.Workers from different jobs meet with thestudent to discuss rates on their jobs.

Parents or peers discuss the kinds ofresponsibilities entailed in their jobs.Student accompanies parents/peers to thejob (when possible) and observes their per-formance.

Parents receive a checklist of skills that canbe assessed through activities in the home.Parent make a game out of completinghousehold chores within specified timelimits.Parents or peers discuss the rate of speedexpected in their jobs.Employment counselor meets with thestudent to discuss performance rates.


Domain: Occupational Guidance and PreparationCompetency: 20. Seeking, Securing, and Maintaining EmploymentSubcompetency: 88. Search for a Job


1. Identify the steps involved insearching for a job.

2. Identify a potential job throughemployment resources.

3. Arrange a real or simulated jobinterview.

A career counselor gives a demonstration ofa logical step-by-step method of searchingfor a job.A career counselor gives a presentation onsources of information about prospectivejobs (e.g., want ads, employment service,friends, etc.).Students create a display on a bulletinboard illustrating step-by-step proceduresand sources.Class role-plays step-by-step procedures injob search.Students tour State Employment Service.Students engage in job search exercises.Students keep a continuous display on abulletin board containing the latest jobleads from newspaper, employment agen-cies, etc.

Students take a field trip to an employmentservice to acquaint themselves with ser-vices and procedures.Class lists on chalkboard commonresources used in locating job opportunities(e.g., newspapers, Job Service, etc.).Class reads newspaper ads to identifyappropriate jobs.Class lists jobs on the bulletin board.Students discuss the advantages and disad-vantages of various job informationresources.

Class outlines steps in securing a job inter-view.Students practice mock telephone calls toarrange an interview, and are observed toevaluate whether they give and ask for nec-essary information.Students call a personnel interviewer inbusiness or industry to arrange an interviewfor a job advertised in the newspaper.Students take a field trip to a personneloffice to discuss procedures to follow insecuring a job interview.

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Parents discuss sources of informationabout prospective jobs.Parents help the student develop a logicalprocedure to use in searching for a job.An employment specialist gives a presenta-tion on how to search for a job.Representative from the State EmploymentService discusses preliminary job searchprocedures.

Parents assist the student in reading news-paper ads on a regular basis.Vocational rehabilitation counselor pre-sents discussion of services through thatagency.

Parents role-play telephone calls to arrangeinterviews with the student.Parents observe while the student arrangesreal interviews.

Domain: Occupational Guidance and PreparationCompetency: 20. Seeking, Securing, and Maintaining EmploymentSubcompetency: 89. Apply for a Job



1. Identify appropriate job applica-tion procedures.

2. Collect a personal data sheet tobe used for job application.

3. Complete a real or simulatedjob application with spellingassistance.

4. Apply for a real or simulatedjob in person or by telephone.

A career counselor gives a presentation onthe steps involved in applying for a job.Students role-play steps involved in apply-ing for a job.Students create a display on a bulletinboard illustrating steps in the procedure.Students add information to occupationalinformation scrapbook.

Class prepares outlines of data generallyrequired on job applications.Class reviews job application forms fromvarious businesses.Class takes a field trip to a local communi-ty college to discuss personal data sheetwith job placement counselor, vocationalresource educator, or other counselors pro-viding that service.Class reviews completed outlines.Class prepares individual resumes.Students complete actual procedures forobtaining Social Security cards (if they arenot already registered).

A career counselor demonstrates the proce-dures for completion of a job application.Students discuss the kind of informationneeded to fill out a job application.Students create a display on a bulletinboard which contains several examples ofapplication forms.Students complete a card they can carrythat contains personal data (e.g., socialsecurity number, birth date, address, etc.).Students practice filling out different jobapplications.

A career counselor gives a presentation onthe appropriate dress, behavior, and conver-sation when applying for a job.Students role-play the entire applicationprocess (e.g., finding a job, dressing appro-priately, obtaining transportation, and hold-ing conversation, etc.).Students construct a display on a bulletinboard depicting the do's and don'ts ofapplying for a job.

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Parents or peers help the student identifysteps involved in the job applicationprocess.Employment specialist gives presentationon how to apply for a job.

Parents assist the student with completionof the data required in the outlines preparedin class.Personnel officers or interviewers discussthe critical points of a personal data sheetto be used for job application.

Parents explain the basic information need-ed for job applications.Parents or peers demonstrate how to fill outa job application.Parents or peers allow the student to com-plete an application and correct mistakes.

Parents explain that neat appearance andmanners are important in applying for ajob.Parents allow the student to identify adesirable job and go through the entire jobapplication process.Representatives from various companiesdiscuss their expectations relative toappearance and application.


Domain: Occupational Guidance and PreparationCompetency: 20. Seeking, Securing, and Maintaining EmploymentSubcompetency: 90. Interview for a Job


1. Obtain an interview or carry outa mock interview.

2. Identify interview behaviors.

3. Complete a real or simulatedjob interview.

4. Obtain transportation to andfrom the interview.

A career counselor gives a presentation onways to obtain an interview (e.g., tele-phone, letter, in person, etc.).Students discuss how and when to use eachmethod.Students role-play what to say and do whenapplying by phone or in person.Students create a display on a bulletinboard showing the do's and don'ts ofobtaining a job interview.Students add information to their occupa-tional information scrapbooks.

Students construct a display on a bulletinboard illustrating the various stages of aninterview and the types of behaviorrequired.Guidance counselor presents a discussionof proper interview behavior.Class views videotaped interviews andidentifies appropriate and inappropriatebehaviors.

Students role-play and/or videotape jobinterviews and then discuss their perfor-mances.Students complete mock interviews withcommunity personnel and receive their cri-tiques.Students complete interviews in potentialemployment situations.

Students discuss means of transportationavailable to them.Students identify an interview site and liston chalkboard the means of getting there.Students practice identifying different loca-tions and discussing which means of trans-portation to use in getting to each.Students discuss the importance of punctu-ality to the interview.

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Parents discuss different ways to obtain ajob interview.Parents discuss what is involved in eachmethod.Parents or peers role-play obtaining aninterview.A job placement specialist gives a presenta-tion on the do's and don'ts of obtaining ajob interview.

Parents role-play or practice interviewswith the student.Personnel officers or interviewers discussgood and bad interview behaviors.

Parents discuss with the student how tobehave in a job interview.Parents or peers role-play a job interviewwith the student.Parents or peers help the student correctany inappropriate behavior he or she dis-plays in the role-play.Employers discuss their expectations forinterviews.Former students, peers, and young adultsdiscuss their experiences with the entireprocedure from job search to employment.

Parents help the student identify all avail-able means of transportation.Employment personnel discusses punctuali-ty for the interview and on the job.

Domain: Occupational Guidance and PreparationCompetency: 20. Seeking, Securing, and Maintaining EmploymentSubcompetency: 91. Know How to Maintain Post-School Occupational Adjustment



1. Identify potential problemsencountered on the job.

2. For potential problems, identifypotential solutions.

3. Identify resources for assistanceif problems cannot be personal-ly resolved.

An employer gives a presentation on thekinds of problems one typically encounterson a job.Students discuss how one might deal withthese problems.Students role-play problem situations.School counselor talks about the kinds ofproblems typically encountered in adjustingto any new situation (e.g., making friends,adjusting to new routines, etc.).

Students role-play different problemsencountered on the job (e.g., poor qualitywork, absenteeism, tardiness, etc.); studentsdiscuss and identify causes of problemsdepicted in role-play; students discuss pos-sible methods for dealing with the prob-lems.Students list on chalkboard specific job orjob-related problems and at least onemethod for dealing with each.Students keep notebooks listing specificmethods for dealing with problems.Students design a display on a bulletinboard depicting typical job adjustmentproblems.Students role-play problem resolution, witheach student playing the role of thesupervisor.

Students discuss their problems with otherstudents and how they resolved them.Students discuss whom the student can seeoutside of work if he or she is having awork problem.Students identify conflicts at work, and liston chalkboard resources for conflict resolu-tion.Students discuss what might be done atwork to minimize these problemsStudents add resource information to occu-pational information scrapbooks.

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Parents or peers discuss kinds of problemsthey encounter or have seen othersencounter while adjusting to a new job.Employers discuss their most frequentemployee problems.Employees discuss their most frequentemployment problems.

Parents and student list potential employ-ment problems.Parents or peers discuss the methods theyor their employed friends use in dealingwith problems.Supervisor, foreman, or counselor discussesways to deal with adjustment problems.Former students discuss their experiencesin work adjustment.

Parents help students identify resourcesfrom whom they may receive help for ajob-related problem.Peers discuss their experiences with similartypes of problems.Various professionals (e.g., school coun-selor, rehabilitation counselor, employmentcounselor, psychologist) give presentationsof the kind of assistance they can provide.


Domain: Occupational Guidance and PreparationCompetency: 20. Seeking, Securing, and Maintaining EmploymentSubcompetency: 92. Demonstrate Knowledge of Competitive Standards


I. Determine the minimum levelof skill and performancerequired for a specific job.

2. Identify potential remedialactivities which might berequired by an occupation.

3. Determine the level of personalabilities required for a specificoccupation.

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Students discuss minimum standardsrequired for a specific job.Students discuss standards based upon thejob being completed.Class makes on-site visits to a job location.Class selects an appropriate job sample of ajob observed and attempts to meet the per-formance requirements.

Class discusses ways in which speed andaccuracy can be improved (e.g., practiceexercises, similar task exercises, etc.).Physical education instructor demonstratesways to improve eye-hand coordination(e.g., use of VALPAR equipment, computergames, etc.).Class takes field trips to factories and dis-cusses remediation with appropriate person-nel (e.g., foreman, personnel officer, train-ers, etc.).

Students prepare a written analysis ofrequirements of specific jobs and their ownindividual aptitudes.Students take a field trip to observe work-ers performing.Students discuss the responsibilitiesentailed in the jobs they find desirable.Students construct notebooks listing desir-able jobs and requirements and responsibil-ities of each.Students create a display on a bulletinboard which contains illustrations of jobs.Students take a field trip to a local commu-nity college and discuss, with a vocationalevaluator or appropriate counselor, personalabilities required on jobs.

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Parents or peers take the student on trips toobserve workers in action.Workers discuss performance requirementsand demonstrate job skills.

Parents devise tasks at home in whichspeed and accuracy can be improvedthrough practice.Supervisors from industry present their pro-duction standards and demonstrate waysthey help employees adjust to these stan-dards.

Parents help the student identify majorresponsibilities of several potential jobs.Representatives of several occupations dis-cuss responsibilities that exist in all jobs.

Domain: Occupational Guidance and PreparationCompetency: 20. Seeking, Securing, and Maintaining EmploymentSubcompetency: 93. Know How to Adjust to Changes in Employment



1. Identify factors that determinesuccessful employment adjust-ment.

2. Identify factors that determineunsuccessful employmentadjustment.

3. Identify potential employmentvariations within a specificoccupation.

4. Identify factors that lead to ter-mination of employment.

5. Identify factors that lead to pro-motion at place of employment.

Students discuss factors which determinesuccessful and unsuccessful employmentadjustment (e.g., social relationships,positive work attitude, on-time task com-pletion, etc.).Students take a field trip to job sites anddiscuss successful employment adjustmentwith employers and employees.Students role-play successful employmentadjustment.

Students discuss and list on chalkboard fac-tors which determine unsuccessful employ-ment adjustment (e.g., poor performance,poor work attitude, difficulty getting alongwith others, etc.).Students role-play employee and supervisorutilizing unsuccessful employment charac-teristics.

Students discuss and list on chalkboardminimum standards required for specificjobs.Students make on-site visits to job loca-tions.Students obtain written job specificationsfrom employers for particular jobs whichdesignate levels of employment for thosepositions.Students discuss significant differencesbetween levels of the same position.

Students list on chalkboard classroombehaviors which cause problems for themand then relate these behaviors to work set-tings.Students list on chalkboard behaviors theybelieve would lead to termination of theiremployment.

Students discuss minimum standardsrequired for specific jobs.Students make on-site visits to job locationsto discuss, with employers and employees,factors which have resulted in employeepromotions.Students discuss what is gained from jobpromotions.Students role-play situation involving pro-motion decision making.

139BEST COPY AVALABLE

Parents or peers discuss with students theirconcepts of successful employment adjust-ment.Employment counselor, human resourcedirector, or other employment person pre-sents information on successful employ-ment adjustment.

Adults or peers discuss what they considerto be unsuccessful adjustments to employ-ment.Parents relate experiences with fellowworkers who have been fired or forced toresign.

Parents or peers discuss significant differ-ences between employees possessing jobswith the same title.Parents help the student identify majorresponsibilities of several potential jobs.Representatives of several occupations dis-cuss responsibilities that exist in all jobs.

Representatives from various companiesdiscuss their employee expectations andtheir process of termination.

Parent or peers discuss, with student, fac-tors or reasons for their promotions.Company representative presents to classfactors leading to employment promotions.


Domain: Occupational Guidance and PreparationCompetency: 21. Exhibiting Sufficient PhysicalManual SkillsSubcompetency: 94. Demonstrate Stamina and Endurance


1. Identify the need for stamina onthe job.

2. Perform at the 80% level ofage-normed simulated worktask.

3. Identify jobs in whichendurance and strength arecritical.

Teacher defines stamina or endurance.Students list on chalkboard reasons for cer-tain levels of endurance (e.g., safety, pro-ductivity, etc.).Students create a display on the bulletinboard illustrating different types of physicalactivities required in work situations.

Students are assigned simulated tasks in theschool setting which require stamina.Students determine the average perfor-mance rate for their age group in complet-ing the tasks.Students attempt to complete the tasks at an80% performance level.Students chart their own times for specifictasks requiring stamina.Physical education teachers test students'endurance and design programs to improveor maintain physical conditioning.

Students pair off and list on chalkboardjobs requiring endurance and strength.Students create a display on a bulletinboard illustrating jobs requiring physicalstamina and strength.Students visit job sites in the communitythat require high levels of endurance.

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Parents discuss with the student theendurance requirements of their routineactivities.School nurse explains bodily reactions tophysical activities.

Parents observe the student's performanceon physical tasks and assign routine homeduties requiring stamina.A work evaluator helps design simulatedtasks with expected performance levels.

Parents discuss with the student the physi-cal demands of their jobs.Personnel officer from a factory presentsinformation regarding endurance require-ments of specific jobs.

Domain: Occupational Guidance and PreparationCompetency: 21. Exhibiiing Sufficient PhysicalManual SkillsSubcompetency: 95. Demonstrate Satisfactory Balance and Coordination



1. Demonstrate satisfactory bal-ance and coordination on non-work tasks.

2. Demonstrate satisfactory bal-ance and coordination on simu-lated work tasks.

3. Describe the relationshipbetween balance and coordina-tion and job performance.

Students participate in activities requiringvarious degrees of balance and coordination(e.g., baseball, tennis, etc.).Physical education instructor suggestsactivities for improving individual student'sbalance and coordination.Students maintain a record of their perfor-mance in activities.

Students list on chalkboard simulated worktasks requiring balance and coordinationthat they can perform at school.Students participate in specific tasksdesigned to measure balance and coordina-tion.Students create a display on a bulletinboard illustrating people performing tasksrequiring balance and coordination.

