Reproductions supplied by EDRS are the best that can be made · appropriate cleaning methods, clean and sanitize restrooms, recognize differences in fabrics for appropriate laundering,

DOCUMENT RESUME

ED 435 816 CE 079 350

AUTHOR Quinones, William A.

TITLE Curriculum Based Functional Vocational Assessment Guide.Correlation of the Life Centered Career Education Curriculumwith Specific Occupational Programs, Standards of WorkPerformance, and Campus Assessment Instruments.

INSTITUTION Dallas Independent School District, TX.

PUB DATE 1999-00-00NOTE 84p.

PUB TYPE Guides Non-Classroom (055)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Disabilities; Evaluation Methods; Individualized Education

Programs; Job Skills; Secondary Education; *SpecialEducation; *Student Evaluation; *Vocational Education;*Vocational Evaluation

IDENTIFIERS *Career Centers; Dallas Independent School District TX;Functional Assessment

ABSTRACTThis document is a guide developed for the Dallas

Independent School District's (DISD's) Multiple Careers Magnet Center, whichprovides special education students with training in standards of workperformance and specific occupational skills for successful transition tocommunity life and employment. The document also provides information fordata-driven assessment that can be used for special populations and offersprogram developers a conceptual paradigm of functional vocational assessmentand data formats. The guide includes the following six sections: (1)

prevocational program model; (2) best practices; (3) correlating curriculum

components functional assessments; (4) functional assessment tools and

individual profiles; (5) the vocational IEP (Individual Education Plan); and(6) functional assessments as academic excellence indicators for specialpopulations. Fifteen appendixes, which make up most of the document, containthe following: various occupational skills scoring data sheets for buildingmaintenance, building trades, business administration, business supportsystems, food production, hospitality services, and laundry servicesoccupations; matrixes of the Life Centered Career Education Curriculum withseveral vocational programs, profiles, and curricula; and samples of theStreet Survival Skills Questionnaire Student Profile; the Acquisition ofSpecific Skill Rating Scale Student Profile, and IEPs for new students, andsecond- and third-year students. The guide contains 26 references. (KC)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Curriculum BasedFunctional Vocational

Assessment Guide

Correlation of the Life Centered CareerEducation Curriculum With Specific

Occupational Programs, Standards of WorkPerformance, and Campus Assessment

Instruments

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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial GERI position or policy.

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BEEN GRANTED BY

kALLA)ito_nes_

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

BEST COPYAVAILASIZ

Curriculum BasedFunctional Vocational

Assessment Guide

Correlation of the Life Centered CareerEducation Curriculum With Specific

Occupational Programs, Standards of WorkPerformance, and Campus Assessment

InstrumentsWm. A. Quinones, Ph.D., Principal

Contributors-Campus Instructional Leadership Team:Dr. Michael Ayoob, Counselor

John Ahne, Job Placement TeacherRonnie Hamilton, Building Maintenance Teacher

Darrell Noe, Building Trades TeacherJacquelyn Kay, Hospitality Services TeacherTimothy Brisco, Laundry Services Teacher

Pauline Timmins, Business Clusters TeacherDorothy Sams, Business Clusters Teacher

John Busby, Media Specialist

Multiple Careers Magnet CenterDallas Public Schools

4528 Rusk Avenue Dallas, Texas 75204Telephone 972.925.2200 Fax 972.925-2204

©1999 Wm. A. Quinones, Ph.D.

Table of Contents

Introduction 3

I. Prevocational Program ModelMultiple Careers Magnet Center Programs 4

Career and Technology for the Disabled 4

II. Best PracticesLife-Centered Career Education Curriculum 7

Standards Of Work Performance 8

Texas Essential Knowledge and Skills 8

III. Correlating Curriculum Components Functional AssessmentsMatrix of the Life Centered Career Education Curriculum. a Community

Survival Skills Assessment, and a Functional Vocational Assessment 9

Matrix of the Life Centered Career Education Curriculum and SpecificVocational Programs 9

Matrix of the Life Centered Career Education Curriculum and DistrictInitiatives of Reading, Mathematics, and Writing 9

IV. Functional Assessment Tools and Individual ProfilesStandards of Work Performance Assessment 10

Community Survival Skills Assessment 10

Acquisition of Specific Occupational Skills Assessment 11

V. The Vocational TEP-Individual Education PlanFunctional Vocational Assessment Data 12

Community Survival Skills Data 12

Acquisition of Specific Occupational Skills Data 12

VI. Functional Assessments as Academic Excellence Indicators for Special 14

Populations-Program Profiles

References 16

AppendicesA - ASOS-Building Maintenance 19

B - ASOS-Building Trades 21

C - ASOS-Business Administrative Procedures 24

D - ASOS-Business Support Systems 26

E - ASOS-Food Production 28

F - ASOS-Hospitality Services 33

G - ASOS-Laundry Services 36

H - Matrix of the Life Centered Career Education Curriculum, the StreetSurvival Skills Questionnaire, and the Work Adjustment Profile 39

I - Matrix of the Life Centered Career Education Curriculum and

Specific Vocational Programs 46

J - Matrix of the Life Centered Career Education Curriculum and DistrictInitiatives 54

K- Sample Work Adjustment Profile Student Profile 57

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L - Sample Street Survival Skills Questionnaire Student Profile 58

M- Sample Acquisition of Specific Skill Rating Scale Student Profile 59

N- Vocational IEP Sample-New Student 60

0- Vocational IEP Sample-2ND-3RD Year Student 61

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Introduction

The purpose of this document is to serve as a guide for the program for which it was developed,to demonstrate that data driven assessments can be used for special populations, and to offerother program developers a conceptual paradigm of functional vocational assessment and data

formats.

Two years of program planning have been synthesized into this training document. Dr. Quinones

developed the formats used in this process and coordinated this team effort. The staff listed on

the front cover developed the specific occupation-vocational skill training data and other items forinclusion in our campus program development plan. Our LCCE Media Specialist and ourcounselor were instrumental in training staff to use profile formats and Vocational LEP formats.

Please note the following interchangeable terms in this document: occupational and vocational;

cluster and program; and Dallas Independent School District and Dallas Public Schools.

WAQ10/30/99

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Part IPrevocational Program Model

Multiple Careers Magnet Center Programs

The mission of the Dallas Independent School District's (DISD) Multiple Careers Magnet Center(Multiple Careers) is to provide special education students with training in standards ofworkperformance and specific occupational skills for successful transition to community life andemployment. To achieve this mission the following goals are addressed: 1] implement bestpractices for vocational education of individuals with special needs by incorporatingStandards ofWork Performance (i.e., work habits and personal-social adjustment skills) (Riches, 1993) and theLife Centered Career Education (Brolin, 1993, 1997) curricula; 2] implement seven Career andTechnology Education programs for the Disabled; and 3] implement the local building testingprogram to obtain information for data driven decisions. The seven Career and TechnologyEducation programs for the Disabled are Building Maintenance, Building Trades, BusinessSupport Systems, Business Administrative Procedures, Food Production, Hospitality Services,

and Laundry Services.

The Multiple Careers Magnet Center serves from 100 to 130 students, depending on the severityof each individual's disability. Placement criteria includes the following:0 Eligible to Receive Special Education Services in DISD0 Completion of Comprehensive Vocational Assessment0 Completion of Pre-Application Forms for Multiple Careers0 ARD/IEP [Special Education Admission, Review, or Dismissal/Individual Educational Plan

Meeting] Planning with Parents and Staff from Multiple Careers0 ARD/IEP Development of an Initial Individual Education/Vocational Plan and

Recommendation for a Specific Vocational Cluster Placement0 Bus Transportation Arrangements by the Home School0 Copies of ARD/IEP Documents to Multiple Careers.

All students at Multiple Careers are currently eligible for special education services in DISD.Students attend the Multiple Careers Magnet Center for half-day while taking academic courses at

their home school.

Career and Technology for the Disabled

Public school vocational programs in the Texas are called Career and Technology Education. Theseven vocational training clusters at Multiple Careers are called Career and Technology Educationfor the Disabled [CTED] courses.

Cluster-Program Descriptions

CTED building maintenance.Students learn concepts and skills associated with basic building repair skills. These include

proper techniques in repairing interior and exterior walls, sheetrock, and minor plumbing4

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and electrical maintenance. Also, students are provided opportunities to understand and apply thebasic principles of building cleanliness and repair needs for building.

CTED business support systems.Students learn to operate equipment used in management, including personal computers and word

processors. They gain basic knowledge and skills in using business machines such as thetypewriter, electronic calculator, jogger, and copier. Also, they learn to sort, file, distribute mail,perform telephone and receptionist duties, and practice ethical business procedures. Students in

this vocational course are also enrolled in CTED Business Administrative Procedures.

CTED business administrative procedures.Students learn general office and clerical procedures with special emphasis on print reproduction.

Areas of study include office techniques, ten-key and calculating machine operation,micrographics, business mathematics, oral and written communications, and job application andinterviewing. Students become familiar with procedures and equipment used in printing and officeduplication. Students in this vocational course are also enrolled in CTED Business Support

Systems.

CTED food production, management, and services.Students develop skills in preparing and serving food on a commercial basis in the cluster'scafeteria. They learn to use commercial equipment correctly and safely. They comply with high

standards of sanitation in all phases of food handling, grooming, and hygiene. They can learn tocoordinate various phases of meal planning, preparation, and serving to ensure customersatisfaction. Students acquire skill in opening and closing, cleaning up, bussing tables, and

operating the cash register.

CTED building trades.Students learn basic skills associated with construction trades with emphasis on basic carpentry.Skills are developed in reading simple plans, layout, framing, decking, roofing, sheet rocking,electrical work, and using power tools as well as hand tools. They become acquainted with the

basic concepts of purchasing, stocking and inventorying supplies.

CTED hospitality services.Students develop skills in performing routine housekeeping tasks that will enable them to obtainjobs in hotels or motels. They learn to use cleaning equipment and supplies, follow sanitaryprocedures in performing all types of cleaning tasks, recognize differences in floors forappropriate cleaning methods, clean and sanitize restrooms, recognize differences in fabrics forappropriate laundering, remove and replace bed linens, make beds, prepare and serve meals, and

maintain high standards of personal grooming and hygiene.

CTED laundry services.Students learn to sort clothing articles into correct classes, identify stains, use proper spotting

agent, launder and press washable items, dry-clean and press woolen and silk items, and make afinal inspection of the finished product. Also, the students develop social and counter skills for

working with the public.5

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CTED work-based learning, internship, and guided job placement.Real life exposure to the world of work is an integral part of the student's learning at MultipleCareers. Participation in the transition to work-based learning, internship, and guided jobplacement experience takes place in the student's third year of training. This experience may take

several forms: job shadowing, non-paid internships, and paid internships. The student continuesto develop standards of work performance (work habits) and the continued acquisition of specific

occupational skills.

Campus Improvement Plan (CIP)

The Campus Improvement Plan is the road map for the school. It has been developed with inputfrom staff, parents, and a review of current best practices. The Multiple Careers Magnet Center

CIP incorporates the Life Centered Career Education curriculum (Brolin, 1993, 1997) andcommercial tests of functional vocational behaviors. The CIP is revised annually and is available

in every teachers room and the principal's office. Other best practices at Multiple Careers aresupported in related professional literature (Brolin, 1993; Brolin, 1982; Brolin, 1976; McCarron,et. al., 1982; Power, 1984;; Smith, et. al., 1995; and Smith & Puccini, 1995).

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PART IIBest Practices

Life-Centered Career Education (LCCE) Curriculum

The LCCE Curriculum (Brolin, 1997; 1993; 1982; and 1976) has been adopted for use for thefollowing reasons: 1) it is currently a best practice and nationally recognized in the field of specialeducation; 2) it is a vocational curriculum and meets the needs of our special population; and3) it is an inclusion curriculum because its final goal is the transition of students to successfully

live and work in the community at large.

The LCCE provides a complete approach to prepare the student for productive and successfultransition to community life and work. The LCCE curriculum is divided into three broadcompetency units: Daily Living Skills, Personal Social Skills, and Occupational Guidance and

Preparation.

Daily Living Skills

Nine different competencies are identified in this curriculum area. Each competency is focused onteaching the student to manage a home, family and finances as effectively as possible. Reading,math and science are academic subjects covered in Daily Living Skills. For example, reading mayinvolve identifying the correct food item for a recipe, math utilizes measuring the ingredientsaccurately, and science may address understanding the reaction heat has on cake batter. Eachcompetency is designed to help the student live as independently as possible, whether he/she isliving at home or on his/her own. Daily Living Skills is a target area in the Campus ImprovementPlan. Competencies include the following: Managing Personal Finances; Selecting andManaging a Household; Caring for Personal Needs; Buying, Preparing and Consuming Food;Buying and Caring for Clothing, Exhibiting Responsible Citizenship, Utilizing RecreationalFacilities; and Getting Around in the Community (Brolin, 1997, pp. 12-13).

