2019 Mississippi Alternate Academic Achievement Standards for Life Skills Development I & II

7 Miss. Admin. Code, Part 202

2019 Mississippi Alternate Academic Achievement Standards for Life Skills Development I & II

Effective Date: 2019-2020 School Year

2019 Mississippi Alternate Academic Achievement Standards for Life Skills Development I & II Carey M. Wright, Ed.D., State Superintendent of Education Nathan Oakley, Ph.D., Chief Academic Officer Robin Lemonis, State Director of Special Education

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Mississippi Department of Education Post Office Box 771 Jackson, Mississippi 39205-0771 Office of Special Education 601.359.3498 www.mdek12.org/ose The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the nondiscrimination policies of the above-mentioned entities: Director, Office of Human Resources Mississippi Department of Education

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Table of Contents Acknowledgements .............................................................................................................................. 5 Introduction .......................................................................................................................................... 6 2019 Mississippi Alternate Academic Standards for Life Skills Development I & II ......................... 7 Research and Background Information ................................................................................................ 8 Core Elements in the Use and Design of the MS AAAS for Life Skills Development I & II ................ 8 Structure of the Standards Document................................................................................................... 9 Support Documents and Resources .................................................................................................... 10 References .......................................................................................................................................... 10 Life Skills Development I .................................................................................................................. 13 Life Skills Development II ................................................................................................................. 22

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Acknowledgements The Mississippi Department of Education gratefully acknowledges the hard work of the following individuals for their involvement in developing the Mississippi Alternate Academic Achievement Standards (MS AAAS) for Life Skills Development I & II: Dayna Clark Sharon Strong Coon Alicia Dunigan Margaret Ellmer, Ph.D. Doris Flettrich Kellie Fondren Pasteia Garth Madelyn Harris Jordan Helton Jan Houston Karen John Ginger Koestler Teresa Laney Lydia Lankford Misty McMahon Myra Pannell, Ph.D. Allison Paige Pigott Bobby L. Richardson Amye Rowan Connie Smith Denise Sibley Susan Stampley Elizabeth Testa Jaicia Thomas Stacey Todd Tiffany Withers

5 Acknowledgements

Pass Christian School District Mississippi Department of Education Senatobia School District Mississippi Department of Education Pass Christian School District Mississippi State University Nettleton School District Mississippi Department of Education Madison County School District Starkville Oktibbeha School District Petal School District Mississippi Department of Education Mississippi Department of Education Madison County School District Ocean Springs School District Mississippi State University RCU Mississippi School for the Blind/Deaf Mississippi Department of Education Pearl School District Laurel School District Mississippi State University RCU Senatobia School District Vicksburg/Warren School District Lamar County School District Ocean Springs School District Rankin County School District

Introduction The Mississippi Department of Education (MDE) is dedicated to student success, which includes improving student achievement and establishing communication skills within a technological environment. The Mississippi Alternate Academic Achievement Standards (MS AAAS) for Life Skills Development provides a consistent, clear understanding of what students are expected to know and be able to do by the end of each course. The mission of the MS AAAS for Life Skills Development courses is to ensure that secondary students with the most significant cognitive disabilities are provided with life-skills instruction that is relevant to the real world, reflecting the knowledge and skills that students need to function and succeed in settings beyond school. In special education, prompting is often used to mean a system of structured cues to elicit desired behaviors that otherwise would not occur. In order to clearly communicate that teacher assistance is permitted during instruction of the MS AAAS and is not limited to structured prompting procedures. Guidance and support during instruction should be interpreted as teacher encouragement, general assistance, and informative feedback to support the student.

Purpose The purpose of the MS AAAS for Life Skills Development is to provide a common framework for teachers of students with significant cognitive disabilities (SCD) to use in curriculum development and instructional delivery. In an effort to closely align instruction for students with significant cognitive disabilities who are progressing toward postsecondary settings, the MS AAAS for Life Skills Development includes course-specific standards for grades 9-12. The standards' contents are grouped into the following domains: self-care and independent living, social and communication, self-determination, and transition planning and community participation.

Implementation The Mississippi Alternate Academic Achievement Standards for Life Skills Development I & II will be piloted during the 2019-2020 school year.

6 Introduction

2019 Mississippi Alternate Academic Standards for Life Skills Development I & II

7 Overview of MS AAAS for Life Skills Development I & II

Research and Background Information The Mississippi Department of Education (MDE) is committed to creating a world-class educational system that prepares all students to be successful beyond high school. Success for all students includes those with significant cognitive disabilities. This Life Skills Development course is designed to provide students with significant cognitive disabilities the skills they need to function as independently as possible in their homes and communities. The MS AAAS for Life Skills Development reflects current research on evidence-based practices, such as research conducted by the National Secondary Transition Technical Assistance Center (NSTTAC). Practitioners in the field of education also played a key role in the development of these standards. All of the standards are designed to be rigorous and relevant to the real world, reflecting the knowledge and skills students need for success in postsecondary settings. The accompanying teacher resource guide will use scaffolding to optimize student learning and meet each student at his or her ability level.