Teacher defines balance and coordinationand discusses their relationship to job per-formance.Physical education instructor demonstratesbalance and coordination skills.Students identify and list on chalkboardactivities which require balance and coordi-nation.

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Parents receive, from school, a list of activ-ities which will develop the student's bal-ance and coordination.Parents or peers serve as participantobservers in these activities with the stu-dent.Parents or peers help the student identifyareas of participation.Parents or peers create game activities athome which require balance and coordina-tion (e.g., relay game balancing hard-boiledegg on spoon, etc.).Physical and occupational therapistsexplain activities for remediating specificproblems in balance and coordination.

Parents or peers encourage the students toengage in job-related activities around thehome.Parents or peers provide the student withfeedback on performance.Occupational therapist suggests remedialactivities for improving balance and coordi-nation.

Parents or peers identify balance and coor-dination in daily functioning.Peers help the student participate in sportsand games to improve balance and coordi-nation.Physical therapist discusses the reasonspeople have problems in balance and coor-dination.

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Domain: Occupational Guidance and PreparationCompetency: 21. Exhibiting Sufficient PhysicalManual SkillsSubcompetency: 96. Demonstrate Manual Dexterity

Objectives ActiVities/Strategies Adult/Peer Roles

1. State three different kinds ofphysicalmanual dexterity.

2. Demonstrate personal level ofdexterity in both work and non-work tasks.

3. Demonstrate adequate dexterityon work tasks appropriate to anidentified occupation.

4. Identify reasons for dexterity.

5. Name two occupations com-mensurate with determined dex-terity.

Students list on chalkboard tasks requiringphysical-manual dexterity.Students differentiate between the types ofphysical-manual dexterity required to per-form the tasks listed (e.g., watch repair-manfine motor, use of scissors, placingpegs in pegboard; surgeongross and finemotor, etc.).

Counselor administers dexterity tests (e.g.,Purdue Pegboard, GATB, TalentAssessment Program, VALPAR, etc.).Students chart their own dexterity skills andabilities.

Students pair off and collectively identify35 occupations and the levels of dexterityrequired on the jobsusing Dictionary ofOccupational Titles (DOT).Students combine their lists and comparetheir own personal levels of dexterity withlevels required by the DOT.Students observe others demonstrating sat-isfactory dexterity on specific jobs.Students perform these specific jobs.Students discuss jobs in which they havedifficulty.Students practice improving their dexterity.

Teacher defines and illustrates dexterity.Students list on chalkboard situations inwhich manual dexterity is important.Teacher or counselor identifies jobs requir-ing different levels of manual dexterity(unskilled to highly skilled).

Vocational counselor or teacher helps stu-dents identify occupations they might enter,based on their levels of dexterity.Students take field trips to observe workersperforming these occupations.Students discuss which of these occupa-tions seem most appropriate for theirfuture.Students compile a notebook of potentialjobs.

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Parents or peers relate the physical-manualdexterity skills utilized during current andpast employments.Parents and student discuss householdchores and the physical-manual dexterityskills needed to perform them.

Parents and student make competitivegames out of tasks requiring dexterityskills.Parents observe and report the student'sdexterity in household activities and recre-ation.Vocational assessment counselor talks withclass about dexterity skills and evaluatessample of students.

Workers from different occupations demon-strate jobs involving varying degrees ofdexterity.Parents assist the student in carrying outpractice exercises in improving dexterity.Vocational assessment counselor or voca-tional evaluator discusses dexterity skillsand occupations with the student.

Workers discuss or demonstrate dexterity intheir jobs.Parents or peers discuss or demonstratejobs around the home requiring varyingdegrees of dexterity.

Employment service counselor helps thestudent identify occupations.Vocational or rehabilitation counselor dis-cusses services the student might receive toimprove dexterity.

Domain: Occupational Guidance and PreparationCompetency: 21. Exhibiting Sufficient PhysicalManual SkillsSubcompetency: 97. Demonstrate Sensory Discrimination



1. Describe five kinds of sensorydiscrimination.

2. Demonstrate size and shape dis-crimination.

3. Demonstrate color discrimina-tion.

4. State the need for sensory dis-crimination on an identified job.

5. Demonstrate auditory discrimi-nation.

Students use their bodies to refer to fivetypes of sensory discrimination.Students name and list on chalkboard thesenses used in identifying different stimuliand completing tasks.Teacher and students design games to identi-fy objects through the use of the five senses(e.g., students are blindfolded and asked toidentify foods through sense of smell, etc.).

Students design their own tasks using dif-ferent-sized objects to evaluate discrimina-tion.Teacher or counselor uses work samples toevaluate size and shape discrimination(selected components of the TalentResources Program). Other commerciallyavailable tests include Great Shapes(Teaching Resources Corporation) andRevised Minnesota Paper Form Board Test(Psychological Corporation).

Teacher, counselor, or nurse administersestablished color vision/discriminationtests. Other color discrimination testsinclude Small Parquetry with Pattern Cards(Teaching Resources Corporation), andFarnsworth-Munsell 100 Hue Test forColor Discrimination (PsychologicalCorporation).Teacher arranges own test using everydayobjects such as colored posterboards,crayons, etc.

Students list on chalkboard jobs that requiresensory discrimination.Teacher arranges a field trip to a job sitewhere workers demonstrate the sensory dis-crimination required.

Although definitive auditory evaluationsrequire specially trained personnel, theteacher can arrange classroom situations inwhich students identify spoken words whilea record player provides background inter-ference. Practical evaluation devices for usein the classroom with younger students areSound Boxes (J.A. Preston Corporation).

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Parents and student make games out of theuse of the five senses.

Parents allow the student to use objectssuch as measuring devices (cups, rulers) todemonstrate and practice size and shapediscrimination.Vocational evaluator from a rehabilitationfacility discusses and demonstrates evalua-tion techniques and remediation proce-dures.

Parents quiz the student about color ofhousehold objects, as well as other objectswhen away from home.

Parents discuss, with students, sensoryrequirements of routine household duties.Working parents describe sensory discrimi-nation requirements of their jobs.Graduates discuss the need for sensory dis-crimination.

Parents attend to the student's auditorybehavior at home and note strengths andweaknesses; deficit identification should bebrought to the attention of medical person-nel and school personnel.Public health service worker provides audi-ologist to evaluate student's auditory dis-crimination.

4. Student CompetencyAssessment

Evaluation of student competency has experienced a num-ber of innovative approaches since the advent of psycho-logical testing in the early part of this century. Originally,the level of student achievement was determined in a fairlysubjective manner. Teachers decided what was failing, sat-isfactory, or excellent. Visiting examiners administered oralexaminations. In 1845 the Boston public schools substitut-ed written examinations for oral testing. Standardized edu-cational achievement testing in the United States hadbegun. Rapid advancement in testing occurred as a result ofBinet's and Terman's work with intelligence testing. Theadvantage of objective group testing was demonstrated byOtis in his work with the Army during World War I. Differ-ential aptitude testing was a logical consequence as educa-tors and psychometricians recognized the usefulness of test-ing for vocational counseling. Much sophistication has beenachieved in psychometrics, but the current state of the art isless precise and satisfactory than desirable.

Misuse of tests and recent discoveries regarding theappropriateness of some tests in certain situations, coupledwith the humanistic movement in counseling, psychology,and education, have led to a general distrust of test results.Some states have legislated against administering certaintests in the public schools. (Many test items are biasedagainst culturally different students and students with dis-abilities. Efforts toward differential interpretation of resultshave not proven to be a satisfactory solution to the prob-lem.) In some cases, test designers have been prompted to

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revise tests or design new ones for these special groups, butwith limited success.

Today, one can choose from thousands of available testspurporting to measure almost everything. But exactly whata test does measure and how well it does its job are beingcritically examined by concerned educators. The results arenot encouraging. In fact the traditional grades subjectivelyassigned in high school are generally as good a predictor ofcollege achievement as any sophisticated instrument.Although such judgments are undeniably based on someobjective data, the human decision-making elementremains. Such a component may be more accurate and reli-able than psychometric theory would imply.

Tests designed to evaluate intelligence and psychomotorskills are generally based on comparisons between peoplein general. Performance below the average means only thattesting reveals what a peison cannot do compared with oth-ers. For an educator dealing with many students with spe-cial needs, such testing provides only an initial evaluation,and a fairly nonspecific one at that. Although demonstrablechanges in IQ scores have been achieved with certain inter-ventions, most students will probably not perform signifi-cantly better on IQ tests over time. With the advent of careereducation, educators have turned their attention more togoals and interventions that cannot be measured by tradi-tional evaluation instruments. Increased competence in car-ing for one's daily needs will probably not be reflected in anIQ score or in the results of achievement batteries. Neither

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will a greater understanding of the world of work or aware-ness of one's occupational interests. Therefore, an educatordealing with the career education of a student is faced firstwith establishing goals and then with determining theextent to which these goals have been attained.

The 22 life-centered competencies relate directly to theconcept of career education. The behavioral objectives forthe competency units represent tasks the student should beable to perform in order to demonstrate competence. Thisapproach provides the educator with a relatively compre-hensive set of goals for career education. The task remainsto determine an appropriate evaluation system to measurestudent attainment and progress. Examination of the behav-ioral objectives presented in Chapter 3 will lead even per-sons sophisticated in the use of tests to conclude that thereis probably no existing instrument or system sufficient toevaluate these objectives. Although many objectives can beevaluated by commercially available tests, it is doubtful thatany test or battery of tests will adequately evaluate all

objectives.Because traditional psychometric techniques have limit-

ed usefulness in evaluating student achievement, particular-ly in areas related to career education, alternative approach-es are required. A proposed alternative is to directly observestudent performance on relevant tasks in a systematic, stan-dardized manner. In a competency-based curriculum, learn-ing can be measured best by comparing students to them-selves as opposed to comparing them to other students. Thisis especially important in evaluating students with disabili-ties, since their progress may not reflect gains typicallysought with other youngsters. Small improvements mayrepresent major accomplishments. A method of evaluationis needed in which students can demonstrate progress inmany areas. A philosophical position recognizing theimportance of independent living skills and the value ofsmall increments in improvement is also required.

THE COMPETENCY RATING SCALE (CRS)

The Competency Rating Scale (CRS), presented in Figure4-1, has been developed as a systematic approach to orga-nizing and standardizing the assessment of students in theLife Centered Career Education Curriculum. The Manual,presented in Appendix A, presents a detailed explanation ofthe CRS and necessary procedures for using this system.The CRS Manual may be copied for separate use.

The CRS is a rating scale built around the 22 life-cen-tered competencies. The 22 competencies have been furtherdelineated into 97 subcompetencies. These subcompeten-cies serve as the actual CRS items. The Manual presentsseveral behavioral criteria to use in judging student masteryof a subcompetency. These criteria are identical to thebehavioral objectives of the life-centered competency units

STUDENT COMPETENCY ASSESSMENT / 137

presented in Chapter 3. Students are rated by the personmost knowledgeable about their performance in a specificarea, usually a teacher.

The use of specific behavioral criteria and precise defin-ition of rating values is intended to enhance the reliabilityand validity of the ratings. Original criteria were reviewedand rank ordered by five national education experts todetermine the appropriateness of the criteria to a given sub-competency. The criteria (behavioral objectives) presentedfor each subcompetency in the CRS represent a revision ofthe original criteria using the rankings and suggestions ofthe expert reviewers. The CRS Manual includes descrip-tions of the types of information regarding performanceneeded to rate students, who should do the rating, when rat-ing should be done, criteria for rating, a rating key definingnumerical rating values, and CRS Record Forms for record-ing and summarizing ratings as well as recording demo-graphic data. The CRS Record Forms are divided into thethree career education domains (Daily Living Skills,Personal-Social Skills, and Occupational Guidance andPreparation Skills) for convenience.

CRS users are encouraged to perform an initial rating tobe followed by at least annual readministrations. The ratercan assign ratings of the degree of mastery (0 = NotCompetent, 1 = Partially Competent, 2 = Competent) foreach subcompetency using the suggested behavioral crite-ria. Ratings are recorded and summarized on the appropri-ate CRS Record Forms. Results of CRS ratings can be usedto develop individualized curricula. Following implementa-tion of individualized curricula, the CRS can be used toevaluate program effectiveness.

THE LCCE COMPETENCYASSESSMENT BATTERIES

Many users of the LCCE Curriculum and the CompetencyRating Scale (CRS) have strongly suggested a more objec-tive method of assessing the LCCE compentencies. Thus,project staff have now developed both knowledge and per-formance batteries. Each of these is described below.

LCCE Knowledge Battery

The Knowledge Battery is a standardized criterion-refer-enced instrument. It uses objective questions to assess stu-dents' knowledge in critical areas. It has been developed forspecial education teachers to use with 7th- through 12th-grade students with mild intellectual or specific learningdisabilities .

The Knowledge Battery consists of 200 multiple-choicequestions, which are broken down into three LCCEdomains: Daily Living, Personal-Social, and OccupationalSkills. There are 20 questions for each of the 20 competen-cies assessed by the Battery. Competencies #21 and #22 are

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not assessed with the Knowledge Battery because theyinvolve the exhibition of manual skills and the developmentof skills in a specific occupation and cannot be evaluatedwith a knowledge test. Each domain's section requires 1 to2 hours to administer, depending on the ability level of theexaminees.

Instructional objectives of the LCCE Curriculum wereused as guidelines for the development of KnowledgeBattery test items. The instructional objectives define theimportant content areas of the Curriculum and provide abasis for the development of test items to ensure compre-hensive treatment of each subcompetency area. The instruc-tional objectives that deal strictly with knowledge werecovered only on the Knowledge Battery. Questions for eachcompetency were divided among the subcompetenciescomprising that competency. The items selected for eachsubcompetency were spread among the objectives compris-ing that skill.

The Knowledge Battery is designed for small-groupadministration. The optimal group size is six to eight stu-dents. If larger groups are testedeven using proctorstheperformance of examinees, especially students with mildintellectual disabilities, will be a lower and less accurateassessment of their true skills. Items should be presented toexaminees both verbally by the examiner and in writtenform in the test booklet. Verbal presentation is recommend-ed because the reading skills of examinees may vary aboveand below the fourth-grade reading level, the level at whichthe Battery was written.

LCCE Performance Battery

The Performance Battery consists of 21 competency testscovering all but Competency #22, "Obtaining a SpecificOccupational Skill," which varies according to the skillbeing taught. Since it would be extremely time consumingto require students to actually perform/demonstrate everycompetency area in the multitude of situations and settingsthat will be needed, a worksheet approach to ascertainingcompetency mastery was used in many areas. One classperiod per test can be used for 14 of the 21 performancetests. These performance tests use a worksheet that general-ly contains five questions worth two points each. There areseven competency tests that require the student to fill outapplications and blank forms of various types, figure a bud-get, manipulate small objects, cook a meal, store food, andso forth. The administration time for these operations usu-ally will not exceed one or two class periods. The total timeestimated for the Battery is approximately 35+ hours.

As with the Knowledge Battery, the instructional objec-tives of the Curriculum Guide were used as guidelines todevelop the Performance Battery test items. Because of theshort nature of the Battery, not all objectives could beaddressed; thus, those that were most important to the deter-

mination of competency acquisition and were readily ableto be assessed were chosen.

