BBHHS SPS Course Options Guide 2026-2027

English Adjusted (4 Credits)

Math Adjusted (4 Credits)

Science Adjusted (3 Credits)

Social Studies Adjusted (3 Credits)

Health (.50 Credits)

Physical Education (.50 Credits)

Financial Literacy Adjusted (.50 Credits)

Life Skills (1 or .50 Credits)

Pre-vocational Skills (1 or .50 Credits)

Grade 9 - 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 StandardsExtended 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 audiovisual aids. First Aid and CPR training, and face shields are included. This is in an inclusive setting and is a modified course.

Students may choose Physical Education courses of their choice, where students are offered a variety of activities from recreational to lifetime sports. Activities may include golf, tennis, bowling, eclipse ball, soccer, team handball, badminton, paddleball, volleyball, “pickleball”, weight training and others. All Physical Education courses are designed to offer an overview of many activities with emphasis on health and fitness.

The goal of financial literacy instruction is to provide students with a financial overview and explain how to create a budget, pay bills, and plan for unexpected expenses. Skill development will be centered on individual IEPs (transition goals) and any related IEP team recommendations to assist students with independent living to help them prepare to make informed financial decisions.

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 an emphasis on work speed, accuracy/ quality, and endurance as well as social communication, teamwork, and work attitude.

Transitional Coordination

An external 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).

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.

The Pre-Vocational 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

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

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

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

• Grounds Keeping: Hydroponics, Landscaping, recycling

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.