MADISON PUBLIC SCHOOLS
PATHWAYS
Madison High School
Authored by: Thomas Bentz and Maureen O’Neill
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
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I. OVERVIEW
The Pathways Curriculum is a special education program that incorporates both academic and life
skills curriculum to develop each student’s potential to transition successfully to post-secondary settings and
independent living. Upon graduation, students should have the skills to enter the world and be prepared for
employment or education beyond grade twelve. The Language Arts component of the Pathways curriculum
is not only a writing and reading program, but focuses on speaking and thinking as they relate to activities of
daily living. Likewise, the Mathematics component is expected to train students in skills needed, at their own
level, to work after leaving Madison High School. The social studies section not only educates students in the
foundations of their American democracy, but also prepares them to be actively contributing and working
members of society. Finally, the science curriculum exposes the students to basic understandings of life
science.
The Life Skills portion of the Pathways program focuses on Daily Living Skills and Personal/Social
Skills.
Daily Living skills include managing a home, family and finances, nutrition, food prep and
consumption, buying and caring for clothes and getting around the community. Personal/Social skills
include self awareness, socially responsible behaviors, interpersonal skills, achieving independence, safety
awareness, caring for personal needs, character education, recreational groups and facilities, health and
sexuality, and problem solving skills.
The Pathways curriculum addresses the wide range of ability levels that special education students
present as they enter and continue in the Pathways program. Teachers are expected to “start where the
student is” and to help him/her move forward in a developmentally-appropriate sequence of skill-based
activities with the goal of providing each student with opportunities to develop their strengths and to
compensate for any learning differences. Therefore, implementation of the curriculum will be individualized
with respect to each individual student’s ability level and rate of understanding. Some students will
participate in the Pathways program for four years and others until they reach the age of 21. Therefore, the
curriculum is planned to be implemented as a spiraling curriculum rather than a linear one.
This curriculum respects the individual potential and learning styles of each of the individual students in the
Pathways program while simultaneously recognizing that these students are expected to work toward the
attainment of the learning outcomes established for all children by the New Jersey Core Curriculum Content
Standards (NJCCCS).
II. RATIONALE
The purpose of this course is to give students the skills they need to transition to life after high school.
This set of skills is not limited to academic skills but includes family, job, social and other life areas.
III. ESSENTIAL QUESTIONS AND CONTENT
In the curricular areas of mathematics, language arts, science and social studies, students will:
Read and write for a variety of purposes
Listen for a variety of purposes
Speak in a variety of life situations
Use mathematics as applied to everyday life, on the job, in the home, and in society.
Demonstrate useful US citizenship, with an awareness of purposeful work and community
activities
Demonstrate basic understanding of life science concepts
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IV. STRATEGIES
It is imperative to recognize the variety of skill levels in the Pathways program. While pupils are
taught comparable objectives, the strategies, content, and evaluation need to be adjusted to individual
learning styles and abilities.
The teacher will use a variety of instructional strategies, including:
a.
b.
c.
d.
e.
f.
Dialogue with pupils, emphasizing student restatement of expectations
Cooperative strategies
Lecture
Reading
Site visits
Outside experts speak or give presentations to class
V. EVALUATION
Due to student differences, evaluation needs to be tailored to individual student needs. While some
students will be using text-generated paper and pencil evaluations with time limits, others may be evaluated
orally, on the same content, in an untimed fashion, with adjustments in content and difficulty. Likewise,
others may be evaluated in a criterion referenced manner, based on the demands of the curriculum and ability
levels, learning style, and strengths and weaknesses of the students. Evaluations may include, but not be
limited to essays, multiple choice, fill in the blank, verbal response, job performance activities, and other
criteria.