Personal-Social Skills

Personal-Social Skills are developed within seven different competencies. Each competency is

focused on developing skills that will help the student to adjust within a community.Independence, self-confidence, socially acceptable behaviors and maintaining personal friendships

are four targets of this curriculum area. The development of personal-social skills such asinterpersonal relationships and communicating with staff and peers are important work habitsneeded for successful community employment. Personal-Social Skills is a target area in the

Campus Improvement Plan. Competencies include the following: Achieving Self Awareness,Acquiring Self Confidence, Achieving Socially Responsible Behavior, Maintain Good PersonalRelationships, Achieving Independence, Making Adequate Decisions, and Communicating with

Others (Brolin, 1977, pp. 12-13).

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Occupational Guidance and Preparation

Six competencies address the needs for occupational awareness and counseling, work evaluation,work adjustment, vocational education, job tryouts, job placement, and follow up. Thecurriculum assists the teacher and student through the process of exploring job possibilities andmaking occupational choices. Occupational Guidance and Preparation is another target in theCampus Improvement Plan. Competencies include the following: Knowing and ExploringOccupational Possibilities; Selecting and Planning Occupational Choices; Exhibiting AppropriateWork Habits and Behaviors; Seeking, Securing and Maintaining Employment; ExhibitingSufficient Physical-Manual Skills; and Obtaining Specific Occupational Skills (Brolin, 1997, pp.

12-13).

The late Dr. Brolin has been a consultant to the Multiple Careers and Dallas Public Schools(DPS) Special Education programs.

Standards of Work Performance

Standards of Work Performance (Riches, 1993) is a best practices text describing functionalassessments and training in the area of developing appropriate work habits. The text itself alsoserves as a curriculum guide for teaching work habits such as punctuality, working withsupervisors, and observing safety rules. Training methods, assessment procedures, andrecommendations for IEP development for 67 work habits are addressed in the text.

Multiple Careers adopted the title of the text as a goal in the school mission statement: todevelop standards of work performance (SWP) skills for all of our students. Along with specific

vocational skills, these are work habits necessary for successful employment.

Texas Essential Knowledge and Skills

Texas Essential Knowledge and Skills (TEKS) are the required curricula for foundation andenrichment subjects for students in the state of Texas (Texas Education Agency, 1999). TheTEKS are organized by grade and by subject areas. The subject areas are defined as Chapters inthe TEKS system. Chapters related to the programs at Multiple Careers are as follows:

Chapter 120. Business EducationChapter 122. Home Economics EducationChapter 123. Technology Education/Industrial Technology EducationChapter 125. Trade and Industrial Education.

These curricula are adapted for students at Multiple Careers. Teachers have developed a syllabus

outlining the adapted curricula. The Acquisition of Specific Occupational Skills (ASOS) ratingscales developed for each CTED vocational cluster serve as a syllabus guide and as part of themid-term and final examination documentation. The ASOS rating scales can be found in

Appendices A-G.

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PART IIICorrelating Curriculum Components and Functional Assessments

These matrices were developed to serve as a graphic chart of the relationship of the LCCEcomponents to the functional assessment tools, standards of work performance, and the specific

vocational cluster programs.

Matrix of the Life Centered Career Education Curriculum, a Community Survival SkillsAssessment, and a Functional Vocational Assessment

This matrix compares the LCCE, SSSQ, and WAP as utilized at Multiple Careers. Thecorrelation in the matrix assists the teachers in identifying related curriculum components andareas needing to be included in Vocational IEPs and lesson planning. Although the SSSQ doesnot correlate directly with all the competencies and subcompetencies of the LCCE, the testprovides important information on student skills in the areas of money, measurements, and time.The WAP correlates to subcompetencies in the LCCE related to work habits, such as"Recognizing importance of attendance & punctuality," "Work with others," and "Meet demandsfor quality work" (Brolin 1997, pp. 12-13).. The matrix can be found in Appendix H.

Matrix of the Life Centered Career Education Curriculum and Specific Vocational Programs

Each vocational cluster has a different set of vocational skills and learning objectives for students.The LCCE supplements the curricula of all the vocational clusters. Some competencies andsubcompetencies of the LCCE may not be applicable to all the vocational clusters. Manysubcompetencies of the "Daily Living Skills" (Brolin, 1977, pp 12-13) competency area would

not be addressed in most of the vocational clusters. However, many of the subcompetencies inthe "Personal-Social Skills" and "Occupational Guidance and Preparation" (Brolin, 1997, pp.12-13) competencies relate directly to the specific vocational clusters. The matrix can be found in

Appendix I.

Matrix of the Life Centered Career Education Curriculum and District Initiatives of Reading,

Mathematics, and Writing

Grade level proficiencies in areas of reading, mathematics, and writing are part ofthe DallasPublic Schools five year goals (DPS, 1999). These academic subjects are part of the curriculumat each student's comprehensive home school campus. Vocational-related areas of reading,mathematics, and writing are important areas to consider in preparing for a specific occupational

career. In the Multiple Careers vocational programs, the related areas of reading, mathematics,and writing are addressed by the LCCE and measured by the SSSQ functional assessment. The

correlation of these adapted academic areas can be seen in the matrix in Appendix J.

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PART IVFunctional Assessment Tools and Individual Profiles

Riches (1993) defines functional assessment as "practices...developed to allow for themeasurement of an individual's performance in the natural setting or context in which thebehavior is desired" (p. 3). The author further describes functional assessment as identifying

specific skills of a job and the development of assessment and training procedures for thesespecific skills. The local building testing program at Multiple Careers consists of functionalassessments. These functional assessment techniques also meet the criteria of "curriculum-basedassessment techniques" and "curriculum-based vocational assessment" (Sitlington, et.al., 1996,pp. 82, 84). The tools below are the functional assessment instruments used to measurevocational development for students at the Multiple Careers programs.

Standards of Work Performance Assessment

The functional assessment measurement piloted and adopted for use in the area of standards ofwork performance is the Work Adjustment Profile (Becker, 1989).

The Work Adjustment Profile (WAP) is used at Multiple Careers as the measure of standards ofwork performance, or work habits. The WAP is a rating scale with 63 items in four domains:

"Work Habits/Attitudes, " "Interpersonal Relations," "Cognitive Skills," and "Work PerformanceSkills" (Becker, 1989). Some of the areas may overlap, but the concepts of basic work habits,working with others, cognitive skills related to work, and quality of work are addressed in these

areas. The WAP also serves as a measure of certain areas of the LCCE curriculum (Refer to thematrix in Appendix H.).

The WAP is administered at the end of each semester to each student and serves as part of themid-term and final exam testing documentation. New students will have an additional WAP

administered during the first six-weeks enrollment. Normative data is available for the WAP and

is used for profiling. However, the most useful data are individual profiles using raw scores toshow a student's progress in each area from semester to semester. An example of a WAP profile

can be found in Appendix K.

Community Survival Skills Assessment

The Street Survival Skills Questionnaire (Linkenhoker & McCarron, 1980) serves as our

measure of skills needed to function in the vocational community. It also serves as a measure ofcertain areas in the LCCE curriculum (Refer to the matrix in Appendix I.).

The SSSQ measures nine content areas: "Basic Concepts; Functional Signs; Tool Identificationand Use; Domestic Management; Heath, First Aid, and Safety; Public Services; Time; Money; andMeasurement" (Linkenhoker & McCarron, 1980, pp. 8-9). There are 24 test items in each of thenine areas. Responses are recorded as the individual responds by pointing to the correct template

in a set of four templates on a page. The test is useful in assisting teachers in programs such as

Food Production where liquid measurement is important or Building Trades and Building

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Maintenance where linear measurement is essential. In addition to standard scores, the results areplaced on a "Master Planning Chart" which shows specific correct responses (p. 47). There isalso a curriculum guide, Curriculum Guide for the SSSQ (McCarron, Cobb, Smith, & Barron,1982), which teachers use to assist in developing lesson plans.

The SSSQ is administered in the beginning of the first year of placement and prior to work-basedlearning placement in the third year. Normative data are available for various groups and studentprofiles are developed using these norms. However, like the WAP the SSSQ raw scores areprofiled and are useful in showing student progress in any of nine areas addressed by the test. Anexample of an SSSQ profile can be found in Appendix L.

Acquisition of Specific Occupational Skills Assessment

Each cluster teacher has developed an Acquisition of Specific Occupational Skills (ASOS) rating

scale for use as part of the min-term and final exam testing documentation (Appendices A-G).The formats are the same for each cluster and provide a consistent program-wideevaluationcomponent: 5-High Competence Level/No Assistance Needed; 4-Moderately High CompetenceLevel/Minimal Assistance Needed; 3-Adequate Competence Level/Routine Assistance Needed;2-Moderately Low Competence Level/Frequent Assistance Needed; and 1-Low CompetenceLevel/Constant Assistance Needed. At present, normative data has not been developed for theserating scales. However, as with the WAP and the SSSQ the raw scores of the ASOS rating scales

can be used to compare individual student progress from semester to semester. An example of anASOS student profile can be found in Appendix M.

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PART VThe Vocational Individual Education Plan-VIEP

The Individual Education Plan (IEP) has been a traditional process for students in SpecialEducation programs. The concept of a Vocational IEP (VIEP) is not as common, but certainly aneeded process. The development of a VIEP for a specific vocational/occupational training

cluster can be accomplished using the functional assessments in this guide: the WAP, the SSSQ,and the ASOS rating scale. Each functional assessment plays an important role in monitoring thevocational development of each student in the areas discussed: SWP (work habits) as measuredby the WAP; the development of specific occupational skills as measured by the ASOS ratingscales; and community skills for successful employment as measured by the SSSQ and the LCCE

curriculum.

Functional Vocational Assessment Data

The WAP serves as the method of obtaining functional assessment data. Based on the latestadministration of the WAP, the teacher can determine the SWPs-work habits which need to beaddressed. The teacher prioritizes and develops the IEP to reflect work habits in need ofimprovement. For new students, there is no WAP, but basic work habits necessary for all

vocational programs at Multiple Careers can be used. For example a new student would need thefollowing prerequisite work habits: demonstrates ability to take care ofpersonal hygiene needs,

demonstrates ability to maintain appropriate appearance, and does not exhibit major disruptivebehavior patterns. The incorporation of these items into a Vocational IEP can be seen in

Appendices N-0.

Community Survival Skills Data

As seen in the Matrix of the LCCE and a Community Survival Skills Assessment, the SSSQ is

used as the method for obtaining this data. The SSSQ has also been correlated to sub-competencies of the LCCE related to the respective specific skill training clusters. New students

will not have this data for planning the Vocational IEP. However, vocational clusters requiringcurriculum goals in the LCCE or SSSQ may use some basic learning objectives from thesecurricula: demonstrate ability to perform liquid measurements of 1/4-, 1/2-, and 3/1-cup; demonstrate

ability to measure in 1/4 -, 1 /2, and 3/4-inches; demonstrate the ability to identify different hand tools.

The incorporation of these items into a Vocational IEP for a new student can be seen in

Appendix N.

Acquisition of Specific Occupational Skills Data

The ASOS rating scales for each vocational cluster serves as the data collection tool for achieving

skills related to a specific occupation. New students will have prerequisite skills built into their

Vocational IEP. These objectives could be that same as those mentioned in the FunctionalVocational Assessment Data section: demonstrates ability to take care of personal hygiene needs,

demonstrates ability to maintain appropriate appearance, and does not exhibit major disruptive

behavior patterns.12

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The 2nd- and 3` -year student will build on progress documented in the ASOS for each vocationalcluster. Each vocational cluster will have different objectives for the Vocational IEP. Forexample, vocational IEP objectives for a 4th semester Hospitality Services student might includethe following: demonstrate how to use proper cooking techniques so that foods look appetizing,demonstrate how to use food garnishes to make food appear appetizing, identify the propercleaning equipment and supplies used to clean hotel and motel rooms, and demonstrate ability to

set up a room for a banquet. The incorporation of these items into a Vocational IEP can be seen

in Appendix 0.

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PART VIFunctional Assessments as Academic

Excellence Indicators for Special Populations

Academic Excellence Indicators (AEIs) were established by the Texas Education Agency for thepurpose of identifying progress in educational performance. In addition, the Dallas PublicSchools has adopted Teacher Effective Indices [TEI] for measuring success in studentperformance. One purpose of this Curriculum Based Functional Vocational Assessment Guide isto serve as a guide for the development of AEIs and TEIs for individuals with disabilities(mentally and physically challenged) populations.

From 1994 to 1997 the Work Activity Center at E. D. Walker Special Education Center(Quinones et. al., 1997) was used for the pilot project to establish AEIs for secondary SpecialEducation populations. The staff examined tests related to the program (LCCE and othercurricula) to determine which tests would do the following: 1) relate to instructional goals of theprogram, 2) measure individual progress, 3) show program progress, 4) show individualprogress from evaluation period to evaluation period, and 5) demonstrate that standardized tests,are available which can be used as AEIs for secondary special education population. Selectedtests were used with all instructional programs at the school.

