Middle School Core All

Grade Band: Middle School Core Materials

© 2013 n2y Unique Learning System®

Core Materials Core materials provide a foundation for the routine activities in the Middle School classroom. These activities provide a means to address transitional skills including communication, employability, self-advocacy, social strategies and daily living. Student performance can be addressed in these areas by using the Core Rubrics in the Unique GPS.

Task Core Task Description Page

Preparing Core Materials 2

1 Personal Binder

1.0 Instructions 4 1.1 Daily Schedules 16 1.2 Monthly Calendars 25 1.3 Sign-In 42 1.4 Grooming Check 45 1.5 My Goals 47 1.6 Daily Buzz (Home Communication) 57

2 Vocational

2.0 Classroom Job List 63 2.1 Attendance 70 2.2 Calendar 72 2.3 Weather 78 2.4 Lunch Menu 87 2.5 Snack Basket 97 2.6 Take Down Chairs 107 2.7 Wipe Down Desks 110 2.8 Wipe Down Tables 116 2.9 Empty Trash 122 2.10 School-Wide Jobs 127

3 Meeting Time 3.0 Meeting Procedures and Job List 130 3.1 Current Events 136

4 Meal Planning 4.0 Creating Menus 139 4.1 Grocery Shopping 141

5 Mealtime

5.0 Mealtime Job List 145 5.1 Set Table 151 5.2 Wash Dishes 158 5.3 Dry Dishes 166 5.4 Clear Table 170 5.5 Put Away Food 175 5.6 Clear Counters 179 5.7 Sweep Floor 184 5.8 Food Prep 189 5.9 Mealtime Manners 194

6 Rec-Leisure 6.0 Choices and Sportsmanship 201

MIDDLE, Core MaterialsPreparing Core Materials

© 2013 n2yUnique Learning System®

Preparing Core Materials

CORE

MATERIALSTips for Printing and Organizing Core Materials

Need:

• Full-sheet labels • 1” x 4” address labels or .5” x 1.75” address labels • Cardstock paper • 14 rings or binding combs • 1” 3-ring, clear-view binder (for Personal Binder) • Sticky-back VELCRO®

Tasks to be printed on address labels:

1.0 Personal Binder tabs

Tasks to be printed on full-sheet labels:

1.1 Schedule Events1.2 Calendar Events and Holidays

Tasks to be bound or used with rings:

2.5 Snack Basket task analysis cards 2.6 Take Down Chairs task analysis cards 2.7 Wipe Down Desks task analysis cards2.8 Wipe Down Tables task analysis cards2.9 Empty Trash task analysis cards 5.1 Set Table task analysis cards, Table Setting Guide

5.2 Wash Dishes task analysis cards 5.3 Dry Dishes task analysis cards 5.4 Clear Table task analysis cards 5.5 Put Away Food task analysis cards 5.6 Clear Counters task analysis cards 5.7 Sweep Floor task analysis cards 5.8 Food Prep task analysis cards 5.9 Mealtime Manners task analysis cards

MIDDLE, Core MaterialsPreparing Core Materials


Tasks to be printed on cardstock and laminated:

1.0 Personal Binder title pages 2.0 Classroom Job List and cards2.2 Calendar Report forms (VELCRO®), days, months, dates, years (VELCRO®)2.3 Temperature Guide (VELCRO®), Clothing and Weather cards2.4 Lunch Menu food cards (VELCRO®), MyPlate poster (VELCRO®)2.5 Snack Basket task analysis cards (VELCRO®)2.6 Take Down Chairs task analysis cards2.7 Wipe Down Desks task analysis cards 2.8 Wipe Down Tables task analysis cards

2.9 Empty Trash task analysis cards3.0 Meeting Procedures, Meeting Job List and cards4.0 Menu Planner (VELCRO®), food cards (2.4) (VELCRO®), MyPlate poster (2.4) (VELCRO®)5.0 Mealtime Job List and cards

5.1 Set Table task analysis cards, Table Setting Guide 5.2 Wash Dishes task analysis cards 5.3 Dry Dishes task analysis cards 5.4 Clear Table task analysis cards 5.5 Put Away Food task analysis cards 5.6 Clear Counters task analysis cards 5.7 Sweep Floor task analysis cards 5.8 Food Prep task analysis cards 5.9 Mealtime Manners task analysis cards 6.0 Rec-Leisure communication board, Rec-Leisure Activities cards, Good Sport / Bad Sport poster

Preparing Core Materials

CORE

MATERIALSTips for Printing and Organizing Core Materials



Task 1.0 Transitional Goals

Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals.

Classroom Activities/Lesson Plan

Personal Binder: Instructions Each student will have a personal binder that contains the following items:

• 1.1 Daily Schedules • 1.2 Monthly Calendars • 1.3 Sign-In • 1.4 Grooming Check • 1.5 My Goals • 1.6 Daily Buzz (Home Communication)

The binder may also include several blank notebook pages in the front to serve as a communication booklet between parents and staff.

Each item is explained in detail in the above referenced Task #. It is the responsibility of each student to take his or her personal binder back and forth between home and school, daily. It is also the student’s responsibility to share information from the binder with parents and staff. This provides an opportunity for parents and staff to positively foster communication with the student regarding any notes and activities. A divider page for each section of the binder and a label are provided. Print the divider page on cardstock and the label page onto regular mailing size labels. Attach the printed label and a blank label to the divider page. This will make instant tabs to assist in locating items in the binder as needed. Put the activities in the order they occur during the day.

Differentiated Tasks

Level 3 Level 2 Level 1 • Students will independently take

responsibility for personal binders. • Students will take responsibility for

personal binders with minimal support. • Students will indicate the desire to share

personal binders at home and school.

Resources and Materials Notes Cover, index and title page dividers Page divider tab labels

MIDDLE, Core MaterialsPersonal Binder, Task 1.0, Instructions


Personal Binder Instructions PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

How to create the Personal Binder

Creating the Personal Binder

• Purchase a durable 1”, 3-ring, clear-view binder for each team member.

• Locate the cover page, index and title pages for the Personal Binder. Print these pages onto cardstock:

Personal Binder cover page Index

1.1 Daily Schedules

1.2 Monthly Calendars

1.3 Sign-In

1.4 Grooming Check

1.5 My Goals

1.6 Daily Buzz

• Insert team member’s name in the line provided on the cover page and place inside the clear-view front pocket of the binder.

• Place the index and title pages in page protectors. Insert them in order inside the binder.

• Locate the page tab labels. Create tabs using one of the two methods: • Larger Tabs - 1” x 4” (20 labels per sheet, most cost effective) Create tabs from provided labels by placing the printed labels onto their corresponding pages and then placing blank labels onto the back side of the pages/labels. This will create tabs for use in quickly locating title pages.

• Smaller Tabs with Clear-view Dividers - 1.75” x .5” (80 labels per sheet) Place the title pages into the clear-view dividers. Place the tabs into the appropriate slots for the divider pages.

Sara Smith


VOCATIONAL

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JOBS

Personal Binder

PERSONAL

BINDER

VOCATIONAL

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JOBS


Index

• Daily Schedules

• Monthly Calendars

• Sign-in

• Grooming Check

• My Goals

• Daily Buzz

Index

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Daily Schedules

Daily Schedules

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Monthly C

alendarsMonthly Calendars

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Sign-inSign-in

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Groom

ing Check

Grooming Check

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


My G

oalsMy Goals

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS


Daily B

uzzDaily Buzz

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Daily SchedulesDaily Schedules

Monthly CalendarsMonthly Calendars

My GoalsMy Goals

Grooming Check

Sign-in

Daily Buzz

Index

Daily SchedulesDaily Schedules

Monthly CalendarsMonthly Calendars

My GoalsMy Goals

Grooming Check

Sign-in

Daily Buzz

Index

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Index

Monthly Calendars

Sign-In

My Goals

Daily Buzz

Daily Schedules

Grooming Check

Index

Monthly Calendars

Sign-In

My Goals

Daily Buzz

Daily Schedules

Grooming Check

Index

Monthly Calendars

Sign-In

My Goals

Daily Buzz

Daily Schedules

Grooming Check

Index

Monthly Calendars

Sign-In

My Goals

Daily Buzz

Daily Schedules

Grooming Check

Index

Monthly Calendars

Sign-In

My Goals

Daily Buzz

Daily Schedules

Grooming Check

Index

Monthly Calendars

Sign-In

My Goals

Daily Buzz

Daily Schedules

Grooming Check

Index

Monthly Calendars

Sign-In

My Goals

Daily Buzz

Daily Schedules

Grooming Check

Index

Monthly Calendars

Sign-In

My Goals

Daily Buzz

Daily Schedules

Grooming Check

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

PERSONAL

BINDER

VOCATIONAL

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JOBS




Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Personal Binder: Daily Schedules Daily schedules are important for students of all abilities. A sequenced list of tasks provides students with a sense of security in knowing what their day is going to be like. Schedules allow for tasks to be initiated with less supervision and promote greater student responsibility and independence. A schedule is also effective in reducing resistance between students and teachers when moving on to the next task. “Check your schedule” is a natural non-threatening cue to prompt the new activity. For individuals with severe and profound disabilities, these schedules may increase lifetime participation through responses that give others a reason to interact with him or her. Responses may include vocalizations, visual awareness or motor activity. An individual daily schedule is kept in each student’s personal binder. The schedule provides times and blank spaces for filling in the corresponding daily classroom activities.