Core Elements in the Use and Design of the MS AAAS for Life Skills Development I & II The MS AAAS for Life Skills Development was developed for students with significant cognitive disabilities. This document does not dictate a manner or specific methods of teaching. The standards in this document are not sequenced for instruction and do not prescribe classroom activities, materials, or instructional strategies. Rather, these standards are end-of-course expectations for each grade or course. The standards are intended to drive relevant and rigorous instruction that emphasizes student knowledge of both disciplinary core ideas (concepts) and the application of career readiness skills to support student readiness for postsecondary settings. The following life-skills domains were identified as being the most significant in contributing to the successful, independent functioning of a student into adulthood: self-care/independent living, social and communication, self-determination, and transition planning/community participation. Skills in each of these areas will be developed as students progress through Life Skills Development courses I-IV. The performance objectives in each domain are written with consideration of students with significant cognitive disabilities. A brief description of each domain is presented below: 1. Self-care/independent living: Self-care/independent living skills include the daily activities that a student needs to look after him or herself. A student’s ability to perform these skills not only demonstrates the student's level of independence but also impacts a student’s educational and employment outcomes beyond high school. The concepts covered in Life Skills Development I include grooming/hygiene, dressing, eating, food preparation, dining habits, and basic housekeeping. 2. Social and communication: Social and communication skills are those skills necessary for communicating and interacting with others. The social and communication domain of Life Skills Development I focuses on teaching students to use self-management to improve decision-making, self-control, time management, and organizational and problem-solving skills. 8 Overview of MS AAAS for Life Skills Development I & II

3. Self-determination: Self-determination is a person's ability to take control of his or her life. This domain focuses on developing self-advocacy skills by identifying personal preferences, interests, strengths, and limitations as bases for decision-making. 4. Transition planning/community participation: The transition planning/community participation domain focuses on the personal safety skills that students need to participate in the community and access support services.

Structure of the Standards Document The Standards Document is divided into the following four categories: 1. Content strand: The Life Skills Development content strands are organized into four domains: (1) self-care/independent living, (2) social and communication, (3) selfdetermination, and (4) transition planning/community participation. 2. Disciplinary core ideas: The disciplinary core ideas subdivide the main content strands based on recurring ideas found in each strand. These core ideas are the key organizing principles for the development of emphasis on one of the four content strands in each grade level. All content strands will be found in each grade level. 3. Conceptual understanding: These are statements of the core ideas for which students should demonstrate an understanding. Some grade level and/or course topics include more than one conceptual understanding with each understanding guiding the intent of the standards. 4. Mississippi Alternate Academic Achievement content standard: The MS AAAS for Life Skills Development is a general statement of what students with significant cognitive disabilities should know and be able to do because of instruction.

Mississippi Alternate Academic Achievement Standard (MS AAAS)

Performance Objectives

9 Overview of MS AAAS for Life Skills Development I & II

Disciplinary Core Idea

Support Documents and Resources The MDE Office of Special Education aims to provide local districts, schools, and teachers with documents to construct standards-based instruction and lessons, allowing them to customize content and delivery methods to fit each student’s needs. The support documents may include suggested resources, instructional strategies, sample lessons, and activities. There are many ways in which skills and concepts can be incorporated based on each student’s individual learning styles and needs. Professional development efforts will be aligned to the MS AAAS for Life Skills Development and delivered in accord with teacher resources to help expand expertise in delivering studentcentered lessons.

References Achieve & National Center on Educational Outcomes. (2016). Diplomas that matter: ensuring equity of opportunity for students with disabilities. Retrieved from https://www.achieve.org/files/Achieve_NCEO_111616.pdf Agran, M., Storey, K., & Krupp, M. (2010). Choosing and choice making are not the same: Asking “what do you want for lunch?” is not self-determination. Journal of Vocational Rehabilitation, 33(2), 77-88. Alwell, M., & Cobb, B. (2006). A map of the intervention literature in secondary special education transition. Career Development for Exceptional Individuals, 29(1), 3-27. Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Evidence-based practices for students with severe disabilities (Document No. IC-3). Gainesville, FL: University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center. Retrieved from http://ceedar.education.ufl.edu/wpcontent/uploads/2014/09/IC-3_FINAL_03-03-15.pdf Cameto, R., Marder, C., Cadwallader, T. W., & Wagner, M. (2003). The daily living and social skills of youth with disabilities. In M. Wagner, C. Marder, P. Levine, R. Cameto, T. W. Cadwallader, and J. Blackorby (with D. Cardoso and L. Newman). The individual and household characteristics of youth with disabilities. Menlo Park, CA: SRI International. Cantley, P., Little, K., & Martin, J. (2010). Me! Lessons for teaching self-awareness and selfadvocacy. University of Oklahoma Zarrow Center for Learning Enrichment. Retrieved from http://www.ou.edu/education/centers-and-partnerships/zarrow/transition-educationmaterials/me-lessons-for-teaching-self-awareness-and-self-advocacy Cline, R., Halverson, D., Peterson, B., & Rohrbach, B. (2005). Quickbook of transition assessments. Retrieved from https://www.ocali.org/up_doc/Quickbook_of_Transition_Assessment.pdf Community for Education Foundation, Inc. (2018). Overcoming obstacles high school level. Retrieved from https://www.overcomingobstacles.org/ Cooper, M. (2016). Transition for students with significant disabilities: Current issues and possibilities. Presentation for the Alabama Education Association, Alabama Transition Conference XXVI, March 7, 2016.