The following functional assessments were used to develop individual education plans (LEPs) andto analyze program needs: Achieving Behavioral Competencies (ABC) (McCarron, Fad, &McCarron, 1992), Adaptive Behavior Scale-Residential and Community 2 (ABS-RC2) (Nihira,Leland, & Lambert, 1993), Behavior Rating Scale (BRS) (Dial, 1973), Observational EmotionalInventory (OEI) (McCarron & Dial, 1986), Survey of Functional Adaptive Behavior (SFAB)(Dial, Mezger, Massey, Carter, & McCarron, 1986), and the Street Survival Skills Questionnaire(SSSQ) (Linkenhoker & McCarron, 1986). Although out of print, the San Francisco VocationalCompetency Scale (SFVCS) (Levine & Elzey, 1968) was added as a specific tool to assess workbehaviors.

Beginning in the 1998-99 school year, the staff at Multiple Careers included this concept offunctional assessment in program development and program planning in the CIP. The MultipleCareers Magnet Center does not have as diverse of a population as the Walker school and servesstudents who demonstrate some ability to succeed in attaining a specific occupational skill.Therefore, all the functional assessments used at Walker were not directly applicable. A workhabits rating scale was adopted, Work Adjustment Profile (Becker, 1989) to replace the SanFrancisco Vocational Competency Scale (SFVCS) (Levine & Elzey, 1968). The SFVCS is nolonger in print. The Street Survival Skills Questionnaire (SSSQ) (Linkenhoker & McCarron,1986) was used as a measure of community survival skills related to specific occupational clustersand items in the LCCE. Finally, each CTED teacher developed a rating scale specific to thatvocational skill. As discussed earlier this functional assessment is called the Acquisition ofSpecific Occupational Skills (ASOS) rating scale.

Program-wide needs can also be gathered from the use of the WAP, SSSQ, and ASOS ratingscales raw data. For example, if a teacher, or vocational cluster shows a significant need for

14

improvement in students' interpersonal relations with workers or supervisors (WAP), strategiesfrom the text on SWP can be used as a program-vocational cluster goal. Hall students in avocational cluster need techniques to perform linear measurements, this could be a program goal.

Finally, if all students in the Hospitality Services cluster are deficit in utensil identification theidentification of critical utensils could be a goal.

In summary, the WAP, the SSSQ, and the ASOS functional assessments have proven to be usefultools in developing appropriate Vocational rEPs and in planning program needs. The profilessamples as well as the the matrices of the LCCE and functional assessment provide data driven

documentation of individual achievement and overall program needs.

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References

Becker, R. (1989). Becker work adjustment profile: Evaluator's manual. Columbus, Oh:

Elbern Publications.

Botterbusch, K., & Michael, N. (1985). Testing and test modification in vocationalevaluation. Menomonie, WI; MDC, University of Wisconsin-Stout.

Brolin, D. (1993). Life centered career education - a competency based approach.Reston (4th ed.). VA: Council for Exceptional Children.

Brolin, D. (1997). Life centered career education - a competency based approach.Reston (5th ed.). VA: Council for Exceptional Children.

Brolin, D (1982). Vocational preparation of persons with handicaps. Columbus, OH:Charles E. Merrill.

Brolin, D. (1976). Vocational preparation of retarded citizens. Columbus, OH: Charles

E. Merrill.

Dial, J. (1973). Behavior rating scale. Dallas, TX: McCarron-Dial Systems.

Dial, J., Mezger, C., Massey, T., Carter, S., & McCarron, L. (1986). Survey of functionaladaptive behaviors. Dallas, TX: McCarron-Dial Systems.Disabilities, 32, 85-104.

DPS. (1999). Vision 2003: Dallas public schools plan for success. Dallas, TX: Dallas Public

Schools-Dallas Independent School District.

DPS Special Education Department. (1999). Individual education plan template. Dallas, TX:

Dallas Public Schools-Dallas Independent School District.

Hughes, C., Kim, J., Hwang, B., Killian, D., Fischer, G., Brock, M., Godshall, J., &Houser, B. (1997). Practitioner-validated secondary transition support strategies.Education and Training in Mental Retardation and Developmental Disabilities, 32,201-212.

Levine, S., & Elzey, F. (1968). San Francisco vocational competency scale. New York:

Psychological Corporation.

Levine, S., & Elzey, F. (1968). San Francisco vocational competency scale manual. New York:

Psychological Corporation

Linkenhoker, D., & McCarron, L. (1979). Adaptive behavior: street survival skillsquestionnaire. Dallas, TX: Common Market Press..

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McCarron, L., Cobb, G., & Barron, P. (1982). Curriculum guides for SSSQ. Dallas, TX:

McCarron-Dial Systems.

McCarron, L. & Dial, J. (1986) McCarron-Dial evaluation system. Dallas, TX: McCarron-Dial Systems.

McCarron, L. & Dial, J. (1986) Observational emotional inventory-revised Dallas, TX:

McCarron-Dial Systems.

McCarron, L., Fad, K., & McCarron, M. (1992). Achieving behavioral competencies. Dallas,

TX: McCarron-Dial Systems.

Nihira, K., Leland, H., & Lambert, N. (1993). Adaptive behavior scale-residentialcommunity, second edition. Austin: Pro-Ed.

Power, P. (1984). A guide to vocational assessment. Austin, TX: Pro-Ed.

Quinones, W., Cushing, R., Stelter, G, Westmoreland, P., Reed, D., Smoot, R., Duff, J.,& Violet, C. (1997). E. d walker high school high school curriculum guide:Correlation of the life centered career education curriculum with local districtinitiatives, curricula, current best practices, and campus assessment instruments.Dallas, TX: Dallas ISD. (ERIC Document Reproduction Service No. ED407805

EC305564)

Riches, V. (1993), Standards of work performance: a functional assessment trainingmanual for training people with disabilities for employment. Philadelphia, PA:

Maclennan & Petty.

Sitlington, P., Neubert, D., Begun, W., Lombard, R., & Leconte, P. (1996). Assess forsuccess: Handbook on transition assessment. Reston, VA: Council for Exceptional

Children.

Smith, M. Belcher, R., & Juhrs, P. (1995). A guide to successful employment for ndividuals with

autism. Baltimore, MD. Paul H. Brooks.

Smith, T., & Puccini, I. (1995). Position statement: Secondary curricula and policy issues for

students with mental retardation. Education and Training in Mental Retardation andDevelopmental Disabilities, 30, 275-282.

Texas Education Agency. (1999) Texas essential knowledge and skills (TEKS). Austin, TX:

TEA.

17

APPENDICES

ACQUISITION OF SPECIFIC OCCUPATIONAL SKILLS - SCORING DATA SHEETVocational Cluster: Building Maintenance AM or PMTeacher/Staff: Ronnie Hamilton Date:Last Name: First Name: Sex:

Date of Birth: Age: Home School:

Prerequisite Skills [Skills Needed to Successfully Complete the Program1 Be prepared and able to follow safety rules 125.30 (c-1)(A) 1 2 3 4 5

2 Be prepared and able to follow instruction 125.30 (c-1)( C) 1 2 3 4 5

3 Be prepared and able to cooperate with co-workers 125.30 (c-1)(B) 1 2 3 4 5

4 Be able to perform assigned duties in Building Maintenance 125.30 1 2 3 4 5

5 1 2 3 4 5

6 1 2 3 4 5

7 1 2 3 4 5

8 1 2 3 4 5

9 1 2 3 4 5

10 1 2 3 4 5

SUB-TOTAL

First Semester Skills Curriculum Goals1 Identify career choices in Building Maintenance.125.30 (b) 1 2 3 4

2 Identify leadership development skills. 125.30 (a) 1 2 3 4 5

3 Identify personal development skills. 125.30 (c-1) (B) 1 2 3 4 5

4 Complete job application and role play interview skills. 125.30 (c-1) (A) 1 2 3 4 5

5 Identify basic hand tools. 125.30 (c-4) (A) 1 2 3 4 5

6 Identify basic power tools. 125.30 (c-4) (A) 1 2 3 4

7 Demonstrate basic knowledge of carpentry. 125.24 (a) 1 2 3 4

8 Identify basic job related vocabulary. 125.30 (c-1) (C) 1 2 3 4 5

9 Practice safety while using hand and power carpenter tools.125.30(c-4)(B) 1 2 3

10 Paints and finishes various carpentry units. 125.30 (c-5) (C) 1 2 3 4 5

SUB-TOTAL

Second Semester Skills Curriculum Goals1 Demonstrate proper use of basic hand and power tools. 125.30 (c-4) (A) 1 2 3 4 5

2 Identify measurement on a ruler to the whole number. 125.24 (c-5) (A) 1 2 3 4 5

3 Demonstrate understanding of basic all framing. 125.24 (c-5) (C) 1 2 3 4 5

4 Demonstrate understanding of basic sheetrock repair. 125.24 (c-5) (D) 1 2 3 4 5

5 Demonstrate understanding basic shop math. 125.24 (c-2) (C) 1 2 3 4

6 Identify job-related vocabulary. 125.24 (c-2) (A) 1 2 3 4

7 Identify basic knowledge associated with residential plumbing. 125.29 (c-1)(a) 1 2 3 4 5

8 Performs simple tasks with limited supervision. 125.24 (c-2) (a) 1 2 3 4 5

9 Identifies types of fire extinguishers and their purposes. 125.24 (c-3)(b) 1 2 3 4 5

10 Identifies basic knowledge of fire safety. 125.24 (c-4) (a) 1 2 3 4 5

SUB-TOTAL

19

22

Third Semester Skills [Curriculum Goals]1 Identify Building Maintenance career choices in painting. 125.28(c-1)(A) 1 2 3 4

2 Demonstrate carpentry skills while peer coaching. 125.24 (c-1) (B) 1 2 3 4 5

3 Demonstrate ability to measure in 1/4 Inches graduations. 125.27 (c-2) (D) 1 2 3 4 5

4 Cleans, stores, and maintains hand and power tools. 125.28 (c-5) (D) 1 2 3 4 5

5 Demonstrate ability to stain, paint, or seal wood finishes. 125.28 (c-5)(B) 1 2 3 4 5

6 Demonstrate mastery of basic sheetrock repairs. 125.24 (c-5) (D) 1 2 3 4 5

7 Demonstrate mastery of basic tape and bedding process. 125.24 (c-5) (D) 1 2 3 4 5

8 Demonstrate mastery of basic sheetrock texturing process. 125.24 (c-5)(D) 1 2 3 4 5

9 Exhibit proper safety practice when using combustible material. 125.28(c-4)(B)

1 2 3 4 5

10 Demonstrate proper use of personal protective devices. 125.28 (c-4) (A) 1 2 3 4 5

SUB-TOTAL

Fourth Semester Skills [Curriculum Goals]1 Practices safety while using hand or power plumbing tools.125.29(c-4)(A) 1 2 3 4 5

2 Lays out and measures basic configurations of plastic or copper tubing.125.29 (c-2) (A)

1 2 3 4 5

3 Cuts, cements, and connects plastic pipe and fittings. 125.29 (c-5) (B) 1 2 3 4 5

4 Sweat-solder various seams together. 125.29 (c-3) (A) 1 2 3 4

5 Demonstrate understanding of basic knowledge associated with masonrywork. 125.23 (a)

1 2 3 4 5

6 Demonstrate understanding of basic knowledge associated with electricity125.26 (a)

1 2 3 4 5

7 Practices safety while working around electricity 125.26(c-1)(E) 1 2 3 4 5

8 Demonstrate proper technique when repairing extension cord. 125.26(c-1) (C) 1 2 3 4 5

9 Perform basic installation of electrical plugs or switches. 125.26 (c-1) (B) 1 2 3 4 5

10 Demonstrate understanding of basic residential roofing. 125.24 (a) 1 2 3 4 5

Grading /Scoring Criteria:

SUB-TOTAL

TOTAL

Evaluation Codes Level of Supervision

5. High Competence Level-Acquiring Skills No Assistance4. Moderately High Competence Level-SatisfactoryProgress

Minimal Assistance

3. Adequate Competence Level-Limited Skill Routine Assistance2. Moderately Low Competence Level-NeedsAdaptations

Frequent Assistance

1. Low Competence Level-Unable to Perform Constant AssistanceSCORASOC/PH3

20

ACQUISITION OF SPECIFIC OCCUPATIONAL SKILLS - SCORING DATA SHEETVocational Cluster: Building TradesTeacher/Staff: Darrell NoeLast Name:Date of Birth: Age: Home School:

First Name:

AM or PMDate:

Prerequisite Skills IBe able to perform assigned tasks in Building Trade

Sex:

