School District 42 Maple Ridge-Pitt Meadows
Performance Standards
for Lifeskills Programming
[pic]
School District No. 91
Nechako Lakes
First Edition 2010
This project was based on the work of R. Sawka from SD 52
We gratefully acknowledge the concept and initial work that was done by Reagan Sawka
SD 91 acknowledges the sharing of ideas from SD 52
The spirit of collegiality enriches all our practice
Acknowledgements
Terri Daniel
Judith Goerz
Kathy Green
Catherine Hendry
Claire McKay
Jane Thake Ray
Monica Sillje
Barb Zang
Introduction
The Performance Standards for Lifeskills Programming was designed by a group of teachers in SD 91 (Nechako Lakes). The document was built on the framework developed by R. Sawka from SD 52 (Prince Rupert).
These performance standards are intended to support teachers in assessing and planning for students in lifeskills programs with modifications.[1] They can be adapted for use with individual students with a variety of disabilities.
How can these performance standards be utilized?
Assessment to facilitate placement, transitioning, and planning
• Student performance on Snapshots can be used to determine entry into existing curricular and/or life skills programs.
• Use the Aspects to facilitate planning for grade and/or school transitions
Planning for individuals and/or programming
• Use the Snapshots to determine focus areas (Functional Reading, Functional Math, Independent Living Skills, Personal Development, and/or Employability Skills) needing to be targeted when developing an individual’s IEP goals.
• Use the Performance Standards for each Aspect to determine strengths and needs, thus enabling the development of an individual’s specific IEP objectives.
• Use the Performance Standards to determine classroom themes and/or instructional units
1. This document is divided into the five focus areas of performance standards and a section on planning and implementation. The document is designed with function in mind and the binder allows teachers to add additional documents and resources with ease. The snapshots and summary checklist can be used for a variety of purposes.
PERFORMANCE STANDARDS
TABLE OF CONTENTS
Page Number
SECTION 1: FUNCTIONAL LITERACY
Life Skills Reading 9
Finding information / Reference Books / Internet Resources
Newspapers
Schedules
Charts / Graphs
Telephone Book
Personal Letters
Bills / Statements
Catalogues / Order forms
Legal Notices / Lease Agreements / Contracts
Job Applications
Health Information
Safety Labels
Nutritional Labels
Directions / Maps
Bus Schedules
Recipes
Vocabulary
SECTION 2: FUNCTIONAL MATH
Job Skills Math 15
Handling Money; Calculation Change; Making Change
Calculating Percent; Estimating Percent
Calculating Tax, Estimating Tax
Cashier Training
Money Safety; Counterfeit Money
Personal Finance 16
Budgeting
Comparison Shopping
Types of Bank Accounts
Writing Cheques
Using Banking Services
Debit cards
Credit cards
Borrowing Money
Income Tax
Employment Income
SECTION 3: INDEPENDENT LIVING SKILLS
Managing A Household 21
Managing a home
Finding a Home
Renting, Rental Agreements, Responsible Renting
Setting up a home
Financial Roles
Home Maintenance
Healthy Relationships 24
Healthy Relationships
Roommates
Friends and Partners
Family
Children
Social Interactions
Community Resources 26
Clubs
Choosing a Hobby
Using a Directory
Recreation
Volunteering
Support
Advocacy
Services
Asking for Help
SECTION 4: PERSONAL DEVELOPMENT
Social Skills 30
Listening Skills
Negotiation Skills
Reading Body Language
Different Points Of View
Opinion and Fact
Working as A Team
Decision Making
Consequences
Positive Attitude
Understanding Emotion
Teasing
Humor
Conflict Resolution
Relationship Cycle
Social Responsibility
Personal Rights
Dealing with Authority
Handling Frustration
Disappointment
Anger Management
Peer Pressure
Anti-Bullying
Anti-Discrimination
Healthy Lifestyle 35
First Aid
Illnesses
Medicine
Emotions and Stress
Healthy Relationships
Your Body, Puberty, Sexual Health
Exercise and Nutrition
Drugs and Alcohol
Personal Safety 37
Safety Symbols
Road Signs
Anti-Violence
At Home
With Strangers
Work Safety
Vehicle Safety
Bicycle Safety
Pedestrian Safety
Sun Safety
Water Safety
Natural Disasters
Success at School 40
Goal Setting
Organization
Code of Conduct
Rights and Responsibilities
Agenda Books
Time Management; Being on Time
Attitude/Participation
Getting Help
Learning Styles
IEP's and Grades
Homework
Attendance
Teamwork
Making Friends
Extracurricular Activities
SECTION 5: JOB SKILLS
Career Awareness and Employability Skills 45
Resumes; Cover Letters
Job Search Skills
Job Applications
Career Goals
Interview Skills
Career Research
Work Experience
Information Technology 47
Computer Usage
Word Processing
Internet Search
Internet Safety
Cyber-Bullying
Information retrieval
Power Point
On-Line Activities
SECTION 1: FUNCTIONAL LITERACY
Life Skills Reading Snapshot
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
|LIFE SKILLS READING |The student needs one-to-one |The student is able to read a |The student is able to read all|The student is able to read |
| |support to understand reading |variety of material and can |required material independently|required material and more |
| |material or directions |demonstrate understanding with |and demonstrate understanding |advanced materials |
| | |some support |accurately |independently and demonstrates |
| | | | |understanding with clear, |
| | | | |accurate, and complete answers |
Life Skills Reading
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Finding Information/ Reference |Given a selection of text |Given a selection of text |Given a selection of text |The student is able to identify |
|Books/ |resources/internet sites, the |resources/internet sites, the |resources/internet sites, the |information-specific resources |
|Internet Resources |student is able to |student is able to |student is able to | |
| | | | |The student is able to identify |
| |Identify a topic of interest but|Identify a topic of interest. |Identify a topic of interest |a topic of interest |
| |requires assistance reading | | | |
| |available resources |Requires support to narrow the |Seek information by |Seek information by |
| | |search for desired information |investigating available |investigating available |
| | | |resources independently |text/internet resources |
| | | | |independently |
| | | | | |
|Newspapers |The student can identify |The student can identify |The student can identify |The student can identify |
| | | | | |
| |The purpose of no more than 3 |The purpose of all sections of |The purpose of all sections of |The purpose of all sections of |
| |sections of the newspaper |the newspaper |the newspaper |the newspaper. |
| | | | | |
| | |The purpose of an index and |Is able to utilize an index to |The student can also utilize the|
| | |utilize to locate specific |locate the section in which |index to independently access |
| | |information with adult support |information is located. |any section of the newspaper |
| | | | | |
| | | |Can locate a specific article |Can locate specific information |
| | | |with assistance |without assistance |
| | | | | |
|Schedules |The student requires support to |The student can identify the |The student can independently |The student can independently |
| |identify the sequence of daily |sequence of daily activities |follow a personal daily/weekly |follow a personal daily/weekly |
| |activities that are outlined in |outlined in a personal written |schedule |schedule |
| |a personal written schedule |schedule but may require | | |
| | |prompting to move between | |The student can develop a |
| | |activities | |schedule for the following day |
| | | | |and/or week with assistance |
| | | | | |
|Charts And Graphs |The student requires support to |The student is able to |The student is able to |The student can independently |
| |read and understand information |independently read and |independently read and |read, understand and apply |
| |contained in any type of chart |demonstrate literal |demonstrate literal |information contained in a wide |
| |or graph |comprehension of basic |comprehension of basic |variety of charts and graphs |
| | |charts/graphs |charts/graphs but requires | |
| | | |assistance to apply the | |
| | | |information | |
| | | | | |
|Telephone Book |The student requires assistance |The student can identify and |The student can locate emergency|The student can locate emergency|
| |to access information located in|find the correct section of the |numbers independently |numbers independently |
| |the telephone directory |telephone directory using an | | |
| | |alphabet strip |He/she can independently locate |The student can independently |
| | | |a name or business in both the |locate a name or business in |
| | | |white and yellow pages of a |both the white and yellow pages |
| | | |telephone directory |of a telephone directory. |
| | | | |The student can also use the |
| | | | |information pages and can locate|
| | | | |listings in the Government |
|See Online Skills In Technology | | | |section |
|Skills | | | | |
| | | | | |
|Personal Letters |The student requires assistance |The student requires minimal |The student is able to |The student is able to |
| |to read and understand the |assistance to read and |independently read and |independently read and |
| |contents of a personal letter |understand the contents of a |understand the contents of a |understand the contents of a |
| | |personal letter |personal letter but may require |personal letter |
| | | |assistance to “read between the | |
| | | |lines” |The student is able to use |
| | | | |vocabulary and punctuation clues|
| | | | |to interpret the author’s state |
| | | | |of mind |
| | | | | |
|Bills/Statements |The student requires assistance |The student can identify amount |The student can identify amount |The student can independently |
| |to consistently locate basic |payable and due date on a |payable and due date on a |locate and/or explain |
| |information on a bill and/or |variety of bills and account |variety of bills and account |information indicated on any |
| |statement of account |statements |statements |part of a bill or statement of |
| | | | |account |
| | | |The student can track credits | |
| | | |and debits itemized on a |The student can track credits |
| | | |statement |and debits itemized on a |
| | | | |statement |
| | | | | |
| | | | |Has an understanding of how |
| | | | |interest is calculated on an |
| | | | |outstanding bill |
| | | | | |
|Catalogues/ |The student requires assistance |The student is able to |The student is able to |The student is able to |
|Order Forms |to | | | |
| | |Independently read catalogue |Use the catalogue index in order|Use the catalogue index in order|
| |Locate desired items and to read|descriptions |to locate desired items |to locate desired items |
| |item descriptions | | | |
| | |Choose desired item from a |Independently read catalogue |Independently read catalogue |
| | |variety of similar offerings may|descriptions in order to choose |descriptions in order to choose |
| | |need assistance |desired item from a variety of |desired item from a variety of |
| | | |similar offerings |similar offerings |
| | |Utilize an index with assistance| | |
| | | |Identify information required to|Identify information required to|
| | | |complete an order form |complete an order form |
| | | | | |
| | | | |Use measurement guides in order |
| | | | |to determine an item size |
| | | | | |
|Legal Notices/ Lease Agreements/|The student requires assistance |The student is able to explain |The student is able to explain |The student is able to read each|
|Contracts |in reading and understanding |the concept of a legal agreement|the concept of a legal agreement|section of a legal agreement |
| |information required on all |and can read basic sections but |He/she is able to read each |He/she can explain the options |
| |sections of a legal agreement |requires support to read and |section of a legal agreement but|included in the agreement and |
| | |understand much of the |may require assistance in |the consequences of either party|
| | |terminology included in the |understanding some terminology |breaking the agreement |
| | |agreement |included in the agreement | |
| | | | | |
|Job Applications |The student requires assistance |The student is able to complete |The student is able to complete |The student is able to |
| |in reading and understanding |personal information section |personal information section |independently read and explain |
| |information required on all |independently but needs |independently but needs minimal |what information is required to |
| |sections of a basic job |clarification of information |prompts to complete additional |complete all sections of a basic|
| |application |required on additional sections |sections of a basic job |job application |
| | |of a basic job application |application | |
|Health Information |The student requires assistance |The student can read appointment|The student can read appointment|The student can independently |
| |with reading and understanding |slips and can read and |slips and can read and |access, understand, use, and |
| |health-related information |understand labels on |understand labels on |evaluate health-related |
| | |prescription and |prescription and over-the |information and services |
| | |over-the-counter medication |counter medication bottles The|including the internet |
| | |bottles |student demonstrates a | |
| | | |willingness to ask questions | |
