CCCS

Major Outcomes

Assessments/Materials/Strategies

9.2.12.F.1-5

Students will learn industrial safety skills by:

• demonstrating ways to prevent injuries.

• demonstrating simple first aid procedures.

• demonstrating knowledge of personal information.

• demonstrating knowledge of universal precautions.

• demonstrating knowledge of warning labels found on work-related products.

• 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.F.1-5

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

• identifying and using safe work procedures.

• safely using proper tools to complete tasks.

• maintaining a clean and orderly work area.

• wearing appropriate attire and safety equipment.

• identifying and properly handling hazardous substances in the work place.

• following appropriate security procedures.

• following fire prevention procedures.

• following fire/emergency procedures.

• reporting safety hazards and broken tools/equipment to 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.B.1-4

Students will learn to maintain building level supplies and materials by:

• storing and retrieving supplies in an orderly manner.

• transporting and distributing supplies.

• completing supply requisitions.

• sorting and stocking supplies and materials.

• 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 building areas such as:

• disinfecting surfaces with proper cleaning agents.

• dusting furniture, sills, counter tops and work spaces.

• cleaning windows, walls, and woodwork.

• washing dirt off walls with cloth, soap, and water.

• washing windows using window cleaner and wipes.

• sweeping floor.

• dry mopping and wet mopping floors.

• vacuuming carpeted areas.

• shampooing carpeted areas.

• dusting furniture.

• washing and sanitizing sinks and fountains.

• replenishing lavatory supplies.

• replacing light bulbs when necessary.

• moving furniture, boxes, and large objects.

• washing tables with cloth, soap, and water.

• breaking down tables and stacking them along walls.

• using a cart to collect lunch trays from classrooms.

• delivering lunch trays to dish-room.

• using a watering can to water plants.

• cleaning excess water on floor, if watered plants leak.

• cleaning off dry mop outside without mop touching outside ground.

• using a push can to collect trash from various rooms and wastebaskets.

• cleaning building equipment and materials.

• raising, lowering, folding, and storing a flag.

• 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 grounds areas by:

• trimming hedges and trees.

• pruning shrubs and bushes.

• mowing and trimming lawn areas.

• planting and transplanting flowers, shrubs, and trees.

• weeding flower beds.

• removing snow and ice on walkways.

• mowing grass areas.

• edging and weed whacking.

• maintain landscape areas next to building and along walkways.

• removing debris, trash, and litter.

• sweeping walkways.

• 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 skills related to the handling of discarded materials such as:

• disposing of trash according to recycling procedures.

• emptying trash containers.

• emptying large trash cans into dumpster.

• replacing liners in trash cans and counting bags.

• replacing trash bags and containers.

• breaking down cardboard boxes.

• placing cardboard boxes into proper dumpsters.

• 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 proper and safe tool selection by:

• identifying resources and locations from which to obtain tools and materials.

• following appropriate reporting procedures when confronted with an unsafe condition.

• identifying and/or choosing the tools, equipment, and materials required to complete specified tasks.

• identifying and/or choosing the measuring equipment required to complete specified tasks.

• 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 prevent the breakdown of equipment by:

• lubricating moving parts.

• cleaning or replacing filters.

• performing periodic maintenance such as fluid changes.

• adjusting belts.

• inflating tires to the correct pressure.

• 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 learn to move equipment and furniture about the building without injury to self or damage to the building and furniture by:

• using a dolly to transport furniture.

• using a hand truck to transport equipment.

• using correct posture and techniques when lifting large objects.

• moving large objects in conjunction with another worker/workers.

• setting up chairs, tables, equipment, etc., in an organized matter.

• 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 perform building level requests such as:

• removing and replacing fasteners and hardware.

• assembling equipment and furniture.

• repairing equipment and furniture.

• removing and replacing a plug or cord.

• removing and replacing trim and molding.

• removing and replacing ceiling and floor tile.

• painting or staining surfaces when appropriate.

• 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.D.1-5

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, quitting time.

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

• demonstrating an understanding of good attendance.

• demonstrating an understanding of rules of the workplace.

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

• preparing and setting up a work station.

• maintaining an organized work area.

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

• working through distractions.

• maintaining a steady work pace without disturbing others.

• producing work to meet specifications based 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 or physical affection toward customers, supervisors, and/or co-workers.

• exhibiting mature behavior refraining from horseplay or whining.

• demonstrating independent quality control of work performance.

• 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

9.2.12.D.1-5

Students will learn to develop, plan, and communicate ideas by:

• generating ideas by drawing on their own and other people’s experiences.

• developing ideas by shaping materials and putting components together.

• talking about their ideas.

• planning and suggesting what to do next as their ideas develop.

• communicating their ideas using a variety of methods, including drawing and making models.

• 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.D.1-5

Students will learn to work with tools, equipment, and components to make quality products by:

• selecting tools, techniques and materials for making products

• exploring the sensory qualities of materials

• measuring, marking out, cutting and shaping a range of materials

• assembling, joining, and combining materials and components

• using simple finishing techniques to improve the appearance of products

• following safe procedures for food safety and hygiene

• 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.D.1-5

Students will learn to evaluate processes and products by:

• talking about their ideas, expressing what they think will work and not work.

• identifying what they could have done differently or how they could improve their work in the future.

• 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.D.1-5

Students will gain knowledge of materials and components by:

• observing the working characteristics of materials (such as folding paper to make it stiffer).

