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English Courses

English I/Survey of Literature

Course Summary: Freshman English introduces students to a variety of genres,

such as biography, mystery, historical fiction, and poetry. Students also focus on

writing both creative and informational texts.

IL State Standards Covered in this Course:

1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and

relate reading with information from other sources.

1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail

and effect.

1.C.4a Use questions and predictions to guide reading.

3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and

adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and

ensure that documents are formatted in final form for submission and/or publication.

3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g., manuscript

form, appropriate citation of sources) using contemporary technology.

3.C.4b Using available technology, produce compositions and multimedia works for specified

audiences.

Hawthorne Adaptive Behavior Goals Covered in this Course:

1. Comprehends typical verbal communications

2. Provides relevant verbal responses to conversations, questions, etc.

7. Has an adequate expressive vocabulary.

8. Comprehends written communication.

9. Expresses complete sentences or complete thoughts in legible handwriting.

37. Interacts appropriately in a group situation.

67. Completes assignments or tasks during the time provided.

Life Centered Career Education Competencies Covered in this Course:

50. Develop confidence in oneself.

56. Demonstrate listening and responding skills.

English II/American Literature

Course Summary: Students will be exploring a variety of works by American

authors. Students will be reading novels, graphic novels, poems, and short stories

throughout the year. Throughout these stories students will be working on

comprehension, critical thinking skills, vocabulary strategies, and writing skills.

Students will be using graphic organizers to help organize thoughts and ideas about

stories and writing assignments. Students will be writing journal entries and

participate in daily class discussions. Students also are working on projects

throughout the year to go along with each story. Some of these projects include

oral presentations, writing assignments, journal logs, and character analysis

through pictures, collage, and comic animations.

IL State Standards Covered in this Course: 1.A.4b Compare the meaning of words and phrases and use analogies to explain the

relationships among them.

1.C.4a Use questions and predictions to guide reading.

1.C.4d Summarize and make generalizations from content and relate them to the purpose of the

material.

3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and

audience, with clarity of focus, logic of organization, appropriate elaboration and support and

overall coherence.

4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g.,

lectures, discussions, conversations, team projects, presentations, interviews).

4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal

conflict situations, giving and receiving directions, evaluating persuasive messages).

Hawthorne Adaptive Behavior Goals Covered in this Course: 1. Comprehends typical verbal communications


3. Adequately expresses opinions, feelings, emotions, needs, choices, etc., with spoken word,

sign language, graphic symbols, etc.

6. Uses verbal skills to maintain positive relationships with others

8. Comprehends written communication


Life Centered Career Education Competencies Covered in this Course: 56. Demonstrating listening and responding skills.

68. Communicate with understanding.

81. Follow directions and observe regulations.

English III/British Literature

Course Summary:Students will read novels, both classic and contemporary,

written by British authors and also those that take place in England. Through

reading these novels, students will learn how to infer the meaning of new words.

They will learn how to sequence events in a story, discuss cause and effect, and

identify the main idea in the novels. Students will read a wide variety of genres,

including mystery, drama, non-fiction, action, and poetry. Students will also have

to opportunity to see plays and interact with professional actors. Students will also

prepare to take the IAA (Illinois Alternative Assessment), a requirement for

graduation.


State Goal 1: Read with understanding and fluency.

A. Apply word analysis and vocabulary skills to comprehend selections.

B. Apply reading strategies to improve understanding and fluency.

C. Comprehend a broad range of reading materials.

State Goal 2: Read and understand literature representative of various societies, eras and ideas.

A. Understand how literary elements and techniques are used to convey meaning.

B. Read and interpret a variety of literary works.

State Goal 3: Write to communicate for a variety of purposes.

A. Use correct grammar, spelling, punctuation, capitalization and structure.

State Goal 4: Listen and speak effectively in a variety of situations.

A. Listen effectively in formal and informal situations.



3. Adequately expresses information through various facial expressions, body movements, touches, and gestures


7. Has adequate expressive vocabulary


9. Expresses complete sentences or complete thoughts in legible handwriting

41. Interacts appropriately with one other person

50. Uses communication skills to initiate positive interpersonal relationships with others

Life Centered Career Education Competencies Covered in this Course: 48. Accept & Give praise

49. Accept & give criticism

50. Develop confidence in oneself

54. Know important character traits

56. Demonstrate listening and responding skills

68. Communicate with understanding

69. Know subtleties of communication

81. Follow directions and observe regulations

English IV/World Literature

Course Summary:World literature is a class in which students explore works of

literature through a variety of genres that will take them across the globe. Students

will discuss cultures and diversity, drawing from examples from the past and

present day. Also imbedded throughout the course are vocabulary building, social

skills as well as independent functioning skills.

IL State Standards Covered in this Course: 1.A.5a Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings. 1.B.5a Relate reading to prior knowledge and experience and make connections to related information. 1.C.5a Use questions and predictions to guide reading across complex materials. 1.C.5e Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques). 1.C.5f Use tables, graphs and maps to challenge arguments, defend conclusions and persuade others. 2.A.5a Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness). 3.B.5 Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriate elaboration and support and overall coherence

3.C.5b Write for real or potentially real situations in academic, professional and civic contexts (e.g., applications, job applications, business letters, resume, petitions). 4.B.5a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety of audiences (e.g., peers, community, business/industry, local organizations) using appropriate visual aids and available technology. 4.B.5c Implement learned strategies to self-monitor communication anxiety and apprehension (e.g., relaxation and transference techniques, scripting, extemporaneous outlining, repetitive practice). 5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience. 5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats.


2. Provides relevant verbal responses to conversations,

questions, etc.

3. Adequately expresses opinions, feelings, emotions, needs,

choices, etc., with spoken word, sign language, graphic

symbols, etc.

6. Uses verbal skills to maintain positive relationships with

others

7. Has an adequate expressive vocabulary


9. Expresses complete sentences or complete thoughts in

legible handwriting

22. Demonstrates appropriate behavior for the immediate

environment

24. Demonstrates appropriate social interaction skills

37. Interacts appropriately in a group situation

38. Demonstrates the ability to appropriately resolve

disagreements

44. Demonstrates appropriate behavior in group games

52. Is truthful

57. Conforms to the requirements of various situations

67. Completes assignments or tasks during the time provided

Life Centered Career Education Competencies Covered in this Course: 48. Accept and give praise

49. Accept and give criticism


52. Recognize authority and follow instructions

53. Demonstrate appropriate behavior in public areas


55. Recognize personal roles


60. Demonstrate self-organization

61. Demonstrate awareness of how one’s behavior affects

others

62. Locate & utilize sources of assistance

66. Develop goal-seeking behavior

85. Work with others

87. Work at a satisfactory rate

English as a Second Language/ESL

Course Summary: In this course, the students will enhance their knowledge of English as a

Second Language. The students will learn and apply reading, writing, listening and speaking

skills. In addition, the students will learn essential vocabulary and strategies to communicate

effectively at home, at work in school and in their communities. This course also, contains

information vital to success in the workplace focusing in real life skills. Students will read labels,

menus, ads, job ads, job applications, banking forms, travel schedules, maps and other items

critical to a person’s day to day life.

IL State Standards Covered in this Course: 1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words.

1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource

materials.

3.A.1Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and

punctuation.

3.B.1a Use prewriting strategies to generate and organize ideas.

