Make the Most of Your Time

Dr. Christina Davis Dr. Gloria Gardiner

AER International Conference 2014San Antonio, Texas

July 30-August 3, 2014

Georgia Academy for the BlindReady for the World

Time and scheduling problems Intentional, focused instruction School-wide Quarters and Semesters Based on the EVALS and other resources Standards-based Data-based

Ready for the World Courses

Assistive Technology: Screen Readers, JAWS, Notetakers, Computing,

Braille Signature Hygiene/Grooming Food Preparation Money Management Career Education O & M Shopping Service Lunch Program: Family Style

A Growing Program

Visual Efficiency Clothing Care Bedroom Care Home Care Outdoor Homecare Food Prep: II, III, IV Money Management: II, III,

IV, V CWAT: Job Training

Career Education: II, III, IV Self-Determination ASPIRE (Active Student

Participation Inspires Real Engagement)

Essential Assessments Social Skills Recreation and Leisure

Coming soon

Tactile Graphics First Aid Prom Preparation Leadership Development

Making the Most of Our Time

Bridge Law and Ready for the World Middle School High School

Essential Assessments 3 Year Evals

Personal Note on the ECC

Knew how to complete the tasks (skills) by listening and memorizing factual information but did not know how to perform the tasks (skills).

Example: making toast Lack of experiential and incidental learning “What if he/she gets hurt?”, “It takes so long time for him/her to

complete the tasks!”, “We do not have all day!” Over prompting led to lack of independence Lack of adaptations and instructional strategies

Career, Technical and Agricultural Education (CTAE)

Curriculum developed in conjunction with the Governor’s strategic industries and workforce development task force

Collaborative effort with secondary and post secondary teachers to identify knowledge and skills that help students to be successful in today’s workforce in Georgia

17 programs were developed Each program has multiple career pathways

Career, Technical and Agricultural Education (CTAE)

Each pathway has three or four specialized courses Each course has rigorous core elements, performance

standards, skills necessary after high school graduation to go straight into the workforce, college/university, or military for additional training

Linked to academic skills as well as 11 foundation skills. Students have the opportunity to take an exit exam and

earn industry certification.

17 Programs

Agriculture, Food and Natural Resources

Architecture and Construction

Arts, AV/ Technology, and Communications

Business Management, and Administration

Education and Training Energy Finance Government and Public

Administration

Health Science Hospitality and Tourism Human Services Information Technology Law, Public Safety,

Corrections, and Security Manufacturing Marketing Science, Technology,

Engineering, Mathematics Transportation, Distribution

and Logistics

Middle School

Introduce High School Career Pathways Starts at 6th grade Help Middle school students to explore different careers

Middle School

Agriculture Architecture, Construction

and Transportation Business Computer

Science Engineering Technology Human Service

Government & Public Safety

Health Care Science Marketing, Sales & Service

Middle School Human Services

Foundation class for High School level Introduce basic concepts of all courses in Human service Also align with ECC and Academic Foundation skills

11 foundation skills

Technical skills Academic Foundation Communication Problem Solving and Critical thinking Information, technology Application Organization Safety, Health and Environment Leadership and Teamwork Ethics and Legal Responsibilities Career Development Entrepreneurship

Critical for Students

CTAE classes help students to develop transition skills, which is a

critical for students with disabilities.

ECC Instruction

Adaptations: utensils, appliance Labeling: color contrast (black/white; yellow/black) Labeling: print/braille/symbols Recipe books Orientation and Mobility

Human Services Career Cluster

The Human Services Career Cluster prepares individuals for employment activities related to family and human needs such as nutrition and food science, counseling and mental health services, family and community services, personal care, and consumer services.