| | | |when comprehension is difficult | |
| | | | | |
| | | | | |
|Safety Labels |The student is not yet able to |The student consistently |The student is able to read |The student is able to read and |
| |consistently “read” universal |recognizes universal warning |written safety labels |explain information included in |
| |warning symbols |symbols but requires assistance | |a safety label |
| | |with written labels | | |
| | | | | |
|Nutritional Labels |The student can read the common |The student can independently |The student can independently |The student can independently |
| |name of the product but requires|read the common name of the |read the common name of the |read the common name of the |
| |assistance with additional label|product and can determine the |product and can determine where |product and can determine the |
| |information |place of manufacture In |the product was manufactured. |place of manufacture In |
| | |addition, the student can |In addition, the student can |addition, the student can |
| | |identify the net contents |identify the net contents |identify the net contents |
| | |(weight, measure or count) of |(weight, measure or count) of |(weight, measure or count) of |
| | |the product |the product. |the product |
| | | | |The student can identify |
| | | |The student can identify |ingredients contained in the |
| | | |ingredients contained in the |product and can use the |
| | | |product but requires some |Nutrition Facts panel to compare|
| | | |support to read and explain |products |
| | | |information contained in the | |
| | | |Nutrition Facts panel | |
| | | | | |
|Directions/Maps |The student is not yet able to |The student is able to identify |The student is able to use a map|The student is able to use a map|
| |identify the cardinal directions|cardinal directions on a map and|to determine a desired route |to determine a desired route |
| |and requires assistance to |to orient the map correctly |between two points and to use |between two points and to use |
| |orient the map correctly | |the legend to identify specific |the legend to identify specific |
| | |The student is able to use the |services available |services available |
| |The student requires assistance |legend to identify specific | | |
| |to trace a route between |services available |The student is able to use |The student is able to use |
| |specific places on a map | |coordinates to pinpoint a |coordinates to pinpoint a |
| | | |specified location |specified location He/she is |
| | | | |able to use the map scale to |
| | | | |calculate the distance to be |
| | | | |traveled |
| | | | | |
|Bus Schedules |The student requires assistance |The student is able to locate |Given a bus schedule for a given|Given a bus schedule that |
| |to identify and understand |and explain information provided|day, the student is able to |includes information for |
| |information provided on a bus |on each section of a bus |determine a bus route that will |weekday, weekend/holiday, |
| |schedule |schedule |allow him/her to reach a |regular and express routes, the |
| | | |specified destination at a |student is able to determine a |
| | | |specified time |route that will allow him/her to|
| | | | |reach a specified destination at|
| | | | |a specified time |
| | | | | |
|Recipes |The student requires assistance |The student is able to match |The student is able to read the |The student is able to |
| |to read and follow the steps |ingredients to words but needs |recipe but may need assistance |independently follow a simple |
| |outlined in a simple recipe |assistance in carrying out the |in creating a desirable product |recipe to create a desirable |
| | |directions to create a desirable| |product |
| | |product | | |
| | | | | |
| | | | | |
|Vocabulary |The student has a very limited |The student uses a limited |The student has a limited number|The student is able to |
| |number of strategies for |number of strategies for |of independent tools and/or |independently identify and use a|
| |determining unfamiliar |determining unfamiliar |strategies that she/she is able |wide variety of tools and |
| |vocabulary (e.g. Sound out, |vocabulary (e.g. Sound out, |to use effectively to determine |strategies (e g. glossary, |
| |reread, ask for help) The |reread, ask for help) The |unfamiliar vocabulary While |dictionary, context, text |
| |student is not yet able to |student demonstrates minimal |the student is aware of a |features, connections, |
| |demonstrate minimal literal |literal comprehension |variety of additional resources,|structural analysis, phonics) to|
| |comprehension | |he/she needs prompts to access |decode/define unfamiliar |
| | | |these |vocabulary |
RESOURCES
Nutritional labels:
Health information:
SECTION 2: FUNCTIONAL MATH
Job Skills Math Snapshot
Personal Finance Snapshot
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
|Job Skills Math | | | | |
| |The student needs one-to-one |The student is able to solve a |The student is able to solve |The student is able to solve |
| |support to understand handle |variety of math problems and can|math problems accurately |more advanced math problems |
| |money and solve problems |demonstrate understanding if |The student is able to |independently |
| | |given some support |articulate solutions |and demonstrates understanding |
| | | | |with clear, accurate, and |
| | | | |complete answers |
| | | | |He/she is able to articulate |
| | | | |solutions |
| | | | | |
|Personal Finance |The student needs one-to-one |The student is able to |The student is able to |The student is able to |
| |support to understand personal |demonstrate skills and |demonstrate skills and |demonstrate skills and |
| |finance skills |understandings if given some |understandings accurately and |understandings accurately and |
| | |support |independently |independently and can identify |
| | | | |applicable situations |
JOB SKILLS MATH
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Handling Money |The student can recognize and |The student can name coins, |The student can name coins & | |
| |name coins and make small |make amounts up to $100 |bills, make amounts up to $1000| |
| |amounts with one to one support| |in different ways | |
|Calculating Change | | | | |
| | |The student can estimate the |The student can estimate the | |
| | |amount of change to |amount of change to | |
|Making Change | |give/receive with even |give/receive to the nearest | |
| | |amounts |dollar | |
| | | | | |
| | | |The student can calculate the | |
| | | |change needed and count it out | |
|Calculating Percent |The student requires adult/peer|The student can calculate the|The student can calculate the | |
| |support for each step in |percent with a calculator and|percent of an amount using a | |
|Estimating Percent |calculating percent |a model of the steps |calculator | |
| | | | | |
| | |The student can |The student can estimate the | |
| | |estimate the percent of an |percent of an amount using a | |
| | |amount using a calculator and|calculator | |
| | |support | | |
|Calculating Tax |The student can calculate tax |The student can calculate the|The student can calculate tax |The student can estimate and |
| |with extensive adult support |tax on an amount using a |on an amount using the |calculate the amount of tax |
|Estimating Tax | |calculator and a model to |calculator |without a calculator |
| | |show the method | | |
| | | |The student can estimate the | |
| | | |tax amount and the total price | |
| | | |using supports such as a | |
| | | |calculator | |
|Cashier Training |The student has attended a |The student has taken a |The student has taken and |The student has taken a cashier|
| |cashier training course with |cashier training course |passed a cashier training |training course and can use |
| |extensive adult support | |course |different types of tills with |
| | | | |little support |
|Money Safety |The student can show way to |With a visual model the |The student can list ways to |The student can articulate a |
| |keep money safe with adult |student can list ways to keep|keep money safe at work |comprehensive list of money |
|Counterfeit Money |support |money safe at work | |safety techniques and |
| | | |The student can demonstrate how|demonstrate the attributes to |
| | |The student can list two |to safely withdraw money from a|look for to screen counterfeit |
| | |things to look for to see if |bank machine |money |
| | |a bill is real | | |
| | | |The student can list the | |
| | | |attributes to look for in large| |
| | | |bills to ensure real and | |
| | | |demonstrate | |
PERSONAL FINANCE
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Budgeting |The student requires |The student requires minimal|The student is able to |The student is able to |
| |individual support to |assistance to identify |independently: |independently: |
| |understand the concept of |expense categories and | | |
| |budgeting |develop a budget |Identify and examine expense|Use budget terms to explain |
| | |incorporating most areas |categories and spending |the need for preparing |
| | |listed in the process |choices |specific budgets as planning|
| | | | |tools |
| | | |Develop a budget | |
| | | |incorporating all areas |Keep financial information |
| | | |listed in the process |records to construct a |
| | | | |personal spending diary |
| | | |Perform calculations | |
| | | |correctly |Develop and balance a |
| | | | |monthly budget that matches |
| | | | |predicted income |
| | | | | |
|Comparison Shopping |The student does not yet |The student is, with |The student is able to |The student is able to |
| |understand the concept of |assistance, able to apply |independently: |independently: |
| |comparison shopping |the concepts of comparison | | |
| | |shopping for like items of |Estimate unit prices on |Use the concept of unit rate|
| | |equal measure |items of similar measure |to compare prices of like |
| | | | |items having different |
| | | |Compare purchasing choices |measures |
| | | |on items that he/she uses | |
| | | | |Gather appropriate |
| | | | |information to determine the|
| | | | |best buy on a consumer item |
| | | | |and justify the decision |
| | | | | |
|Types Of Bank Accounts |The student requires |The student is able to state|The student is independently|The student is independently|
| |individual support and |the basic difference between|able to: |able to: |
| |numerous prompts in order to|savings and chequing | | |
| |engage in discussion |accounts |Compare/contrast the |Name and describe various |
| | | |advantages and disadvantages|types of commonly used |
| | | |of basic savings and |consumer bank accounts |
| | | |chequing accounts | |
| | | | |Understand and explain |
| | | | |services offered by and |
| | | | |charges resulting from use |
| | | | |of a variety of bank |
| | | | |accounts |
| | | | | |
|Writing Cheques |The student will, with |The student will, with |The student is independently|The student is independently|
| |prompting and some errors or|prompting and some errors or|able to: |able to: |
| |omissions, is able to: |omissions, is able to: | | |
| | | |Identify & apply purpose/use|Identify & apply purpose/use|
| |Accurately write /record |Identify & apply purpose/use|of cheques with minor errors|of cheques |
| |cheques |of cheques | | |
| | | |Accurately write /record |Accurately write /record |
| |Access & balance account |Accurately write /record |cheques with minor errors |cheques |
| | |cheques with errors or | | |
| | |omissions |Access & balance account |Access & balance account |
| | | |from various sources |from various sources |
| | |Access & balance account | | |
| | |from one source | | |
| | | | | |
|Using Banking Services |The student has minimal |With assistance, the student|The student is |The student is independently|
| |knowledge of basic |is able to: |independently: |able to: |
| |financial services offered | | | |
| |by banks |Accurately and independently|Demonstrates skills needed |Reconcile statements, |
| | |complete a variety of |to maintain a chequing or |including cheque books and |
| | |banking forms (signature |debit account (maintains a |electronic bank transactions|
| | |authorization, deposit form,|cheque register, interprets |with bank statements |
| | |cheque) |an account statement, | |
| | | |reconciles a chequing |Identify different types of |
| | | |account) |bank service charges and |
| | | | |their relative costs, |
| | | | |including monthly account |
| | | | |fees, transaction charges |
| | | | |and interest charges |
| | | | | |
| | | | |Show how a computer can be |
| | | | |used to manage bills and |
| | | | |finances from home, in a |
| | | | |safe and secure manner |
| | | | | |
|Debit Cards |The student requires |With assistance, the student|The student is able to |The student is able to |
| |individual support and |is able to: |independently: |independently: |
| |numerous prompts in order | | | |
| |to: |Describe the use of a bank |Access ATM services to make |Track and reconcile |
| | |card for automated teller |deposits, withdrawals and |transactions |
| |Engage in discussion of the |machines (ATMs) and debit |transfers | |
| |uses of a debit card |payments | |Understand and explain |
| | | | |service charges resulting |
| |Access ATM services to make | | |from debit card use |
| |a deposit and/or withdrawal | | | |
| | | | |Compare/contrast the |
| | | | |advantages and disadvantages|
| | | | |of using cash, debit, and |
| | | | |credit cards |
| | | | | |