10 Overview of MS AAAS for Life Skills Development I & II

Florida Department of Education, Special Education. (2016). FSAA datafolio teacher resource guide. FL: Florida Department of Education. Hale, S., Dunn, L., Filby, N., Rice, J., & Van Houten, L. (2017). Evidence-based improvement: A guide for states to strengthen their frameworks and supports aligned to the evidence requirements of ESSA. WestEd. Indiana Department of Education. (2017). ISTAR alternate assessments: Life skills and employability, and progress monitoring, Retrieved from https://www.doe.in.gov/assessment/istar-alternate-assessments-life-skills-and-employabilityand-progress-monitoring Indiana Department of Education. (2007). Standards-based life skills curriculum. Retrieved from https://www.ocali.org/up_doc/Standards-Based-Life-Skills-Curriculum.pdf Kelley, K., Clark, K., & Haughney, K.M. (2016). Peer mediated supports annotated bibliography. Retrieved from https://www.transitionta.org/sites/default/files/AB_AT_2016.pdf Kearns, J., Kleinert, H., Harrison, B., Sheppard-Jones, K., Hall, M., & Jones, M. (2011). What does ‘college and career ready’ mean for students with significant cognitive disabilities. Lexington, KY: National Alternate Assessment Center. Retrieved from http://www.naacpartners.org/publications/careercollegereadiness.pdf Kleinert, H. L., Browder, D. M., & Towles-Reeves, E. A. (2009). Models of cognition for students with significant cognitive disabilities: Implications for assessment. Review of Educational Research, 79(1), 301-326. Massachusetts Department of Elementary and Secondary Education. (2017). Massachusetts postsecondary transition planning: Goals example sheet. Retrieved from Massachusetts Department of Elementary and Secondary Education at www.mass.edu/ Morningstar, M. E. & Mazzotti, V. (2014). Teacher preparation to deliver evidence-based transition planning and services to youth with disabilities (Document No. IC-1). Gainesville, FL: University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center. Retrieved from http://ceedar.education.ufl.edu/wp-content/uploads/2014/08/transition-planning.pdf National Association of Special Education Teachers. (2007). Example of IEP goals and objectives: Suggestions for students with autism. Retrieved from https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objecti ves_for_ASD.pdf National Center and State Collaborative (2013, September). College and career readiness for students with significant cognitive disabilities. NCSC Parent Materials September 2013. Retrieved from http://ncscpartners.org/Media/Default/PDFs/Resources/Parents/NCSCCollege-and-Career-Readiness-summary-9-10-13.pdf National Technical Assistance Center on Transition. (2017). Effective practices and predictors matrix. Retrieved from https://www.transitionta.org/system/files/epmatrix/matrix_11_02_17.pdf National Technical Assistance Center on Transition. (2016). Research to practice lesson plan starters. Retrieved from https://www.transitionta.org/system/files/epmatrix/matrix_11_02_17.pdf 11 Overview of MS AAAS for Life Skills Development I & II

Nollan, K. A., Horn, M., Downs, A. C., Pecora, P. J., & Bressani, R. V. (2002). Ansell-Casey Life Skills Assessment (ACLSA) and life skills guidebook manual. Seattle, WA: Casey Family Programs. Benitez, D. T., Morningstar, M. E., & Frey, B. B. (2009). A multistate survey of special education teachers' perceptions of their transition competencies. Career development for exceptional individuals, 32(1), 6-16. Oahe Special Education Cooperative. (2017). Basic life skills checklist. Retrieved from http://www.venturecomm.net/~oahespecial/doc/Adaptive_Checklist.pdf Ok, M. W., Kim, M. K., Kang, E. Y., & Bryant, B. R. (2016). How to find good apps: An evaluation rubric for instructional apps for teaching students with learning disabilities. Intervention in school and clinic, 51(4), 244-252. PACER Center. (2018). PACER’s National parent center on transition and employment. Retrieved from http://www.pacer.org/transition/. Philadelphia, School District of. (2007). Curriculum manual: Secondary life skills program. The School District of Philadelphia, Office for School Operations Division of Special Education. Puget Sound Educational Service District. (2006, November). PreK-12 life skills curriculum guide. Retrieved from https://www.ocali.org/up_doc/Life-Skills-Curriculum_Guide.pdf. Shogren, K. A., Wehmeyer, M. L., Little, T. D., Forber-Pratt, A. J., Palmer, S. B., & Seo, H. (2017). Preliminary validity and reliability of scores on the Self-Determination Inventory: Student report version. Career development and transition for exceptional individuals, 40(2), 92103. Terrell, M. (2016). Peer mediated supports annotated bibliography. Retrieved from https://transitionta.org/sites/default/files/AB-PeerSupports_2016.pdf Test, D. W., Fowler, C. H., Richter, S. M., White, J., Mazzotti, V., Walker, A. R., ... & Kortering, L. (2009). Evidence-based practices in secondary transition. Career development for exceptional individuals, 32(2), 115-128. Van Reusen, A. K., Bos, C.S., Shumaker, J. B., Deshler, D. D. (2006). The self-advocacy strategy. University of Kansas Center on Research and Learning. Virginia Department of Education. (2017). I’m determined. Retrieved from http://www.imdetermined.org/ Washington State Department of Social and Health Services. (2000). Life skills inventory independent living skills assessment tool. Washington State Department of Social and Health Services, Children’s Administration Division of Children and Family Services. Retrieved from https://transitionresponse.com/wp-content/uploads/2011/09/Life-SkillsAssessment-Div.-Of-Children.pdf Wertalik, J. L., & Kubina, R. M. (2017). Interventions to improve personal care skills for individuals with autism: A review of the literature. Review Journal of Autism and Developmental Disorders, 4(1), 50-60.