Human ServicesFormally Known as a Family Consumer Science (FACS)

Food and Nutrition 1. Food, Nutrition, and Wellness2. Food for Life3. Food Science

Interior, Fashion, and Textiles1. Foundations of Interior Design2. Fundamentals of Fashion3. Textile Science

Personal Care Services: Cosmetology1. Introduction to Personal care Service 2. Cosmetology Services II 3. Cosmetology Services III

Human Services

Personal Care Services: Esthetics1. Introduction to Personal Care Service2. Esthetics Services II3. Esthetics Services III

Housing and Community Management1. Introduction to Consumer Relations2. Housing and Community Management3. Managing Diverse Property Types

Human Service

Personal Care Service: Barbering1. Introduction to Personal Care Services2. Barbering II3. Barbering III

Personal Care Services: Nails1. Introduction to Personal Care2. Nail Care Services II3. Nail Care Services III

Food, Nutrition, and Wellness

Course Description: Food, Nutrition and Wellness is the foundational course in the nutrition and food science pathway. The focus of the course is centered on healthy food and lifestyle choices. Students will investigate the interrelationship of food, nutrition and wellness to promote good health. Mastery of standards through project-based learning, technical skills practice, and leadership development activities of Family, Career and Community Leaders of America (FCCLA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training. Pre-requisite for this course is advisor approval.

11 Course Standards

Demonstrate employability skills required by business and industry. Examine how related student organizations are integral parts of career

and technology education courses through leadership development, school and community service projects, and competitive events.

Analyze factors that influence food choices and quality of diet. Evaluate nutritional information in relation to wellness for individuals and

families. Analyze the effects of food eating behaviors on wellness. Investigate the health and nutrition requirements of individuals and

families with special needs. Analyze food safety and sanitation practices from production to

consumption. Compare the causes and foods at risk for illnesses. Evaluate scientific and technical advances in food processing, storage,

product development and distribution for nutrition and wellness. Design and demonstrate ability to select, store, prepare and serve

nutritious, safe and appealing foods. Research careers related to food, nutrition and wellness.

Support of CTAE Foundation Course Standards and Common Core GPS and Georgia Performance Standards

ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Elements of the Standard

All HUM classes

Demonstrate employability skills required by business and industry

1.1Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities

1.2Demonstrate creativity with multiple approaches to ask challenging questions resulting in innovative procedures, methods, and products

1.3Exhibit critical thinking and problem solving skills to locate, analyze, and apply information in career planning and employment situations

1.4Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.

1.5Apply the appropriate skill sets to be productive in a changing, technological, and diverse workplace to be able to work independently, interpret data, and apply team work skills.

1.6Present a professional image through appearance, behavior, and language.

Demonstrate employability skills required by business and industry * All Human Services Courses

Element ECC Domain ECC Skill

Communicate effectively through writing, speaking,

listening, reading, and interpersonal abilities

Compensatory, social skills

Written and oral communication,

Expressive and receptive language

Demonstrate creativity with multiple approaches to ask challenging questions resulting in

innovative procedures, methods, and productsCompensatory,

social skillsCritical thinking and

Problem solving

Exhibit critical thinking and problem solving skills to locate, analyze, and apply information in career planning and

employment situations

Compensatory, Career education

Career planning, Job readiness, Generalize

plans based on information

Model work readiness traits required for success in the workplace including integrity,

honesty, accountability, punctuality, time management, and respect for diversity.

Career Education, Social skills

Occupational Social skills (Job related social skills)

Apply the appropriate skill sets to be productive in a changing, technological, and diverse

workplace to be able to work independently, interpret data, and

apply team work skills.

Career Education

Teamwork skills, Productive work

Present a professional image through

appearance, behavior, and language.

Independent Living skills

Grooming, Posture, Speaking

Analyze food safety and sanitation practices from production to consumption

Demonstrate proper sanitation practices (e.g. hand washing, BAC guidelines).

Independent Living skills food preparation skills

Understand the requirements of food temperatures and food safety.

Independent Living skills food preparation skills

Demonstrate the need for safe food handling practices

Independent Living skills food preparation skills

Develop sanitation practices that apply to the Hazard Analysis and Critical Control

Point (HACCP) system.Independent Living

skillsHygiene, food

preparation skills

Demonstrate the need of safe food storage practices.

Independent Living skills food preparation skills

Develop appropriate activities regarding the safe use of equipment.

Independent Living skills

Adapted equipment, personal safety, food preparation skills

Design and demonstrate ability to select, store, prepare and serve nutritious, safe and appealing foods

Determine the equivalents and measuring techniques for serving nutritious, safe and

appealing foods.Independent Living

skills, Compensatorymeasurement, food preparation skills

Demonstrate safe food practices for cooking outdoors.

Independent Living skills, Rec and Leisure

safety, food preparation skills, grilling/picnics

Demonstrate the selection, storage, and cooking techniques for various food categories

Independent Living skills food preparation skills

Research careers related to food, nutrition and wellness.