|Credit Cards |The student has minimal |With assistance, the student|The student is independently|The student is independently|
| |knowledge of credit cards |is able to: |able to: |able to: |
| |and their uses | | | |
| | |Demonstrate the use of a |Discuss information about |Compare/contrast the |
| | |credit card to purchase |credit and it’s uses |advantages and disadvantages|
| | |goods, including those that | |of using cash, debit, and |
| | |might invoke a tip amount |Understand and explain |credit cards |
| | | |service charges resulting | |
| | |Demonstrate strategies to |from credit card use |Identify ways to establish |
| | |ensure safety of a credit | |credit history |
| | |card | | |
| | | | |Use math skills to determine|
| | | | |a safe debt load |
| | | | | |
| | | | |Identify critical action to |
| | | | |take when in financial |
| | | | |trouble |
| | | | | |
|Borrowing Money |The student has minimal |The student is aware that |The student is independently|The student is able to |
| |knowledge of financial |interest charges are |able to: |independently: |
| |transactions |applicable to borrowed funds| | |
| | |and that these rates may |State the difference between|Explain terminology related |
| | |vary |simple and compound interest|to borrowing money |
| | | | | |
| | | | |Use simple and compound |
| | | | |interest calculations to |
| | | | |solve problems |
| | | | | |
| | | | |Identify ways to establish |
| | | | |credit history |
| | | | | |
| | | | |Use math skills to determine|
| | | | |a safe debt load |
| | | | | |
| | | | |Identify critical action to |
| | | | |take when in financial |
| | | | |trouble |
| | | | | |
|Income Tax |The student demonstrates |The student requires |The student is able with to |The student is independently|
| |little knowledge of the |support: |support: |able to: |
| |steps required and needs | | | |
| |individual assistance to |To complete a basic tax form|Gather documentation |Prepare an income tax form |
| |complete a basic tax form | |necessary to complete a |(in both hard copy and |
| | |Aware of the filing deadline|basic tax form although |on-line formats) for an |
| | | |minimal |individual who is single, |
| | | | |employed, and without |
| | | | |dependents |
| | | | | |
|Employment Income |The student requires |The student is familiar with|The student is able to |The student is independently|
| |individual support to |income/deduction terminology|independently: |able to: |
| |understand employment income|but requires assistance with|-calculate hours worked and |-calculate net income using |
| |concepts |both interpretation and |gross pay earned |deduction tables with |
| | |calculation |-read and interpret |different pay periods |
| | | |deductions indicated on a |-calculate changes in income|
| | | |pay stub |-solve problems involving |
| | | | |performance-based income, |
| | | | |including commission sales, |
| | | | |piece work, salary plus |
| | | | |commission |
| | | | | |
RESOURCES
SECTION 3: INDEPENDENT LIVING SKILLS
Managing a Household Snapshot
Healthy Relationships Snapshot
Community Resources Snapshot
| | | | | |
|MANAGING A HOUSEHOLD |The student requires much |The student will be prepared |The student has a fully |The student has an impressive |
| |further development to prepare |for the transition to managing |developed skill set and |skill set and knowledge base to|
| |for the transition to managing |a household with some further |knowledge base to have a |have a successful transition to|
| |a household |development |successful transition to |managing a household |
| | | |managing a household | |
| | | | | |
|HEALTHY RELATIONS |The student requires much |The student will be prepared |The student has a fully |The student has an impressive |
| |further development to |for the transition to |developed skill set and |skill set and knowledge base to|
| |demonstrate healthy |developing healthy |knowledge base to have a |have a successful transition to|
| |relationships |relationships with some further|successful transition to |developing healthy |
| | |development |developing healthy |relationships |
| | | |relationships | |
| | | | | |
|COMMUNITY RESOURCES |The student needs support in |The student has a general |The student shows a growing |The student shows an excellent |
| |understanding how to access |knowledge of the supports and |awareness of the supports and |understanding of the supports |
| |support in the community |networks available to him/her |networks available to him/her |and networks available to |
| |With assistance he/she will be |in the community During |in the community During |him/her in the community |
| |given the opportunity to |class trips the student shows |class trips the student shows |During class trips the student |
| |develop first-hand experience |some interest in learning to |an active interest in learning |shows active interest in |
| |with making connections |access support |to access support |learning to access support |
MANAGING A HOUSEHOLD
|Aspect |Not Yet Within Expectations|Meets Expectations (Minimal|Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Managing a household |The student requires |The student can demonstrate|The student can demonstrate|The student can demonstrate|
| |support to provide |a general knowledge of the |competency in a variety of |a thorough knowledge of |
| |knowledge of the key |key components of household|the key components of |each of the key components |
| |components of household |management |household management |of household management |
| |management | | | |
| | |He/she is developing an |He/she can provide evidence|He/she can provide evidence|
| |With further support he/she|awareness of the |of an awareness of the |of an acute awareness of |
| |will be able to develop an |responsibility involved in |responsibility involved in |the responsibility involved|
| |awareness of the |renting a home, paying |renting a home, paying |in renting a home, paying |
| |responsibility involved in |bills, maintaining a |bills, maintaining a |bills, maintaining a |
| |renting a home, paying |cleanly environment, and |cleanly environment, and |cleanly environment, and |
| |bills, maintaining a |caring for oneself |caring for oneself |caring for oneself |
| |cleanly environment, and | | | |
| |caring for oneself |He/she is showing |He/she proved capable of |He/she proved exceptionally|
| | |improvement in each |each practical application |capable of each practical |
| |He/she requires assistance |practical application of |of these skills |application of these skills|
| |in each practical |these skills | | |
| |application of these skills| | | |
| | | | | |
|Finding A Home |With support he/she will be|The student can demonstrate|The student can demonstrate|The student can demonstrate|
| |able to improve his/her |a general knowledge of the |competency in a variety of |a thorough knowledge of |
| |knowledge of the key |key components of finding a|the key components of |each of the key components |
| |components of finding a |home |finding a home |of finding a home |
| |home | | | |
| | |Independently recognizes |Can identify the need for |Can identify need, search |
| |Requires assistance in |the need for a home but |housing and demonstrate 3 |and assess, for suitable |
| |recognizing the need for |requires assistance in |ways to search for a home |housing based on |
| |home, and searching for a |searching for a home |based on a given criteria |independently developed |
| |home | | |criteria |
| | | | | |
|Renting |With further support he/she|He/she is developing an |He/she can provide evidence|He/she can provide evidence|
| |will be able to develop an |awareness of the |of an awareness of the |of an acute awareness of |
| |awareness of the |responsibility involved in |responsibility involved in |the responsibility involved|
| |responsibility involved in |renting a home |renting a home |in renting a home |
| |renting a home | | | |
| | |Will explore a rental |Understand the components |Fully understands and can |
| |With further support they |agreement and with |of a rental agreement and |name 3 key components of a |
| |will explore a rental |prompting has a basic |know where to access rental|rental agreement and more |
| |agreement |understanding of the key |agreement information |than one way of accessing |
| | |components | |rental agreement |
| |Will require support to | |Can independently follow |information |
| |demonstrate the |With reminders can |the expectations of the | |
| |expectations of a rental |demonstrate the |rental agreement and |Can follow the expectations|
| |agreement |expectations of the rental |participates in role-play |of the rental agreement and|
| | |agreement |conflicts |can successfully resolve |
| | | | |role-play conflicts |
| | | | | |
|Setting Up a Home |With support he/she will be|He/she is developing an |He/she can provide evidence|He/she can provide evidence|
| |able to develop an |awareness of the components|of an awareness of the |of an acute awareness of |
| |awareness of the components|of setting up a home |components of setting up a |the components of setting |
| |of setting up a home | |home |up a home |
| | |Understands the need to | | |
| |Verbalize some necessities |obtain basic necessities |Knows 3 different ways of |Demonstrate knowledge of |
| |for a functional home |for a home |acquiring furniture |ways of acquiring furniture|
| | | | | |
| |List 3 utility services |List 3 utility services |Discusses the basic | |
| |that may be required |that may be required |necessities for a |Identify what is needed for|
| | | |functional home |a functional home |
| | |Student identifies what | | |
| | |insurance is |Lists multiple services |Demonstrate knowledge of |
| | | |that may be required and |multiple services and are |
| | | |have some understanding of |able to access and set-up |
| | | |where to access services |services |
| | | | | |
| | | |Understands what insurance |Identify what insurance is,|
| | | |is and why is it important |why is it important and |
| | | | |where to go to get it |
| | | | | |
|Financial Roles |With further support he/she|With prompting, he/she is |He/she can provide evidence|He/she can provide evidence|
| |will be able to develop an |developing an awareness of |of an awareness of |of an acute awareness of |
| |awareness of the financial |the financial |financial responsibilities |the financial |
| |responsibility involved in |responsibilities involved |involved in managing a home|responsibilities involved |
| |managing a home |in managing a home | |in managing a home |
| | | | | |
| |Identify some of the |Complete a basic budget |Complete a basic |Complete and modify a |
| |components of a budget |that contains a minimum of |income/expenditure budget |detailed budget in response|
| | |5 key items |containing a minimum of 5 |to changing criteria |
| |Identify the need to pay a | |key items | |
| |bill on time |Find payment due date on a | |Can find payment due date |
| | |bill and understand that |Find payment due date on a |on bill |
| |Develop a basic shopping |bill needs to be paid |variety of bills | |
| |list | | |Can identify several |
| | |Create a shopping list for |Identify one method of |payment options |
| |Purchase items |basic household necessities|payment | |
| | | | |Can independently create a |
| | | |Create a shopping list & |functional shopping list, |
| | |Find and purchase items |independently find & |find and purchase items in |
| | | |purchase items in the store|the store, and stay within |
| | | | |their budget |
| | | | | |
|Home Maintenance |With further support he/she|He/she is developing an |He/she can provide evidence|He/she can provide evidence|
| |will be able to develop an |awareness of the |of an awareness of the |of an acute awareness of |
| |awareness of the |maintenance needs of a home|maintenance needs of a home|the maintenance needs of a |
| |maintenance needs of a home|and is showing improvement |and has proved capable of |home and has proved |
| |and requires assistance in |in practical application of|each practical application |exceptionally capable of |
| |each practical application |these skills |of these skills |the practical application |
| |of these skills | | |of these skills |
| | |With prompting can identify|Can identify and | |
| |Demonstrate some of the |and demonstrate the basic |demonstrate the |Can independently fully |
| |skills required to maintain|requirements for |requirements for |identify and demonstrate |
| |a safe and hygienic |maintaining a safe and |maintaining a safe and |all the requirements for |
| |environment |hygienic environment |hygienic environment |maintaining a safe and |
| | | | |hygienic environment |
| |Identify when repairs are |They can identify when |Can identify when repairs | |
| |necessary |repairs are necessary but |are necessary and can |Can independently identify |
| | |require assistance with |verbalize at least one |when repairs are necessary,|
| |Identify that there is a |problem solving |possible solution |identify solutions until |
| |pest problem | | |problem resolved |
| | |Can identify when pest |Can independently identify | |
| | |control is necessary and |when pest control is |Can independently identify |
| | |with support can identify |necessary, verbalize one |when pest control is |
| | |one safe method of control |safe method of control, and|necessary, weigh the pros |
| | | |implement |and cons of various methods|
| | | | |of control, and implement |
| | | | |the safest method for their|
| | | | |specific situation |