12 Overview of MS AAAS for Life Skills Development I & II

Life Skills Development I Life Skills Development I, a one-credit course, is offered to students who are determined to have a significant cognitive disability (SCD). This course is a requirement for students who are working toward achieving an alternate diploma, which is documented in the student’s individualized education program (IEP). This course is designed to contribute to the successful, independent functioning of students with significant cognitive disabilities as they transition into adulthood. As such, instruction should center on social norms and societal adult expectations in an effort to enhance community membership and ultimately contribute to the student’s quality of life. The course standards are grouped into four general domains: (1) self-care/independent living; (2) social and communication; (3) self-determination; and (4) transition planning/community participation. The standards and performance objectives do not have to be taught in the order presented in this document. The performance objectives are intentionally broad to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. With carefully planned and implemented instruction, all students with significant cognitive disabilities will be able to acquire various functional life skills.

13 Life Skills Development I

Life Skills Development I DOMAIN: SELF-CARE/INDEPENDENT LIVING Self-care/independent living skills include the daily activities that students need to look after themselves. A student’s ability to perform these skills not only demonstrates the student's level of independence but also impacts a student’s educational and employment outcomes beyond high school. The concepts covered in Life Skills Development I include grooming/hygiene, dressing, eating, food preparation, dining habits, and basic housekeeping. Grooming/hygiene focuses on identifying and performing daily personal hygiene tasks, whereas dressing emphasizes learning how to manipulate fasteners found on clothing and shoes. Eating and dining habits primarily target proper etiquette. Food preparation includes the skills necessary to keep the food preparation area sanitary and to properly handle and store food during the food-preparation process. Grooming and Hygiene Conceptual understanding: The most important aspect of maintaining good health is good personal hygiene and grooming. Personal hygiene is keeping the body clean, and it helps prevent the spread of germs. ALS.SI.1

Identifies routine habits associated with good personal hygiene

ALS.SI.1.a Identify daily personal hygiene tasks (e.g., brush teeth, attend to toileting needs, wash hands, comb hair, etc.) ALS.SI.1.b Perform personal hygiene tasks (e.g., brush teeth, attend to toileting needs, wash hands, comb hair, etc.) Dressing Conceptual understanding: Dressing skills, at first glance, may seem like an issue for the home. But consider the dressing tasks that take place at school—students need to manage their jackets and outerwear, and they also need to manage their clothing when they use the restroom and when they need to remove or replace a sweater when too hot or cold. Being able to independently perform these tasks increases students’ quality of life, allows them greater school participation, and improves postsecondary chances to obtain gainful employment. ALS.SI.2

Manages fasteners on clothing and shoes (i.e., snaps, buttons, hook and loop, zippers, buckles, and shoe laces)

ALS.SI.2.a Manipulate snaps, hook and loop, and zippers on clothing and shoes ALS.SI.2.b Manipulate buttons and buckles on clothes, belts, and shoes ALS.SI.2.c Tie and untie shoelaces 14 Life Skills Development I

Eating Conceptual understanding: Students with significant cognitive disabilities often need additional instruction to understand social cues, to respond appropriately in social situations, and to initiate age-appropriate interactions with peers and adults. A real-life social activity is dining. Dining involves proper etiquette, personal hygiene, mathematics, and social skills. Providing social skills training and real-life dining experiences for students with significant cognitive disabilities can provide many opportunities for students to learn appropriate interaction with peers and authority figures, to recognize social cues, and to learn social competence. Good manners are part of understanding social cues and expectations. Emphasizing that good manners should be used at every meal, even when dining alone, makes good etiquette natural and habitual. ALS.SI.3