• Two personal schedule formats are available - a weekly format or a daily format. These may be used for different students based on their scheduling needs and preferences.

• Schedules may be written or schedule icons, which are provided, may be used to indicate the picture representation of this activity. Schedule icons may be printed on full sheet labels, cut apart and affixed to individual schedules. A picture or real object schedule using VELCRO® may be needed for individuals with severe and profound disabilities.


Level 3 Level 2 Level 1 • Students will independently follow an

individual schedule to participate in daily activities.

• Students will use picture supports and limited prompts to actively follow an individual daily schedule.

• Using an active participation response form, students will actively participate in an individual daily schedule.

Resources and Materials Notes Weekly schedule Daily schedules Schedule event stickers


MIDDLE, Core MaterialsPersonal Binder, Task 1.1, Daily Schedules

Weekly Schedule for: PERSONAL

BINDER

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JOBS

Tuesday Wednesday Thursday FridayMondayTime



Monday Schedule for: PERSONAL

BINDER

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JOBS

TimeTime



Tuesday Schedule for: PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

TimeTime



Wednesday Schedule for: PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

TimeTime



Thursday Schedule for: PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

TimeTime



Friday Schedule for: PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

TimeTime



Sign-in

My Goals

Rec-Leisure

My Goals

Rec-Leisure

My Goals

Rec-Leisure

My Goals

Rec-Leisure

My Goals

Rec-Leisure

My Goals

Rec-Leisure

Sign-in Sign-in Sign-in Sign-in Sign-in

Classroom Jobs Classroom Jobs Classroom Jobs Classroom Jobs Classroom Jobs Classroom Jobs

Vocational Vocational Vocational Vocational Vocational Vocational

Mealtime Mealtime Mealtime Mealtime Mealtime Mealtime

Meeting Time Meeting Time Meeting Time Meeting Time Meeting Time Meeting Time

Schedule Events PERSONAL

BINDER

VOCATIONAL

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JOBS

Grooming Check Grooming Check Grooming Check Grooming Check Grooming Check Grooming Check

Meal Planning Meal Planning Meal Planning Meal Planning Meal Planning Meal Planning

VOCATIONAL VOCATIONAL VOCATIONAL VOCATIONAL VOCATIONAL VOCATIONAL M

EETING

TIME

MEETING

TIME

MEETING

TIME

MEETING

TIME

MEETING

TIME

MEETING

TIME

MEAL

PLANNING

MEAL

PLANNING

MEAL

PLANNING

MEAL

PLANNING

MEAL

PLANNING

MEAL

PLANNING

MEALTIME

MEALTIME

MEALTIME

MEALTIME

MEALTIME

MEALTIME

REC-LEISURE REC-LEISURE REC-LEISURE REC-LEISURE REC-LEISURE REC-LEISURE

Art Art Art Art Art Art



Community

Gym

Writing

Gym

Writing

Gym

Writing

Gym

Writing

Gym

Writing

Gym

Writing

Community Community Community Community Community

Language Arts Language Arts Language Arts Language Arts Language Arts Language Arts

Math Math Math Math Math Math

Social Studies Social Studies Social Studies Social Studies Social Studies Social Studies

Music / Choir Music / Choir Music / Choir Music / Choir Music / Choir Music / Choir

Schedule Events PERSONAL

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JOBS

Computer Computer Computer Computer Computer Computer

Science Science Science Science Science Science

Other Other Other Other Other Other




Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Personal Binder: Monthly Calendars All students have their own monthly calendars to be included in their personal binders.

• During daily Meeting Time (3.0), students will use their calendars to locate today’s date and mark it off with an “X”. Discuss any special events coming up in the current week and ask, “How many more days?”

• Use this time to do quick calendar reviews such as: “Find today on your calendar. What is the date? Find yesterday. What was the date? Find tomorrow. What will the date be? How many days in a week? How many days in this month?” Ask these questions daily and watch the students’ calendar skills grow as they become more familiar with how reading and using a calendar works.

• Teach students that this calendar is also a great way to stay organized with both home and school activities. It is also a nice way to give students and parents upcoming topics to talk about.

• Small icons or stickers are provided that can be affixed to the calendar for marking selected events such as field trips, community outings, birthdays, etc. The calendar icons may be printed on full-sheet label paper.

• Students may also enter dates for family birthdays and other special dates from home as well.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently state the

date and any special events from their calendar.

• Students will indicate the date and use words or symbols to indicate special events on their calendars.

• Using an active participation response form, students will select symbols to state the date and any special events.

Resources and Materials Notes

Monthly calendars Calendar event and holiday stickers Greeting card address list

Greeting cards are provided in the ULS Instructional Tools/greeting cards.

MIDDLE, Core MaterialsPersonal Binder, Task 1.2, Monthly Calendars


September 2013Monday Tuesday Wednesday Thursday Friday SaturdaySunday

7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

21 3 4 5 6



October 2013Monday Tuesday Wednesday Thursday Friday SaturdaySunday

5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

1 2 3 4



November 2013Monday Tuesday Wednesday Thursday Friday SaturdaySunday

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30



6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

5

December 201321 3 4

Monday Tuesday Wednesday Thursday Friday SaturdaySunday



1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28

January 2014

29 30 31




February 2014Monday Tuesday Wednesday Thursday Friday SaturdaySunday

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28



1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

March 2014

30 31




April 20143 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28

1 2 4

29 30




Monday Tuesday Wednesday Thursday Friday SaturdaySunday1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

May 2014



Monday Tuesday Wednesday Thursday Friday SaturdaySundayJune 2014

5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

431 2




July 20143 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29

1 2

30 31




August 20141 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31



Anniversary

Birthday

Job Training

Birthday

Job Training

Birthday

Job Training

Birthday

Job Training

Birthday

Job Training

Birthday

Job Training

Anniversary Anniversary Anniversary Anniversary Anniversary

Bowling Bowling Bowling Bowling Bowling Bowling

Dance Dance Dance Dance Dance Dance

Haircut Haircut Haircut Haircut Haircut Haircut

Dentist Dentist Dentist Dentist Dentist Dentist

Calendar Events PERSONAL

BINDER

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JOBS

Appointment Appointment Appointment Appointment Appointment Appointment

Doctor Doctor Doctor Doctor Doctor Doctor

Movie Movie Movie Movie Movie Movie



Out to Eat

School

Visit Friends

School

Visit Friends

School

Visit Friends

School

Visit Friends

School

Visit Friends

School

Visit Friends

Out to Eat Out to Eat Out to Eat Out to Eat Out to Eat

No School No School No School No School No School No School

Special Event Special Event Special Event Special Event Special Event Special Event

No Work No Work No Work No Work No Work No Work

Sporting Event Sporting Event Sporting Event Sporting Event Sporting Event Sporting Event

Calendar Events PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Party Party Party Party Party Party

Work Work Work Work Work Work

Visit Relatives Visit Relatives Visit Relatives Visit Relatives Visit Relatives Visit Relatives



Calendar Holidays PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Labor DayGrandparents

Day

DaylightSavings Ends

Martin Luther King, Jr. Day

Autumn Begins

Yom Kippurbegins

New Year’s Day Valentine’s DayGroundhog Day

Presidents Day Easter SundayPassover Begins

Arbor Day

Father’s Day Summer Begins

Cinco de Mayo Mother’s Day Victoria Day Memorial Day

Flag Day

Election Day

Veterans Day Thanksgiving

Hispanic Heritage Month Begins

Columbus Day HalloweenCanadian

Thanksgiving

Christmas DayHanukkah

Begins Winter Begins Kwanzaa Begins

New Year’s EveChinese

New Year

First Day of Spring

DaylightSavings Begins St. Patrick’s Day

Armed ForcesDay

Canada DayIndependence

Day

Rosh Hashanahbegins

RamadanBegins

Patriot Day



Name: ________________________________________ Date: ____________________________

We would like to be able to send birthday, anniversary, get well cards, etc. to friends and family. Please help your student fi ll in the information below for family and friends he or she would like to send cards to:

Name: __________________________________________________________________________

Address: ________________________________________________________________________

________________________________________________________________________________

Relationship: _________________________ E-mail: ____________________________________

Special Date: _________________________ Occasion: _________________________________

Name: __________________________________________________________________________

Address: ________________________________________________________________________

________________________________________________________________________________



Name: __________________________________________________________________________

Address: ________________________________________________________________________

________________________________________________________________________________






Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential.

Classroom Activities/Lesson Plan Personal Binder: Sign-In The sign-in activity simulates the need to clock in or document time on a time sheet for hours worked at a place of employment. Consider that in this simple activity, students have an opportunity to practice writing their first and last names daily (cursive, manuscript, X or name stamp) as would be appropriate for signing checks or other legal documents. The sign-in sheet also provides practice in telling time, calculating elapsed time and basic addition in a repetitive, practical and real-life activity.

• All students “sign in” with a supervisor upon morning arrival. Two different sign-in sheets are available depending on individual needs. • One sign-in sheet has space for students to write the date, their names and their start and finish times each day. This sign-in sheet

provides practice telling or matching time on digital and analog clocks and the opportunity to calculate total hours at work both daily and weekly.

• The second sign-in sheet allows students to circle the day of the week, provide their name (written, traced, stamped or X’d) and mark if they are here or not here.

• Supervisors may provide instructional support, but the overall goal is to have students perform this task with maximum independence.