Identify food and nutrition careers related in the government, business, media, educational and healthcare factors and the

education requirements for those identified.Career Education,

Assistive TechnologyIdentify potential careers,

requirements, barriers, web searching

Examine the job market at a local, state and regional level Career Education Identify potential careers,

requirements, barriers

Analyze how studying foods and nutrition now can benefit one in the future.

Career Education, ILS, Self-Determination

Making choices, goal setting, wellness

Food and words are my creative portals, the means through which I connect with others.

Christine Ha is the first ever blind contestant and season 3 winner of the competitive amateur cooking show, “Master Chef”.

Design and demonstrate a nutritious diet.

Define and demonstrate an understanding of the components of a nutritious diet by

planning menusIndependent Living

Skills, CompensatoryMenu planning,

organizational skills

Discuss the health related selection criteria for convenience foods and restaurant foods

Independent Living Skills

Making healthy food choices

Assess the effects of lifestyle, income, health and other factors on food selection and nutrition

at different stages in the lifespan.Independent Living

skills, Self-DeterminationHealthy choices, Money

management

Foundations of Interior Design

Course Description: This course introduces the student to the basic fundamentals of design and the interior design profession. The skills taught throughout the course will allow the student to investigate and explore the various careers within the aspects of interior design. Students will gain knowledge of the history of interior furnishings. Basic mathematics, English language arts and science skills will be incorporated throughout the curriculum. Individual work, teamwork and presentation skills will also be incorporated into the curriculum. Upon completion of the interior design curriculum, students will have acquired the basic skills that will allow them to make a well educated move to the postsecondary level.

Evaluate the relationship of human factors in interior design projects.

Determine and discuss

aspects of ADA compliance

and universal design.

Self-determination

Self-Advocac

y

Introduction to Consumer Relations

Course Description The Human Services Cluster consists of career pathways which provide a variety of services to consumers. One of the most important aspects is the ability to provide positive consumer interactions. Students will learn effective interpersonal skills to build and maintain consumer relations. Emphasis is placed on examining policies and procedures, communication skills, and consumer interactions. Students will be afforded the opportunity to not only understand the concepts, but also apply their knowledge and skills in project based activities. Mastery of standards through project based learning, technical skills practice, and leadership development activities of Family, Career and Community Leaders of America, (FCCLA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training.

Identify the effects of professionalism and a positive image.

Summarize and critique the different policies an organization has on presentation: i.e. uniform,

badges, personal hygiene, clothing, accessories, etc. Independent Living

SkillsUnderstanding dress

code in settings

Evaluate the effects of a first impression.

Independent Living Skills

Grooming skills: presenting both physical and mental image

Analyze perception associated with professional dress and behaviors.

Independent Living Skills

Grooming skills: presenting both physical and mental image

Analyze how factors affect the quality of customer service: reliability, confidence, efficiency, consistency, organization and acceptance and adherence to policies and procedures Social Skills Establishing good relationships

with people (customers)

Analyze image blunders and identify ways to eradicate them Social Skills Building relationships,

Self-esteem

Evaluate the connection between personal wellness and job performance.

Social Skills, Career Education, Self-Determination

Making choices, Job maintenance

Identify the importance of communication skills in consumer relations.

Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective

communication. Social Skills Understanding Verbal and Nonverbal Communication

Demonstrate effective listening and feedback techniques Social Skills Listening and Responding

appropriately

Describe effective etiquette when dealing with consumers using communication technology (e.g. telephones,

intercoms, two way radios, cellular devices, switchboards). Social Skills, Technology Use of devices, etiquette in varied settings

Human Services and ECC

Majority of Standards in the Human Services Pathway include ECC areas, especially: Career Education Independent Living Skills Social Skills

ECC instruction can be provided during regular class time

Assessment

Content Related Assessment: Unit test: pre/posttest, review game before taking the test

Performance Test: teacher created performance test with rubrics. The skills are specifically related to ECC skills

Will be using Student Learning Objectives (SLOs)

RESOURCES: HUMAN SERVICES

Guide for Good Food 13th edition By: Velda L. Largen, Deborah L. Bence ISBN: 978-1-61960-629-6 Copyright: © 2015 Grade Level: 9-12

