BBHHS SPS Course Options Guide 2025-2026

Page 1


English Adj 1 (1 Credit)

Functional Math 1 (1 Credit)

Science Adj 1 (1 Credit)

Social Studies Adj 1 (1 Credit)

Health ( .50 Credit)

Physical Education 1 ( .25 Credit)

Independent Living (1 or .50 Credit)

Transition Assistance Lab (TAL) (0 Credit)

JOBS (1 or .50 Credit)

Grade 9

Core Academic Courses

English Language Arts including Reading, Written Expression, Speaking and Listening, and Language following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of English Language Arts skills.

Math including Numbers and Quantity, Algebra, Functions, Geometry, Statistics and Probability, Money, Time, and Problem-Solving following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Math skills.

Science which can include Physical Science, Biology, Chemistry, Environmental Science, Physical Geology, and Physics, Anatomy and Physiology following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Science skills.

Social Studies which can include American History, American Government, Modern World History, Economics and Financial Literacy, Contemporary World Issues, and World Geography following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Social Studies skills.

Health Education offers a variety of current health matters that pertain to you as a young adult. Individual units of instruction include: mental health, fitness and nutrition, tobacco, alcohol, and other drugs, male and female reproductive anatomy, and communicable diseases. The class uses community resources and audio-visual aids. First Aid and CPR training, and face shields are included. This is in an inclusive setting and is a modified course.

This survey course is the first of the required program. The course is designed to offer an overview of many activities with a special emphasis on fitness. The culminating evaluation of the cardiovascular unit is a 1-mile run. The student will learn how to work within their target heart rate zone with the use of heart rate monitors.

Transitional Courses

Skill development will be centered on individual IEPs (transition goals) and any related IEP team recommendations. The core topics may include but not be limited to the following: recreation & leisure, fitness, kitchen skills, community skills, job skills, and social communication.

Pre-vocational skill development will be centered on IEP team recommendations related to student needs. The core topics may include but not be limited to the following: reviewing any skills that require additional practice, attending to personal needs, completion of incomplete assignments, and implementation of individual IEPs (transition goals).

Pre-vocational skill development will be centered on individual IEPs (transition goals). The core skills may include but not be limited to the following: basic job experiences with and emphasis on work speed, accuracy/quality, and endurance as well as social communication, teamwork, and work attitude.

Transitional Coordination

A transition coordinator may participate in the annual IEP meeting to assist families by providing information about outside agencies such as Opportunities for Ohioans with Disabilities (OOD) and Cuyahoga County Board of Developmental Disabilities (CCBDD). Activities may include OOD and/or CCBDD referrals, RTA classroom training, obtaining a state ID, and information about CVCC programs. If eligible, OOD activities may include Career Exploration and Pre-Employment Transition Services (pre-ETS).

English Adj 2 (1 Credit)

Functional Math 2 (1 Credit)

Science Adj 2 (1 Credit)

Social Studies Adj 2 (1 Credit)

Physical Education 2 ( .25 Credit)

Independent Living (1 or .50 Credit)

JOBS (1 or .50 Credit)

Grade 10

Core Academic Courses

English Language Arts including Reading, Written Expression, Speaking and Listening, and Language following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of English Language Arts skills.

Math including Numbers and Quantity, Algebra, Functions, Geometry, Statistics and Probability, Money, Time, and Problem-Solving following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Math skills.

Science which can include Physical Science, Biology, Chemistry, Environmental Science, Physical Geology, and Physics, Anatomy and Physiology following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Science skills.

Social Studies which can include American History, American Government, Modern World History, Economics and Financial Literacy, Contemporary World Issues, and World Geography following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Social Studies skills.

In the second year of high school, physical education program students are offered a variety of activities from recreational to lifetime sports. Activities include golf, tennis, bowling, eclipse ball, soccer, team handball, badminton, paddleball, volleyball, “pickleball”, weight training and others.

Transitional Courses

Skill development will be centered on individual IEPs (transition goals) and any related IEP team recommendations. The core topics may include but not be limited to the following: recreation & leisure, fitness, kitchen skills, community skills, job skills, and social communication.