4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.

4.A.1b Ask questions and respond to questions from the teacher and from group members to improve

comprehension.

Hawthorne Adaptive Behavior Goals Covered in this Course: 1. Comprehend typical communications

3. Adequately expresses opinions, feelings, emotions,

needs, choices etc. with spoken word etc.

5. Communicates name, address, and phone number

6. Uses verbal skills to maintain positive relationships

with others

12. Applies functional academics to communication

19. Demonstrate appropriate grooming habits


29. Plans and budgets for shopping

31. Plans a daily routine

33. Uses money to make purchases


50. Uses communications skills to initiates positive

interpersonal relationships with others

53. Makes appropriate choices for the situation

58. Finds necessary locations in the community

59. Conducts business with community services

61. Applies functional academics to community

situations

62. Accesses available forms of transportation to travel

to necessary locations in the community

67. Completes assignments or tasks during the time

provided

71. Determines what is appropriate to be eaten

80. Applies functional academics to his/her health and

safety

81. Reads and follow a community map

85. Knows how to access weather information

Life Centered Career Education Competencies Covered in this Course: 1. Count money and make correct change

12. Demonstrate knowledge of physical fitness, nutrition

and weight

20. Purchase food

32. Demonstrate knowledge of available community

resources

38. Demonstrate knowledge of traffic rules and safety

39. Demonstrate and use of various means of

transportation

43. Identify interests and abilities

51. Develop respect for the rights and properties of

others




76. Make realistic occupational choices

77. Identify requirements of appropriate available jobs

82. Recognize importance of attendance and punctuality

88. Search for a job

89. Apply for a job

Math Courses

Integrated Mathematics I

Course Summary: Freshman math focuses on using math in real world situations

with a concentration on money. Topics studied include addition, subtraction,

multiplication, division, currency, and number sense.


6.B.4 Select and use appropriate arithmetic operations in practical situations including

calculating wages after taxes, developing a budget and balancing a checkbook.

7.A.4b Apply formulas in a wide variety of theoretical and practical real-world measurement

applications involving perimeter, area, volume, angle, time, temperature, mass, speed, distance,

density and monetary values.


29. Plans and budgets for shopping.

33. Uses money to make purchases.


63. Shops for personal needs.

67. Completes assignments or tasks during the time provided.

86. Uses resources to solve daily math problems.


1. Count money and make correct change.

20. Purchase food.

27. Purchase clothing.


Integrated Mathematics II

Course Summary: Integrated Math II is a succession in the math growth within

their 4 years of high school. The skills that we focus on learning are: how to graph

information using bar, pie, and line graphs. We review Addition, Subtraction,

Multiplication, and Division throughout the year. We learn about scheduling,

calendar, time along with money covering dollars and coins. Students are also

integrating technology by using the calculator to check work as they progress

through their lessons. We introduce Geometry using 2D and 3D shapes. We learn

to work with Fractions, Measurement, and other formulas using geometry and Pre-

Algebra including area and perimeter.

IL State Standards Covered in this Course: 8.B.4a Represent algebraic concepts with physical materials, words, diagrams, tables, graphs,

equations and inequalities and use appropriate technology.

6.B.4 Select and use appropriate arithmetic operations in practical situations including

calculating wages after taxes, developing a budget and balancing a checkbook.

9.A.4a Construct a model of a three-dimensional figure from a two-dimensional pattern.

10.A.4a Represent and organize data by creating lists, charts, tables, frequency distributions,

graphs, scatterplots and box-plots.

Hawthorne Adaptive Behavior Goals Covered in this Course: 33. Uses money to make purchases.

10. Comprehends graphic symbols, sign language, etc.


82. Understands the concept of time.


2. Make responsible expenditures

27. Purchase clothing

Integrated Mathematics III

Course Summary:Students will improve their arithmetic skills as they continue

working on their ability to count and use money as well as working on graphing

and measurement. Students will review important life skills such as telling time

and using a calendar. In addition, students will work on their geometry skills.

Students will also continue to practice basic math skills, such as addition and

subtraction, as needed.

IL State Standards Covered in this Course: 6.A.1a Identify whole numbers and compare them using the symbols <, >, or = and the words “less than”, “greater

than”, or “equal to”, applying counting, grouping and place value concepts.

6.B.1 Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and

division.

6.C.1a Select and perform computational procedures to solve problems with whole numbers.

6.C.3a Select computational procedures and solve problems with whole numbers, fractions, decimals, percent and

proportions.

6.D.2 Describe the relationship between two sets of data using ratios and appropriate notations (e.g., a/b, a to b,

a:b).

7.A.1b Measure units of time using appropriate instruments (e.g., calendars, clocks, watches—both analog and

digital).

7.A.2b Solve addition, subtraction, multiplication and division problems using currency.

7.A.1c Identify and describe the relative values and relationships among coins and solve addition and subtraction

problems using currency.

7.A.2b Solve addition, subtraction, multiplication and division problems using currency.

8.D.1 Find the unknown numbers in whole-number addition, subtraction, multiplication and division situations.

9.A.1a Identify related two- and three-dimensional shapes including circle-sphere, square-cube, triangle-pyramid,

rectangle-rectangular prism and their basic properties.

9.A.1b Draw two-dimensional shapes.

9.A.2a Build physical models of two- and three-dimensional shapes.

9.B.1b Sort, classify and compare familiar shapes.

10.A.1a Organize and display data using pictures, tallies, tables, charts or bar graphs.

10.A.1b Answer questions and make predictions based on given data.

10.B.1c Analyze data, draw conclusions and communicate the results.


22. Demonstrates appropriate behavior for the immediate environment


37. Interacts appropriates in a group situation


46. Responds appropriately to the feelings of others

47. Displays the appropriate social interaction for the occasion

69. Demonstrates problem-solving skills in typical situations


36. Engage in group and individual activities


81. Follow directions and observe rules


Integrated Mathematics IV

Course Summary: In Integrated Mathematics IV class, students will develop an understanding

of measurement, currency, banking, insurance, taxes, and how to spend money wisely. Students

will practice measuring, money transactions, create budgets, reinforce calculating skills, and

identify wise consumer choices.


State Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations

(addition, subtraction, multiplication, division), patterns, ratios and proportions.

State Goal 7: Estimate, make and use measurements of objects, quantities and relationships and determine

acceptable levels of accuracy.

Hawthorne Adaptive Behavior Goals Covered in this Course: 1. Comprehends typical verbal communication.

2. Provides relevant verbal response to conversations,

questions, etc.


others.

12. Applies functional academics to communication.

21. Takes care of personal property.

22. Demonstrates appropriate behavior for immediate

environment.

23. Is ready for an activity at the specified time.


32. Accesses assistance for such areas as communication the

IRS, billing from utilities, insurances forms, social services,

food stamps, etc.


34. Applies functional academics to home living situations.

35. Responds appropriately to typical physical exchanges with

other persons.

36. Responds appropriately to friendly teasing.


40. Responds appropriately to environmental social clues.

41. Interacts appropriately with one other person.

42. Shares with other.

43. Adjusts behaviors to expectations of different situations.

44. Demonstrates appropriate behaviors in group situations.

45. Functions appropriately in the presence of verbal and

physical stimuli in the classroom.

46. Responds appropriately to the feelings of others.

47. Displays appropriate social interaction for the occasion.

48. Displays the appropriate interaction with strangers,

acquaintances, close friends, family, etc.