Complete sign-in sheets daily and keep in student’s binder until end of the week.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will write their first and last

name independently to complete a daily sign-in process.

• Students will provide their signature as part of a daily sign-in process.

• Using an active participation response form, students will indicate recognition of own name or picture.

• Using an alternative communication system, students indicate or state own name.


Sign-In sheet

MIDDLE, Core MaterialsPersonal Binder, Task 1.3, Sign-In


Name: _________________________________ Week of: _______________________________

Date

Sign-In Sheet PERSONAL

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VOCATIONAL

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Sign-In StartTime

___ / ___ / ___

___ / ___ / ___

___ / ___ / ___

___ / ___ / ___

___ / ___ / ___

Monday

Tuesday

Wednesday

Thursday

Friday

FinishTime

MIDDLE, Core MaterialsPersonal Binder, Task 1.3, Sign-In


Name: _________________________________ Week of: _______________________________

Date

Total for week:

Sign-In Sheet PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Sign-In Here NotHere

Monday

Tuesday

Wednesday

Thursday

Friday




Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Personal Binder: Grooming Check Making personal grooming part of a daily routine is necessary for all students. While most students will complete this routine at home, some will need time and reinforcement provided at school. A daily grooming checklist is provided for each student to self-monitor his or her own daily grooming habits. Items addressed on the checklist include:

• a clean face • brushed hair • brushed teeth • deodorant • clean clothes

• Students will place a checkmark next to the item(s) that they have completed each morning. The teacher or classroom assistant may do a

quick review with each student. • If an item on the checklist has not been completed, the student may be asked to correct or complete the task and return for a second check.

(Suggestion: Have each student bring his or her own grooming basket from home at the beginning of the year with soap, toothbrush, toothpaste, comb or brush, deodorant and extra clothing and undergarments.)

• This quick activity is of great importance. It builds and reinforces a grooming routine that will benefit students throughout life. • The grooming checklist should be stored in the students’ personal binders.


Level 3 Level 2 Level 1 • Students will independently check off

tasks completed on a personal grooming chart.

• Students will indicate tasks completed on a personal grooming chart.

• Students will participate in personal grooming by indicating a “ready” signal for specific tasks.


Grooming Check form

MIDDLE, Core MaterialsPersonal Binder, Task 1.4, Grooming Check


Name: _________________________________________ Date: ______________________________

Teacher Initials:

Monday

1. ...a clean face?

2. ...brushed hair?

3. ...brushed teeth?

4. ...deodorant on?

Do I have...

5. ...clean clothes?

Tuesday Wednesday Thursday Friday

Grooming Check PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS




Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Personal Binder: My Goals During routine activities of the day, students have many opportunities to practice skills that are transitional in nature. Teachers may evaluate these core areas of transition in the Unique GPS, Core Rubrics. These same goals can transfer into a “self-evaluation” completed by the student. • This activity includes five self-evaluation forms called “My Goals”: Communication, Employability, Daily Living, Social Strategies and

Self-Advocacy. Students will then copy or affix five focus goals to the “My Goals” chart. • As part of the self-evaluation process, students will select goals they feel need to be worked on. Students will then copy or affix five focus

goals to the “My Goals” chart. These goals may be addressed for a week, a month or longer, depending on how this is set up in your classroom. (Do keep in mind that repetition is imperative for skills to become habit for many of our students.)

• At the end of each day, a teacher or staff member will review the goals with each student and assist in the evaluation of progress. This goal chart has a 3 (Great Job!), 2 (Needed Reminders), 1 (Keep Working on It!) point system. The points earned may be integrated into a classroom reward system.

• Keep the goal chart in the students’ personal binders for daily and weekly monitoring. Goals may be changed as needed. Students may refer back to the five self-evaluation forms to select new goals.

• Students with the most significant needs can also select goals from this form. For example, the communication goal, “I can ask for things I want”, may be facilitated by the use of picture cards or a voice output device.

• Additional goals may be added which are specific to the students’ IEP goals.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will self-monitor selected goals

for improvement. • Students will select a 3, 2 or 1 to indicate

daily progress on goals. • Students will make a selection of “Great

Job” or “Keep Working on It” when asked about a personal goal.


My Goals self-evaluation forms My Goals chart My Goals cards

MIDDLE, Core MaterialsPersonal Binder, Task 1.5, My Goals


My Goals PERSONAL

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Name: _________________________________________________ Date: ______________________________

COMMUNICATION Most ofthe time

I can tell others about things I do.

GO

ALS

I can ask for things I needand want.

I look at people when I talkto them.

I can answer questionsfrom others.

I take turns when talking.

I can tell others about myselfand who I am.

When someone doesn’tunderstand what I say, I try again.

Sometimes Need towork on this N/A



My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Name: _________________________________________________ Date: ______________________________

EMPLOYABILITY Most ofthe time

GO

ALS


I stay on a job until I get it done.

I follow directions to get ajob done.

I listen to the adults who arein charge.

I keep my desk clean.

I put things away when I am done.

I can work by myself.

I do my best work all the time.



My Goals PERSONAL

BINDER

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Name: _________________________________________________ Date: ______________________________

SELF-ADVOCACY Most ofthe time

GO

ALS


I keep my body and clothes neatand clean.

I can make choices and tell otherswhat I want.

I can ask for help when I need it.

If I have a problem, I try to fi x it.

I help others when I work ina group.

I am responsible for myself.



My Goals PERSONAL

BINDER

VOCATIONAL

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Name: _________________________________________________ Date: ______________________________

SOCIAL STRATEGIES Most ofthe time

GO

ALS


I can talk to and get alongwith adults.

I can talk to and get along withother students.

I know how to act when I’m inschool and other places.

My body shows that I am listeningto others.

I can change what I say or do indifferent places and withdifferent people.I know good ways to getattention from others whenI want something.



My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Name: _________________________________________________ Date: ______________________________

DAILY LIVING Most ofthe time

GO

ALS


I can clean, cook and take careof myself.

I can use tools to clean, cookand take care of myself.

I can stay healthy.

I follow the steps on a schedule.

I am careful with my money.

I follow safety rules.



Tuesday Wednesday Thursday FridayMonday

My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Goals

3Great Job!

2Needed Reminders

1Keep Working on It!



My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

I can tell others aboutthings I do.

I can ask for things I needand want.

I look at people when I talkto them.

I can answer questionsfrom others.

I take turns when talking. I can tell others aboutmyself and who I am.

When someone doesn’tunderstand what I say,

I try again.

I stay on a job until I getit done.

I follow directions to geta job done.

I listen to the adults whoare in charge.

I keep my desk clean. I put my things awaywhen I am done.

I can work by myself. I do my best workall the time.

I keep my body and clothesneat and clean.

I can make choices andtell others what I want.

I can ask for help whenI need it.

If I have a problem,I try to fi x it.

I help others when I workin a group.

I am responsible for myself.



My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

I can talk to and get alongwith adults.

I can talk to and get alongwith other students.

I know how to act when I’m in school and other places.

My body shows that I amlistening to others.

I can change what I say or do in different places

and with different people.

I know good ways to getattention from others when

I want something.

I can clean, cook andtake care of myself.

I can use tools to clean, cook and take care

of myself.

I can stay healthy. I follow the steps ona schedule.

I am careful with my money. I follow safety rules.



My Goals PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS




Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities.

Classroom Activities/Lesson Plan Personal Binder: Daily Buzz (Home Communication) The “Daily Buzz” is a form that students may complete at the end of each day. Students will think back over activities of their day and share this information with their parents, caregivers or family members. Parents enjoy conversing with their young adults and hearing what happens during their day. The Daily Buzz will provide another avenue for building students’ communication skills during the sharing of information about their daily activities.

• Students will respond to prompts of what they had for lunch, a job they did today and one other activity of their choice. Responses of how they felt about each topic may be written in or a given choice may be circled.

• Included is a parent letter that may be sent home to help parents understand the purpose of the Daily Buzz and how to use it to build daily conversation expectations with their young adult.

• Students who do not have verbal skills will also benefit by making choices to tell about his or her day. Having information from the Daily Buzz will give others a means and reason to ask questions and allow for responses in return.

• Messages home may also be programmed on a sequencing voice output device that builds conversational turn-taking skills. (Examples of a script may be: 1. Want to hear about my day? 2. We made brownies. 3. I got to give the directions with my switch. 4. I brought a brownie home for you. 5. Do you like it?)


Level 3 Level 2 Level 1 • Students will create a report of their day

and convey the message to a parent or family member.

• Students will select pictures of how they felt about the activities of their day to convey a message to a parent or family member.

• Students will select a picture of an activity for the day when given a choice of 2 (errorless).

• Using an active participation response form, students will convey a message about the day’s activities.


Parent letter Daily Buzz report form

MIDDLE, Core MaterialsPersonal Binder, Task 1.6, Daily Buzz


Daily Buzz PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS

Dear Parents/Guardians,

Each day your student will bring home the Daily Buzz, a simple report of their day’s activities. This is a quick way to encourage your student to share information with you. The Daily Buzz is not intended to be something you read alone, but rather a way to prompt your student to talk about “What did you do today?” Ask questions that will provide your student with prompts to tell you more, show things he or she did and encourage good conversational turn-taking skills.

Thank you,



easy hard great

gross fun boring

OK good bad

Daily Buzz PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS



Date: ___________________

Let me tell you about my day.

For lunch I had ___________________________________.

It was ___________________________________________________.