HEALTHY RELATIONSHIPS
|Aspect |Not Yet Within |Meets Expectations |Fully Meets Expectations |Exceeds Expectations |
| |Expectations |(Minimal Level) | | |
| | | | | |
|Healthy Relationships |The student faces |During interactive lessons|During interactive lessons| |
| |challenges and requires |and role-plays the student|and role-plays the student| |
| |more assistance, in |exhibits a limited set of |exhibits a proficient set | |
| |communicating with |skills to communicate with|of skills to communicate | |
| |empathy, caring, and |empathy, caring, and |with empathy, caring, and | |
| |respect |respect |respect | |
| | | | | |
| |When faced with conflict, |The student is able to |The student is able to | |
| |the student either |establish and maintain |establish and maintain | |
| |attempts to win or gives |peer relationships within |peer relationships within | |
| |up and retreats from |the program and within the|the program and within the| |
| |interaction |larger community |larger community | |
| | | | | |
| |Perceived stressors can |He/she can utilize |He/she can utilize | |
| |overwhelm him/her and lead|conflict resolution |conflict resolution | |
| |to frustration and |strategies to diffuse |strategies to diffuse | |
| |unproductive interactions |situations of disagreement|situations of disagreement| |
| |with roommates |to reach a positive |to reach a positive | |
| | |outcome |outcome | |
| |Problems often seem too | | | |
| |large or complex to solve |The student can articulate|The student can articulate| |
| |independently |methods of stress |methods of stress | |
| | |reduction, relaxation, and|reduction, relaxation, and| |
| | |creative problem solving |creative problem solving | |
| | | | | |
|Roommates |The student is unable to |The student is able, with |The student demonstrates |The student provides |
| |demonstrate knowledge |assistance, to demonstrate|knowledge about |innovative information |
| |about successfully being a|knowledge about |successfully being a |about successfully being a|
| |roommate: |successfully being a |roommate: |roommate: |
| | |roommate: | | |
| |Respect for the property | |Respect for the property |Respect for the property |
| |of others |Respect for the property |of others |of others |
| | |of others | | |
| |Respect for the ideas and | |Respect for the ideas and |Respect for the ideas and |
| |feelings of others |Respect for the ideas and |feelings of others |feelings of others |
| | |feelings of others | | |
| |Sharing space | |Sharing space |Sharing space |
| | |Sharing space | | |
| |Sharing household duties | |Sharing household duties |Sharing household duties |
| | |Sharing household duties | | |
| |Sharing expenses | |Sharing expenses |Sharing expenses |
| | |Sharing expenses | | |
| |Conflict resolution | |Conflict resolution |Conflict resolution |
| | |Conflict resolution | | |
| | | | | |
|Friends and/or Partners |The student is unable to |During interactive lessons|During interactive lessons|During interactive lessons|
| |identify the components of|and role-plays, the |and role-plays, the |and role-plays, the |
| |friendship He/she has a|student exhibits an |student exhibits a |student exhibits expert |
| |transient group of friends|emergent knowledge of |proficient knowledge of |knowledge of |
| |or identifies more |friendship-building skills|friendship-building skills|friendship-building skills|
| |strongly with persons |and behaviors The |and behaviors He/she |and behaviors He/she |
| |outside his/her peer range|student is somewhat adept |establishes and maintains |establishes and maintains |
| | |at establishing and |friendships |strong and healthy |
| | |maintaining peer | |friendships |
| | |relationships | | |
| | | | | |
| | | | | |
|Family |The student is unable to |During interactive lessons|During interactive lessons|During interactive lessons|
| |identify roles and |and role-plays, the |and role-plays, the |and role-plays, the |
| |responsibilities involved |student is somewhat adept |student identifies and |student demonstrates |
| |in being a family member |at identifying individual |demonstrates individual |individual roles and |
| | |roles and responsibilities|roles and responsibilities|responsibilities of being |
| | |within a family |of being a family member |a family member |
| | | | | |
| | | | |The student problem-solves|
| | | | |solutions to potential |
| | | | |family conflicts |
| | | | | |
| | | | | |
|Children |The student is unable to |During interactive lessons|During interactive lessons|The student demonstrates |
| |display age appropriate |and role-plays, the |and role-plays, the |age appropriate |
| |interactions |student is somewhat able |student identifies and |relationships within the |
| | |to display age-appropriate|demonstrates age |program and within the |
| | |interactions |appropriate interactions |larger community |
| | | | | |
|Social Interactions |The student is unable to |The student requires |The student is able to |The student is able to |
| |differentiate between |intermittent prompting |greet people while |explain the difference |
| |relationships and more |regarding appropriate |maintaining appropriate |between relationships and |
| |casual social interactions|social interactions and/or|personal space |acquaintances |
| | |personal space | | |
| | | | | |
COMMUNITY RESOURCES
|Aspect |Not Yet Within |Meets Expectations |Fully Meets Expectations |Exceeds Expectations |
| |Expectations |(Minimal Level) | | |
| | | | | |
|Clubs |The student is able to |The student is able to |The student is able to |The student is able to |
| |identify different |identify clubs available |identify clubs available |identify clubs available to |
| |purposes for clubs |to him/her |to him/her along with |him/her along with contact |
| | | |information about how to |information on joining at |
| | | |join at least one of |least two of those clubs |
| | | |those clubs | |
| | | | | |
|Choosing A Hobby |The student is able to |The student is able to |The student is able to |The student demonstrates |
| |list some hobbies |list hobbies and define a|list hobbies along with |knowledge of hobbies and |
| | |reason for maintaining a |tools necessary for at |maintains his/her own hobby |
| | |hobby |least one hobby and can | |
| | | |define a reason for | |
| | | |maintaining a hobby | |
| | | | | |
|Using A Directory |The student is able to |The student is able to |The student is able to |The student is able to |
| |identify the directory |use one type of directory|use a directory to |differentiate between |
| |from a sample of photos |to identify the presence |identify and locate |directory types and choose the|
| | |of a person or business |various businesses (or |one that best suits the search|
| | |e g telephone, mall, |people) | |
| | |apartment | | |
| | | | | |
|Recreation |The student can define |The student is able to |The student is able to |The student is able to |
| |recreation |identify at least three |identify at least three |identify at least three |
| | |recreational activities |recreational activities, |recreational activities, the |
| | |and the equipment for |the equipment and |equipment, benefits and can |
| | |each |benefits of each |demonstrate knowledge on how |
| | | | |to become involved in at least|
| | | | |one activity |
| | | | | |
|Volunteering |The student is able to |The student is able to |The student is able to |The student is able to |
| |identify the difference |identify at least three |identify at least three |identify at least three |
| |between a volunteer and a|situations where a |volunteer situations and |volunteer situations and the |
| |paid worker |volunteer benefits a |the benefits of each to |benefits to both the community|
| | |community |the community |and the volunteer |
| | | | | |
|Support |The student is able to |The student is able to |The student is able to |The student is able to |
| |identify at least one |identify at least three |identify and access at |identify how to access |
| |support person in his/her|persons and/or places to |least three persons for |personal support and when to |
| |life |go to for personal |personal support |use it |
| | |support | | |
| | | | | |
|Advocacy |The student is able to |The student is able to |The student is able to |The student is able to |
| |define "advocate" |identify one person who |identify a personal |identify a personal advocate |
| | |would be an advocate for |advocate and at least one|and at least one person that |
| | |him/her |situation where an |the student can be an advocate|
| | | |advocate helps |for |
| | | | | |
|Services |The student is able to |The student is able to |The student is able to |The student is able to |
| |identify at least two |identify and access at |discriminate between |research beyond the community|
| |services available in the|least two services in the|community services to |for service as necessary |
| |community |community |match services to need | |
| | | | | |
|Asking For Help |The student is able to |The student is able to |The student is able to |The student is able to |
| |call for help using a |demonstrate how to ask a |ask for help using at |identify when another person |
| |cell phone |stranger for help |least two different |needs help and then get it |
| | | |methods | |
RESOURCES
SECTION 4: PERSONAL DEVELOPMENT
Social Skills Snapshot
Healthy Lifestyle Snapshot
Personal Safety Snapshot
Success at School Snapshot
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|SOCIAL SKILLS |The student requires much |The student is developing a |The student has a fully |The student has an |
| |further development to |set of skills and knowledge |developed set of skills and |impressive set of skills and|
| |successfully adapt to social|to adapt to social |knowledge to adapt to social|knowledge to adapt to social|
| |situations |situations |situations |situations |
| | | | | |
|HEALTHY RELATIONS |The student requires much |The student will be prepared|The student has a fully |The student has an |
| |further development to |for the transition to |developed skill set and |impressive skill set and |
| |demonstrate healthy |developing healthy |knowledge base to have a |knowledge base to have a |
| |relationships |relationships with some |successful transition to |successful transition to |
| | |further development |developing healthy |developing healthy |
| | | |relationships |relationships |
| | | | | |
|PERSONAL SAFETY |The student requires much |The student is developing a |The student has a well |The student is able to |
| |further practice in personal|base of knowledge regarding |developed knowledge base and|demonstrate personal safety |
| |safety |personal safety |sense of personal safety |in the classroom and |
| | | | |community |
| | | | | |
|SUCCESS AT SCHOOL |The student requires much |The student is developing a |The student has a fully |The student has an |
| |further development to |set of skills and knowledge |developed set of skills and |impressive set of skills and|
| |become independently |to be successful at school |knowledge to be successful |knowledge to independently |
| |successful at school | |at school |be successful at school |
SOCIAL SKILLS
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Listening |The student requires further|The student is able to |The student is able to |The student is able to |
| |instruction and practice in |demonstrate listening skills|demonstrate a variety of |demonstrate a variety of |
| |listening skills |when prompted |listening skills |listening skills and |
| | | | |actively practices them |
| |Is not able to demonstrate |Can identify some active |Practices active listening | |
| |active listening |listening skills |in many situations |Is an active listener |
| | | | | |
| |Can remember one item only |Can remember two-step |Can remember multi-step |Can remember multi-step |
| |from a list |instructions |instructions |instructions |
| | | | | |
| |Incorrectly identifies |May not always identify mood|Is able to identify mood of |Reflects mood of the speaker|
| |speaker mood |of the speaker |speaker | |
| | | | |Takes turns during |
| |Interrupts conversation to |Interrupts during |Takes turns during |conversation |
| |change the topic |conversation |conversation | |
| | | | |Is able to maintain |
| |Conversation is disjointed |Loses track of |Is able to maintain |conversational flow |
| | |conversational flow |conversational flow | |
| | | | | |
|Negotiation |The student requires much |The student is able to |The student negotiates with |The student is able to |
| |further instruction and |negotiate in a simple manner|skill for him/her self |negotiate for him/her self |
| |practice in negotiation | | |and/or others |
| | | |Is able to identify when | |
| |Often does not identify |Will accept negotiation as a|there is a need for |Is able to identify the need|
| |negotiation as a possible |possible course or action |negotiation |for negotiation and |
| |course of action | | |initiates negotiation by |
| | |Is able to keep his/ her own|Maintains dignity of self |him/her self |
| |Shows little or no respect |dignity |and others during | |
| |for dignity | |negotiation |Maintains dignity of self |
| | |Can identify and accept that| |and others, shows respect |
| |Is unwilling or unable to |there are various outcomes |Can identify the three |for ethics and morals |
| |accept alternative to a win |to negotiation |examples of negotiated | |
| |for him/her self outcome | |outcomes (win/win, win/loss,|Can identify and give |