1 Be able to perform assigned duties in Building Trades. TEKS 125.24 C-1 1 2 3 4 5

2 Follow written and oral directions. TEKS 123.24 2-A 1 2 3 4 5

3 Practice punctuality and dependability. TEKS 125.24 1-C 1 2 3 4 5

4 Observe rules and standards of the workplace. TEKS 125.24 1-E 1 2 3 4 5

5 Demonstrate the ability to work with others harmoniously. TEKS 125.24 1B 1 2 3 4 5

6 Demonstrate ability to exercise proper tool safety in use and care. TEKS125.24 4-A

1 2 3 4 5

7 Be able to safely use high power machines. TEKS 125.24 4A 1 2 3 4 5

8 Develop responsibility and ability to follow through with assigned tasks.125.24 2-B

1 2 3 4 5

9 Exhibit productive work habits and attitudes. TEKS 125.24 4D 1 2 3 4 5

10 Wears appropriate work clothing and safety apparel; maintain neatappearance and personal grooming. TEKS 125.24 1-E

1 2 3 4 5

SUB-TOTAL

First Semester Skills [Curriculum Goals

1 Identify vocabulary words related to Building Trades. TEKS 125.24 1-D 1 2 3 4

2 Demonstrate the ability to follow acceptable trade practices and procedures.TEKS 125.24 1-E

1 2 3 4 5

3 Be able to identify safety signs and color codes. TEKS 125.24 4-A 1 2 3 4 5

4 Demonstrate proper safety guidelines when working with power tools,machines, and equipment. TEKS 125.24 4-A

1 2 3 4 5

5 Demonstrate proper techniques for lifting and carrying heavy objects. TEKS

125.24 4-A

1 2 3 4 5

6 Be able to demonstrate proper ladder/scaffold safety. TEKS 125.24 4-A 1 2 3 4 5

7 Be able to identify and name hand power tools, machines, and equipment.

TEKS 125.24 4-A

1 2 3 4 5

8 Be able to report potential safety hazards. TEKS 125.24 4-A 1 2 3 4

9 Be able to exhibit knowledge of current building materials and accessories.

TEKS 4-D

1 2 3 4 5

10 Demonstrate how to keep work area clean and clear of tools and debris. TEKS

125.24 4-B

1 2 3 4 5

SUB-TOTAL

Second Semester Skills [Curriculum Goals]

1 Demonstrate how to construct skids for portable buildings. TEKS 125.24 5-A 1 2 3 4 5

2 Demonstrate the procedures on how to lay out and nail together skid for aportable building. TEKS 125.24 5-A

1 2 3 4 5

3 Demonstrate how to mark each end of the skid and cut at a 45 degree angle for

a portable building. TEKS 125.24 5-A

1 2 3 4 5

4 Be able to do measurements when constructing a portable building. TEKS

125.24 5-A

1 2 3 4 5

5 Demonstrate how to construct a floor for a portable building. TEKS 125.24 5-

C

1 2 3 4 5

6 Demonstrate how to construct walls for a portable building. TEKS 125.24 5-

C

1 2 3 4 5

7 Be able to demonstrate how to construct the roof for a portable building.

TEKS 125.24 5-C

1 2 3 4 5

8 Demonstrate how to install trim on a portable building. TEKS 125.24 5-E 1 2 3 4 5

9 Demonstrate how to install roofing for a portable building. TEKS 125.24 5-A 1 2 3 4 5

10 Be able to demonstrate procedures for painting a portable building. TEKS

125.28 3B,3C,3C,4A,4B.

1 2 3 4 5

SUB-TOTAL

Third Semester Skills [Curriculum Goals

I Identify the four basic cement mixtures. TEKS 125.23 tA,3B 1 2 3 4 5

2 Demonstrate how to mix each cement. TEKS 125.23, 3-A 1 2 3 4 5

3. Demonstrate how to prepare the foundation properly before pouring cement.TEKS 125.23, 3-B

1 2 3 4 5

4 Identify the proper tools and materials needed to mix cement. TEKS 125.23,

4-A

1 2 3 4 5

5 Demonstrate how to build cement forms with the correct tools. TEKS 125.23,

4-A

1 2 3 4 5

6 Demonstrate how to pour cement into the foundation using forms with the

proper tools. TEKS 125.23,5-A

1 2 3 4 5

7 Demonstrate how to use reinforcement bars for cement. TEKS 125.23, 5-A 1 2 3 4 5

8 Demonstrate the procedures for using a trowel to produce a smooth, hard

surface. TEKS 125.23, 4-A

1 2 3 4 5

9 Demonstrate the drying procedures for each basic cement mixtures. TEKS

125.23 4-A

1 2 3 4 5

10 Demonstrate how to remove forms after cement is dry. TEKS 125.23, 3-B 1 2 3 4 5

22

25

SUB-TOTAL

Fourth Semester Skills [Curriculum Goals

1 Be able to identify and understand the basic fundamentals of electricity. TEKS125.26 3-B

1 2 3 4 5

2 Demonstrate safe working habits for wiring. TEKS 125.26 4-A 1 2 3 4 5

3 Exhibits knowledge of wiring components and devices. 126 26 5-C 1 2 3 4 5

4 Be able to identify electrical romex wire and abbreviations. ( 10-2-G, 12-2-G,14-2-G) TEKS 125.26 2-D

1 2 3 4

5 Demonstrate safe working habits for wiring. TEKS 125.26 4-A 1 2 3 4 5

6 Be able to demonstrate appropriate tests to insure electrical safety. TEKS125.26 4-A

1 2 3 4

7 Demonstrate skill in the selection, use and care of hand/power tools for wiring.TEKS 125.26 4-A

1 2 3 4 5

8 Demonstrate how to cut, splice and connect romex wiring. TEKS 125.26 5-C 1 2 3 4 5

9 Demonstrate how to install, duplex outlets, light switches and circuitbreakers.TEKS 125.26 5-C

1 2 3 4 5

10 Be able to identify wiring into circuits according to service and load. TEKS125.26 5-C

1 2 3 4 5

SUB-TOTAL

TOTAL


Evaluation Codes Level of Supervision5. High Competence Level-Acquiring Skills No Assistance4. Moderately High Competence Level-SatisfactoryProgress

Minimal Assistance


Frequent Assistance


23

26

ACQUISITION OF SPECIFIC OCCUPATIONAL SKILLS - SCORING DATA SHEETVocational Cluster: Business Administrative Procedures AM or PM

Date:Teacher/Staff:Last Name: First Name: Sex:


Prerequisite Skills Skills Needed to Successfully Complete the Program

1 Be able to follow basic safety rules. 120.63.c.15 1 2 3 4 5

2 Be able to follow basic instructions. 120.63.c.15 1 2 3 4 5

3 Maintain a neat appearance and personal grooming. 120.63.c.14 1 2 3 4 5

4 Be able to work with computers. 120.63.c.9 1 2 3 4 5

5 Be able to work with copy machines. 120.63.c.7 1 2 3 4

6 Demonstrate the ability to attend to assigned task. 120.63.c.7 1 2 3 4 5

7 Be able to work with different office supplies and equipment. 120.63.c.7 1 2 3 4 5

8 Be able to communicate with people. 120.63.c.15 1 2 3 4 5

9 Demonstrate the ability to count coins and currency. 120.02.C.1 1 2 3 4

10 Demonstrate the ability to make change. 120.02.C.1 1 2 3 4 5

SUB-TOTAL

First Semester Skills [Curriculum Goals1 Identify vocabulary related to printing and reproduction procedures.

120.63.c.15

1 2 3 4 5

2 Demonstrate basic writing skills through assigned tasks. 120.63.c.1 1 2 3 4 5

3 Demonstrates understanding purposes of various office machines. 120.63.c.7 1 2 3 4

4 Demonstrates ability to follow task analysis sequence in using officemachines. 120.63.c.7

1 2 3 4 5

5 Demonstrates ability to operate copier. 120.63.c.7 1 2 3 4 5

6 Demonstrates ability top operate duplicator machine. 120.63.c.7 1 2 3 4 5

7 Assembles, collates and staple duplicated materials. 120.63.c.28 Demonstrates ability to operate laminator machine. 120.63.c.7 1 2 3 4 5

9 Demonstrates ability to operate fax machine. 120.63.c.7 1 2 3 4 5

10 Demonstrates ability to operate 10-key calculator. 120.63.c.8 1 2 3 4 5

SUB-TOTAL

Second Semester Skills Curriculum Goals

1 Demonstrate the ability to open and close Microsoft Word. 120.63.d.4 1 2 3 4 5

2 Demonstrate the ability to use Microsoft Word. 120.63.d.4 1 2 3 4 5

3 Demonstrate the ability to open and close Microsoft Excel. 120.63.d.4 1 2 3 4 5

4 Demonstrate the ability to use Microsoft Excel. 120.63.d.4. 1 2 3 4 5

5 Demonstrate the ability to open and close WordPerfect. 120.63.d.4 1 2 3 4

6 Demonstrate the ability to use WordPerfect. 120.63.d.4 1 2 3 4 5

7 Demonstrate the ability to prepare requisitions for supplies. 120.63.c.8,c.11 1 2 3 4 5

8 Perform basic math calculations using 10-key calculator. 120.63.c.8 1 2 3 4 5

9 Demonstrate the ability to format and proofread document. 120.63.c.4 2 3 4 5

10 Demonstrate the ability to use grammar check and spell check. 120.63.c.4 1 2 3 4 5

24

27

SUB-TOTAL

Third Semester Skills [Curriculum Goals1 Able to produce basic forms and correspondence. 120.63.d.4 1 2 3 4

2 Able to incorporate addresses on envelopes and cards. 120.63.c.2 1 2 3 4 5

3 Able to produce professional business letters. 120.63.d.4 1 2 3 4 5

4 Able to produce various memorandums. 120.63.d.4 1 2 3 4 5

5 Able to produce various legal documents. 120.63.d.4 1 2 3 4 5

6 Able to produce documents using specified format. 120.63.d.4 1 2 3 4 5

7 Able to produce form letters or bulletins with fill-ins. 120.63.d.4 1 2 3 4 5

8 Able to produce personalized letterhead. 120.63.d.4 1 2 3 4 5

9 Able to produce documents by using imported data: digital camera or photoimages. 120.63.d.4

1 2 3 4 5

10 Able to produce documents by using imported data: images from scanner.120.63.d.4

1 2 3 4 5

SUB-TOTAL

Fourth Semester Skills [Curriculum Goals]1 Be able to identify employment opportunities. 120.63.c.12 1 2 3 4 5

2 Be able to complete job search procedures such as resume, W-4 forms, andjob application. 120.63.c.12

1 2 3 4 5

3 Evaluate and compare employment options, for example, salary, benefit andprerequisites. 120.63.c.5

1 2 3 4 5

4 Identify terms for Desktop Publishing. 120.63.c.12 1 2 3 4

5 Demonstrate basic knowledge for Desktop Publishing using IBM/PC system.120.63.c.12

1 2 3 4 5

6 Demonstrate basic knowledge for Desktop Publishing using the Macintoshcomputer system. 120.63.c.12

1 2 3 4 5

7 Demonstrate the ability to create a single-page flyer. 120.63.c.12 1 2 3 4 5

8 Create a single-page newsletter with multiple columns. 120.63.c.129 Create a multiple page newsletter. 120.63.c.12 1 2 3 4 5

10 Demonstrate the ability to send and receive information viatelecommunication technology: e-mail, intemet. 120.63.c.5

1 2 3 4 5

Grading/Scoring Criteria:

SUB-TOTAL

TOTAL


5. High Competence Level-Acquiring Skills No Assistance

4. Moderately High Competence Level-SatisfactoryProgress

Minimal Assistance

3. Adequate Competence Level-Limited Skill Routine Assistance

2. Moderately Low Competence Level-NeedsAdaptations

Frequent Assistance

1. Low Competence Level-Unable to Perform Constant Assistance

25

28

ACQUISITION OF SPECIFIC OCCUPATIONAL SKILLS - SCORING DATA SHEETVocational Cluster: Business Support Systems AM or PM

Teacher/Staff: Date:Last Name: First Name: Sex:


Prerequisite Skills [Skills Needed to Successfully Complete the Program1 Read and follow basic safety rules and regulations. 120.63.C.15 1 2 3 4 5

2 Be able to follow basic instructions. 120.63.C.15 1 2 3 4 5

3 Maintain a neat appearance and personal grooming. 120.63.C.14 1 2 3 4 5

4 Be able to work with computers. 120.63.C.9 1 2 3 4

5 Be able to work with copy machines. 120.63.C.7 1 2 3 4 5

6 Demonstrate the ability to attend to assigned task. 120.63.C.7 1 2 3 4

7 Be able to work with different office supplies and equipment. 120.63.C.7 1 2 3 4 5

8 Be able to communicate with people. 120.63.C.7 1 2 3 4 5

9 Demonstrate the ability to count coins and currency. 120.02.C.1 1 2 3 4 5

10 Demonstrate the ability to make change. 120.02.C.1 1 2 3 4 5

SUB-TOTAL

Firs Semester Skills [Curriculum Goals1 Understand vocabulary related to office careers. 120.24.c.4 1 2 3 4 5