OK good bad gross

A job I did today was ______________________________.

It was ___________________________________________________.

fun boring easy hard

Daily Buzz PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS



Date: ___________________

One other thing I did today was ______________________.

It was ___________________________________________________.

fun boring easy hard

My day was ______________________________________.

great good OK bad

Daily Buzz PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS



Date: ___________________

Let me tell you about my day.

For lunch I had ___________________________________________.

It was ___________________________________________________.

A job I did today was ______________________________________.

It was ___________________________________________________.

One other thing I did today was _____________________________.

It was ___________________________________________________.

My day was ______________________________________________.

Daily Buzz PERSONAL

BINDER

VOCATIONAL

A.M.

JOBS




Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.


Vocational: Classroom Job List Classroom jobs are daily tasks that students can do within your classroom or school situation. These jobs are assigned to students and can be rotated weekly or as it fits your classroom needs. Daily jobs provide repetitive opportunities for students to learn practical skills, follow a sequence of steps to complete a task and learn when and how it is appropriate to ask for help in various situations. • A large pocket chart is easy to use. All jobs are located in one place and are easily viewable and accessible to all. • Generic job cards are presented for this activity. Additional cards may be added as needed. • Have students turn over their job cards in the pocket chart when their job is finished. This is a quick way to see when all jobs are complete.

Classroom Jobs:

• 2.1 Attendance • 2.2 Calendar • 2.3 Weather • 2.4 Lunch Menu • 2.5 Snack Basket

• 2.6 Take Down Chairs • 2.7 Wipe Down Desks • 2.8 Wipe Down Tables • 2.9 Empty Trash

• Classroom staff should allow the students to be as independent as possible. Do be available if a student approaches and asks for help or if a student needs to be redirected in completing a task correctly.

• For students with more significant disabilities (level 1), the goal must be to find active ways that the student can participate in jobs. This may include making choices between activities, using physical assistance for participation and using a voice output device to give directions for a specific task or choosing a classmate to be a partner in completing a given job. Look for any means to accommodate physical participation and increase communication during tasks.


Level 3 Level 2 Level 1 • Students will independently read the job

chart and complete daily and weekly job tasks.

• Students will locate assigned job on the chart and complete assigned job task with decreasing support.

• Students will participate in classroom jobs with physical assistance or use of assistive technology.


Job lists Job cards Name cards

MIDDLE, Core MaterialsVocational, Task 2.0, Classroom Job List


Classroom Job ListVOCATIONAL

Attendance

Calendar

Weather

Lunch Menu

Snack Basket

Take Down Chairs

Wipe Down Desks

CER

EAL

BA

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Baked

SnackChips

BakedSnackChips

Peanut ButterCrackers

Wipe Down Tables

Empty Trash

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Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential.


Vocational: Attendance This job makes a record of all students in the class who are present and absent for the day. This activity is similar to “clocking in” at a future job site. With students beginning to explore employment options, this is an important daily reminder to arrive at work on time and be ready to start the day. Individual names will be pre-written in the first column on the attendance sheet. Students will come in each morning and sign in next to their names on the attendance record sheet. If attendance is delivered to the office, the person who has the attendance job will deliver it.

• Classroom attendance is often sent in daily to school offices by computer. Students can independently take care of this daily job by using the IntelliKeys program and keyboard. The program simply has keys for the name of each student, keys for “is here today” or “is not here today”, keys for “parent called in” or “parent did not call in”.

• A supervisor must check attendance before it is sent. • This task may be completed by one person or with two as partners. • Students with limited physical abilities may participate by looking toward persons who are present and give an indicator of persons who

are not present. • Students may also have a talking device that asks questions on the attendance (e.g., “Is (name) here today?”).


Level 3 Level 2 Level 1 • Students will independently fill in an

attendance sheet and report to the office. • Students will complete an attendance

checklist with support. • Using an active participation response

form, students will locate a person on a list and indicate presence of that person.


Attendance form

MIDDLE, Core MaterialsVocational, Task 2.1, Attendance


Today’s Date: ________________________________________________

Name Here NotHere

CalledIn

AttendanceVOCATIONAL




Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential.


Vocational: Calendar This job includes marking today’s date on the classroom calendar and affixing the correct day, month and year to sentence starter strips for the entire class to view.

The calendar report reads: Today is _____ (Day) _____ , _____ , _____ (Month), (Date), (Year)

Yesterday was ______ (Day) Tomorrow will be ______ (Day)

• This is to be done prior to Meeting Time (3.0). The calendar person will be responsible for reading the date aloud to all students during Meeting Time. All students will then locate this date on their own calendars and mark it off with an X.

• The calendar person will also announce any class-related activities for the week during calendar time (field trips, community outings,

etc.), which may need to be looked up during this job time.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will identify the day, date and

activities for the current day and place information on a chart.

• Students will use words or symbols on an individual calendar to indicate the day, date and activities.

• Using an active participation response form, students will give a daily report of the day and date.


Calendar report form Picture cards: day, month, date, year


MIDDLE, Core MaterialsVocational, Task 2.2, Calendar

CalendarVOCATIONAL

_____________, _____________, _____________DateMonth Year

Today is _____________Day



Yesterday was _____________Day

Tomorrow will be _____________Day

CalendarVOCATIONAL



Wednesday

Friday Saturday Sunday

Monday Tuesday Thursday

CalendarVOCATIONAL



CalendarVOCATIONAL




Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals.


Vocational: Weather This job includes looking up the day’s weather, completing a weather report form and affixing the day’s weather and temperature to sentence starter strips for the entire class to view. The person who does this weather report will also report the weather to the class during each day’s Meeting Time (3.0). There are numerous websites that provide current weather information. Many require you to type in a city name or a zip code in order to get local weather reports. Many sites use pictures to depict current and forecasted weather conditions. Select a website that works best for you. These are some sites to explore:

• www.weather.com (Weather Channel) • www.nws.noaa.gov (National Weather Service) • www.wunderground.com (Weather Underground) • www.accuweather.com (AccuWeather) • www.weather.weatherbug.com (Weather Channel) • www.igoogle.com (Set up weather gadget on iGoogle)

Use the information gathered from the website to answer the following questions on the weather report form.

• Today’s weather is: (provide weather condition and temperature) • Tomorrow’s weather will be: (provide weather forecast and temperature)

This task may be completed by one student or with two students working as partners.

o Level 1 students may participate by asking questions to a partner, using a step sequencing talking device (e.g., “What is the weather today? Tomorrow? What is the temperature today? Tomorrow? How will the weather feel today? Tomorrow? What might we need for the weather today? Tomorrow?”). The partner will provide a verbal response and record the answer on the weather report form. This same format can be used for the team to report the weather during Meeting Time.

Weather label cards may be printed on full sheet label paper for students who need to affix a response to the weather report page.


Level 3 Level 2 Level 1 • Students will identify current and

forecasted weather from a selected website.

• Students will point to pictures of current and forecasted weather conditions.

• Using an active participation response form, students will select a picture of a weather condition when given a single option or errorless choice.


Temperature guide Clothing and weather cards Weather report forms

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com

http://www.weather.com/

http://www.nws.noaa.gov/

http://www.wunderground.com/

http://www.accuweather.com/

http://www.weather.weatherbug.com/

http://www.igoogle.com/

http://symbolstix.n2y.com/

MIDDLE, Core MaterialsVocational, Task 2.3, Weather


71 - 100° HOT

51 - 70° WARM

31 - 50° COOL

0 - 30° COLD

Temperature GuideVOCATIONAL

Temperature GuideVOCATIONAL



0° 20° 30°10°

sunny

rainy stormy clearcloudy

hotwarm coldcool

40° 60° 70°50°

100°

Clothing and WeatherVOCATIONAL



Clothing and WeatherVOCATIONAL

light jacket sweatshirt T-shirt boots

shorts jeans bathing suit stocking cap

sweater sandals baseball cap gloves

sunglasses scarf

snowy foggy partly sunny winter coat



Today’s weather will be ________________________________.

The temperature will be ________________________________.

It will feel ______________________________________ outside.

You (will) (will not) need a coat today.

You (will) (will not) need an umbrella today.

Today’s WeatherVOCATIONAL



Tomorrow’s WeatherVOCATIONAL

Tomorrow’s weather will be _____________________________.

The temperature will be ________________________________.

It will feel ______________________________________ outside.

You (will) (will not) need a coat tomorrow.

You (will) (will not) need an umbrella tomorrow.



Today

Today’s weather will be ____________________________________.

The temperature will be ____________________________ degrees.

It will feel _________________________________________ outside.

You (will) (will not) need a coat today.

You (will) (will not) need an umbrella today.

Tomorrow

Tomorrow’s weather will be ________________________________.

The temperature will be ____________________________ degrees.

It will feel _________________________________________ outside.

You (will) (will not) need a coat tomorrow.

You (will) (will not) need an umbrella tomorrow.

WeatherVOCATIONAL






Vocational: Lunch Menu This job includes looking up the school’s lunch menu(s) for the day. The lunch menu person will then locate pictures of the day’s menu items. He or she will place the menu items in the correct categories on the USDA MyPlate poster. This job is to be completed prior to Meeting Time (3.0).

• During Meeting Time, the lunch menu person will read aloud the daily menu. He or she can lead the class in a discussion of whether the meal is a healthy, balanced meal by asking which items are fruits, vegetables, etc. Students will discuss lunch options, if available, and may decide what they will select for lunch that day.


