Foundations of

Building Maintenance
Curriculum
INDEX
INTRODUCTION
Using this Manual…………………………………………………………………….………………...….. 2
Foundations of Building Maintenance and Trades Curriculum………………………………. ……….. 4
Goals……………………………………….…………………………................................................................... 4
Vocational Outcomes……………………………………………………………….……………................. 4
STUDENT PERFORMANCE STANDARDS
NYS CDOS…………………………………...……………………………….................................................... 5
F.A.C.E.S.………………………………………………………………….……………………………...... 5
STUDENT DATA
Level I Vocational Assessment……...………………………………………………….................................. 6
ELA/Math Assessment………...…………………………………….……………………............................ 6
Transition IEP………..……………………………………………………………...………......................... 6
INSTRUCTION
Module 1: Understanding of building maintenance and application of functional academics................. 7
Module 2: Introduction to shop and site safety…………...…………………………...………………….. 9
Module 3: Learning how to use equipment and supply storage......................................................................... 12
Module 4: Learning building maintenance job functions.................................................................................... 15
Module 5: Understanding of “green” building and maintenance…………………………….……......... 18
Module 6: Learning the use of a variety of hand tools…………………………………………………… 21
Module 7: Learning safety and practical knowledge of portable power tools………………………….. 23
Module 8: Learning safe practices in the operation of stationary power equipment……………..…….. 25
Module 9: Obtaining knowledge of basic mechanical fasteners and lock changing…………………... 27
Module 10: Introduction to the use of wood…………………………………………………………….... 29
Module 11: Learning about installation of drywall and drywall finishing…...………………………….. 32
Module 12: Learning basic painting and paint removal……….…………………………………...……. 35
Module 13: Obtaining knowledge of various aspects of the masonry trade…………………………...... 38
Module 14: Obtaining knowledge of basic tools and materials used in masonry trade………………... 40
Module 15: Demonstrating skills needed to convert math and measurements into drawings………… 42
Module 16: Constructing a masonry wall choosing proper hand tools and related equipment………... 44
Module 17: Learning the proper use of basic tools and pumping systems……………...……………… 46
Module18: Understanding basic electrical building maintenance……...……………………………….. 50
EVALUATION
Curriculum Survey............................................................................................................................................................. 54
PARENT NOTIFICATION
Parent Sample Letter………………………………………………………………………………...…….. 55

District 75| Office of Transition Services| Building and Maintenance Curriculum 2

Using This Manual –Terms and Concepts
This manual is a Building Maintenance and Trades Curriculum designed for schools in District 75. It serves as a
planning resource for administrators, teachers, related service providers and paraprofessionals.
Level of Instruction – Modules are color coded according to specific jobs
„ Maintenance Work - Basic
„ Maintenance Work - Intermediate
„ Maintenance Work - Advanced
Module
Design

Goal
To
Master
Task

Big Idea
The objectives for the
module

Essential Questions
Questions which need to be answered
to arrive at the Big Idea

Concepts

Background knowledge needed to obtain the

necessary skills

Skills
Prerequisite abilities needed to perform specific tasks which are
addressed in the module

District 75| Office of Transition Services| Building and Maintenance Curriculum 3

INTRODUCTION
Building Maintenance Curriculum

This curriculum is designed to introduce students to the skills necessary for success in a career in
building maintenance. Students will be instructed in, and exposed to, building maintenance and
trades skills at the basic, intermediate and advanced levels, based on their needs and abilities. These
skills will include:

¾ Basic Safety, which includes personal protective equipment, performance safety, and what to
do if an accident occurs.
¾ Communication and Human Relations Skills
¾ Hands-On Experiences, which provide kinesthetic exposure and practice in each of the
building maintenance areas.

Goals & Outcomes

The goals of this Foundations of Building Maintenance Curriculum are:
¾ Designing a sustainable Building Maintenance curriculum which aligns with state and local
standards;
¾ Implementing a universal Building Maintenance curriculum for District 75 schools;
¾ Providing schools with curricula that focus on 21st century employment skills.

Course Outcomes include:

¾ Demonstrate knowledge of the 21st century skills needed in the building maintenance
industry;
¾ Communicate effectively: speak, read, listen and write the language used on the job;
¾ Use technology effectively;
¾ Demonstrate human relationship skills;
¾ Demonstrate personal leadership qualities and skills on the job and in the community;
¾ Demonstrate effective problem solving skills to make good, effective decisions;
¾ Demonstrate professional behavior on the job;
¾ Demonstrate organizational skills needed in the workplace;
¾ Demonstrate knowledge in “green job” opportunities.

Vocational Outcomes
The Building Maintenance Curriculum provides District 75 schools with instructional tools to increase student post
secondary outcomes. Post secondary positive outcome are anticipated in the following areas:
¾ Increased job placement by a minimum of 10% year to year;
¾ Increased opportunity to participate in (a minimum of 3 – 6) job sites for each student.

District 75| Office of Transition Services| Building and Maintenance Curriculum 4

STUDENT PERFORMANCE STANDARDS
NYS CDOS (Career Development and Occupational Studies)
Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal
skills, aptitudes, and abilities to future career decisions.
Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and
other settings.
Standard 3a: Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies essential for success in
the workplace.
Standard 3b: Career Majors
Students who choose a career major will acquire the career-specific technical knowledge/skills
necessary to progress toward gainful employment, career advancement, and success in
postsecondary programs.
Reference: http://www.emsc.nysed.gov/cte

F.A.C.E.S. (Functional Academic Curriculum for Exceptional Students)

Provides modules in mathematics, science, social studies, physical health and vocational skills
(elementary to high school);
Designed for life skills or adult-outcomes;
Provides practical activities;
Addresses the four domains of the L.I.F.E. program (domestic, community, vocational and
recreation/leisure).
Reference: http://www.newbraunfels.txed.net/admin/SpecialEd/FACES/faceindex.htm

District 75| Office of Transition Services| Building and Maintenance Curriculum 5

STUDENT DATA
Level I Vocational Assessment
Level I Vocational Assessment
1. A structured process that takes place at each school starting in middle school (age 12);
2. Annual review of existing student information to assess basic skills and determine a student’s
interests;
3. The structured collection of information about the student’s interests and abilities outside the
school environment that allow the student and family to work with the school in the career
decision making process.

Reference: http://www.vesid.nysed.gov/specialed/transition/level1careerassess.htm

Math & ELA Assessment

Math assessments are used to measure a student’s current level of performance. They provide a
baseline for data collection for measurable progress and outcomes. Some of the assessments
include:
1. RTC/Regents
2. NYSAA
3. Ed Performance Series

Transition IEP
The IEP is mandated by the Individuals with Disabilities Education Act (IDEA) for every student
with a disability who is found to meet the federal and state requirements for special education. The
IEP refers both to the educational program to be provided to a student with a disability and to the
written document that describes that educational program, particularly as it relates to Transition
Planning.

