Make the Most of Your Time
Dr. Christina Davis
Dr. Gloria Gardiner
AER International Conference 2014
San Antonio, Texas
July 30-August 3, 2014
Georgia Academy for the Blind
Ready 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
 Career Education: II, III, IV
 Clothing Care
 Self-Determination
 Bedroom Care
 ASPIRE (Active Student
Participation Inspires Real
Engagement)
 Home Care
 Outdoor Homecare
 Food Prep: II, III, IV
 Money Management: II, III,
IV, V
 CWAT: Job Training
 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
 Health Science
 Architecture and
Construction
 Human Services
 Arts, AV/ Technology, and
Communications
 Business Management, and
Administration
 Education and Training
 Energy
 Hospitality and Tourism
 Information Technology
 Law, Public Safety,
Corrections, and Security
 Manufacturing
 Marketing
 Finance
 Science, Technology,
Engineering, Mathematics
 Government and Public
Administration
 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 Services
Formally Known as a Family Consumer Science (FACS)
Food and Nutrition
1. Food, Nutrition, and Wellness
2. Food for Life
3. Food Science
Interior, Fashion, and Textiles
1. Foundations of Interior Design
2. Fundamentals of Fashion
3. Textile Science
Personal Care Services: Cosmetology
1. Introduction to Personal care Service
2. Cosmetology Services II
3. Cosmetology Services III
Human Services
 Personal Care Services: Esthetics
1. Introduction to Personal Care Service
2. Esthetics Services II
3. Esthetics Services III
 Housing and Community Management
1.
Introduction to Consumer Relations
2.
Housing and Community Management
3.
Managing Diverse Property Types
Human Service
 Personal Care Service: Barbering

1.
Introduction to Personal Care Services
2.
Barbering II
3.
Barbering III
Personal Care Services: Nails
1. Introduction to Personal Care
2. Nail Care Services II
3. 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 teacherled) 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
Demonstrate employability skills required by business and
industry
All HUM
classes
1.1 Communicate
effectively through writing, speaking, listening, reading, and
interpersonal abilities
1.2 Demonstrate
creativity with multiple approaches to ask challenging questions
resulting in innovative procedures, methods, and products
1.3 Exhibit
critical thinking and problem solving skills to locate, analyze, and apply
information in career planning and employment situations
1.4 Model
work readiness traits required for success in the workplace including
integrity, honesty, accountability, punctuality, time management, and respect for
diversity.
1.5 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.
1.6
Present a professional image through appearance, behavior, and language.
Demonstrate employability skills
required by business and industry
* All Human Services Courses
Element
Communicate
effectively through
writing, speaking,
listening, reading, and
interpersonal abilities
ECC Domain
Compensatory,
social skills
ECC Skill
Written and oral
communication,
Expressive and
receptive
language
Demonstrate creativity with
multiple approaches to ask
challenging questions
resulting in innovative
procedures, methods, and
products
Exhibit critical thinking and
problem solving skills to
locate, analyze, and apply
information in career
planning and employment
situations
Model work readiness traits
required for success in the
workplace including
integrity, honesty,
accountability, punctuality,
time management, and
respect for diversity.
Compensatory,
social skills
Critical thinking and
Problem solving
Compensatory,
Career education
Career planning, Job
readiness,
Generalize plans
based on information
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.
Present a professional
image through
appearance, behavior, and
language.
Career
Education
Teamwork skills,
Productive
work
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 skills
Hygiene, food
preparation skills
Demonstrate the
need of safe food
storage practices.
Independent
Living skills
food preparation
skills
Independent
Living skills
Adapted
equipment,
personal safety,
food preparation
skills
Develop
appropriate
activities regarding
the safe use of
equipment.
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.
Demonstrate safe
food practices for
cooking outdoors.
Demonstrate the
selection, storage,
and cooking
techniques for various
food categories
Independent
Living skills,
Compensatory
measurement,
food
preparation
skills
Independent
Living skills, Rec
and Leisure
safety, food
preparation
skills,
grilling/picnics
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
Technology
Identify 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, SelfDetermination
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 menus
Independent
Living Skills,
Compensatory
Menu 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, SelfDetermination
Healthy
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.
Selfdetermination
SelfAdvocacy
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 Skills
Understanding
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, Selfesteem
Evaluate the connection
between personal wellness
and job performance.
Social Skills,
Career
Education, SelfDetermination
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-annotatedbibliography-of-curricular-materials-related-to-the-corecurriculum-for-children-and-youths-with-visual-impairmentsincluding-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
Beyond TV
Dinners: 3 Levels
of Recipes for
Visually
Handicapped
Cooks (Cost)
Author
P. Canter, M.
Cole,
B. Hatlen, &
P. LeDuc
Domain
Category
Independent Instruction of
Living
Personal
Management
Media
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 Blind
2895 Vineville Avenue
Macon, GA 31204
Christina Davis, Ph.D., NBCT
Gloria Cha-Gardiner, Ed.D.
Coordinator of Designated
Programs
Family Consumer Science Teacher
Phone: 478.751.4592
chdavis@doe.k12.ga.us
Phone: 478-751-6087
moon.gardiner@doe.k12.ga.us