VI. REQUIRED RESOURCES
English For The World Of Work;
American Guidance Services, 2003
Saddleback Lifeskills (Moving Out on your Own; Everyday Household Tasks; Health and Safety; Job
Search; Getting Ahead at Work; Community jResources; Public Transportation and Travel) ; Saddleback
Publishing 2003
Survival Vocabularies: :Banking, Clothing, Credit, Drivers License, jDrugstore, Emergency Services;
Government, Entertainment, Job Application, Medical, Restaurant, Supermarket, and Transportation
Languages Pearson, American Guidance Services, 2003
LCCE (Life Centered Career Education), Revised Complete Curriculum package; Council for
Exceptional Children
Survival Vocabulary 1and2 ; Saddleback Educational Publishing
Writing 1and2 ;Saddleback Educational Publishing
Explore Your Newspaper PCI Education
Biography Shorts 1-2 PCI Education
Real World Reading PCI Education
Survival Signs Activity Cards Indoor and Outdoor Set PCI Education
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Math For The World Of Work;
American Guidance Services, 2003
Basic Mathematics Skills; Media Materials 1988
Mathematics for Consumers Media Materials 1988
Achieving Competence in Mathematics;
Banking Math
Amsco Publications 1987
PCI Education
Money Math (Grocery Store Math, Super Store Math, Drug Store Math) PCI Education
Complete Deluxe Banking Kit PCI Education
US History Shorts 1-2 PCI Education
Internet Resources-CNN.com, NJ.com, Daily Record.com, NY Times.com, Google, Google images,
League of Women Voters website, teacher prepared materials
PCI Life Science Classroom Set, Saddleback Life Science
Language Arts
The students will be provided with opportunities to increase reading fluency, comprehension and
written expression through exposure to a variety of texts including short stories, short biographies,
magazines, newspapers, Internet sites. The materials should provide high interest/reduced readability
content so that students can expand their reading experiences, gain general knowledge and meaning and
interpret information.
LINK TO NJ CORE CONTENT STANDARDS
NJCCSS 3.1 Reading
3.1.12.A.1 Interpret and use common textual features (e.g., paragraphs, topic sentence, index, glossary,
table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.
3.1.12.E.2 Use a variety of graphic organizers with various text types for memory retention and
monitoring comprehension.
3.1.12.F.5 Define words, including nuances in meanings, using context such as definition, example,
restatement, or contrast.
3.1.12.G.16 Distinguish between essential and nonessential information.
STANDARD 3.2 Writing.
3.2.12.A.3 Use strategies such as graphic organizers and outlines to plan and write drafts
according to the intended message, audience, and purpose for writing.
3.2.12.A.4 Analyze and revise writing to improve style, focus and organization, coherence,
clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.
3.2.12.A.6 Review and edit work for spelling, usage, clarity, and fluency.
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3.2.12.A.7 Use the computer and word-processing software to compose, revise, edit, and publish
a piece.
STANDARD 3.3 Speaking
3.3.12.A.1 Support a position integrating multiple perspectives.
3.3.12.B.1 Ask prepared and follow-up questions in interviews and other discussions.
3.3.12.B.2 Extend peer contributions by elaboration and illustration.
3.3.12.B.9 Give and follow spoken instructions to perform specific tasks to answer questions or to solve
problems.
STANDARD 3.4 Listening
3.4.12.A.1 Discuss, analyze and extend ideas heard orally.
3.4.12.A.3 Demonstrate active listening.
3.4.12.A.4 Identify and define unfamiliar vocabulary through context in oral communications.
3.4.12.B.5 Follow oral directions to perform specific tasks to answer questions or solve problems.
3.4.12.B.6 Paraphrase information presented orally by others.
GOAL: To provide opportunities for students to read for meaning strategies:
▫ Students will read biographies of famous people in order to develop an understanding of others and
themselves (stress placed on situations affecting their lives and relating those situations to students’
lives)
▫ Students may develop their own autobiographies, selecting items similar to the biographies they have
studied. (after discussing major events in ones’ life, and relating those items to their own lives)
▫ When reading, stress the importance of “reading for a purpose” to grasp a certain message; find important
detail; answer a specific question; evaluate what you are reading; to apply what you are reading; to be
entertained.;
▫ Review skills related to: title, table of contents, index, glossary
▫ Review skills related to: topic sentence (main idea being discussed in the paragraph); supporting
details (specific details, facts, and explanations to clarify and give credibility to main idea)
▫ Review skills related to inference, predicting, generalizing, evaluating
GOAL: To provide opportunities for students to read for pleasure strategies:
▫ Students will work with a variety of literary devices, as they may be found in their daily reading.
(including, but not limited to; flashback, foreshadowing, simile, metaphor, hyperbole, irony,
personification)
▫ Development of text (at student’s own level, perhaps acted out, using pictures, video, audio tape,or
some other method of showing understanding) using literary devices, in order to reinforce the point
the pupil is trying to make.