District 75| Office of Transition Services| Building and Maintenance Curriculum 6

Module 1
Goal: Understanding of building maintenance and application of functional academics
Big Idea (s): Application of mathematics and language in a building maintenance program
Essential Question (s):
1. How does mathematics apply in the workplace?
2. How does literacy apply in the workplace?
Concepts: Skills:
1. Numbers and Operations 1. Applying specific mathematical skills in the
2. Measurement workplace
3. Geometry 2. Applying appropriate reading and writing in the
4. Literacy workplace

Learning Outcomes Instructional Skills

1.1 Functional mathematics ˆ Learn counting
ˆ Learn addition
ˆ Learn subtraction
ˆ Learn multiplication
ˆ Learn to read an analog clock
ˆ Learn to multiply to determine the square footage of
a floor or wall
ˆ Learn to round off to the next foot
ˆ Learn, after rounding off, the concept of square
inches
ˆ Explain the number of square inches in a square
foot by doing the math
ˆ Learn fractions, mixed numbers
ˆ Develop a grasp of measurements as they relate to
trade mathematics
ˆ Learn to calculate your paycheck
1.2 Measuring instruments ˆ Learn to use measuring instruments
ˆ Learn to measure feet and inches
ˆ Learn to establish midpoints
ˆ Learn to use scales
ˆ Learn to weigh pounds and ounces
ˆ Learn to measure square feet
ˆ Learn to use rulers and tape measures

1.3 Functional reading ˆ Learn to read labels

ˆ Learn to read instructions
ˆ Learn to read a paycheck
ˆ Learn key building and maintenance terms

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 7

Module 1: Understanding of building maintenance and
application of functional academics

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1.1 Functional math
1.2 Measuring instruments
1.3 Functional reading
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 8

Module 2
Goal: Introduction to shop and site safety
Big Idea (s): Building and maintenance workers need to be knowledgeable of safe work practices in a wide variety
of situations.
Essential Question (s):
1. Under what conditions are safe work practices necessary?
2. Why is it important not to touch any equipment until you have been instructed to do so?
3. Why is it important to inspect any and all equipment that you are about to use?
4. Why is it important to understand that defective or malfunctioning equipment must be locked up?
Concepts: Skills:
1. Safety 1. Understand, exhibit and model safe practices
2. Precaution 2. Exhibit appropriate tool handling procedures
3. Accident and incident reporting 3. Understand, exhibit and model risk management
practices
4. Understand and identify accident and incident
reporting procedures
5. Describe the differences between an accident
and incident

Learning Outcomes Instructional Skills

2.1 Develop safe work habits ˆ Model safe practices
ˆ Learn to use ladder and tools appropriately
ˆ Understand and describe potential safety risks
ˆ List potential consequences of talking while using
power equipment
ˆ Demonstrate proper handling of hand and power
tools
ˆ Prepare a list of safety rules for at the worksite and
wood working shop
2.2 Safety issues ˆ Learn to use safety glasses and hearing protection
needed for all shops
ˆ Learn to use safety shoes in all shops and worksites
ˆ Learn the importance of appropriate workplace
attire (e.g. no jewelry)
2.3 Uniform policy ˆ Follow uniform policy
ˆ Learn to tuck in shirt
ˆ Learn that pants are worn at waist
ˆ Learn the danger of wearing loose clothing while
working
ˆ Learn to wear safety shoes at all times
ˆ Learn to have identification visible at all times
2.4 Interpersonal skills ˆ Exhibit professional behaviors
ˆ Learn to respect people and property
ˆ Discuss possible consequences of talking to
someone while using tools or throwing an object

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2.5 Wait for instruction prior to using any ˆ Model safe practices
tools/equipment ˆ Learn to act appropriately in a work setting
2.6 Shop rules ˆ Follow standard shop rules:
1. No cell phones
2. Backpacks and jackets placed in designated area
3. No food allowed
4. No electronic devices
2.7 Explain the importance of inspecting any tools and ˆ Identify tools and equipment and report any
equipment prior to use questionable situations or issues of concern when
applicable; e.g. broken power cord
ˆ Learn to inspect, report and repair
2.8 Follow emergency protocol ˆ Identify evacuation routes and procedures for fire
drills
ˆ Identify lock out and lock down procedures
ˆ Identify emergency shutoffs
2.9 Know where the fire protection equipment is ˆ Identify fire protection equipment and its location;
located e.g. fire extinguisher, fire blanket
2.10 Describe correct procedures for dealing with an ˆ Describe types of emergencies
injury 1. Electric shock
2. Trips and falls
3. Blood borne pathogen exposure
ˆ Describe emergency interventions
1. OSHA Regulations
2. Emergency protocol
ˆ Red Cross First Aid
2.11 Identify the difference between an accident and an ˆ Describe an accident
incident ˆ Describe an incident
ˆ Identify accident and incident reporting procedures

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 10

Module 2: Introduction to shop and site safety

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
2.1 Develop safe work habits
2.2 Safety issues
2.3 Shop uniform policy
2.4 Interpersonal skills
2.5 Wait for instruction prior to
using any tools/equipment
2.6 Shop rules
2.7 Explain the importance of inspecting any tools
and equipment prior to use
2.8 Follow emergency protocol
2.9 Know where the fire protection equipment is
located
2.10 Describe correct procedures for dealing with
an injury
2.11 Identify the difference between an accident
and an incident
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 11

Module 3
Goal: Learn how to use equipment and how to organize supply storage
Big Idea (s): A clean, well organized custodial storage room is convenient and supports efficiency and safety
Essential Question (s):
1. What is the purpose of a custodial storage room?
2. Why is a well organized equipment and supply storage system important?
3. How does a building maintenance worker choose the appropriate tools and equipment to use for a
particular job?
4. Why is it important to understand and apply specific knowledge when handling different substances?
5. Why is it important to know how to clean up certain spills?
6. Why is it important to read and understand labels?
Concepts: Skills:
The use and importance of a custodial storage room 1. Explain why the custodial storage room is an
and its contents including: important convenience
1. Convenience 2. Demonstrate organization of storage room
2. Custodial cart 3. Demonstrate inventory monitoring
3. Trigger sprayer 4. Identify basic cleaning tools and equipment
4. Broom and dustpan 5. Describe uses for cleaning tools and equipment
5. Mop 6. Identify detergents, cleaners and polishes and
6. Duster/cloth wipe know their use
7. Brush 7. Exhibit and model appropriate chemical
8. Putty knife handling techniques
9. Vacuum 8. Understand the importance of reading labels and
10. Floor machine practice this before using supplies
11. Detergent 9. Demonstrate ability to clean spills
12. Disinfectant
13. Glass cleaner
14. Wood and furniture polish
15. Chemicals
16. Hazardous materials
17. Labels