The Performance Battery should be administered tosmall groups of six to eight students so the examiner canattend to the student's questions regarding items. Itemsshould be presented verbally to the students as they readalong on the worksheets. Similar procedures to those out-lined in the Knowledge Battery Manual for "Preparation forTest Administration" should be followed.

Each competency test specifies the materials needed forgiving the tests, some general instructions to the examiner,and the instructions to give to the students. It is permissibleto explain certain words that students do not understand, aslong as the examiner does not give away the answers. Thenumber of materials the examiner will have to secure toadminister the various tests has been minimized. However,in some instances, there are several items that must be avail-able.

The LCCE Competency Batteries are unique in that theyoffer comprehensive, curriculum-based assessment (CBA)measures of career development competence. There are fewcomprehensive measures of this nature relating directly to aspecific curriculum. Thus, we believe educators will findthis to be a very useful tool in their efforts to provide moreextensive career development for their students. Althoughthe Assessment Batteries focus on students with mild intel-lectual disabilities and students with severe learning dis-abilities, they should help provide a framework for offeringcareer education services to other disability groups as well.

A more extensive description of the LCCE CompetencyAssessment Batteries and their use, as well as the actual testbatteries, are available from CEC.

INDIVIDUALIZED EDUCATION PROGRAM

The Education for All Handicapped Children Act of 1975(Public Law 94-142) mandated the establishment of anindividualized education program (IEP) for every studentwith a disability. In 1990, Public Law 101-476 gave this Acta new title, The Individuals with Disabilities Education Act(IDEA). One of the most important provisions was a man-date that every eligible student have transition servicesincorporated into his or her IEP no later than age 16 and,when appropriate, beginning at age 14 or younger. Itmay beappropriate to include a statement of the interagencyresponsibilities or linkages in the IEP before the studentleaves the school setting.In an attempt to assist educators in fulfilling this require-

ment, a suggested IEP structure and form for including tran-sition services are presented in this chapter. This form is toserve as an illustration of how the LCCE approach can beintegrated into an IEP or ITP format. State and local educa-tional agencies will have their own forms and requirements.

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The LCCE IEP form consists of the following sections:

Section I: Present Level of Educational PerformanceSection II: Annual GoalsSection III: Specific Educational ServicesSection IV: Short-Term Individual ObjectivesSection V: Dates and Length of Time Relative to

Specific Educational ServicesSection VI: Extent to Which Student Will Participate in

Regular Education ProgramSection VII: Justification for Type of Educational

PlacementSection VIII: Individuals Responsible for Implementing

the IEP and Transitional ServicesSection IX: Objective Criteria, Evaluation Procedures,

and Schedule for Assessing Short-TermObjectives

Section X: Date, Location, and Time for Next IEPCommittee Review Conference

A sample IEP form for a hypothetical student is presentedin Figure 4-2. A blank form has been included in AppendixB and may be duplicated.

The Competency Rating Scale can be used in both thedevelopment and evaluation of the IEP. For example, thelevel of educational performance for Section I can be part-ly determined by the initial administration of the CRS(Figure 4-1, first rating column). The cumulative averagescore resulting from a complete CRS rating can be used asone general index of educational performance. In addition,the use of the two competency assessment batteriesdescribed earlier, the LCCE Knowledge Battery and theLCCE Performance Battery, is recommended. Academiclevels can be assessed using achievement tests.

The annual functional/transition goals for Section II canbe chosen from the 22 competencies (Part B) and other tran-sitional/support services (Part C). The extent of the impactof instruction in each competency area can later be deter-mined using the CRS (Figure 4-1, second rating column)and posttesting results on the Knowledge Battery and/or therespective performance tests. The specific educational ser-vices in Section III can be developed from the competencyunits as well as from other sources. The short-term objec-tives for Section IV can be selected from the 97 subcompe-tencies as well as other sources. The CRS (Figure 4-1, sec-ond rating column) can be used to evaluate the degree ofmastery of these short-term objectives since the CRS itemsare identical to the subcompetencies.


Section V is used to establish timelines for the use ofspecial services. Section VI is used to determine the per-centage of regular class time which would be used toachieve the annual goals. Section VII requires a justifica-tion of educational placement. The results of an initial CRSevaluation could provide at least part of this justification.

Section VIII requires the names of persons and the rolesand responsibilities each will assume in the educational pro-gram. Section IX can be completed using CRS behavioralcriteria for objective criteria. The CRS, Knowledge Battery,and Performance Battery are appropriate evaluation proce-dures. A scheduling of the next LCCE assessments can atleast partially complete the assessment schedule require-ment for transition services. Section X requires a scheduledtime for the next IEP committee review conference.

Thus, an IEP with functional skills and transition com-ponents can be constructed from the LCCE competenciesand competency units and can be evaluated at least in partby the three LCCE assessment instruments. The educatorcan establish goals, criteria for success, and a method ofrecording the necessary individualized plans and can thenevaluate the outcomes of those plans. Although these com-ponents are designed so they can be used separately, thecombination of an LCCE IEP competency unit, the CRS,and Knowledge and Performance assessments can be con-sidered a complete planning, instructional, and evaluationpackage. In addition, the LCCE Self-Determination Scale(SDS) can add further information about the student's self-determination skills.

Figures 4-1 and 4-2 illustrate the use of the CompetencyRating Scale Record Forms and the Student IndividualizedEducation Program Form in a hypothetical situation. TheIEP in Figure 4-2 represents a program developed from the.results of a learner's initial CRS rating (see first column,Figure 4-1). The second column in Figure 4-1 presents theend-of-year CRS rating. Items that relate to the IEP goalsand objectives are indicated by asterisks. Annual evaluationshould include all CRS items, not just the items specified inthe IEP. Although use of the CRS to evaluate fewer goalsand objectives is feasible, the user is encouraged to rate allitems and then examine those items which relate to specif-ic goals and objectives.

This description of student evaluation and curriculum plan-ning simply represents a suggested approach. Every educatormust determine for himself or herself whether or not thisapproach is appropriate in a given setting. However, the LCCEIEP form could be used as the transition component andattached to the regular IEP form used by the school district.

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FIGURE 4-1LIFE CENTERED CAREER EDUCATION

Competency Rating Scale

Record Form

DAILY LIVING SKILLS

Student Name Susan

School Progressive

Date of Birth 1-10 Sex F

City Columbia State MO

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the columnbelow the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0 or 1 at the time of thefinal rating, place a check () in the appropriate space in the yes or no column to indicate his or her ability to perform the subcompetencywith assistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteriafor each subcompetency, and explanation of the yes or no column.

Rating Key: 0 = Not Competent 1 = Partially Competent 2 = Competent

To what extent has the student mastered the following subcompetencies?

NR = Not Rated

Subcompetencies

Rater(s) JR JR

GradeLevel 7 8

Date(s) 5/25/96

5/6/97

DAILY LIVING SKILLSYes No


1. Identify Money and Make Correct Change 2 2

2. Make Responsible Expenditures 1 1

3. Keep Basic Financial Records 0 *1

_ _ _ ___ ___4. Calculate and Pay Taxes 0 0

_ _5. Use Credit Responsibly 0 *1

_ _ _ ___ ___6. Use Banking Services 0 *2

_ _ ____ _ _2. Selecting and Managing a Household

_ ______ _ _ _7. Maintain Home Exterior/Interior 1 1

8. Use Basic Appliances and Tools 1 1

9. Select Adequate Housing 0 1

_ _ _ ____ _ ____10. Set Up Household 0 1

____ ____ _ ____ _ ____11. Maintain Home Grounds 1 1

_ _ _ _ _3. Caring for Personal Needs

12. Demonstrate Knowledge of Physical Fitness, Nutrition,and Weight 1 1

13. Exhibit Proper Grooming and Hygiene 1 2

_ _ _ _ _ ____14. Dress Appropriately 1 2

_ ____ _____ _ ___ ___15. Demonstrate Knowledge of Common Illness, Prevention,

_ _ _____ _ . ___and Treatment 0 0

16. Practice Personal Safety ,0- ,-----77

I-

_ __ _______ _ _ ___


FIGURE 4-1 (continued)

Subcompetencies

Rater(s) JR JR

GradeLevel

7 8

Date(s) 5/25/%

5/6/97

4. Raising Children and Meeting Marriage Responsibilities Yes No

17. Demonstrate Physical Care for Raising Children 0 *2

18. Know Psychological Aspects of Raising Children 0 *1

_ _ _ ____ ___

19. Demonstrate Marriage Responsibilities 0 0

_ _ _ _ _ ____

5. Buying, Preparing, and Consuming Food

____ _ _ ____ _20. Purchase Food 1 1

21. Clean Food Preparation Areas 1 1

_ _ _ _ ___ __22. Store Food

_1

_1

_ _ _ _ ___ ____

23. Prepare Meals 0 1

_ _ _____ _ ___ ___24. Demonstrate Appropriate Eating Habits

_I

_1

_ _ _25. Plan and Eat Balanced Meals

_0 . 1

_6. Buying and Caring for Clothing

26. Wash/Clean Clothing 1 1

27. Purchase Clothing 1 1

28. Iron, Mend, and Store Clothing 1 1


29. Demonstrate Knowledge of Civil Rights and Responsibilities 1 1

30. Know Nature of Local, State, and Federal Governments 1 1

31. Demonstrate Knowledge of the Law and Ability toFollow the Law 0 1

32. Demonstrate Knowledge of Citizen Rights and Responsibilities 0 1

8. Utilizing Recreational Facilities and Engaging in Leisure

33. Demonstrate Knowledge of Available Community Resources 1 1

34. Choose and Plan Activities 1 1

35. Demonstrate Knowledge of the Value of Recreation 1 2

36. Engage in Group and Individual Activities 0 2

37. Plan Vacation Time 0 1


38. Demonstrate Knowledge of Traffic Rules and Safety 1 1

39. Demonstrate Knowledge and Use of Various Means ofTransportation 1 1

40. Find Way Around the Community 1 1

_ ____ _41. Drive a Car 0 0

_ _ _ _ _ ___Total Possible Score Total Actual

(TPS) = N x 2 82Score(TAS) 24 44

- Average(AS)

Score= TAS/N .59 1.07

Comments: There was significant improvement in this domain during the year although more emphasis on the subcompetencies isneeded next year.

*Denotes skill areas of instruction noted in the student's IEP for the year. Refer to the CRS manual for calculation and interpretation.

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FIGURE 4-1 (continued)LIFE CENTERED CAREER EDUCATION


Record Form


Student Name Susan Date of Birth 1-10 Sex F

School Progressive City Columbia State MO

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the columnbelow the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0 or 1 at the time of thefinal rating, place a check () in the appropriate space in the yes or no column to indicate his or her ability to perform the subcompetencywith assistance from the community. Please refer to the CRS manual for explanation of therating key, description of the behavioral criteriafor each subcompetency, and explanation of the yes or no column.

Rating Key: 0 = Not Competent 1 = Partially Competent 2 = Competent NR = Not Rated

To what extent has the student mastered the following subcompetendies?

Subcompetencies

Rater(s) JR JR

GradeLevel 7 8

Date(s) 5/25/96

5/6/97

PERSONAL-SOCIAL SKILLS Yes No10. Achieving Self-Awareness

42. Identify Physical and Psychological Needs 0 _Q. ____ ____ _ ____ _43. Identify Interests and Abilities I 1

44. Identify 'Emotions 1 1

_ ____ _ _ _45. Demonstrate Knowledge of Physical Self 1 1


46. Express Feelings of Self-Worth 1 1

47. Describe Others' Perception of Self 1 I

48. Accept and Give Praise 1 1

49. Accept and Give Criticism 1 1

50. Develop Confidence in Oneself .. 1

12. Achieving Socially Responsible Behavior

51. Demonstrate Respect for the Rights and Properties ofOthers 1 1

52. Recognize Authority and Follow Instructions 1 1

53. Demonstrate Appropriate Behavior in Public Places 1 1

54. Know Important Character Traits 1 1

55. Recognize Personal Roles 0 1

150



Subcompetencies

Rater(s) JR JR

GradeLevel

7

Date(s) 5/25/96

5/6/97

13. Maintaining Good Interpersonal Skills Yes No

56. Demonstrate Listening and Responding Skills 1 1

57. Establish and Maintain Close Relationships 0

_1

_58. Make and Maintain Friendships 0

_1

_ _ _ _ _ ___14. Achieving Independence

_ _ _ _ _ _ .___59. Strive Toward Self-Actualization 0 0

60. Demonstrate Self-Organization 0 0

61. Demonstrate Awareness of How One's Behavior AffectsOthers 0 1

____ _ _15. Making Adequate Decisions

_ ____ _62. Locate and Utilize Sources of Assistance 1 1

63. Anticipate Consequences 1 1

64. Develop and Evaluate Alternatives 0 0

_ _ _ _65. Recognize Nature of a Problem 1 1

_ ____ _ ____ _ ___66. Develop Goal-Seeking Behavior

.._0

_1

_ _ _ _ ____


____ _ _ _67. Recognize and Respond to Emergency Situations 1 1

68. Communicate with Understanding 1 *2

____ _ _ _ ____

69. Know Subtleties of Communication 0 *2

Total Possible Score Total Actual(TPS) = N x 2 56

Score(TAS) 17 26

Average Score(AS) = TAS/N .61 .93

Comments: Some improvement in this area but there should be considerably more emphasis next year.


151


Student Name

School




Record Form


Susan

Progressive

Date of Birth 1-10 Sex F

City Columbia State MO

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the columnbelow the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0 or 1 at the time of thefinal rating, place a check () in the appropriate space in the yes or no column to indicate his or her ability to perform the subcompetencywith assistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteriafor each subcompetency, and explanation of the yes or no column.

Rating Key: 0 = Not Competent I = Partially Competent 2 = Competent


NR = Not Rated

Subcompetencies

Rater(s) JR JR

GradeLevel

7 8

Date(s) 5/25/96

5/6/97


17. Knowing and Exploring Occupational Possibilities

70. Identify Remunerative Aspects of Work

71. Locate Sources of Occupational and Training Information

72. Identify Personal Values Met Through Work

73. Identify Societal Values Met Through Work

74. Classify Jobs into Occupational Categories

75. Investigate Local Occupational and Training Opportunities

18. Selecting and Planning Occupational Choices

76. Make Realistic Occupational Choices

77. Identify Requirements of Appropriate and Available Jobs

78. Identify Occupational Aptitudes

79. Identify Major Occupational Interests

80. Identify Major Occupational Needs

19. Exhibiting Appropriate Work Habits and Behaviors

81. Follow Directions and Observe Regulations

82. Recognize Importance of Attendance and Punctuality

83. Recognize Importance of Supervision

84. Demonstrate Knowledge of Occupational Safety

85. Work with Others

86. Meet Demands for Quality Work

87. Work at a Satisfactory Rate

1 2 ___

____

____

___

____

________

____

___

_____

___

____

___

____

____

_____

Yes No_

____

0 *2

0 *2

0 *1

0 0

0 0

0 0

0 I

0 1

0 1

0 1

() 0

1 1

1 1

0 0

1 1

1 1

0 0_

152



Subcompetencies

Rater(s) JR JR

GradeLevel

7 8

Date(s) 5/25/96

5/6/97

20. Seeking, Securing, and Maintaining Employment Yes No

88. Search for a Job 2

89. Apply for a Job 1

90. Interview for a Job 0 1

91. Know How to Maintain Post-School OccupationalAdjustment 0 0

92. Demonstrate Knowledge of Competitive Standards 0 0

93. Know How to Adjust to Changes in Employment 0 0

21. Exhibiting Sufficient PhysicalManual Skills

94. Demonstrate Stamina and Endurance 0 1

0 195. Demonstrate Satisfactory Balance and Coordination

096. Demonstrate Manual Dexterity

01

097. Demonstrate Sensory Discrimination

NR NR

22. Obtaining Specific Occupational Skills

a.

b.

c.

d.

e.