Practices proper etiquette during meals

ALS.SI.3.a Identify edible and inedible foods, edible parts of plants and other foods, and garnishes served on dishes (e.g., spoiled food, green tops are removed from carrots, bones are removed from steaks and fish, kale and parsley garnishes on dishes, etc.) ALS.SI.3.b Differentiate between finger foods and foods that are eaten with utensils, and appropriately use a fork and a spoon when applicable ALS.SI.3.c Practice proper etiquette when chewing and swallowing food with the applicable use of a napkin Conceptual understanding: Students need to be aware that there are manners for drinking beverages at meals and social gatherings, such as not gulping or taking a drink with food in their mouths. Students not only need practice opening certain beverage containers, but they also need to know when it is appropriate to drink directly from the container or when to pour the beverage into a glass. It is also important that students learn how to properly drink from a fountain as this may be their only source for quenching their thirst when in public. ALS.SI.4

Appropriately identifies and utilizes with proper etiquette glassware, drinkware, and drinking fountains in a variety of settings

ALS.SI.4.a Identify the appropriate glassware or drinkware (e.g., glasses for water, teacups for tea, mugs for coffee, etc.) ALS.SI.4.b Utilize appropriate glassware or drinkware with proper etiquette ALS.SI.4.c Demonstrate the ability to open and utilize beverages in a variety of packaging ALS.SI.4.d Utilize a water fountain for a drink of water

15 Life Skills Development I

Food Preparation Conceptual understanding: Practicing proper hygiene, being able to cook and cool food safely, and understanding problems of cross-contamination are necessary life skills that students need in order to live healthy and safe lives as they transition to a more independent living situation. ALS.SI.5

Initiates and completes a cleanup routine after food preparation

ALS.SI.5.a Identify and practice good hygiene during meal preparation and food interactions ALS.SI.5.b Identify foods that need to be washed prior to eating ALS.SI.5.c Identify foods that require refrigeration and foods that are stored in a pantry or cupboard ALS.SI.5.d Identify the expiration date or shelf life of common foods Conceptual understanding: Kitchen safety, cleaning food preparation areas, and storing and preparing food are important daily-living skills. Students should learn the basic food safety principles that apply to food preparation and storing leftover hot and cold foods as a means of reducing the risk of food-borne illness. ALS.SI.6.

Demonstrates the appropriate storage and safe handling of food before, during, and after meal preparation

ALS.SI.6.a Wash, dry, and store away all kitchen utensils, pots, dishes, and appliances after a preparing and enjoying a meal ALS.SI.6.b Clean kitchen surfaces after meal preparation ALS.SI.6.c Appropriately store or discard leftover food after a meal

16 Life Skills Development I

Dining Habits Conceptual understanding: Learning how to set the table increases home and community participation. This activity can also be used to introduce table etiquette and social dining skills. These skills can be practiced in preparation for a snack or lunch by giving students the opportunity to set the table and determine how many place settings are needed. ALS.SI.7

Arranges a place setting for a meal and utilizes appropriate utensils (e.g., flatware or silverware, dishes, serving pieces, etc.)

ALS.SI.7.a Identify the items used for a place setting (e.g., charger, dinner plate, butter dish, salad plate, appetizer plate, soup bowl, serving dishes, etc.) ALS.SI.7.b Identify the application or use of utensils (e.g., flatware or silverware) ALS.SI.7.c Arrange a place setting appropriately on a table Conceptual understanding: Students need functional skills, such as table etiquette, to operate in everyday settings. They need to function within normal social boundaries and exhibit appropriate behavior in a community setting. The practice and rehearsal of these skills in natural settings will benefit students tremendously. ALS.SI.8

Given a social setting and a meal, identifies when to remove the napkin, begin eating, and practice proper table etiquette

ALS.SI.8.a Given a social setting and meal, identify when to remove the napkin from the table or plate and place it into his or her lap (e.g., if dining out, one should place the napkin in his or her lap immediately, and if attending a dinner party, follow the lead of the host or hostess) ALS.SI.8.b Given a social setting and meal, identify when to begin eating (e.g., if attending a private dinner party, begin eating once the host or hostess begins eating; if at a buffet, begin eating when others at your table are seated) ALS.SI.8.c Given a social setting and meal, practice proper etiquette when passing and requesting dishes, bread, condiments, or salt and pepper during dining (i.e., ask that condiments be passed from the person closest to the item, pass salt and pepper together, use serving utensils to lift food from serving dishes, pass dishes in a counter-clockwise flow)

17 Life Skills Development I

Housekeeping Conceptual understanding: Having the ability to perform basic housekeeping skills leads to greater independence. Students should be able to identify a clean living space and perform the basic chores that will help them maintain a clean living space. ALS.SI.9

Demonstrates housekeeping skills

ALS.SI.9.a Demonstrate the ability to sweep or vacuum floors and discard collected debris ALS.SI.9.b Demonstrate the ability to take out trash (e.g., remove the trash from the trash can, tie the bag, carry it out to the receptacle bin, replace it with a new trash bag) ALS.SI.9.c Practice using appropriate materials to dust and clean furniture, baseboards, and other surfaces ALS.SI.9.d Practice organizing and storing like items together to create a well-organized, clean, and safe environment