50. Uses communication skills to initiate positive

interpersonal relationships with others.

51. Adjusts his/her behavior to the social situation.

53. Makes appropriate choices for the situation.

54. Is socially accepted by others.

55. Assists others.

57. Conforms to the requirements of various situations.

59. Conducts business with the community services.

60. Adjusts behavior to the expectations of community

situations.

61. Applies functional academics to community situations.


65. Seeks assistance when appropriate.

67. Completes tasks or assignments during the time provided.

68. Demonstrates problem-solving skills in new or unique

situations.

69. Demonstrates problem-solving skills in typical situations.

82. Understands the concept of measurement.

85. Knows how to access weather information.


Life Centered Career Education Competencies Covered in this Course: 1. Count money & make correct change.

2. Make responsible expenditures.

6. Use banking services.

20. Purchase food.


49. Accept and give criticism.

51. Develop respect for the rights & responsibilities.

52. Recognizes authority & follow instructions.

56. Demonstrate listening & responding skills.



87. Work at a satisfactory rate.

Personal Finance

Course Summary: In Personal Finance class, students will use apply skills in data analysis,

currency, banking, insurance, spending money wisely to real life situations and to personal life.

Students will conduct data analysis, money transactions, implement budgets, apply calculating

skills, and make wise consumer choices.


State Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations

(addition, subtraction, multiplication, division), patterns, ratios and proportions.

State Goal 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty

using concepts of probability.


2. Provides relevant verbal response to conversations,

questions, etc.


others.

12. Applies functional academics to communication.


22. Demonstrates appropriate behavior for immediate

environment.



32. Accesses assistance for such areas as communication the

IRS, billing from utilities, insurances forms, social services,

food stamps, etc.



35. Responds appropriately to typical physical exchanges with

other persons.

36. Responds appropriately to friendly teasing.


40. Responds appropriately to environmental social clues.

41. Interacts appropriately with one other person.

42. Shares with other.

43. Adjusts behaviors to expectations of different situations.

44. Demonstrates appropriate behaviors in group situations.


physical stimuli in the classroom.

46. Responds appropriately to the feelings of others.

47. Displays appropriate social interaction for the occasion.

48. Displays the appropriate interaction with strangers,

acquaintances, close friends, family, etc.


interpersonal relationships with others.

51. Adjusts his/her behavior to the social situation.

53. Makes appropriate choices for the situation.

54. Is socially accepted by others.

55. Assists others.

57. Conforms to the requirements of various situations.

59. Conducts business with the community services.

60. Adjusts behavior to the expectations of community

situations.

61. Applies functional academics to community situations.



67. Completes tasks or assignments during the time provided.

68. Demonstrates problem-solving skills in new or unique

situations.

69. Demonstrates problem-solving skills in typical situations.


85. Knows how to access weather information.


Life Centered Career Education Competencies Covered in this Course: 1. Count money & make correct change.

2. Make responsible expenditures.

6. Use banking services.

20. Purchase food.


49. Accept and give criticism.

51. Develop respect for the rights & responsibilities.

52. Recognizes authority & follow instructions.

56. Demonstrate listening & responding skills.




Science Courses

Biology

Course Summary: Biology is the study of life. Students will learn about the

scientific method and the steps that scientists use to solve problems. The ability to

think scientifically is a skill our students will need every day of their lives.

Scientific thinking skills have become essential survival skills for all people.

Science understanding and ability also enhance the capability of all students to

hold meaningful and productive jobs in the future. Then, students will learn about

the structures and functions of atoms, cells, the processes of photosynthesis,

ecology, animals and the kingdoms of life.


11.A.4a Formulate hypotheses referencing prior research and knowledge.

11.A.4b Conduct controlled experiments or simulations to test hypotheses.

11.A.4c Collect, organize and analyze data accurately and precisely.

11.A.4f Using available technology, report, display and defend to an audience conclusions

drawn from investigations.

12.A.4a Explain how genetic combinations produce visible effects and variations among

physical features and cellular functions of organisms.

13.A.4a Estimate and suggest ways to reduce the degree of risk involved in science

activities.

24.B.4 Explain how decision making affects the achievement of individual health goals.

24.C.4 Formulate a plan to achieve individual health goals.


1. Comprehends typical verbal communications.


16. Demonstrates appropriate behavior for the immediate environment.


71. Determines what is appropriate to be eaten.

72. Determines when he/she is not well and seeks appropriate treatment.

73. Takes necessary steps to prevent illness.

74. Applies fundamental first aid knowledge.

75. Understands concepts of sexuality.



3. Caring for Personal Needs.

8. Use basic appliances and tools.

10. Achieving Self-Awareness.



82. Recognize importance of attendance and punctuality.

Chemistry

Course Summary:This course examines the composition of various substances

and the changes they can go through. It also shows you how chemistry touches our

lives almost everywhere and every day, in medicine, the clothes we wear, the

games we play, as well as the industries that make the things we use. The periodic

table and simple compounds are covered as well as the basics of Chemistry.


11.A.4a Formulate hypotheses referencing prior research and knowledge.

11.A.4b Conduct controlled experiments or simulations to test hypotheses.

11.A.4c Collect, organize and analyze data accurately and precisely.

11.A.4d Apply statistical methods to the data to reach and support conclusions.

11.A.4e Formulate alternative hypotheses to explain unexpected results.


4. Comprehends typical verbal communications.



83. Understands the concepts of measurement





82. Recognize importance of attendance and punctuality.

Environmental Science

Course Summary: This course covers how science touches our lives every day in

many ways. Students will conduct experiments following the steps of the scientific

method while using science lab safety rules. In this course, students use analytical

skills to help them become successful problem solvers. This course will cover

Environmental Issues in How Science Works, Energy, Pollution and Waste,

Agriculture and the Environment, Cycles of Life, How Living Things are

Connected, and A Sustainable World. Topics in this course will include practicing

safety procedures, improving observation and measuring skills, and gardening in

the school garden.

IL State Standards Covered in this Course: 11 A. Know and apply the concepts, principles and processes of scientific inquiry.

11 B. Know and apply the concepts, principles and processes of technological design.

12 A. Know and apply concepts that explain how living things function, adapt and change.

12 B. Know and apply concepts that describe how living things interact with each other and with

their environment.

13 A. Know and apply the accepted practices of science.

13 B. Know and apply concepts that describe the interaction between science, technology and

society.

Hawthorne Adaptive Behavior Goals Covered in this Course: 25. Completes simple housekeeping tasks

30. Uses potentially hazardous materials in a safe manner



68. Demonstrates problem-solving skills in new or unique situations


84. Demonstrates the appropriate steps to take to avoid contaminating the environment

Life Centered Career Education Competencies Covered in this Course: 8. Uses basic appliances and tools

16. Practice personal safety



63. Anticipate consequences



Bilingual Biology

Course Summary: Students will be exposed to a variety of content in order to

have a basic grasp of living organism and the life process of particular groups.

They will learn and use vocabulary in English and Spanish by using listening,

speaking, reading, and writing skills. Students will participate in projects,

experiments, and community-based activities in order to embrace many forms of

learning and integrate what they are learning in the classroom.

IL State Standards Covered in this Course: 11.A.1a Describe an observed event

11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions.

