FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SPECIAL EDUATION DEPARTMENT

STUDENT TRANSITION EMPLOYMENT

PRORAM (STEP)

Grade Level: 11-12

Credits: 5

Course Code: 135910 & 135911, 135920 & 135921

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 28, 2017

 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education
Mrs. Jennifer Sutera, President
Mr. Peter Bruno, Vice President
Mr. Vincent Accettola
Mrs. Elizabeth Canario
Mr. Samuel Carollo
Mrs. Amy Fankhauser
Mrs. Kathie Lavin
Mr. Michael Messinger
Mr. Heshy Moses

Central Administration
Mr. Charles Sampson, Superintendent
Dr. Nicole Hazel, Chief Academic Officer
Ms. Shanna Howell, Director of Curriculum and Instruction
Dr. Teresa Herrero-Taylor, Director of Special Services
Mr. Oscar Diaz, Administrative Supervisor of Curriculum & Instruction
Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction
Ms. Renee Schneider, Administrative Supervisor of Curriculum & Instruction
Ms. Kelli Velez, Administrative Supervisor of Special Services

Curriculum Writing Committee

Ms. Beth Cohen
Mr. Ryan Gaccione
Ms. Helen Ihde
Mr. David Irvine
Ms. Tara Losito
Mr. Travis Newman

Supervisors
Ms. Colleen Canto
Ms. Jennifer Dellett
Ms. Kelly Fitzhenry
Ms. Helen Ihde
Ms. Rosalia Minervini
Ms. Carollee Moorefield
 135910 & 135911, 135920 & 135921: STEP

COURSE PHILOSOPHY

The Vocational Assessment Course for the Student Transition Employment Program (STEP) supports connections between school-based learning and community-
based work experiences for students with disabilities. Every individual has the opportunity to function as independently as possible. Authentic experiences
encourage a sense of confidence, self-worth, and foster independence.

COURSE DESCRIPTION

The Vocational Assessment Student Transition Employment Program (STEP) course develops work-readiness experiences designed for students with disabilities
to attain employability and independent living skills. STEP encompasses school-based classroom instruction and community-based structured learning
experiences (SLE’s), providing students with career awareness and exploration. The course supports students in further understanding career and independent
living skills through SLEs and community-based instruction. Students make connections between their personal lives, classroom experiences, and their
community-based experiences. Students are immersed in authentic, real-world employment settings with an opportunity to participate in unpaid work
experiences at a variety of job sites. The goal of the course is to help students develop and generalize functional work habits developed in the classroom to
authentic, community-based work experiences and independent living that transfer to post-secondary placement at their maximum potential.
 COURSE SUMMARY

COURSE GOALS

CG1: Students will apply a repertoire of cognitive skills and abilities that facilitate positive interpersonal relationships for independent living and work readiness.
CG2: Students will analyze and apply functional work readiness skills and functional work habits that transfer to successful work performance.
CG3: Students will identify and apply workplace safety standards that transfer to successful work performance.
CG4: Students will demonstrate self-management, self-reliance, self-awareness, self-control, and self-advocacy to support independent living skills as related to work readiness.

COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS

Interpersonal Relations

CEU1: Communicating includes listening as well as speaking. CEQ1: How does my ability to communicate with others affect my success?

CEU2: Effective social interaction comes from utilizing appropriate language, CEQ2: How do I effectively communicate to promote positive interactions and prevent
developing a tolerance for diversity, and working productively with others. conflicts with others?

Cognitive Skills and Abilities

CEU3: Problem-solving and decision-making require critical thinking to ensure CEQ3a: How do I know that my solution to a problem is the right one?
success in the workplace. CEQ3b: Can there be more than one solution to a problem?

CEU4: Perception, discrimination, attentiveness, memory, motor skills, visual and CEQ4: How do I know that I'm behaving appropriately in the workplace?
spatial-awareness skills influence how a worker understands, interprets and
responds within the workplace.

Work Readiness

CEU5: A relationship exists between personal behavior and employability. CEQ5: To what extent does my behavior affect being hired for and keeping a job?

CEU6: Appropriate work habits and attitudes are necessary for meeting workplace CEQ6: How can I tell if I am meeting performance standards at work?
expectations and performance standards held by employers.