Learning Outcomes Instructional Skills

3.1 Organize storage of equipment
3.2 Organize storage of supplies
ˆ Discuss importance of location of storage rooms
ˆ Discuss organization of tools and supplies
ˆ Explain the concept of “Corporate Set”
(consistency in placement and product brands)
ˆ Demonstrate organization of tools and supplies
ˆ Demonstrate storage of what is needed each day
ˆ Explain need to keep chemicals and other items in
a safe cabinet
ˆ Demonstrate cleanliness of storage room
ˆ Demonstrate consistent placement of items
ˆ Demonstrate ongoing inspection of storage room

District 75| Office of Transition Services| Building and Maintenance Curriculum 12


3.3 Stock inventory
3.4 Stock replenishment
3.5 Locate fire/flammable storage cabinet
3.6 Know how to cleanup specific spills
3.7 Identify labels when using chemicals
Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.
District 75| Office of Transition Services| Building and Maintenance Curriculum
ˆ Explain need for alternate storage for flammable
chemicals, paint or old treatment for mops
ˆ Discuss and demonstrate the restocking of supplies
ˆ Check soap and towels
ˆ Check mops and solutions
ˆ Check window cleaner
ˆ Check bathroom cleaner
ˆ Discuss the basics of inventory monitoring
ˆ Demonstrate the procedure for handling inventory
when it arrives
ˆ Demonstrate the marking and storage of inventory
ˆ Discuss the importance of keeping an adequate
inventory
ˆ Demonstrate the transferring of inventory to
difference locations/departments
ˆ Understand and explain the procedures for handling
damaged inventory
ˆ Demonstrate the procedures for the return of
inventory to vendors
ˆ Demonstrate inventory monitoring
ˆ Understand and explain why flammables and
chemicals are specially stored in a self closing
cabinet
ˆ Understand and explain the importance of cleaning
up specific spills and the safety precautions that
should be taken
ˆ Read and explain labels on a specific chemical
13
Module 3: Learn how to use equipment and how to organize
supply storage

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
3.1 Organize storage of equipment
3.2 Organize storage of supplies
3.3 Stock inventory
3.4 Stock replenishment
3.5 Locate fire/flammable storage cabinet
3.6 Know how to cleanup specific spills
3.7 Identify labels when using chemicals
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 14

Module 4
Goal: Learn the building maintenance job functions
Big Idea (s): There are several essential job duties in building maintenance
Essential Question (s): What are job functions of a building maintenance worker?
Concepts: Skills:
1. Different cleaning methods 1. Understand and identify different cleaning
2. The cleaning methods for floors and furniture methods
2. Identify and utilize appropriate cleaning method
for assigned task
3. Demonstrate procedure for cleaning floors
4. Demonstrate procedure for clearing and cleaning
furniture
5. Demonstrate procedure for cleaning lavatories

Learning Outcomes Instructional Skills

4..1 Cleaning methods ˆ Learn to identify different cleaning methods
ˆ List different cleaning methods
ˆ Learn to identify and utilize appropriate cleaning
methods for various tasks
4.2 Scrubbing floors ˆ Learn to use brushes and pail
ˆ Learn to use solvents
4.3 Sweeping floors ˆ Learn to use a broom
ˆ Learn to use a vacuum cleaner
ˆ Learn to use a dust mop
ˆ Learn sweeping procedures
4.4 Dusting ˆ Learn use of vacuum cleaner
ˆ Learn use of dust mop
ˆ Learn use of dust cloth
4.5 Waxing floors ˆ Learn to wash identified area
ˆ Learn to use and apply liquid wax
ˆ Learn use of waxing machine
ˆ Learn hand-waxing method
ˆ Learn machine-waxing method
4.6 Mopping ˆ Learn to remove furniture
ˆ Learn to sweep floors
ˆ Learn use of mop and wringer
ˆ Learn use of detergent
4.7 Damp mopping ˆ Learn to prepare area
ˆ Learn to dust mop area
ˆ Learn to apply mopping solution
ˆ Learn to change solution and mop frequently
ˆ Learn to remove signs when floor has dried
ˆ Learn to clean up supplies and materials

District 75| Office of Transition Services| Building and Maintenance Curriculum 15

4.8 Vacuuming ˆ Learn to prepare area
ˆ Learn to set up equipment
ˆ Learn to vacuum carpet
ˆ Learn to remove caution sign
ˆ Learn to clean up
4.9 Floor stripping ˆ Learn to prepare equipment
ˆ Leearn to prepare area
ˆ Learn to dust mop floor
ˆ Learn to apply stripping solution
ˆ Learn to machine scrub
ˆ Learn to pick up dirty solution
ˆ Learn to rinse and dry floor
ˆ Learn to final rinse
ˆ Learn to clean up
4.10 Buffing floors ˆ Learn to prepare area
ˆ Learn to dust mop floor
ˆ Learn to damp mop
ˆ Learn to machine buff floor
ˆ Learn to dust mop again
ˆ Learn to remove caution sign and return furniture
and other items
ˆ Learn to clean up
4.11 Polishing and waxing furniture ˆ Learn to use liquid wax
ˆ Learn to use liquid polish
ˆ Learn to use cloth
4.12 Basic cleaning for above-floor surfaces ˆ Learn to remove trash and apply liners to receptacle
bins
ˆ Learn to dust
ˆ Learn cleaning and polishing – wood, plastic, metal
and stone
ˆ Learn class cleaning
4.13 Maintaining lavatories ˆ Learn use of pails, cloths and detergents
ˆ Learn to replace paper, soap, towels
ˆ Learn use of mop, pail and broom

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 16

Module 4: Learn the building maintenance job functions

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
4..1 Cleaning methods
4.2 Scrubbing floors
4.3 Sweeping floors
4.4 Dusting
4.5 Waxing floors
4.6 Mopping
4.7 Damp mopping
4.8 Vacuuming
4.9 Floor stripping
4.10 Buffing floors
4.11 Polishing and waxing furniture
4.12 Basic cleaning for above-floor surfaces
4.13 Maintaining lavatories
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 17

Module 5
Goal: Develop an understanding of “green” building and maintenance
Big Idea (s): Incorporating 21st century green skills into a building maintenance program
Essential Question (s): How can we incorporate green components to building maintenance?
Concepts: Skills:
1. Green supplies 1. Develop and exhibit an understanding of the
2. Potential energy importance of green cleaning supplies
3. Kinetic energy 2. Identify different types of energy sources
4. Renewable energy 3. Utilize assessment techniques to determine the
5. Recycling materials energy efficiency of a building
6. Energy efficiency

Learning Outcomes Instructional Skills

5.1 Understand “green supplies” ˆ Identify different types of cleaning supplies
ˆ Identify “green labels” on solvents
5.2 Understand the difference between potential energy ˆ Identify potential energy
vs. kinetic energy ˆ Identity kinetic energy
5.3 Understand green energy ˆ Identify renewable energy
1. Solar power
2. Wind power
3. Wave power
4. Geothermal power
5. Tidal power
5.4 Understand the different types of recycling ˆ Identify and describe recycling materials
materials 1. Glass
2. Paper
3. Metal
4. Plastic
5. Textiles
6. Electronics
5.5 Assess the energy efficiency of the building ˆ Examine the following areas of the building for
potential air leaks:
1. Electrical outlets
2. Switch plates
3. Window frames
4. Baseboards
5. Weather stripping around doors
6. Fireplace dampers
7. Attic hatches
8. Wall or window mounted air conditioners
ˆ Learn to evaluate building insulation by doing the
following:
1. Check the attic for insulation
2. Determine whether openings for items such as
pipes, ductwork, and chimneys are sealed