18 Life Skills Development I

DOMAIN: SOCIAL AND COMMUNICATION Social and communication skills are the skills necessary for communicating and interacting with others, such as responding to others, following directions, indicating preferences, and expressing oneself. It is important that students learn how to properly interact with others in a variety of situations (e.g., home, school, work, and leisure-time activities). The social and communication domain of Life Skills Development I focuses solely on interpersonal skills. Self-Management Conceptual understanding: Self-management strategies enable students to take an active role in monitoring and reinforcing their own behavior. Self-management encourages students to selfregulate their own behaviors rather than relying on others for prompts or other external interventions. Using self-management has shown to be effective in teaching conversational skills. Examples of self-management include self-monitoring, self-evaluation, and self-reinforcement. ALS.SC.1

Identifies and applies self-management skills in response to situational demands

ALS.SC.1.a Recognize when the student or someone else is becoming angry or stressed and take appropriate action to deal with the situation in a positive way (e.g., take a walk, exercise, ask for a break, get enough rest, breathe slowly and relax, calm down and then communicate, etc.) ALS.SC.1.b Identify triggers for anger and stress (e.g., being treated unfairly, responding to time pressure, experiencing dishonesty, experiencing disappointment, experiencing threats to self-esteem, experiencing instances of prejudice and discrimination, getting attacked, etc.) Conceptual understanding: Students can use self-management strategies to increase social, adaptive, and language/communication skills. Specific strategies may include giving compliments to others, responding to others and sharing, initiating interactions, and conversing with others. ALS.SC.2

Engages in reciprocal communication with others and demonstrates respect for others and their property

ALS.SC.2.a Engage in reciprocal communication with others by asking reciprocal questions, staying on topic, initiating conversations, and making clear to others that the student is listening ALS.SC.2.b Identify ways to demonstrate self-respect ALS.SC.2.c Identify ways to demonstrate respect for others ALS.SC.2.d Identify ways to demonstrate respect for others’ property

19 Life Skills Development I

DOMAIN: SELF-DETERMINATION Self-determination is a person's ability to make choices, learn to solve problems effectively, take control and responsibility for one's own life, and learn to experience and cope with the consequences of making decisions on his or her own. A crucial part of the concept of selfdetermination involves the combination of attitudes and abilities that will lead students to set goals for themselves and to take the initiative to reach these goals. The self-determination domain of Life Skills Development I focuses solely on self-advocacy. Self-Advocacy Conceptual understanding: Students approaching adulthood need to be prepared to advocate for themselves as they gain more control over their lives and accept more responsibilities. Selfadvocacy enables students to effectively communicate, convey, or assert their own interests, desires, needs, and rights. The student’s first step toward self-advocacy is being aware of personal preferences, interests, strengths, and limitations. ALS.SD.1

Develops self-advocacy skills by demonstrating awareness of personal preferences, interests, strengths, and limitations

ALF.SD.1.a Demonstrate awareness of personal preferences and interests ALF.SD.1.b Demonstrate awareness of strengths and limitations Conceptual understanding: Students can make choices and advocate for themselves if they have the information and support they need. Self-advocacy involves making informed decisions and taking responsibility for those decisions. When students are aware of their personal preferences, interests, strengths, and limitations, they are able to participate in decisions that are being made about their lives, such as transition planning. ALS.SD.2. Develops self-advocacy skills by considering multiple options and anticipates consequences for decisions when making choices ALS.SD.2.a Identify and differentiate between wants and needs ALS.SD.2.b Make choices based on preferences, interests, wants, and needs, and consider multiple options to anticipate consequences for decisions

20 Life Skills Development I

DOMAIN: TRANSITION PLANNING/COMMUNITY PARTICIPATION Transition planning is the foundation for the IEP planning process because it determines a student’s transition needs in independent living and community participation. It is designed to ensure that the student will be provided with the necessary skills and services to make a smooth transition from school to adult life with as little interruption as possible. The transition to adulthood includes equipping students with the skills they need to participate in a full range of community activities as well as have access to support services. The transition planning/community participation domain of Life Skills Development I focuses solely on personal safety. Personal Safety Conceptual understanding: Being a part of the community is especially important for the livelihood and independence of individuals with disabilities. Venturing out into the community, however, involves many safety risks that are not necessarily experienced in the home or at school. Planning for safety helps students think through possible dangers in a variety of situations and apply the best practices when their physical and emotional safety is threatened. ALS.TP.1

States and observes rules of personal safety

ALS.TP.1.a Identify the best practices to maintain personal safety (e.g., operate a GPS or map application with home address, notify a trusted adult of location, give only trusted adults personal information, call 911 in case of an emergency, etc.)

21 Life Skills Development I

Life Skills Development II Life Skills Development II, a one-credit course, is offered to students who are determined to have a significant cognitive disability (SCD). This course is a requirement for students who are working toward achieving an alternate diploma, which is documented in the student’s individualized education program (IEP). This course is designed to contribute to the successful, independent functioning of students with significant cognitive disabilities as they transition into adulthood. As such, instruction should center on social norms and societal adult expectations in an effort to enhance community membership and ultimately contribute to the student’s quality of life. The course standards are grouped into four general domains: (1) self-care/independent living; (2) social and communication; (3) self-determination; and (4) transition planning/community participation. The standards and performance objectives do not have to be taught in the order presented in this document. The performance objectives are intentionally broad to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their students. With carefully planned and implemented instruction, all students with significant cognitive disabilities will be able to acquire various functional life skills.

