CCCS

Major Outcomes

Assessments/Materials/Strategies

9.2.12.F.1-5

The students will learn to maintain a safe and healthy work environment by:

• identifying and using safe work procedures.

• selecting correct tools, equipment, and peripherals.

• maintaining a clean and orderly work area.

• wearing appropriate attire and safety equipment.

• identifying and properly handling hazardous substances in the workplace.

• following appropriate security procedures.

• following fire prevention procedures.

• following fire/emergency procedures.

• reporting safety hazards and broken tools/equipment to the supervisor.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.A.1-5

Students will develop basic computer skills such as:

• making selections in basic exploration programs.

• using keyboard layouts.

• starting, restarting, and shutting down a computer.

• pointing, clicking, and dragging a mouse.

• demonstrating use of the menu bar.

• using peripheral devices.

• using DVDs, CDs, and external hard drives.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.B.1-4

Students will learn basic keyboarding skills such as:

• positioning the keyboard.

• maintaining home key positioning.

• maintaining finger usage and finger positioning on the keyboard.

• maintaining eye placement on copy screen and body posture at the keyboard.

• maintaining feet, wrist, and elbow positioning.

• placing copy materials appropriately.

• maintaining an organized workspace.

• using an adaptive keyboard.

• using various keyboard layouts such as alphabetical and modified QWERTY.

• making keyboard selections at a functional rate.

• using keyboard skills to type text such as words, phrases, sentences, and paragraphs.

• demonstrating accurate key stroking of alphabetic, numeric, and symbol keys.

• improving key stroking technique and speed.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.B.1-4

Students will develop word processing skills such as:

• entering text in a word processing program.

• using keys such as shift, enter, or punctuation.

• saving and retrieving word processing files.

• formatting text by changing sizes, fonts, and styles.

• copying, cutting, and pasting text.

• utilizing a spell checker.

• manipulating paragraph layout using indents, spacing, line and page breaks.

• manipulating document layout using margins, headers, footers, line numbers, and borders.

• moving text between two documents.

• importing, positioning, and manipulating graphics or music.

• using the “save as” feature to create new versions of documents.

• using commands such as find/replace, page number or tab.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.B.1-4

Students will learn computer application skills such as:

• operating computers and peripherals appropriately.

• operating a computer launching appropriate software as determined by the task.

• opening new documents.

• saving documents.

• opening existing documents.

• copying files.

• deleting files.

• creating folders.

• formatting and keyboarding letters, forms, or reports.

• correcting errors.

• proofreading, revising, and printing documents.

• adding paper to printer when needed.

• adding toner to printer when needed.

• safely unjamming paper from printer when needed.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.B.1-4

Students will utilize office equipment and supplies for task completion such as:

• completing copy jobs with specifications such as hole-punching, staple placement, collating, and sorting of copied materials.

• completing mailing projects with specifications such as folding, stapling, sorting, stuffing, and affixing labels.

• indexing, sorting, collating, filing, and/or retrieving of office related records.

• using office supplies such as a stapler, rubberstamp, single hole punch, three-hole punch, pencil sharpener, and/or tape dispenser.

• fastening materials using staples, clips, and binders.

• performing tasks requiring wrapping and/or tying.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.B.1-4

Students will learn efficient use and maintenance of office equipment such as:

• preparing and using a copy machine by filling paper tray, setting number of copies, selecting paper size, and/or choosing staple features.

• safely unjamming a copy machine and/or a shredding machine.

• checking and removing staples before shredding.

• operating a paper shredder.

• setting up, emptying, and monitoring bag in shredder.

• operating an electronic printing display calculator.

• demonstrating knowledge of proper corrective procedures when a machine does not function properly.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.B.1-4

Students will perform office skill mail procedures such as:

• folding, stapling, and/or stuffing materials for mailing.

• applying address labels.

• using a postage scale or meter.

• placing mail into proper outgoing receptacle.

• sorting incoming and outgoing mail.

• opening and date stamping incoming mail.

• sorting mail by class, alphabet, state or zip code.

• delivering mail.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.B.1-4

Students will learn tasks related to office communications such as:

• answering telephones appropriately.

• taking telephone messages.

• ensuring messages are relayed to recipients.

• confirming, canceling, and/or making appointments.

• utilizing directory assistance.

• greeting, directing, and signing in visitors.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.B.1-4

Students will learn to maintain office supplies and materials by:

• counting supplies.

• unpacking, stacking, and/or shelving supplies.

• delivering supplies.

• maintaining an organized workstation in order to demonstrate organization, accuracy, and efficiency.

• processing packages received for completeness and damage inspection.

• maintaining office equipment by changing ink, cartridges, ribbons, and paper.

• indexing materials for filing by personal name, business name, or numbers.

• sorting material for filing by alphabet, number, name or date.

• retrieving specified materials from files.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts

9.2.12.B.1-4

Students will learn work place ethics such as:

• arriving at the work place on time.

• storing personal belongings appropriately.

• demonstrating use of clock for arrival time, breaks, and quitting time.

• demonstrating appropriate break time routine by identifying designated time on clock, using appropriate break area, returning to work on time, and taking care of personal needs.

• demonstrating an understanding of good attendance.

• demonstrating an understanding of the rules of the workplace.

• demonstrating initiative at work such as setting up without reminders, cleaning up without being asked.

• preparing and setting up a workstation.

• maintaining an organized work area.

• following directions to complete tasks such as verbal/written directions or picture sequencing.

• working through distractions.

• working without preservation.

• demonstrating the stamina and endurance necessary to complete tasks.

• maintaining a steady work pace without disturbing others.

• producing work to meet specifications based on task analysis and/or supervisor’s directions.

• requesting assistance when needed.

• initiating contact with supervisor in an appropriate manner to communicate needs.

• limiting personal conversation during work.

• interacting with customers, supervisors, and/or co-workers using social courtesies.

• limiting display of physical affection toward customers, supervisors, and/or co-workers.

• exhibiting mature behavior refraining from horseplay or whining.

• demonstrating independent quality control of work performance.

• correcting errors when self discovered and/or when pointed out by supervisor.

• accepting correction or criticism from a supervisor.

• demonstrating the ability to solve work problems.

• replenishing and/or requesting materials as needed.

• returning materials and or equipment to a storage area.

• cleaning up work materials and equipment.

• using a time clock or completing timesheets.

• demonstrating an understanding of performance and payment.

• demonstrating comprehension of employee rights.

• demonstrating knowledge of an appropriate procedure to resign.

• Dover, W. (1999) Inclusion: The Next Step - The MASTER Teacher, Inc. Kansas

• Schwartz, I. (2005) Stepping Out: A Community-Based Instruction Curriculum - Attainment Company, Inc. Wisconsin

• Semple, D. & Lechler, S. (2005)

Getting Real Program: Measurable Functional Academics for IEPs, Attainment Company, Inc. Wisconsin

• See Appendix A for Competency Based Progress Charts