CEU7: Common hazards exist in all environments and there are appropriate
responses and procedures for each situation.
CEU8: The rights and responsibilities of the employer and the worker play a role in
providing a safe and healthy environment.
CEU9: Workers can communicate with others, including people in authority roles, to
ask questions or report problems or concerns when they feel unsafe or threatened.
Self- Management
CEU11: Knowledge of personal interests, strengths, and weaknesses will aid in
career planning and goal development.
CEU12: Self-care and personal behavior impacts independent living.
CEU13: Continuous growth in self-awareness fosters improved attitudes and
behaviors that affect all aspects of life.
Safety
CEQ7a: What does “safety first” demand of us and can I ever be 100% safe?
CEQ7b: How do I stay as safe as possible?
CEQ7c: How do I know if a situation is unsafe?
CEQ8: How do I know what is my responsibility versus my boss's responsibility when it
comes to safety?
CEQ9: What should I do if I feel unsafe?
CEQ11: Why is it important to be aware of my personal interests, strengths, and
weaknesses to reach my career goals?
CEQ12a: To what extent do my personal hygiene and behavior impact my interactions
with others?
CEQ12b: To what extent do my actions impact my interactions with others?
CEQ13: How do my personal interests, strengths, and weaknesses affect my life?
 UNIT GOALS AND PACING

UNIT TITLE UNIT GOALS DURATION

Unit 1: Students will demonstrate self-management skills that support independent living skills related to work
10 weeks/ ongoing
Self-Management readiness.

Unit 2: Students will use verbal and nonverbal communication skills in order to facilitate appropriate interpersonal
10 weeks/ ongoing
Interpersonal Relations interactions across a variety of independent living and work-related situations.

Unit 3: Students will demonstrate appropriate attitudes and performance skills necessary for functional independence
10 weeks/ ongoing
Work Readiness and meeting workplace expectations.

Unit 4: Students will adhere to safety standards, procedures, and expectations in order to maintain a safe and healthy
10 weeks/ ongoing
Safety environment.

The duration of each unit should be driven by the individual student’s need. Utilize formative assessments and units scales to monitor individual student progress. Units
should run concurrently.
135910 & 135911, 135920 & 135921: STEP DURATION:

UNIT 1: SELF-MANAGEMENT 10 WEEKS/ONGOING

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will demonstrate self-management skills that support independent living skills related to work readiness.

UNIT LEARNING SCALE: LEVEL 1

4 In addition to score 3 performances, the student is also able to perform some of the Level 2 skills with modeling and/or prompting.

The student can:

● demonstrate an appropriate daily personal hygiene routine with or without prompting;
● recognize the value of money and identify the value of coins and bills;
● accept change to routines;
● demonstrate independent thought/thinking;
● treat others with respect and tolerance;
● act honestly;
3
● follow rules;
● demonstrate kindness to others;
● participate appropriately in group activities and social events;
● identify jobs;
● identify transferable career skills and interests;
● explain why people have to work or choose to work;
● demonstrate good citizenship.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 2

4 In addition to score 3 performances, the student is also able to perform some of the Level 3 skills with modeling and/or prompting.

The student can:

● plan and use an appropriate personal hygiene routine;
● identify the relationship between personal health, workplace performance, and personal well-being;
● apply independent thinking in the workplace and daily living activities;
● make decisions and actions that demonstrate positive character traits;
● modify personal learning plans with assistance;
3 ● identify personal strengths, weaknesses, and interests;
● demonstrate transferable career skills;
● match knowledge about characteristics and abilities to job or career opportunities;
● explain how personal and financial decisions/actions impact long-term employability;
● participate in and contribute to their community and place of employment;
● identify personal goals;
● create an educational plan and career path.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 3

4 In addition to score 3 performances, the student is also able to perform some of the Level 4 skills with modeling and/or prompting.

The student can:

● purchase items in a retail environment using cash and/or debit card, using correct coins and bills in transactions;
● distinguish between income and expenses;
● problem solve and apply learning/skills to make critical and rational judgments;
● find new ways of solving problems;
● behave in ways that align personal and community ideals and principles;
3
● explore jobs and careers to confirm personal strengths, weaknesses and interests;
● independently modify personal learning plans based on evaluations;
● assess structured learning experiences and community based instruction experiences;
● analyze and evaluate personal and financial behavior;
● identify the need for areas of improvement in citizenship at the workplace;
● implement an education plan.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 4

In addition to score 3 performances, the student can assist other students, correct other students, model appropriate behavior to other students, and/or adapts to
4
new situations with ease.