Level 3 Level 2 Level 1 • Students will independently identify the

lunch menu items and sort into food group categories.

• Students will independently determine if the menu provides a balanced lunch.

• Students will select pictures of the day’s lunch menu.

• Students will determine if the menu is balanced by pointing to a picture in each food group.

• Using an active participation response form, students will indicate a choice of lunch options for the day.


Food cards USDA MyPlate poster

www.choosemyplate.gov/ Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com

http://www.choosemyplate.gov/


MIDDLE, Core MaterialsVocational, Task 2.4, Lunch Menu


Lunch MenuVOCATIONAL

bacon

brownie

banana bean soup breadand butter

cereal cheese

canned corn cake

applesauce apple

celery

chickennoodle soup

chicken andrice soup

cheese soup

baked potato

broccoli

cheeseburger

carrot

chickenand noodles




chili

fi sh sticks

cornon the cob

croutons egg

green beans grilled cheese

French fries French toast

chickennuggets

chickensandwich

grapes

hot dog ice creamcone

hash browns

cookie

fi sh sandwich

hamburger

gelatin

juice




macaroniand cheese

oatmeal

milk mixed fruit mixedvegetables

peas pear

onion orange

lasagna lettuce

peach

pie

mashedpotatoes

mushroomsoup

peanut butterand jellysandwich

pancakes

pineapple potato soup pudding




saladdressing

tenderloinsandwich

sloppy joe spaghetti strawberry

tomato tomato soup

raisins salad sausage

taco

vegetablesoup


Fruits Vegetables Protein


Grains DairyProtein




Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals.


Vocational: Snack Basket A snack basket is prepared and restocked each day for teachers to buy snacks during their planning or lunch times. Two of each snack choice are placed in the basket. Suggestions for healthy snacks to include in the basket are baked snack chips, 100-calorie packs, peanut butter and cheese crackers, snack-size microwave popcorn, cereal bars, etc. However, remember that there are days when teachers need their chocolate! • A template with the labels of all snacks to be sold can be made on file folders to aide all students in refilling the basket by reading and

matching labels. (Snack labels may be laminated and attached to the template with VELCRO® to make them interchangeable.) Snack basket cards are included, but for students who need an exact match, simply copy the actual snack package on the copy machine, laminate and VELCRO®.

• The blank snack basket form provided will need to be filled in with your chosen snacks and prices. This enables you to make changes in items and prices as desired. Once the form is completed, make multiple copies for use each time the basket is restocked.

• The steps for restocking the snack basket are:

o Get out the snack basket, money container and snack list. o Count the snacks left. o Complete the form. o Take out the start-up money. (4 quarters) o Count the money earned. o Circle: Over / Under / Correct on the snack list. o Give the money to the teacher or assistant. o Replace the snacks that were sold. o Create a new snack list for tomorrow. o Put the snack basket, money container and new list away.

• Students can count the money independently or with a coin-calculating device such as a Coin-u-lator, which adds together the coin amounts

of each coin key that is pushed. • Money earned from the snack basket is used to replenish snacks. • Students with limited physical abilities may participate by making choices of the snacks to go in the basket or by using a sequencing switch to

count the items being put in.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently restock

snack basket. • Students will independently count money

made from the snack basket.

• Students will match snack items with pictures.

• Students will count money by matching coins on a coin-calculating device.

• Using an active participation response form, students will make choices of snacks to place in the basket.


Task analysis cards

MIDDLE, Core MaterialsVocational, Task 2.5, Snack Basket


Snack Basket CER

EAL

BA


Baked

SnackChips

BakedSnackChips


VOCATIONAL

Complete the form.

123

4

5

67

89

10

Get out the snack basket, moneycontainer and snack list.

Take out the start-up money.

Count the money earned.

Circle:Over / Under / Correct on the snack list.

Create a new snack list for tomorrow.

CER

EAL

BA


Baked

SnackChips

BakedSnackChips


Count the snacks left.

Give the money to the teacheror assistant.

Put the snack basket, money containerand new list away.

Replace the snacks that were sold.

CER

EAL

BA


Baked

SnackChips

BakedSnackChips


CER

EAL

BA


Baked

SnackChips

BakedSnackChips




Snack Basket CER

EAL

BA


Baked

SnackChips

BakedSnackChips


VOCATIONAL

Get out the snack basket,money container and snack list.

Count the snacks left.

1

2

CER

EAL

BA


Baked

SnackChips

BakedSnackChips


CER

EAL

BA


Baked

SnackChips

BakedSnackChips




Snack Basket CER

EAL

BA


Baked

SnackChips

BakedSnackChips


VOCATIONAL

Complete the form.

Take out the start-up money.

3

4



Snack Basket CER

EAL

BA


Baked

SnackChips

BakedSnackChips


VOCATIONAL

Count the money earned.

Circle:Over / Under / Correct

on the snack list.

5

6

Total money made: $ _________________

Actual money counted: $ _________________

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BA


Baked

SnackChips

BakedSnackChips


VOCATIONAL

Give the money tothe teacher or assistant.

Replace the snacksthat were sold.

7

8



Snack Basket CER

EAL

BA


Baked

SnackChips

BakedSnackChips


VOCATIONAL

Create a new snack listfor tomorrow.

Put snack basket, moneycontainer and new list away.

9

10

CER

EAL

BA


Baked

SnackChips

BakedSnackChips




Snack Basket CER

EAL

BA


Baked

SnackChips

BakedSnackChips


VOCATIONAL

Name: _________________________ Date: Mon Tue Wed Thur Fri _____ / _____ / _____

Total money earned: $ _________________

Actual money counted: $ _________________

Over / Under / Correct

Snacks snacks had - snacks left = snacks sold

- =

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Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals


Vocational: Take Down Chairs The task of taking chairs down off of tables or desks and placing them in their proper location prepares the room for learning. This is a great activity for individuals who may benefit from the weight of the chairs for sensory input and calming upon arriving in the morning. Task analysis cards are included to prompt the steps of this task.

1. Get a chair. 2. Put chair in place. 3. Repeat with all chairs.

This task may be completed by one person or with two working as partners. • Students with limited physical abilities may participate by activating a VOCA that provides directions (e.g., “Ready for another chair.” “Put

the chair over there, please.”). Or other students may hold on to the back of a chair as another student pushes both them and the chair to the correct location.


Level 3 Level 2 Level 1 • Students will independently complete all

steps of the task. • Students will complete steps of the task

with picture support. • Using an active participation response

form, students will give directions for completion of the task or participate with physical assistance or use of assistive technology.


Task analysis cards

MIDDLE, Core MaterialsVocational, Task 2.6, Take Down Chairs


1 Get a chair.

2 Put the chair in place.

3 Repeat with all chairs.

Get a chair.

Take Down ChairsVOCATIONAL

1

MIDDLE, Core MaterialsVocational, Task 2.6, Take Down Chairs


Repeat with all chairs.

Put the chair in place.2

3

Take Down ChairsVOCATIONAL






Vocational: Wipe Down Desks In completing these jobs, students are actually taking care of and cleaning the areas in which they work daily. This concept of “cleaning up after yourself” is important for future work and living situations. Task analysis cards are included to prompt the steps of this task.

1. Get the spray and paper towels. 2. Take all items off of the desk. 3. Spray the desk. 4. Wipe the desk. 5. Put the items back on the desk. 6. Throw away the paper towels. 7. Put away the spray.

• Classroom staff should practice standing back and allowing the students to be as independent as possible. Be available if a student

approaches and asks for help or if a student needs to be redirected in completing a task correctly. • For students with more significant disabilities (level 1), the goal must be to find active ways that the student can participate in jobs. This

may include making choices between activities, using physical assistance for participation and using a voice output device to give directions for a specific task or choosing a classmate to be a partner in completing a given job. Look for any means to accommodate physical participation and increase communication during tasks.





• Using an active participation response form, students will give directions for completion of the task or participate with physical assistance or use of assistive technology.


Task analysis cards

MIDDLE, Core MaterialsVocational, Task 2.7, Wipe Down Desks


3

4

2

5

6

Wipe Down DesksVOCATIONAL

7

Take all items off ofthe desk.

Spray the desk.

Wipe the desk.

Put the items back onthe desk.

Throw away the papertowels.

Put away the spray.

1 Get the spray andpaper towels.



Get the spray and paper towels.

Take all items off of the desk.

1

2




Spray the desk.

Wipe the desk.

3

4




Put the items back on the desk.5Wipe Down DesksVOCATIONAL

Throw away the paper towels.6



Put away the spray.7Wipe Down DesksVOCATIONAL



Task 2.8 Transitional Goals:


Classroom Activities/Lesson Plan:

Vocational: Wipe Down Tables In completing these jobs, students are actually taking care of and cleaning the areas in which they work daily. This concept of “cleaning up after yourself” is important for future work and living situations. Task analysis cards are included to prompt the steps of this task.

1. Get the spray and paper towels. 2. Take all items off of the table. 3. Spray the table. 4. Wipe the table. 5. Put the items back on the table. 6. Spray and wipe the chairs. 7. Throw away the paper towels. 8. Put away the spray.


approaches and asks for help or if a student needs to be redirected in completing a task correctly. • For students with more significant disabilities (level 1), the goal must be to find active ways that the student can participate in jobs.

This may include making choices between activities, using physical assistance for participation and using a voice output device to give directions for a specific task or choosing a classmate to be a partner in completing a given job. Look for any means to accommodate physical participation or increase communication during tasks.