2 Master the home row keys. 120.24.C.7 1 2 3 4

3 Proofread work for accuracy. 120.63.C.4 1 2 3 4 5

4 Demonstrate ability to file numerically and alphabetically by multiple digitsand letters. 120.63.C.4

1 2 3 4 5

5 Code, index and alphabetize personal names. 120.63.C.4 1 2 3 4 5

6 Place information/materials in filing equipment. 120.02.C11 1 2 3 4 5

7 Demonstrate how to fill out job application forms. 120.02.C.8/120.63.c.12 1 2 3 4 5

8 Develop measurements skills related to BSS. 120.02.C.8 1 2 3 4 5

9 Demonstrate the ability to role-play proper telephone techniques. 120.02.C.4 1 2 3 4

10 Demonstrate the ability to use proper business techniques when using thetelephone. 120.02.C.1

1 2 3 4 5

SUB-TOTAL

Second Semester Skills [Curriculum Goals

1 Type twenty-five words per minute. 120.24.C.7 1 2 3 4 5

2 Type memorandums and reports. 120.24.C.7 1 2 3 4 5

3 Retrieve information/materials from filing equipment. 120.02.C.11 1 2 3 4 5

4 Use touch method on electronic calculator. 120.02.C.7 1 2 3 4 5

5 Demonstrate touch method on numeric keypad. 120.02.C.7 1 2 3 4 5

6 Add, subtract, multiply and divide whole numbers(calculator). 120.02.C.7 1 2 3 4 5

7 Demonstrate subtotals on electronic calculator. 120.02.C.7 1 2 3 4 5

8 Demonstrate the ability to organize and distribute mail. 120.02.C.7 1 2 3 4 5

9 Demonstrate the ability to identify classes of mail and delivery servicesavailable. 120.02.C.6

1 2 3 4 5

10 Demonstrate the ability to compare costs of various delivery services.120.02.C.6

1 2 3 4 5

26

29

SUB-TOTAL

Third Semester Skills [Curriculum Goals1 Type 35 words per minute. 120.24.C.7 1 2 3 4 5

2 Demonstrate ability to use menu features of the personal computer: edit, file,view, insert, tools, table, windows, and help. 120.24.C.7

1 2 3 4 5

3 Demonstrate ability to use help features for windows and other software.120.24.C.7

1 2 3 4 5

4 Demonstrate ability to use tool bar features for the personal computer:standard, formatting, database, borders, and drawing. 120.24.C.7

1 2 3 4 5

5 Role-play proper job interview techniques. 120.02.C.4 1 2 3 4 5

6 Demonstrate professionalism through personal appearance. 120.24.C.10 1 2 3 4 5

7 Demonstrate professionalism through neatness of work. 120.24.C.10 1 2 3 4 5

8 Demonstrate professionalism through correctness of completed tasks.120.24.C.10

1 2 3 4 5

9 Identify and demonstrate skills needed to maintain effective work relationswith peers. 120.24.C.10

1 2 3 4 5

10 Identify and demonstrate skills needed to maintain effective work relationswith supervisors. 120.24.C.10

1 2 3 4 5

SUB-TOTAL

Fourth Semester Skills [Curriculum Goals1 Type 45 words per minute. 120.24.C.7 1 2 3 4 5

2 Format business letters. 120.24.C.7 1 2 3 4 5

3 Format business cards. 120.24.C.7 1 2 3 4 5

4 Demonstrate ability to independently use word processing techniques:Microsoft Word. 120.24.C.7

1 2 3 4 5

5 Demonstrate ability to independently use word processing techniques: WordPerfect or other software. 120.24.C.7

1 2 3 4 5

6 Key a minimum of 1000 strokes per minute on the numeric keypad.120.24.C.7

1 2 3 4 5

7 Demonstrate the ability to receive inventory. 120.63.C.2 1 2 3 4 5

8 Demonstrate the ability to distribute inventory. 120.63.C.2 1 2 3 4 5

9 Demonstrate the ability to meet and greet visitors. 120.24.C.4 1 2 3 4

10 Demonstrate the ability to escort visitors to desired location. 120.24.C.4 1 2 3 4 5

GradineScorinff Criteria:

SUB-TOTAL

TOTAL



Minimal Assistance


Frequent Assistance


27

30

ACQUISITION OF SPECIFIC OCCUPATIONAL SKILLS - SCORING DATASHEET

Vocational Cluster: Food ProductionTeacher/Staff: Jennifer HudsonLast Name: First Name:

AM or PMDate:

Sex:


Prerequisite Skills [Skills Needed to Successfully Complete the Program

1 Show concern for others. 122.52 A 1 2 3 4 5

2 Demonstrate an ability to fully use arms and legs when lifting, carrying,pushing or pulling objects supplies of varying weights. 122.52 A

1 2 3 4 5

3 Be able to read well enough to read a recipe. 122.52 A 1 2 3 4 5

4 Be willing to cooperate with co-workers. 122.52 A 1 2 3 4 5

SUB-TOTAL

First Semester Skills [Curriculum Goals]I Maintain a neat, well-groomed appearance. 122.52 C 12 (d-g) 1 2 3

2 List proper clothing for safely working in the kitchen (with equipment).122.52 C 7 (a-c)

1 2 3 4 5

3 Given a selection of three utensils, select the proper one for the task. 122.52 C

9 (d)

1 2 3 4 5

4 Properly measure powdered sugar, brown sugar, and granulated sugar.122.52 C 9(f)

1 2 3 4 5

5 Properly measure solid fats (i.e. margarine, peanut butter, shortening...).122.52 C 9(f)

1 2 3 4 5

6Properly measure liquids. 122.52 C-9(f)

1 2 3 4 5

7 Measure two # flour using a scale. 122.52 C 9(f) 1 2 3 4 5

8 Properly demonstrate using and cleaning the Kitchen-Aid mixer. 122.52 C9(d)

1 2 3 4 5

9 List the steps in proper hand washing. 122.52 C 8(a,c,f) .1 2 3 4 5

10 Define the difference between "clean" and "sanitized." 122.52 C 8(a,b,c,e,f) 1 2 3 4 5

11 Describe what to do in case of fire. 122.52 C 7 (a-e) 1 2 3 4

12 Perform sanitation duties according to the schedule provided. 122.52 C8(a,b)

1 2 3 4 5

13 Inspect, sort, and store clean glassware, tableware, and flatware from the dish

washing machine. 122.52 C 9(d), 10(d)

1 2 3 4 5

14 Given a choice of 3 pieces of equipment, select the appropriate one for thetask. 122.52 C 10(d)

1 2 3 4 5

15 Write down the temperature danger zones. 122.52 C 8(d) 1 2 3 4 5

16 Describe two main areas (front and back-of-the-house) of a food servicebusiness. 122.52 C 7(f-h)

1 2 3 4 5

17 List good and bad things about food service work. 122.52 C-3(a,b) 1 2 3 4 5

18 Identify key words in recipes. 122.52 C-7(h), 9(f) 1 2 3 4 5

19 Assemble and prepare ingredients and equipment for cooking. 122.52 C-7(h) 1 2 3 4

20 List abbreviations used in standardized recipes. 122.52 C-7(h) 1 2 3 4 5

21 Demonstrate the sanitary method for tasting food. 122.52 C-8(a) 1 2 3 4 5

28

31

SUB-TOTAL

Second Semester Skills FCurriculum Goals1. Maintain a neat, well-groomed appearance. 122.52 C-12(d-g) 1 2 3 4 5

2. Measure 2# flour using a scale. 122.52 C-9(f) 1 2 3 4 5

3. Fill out a basic job application (know address, full name, DOB, SS#, etc.)122.52 C-12(a)

1 2 3 4 5

4. Perform sanitation duties according to the schedule provided. 122.52 C-8(b) 1 2 3 4 5

5. Inspect, sort, and store clean glassware, tableware, and flatware from the dishwashing machine. 122.52 C-8(b)

1 2 3 4 5

6. Given a choice of 3 pieces of equipment, select the appropriate one for thetask. 122.52 C-10(d)

1 2 3 4 5

7. Follow standardized recipes used in food services. 122.52 C-9(f) 1 2 3 4 5

8. Write down the temperature danger zones. 122.52 C-8(d) 1 2 3 4 5

9. List the different types of food service operations. 122.52 C-3(b) 1 2 3 4 5

10. Demonstrate the tasks of a floater. 122.52 C-10(a,b) 1 2 3 4 5

11. Demonstrate the tasks of a dining room attendant. 122.52 C-10(a,b) 1 2 3 4 5

12. Demonstrate the tasks of a storage room worker. 122.52 C-10(a,b) 1 2 3 4 5

13. Demonstrate the tasks of a baker. 122.52 C-10(a,b) 1 2 3 4 5

14. Demonstrate the tasks of a salad maker. 122.52 C-10(a,b) 1 2 3 4 5

15. Demonstrate the tasks of a line server. 122.52 C-10(a,b) 1 2 3 4 5

16. Demonstrate the tasks of a cook's assistant. 122.52 C-10(a,b) 1 2 3 4

17. Demonstrate the tasks of a fry/grill cook. 122.52 C-10(a,b) 1 2 3 4 5

18. Demonstrate the tasks of a dishwasher. 122.52 C-10(a,b) 1 2 3 4 5

19. Make change using a cash register. 122.52 C-12(a) 1 2 3 4 5

20. Describe what to do with leftover food. 122.52 C-8(b) 1 2 3 4

21. Prepare food and supplies for storage, then store. 122.52 C-8(b,e) 1 2 3 4 5

22. Identify key words in recipes. 122.52 C-9(f) 1 2 3 4 5

23. Assemble and prepare ingredients and equipment for cooking. 122.52 C-8(e),9(d)

1 2 3 4 5

24. List abbreviations used in standardized recipes. 122.52 C-9(f) 1 2 3 4 5

25. Demonstrate the sanitary method for tasting food. 122.52 C-8(f) 1 2 3 4 5

26. List the types of beverages frequently prepared in food service. 122.52 C-9(a-k)

1 2 3 4 5

27. Define "appetizer." 122.52 C-9(a-k) 1 2 3 4 5

28. Prepare an appetizer. 122.52 C-9(a-k) 1 2 3 4 5

29. Prepare a soup, sauce, or gravy. 122.52 C-9(a-k) 1 2 3 4 5

30. Prepare eggs and egg dishes. 122.52 C-9(a-k) 1 2 3 4 5

31. Prepare cheese and cheese dishes. 122.52 C-9(a-k) 1 2 3 4 5

32. Prepare cereals and pasta products. 122.52 C-9(a-k) 1 2 3 4 5

33. Prepare vegetables and fruits. 122.52 C-9(a-k) 1 2 3 4 5

34. Prepare breads. 122.52 C-9(a-k) 1 2 3 4 5

35. List the ingredients used in breads. 122.52 C-9(a-k) 1 2 3 4 5

36. Welcome guests and oversee customer comfort. 122.52 C-2(b), 4(b), 11(a-h) 1 2 3 4 5

37. List ways to please customers. 122.52 C-11(a-h) 1 2 3 4 5

38. Perform sidework duties (cleaning dining room, fill salt/pepper shakers andsugar, setting the tables). 122.52 C-9(e)

1 2 3 4 5

29

39. List the styles of service found among food service businesses. 122.52 C-3(b) 1 2 3 4 5

40. Demonstrate at least one way to set a cover (breakfast, lunch, or dinner). 1 2 3 4 5

122.52 C-41. Demonstrate presenting a menu to a guest. 122.52 C-11(d) 1 2 3 4 5

42. Demonstrate taking a guest's order and relaying to kitchen. 122.52 C-11(d,f) 1 2 3 4 5

43. Demonstrate greeting and seating guests. 122.52 C-11(d) 1 2 3 4 5

44. Package take-out orders, and serve take-out guests. 122.52 C-11(f) 1 2 3 4 5

Itemize and total price of each order. 122.52 C-12(a) 1 2 3 4 5

30

33

SUB-TOTAL

Third Semester Skills [Curriculum GoalsI Maintain a neat, well-groomed appearance. 122.52 C-12(d-g) 1 2 3 4 5

2 Perform sanitation duties according to the schedule provided. 122.52 C-8(a,b,c,e,f)

1 2 3 4 5

3 Inspect, sort, and store clean glassware, tableware, and flatware from the dishwashing machine. 122.52 C-8(b)

1 2 3 4 5

4 Demonstrate to a first year student how to follow standardized recipes used infood services. 122.52 C-9(f)

1 2 3 4 5

5 Given a list of food service jobs, write down the responsibilities associatedwith each. 122.52 C-3(b)

1 2 3 4 5

6 Teach a first year student the tasks of a floater. 122.52 C-10(a,b) 1 2 3 4 5

7 Teach a first year student the tasks of a dining room attendant. 122.52 C-10(a,b)

1 2 3 4 5

8 Teach a first year student the tasks of a storage room worker. 122.52 C-10(a,b)

1 2 3 4 5

9 Teach a first year student the tasks of a baker. 122.52 C-10(a,b) 1 2 3 4 5

10 Teach a first year student the tasks of a salad maker. 122.52 C-10(a,b) 1 2 3 4 5

11 Teach a first year student the tasks of a line server. 122.52 C-10(a,b) 1 2 3 4 5

12 Teach a first year student the tasks of a cook's assistant. 122.52 C-10(a,b) 1 2 3 4 5

13 Teach a first year student the tasks of a fry/grill cook. 122.52 C-10(a,b) 1 2 3 4 5

14 Teach a first year student the tasks of a dishwasher. 122.52 C-10(a,b) 1 2 3 4 5

15 Prepare a dish made primarily with cheeses. 122.52 C-9(a-k) 1 2 3 4 5

16 Prepare a dish made with pasta. 122.52 C-9(a-k) 1 2 3 4 5

17 Prepare a vegetable or fruit tray. 122.52 C-9(a-k) 1 2 3 4 5

18 Prepare a quick bread. 122.52 C-9(a-k) 1 2 3 4 5

19 Welcome guests and oversee customer comfort. 122.52 C-2(b), 4(b), 11(a-h) 1 2 3 4 5

20 List ways to please customers. 122.52 C-I 1(a-h) 1 2 3 4 5

21 Perform sidework duties (cleaning dining room, fill salt/pepper shakers andsugar, setting the tables...). 122.52 C-9(e)