The student can:

● explain the possible positive and/or negative consequences of adhering to a daily hygiene routine;
● take action to support the relationship between personal health, workplace performance, and personal well-being;
● explain aspects of a paycheck (gross income, net income, deductions, etc.);
● develop a personal budget;
● discern which ideas and suggestions contribute positively to one’s actions;
● take initiative at work and in daily living activities;
3
● demonstrate reciprocal social interactions to foster positive outcomes at work and in daily living;
● research and/or expand exploration of career options and requirements based on personal strengths, weaknesses, and interests;
● implement personal learning plans;
● construct alternate career plan;
● explain how personal and financial behavior impacts employability;
● take initiative to improve workplace and community environment;
● pursue a career path.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

EU1: Being responsible for one’s actions and words is important in monitoring one’s Level 1 EQ1: How do I take responsibility for myself?
own behavior. Level 2 EQ1: When am I responsible for my actions?
Level 3 EQ1: Why should I monitor my words and actions?
Level 4 EQ1: How can I use various strategies to monitor my words and actions?

EU2: Being aware of manners can assist in being polite and appropriate within the Level 1 EQ2: What does it mean to be polite and appropriate?
school, workplace, and community. Level 2 EQ2: Why is it important to be polite and appropriate?
Level 3 EQ2: How do I know when I am not being polite or appropriate?
Level 4 EQ2: How can being polite and appropriate affect my relationships with others?

EU3: Utilizing coping strategies helps manage stress levels in order to be productive. Level 1 EQ3: How do I know when I’m stressed out?
Level 2 EQ3: What strategies can I use when my stress level is high?
Level 3 EQ3: Why is it important to use coping strategies?
Level 4 EQ3: How do I know when to use a coping strategy?

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

LG 1 Students will be presented with an employment and independent living scenario, based on their level. Students will determine and demonstrate the
EU 1-3 appropriate behavior and/or decisions that should be made.
EQ 1-3 Examples by level can include:
CRP 1, 3, 6, 9, 10 Level 1: Exhibit flexibility when their schedule changes or they have to go to a different classroom.
9.2.12.C.1, 2, 3, 9 Level 2: Exhibit flexibility when a desired outcome is not achieved/available.
DOK 3 Level 3: Make an appropriate choice in a specific situation.
Level 4: Evaluate their emotions and problem-solving skills given a particular problem.
TARGETED UNIT STANDARDS
DECLARATIVE KNOWLEDGE
citizenship (trust, respect, responsibility,
fairness, caring, pride, cooperation,
loyalty)
financial well-being (income, expenses,
budget)
personal health, including but not limited
to medical care, dental care, fitness and
nutrition, emotional well-being
personal hygiene, including but not limited
to dental hygiene, bathing, hair care, sleep
hygiene, clothing /laundry
PROCEDURAL KNOWLEDGE NEW STANDARDS TO INTRODUCE
Level 1: CRP1 Act as a responsible and contributing citizen and
● Demonstrate good citizenship employee.
Level 2:
● Participate in/contribute to community and job
Level 3:
● Identify the need for areas of improvement in
citizenship at the workplace
Level 4:
● Take initiative to improve workplace and community
environment
Level 1: CRP3 Attend to personal health and financial well-being.
● Demonstrate an appropriate daily personal hygiene
routine with or without prompting
● Recognize the value of money
● Identify the value of coins and bills
Level 2:
● Plan and use an appropriate personal hygiene routine
● Identify the relationship between personal health,
workplace performance, and personal well-being
Level 3:
● Purchase items using cash and/or debit card, using
correct coins and bills in transactions)
● Distinguish between income and expenses
Level 4:
● Explain the possible positive and/or negative
consequences of adhering to daily hygiene routine
● Take action to support the relationship between
personal health, workplace performance, and personal
well-being
● Explain aspects of a paycheck (gross income, net
income, deductions,; etc.)
● Develop a personal budget
DECLARATIVE KNOWLEDGE
creativity (new ideas, new products, new
methods, problem-solving)
innovation (change existing ideas, change
existing products, change existing
methods, problem-solving)
character traits such as, but not limited to,
trust, respect, responsibility, fairness,
caring, citizenship
PROCEDURAL KNOWLEDGE NEW STANDARDS TO INTRODUCE
Level 1: CRP6 Demonstrate creativity and innovation.
● Demonstrate independent thought/ thinking
Level 2:
● Apply independent thinking in the workplace and daily
living activities
Level 3:
● Problem solve and apply learning/skills to make critical
and rational judgments
● Find new ways of solving problems
Level 4:
● Discern which ideas and suggestions contribute
positively to one’s actions
● Take initiative at work and in daily living activities
Level 1: CRP 9 Model integrity, ethical leadership and effective
● Treat others with respect and tolerance management.
● Act honestly
● Follow rules
● Demonstrate kindness to others
● Participate appropriately in group activities and social
events
Level 2:
● Make decisions and actions that demonstrate positive
character traits
Level 3:
● Behave in ways that align personal and community
ideals and principles
Level 4:
● Demonstrate reciprocal social interactions to foster
positive outcomes at work and in daily living
DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE NEW STANDARDS TO INTRODUCE