Pre-vocational skill development will be centered on individual IEPs (transition goals). The core skills may include but not be limited to the following: basic job experiences with and emphasis on work speed, accuracy/quality, and endurance as well as social communication, teamwork, and work attitude.

Transitional Coordination

A transition coordinator may participate in the annual IEP meeting to assist families by providing information about outside agencies such as Opportunities for Ohioans with Disabilities (OOD) and Cuyahoga County Board of Developmental Disabilities (CCBDD). Activities may include OOD and/or CCBDD referrals, RTA classroom training, obtaining a state ID, paratransit information, building a resume, and enrollment information for CVCC programs. If eligible, OOD activities may include Career Exploration, Summer Youth Work Experience (SYWE) and Pre-Employment Transition Services (pre-ETS).

English Adj 3 (1 Credit)

Functional Math 3 (1 Credit)

Science Adj 3 (1 Credit)

Independent Living (1 Credit)

JOBS (1 to 4 Credits)

Sales & Service (4 Credits)

Social Studies Adj 1 (1 Credit)

Hotels & Resorts Hospitality (4 Credits)

Building & Property Maintenance (4 Credits)

Grade 11

Core Academic Courses

English Language Arts including Reading, Written Expression, Speaking and Listening, and Language following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of English Language Arts skills.

Math including Numbers and Quantity, Algebra, Functions, Geometry, Statistics and Probability, Money, Time, and Problem-Solving following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Math skills.

Science which can include Physical Science, Biology, Chemistry, Environmental Science, Physical Geology, and Physics, Anatomy and Physiology following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Science skills.

Transitional Courses

Skill development will be centered on individual IEPs (transition goals) and any related IEP team recommendations. The core topics may include but not be limited to the following: recreation & leisure, fitness, kitchen skills, community skills, job skills, and social communication.

Pre-vocational skill development will be centered on individual IEPs (transition goals). The core skills may include but not be limited to the following: basic job experiences with and emphasis on work speed, accuracy/quality, and endurance as well as social communication, teamwork, and work attitude.

Sales & Service Fundamentals is a transition-focused program designed to provide students with disabilities the knowledge, skills, and aptitude necessary to succeed in a service occupation. Annual reapplication is required. A more detailed description can be found in the CVCC Programs book.

Social Studies which can include American History, American Government, Modern World History, Economics and Financial Literacy, Contemporary World Issues, and World Geography following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Social Studies skills.

Students acquire practical work experience leading to entry-level positions in restaurants, catering and event centers, hotels, country clubs, hospitals, nursing homes, and other hospitality venues. A more detailed description can be found in the CVCC Programs book.

Students needing entry-level skills are taught the basic elements of building, grounds and equipment maintenance, as well as basic custodial services. This is a one-year program with an option to repeat for a second year. Re-application is required. A more detailed description can be found in the CVCC Programs book.

Transitional Coordination

A transition coordinator may participate in the annual IEP meeting to assist families by providing information about outside agencies such as Opportunities for Ohioans with Disabilities (OOD) and Cuyahoga County Board of Developmental Disabilities (CCBDD). Activities may include OOD and/or CCBDD referrals, paratransit information, building a resume, and enrollment information for CVCC programs. If age 18,, social security and guardianship may also be discussed. If eligible, OOD activities may include Summer Youth Work Experience (SYWE), non permanent job development, and Pre-Employment Transition Services (pre-ETS).

English Adj 4 (1 Credit)

Functional Math 4 (1 Credit)

Social Studies Adj 3 (1 Credit)

Independent Living (1 Credit)

JOBS (1 to 4 Credits)

Sales & Service (4 Credits)

Social Studies Adj 1 (1 Credit)

Grade 12

Core Academic Courses

English Language Arts including Reading, Written Expression, Speaking and Listening, and Language following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of English Language Arts skills.

Math including Numbers and Quantity, Algebra, Functions, Geometry, Statistics and Probability, Money, Time, and Problem-Solving following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Math skills.

Social Studies which can include American History, American Government, Modern World History, Economics and Financial Literacy, Contemporary World Issues, and World Geography following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Social Studies skills.