| | | |loss/loss) |examples of the three |
| | | | |negotiated outcomes |
| | | | | |
|Reading Body Language |The student requires more |The student is able to read |The student is able to |The student reads body |
| |practice in reading body |body language correctly in |correctly interpret body |language and reflects back |
| |language |most role play situations |language in social and |appropriately |
| | | |observed situations | |
| |Has difficulty making eye |Makes eye contact | |Uses eye contact effectively|
| |contact | |Makes and maintains eye | |
| | |Correctly identifies 7 |contact |Correctly identifies 15 |
| |May correctly identify 5 |facial expressions | |facial expressions |
| |facial expressions | |Correctly identifies 10 | |
| | |Demonstrates a knowledge of |facial expressions |Demonstrates the use of |
| |Is unaware of levels of |proximity | |proximity |
| |proximity | |Can describe the role of | |
| | |Demonstrates five different |proximity |Identifies eight different |
| |May misinterpret body |postures | |postures, their meaning and |
| |posture | |Can identify five different |reflection |
| | |Uses gestures and knows the |postures and their meaning | |
| |Use and knowledge of |difference between | |Demonstrates and identifies |
| |gestures is limited |appropriate and |Demonstrates the use of ten |ten culturally appropriate |
| | |inappropriate gestures |culturally appropriate |gestures in use |
| | | |gestures | |
| | | | | |
|Different Points of View |The student needs to |Through role play and |Through role play and |The student seeks to learn |
| |continue working on |interactive lessons, the |interactive lessons, the |how different points of view|
| |understanding different |student is able at times to |student is able to |affect one's life experience|
| |points of view |demonstrate an ability to |demonstrate an ability to | |
| | |take the point of view of |take the point of view of | |
| |Avoids people who are |another |another |Shows empathy |
| |different from self | | | |
| | |Understands empathy |Shows empathy |Accepting of differences |
| |Role-play reflects bias | | | |
| |and/or racial tendencies |Recognizes differences |Accepting of differences |Advocates for others |
| | | | | |
| | | | | |
|Opinion/Fact |The student often confuses |The student can identify the|The student is able to |The student seeks to learn |
| |personal opinion for fact |difference between a fact |express an opinion in a |whether he/she is being |
| | |and opinion |respectful manner and can |offered a fact or an opinion|
| |Quotes erroneous statements | |demonstrate understanding of| |
| | |Matches statements with |the difference between fact | |
| |Is unwilling to explore |facts they reflect |and opinion |Seldom takes information at |
| |other ideas | | |face value |
| | |Is able to present a |Presents a personal opinion | |
| | |personal opinion |on a variety of topics |Questions others |
| | | | | |
| | | |Is able to maintain personal| |
| | | |opinion in the face of | |
| | | |persuasion | |
| | | | | |
|Working as a Team |The student needs to |The student is aware of the |The student demonstrates an |The student demonstrates an |
| |continue practicing being a |roles individuals play in |ability to be a team member |ability to be an effective |
| |team participant |team work | |team member |
| | | | | |
| |May be able to name team |Can name roles and match |Knows the roles and |Knows roles and |
| |roles and responsibilities |with responsibilities |responsibilities of team |responsibilities |
| | | |members | |
| |May be willing to work with |Is willing to work with | |Is willing to complete all |
| |others |others |Works with others in a |portions of his/her role |
| | | |harmonious fashion | |
| | | | |May take a leadership role |
| | | | | |
|Decision Making |The student needs support in|The student is able to order|The student is able to |The student uses a decision |
| |listing the steps of |the steps involved in making|explain the steps involved |making process in his/her |
| |decision making |a decision |in making a decision |personal life |
| | | | | |
| |May have difficulty |May recognize the need for |Define the problem |List the steps of the |
| |recognizing the need for |making decisions |List alternatives |decision making model in the|
| |making decisions | |State criteria to consider |correct order |
| | |Uses parts of the decision |Evaluate alternatives in | |
| |May use one or more steps in|making process but is |terms of chosen criteria, |Apply the six steps of the |
| |the decision making process |ineffective |through a chart |decision making model to a |
| | | |Interpret the chart to |story or written passage |
| |Makes harmful decisions | |arrive at a decision | |
| | | | |Demonstrate knowledge of |
| | | | |decision making skills |
| | | | |through role play |
| | | | | |
| | | | |Differentiate between |
| | | | |healthy and harmful |
| | | | |decisions |
| | | | | |
| | | | |Make decisions that promote |
| | | | |a healthy lifestyle inside |
| | | | |and outside of the classroom|
| | | | | |
|Consequences |The student still needs to |The student demonstrates |The student is able to list |The student is able to look |
| |practice making the |knowledge of consequences |both positive and negative |for outcomes with the most |
| |connection between action | |consequences to a given |positive consequences for |
| |and consequence | |situation |all participants |
| | | | | |
|Positive Attitude |With support the student can|The student displays |The student maintains a |The student maintains a |
| |list benefits of a positive |attempts to portray a |positive attitude in class |positive attitude in and |
| |attitude |positive attitude | |outside of class |
| | | |Can list three positive | |
| |Knows the difference between|Can list two positive |self-talk statements |Can list four positive |
| |positive and negative |self-talk statements | |self-talk statements |
| |self-talk | |Demonstrates the ability to | |
| | |Can explain how outlook |shift mood to the positive |Demonstrates the ability to |
| | |affects emotion | |shift mood to the positive |
| | | | | |
| | | | |Encourages others to seek a |
| | | | |positive outlook |
| | | | | |
|Understanding Emotion |When presented with a chart |When presented with a chart |When presented with a chart |When presented with a chart |
| |of emotional responses, the |of emotional responses, the |of emotional responses, the |of emotional responses, the |
| |student is able to correctly|student is able to correctly|student is able to correctly|student is able to correctly|
| |identify fewer than 50% |identify 50% |identify 80% |identify more than 80% |
| | | | | |
| | |Recognizes "I" statements |Recognizes a reactive |Able to temper reactive |
| | | |response |responses |
| | | | | |
| | | |Able to give examples of "I"|Maintains "I" statements |
| | | |statements |when discussing emotion |
| | | | | |
|Teasing |With support, the student is|Through role play or |Through role play or |Through role play or |
| |able to list at least one |interactive lessons the |interactive lessons the |interactive lessons the |
| |effective strategy for |student the student is able,|student is able to |student is able to |
| |dealing with being teased |with support, to demonstrate|demonstrate two effective |demonstrate more than two |
| | |an effective strategy for |strategies for dealing with |effective strategies for |
| | |dealing with being teased |being teased |dealing with being teased |
| | | | | |
| | | | |Meets teasing with acts of |
| | | | |kindness |
| | | | | |
|Humor |The student needs support to|The student has a healthy |The student demonstrates a |The student encourages a |
| |seek humor that is |sense of humor |positive sense of humor |positive sense of humor in |
| |appropriate for school | | |self and others |
| |settings | | | |
| | | | | |
|Conflict Resolution |The student often confuses |The student is able to |The student demonstrates an |The student demonstrates an |
| |conflict with violence |identify three methods of |understanding of how |understanding of the |
| | |dealing with conflict as: |conflict can be resolved |difference between conflict |
| | | | |and violence |
| | |Avoidance, confrontation, |Negotiate, mediate, | |
| | |problem-solving |arbitrate, litigate, | |
| | | |legislate | |
| | | | | |
|Relationship Cycle |The student has some |Through interactive lessons |Through interactive lessons |The student is able to |
| |difficulty in recognizing |and role play the student |and role-play, the student |maintain a variety of |
| |that all relationships move |may differentiate between |is able to demonstrate |relationships in his/ |
| |through cycles |various stages in a |understanding of the various|her personal life |
| | |relationship |stages a relationship | |
| | | | | |
|Social Responsibility |The student needs direction |The student shares in the |The student shares in the |The student takes a |
| |and support in order to |classroom and school |classroom and school |leadership role in the |
| |share in classroom and |communities with some |communities |classroom and school |
| |school communities |direction and support | |community |
| | | |Shares responsibility for | |
| | | |social and physical | |
| | | |environment | |
| | | | | |
|Personal Rights |Through interactive lessons |Through interactive lessons |Through interactive lessons |The student demonstrates |
| |and role play, the student |and role play, the student |and role play, the student |understanding of his/ |
| |is able to demonstrate |is able to demonstrate |is able to demonstrate |her rights as they reflect |
| |understanding of his/ her |understanding of his/ her |understanding of his/ |with the rights of others in|
| |personal rights only |rights with support as they |her rights as they reflect |the classroom and community |
| | |reflect with the rights of |with the rights of others | |
| | |others | | |
| | | | | |
|Dealing with Authority |The student needs reminders |The student is able to |The student is able to |The student demonstrates the|
| |in how to respond |recognize the roles of |recognize roles of authority|ability to act with |
| |appropriately to authority |authority |and responds in an |authority in limited |
| | | |appropriate manner |situations |
| | | | | |
|Handling Frustration |Through role play, the |Through role play, the |The student is able to use |The student is able to use |
| |student is able to |student is able to |the language of frustration |the language of frustration |
| |demonstrate the role of |demonstrate the role of | |and demonstrates the ability|
| |frustration with direction |frustration in a person's | |to redirect frustration to |
| | |life |Identifies frustrating |non-aggressive outcomes |
| | | |feelings | |
| | |How perception leads to | |Faces frustration |
| | |frustration | |Makes changes |
| | | | |Can accept defeat |
| | | | | |
|Disappointment |The student is challenged by|The student is able to list |The student demonstrates |The student demonstrates the|
| |disappointment and needs to |some strategies for how to |some strategies for how to |ability to handle |
| |continue practicing |deal with disappointment |handle disappointment with |disappointment with grace in|
| |strategies for handling | |grace |his/her personal life |
| |disappointment | | | |
| | | | | |
|Anger Management |The student is able to |The student is able to |The student demonstrates |The student demonstrates the|
| |identify points in the anger|identify points in the anger|understanding of the anger |ability to manage his/ her |
| |cycle and with support and |cycle and can list |cycle and can list |anger |
| |prompting is able to list |strategies for managing |strategies for managing | |
| |strategies for managing |anger |anger | |
| |anger | | | |
| | | | | |
|Peer Pressure |The student is able to |The student is able to |The student identifies peer |The student identifies peer |
| |identify peer pressure |identify both positive and |pressure and demonstrates |pressure in his/ her |
| | |negative peer pressure |through role play some |personal life |
| | | |strategies for saying "no" | |
| | | |to negative pressure | |
| | | | | |
|Anti-bullying |The student is unable to |The student is able to |Through role play, the |The student uses |
| |identify bullying |identify two power |student is able to |anti-bullying power talk as |
| | |statements as effective |effectively use |an advocacy for others |
| | |self-advocacy tools |anti-bullying power talk | |
| | | | | |
|Anti-discrimination |Given a list of examples, |The student is able to |The student is able to |The student is able to |
| |the student is able to |identify overt |identify overt and covert |identify overt, covert and |
| |identify the overt |discrimination with no |discrimination |systemic discrimination |
| |discrimination |prompting | | |
HEALTHY LIFESTYLE
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|First Aid |The student requires |The student is able to |The student is able to |The student is able to |
| |assistance in identifying |identify the basic |identify the basic |identify the basic |
| |the basic guidelines for |guidelines for first aid for|guidelines for first aid for|guidelines for first aid for|
| |first aid for any |less than five |five life-threatening |more than five |
| |life-threatening injuries |life-threatening injuries |injuries |life-threatening injuries |
| | | | | |