Total Possible Score Total Actual(TPS) = N x 2 56

Score(TAS) 6 22

Average Score(AS) = TAS/N 21 .79

Cumulative TPS: 194 Cumulative TAS 47 92

Cumulative AS A7 .93

Comments: This LCCE domain needs strong emphasis the last 3 years of the student's program.


153 pi


Student Name:

FIGURE 4-2LIFE CENTERED CAREER EDUCATION

INDIVIDUALIZED EDUCATION PROGRAM FORM(Use attachments as needed for each student)

Susan School: Progressive

SECTION I: Present Level of Educational Performance

Reading Level:CRS Scores:KB Scores:PB Scores:

3.3 (CAT)DLS (.59) PSS (.61)DLS (40%) PSS (43%)Mastery (Comp. 8)

Grade: 8 Date: 6/3/96

Math Level:OGP (.21)OGP (25%)

2.0 (CAT)(Maximum = 2.0)TOT (38%)

No Mastery (Comps. 3, 5, 18, 21)

SECTION II: Annual GoalsA. Academic Goals (see attachment)B. LCCE Functional Skills for Transition Preparation (check those that apply)This student will progress toward acquiring functional behaviors in the following competency areas. (Check the appropriate annual goals.)

1. Managing Personal Finances2. Selecting and Managing a Household3. Caring for Personal Needs4. Raising Children and Meeting Marriage Responsibilities5. Buying, Preparing, and Consuming Food6. Buying and Caring for Clothing7. Exhibiting Responsible Citizenship8. Utilizing Recreational Facilities and Engaging in Leisure9. Getting Around the Community

10. Achieving Self-Awareness11. Acquiring Self-Confidence

C. Other Transitional/Support Services Goals (check those that apply)

1. Financial Assistance/Income Support2. Advocacy Legal Services3. Medical4. Insurance

SECTION III: Specific Educational Services Needed

12. Achieving Socially Responsible Behavior13. Maintaining Good Interpersonal Skills14. Achieving Independence15. Making Adequate Decisions

x 16. Communicating with Othersx 17. Knowing and Exploring Occupational Possibilities

18. Selecting and Planning Occupational Choices19. Exhibiting Appropriate Work Habits and Behaviors20. Seeking, Securing, and Maintaining Employment21. Exhibiting Sufficient Physical-Manual Skills22. Obtaining Specific Occupational Skills

5. Transporation6. Other7. Other8. Other

Goal &Subcomp.Numbers

Special Services Needed Special Media/Materialsand Equipment Individual Implementors

A (See attachment)

B 1 Job shadowing experience (banks, Credit banking & other forms, Special education/math/business(3, 5, 6) credit agencies), simulated business LCCE lesson plans, materials for ed. teachers, bank & credit compa-

activities, speakers, home assign-ments

setting up a model bank & store,transportation

ny employees, parents, peers

B 4 Visits to public health department Various health charts, thermome- Special education/health teachers,(17, 18) and day care centers, student role- ters, tub for bathing, medicine bot- school nurse, parents, public health

play activities, community input des, transportation nurse, nursery school personnel,child guidance center staff

B 16 Group activities, role-playing (e.g., Videotapes & films, telephones, Special education/speech/language(68, 69) TV show) audio recorders arts teachers, parents, peers, TV or

radio interviewer

B 17 Field trips, role-play activities/sim- Bulletin boards, occupational liter- Special education/work-study(71, 72, 73) ulations, community input, home

assignmentsature, magazines, newspapers teachers, career counselors,

employers, Chamber of Commerce,VR counselor

BEST COPY AVAILABLE154



INDIVIDUALIZED EDUCATION PROGRAM FORM

SECTION IV: Short-Term Individual Objectives

A. Academic Goals (see attachment)

B. LCCE Functional Skills for Transition Preparation (check those that apply)

1. Identify Money and Make Correct Change (1)2. Make Responsible Expenditures (1)3. Keep Basic Financial Records (1)4. Calculate and Pay Taxes (1)5. Use Credit Responsibly (1)6. Use Banking Services (1)7. Maintain Home Exterior/Interior (2)8. Use Basic Appliances and Tools (2)9. Select Adequate Housing (2)

10. Set Up Household (2)11. Maintain Home Grounds (2)12. Demonstrate Knowledge of Physical Fitness, Nutrition,

and Weight (3)13. Exhibit Proper Grooming and Hygiene (3)14. Dress Appropriately (3)15. Demonstrate Knowledge of Common Illness,

Prevention, and Treatment (3)16. Practice Personal Safety (3)17. Demonstrate Physical Care for Raising Children (4)18. Know Psychological Aspects of Raising Children (4)19. Demonstrate Marriage Responsibilities (4)20. Purchase Food (5)21. Clean Food Preparation Areas (5)22. Store Food (5)23. Prepare Meals (5)24. Demonstrate Appropriate Eating Habits (5)25. Plan and Eat Balanced Meals (5)26. Wash/Clean Clothing (6)27. Purchase Clothing (6)28. Iron, Mend, and Store Clothing (6)29. Demonstrate Knowledge of Civil Rights and

Responsibilities (7)30. Know Nature of Local, State, and Federal

Governments (7)31. Demonstrate Knowledge of the Law and Ability to

Follow the Law (7)32. Demonstrate Knowledge of Citizen Rights and

Responsibilities (7)33. Demonstrate Knowledge of Available Community

Resources (8)34. Choose and Plan Activities (8)35. Demonstrate Knowledge of the Value of Recreation (8)36. Engage in Group and Individual Activities (8)37. Plan Vacation Time (8)38. Demonstrate Knowledge of Traffic Rules and Safety

(9)

39. Demonstrate Knowledge and Use of Various Means ofTransportation (9)

40. Find Way Around the Community (9)41. Drive a Car (9)42. Identify Physical and Psychological Needs (10)43. Identify Interests and Abilities (10)44. Identify Emotions (10)45. Demonstrate Knowledge of Physical Self (10)46. Express Feelings of Self-Worth (11)47. Describe Others' Perception of Self (11)48. Accept and Give Praise (11)49. Accept and Give Criticism (11)50. Develop Confidence in Oneself (11)51. Demonstrate Respect for the Rights and Properties of

Others (12)52. Recognize Authority and Follow Instructions (12)53. Demonstrate Appropriate Behavior in Public Places

(12)54. Know Important Character Traits (12)55. Recognize Personal Roles (12)56. Demonstrate Listening and Responding Skills (13)57. Establish and Maintain Close Relationships (13)58. Make and Maintain Friendships (13)59. Strive Toward Self-Actualization (14)60. Demonstrate Self-Organization (14)61. Demonstrate Awareness of How One's Behavior

Affects Others (14)62. Locate and Utilize Sources of Assistance (15)63. Anticipate Consequences (15)64. Develop and Evaluate Alternatives (15)65. Recognie Nature of a Problem (15)66. Develop Goal-Seeking Behavior (15)67. Recognize and Respond to Emergency Situations (16)

x 68. Communicate with Understanding (16)x 69. Know Subtleties of Communication (16)

70. Identify Remunerative Aspects of Work (17)x 71. Locate Sources of Occupational and Training

Information (17)72. Identify Personal Values Met Through Work (17)

x 73. Identify Societal Values Met Through Work (17)74. Classify Jobs into Occupational Categories (17)75. Investigate Local Occupational and Training

Opportunities (17)76. Make Realistic Occupational Choices (18)77. Identify Requirements of Appropriate and Available

Jobs (18)

155




78. Identify Occupational Aptitudes (18)79. Identify Major Occupational Interests (18)80. Identify Major Occupational Needs (18)81. Follow Directions and Observe Regulations (19)82. Recognize Importance of Attendance and Punctuality

(19)83. Recognize Importance of Supervision (19)84. Demonstrate Knowledge of Occupational Safety (19)85. Work with Others (19)86. Meet Demands for Quality Work (19)87. Work at a Satisfactory Rate (19)88. Search for a Job (20)

89. Apply for a Job (20)90. Interview for a Job (20)91. Know How to Maintain Post-School Occupational

Adjustment (20)92. Demonstrate Knowledge of Competitive Standards

(20)93. Know How to Adjust to Changes in Employment (20)94. Demonstrate Stamina and Endurance (21)95. Demonstrate Satisfactory Balance and Coordination

(21)96. Demonstrate Manual Dexterity (21)97. Demonstrate Sensory Discrimination (21)

C. Other Transitional/Support Services Objectives (see attachment)

SECTION V: Date and Length of Time relative to specific educational services needed for this student

Goal Number Beginning Date Ending Date Goal Number Beginning Date Ending Date

B 1 9-1-96 12-15-96(3, 5, 6)

B 4 9-1-96 12-15-96(17, 18)

B 16 1-10-97 5-20-97(68, 69)

B 17 1-10-97 5-20-97(71, 72, 73)

SECTION VI: Description of Extent to which this student will participate in the regular educational program

Percentageof Time Narrative Description/Reaction

Language arts 15 % Build greater communication skills

Math 10 % Use practical, everyday situations and materials

Science

Social science

Vocational (Bus.) & Work Study 15 % Limited typing & clerical skillsresource room needed

Physical education 5 % No physical limitation

(other) Health 10 % Provide supports and some coteaching lessons

(other) Speech 5 % Has problems expressing self; shy




SECTION VII: Justification for type of educational placement of this student

Narrative Description/Reaction

LCCE SCAR/KB/PB measures indicate these as primary needs and relate to student's interests and preferences at this time.Not enough instruction has been provided in these areas and it is felt she can benefit from this focus.

SECTION VIII: Individual Responsible for implementing the individualized education program and transitional services

Name Role/Responsibility

Special education, vocational education, math, Participating in assisting Susan to learn the subcompetencieshealth, work-study, and language arts teachers noted in Section IV B

Bank, credit company, nursery school, TV & radiointerviewers, career counselors, Chamber ofCommerce personnel, vocational rehabilitation,guidance center, & public health workers

Parents/families, peers

SECTION IX: Objective Criteria, Evaluation Procedures, and Schedule for assessing short-term objectives

Objective Criteria can be found in the LCCE Competency Rating Scale (CRS), the LCCE Knowledge Battery (KB), and the LCCEPerformance Battery (PB). Criteria listed reflect the short-term individual objectives checked in Section IV, Part B, of this form.

Evaluation Procedures can be determined by the IEP Committee reviewing the manuals for the Competency Rating Scale, KnowledgeBattery, and Performance Battery.

Schedule for Assessment should include time, date, frequency, place, etc.

PB pretests to be administered prior to instruction and posttests upon completion. KB to be readministered in 1 year.

SECTION X: Estimated Date, Location, and Time for next IEP Committee Review Conference

11/1/97 10:00 a.m. Junior High School Room 100

BEST COPY AVAILABLE

157

Appendix ACompetency

Rating Scale Manual

COMPETENCY RATING SCALE MANUAL

The life-centered approach to career education bases its cur-riculum on 22 competencies that have been identified asnecessary for personal independence in the community andon the job (Brolin, 1974). These 22 competencies have beenfurther delineated into subcompetencies in its revised edi-tion. If this curriculum is to be used, a uniform method ofevaluating student performance and progress in career edu-cation is needed. Although there are numerous educationaland psychological devices and systems in existence forevaluating student performance in a variety of areas, noneappears to be sufficiently specific or comprehensive for thecriteria that define the subcompetencies. The CompetencyRating Scale (CRS) is an initial attempt to meet this need byproviding educators with a systematic means of assessingstudent mastery of the subcompetencies. The purpose ofthis manual is to furnish the user with a guide for rating stu-dent performance for each subcompetency, as well as acomprehensive explanation of each subcompetency.

The CRS is a rating scale that the user completes byjudging a student's mastery of the subcompetencies usingthe criteria presented in Chapter 3 of this manual. Like anyassessment device or system, the CRS requires a certaindegree of training of the rater before actual use with stu-dents. Since the CRS requires judgments regarding studentperformance and behavior, it is necessary that all ratersemploy the same criteria when making judgments. This iscritical if the user intends to compare students to one anoth-er or to evaluate changes in individual performance orbehavior over time.

The manual is divided into four sections. Section Idescribes the rating key and how to rate student perfor-mance and behavior. Section II explains the use of the CRSRecord Form. Section III presents explanations and behav-ioral criteria for the subcompetencies. Section IV describesinterpretation of CRS results.

The task of assessing student performance in any subjectarea is a difficult one. This task becomes increasingly diffi-cult for the educator dealing with the career education ofstudents with disabilities.

SECTION IRATING STUDENT PERFORMANCE

The Rating Key

The CRS provides four alternative ratings for student per-formance on each subcompetency. There are three sourcesfrom which the user can draw information to establish therating for a given subcompetency. The most valid source ofinformation is the rater's immediate personal observation ofstudent performance and behavior. The rater's personalrecords or notes regarding student performance and behav-ior are probably less valid, but acceptable. Finally, writtenor verbal reports from other personnel are the least validsource of information, but they may be necessary.

When sufficient information exists to rate a subcompe-tency, one of the following ratings should be selected.

0 = Not Competent. The student is unable to performany of the behavioral criteria for the subcompeten-cy. This rating should be used for students who, in

158151


the judgment of the rater, cannot be expected toperform this subcompetency satisfactorily for inde-pendent living. Such a student will require specialhelp to master the subcompetency or, if not sched-uled for further formal education, will requireassistance from public or private individuals oragencies to accomplish the behavioral criteria.

I = Partially Competent. The student is able to per-form at least one but not all of the behavioral cri-teria for the subcompetency. This rating should beused for students who, in the judgment of the rater,can be expected to perform this subcompetencysatisfactorily for independent living following nor-mal teaching intervention during formal education.Such a student might require assistance from pub-lic or private individuals or agencies if he or she isnot scheduled for further formal education.

2 = Competent. The student is able to perform all thebehavioral criteria for the subcompetency. This rat-ing should be used only for those students who, inthe judgment of the rater, are able to perform thebehavioral criteria satisfactorily for independent liv-ing without assistance or further formal education.

NR = Not Rated. The rater should use this rating for sub-competencies he or she is unable to rate due toabsence of sufficient information or other logisti-cal difficulty such as insufficient time.

If, at the time a student is scheduled to discontinue for-mal education, that student is not capable of independentlyperforming the behavioral criteria for a subcompetency, therater should determine whether or not the student couldaccomplish the subcompetency with assistance from othersnormally available in the student's environment. This is ayes or no decision and is further explained in Section II.

The Rater

Optimally, the same individual should rate a student's per-formance and behavior for all of the subcompetencies.However, logistical difficulties may preclude this. For thisreason, the subcompetencies are separated into the threeLife Centered Career Education domains: Daily LivingSkills, PersonalSocial Skills, and Occupational Guidanceand Preparation (Section III). The CRS Record Form(Section II) is also separated into these three domains. It ishighly desirable that the same individual rate all subcompe-tencies in a particular domain. If this type of procedure isnot possible, one individual should be designated to coordi-nate the ratings of more than one rater within a domain. Ifmore than one rater is employed, the coordinator shouldtake care to ensure that these raters strictly adhere to thebehavioral criteria for the subcompetencies. It is particular-

ly important that ratings be as precise and consistent as pos-sible since CRS results may be used to develop and evalu-ate individualized education programs.