11.A.3a Formulate hypotheses that can be tested by collecting data.

11.A.1b Develop questions on scientific topics.

11.A.2b Collect data for investigations using scientific process skills including observing, estimating and

measuring.

11.A.3b Conduct scientific experiments that control all but one variable.

12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones,

blood, hair, skin) and their major functions

12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring.

12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone).

12.B.1a Describe and compare characteristics of living things in relationship to their environments

12.B.1b Describe how living things depend on one another for survival

safety practices (e.g., not tasting materials without permission, “stop/drop/roll”).

13.A.2a Demonstrate ways to avoid injury when conducting science activities (e.g., wearing goggles, fire

extinguisher use).

13.A.1c Explain how knowledge can be gained by careful observation

13.B.1a Explain the uses of common scientific instruments (e.g., ruler, thermometer, balance, probe, computer).




21. Takes care of personal property

22. Demonstrates appropriate behavior for the

immediate environment

23. Is ready for an activity at the specified time

25. Completes simple housekeeping tasks

26. Uses a broom, mop, to keep an area clean


42. Shares with others

43. Adjusts behaviors to expectations of different

situations

53. Makes appropriate choices for the situations 55.

Assists others

65. Seeks assistance when appropriate

67. Completes assignments or tasks during the time

provided

74. Applies fundamental first aid knowledge

77. Demonstrates knowledge of requirements of

personal safety

82. Understands the concept of time

83. Understands the concept of measurement

84. Demonstrates the appropriate steps to take to avoid

contaminating the environment


43. Identifies interests and abilities


60. Demonstrate self-organizing skills

67. Recognize and respond to emergency situations

81. Follow directions & observe regulations



Bilingual Chemistry

Course Summary: Students will be exposed to a variety of content of how

chemistry operates in the field of science and the relationship it has in our daily

lives. They will be introduced to vocabulary in English and their native language

(when possible) and integrate by using their listening, speaking, reading, and

writing skills. Students will participate in projects, experiments, and community-

based activities in order to embrace many forms of learning and incorporate what

they are learning in the classroom.

IL State Standards Covered in this Course: 11.A.1a Describe an observed event.

11.A.2a Formulate questions on a specific science topic and choose

the steps needed to answer the questions.

12.C.1a Identify and compare sources of energy (e.g., batteries, the

sun

12.C.2a Describe and compare types of energy including light, heat,

sound, electrical and mechanical

12.C.1b Compare large-scale physical properties of matter (e.g., size,

shape, color, texture, odor).

12.C.2b Describe and explain the properties of solids, liquids and

gases.

12.D.1a Identify examples of motion (e.g., moving in a straight line,

vibrating, rotating).

12.D.2a Explain constant, variable and periodic motions

12.D.1b Identify observable forces in nature (e.g., pushes, pulls,

gravity, magnetism).

12.D.2b Demonstrate and explain ways that forces cause actions and

reactions (e.g., magnets attracting and repelling; objects falling, rolling

and bouncing)

13.A.1a Use basic safety practices (e.g., not tasting materials without

permission, “stop/drop/roll”).

13.A.2a Demonstrate ways to avoid injury when conducting science

activities (e.g., wearing goggles, fire extinguisher use).

13.A.1b Explain why similar results are expected when procedures are

done the same way.

13.A.2b Explain why similar investigations may not produce similar

results.

13.A.1c Explain how knowledge can be gained by careful observation.

13.A.2c Explain why keeping accurate and detailed records is

important.

13.B.1a Explain the uses of common scientific instruments (e.g., ruler,

thermometer, balance, probe, computer).

13.B.1b Explain how using measuring tools improves the accuracy of

estimates

13.B.1c Describe contributions men and women have made to science

and technology.

13.B.1d Identify and describe ways that science and technology affect

people’s everyday lives





22. Demonstrates appropriate behavior for the immediate

environment



26. Uses a broom, mop, to keep an area clean



43. Adjusts behaviors to expectations of different situations

53. Makes appropriate choices for the situations

55. Assists others



74. Applies fundamental first aid knowledge

77. Demonstrates knowledge of requirements of personal

safety


83. Understands the concept of measurement

84. Demonstrates the appropriate steps to take to avoid

contaminating the environment


43. Identifies interests and abilities


60. Demonstrate self-organizing skills





Social Science Courses

World Studies

Course Summary: World Studies is a course designed to help students

understand the world around them and the links they have with the many different

people of the world. Through the study of such societies/cultural regions as Africa,

Asia, Australia, Europe, Latin America, Middle East and North America, the

students gain valuable insights into the modes and manners of our global

neighbors. The course provides a geographical, historical, political, economic and

social perspective on each region as it gives the students an opportunity to

appreciate, respect and understand the cultural differences of people of these

regions and their relationship to the United States in the contemporary world.

Various projects, demonstrations, and exhibitions are included to develop an active

learner identity.


16.A.4a Analyze and report historical events to determine cause-and-effect relationships.

16.C.3bDescribe the economic systems and trade patterns of North America, South America and

Mesoamerica before the encounter with the Europeans.

17.A.3a Explain how people use geographic markers and boundaries to analyze and navigate the

Earth (e.g., hemispheres, meridians, continents, bodies of water).

17.A.3b Explain how to make and use geographic representations to provide and enhance spatial

information including maps, graphs, charts, models, aerial photographs, satellite images.

Hawthorne Adaptive Behavior Goals Covered in this Course: 2. Student will be able to provide relevant verbal responses to conversations, questions and

discussions etc.

5. Student will learn to communicate name address and telephone number.

42. Student will learn to share with others.

81. Student will learn to read and follow a community map

Life Centered Career Education Competencies Covered in this Course: 29.Demonstrating knowledge of civil rights and responsibilities

30. Know local state and federal governments

United States History

Course Summary: The course covers the historical, economic, social, and cultural development

of the United States from the Colonization period to the present day. The course develops an

understanding of American History through the use of comprehension level texts. The course

evaluates and studies the development of the United States from the following perspectives;

government and leadership, expansion and conflict, growth of capitalism, development of

foreign policy, the domestic impact of world changes and the attempts made to include all

Americans in the search for equal rights and opportunities envisioned by our founding fathers.

Students learn how the past affects the present. This course helps prepare students for their

participation as informed citizens of the twenty-first century. Students will take the US

Constitution Exam in the 4th

Quarter as part of their graduation requirements. Various projects,

demonstrations, and exhibitions are included to develop an active learner identity.

IL State Standards Covered in this Course: 14.A.3Describe how responsibilities are shared and limited by the United States and Illinois

Constitutions and significant court decisions.

14.B.3Identify and compare the basic political systems of Illinois and the United States as

prescribed in their constitutions

14. D.4 Analyze roles and influences of individuals, groups and media in shaping current debates

on state and national policies.

Hawthorne Adaptive Behavior Goals Covered in this Course: 2. Student will be able to provide relevant verbal responses to conversations, questions and

discussions etc.

5. Student will learn to communicate name address and telephone number.

42. Student will learn to share with others.

67. Student will learn to complete assignments or tasks during the time provided.

81. Student will learn to read and follow a community map


29. Demonstrating knowledge of civil rights and responsibilities

30. Know local state and federal governments

31. Demonstrate the ability to know and follow the law.

32. Demonstrate knowledge of citizens’ rights and responsibilities

History of Chicago

Course Summary:In our Chicago History course we focus on the origins of our

city, its geography, political movements and related cultures. We study, through

the Mikva Challenge, how to get politically involved in social issues locally

(becoming an active U.S. citizen). We will also travel to specific destinations

throughout the city in order to gain first hand experience and transportation skills.