Nutrition & Wellness for Life, 4th Edition By: Dorothy F. West, Ph.D. ISBN: 978-1-60525-446-3 Copyright: © 2012 Grade Level: 9-12

Principles of Food Science, 3rd Edition By: Janet D. Ward ISBN: 978-1-60525-609-2 Copyright: © 2013 Grade Level: 9-14Websites

Succeeding in Life and Career, 10th Edition By: Frances Baynor Parnell ISBN: 978-1-60525-453-1 Copyright Level: 9-12

Homes & Interiors, Student Edition © 2007 ISBN : 9780078744204 MHID: 0078744202

Consumer Education & Economics, Student Edition © 2008 ISBN : 9780078767807 MHID: 0078767806

Clothing: Fashion, Fabrics & Construction © 2008 ISBN : 9780078767951 MHID: 0078767954

Human Services: Web Resources

American Family Consumer Science Association (AFACS): www.aafcs.org

CTAE Resource Network: www.ctaern.org Ed Helper: www.edhelper.com Family, Consumer Science:

www.familyconsumerscience.com Learning Zone express: www.learningzonexpress.com Independent Living Aids: www.independentlivingaids.com Maxi Aids: www.maxiaids.com

Resources: ECC

Annotated Bibliography of Curricular Materials Related to The Core Curriculum for Children and Youths with Visual Impairments, Including Those with Multiple Disabilities → Independent Living Skills Curricula & Resources

http://www.tsbvi.edu/national-agenda/1214-annotated-bibliography-of-curricular-materials-related-to-the-core-curriculum-for-children-and-youths-with-visual-impairments-including-those-with-multiple-disabilities

Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. 2nd Edition

R. Loumiet & N. Levack. (1993). Texas School for the Blind and Visually Impaired, Austin. 698 pp.

This curriculum serves as a resource and guide for assessment, evaluation, and instruction of students with visual impairments. Each volume is divided into goals which represent the major components of social competence. Each goal contains skills that are sequenced into age groups. Information is also included on adapted materials and special methods that can be used to teach individuals who have visual impairments. Numerous general education books and instructional materials are listed with individual skills as resources for teaching ideas and activities. Procedures and forms are included for initial assessment of a student's level of competence and for on-going evaluation of the student's progress.

Subjects Covered:

Volume I: Social Competence

Volume II: Self-Care and Maintenance of Personal Environment

Volume III: Play and Leisure

Interaction with family,

peers, and others Self-concept Recognition and

expression of emotions Nonverbal

communication Values clarification Personal and social

aspects of sexuality Physical aspects of

sexuality Courteous behavior Problem solving,

decision making and planning

Scholastic success Personal and civic

responsibility

Dressing Clothing management Personal hygiene and

grooming Toileting and feminine

hygiene Eating Eating in different settings Food management Housekeeping and home

maintenance Housing Telephone use Time concepts Obtaining and using money Health and safety Self-Advocacy

Management of leisure time Solitary play and leisure

activities Social play and leisure

activities Physical games and sports Enjoyment of pets and

nature Music and dance Arts and crafts Reading, writing, speaking,

and drama Science and technology

RECC

http://www.tsbvi.edu/recc/

Resources for the Expanded Core Curriculum (RECC)

RECC

Title Author Domain Category Media Beyond TV Dinners: 3 Levels of Recipes for Visually Handicapped Cooks (Cost)

P. Canter, M. Cole, B. Hatlen, & P. LeDuc

Independent Living

Instruction of Personal Management

Description: This book offers a recipe package for students who need recipes geared to their cooking abilities. The three levels of cooking are directly related to the cooking evaluations that are included in the book.

Blog

http://www.fredshead.info/

The Fred's Head blog contains tips, techniques, tutorials, in-depth articles, and resources for and by blind or visually impaired people. Fred's Head is offered by the American Printing House for the Blind. It was voted best blindness-related blog three years in a row by BlindBargains.com.

Georgia Academy for the Blind2895 Vineville Avenue

Macon, GA 31204

Gloria Cha-Gardiner, Ed.D.Family Consumer Science TeacherPhone: 478-751-6087moon.gardiner@doe.k12.ga.us

Christina Davis, Ph.D., NBCTCoordinator of Designated ProgramsPhone: 478.751.4592chdavis@doe.k12.ga.us