explore and research education options,
vocational training, community college,
certificate programs, and goals for the
future
Level 1: CRP10 Plan education and career paths aligned to personal
● Identify interests goals.
Level 2:
● Identify personal goals
● Create an educational plan and career path
Level 3:
● Implement an education plan
Level 4:
● Pursue a career path

career options Level 1: 9.2.12.C.1 Review career goals and determine steps necessary
S.M.A.R.T. goals ● Identify jobs for attainment.
Level 2:
● Identify personal strengths, weaknesses, and interests
Level 3:
● Explore jobs and careers to confirm personal strengths,
weaknesses, and interests
Level 4:
● Research and/or expand exploration of career options
and requirements based on personal strengths,
weaknesses, and interests

change Level 1: 9.2.12.C.2 Modify personal student learning plans to support

performance evaluation ● Accept change declared career goals.
self-evaluation Level 2:
● Modify personal learning plans with assistance
Level 3:
● Independently modify personal learning plans based on
evaluations
Level 4:
● Implement personal learning plans
DECLARATIVE KNOWLEDGE
general employability skills
● communication
● initiative and enterprise
● learning
● planning and organizing
● problem-solving
● self-management
● team work
● technology
employability
financial decisions
PROCEDURAL KNOWLEDGE NEW STANDARDS TO INTRODUCE
Level 1: 9.2.12.C.3 Identify transferable career skills and design alternate
● Identify transferable career skills career plans.
Level 2:
● Demonstrate transferable career skills
● Match knowledge about characteristics and abilities to
job or career opportunities
Level 3:
● Assess structured learning experiences and community
based instruction experiences
Level 4:
● Construct an alternate career plan
Level 1: 9.2.12.C.9 Analyze the correlation between personal and
● Explain why people have to work or choose to work financial behavior and employability.
Level 2:
● Explain how personal and financial decisions/actions
impact long-term employability
Level 3:
● Analyze and evaluate personal and financial behavior
Level 4:
● Explain how personal and financial behavior impacts
employability
135910 & 135911, 135920 & 135921: STEP DURATION:

UNIT 2: INTERPERSONAL RELATIONS 10 WEEKS/ON GOING

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will use verbal and nonverbal communication skills in order to facilitate appropriate interpersonal interactions across a variety of independent living and work-related
situations.

UNIT LEARNING SCALE: LEVEL 1

4 In addition to score 3 performances, the student is also able to perform some of the Level 2 skills with modeling and/or prompting.

The student can:

● demonstrate active listening skills in a one-on-one situation;
● demonstrate active listening skills in group situations;
3 ● accept changes in workplace performance and independent living;
● identify jobs;
● explain why people have to work or choose to work;
● demonstrate good citizenship.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 2

4 In addition to score 3 performances, the student is also able to perform some of the Level 3 skills with modeling and/or prompting.

The student can:

● demonstrate appropriate conversational skills;
● demonstrate compromise, flexibility, and accountability;
● modify personal learning plans with assistance;
3
● identify personal strengths, weaknesses, and interests;
● explore jobs and careers to confirm personal strengths, weaknesses, and interests;
● explain reasons to save money;
● participate in and contribute to my community and at work.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.

UNIT LEARNING SCALE: LEVEL 3

4 In addition to score 3 performances, the student is also able to perform some of the Level 4 skills with modeling and/or prompting.

The student can:

● initiate, sustain, and conclude an appropriate conversation;
● evaluate a scenario in order to determine actions and encourage engagement;
● independently modify personal learning plans based on evaluations;
3
● select a career goal that matches student’s interest and ability;
● research and/or expand exploration of career options and requirements based on personal strengths, weaknesses, and interests;
● explain how personal and financial decisions/actions impact long-term employability;
● take initiative to improve workplace and community environment.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 4

In addition to score 3 performances, the student can assist other students, correct other students, model appropriate behavior to other students, and/or adapts to
4
new situations with ease.

The student can:

● evaluate their audience in order to determine appropriate behavior and speech;
● facilitate, cooperate, and make contributions for the benefit of the team;
● implement personal learning plans;
3
● determine steps necessary to achieve chosen career goal;
● develop and implement multiple ways to achieve their goal;
● analyze and evaluate personal and financial behavior and how it impacts employability;
● explain why self-respect and respect for others is necessary to achieve success.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

EU1: Utilizing and comprehending nonverbal social cues are essential when conversing Level 1 EQ1: How do I know someone is listening?
with others in school, in the workplace, and in the community. Level 2 EQ1: How do I know when not to interrupt others?
Level 3 EQ1: How do I know that someone wants to have a conversation with me?
Level 4 EQ1: Why do I need to be aware of my nonverbal cues?