District 75| Office of Transition Services| Building and Maintenance Curriculum 18

 3. Seal any gaps with an expanding foam caulk or
some other permanent sealant.
4. Check that the attic vents are not blocked by
insulation
ˆ Learn to inspect heating/cooling
equipment
ˆ Learn to examine the wattage size of the
light bulbs

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 19

Module 5: Understanding of “green” building and
maintenance

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
5.1 Understand “green supplies”
5.2 Understand the difference between potential
energy vs. kinetic energy
5.3 Understand green energy
5.4 Understand different types of recycling
materials
5.5 Assess the energy efficiency of the building
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 20

Module 6
Goal: Learn the use of a variety of hand tools
Big Idea (s): Each job requires a specific tool and each tool must be used with safety in mind.
Essential Question (s): Why are there specific tools for various tasks?
Concepts: Skills:
1. Layout tools 1. Name common tools and their functions
2. Cutting tools 2. Explain safety precautions when using hand
3. Holding tools tools
4. Fastening tools 3. Demonstrate use of hand tools
5. Pounding tools
6. Portable tools
7. Margin of safety

Learning Outcomes Instructional Skills

6.1 Develop safe and knowledgeable use of wood ˆ Name common woodworking tools and describe
working hand tools their function, for example:
1. Hammer
2. Chisel
3. Combination square
4. Back saw
5. Block plane
ˆ Identify types of measurement tools i.e. measuring
tapes, rulers and squares
6.2 Describe safety precautions for each tool ˆ Explain that working in a safe environment protects
the worker/student and those near by.
1. Understand the importance of safety margins
2. Understand and identify appropriate body
positions for handling equipment (e.g. Never
cut towards your body)
6.3 Choose the appropriate hand tools for the intended ˆ Demonstrate the use of bench vices and clamps to
operation hold material for cutting
ˆ Demonstrate skills with measuring, cutting, layout
and smoothing hand tools

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 21

Module 6: Learn the use of a variety of hand tools

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
6.1 Develop safe and knowledgeable use of wood
working hand tools
6.2 Describe safety precautions for each tool
6.3 Choose the appropriate hand tools for the
intended operation
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 22

Module 7
Goal: Learn the safe and knowledgeable use of portable power tools
Big Idea (s): Power tools have been created to increase the productivity of most job site tasks.
Essential Question (s): Why are power tools necessary in the workplace?
Concepts: Skills:
1. Power tools 1. Explain use of power tools
2. Power tool accessories 2. Choose appropriate tools for specific tasks
3. Electrical safety 3. Demonstrate electrical safety when using power
tools

Learning Outcomes Instructional Skills

7.1 Identify common carpentry portable power tools ˆ Explain the use of various portable power tools, for
and describe their use example:
1. Saber saw
2. Orbital sander
3. Drill
4. Router
5. Circular saw
ˆ Select appropriate power tools for the intended use
of operation
7.2 Describe safety precautions for each tool ˆ List safety rules that apply to portable power tools
ˆ Describe basic electrical safety to determine if tools
are in safe operating condition
ˆ Demonstrate how to safely change blades, bits,
grades of sandpaper, etc.
ˆ Demonstrate the use of bench vices and clamps to
hold material

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 23

Module 7: Learn the safe and knowledgeable use of portable
power tools

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
7.1 Identify common carpentry portable power
tools and describe their use
7.2 Describe safety precautions for tools
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 24

Module 8
Goal: Learn safe practices in the operation of stationary power equipment
Big Idea (s): Using the proper equipment makes the job safer and easier
Essential Question (s): Why is it important to know about various tools and their functions?
Concepts: Skills:
1. Stationary power equipment 1. Describe stationary power tools
2. Safety precautions 2. Demonstrate safe usage of stationary power tools
3. Stationary power equipment accessories 3. Demonstrate ability to change tool accessories
4. Demonstrate ability to adjust stationary power
tools

Learning Outcomes Instructional Skills

8.1 Knowledge of common stationary power ˆ Written description of each stationary power tool
equipment explaining their function(s), for example:
1. Table saw
2. Radial arm saw
3. Band saw
4. Surface planer
5. Jointer
6. Scroll saw
7. Drill press
8. Disc/belt sander
9. Shaper
10. Lathe
8.2 Safety precautions of each tool. ˆ Demonstrate proper dress and safety equipment
necessary to operate large power equipment
ˆ Demonstrate the use of possible adjustments on
available stationary power equipment
ˆ Demonstrate how to maintain clean work area
8.3 Identify, install, and utilize accessories used with ˆ Demonstrate set up of stationary equipment
various stationary equipment ˆ Demonstrate proper adjustment of equipment
including:
1. Blades
2. Bits
3. Sandpaper
4. Fences
5. Gauges
6. Cutters
7. Feather boards

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 25

Module 8: Learn safe practices in the operation of stationary
power equipment

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
8.1 Knowledge of common stationary power
equipment
8.2 Safety precautions of each tool
8.3 Identify, install, and utilize accessories used
with various stationary equipment
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 26

Module 9
Goal: Obtain knowledge of basic mechanical fasteners and lock changing
Big Idea (s): Building and Maintenance workers need to be knowledgeable about changing a cylinder lock.
Essential Question (s): How is a cylinder lock is changed?
Concepts: Skills:
1. Functional Mathematics 1. Apply mathematics skills to the workplace setting
2. Cylinder lock 2. Demonstrate how to change a lock

Learning Outcomes Instructional Skills

9.1 Name the information required to obtain a
cylindrical lock that is similar to one being replaced
9.2 List the steps for replacing a cylindrical lock
9.3 Demonstrate the steps for replacing a cylindrical
lock
ˆ Learn how to obtain the following information:
1. Cylinder diameter
2. Latch hole size
3. Measurement from center of door knob to edge
of door
4. Thickness of door
5. Direction the door opens
ˆ Identify steps for replacing a cylindrical lock
1. Release the shank button with the slot tip screw
driver and remove the door knob
2. Unfasten and remove mounting plate
3. Unscrew and remove the latch assembly
4. Insert new latch system
5. Mount and fasten mounting plate
6. Install door knob and secure shank button using
a slot tip screw driver
ˆ Identify steps for replacing cylindrical lock
1. Release the shank button with the slot tip screw
driver and remove the door knob
2. Unfasten and remove mounting plate
3. Unscrew and remove the latch assembly
4. Insert new latch system
5. Mount and fasten mounting plate
6. Install door knob and secure shank button using
a slot tip screw driver