Transitional Courses

Skill development will be centered on individual IEPs (transition goals) and any related IEP team recommendations. The core topics may include but not be limited to the following: recreation & leisure, fitness, kitchen skills, community skills, job skills, and social communication.

Pre-vocational skill development will be centered on individual IEPs (transition goals). The core skills may include but not be limited to the following: basic job experiences with and emphasis on work speed, accuracy/quality, and endurance as well as social communication, teamwork, and work attitude.

Sales & Service Fundamentals is a transition-focused program designed to provide students with disabilities the knowledge, skills, and aptitude necessary to succeed in a service occupation. Annual reapplication is required. A more detailed description can be found in the CVCC Programs book.

Social Studies which can include American History, American Government, Modern World History, Economics and Financial Literacy, Contemporary World Issues, and World Geography following an individualized, modified curriculum. Ohio Learning Standards - Extended for grades 9-12 are addressed along with IEP goals. Course includes a focus on real-life applications of Social Studies skills. Hotels & Resorts Hospitality (4 Credits)

Transition to Work (4 Credits)

Building & Property Maintenance (4 Credits)

Students acquire practical work experience leading to entry-level positions in restaurants, catering and event centers, hotels, country clubs, hospitals, nursing homes, and other hospitality venues. A more detailed description can be found in the CVCC Programs book.

Transition to Work is a program designed to assist students in the development of appropriate work behaviors, employability skills and social skills for the workplace. Annual re-application is required. A more detailed description can be found in the CVCC Programs book.

Students needing entry-level skills are taught the basic elements of building, grounds and equipment maintenance, as well as basic custodial services. This is a one-year program with an option to repeat for a second year. Reapplication is required. A more detailed description can be found in the CVCC Programs book.

Transitional Coordination

A transition coordinator may participate in the annual IEP meeting to assist families by providing information about outside agencies such as Opportunities for Ohioans with Disabilities (OOD) and Cuyahoga County Board of Developmental Disabilities (CCBDD). Activities may include OOD and/or CCBDD referrals, paratransit information, building a resume, and enrollment information for CVCC programs. If age 18, social security and guardianship may also be discussed. If eligible, OOD activities may include Summer Youth Work Experience (SYWE), non permanent/permanent job development.

Grade 23

Students in grade 23 have met their academic requirements for graduation. The students’ curriculum will focus on achieving IEP transition goals.

Transitional Courses

JOBS (4 Credits)

Sales & Service (4 Credits)

Hotels & Resorts Hospitality (4 Credits)

Transition to Work (4 Credits)

Building & Property Maintenance

Job Training

Pre-vocational skill development will be centered on individual IEPs (transition goals). The core skills may include but not be limited to the following: basic job experiences with an emphasis on work speed, accuracy/quality, and endurance as well as social communication, teamwork, and work attitude.

Sales & Service Fundamentals is a transition-focused program designed to provide students with disabilities the knowledge, skills, and aptitude necessary to succeed in a service occupation. Annual reapplication is required. A more detailed description can be found in the CVCC Programs book.

Students acquire practical work experience leading to entry-level positions in restaurants, catering and event centers, hotels, country clubs, hospitals, nursing homes, and other hospitality venues. A more detailed description can be found in the CVCC Programs book.

Transition to Work is a program designed to assist students in the development of appropriate work behaviors, employability skills and social skills for the workplace. Annual re-application is required. A more detailed description can be found in the CVCC Programs book.

Students needing entry-level skills are taught the basic elements of building, grounds and equipment maintenance, as well as basic custodial services. This is a one-year program with an option to repeat for a second year. Re-application is required. A more detailed description can be found in the CVCC Programs book.

Job Training is a community-based, career-technical education program designed to help individuals with disabilities obtain, maintain and advance in competitive employment. Job Training is recommended to be a one-year program. A more detailed description can be found in the CVCC Programs book.

Transitional Coordination

A transition coordinator may participate in the annual IEP meeting to assist families by providing information about outside agencies such as Opportunities for Ohioans with Disabilities (OOD) and Cuyahoga County Board of Developmental Disabilities (CCBDD). Activities may include OOD and/or CCBDD referrals, paratransit information, building a resume, and enrollment information for CVCC programs. If age 18, social security and guardianship may also be discussed. If eligible, OOD activities may include Summer Youth Work Experience (SYWE), non permanent/permanent job development.