EU2: Being knowledgeable about personal information is essential in building
interpersonal skills within the school, the workplace and the community.
Level 1 EQ2: How do I answer questions about my personal information?
Level 2 EQ2: How do I know it is appropriate to provide my personal information?
Level 3 EQ2: What background information should I provide when asking for help,
sharing information, or having a conversation?
Level 4 EQ2: Why do I provide my personal information to some people and not
others?

EU3: Verbal communication skills are necessary in order to interact socially within the
school, the workplace and the community.
Level 1 EQ3: How do I greet others or begin a conversation? How do I make comments
about things, places, or people?
Level 2 EQ3: How do I keep a conversation going? How do I begin or end a
conversation?
Level 3 EQ3: How do I stay on topic in different types of conversations?
Level 4 EQ3: How does how I speak change with who I am speaking to?

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

Students will respond to various social scenarios, based on their level. Students will discuss and demonstrate the appropriate behavior and decisions
LG 1 made in responses to a variety of work-related and independent living scenarios.
EU 1-3
EQ 1-3 When presented with social scenarios:
CRP 1, 4, 12 Level 1: Students will identify appropriate responses for each scenario.
9.2.12.C.1, 2, 9 Level 2: Students will explain the reasoning behind appropriate responses to each.
DOK 3 Level 3: Students will initiate positive and negative behaviors in work-related and/or independent living scenarios.
Level 4: Students will evaluate positive and negative behaviors in work-related and/or independent living scenarios.
TARGETED UNIT STANDARDS

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE NEW STANDARDS TO INTRODUCE

formal vs. informal conversation Level 1: CRP4 Communicate clearly and effectively and with reason.
projection ● Demonstrate active listening skills in a one-on-one
respect situation
tone Level 2:
● Demonstrate appropriate conversational skills
Level 3:
● Initiate, sustain, and conclude an appropriate conversation
Level 4:
● Evaluate audience in order to determine behavior and
speech

accountability Level 1: CRP12 Work productively in teams while using cultural global
communicate ● Demonstrate active listening skills in group situations competence.
cooperation Level 2:
loyalty ● Demonstrate compromise, flexibility, and accountability
respect Level 3:
shared purpose ● Evaluate a scenario in order to determine actions and
encourage engagement
Level 4:
● Facilitate, cooperate, and make contributions for the
benefit of the team
DECLARATIVE KNOWLEDGE
citizenship (trust, respect,
responsibility, fairness, caring,
pride, cooperation, loyalty,
informed)
career options
S.M.A.R.T. goals
PROCEDURAL KNOWLEDGE PREVIOUSLY COVERED STANDARDS TO DEVELOP FURTHER
Level 1: CRP1 Act as a responsible and contributing citizen and employee.
● Demonstrate good citizenship
● Demonstrate active listening skills
Level 2:
● Participate in and contribute to community and at job
● Demonstrate compromise and flexibility
Level 3:
● Take initiative to improve workplace and community
environment
Level 4:
● Explain why self-respect and respect for others is
necessary to achieve success
Level 1: 9.2.12.C.1 Review career goals and determine steps necessary for
● Identify jobs attainment.
Level 2:
● Identify personal strengths, weaknesses, and interests
● Explore jobs and careers to confirm personal strengths,
weaknesses and interests
Level 3:
● Select a career goal that matches student interest and
ability
● Research and/or expand exploration of career options and
requirements based on personal strengths, weaknesses
and interests
Level 4:
● Determine steps necessary to achieve chosen career goal
● Develop and implement multiple ways to achieve their
goal
DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE PREVIOUSLY COVERED STANDARDS TO DEVELOP FURTHER

change Level 1: 9.2.12.C.2 Modify personal student learning plans to support

performance evaluation ● Accept changes in workplace performance and declared career goals.
self-evaluation independent living
Level 2:
● Modify personal learning plans with assistance
Level 3:
● Independently modify personal learning plans based on
evaluations
Level 4:
● Implement personal learning plans

employability Level 1: 9.2.12.C.9 Analyze the correlation between personal and financial
financial decisions ● Explain why people have to work or choose to work behavior and employability.
personal behavior Level 2:
● Explain reasons to save money
Level 3:
● Explain how personal and financial decisions/actions
impact long-term employability
Level 4:
● Analyze and evaluate personal and financial behavior and
how it impacts employability
135910 & 135911, 135920 & 135921: STEP DURATION:

UNIT 3: WORK READINESS 10 WEEKS/ON GOING

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will demonstrate appropriate attitudes and performance skills necessary for functional independence and meeting workplace expectations.