1 2 3 4 5

22 List the styles of service found among food service businesses. 122.52 C-3(b) 1 2 3 4 5

23 Demonstrate at least one way to set a cover (breakfast, lunch, or dinner).122.52 C-11(d)

1 2 3 4 5

24 Demonstrate presenting a menu to a guest. 1 2 3 4 5

25 Demonstrate taking a guest's order and relaying to kitchen. 122.52 C-11(d,f) 1 2 3 4 5

26 Demonstrate picking up, assembling, and inspecting orders. 122.52 C-11(d,f) 1 2 3 4 5

27 Demonstrate greeting and seating guests. 122.52 C-11(d) 1 2 3 4 5

28 Package take-out orders, and serve take-out guests. 122.52 C-11(f) 1 2 3 4 5

29 Serve food at a customer's table or seated banquet. 122.52 C-9(I) 1 2 3 4 5

30 Itemize and total price of each order. 122.52 C-12(a) 1 2 3 4 5

31 Handle cash payments at a cash register and make change. 122.52 C -12(a) 1 2 3 4 5

32 Take inventories of food, utensils, and equipment. 122.52 C-9(a) 1 2 3 4 5

SUB-TOTAL

Fourth Semester Skills Curriculum Goals1 Maintain a neat, well-groomed appearance. 122.52 C-12(d-g) 1 3 4 5

2 Perform sanitation duties according to the schedule provided. 122.52 C-8(a,b,c,e,f)

1 2 3 4 5

31

3 Inspect, sort, and store clean glassware, tableware, and flatware from the dishwashing machine. 122.52 C-8(b)

1 2 3 4 5

4 Supervise a first year student at the dining room attendant's station. 122.52 C-8(b)

1 2 3 4 5

5 Supervise a first year student at the storage room worker's station. 122.52 C-8(b)

1 2 3 4 5

6 Supervise a first year student at the baker's station. 122.52 C-8(b) 1 2 3 4 5

7 Supervise a first year student at the salad maker station. 122.52 C-8(b) 1 2 3 4 5

8 Supervise a first year student at the line server station. 122.52 C-8(b) 1 2 3 5

9 Supervise a first year student at the fry/grill cook station. 122.52 C-8(b) 1 2 3 4 5

10 Supervise a first year student at the dishwasher station. 122.52 C-8(b) 1 2 3 4 5

11 List special foods and special needs to consider when planning meals forchildren. 122.52 C-9(g,h)

1 2 3 4 5

12 Plan and prepare a meal that could be served in a school lunchroom. 122.52C-9(g,h)

1 2 3 4 5

13 Describe one type of meal that could be served to a person with a healthproblem. 122.52 C-9(I)

1 2 3 4 5

14 Assemble and prepare ingredients and equipment for cooking. 122.52 C-8(e),9(d)

1 2 3 4 5

15 Given a selection of three types of salads, prepare one. 122.52 C-9(a-k) 1 2 3 4 5

16 Perform sidework duties (clean dining room, fill salt/pepper shakers andsugar, set tables). 122.52 C-9(e)

1 2 3 4 5

SUB-TOTAL

TOTAL

Grading/Scorin2 Criteria:


Minimal Assistance


Frequent Assistance


32

35

ACQUISITION OF SPECIFIC OCCUPATIONAL SKILLS - SCORING DATA SHEETVocational Cluster: Hospitality Services AM or PMTeacher/Staff: Jacquelyn Kay Date:Last Name:Date of Birth: Age: Home School:

First Name:

Prerequisite Skills f Skills Needed to Successfully Complete the Program

Sex:

1

. ..

Be able to perform assigned duties in Hospitality Services. TEKS 122.53,1A, 1E,1G, 2E, 7A-E, 14G, 14E, 14I, 15B, 15C, 16E,

1 2 3 4 5

2 Be able to follow basic safety rules. TEKS 122.53, 2E 1 2 3 4 5

3 Be able to follow basic instructions. TEKS 122.53, 2E 1 2 3 4 5

4 Be able to perform housekeeping duties in hotels and motels. TEKS 122.53,3E, 14G

1 2 3 4 5

5 Be able to work with different cleaning supplies. TEKS 122.53, 2E 1 2 3 4 5

6 Be able to work with different types of equipment such as: kitchen equipment,restroom equipment, hotel or motel equipment for cleaning rooms, etc. TEKS122.53, 2E, 7A-E

1 2 3 4 5

7 Be able to maintain a neat well groomed appearance. TEKS 122.53, 2E, 16E,9B

1 2 3 4 5

8 Be able to prepare basic meals. TEKS 122.53, 14 E,I,15B,15C, 1 2 3 4 5

9 Be able to read simple recipes. TEKS 122.53, 14G,15B,15C, 1 2 3 4 5

10 Be able to perform simple sewing techniques for repairs. TEKS 5031.122.7,6D,E page K-3

1 2 3 4 5

SUB-TOTAL

First Semester Skills [Curriculum Goals1 Identify vocabulary words related to hospitality services. TEKS 122.53, 1A,

1B,IC1 2 3 4 5

2 Identify and demonstrate the proper measuring utensils, cooking equipment,and ingredients needed when preparing a meal or baking cakes, pies, andcookies. TEKS 122.53 15C,14G

1 2 3 4 5

3 Demonstrate how cleaning supplies are stored. TEKS 122.53, 2E, 7A-E 1 2 3 4 5

4 Demonstrate the correct way to set a table. TEKS 122.53, 15B 1 2 3 4 5

5 List the different laundry equipment and supplies. TEKS 122.53, 2E, 7A-E 1 2 3 4 5

6 Demonstrate the proper procedures for loading a washing machine withoutoverloading and the right amount of detergent. TEKS 122.53 2E, 7A-E

1 2 3 4 5

7 Demonstrate the proper procedures for loading a dryer without overloadingand the methods used to clean lint filters. TEKS 122.53, 2E, 7A-E

1 2 3 4 5

8 Identify the proper cleaning equipment and supplies used to clean hotel andmotel rooms. TEKS 122.53, 2E,7A-E

1 2 3 4 5

9 Identify the proper cleaning supplies and equipment used to clean restrooms inhotels and motels. TEKS 122.53, 2E, 14G

1 2 3 4 5

10 Identify the proper cleaning equipment and supplies used to clean kitchens inhotels and motels. TEKS 122.53, 2E,7A-E

1 2 3 4 5

SUB-TOTAL

33

Second Semester Skills [Curriculum Goals1 Demonstrate the proper way to remove bed linens,pillows,mattress pads,

blankets, bedspreads and replace each item correctly when making the beds.TEKS 122.53, 2E,7A-E

1 2 3 4 5

2 Demonstrate how to dust hotels and motels rooms correctly using the correctequipment and supplies. TEKS 122.53, 2E,1-2

1 2 3 4 5

3 Demonstrate the correctly procedures when removing trash from the rooms.TEKS 122.53, 2E

1 2 3 4 5

4 Demonstrate the correct procedures, equipment, and supplies when cleaningthe bathrooms. TEKS 122.53, 2E

1 2 3 4 5

5 Demonstrate the correct procedures, supplies, and equipment when sweepingand mopping floors. TEKS 122.53, 2E

1 2 3 4 5

6 Demonstrate the correct procedures, equipment, and supplies when cleaningwindows, glass, and mirrors. TEKS 122.53, 2E

1 2 3 4 5

7 Demonstrate the correct procedures, supplies, and equipment when cleaningwalls. TEKS 122.53, 2E

1 2 3 4 5

8 Identify and demonstrate the proper measuring utensils, cooking equipment,and ingredients needed when preparing a specific meal. TEKS 122.53,15C,14G

1 2 3 4 5

9 Demonstrate the correct way to set a table banquet style. TEKS 122.53,15B

1 2 3 4 5

10 Demonstrate the correct sewing techniques when making repairs. TEKS5031.122.7, 6D,E,page K-3

1 2 3 4 5

SUB-TOTALThird Semester Skills (Curriculum Goals1 Demonstrate the correct way to fill out job applications.122.53 TEKS 9B, 9E 1 2 3 4 5

2 Demonstrate skills needed when interviewing for a job.122.53 TEKS 8B, 9B,9E

1 2 3 4 5

3 Demonstrate the correct procedures for front office responsibilities such asfiling papers in alphabetical order. 122.53 TEKS 10F,11F,12E

1 2 3 4 5

4 Demonstrate how to answer a phone at the front desk. TEKS 122.53, 10F,11F, 12E

1 2 3 4 5

5 List different job-related accident. TEKS 122.53, 14J 1 2 3 4 5

6 Identify different ways to prevent accidents. TEKS 122.53, 14J 1 2 3 4 5

7 Demonstrate how to use a sewing machine to do simple repairs on linens.5031.122.74 TEKS 6D,E,page K-3

1 2 3 4 5

8 Identify fire prevention techniques. TEKS 122.53, 14J 1 2 3 4 5

9 Demonstrate the different types of food and beverage operations. TEKS122.53, 15B, 15C

1 2 3 4 5

10 Be able to select and demonstrate proper food preparation and servicetechniques to help food maintain nutrients. 122.53 TEKS 14E,I,15C

1 2 3 4 5

34

Fourth Semester Skills Curriculum Goals1 Demonstrate how to make food look appetizing on plates and serving dishes.

TEKS 122.53, 15B,15C1 2 3 4 5

2 Demonstrate how to use proper cooking techniques so that food looksappetizing and not mushy or discolored. TEKS 122.53, 15B,15C

1 2 3 4 5

3 Demonstrate how to use food garnishes to make the food appetizing such as:dills, mints, and chives etc. TEKS 122.53, 15B,15C

1 2 3 4 5

4 Demonstrate the correct procedures to pack fast food and takeout food.TEKS 122.53, 14I,J, 15B,!5C

1 2 3 4 5

5 Maintain a neat and well groomed appearance. TEKS 122.53, 2E,6E 1 2 3 4 5

6 Set up a room for a banquet. TEKS 122.53, 14C,E,F,G,I,J,15B 1 2 3 4 5

7 Demonstrate the correct procedures for removing food, plates , utensils, etc.,from a banquet set up. TEKS 122.53, 14I,J, 15B,1-2

1 2 3 4 5

8 List different ways to help control pests. TEKS 122.53, 14H,I,J 1 2 3 4 5

9 Set up a room for a family style service, demonstrating place settingtechniques. TEKS 122.53, 15B

1 2 3 4 5

10 Demonstrate the correct procedures for serving and removing food, plates,utensils, etc., for a family style service. TEKS 122.53, 14C,E,F,G,I,J, 15B

1 2 3 4 5

SUB-TOTALTOTAL



Minimal Assistance


Frequent Assistance


ACQUISITION OF SPECIFIC OCCUPATIONAL SKILLS - SCORING DATA SHEETVocational Cluster: Laundry Services AM or PMTeacher/Staff: Timothy Brisco Date:Last Name:Date of Birth: Age: Home School:

First Name:

Prerequisite Skills [Skills Needed to Successfully Complete the Program

Sex:

1 Be able to perform assigned duties in Laundry and Dry Cleaning. TEKS 1A 1 2 3 4 5

2 Be able to follow basic safety rules. TEKS lE 1 2 3 4 5

3 Maintain a neat appearance and personal grooming. TEKS 1E 1 2 3 4 5

4 Be able to demonstrate productive work habits. TEKS 1C 1 2 3 4 5

5 Be able to read, write and take orders from customers. TEKS 2A 1 2 3 4 5

6 Be willing to understand the employability characteristics of a successfulworker in a workplace. TEKS lA

1 2 3 4 5.