IL State Standards Covered in this Course: 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry

(pose questions, co

16.A.5b Explain the tentative nature of historical interpretations. Collect and analyze data, make

and support inferences with evidence, report findings).

16.B.5a (US) Describe how modern political positions are affected by differences in ideologies

and viewpoints that have developed over time (e.g., political parties’ positions on government

intervention in the economy).

16.B.5b (US) Analyze how United States political history has been influenced by the nation’s

economic, social and environmental history

16.B.5c (W) Analyze the relationship of an issue in world political history to the related aspects

of world economic, social and environmental history.


2. Provides relevant verbal responses to conversations, questions, etc..


68. Demonstrated problem solving skills in new or unique situations

69. Demonstrates problem solving skills in typical situations

Life Centered Career Education Competencies Covered in this Course: 30. Know nature of local, state and federal governments.

33. Demonstrate knowledge of available community resources.


World History

Course Summary:In our World history course we focus on geography, political

movements and related cultures through the lens of our diverse city. We will travel

to destinations in and around Chicago to provide firsthand experience in various

cultural diverse neighborhoods. We will work with Mikva Challenge to examine

the key issues in our communities and learn how to get politically involved in

social issues locally.

IL State Standards Covered in this Course: 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry

(pose questions, collect and analyze data, make and support inferences with evidence, report

findings).

16.A.5b Explain the tentative nature of historical interpretations.

16.B.5a (US) Describe how modern political positions are affected by differences in ideologies

and viewpoints that have developed over time

16.B.5b (W) Describe how tensions in the modern world are affected by different political

ideologies including democracy and totalitarianism.

16.B.5c (W) Analyze the relationship of an issue in world political history to the related aspects

of world economic, social and environmental history







30. Know nature of local, state, & federal governments

33. Demonstrate knowledge of available community resources


Fine Arts Courses

Art I

Course Summary:Art I is designed to look at different artists and learn about art

history. Students will then create art projects in all different techniques based on

different artistic movements and students will use a wide variety of art materials.

Our goals are to strengthen hand eye coordination, self esteem, and improve

independent decision making and classroom responsibilities.


State Goal 25: Know the language of the arts.

State Goal 26: Through creating and performing, understand how works of art are produced.

State Goal 27: Understand the role of the arts in civilizations, past and present.





24. Demonstrates appropriate social interaction skills.

30. Uses potentially hazardous materials in a safe manner.

39. Makes appropriate use of free time.

42. Shares with others.

55. Assists others.

60. Adjusts behavior to the expectations of community situations.

Life Centered Career Education Competencies Covered in this Course: 46. Express feelings of self-worth.

51. Develop respect for the rights and properties of others.


59. Strive toward self-actualization

43. Identify interests and abilities.

44. Identify emotions.

31. Demonstrate knowledge of the law and ability to follow the law.

85. Work with others.

Art II

Course Summary:Photography class is offered to Vaughn students as an elective

art class. Students can enrich their art making skills by learning to use a digital

camera. They will learn fundamentals like zooming, angles, focus, light and

shadow and abstraction. Students will be graded on participation and effort while

out in the field with their cameras. During the winter months students will learn

how to manipulate photos by hand and using computer programs. They may also

complete some mixed media art projects combining photography and painting or

drawing.













55. Assists others.










Advanced Art

Course Summary:Advanced art is a very independent class where students take

the knowledge they learned in art I/II and apply it to their own art making based on

decisions they make. Responsibility and independence is at the highest level in

this environment. The teacher is here to assist in art-making when appropriately

asked and facilitate discussion. Students get out and put away all of their own

supplies and make decisions about composition and materials in their art.













55. Assists others.










General Music

Course Summary: High School is the last opportunity for the entire student

population to experience a comprehensive music program. With this in mind, it is

my goal to provide students with the tools and knowledge needed to make and

enjoy music for the rest of their lives. This course will focus on three main areas:

music literacy, music performance, and music listening. Students will be assessed

in these areas through written and aural (listening) evaluations, and projects.

Modifications in assessment strategies will be made when necessary. Students will

have the opportunities to perform, improvise, create, read, listen to, analyze, and

evaluate music. An emphasis is placed on understanding music in relation to other

arts, and disciplines outside the arts. An understanding of music in relation to

history and culture is also a focus of this curriculum.

IL State Standards Covered in this Course: 25.A.1c Music: Identify differences in elements and expressive qualities (e.g., between fast and

slow tempo; loud and soft dynamics; high and low pitch/direction; long and short duration; same

and different form, tone color or timbre, and beat).

26.A.1cMusic:Identify a variety of sounds and sound sources (e.g., instruments, voices and

environmental sounds).

26.A.1dMusic:Relate symbol systems (e.g., icons, syllables, numbers and letters) to musical

sounds.

26.A.2d Music:Read and interpret the traditional music notation of note values and letter names.


2. Provides relevant verbal responses to conversations, questions, etc



43. Adjusts behavior to expectations of different situations

55. Assists others


Life Centered Career Education Competencies Covered in this Course: 43. Identify interests and abilities


51. Develop respect for the rights and properties of others



Chorus

Course Summary: Choir is a unique musical experience that enables us to

cooperate to produce a beautiful sound. The activities we do in choir are intended

to affect you positively as singers, as musicians, as ensemble members, and as

people. Since high school is still a period of physical development, students will

also gain a working knowledge of how the vocal mechanism changes, and how to

best utilize it for healthy singing. The literature chosen for the choir to perform

serves as our textbook. It is intended to reinforce the goals listed above. As a great

believer in unity in diversity, it is my goal to expose students to a wonderful

community shared by many cultures—music. It is my goal to serve all students

with respect for their cultural and religious backgrounds.

IL State Standards Covered in this Course: 25.A.1c Music: Identify differences in elements and expressive qualities (e.g., between fast and

slow tempo; loud and soft dynamics; high and low pitch/direction; long and short duration; same

and different form, tone color or timbre, and beat).

26.B.3c Music:Sing or play with expression and accuracy a variety of music representing diverse

cultures and styles.

26.B.4c Music:Create and perform music of challenging complexity and length with expression.


2. Provides relevant verbal responses to conversations, questions, etc





55. Assists others









61. Demonstrate awareness of how one’s behavior affects others

82. Recognize the importance of attendance and punctuality

Physical Education

Physical Education I/II

Course Summary: Students will learn the importance of teamwork,

sportsmanship, goal setting, and personal fitness. They will learn and practice these

skills in a variety of settings. Students will participate in team building games,

individual fitness activities, and classroom competitions. Students will also learn

about sexual health and living an overall healthy lifestyle.


State Goal 19: Acquire movement skills and understand concepts needed to engage in health-enhancing physical

activity.

State Goal 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-

assessment.

State Goal 21: Develop team-building skills by working with others through physical activity.

State Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury.

State Goal 23: Understand human body systems and factors that influence growth and development.

State Goal 24: Promote and enhance health and well-being through the use of effective communication and

decision-making skills.