Pre-Vocational Skill Development

Introduction

Students are unique and are at different stages of the job development continuum, which includes defined stages such as the interest, capacity, exploration, transition, and trial stages (Levinson, 2002). The interest stage is defined by the student becoming aware of and consider a variety of careers and learning about what workers do and about the value of work. The capacity phase is when the student becomes aware of their own values and abilities. The exploration stage is when the student explores their tentative career options and goals. The transition stage is when the student learns skills needed for entry-level employment in their career of choice. The trial stage is when the young adult follows through with obtaining an entry level job and enters the workforce.

Pre-Vocational Development

Students will be assigned simulated work tasks to develop pre-vocational related skills and behaviors for potential future employment. The activities assigned are inhouse, school-based, tasks. They are designed to prepare students for further skill development through a formalized vocational training program offered at CVCC. Work related skills are defined as the skills required to complete a specific task (eg. stocking, shredding, assembly). Work related behaviors are the employable behaviors associated with completing any task (eg. work endurance, communication skills, attendance). This instructional approach is designed to match the students’ current level of job readiness.

Evaluation

The teacher will design and direct job related activities to promote skills and behaviors. Repetition is essential to the learning process of any skills and is a prerequisite for any behavior to become a habit. A common requirement for most entry level positions and many careers is work production and stamina. Maintaining consistent daily work tasks provides valuable information about the student’s abilities in the areas of work production over an extended period of time. Students will be formatively assessed during each activity and recorded using a checklist. The teacher will provide a summative evaluation of the student’s work skills using the work skills evaluation rubric twice per quarter. This information combined with transitional goals is used to drive individualized decisions regarding future planning.

References

Levinson, E. M. (2002). Best practices in school-based vocational assessment. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV., Vols. 1-2. (pp. 1569–1584). Washington, DC: National Association of School Psychologists.

BRECKSVILLE BROADVIEW HEIGHTS WORK SKILLS

STUDENT’S NAME: SETTING:

EVALUATOR:

WORK INDEPENDENCE LEVEL: B2. 3.D

INDEPENDENT

DOES NOT NEED ASSISTANCE ABOVE NATURAL PROMPTS FOR THE WORK ENVIRONMENT. DOES NOT REQUIRE THE PROXIMITY OF SUPPORT PERSONNEL. COMPETITIVE LEVEL OF EMPLOYMENT.

DATE:

12 11 10

COMMUNITY PATHWAY

REQUIRES FEW GESTURAL AND/OR VERBAL PROMPTS TO TRANSITION BETWEEN TASKS OR CHANGES IN THE WORK ENVIRONMENT AND/OR TASK COMPLETION. REQUIRES MINIMAL PROXIMITY OF SUPPORT PERSONNEL (TO INCLUDE FEW CHECK-INS). DEVELOPING COMPETITIVE EMPLOYMENT.

9 8 7

OFTEN REQUIRES GESTURAL AND/OR VERBAL PROMPTS TO TRANSITION BETWEEN TASKS OR CHANGES IN THE WORK ENVIRONMENT AND/OR TASK COMPLETION. REQUIRES CLOSE PROXIMITY OF SUPPORT PERSONNEL (TO INCLUDE MULTIPLE CHECK-INS). SUPPORTED EMPLOYMENT.

6 5 4

ALWAYS REQUIRES PHYSICAL, GESTURAL AND/OR VERBAL PROMPTS TO TRANSITION BETWEEN TASKS OR CHANGES IN THE WORK ENVIRONMENT AND/OR TASK COMPLETION. ALWAYS REQUIRES CONTINUOUS PROXIMITY OF SUPPORT PERSONNEL. DEVELOPING SUPPORTED EMPLOYMENT.

3 2 1

DISCOVERY WITH STRUCTURE SCHOOL BASED WORK EXPERIENCE WITH DISCOVERY IN COMMUNITY WORK EXPERIENCES.