GOAL: To provide opportunities for students to develop interest in reading about current affairs
▫ Pupils will read together, and alone, using computer, and overhead projector flashed onto screen:
CNN.com; NJ.com; BBC.com; (stress on current daily news events both national and
international)
▫ Read and discuss “hard” copies of periodical, newspapers, brochures
▫ Group discussions on current events
▫ Develop current events news reports to be acted out, video taped, or audio recorded
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GOAL: To provide opportunities for students for written expression
▫ Practice writing letters of application
▫ Write letters to politicians regarding current political issues and concerns
▫ Develop written arguments in response to advertisements, political statements and events
▫ Write to “people of interest”
▫ Write to area businesses regarding job opportunities
▫ Develop current events news reports to be acted out, video taped, or audio recorded.
GOAL: To provide opportunities for students to demonstrate speaking and listening skills.
▫ Use interview techniques in order to research various topics and prepare oral reports
▫ Prepare and defend oral arguments for use in class discussion
▫ Prepare and give oral reports
▫ Attend vocational awareness trips, listen to presentation by tour giver, and then report to peers and
teachers
Consumer Mathematics
The students will learn how to apply basic math computation skills to daily life needs and develop
understanding of money and budgeting. The students will be provided the opportunity to review and
reenforce basic math computation skills, calculator skills and money concepts. Students will solve basic math
word problems and demonstrate knowledge of problem-solving strategies.
LINK TO NJ CORE CONTENT STANDARDS
NJCCCS: 9.2.4E
1. Demonstrate a basic understanding of the value of money
2. Identify various sources of money for personal spending
3 Explore the relationship among wants, needs, and resources
4. Understand that prices of goods and services can be compared to make decisions about purchases.
5. Explain how people can improve their ability to earn income by gaining new knowledge skills and
experiences.
6. Describe how to earn and save money in order to purchase a desire item.
NJCCCS 9.2.8E
1. Identify and demonstrate personal finance skills in checkbook maintenance and investing
2. Construct a simple personal savings/spending plan
3. Understand that people make financial choices that have costs, benefits and consequences
4. Explain the difference in cost between cash and credit purchases
5. Compare prices of similar items from different sellers
NJCCCS 9.2.12E
1. Analyze factors that influence gross and net income
2. Design, implement and critique a personal financial plan
3. Discuss how to obtain and maintain credit
4. Prepare and use skills for budget preparation, making predictions about income and expenditures, income
tax preparation, and adjusting spending or expectations based on analysis.
5. Use comparative shopping techniques for the acquisition of goods and services
6. Analyze the impact of advertising, peer pressure and living arrangements on personal purchasing
decisions.
7. Evaluate the actions a consumer might take in response to excess debt and personal financial status.
8. Analyze the interrelationships between the economic system and consumer actions in a chosen career
cluster.
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GOAL: Managing Personal Finances
▫ Identify money denominations
▫ count money and make correct change
▫ Manage a savings and checking account
▫ Maintain a personal budget and keep records
▫ Demonstrate personal finance decision-making skills
▫ Make responsible expenditures
▫ Calculate and pay taxes
▫ Use credit responsibly
▫ Pay bills
▫ Deal with renting or leasing
GOAL: Math Computation Skills
▫ Students will review basic mathematical operations (adding, subtracting, multiplication and division)
▫ Students will apply mathematical operations to understand their use for adaptive life skills
▫ Students will learn how to compute percentages for use in making purchases
GOAL: Calculator Skills
▫ Students will use a calculator in performing basic mathematical calculations
▫ Students will understand how to check for errors when using a calculator
Suggested Lessons:
1. Interactive activities using real money as well as “play” money that looks accurate in size and
composition to real monies.
2. In class “store” where students will practice consumer dealings, i.e. discovering the price of an
item, deciding if they have enough money to purchase an item, choosing the correct denomination of
monies to pay and understanding the correct change due them as well as choosing the correct change
due the seller.
3. Analyzing weekly sales papers, comparing prices and goods and choosing the best product.
4. Planning a budget based on a given income and learning to work within that framework.
Challenges will be given to allow students to problem solve such as an unexpected expense or illness,
a lay off, etc.
Social Studies
The students will be exposed to a variety of topics to help them to become responsible and informed citizens.
In addition to developing an understanding of basic laws and rules of governance, students will develop skills
to help them to be active participants in society. Daily discussion of current events and sources for gaining
information will be incorporated into lessons on citizenship.