Hawthorne Adaptive Behavior Goals Covered in this Course: 14. Ties and fastens shoes

15. Fastens articles of clothing

16. Demonstrates appropriate hygiene

18. Chooses clothes appropriate for the weather and occasion


35. Responds appropriately to typical physical exchanges with other persons

36. Responds appropriately to friendly teasing

39. Makes appropriate use of free time


55. Assists others

76. Demonstrates knowledge of what activities are necessary to maintain physical fitness

Life Centered Career Education Competencies Covered in this Course: 12. Demonstrate knowledge of physical fitness,

nutrition, and weight

13. Exhibit proper grooming and hygiene

14. Dress appropriately


34. Choose and plan activities

35. Demonstrate knowledge of the value of recreation


38. Demonstrate knowledge of traffic rules and safety

42. Identify physical and psychological needs

43. Identify interest and abilities

45. Demonstrate knowledge of physical self

46. Express feelings of self-worth

48. Accept and give praise

51. Develop respect for the rights and properties of

others




94. Demonstrate stamina and endurance

95. Demonstrate satisfactory balance and coordination

World Languages

Spanish I

Course Summary: Students will be introduced to basic functional Spanish

vocabulary. They will target four domains: listening, speaking, reading, and

writing. Students will identify Spanish vocabulary using auditory skills, by verbal

participation, reading simple sentences and answering questions by written

expression. They will learn strategies to identify meaning of written materials in

order to participate in using the Spanish language.


28.A.1a Recognize basic language patterns (e.g., forms of address, questions, case).

28.A.1b Respond appropriately to simple commands in the target language.

28.B.1a Respond to and ask simple questions with prompts.

28.B.1b Imitate pronunciation, intonation and inflection including sounds unique to the target

language.

28.C.2b Decode new vocabulary using contextual clues and drawing on words and phrases

from prior lessons.

28.D.1a Copy/write words, phrases and simple sentences

28.D.1b Describe people, activities and objects from school and home.

30.A.1d Use target language vocabulary while participating in physical activities (e.g., games,

dances).

30.B.1a Use target language vocabulary to identify common professions and occupations.

30.B.1b Use target language vocabulary to identify a variety of professions in which the target

language may be use



4. Adequately expresses information through various facial expressions, body movements,

touches, and gestures.







61. Applies functional academics to community situations



56. Demonstrate listening & responding skills



36. Engage in group & individual activities


Career Education

Occupational Preparation I

Course Summary:Occupational preparation 1 is our introductory occupational

prep course. It teaches students the skills they need to succeed in high school along

with preparing them for future employment. The course focuses on four main

areas. These include personal information where students learn to fill out forms

and applications; self awareness where they learn to describe their strengths,

interests, disability, etc; transition to adulthood where they explore post-secondary

education and training options along with jobs; and self advocacy where the

students learn about IEPs and setting goals.

IL State Standards Covered in this Course: 1.A.4a Apply knowledge of word origins and derivations to comprehend words used in specific

content areas (e.g., scientific, political, literary, mathematical).

1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and

relate reading with information from other sources.

1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations

(e.g., academic, vocational, technical, personal).

3.C.4a Write for real or potentially real situations in academic, professional and civic contexts

(e.g., college applications, job applications, business letters, petitions).

4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal

conflict situations, giving and receiving directions, evaluating persuasive messages).

4.A.4c Follow complex oral instructions.

4.B.4a Deliver planned informative and persuasive oral presentations using visual aids and

contemporary technology as individuals and members of a group; demonstrate organization,

clarity, vocabulary, credible and accurate supporting evidence.




37. Interacts appropriately in a group setting







72. Identify personal values met through work


78. Identify occupational aptitudes

79. Identify major occupational interests


Occupational Preparation II

Course Summary: Occupational Preparation II focuses on employment, skills, duties and

learning about appropriate job behaviors. The students will learn the differences and similarities

of work and personal values. They will identify which values apply to them and how this

translates into their work ethic. They will learn about various skills that are needed for specific

types of jobs. They will identify their skills and learn new skills as the class progresses. They

will have various jobs depending on their skill set and work for a set amount of time then learn

about different skills in class on various jobs found in the Retail, Restaurant and

Hotel/Housekeeping Businesses. They will be integrating various academic skills throughout the

class; such as comprehension, problem solving in math and real life situations, and working on

perfecting their social skills while learning about real life situations of being on the job.

IL State Standards Covered in this Course: 1.C.3d: Summarize and make generalizations from the content and relate them to the purpose of the material

4.A.2c: Restate and carry out a variety of oral instructions.

4.A.4a; Apply listening skills as individuals and members of a group in a variety of settings

4.B.2b: Use speaking skills and procedures to participate in group discussions

3.C.4a: Write for real or potentially real situations in academic, professional and civic contexts.

3.C.2b: Produce and format compositions for specified audiences using available technology.

7.A.3b: Apply the concepts and attributes of length, capacity, weight/mass, time, temperature, and angle measures

in practice situations


3. Adequately expresses opinions, feelings, emotions,

needs, choices, etc., with spoken word, sign language,

graphic symbols, etc.

4. Adequately expresses information through various

facial expressions, body movements, touches, and

gestures


6. Uses verbal skills to maintain positive relationships

with others



19. Demonstrates appropriate grooming habits




26. Uses a broom, mop, vacuum, etc., to keep an area

clean

27. Completes simple maintenance activities or calls

attention to maintenance needs

30. Uses potentially hazardous materials in a safe

manner

47. Displays the appropriate social interaction for the

occasion


68. Demonstrates problem-solving skills in new or

unique situations

80. Applies functional academics to his/her health and

safety


84. Demonstrates the appropriate steps to take to

avoid contaminating the environment


11. Maintain home grounds


14. Dress appropriately

26. Wash/clean clothing



53. Demonstrate appropriate behavior in public

areas

61. Demonstrate awareness of how one’s behavior

affects others

77. Identify requirements of appropriate and available

jobs




90. Interview for a job

93. Know how to adjust to changes in employment

Occupational Preparation III

Course Summary: This program concentrates on teaching the employment skills necessary for

maintaining a job in the outside work force. Priority is given to work behaviors and skills. Some

topics covered are: safety, communication, banking, handling of money, math reading, and

language concepts that pertain to job, non-verbal communication, transportation to and from

work, self-care needs and appropriate dress. Students are assigned to work within selected in-

house departments prior to community placement. It is in the work setting the student develops

appropriate work skills, habits, and behaviors.

IL State Standards Covered in this Course: State Goal 1: Read with understanding and fluency.


State Goal 5: Use the language arts to acquire, assess, and

communicate information

State Goal 6: Demonstrate and apply a knowledge and sense of

numbers.

State Goal 15: Understand economic systems, with an emphasis on

the United States

State Goal 19: Acquire movement skills and understand concepts

needed to engage in health-enhancing physical activity

State Goal 21: Develop team-building skills by working with others

State Goal 22: Understand principles of health promotion and the

prevention and treatment of illness and injury

State Goal 23: Understand human body systems and factors that

influence growth and development.

State Goal 24: Promote and enhance health and well-being through

the use of effective communication and decision-making skills.



3Adequately expresses information through various facial expressions,

body movements, touches, and gestures.