12-10:- BEGINNING TO EXIT I AM BOUNDLESS SUPPORT AND SEEK COMPETITIVE EMPLOYMENT.

10-7: PARTICIPATING IN EXTENDED I AM BOUNDLESS WORK EXPERIENCES

7-5: PARTICIPATING IN DEVELOPING INITIAL I AM BOUNDLESS WORK EXPERIENCES AFTER SHOWING CONSISTENCY IS SCHOOL BASED WORK EXPERIENCES AND DISCOVERY.

5-3: DISCOVERY WITH STRUCTURE SCHOOL BASED WORK EXPERIENCE WITH DISCOVERY IN COMMUNITY WORK EXPERIENCES AFTER SHOWING CONSISTENCY IS SCHOOL BASED WORK EXPERIENCES AND DISCOVERY.

3-1: DISCOVERY WITH BEGINNING STRUCTURED WORK BASED EXPERIENCES

Work Behavior Modeling Learning Demonstrating Learning Emerging Learning Beginning to Learn Comments

1. PUNCTUALITY (STANDARDS: A4.1.D DEMONSTRATE INTERNALIZATION OF

2. WORK ATTENDANCE (STANDARDS: A4.1.D DEMONSTRATE INTERNALIZATION OF PERSONAL RESPONSIBILITY AND BEING ACCOUNTABLE AS ONE PREPARES FOR POSTSECONDARY LIFE)

Work Behavior Modeling Learning Demonstrating Learning

3. WORK APPEARANCE & HYGIENE (STANDARDS: A3. 1.D UTILIZE SUPPORT FROM TRUSTED ADULTS, AS WELL AS RESOURCES AND AGENCIES THAT PROVIDE ACADEMIC, SOCIAL, EMOTIONAL OR HEALTHRELATED SUPPORT)

4. WORK ACCURACY (STANDARDS: A4.1.D DEMONSTRATE INTERNALIZATION OF PERSONAL RESPONSIBILITY AND BEING ACCOUNTABLE AS ONE PREPARES FOR POSTSECONDARY LIFE)

5. WORK RATE & ENDURANCE

(STANDARDS: B3. 1.D DEMONSTRATE THE ABILITY TO PERSEVERE THROUGH CHALLENGES FOR LONG-TERM REWARDS OR SUCCESS)

6. CONSTRUCTIVE FEEDBACK

(STANDARD: A3. 2.D REFLECT ON ACTIONS THAT ARE BASED ON CONSTRUCTIVE FEEDBACK, ADDRESS PERSONAL CHALLENGES AND BUILD ON PERSONAL STRENGTHS )

7. POSITIVE ATTITUDE (STANDARDS: B1. 3.D APPLY PRODUCTIVE SELF-MONITORING STRATEGIES TO PROCESS EMOTIONS AND REFRAME THOUGHTS AND BEHAVIORS)

8. COMMUNICATION/ SELF ADVOCACY

(STANDARDS: A4. 3.D DEMONSTRATE SELFADVOCACY IN CONTEXT SPECIFIC SITUATIONS

ALWAYS IN UNIFORM OR DRESSED ACCORDING TO COMPANY POLICY. ALWAYS MAINTAINS A HIGH LEVEL OF PERSONAL HYGIENE.

12 11 10

ALWAYS COMPLETES TASKS ACCURATELY. ALWAYS SELF CORRECTS ERRORS.

12 11 10

ALWAYS COMPLETES TASKS AT EXPECTED WORK RATE AND MAINTAINS RATE THROUGHOUT THE ENTIRE DURATION.

12 11 10

ALWAYS ACCEPTS FEEDBACK AND USES IT FOR IMPROVEMENTS. RARELY DEMONSTRATES PUSHBACK. 12 11 10

ALWAYS DEMONSTRATES A POSITIVE ATTITUDE. 12 11 10

ALWAYS COMMUNICATES WANTS AND NEEDS EFFECTIVELY, USES SKILL TO SOLVE PROBLEMS, REQUESTS HELP WHEN NEEDED, ASKS QUESTIONS AS NEEDED.