UNIT LEARNING SCALE: LEVEL 1

4 In addition to score 3 performances, the student is also able to perform some of the Level 2 skills with modeling and/or prompting.

The student can:

● identify that a problem exists;
● recognize that there are a variety of resources available;
● identify appropriate technology for use in the workplace;
● demonstrate active listening skills in a one-on-one situation;
3 ● treat others with respect and tolerance;
● act honestly;
● follow rules;
● demonstrate kindness to others;
● get involved with the group;
● demonstrate active listening skills in group situations.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 2

4 In addition to score 3 performances, the student is also able to perform some of the Level 3 skills with modeling and/or prompting.

The student can:

● effectively communicate that a problem exists;
● identify multiple resources;
3 ● recognize the value of new and existing technology to enhance workplace productivity;
● demonstrate appropriate conversational skills;
● make decisions and actions that demonstrate positive character traits;
● demonstrate compromise, flexibility, and accountability.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.

UNIT LEARNING SCALE: LEVEL 3

4 In addition to score 3 performances, the student is also able to perform some of the Level 4 skills with modeling and/or prompting.

3 The student can:

● develop a problem-solving strategy;
● access multiple resources;
● use technology responsibly;
● initiate, sustain, and conclude an appropriate conversation;
● act in ways that align personal and community ideals and principles;
● evaluate a scenario in order to determine actions and encourage engagement.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 4

In addition to score 3 performances, the student can assist other students, correct other students, model appropriate behavior to other students, and/or adapts to
4
new situations with ease.

The student can:

● implement a problem-solving strategy;
● determine validity of resources;
3 ● utilize technology to enhance productivity in the workplace;
● evaluate audience in order to determine behavior and speech;
● demonstrate reciprocal social interactions to foster positive outcomes at work and in daily living;
● facilitate, cooperate, and make contributions for the benefit of the team.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

EU1: Appropriate work habits and interpersonal skills are essential to obtain and
maintain employment and healthy relationships.
Level 1 EQ1: How do I tell the difference between good and bad work habits and
interpersonal skills?
Level 2 EQ1: Why are good work habits and appropriate interpersonal skills important?
Level 3 EQ1: How do good work habits and appropriate interpersonal skills lead to
achievement of goals?
Level 4 EQ1: To what extent are good work habits and appropriate interpersonal skills
linked to success at work?

EU2: Collaboration and teamwork enable individuals or groups to achieve common
goals with greater efficiency.
Level 1 EQ2: If collaboration and teamwork require more than one person, how can I
ensure collaboration and teamwork from others?
Level 2 EQ2: Why is teamwork and collaboration necessary to achieve success?
Level 3 EQ2: To what extent is collaboration and teamwork linked to success?
Level 4 EQ2: What are the benefits and challenges of teamwork and collaboration?

EU3: Leadership abilities develop through participation in groups and/or teams that
are engaged in challenging or competitive activities.
Level 1 EQ3: Is being a leader the same as being a boss?
Level 2 EQ3: How can I develop as a leader?
Level 3 EQ3: How can a leader motivate the team?
Level 4 EQ3: To what extent is leadership necessary to ensuring team engagement and
progress?

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

LG 1 Students will develop their career ready skills in various workplace and independent living scenarios.
EU 1-3
EQ 1-3 Level 1: Students will identify the appropriate response for each scenario.
CRP 4, 7, 8, 9, 11, 12 Level 2: Students will justify the appropriate response to each scenario.
DOK 3 Level 3: Students will demonstrate that they recognize appropriate employer and employee accountability in each work-related and
independent living scenarios.
Level 4: Students will evaluate and reflect on the effectiveness of appropriate employer and employee accountability in each work-related
and independent living scenarios.
TARGETED UNIT STANDARDS

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE NEW STANDARDS TO INTRODUCE

evaluate Level 1: CRP7 Employ valid and reliable research strategies.

innovate ● Recognize that there are a variety of
planning resources available
relevance Level 2:
● Identify multiple resources
Level 3:
● Access multiple resources
Level 4:
● Determine validity of resources

communication Level 1: CRP8 Utilize critical thinking to make sense of problems and persevere in
cooperation ● Identify that a problem exists solving them.
flexibility Level 2:
investigate ● Effectively communicate that a problem exists
self-advocate Level 3:
● Develop a problem-solving strategy
Level 4:
● Implement a problem-solving strategy

applications Level 1: CRP11 Use technology to enhance productivity.