LINK TO NJ CORE CONTENT STANDARDS
6.1.12 A. Social Studies Skills
1. Analyze how historical events shape the modern world.
5. Evaluate current issues, events, or themes and trace their evolution through historical periods.
6.6.12 B. Places and Regions
1. Analyze and compare the functions and spatial arrangements of cities both locally and globally.
2. Evaluate how human interaction with the physical environment shapes the features of places and regions.
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3. Analyze why places and regions are important factors to individual and social identity.
6.2.12 A. Civic Life, Politics, and Government
1. Analyze how individual responsibility and commitment to law are related to the stability of American
society.
2. Discuss how participation in civic and political life can contribute to the attainment of individual and
public good.
GOAL: Responsible Citizenship
▫ Demonstrate Knowledge of Civil Rights and Responsibilities
▫ Identify basic civil rights.
o Invite school resource officer speak with class
o Locate resources for legal aid, using internet and other community resources.
o Identify actions to take when a crime has been witnessed.
o List and discuss basic civil rights and explain the process for registering for Selective Service.
▫ Know nature of local, state, and federal governments
▫ Identify the purpose of government. Pupils may collect news articles detailing the activities of
government bodies and officials.
▫ Pupils will demonstrate understanding of the branches of government and duties of various levels of
government.
▫ Demonstrate knowledge of the law and ability to follow the law
▫ Discuss local laws. Explain the purpose for the development of these laws and how and why we
follow them.
▫ Demonstrate knowledge off Citizen Rights and Responsibilities
▫ Locate community services available to citizens and create a list of community resources.
▫ Understand civic responsibilities: Voting requirements, being an informed voter, knowing dates of
primaries and elections, and knowing registration procedures.
GOAL: Expose students to major historical events that have shaped our nation with a focus on how
these events influence our lives today.
• Topics in US History
1. The origins of Our Country: The Early Colonies and the Revolutionary War
2. Growth and Change in our Country: From Farming to Industry
3. Civil War Period: Slavery and its aftermath
4. Our Changing Nation: Expansion and Development of the U.S.
5. Events that Have Changed our World: World War I and World War II
6. The Decades after World War II: Culture and Trends
7. Current Affairs: Issues Facing the Nation and the World
Life Science
The students will be exposed to a variety of topics in life science to increase their awareness of the nature of
science, how problems are solved and how biology is related to our everyday lives and to the lives of others.
LINK TO NJ CORE CONTENT STANDARDS
5.1 How experiments are conducted
Goal: Students will review and explore the scientific method
• Students will rehearse the meaning and use of hypotheses
• Students will develop their own hypotheses
• Students will manipulate and organize data
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•
•
Students will draw conclusions
Students will write up their experiments
5.1 Major discoveries that have been made & the impact on our lives
Goal: Major discoveries in the life sciences
• Study major developments in life science
• Explore the impact of major discoveries on our every day lives.
• Look at how our everyday health has improved through biological and medical experimentation
• Research current health issues relative to students’ lives
5.5A What are the characteristics of life
Goal: Students will study the characteristics of life
• Students will learn about the simplest life forms
• Discuss unicellular organisms
• Learn about plant life
• Pupils will explore the major types of plants and their interaction and use with our everyday lives
• Explore animal life
• Discuss major groups of animal life
• Discuss animal habitats
• Learn about animal life forms
• Explore human life
• Learn about our human bodily systems
• Discuss current health issues
5.1 B
Goal:
•
•
•
•
Current issues from the field of biology/bioethics
Current and future health, bioethical issues
Explore current controversial health issues
Learn about communicable diseases
Discuss prevention of various sicknesses
Look at world health issues-focus on developing nations and global health issues and changes
Life Skills
LINK TO NJ CORE CONTENT STANDARDS
NJCCCS 2.1.12 A
1. Compare and contrast healthcare and personal hygiene products and services commonly used by
adolescents and young adults
2. Investigate the impact of health choices and behaviors on personal, family, and community
wellness
3. Use health data to make predictions about wellness and recommend behavior changes to improve
lifelong wellness
4. Debate the social and ethical implications of the use of technology and medical advances to
support wellness
NJCCCS 9.2.12 F
3. Analyze the occurrence of workplace hazards
5. Implement safety procedures in the classroom and workplace where appropriate
NJCCCS 2.1.12C
1. Analyze and evaluate current dietary recommendations, resources, and trends from a variety of
sources
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2. Design and evaluate a nutrition plan for a healthy young adult considering cost, availability,
nutritional balance, freshness, nutritional value, and culture
3. Recommend healthy ways to lose, gain, or maintain weight
4. Analyze and evaluate how healthy and unhealthy eating patterns impact the functioning of the
human body, including healthy bone development and immune system functioning.