Rating Intervals

Space is provided on the CRS Record Form (Section II) forseven ratings. It is suggested that the CRS be administeredat the beginning of grade 7 and at the end of grades 7, 8, 9,10, 11, and 12 to establish initial functioning and to moni-tor changes in performance and behavior. (The CRS couldbe used at the elementary grade level too, if desired.) If therater is unfamiliar with a student entering grade 7, ratingshould be postponed until adequate observation has takenplace to ensure accurate ratings. If the CRS is employedafter a student has completed any of the intermediate or sec-ondary years, it is recommended that an initial rating beadministered followed by yearly ratings. The user is free toadminister the CRS as frequently as is deemed advisable.However, caution should be taken not to "teach for the test."In other words, ratings should not take place immediatelyafter the student has been taught a subcompetency, unlessthe user intends to do further ratings. A single rating fol-lowing instruction will provide little information regardinglong-term mastery of the subcompetency.

SECTION IIUSING THE CRS RECORD FORM

The CRS Record Form is separated into three sections corre-sponding to the three domains: Daily Living Skills,PersonalSocial Skills, and Occupational Guidance andPreparation. Each part can be administered independently. Asnoted in Section I of the manual, it is desirable that one indi-vidual rate all subcompetencies in a particular domain. Thisis a matter that each user must determine depending on his orher particular situation. A blank CRS Record Form is pre-sented in Appendix B and may be used as a master for dupli-cation. Figure A-1 at the end of the CRS Manual presents acompleted Record Form for a hypothetical student. An initialrating at the beginning of grade 7 and annual ratings at theend of grades 7, 8, 9, 10, 11, and 12 are illustrated.

Identifying Information

The CRS Record Form provides space to record the stu-dent's name, date of birth, and sex. Space is also providedfor the name and address of the student's school.

Directions

The directions for the CRS Record Form indicate that theuser should choose one of the four possible ratings for eachsubcompetency. The numerical ratings should be recordedin the space to the right of the subcompetency. The NR rat-ing should be assigned to items that are not rated. The sub-

159

competencies are listed on the left side of the CRS RecordForm and are grouped under the competencies. Space isprovided at the head of each rating column to record therater's name(s), the student's grade level, and the date(s) ofthe rating period. If the ratings are completed in a singleday, only that date need be recorded. However, if the ratingsrequire more than one day, the user should record both thebeginning and ending dates. It is recommended that ratingsbe completed as quickly as possible (e.g., one day to oneweek).

A yes/no rating is possible in the final column on the rightside of the CRS Record Form. This space is provided for therater to indicate whether or not a student who is finishingformal education can perform unmastered subcompetencieswith the assistance of individuals normally present in his orher environment. This column needs to be completed onlyfor subcompetencies assigned a final rating of 0 or 1. Placea check () in the yes or no space if needed.

The user will note that Competency 22 in theOccupational Guidance and Preparation Domain has no sub-competencies. Space is provided following Competency 22to list specific occupational skill training the student isreceiving during the six intermediate and secondary years.The rater should rate this training in the same manner as theother subcompetencies by treating the skill training as a sub-competency. However, only the training during the final yearof education is rated, although training received every yearshould be recorded. Consequently, a numerical rating onlyfor item e (training received during the final year of educa-tion) should be recorded in the seventh rating column. Asimilar yes or no rating can also be determined for this train-ing if it is not complete at the end of the formal education.

Space is provided following the listing of the subcompe-tencies for the total possible score if a student were assignedthe highest rating for each subcompetency in a domain.This value is determined by omitting Competency 22 fromthe calculations, except for ratings in the last year of formaleducation. The total possible score can be calculated bycounting the number of rated items (N) and multiplying bythe highest possible rating (2). Thus, total possible score(TPS) = N x 2. To the right of the total possible score, spaceis provided to record the student's total actual score (TAS),which is the sum of the ratings for all rated items. Space isprovided below the TAS to record the average score peritem (AS). The AS is calculated by dividing the TAS by N(thus, AS = TAS N). Space is provided at the end of theOccupational Guidance and Preparation section for a cumu-lative total possible score, a cumulative total actual score,and a cumulative average score. The cumulative TPS can becalculated by adding the TPSs for the three domains. Note:The TPS and the cumulative TPS must be calculated foreach administration since the number of rated items mayvary with each administration. The cumulative TAS can be

APPENDIX A / 153

calculated by adding the TASs from the three domains. Thecumulative AS can be calculated by adding the ASs fromthe three domains and dividing by 3. Thus, the user canevaluate performance and behavior for each domain as wellas the three domains combined. There is space provided forcomments at the end of each Record Form.

SECTION HIBEHAVIORAL CRITERIA FORRATING SUBCOMPETENCIES

A list of the 97 subcompetencies grouped into the threecareer education domains follows. Each subcompetency isconceptually described and further defined by behavioralcriteria. A rank ordering of the criteria for each subcompe-tency in order of importance for the subcompetency wasperformed by five national education experts. Further revi-sion of the original criteria considered clarity and specifici-ty. As discussed in Section I, the rater should compare stu-dent performance to the behavioral criteria for each sub-competency to determine the degree of mastery. The ratingsfrom the rating key can then be assigned to each subcom-petency (item) based on the number of criteria that the stu-dent is able to perform for each subcompetency.

DAILY LIVING SKILLS


1. Identify Money and Make Correct Change1. Identify coins and bills less than or equal to $100 in value.2. Count money in coin and bill denominations with sums

less than or equal to $20.3. Make correct change from both bills and coins for

amounts less than or equal to $50.2. Make Responsible Expenditures

1. Identify prices on labels and tags of merchandise.2. Choose most economical buy among like items of a simi-

lar quality.3. Identify purchases as necessities or luxuries in the area of

food, clothing, housing, and transportation.4. Determine amount of money saved by buying sale items.5. Compare prices of an item in three stores.

3. Keep Basic Financial Records1. Construct a monthly personal budget for your present

income.2. Identify financial information and financial records which

should be retained.3. Record personal major income and expenses for one

month.4. Calculate balances of major debts5. List basic terms used in keeping financial records.

4. Calculate and Pay Taxes1. Know types of taxes normally assessed in the geographic

area.2. Know penalties and deadlines for the payment of taxes.3. Know sources of assistance for the filing of taxes.4. Complete a 1040 tax form.


5. Use Credit Responsibly1. Identify resources for obtaining a loan.2. Name advantages and disadvantages of using credit cards.3. Complete a loan application.

6. Use Banking Services1. Open a checking account.2. Open a savings account.3. Write checks, make deposits, and record checking trans-

actions.4. Make deposits and withdrawals, and record savings trans-

actions.

2. Selecting and Managing a Household

7. Maintain Home Exterior/Interior1. Identify basic tools used in exterior maintenance.2. List routine cleaning and maintenance activities.3. Outline a weekly housekeeping routine.4. Identify the uses of common household cleaning products

and equipment.8. Use Basic Appliances and Tools

1. Name common appliances and tools found in the homeand tell how each is used.

2. Demonstrate appropriate use of basic appliances and tools.3. Name safety procedures when using appliances and tools.4. Perform basic home care tasks.

9. Select Adequate Housing1. List personal or family housing requirements, including

space, location, and yard.2. Identify different types of housing available in the com-

munity.3. Identify advantages and disadvantages of different types

of housing.4. Identify procedures for renting a house or apartment.5. Identify procedures for buying a house.

10. Set Up Household1. Describe procedures for connecting utility services.2. Acquire or ensure presence of basic household items.3. Acquire or ensure presence of furniture and major appli-

ances.11. Maintain Home Grounds

1. Perform common home maintenance and repairs (e.g.,grass cutting, painting, bush trimming, etc.).

3. Caring for Personal Needs12. Demonstrate Knowledge of Physical Fitness, Nutrition, and

Weight1. Know ways nutrition relates to health.2. Know a meal balanced for nutritional and caloric content.3. Know ways in which exercise relates to health.4. Identify and demonstrate correct ways of performing

common physical exercises.13. Exhibit Proper Grooming and Hygiene

1. Demonstrate basic aspects of proper hygiene.2. Identify proper grooming.3. Identify proper products for hygiene and where to obtain them.4. Identify proper products for grooming and where to

obtain them.

14. Dress Appropriately1. List clothing appropriate for different weather conditions.2. List clothing appropriate for different activities.3. Given an occasion, choose the appropriate clothing to be

worn.15. Demonstrate Knowledge of Common Illness, Prevention, and

Treatment1. Identify major symptoms of common illnesses.2. State how cleanliness is related to health.3. Locate sources of assistance with medical problems.4. Identify dosage information from a medicine bottle label.5. List common medicines found in the home and their uses.6. Demonstrate basic first aid techniques.

16. Practice Personal Safety1. Identify ways to secure home from intruders.2. Identify things to do to avoid personal assault.3. Identify and demonstrate self-protection or self-defense

behaviors and techniques.4. List precautions to follow when dealing with strangers.5. Identify potential hazards in the home.6. List and demonstrate actions to take in the event of an

emergency.

4. Raising Children and Meeting Marriage Responsibilities

17. Demonstrate Physical Care for Raising Children1. List physical responsibilities involved in child care.2. Given a hypothetical situation, demonstrate basic safety

measures for a child who has ingested poison or is cutseverely.

3. Identify common childhood illnesses and a symptom andtreatment for each.

4. Identify basic stages of child development and a charac-teristic of each.

5. Identify potential dangers to children outside the home.6. Demonstrate procedures for care of child's physical

health.18. Know Psychological Aspects of Raising Children

1. Identify changes when a child enters the family.2. Name psychological needs of the child and tell how these

can be provided.3. Name parental responsibilities involved in the psycholog-

ical care of the child.4. Identify common family problems and a way of dealing

with each of the problems.19. Demonstrate Marriage Responsibilities

I. Identify reasons for marriage.2. Describe a personal responsibility in marriage.3. Identify joint responsibility in marriage.


20. Purchase Food1. Construct a weekly shopping list within a budget.2. List characteristics of perishable foods.3. Identify the following types and cuts of meat, fish, and

poultry.4. Identify how to use newspaper ads to take advantage of

sales.

161

21. Clean Food Preparation Areas1. Identify importance of personal hygiene in food prepara-

tion areas.2. List reasons for cleaning work area and materials after

food preparation.3. Identify and demonstrate appropriate cleaning proce-

dures.4. Identify and demonstrate appropriate waste disposal pro-

cedures.22. Store Food

1. Identify the need for proper food storage.2. Identify appropriate food storage techniques.3. Identify appearance of foods when they have spoiled.4. Identify and demonstrate food storage procedures.

23. Prepare Meals1. Identify food preparation procedures.2. Identify and demonstrate the use of basic appliances and

tools.3. List basic recipe abbreviations and cooking terms.4. Practice kitchen safety procedures.5. Prepare a full-course meal for one or more people.

24. Demonstrate Appropriate Eating Habits1. Identify the need for proper manners and eating behavior.2. Identify and demonstrate proper manners and eating

behavior at a meal.3. Identify and demonstrate the proper way to set table and

serve food.4. Identify and demonstrate proper manners and eating

behavior at a public place.25. Plan and Eat Balanced Meals

1. List the basic food groups required in each meal.2. Identify appropriate foods eaten at typical daily meals.3. Plan a day's meals within a given budget.

6. Buying and Caring for Clothing

26. Wash/Clean Clothing1. Identify the following laundry products and their uses:

bleaches, detergents, and fabric softeners.2. Identify and demonstrate appropriate laundering proce-

dures for different types of clothing.3. Demonstrate use of laundry facilities at a laundromat.

27. Purchase Clothing1. List basic articles of clothing.2. Identify personal body measurements and clothing sizes.3. List major clothing categories by dress, work, casual,

sports, school.4. Given a hypothetical budget, select a school wardrobe.5. State the importance of matching colors and fabrics.

28. Iron, Mend, and Store Clothing1. Identify and demonstrate proper ironing procedures for

common fabric.2. Demonstrate appropriate safety precautions for using

ironing equipment.3. Identify when, how, and where to store clothing.4. Identify and demonstrate procedures for mending clothing.

APPENDIX A / 155


29. Demonstrate Knowledge of Civil Rights and Responsibilities1. Identify basic civil rights when being questioned by law

enforcement officials.2. Locate resources where one can acquire legal aid.3. Identify actions to take when a crime has been witnessed.4. List basic civil rights.5. Identify who must register with the selective service.6. Identify when eligible individuals must register.7. Locate the address of the selective service or recruitment

office nearest the student's home.30. Know Nature of Local, State, and Federal Governments

1. Identify the purpose of government.2. Define democracy and representative government.3. Identify the branches of government, their functions, and

one major official of each branch of government.4. Identify one way states might be different without a fed-

eral government.5. Identify one duty of each level of government.

31. Demonstrate Knowledge of the Law and Ability to Follow theLaw1. List types of local law.2. Identify possible consequences of violating laws.3. List basic reasons for government and laws.4. Explain and demonstrate the basic court system and its

procedures.32. Demonstrate Knowledge of Citizen Rights and Responsibilities

1. Locate community services available to citizens.2. List major responsibilities of citizens.3. Identify voting requirements and demonstrate procedures.4. Identify why it is important to be an informed voter.5. List the dates for primary and general elections, and

demonstrate procedures for registration.6. Identify sources which inform the voter about election

issues.


33. Demonstrate Knowledge of Available Community Resources1. List sources of information about specific recreational

activities.2. List activities appropriate to each season of the year.3. Locate recreational facilities and equipment in the com-

munity.4. Participate in recreational activities outside the home.

34. Choose and Plan Activities1. List personal leisure activities.2. List costs, times, locations, and physical requirements of

activities.3. Develop individual plan of leisure activities.

35. Demonstrate Knowledge of the Value of Recreation1. List differences between leisure that involves nonpaid

work activities and relaxation.2. List ways in which recreation affects both physical and

mental health.3. List personal requirements of leisure time.

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162


36. Engage in Group and Individual Activities1. Identify reasons for participating in group activities.2. Identify and demonstrate knowledge of rules of group

activities.3. List qualities of good sportsmanship.4. Identify and demonstrate the proper care of sports equip-

ment.5. Identify general safety rules of physical activities.

37. Plan Vacation Time1. Identify financial considerations involved in planning a

vacation.2. List time considerations involved in planning a vacation.3. List possible vacation activities.4. Locate resources available for help with making vacation

plans.5. Construct a proposed vacation plan, including cost, time,

transportation, facilities, and activities.


38. Demonstrate Knowledge of Traffic Rules and Safety1. Identify the purpose and demonstrate procedures for

pedestrian safety signs.2. List reasons for common traffic and safety rules and prac-

tices.3. Identify vehicle safety signs of the driver's education sign

test.39. Demonstrate Knowledge and Use of Various Means of

Transportation1. Identify types of transportation available in the com-

munity.2. Identify reasons transportation is needed and the type

most appropriate.3. Identify and demonstrate procedures to take a train, inter-

state bus, taxi, airplane.40. Find Way Around the Community

1. Given a picture of a numbered house, identify numbers ofhouses on either side.

2. Given city and state maps, identify directions, symbols,and distance.

3. Identify basic community resources.41. Drive a Car

1. Given driving problems related to weather, demonstrateknowledge of appropriate technique.

2. Describe appropriate procedures to follow after beinginvolved in an accident.

3. Identify everyday basic driving knowledge.4. Demonstrate proficiency on the written portions of the

operator's exam.