Task analysis cards

MIDDLE, Core MaterialsVocational, Task 2.8, Wipe Down Tables


Wipe Down TablesVOCATIONAL

2 Take all items off of the table.

3 Spray the table.

4 Wipe the table.

5 Put the items back onthe table.

6 Spray and wipe the chairs.

7 Throw away thepaper towels.

8 Put away the spray.

1 Get the spray andpaper towels.




Take all items off of the table.

Get the spray and paper towels.1

2




Spray the table.

Wipe the table.

3

4




Put the items back on the table.5

Spray and wipe the chairs.6




Throw away the paper towels.7

Put away the spray.8




Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age appropriate daily living and self-help activities.


Vocational: Empty Trash In completing these jobs, students are actually taking care of and cleaning the areas in which they work daily. This concept of “cleaning up after yourself” is important for future work and living situations. Task analysis cards are included to prompt the steps of this task.

1. Pull the trash bag out of the trash can. 2. Tie the bag. 3. Put the bag into the large trash can or dumpster. 4. Get a new trash bag. 5. Put the new bag in the trash can.










Task analysis cards

MIDDLE, Core MaterialsVocational, Task 2.9, Empty Trash


Empty TrashVOCATIONAL

23

1

4

5

Pull the trash bag out of the trash can.

Tie the bag.

Put the bag into the large trash can or dumpster.

Get a new trash bag.

Put the new bag in thetrash can.



Pull the trash bag out ofthe trash can.

Tie the bag.

1

2




Put the bag into the largetrash can or dumpster.

Get a new trash bag.

3

4




Put the new bag in the trash can.5Empty TrashVOCATIONAL




Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals.


Vocational: School-Wide Jobs Job training is an opportunity for students to begin practicing positive work attitudes and social skills for a future work environment. Job training activities may vary and include jobs within the classroom and school environment. Job training experiences will depend on two things - what types of activities are available in your school district and your creativity! Benefits:

• Students will learn responsibility by performing real-world work tasks. They will have the opportunity to practice following simple sequenced directions to complete a given task within the classroom or school. Participating in jobs around the school will allow for many opportunities to practice appropriate social interactions with others.

• For individuals with more severe disabilities, consider participatory options that enable him or her to contribute within these settings. (See Participatory Jobs guide.)

Sample school-wide job ideas:

• Picking up and delivering attendance, lunch money • Delivering mail • Recycling in your building • Watering plants • Creating a snack cart once a month (make no-bake cookies, trail mix or popcorn baggies, etc.) • Making “ice packs” for the nurse’s office (freeze wet paper towels inside a baggie) • Asking office for any mailings that may need labels or inserts added or items that need counted and bundled • Raising and lowering the flag each day • Cleaning off tables in teachers’ lounge and returning trays to cafeteria

A Job Training checklist is a form that allows the student and accompanying assistant to immediately compare and review how the student did on the job that day.


Level 3 Level 2 Level 1 • Students will demonstrate appropriate

employability skills in community settings. • Students will demonstrate appropriate

employability skills in community settings. • Using an active participation response

form, students will give directions for completion of the task or participate with physical assistance or use of assistive technology.


Participatory jobs Job training checklist

MIDDLE, Core MaterialsVocational, Task 2.10, School-Wide Jobs


For individuals with the most signifi cant disabilities, a volunteer/participatory job is one that should be considered when other gainful employment opportunities are not attainable.

• The overall goal of these participatory job options are to provide the individual with meaningful reasons to be out in the community and interacting with others.

• The individual goal is to increase response options (e.g. smile, motor movements, vocalizations) that are associated with human interactions.

• Social skills should be taught, reinforced and maximized for participatory job settings:

○ Eye contact: Look at/toward the person who is talking to you. This will show that you are interested in having a conversation.

○ Smile: A smile is a universal way to greet others and to show that you are engaged in the conversation.

○ Respond when spoken to: A response can be as simple as a look, a smile, a laugh or a body movement. This lets the person know that you heard what they said and want to continue the conversation.

Sample List of Participatory Jobs:

Note: Voice Output Communication Aids (VOCA) may be a viable option for increasing communication exchanges, but it is just as important to build non-verbal response modes during these activities. Remember, when prompting an individual to use a VOCA, you are to address this as his or her “voice.” (E.g. “Let’s say good morning to the secretary.” ……as compared to “Hit your switch.” )

• Read stories to elementary or preschool students by activating a VOCA/or single switch sequence device/computer program with the pre-recorded story.

• Assist in delivering mail by carrying a mailbox on a wheelchair tray. Activate a VOCA at each stop with, “Here’s your mail. Have a good day.”

• Assist in collecting recyclables in the classroom or school. Carry a collection box on a wheelchair tray and activate a VOCA to say, “I’m here to collect your recyclables.”

• Utilize a switch latch timer for electric-operated machines that have an on or off switch (e.g., shredding paper).

• Utilize a switch latch timer to water fl owers: attach a Waterpik® and use this as the watering tool.

Participatory JobsVOCATIONAL

MIDDLE, Core MaterialsVocational, Task 2.10, School-Wide Jobs


Job Training ChecklistVOCATIONAL

Student: ____________________________________ Date: _________________________

Job: _______________________ Assistant: ______________________________________

Rating Scale: 321

Student Aide Comments:

I did it by myself.

I used good manners:

I followed directions:

I asked for helpif I needed it:

I did my best work:

Target Skill:

__________________

I needed a reminder - “What’s next?”

I needed help.






Meeting Time: Meeting Procedures and Job List Meeting Time is a daily time for the class to come together and discuss pertinent items about the day. While the content of each part of the meeting is important, the bigger goal is to provide daily practice in the many communication, social and employability skills that are imbedded within this learning experience.

• Communication - asking and answering questions, looking at the speaker, waiting a turn to speak, speaking clearly • Social Strategies - talking appropriately to others, using good manners • Employability - listening to the leader, following directions, working as part of a group

All students should bring their personal binders, a pencil and any voice output communication aid (VOCA) needed to the morning meeting. A meeting leader will lead the entire Meeting Time. There is a template provided for the leader to prompt him or her through the meeting. The leader is responsible for starting and keeping the meeting moving by asking for information from other participants. The leader:

• asks the calendar reporter (2.2) for the date and if there are any special events on anyone’s individual calendar for that day. Each student will mark events on his or her personal calendar. (A supervisor with the group may then ask 3-5 calendar-related questions that students must use their individual calendars to answer. Questions can be differentiated according to each student’s abilities.)

• asks the weather reporter (2.3) for the weather for the day and the next day forecast. Appropriate dress for the weather can be discussed.

• asks the lunch menu reporter (2.4) for the lunch menu options for the day. Discuss how today’s food items fit into a balanced meal plan.


Level 3 Level 2 Level 1 • Student(s) will read the meeting template

and lead group through daily meeting process.

• Student(s) will read words or symbols and lead group through daily meeting process.

• Using an active participation response form, student(s) will lead group through daily meeting process.


Meeting procedures Meeting job list Meeting job list cards Name cards


MIDDLE, Core MaterialsMeeting Time, Task 3.0, Meeting Procedures and Job List

Meeting Procedures MEETING

TIME

What is the date?

Any special events today?

What is the weather today?

What is for lunch today?

1

4

Calendar Report

2

3

Weather Report

Lunch Menu Report

Current Events Who would like to share acurrent event?



Meeting Job List MEETING

TIME

Leader

Lunch Menu Reporter

Calendar Reporter

Weather Reporter



Meeting Time

Leader

MEETING

TIME

Calendar Reporter



Lunch Menu Reporter

Weather Reporter






Meeting Time: Current Events Current Events is a time for all students to take turns sharing news articles of interest to them. The students may share news that is happening in their local communities, state, country or the world. Students may bring in the actual news articles and pictures to help convey or clarify their event. A current events form is provided to help students in planning their article. Parents may assist students by reading aloud the article the student chooses (if necessary). Students are then responsible for coming up with the answers to the Who? What? When? Where? Why? questions. In discussing where the event took place, it may be a nice idea to have a bulletin board with a picture or map of your local community, state, country and the world for students to refer to while they are sharing. This activity builds conversational sharing skills as the student reports:

o Who is it about? o What is it about? o When did it happen? o Where did it happen? o Why did it happen?

The News-2-You weekly newspaper has current events topics that are new each week. This may be a time to introduce the weekly topic of the newspaper in leading up to other parts of the newspaper that can be worked on for individual or small group lessons including reading, recipes and jokes.


Level 3 Level 2 Level 1 • Students will share current events

information in a sequential order. • Students will show pictures to convey

information about a current event. • Using an active participation response

form students will tell about, an event in his or her life.


Current events form News-2-You form

MIDDLE, Core MaterialsMeeting Time, Task 3.1, Current Events


Who is it about?

This story is about...

This is what happened...

It happened on...

What is it about?

When did it happen?

It happened in...

Where did it happen?

It happened because...

Why did it happen?

Current Events MORNING

MEETING

MIDDLE, Core MaterialsMeeting Time, Task 3.1, Current Events


What is the news about?

Who is the news about?

Where did the news happen?

This is something I learned from the news...

Current Events M

ORNING

MEETING




Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.