• describing and demonstrating how mechanisms that allow movement can be used in different ways (such as wheels, axles or joints.

• 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.D.1-5

Students will learn to develop, plan and communicate ideas by:

• generating ideas for products after thinking about who will use them and what they will be used for, using information from a number of sources such as interpersonal contacts and the Internet.

• developing ideas and explaining them clearly, putting together a list of what they want their design to achieve.

• planning what they have to do, suggesting a sequence of action and alternatives.

• communicating design ideas in different ways with perspective of aesthetic qualities.

• communicating the uses or purposes for which the product is intended.

• 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.D.1-5

Students will learn to work with tools, equipment, materials and components to make quality products by:

• selecting appropriate tools and techniques for making products.

• suggesting alternative ways of making a product if first attempts prove non-productive.

• exploring the sensory qualities of materials and how to use materials.

• measuring, marking out, cutting, and shaping a range of materials.

• assembling, joining and combining components and materials.

• using finishing techniques to strengthen and improve the appearance of products, facilitating a range of equipment and technology.

• following safe procedures for food safety and hygiene.

• 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.D.1-5

Students will learn to evaluate processes and products by:

• reflecting on the progress of their work as they design and progress.

• identifying ways to improve the finished product.

• carrying out the appropriate tests before making any improvements.

• observing that the quality of a product depends on how well it is made and how well it meets the intended purpose (for example, how well products meet social, economic and environmental considerations).

• 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.D.1-5

Students will gain knowledge and understanding of materials and components by:

• observing and demonstrating how the working characteristics of materials affect the ways they are used.

• observing and demonstrating how materials can be combined and mixed to create more useful properties (for example, using cardboard triangles on the corners of a wooden framework to strengthen it).

• observing and demonstrating how mechanisms can be used to make things move in different ways.

• observing and demonstrating how simple switches can be used to achieve results that work.

• 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.D.1-5

Students will learn to develop, plan and communicate ideas by:

• identifying relevant sources of information, using a range of resources including inter-personal contact and Internet research.

• developing criteria for designs in order to guide thinking and form a basis for evaluation.

• generating design proposals that match presented criteria.

• suggesting outline plans for design and production, changing plans if necessary.

• prioritizing actions and problems solving, taking into account the use of time and costs when selecting materials, tools, equipment, and production methods.

• 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.D.1-5

Students will learn to work with tools, equipment, materials and components to produce quality products by:

• selecting and using tools, equipment and processes (including computer assisted design software) to shape and form materials safely.

• taking account of the working characteristics and properties of materials and components when deciding how and when to use them.

• joining and combining materials and ready-made components to achieve functional results.

• 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.D.1-5

Students will learn to evaluate processes and products by:

• evaluating their design ideas as they develop and modify their proposals to ensure that the product meets the design specification.

• testing and evaluating how well the products work.

• using criteria to judge the quality of products including the extent to which the product meets a clear need, fitness for purpose, whether resources were used appropriately, and impact beyond the original purpose

• 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.D.1-5

Students will gain knowledge and understanding of materials and components by:

• considering physical and chemical properties and working characteristics of a range of common and modern materials.

• classifying materials and components according to properties and working characteristics.

• combining, processing, and finishing materials and components to create more useful properties and particular aesthetic effects (for example, combining different ingredients to create products with different sensory characteristics).

• observing and considering how multiple copies of the same product can be made.

• 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.D.1-5

Students will gain knowledge and understanding of structures by:

• supporting and reinforcing structures.

• performing simple tests and calculations to test during product development.

• 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.D.1-5

Students will learn to develop, plan, and communicate ideas by:

• developing and using design briefs, detailed specifications and criteria.

• designing for manufacturing in quantity.

• producing and using detailed working schedules, setting realistic deadlines and identifying critical points.

• matching materials and components with tools, equipment and processes, noting critical dimensions and tolerances when deciding how to manufacture the product.

• being flexible and adaptable in responding to changing circumstances and new opportunities.

• using graphics techniques, including computer assisted design to generate, develop, model and communicate design proposals (for example, using software to generate accurate drawings and part drawings to help with manufacturing).

• 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.D.1-5

Students will learn to work with tools, equipment, materials, and components to produce quality products by:

• selecting and using tools, equipment and processes effectively and safely to make products that match a specification.

• using a range of industrial applications when working with familiar materials and processes.

• manufacturing single products and products in quantity, applying quality assurance techniques.

• simulating production and assembly lines, including the use of technology.

• 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.D.1-5

Students will learn to evaluate processes and products by:

• checking design proposals against design criteria to review and modify as necessary.

• devising and applying tests to check the quality of work at critical points during development.

• ensuring that products are of a suitable quality for intended users (for example, how well products meet a range of considerations such as safety compliance and environmental friendliness).

• recognizing the difference between quality of design and quality of manufacture, and using essential criteria to judge the quality of other people’s products.

• 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.D.1-5

Students learn knowledge and understanding of materials and components by:

• demonstrating how materials are cut, shaped and formed to specified tolerance.

• demonstrating how materials can be combined and processed to create more useful properties.

• using a variety of finishing processes, and knowing why they are important for aesthetic and functional reasons.

• 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.D.1-5

Students will gain knowledge and understanding of systems and control by:

• demonstrating the concepts of input, processes and output, and the importance of feedback.

• demonstrating how control systems and sub-systems can be designed, used and connected to achieve different purposes.

• demonstrating how to analyze performance.

• 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