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DOMAIN: SELF-CARE/INDEPENDENT LIVING Self-care/independent living skills include the daily activities students need to look after themselves. A student’s ability to perform these skills not only demonstrates the student’s level of independence but also impacts a student’s educational and employment outcomes beyond high school. The concepts covered in Life Skills Development II include grooming/hygiene, dressing, eating, food preparation, dining habits, and basic housekeeping. Grooming/hygiene focuses on identifying and performing daily personal hygiene tasks, whereas dressing emphasizes learning how to manipulate fasteners found on clothing and shoes. Eating and dining habits primarily target proper etiquette. Food preparation includes the skills necessary to keep the food preparation area sanitary and how to properly handle and store food during the food preparation process. Clothing Care Conceptual understanding: ALS.SI.10.

Practices basic laundering skills (e.g., washing, drying, hanging/folding)

ALS.SI.10.a Perform the steps for preparing clothes for laundering (e.g., following garment care recommendations, sorting) ALS.SI.10.b Perform the steps for operating a washing machine (e.g., proper loading, selecting the appropriate cycle, adding detergent) ALS.SI.10.c Perform the steps for operating a dryer (e.g., cleaning the lint trap, loading the dryer, selecting the appropriate setting, removing clothes when the cycle is done) ALS.SI.10.d Practice washing clothes by hand Dressing Conceptual understanding: ALS.SI.11.

Dresses appropriately for various occasions and conditions, such as weather

ALS.SI.11.a Select clothing appropriate for various occasions and conditions, such as weather ALS.SI.11.b Adjust clothing to maintain personal appearance (e.g., tuck in shirt, zip fly, fix collar) ALS.SI.11.c Demonstrate knowledge of clothing and shoe size

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Dining Habits Conceptual understanding: ALS.SI.12

Practices skills appropriate for dining in a restaurant

ALS.SI.12.a Order a meal from the restaurant menu ALS.SI.12.b Practice proper dining etiquette and table manners (e.g., when to eat, napkin in lap, passing condiments) ALS.SI.12.c Pay for a meal Grocery Shopping Conceptual understanding: ALS.SI.13

Performs tasks associated with purchasing groceries

ALS.SI.13.a Prepare a grocery list ALS.SI.13.b Navigate the grocery store (e.g., use shopping cart, locate items on a list) ALS.SI.13.c Complete checkout process (e.g., get in line, put items on conveyor belt, pay cashier, exit store with items) ALS.SI.13.d Appropriately store food items Food Preparation Conceptual understanding: ALS.SI.14

Performs tasks associated with preparing a meal

ALS.SI.14.a

Follow meal preparation instructions

ALS.SI.14.b

Demonstrate an understanding of common cooking terms

ALS.SI.14.c Utilize common kitchen tools effectively and safely (e.g., can opener, measuring cups and spoons, timer) ALS.SI.14.d Operate kitchen appliances effectively and safely (e.g., cooktop, oven, microwave, toaster, dishwasher) Home Maintenance Conceptual understanding: ALS.SI.15

Demonstrates the ability to handle basic home maintenance

ALS.SI.15.a Demonstrate the ability to perform minor home maintenance (e.g., unstop a toilet, change a lightbulb, replace a fuse or flip a breaker)

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ALS.SI.15.b Practice preventative measures to avoid maintenance issues (e.g., stopped up sinks and toilets, avoiding insects and mice) ALS.SI.15.c Practice the proper maintenance of household equipment and appliances (e.g., change vacuum cleaner bags, replace AC filters) ALS.SI.15.d Identify who to call for various home repairs Time Management Conceptual understanding: ALS.SI.16

Practices following a schedule to complete a daily routine

ALS.SI.16.a Utilize a schedule to complete a daily routine ALS.SI.16.b Stay on task for a predetermined amount of time ALS.SI.16.c Utilize methods for keeping track of time ALS.SI.16.d Schedule an appointment or meeting Personal Finance Conceptual understanding: ALS.SI.17

Identifies and practices tasks associated with making purchases

ALS.SI.17.a Practice various methods used to purchase items (e.g., cash, debit card, credit card, checks) ALS.SI.17.b Practice calculating change ALS.SI.17.c Identify ways to safeguard financial information when making purchases (e.g., online, PIN number, checks)

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DOMAIN: SOCIAL AND COMMUNICATION Social and communication skills are those necessary for communicating and interacting with others, such as responding to others, following directions, indicating preferences, and expressing oneself. It is important that students learn how to properly interact with others in a variety of situations (e.g., home, school, work, leisure-time activities). The social and communication domain of Life Skills Development II focuses on interpersonal skills. Interpersonal Skills Conceptual understanding: ALS.SC.3