Classroom Activities/Lesson Plan Meal Planning: Creating Menus Planning and preparing a simple meal in the classroom is a task that students may complete one time per week or as it fits into the classroom schedule. The task of planning a meal revisits the need to make sure that the meal is nutritious and well balanced. Students may refer to the USDA MyPlate poster to check the make-up of their meal. Students may wish to alternate between planning a lunch meal one week and a breakfast meal the next. Keep meals simple, using items that you may have in your classroom (e.g., microwave, toaster, griddle, electric skillet).

• The class or a small group will use the provided menu planner guide sheet to create a balanced menu. Desserts are optional. The class will discuss the created menu to make sure that it is well balanced.

• Menu ideas are included in picture forms for basic foods. • Recipes can also be chosen from students’ favorite foods or recipes, various cookbooks, recipes within monthly Unique units and

weekly recipes from News-2-You®, etc. This is a good opportunity to start collecting recipes to build a classroom cookbook of simple adapted recipes your students enjoy.


Level 3 Level 2 Level 1 • Students will create a balanced breakfast

or lunch menu based on the USDA MyPlate poster

• Students will point or select a picture of a food item in a designated food group.

• Students will make a choice (errorless) of a food item as part of menu planning.


Menu planner Food cards (2.4) USDA MyPlate poster (2.4)

www.choosemyplate.gov/ Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com

http://www.choosemyplate.gov/



MIDDLE, Core MaterialsMeal Planning, Task 4.0, Creating Menus

Check MyPlate.Is this a balanced meal?

Yes No

Creating Menus

MEAL

PLANNING

Main DishVegetable /Side Dish

Fruit /Side Dish

Dessert Drink





Classroom Activities/Lesson Plan Meal Planning: Grocery Shopping Students are responsible for helping to make a grocery list of items to be purchased in order to prepare a meal. A grocery list form is provided for this task.

• Students look at each food item on the menu and try to name what ingredients are needed to make the item. This is a good way to learn what the students already know. Use natural cues to help students come up with items they may not name initially (e.g., How will the eggs keep from sticking to the pan?). Allow students to use the recipes to complete the grocery list, if needed.

• Students take turns going to the grocery store to locate and purchase items from their list.


Level 3 Level 2 Level 1 • Students will independently create a

grocery list based on a weekly menu. • Students will independently locate and

pay for food items in a grocery store.

• Students will use picture support to create a grocery list.

• Students will use a picture-supported grocery list to locate food items.

• Students will participate in creating a grocery list by making a choice (errorless) of items that will go on the list.

• Students will exchange money to purchase food items.


Lunch money account form Grocery list forms Food cards (2.4)




MIDDLE, Core MaterialsMeal Planning, Task 4.1, Grocery Shopping

Student: _______________________________________

DATE MONEY IN MONEY OUT BALANCE

Lunch Money Account

MEAL

PLANNING


MIDDLE, Core MaterialsMeal Planning, Task 4.1, Grocery Shopping

____________________________

____________________________

____________________________

____________________________

Grocery List

MEAL

PLANNING




Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential.


Mealtime: Job List Students are assigned jobs that are part of preparing, serving or cleaning up after a meal. A job list is provided and should be placed in the cooking area. Student names are written next to each job. Jobs may be rotated each week. Students may be assigned more than one job. Mealtime Jobs:

• 5.1 Set Table • 5.2 Wash Dishes • 5.3 Dry Dishes • 5.4 Clear Table • 5.5 Put Away Food • 5.6 Clear Counters • 5.7 Sweep Floor

Each Mealtime Job is explained in detail in the above referenced Task #. If someone finishes his or her job early, he or she is encouraged to ask other students if they need help. This is a powerful tool for teaching and building the concept of teamwork and also allows the group to move on to the next activity together.

For students with more significant disabilities (level 1), the goal must be to find active ways that the student can participate in jobs. This may include making choices between activities, using physical assistance for participation and using a voice output device to give directions for a specific task or choosing a classmate to be a partner in completing a given job. Look for any means to accommodate physical participation and increase communication during tasks.

Differentiated Tasks:

Level 3 Level 2 Level 1 • Students will independently complete

assigned job tasks. • Students will use picture support to

complete tasks. • Students will participate in jobs with

physical support or by communicating directions.

Resources and Materials: Notes:

Mealtime job list Mealtime job list cards Name cards


MIDDLE, Core MaterialsMeal Planning, Task 4.0, Creating Menus

Mealtime Job List MEALTIME

Set Table

Wash Dishes

Dry Dishes

Clear Table

Put Away Food

Clear Counters

Sweep Floor


MIDDLE, Core MaterialsMealtime, Task 5.0, Mealtime Job List

Mealtime JobsSet Table

Wash Dishes

MEALTIME



Clear Table

Put Away Food

Dry Dishes



Sweep Floor

Clear Counters






Mealtime: Set Table The person assigned to this task is responsible for setting the table for the meal. A table setting guide (template) is provided. It can be posted in the eating area or carried to the table as a guide. Task analysis cards are included to prompt the steps of this task.

1. Count the people eating. _____ 2. Get out _____ plates. 3. Get out _____ cups. 4. Get out _____ sets of utensils. 5. Get out _____ napkins. 6. Get the Table Setting Guide. 7. Set the table.










Task analysis cards Table setting guide

MIDDLE, Core MaterialsMealtime, Task 5.1, Set Table


Plate

Glass

Napkin

Fork Knife

Spoon

Table Setting Guide MEALTIME


MIDDLE, Core MaterialMealtime, Task 5.1, Set Table

Set Table MEALTIME

1 Count the people eating. ____

2 Get out ____ plates.

3 Get out ____ cups.

4 Get out ____ sets of utensils.

5 Get out ____ napkins.

6 Get the Table Setting Guide.

7 Set the table.

Plate

Glass

Napkin

Fork Knife

Spoon

Table Setting Guide

MEALTIME

MIDDLE, Core MaterialsMealtime, Task 5.1, Set TableUnique Learning System™



Set Table MEALTIME

Get out ___ plates.2

Count the people eating. ___1



Set Table MEALTIME

Get out ___ sets of utensils.4

Get out ___ cups.3



Set Table MEALTIME

6

Get out ___ napkins5

Get the Table Setting Guide.

Plate

Glass

Napkin

Fork Knife

Spoon

Table Setting Guide

MEALTIME

Plate

Glass

Napkin

Fork Knife

Spoon

Table Setting Guide

MEALTIME



Set Table MEALTIME

Set the table.7






Mealtime: Wash Dishes The person assigned to this task is responsible for washing and rinsing the dishes. Task analysis cards are included to prompt the steps of this task.

1. Start with a clean sink. 2. Put a plug in the sink. 3. Run warm water in the sink. 4. Add a small squeeze of dish soap. 5. Fill the sink half full with water. 6. Put the dishes in the sink. 7. Wash each item with a dishcloth. 8. Rinse each item in clean, warm water. 9. Put clean dishes in the dish rack.

10. Drain the sink. 11. Rinse the sink.










Task analysis cards

MIDDLE, Core MaterialsMealtime, Task 5.2, Wash Dishes


Wash Dishes MEALTIME

1 Start with a clean sink.

2 Put a plug in the sink.

3 Run warm water in the sink.

4 Add a small squeeze of dish soap.

56789

1011

Fill the sink half full with water.

Put the dishes in the sink.

Wash each item with a dishcloth.

Rinse each item in clean, warm water.

Put clean dishes in the dish rack.

Drain the sink.

Rinse the sink.




Put a plug in the sink.2

Start with a clean sink.1




Add a small squeezeof dish soap.4

Run warm water in the sink.3




Put the dishes in the sink.6

Fill the sink half full with water.5




Rinse each item inclean, warm water.8

Wash each item with a dishcloth.7




Drain the sink.10

Put clean dishes inthe dish rack.9




Rinse the sink.11






Mealtime: Dry Dishes The person assigned to this task is responsible for drying the dishes and putting them away. This job can be shared by two people. Task analysis cards are included to prompt the steps of this task.

1. Get a wet dish or utensil. 2. Dry well with clean towel. 3. Put away. 4. Repeat with all dishes and utensils.










Task analysis cards


MIDDLE, Core MaterialsMealtime, Task 5.3, Dry Dishes

Dry Dishes MEALTIME

3 Put away.

4 Repeat with all dishesand utensils.

1 Get a wet dish or utensil.

2 Dry well.



Dry Dishes MEALTIME

Dry well.2

Get a wet dish or utensil.1



Dry Dishes MEALTIME

Repeat with all dishesand utensils.4

Put away.3






Mealtime: Clear Table The person assigned to this task is responsible for clearing and washing the table after the meal. Task analysis cards are included to prompt the steps of this task.

1. Take all dishes off the table. 2. Scrape food off of plates into the trash can. 3. Empty drinks into the sink. 4. Put all dirty dishes by the sink. 5. Wipe table crumbs into the trash can. 6. Spray and wipe the table.










Task analysis cards


MIDDLE, Core MaterialsMealtime, Task 5.4, Clear Table

MEALTIME

1 Take all dishes off the table.

Clear Table

2 Scrape food off of platesinto the trash can.

3 Empty drinks into the sink.

4 Put all dirty dishes bythe sink.

5 Wipe table crumbs into the trash can.

6 Spray and wipe the table.



Clear Table MEALTIME

Scrape food off of platesinto the trash can.2

Take all dishes offthe table.1




Put all dirty dishesby the sink.4

Empty drinksinto the sink.3




Spray and wipe the table.6

Wipe table crumbsinto the trash can.5






Mealtime: Put Away Food The person assigned to this task is responsible for wrapping up leftovers and putting them away. Task analysis cards are included to prompt the steps of this task.