12 11 10

9. SOCIAL SKILLS, MANNERS AND TEAMWORK (STANDARDS: D1. 1.D ACTIVELY ENGAGE IN POSITIVE INTERACTIONS TO MAKE CONNECTIONS WITH PEERS, ADULTS AND COMMUNITY TO SUPPORT AND ACHIEVE COMMON GOALS ) ALWAYS DEMONSTRATES APPROPRIATE PERSONAL SPACE, VOICE VOLUME, LANGUAGE, TEAMWORK AND RESPECTS OTHERS AND PROPERTY. 12 11 10

CONSISTENTLY IN UNIFORM OR DRESS FITS COMPANY POLICY WELL. USUALLY MAINTAINS A HIGH LEVEL OF PERSONAL HYGIENE.

9 8 7

USUALLY COMPLETES TASKS ACCURATELY. USUALLY SELF CORRECTS ERRORS.

ACCEPTABLE FOR WORK OCCASIONAL MINOR INFRACTION. INCONSISTENTLY MAINTAIN A HIGH LEVEL OF PERSONAL HYGIENE.

6 5 4

INCONSISTENTLY COMPLETES TASKS ACCURATELY. INCONSISTENTLY SELF CORRECTS ERRORS.

RARELY IN UNIFORM OR DRESSES ACCORDING TO COMPANY POLICY. RARELY MAINTAINS A HIGH LEVEL OF PERSONAL HYGIENE.

3 2 1

RARELY COMPLETES TASKS ACCURATELY. RARELY SELF CORRECTS ERRORS.

9 8 7

USUALLY COMPLETES TASKS AT EXPECTED WORK RATE AND MAINTAINS RATE THROUGHOUT THE ENTIRE DURATION

9 8 7

USUALLY ACCEPTS FEEDBACK AND USES IT FOR IMPROVEMENTS. USUALLY DOES NOT DEMONSTRATE PUSHBACK.

9 8 7

USUALLY DEMONSTRATES A POSITIVE ATTITUDE.

6 5 4

INCONSISTENTLY COMPLETES TASKS AT EXPECTED WORK RATE AND/OR MAINTAINS RATE THROUGHOUT THE ENTIRE DURATION

6 5 4

INCONSISTENTLY ACCEPTS FEEDBACK AND USES IT FOR IMPROVEMENTS. SOMETIMES DEMONSTRATE PUSHBACK.

6 5 4

INCONSISTENTLY DEMONSTRATES A POSITIVE ATTITUDE.

3 2 1

RARELY COMPLETES TASKS AT EXPECTED WORK RATE AND IS UNABLE TO MAINTAIN.

3 2 1

RARELY ACCEPTS FEEDBACK AND USES IT FOR IMPROVEMENTS. OFTEN DEMONSTRATES PUSHBACK.

9 8 7

USUALLY COMMUNICATES WANTS AND NEEDS EFFECTIVELY, USES SKILL TO SOLVE PROBLEMS, REQUESTS HELP WHEN NEEDED, ASKS QUESTIONS AS NEEDED.

9 8 7

USUALLY DEMONSTRATES APPROPRIATE PERSONAL SPACE, VOICE VOLUME, LANGUAGE, TEAMWORK AND RESPECTS OTHERS AND PROPERTY.

9 8 7

6 5 4

INCONSISTENTLY COMMUNICATES WANTS AND NEEDS EFFECTIVELY, USES SKILL TO SOLVE PROBLEMS, REQUESTS HELP WHEN NEEDED, ASKS QUESTIONS AS NEEDED.

6 5 4

INCONSISTENTLY DEMONSTRATES APPROPRIATE PERSONAL SPACE, VOICE VOLUME, LANGUAGE, TEAMWORK AND RESPECTS OTHERS AND PROPERTY.

3 2 1

RARELY DEMONSTRATES A POSITIVE ATTITUDE.

3 2 1

RARELY COMMUNICATES WANTS AND NEEDS EFFECTIVELY, USES SKILL TO SOLVE PROBLEMS , REQUESTS HELP WHEN NEEDED, ASKS QUESTIONS AS NEEDED.

3 2 1

RARELY DEMONSTRATES APPROPRIATE PERSONAL SPACE, VOICE VOLUME, LANGUAGE, TEAMWORK AND RESPECTS OTHERS AND PROPERTY.