Demonstrates responsible personal and social behavior

ALS.SC.3.a

Follow rules and safe practices in and out of class to ensure personal and group safety

ALS.SC.3.b Identify the characteristics needed to be a responsible friend and family member ALS.SC.3.c

Demonstrate ways to communicate care, consideration, and respect of self and others

ALS.SC.3.d Demonstrate healthy ways to express needs, wants, and feelings ALS.SC.3.e

Practice self-controlled behaviors in real or simulated situations

Conceptual understanding: ALS.SC.4

Practices interpersonal communication skills to manage conflicts (e.g., peer pressure, hurtful teasing, name calling)

ALS.SC.4.a

Identify situations that may lead to conflict

ALS.SC.4.b Practice refusal and negotiation skills ALS.SC.4.c

Demonstrate nonviolent strategies to resolve conflicts

ALS.SC.4.d Differentiate between negative and positive behaviors used in conflict situations Conceptual understanding: ALS.SC.5

Practices appropriate social-sexual behavior

ALS.SC.5.a

Identify the appropriate means to gain attention or affection (e.g., avoid using sexual and/or seductive body language, suggestive verbalizations)

ALS.SC.5.b Differentiate between appropriate and inappropriate movement, touching, and/or gestures ALS.SC.5.c

Differentiate between public and private activities

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ALS.SC.5.d Demonstrate an awareness of the appropriate place and time to engage in selfstimulating behavior Conceptual understanding ALS.SC.6

Demonstrates understanding and respect for differences among people

ALS.SC.6a

Demonstrate a tolerance for individual differences (e.g., physical, cultural, linguistic, gender)

ALS.SC.6b

Demonstrate an understanding that disability harassment is a civil rights issue

ALS.SC.6c

Identify ways in which bystanders can help someone who is being bullied

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DOMAIN: SELF-DETERMINATION Self-determination is a person's ability to make choices, learn to solve problems effectively, take control and responsibility for one’s own life, and learn to experience and cope with the consequences of making decisions on his or her own. A crucial part of the concept of selfdetermination involves the combination of attitudes and abilities that will lead students to set goals for themselves and to take the initiative to reach these goals. Decision-Making\Problem-Solving Conceptual understanding: ALS.SD.3

Demonstrates the ability to implement a decision-making process

ALS.SD.3.a

Identify the steps in making a decision

ALS.SD.3.b Demonstrate the ability to make decisions based on students’ personal preferences, interests, and abilities ALS.SD.3.c

Demonstrate the ability to apply a decision-making process to health issues and problems individually and collaboratively

Conceptual understanding: ALS.SD.4

Develops problem-solving skills

ALF.SD.4.b Utilize various strategies to solve problems associated with daily living (e.g., negotiating obstacles, selecting appropriate clothing, selecting the appropriately sized container to store food/objects) ALF.SD.4.a Differentiate between relevant and irrelevant information when presented with a problematic situation (e.g., social situations/problems) Goal-Setting Conceptual understanding: ALF.SD.5

Identifies and achieves personal and academic goals

ALF.SD.5.a Prioritize needs ALF.SD.5.b Set realistic personal and academic goals ALF.SD.5.c

Participate in developing a plan of action to meet personal and academic goals

ALS.SD.5.d Identify opportunities and barriers to achieving goals ALS.SD.5.e

Recognize when the modification of a plan is necessary to achieve goals (e.g., selfmonitoring)

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DOMAIN: TRANSITION PLANNING/COMMUNITY PARTICIPATION Transition planning is the foundation for the IEP planning process because it determines a student’s transition needs in independent living and community participation. It is designed to ensure that the student will be provided with the necessary skills and services to make a smooth transition from school to adult life with as little interruption as possible. The transition to adulthood includes equipping students with the skills they need to participate in a full range of community activities as well as have access to support services. Personal Safety Conceptual understanding: ALS.TP.2

Demonstrates the ability to handle emergency situations

ALS.TP.2.a

Plan/follow an emergency route

ALS.TP.2.b Demonstrate fire safety ALS.TP.2.b Plan how to handle adverse weather/nature-related events Transition Planning Conceptual understanding ALS.TP.2

Demonstrates knowledge of a transition plan

ALS.TP.2.a

Identify targeted postsecondary outcomes in the domains of education, employment, and independent living

ALS.TP.3.b Identify the “action steps” required to attain postsecondary goals ALS.TP.2.b Identify the functional capabilities and limitations identified in transition assessment

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Community Participation Conceptual understanding: Community experiences are the best predictor of post-school success. ALS.TP.4

Demonstrates an awareness of the activities, events, and services available in their community (e.g., shopping, religious services, recreation programs, library, after-school programs)

ALS.TP4.a

Identify the activities, events, and services available in their community

ALS.TP.4.b Identify ways in which to find out about community activities, events, and services ALS.TP.4.c

Identify ways in which to access community activities, events, and services

ALS.TP.4.d Demonstrate an understanding of meaningful community participation and inclusion ALS.TP.4.e

Identify community resources aligned to individual interests

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