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 27

Module 9: Obtain knowledge of basic mechanical fasteners
and lock changing

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
9.1 Name the information required to obtain a
cylindrical lock that is similar to one being replaced
9.2 List the steps for replacing a cylindrical lock
9.3 Demonstrate the steps for replacing a
cylindrical lock
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 28

Module 10
Goal: Introduction to the use of lumber
Big Idea (s): Trees are harvested and sawed into lumber of various sizes and shapes
Essential Question (s)
What are the different varieties of lumber used in construction?
How do the characteristics of lumber affect the finished product?
Concepts: Skills:
1. Types of lumber 1. Identify lumber by type
2. Characteristics of lumber 2. Describe effects of moisture content in lumber
3. Grades of lumber 3. Identify uses for different types of lumber
4. Research local availability and cost of varieties of
lumber

Learning Outcomes Instructional Skills

10.1 Recognize and compare varieties of lumber and ˆ List and identify various types of lumber, for example:
their characteristics 1. ash
2. birch
3. Douglas fir
4. Maple
5. oak
6. hemlock
7. red cedar
8. spruce
9. yellow pine
10. white pine
11. walnut
ˆ Describe the effects of moisture content
ˆ Identify cross sections of a tree
ˆ Discuss methods of drying and storing lumber
ˆ Define and identify the characteristics of softwood
and hardwood
10.2 Identify characteristics and defects of lumber ˆ Identify characteristics of lumber that lend themselves
to a particular use including hardness, color and odor:
1. warp
2. bow
3. check
4. crack
5. crook
6. cup
7. knots
8. stain
9. pitch
10. pith
11. twist
12. wane
ˆ Perform destructive tests to measure hardness

District 75| Office of Transition Services| Building and Maintenance Curriculum 29

 (denting with a nail set) and flexibility (measures
deflection to the point of breaking)
10.3 Identify common grades of lumber ˆ Research the cost of locally available varieties and
make cost comparisons

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 30

Module 10: Introduction to the use of wood

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
10.1 Recognize and compare varieties of lumber
and their characteristics
10.2 Identify characteristics and defects of lumber
10.3 Identify common grades of lumber
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 31

Module 11
Goal: Learn about installation of drywall and drywall finishing
Big Idea (s):
1. Drywall has replaced plaster as the most common material used for walls in new construction.
2. To create a perfect, clean, sharp corner, a corner bead must be installed.
Essential Question (s):
1. How is drywall installed and finished?
2. What do you do to complete the unfinished outside edge on a newly installed drywall?
Concepts: Skills:
The use and importance of: 1. Demonstrate installation of wood and metal
1. Studs (wood and metal) drywall studs
2. Drywall 2. Demonstrate ability to measure, cut and secure
3. Drywall screws drywall to wood or metal studs
4. Corner bead 3. Demonstrate ability to install corner bead
5. Corner bead crimper 4. Demonstrate ability to finish walls with joint tape
6. Screw gun and compound
7. Joint tape
8. Taping knife
9. Joint compound
10. Seam

Learning Outcomes Instructional Skills

11.1 Install drywall support studs
11.2 Measure, cut and attach drywall to area to be
covered
11.3 Measure, cut and install corner bead
11.4 Tape drywall seams
ˆ Measure and install wood and metal studs
ˆ Measure area to be covered
ˆ Measure and mark drywall to be cut
ˆ Cut drywall to fit area
ˆ Use drywall screws to attach drywall to wood and
metal studs
ˆ Explain need for a clean and tight fit for the corner
bead
ˆ Measure length of drywall corner to be covered
ˆ Measure length of corner bead need to cover corner
ˆ Trim corner bead to size
ˆ Cut off the corner tabs on all four corners
ˆ Place prepared bead over the outside corner
ˆ Use screw gun and drywall screws to attach the bead
about 8” apart
ˆ Explain the need for an attentive, smooth and
methodical approach to taping
ˆ Demonstrate the proper and safe method of
opening a bucket of joint compound by using a 6”
taping knife
ˆ After checking that all screw heads are below the
surface of the drywall, apply compound using the 6”
taping knife
ˆ Follow with the joint tape over the freshly applied

District 75| Office of Transition Services| Building and Maintenance Curriculum 32


11.5 Finish drywall in preparation for painting
joint compound
ˆ Smooth and embed the tape using the 6” knife
ˆ Apply compound to cover screws
ˆ Sand any uneven or rough areas after compound is
completely dry

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 33

Module 11: Learn about installation of drywall and drywall
finishing

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
11.1 Install drywall support studs
11.2 Measure, cut and attach drywall to area to be
covered
11.3 Measure, cut and install corner bead
11.4 Tape drywall seams
11.5 Finish drywall in preparation for painting
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 34

Module 12
Goal: Learn about basic painting and paint removal
Big Idea (s): Painting requires a significant amount of preparation time
Essential Question (s): What preparation steps are needed before painting a wall?
Concepts: Skills:
1. Preparation for painting 1. Setting up before painting a room
2. Repairing walls 2. Identify paint tools
3. Identify minor wall damage
4. Identify and utilize appropriate repair techniques
for wall damage

Learning Outcomes Instructional Skills

12.1 Preparation of a room for painting
12.2 Preparation of equipment for painting
12.3 Preparation of walls for painting
12.4 Minor drywall damages
ˆ Learn to arrange and assemble scaffold
ˆ Learn to use drop-cloths
ˆ Learn to move furniture
ˆ Learn to apply masking tape
ˆ Learn to clean brushes and equipment
ˆ Learn to move materials
ˆ Learn to fill cracks, crevices and holes with putty,
plaster or other materials
ˆ Learn to remove old paint
ˆ Learn to sand area
ˆ Learn to scrape area
ˆ Learn to fill containers with paint
ˆ Learn to paint edges
ˆ Learn general patching techniques
1. Take a small amount of compound from bucket
and place in hawk or mud pan
2. Apply compound directly into the opening and
spread in different directions with short strokes
3. Apply compound in thin layers to prevent
cracking. (Do not try to patch a deep opening in
one shot)
4. Put excess compound in garbage
ˆ Learn the method for repairing nail/screw holes
1. Cut the paper around the edge with a utility knife
at an angle
2. Scrap off any loose pieces of gypsum with 1-1/2”
putty knife
3. Apply compound directly in the hole and spread
in different directions
ˆ Learn method of repairing cracks
1. Take putty knife and apply compound in the
same direction as the crack
ˆ Learn a method for repairing medium size openings

District 75| Office of Transition Services| Building and Maintenance Curriculum 35