NJCCCS 9.2.12 E
2. Design implement and critique a personal financial plan
3. Discuss how to obtain and maintain credit
5. Use comparative shopping techniques for the acquisition of goods and services
NJCCCS 9.2.12 D
1. Analyze how character influences work performance
2. Identify and research privileges and duties of citizens in a democratic society
3. Discuss consequences and sanctions when on the job rules and laws are not followed
4. Compare and contrast a professional code of ethics or code of conduct from various work fields
and discuss similarities and differences
5. Apply a professional code of ethics to a workplace problem or issue
NJCCCS 2/2/12 C
1. Appraise individual and family needs in order to achieve and maintain wellness and design a plan
for lifelong wellness
NJCCCS 2.2.12.F
1. Access health and fitness services, programs, and resources and evaluate them for cost, availability,
accessibility, benefits and accreditation.
2. Analyze the preparation, licensing, and responsibilities of wellness and fitness professionals
3. Compare and contrast health insurance and reimbursement plans.
NJCCCS 2.5.8 D
1. Analyze participant and observer behaviors for evidence of good sportsmanship
2. Employ general and activity specific rules and analyze their impact on participation
NJCCCS 2.5.12 C
1. Demonstrate and assess tactical understanding by using appropriate and effective offensive,
defensive and cooperative strategies in applied settings
NJCCCS 2.1.6 A
1. Discuss the physical, social, emotional, and intellectual dimensions of wellness
4. Discuss how health knowledge, health choices, self-control, resistance, and self-management skills
influence wellness
NJCCCS 2.1.12 F
1. Discuss psychological principles and theories of personality development
2. Analyze the impact of physical development, social norms and expectations, self-esteem, and
perceived vulnerability on adolescent social and emotional growth and behavior
3. Analyze how peer norms and expectations, the availability of weapons, substance abuse, media
images and poor role models contribute to violent behavior
4. Predict the consequences of conflict, harassment, bullying, vandalism, and violence on individuals,
families, and the community
NJCCCS 9.12.2 C
1. Model interpersonal and effective conflict resolution skills
2. Communicate effectively in a variety of settings with a diverse group of people
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NJCCCS 2.1.12 E
2. Develop personal protection strategies to reduce the incidence of injuries and evaluate their
effectiveness
5. Describe and demonstrate ways to protect against sexual assault and discuss what to do if sexually
assaulted
NJCCCS 9.2.8 A
1. Communicate, analyze data, apply technology and problem solve.
2. Describe how personal beliefs and attitudes affect decision-making
3. Identify and assess problems that interfere with attaining goals
4. Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information
5. Practice goal setting and decision-making in areas relative to life skills
NJCCCS 9.2.8 C
1. Demonstrate respect and flexibility in interpersonal and group situations
2. Organize thoughts to reflect logical thinking and speaking
3. Work cooperatively with others to solve a problem
4. Demonstrate appropriate social skills within group activities
5. Practice the skills necessary to avoid physical and verbal confrontation in individual and group
settings
6. Participate as a member of a team and contribute to group effort
NJCCCS 9.2.12 C
1. Model interpersonal and effective conflict resolution skills
2. Communicate effectively in a variety of settings with a diverse group of people
INSTRUCTIONAL GOALS AND STRATEGIES
GOAL: Career Awareness and Vocational Training
•
Looking for Job Openings
1. Reading Help Wanted Ads-Working closely with pupils, bring in samples from home, and
looking at NJ.com, -discuss interests, inventory interests, write on computer, with pupils,
while flashed up onto screen in order to determine the ads we wish to explore
2. Comparing Jobs to Your Skills-creating a graphic organizer (such as a “T” chart, compare
contrast interests with the variety of jobs available.
