CCCS

Major Outcomes

Assessments/Materials/Strategies

9.1

9.2

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 teacher.

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

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1

8.2

9.1

9.2

The 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.

• 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.

• maintaining record of progress, speed and accuracy.

• applying keyboard skills to a variety of documents.

• developing skill in keyboarding non-technical information such as letters, memos, reports and tabular material.

• transcribing a variety of documents accurately and at an acceptable production rate.

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

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

The 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

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

The 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 correcting paper jams in the printer when needed.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

The students will develop technological awareness such as:

• making selections in basic exploration programs.

• using adaptive keyboards when necessary.

• using keyboard layouts.

• starting, restarting, and shutting computer down.

• pointing, clicking, and dragging a mouse.

• demonstrating use of the menu bar.

• using peripheral devices

• using DVD’s, CD’s, and external hard drives.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop knowledge and use of information systems such as:

• performing searches using various information sources.

• using electronic media sources such as the Internet, CD’s, or subscription sources.

• creating bookmarks.

• narrowing search parameters.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop knowledge and the use of the internet and telecommunications such as:

• using an email program.

• following an Acceptable Use Policy.

• entering a website address.

• using directory buttons in the web browser.

• using hypertext links.

• using search engines.

• managing and saving sites.

• saving an HTML document in text format.

• viewing a document in a web browser.

• creating a forward and backward links between HTML documents.

• using an image from the web as a link.

• viewing and editing HTML coding.

• creating links between pages using an HTML editor.

• implementing a project using online resources.

• using HTML tools in creating personal portfolio web pages or research papers.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop network awareness skills such as:

• accessing and opening programs on a network.

• printing documents to a network printer.

• accessing, saving to, and retrieving files from personal network space or a shared network.

• operating a network server or multi-zone network.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop skills related to electronic presentations such as:

• demonstrating use of slides, views, templates, color schemes, or background items.

• adding illustrations, text, clip art, graphs, video clips, color schemes, or background elements.

• combining slides into presentations.

• reorganizing slides using the sorter view.

• controlling the pace or time of a presentation.

• using transitions within presentations.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop publishing skills such as:

• using white space and unity of graphic elements.

• using a variety of fonts.

• using headlines, graphics, body, text, and layout grids.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop multimedia skills such as:

• placing text graphics, photos, scanned images, or digital images into a multimedia project.

• creating a series of screens complete with text and graphics.

• creating a series of screens with text graphics and buttons for navigation.

• creating a series of screens that show background or objects changing in navigation.

• using prerecorded sounds to enhance presentations.

• digitizing and saving sound to add to presentations.

• applying special effects to digitized sounds in presentations.

• playing prerecorded videos from within files.

• saving video from sources and saving it in digitized form.

• adding digitized movies to a presentation.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop skills related to painting, drawing, and graphics such as:

• using paint program tools such as the pencil, eraser, paintbrush, and or airbrush.

• using the line, shape, or text tools in painting or drawing programs.

• drawing a picture and typing a description.

• moving and applying special effects to graphics.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

48.1,

8.2,

9.1,

9.2

Students will develop photography and video skills such as:

• alternating between camera and VCR/DVD functions.

• using camcorder functions such as record, pause, or zoom.

• videotaping images including movement, people or slides.

• using framing for effect.

• organizing graphics, text, and people to use in a video.

• adding narration, music, or dialogue to a video.

• making videos from non-original and from original storyboards.

• performing basic edits.

• adding graphics to video.

• using high angles, low angles, or non-stand angles.

• creating animations.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop database skills such as:

• entering information to use in a database.

• retrieving records.

• using public databases.

• entering new information in specific fields.

• saving updated records.

• organizing files by sorting on chosen fields.

• printing sorted information.

• naming, saving, testing, and editing a database.

• using a database to suggest trends.

• explaining myth information and misrepresentation issues related to data.

• identifying potential errors in creating, fitting, and using data.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop skills related to spreadsheets such as:

• entering text or numbers into a spreadsheet.

• moving, adding, or deleting specific cells.

• saving and retrieving files.

• changing the order of information within a column by sorting.

• formatting cells or blocks of cells.

• displaying or removing fields such as grids or column headings.

• changing set-up such as column width, headers, or footers.

• building formulas within cells.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

8.1,

8.2,

9.1,

9.2

Students will develop computer repair skills such as:

• demonstrating proper care of computers and disks.

• comprehending computer terminology.

• demonstrating use of operating system commands.

• identifying the components of a computer system.

• defining each port on the CPU and keyboard.

• identifying ports, connections, and jacks.

• initializing, erasing, and ejecting disks as well as making back up copies.

• opening typical applications and creating documents.

• demonstrating how to designate a startup disk.

• demonstrating the purpose for system software.

• installing and updating system software.

• demonstrating the finder feature.

• demonstrating knowledge and purpose of the Extension, Preference, and Startup Items folders.

• demonstrating the use of peripheral devices.

• demonstrating knowledge of troubleshooting software.

• demonstrating how and when to use software such as First Aid, Norton Disk Doctor, Tech Tool, Norton Utilities, Conflict Catcher, or Mac Test.

• understanding the properties of components within the control panel or System Preferences folder.

• understanding the properties and use of settings such as Apple Talk, Date and Time, File Sharing, Memory, Mouse, or Chooser.

• understanding the purpose and the placement of Random Access Memory chips, hard/floppy disk drives, and the power supply box.

• understanding the purpose and placement of the fan, speakers, and batteries.

• cleaning the keyboard, mouse, trackball, disk drive, fan, printer, or interior of the computer.

• Dover, W. (1999) Inclusion: The Next Step

The MASTER Teacher, Inc. Kansas

• Macintosh Training (1998)

Apple Computer Inc. California

• 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

9.1,

9.2

Students learn workplace ethics such as:

• arriving at the work place on time.

• storing personal belongings appropriately.

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

• demonstrating an 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 rules of the workplace.

• demonstrating initiative at work such as setting up without reminders, and 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.

• 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.

• correcting errors when self discovered and/or when pointed out by supervisor and/or according to a model.

• 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 available employee supports.

• 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

• Macintosh Training (1998)

Apple Computer Inc. California

• 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