42. Identify Physical and Psychological Needs1. List basic physical needs.2. List basic psychological needs.3. Identify ways to meet the physical needs.4. Identify ways to meet the psychological needs.

43. Identify Interests and Abilities1. List abilities common to most people.2. Identify interests common to most people.3. Demonstrate goal setting in relation to pursuing an inter-

est or ability and show how goals are attained.44. Identify Emotions

1. Identify common emotions (fear, love, hate, sadness).2. List ways in which one's emotions affect the behavior of

self and others.3. Identify ways in which one may cope with emotions.4. Differentiate particular emotions in self and others.

45. Demonstrate Knowledge of Physical Self1. Identify major systems of the body.2. List personal physical characteristics.3. Describe typical physical characteristics and dimensions.4. Identify major parts of the body.


46. Express Feelings of Self-Worth1. List positive physical and psychological attributes.2. Express ways in which positive attributes make him/her

feel good.3. List the characteristics necessary to feel good about one-

self.4. Describe ways in which the actions of others affect one's

feelings of self-worth.47. Describe Others' Perception of Self

1. List potential reactions of others to oneself.2. Construct a personal view of how others see oneself.3. Describe the relationship between one's own behaviors

and others' reactions.4. Demonstrate awareness of individual differences in others.

48. Accept and Give Praise1. Identify statements of praise in everyday activities.2. List appropriate and inappropriate responses to praise.3. Respond to praise statements by others.4. List the effects of praise on oneself.

49. Accept and Give Criticism1. Identify critical and/or rejecting types of statements.2. List appropriate ways to respond to criticism and/or rejection.3. Respond appropriately to critical statements.4. List positive and negative effects of criticism.

50. Develop Confidence in Oneself1. Identify and describe positive characteristics of oneself in

a variety of areas.2. List appropriate ways to express confidence in oneself.3. Make positive statements about oneself.4. Identify potential reactions of others to expressions of

self-confidence.


51. Demonstrate Respect for the Rights and Properties of Others1. Identify personal and property rights of others.2. Identify a reason for respecting the rights and properties

of others.3. Demonstrate respect for others and their property.4. List appropriate situation and procedures for borrowing

the property of others.

163

52. Recognize Authority and Follow Instructions1. Identify common authority roles.2. Identify aspects of following instructions (e.g., safety,

order, convenience).3. Identify situation in which the individual has the right to

disregard instructions from authorities.53. Demonstrate Appropriate Behavior in Public Places

1. Identify appropriate behavior in public places.2. Identify and demonstrate appropriate behaviors when

using transportation facilities.3. Identify and demonstrate appropriate behaviors when

using eating facilities.4. Identify and demonstrate appropriate behaviors when

using recreational facilities.54. Know Important Character Traits

1. Identify own acceptable character traits.2. Identify acceptable character traits in others.3. List character traits necessary for acceptance in group

activities.4. List character traits that inhibit acceptance.

55. Recognize Personal Roles1. Identify current roles.2. Identify possible future roles.3. List roles of significant others.4. Describe the rights and obligations in personal roles as

they interact with the roles of others.

13. Maintaining Good Interpersonal Skills

56. Demonstrate Listening and Responding Skills1. Identify proper listening and responding techniques.2. Identify positive outcomes of listening and responding

appropriately.3. Identify negative aspects of listening and responding

inappropriately.57. Establish and Maintain Close Relationships

1. Identify qualities of an individual who would be desirableas a dating partner.

2. Identify and demonstrate appropriate procedures for mak-ing a date.

3. List activities that are appropriate for a date.4. Identify characteristics of close relationships.5. List different types of close relationships.6. Recognize and respond to intimate feelings of others.7. Identify persons with whom one could establish a close

relationship.58. Make and Maintain Friendships

1. Identify necessary components of a friendship.2. List personal considerations in choosing a friend.3. List rights and responsibilities important in personal

friendships.4. List activities that can be shared with friends.


59. Strive Toward Self-Actualization1. Identify important characteristics for personal growth.2. List elements necessary for a satisfactory personal life.3. Identify sources for continued educational/psychological

growth.

APPENDIX A / 157

60. Demonstrate Self-Organization1. Develop plan of daily activities.2. Identify areas of responsibility in personal life.3. Identify reasons for organizing one's responsibilities/

activities.4. Develop ways in which personal organization relates to

greater independence.61. Demonstrate Awareness of How One's Behavior Affects Others

1. List ways in which behavior affects others around us.2. List appropriate behaviors for a variety of situations.3. List different cues elicited by others that behavior is inap-

propriate.4. List ways to correct inappropriate behavior.


62. Locate and Utilize Sources of Assistance1. Identify situations in which one would need advice.2. List available resources for resolving problems.3. Given particular situations, describe the procedures for

contacting persons for assistance.4. List potential outcomes of seeking advice.

63. Anticipate Consequences1. Describe consequences or outcomes of decision making.2. List and demonstrate knowledge of ways in which per-

sonal behavior produces consequences.3. Describe the concept of maximum gain for minimum risk.

64. Develop and Evaluate Alternatives1. Define the meaning of alternatives.2. List possible alternatives with respect to a personal goal.3. Describe a compromise with respect to a personal goal.4. List resources for information that develops alternatives.

65. Recognize Nature of a Problem1. Given a list of situations with positive and negative aspects

of personal ideas, examine each as positive or negative.2. Identify why ideas, values, and plans have both potential-

ly positive and negative implications.3. Identify a situation which requires examination of posi-

tive or negative aspects.66. Develop Goal-Seeking Behavior

1. Identify ways that goals affect one's life.2. List outcomes to be considered in goal setting.3. List examples of individuals who have set and attained

their goals.4. Set one goal for school, home, recreation.5. Set short-term and long-term personal goals.6. Identify characteristics of realistic goals.7. Identify appropriate persons for obtaining assistance with

setting and achieving goals.8. Identify potential barriers to goals.9. Set model personal goals.


67. Recognize and Respond to Emergency Situations1. Identify sights and sounds of emergency situations.2. Identify appropriate authorities to contact in emergency

situations.3. Describe personal communication indicating emergency

situations.4. List personal responsibilities in emergency situations.

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68. Communicate with Understanding1. Demonstrate a variety of verbal expressions related to

communication.2. Identify and demonstrate methods of speaking appropri-

ately in a social conversation.3. Demonstrate proper use of telephone.4. Demonstrate appropriate volume and intensity in conver-

sation.69. Know Subtleties of Communication

1. Identify nonverbal elements of communication.2. Identify verbal expressions that correspond to feelings.3. Identify verbal expressions that are inconsistent with feel-

ings.4. Demonstrate verbal and nonverbal elements of communi-

cation.


17. Knowing and Exploring Occupational Possibilities70. Identify Remunerative Aspects of Work

1. Identify why people are paid for working.2. Identify why some jobs pay better then others.3. Discuss personal needs that are met through wages.4. Discuss positive and negative aspects of different kinds of

wages.5. Given a paycheck stub, calculate deduction information.

71. Locate Sources of Occupational and Training InformationI. List sources of occupational information.2. List information provided by the sources from objective 1.3. Use occupational information sources to demonstrate how

to obtain information specific to a job.4. Locate sources of training information.5. Identify one kind of information provided by training

information.72. Identify Personal Values Met Through Work

1. List an economic reason to work at a job.2. Identify how a job affects building personal and social

relationships.3. Identify personal needs that can be met through work.4. Describe how work relates to one's self-esteem.

73. Identify Societal Values Met Through Work1. Identify ways in which individual workers help society.2. Identify ways in which members of a specific occupation

contribute to society.3. Identify ways in which workers on different jobs are inter-

dependent.4. Describe ways society rewards different occupations.

74. Classify Jobs into Occupational Categories1. Locate jobs using yellow pages and want ads.2. Locate occupational categories and sort jobs into different

occupational categories.3. Locate information about job classifications.4. List major categories of jobs related to interest.5. List general job categories.6. Locate training requirements and wages for common job

classifications.

75. Investigate Local Occupational and Training Opportunities1. Select an occupational area and find local employers in

the Yellow Pages.2. Collect and read help wanted ads in the occupational areas

selected in Objective 1.3. Utilize sources of employment information.4. Locate sources of employment information.


76. Make Realistic Occupational Choices1. Identify jobs of interest.2. Obtain specific information about jobs of interest.3. Obtain observational information about the above jobs

through participation (e.g., on-site visits, work samples,job tryouts).

4. Identify a job of interest that is commensurate with inter-ests and abilities.

77. Identify Requirements of Appropriate and Available Jobst. Identify the availability and location of jobs.2. List specific job-related requirements.3. Identify an alternative for each occupation for which per-

sonal qualifications are not commensurate with identifiedrequirements.

78. Identify Occupational Aptitudes1. Identify different aptitudes necessary in the performance

of various jobs.2. Identify personal aptitudes.3. Identify activities which could improve personal aptitude

necessary for a perfect job.79. Identify Major Occupational Interests

1. Identify occupational categories of interest.2. Rank areas of personal interest in order of importance in

finding occupation.3. Identify how interests relate to jobs.4. Describe ways the chosen job of interest relates to future

personal goals.80. Identify Major Occupational Needs

1. Identify needs that can be met through one's occupationand rank them in order of personal preference.

2. Identify personal-social needs met through work.3. Name status needs met through work.4. Identify factors that the student needs in a personal occu-

pational environment.5. Identify the most personally satisfying aspects and the

least satisfying aspects about a given job.6. Identify criteria one would use in selecting an occupation.

19. Exhibiting Appropriate Work Habits and Behaviors81. Follow Directions and Observe Regulations

1. Perform a series of tasks in response to verbal instructions.2. Perform a series of tasks in response to written instructions.

82. Recognize Importance of Attendance and Punctuality1. Identify reasons for good attendance and punctuality.2. Identify acceptable and unacceptable reasons for tardiness

and absenteeism.3. Identify appropriate action to take if late or absent from

work.

165

83. Recognize Importance of Supervision1. List roles and responsibility of supervision.2. Identify the appropriate response to a supervisory instruc-

tion.3. Complete a job following supervisor's instructions.

84. Demonstrate Knowledge of Occupational Safety1. Identify potential safety hazards on the job.2. Identify jobs that require safety equipment and identify

the equipment.3. Identify main reasons for practicing safety on the job.4. Follow safety instructions on the job (e.g., wear rubber

gloves, safety goggles).85. Work with Others

1. Identify reasons for working with others.2. Identify the importance of individual components of a

cooperative effort.3. Complete a task working with other persons.

86. Meet Demands for Quality Work1. Identify minimum quality standards for various jobs.2. Identify reasons for quality standards.3. Perform simulated work tasks which have minimum qual-

ity standards.87. Work at a Satisfactory Rate

1. Identify the need for performing jobs at a satisfactory rate.2. Identify satisfactory rates required for specific jobs.3. List reasons why a job must be performed at a certain rate

of speed.4. Perform a job at a satisfactory rate.

20. Seeking, Securing, and Maintaining Employment

88. Search for a Job1. Identify the steps involved in searching for a job.2. Identify a potential job through employment resources.3. Arrange a real or simulated job interview.

89. Apply for a Job1. Identify appropriate job application procedures.2. Collect a personal data sheet to be used for job application.3. Complete a real or simulated job application with spelling

assistance.4. Apply for a real or simulated job in person or by telephone.

90. Interview for a Job1. Obtain an interview or carry out a mock interview.2. Identify interview behaviors.3. Complete a real or simulated job interview.4. Obtain transportation to and from the interview.

91. Know How to Maintain Post-School OccupationalAdjustment1. Identify potential problems to be encountered on the job.2. For potential problems, identify potential solutions.3. Identify resources for assistance if problems cannot be

personally resolved.92. Demonstrate Knowledge of Competitive Standards

1. Determine the minimum level of skill and performancerequirements for a specific job.

2. Identify potential remedial activities which might berequired by an occupation.

3. Determine the level of personal abilities required for aspecific occupation.

APPENDIX A / 159

93. Know How to Adjust to Changes in Employment1. Identify factors which determine successful employment

adjustment.2. Identify factors which determine unsuccessful employ-

ment adjustment.3. Identify potential employment variations within a specif-

ic occupation.4. Identify factors which lead to termination of employment.5. Identify factors which lead to promotion at place of

employment.

21. Exhibiting Sufficient Physical-Manual Skills

94. Demonstrate Stamina and Endurance1. Identify the need for stamina on the job.

2. Perform at the 80% level of age-normed simulated worktask.

3. Identify jobs in which endurance and strength are critical.95. Demonstrate Satisfactory Balance and Coordination

1. Demonstrate satisfactory balance and coordination onnonwork tasks.

2. Demonstrate satisfactory balance and coordination onsimulated work tasks.

3. Describe the relationship between balance and coordina-tion and job performance.

96. Demonstrate Manual Dexterity1. State three different kinds of physical-manual dexterity.2. Demonstrate personal level of dexterity in both work and

nonwork tasks.3. Demonstrate adequate dexterity on work tasks appropriate

to an identified occupation.4. Identify reasons for dexterity.5. Name two occupations commensurate with determined

dexterity.97. Demonstrate Sensory Discrimination

1. Describe five kinds of sensory discrimination.2. Demonstrate size and shape discrimination.3. Demonstrate color discrimination.4. State the need for sensory discrimination on an identified

job.5. Demonstrate auditory discrimination.

SECTION IV-INTERPRETATION

Although it would be ultimately desirable for each student toachieve 100% mastery, it is difficult to predict whether thisgoal can be attained in any present educational setting. Eachuser will be faced with determining whether complete mas-tery of a specified percentage of the subcompetencies ispreferable to a partial mastery of all the subcompetencies. Atthis time, the suggested method in interpretation involvesthe user's identification of student strengths and weakness-es. Such identification should prove useful for developingindividualized education programs (IEPs), as well as evalu-ating IEP outcomes. Since the CRS items are actually thesubcompetencies of the Life Centered Curriculum, low-rated items can be used to establish short-term objectives for


individualized planning. Readministration of the CRS canthen be used to evaluate the effectiveness of such planningby comparing pre- and postintervention ratings.

The CRS user can review student performance andbehavior for any given rating period to determine deficientareas. Such a determination can assist both in general cur-riculum planning and in individualized planning. If a largepercentage of students are deficient in particular areas (sub-competencies, competencies, or domains), emphasis onthese areas could be incorporated into general curriculumplanning. Individual weaknesses can be remedied throughrevised IEPs. The user should be aware that the rating keyallows only three numerical ratings. The operational defin-ition of the 1 rating ("at least one, but not all") makes stu-dent progress on a subcompetency possible without achange in numerical rating. A student might require severalyears to progress from a rating of 1 on an individual sub-competency to a rating of 2. Therefore, in the IEP evalua-tion, the user should look for short-term gains in the largercategories (competencies or domains). The present systemwill reflect short-term gains when used in this manner.