3. Where to find help
•
Applying for a Job
1. Parts of a Business Letter- review parts of this type of letter, on computer, using teacher
developed model, with pupils, while flashed up onto screen
2. Styles of Business Letter-compare this type of letter with a personal letter, stressing the
purposes for using this type of letter
3. Addressing Envelopes- using text and samples, review and rehearse with pupils
4. Abbreviations-review, and make clear when and when not to use abbreviations
•
Preparing a Resume
1. Importance and what to include on a resume-using text and , on computer, using teacher
developed model, with pupils, while flashed up onto screen,
2. Review samples,
3. Develop students’ own resumes.
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•
Filling Out a Job Application and Applying over the Phone
1. Discuss and review the importance of a job application
2. Job Application Vocabulary and checklist- pupils fill out sample job applications, making
sure to keep them complete, accurate, and correct
3. Proper phone etiquette (getting ready to call, making a good impression over the phone)
-with classmates and under teacher direction, develop script, rehearse, dialogue, practice,
providing constructive feedback to one another
•
The Interview
1. Appearance
2. The actual interview
•
On the job
1. Filling out the W-4 Form-using text and other resources, discuss the importance and
reason for this form
2. Learning Company Rules; Performance Reviews
▫ Discuss job etiquette; using text, read about and discuss the importance,
timeliness, and parts of a Performance Review
3. Reading Time Cards-using text samples and , on computer, using teacher developed
model, with pupils, while flashed up onto screen, discuss the importance and reasons for
time cards.
4. Work Schedules-discuss work schedules, importance of developing one, following one,
working it around one’s life.
•
Job Related Resources
1. Referring to Print and Electronic Information-discuss the use and importance for technical
manuals (finding and following safety information as well as step by step instructions),
internet resources (practice “googling” information, stressing the importance of getting
reliable information)
2. Charts and Graphs-using text and teacher generated samples, practice using reading
various work related charts and graphs
•
Business Forms
1. Sales Slips and Invoices-using text and other resources, review the use of various types of
sales slips and invoices from a variety of businesses (this work may be included with the
operation of the school store)
2. Inventory-using text and other resources, review the use and importance of keeping
reliable inventory (this work may be included with the operation of the school store)
3. Using Catalogs and Ordering Products-review use of catalogs, and ordering protocol- (use
print and internet resources; stress inclusion of shipping charges)
•
Communication on the Job
1. Answering the telephone, taking messages. (practice phone etiquette, message taking,
filling out “while you were out” forms)
▫
Health Insurance
1. Health Insurance Benefits and Forms (using text and other resources, discuss health
benefits typically offered by employers, including types of coverage)
2. Workers’ Compensation-explain its importance, and reasons for applying (practice
filling out forms, using text and other resources)
3. Accident Reports- discuss work related accidents and employer coverage; (using text
and other resources, practice filling out forms, practice writing clear concise
descriptions of possible work related injuries)
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GOAL: Health, Nutrition and Safety
Caring for Personal Needs
▫ Exhibit proper grooming and hygiene
▫ Dress appropriately
▫ Obtain health care
▫ Avoid substance abuse
▫ Demonstrate knowledge of common illnesses, prevention and treatment.
▫ Maintain physical fitness, nutrition and weight.
Strategies:
1. School nurse will visit to discuss what good hygiene is and why it is important.
2. Students will examine different consumer products and discuss what they are used for. Students
will research these products on the internet and create an advertisement for their product.
3. Students will learn the Madison High School dress code and then discuss why such codes are
necessary in schools and workplaces. Using contemporary magazines, students will create collages on
appropriate dress and inappropriate dress, exhibit them and discuss one another’s choices.
4. Students will fill out an “emergency card” that lists their personal physicians, dentists and hospital
of choice. Students will be assigned to talk with their parents/guardians at home about how their
health care providers were chosen and what criteria is important. These ideas will be shared with the
class.
5. SAC will visit class on different occasions to discuss with class the problems of drug abuse. Using
handouts and real life stories, students will understand the difference of legal and illegal drugs and
who it is acceptable to receive drugs from.
GOAL: Safety Awareness
▫ Identify safety signs
▫ Identify unfamiliar odors
▫ Identify unfamiliar sounds
Strategies :
1. Classroom will have large safety signs displayed with corresponding word listed.
2. Audio tape of “emergency” sounds, i.e. fire alarms, police/ambulance siren, smoke detector,
emergency announcements.
3. Class discussion on harmful fumes and what can emit them, i.e. gas stoves, fire, burning in general,
electrical problems. Examples of smells when appropriate.
GOAL: Buying, Preparing, and Consuming Food
▫ Purchase food and plan meals
▫ Clean food preparation areas
▫ Store food properly
▫ Prepare meals, read labels, and follow recipes
Strategies :
1. Analyze weekly food store advertisements.
2. Handouts on food preparation and safe handling instructions.
3. Locate labels for nutritional information
4. Choose a recipe and follow it. Students will exercise their knowledge of units of measure,careful
reading of recipes, and knowledge of ingredients.