27. Completes simple maintenance activities or calls attention to

maintenance needs


35. Responds appropriately to typical physical exchanges with other

persons

36. Responds appropriately in a group situation

38. Demonstrates the ability to appropriately resolve disagreements




45. Functions appropriately in the presence of verbal and physical

stimuli in the classroom


50. Uses communication skills to initiate positive interpersonal

relationships with others

51. Adjust his/her behavior to the social situation

52. Is truthful


54. Assist others



62. Accesses available forms of transportation to travel to necessary

locations

64. Uses public or private facilities to serve a need or interest

65. seeks assistance when appropriate



86. Uses resources to solve daily math problems

Life Centered Career Education Competencies Covered in this Course: 14. Dress appropriately


40. Find way around the community







62. Locate and utilize sources of assistance



70. Identify remunerative aspects of work

71. Locate sources of occupational and training information

75. Investigate local occupational and training opportunities


77. Identify requirements of appropriate and available jobs



83. Recognize importance of supervision


86. Meet demands for quality work



89. Apply for a job




STEP Related Work Experience

Course Summary: This cooperative program assists students with disabilities in bridging the

gap between school and competitive employment. Classroom instruction includes career

exploration, job seeking skills, job placement skills, resume writing, completing job applications

and interviewing techniques. While enrolled in STEP, students identify vocational strengths and

appropriate work behaviors and skills in preparation for community placements. Participants

also receive vocational assessments, counseling, and job placement assistance.

IL State Standards Covered in this Course: State Goal 1: Read with understanding and fluency.


State Goal 5: Use the language arts to acquire, assess, and

communicate information

State Goal 6: Demonstrate and apply a knowledge and sense of

numbers.

State Goal 15: Understand economic systems, with an emphasis on

the United States

State Goal 19: Acquire movement skills and understand concepts

needed to engage in health-enhancing physical activity

State Goal 21: Develop team-building skills by working with others

State Goal 22: Understand principles of health promotion and the

prevention and treatment of illness and injury

State Goal 23: Understand human body systems and factors that

influence growth and development.

State Goal 24: Promote and enhance health and well-being through

the use of effective communication and decision-making skills.



3Adequately expresses information through various facial expressions,

body movements, touches, and gestures.








27. Completes simple maintenance activities or calls attention to

maintenance needs


35. Responds appropriately to typical physical exchanges with other

persons

36. Responds appropriately in a group situation

38. Demonstrates the ability to appropriately resolve disagreements




45. Functions appropriately in the presence of verbal and physical

stimuli in the classroom


50. Uses communication skills to initiate positive interpersonal

relationships with others

51. Adjust his/her behavior to the social situation

52. Is truthful


54. Assist others



62. Accesses available forms of transportation to travel to necessary

locations

64. Uses public or private facilities to serve a need or interest

65. seeks assistance when appropriate



86. Uses resources to solve daily math problems

Life Centered Career Education Competencies Covered in this Course: 14. Dress appropriately


40. Find way around the community










70. Identify remunerative aspects of work

71. Locate sources of occupational and training information

75. Investigate local occupational and training opportunities


77. Identify requirements of appropriate and available jobs



83. Recognize importance of supervision





89. Apply for a job




Electives

Drama

Course Summary:An upper-level course that combines reading scripts, making

props, using movement and body language and working with costuming to perform

short plays. Students begin by learning about staged readings (reading a play

without the use of props or movement) and progress by adding props, costuming,

and movement to perform a full short play by the end of the year. Students also

view several live theater performances with professional actors and learn what it

takes to make a career out of acting.


State Goal 1: Read with understanding and fluency.

A. Apply word analysis and vocabulary skills to comprehend selections.

B. Apply reading strategies to improve understanding and fluency.


State Goal 2: Read and understand literature representative of various societies, eras and ideas.

A. Understand how literary elements and techniques are used to convey meaning.



B. Speak effectively using language appropriate to the situation and audience.


A. Understand processes, traditional tools and modern technologies used in the arts.

B. Apply skills and knowledge necessary to create and perform in one or more of the arts.

Hawthorne Adaptive Behavior Goals Covered in this Course: 3. Adequately expresses information through various facial expressions, body movements, touches, and gestures

4. Adequately expresses information through various facial expressions, body movements, touches, and gestures


7. Has adequate expressive vocabulary


11. Comprehends the meaning of various facial expressions, body movements, touches, and gestures


35. Responds appropriately to typical physical exchanges with other persons



50. Uses communication skills to initiate positive interpersonal relationships with others

Life Centered Career Education Competencies Covered in this Course: 36. Engage in group & individual activities

44. Identify emotions

45. Demonstrate physical knowledge of self

47. Describe others’ perception of self

48. Accept & Give praise

49. Accept & give criticism




61. Demonstrate awareness of how one’s behavior

affects others




Journalism

Course Summary: In this class, students will learn how to be reporters for the school

newspaper. They will become familiar with several Chicago newspapers, interview other

students and Vaughn staff using a tape recorder, create stories on the computer, learn how to edit

and format stories into columns, take digital pictures and draw artwork for the paper, and

practice good observation and listening skills.

IL State Standards Covered in this Course: Goal 1: Read with understanding and fluency.

A. Apply word analysis and vocabulary skills to comprehend

selections.

B. Apply reading strategies to improve understanding and

fluency.


Goal 2: Read and understand literature representative of

various societies, eras and ideas.

A. Understand how literary elements and techniques are used

to convey meaning.

B. Read and interpret a variety of literary works.

Goal 3: Write to communicate for a variety of purposes.

A. Use correct grammar, spelling, punctuation, capitalization

and structure.

B. Compose well-organized and coherent writing for specific

purposes and audiences.

C. Communicate ideas in writing to accomplish a variety of

purposes.

Goal 4: Listen and speak effectively in a variety of situations.


B. Speak effectively using language appropriate to the

situation and audience.

Goal 5: Use the language arts to acquire, assess and

communicate information.

A. Locate, organize, and use information from various

sources to answer questions, solve problems and

communicate ideas.

B. Analyze and evaluate information acquired from various

sources.

IL Social Emotional Learning Standards: Goal 1: Develop self-awareness and self-management skills to achieve school and life success.

Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.

A: Recognize the feelings and perspectives of others.

C: Use communication and social skills to interact effectively with others.

Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

A: Consider ethical, safety, and societal factors in making decisions.


2. Provides relevant verbal responses to conversations,

questions, etc.

3. Adequately expresses opinions, feelings, emotions, needs,

choices, etc. with spoken word, sign language, graphic

symbols, etc.


others



9. Expresses complete sentences or complete thoughts in

legible handwriting

12. Applies functional academics to communication





physical stimuli in the classroom

46. Responds appropriately to the feelings of others

49. Demonstrates the ability to determine the appropriate

duration of interaction for the situation


interpersonal relationships with others

52. Is truthful

55. Assists others



Life Centered Career Education Competencies Covered in this Course: 53. Demonstrate appropriate behavior in public areas

56. Demonstrate listening & responding skills






82. Recognize importance of attendance & punctuality




96. Demonstrate manual dexterity

Culinary Arts

Course Summary: The mission of the Culinary Arts Program at Vaughn

Occupational High School is to provide a rigorous, hands-on training experience

for students with varied abilities, to better prepare them for life outside of school.

Our fundamental goal is to allow each student an opportunity to learn and develop

job centered food preparation skills and knowledge, as well as to help them grow

in their ability to work towards independent living. In addition, this program is

designed to help young people become more responsible for themselves, their

families and their communities by closely examining the relationship between

food, culture, and ecology.