|Illnesses |The student requires |The student is able to: |The student is able to: |The student is able to do |
| |assistance in being able to:|explain some of the causes |explain the causes of |the following in an adept |
| |explain the causes of |of acquired and inherited |acquired and inherited |manner: |
| |acquired and inherited |diseases, |diseases, | |
| |diseases, | | |Explain the causes of |
| | |Identify some of the body’s |Identify some of the body’s |acquired and inherited |
| |Identify some of the body’s |barriers to infection, and |barriers to infection, |diseases |
| |barriers to infection, |minimally | | |
| | | |Explain how the immune |Identify some of the body’s |
| |Explain how the immune |Explain how the immune |system works |barriers to infection, |
| |system works |system works | | |
| | | | |Explain how the immune |
| | | | |system works |
| | | | | |
|Medicine |The student requires |The student is able to: |The student is able to: |The student is able to do |
| |assistance in doing the | | |the following in an adept |
| |following: |Explain some types and |Explain the types and |manner: |
| | |purposes of common medicines|purposes of common medicines| |
| |Explain the types and |(over-the-counter and |(over-the-counter and |Explain the types and |
| |purposes of common medicines|prescription), |prescription), |purposes of common medicines|
| |(over-the-counter and | | |(over-the-counter and |
| |prescription), |Understand dosages, and |Understand dosages, and |prescription) |
| | |identify some cautions to |identify some cautions to | |
| |Understand dosages, and |follow when taking |follow when taking |Understand dosages, and |
| |identify some cautions to |medications |medications |identify some cautions to |
| |follow when taking | | |follow when taking |
| |medications | | |medications |
| | | | | |
|Emotions / Stress |The students needs help to |The student is able to: |The student is able to: |The student is able to: |
| |identify the ranges and | | | |
| |purposes of emotions |Identify some ranges and |Identify a range of emotions|Identify the full range of |
| | |purposes of emotions | |emotions |
| |Has little understanding of | |Explain the purpose of | |
| |mental health affects, |Identify some levels of |emotions and why they happen|Explains and interprets the |
| | |basic human needs, | |purpose of emotions, and |
| | | |Describe the different |different levels of human |
| | |Has some understanding of |levels of basic human needs |need |
| | |how mental health affects | | |
| | |physical health |Explain how mental health |Fully understands how mental|
| | | |affects physical health |health affects physical |
| | |Identify some ways to cope | |health |
| | |with stress |Identify ways to cope with | |
| | | |stress | |
| | | | | |
|Healthy Relationships |The student needs help to |The student is able to |The student is able to |The student is able to |
| |identify the factors of a |identify some factors of a |identify the factors of a |identify and interpret the |
| |healthy relationship: |healthy relationship: |healthy relationship: |major factors of a healthy |
| | | | |relationship: satisfaction |
| | | | |of both |
| | | | | |
|Your Body / Puberty / Sexual|The students needs help |The students is able to: |The students is able to: |The students is able to: |
|Health |identifying the stages of | | | |
| |the life cycle, and changes |Identify some stages of the |Identify stages of the life |Identify stages of the life |
| |that take place at puberty |life cycle |cycle |cycle |
| | | | | |
| | |Identify some of the changes|Identify changes that take |Identify changes that take |
| | |that take place at puberty, |place at puberty, |place at puberty, |
| | | | | |
| | |Name facts about sexual |List the stages of pregnancy|List the stages of pregnancy|
| | |health and STD’s |and childbirth, |and childbirth, |
| | | | | |
| | | |List facts about sexual |List facts about sexual |
| | | |health and STD’s |health and STD’s |
| | | | | |
|Exercise & Nutrition |The student needs help to |The student is able to |The student is able to |The student is able to |
| |explain: |explain: |explain: |explain and interpret: |
| | | | | |
| |The benefits of regular |Some of the benefits of |Regular exercise improves |Regular exercise improves |
| |exercise |regular exercise |fitness, increases energy, |fitness, increases energy, |
| | | |reduces illness, maintains |reduces illness, maintains |
| |The key components of good |Can identify some components|weight, and reduces stress |weight, and reduces stress |
| |nutrition based on dietary |of good nutrition based on | | |
| |guidelines |dietary guidelines |Can identify the components |Can identify the components |
| | | |of good nutrition based on |of good nutrition based on |
| | | |dietary guidelines |dietary guidelines |
| | | | | |
|Drugs / Alcohol |The student requires |The student is minimally |The student is able to: |The student is able to do |
| |assistance in doing the |able to do the following: | |the following in a |
| |following: | |Explain the difference |proficient manner: |
| | |Explain the difference |between stimulants, | |
| |Explain the difference |between stimulants, |depressants, narcotics, and |Explain the difference |
| |between stimulants, |depressants, narcotics, and |hallucinogens |between stimulants, |
| |depressants, narcotics, and |hallucinogens | |depressants, narcotics, and |
| |hallucinogens | |Identify the defining |hallucinogens |
| | |Identify the defining |factors and risks of | |
| |Identify the defining |factors and risks of |alcoholism, drug dependence |Identify the defining |
| |factors and risks of |alcoholism, drug dependence | |factors and risks of |
| |alcoholism, drug dependence | |Understand the basics of |alcoholism, drug dependence |
| | |Understand the basics of |treatment and recovery | |
| |Understand the basics of |treatment and recovery | |Understand the basics of |
| |treatment and recovery | | |treatment and recovery |
PERSONAL SAFETY
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Safety Symbols |The student can match |The student can: |The student is able to : |The student is able to: |
| |hazardous symbols to meanings| | | |
| |but does not yet |Identify some of the main |Identify the four main |Identifies the four main |
|flammable |differentiate between degrees|hazardous symbols |hazardous symbols |hazardous symbols and shapes |
|corrosive |of hazard | | |along with a variety of other|
|poison | |May correctly match the shape|Differentiate between the |symbols such as |
|Explosive | |to the degree of hazard |three symbol shapes |- radiation |
| | | | |- chemical |
| | | |- |- electrical |
|1 – danger | | | | |
|2 – warning | | | | |
|3 – caution | | | | |
| | | | | |
|Road Signs |The student needs help in |The student is able to |The student can correctly |The student correctly |
| |identifying up to 50% of the |correctly identify between |identify 80% of the road |identifies and interprets 80%|
| |road signs from the ICBC |50-80% of the road signs as |signs as found in the ICBC |of road signs as found in the|
| |driver's manual |found in the ICBC driver's |driver's manual |ICBC driver's manual |
| | |manual | | |
| | | | | |
|Anti-Violence |The student needs help to |The student is able to: |The student is able to: |The student is able to: |
| |identify types of violence | | | |
| | |Identify up to three types of|Identify at least four types |Identify at least four types |
| |May have difficulty |violence |of violence |of violence |
| |remembering how to get help | | | |
| | |Identify one way to get help |Can name at least two places |Can name and locate at least |
| | | |to go for help |two places to go for help |
| | | | | |
|At Home |The student needs further |The student is able to: |The student is able to: |The student is able to |
| |help in identifying the need | | | |
| |for personal safety at home |Identify risks at home |Identify the at least five |Identify ways to safe at home|
| |and is unaware of risks | |ways to stay safe at home | |
| | |Identify at least two ways to| |Demonstrate application of |
| | |stay safe at home | |the knowledge |
|With Strangers |The student needs further |The student is able to: |The student is able to: |The student is able to |
| |help in identifying the need | | | |
|stay in one place if lost or |for personal safety outside |Identify risks outside of the|Identify the following ways |Identify ways to safe outside|
|in danger |of the home |home |to stay safe outside of the |the home |
|try to attract attention for | | |home | |
|help | |Identify a minimum of two key| |Demonstrate application of |
|memorize address & phone | |ways to stay safe outside of | |the knowledge |
|number | |the home | | |
|how to find a safe adult | | | | |
| | | | | |
|Work Safety |The student needs further help|The student is able to: |The student is able to: |The student is able to: |
| |in identifying the need for | | | |
| |safety in the work place and |Identify a minimum of two key|Identify the following ways |Identify ways to stay safe at|
| |is unaware of the risks |ways to stay safe in the |to stay safe at work |work |
| | |workplace |WHMIS | |
| | | |refusal of unsafe work |Demonstrate understanding of |
| | | |sexual harassment at work |the importance of safe |
| | | | |practices |
| | | | | |
|Vehicle Safety |The student is still unclear |The student is able to |The student is able to |The student is able to |
| |about the differences between |differentiate between safe |identify all ways to stay |demonstrate vehicle safety |
| |safe and unsafe driving |and unsafe driving practices |safe as a driver, as per the | |
| |practices | |ICBC driver’s training manual| |
| | | | | |
|Bicycle Safety |The student is still working |The student is able to: |The student is able to: |The student is able to: |
| |on basic bicycle safety | | | |
| |practices |Identify basic bicycle safety|Identify the ways to stay |Identify the ways to stay |
| | |practices |safe as a bicyclist |safe as a bicyclist |
| | | | | |
| | |Show some bicycle maintenance|Demonstrate bike maintenance |Demonstrate bike maintenance |
| | | |such as the ABC quick-check |such as the ABC quick-check |
| | | | | |
| | | |Name and use safety gear f |Name and use safety gear f |
| | | | | |
| | | |Identify hand signals |Identify and use hand signals|
| | | | | |
|Pedestrian Safety |The student demonstrates |The student is able to: |The student is able to: |The student is able to: |
| |unsafe pedestrian habits | | | |
|eye contact | |Identify a minimum of three |Identify ways to stay safe as|Demonstrate pedestrian safety|
|designated crossing points | |ways to stay safe as a |a pedestrian |in role play and the |
|bright-colored clothing / | |pedestrian | |community |
|reflectors | | | | |
|walking without sidewalks | | | | |
| | | | | |
|Sun Safety |The student may be able to |The student identifies the |The student is able to: |The student is able to: |
| |recall the SLIP-SLAP-SLOP |sun safety mnemonic and all | | |
| |mnemonic of sun safety, but is|components |Identify the following ways |Identify the effectiveness of|
| |unable to identify all | |to stay safe during exposure |each way to stay safe during |
| |components | |to the sun |sun exposure |
| | | |- hat/sunglasses | |
| | | |- UVA/UVB protective clothing| |
| | | |- sunscreen use | |
| | | |- shade | |
| | | | | |
|Water Safety |The student is able to: |The student is able to: |The student is able to: |The student is able to: |
| | | | | |
|wear a life jacket |Identify two ways to be safe |Identify the at least four |Identify at least six ways to|Identify the at least six |
|be sober |in and around the water: |ways to stay safe in and |stay safe in and around water|ways to stay safe in and |
|swim in supervised areas | |around the water: | |around water |
|only | | | | |
|check before you dive | | | |Name at least three rules of |
|rules for pools | | | |boat safety |
|ice safety | | | | |
| | | | | |
|Natural Disasters |The student is able with |The student is able to: |The student is able to: |The student is able to: |
| |support to identify a minimum| | | |
| |of two natural disasters |Identify an appropriate |Identify ways to respond and |Identify and explain the 3 |
| |likely in home area: |response to one natural |stay safe during and after |steps for staying safe during|
| | |disaster |natural disasters |and after natural disasters: |
| | | | | |
| | |safe home exits | |know the risks |
| | |family meeting place | |make a plan |
| | |contact persons | |prepare a kit |
SUCCESS AT SCHOOL
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Goal Setting |The student is able to set |The student is able to |The student is able to set |The student is able to set, |
| |and achieve a short-term |differentiate between a |both a short-term and |revise and track a long-term|
| |goal |short-term goal, a long-term|long-term goal |goal |
| | |goal and a dream | | |
| | | | | |
|Organization |The student is able to |The student is able to |The student is able to |The student is able to |
| |demonstrate an understanding|identify how organization |organize his/her school |maintain his/her school |
| |of the importance of |helps lead to success |belongings |belongings in an organized |
| |organization | | |fashion |
| | | | | |
|Code of Conduct |The student is able to |The student is able to |The student demonstrates |The student is able to |
| |define "code of conduct" |locate the code of conduct |familiarity with the school |demonstrate an understanding|