12.5 Repair a hole in a wall (sheetrock)
12.6 Painting the walls
12.7 Cleaning after painting the walls
12.8 Budgeting for projects
Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.
District 75| Office of Transition Services| Building and Maintenance Curriculum
1. Cover the opening with layers of mesh patch
tape applied in different directions
2. Using a taping knife to repair cracks in the dry
wall
3. Use 3” putty knife to apply and spread a thin
layer of compound
4. Allow compound to dry thoroughly before
applying new layer. (This will prevent it from
cracking)
ˆ Square up damaged hole in drywall using the drywall
saw
ˆ Cut a piece of metal stud 6 to 8 inches longer than
the squared hole
ˆ Place metal stud inside the wall and attach using
drywall screws from the outside (attach the drywall
patch)
ˆ Measure, cut and attach drywall patch using the
utility knife, drywall screws and screw gun
ˆ Tape edges of drywall patch using the joint
compound, joint tape and taping knife
ˆ Learn to match colors
ˆ Learn different types of paints
ˆ Learn benefits of organic paint
ˆ Learn to apply paint by brush, roller and spray jet
ˆ Learn how to paint ceilings
ˆ Learn to use various cleaning solvents
ˆ Learn how to disassemble scaffold
ˆ Learn how to clean up after painting is completed
ˆ Use the cost of materials worksheet
1. List the name of the required material
2. Enter the amount of material
3. Write the cost for buying each item
36
Module 12: Learn about basic painting and paint removal

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
12.1 Preparation of a room for painting
12.2 Preparation of equipment for painting
12.3 Preparation of walls for painting
12.4 Minor drywall damages
12.5 Repair a hole in a wall (sheetrock)
12.6 Painting the walls
12.7 Cleaning after painting the walls
12.8 Budgeting for projects
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 37

Module 13
Goal: Obtain knowledge of the various aspects of the masonry trade
Big Idea (s):
1. Masonry is found in every type of building construction which affects our lives.
2. There are many opportunities in the masonry trade.
3. Trade expectations start from the beginning of your career.
Essential Question (s):
1. When did the masonry trade begin and why is it important?
2. What are at least four employment opportunities in the trade?
3. What does the term “working up the ladder” mean?
Concepts: Skills:
1. Masonry trade 1. Describe the history of the masonry trade
2. Employment opportunities 2. Discuss and identify masonry trade employment
3. Expectations of the trade opportunities
3. Explain concept of “working up the ladder”

Learning Outcomes Instructional Skills

13.1 Explain the introduction of the masonry trade
13.2 Explain employment opportunities in the masonry
trade
13.3 List expectations of the trade
ˆ Describe the history of the masonry trade
ˆ List at least four employment opportunities in the
masonry trade
ˆ Give a brief description of each employment
opportunity
ˆ Explain the process of “working up the ladder” in the
trade. (Example: apprentice to journeyman to
foreman to job superintendent to management or
estimator.)

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 38

Module 13: Obtain knowledge of the various aspects of the
masonry trade

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
13.1 Explain the introduction of the masonry trade
13.2 Explain employment opportunities in the
masonry trade
13.3 List expectations of the trade
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 39

Module 14
Goal: Obtain knowledge of basic tools and materials used in the masonry trade
Big Idea (s):
1. Knowledge of the materials and basic tools used in the trade.
2. Define and identify the characteristics of blocks and bricks.
3. Define and identify the characteristics of concrete and mortar.
Essential Question (s):
1. Why are the basic materials important to the mason?
2. What is the difference between bricks and blocks?
3. What are the differences between concrete and mortar?
4. Why is the use, safety and maintenance of the masonry tools so critical?
Concepts: Skills:
1. Masonry materials 1. Identify and describe use of masonry tools
2. Blocks 2. Explain the different types of brick
3. Bricks 3. Describe steps in manufacturing bricks
4. Concrete 4. Describe the different types of blocks
5. Mortar 5. Describe differences between bricks and blocks
6. Masonry tools 6. Describe differences between concrete and
7. Mixing machine mortar
8. Screed 7. Explain safe use and care of masonry tools
9. Float 8. Explain safe use of a mixing machine

Learning Outcomes Instructional Skills

14.1 Demonstrate knowledge of basic material used in ˆ List basic materials used in the masonry trade
masonry ˆ Describe how the materials are made
14.2 Define and identify the characteristics of blocks ˆ Explain the difference between sand and water
and bricks struck bricks
ˆ List the basic steps used in manufacturing bricks.
ˆ Describe the difference between light weight and
normal weight blocks
14.3 Define and identify the characteristics of concrete ˆ List and describe content of concrete
and mortar ˆ List and describe content of mortar
ˆ Describe differences between concrete and mortar.
14.4 Demonstrate knowledge of basic tools of the ˆ List basic masonry hand tools.
masonry trade ˆ Describe safe use of each basic masonry hand tool.
ˆ Explain uses and maintenance of each basic
masonry tool.
ˆ Explain use and maintenance of a mixing machine

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 40

Module 14: Obtain knowledge of basic tools and materials used
in the masonry trade

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
14.1 Demonstrate knowledge of basic material
used in masonry
14.2 Define and identify the characteristics of
blocks and bricks
14.3 Define and identify the characteristics of
concrete and mortar
14.4 Demonstrate knowledge of basic tools of the
masonry trade
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 41

Module 15
Goal: Demonstrate the skills needed to convert mathematical data and measurements into drawings
Big Idea (s):
1. Identify measurements from a ruler and the mathematics associated with drawings.
2. Construct a ¼ inch scale drawing from a simple project.
3. Identify basic lines used in a simple blueprint.
Essential Question (s):
1. Why is there a need to know basic mathematics and how to read a ruler?
2. How is drawing a sketch helpful for building a simple project?
3. Why is blueprint reading important in the trade?
Concepts: Skills:
1. Ruler 1. Identify and utilize ruler measurements
2. Scale drawing 2. Demonstrate use of graph paper for paper
3. Blueprint sketches
3. Identify line types used in simple drawings

Learning Outcomes Instructional Skills

15.1 Understand basic measurements from the ruler ˆ Identify various measurements using a ruler
ˆ Identify various types of scaled graph paper
ˆ Read simple blueprint foe a residential project

15.2 Construct a small drawing to scale from a simple ˆ Construct a drawing to scale using ¼ inch scale to 1
project built in shop foot using graph paper

15.3 Introduction to basic a blueprint ˆ Identify basic line types used in a simple drawing

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 42

Module 15: Demonstrate skills needed to convert math and
measurements into drawings

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
15.1 Understand basic measurements from a ruler
15.2 Construct a ¼ inch scale drawing from a
simple project built in shop
15.3 Introduction to a basic blueprint
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 43

Module 16
Goal: Construct a masonry wall choosing proper hand tools and related equipment
Big Idea (s):
1. Choose the correct hand tool for each task.
2. Choose the correct material for intended operation.
3. Construct a masonry wall.
Essential Question (s):
1. Why must you choose the correct hand tool when constructing a wall?
2. Why is it important to choose the most appropriate materials when constructing a wall?
3. Constructing a masonry wall involves following proper steps. What are these steps?
Concepts: Skills:
1. True to the line 1. Demonstrate ability to dig out footing
2. Jointing 2. Demonstrate ability to lay brick true to line
3. Footing 3. Demonstrate ability to correctly identify, use and
4. Leveling care for masonry tools
4. Demonstrate ability to level freshly laid concrete