6 5 4

3 2 1

10. INITIATIVE (STANDARDS: C2.3.D IMPLEMENT A STRATEGY TO ADDRESS A NEED IN THE BROADER COMMUNITY OR WORLD AS CHANGE AGENTS ) ALWAYS FINISHES OWN WORK AND SEEKS OTHER TASKS. OFTEN INITIATES CONVERSATIONS REGARDING IMPROVEMENT

11. SAFETY (STANDARDS: E3. 2.D ENGAGE IN SAFE PRACTICES IN MY PERSONAL BEHAVIOR CHOICES AND HABITS FOR SELF AND TOWARD OTHERS) ALWAYS FOLLOWS SAFETY PROCEDURES. IS PROACTIVE REGARDING SAFETY CONCERNS.

FINISHES OWN WORK AND SEEKS OTHER TASKS.

FINISHES OWN WORK AND SEEKS OTHER TASKS.

FOLLOW SAFETY PROCEDURES.

PreVocational Skills

Grades 9-23

I am responsible for being punctual. How to be a reliable employee.

October

Topic/ Focus General Pacing (days - weeks)

Communication/ Self Advocacy

(highlight power standards)

1 month A4. 3.d

Demonstrate self-advocacy in context specific situations

Self

How to ask for what I need

How to describe my disability

How to ask for accommodations

How to speak to a supervisor about a problem

November

Topic/ Focus General Pacing (days - weeks)

Social Skills, Manners, and Teamwork

1 month D1. 1.d

Actively engage in positive interactions to make connections with peers, adults and community to support and achieve common goals

How to act at work.

How to work with a team.

December

- weeks)

Work Appearance and Hygiene 1 month A3. 1.d

Utilize support from trusted adults, as well as resources and agencies that provide academic, social, emotional or healthrelated support

How to take care of my basic needs.

How my appearance affects others.

January

Demonstrate internalization of personal responsibility and being accountable as one prepares for postsecondary

How to take pride in doing something correctly without help.

Demonstrate the ability to persevere through challenges for long-term rewards or success

on actions that are based on constructive feedback, address personal challenges and build on personal strengths

How to take advice to become better at something.

Topic/ Focus General Pacing (days - weeks)

State Learning Standards (highlight power standards)

Review 1 month B2. 3.d

Set a post-secondary life goal with action steps, timeframes and criteria for evaluating achievement

Key Vocabulary Learning Targets (student friendly)

I am learning:

How to get what I want out of life.

Link to Assessments & Resources

JOBS

The JOBS course will appear on the student’s schedule and credits will be reported on the student’s transcript. The development of student’s pre-vocational skills and behaviors is provided within this course. Learning activities are divided into two branches: BeesDEPOT and BeesEATS. Staff members submit a requisition to either division which is used to provide work experiences for students within a job setting. The student’s activities are related to the transitional goals and services identified in the student’s IEP. A checklist with specific tasks related to the activity will be completed on a daily basis. This checklist will be copied and sent home with the student. Each checklist also contains recommendations for lateral practice which can be completed outside of school for additional repetitions.

Here are some locations where students will be working and the simple tasks that may be included:

• Cafeteria/Hive: Rotate Inventory, Stock Coolers, Breakdown Boxes, Clean Surfaces, Launder Textiles

• Orchestra: Count, Read Map, Working on a Team, Problem Solving, Stamina

• BeesDEPOT: Office work, Copy, Shred, Sort, File, Mailings, Laminating, Bookbinding, Poster making

• Classroom: Clean Surfaces, Stamina, Housekeeping, Class pet responsibilities, Vacuuming

• Vending: Count, Stock, Read, Lift

• Robotics/Assembly: Sort, Assemble, Disassemble, Count

• Grounds Keeping: Hydroponics, Landscaping, recycling

OTHER ELECTIVES

Here are some popular other electives:

• Computer Applications

• Art Foundations

• Digital Photo

• Ceramics

• Choir

• Band

• Woodworking

• Painting

• Drawing

• Teammates

• Unified Art

• Unified Technology

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