The CRS user can review student performance andbehavior over several rating periods to determine progressas well as establish realistic expectancies for typical studentgrowth and development. This interpretation not only pro-vides the user with suggestions for immediate curriculum

planning on a general and individual basis, but also pro-vides suggestions for long-range curriculum sequencing.This type of data should prove particularly useful after sys-tematic analysis, since there is little information available topredict typical developmental stages in the career educationof these students.

Although the identified subcompetencies, competencies,and domains are felt to be generally comprehensive, there isno evidence at present that these divisions and theirsequencing correlate strongly with student ability to masterthese objectives at any particular age or developmentalstage. Thus, the CRS user has an opportunity to either for-mally or informally establish expectancies and sequencingin each particular setting. In summary, the CRS user canemploy results to:

Determine individual student strengths and weaknesses.Develop and evaluate IEPs for individual students.Determine group strengths and weaknesses.Plan immediate curriculum for groups of students.Monitor individual and group progress.Establish empirically derived expectancies for individu-als and groups.Establish empirically derived developmental stages forthese students in career education.Develop curriculum sequencing and modification torelate to expectancies and developmental stages.

Appendix BMaster Forms

for Duplication

The forms on the following pages are designed to be repro-duced for use with the Life Centerned Career EducationCurriculum. The following forms are given:

Competency Rating ScaleDaily Living SkillsPersonalSocial SkillsOccupational Guidance and Preparation

Individualized Education Program Form

168 161



Competency Rating ScaleRecord Form

DAILY LIVING SKILLS

Student Name Date of Birth Sex

School City State

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the columnbelow the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0or 1 at the time of thefinal rating, place a check (V) in the appropriate space in the yes or no column to indicate his or her ability to perform the subcompetencywith assistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteriafor each subcompetency, and explanation of the yes or no column.



Subcompetencies

Rater(s)

GradeLevel

Date(s)

DAILY LIVING SKILLS


1. Identify Money and Make Correct Change

2. Make Responsible Expenditures

3. Keep Basic Financial Records

4. Calculate and Pay Taxes

5. Use Credit Responsibly

6. Use Banking Services

2. Selecting and Managing a Household

7. Maintain Home Exterior/Interior

8. Use Basic Appliances and Tools

9. Select Adequate Housing

10. Set Up Household

11. Maintain Home Grounds

3. Caring for Personal Needs

12. Demonstrate Knowledge of Physical Fitness, Nutrition,and Weight

13. Exhibit Proper Grooming and Hygiene

14. Dress Appropriately

15. Demonstrate Knowledge of Common Illness, Prevention,and Treatment

16. Practice Personal Safety

________

___

___.._

_

_

___

______

_____

__

_____

___

___

_

________

___

___________

____

____

____

______

____

__

_____

_

____

__

_____

_

____

__

Yes

_._

____

____

No

APPENDIX B / 163

Subcompetencies

Rater(s)

GradeLevel

Date(s)

4. Raising Children and Meeting Marriage Responsibilities

17. Demonstrate Physical Care for Raising Children

18. Know Psychological Aspects of Raising Children

19. Demonstrate Marriage Responsibilities


20. Purchase Food

21. Clean Food Preparation Areas

22. Store Food

23. Prepare Meals

24. Demonstrate Appropriate Eating Habits

25. Plan and Eat Balanced Meals

6. Buying and Caring for Clothing

26. Wash/Clean Clothing

27. Purchase Clothing

28. Iron, Mend, and Store Clothing


29. Demonstrate Knowledge of Civil Rights and Responsibilities

30. Know Nature of Local, State, and Federal Governments

31. Demonstrate Knowledge of the Law and Ability toFollow the Law

32. Demonstrate Knowledge of Citizen Rights and Responsibilities


33. Demonstrate Knowledge of Available Community Resources

34. Choose and Plan Activities

35. Demonstrate Knowledge of the Value of Recreation

36. Engage in Group and Individual Activities

37. Plan Vacation Time


38. Demonstrate Knowledge of Traffic Rules and Safety

39. Demonstrate Knowledge and Use of Various Means ofTransportation

40. Find Way Around the Community

41. Drive a Car

______

____

---

___________

---

____________

---

___

_______

--

___

______

---

___

_____

---

_______

___

--

Yes

____

____

---

No

---Total Possible Score Total Actual

(TPS) = N x 2Score(TAS)

Score= TAS/N

Average(AS)

Comments:

Use asterisk to denote skill areas of instruction noted in the student's IEP for the year.Refer to the CRS manual for calculation and interpretation.




Record Form



School City State

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the columnbelow the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0or I at the time of thefinal rating, place a check () in the appropriate space in the yes or no column to indicate his or her ability to perform the subcompetencywith assistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteriafor each subcompetency, and explanation of the yes or no column.



Subcompetencies

Rater( s )

GradeLevel

Date(s)



42. Identify Physical and Psychological Needs

43. Identify Interests and Abilities

44. Identify Emotions

45. Demonstrate Knowledge of Physical Self


46. Express Feelings of Self-Worth

47. Describe Others' Perception of Self

48. Accept and Give Praise

49. Accept and Give Criticism

50. Develop Confidence in Oneself


51. Demonstrate Respect for the Rights and Properties ofOthers

52. Recognize Authority and Follow Instructions

53. Demonstrate Appropriate Behavior in Public Places

54. Know Important Character Traits

55. Recognize Personal Roles

_________ __

______

______

____

Yes

___No

_______

____

____________

_____

_

________

____

________

_______

________

________

____

__

___

_____ _

____

_________

______

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APPENDIX B / 165

Subcompetencies

Rater(s)

GradeLevel

Date(s)


56. Demonstrate Listening and Responding Skills

57. Establish and Maintain Close Relationships

58. Make and Maintain Friendships


59. Strive Toward Self-Actualization

60. Demonstrate Self-Organization

61. Demonstrate Awareness of How One's Behavior AffectsOthers


62. Locate and Utilize Sources of Assistance

63. Anticipate Consequences

64. Develop and Evaluate Alternatives

65. Recognize Nature of a Problem

66. Develop Goal-Seeking Behavior


67. Recognize and Respond to Emergency Situations

68. Communicate with Understanding

69. Know Subtleties of Communication

_____

__________

_____

_______

___

_____

_______

____

___________

___________

_______

__

____

___

_

_

______

____

_ _ _

Yes

_____

_______

No

Total Possible Score Total Actual(TPS) = N x 2

Score(TAS)

Score= TAS/N

Average(AS)

Comments:





Record Form



School City State

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the columnbelow the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0or 1 at the time of thefinal rating, place a check () in the appropriate space in the yes or no column to indicate his or her ability to perform the subcompetencywith assistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteriafor each subcompetency, and explanation of the yes or no column.

Rating Key: 0 = Not Competent I = Partially Competent 2 = Competent NR = Not Rated


Subcompetencies

Rater(s)

GradeLevel

Date(s)



70. Identify Remunerative Aspects of Work

71. Locate Sources of Occupational and Training Information

72. Identify Personal Values Met Through Work

73. Identify Societal Values Met Through Work

74. Classify Jobs into Occupational Categories

75. Investigate Local Occupational and Training Opportunities


76. Make Realistic Occupational Choices

77. Identify Requirements of Appropriate and Available Jobs

78. Identify Occupational Aptitudes

79. Identify Major Occupational Interests

80. Identify Major Occupational Needs

19. Exhibiting Appropriate Work Habits and Behaviors

81. Follow Directions and Observe Regulations

82. Recognize Importance of Attendance and Punctuality

83. Recognize Importance of Supervision

84. Demonstrate Knowledge of Occupational Safety

85. Work with Others

86. Meet Demands for Quality Work

87. Work at a Satisfactory Rate

_________

________

____

_______

_____

____

__

_______

__._

____

___

Yes

__

___

No

____

APPENDIX B / 167

Subcompetencies

Rater(s)

GradeLevel

Date(s)


88. Search for a Job

89. Apply for a Job

90. Interview for a Job

91. Know How to Maintain Post-School OccupationalAdjustment

92. Demonstrate Knowledge of Competitive Standards

93. Know How to Adjust to Changes in Employment

21. Exhibiting Sufficient PhysicalManual Skills

94. Demonstrate Stamina and Endurance

95. Demonstrate Satisfactory Balance and Coordination

96. Demonstrate Manual Dexterity

97. Demonstrate Sensory Discrimination

22. Obtaining Specific Occupational Skills

a.

___._________

_____________________

___________________

__________________

_____________________

_________________

_____

_____

____

_ _ _

____

_ _ _ _

____

Yes_______________________

No

___

_

___b.

C.

d.

e.

Total Possible Score Total Actual(TPS) = N x 2

Score(TAS)

Score= TAS/N

TAS

AS

Average(AS)

Cumulative TPS: 194 Cumulative

Cumulative

Comments:


174


LIFE CENTERED CAREER EDUCATIONINDIVIDUALIZED EDUCATION PROGRAM FORM

(Use attachments as needed for each student)

Student Name: School: Grade:

SECTION I: Present Level of Educational Performance

Date:

SECTION II: Annual GoalsA. Academic Goals (see attachment)B. LCCE Functional Skills for Transition Preparation (check those that apply)This student will progress toward acquiring functional behaviors in the following competency areas. (Check the appropriate annual goals.)

1. Managing Personal Finances2. Selecting and Managing a Household3. Caring for Personal Needs4. Raising Children and Meeting Marriage Responsibilities5. Buying, Preparing, and Consuming Food6. Buying and Caring for Clothing7. Exhibiting Responsible Citizenship8. Utilizing Recreational Facilities and Engaging in Leisure9. Getting Around the Community

10. Achieving Self-Awareness11. Acquiring Self-Confidence

C. Other Transitional/Support Services Goals (check those that apply)

1. Financial Assistance/Income Support2. Advocacy Legal Services3. Medical4. Insurance

SECTION III: Specific Educational Services Needed

12. Achieving Socially Responsible Behavior13. Maintaining Good Interpersonal Skills14. Achieving Independence15. Making Adequate Decisions16. Communicating with Others17. Knowing and Exploring Occupational Possibilities18. Selecting and Planning Occupational Choices19. Exhibiting Appropriate Work Habits and Behaviors20. Seeking, Securing, and Maintaining Employment21. Exhibiting Sufficient PhysicalManual Skills22. Obtaining Specific Occupational Skills

5. Transporation6. Other7. Other8. Other

Goal &Subcomp.Numbers

Special Services Needed Special Media/Materialsand Equipment Individual Implementors

175

APPENDIX B / 169


SECTION IV: Short-Term Individual Objectives

A. Academic Goals (see attachment)

B. LCCE Functional Skills for Transition Preparation (check those that apply)

1. Identify Money and Make Correct Change (1)2. Make Responsible Expenditures (1)3. Keep Basic Financial Records (1)4. Calculate and Pay Taxes (1)5. Use Credit Responsibly (1)6. Use Banking Services (1)7. Maintain Home Exterior/Interior (2)8. Use Basic Appliances and Tools (2)9. Select Adequate Housing (2)

10. Set Up Household (2)11. Maintain Home Grounds (2)12. Demonstrate Knowledge of Physical Fitness, Nutrition,

and Weight (3)13. Exhibit Proper Grooming and Hygiene (3)14. Dress Appropriately (3)15. Demonstrate Knowledge of Common Illness,

Prevention, and Treatment (3)16. Practice Personal Safety (3)17. Demonstrate Physical Care for Raising Children (4)18. Know Psychological Aspects of Raising Children (4)19. Demonstrate Marriage Responsibilities (4)20. Purchase Food (5)21. Clean Food Preparation Areas (5)22. Store Food (5)23. Prepare Meals (5)24. Demonstrate Appropriate Eating Habits (5)25. Plan and Eat Balanced Meals (5)26. Wash/Clean Clothing (6)27. Purchase Clothing (6)28. Iron, Mend, and Store Clothing (6)29. Demonstrate Knowledge of Civil Rights and

Responsibilities (7)30. Know Nature of Local, State, and Federal

Governments (7)31. Demonstrate Knowledge of the Law and Ability to

Follow the Law (7)32. Demonstrate Knowledge of Citizen Rights and

Responsibilities (7)33. Demonstrate Knowledge of Available Community

Resources (8)34. Choose and Plan Activities (8)35. Demonstrate Knowledge of the Value of Recreation (8)36. Engage in Group and Individual Activities (8)37. Plan Vacation Time (8)38. Demonstrate Knowledge of Traffic Rules and Safety

(9)

39. Demonstrate Knowledge and Use of Various Means ofTransportation (9)

40. Find Way Around the Community (9)41. Drive a Car (9)42. Identify Physical and Psychological Needs (10)43. Identify Interests and Abilities (10)44. Identify Emotions (10)45. Demonstrate Knowledge of Physical Self (10)46. Express Feelings of Self-Worth (11)47. Describe Others' Perception of Self (11)48. Accept and Give Praise (11)49. Accept and Give Criticism (11)50. Develop Confidence in Oneself (11)51. Demonstrate Respect for the Rights and Properties of

Others (12)52. Recognize Authority and Follow Instructions (12)53. Demonstrate Appropriate Behavior in Public Places

(12)54. Know Important Character Traits (12)55. Recognize Personal Roles (12)56. Demonstrate Listening and Responding Skills (13)57. Establish and Maintain Close Relationships (13)58. Make and Maintain Friendships (13)59. Strive Toward Self-Actualization (14)60. Demonstrate Self-Organization (14)61. Demonstrate Awareness of How One's Behavior

Affects Others (14)62. Locate and Utilize Sources of Assistance (15)63. Anticipate Consequences (15)64. Develop and Evaluate Alternatives (15)65. Recognize Nature of a Problem (15)66. Develop Goal-Seeking Behavior (15)67. Recognize and Respond to Emergency Situations (16)68. Communicate with Understanding (16)69. Know Subtleties of Communication (16)70. Identify Remunerative Aspects of Work (17)71. Locate Sources of Occupational and Training

Information (17)72. Identify Personal Values Met Through Work (17)73. Identify Societal Values Met Through Work (17)74. Classify Jobs into Occupational Categories (17)75. Investigate Local Occupational and Training

Opportunities (17)76. Make Realistic Occupational Choices (18)77. Identify Requirements of Appropriate and Available

Jobs (18)

BEST COPY AVAILABLE

176



78. Identify Occupational Aptitudes (18)79. Identify Major Occupational Interests (18)80. Identify Major Occupational Needs (18)81. Follow Directions and Observe Regulations (19)82. Recognize Importance of Attendance and Punctuality

(19)83. Recognize Importance of Supervision (19)84. Demonstrate Knowledge of Occupational Safety (19)85. Work with Others (19)86. Meet Demands for Quality Work (19)87. Work at a Satisfactory Rate (19)88. Search for a Job (20)

89. Apply for a Job (20)90. Interview for a Job (20)91. Know How to Maintain Post-School Occupational

Adjustment (20)92. Demonstrate Knowledge of Competitive Standards

(20)93. Know How to Adjust to Changes in Employment (20)94. Demonstrate Stamina and Endurance (21)95. Demonstrate Satisfactory Balance and Coordination

(21)96. Demonstrate Manual Dexterity (21)97. Demonstrate Sensory Discrimination (21)

C. Other Transitional/Support Services Objectives (see attachment)

SECTION V: Date and Length of Time relative to specific educational services needed for this student

Goal Number Beginning Date Ending Date Goal Number Beginning Date Ending Date

SECTION VI: Description of Extent to which this student will participate in the regular educational program

Percentageof Time

Language arts

Math

Science

Social science

Vocational (Bus.) & Work Study

Physical education

(other)

(other)

177


APPENDIX B / 171


SECTION VII: Justification for type of educational placement of this student


SECTION VIII: Individual Responsible for implementing the individualized education program and transitional services

Name Role/Responsibility

SECTION IX: Objective Criteria, Evaluation Procedures, and Schedule for assessing short-term objectives

Objective Criteria can be found in the LCCE Competency Rating Scale (CRS), the LCCE Knowledge Battery (KB), and the LCCEPerformance Battery (PB). Criteria listed reflect the short-term individual objectives checked in Section IV, Part B, of this form.