| | |for the school and explain |code of conduct and is able |of the school code of |
| | |at least one segment |to explain why it is |conduct |
| | | |important | |
| | | | | |
|Rights |The student is able to name |The student is able to name |The student is able to |The student is able to |
|Responsibilities |at least one of his/her |at least one of his/her |demonstrate an understanding|explain the relationship |
| |personal rights |personal rights and |of the relationship between |between rights and |
| | |responsibilities |rights and responsibilities |responsibilities with |
| | | | |specific examples |
| | | | | |
|Agenda Books |The student is able to |The student is able to |The student is able to use |The student makes entries in|
| |produce an agenda book with |produce an agenda book upon |an agenda book to make |an agenda book and monitors |
| |assistance |request and makes entries |entries independently |the entries on an on-going |
| | |into the book | |basis |
| | | | | |
|Time Management |The student needs further |The student is able to |The student is able to |The student is able to |
|Being on Time |practice in basic time |demonstrate basic time |demonstrate a variety of |demonstrate through practice|
| |management practices |management practices such as|time management strategies |a variety of time management|
| | |arriving on time to class | |strategies |
| | | | | |
|Attitude / |The student needs further |The student is able to |The student participates |The student displays a |
|Participation |practice in displaying a |display a positive attitude |with a positive attitude at |positive attitude and |
| |positive attitude or |with reminders and |school |encourages others to |
| |participating at school |participates when invited | |participate |
| | | | | |
|Getting Help |The student is able to get |The student is able to get |The student is able to |The student is able to |
| |help at school |help using acceptable |discriminate between people |access help beyond his/her |
| | |methods |to ask for help in specific |normal class routines |
| | | |instances | |
| | | | | |
|Learning Styles |The student is able to |The student needs assistance|The student is able to |The student is able to |
| |demonstrate an awareness of |in identifying his/her |identify his/her own |identify his/her own |
| |different learning styles |learning style |learning style and explain |learning style and advocate |
| | | |how it impacts learning |for the ability to work |
| | | | |within that style |
| | | | | |
|IEP's and Grades |The student needs a constant|The student is able to |The student participates in |The student is able to |
| |reminder for identifying |identify goals as set in |goal setting for his/her IEP|identify the connection |
| |his/her IEP goals |his/her IEP | |between IEP goals and grades|
| | | | | |
|Homework |The student is not yet able |The student is able to |The student completes |The student completes |
| |to complete homework |complete homework on a |homework on a regular basis |homework without reminders |
| | |sporadic basis | |on a regular basis |
| | | | | |
|Attendance |The student is not yet |The student attends school |The student attends school |The student attends school |
| |attending school on a |on a regular basis |on a regular basis with |on a regular basis with a |
| |regular basis | |excused absences |minimum of excused absences |
| | | | | |
|Teamwork |The student needs reminders |The student is able to |The student displays |The student is able to |
| |to cooperate when working in|identify the skills |teamwork skills |participate in a team in any|
| |a team |necessary for effective | |role |
| | |teamwork | | |
| | | | | |
|Making Friends |The student is able to make |The student is able to |The student is able to |The student demonstrates the|
| |friends |invite acquaintances into |differentiate between |ability to maintain friends |
| | |activities |friends and acquaintances |through differences |
| | | | | |
|Extracurricular Activities |The student is able to |The student is able to list |The student is able to |The student shows interest |
| |define an extra-curricular |the extracurricular |identify the skills needed |in participating in an |
| |activity |activities available in the |for different |extracurricular activity |
| | |school |extracurricular activities | |
| | | |within the school | |
RESOURCES
Positive Attitude (keyword: positive attitude)
Understanding Emotions (keyword: understanding emotion)
Teasing/Humor (keyword: teasing)
Specific%20Concerns%20and%20Problems/teasing.htm
Conflict Resolution (keywords: teach conflict resolution)
Relationship Cycle (relationships teach)
Social Responsibility
BC curriculum
Personal Rights
Authority
Disappointment
Anger Management
Peer Pressure
Bullying
Strangers
Cycling safety
Pedestrian safety
Sun Safety
Water Safety
1086984315498&pagename=CHN-RCS%2FCHNResource%2FCHN
ResourcePageTemplate&lang=En&c=CHNResource
Natural Disasters
Time Management
(printables)
Point of View (key words: teach/point of view/empathy)
Role Playing Idea
1. Lucas, a Caucasian, is friends with Jeremy, the only African American student in his school. As they are walking to their class together, another boy passing by mutters a racial slur under his breath, but just loudly enough for both of them to hear. Act out how you think Lucas and Jeremy should handle this.
2. Maggie, a high school student, wants to try out for the wrestling team. When she arrives at tryouts, the coach is surprised and she suspects he secretly doesn't want her on the team because she's a girl. However, she is determined to prove that she would be an asset to the team. At the end of the week, she knows that she did her best and deserved to be on the team. But when she looked at the list of those who had made the cut, Maggie is not on the list. She decides to speak with the coach about the decision. Act out this conversation.
3. A deaf student has been in your class for two weeks now but you and your friend have noticed that no one has attempted to talk to her, even though she always has a translator with her. You ask your friend to approach this student with you but she seems really hesitant. Act out a conversation where you are trying to convince your friend to approach the deaf student.
SECTION 5: JOB SKILLS
Career Awareness and Employability Skills Snapshot
Information Technology Snapshot
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Career Awareness |The student does not |The student is beginning to |The student participates |The student manages |
| |participate in career/life |participate in career/life |actively in career/life |own career/life transition planning |
| |transition planning |transition planning |transition planning and IEP |Student sets realistic goals |
| | | |development Student sets | |
| | | |career/life goals | |
| | | | | |
|Information |The student needs further |The student is able to use |The student is able to use |The student is independent in his/her |
|Technology |development to use |technology with assistance |technology with a minimum of |use of technology |
| |technology independently | |assistance | |
CAREER AWARENESS AND EMPLOYABILITY SKILLS
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Resume And Cover |Student can produce a |Student can produce a resume |Student can produce a neat |Student can produce a neat resume with |
|Letter |general outline of a resume |may have some errors |resume with correct grammar and|correct grammar and spelling |
|Skills |but has not completed it or | |spelling | |
| |the cover letter |Student is able to write a | |Student is able to write both a cover |
|Resume includes: | |cover letter using the |Student is able to write both a|letter using the business letter format|
|personal contact |Student is unable to |business letter format that |cover letter using the business|that communicates interest in a |
|information |complete a resume |explains the position they |letter format that communicates|specific position and highlights |
|career objectives |independently |are looking for and attempts |interest in a specific position|positive attributes the student can |
|education | |to promote the student’s |and highlights positive |bring to the work place |
|work experience skills | |attributes |attributes the student can | |
|and training | | |bring to the work place |Student can demonstrate that they are |
|certificates | | | |using the cover letter and resume in |
|extracurricular | | | |the community to gain employment or |
|activities | | | |work experience opportunities |
|reference contact | | | | |
|information | | | | |
| | | | | |
|Job Search Skills |Student has an unclear |Student can explain at least |Student can explain at least |Student can demonstrate explain three |
| |understanding of how and |three methods of finding |three methods of finding |or more methods of a job search, locate|
| |where to look for available |information about available |information about available |community resources |
| |jobs |positions |positions | |
| | | | |He/she can demonstrate knowledge by |
| |Student requires support to |He/she can describe how to |He/she can find community |locating jobs in a variety of |
| |complete a job search |locate community resources |resources available for |categories based on necessary |
| | |available for locating work |locating work |qualifications, expected wages, and |
| | | | |part-time, full- time, and seasonal |
| | | |Able to produce some job ads in|work |
| | | |their search | |
| | | | | |
| | | | | |
|Job Applications |Student is unable to |Student is able to complete a|Student is able to complete a |Student is able to complete a wide |
| |complete a few job |few job applications with few|wide variety of job |variety of job applications neatly and |
| |applications without |mistakes |applications neatly and |accurately |
| |mistakes | |accurately | |
| | |Student makes an attempt to | |Student demonstrates that they are able|
| |He/she has difficulty |read over and proofread their|Student demonstrates that they |to proofread their job application |
| |reading and understanding |job application |are able to proofread their job|carefully for errors |
| |most of the sections to be | |application carefully for | |
| |completed |He/she can read and |errors |He/she can read and understand each of |
| | |understand most of the | |the sections to be completed |
| | |sections to be completed or |He/she can read and understand | |
| | |asks for assistance from |each of the sections to be |Student can demonstrate that he/she has|
| | |school staff |completed |completed job applications in the |
| | | | |community OR student has developed a |
| | | |Student identifies community |wide variety of supports to assist |
| | | |resources | |
| | | | |Student identifies and uses community |
| | | | |resources |
| | | | | |
|Outline Career Goals |Student has a vague idea of |Student has a general idea of|Student has clearly stated |Student has clearly expressed his/her |
|And Action Plan |a goal area and is unsure of|his/her career interests |his/her goal area |goal area and completed a detailed |
| |elective courses that | | |action plan |
| |interest him/her |He/she has completed a basic |Action plan includes elective | |
| | |action plan that outlines |course planning and possibly |Student has enrolled in, or completed, |
| | |their elective course |post-secondary training, may |training/certification toward the |
| | |planning |also include a list of |intended goal |
| | | |necessary certificates and | |
| | |Attended work experience |training | |
| | |placement consistent with | | |
| | |his/her goals |Student selects work experience| |
| | | |consistent with goals | |
| | | | | |
|Interview |Student is unsure of how to |Student is able to explain |Student is able to explain the |Student is able to explain the |
|Skills |dress for an interview |the appropriate dress and |appropriate dress and hygiene |appropriate dress and hygiene |
| | |hygiene preparation prior to |preparation prior to an |preparation prior to an interview |
| |Not clear on what a typical |an interview |interview | |
| |interview question is | | |He/she is able to describe an extensive|
|www jobsetc | |He/she is able to describe |He/she is able to describe a |list of behaviors/manners that are |
|ca/toolbox/checklists/i|Student was unable or |some of behaviors/manners |list of behaviors/ manners that|suitable for an interview situation |
|nterview jsp (Services|unwilling to participate in |that are suitable for an |are suitable for an interview | |
|Canada Link) |an interview simulation |interview situation |situation |The student can create and answer at |
| | | | |more than 5 typical interview |
| | |The student can answer at |The student can answer at least|questions, and 3 specific to careers in|
| | |least 3 typical interview |5 typical interview questions, |their interest area |
| | |questions and 1 specific to |and 3 specific to careers in | |
| | |careers in their interest |their interest area |He/she did exceptionally well on their |
| | |area | |interview simulations |
| | | |He/she did well on their | |
| | |He/she participated in an |interview simulations | |
| | |interview simulation | | |
| | | | | |
|Career Research |Student has difficulty |Student has conducted a |Student has conducted a career |Student has conducted a career research|
| |selecting a career area to |career research project in |research project in their |project in their interest area |