assistive technology ● Identify appropriate technology for use in the
flexibility workplace
modifications Level 2:
risk management ● Recognize the value of new and existing
technology to enhance workplace
productivity
Level 3:
● Use technology in a responsible manner
Level 4:
● Utilize technology to enhance productivity in
the workplace
DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE PREVIOUSLY COVERED STANDARDS TO DEVELOP FURTHER

formal vs. informal conversation Level 1: CRP4 Communicate clearly and effectively with reason.
projection ● Demonstrate active listening skills in a one-
respect on-one situation
tone Level 2:
● Demonstrate appropriate conversational skills
Level 3:
● Initiate, sustain, and conclude an appropriate
conversation
Level 4:
● Evaluate audience in order to determine
behavior and speech

character traits such as, but not limited to
trust, respect, responsibility, fairness,
caring, citizenship
Level 1: CRP9 Model integrity, ethical leadership and effective management.
● Treat others with respect and tolerance
● Act honestly
● Follow rules
● Demonstrate kindness to others
● Get involved with the group
Level 2:
● Make decisions and actions that demonstrate
positive character traits
Level 3:
● Act in ways that align personal and
community ideals and principles
Level 4:
● Demonstrate reciprocal social interactions to
foster positive outcomes at work and in daily
living
DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE PREVIOUSLY COVERED STANDARDS TO DEVELOP FURTHER

communication Level 1: CRP12 Work productively in teams while using cultural global
cooperation ● Demonstrate active listening skills in group competence.
flexibility situations
self-advocate Level 2:
self-knowledge/identity ● Demonstrate compromise, flexibility, and
self-reflection/evaluation accountability
Level 3:
● Evaluate a scenario in order to determine
actions and encourage engagement
Level 4:
● Facilitate, cooperate, and make contributions
for the benefit of the team
135910 & 135911, 135920 & 135921: STEP DURATION:

UNIT 4: SAFETY 10 WEEKS/ON GOING

UNIT OVERVIEW

UNIT LEARNING GOALS

Students will adhere to safety standards, procedures, and expectations in order to maintain a safe and healthy environment.

UNIT LEARNING SCALE: LEVEL 1

4 In addition to score 3 performances, the student is also able to perform some of the Level 2 skills with modeling and/or prompting.

The student can:

● identify proper safety practices;
● comply with the rules that protect their labor rights;
● recognize that there are positive and negative consequences to decisions;
3 ● identify limitations that would affect workplace safety;
● identify the ability to work safely ;
● identify how safety decisions impact others in the workplace;
● identify effective communication skills to support of a safe work environment;
● recognize when there is a problem.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 2

4 In addition to score 3 performances, the student is also able to perform some of the Level 3 skills with modeling and/or prompting.

The student can:

● acknowledge proper safety practices;
● select and identify rules that protect their employment rights;
● identify positive and negative consequences of decisions;
3 ● identify when a problem occurs and recognize a possible solution;
● evaluate personal limitations;
● revise personal training plan to reflect workplace safety;
● identify the consequences of unsafe workplace decisions and behaviors;
● demonstrate effective communication skills to support of a safe work environment.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 3

4 In addition to score 3 performances, the student is also able to perform some of the Level 4 skills with modeling and/or prompting.

3 The student can:

● explain proper safety practices and procedures;
● locate the rules and regulations on the worksite and identify the appropriate authorities for assistance;
● explain the positive and negative consequences of decisions;
● implement a method to resolve the problem;
● revise career goals;
● develop strategies to address workplace safety;
● demonstrate an understanding of workplace safety and regulations;
● assess effective communication skills to support of a safe work environment.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
UNIT LEARNING SCALE: LEVEL 4

4 In addition to score 3 performances, the student can assist other students, correct other students, model appropriate behavior to other students, and/or adapts to
new situations with ease.

3 The student can:

● exhibit proper safety practices and procedures;
● assess which labor laws are relevant to each worker’s job site and their individual situation;
● evaluate the effectiveness of decisions made;
● advocate for appropriate accommodations in the workplace to ensure workplace safety;
● set realistic goals and objectives to ensure workplace safety;
● contribute to a safe workplace community;
● construct a communication plan to support a safe work environment;
● develop strategies to solve problems.

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of score 3 performances.

1 The student needs assistance to avoid major errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of performances listed in score 3.
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

EU1: There are state and federal laws and regulations that ensure that workers are
free from exploitation and have a safe and healthy work environment.
Level 1 EQ1: If hazards change from workplace to workplace, how do I know what
hazards exist at my workplace?
Level 2 EQ1: Why are workplace hazards important to identify?
Level 3 EQ1: How do I stay as safe as possible? How do I know what is my responsibility
versus my boss's responsibility when it comes to safety
Level 4 EQ1: What should be done when a workplace is in violation of state and/or
federal laws & regulations?