1. Put leftovers in containers. 2. Cover with lids or plastic wrap. 3. Put leftovers in the refrigerator. 4. Put away other food items.










Task analysis cards


MIDDLE, Core MaterialsMealtime, Task 5.5, Put Away Food

Put Away Food MEALTIME

3 Put leftovers in the refrigerator.

4 Put away other food items.

1 Put leftovers in containers.

2 Cover with lids orplastic wrap.




Cover with lid or plastic wrap.2

Put leftovers in containers.1




Put away other food items.4

Put leftovers inthe refrigerator.3






Mealtime: Clear Counters The person assigned to this task is responsible for clearing and wiping off the cooking areas used in the kitchen. Task analysis cards are included to prompt the steps of this task.

1. Put all food items away. 2. Scrape food off of dishes into the trash can. 3. Put all dirty dishes by the sink. 4. Wipe counter crumbs into the trash can. 5. Spray and wipe the counters.










Task analysis cards


MIDDLE, Core MaterialsMealtime, Task 5.6, Clear Counters

Clear Counters MEALTIME

3 Put all dirty dishes bythe sink.

4 Wipe counter crumbs intothe trash can.

1 Put all food items away.

2 Scrape food off of dishesinto the trash can.

5 Spray and wipe the counters.




Scrape food off of dishesinto the trash can.2

Put all food items away.1




Wipe counter crumbsinto the trash can.4

Put all dirty dishesby the sink.3




Spray and wipethe counters.5






Mealtime: Sweep Floor The person assigned to this task is responsible for using a broom and dustpan to sweep up crumbs around the table and kitchen counters. Task analysis cards are included to prompt the steps of this task.

1. Get the broom and dustpan. 2. Sweep the dirt into a pile. 3. Sweep the pile into the dustpan. 4. Empty the dustpan into the trash can. 5. Put away the broom and dustpan.




Differentiated Tasks:





Resources and Materials: Notes:

Task analysis cards


MIDDLE, Core MaterialsMealtime, Task 5.7, Sweep Floor

1 Get the broom and dustpan.

23

4

5

Sweep the dirt into a pile.

Sweep the pile intothe dustpan.

Empty the dustpan into the trash can.

Put away the broomand dustpan.

Sweep Floor MEALTIME




Get the broom and dustpan.

Sweep the dirt into a pile.

1

2



Sweep the pileinto the dustpan.

Empty the dustpaninto the trash can.

3

4





Put away thebroom and dustpan.5





Classroom Activities/Lesson Plan Mealtime: Food Prep There are many tasks included in preparing a simple meal. Task analysis cards are provided to walk students through the process step by step.

• Wash hands before working with food. • Find recipes. • Read recipe directions. • What food items will you need? • What appliances will you need? • What cooking tools will you need?

• Students will read the menu. Decide together who will prepare specific food items. • Try to emphasize independence and critical thinking skills. Respond to questions with “How could you figure that out?” or “What do you

think?” Suggestions to ask other students for help are also appropriate. See what skills are already evident and intervene only when necessary.

• Students will read recipes, decide what cooking method they will use (i.e., oven, stovetop, microwave), determine cooking supplies needed and find cooking tools and foods needed.

• Students also need to consider the number of people eating their meal and what a serving size is for the particular main or side dish that is being prepared.

• Use of the stove, oven and microwave setting timers are also skills that will be taught and reviewed as students are supervised using the appliances.

For students with limited physical abilities, or those who do not eat orally, consider ways for them to participate, using switch-activated cooking tools. These students may also participate by making comments or giving directions with a VOCA (Voice Output Communication Aid).



recipe directions to prepare a food item. • Students will use a picture-supported

recipe to prepare a food item. • Students will use adapted cooking tools

to participate in food preparation.

Resources and Materials Notes Task analysis cards

MIDDLE, Core MaterialsMealtime, Task 5.8, Food Prep


1 Wash hands beforeworking with food.

2 Find recipes.

3 Read recipe directions.

4 What food items willyou need?

What appliances willyou need?

What cooking tools willyou need?

56

Food Prep MEALTIME



Wash hands beforeworking with food.

Find recipes.

1

2

Food Prep MEALTIME



Read recipe directions.

What food items will you need?

3

4

Food Prep MEALTIME



What appliances will you need(oven, microwave, stovetop)?

What cooking toolswill you need?

5

6

Food Prep MEALTIME




Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships.


Mealtime: Mealtime Manners Appropriate manners at mealtime can make the difference between a pleasant and unpleasant meal. Manners should be reviewed before each group meal. Mealtime manners posters are included which are nice visual reminders of good and bad manners when at the table.

• When it is time to eat, students will sit at a group table. The meal is served family style and all foods are passed for individual service. Students need to be reminded of proper serving sizes and that each person gets a serving before seconds are taken.

• Students are encouraged to use appropriate table manners at this time. • No one begins to eat until everyone is seated and served. • Students must ask for food items to be passed with a “Please” and “Thank you” attached. • Conversation is kept appropriate for mealtime but is relaxed and comfortable as well. • Reminders of using napkins, cutting foods into bite-size pieces, refraining from burping, etc., are appropriate here. • Don’t forget to address the needs of those students who do not eat orally. These individuals can socially participate in the mealtime.

Support these students with VOCAs (Voice Output Communication Aids) that allow for comments and socially appropriate questions. Students in wheelchairs should be provided their own place at the table, not away from the group.


Level 3 Level 2 Level 1 • Students will demonstrate appropriate

eating and social conversation skills for mealtime.

• Students will use appropriate manners during mealtime.

• Students will socially interact with others during mealtime using non-verbal responses.


Task analysis cards

MIDDLE, Core MaterialsMealtime, Task 5.9, Mealtime Manners


1 Wait to eat until everyone is ready.

Mealtime Manners MEALTIME

2 Ask for items to be passed to you.

345678

Say “Please” and “Thank you” at appropriate times.

Use a napkin to wipe food off your face and hands.

Cut your food into bite-size pieces.

Eat with your mouth closed.

Do not burp.

Keep your elbows off the table.

Use your utensils.9



Ask for items to bepassed to you.

Wait to eat untileveryone is ready.1

2




Say “Please” and “Thank you”at appropriate times.

Use a napkin to wipe food off your face and hands.

3

4




Eat with your mouth closed.

Cut your food intobite-size pieces.5

6




Keep your elbows off the table.

Do not burp.7

8




Use your utensils.9Mealtime Manners

MEALTIME




Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goal.

Classroom Activities/Lesson Plan Rec-Leisure: Choices and Sportsmanship Recreation and leisure activities should be looked at as lifetime activities that will promote good health, opportunities for interactions with others and positive sportsmanship qualities. It is easy to assume that our students just “know” how to handle social, recreational and leisure times when, in truth, many need to be taught these skills and know that it is OK to have FUN!

• Students tend to repeat the same activities because of their familiarity and “safeness” with them. Part of the reason behind recreation-leisure time is to encourage new interests. A recreation survey is provided to assist students in beginning to consider what activities they like and ones they might want to learn about.

• Set aside a time each week for recreation-leisure activities. Involve students in the selection of the week’s activity. It may be an activity that ALL will participate in, or you may have several choices for students to pick from (e.g., board game, craft activity, watching a video). This encourages students to realize that sometimes we must do what the group is doing but, other times, we can make our own decisions for leisure.

• Understanding the concept of being a “good sport” is also important at this age. A poster that can be reviewed and posted in your classroom is included.

Suggestions for activity choices:

• Table Games: Table games may include simple board games or card games. These types of games teach turn-taking. Modifications to the table games should be made to reduce the amount of time on task but still allow for a beginning and ending time frame.

• Crafts: Simple crafts are fun for lifetime enjoyment. Several craft activities are also included in the unit lessons. Encourage as much independence as possible in these tasks.

• Music and Movies: Some students may have become “stuck” on preschool music and movies. Offering these choices for leisure should include “growing up” choices – country, pop and rock music; animated movies are OK if they are not solely for preschool audiences.


Level 3 Level 2 Level 1 • Students will participate in recreation-

leisure activities of their choice. • Students will participate in recreation

leisure activities of their choice with increasingly less support.

• Students will make choices of activities and participate with modifications and supports.


Rec-Leisure communication board Rec-Leisure survey Rec-Leisure activities cards Good Sport/Bad Sport poster




MIDDLE, Core MaterialsRec-Leisure, Task 6.0, Choices and Sportsmanship

Choices and SportsmanshipREC-LEISURE

noyes

Let’s playa game.

Roll the dice.

Uh oh!

My turn.

Draw a card.

All done.

Your turn.

Good job!

Let’s playagain!



Activities I like this I want to learn

Rec-Leisure Survey Name ______________________________________

REC-LEISURE

board games

card games

bean bag games

races

walking

baseball

basketball

football

crafts

music

video games



Rec-LeisureActivitiesboard games

card games

REC-LEISURE



bean bag games

races

walking



baseball

basketball

football



crafts

music

video games



Choices and SportsmanshipREC-LEISURE

Don’t Be a Bad Sport!

Be a Good Sport!

“No fair!” “Cheater!” “I quit!”

“Good game!” “Nice try!” “Way to go!”

Play fair.

Do your best.

Respect others.

Middle School Core All

Documents

Transcript of Middle School Core All