| |research |their interest area and was |interest area | |
| | |able to include some of the | |He/she was able to articulate the |
| |Student needs to further |following information: wages,|He/she was able to articulate |expected wages, working conditions, job|
| |develop requisite skills for|working conditions, job |the expected wages, working |availability, and necessary |
| |conducting research |availability, and necessary |conditions, job availability, |qualifications for 5+ jobs |
| |(independently) before |qualifications on less than 5|and necessary qualifications | |
| |completing this task |jobs |for at least 5 jobs |Was able to interview persons in this |
| | | | |field and/or indicate positions |
| | | | |available in their community |
| | | | | |
|Work Experience |Student does not know job |Student knows job demands and|Student knows job demands and |Student knows job demands and |
| |demands and requirements |requirements |requirements |requirements and demonstrates |
|Student participates | | | |appropriate work habits and behavior |
|in: | | | | |
|volunteer work |Student can verbalize |Student can verbalize |Student can verbalize |Knows occupation-specific employability|
|experience |job-finding and job-keeping |job-finding and job-keeping |job-finding and job-keeping |skills |
|work-site tours and |skills |skills |skills | |
|presentations | | | |Student can verbalize job-finding and |
|job shadowing | | | |job-keeping skills |
|other opportunities | | | | |
|With assistance of an | | | | |
|EA | | | | |
INFORMATION TECHNOLOGY
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|Computer Usage |The student is able to turn |The student is able to open |The student is able to name |The student is able to add |
| |a computer off and on for |and use no more than two |parts of the computer and |and remove programs from the|
| |basic use |types of software (e g |describe usage |computer and perform basic |
| | |games, internet browser) |- desktop |maintenance tasks |
| | | |- monitor |- defrag |
| | | |- keyboard |- virus scan |
| | | |- hard drive | |
| | | |- screen | |
| | | |- RAM/ROM | |
| | | |- cursor | |
| | | | | |
|Word Processing |The student is able to |The student is able to |The student is able to use a|The student is able to use a|
| |produce a basic document |produce a basic document |word processor independently|word processor to format |
| |with considerable support |with minimal guidance |for assignments |documents |
| | | | |- tables |
| | | | |- tabs |
| | | | |- fonts |
| | | | | |
|Internet Search |The student is able to |The student is able to |The student can |The student conducts an |
| |conduct an internet search |conduct an internet search |independently conduct an |effective internet search |
| |using his/her preferred |using at least two different|effective internet search |using advanced search |
| |search engine |search engines with support |using at least two different|techniques |
| | |and reminders |search engines | |
| | | | | |
|Internet Safety |The student needs much |The student is able to |The student is able to |The student is able to take |
| |further instruction to be |identify internet safety |identify at least two ways |action to prevent unsafe |
| |able to identify internet |concerns |to respond to breaches of |actions on the internet |
| |safety concerns |- predators |internet safety | |
| | |- unwanted sites | | |
| | | | | |
|Cyber Bullying |The student needs much |The student is able to |The student is able to |The student is able to be |
| |further instruction to be |define cyber bullying and |identify cyber bullying and |proactive about cyber |
| |able to recognize cyber |can identify it with |at least two ways of |bullying |
| |bullying |prompting |responding | |
| | | | | |
|Information Retrieval |The student needs constant |The student is able to |The student is able to |The student is able to |
| |support and monitoring when |locate, copy and store/print|retrieve information from |retrieve information and |
| |retrieving information from |information with support |the internet independently |store it in a variety of |
| |the internet | | |methods |
| | | | |- download |
| | | | | |
|Power Point |The student is able to open |The student is able to |The student is able to |The student is able to |
| |and view an existing power |create a simple power point |create a power point |create a power point |
| |point presentation |presentation |presentation with varied |presentation with varied |
| | | |slide transitions |text animations |
| | | | | |
|On-Line |The student is able to |The student is able to |The student is able to use |The student is able to |
|Activities |navigate well-known websites|explore web sites, follow |the internet as a tool to |identify and rate websites |
| |The student uses such sites |links and return to his/her |support every-day |according to their |
| |within acceptable limits |original entry point |transactions |usefulness and reliability |
| | | | |as tools |
RESOURCES
Certifications easily available from SD91 Nechako Lakes
WHIMIS certification – life long validity: Computer based
Food safe Certification – can complete online: recommend ESD component to start
Work Safe BC Certification – could be modified
The Best Drivers Program – resource available digitally (lots of material).
Online resources:
canlearn.ca
The College of New Caledonia in Prince George and Quesnel has a Job Education and Training Program that teaches adults with developmental disabilities how to find and retain employment. This program includes unpaid entry level job placements.
NAME: ________________________________________ DATE: ___________________
|SECTION 1 |SECTION 2 |SECTION 3 |SECTION 4 |SECTION 5 |
|FUNCTIONAL LITERACY |FUNCTIONAL MATH |INDEPENDENT LIVING SKILLS |PERSONAL DEVELOPMENT |JOB SKILLS |
|Life Skills Reading |Job Skills Math |Managing a Household |Social Skills |Career Awareness & |
| | | | |Employability Skills |
NAME: _____________________ DATE: _______
SCHOOL: ___________________ _________
_________
FUNCTIONAL SKILLS CURRICULUM SNAPSHOTS
|Aspect |Not Yet Within Expectations |Meets Expectations (Minimal |Fully Meets Expectations |Exceeds Expectations |
| | |Level) | | |
| | | | | |
|LIFE SKILLS READING |The student needs one-to-one |The student is able to read a |The student is able to read all|The student is able to read |
| |support to understand reading |variety of material and can |required material independently|required material and more |
| |material or directions |demonstrate understanding with |and demonstrate understanding |advanced materials |
| | |some support |accurately |independently and demonstrates |
| | | | |understanding with clear, |
| | | | |accurate, and complete answers |
| | | | | |
|JOB SKILLS MATH |The student needs one-to-one |The student is able to solve a |The student is able to solve |The student is able to solve |
| |support to understand handle |variety of math problems and |math problems accurately |more advanced math problems |
| |money and solve problems |can demonstrate understanding |The student is able to |independently |
| | |with some support |articulate solutions |and demonstrates understanding |
| | | | |with clear, accurate, and |
| | | | |complete answers |
| | | | |He/she is able to articulate |
| | | | |solutions |
| | | | | |
|PERSONAL FINANCE |The student needs one-to-one |The student is able to |The student is able to |The student is able to |
| |support to understand personal |demonstrate skills and |demonstrate skills and |demonstrate skills and |
| |finance skills |understanding if given some |understandings accurately and |understandings accurately and |
| | |support |independently |independently and can identify |
| | | | |applicable situations |
| | | | | |
|MANAGING A HOUSEHOLD |The student requires much |The student will be prepared |The student has a fully |The student has an impressive |
| |further development to prepare |for the transition to managing |developed skill set and |skill set and knowledge base to|
| |for the transition to managing |a household with some further |knowledge base to have a |have a successful transition to|
| |a household |development |successful transition to |managing a household |
| | | |managing a household | |
| | | | | |
|SELF CARE |The student requires much |The student is developing a |The student has a well |The student is able to |
| |further practice in knowing the|base of knowledge regarding the|developed knowledge base and |demonstrate elements of a |
| |key elements of a healthy |elements of a healthy lifestyle|sense of the elements of a |healthy lifestyle |
| |lifestyle | |healthy lifestyle | |
| | | | | |
|HEALTHY RELATIONS |The student requires much |The student will be prepared |The student has a fully |The student has an impressive |
| |further development to |for the transition to |developed skill set and |skill set and knowledge base to|
| |demonstrate healthy |developing healthy |knowledge base to have a |have a successful transition to|
| |relationships |relationships with some further|successful transition to |developing healthy |
| | |development |developing healthy |relationships |
| | | |relationships | |
| | | | | |
|COMMUNITY RESOURCES |The student needs support in |The student has a general |The student shows a growing |The student shows an excellent |
| |understanding how to access |knowledge of the supports and |awareness of the supports and |understanding of the supports |
| |support in the community |networks available to him/her |networks available to him/her |and networks available to |
| |With assistance he/she will be |in the community During |in the community During |him/her in the community |
| |given the opportunity to |class trips the student shows |class trips the student shows |During class trips the student |
| |develop first-hand experience |some interest in learning to |an active interest in learning |shows active interest in |
| |with making connections |access support |to access support |learning to access support |
| | | | | |
|SOCIAL SKILLS |The student requires much |The student is developing a set|The student has a fully |The student has an impressive |
| |further development to |of skills and knowledge to |developed set of skills and |set of skills and knowledge to |
| |successfully adapt to social |adapt to social situations |knowledge to adapt to social |adapt to social situations |
| |situations | |situations | |
| | | | | |
|PERSONAL SAFETY |The student requires much |The student is developing a |The student has a well |The student is able to |
| |further practice in personal |base of knowledge regarding |developed knowledge base and |demonstrate personal safety in |
| |safety |personal safety |sense of personal safety |the classroom and community |
| | | | | |
|SUCCESS AT SCHOOL |The student requires much |The student is developing a set|The student has a fully |The student has an impressive |
| |further development to become |of skills and knowledge to be |developed set of skills and |set of skills and knowledge to |
| |independently successful at |successful at school |knowledge to be successful at |independently be successful at |
| |school | |school |school |
| | | | | |
|CAREER PORTFOLIO / |The student needs further |The student is able to use |The student is able to use |The student is independent in |
|INFORMATION/TECHNOLOGY |development to use technology |technology with assistance |technology with a minimum of |his/her use of technology |
| |independently | |assistance | |
PRIORITIES FOR PLANNING:
1.
2.
3.
PLANNING
Planning:
Performance standards can be used to create an Individual Education Plan for the student. In order to write the plan we need to know student skill level. The snapshots can be used to identify areas of student strengths and needs.
Creating a Plan:
1. Using the Appendix of Snapshots you can assess current performance and prioritize skill acquisition. If more information is needed about various aspects then refer back to the individual performance standards.
1. A parent meeting
a. Discuss what areas in the curriculum that the parent would like to focus – highlight the areas of parent interests.
b. Discuss where the current level of performance looks like for the student. Highlight on the snapshot. Date the color of the highlighter on the sheet.
c. Using student need and parent concerns prioritize[2] skill needs. Record prioritized on bottom of snapshot appendix.
2. A team meeting
a. Discuss the current level of performance based on past performance information. (This may require discussion with previous teachers).
b. Highlight current performance on the sheet (Date the color used).
c. Prioritize skills that need to be worked on first. Record on bottom of snapshot appendix.
2. Skill levels, from the prioritized planning list from the Appendix of Snapshots that fall in the Not Yet Within or Meets Expectations require that you go back to the performance standards.
a. Highlight the performance standards that accurately represent student current level of performance.
b. Goals and objectives will be developed from the skills that are in the Not Yet Within or Meets Expectations categories.
-----------------------
[1] Please refer to the Manual of Special Education for further information on adaptations and modifications
[2] Goal priorities are based three characteristics:
1. Covers weakest skills
2. Covers a range of adaptive skill
3. Achievable in the current year
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