Learning Outcomes Instructional Skills

16.1 Demonstrate and practice laying masonry units
true to the line
16.2 Demonstrate and practice jointing of masonry
walls
ˆ Dig out footing
ˆ Attach line corner block to both ends
ˆ Demonstrate setting a trig brick
ˆ Lay brick to the line within 1/8” of an inch on
height and range
ˆ Test mortar joints to determine if ready for striking
off. (Thumb print hard)
ˆ Strike off masonry work using several types of
jointing tools, convex, flat, raked, and grapevine
ˆ Brush off work and re-joint
ˆ Jointing must be slick and polished to prevent water
penetration

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 44

Module 16: Construct a masonry wall choosing proper hand
tools and related equipment

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
16.1 Demonstrate and practice laying masonry
units true to the line
16.2 Demonstrate and practice jointing of masonry
walls
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 45

Module 17
Goal: Learn the proper use of basic plumbing tools and pumping systems
Big Idea (s): Good quality tools make your job much easier
Essential Question (s):
1. Why does purchasing a high quality hand tool make sense for tradesmen?
2. How does proper maintenance of tools promote safety?
Concepts: Skills:
1. Plumbing codes 1. Identify basic plumbing skills
2. Safety – using and storing tools 2. Identify different plumbing fixtures and
3. Piping arrangements appliances
4. Hand tools 3. Identify different plumbing systems and their
5. Pumping systems functions
6. Plumbing fixtures and appliances

Learning Outcomes Instructional Skills

17.1 Identify the codes and practices of a plumber ˆ Identify various codebooks, governing bodies and
accepting practices the beginning plumber should
follow:
1. IPC
2. IMC
3. IRC
4. IBC
5. IFGC
6. NFPA
17.2 Identify the materials and various piping ˆ Identify and describe the following piping
arrangements an apprentice plumber will encounter in arrangements:
the scope of their duties 1. Threading
2. Soldering
3. Solvent cementing
4. Copper
5. Steel
6. Plastics
17.3 Participate in a hand tool demonstration and ˆ Identify and demonstrate the use of the following
practice proper handling techniques of various hand tools:
tools 1. Hammers
2. Wrenches
3. Screwdrivers
4. Threaders
5. Pipe cutters
6. Saws
7. Pliers
17.4 Knowledge of proper use and physical differences ˆ Describe the use of the following:
of various pumping systems 1. One pipe jet pump
2. Two pipe jet pump
3. Submersible pump

District 75| Office of Transition Services| Building and Maintenance Curriculum 46


17.5 Troubleshoot and repair various plumbing fixtures
and appliances
17.6 Troubleshoot drainage system blockages
17.7 Demonstrate knowledge and application of
fixtures and appliances including water heaters
District 75| Office of Transition Services| Building and Maintenance Curriculum
4. Booster pump
5. Sewage pump
6. Dewatering pump (sump)
ˆ Describe the use of the following: one and two pipe
jet pump, submersible pump, booster pump, sewage
pump, dewatering pump
ˆ Describe the proper equipment necessary for each
well application (tanks, accessories, etc.)
ˆ Size pump equipment and accessories based on
manufacturers specifications for specific
applications
ˆ Identify physical differences between pumps
1. Jet
2. Submersible
3. Sewage pumps
ˆ Describe the proper equipment necessary for each
well application
1. Tanks
1. Switches
2. Accessories
ˆ Identify when to repair or replace equipment
ˆ Repair/replace various faucets and fixtures and
appliances
ˆ Repair/replace domestic water heating equipment
ˆ Repair /replace pumps and systems
ˆ Repair/replace defective piping
ˆ Correctly identify location of stoppage
ˆ Describe how best to clear pipeline obstruction
ˆ Determine the proper use of the drain cleaning
equipment
ˆ Describe the proper use of PPE
ˆ List the dangers of chemical drain cleaners
ˆ Safely operate various drain cleaning equipment
ˆ Identify fixtures:
1. Handicap
2. Normal
3. Proper faucets and appurtenances used for the
various fixture applications
ˆ Identify and describe the following:
1. Water heaters
2. Boilers
3. Clearance codes
4. Water conservation
5. Safety valves
ˆ Identify and describe the following:
1. Applicable code regulations
2. Fixture installation clearances
3. Water conservation requirements
4. Safety requirements for fixtures and appliances
47
 (tempering valves, T&P relief valves, backflow
and preventers )
5. Explain where and why fixtures are required
6. Explain and demonstrate correct procedure for
testing fixtures and appliances
17.8 Identify the materials and various piping ˆ Identify and describe the following:
arrangements an apprentice plumber will encounter in 1. Threading
the scope of their duties 2. Soldering
3. Solvent cementing
4. Copper
5. Steel
6. Plastics

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 48

Module 17: Learn the proper use of the basic tools and
pumping systems

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
17.1 Identify the codes and practices of a plumber
17.2 Identify the materials and various piping
arrangements an apprentice plumber will encounter
in the scope of their duties
17.3 Participate in a hand tool demonstration and
practice proper user techniques of various hand
tools.
17.4 Demonstrate knowledge of proper use and
physical differences of various pumping systems
17.5 Troubleshoot and repair various plumbing
fixtures and appliances
17.6 Troubleshoot drainage system blockages
17.7 Demonstrate knowledge and application of
fixtures and appliances including water heaters
17.8 Identify the materials and various piping
arrangements an apprentice plumber will encounter
within the scope of his duties
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 49

Module 18
Goal: Understand basic electrical systems
Big Idea (s): Building maintenance workers need to be knowledgeable of basic electrical systems
Essential Question (s): What are some of the basic electrical building skills?
Concepts: Skills:
1. Safety 1. Identify basic electrical symbols associated with
2. Identify single pole switch industry standards
3. Turn power off at switch point and circuit 2. Identify the following:
breaker a.) Receptacles
4. Check for corrosion b.) Single pole switches
5. Identify three way switch c.) Three-way switches
1. Safety d.) Lights
2. Clean up e.) Wiring color- code
6. Discarding bulbs f.) Splices/ nodes
7. Power supply box g.) Source voltage/ battery
8. Circuit breaker
h.) Receptacle
i.) Single pole switches
j.) Three-way switches
k.) Lights
l.) Wiring color- code
m.) Splices/ nodes
n.) Source voltage/ battery

Learning Outcomes Instructional Skills

18.1 Safety Issues - turn off power
18.2 Replacement of a switch
ˆ Describe potential safety risks
ˆ Demonstrate proper handling of tools
ˆ Identify a single pole switch
ˆ Demonstrate ability to replace switch by following
correct procedures
ˆ Identify three way switch
ˆ Identify a single pole switch
ˆ Identify a 3 way switch
ˆ Identify characteristics of single pole switch
ˆ Identify On/off toggle marking
ˆ Identify two brass terminals
ˆ Identify one green equipment ground terminal
ˆ Identify two 6/32 mounting screws
ˆ Understand the steps for replacing switch:
ˆ Turn the power off
ˆ Remove the face plate screws and then the face
plate
ˆ Remove the mounting screws
ˆ Remove the wires from the terminals with a
screwdriver
ˆ Inspect the wires for corrosion