Evaluation Procedures can be determined by the IEP Committee reviewing the manuals for the Competency Rating Scale, KnowledgeBattery, and Performance Battery.

Schedule for Assessment should include time, date, frequency, place, etc.

SECTION X: Estimated Date, Location, and Time for next IEP Committee Review Conference

Appendix CCorrelation of Original

Life Centered Career (LCCE)Curriculum with the

Modified Curriculum(LCCE-M) Competencies

179


Correlation of Original Life Centered Career Education Curriculumwith the Modified Curriculum (LCCE-M) Competencies

LCCE-Original

Daily Living Skills

1. Managing Personal Finances1. Count money and make correct change2. Make responsible expenditures3. Keep basic financial records4. Calculate and pay taxes5. Use credit responsibly6. Use banking services

2. Selecting and Managing a Household7. Maintain home exterior/interior8. Use basic appliances and tools9. Select adequate housing

10. Set up a household11. Maintain home grounds

3. Caring for Personal Needs12. Demonstrate knowledge of physical fitness, nutrition,

and weight13. Exhibit proper grooming and hygiene14. Dress appropriately15. Demonstrate knowledge of common illness preven-

tion and treatment16. Practice personal safety

4. Raising Children and Meeting Marriage Responsibilities17. Demonstrate physical care for raising children18. Know psychological aspects of raising children19. Demonstrate marriage responsibilities

5. Buying, Preparing, and Consuming Food20. Purchase food21. Clean food preparation areas22. Store food23. Prepare meals24. Demonstrate appropriate eating habits25. Plan/eat balanced meals

6. Buying and Caring for Clothing26. Wash/clean clothing27. Purchase clothing28. Iron, mend, and store clothing

7. Exhibiting Responsible Citizenship29. Demonstrate knowledge of civil rights and responsi-

bilities30. Know nature of local, state, and federal governments31. Demonstrate knowledge of the law and ability to fol-

low the law32. Demonstrate knowledge of citizen rights and respon-

sibilities

LCCE-Modified

1. Managing Money1. Count money2. Make purchase4. Budget money

5. Perform banking skills

2. Selecting and Maintaining Living Environments7. Maintain living environment8. Use basic appliances and tools6. Select appropriate community living environment9. Set up personal living space

3. Caring for Personal Health12. Maintain physi61 fitness

10. Perform appropriate grooming and hygiene11. Dress appropriately13. Recognize and seek help for illness

15. Practice personal safety

4. Developing and Maintaining Appropriate IntimateRelationships

16. Demonstrate knowledge of basic human sexuality

5. Eating at Home and in the Community19. Purchase food22. Demonstrate meal clean-up and food storage22. (See above)20. Prepare meals21. Demonstrate appropriate eating habits18. Plan balanced meals

6. Cleaning and Purchasing Clothing24. Wash/dry clothes25. Buy clothes

42. Demonstrate appropriate citizen rights and responsi-bilities

180

8. Utilizing Recreational Facilities and Engaging in Leisure33. Demonstrate knowledge of available community

leisure/recreational activities34. Choose and plan activities35. Demonstrate knowledge of the value of recreation.36. Engage in group and individual activities

37. Plan vacation time

9. Getting Around the Community38. Demonstrate knowledge of traffic and safety39. Demonstrate knowledge and use of various means of

transportation40. Find way around the community41. Drive a car

10. Achieving Self-Awareness42. Identify physical and psychological needs43. Identify interests and abilities

44. Identify emotions45. Demonstrate knowledge of physical self

11. Acquiring Self-Confidence46. Express feelings of self-worth47. Describe others' perception of self48. Accept and give praise49. Accept and give criticism50. Develop confidence in oneself

APPENDIX C / 175

7. Participate in Leisure/Recreational Activities26. Identify available community leisure/recreational

resources27. Select and plan leisure/recreational activities

28. Participate in individual and group leisure/recreation-al activities

29. Select and participate in group travel

8. Getting Around in the Community30. Follow traffic rules and safety procedures32. Access available transportation

31. Develop and follow community access routes

Personal-Social Skills

12. Achieving Socially Responsible Behavior51. Develop respect for the rights and property of others52. Recognize authority and follow instructions53. Demonstrate appropriate behavior in public places54. Know important character traits55. Recognize personal roles


56. Demonstrate listening and responding skills57. Establish and maintain close relationships58. Make and maintain friendships

14. Achieving Independence59. Strive toward self-actualization60. Demonstrate self-organization61. Demonstrate awareness of how one's behavior affects

others

15. Making Adequate Decisions62. Locate and utilize sources of assistance63. Anticipate consequences64. Develop and evaluate alternatives65. Recognize nature of problems66. Develop goal-seeking behavior

9. Acquiring Self-Identity

33. Demonstrate knowledge of personal interests andabilities

34. Demonstrate appropriate responses to emotions

35. Display self-confidence and self-worth

36. Demonstrate giving and accepting praise andcriticism

35. (See above)

10. Exhibiting Socially Responsible Behavior39. Demonstrate respect for others' rights and property40. Demonstrate respect for authority37. Demonstrate appropriate behavior

38. Identify current and future personal roles

11. Developing and Maintaining Appropriate SocialRelationships

53. Demonstrate listening and responding skills

44. Develop friendships; 45. Maintain friendships

12. Exhibiting Independent Behavior

47. Demonstrate self-organization

13. Making Informed Decisions50. Use appropriate resources to assist in problem solving52. Demonstrate decision making51. Develop and select best solution to problems/conflicts49. Identify problems/conflicts46. Set and reach personal goals

181 BEST COPY MAO ALE


16. Communicating with Others67. Recognize and respond to emergency situations68. Communicate with understanding69. Know subtleties of communication

14. Communicating with Others55. Communicate in emergency situations54. Demonstrate effective communication

Occupational Guidance and Preparation


70. Identify remunerative aspects of work71. Locate sources of occupational and training

information72. Identify personal values met through work73. Identify societal values met through work74. Classify jobs into occupational categories75. Investigate local occupational and training opportunities

18. Selecting and Planning Occupational Choices76. Make realistic occupational choices

77. Identify requirements of appropriate and available jobs

78. Identify occupational aptitudes

79. Identify major occupational interests

15. Exploring and Locating Occupational Training and JobPlacement Opportunities

56. Identify rewards of working57. Locate available occupational training and job place-

ment possibilities56. (See above)56. (See above)

16. Making Occupational and Job Placement Choices61. Plan and make realistic occupational training and job

placement decisions60. Identify possible and available jobs matching inter-

ests and strengths59. Demonstrate knowledge of occupational strengths

and weaknessest 58. Demonstrate knowledge of occupational interests

19. Exhibiting Appropriate Work Habits and Behavior 18. Developing and Maintaining Appropriate Work Skills andBehavior

80. Identify major occupational needs81. Follow directions and observe regulations 66. Perform work directions and meet requirements82. Recognize importance of attendance and punctuality 67. Maintain good attendance and punctuality83. Recognize importance of supervision 68. Respond appropriately to supervision84. Demonstrate knowledge of occupational safety 69. Demonstrate job safety85. Work with others 70. Work cooperatively with others86. Meet demands of quality work 71. Meet quality and quantity work standards87. Work at a satisfactory rate 71. (See above)


88. Search for a Job

17. Applying for and Maintaining Occupational Training andJob Placements

89. Apply for a job 63. Apply for occupational training and job placements90. Interview for a job 64. Interview for occupational training and job placements91. Know how to maintain postschool occupational adjustment92. Demonstrate knowledge of competitive standards93. Know how to adjust to change in employment 65. Make adjustments to changes in employment status

21. Exhibiting Sufficient PhysicaUManual Skills 19. Matching Physical/Manual Skills to Occupational Trainingand Employment

94. Demonstrate stamina and endurance 75. Demonstrate stamina and endurance95. Demonstrate satisfactory balance and coordination96. Demonstrate manual dexterity 72. Demonstrate fine motor dexterity in occupational

training and job placements97. Demonstrate sensory discrimination 74. Demonstrate sensory discrimination in occupational

training and job placements

22. Obtaining Specific Occupational SkillsThere are no specific subcompetencies listed here since they depend upon the specific occupational training selected.

182

Appendix DLCCE Resources

Available fromCEC


Life Centered Career Education:A Competency Based ApproachFifth EditionDonn E. Brolin

The fifth edition of the basic LCCE text includes improve-ments that make it easier to use in conjunction with theLCCE Complete Curriculum Package. Pages have beentabbed for quick reference to the Daily Living, Personal-Social, and Occupational Guidance and Preparationdomains. Objectives have been numbered to coincide withthe lesson plans in the Complete Curriculum Package. Thecompetencies have remained the same, and the 97 subcom-petencies and over 400 objectives continue to provide themost comprehensive career education program available.The guide also contains the Competency Rating Scale(CRS), a subjective assessment instrument used to rate stu-dent achievement. This is a very useful screening deviceand is extremely helpful in selecting areas for instructionalplanning.

No. P180G. 1997. 175 pp. ISBN 0-86586-292-3. $30; CECMembers $21

Life Centered Career EducationModified Curriculum for Individualswith Moderate DisabilitiesRobert J. Loyd and Donn E. Brolin

This modified version of the LCCE Curriculum providespractitioners with the same easy-to-use format of the origi-nal text. A correlation table allows teachers to identify cor-responding competencies in each curriculum in the eventthat students are able to move from this more basic versionto the more advanced objectives of the original work. Themajor difference between the original and the modified cur-riculum programs is that the modified curriculum focuseson the critical skills and outcomes that individuals withmoderate disabilities need to perform to assist them in mak-ing a successful transition from school to work and com-munity living. Another significant difference is that atten-tion to both support needed and participation levels areembedded in the curriculum activities and individuals areencouraged to seek assistance when necessary. A modifiedCompetency Rating Scale (CRS-M) is included in the text.This instrument is useful in determining appropriate objec-tives to be included in the IEP or other planning documents.

No. P5194. 1997. 111 pp. ISBN 0-86586-293-1. $30; CECMembers $21

LCCE Demonstration Video

This 55-minute video provides an explanation of the LCCEcurriculum and demonstrates administration of the Know-ledge and Performance Batteries as well as a number ofinstructional lessons. This product can be used to supportinservice training or to model teaching and testing strate-gies to teachers who are new to the program. The video fol-lows the content of LCCE Training Workshops.

No. M5189. Edited 1996. 55 min. VHS. $75

The IEP Planner for LCCE Transition Skills

Allows teachers to incorporate Life Centered CareerEducation (LCCE) skills into students' IEPs. Each compe-tency from the LCCE Curriculum is listed along with up to9 objectives for each of the 97 competenciesmore than400 objectives altogether. The program allows teachers toedit any objective or add special goals and objectives asneeded. Easy to update for annual reviews and progressreports. You can even import your own district's curriculum.The package includes:

Disks for both Macintosh and DOS-based computerscontaining LCCE objectives and an IEP form tem-plate.A spiral-bound book of codes for LCCE competen-cies and goals and the IEP form.A copy of Life Centered Career Education: ACompetency Based Approach, the foundation text byDonn E. Brolin.

No. S5174. 1996. Price $220

Life Centered Career Education:The Complete Curriculum and Assessment Package

Includes over 1,100 lesson plans covering Daily LivingSkills, Personal-Social Skills, and Occupational Skills;Knowledge Batteries (10 copies of each of two alternativeforms); Performance Batteries; Administration Manuals;and Technical Report. Descriptions of the individual com-ponents follow.

No. P371. 1992. $980

184

LCCE: Daily Living SkillsDonn E. Brolin

Includes 472 lesson plans covering personal finances, house-hold management, personal needs, family responsibilities,food preparation, citizenship responsibilities, and leisure.

No. P367. 1992. 1,556 pp. 3 loose-leaf binders. ISBN 0-86586- 224 -9. $400

LCCE: Personal-Social SkillsDonn E. Brolin

Provides 370 lesson plans for developing self-awareness,self-confidence, socially responsible behavior, good inter-personal skills, independence, decision-making, and com-munication skills.No. P368. 1992. 1,348 pp. 3 loose-leaf binders. ISBN 0-86586-225-7. $400

LCCE: Occupational Guidance and PreparationRichard T. Roessler and Donn E. Brolin

Includes 286 lesson plans to help students explore occupa-tional possibilities; make occupational choices; developappropriate work habits; seek, secure, and maintainemployment; exhibit sufficient physical/manual skills; andobtain specific occupational competencies.

No. P369. 1992. 670 pp. 2 loose-leaf binders. ISBN 0-86586- 226 -5. $300

APPENDIX D / 179

LCCE: Competency Assessment Knowledge Batteries

Available in parallel forms, each Knowledge Battery consistsof 200 multiple-choice questions that cover the first 20 com-petencies. Primarily a screening instrument, the KnowledgeBatteries were designed to pinpoint specific competencydeficiencies. Package includes an Administration Manual, aTechnical Report, and samples of each form of the test. Alsoincluded are two introductory sets of 10 KnowledgeBatteries, Forms A and B, to use with students.

No. P370K. 1992. 152 pp. ISBN 0-86586-239-7. $125

LCCE: Competency Assessment Performance Batteries

The Performance Batteries consist of two alternative formsfor each of the 21 competency units. Items are primarilyperformance based and should be administered to studentsbefore and after instructional units have been taught.Performance Batteries are administered individually or withsmall groups of students. Test materials must be reproducedas needed. Performance Batteries are packaged in a loose-leaf binder along with an Administration Manual.

No. P370P. 1992. 675 pp. ISBN 0-86586-240-0. $225

Additional Sets of Knowledge Batteries

Packages of 10 tests may be ordered separately to be usedby students. Students may answer questions directly in thetest booklets by circling the correct choice or may use astandard machine-scorable form. Knowledge Batteries maynot be reproduced.

LCCE: Knowledge Battery Form A (10 per package) No.P372. $20LCCE: Knowledge Battery Form B (10 per package) No.P373. $20

Prices change without notice. Please call 1-800-CEC-READ (232-7323) to confirm prices and shipping charges.

LCCE on-site training is also available. For more information about LCCE workshops, regional events, and technical assis-tance, call 703-264-9443.

The Council for Exceptional Children1920 Association DriveReston, VA 20191-1589

1-800-232-7323Fax: 703-264-1637

185

The Council for Exceptional Children

186ISBN 0-86586-292-3

EI

(9/92)

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement (OERI)

Educational Resources Information Center (ERIC)

NOTICE

REPRODUCTION BASIS

ERIC

This document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Releaseform (either "Specific Document" or "Blanket").

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