7 Be able to follow basic instructions. TEKS lE 1 2 3 4 5

8 Be willing to work with different cleaning supplies. TEKS 3A 1 2 3 4 .5

9 Be able to identify different work stations in to perform Laundry and DryCleaning .TEKS IA

1 2 3 4 5

10 Be able to communicate with people. TEKS 2A 1 2 3 4 5

SUB-TOTAL

First Semester Skills [Curriculum GoalsI Identify vocabulary words related to Laundry and Dry Cleaning. TEKS

IA,1B1 2 3 4 5

2 Identify different types of fabrics, garments, and materials. TEKS 3B 1 2 3 4 5

3 Identify the process of cleaning different types of fabrics, garments, andmaterials. TEKS 3B

1 2 3 4 5

4 Demonstrate the process of separating dark clothes from colored and whiteclothes. TEKS 3B

1 2 3 4 5

5 Demonstrate how to load clothes into machines and operate. TEKS 4A 1 2 3 4 5

6 Demonstrate cleaning solvents, soaps, and chemicals used for cleaningclothes. TEKS 2C,3A

1 2 3 4 5

7 Be able to utilize the steam press, hand iron, and drip dry process. TEKS 5C 1 2 3 4 5

8 Demonstrate how to receive and write customers' name, date to place order inspecial bags. TEKS 2A

1 2 3 4 5

9 Be able to match tag and clothes with name on ticket. TEKS 2A 1 2 3 4 5

10 Demonstrate how to place clothes in special bags and place in special places.TEKS 5A

1 2 3 4 5

SUB-TOTAL

36

39

Second Semester Skills [Curriculum Goals1 Identify different types of cleaning solvents, soaps, and chemicals as related to

their use and storage. TEKS 3A

1 2 3 4 5

2 Demonstrate how to hang all blouses after cleaned. TEKS 2C, 4A, 5A 1 2 3 4 5

3 Demonstrate the correct procedures for laying all pants together after cleaned.TEKS 2C, 4A, 5A

1 2 3 4 5

4 Demonstrate the procedures for hanging all coats together after cleaned.TEKS 2C, 4A, 5A

1 2 3 4 5

5 Demonstrate the correct procedures for hanging all dresses together aftercleaned. TEKS 2C, 4A, 5A

1 2 3 4 5

6 Be able to demonstrate the fundamentals of pressing and ironing. TEKS 3E 1 2 3 4 5

7 Be able to package and wrap cleaned items. TEKS 5D 1 2 3 4 5

8 Demonstrate how to get orders from lines by finding ticket first. TEKS 2B,2D

1 2 3 4 5

9 Be able to role-play how to greet customers. TEKS 2A, 5A 1 2 3 4 5

10 Demonstrate how each bundle of clothes goes to separate stations: pants,coats, dresses, and blouses. TEKS 5A

1 2 3 4 5

SUB-TOTAL

Third Semester Skills Curriculum Goals

1 Demonstrate how pants pockets must be flat before pressing. TEKS 3C 1 2 3 4 5

2 Demonstrate how pleats on pants must be sharp. TEKS 3C 1 2 3 4 5

3 Demonstrate putting pants on pants topper. TEKS 3C 1 2 3 4 5

4 Be able to show how to remove pants from topper after steaming stops. TEKS3C

1 2 3 4 5

5 Demonstrate pressing one leg at a time on the pants press. TEKS 3C 1 2 3 4 5

6 Demonstrate how to hang pants after pressed. TEKS 3C 1 2 3 4 5

7 Demonstrate pressing sleeves of shirts. TEKS 3C 1 2 3 4 5

8 Demonstrate pressing the cuffs. TEKS 3C 1 2 3 4 5

9 Demonstrate how to use the cuffer and collar machine. TEKS 2C, 3C 1 2 3 4

10 Demonstrate how to buck to finish the front of shirts. TEKS 2C, 3C 1 2 3 4 5

37

40

SUB-TOTAL

Fourth Semester Skills f Curriculum Goals

1 Demonstrate how to press a yoke on dresses. TEKS 2C, 3C 1 2 3 4 5

2 Demonstrate how to press the back of dresses. TEKS 2C, 3C 1 2 3 4 5

3 Demonstrate how to press a collar on dresses. TEKS 2C, 3C 1 2 3 4 5

4 Demonstrate how to press a tail on dresses. TEKS 2C, 3C 1 2 3 4 5

5 Show how to hang dresses on a hanger and place on a conveyer. TEKS 2C 1 2 3 4 5

6 Demonstrate how to press skirts. TEKS 2C, 3C 1 2 3 4 5

7 Demonstrate how to match tags and clothes with names on tickets. TEKS 2B,2D

1 2 3 4 5

8 Demonstrate how to inspect garments. TEKS 2B, 2D 1 2 3 4 5

9 Demonstrate how to work orders by comparing tag numbers. TEKS 2B, C, D 1 2 3 4 5

10 Demonstrate how to run tickets through computer cash register. TEKS 2B,D 1 2 3 4 5

SUB-TOTAL

TOTAL

GradineScorinff Criteria:



Minimal Assistance


Frequent Assistance

1. Low Competence Level-Unable to Perform Constant Assistance ,ASOS-LSAIW4B

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9

25Pl

an a

nd e

at b

alan

ced

mea

ls6.

Buy

ing

and

Car

ing

for

Clo

thin

g26

Was

h/cl

ean

clot

hing

27Pu

rcha

se c

loth

ing

CO

1

C01

0

28Ir

on, m

end

and

stor

e cl

othi

ng7.

Est

ablis

hing

Res

pons

ible

Citi

zens

hip

29C

ivil

righ

ts a

nd r

espo

nsib

ilitie

s30

Nat

ure

of lo

cal,

stat

e, a

nd f

eder

algo

vern

men

ts31

Kno

wle

dge

of th

e la

w a

nd a

bilit

y to

follo

w th

e la

w32

Kno

wle

dge

of c

itize

n ri

ghts

and

resp

onsi

bilit

ies

1R2

IR5

4440

45

1R6

IR9

8.U

tiliz

ing

Rec

reat

iona

l Fac

ilitie

s an

dE

ngag

ing

in L

eisu

re33

Ava

ilabl

e co

mm

unity

res

ourc

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NC

TIO

NA

L S

IGN

S

34C

hoos

e an

d pl

an a

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ities

35V

alue

of

recr

eatio

n36

Eng

age

in g

roup

and

indi

vidu

al a

ctiv

ities

37Pl

an v

acat

ion

time

9. G

ettin

g A

roun

d th

e C

omm

unity

38T

raff

ic r

ules

and

saf

ety

FUN

CT

ION

AL

SIG

NS

39V

ario

us m

eans

of

tran

spor

tatio

nPU

BL

IC S

ER

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ES

C01

940

Find

way

aro

und

com

mun

ityC

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rive

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ar

PER

SON

AL

-SO

CIA

L S

KIL

LS

10. A

chie

ving

Sel

f A

war

enes

s42

Iden

tify

phys

ical

and

psy

chol

ogic

al n

eeds

C01

243

Iden

tify

inte

rest

s an

d ab

ilitie

s44

Iden

tify

emot

ions

45K

now

ledg

e of

phy

sica

l sel

fC

012

11. A

cqui

ring

Sel

f C

onfi

denc

e46

Exp

ress

fee

lings

of

self

-wor

th47

Des

crib

e ot

her's

per

cept

ion

of s

elf

48A

ccep

t and

giv

e pr

aise

49A

ccep

t and

giv

e cr

itici

sm1R

7

50C

onfi

denc

e in

one

self

12. A

chie

ving

Soc

ially

Res

pons

ible

Beh

avio

r51

Res

pect

for

the

righ

ts a

nd p

rope

rtie

s of

othe

rs

IR'

IR4

1R6

52R

ecog

nize

aut

hori

ty a

nd f

ollo

win

stru

ctio

ns

1R3

4641

47

53A

ppro

pria

te b

ehav

ior

in p

ublic

pla

ces

1R3

54K

now

impo

rtan

t cha

ract

er tr

aits

1R4

IR 1

0

55R

ecog

nize

per

sona

l rol

es13

. Mai

ntai

ning

Goo

d In

terp

erso

nal S

kills

56L

iste

ning

and

res

pond

ing

skill

sC

O2

C01

3W

P5W

P8

57E

stab

lish

and

mai

ntai

n cl

ose

rela

tions

hips

58M

ake

and

mai

ntai

n fr

iend

ship

s14

. Ach

ievi

ng I

ndep

ende

nce

59St

rive

tow

ard

self

-act

ualiz

atio

n60

Dem

onst

rate

sel

f-or

gani

zatio

nC

015

C01

8W

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P7W

P 10

61A

war

enes

s of

how

one

's b

ehav

ior

affe

cts

othe

rs1R

8

15. M

akin

g A

dequ

ate

Dec

isio

ns62

Loc

ate

and

utili

ze s

ourc

es o

f as

sist

ance

C01

2W

P5W

P8

63A

ntic

ipat

e co

nseq

uenc

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elop

and

eva

luat

e al

tern

ativ

es65

Rec

ogni

ze n

atur

e of

a p

robl

em66

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elop

goa

l-se

ekin

g be

havi

or16

. Com

mun

icat

ing

with

Oth

ers

67R

ecog

nize

and

res

pond

to e

mer

genc

ysi

tuat

ions

CO

8

68C

omm

unic

ate

with

und

erst

andi

ngC

O2

CO

3

4842

49

C08

WP5

WP8

69K

now

sub

tletie

s of

com

mun

icat

ion

OC

CU

PAT

ION

AL

GU

IDA

NC

E A

ND

PRE

PAR

AT

ION

17. K

now

ing

and

Exp

lori

ng O

ccup

atio

nal

Opp

ortu

nitie

s70

Iden

tify

rem

uner

ativ

e as

pect

s of

wor

k71

Loc

ate

sour

ces

of o

ccup

atio

nal a

ndtr

aini

ng in

form

atio

n72

Iden

tify

pers

onal

val

ues

73Id

entif

y so

ciet

al v

alue

s74

Cla

ssif

y jo

bs in

to o

ccup

atio

nal c

ateg

orie

s75

Inve

stig

ate

loca

l occ

upat

iona

l and

trai

ning

oppo

rtun

ities

18. S

elec

ting

and

Plan

ning

Occ

upat

iona

lC

hoic

es76

Mak

e re

alis

tic o

ccup

atio

nal c

hoic

es77

Iden

tify

requ

irem

ents

of

appr

opri

ate

and

avai

labl

e jo

bs78

Iden

tify

occu

patio

nal a

ptitu

des

79Id

entif

y m

ajor

occ

upat

iona

l int

eres

ts80

Iden

tify

maj

or o

ccup

atio

nal n

eeds

19. E

xhib

iting

App

ropr

iate

Wor

k H

abits

and

Beh

avio

r81

Follo

w d

irec

tions

and

obs

erve

reg

ulat

ions

C01

3IR

31R

7

82R

ecog

nize

impo

rtan

ce o

f at

tend

ance

and

punc

tual

ity.

HA

4H

A6

5043

51

83R

ecog

nize

impo

rtan

ce o

f su

perv

isio

nC

013

IR3

1R7

WP1

6

84K

now

ledg

e of

occ

upat

iona

l saf

ety

WP1

5W

P16

85W

ork

with

oth

ers

IR2

1R4

IR5

1R10

86M

eet d

eman

ds f

or q

ualit

y w

ork

C01

4C

015

C01

6C

017

C01

8H

AS

HA

7IR

1118

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P1W

P2W

P3W

P6W

P7W

P9W

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WP1

5W

P21

87W

ork

at a

sat

isfa

ctor

y ra

teW

P4W

P13

20, S

eeki

ng, S

ecur

ing

& M

aint

aini

ngE

mpl

oym

ent

88Se

arch

for

a jo

b

5244

53

89A

pply

for

a jo

bT

IME

CO

4C

O5

CO

6

90In

terv

iew

for

a jo

b91

Kno

w h

ow to

mai

ntai

n po

st-s

choo

loc

cupa

tiona

l adj

ustm

ent

92K

now

ledg

e of

com

petit

ive

stan

dard

s93

Adj

ust t

o ch

ange

s in

em

ploy

men

t21

. Obt

aini

ng S

peci

fic

Occ

upat

iona

l Ski

lls94

Dem

onst

rate

sta

min

a an

d en

dura

nce

WP1

7W

P22

95D

emon

stra

te s

atis

fact

ory

bala

nce

and

coor

dina

tion

HA

8W

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96D

emon

stra

te m

anua

l dex

teri

tyW

P1 8

WP1

9

97D

emon

stra

te s

enso

ry d

iscr

imin

atio

nB

ASI

C C

ON

CE

PTS

C01

1

22. O

btai

ning

Spe

cifi

c O

ccup

atio

nal S

kills

98O

btai

ning

Spe

cifi

c O

ccup

atio

nal S

kills

CE

-S

WP

/CU

RR 54

45

55

App

endi

x .I

LIF

E C

EN

TE

RE

D C

AR

EE

R E

DU

CA

TIO

NA

ND

SPE

CIF

IC V

OC

AT

ION

AL

PR

OG

RA

MS

[IN

PUT

FR

OM

MU

LT

IPL

E C

AR

EE

RS

MA

GN

ET

CE

NT

ER

ST

AFF

]

Eac

h N

umbe

r C

ode

on th

e L

CC

E c

orre

spon

ds to

a s

ubco

mpe

tenc

y fo

r w

hich

ther

e ar

e co

mpr

ehen

sive

less

on p

lans

avai

labl

e. F

or e

xam

ple,

Cod

e86

[Mee

ts

dem

ands

for

qua

lity

wor

k] c

orre

spon

ds to

sub

com

pete

ncy86

(Bro

lin,1997).