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GOAL: Buying and Caring for Clothes
▫ Purchase clothing, demonstrate knowledge of prices and sales
▫ Operate washing and drying machines (also coin operated).
▫ Iron, mend and store clothing
▫ Demonstrate use of dry cleaners and Laundromat
Strategies:
1. Implement personal budget created by student for wardrobe shopping.
2. Students will be shown how to operate the washer and dryer.
3. Students will be shown how to hand sew to make clothing repairs and sew buttons. Each student
will periodically be given time to practice this skill.
4. Students will be shown how to operate a sewing machine.
5. Students will be shown how to operate an iron.
6. Class will visit a Laundromat, examine the cost of having clothes dry cleaned, how to know if
clothing is “dry clean only”.
GOAL: Social/Emotional Wellness and Interpersonal Skills
Using Recreational Facilities and Engaging in Leisure Activities
▫ Demonstrate knowledge of available community resources
▫ Choose and plan activities
▫ Demonstrate knowledge of the value of recreation
▫ Engage in group and individual activities
▫ Plan vacation time
▫ Plan a social event
▫ Engage in hobbies, sports, music, arts and crafts
Strategies:
1. Students will visit ARC of Morris County and become familiar with their activities.
2. DAWN will visit our classroom once a week for a series of lectures on self advocacy and available
programs in Morris County.
3. Madison H.S. will be participating in the Special Olympics of NJ.
4. Students will plan 3-4 parties hosted by Pathways.
5. Students will plan a “fantasy” vacation. Class will visit a travel agency, collect brochures, plan a
budget and create a brochure.
GOAL: Achieving self-awareness
▫ Identify physical and psychological needs
▫ Identify interests and abilities
▫ Identify emotions
▫ Demonstrate knowledge of physical self
▫ Demonstrate proper care, use, and maintenance of prosthetic devices or sensory aids as required.
▫ Use appropriate methods to cope with stress
Strategies:
1. Students will examine their likes, dislikes, strengths and weaknesses. Peer interaction focusing on
what others see as strengths in you.
2. Class read on mental health issues such as depression and anxiety. Handout regarding how to
handle mental health issues and stress. Class discussion on positive ways to handle stressors.
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GOAL: Achieving Socially Responsible Behavior
▫ Demonstrate listening and responding skills
▫ Establish and keep close relationships
▫ Make and keep friendships
Strategies:
1. What makes a friend? Class will share answers on the characteristics of a good friend.
2. Students will pick a card from a “hat” that poses a conflict. The student will pair with a classmate
and together they will problem solve some conflict resolutions.
GOAL: Achieving Independence
▫ Do things without unnecessary assistance
▫ Accept responsibility for actions
▫ Get around the community and be able to travel
▫ Cope with changes in travel schedule
▫ Cope with being lost
▫ Follow travel safety procedures
▫ Get to school/work on time
▫ Decide what to wear
Strategies:
1. Each student will create a personal safety plan as well as a plan of action if they should get lost.
Periodically the class will “rehearse” our plans so that each student feels a sense of familiarity with
their individual plan.
2. Students will become aware of what a sexual attack or incident of molestation entails. Students
will read scenarios about young people who were involved in sexual assaults and what needs to be
done in the aftermath.
3. School police officer will visit classroom and discuss the protocol if anyone is ever in an assault
situation.
GOAL: Achieving Problem Solving Skills
▫ Seek assistance when needed
▫ Recognize problems
▫ Anticipate consequences
▫ Develop and evaluate alternatives
▫ Develop goals, solutions, and plans
Strategies:
1. Students will be given different “problems” to work out with a partner. The partners will role play
their problem and solution for the class.
2. Students will review what they learned in Character Education and discover how their “ideals”
impact their solutions to problems.
3. Students will be given different open ended situations and in a group they will explore the
possibilities that can develop from their situations. They will have to work out the whole “story” from
beginning to end practicing analyzing problems, possible challenges and ultimately, sound solutions.
GOAL: Communicating with Others
▫ Recognize and respond to emergency situations
▫ Communicate with understanding
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Demonstrate knowledge of social cues and the subtleties of conversation, both verbal and
nonverbal.
Listen to others
Strategies:
1. Students will review their emergency plans and discuss their plans with peers to explore
plausibility.
2. Students will be given a situation and as an individual they will call for help and communicate
clearly what the situation is.