EU2: Employers and employees play a role in establishing and maintaining a safe work
environment.
Level 1 EQ2: How do I stay as safe as possible?
Level 2 EQ2: Why is it necessary to be an integral part of workplace safety?
Level 3 EQ2: What actions can be taken to play an active role in workplace safety?
Level 4 EQ2: To what extent is the employer and employee responsible for establishing
a safe work environment?

EU3: Physical and emotional well-being can impact workplace safety.
Level 1 EQ3: What is physical and emotional well-being?
Level 2 EQ3: Why is physical and emotional well-being important to workplace safety?
Level 3 EQ3: What actions can be taken to maintain good physical health and
emotional well-being?
Level 4 EQ3: To what extent does physical and emotional well-being impact workplace
safety?

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

Students will respond to various workplace safety scenarios, based on their level. Students will discuss and demonstrate the appropriate behavior and
decisions made in responses to a variety of work-related safety and independent living safety scenarios.
LG 1
EU 1-3
Level 1: Students will identify the appropriate response for each scenario.
EQ 1-3
Level 2: Students will justify the appropriate response to each.
CRP 1, 4, 5, 8
Level 3: Students will demonstrate that they recognize appropriate employer and employee accountability in each work-related and
9.2.12.C.1, 2, 7, 8
independent living scenarios.
DOK 3
Level 4: Students will evaluate and reflect on the effectiveness of appropriate employer and employee accountability in each work-related
and independent living scenarios.
TARGETED UNIT STANDARDS

DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE NEW STANDARDS TO INTRODUCE

caution Level 1: 9.2.12.C.7 Examine the professional, legal, and ethical

hazards ● Identify proper safety practices responsibilities for both employers and employees in the global
injury Level 2: workplace.
prevention ● Acknowledge proper safety practices
risks Level 3:
safety ● Explain proper safety practices and procedures
slips, trips, and falls Level 4:
workers’ rights ● Exhibit proper safety practices and procedures
workplace health

laws Level 1: 9.2.12.C.8 Assess the impact of litigation and court decisions on
protection ● Comply with the rules that protect their labor rights employment laws and practices
regulations Level 2:
rules ● Select and identify rules that protect their employment
workplace code of conduct rights
Level 3:
● Locate the rules and regulations on the worksite and
identify the appropriate authorities for assistance
Level 4:
● Assess which labor laws are relevant to each worker’s job
site and their individual situation

advocacy Level 1: CRP5 Consider the environmental, social, and economic impacts of
decision-making ● Recognize that there are positive and negative decisions.
environmental cues consequences to decisions
strategies Level 2:
● Identify positive and negative consequences of decisions
Level 3:
● Explain the positive and negative consequences of decisions
Level 4:
● Evaluate the effectiveness of decisions made
DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE PREVIOUSLY COVERED STANDARDS TO DEVELOP FURTHER

achievement Level 1: 9.2.12.C.1 Review career goals and determine steps necessary for
advocacy ● Identify limitations that would affect workplace safety attainment.
career goals Level 2:
rights ● Evaluate personal limitations
Level 3:
● Revise career goals
Level 4:
● Advocate for appropriate accommodations in the
workplace to ensure workplace safety

goals Level 1: 9.2.12.C.2 Modify personal student learning plans to support

objectives ● Identify the ability to work safely declared career goals.
training plan Level 2:
● Revise personal training plan to reflect workplace safety
Level 3:
● Develop strategies to address workplace safety
Level 4:
● Set realistic goals and objectives to ensure workplace safety

citizenship Level 1: CRP1 Act as a responsible and contributing citizen and employee.
contribute ● Identify how safety decisions impact others in the
rules and regulations workplace
self-awareness Level 2:
● Identify the consequences of unsafe workplace decisions
and behaviors
Level 3:
● Demonstrate an understanding of workplace safety and
regulations
Level 4:
● Contribute to a safe workplace community
DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE PREVIOUSLY COVERED STANDARDS TO DEVELOP FURTHER

audience awareness Level 1: CRP4 Communicate clearly and effectively and with reason.
listening skills ● Identify effective communication skills to support of a safe
respect work environment
Level 2:
● Demonstrate effective communication skills to support of a
safe work environment
Level 3:
● Assess effective communication skills to support of a safe
work environment
Level 4:
● Construct a communication plan to support a safe work
environment

critical thinking Level 1: CRP8 Utilize critical thinking to make sense of problems and
problem-solving ● Recognize when there is a problem persevere in solving them.
strategies Level 2:
● Identify when a problem occurs and recognize a possible
solution
Level 3:
● Implement a method to resolve the problem
Level 4:
● Develop strategies to solve the problems