Hawthorne Adaptive Behavior Goals Covered in this Course: 1. Comprehends typical verbal communications.


6. Uses verbal skills to maintain positive relationships with others.

7. Has an adequate expressive vocabulary.

16. Demonstrates appropriate hygiene.

19. Demonstrates appropriate grooming habits.

20. Turns on faucet, flushes toilet, operates light switches etc.


24. Demonstrates appropriate behavior for immediate environment.

25. Completes simple housekeeping tasks.

26. Uses a broom, mop, vacuum, etc., to keep an area clean.

28. Prepares a simple meal.




Life Centered Career Education Competencies Covered in this Course: 1. Counts money to make correct change.


13. Exhibits basic hygiene and proper grooming.

20. Purchases food.

21. Cleans food preparation area.

22. Store food properly.

23. Prepare a meal.

25. Plan and eat a nutritional meal.

52. Recognizes authority and follows instruction.

70. Identify remunerative aspects of work.

88. Search for a job.

83. Recognizes the importance of supervision.

85. Work collaboratively with others.

Computer Lab/Information Technology

Course Summary: In this class, we work on learning computer skills necessary to

operate the Microsoft Word program. Some of the skills we have worked on

include: using the proper commands to: open a new document, operate the tab key

when starting a new paragraph, saving work, retrieving work, capitalization,

spelling and grammar check, using the right button on the mouse, identifying

spelling and spacing errors that are underlined by red and green lines, printing

completed work, changing font, creating columns and changing font, font size and

centering the title. I will teach students to: insert clip art, insert multi-colored

borders around paragraphs, copy, move, and paste text, add bold, italics, underline

and other effects, justify and align text, preview printing, print addresses on

envelopes and many other word processing skills. We also work on learning The

PowerPoint Program. Some of the skills covered in PowerPoint are: Inserting new

slides, choosing slide layout, choosing slide design, setting animation properties,

inserting clip-art, animating pictures, and inserting sound elements, publishing to

the web, and sharing a presentation. We will touch on some very basic Excel

Skills.

IL State Standards Covered in this Course: 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs

using contemporary technology and formats suitable for submission and/or publication.

3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate

citation of sources) using contemporary technology

3.C.5a Communicate information and ideas in narrative, informative and persuasive writing with clarity and

effectiveness in a variety of written forms using appropriate traditional and/or electronic formats; adapt content,

vocabulary, voice and tone to the audience, purpose and situation.

3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes

3.C.2b Produce and format compositions for specified audiences using available technology.

3.C.4b Using available technology, produce compositions and multimedia works for specified audiences.



12.Applies functional academics to communication



69. Demonstrates problem-solving skills in new or unique situations.

Life Centered Career Education Competencies Covered in this Course: 60. Demonstrate self-organization

62. Locate and utilize sources of assistance.


50. Develop confidence in oneself.

75. Investigate local occupational & training opportunities.


96. Demonstrate manual dexterity

Senior Seminar I

Course Summary: This course will focus on developing social-emotional skills,

communication skills, self-awareness, and knowledge of community resources.

Students will participate in a media production project with the help of our

community partner, Street Level Youth Media. Students will develop their voice

and ability to express their ideas through music and film. They will also learn

conversation and questioning techniques to illicit information about a variety of

specific topics.

IL State Standards Covered in this Course: 1A.5b. Evaluate how expressing more positive attitudes influences others.

1B.5a. Implement a plan to build on a strength, meet a need, or address a challenge.

2A.5a.Demonstrate how to express understanding of those who hold different opinions.

2B.5a. Evaluate strategies for being respectful of others and opposing stereotyping and prejudice.

2C.5a. Evaluate the application of communication and social skills in daily interactions with

peers, teachers, and families.

2C.5b. Plan, implement, and evaluate participation in a group project.

Hawthorne Adaptive Behavior Goals Covered in this Course: 2. Provides relevant verbal responses to conversations, questions, etc.



47. Displays appropriate social interaction for the occasion

59. Conducts business with community resources




59. Strive towards self-actualization


63. Anticipate consequences

Senior Seminar II

Course Summary: This course will help students develop an action plan for

graduation from high school with a focus on preparing students for appropriate

employment. The occupational themes employed provide the basis for combining

functional academic skills with occupational development and training. Students

will explore employment opportunities as well as review skills necessary for

independent living. Topics in this course will include, but are not limited to:

career awareness, money skills, living arrangements, health plans, employment and

recreation. Safety and courteous treatment of others and the foundations for

expected classroom behavior. Students are expected to follow school rules.

IL State Standards Covered in this Course: 1B.5a. Implement a plan to build on a strength, meet a need, or address a challenge.

1C.5a.Set a post-secondary goal with action steps, timeframes, and criteria for evaluating

achievement.

1B.5b. Evaluate how developing interests and filling useful roles support school and life success.

Hawthorne Adaptive Behavior Goals Covered in this Course: 5. Communicates name, address and phone number.


77. Demonstrates knowledge of requirements for personal safety.

75. Understands concepts of sexuality.


Life Centered Career Education Competencies Covered in this Course: 13. Exhibit proper grooming and hygiene.

20. Purchase food.

62. Locate and utilize sources of assistance.


88. Search for a job.

89. Apply for a job.

26. Wash/Clean clothing

Senior Seminar III

Course Summary: This course is for seniors to practice vocational and

independent functioning skills. This is double period course. Students will

practice life skills such as money management, career choice and decision making.

Students will learn to make good choices and set goals for their life. Students will

learn the skills to be more responsible and independent. This course provides

many field trips to neighborhoods to learn and practice from real situations. This

course will also provide real life skill practices from Mock-Apartment.

IL State Standards Covered in this Course: 1B.4a. Set priorities in building on strengths and identifying areas for improvement.

1C.4a. Identify strategies to make use of resources and overcome obstacles to achieve goals.

1C.4b. Apply strategies to overcome obstacles to goal achievement

3A.4a. Demonstrate personal responsibility in making ethical decisions.

3B.4a. Evaluate personal abilities to gather information, generate alternatives, and anticipate the consequences of

decisions.

24.B.4 Explain how decision making affects the achievement of individual health goals.

24.C.4 Formulate a plan to achieve individual health goals.

Hawthorne Adaptive Behavior Goals Covered in this Course: 5. Communicates names, address, and phone number.

16. Demonstrates appropriate hygiene.

17. Demonstrates appropriate mealtime behavior.

18. Chooses clothes appropriate for the weather and occasion.


25. Completes simple housekeeping tasks.

26. Uses a broom, mop, vacuum, etc., to keep an area clean.

28. Prepares a simple meal.





58. Finds necessary locations in the community.

59. Conducts business with community services.

60. Adjust behavior to the expectations of community situations.


64. Uses public or private facilities to serve a need or interest.

Life Centered Career Education Competencies Covered in this Course: 1. Managing personal finances.

2. Selecting & Managing a Household

3. Caring for personal needs.

5. Buying, Preparing, & Consuming food

6. Buying & Caring for clothing

7. Exhibiting responsible citizenship.

8. Utilizing recreational facilities & Engaging in Leisure.

9. Getting Around the community.

17. Knowing & Exploring Occupational Possibilities.

18. Selecting & Planning Occupational Choices.

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