District 75| Office of Transition Services| Building and Maintenance Curriculum 50


18.3 Replacement and proper discarding of bulbs
18.4 Change a duplex receptacle
18.5 Characteristics and explanation of fluorescent and
halogen fixtures
District 75| Office of Transition Services| Building and Maintenance Curriculum
ˆ Reverse the steps to install the new switch
ˆ Understand the advantages of using
incandescent/energy efficient bulbs
ˆ Understand the disadvantages of using
incandescent/energy efficient bulbs
ˆ Identify an incandescent/energy efficient bulb
ˆ Inspect an incandescent/energy efficient bulb
ˆ Replace an incandescent/energy efficient bulb
ˆ Understand the steps needed to change a duplex
receptacle:
1. Turn off power
2. Remove faceplate on duplex by removing center
screws
3. Remove two 6/32 mounting screws
4. Remove tape surrounding contact terminals
5. Disconnect hot conductor from brass terminal
6. Disconnect neutral conductor from silver
terminal
7. Inspect wires for corrosion (repair if needed)
8. Connect neutral (white) conductor to silver
terminal of new (three prong receptacle)
9. Connect hot (black or red) conductor to brass
terminal of duplex receptacle
10. Wrap electrical tape around the contact
terminals
11. Install duplex into electrical box and secure with
6/32 mounting screws
12. Install new face plate
ˆ Identify basic electrical symbols associated with
industry standards
1. Lights
2. Wiring color- code
3. Splices/ nodes
4. Source voltage/ battery
ˆ Describe the characteristics of the incandescent
fixture and bulbs
ˆ Identify and install the different types of
incandescent fixtures (single and multi bulb)
ˆ Identify and install different types of outdoor
fixtures
ˆ Describe the characteristics of a ceiling fan
ˆ Identify the different types of ballast/starters
ˆ Identify the different type of fluorescent/energy
efficient bulbs
ˆ Identify and install different types of fluorescent
fixtures
ˆ Learn to replace a ballast/starter
ˆ Describe the characteristics of the halogen bulb
ˆ Learn how to remove and install a 300 watt halogen
51

18.6 Identify a 220 volt receptacle
18.7 Identify characteristics of a split receptacle
fixture
ˆ Describe the characteristics of a high pressure
sodium lamp
ˆ Learn to remove and install a high pressure sodium
lamp
ˆ Identify characteristics of a 220 volt receptacle
ˆ Install and connect a 220 volt receptacle
ˆ Understand purpose of split receptacle
ˆ Understand where split receptacle is required
ˆ Understand how a duplex receptacle can be
converted into a split receptacle
ˆ Draw a plan and schematic symbol of a split
receptacle and label all parts

Reinforce functional ELA, mathematical, social studies and science skills wherever appropriate to support a variety of learning
modalities as well as to provide reference materials in moving students to independent application of the skills being taught;
i.e., posters/charts, written directions, etc.

District 75| Office of Transition Services| Building and Maintenance Curriculum 52

Module 18: Understand basic electrical building maintenance

Criteria Pre-Assessment Mid-Assessment Post-Assessment

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
18.1 Safety Issues - turn off power
18.2 Replacement of a switch
18.3 Replacement of bulbs and clean up discarding
of bulbs
18.4 Change a duplex receptacle
18.5 Characteristics and explanation of fluorescent
and halogen fixtures
18.6 Identify a 220 volt receptacle
18.7 Identify characteristics of a split receptacle
Total Score:

Score Rating Description

5 Excellent Transfers the skill to new situations 100 % of the time
4 Above Average Transfers the skill to new situations 75 % of the time
3 Average Transfers the skill to new situations 50 % of the time
2 Below Average Transfers the skill to new situations 25 % of the time
1 Poor Rarely or never

District 75| Office of Transition Services| Building and Maintenance Curriculum 53

EVALUATION
Curriculum evaluation refers to an ongoing process of collecting, analyzing, synthesizing, and interpreting
information to aid in our understanding of what students know and can do. It refers to the full range of information
gathered in the school district to evaluate student learning and program effectiveness in each content area. This data
can assist in generating an IEP which is customized for each student and with developing optimal goals.

The Office of Transition Services is responsible for curriculum evaluation and for identifying and ensuring that
assessment activities are integrated into instructional practices with a particular focus on improving teaching and
learning.

------------------------------------------------------------------------------------------------------------------------------------------

Curriculum Survey

1. Circle the grade level(s) you teach:

9 10 11 12

2. I teach: ________________________________

3. Rate the Curriculum in terms of quality.

High Quality Low Quality

5 4 3 2 1

4. Rate the Curriculum in terms of usefulness.

Very Useful Not useful

5 4 3 2 1

5. The learning outcomes and activities are written at a level appropriate for a middle and high school
audience.

Strongly Agree Strongly Disagree

5 4 3 2 1

6. Did you notice student learning as a result of using these materials? Please explain your observations and
conclusions.

__________________________________________________________________________________________

_________________________________________________________________________________________

7. Suggestions for improvement

__________________________________________________________________________________________

_________________________________________________________________________________________

Please send your completed Evaluation Form to: Office of Transition Services |400 First Avenue, New York, NY 10010

District 75| Office of Transition Services| Building and Maintenance Curriculum 54

PARENT NOTIFICATION

School Letter Head

Date: ________________

Dear ___________________________________,

We are excited to announce that __________________________is currently enrolled in Foundations of

Building Maintenance this semester. The following are modules which will be covered in the class as part of the
Career Technical Education:

Module 1: Understanding of building maintenance and application of functional academics

Module 2: Introduction to shop and site safety
Module 3: Learning how to use equipment and supply storage
Module 4: Learning building maintenance job functions
Module 5: Understanding of “green” building and maintenance
Module 6: Learning the use of a variety of hand tools
Module 7: Learning safety and practical knowledge of portable power tools
Module 8: Learning safe practices in the operation of stationary power equipment
Module 9: Obtaining knowledge of basic mechanical fasteners and lock changing
Module 10: Introduction to the use of wood
Module 11: Learning about installation of drywall and drywall finishing
Module 12: Learning basic painting and paint removal
Module 13: Obtaining knowledge of various aspects of the masonry trade
Module 14: Obtaining knowledge of basic tools and materials used in masonry trade
Module 15: Demonstrating skills needed to convert math and measurements into drawings
Module 16: Constructing a masonry wall choosing proper hand tools and related equipment
Module 17: Learning the proper use of basic tools and pumping systems
Module18: Understanding basic electrical building maintenance

At this school, we seek to assist our students with developing vocational and academic competencies that will
provide the foundation for successful pathways to independence and we are confident that the building and
maintenance skills acquired from this class will facilitate employment opportunities for many of our students.
Thank you for your continued support and please call our office should you have any questions regarding this
curriculum.

Sincerely,

District 75| Office of Transition Services| Building and Maintenance Curriculum 55