3. Role play. Students and teacher will practice different social situations and practice identifying
non verbal cues as well as practicing good conversational body language.
GOAL: Gaining Information about Careers
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Knowing and Exploring Occupational Possibilities
1. Identify remunerative aspects of work: Find pictures of people performing different jobs,
discuss community needs for certain goods and services, and discuss our own experience
with paid employment. When identifying why some jobs pay better than others, pupils
may talk about educational training, and types of pay (hourly, salary, commission)
2. Locate sources of occupational and training information: Work with pupils on identifying
sources of occupational information available through State Employment Offices,
Vocational Rehabilitation, Department of Developmental Disabilities, and other sources.
Additionally, pupils may work with a career counselor in discussing various job
possibilities.
3. Identify personal values met through work: Students identify activities in which they like
to participate, explain how being employed provides a sense of belonging, how work can
increase one’s self esteem, and talk to others about how they meet some of their personal
needs through their jobs.
4. Identify societal values met through work: Discuss those jobs meeting certain societal
needs or expectations through their daily completion.
5. Classify jobs into occupational categories
6. Investigate local occupational and training opportunities
•
Selecting and Planning Occupational Choices
1. Collect newspapers, want ads, and other lists of jobs available in the community, and then
pupils may choose a job of interest to them. Pupils may try job out, through job sampling,
visiting job sites, or interviewing business people or prospective employers.
2. Identify requirements of appropriate and available jobs
3. Identify occupational aptitudes
4. Identify major occupational interests: Students may take Strong-Campbell Vocational
Interest Inventory (S-C II), and the Career Occupational Preference System Interest
Inventory (COPS) test, and discuss results. Pupils list their interests based on the results of
the tests administered.
5. Identify major occupational needs: Pupils discuss their personal needs, and ways to meet
them through the world of work, and their own jobs.
•
Exhibiting Appropriate Work Habits and Behavior
1. Follow directions and observe regulations: Following teacher example, students complete
a sequence of steps to complete a job.
2. Recognize importance of attendance and punctuality
3. Recognize importance of supervision
4. Demonstrate knowledge of occupational safety
5. Work with others
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6. Meet demands for quality work: Discuss the importance and meaning of quality
standards on the job, perhaps relating to school work, and grades. Explain what happens
when we don’t do a good job, perhaps relating to personal experience (car problems, other
problems around home, school, or from personal experience.)
7. Work at a satisfactory rate
•
Seeking, Securing, and Maintaining Employment
1. Search for a job
2. Apply for a job: Fill out some practice applications, even visiting websites for various
businesses. Discuss appropriate dress for the interview.
3. Interview for a job
4. Know how to maintain post school occupational adjustment
5. Demonstrate Knowledge of Competitive standards
6. Know how to adjust to changes in employment
III. EVALUATION
All learning done in the Life Skills section of the Pathways program will be evaluated based on
authentic assessments and the ability of the student to appropriately apply knowledge, showing
mastery of the skill presented. Mastery will be evaluated by projects, verbal presentations and
discussions, and analyses. Assessment will vary and cover all learning modalities, allowing every
student to be successful and to exhibit his/her strengths.
IV. REQUIRED RESOURCES
1. www.state.nj.us/njded/cccs/
2. MyPyramid.gov
3. Character Education Year 2 - John Heidel & Marion Lyman-Mersereau
4. Life Skills Activities for Secondary Students with Special Needs - Darlene Mannix
5. Asking About Sex and Growing Up - Joanna Cole
6. My Body Is Private - Linda Walvoord Girard
7. The Care & Keeping of YOU, The Body Book for Girls - Valorie Lee Schaefer (An American Girl Book)
8. Sex Education Activities - Patricia Rizzo Toner, Just for the Health of It Health Curriculum Activities
Library UNIT 4
9. Life Skills 225 Ready-to-Use Health Activities for Success and Well-Being - Sandra McTavish
10. Diet and Nutrition Activities - Patricia Rizzo Toner, Just for the Health of It Health Curriculum
Activities Library UNIT 2
11. Stress Management and Self-Esteem Activities, Patricia Rizzo Toner, Just for the Health of IT Health
Curriculum Activities Library UNIT 5
12. Your Checking Account, Lessons in Personal Banking - Victoria W. Reitz
13. Menu Math Real Life Math Series - Remedia Publications
14. Self Esteem Activities to Build Self-Worth - World Teachers Press
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