For

the

WA

P, th

e C

ode

Let

ters

and

Num

bers

ref

er to

item

num

bers

in th

e fo

ur

area

s: H

A-W

ork

Hab

its, I

R-I

nter

pers

onal

rel

atio

nshi

ps, C

O=

Cog

nitiv

e Sk

ills,

and

WP-

Wor

k Pe

rfor

man

ce (

Bec

ker,

1989).

LC

CE

CU

RR

ICU

LU

M A

RE

A,

Com

pete

ncy,

and

Sub

com

pete

ncy

STR

EE

T[C

OM

MU

NIT

Y]

SUR

VIV

AL

SK

ILL

SC

UR

RIC

UL

UM

AN

DT

EST

BE

CK

ER

WO

RK

AD

JUST

ME

NT

PRO

FIL

E

BLDG

MAIN

BUS

OFF

CLER

BUS

OFF

SERV

FOOD

SERV

GEN

CONS

HOSP

SERV

LAUN

DRY

CL.

JOB

PLAC

TRAN

DA

ILY

LIV

ING

SK

ILL

S1.

Man

agin

g Pe

rson

al F

inan

ce01

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ntif

y m

oney

and

mak

e co

rrec

tch

ange

MO

NE

YC

OI

C01

0X

XX

XX

XX

XX

XX

XX

XX

XX

X

02 M

ake

resp

onsi

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expe

nditu

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C01

0X

XX

XX

XX

XX

03 K

eep

basi

c fi

nanc

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cula

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nd p

ay ta

xes

05 U

se c

redi

t res

pons

ibly

XX

X

06

Use

ban

king

ser

vice

sC

OI

C01

0X

XX

2. S

elec

ting

and

Man

agin

g a

Hou

seho

ld07

Mai

ntai

n ho

me

exte

rior

/inte

rior

XX

XX

XX

XX

X

08

Use

bas

ic a

pplia

nces

and

tool

sM

EA

SUR

EM

EN

TS

TO

OL

SD

OM

EST

ICM

AN

AG

EM

EN

T

C09

WP14

XXX

XXX

XXX

XXX

XXX

09

Sele

ct a

dequ

ate

hous

ing

10 S

et u

p ho

useh

old

XX

X

11 M

aint

ain

hom

e gr

ound

sX

XX

5646

57

LC

CE

CU

RR

ICU

LU

M A

RE

AC

ompe

tenc

y, a

nd S

ubco

mpe

tenc

yST

RE

ET

[CO

MM

UN

ITY

]SU

RV

IVA

L S

KIL

LS

SUR

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AL

CU

RR

ICU

LU

M A

ND

TE

ST

BE

CK

ER

WO

RK

AD

JUST

ME

NT

PRO

FIL

E

BLDG

MAIN

BUS

OFF

CLER

BUS

OFF

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FOOD

SERV

GEN

CONS

HOSP

SERV

LAUN

DRY

CL.

JOB

TAC

RAN

3. C

arin

g fo

r Pe

rson

al N

eeds

12 P

hysi

cal f

itnes

s, n

utri

tion,

and

wei

ght

XX

XX

XX

13 G

room

ing

and

hygi

ene

HE

AL

TH

, FIR

ST A

ID,

AN

D S

AFE

TY

C01

2H

AI

HA

IO

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

14 D

ress

app

ropr

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lyH

A3

)0(X

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

X

15 C

omm

on il

lnes

s, p

reve

ntio

n, a

ndtr

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ent

HE

AL

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, FIR

ST A

ID,

AN

D S

AFE

TY

HA

IW

P16

XX

X

16 P

ract

ice

pers

onal

saf

ety

FUN

CT

ION

AL

SIG

NS

HE

AL

TH

, FIR

ST A

ID,

AN

D S

AFE

TY

WP1

5W

P16

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

4. R

aisi

ng C

hild

ren

and

Mee

ting

Mar

riag

eR

espo

nsib

ilitie

s17

Phy

sica

l car

e fo

r ra

isin

g ch

ildre

n18

Psy

chol

ogic

al a

spec

ts o

f ra

isin

gch

ildre

n19

Mar

riag

e re

spon

sibi

litie

s5.

Buy

ing,

Pre

pari

ng, a

nd C

onsu

min

gFo

od20

Pur

chas

e fo

odD

OM

EST

ICM

AN

AG

EM

EN

TC

O1

C01

0X

XX

XX

X

21 C

lean

foo

d pr

epar

atio

n ar

eas

XX

XX

XX

22 S

tore

foo

dX

XX

XX

X

23 P

repa

re m

eals

XX

XX

XX

24 A

ppro

pria

te e

atin

g ha

bits

HA

9X

XX

XX

X

25 P

lan

and

eat b

alan

ced

mea

lsX

XX

XX

X

6. B

uyin

g an

d C

arin

g fo

r C

loth

ing

26 W

ash/

clea

n cl

othi

ngX

XX

5847

59

LC

CE

CU

RR

ICU

LU

M A

RE

A,

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pete

ncy,

and

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com

pete

ncy

STR

EE

T[C

OM

MU

NIT

Y]

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AL

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ILL

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UR

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UM

AN

DT

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ER

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CLER

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GEN

CONS

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SERV

LAUN

DRY

CL.

JOB

PLAN

TRAN

27 P

urch

ase

clot

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CO

1

C01

0X

XX

28 I

ron,

men

d an

d st

ore

clot

hing

XX

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7. E

stab

lishi

ng R

espo

nsib

le C

itize

nshi

p29

Civ

il ri

ghts

and

res

pons

ibili

ties

30 N

atur

e of

loca

l, st

ate,

and

fed

eral

gove

rnm

ents

31 K

now

ledg

e of

the

law

and

abi

lity

tofo

llow

the

law

32 K

now

ledg

e of

citi

zen

righ

ts a

ndre

spon

sibi

litie

s

IR2

as 1R6

IR9

8.U

tiliz

ing

Rec

reat

iona

l Fac

ilitie

s an

dE

ngag

ing

in L

eisu

re33

Ava

ilabl

e co

mm

unity

res

ourc

esFU

NC

TIO

NA

L S

IGN

SX

XX

XX

X

34 C

hoos

e an

d pl

an a

ctiv

ities

XX

XX

XX

35 V

alue

of

recr

eatio

n36

Eng

age

in g

roup

and

indi

vidu

alac

tiviti

es37

Pla

n va

catio

n tim

e9.

Get

ting

Aro

und

the

Com

mun

ity38

Tra

ffic

rul

es a

nd s

afet

yFU

NC

TIO

NA

L S

IGN

SX

XX

XX

XX

XX

39 V

ario

us m

eans

of

tran

spor

tatio

nPU

BL

IC S

ER

VIC

ES

C01

9X

XX

XX

XX

XX

40 F

ind

way

aro

und

com

mun

ityC

019

XX

XX

XX

41 D

rive

a c

ar

PER

SON

AL

-SO

CIA

L S

KIL

LS

10. A

chie

ving

Sel

f A

war

enes

s

GO

4861

LC

CE

CU

RR

ICU

LU

M A

RE

A,

Com

pete

ncy,

and

Sub

com

pete

ncy

STR

EE

T[C

OM

MU

NIT

Y]

SUR

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AL

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ILL

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UR

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UM

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ER

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SERV

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GEN

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LAUN

DRY

CL.

JOB

PLAN

TRAN

42 I

dent

ify

phys

ical

and

psy

chol

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C01

2X

XX

43 I

dent

ify

inte

rest

s an

d ab

ilitie

s30

0CX

XX

44 I

dent

ify

emot

ions

XX

X

45 K

now

ledg

e of

phy

sica

l sel

fC

012

XX

X

11. A

cqui

ring

Sel

f C

onfi

denc

e46

Exp

ress

fee

lings

of

self

-wor

thX

XX

47 D

escr

ibe

othe

r's p

erce

ptio

n of

sel

fX

XX

48 A

ccep

t and

giv

e pr

aise

XX

XX

XX

XX

X

49 A

ccep

t and

giv

e cr

itici

smIR

7X

XX

XX

XX

XX

50 C

onfi

denc

e in

one

self

XX

XX

XX

12. A

chie

ving

Soc

ially

Res

pons

ible

Beh

avio

r51

Res

pect

for

the

righ

ts a

nd p

rope

rtie

sof

oth

ers

IR1

IR4

IR6

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

52 R

ecog

nize

aut

hori

ty a

nd f

ollo

win

stru

ctio

ns1R

3X

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

X

53 A

ppro

pria

te b

ehav

ior

in p

ublic

pla

ces

1R3

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

XX

54 K

now

impo

rtan

t cha

ract

er tr

aits

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Appendix K

BECKER WORK ADJUSTMENT PROFILE-INDIVIDUAL STUDENT(Work Adjustment Profile, Becker 1989) Revised:

11/09/99Date:Last Name:First Name:Sex: DOB: Age:Home School: Race:

RAW SCORE SCALE SUMMARYRAW SCORE RAW SCORE RAW SCOREBASELINE MID-TERM EOY-FINAL[Series I] [Series 2] [Series 3]

Work HabitsInterpersonal RelationshipsCognitive SkillsWork Performance SkillsBroad Work Adjustment(Domain Areas from Becker, 1989 )

HA 20 30 40IR 30 35 48CO 45 55 70WP 50 55 53BWA 36.25 43.75 52.75

(BWA is an average so that domain profilesare more visible.)

80

60

`a 40

20

Work Adjustment Profile

HA IR CO

Sub-Tests

WP BWA

D Seriesl

Series2

O Series3

CAREER DEVELOPMENT LEVELExpected Program Level Competency LevelCommunity Competitive HighTransitional Sheltered Moderately HighExtended Workshop AderquateWork Activity Moderately LowDay Care Low(Above program level terms from Becker, 1989 and McCarron-Dials Systems, 1991.)

Appendix L

STREET SURVIVAL SKILLS QUESTIONNAIRE-INDIVIDUAL PROFILE(Street Survival Skills Questionnaire, Linkenhoker & McCarron, 1979)

Date:Last Name:First Name:Sex: DOB:Home School:

Age:Race:

FULL SCALE SUMMARY-2-3rd YEAR

Revised:11/09/99

[OPTIONAL]RAW SCORE RAW SCORE RAW SCOREYEAR 1 YEAR 2 YEAR 3

[Series 1] [Series 2] [Series 3]

BASIC CONCEPTSFUNCTIONAL SIGNSTOOLSDOMESTICSHEALTH & SAFETYPUBLIC SERVICESTIMEMONETARYMEASUREMENTS

TOTAL-AVERAGE(Total is an average soTOTAL-ACTUAL

CONCSIGNTOOLDOMSAFESERVTIMEMONMEASTOT

15

16

19

10

15

13

12

17

19

14.63that area profiles are more visible.)

136

2018

1516

17

19

12

15

2016.89

152

0Ce

SSSQ PROFILE

TOOL DOM SAFE SERV TIME MON MEAS

Sub-Tests

O Series1

M Series2

Series3

CAREER DEVELOPMENT LEVELExpected Program Level*Community EmploymentTransitional/Vocational AdjustmentExtended/PrevocationalWork Activity/PrevocationalDay Care/Basic Skills(* Linkenhoker & McCarron, 1979)

Competency LevelHighModerately HighAdequateModerately LowLow

58 7 9

SSSQ Raw Score Range*179+156-178124-155105-12362-104

Appendix M

ACQUISITION OF SPECIFIC OCCUPATIONAL SKILLS-INDIVIDUAL STUDENT PROFILEDEVELOPED BY WM. A. QUINONES, PH.D., 10/11/98 Revised:

11/09/99Date:Last Name:

First Name:

Sex: DOB: Age:

Home School: Race:

CTED PROGRAM:RAW SCORE SCALE SUMMARY

SAMPLE

YEAR IN PROGRAM:RAW SCORE RAW SCORE RAW SCOREMid-Term Final Mid/FinalFirst Year First Year Year 2

[Series II [Series 21 [Series 3]

Prerequisite Skills/Basic Skills BS 5 10 11

Semester 1 Sem 1 10 15 18

Semester 2 Sem 2 15 20 21

Semester 3 Sem 3 20 25 27Semester 4 Sem 4 25 30 31

TOTAL SCORES 17.5 22.5 24.25

35

30

25

E 2015

co10

5

Acquisition of Specific Occupational Skills

BS Sem 1 Sem 2

Sub-Tests

Sem 3 Sem 4

OSeries1

111Series2

OSeries3

EMPLOYABILITY STATUS LEVELExpected Program LevelCommunity CompetitiveTransitional ShelteredExtended WorkshopWork ActivityDay Care

Competency LevelHighModerately HighAderquateModerately LowLow

(Above program level terms from Becker, 1989 and McCarron-Dial Systems, 1991.)

App

endi

x N

Ann

ual g

oals

and

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rt-T

erm

Inst

ruct

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l Obj

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or In

divi

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Edu

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(IE

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Stu

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scho

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agne

t Cen

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ools

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